EMPLOYEE TRAINING AND DEVELOPMENT AT MOTOROLA

- James Borton, Columnist, Asia Times

24TH FEBRUARY 2012

PRESENTATION BY:• PRESENTATION BY:

:

GROUP NO. 01

JASNA A V (01) CHINDU BALAKRISHNAN (02) FATHIMA K (04) HAFIS V K(05) HAFSA THASNEEM (06) HANNA FATHIMI HANEEF (07) HASHIM V M (08) HASNA (09) JASEELA M (12) GROUP NO. 01• JASNA A V (01)• CHINDU BALAKRISHNAN (02)• FATHIMA K (04)

• HAFIS (05)• HAFSA TASNEEM (06)• HANNA FATHIMI HANEEF (07)• HASHIM (08) • HASNA (09)• JASEELA M (12)

CONTENTS

• Introduction… Jaseela M• Top Training Company In The World... Chindu Balakrishnan• Training & Development Initiatives… Jasna & Fathima• The Motorola University… Hanna & Hafsa• Focus On E-learning… Hashim & Hafis• Questions For Discussion… Hasna

INTRODUCTION

• Motorola was an American multinational telecommunications

company based in Schaumburg, Illinois.

• Two independent public companies:

- Motorola Mobility and

- Motorola Solutions

• Motorola is a global leader in providing integrated

communications solutions and embedded electronic solutions.

• US based Company Motorola.

• Motorola was founded in 5th September1928, when the Galvin brothers,

Paul and Joseph, set up the Galvin Manufacturing Corporation, in

Chicago, Illinois, USA.

• Key people:

- Greg Brown (President & Company CEO)

- Sanjay Jha (CEO and Chairman)

• Number of employees - 60,000 employees

• Its first product was a "battery eliminator“.

• Products of Motorola:

- Tablet PCs

- Mobile Phones

- Smart Phones

- Two – way radios

- Networking systems & Cable Television systems

MOTOROLA – TRAINING AND DEVELOPMENT

• Motorola offer training and development opportunities that enable

their employees to develop their skills, reach their full potential, and

be their best in the moments that matter.

• Their annual performance management process helps employees

create clear goals with their managers that align with their business

strategy.

• This process helps managers monitor their employees’ performance

and identify opportunities for development .

• Employees and managers create individual development plans

that focus on three areas:

Experience On-the-job learning through projects such as job rotational assignments

70%

Feedback Personal development

through coaching and

mentoring

20%

Education Internal and external

virtual and instructor-led

training opportunities

10%

Educational programs of Motorola

It includes :

• Virtual and instructor-led courses.

• Technology-based learning opportunities.

• Educational assistance for employees.

• External institutions, seminars and conference opportunities.

LEADERSHIP DEVELOPMENT

• 8 leadership competencies they expect of all Motorola Solutions

employees:

- Think strategically

- Focus on customers

- Develop talent

- Collaborate and influence

- Execute flawlessly

- Drive results

- Demonstrate sound judgment

- Lead change

• Motorola also have a number of development programs for

high potential employees.

• They are adapting their training to suit the next generation of

digitally literate and geographically dispersed employees and

using a variety of new technologies, including rapid e-

learning, virtual classrooms and mobile learning to keep their

training programs effective and relevant.

One of the best providers of training to its employees in the world

Motorola began training its employees in 1928 1980s Motorola emerged as a model organization for

employee T&D 1980 - Motorola education and training centre 1989- Motorola University ASTD named Motorola the ‘Top training company’

In the world. Former CEO Galvin got the ‘champion of workplace learning

and performance award’

“MOTOROLA”-TOP TRAINING COMPANY IN THE WORLD

TRAINING AND DEVELOPMENT INITIATIVES

The Initial Efforts

• Motorola had started training its employees in 1920s

• Motorola had its own standard employee development activities till the early 1980s

• Give importance to 3 essential qualities in the employees

1.communication and computational skill

2.basic problem solving abilities

3.willingness to accept work hours

• The quality of output was the primary consideration of Motorola.

• Most of the employees learned their job through observing the seniors at work and learning through the trial and error method

• It helps them to improve their communication skill and sharpen their calculation skill.

• During 1970s Motorola’s hr dept began to realize that the rules of corporate training and education had to be rewritten in tune with the changing times.

• The senior management’s role was no longer limited to supervision ;they had to learn new skills and techniques and explain them to subordinates.

• HR dept. conducted a corporate wide study in 1978 and tested

the skill of employees

• The test revealed the astonishing fact that a majority of the

workforce was incapable of doing simple arithmetic

calculations and some of them could not even understand the

product by colour of its package and dealt with it according to

the established procedure.

• These discoveries made the HR dept. think of going beyond

improving the working skills of employees to enter new areas

of education that had never been touched upon earlier.

• Instead of only technical skill instructions, training was now

made two –pronged- teaching the 10th grade school basics at

the fundamental training level, and introducing new concept of

work , quality ,community learning and leadership at the

development level.

• In 1979, HR dept design a five-year old training plan to

upgrade the skill of its employees

• But the plan did not produce the desired results

HIGHLIGHTS OF THE FIVE-PART CURRICULUM

• Quality control: this is a management function in which control the

quality of

- raw material

- services

- management, production and inspection processes

Steps

1. Evaluate actual quality performance

2. Compare actual performance to quality goals

3. Take action on the difference

• Industrial problem solving: this involves technique and

processes which are most effective in troubleshooting practical

process problems at a manufacturing unit.

Steps

1. Define the problem

2. Collect the information

3. Determine the possible options

4. Decide most optimum solution

• Presenting conceptual material: designed to help an hourly

worker to present a technical solution to an engineer

• Effective meetings: intended to promote the participative

management process

• Goal setting: aims to teach each and every employee the

importance of goal setting, both at the corporate level and

individual level

• Galvin established the Motorola Executive Institute.

o The ultimate result was disappointing.

o Galvin realized that this happens because the top management

was learning new things but was unwilling to change its old

ways.

• An employee education department named Motorola Training

and Education Center(MTEC) was established in 1980.The twin

objectives of this program were: to expand the participative

management process, and to help improve the quality of products

tenfold in the coming five years.

o Failed in formal classroom training

• MTEC develpoed self-help material which employees couldtake

home and this attempt too failed.

• Conflicting behavioral patterns of different levels of

management.

o Top management insisted on meeting the deadlines and

workers who had been taught quality improvement techniques

were eager to implement them.

• In 1985, Motorola established a new cellular manufacturing

facility in Arlington Heights, US.

o The work force in the plant have improved quality 10 fold in

the first 5 years of training.

• The Motorola University was born in 1989,a full-fledged

educational institution of its own which is able to cater to the

training and development needs of the employees.

THE MOTOROLA UNIVERSITY

• After conducting various experiments that spanned a few decades, Motorola came to understand that training involved more than designing and implementing one particular program for a set of employees.

• Normally, training was an ad-hoc measure whereas education gave the recipient a vision. Education was viewed as an investment rather than a cost. Motorola decide to clevate MTEC to the status of a university in 1989.

• Company’s objective in having its own university was to provide education relevant to the company, to the job and to the individual. So they cannot operate like the other universities. It designed its own training patterns.

• The duty of the general managers who were the trustees of the company was to understand the training requirements of the company, design a course to meet those requirements and impart training to the employees and redefine their responsibilities in accordance with the changing times.

• The university acted as a link between the employee education and the company’s business strategy .

• Curriculum was designed according to the requirements of the

company.

• Emphasis was laid on participative management,

empowerment, motivation, individual dignity and ethics.

• Training instructions were offered in three broad categories-

engineering, manufacturing, sales and marketing. These three

was further divided into three parts- relational skills, technical

skills and business skills.

• Relational skills- customer satisfaction, effective meetings, effective

manufacturing supervision, negotiation and effective presentations.

• Technical and business skills- basic math, electronics, accounting,

computer operation, and statistical process control.

• Relational skills curriculum was designed and developed by Motorola

University whereas technical and business skills were developed in

cooperation with community colleges and technical schools.

• At the first stages , the university listed the courses in a catalogue and the

employees are required to take a certain number of courses and a chief

learning officer was appointed.

• This changed in the 1990’s and apart from the three basic categories of

instruction , the university began to offer several other minor courses. Such

course material, textbooks and other instructional materials were offered to

the outside customers on payment, as well as to Motorola employees. The

minor courses took a short time to complete. For instance, courses like “

Managing the Software Development Process” took four days, “Short-Cycle

Manufacturing” took just one day.

Full Course Title Type of Course Duration

Vice Presidents Institute Leadership development 4 days

Asian Impact for Motorola Leadership Development, Business Acumen Development

15 days

Semiconductor Products Sector GOLD Program

Leadership Development, Business Issue Problem Solving

13 days

Communications Enterprise GOLD Program

Leadership Development, Business Issue Problem Solving

11 days

Semiconductor Products Sector Global Leadership

Curriculum of several courses: leadership, business

1 to 3 days each

General Managers Toolkit Functional Refreshers 1 day each

Building World-Class Leaders through Coaching

Coaching Skill Development 2-3 days

Executive Seminar Series Topic Awareness 5-1 days

China Accelerated Management Program

Leadership Development, Action Learning, Rotation

18 days

Leadership Accelerated Program

Leadership Development, Action

20 days

Open-enrollment Programs

• Project leadership

• Management & communications

• Achieving result through people

• Listening and feedback

• Telecommunication principles for project managers

• International project management.

• Skillful conversation

• The Transcultural academy

Role Of Motorola University

• Synergize employee education with business

targets.

• Motorola extended training to all its

employees spread across the globe.

• Special remedial plan for particular

employees.

• Though initially the university solely concentrates on training Motorola's employees, soon it started to utilize the in-house skills for profit making enterprises like the sale of course material to outsiders, offering consulting services , translation services, conducting seminars to teach other companies how to start their own corporate universities, and evaluation services where a team of experts measured how effective a company’s training and education program was.

FOCUS ON E-LEARNING

• Motorola University created a new internal institute named College of Learning Technologies(CLT) to develop educational delivery system through satellite, internet and virtual classrooms.

• The university placed a large selection of courses and training materials on its intranet, that could be downloaded directly to an employee’s laptop computer.

• Motorola employees received nearly 35% of educational solutions through e-learning, remaining 65% through instructor-led classroom training and mixed solutions that combined the best of both modes at Motorola .

• After the introduction of e-learning, employees were not required to attend 40 hours training every year.

• Jill brosig (Director of learning and development) said “ that rule was very appropriate at the time because it showed we invested our people”

• Employees were required to sign a ‘personal commitment’ each year that was reviewed by their managers on a quarterly basis.

• ‘Strategic driven’ educational plan that was directly tied to an employee’s performance review.

• E- Learning was shaped as a self- directed learning process to

enable employees fulfills their specific and unique learning

needs.

• The benefit of this method was that the learners could spend

more time specifically on what they needed to learn.

• Motorola’s e-learning training program was made accessible

to more than 150,000 employees across the world.

• With over 100 offices in 24 countries in 2005, Motorola

University delivered over 100,000 days per day of training to

employees, suppliers and customers.

• Through personal digital assistants, Motorola employees could

contact their personal coach, read tips of the day, learn about

collaborative team events and read news clippings all

customized to the employees’ needs.

Questions for discussion

? Comment on employee training and development practices at Motorola

• Started in 1928• Purely technical training• five year old training plan• Motorola executive institute • By 1980’s , training continuous learning• Motorola training and education center was set up• five part curriculum • In 1989 training center university

? Why do you think the company received an international recognition for its training and development practices?• Well structured training program designed

after conducting a corporate wide study to test the skills of employees.

• Two pronged training system.

?Study the training programs offered by motorola university and how it benefited the target audience?

• Met company requirements.• Three broad categories - engineering, manufacturing,

sales and marketing.• minor courses.• Highly interactive.• Participants learnt by inventing their own products • Right employees for the right job.• Cost by $10 bn.• Productivity by 139%.

? Critically Comment on e-learning initiatives of Motorola

• Training is based on relevance , not hours.• Partial learning of courses was made possible.• Accessible to more than 1,50,000 employees

across the world.

THANK YOU