Leaning and development in Motorola training and development PDF

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LEARNING AND DEVELOPMENT IN MOTOROLA

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Introduction This Case study is about Motorola Inc. and its world class training and development programs. The essay gives us an insight into the key role of employees’ learning and development programs in cost-cutting, productivity optimization, revenue generation, and employee satisfaction and the approaches considered in Motorola. It also describes how these programs were redesigned with the changing times and the size of the organization keeping in mind different theories of learning. The thesis statement of this essay aims to criticize the strategies considered while application of learning development approaches in Motorola. Learning and development approaches considered in Motorola The essence of the learning and development programs at Motorola is that they have evolved with time. This case study throws light on the various training programs implied by Motorola from its inception in 1928 until today .To begin with, in 1928, training just meant teaching recruits how to handle the manufacturing equipment to perform various predetermined tasks assigned to them. The training program was a multifunctional attribute in Motorola since those days and started right from recruitment. Galvin and his HR team realized that just knowing their bit will not help, it is time to change the training program to stay relevant. The employees should have a sophisticated knowledge of the equipment and the bigger picture. Even top management was not just supervisors and hierarchy was becoming flattered. In 1979, they surveyed the current capabilities and curated a five-year learning program. Galvin also borrowed space from top universities and started the Motorola executive institute. It was a management program to train its top 400 executives within 4 weeks. It was a great learning experience but not much changed practically. Finally, MTEC was established in 1980, which was a huge program designed for 2500 employees, although the results were not as expected as people showed resistance towards formal classroom training. HR the structured self-help program by giving take away study material. The receipt here was also cold, as they were never opened. The Motorola University: In 1989, Motorola University was founded and all the efforts started to pay. The curriculum was designed keeping in view the requirements of the company. Programs like Individual Dignity Entitlement took their training to best in class. In the late 1990s and early 2000s, when technology and ways of production were changing like never before , Motorola started eLearning programs. Theories of learning and development Social Learning theory Since 1928, Motorola .were trained to do their assigned job by learning from the seniors and trial and error methods. It was on-the-job training. As opined by Swart et al ( 2012 ) , Social learning theory works on learning from another person whom they think is more experienced or credible. 2

This is a practical, on-the-job training where the employee learns from his wish and his mentor. Social learning theory has helped Motorola employees to get hands-on product and equipment training from their seniors and solve the issues and quotations they have about the process. This is the theory best applicable for technical and machinery operation-related learning and development. It keeps employees motivated towards higher outputs and better quality as they try to imitate their seniors. Goal-setting theory As stated by Lizier and Reich (2021) , Goal setting learning theory suggested that setting specific and clear goals would help in learning and development. In 1984, Motorola integrated MTEC and self-help programs and understood the conflict between management and workers' goals. The management was reluctant about Output goals and the employees were skeptical about maintaining the required quality standard. They trained them to understand the bigger picture that both deadline and quality are key and can co-exist.,Such training helped the sync between all levels to understand the perspective of the company and work to attain it as a whole team.

Information processing theory As estimated by Goldet al (2013), with changing times, the ways of imparting training have been changed. The theory says that learning or training imparted should not be passing by thing, It should be there in the long-term memory. The knowledge must be memorized in a way that is useful when needed. So when Motorola saw a gap between the classroom and Practical work, they changed their ways to train.They kept repeating the training processes by continually evaluating the training needs by various programs like Individual dignity etc. HR also covered other aspects of personality and not just technical training to enhance the basic mathematical and analytical skills so that employees can use the knowledge wisely.

Issues associated with the development

successful implementation of

learning and

In the views of Swanson et al (2001) , there were various issues observed in this case like Reluctant to change, Complex human behavior, Organizational structures, Constant need to upgrade with changing times, External factors like World war, recessions, and many more. The employee's ultimate goal is to deliver on a given deadline. So training needs to take time out of their hectic schedule which is very challenging The geographical location of the workforce can be different so it needs more trainers and involves more cost. In addition, every individual has a unique way of registering, memorizing or learning so it gets harder to understand personal ways and work according to them. 3

As opined by McGuire (2014), few training programs are very generic, so they are irrelevant for a particular section of employees. Updating the content and considering the exact need for the receiving group plays an important role in keeping the motivation around training programs. As stated by Bratton and Gold (2017) , w henever something new is introduced it has some level of reluctance to implement, so even if trainees have got the relevant knowledge in the classroom/training, they may return to their old ways, once they are back on the floor. As estated by Rousseau and Greller (1994), sometimes when organizational structure gets bigger with a complex hierarchy, chain it gets difficult for HR to synchronize and identify what kind of training should be impaired and what is the exact responsibility area for the selected group. As mentioned by Stewart and Cureton (2014) , external factors like a world war, globalization pandemics can change the way training is given in an organization. E.g., Globalization and the world war have changed technology and manufacturing practice all over the world, which made the existing training programs obsolete. In addition, the pandemic like Coronavirus has shifted the whole world on digital platform and has affected the ways of training. Last and the most important is Cost. The training and development incur the cost and it is always a question that the assigned budget is viable and will have its effect to increase the output and profit. Strategies to ensure successful implementation of learning and development This case has various practical real-time strategies implemented by Galvin and his HR team. For a successful learning program, one should analyze the goals and requirements. While designing the training plan a study of business operations and employee needs is key. HR should make the training plan to bridge the gap between the required skill and the trainees. As mentioned by Werner and DeSimone (2011), the training should be divided into smaller parts and categories to make it practical. Keeping in mind the receiving group training can be imparted online, one on one, formal classroom with small or large groups, self-help study material, etc. Budget constraint or the cost of training should also be considered as the ultimate aim is cost-cutting and making a profit. The process of training does not stop just by delivering the training at the program. It also covers studying after training effects and the changes the occurred on the work floor. The training should be given with a long-term perspective and not just to get employees to learn. In this case, HR has continuously understood the needs and updated its ways of training. The company has mastered employee motivation and commitment through its unique training skills. By following these steps, it has not only enhanced the skill sets of its employees but also craved its path to market dominance. It has utilized every dollar spent on the training programs. They have now even helped other companies in training their staff and earning some extra income. They aim at overall development by covering 3-way aspects like relational, technical and 4

business skills. The major controller of the trainer program was to integrate the goals of various levels of management and train every role to understand the bigger picture.

Conclusion The learning and development programs have changed in Motorola from 1928 till today. The company has world-recognized training and development programs that have shown positive results. The theories implemented are goal setting, social learning, and information process for better understanding and long-term effects of the training. There were various issues faced by Galvin and his team to reach these heights by the secret of their success was not to give up and keep trying for the personal betterment and grooming of their employees integrated with organizational long-term growth and vision.

References:

Lizier, A.L. and Reich, A., 2021. Learning through work and structured learning and development systems in complex adaptive organisations: ongoing disconnections. Studies in Continuing Education, 43(2), pp.261-276. Stewart, J. and Cureton, P. eds., 2014. Designing, Delivering and Evaluating L&D: Essentials for Practice. Kogan Page Publishers. 5

Gold, J., Holden, R., Iles, P., Stewart, J. and Beardwell, J. eds., 2013. Human resource development: Theory and practice. Macmillan International Higher Education. McGuire, D., 2014. Human resource development. Sage. Rousseau, D.M. and Greller, M.M., 1994. Human resource practices: Administrative contract makers. Human resource management, 33(3), pp.385-401. Werner, J.M. and DeSimone, R.L.R.L., 2011. Human resource development. Cengage Learning. Swart, J., Mann, C., Brown, S. and Price, A., 2012. Human resource development. Routledge. Swanson, R.A., Holton, E. and Holton, E.F., 2001. Foundations of human resource development. Berrett-Koehler Publishers. Bratton, J. and Gold, J., 2017. Human resource management: theory and practice. Palgrave.

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