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)

CONTENTS
Introduction Top Training Company In The World... Training & Development Initiatives The Motorola University Focus On E-learning Questions For Discussion Jaseela M Chindu Balakrishnan Jasna & Fathima Hanna & Hafsa Hashim & Hafis 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 Personal through development coaching and 70%

Feedback

20%

mentoring

Education

Internal

and

external

10%

virtual and instructor-led training opportunities

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 elearning, virtual classrooms and mobile learning to keep their

training programs effective and relevant.

MOTOROLA-TOP TRAINING COMPANY IN THE WORLD

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

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 Motorolas 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 managements 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

development level.

learning and leadership at the

 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 FIVEPART 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.
3.

Compare actual performance to quality goals

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. 2. Define the problem Collect the information

3.
4.

Determine the possible options

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. Companys 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 companys 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 categoriesengineering, 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 1990s 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, ShortCycle Manufacturing took just one day.

Full Course Title Vice Presidents Institute

Type of Course Leadership development

Duration 4 days

Asian Impact for Motorola

Leadership Development, Business Acumen Development

Leadership Development, Business Issue Problem Solving Leadership Development, Business Issue Problem Solving Curriculum of several courses: leadership, business Functional Refreshers Coaching Skill Development

15 days

Semiconductor Products Sector GOLD Program Communications Enterprise GOLD Program Semiconductor Products Sector Global Leadership General Managers Toolkit Building World-Class Leaders through Coaching

13 days

11 days

1 to 3 days each 1 day each 2-3 days

Executive Seminar Series

China Accelerated Management Program Leadership Program Accelerated

Topic Awareness
Leadership Development, Action Learning, Rotation Leadership Development, Action

5-1 days
18 days 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 companys 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 employees 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 employees 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. Motorolas 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 1980s , 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.