Subject Of Human Resource

Development Management Essay

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This report provides an understanding of the subject of Human resource Development . In this report we explain the different learning style
and explain the learning theories and its contribution to the planning and design of learning events. and it has been describe the implications
of the learning curve and the importance of ensuring the transfer of learning to workplace.
Methods of analysis include HRD policy of Nestle',HR practices, types of flexibility could be seen in the organisation, methods of training,
and stages of training cycle. And finally analysis of suitable evaluation model for
In the second part of the report it has been clearly identified the systematic approach of training methods practiced at Nestle' and factors to
take into account when planning a training and development event.
In the final part of the report it has been explored the evaluation needs, and review the key stakeholders in the evaluation process and
evaluation techniques could be practised at Nestle' and finally the influencing role of UK government in training and development and the
growing emphasis on lifelong learning and continuous development. And examine the range of contemporary training initiatives introduced
by the UK government.

Table of Contents

Introduction
The demand of industry and commerce are continually changing and are reflected in the activities of the training department and the training
and development programmes. New approaches, skills, operations and procedures require either new training programmes or modifications
of existing ones. This in turn affects the members of the training department.- planners, designers, authors, trainers, administrators- who
have to develop different programs. Only too frequently the steps proceeding the training event are rushed or inadequate and the training
itself is entered into without an effective design
The training process in complex and starts at a decision making event. This might be a senior manager meeting at which a new operation or
procedure is decided; a personnel report on suspicions of problems gleaned from performance reviews; line managers' concerns that they or
their staff may be performing at less than total effectiveness ; or staff themselves who realize that they need support, guidance and training to
perform their roles or develop beyond their current levels. Whatever the source of the need requirement, if effective training and
development is to result , the activities to achieve the needs must be planned in a capable manner.
This report describe Nestle' training and development policy all over the world and how the successful approaches of training methods and
evaluation techniques contribute to the overall success of the companyhttp://t1.gstatic.com/images?
q=tbn:ANd9GcQR_Q1qZpCFk9kfvuK5e67m89By3msSMXwXTeXl4UHYEsS_YOza

Task 01
Importance of comparing learning style

In practice, effective learning requires that trainees adopt a flexible style, sometime serialist, and sometime hoslist. However, this may not be
possible for many people. The implication for differing learning styles for course designers is that training methods should be varied to meet
the differing approaches for their course members. Thus, although trainers themselves may wish to use experiential and participative forms
of training, these may not always be welcomed by their trainees, who may prefer to opt for traditional methods.
Mayo suggests that organizations need to recognize the simple fact that different people learn different ways should take the following
actions.
Give people the opportunity to discover their most learning style
Offer learning opportunities that suit people with different learning style
Recognize to complete the full learning style
Help people to translate the learning cycle into a continuous spiral of learning
Honey and Mumford simplified Kolb's learning cycle and refined his learning style questionnaire. The result is that managers can identify
whether they are predominantly:
Activist- What's new? I 'm game for anything
Reflector- I'd like to think about this
Theorist- How does this relate to that?
Pragmatist- How can I apply this is practice?
The researchers claim that an understanding of one's learning style will enhance learning effectiveness, whether as a trainee or as a tutor.

Different learning theories

The way in which people learn best will differ according to the type of person. There are several competing theories about how people learn,
and how you can assess your natural learning style.

Behaviourism theory
As the name suggests, researched were interested Learner must be able to respond actively and it concerned with behaviour than with
thinking, feeling, or knowing. Simply it focuses on the objective and observable components of behaviour. Of the trainee. learning is
facilitated when objectives are clear and to acquire more skills the frequency of repetition of responses is more important.

Cognitive theory
Cognitive psychologists saw learning as a complex process involving the exercise of problem solving capacity , mental mapping, intuition,
imagination , perception, and purpose. They also held that learning could be latent. i.e stored away until required for use.

Social learning approach

This theory suggests people learn by watching others. The term "modelling" was coined by Miller and Dollard" to explain learning by
imitating others and "role models" as a label for those individuals who are held up as examples of good practice.

The willingness to learn is the key condition that is required by Nestle'. And they consider people are they most valuable asset, so when they
design a training program, they ensure that by adopting which learning theory will maximise the potential; of the Nestle's employees so that
they could able to achieve the following objectives through training and development strategy.
ensure that a pool of talent team are at the right place at the right time
to enable experience through exposure; either through on-the-job training, overseas assignments or project participation.

Generate meaningful learning which improve the organisational and personal performance of the employee through effective training
programmes
(Source :- http://www.nestle-family.com/media/english/people-development.aspx)

1.3 Importance of Learning curve and the transfer

of learning
Learning curve is a graph showing the relationship between time spent in learning and the level of competence achieved. It describes the
progress and variable pace of learning. It basically state the more you learn less steps will be taken to increase the time and effort to complete
a given task. in order to get the maximum utilization from the learning it is important to make sure there is motivation and interest is
established on the activity that the employee learn, otherwise there could be an imbalance between the learning process and the ultimate
performance of the employee .
The ability to utilize previous learning in the service of a new learning is called "transfer of learning" .it is an important factor in any learning ,
but especially so when basic principles are being learned. Transfer can be two types: positive and negative.,
Simply nestle' encourage people to learn, where it has a strong culture to develop the people from all over the world. So willingness to learn is
the most important condition to be employed by Nestle'. Their training programmes are purpose oriented and designed to improve relevant
skills and competencies. They continuously develop the specific skills to perform the work activities efficiently with minimal time taken.
Nestle provide motivation in various ways to their employees, such as providing opportunity to upgrade the literacy skills, on job training,
establishment of residential training centres are aimed at improving the learning capacity of Nestl's employees. This will result in higher
productivity and efficient work force and having a competitive global market. And the organisation makes sure the employees applied the
skills and knowledge learned from the training and work place activities in the task given to them. And update of new skills taught to them
http://t1.gstatic.com/images?q=tbn:ANd9GcTSQ8OQctP8TEJK-5ypua5dpnc1r-tjUNUHoZ6mrYRnce5-AQB7
(Nestle' case study)

Task 02
2.1 Nestl's Approach to training
Training is the necessary part at Nestle' from the top management to the bottom level. and training is provided continually to develop the
individuals who are employed at Nestle' throughout the world.
e-Learning, classroom courses, management courses and executive courses), are provided by each and every country where Nestle' has its
operations and it has five training centres including in France, UK, Spain, Mexico and Brazil.
Nestle provides the following-

Literacy training is provided to upgrade the necessary literacy skills those who missed a large part of their elementary school. This is specially
designed for employees who handle new technical equipments and work in independence work teams

Nestle Apprenticeship Programs.

Apprenticeship programs have been an essential part of Nestle; training where the young trainees spent three days a week at work and two at
school.

Local Training ProgramsOn issues ranging from technical, leadership, and communication and business economics. Two third of all Nestle' employees work in
factories most of which organize continuous training to meet their specific needs. in addition , an number Nestle' operating companies run
their own residential training centres.

International Training
Rive-Reine, their International Training and Conference Centre in Switzerland is where Nestl people from all over the world meet to
exchange information and ideas in seminars and training courses .

2.2 training contribution of training and

development policy
A systematic approach to training and development will generally follow a logical sequence of activities commencing with the establishment
of a policy and the resources to sustain it, followed by an assessment of training needs, for which appropriate training is provided and ending
with some form of evaluation and feedback.http://t3.gstatic.com/images?
q=tbn:ANd9GcRs5jKLDUyRUvn_xrvqj46c73oxrFqFyXsoMEBLaa7uNPCx9cqC
By providing a systematic training Nestle could expect to enjoy the following potential benefits
Maintenance of a sufficient and suitable range of skills amongst employees
The development of knowledge and skills in the workforce
The harnessing of work experience and other forms of on the job development in a planned way
Achievement of improvement job performance and productivity
Increase value of employee in the labour market
Nestle has a decentralised training and learning nature which provide the opportunity to acquire knowledge and tools they need to respond
to local needs, which country they are work in. and it has a culture which motivate their people to work with different people with different
country ,which leads to a multinational organisation. Training programs are generally purpose oriented and designed to improve relevant
skills and competencies which will help them to move on to the next managerial level in their organisations. Specially management and
executive courses are provided for managers. Nestle' mainly focus on on the job training methods by the Nestle; people it self not by the
professional outside trainers, which means part of the training structure in every company focused on developing managers' own coaching
skills, so in many cases the manager is personally involved in teaching and mentoring practices as a way of communicating knowledge to
their fellow members.

2.3 factors Nestle' need to take into account when

planning a training and development event
The introduction of a systematic approach to training and development at Nestle' implies the following sequence of activities:
Establishing a policy for employee development
Setting up an appropriate training function
Developing the means for identifying learning needs'
Planning and designing learning activities
Implementing and subsequently evaluating these activities in their context.
The Human resource policy of Nestle' is give priority to develop the people of their organisation. This simply deals with the recruitment,
remuneration, and training and development and emphasizes individual responsibility and strong leadership and a commitment to lifelong
learning. At the next stage when identifying the training needs, Nestle' need to consider the following factors
Since the company has a diverse culture , must encourage employees to work with people from many different countries and cultures in the
course of their career.
Education in understanding the culture and values of members of a diverse workforce
In order to update with the new level of technology , training should be aimed at overall factories
Training should be designed to improve relevant skills and competencies
A learning need from Nestle's point of view is any shortfall in the employee's knowledge, skills or attitudes compared with the requirements
of the job, and any consequential requirements to adapt to organisational change. In order to satisfy training needs, training plans need to be
established. A plan usually has the following components: aims, target group and numbers of employees across the world, diverse culture,
nature of employee and their skills, filling the knowledge gap , programme content , including objectives, programme evaluation. Since at
Nestle' managers are responsible for coaching and guiding their employees as a part of their work so it would not require formally designed
programs but learning targets, timescales and evaluation still need to be planned. The content of the training programme should be geared to
the knowledge or skills required by the work responsibilities of the target group. The level at which the training pitched will depend on the
current level of knowledge and skills of the trainees. And also nestle' basically depend on the job training methods. This method of learning
includes learning from experience, colleagues/workmates, coaching and special projects. And finally training can be evaluated at all levels at
Nestle' from the level of the training activity itself up to its impact, if any on organisational goals. The subject matter of evaluation embraces
the following:
Nestle culture and structure'
On the job training methods'
The managers and the employees at nestle
Changes in trainee behaviour
Course content
And learning methods

2.4 suitable training method based on HRD

managers point of view
As a HRD manager the first and most important decision concern the type of training approach that will be used to satisfy the agreed
objectives for a particular group of learners. At Nestle' most of the training programs are provided in house and managers are required to act
as coaches . so coaching is a training and or development approach in which learner follows a learning process at work, usually with the
involvement of the manager but using real work projects. This learning at work is different from traditional methods, it is achieved by the use
of actual work, as opposed to the more artificial nature of training course activities. Coaching techniques are similar to those of many forms
of training and development. In summary these will be:
Identify the individuals requiring training and development
Confirm that coaching will be best and most cost effective form of satisfying the training needs
Discuss with the learner what is needed and agree with them that a coaching process should be followed,
Agree with them the terminal objectives for the coaching and the most effective ways of achieving them
Construct an agreed coaching plan that will be supported by both of you as the manager and the learners
Agree starting and finishing dates for the process
Agree interim progress discussions and also the final discussions on completion of the project at which , it is hoped, the results of the project
will be accepted
Review with the learners the learning resulting from the event and discuss future action
The HRD manager as a coach must offer full support to the learners and above all must not "look over their shoulder" all the time, but
remembering that this is basically a training exercise and that they still retain the final responsibility for the success of the task .

Task 03
3.1 importance of evaluation of training and
development programs to Nestle'
Evaluation is an activity which attempt to assess either the intrinsic merit of a learning event, i.e whether it was worth doing in the first place
or the worth of an event in terms of whether it was useful or not in the circumstances. Evaluation that focuses on training processes and
training progress is called" formative evaluation" , evaluation that focuses on the ultimate worth of training is called "summative evaluation".

Importance of evolution
To determine the effectiveness of the training (whether training objectives met)
To help improve the design of training
To support accountability (determine the cost benefit ratio or return on investment of the event)
Gather information on nature, experience and outcomes of training events so that they can be effectively marketed within the organisation.

To allow stakeholders in the training process to give feedback

To provide management information
Nestle human resource policy mainly emphasis the ongoing learning and the training process to develop the skills of the their employees. It is
important to ensure that the trainee is provided the expected outcome at the end of the training session. Since Nestle's approach for training
is differ in different nations and cultures, it is important to evaluate the different training approaches aimed at different people at different
nations. As per the case study learning is an integral part of Nestle' culture , in that training and development plays a major role. The
effectiveness of evaluating training programs directly contribute the overall success of the company. Effective workforce evaluation helps in
ascertaining the relationship between acquired knowledge, transfer of knowledge at the work place, and training.it will maximise the training
ROI and help to determine the future from of training programs

3.2 evaluation to be one off or an ongoing process

Evaluation does not considered the last process at the end of training and development. It is too important to be treated in this cavalier
fashion and it starts long before the end of a training programme. Its important is such that I contend that if you do not evaluate your
training and development programs to the maximum extent to which you are allowed or are capable , then it is virtually useless to run the
training , if you do not evaluate , apart from highly subjective and personal thoughts, you have no evidence of the success or otherwise of your
training.
At Nestle' pre testing or pre knowledge measures of the learners existing skills and knowledge when it comes to recruit people who have
missed their large part of elementary schooling , and in order to develop their skills special development programs are provided by the
company.
Rive -Reine international Training Center has brought together managers from around the world to learn from senior Nestle' managers and
from each other. This is a continues evaluation arrangement technique made by Nestle to have midterm evaluation by visiting by the Nestle'
managers.
End of programme evaluation- at the end of the on the job training , employees at Nestle' required to perform in a highly technical
competencies with adopting to a new working practices.
This success is not a measure only of an enjoyable training course that has achieved its objectives. Training is the process of changing people
to a more effective state so that the business aspects of the organisation are improved. Training without business improvement is usually
training for training's sake. Evaluation is the process to its final and continued successful application in the workplace. Because of this
evaluation over the whole training process, it must be considered early in the design and planning , and must start long before the training
event.

3.3 key stakeholders in the evaluation process and

discuss the different roles they play
Senior management- the senior group must be involved in evaluation at the earliest stage and should be encouraged to be interested , rather
than be considered as nuisances. They should
State clearly and authoritatively the responsibilities for evaluation
Require evaluation analyses and review these regularly
The training manager- he performs a range of evaluation activities, principally control measures , including:
The control of evaluation strategy and practice

Assistance with practical evaluation measures, particularly, when a more neutral assessor than the trainer is needed
Presentation of analytic results to senior management
The trainer- trainers in spite of their considerable involvement in training itself, must be particularly involved in a large proportion of the
evaluation. Their responsibilities include:
Designing and implementing validation approaches
Designing implementation evaluation measures and supporting these activities
Supporting line managers in their briefing and debriefing roles as required
The line manager- traditionally , line management has considered the responsibility for evaluation as the training department alone. But the
line managers must have an input , if only because of their staff are involved in the training and there is a cost for the training services on
their budgets. Ideally line managers should participate in:
Evaluation design with the training department- essential as they are a significant party to whatever process is arranged.
Pre-programme briefing sessions with their members of staff
Post programme debriefing sessions with members of their staff

The learner
Last but not least, the learners must be involved as far as possible- they have to be relied on for reliable , accurate and honest reporting and
comments

3.4 compare and contrast evaluation techniques

available to nestle'
There are so many certain techniques could be used to evaluate the training programms
Interviews
Questionnaires
Direct observation
Written test
Performance test and etc

By activity observation
One method of assessing the skill levels of the learners at the start of a training programme is the observation by the trainer of a relevant
activity. the basic approach will be assess the skill performance of the learners against some form of pre- planned checklist or analytical
instrument. Simply at nestle;' on the job training method is used to develop the specific skills to operate more advanced equipment. Technical

and behavioural processes are frequently combined for assessments at this early stage, more detailed observation taking place at later stage.
when they employed the skills what ever they develop at the early stage.

Structured follow up interviews

The other main method of performing a medium and longer term evaluation is by follow up interview. Interviews are usually more expensive
than questionnaires, particularly if the learners are located throughout the country, or internationally. This may be a difficult task of
evaluating trainers at international level for Nestle' since it is a multinational company Many of the cost problems can be avoided if the line
manager conducts the interview rather than a remote trainer , but you must be assured that the line manager is not too close to the learner,
and has the necessary skills to conduct effective interviews.

Performance tests
This is the most simplest and obvious method of evaluating . under this method the applicants are asked to demonstrate their ability to do the
job. These tests are however, useful only for selecting experienced workers. These tests are aimed to find out whether the applicant can
perform the job successfully by asking him to do it. this measure work and performance, and include cognitive and skill based learning.
Nestle' would adapt performance test method to evaluate their trainees , because the on the job training method provide in- house training to
their employee while their at work. Apprenticeship programs provide training to young people three days a week at work and two at school.
Formal training programs at Nestle' generally designed to improve relevant skills and competencies. local training aimed to develop coaching
skills of the managers.
Performance tests include work sampling methods under which applicants are asked to demonstrate the necessary skills, which they possess
by actually doing the tasks. And assessment specially designed to evaluate a candidate's managerial potential , is administrated in assessment
centres. here where applicants go through a serious of exercises and are appraised by line executives, practicing supervisors, and or trained
psychologists. This can be used to evaluate the managers at nestle' who act as coachers and mentors and provide continues training to the
home grown employees and leaders who provide training at Rive -Reine International training center.

3.5 evaluation models based on each of their

contribution
There are various approaches for training evaluation

Kirkpatrick model
Kirkpatrick model is one of the evaluation model used by many companies to evaluate the training programs . the framework classify for
levels of which consist , reaction, learning, behaviour, results.
The first level reaction evaluate the trainees reaction to the programme. And the next level it measure the whether the trainee learn the
principles, skills, and facts that the supervisor given to him, thirdly it look at the behaviour change occur on the job and finally the last level
focus on the entire performance of the trainee after the training programme. and whether it has helped to achieve organisational objectives.
Each level has its own pros and cons, still it the simple and the practical way of evaluating the training programs, IBM and AT&T companies
also used evaluation models similar to Kirkpatrick model. but this model is only suitable for the lower level of the management, but it is
highly costly to implement this system to the higher managerial levels.
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CIRO model

The abbreviation for CIRO is- Context, Input, Reaction, Outcome. The context level
The context level identify the performance needs or desired outcomes from the training and the knowledge and skills or attitude needed to
change the behaviour of the trainee. Input level identify the resources to be used and training methods, so that the most suitable method will
be chosen the reaction level measure the participants reaction and the satisfaction with the training programmes so that appropriate
feedback and suggestion could be provided to improve the performance .the final outcome level will measure the results of the programme in
terms of context requirement
http://4.bp.blogspot.com/-50Fi2xbcTM4/UIqZ1o3FabI/AAAAAAAAALo/AQ-358emSAw/s1600/Stages+of+Evaluvation.JPG
"This approach is similar to Kirkpatrick in a few aspects. The reaction level is similar to Kirkpatrick's but here the focus has been shifted on
getting suggestions from participants. Moreover, the Outcome level of CIRO model encompasses learning, behaviour and end results which
are three individual levels in Kirkpatrick. CIRO Model is considered to be a softer approach to evaluation of training. By focusing on
analysing the need for training and participants' suggestion to improve training program, this model covers the shortcoming in Kirkpatrick's
model but then lacks the evaluation of impact of training on business."
based on the above analysis we could see that CIRO model is suitable to Nestle' since it measure the final outcome, the change in behaviour
and the learning. Training and developing is the fundamental aspect of Nestle' success.so it is important not only to provide training to the
employees over the counter , but evaluating the performance, their learning abilities as well the main feature of CIRO model is to provide
feedback and the suggestion to improve the employees performance, simply this is very essentials since, the Nestle managers act as mentors
and coachers, so it a part of the managers to provide feedback to the trainees.

Task 04
4.1 Influencing role of UK government in training
and development and the growing emphasis on
lifelong learning and continuous development.
Government is emphasizing the importance of training and development as they aim to remove the barriers of employability of those that
have fewer opportunities to do so. This is where the idea of 'life-long learning' is becoming the main initiative of the government to create
such opportunities to a wide-range of communities and backgrounds. The life-long learning aim is remove and combat social exclusions
which will then help to promote employability and active citizenship amongst communities.
The aim of life-long learning is to:
Increase the demand for learning, using vocational learning to create a fun and stimulating learning process
Develop world class training, to satisfy the UK and European domestic markets, and also to satisfy the needs of the economy
Give people the opportunity to re-develop their skills, without having to continually take courses, but to simply update their current skills and
knowledge.
The basic education provided by schooling only provides a foundation for learning, however there are then gaps in the skills required for
young people to development the skills that they are able to transfer into the workplace. This is also aimed at adult learners, whom have not
been able to seek and sustain employment due to their gaps in skills. The life-long learning project aims to remove the barrier of the lack of
skills and tries to help those that are not equipped for workplace environments to gain the confidence to do so.
The encouragement to keep life-long learning an important part of someone's life is being encouraged by the government's continuous
investment in education and training; not just for young people but also for adults with no basic skills which are needed in the workplace.
Strategies to encourage lifelong learning:

Skills for life priority group: the priority group includes the unemployed, prisoners and those supervised in the community, low-skilled
employees and others' at risk including:
Gypsy/travellers
homeless people
refugees
asylum seekers
drug users
Literacy help is also available to young people who are not in education or training, or at work. Parents are targeted through a number of
family programs such as:
Sure-start
Step into learning
Skills for families
(Source:- http://www.dius.gov.uk/press/13-03-08.html )

4.2 Development of the NVQ and competency

movement has impacted on the public and private
sectors
MCI
The MCI was set up in 1988, as an operation as part of the Management Evaluation and Development. Their aim is to:
Define generic standards of assessment for management competency
Promote best practice in management education, training and development.
Develop ethical and qualification standards with the view to the eventual 'professionalising' of management under a chartered body.
This looks at the core competences of management and how well they are performing against the standards of role that are required of them.
There are four levels of management which are meant against criteria:
Senior management standards: this looks at management at a strategic level. This involves understanding the environment and its
influencers, whilst setting out a strategic plan and evaluating and improving the performance of the business.
Middle management standards: this type of management looks at them involved at an operational level. This role applies to all senior or
middle managers who are responsible for departments or having other managers report to them.
First line management: this looks at management allocating resources or delegating work to others'. Management are limited in their
responsibilities and restricted to following the company's policy: non-business decision makers.

The idea of the MCI is to give managers a professional recognition and set them apart from others' in the industry. However, this initiative
does not leave room to discover and investigate how different managers work and learn. As one style of management may work for one
individual, it may not work for another, and the guidelines set do not compensate for those who have styles that differ.

Competency movement:
The idea of the competency movement is to look in developing skills and knowledge of trainees and workers at the job in-hand. The
competence development looks at:
Knowledge
Skills
Performance abilities; performing these skills and improving those that they already do day-to-day
Competence-based training and assessment is fully promoted by the government, looking to also promote management development i.e.
MCI. Their general aim is:
Supporting the career and development aspirations of learners without the historical bias towards formal academic achievement; i.e. there
are no formal pre-entry qualifications required for NVQ, therefore removing the barriers of learning
Supporting flexible and job-relevant learning, through on-going training and assessment in the workplace, with no pre-determined time
frame and completion, and potentially minimal inputs from education providers
Supporting employers' objectives for HRD, by focusing on relevant job skills. Competence frameworks and assessments also support a range
of HR planning and performance management applications.
Supporting employees' employability objectives. NVQ for example are structured to meet the needs of the organization through continuous
training on updating their knowledge on the equipment and technology the learner users at work
The NVQ, first introduced in 1986, was formed by the National Council for Vocational training, which has enable those of all ages to gain a
practical qualification that can be transferred to the workplace. The assessors of the NVQ courses look at the following:
identify what they can do already
agree on the standard and level they are aiming for
analyse what they need to learn
choose and agree on activities that would allow them to learn what they need
The Review of Vocational Qualifications in England and Wales (RVQ) Working Group report in April 1986 recommended the introduction of
NVQ's to address weaknesses in the then current systems of vocational qualifications. Amongst the weaknesses it identified were:
no clear, readily understandable pattern of provision as well as considerable overlap, duplication and gaps in that provision
many barriers to accessing vocational qualifications and inadequate arrangements for progression and transfer of credit
assessment methods biased towards testing of knowledge rather than skill or competence
insufficient recognition of learning gained outside formal education and training

limited take-up of vocational qualifications.

4.3 Range of contemporary training initiatives

introduced by UK government and compare and
contrast with your home country.
Training initiatives introduced by UK
The Learning and Skills Council (LSC): The establishment of the LSC has successfully combined the responsibility for all planning and
funding of post-16 learning (except HE) into a single body, overcoming the complexity and incoherence of the previous arrangements.
The Connexions Service: This is the Government's front line support service for all young people aged 13-19 with 47 Connexions
Partnerships in operation. The service provides an integrated advice, guidance and personal development service to help remove the barriers
to learning and ensure that young people receive the support necessary to allow them to make a smooth transition to working life.
Investors in People (IiP): This is a national standard which aims to improve organisational performance through the development of
people. There are currently over 37,500 IiP recognised organisations in the UK and a further 25,500 organisations, including many
schools, working towards the standard.
Union Learning Fund: The ULF is a source of funding to help trade unions use their influence with employers, employees and others to
encourage greater participation in learning at work. 34 million over three years has been allocated for projects ranging from basic skills to
continuing professional development.

Training initiatives introduced by Srilanka

The Ministry of Vocational and Technical Training (MVTT)
is the national government body responsible for development and implementation of national policies related to skills development and
Technical and Vocational Education and Training (TVET) sector across the country? The overall objective of the MVTT is to provide gainful
employment for youth through high quality and market oriented vocational and technical education and skills development training.
Several agencies fall under MVTT: TVEC, NAITA, UNIVOTEC (formerly NITE-SL), DTET and VTA.
The National Apprentice and Industrial Training Authority (NAITA) is responsible for apprenticeship training nationwide. NAITA is the
lead organization for the following activities in the implementation of NVQSL.
National Competency Standards
Competency Based Assessment Resources
Validation of Curriculum
Implementation of Competency Based Training (CBT)
Conducting competency based assessments (including RPL)
Industry placement of trainees

The Department of Technical Education and Training (DTET) is one of the key organizations providing technical education and training.
DTET is responsible for managing all technical colleges across the country including the 9 Colleges of Technology that will offer NVQ Levels 5
and 6. DTET is the lead organization for the following activities in the implementation of NVQSL.
Implementation of Competency Based Training (CBT)
Conducting Competency Based Assessment
Implementation of career guidance and counseling activities
Implementation of Self Employment Promotion Initiatives
Implementation of entrepreneurship programs
Source:http://www.humanitarian-srilanka.org/new/Sri%20Lanka_Vocational_Training_System_and_Requirements.html )

Conclusion
In the first part of the assignment it has been discussed the importance considering of different learning styles when the organisation
planned to conduct a training programme. based on different learning theory it has been identified the suitable learning theory which could
be applied when providing training programmes based on the different culture and the people work at Nestle'. from that we have identified
that the implication of differing learning styles for course designers is that training methods should be varied to meet the differing
approaches of their course members at Nestle'
In the second part referring to the case study we have identified that the stimulus for adopting a systematic approach to training and
development arises from the intensity of internal and external pressures for change in the organisation. the first step in a systematic
approach is to devise a policy statement to act as a guide to the organisation's intentions concerning the weight and directions to be given to
training and development. the second step is to define an initial set of roles for those responsible for implementing the policy notably
trainers. The third step is to set up a suitable structure of training posts and procedures, and to allocate sufficient funds to the training
organisation.
Finally we have discussed the importance of evaluation techniques to nestle' and identified that the evaluation of training activities can be
conducted at a number of different levels and in a number of different ways. The most fruitful evaluations are likely to be those which
examine a range of factors rather than just one or two. Ultimately, because of its role in promoting organisational goals, training must be seen
to have tangible benefits for its constituents. Its worth is more important than any intrinsic merit it may posses.

Recommendation
In the light of the above conclusions, the organization we have identified that one major area of the HRM function of a particular relevance to
the effective management and use of people is training and development. Few would argue against the importance of training as a major
influence on the success of an organization. Staff are crucial , but expensive, resource. In order to sustain economic and effective performance
it is important to optimize the contribution of employees to the aims and goals of the organization. Training is necessary to ensure an
adequate supply of staff who are technically and socially competent, and capable of career advancement into specialist departments are
management positions. There is, therefore , a continual need for the process of staff development, and training fulfills an important part of
this process.
In order to secure the full benefits of successful training there must be a systematic approach to effective management of training. Nestle
must give consideration to the choice of the most appropriate methods of training . these can include internal courses, external courses and
distance learning . the methods must be selected carefully according to the particular needs of the organization and the employees. Guidance
should be given on how to prepare for training and how to deal with the various material or situations presented.

And also there should be an effective system of review and evaluation including the ongoing monitoring of progress, a supporting
performance management system and the maintenance of suitable training records. Evaluation should involve assessment by the trainers,
line managers and supervisors, and the trainees. The review process should include identification of those areas to which grater attention
should be given in future training programs.

References
Bibliography
CS ,Venkataratnem. BK Srivastava ,2006, Personnel Management and Human resource Management, 14 ed, 7 West Patel Nagar, New Delhi
110 008.
Mick Marchington and Adrian Wilkinson, 2005, Human resource management at work, 3rded, charted institute of personnel and
development
Rae,Lesli(1994) The trainer Development Programme, Kogan page
Bramley,Peter (1996) Evaluating training Effectiveness , 2nd Ed, McGraw-Hill