Training and Development Initiatives (adapted from ICMR IBS Centre for Management Research, Employee Training, and Development at Motorola) The Initial Efforts Motorola had started training its employees way back in the 1920s, and the importance of training continued to grow. Till the early 1980s, Motorola had its own standard employee development activities in which training was the key element. During those days, when people were recruited for manufacturing, the company looked for three essential qualities in the employees - the communication and computational skills of a seventh-grader; basic problem-solving abilities both in an individual capacity and as a team player; and willingness to accept work hours as the time it took to achieve quality output rather than regular clock hours. The quality of the output was the primary consideration for Motorola, and employees were expected to make full efforts to achieve quality. Most of the employees learned their job through observing the seniors at work and learning through the trial and error method. The training lessons imparted to them involved techniques to improve their communication skills and sharpen their calculation skills. The Motorola University After conducting various training 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. To keep improving performance, training should be a continuous learning process involving each and every person in the organization. Normally, training was an ad hoc measure, whereas education gave the recipient a vision. Education was viewed as an investment rather than a cost. Therefore, Motorola decides to elevate MTEC to the status of a university in 1989. Focus on e-Learning Motorola University created a new internal institute named College of Learning Technologies (CLT) to develop educational delivery systems through satellite, Internet, and virtual classrooms. This department was responsible for providing innovative learning via virtual classrooms, online experiences, use of CD-ROMS, and multimedia such as video and satellite conferences. The university placed a large selection of courses and training materials on its intranet, available around the world at any time to its employees. Most of the employees in Motorola learned their job through observing the seniors at work and learning through the trial and error method. Discuss what training method is this and its advantages. Discuss why training should be a continuous learning process involving each and every person in the organization.
Training and Development Initiatives (adapted from ICMR IBS Centre for Management Research, Employee Training, and Development at Motorola)
The Initial Efforts
Motorola had started training its employees way back in the 1920s, and the importance of training continued to grow. Till the early 1980s, Motorola had its own standard employee development activities in which training was the key element.
During those days, when people were recruited for manufacturing, the company looked for three essential qualities in the employees - the communication and computational skills of a seventh-grader; basic problem-solving abilities both in an individual capacity and as a team player; and willingness to accept work hours as the time it took to achieve quality output rather than regular clock hours.
The quality of the output was the primary consideration for Motorola, and employees were expected to make full efforts to achieve quality. Most of the employees learned their job through observing the seniors at work and learning through the trial and error method. The training lessons imparted to them involved techniques to improve their communication skills and sharpen their calculation skills.
The Motorola University
After conducting various training 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. To keep improving performance, training should be a continuous learning process involving each and every person in the organization. Normally, training was an ad hoc measure, whereas education gave the recipient a vision. Education was viewed as an investment rather than a cost. Therefore, Motorola decides to elevate MTEC to the status of a university in 1989.
Focus on e-Learning
Motorola University created a new internal institute named College of Learning Technologies (CLT) to develop educational delivery systems through satellite, Internet, and virtual classrooms.
This department was responsible for providing innovative learning via virtual classrooms, online experiences, use of CD-ROMS, and multimedia such as video and satellite conferences. The university placed a large selection of courses and training materials on its intranet, available around the world at any time to its employees.
- Most of the employees in Motorola learned their job through observing the seniors at work and learning through the trial and error method. Discuss what training method is this and its advantages.
- Discuss why training should be a continuous learning process involving each and every person in the organization.
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