1.
How to
maintain the learning curve for Gen X
Gen X is
unique in the sense that they have had hands on experience of the both the old
and new world, which has enhanced their adaptability quotient and also makes
them amenable to various tools and approaches for learning, rather than
sticking to one way only..
In any
organisation, there are minimum three generations of employees working
together. Generation X, namely those born between mid-60s to late 70s (or early
80s), would form a sizeable number of the employee population, especially at
middle and senior levels. Addressing their learning is essential not just from
the perspective of their individual development, but since in many cases these
employees would be responsible for driving the learning of their teams, it has
organizational imperatives as well.
Means to
drive the learning curve of Gen X
Link
learning to their role and growth – A standard menu card approach will not work
with this group. A clear linkage to their role requirements and how it will aid
them in their growth is essential. One needs to look beyond the classroom, at
broader aspects of learning and give the GenXer visibility to the same.
Blended learning
Cross-functional
learning
Field
based learning
Reverse
Mentoring
Opportunity
to teach
Peer
learning
Involve
academia
Periodically sensitize them to the learning
potential available online
Feedback
based learning
Certification
and recognition
2.
Toyota transforms raw talent into
world class skill champions
At the Toyota
Kirloskar Motors Gurukul, raw talent undergoes structured training to become
job ready and emerge as specialist skilled workers.
The company believes that
when students pass out from their Industrial Training Institutes (ITI) and
enter the automobile industry seeking employment, it’s a whole new world for
them. This is because, the present education system focusses predominantly on
the knowledge aspect while the students themselves lack employable knowledge
and skills.
In the first phase, Toyota Kirloskar identifies raw talent from
ITI’s Karnataka campuses and puts them under a structured training module,
making them not just job ready but also specialist skilled workers.
The training structure at TKM Gurukul, is purely designed based
on member role and skill requirements with respect to their designations. The
overall training structure is classified into two segments — corporate and
functional.
Under the corporate
training, held by the HR, the focus is on skill development of all the
employees. These include Fundamental Skill Training (FST), Element Work
Training (EWT) and Standardised Work Training (SWT), in addition to
culture-based trainings, such as Toyota Production System, standardised Work
and Kaizen, Team Leader Role and Group Leader Role. There is also a training on
basic Microsoft Office, Cross Culture Awareness, Planning and Scheduling,
Toyota Way Foundation, Power Your Presentation Skills, PDCA and A-3, Toyota
Business Practice, Deputy Managers Development Programme and Post Promotion for
Managers.
The functional training, which is managed by individual sections
and departments, is mostly need-based, for instance, Auto-CADD, Macros,
Robotics Training, Taxation, and Budget Impact.
The company has also adopted adult pedagogy to make learning
easier for the employees. As per this approach, visual manuals are specially
developed to make the trainees understand the concepts and their application in
an effective manner. Similarly, emphasis is on experiential learning, for
example, hands-on-experience, simulations, activities and competitions.
TKM’s learning model is composed of on-the-job development,
self-initiated projects and classroom training.
Everyone who works in Toyota undergoes 70 per cent development
through the job itself; and the experience serves as a driving force in
developing the next generation.
Further, self-initiated projects to cultivate self-motivation
and enhance communication skills (20 per cent) and classroom training (10 per
cent) supplement the learning needs of the employees, which cannot be covered
by OJD. There is special focus on the development of specialised knowledge,
ability and skills for the accomplishment of work operations.
The learning needs of employees are assessed as a first step of
development and the content is set accordingly. Opportunities are created for
them to implement their learning in their respective jobs. Continuous
monitoring ensures that complete learning utilisation is achieved.
The training programme is divided into three stages.
The first stage comprises fundamental training, wherein
employees are imparted basic skills and knacks to perform the job. Following
this, they become eligible for elementary work training where the focus is on
developing a combination of fundamental skills in a single job. In the third
stage, which is standardised work training, all employees need to work in the
same manner repeatedly since manufacturing happens on a conveyor line.
In every step of this training programme, employees have to pass
through various tests. Then, on-the-job development occurs on the shop floor,
offline. After gathering adequate knowledge and skills, the employees finally
get to perform their job.
3.
Training the managers, the Tesco
way
An internal
study reflected a gap in terms of deliveries, as the retail environment
required leaders capable of working effectively across organisational lines and
also contributing to customers and colleagues.
Tesco Hindustan Service
Centre (HSC), the worldwide operations and technology centre for the British
retailer, Tesco, claims to have found the formula to enhance the capabilities
of its managers through a nine-month programme.
Its operations in India, which employ around 6,500 personnel,
had conducted a colleague engagement study called ‘What Matters to You’ (WMTY)
in 2013, to obtain feedback and insights on the needs of managers from across
functions.
It was found, that there was a certain gap somewhere in terms of
deliveries as the retail environment required leaders to be able to work
effectively across organisational lines and also contribute to their customers
and colleagues.
“This is when we turned our attention to get more managers to
‘step up’ and expand their ability to manage more complex operations in a
changing retail environment,” says, Anju Sethi, head, learning &
development and recruitment, Tesco HSC.
This led to the creation of a programme, ‘Being a Great
Manager’, which was finally rolled out in 2014.
This programme blends the use of self-assessments, individual
coaching, developmental sessions, simulations, and individual action learning
assignments — all designed to help stretch the high potential manager.
This nine-month long programme starts with essential management
skills, followed by an individual action-learning assignment for approximately
2–3 months.
In the second step, the
participating managers enhance their coaching skills, and finally end up
gaining developmental experience with understanding, accountability and
courage.
In the dynamic retail market, which demands immediate attention
to problems, managers are often seen fire-fighting or meeting short-term
objectives. In the process, they always miss out on the larger scheme of
things. This programme claims to play a role in enhancing the farsightedness of
managers and providing long-term perspectives in terms of team management and
relationship building.
The programme has several other aspects, such as the ‘leaders
teaching leaders’ model, where the senior managers of the company are asked to
act as facilitators and teachers. This has led to a situation where not only is
the senior management comfortable teaching within their areas of focus or
expertise, but they have also become adept at facilitating and modelling open
dialogues and exchange.
The learning is not limited only to internal resources; external
experts are also called in as and when required.
In addition, creative simulations are practised to spark
out-of-the-box thinking among the participants. They are also made to get
hands-on experience on the application of tools and practices, which is blended
into the design of both formal and informal sessions.
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