Human Resource Development

Human Resource Development Individual Assignment
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Acknowledgement
I have taken efforts in this project. However, it would not have been possible without the kind
support and help of many individuals. I would like to extend my sincere thanks to all of them.
I am highly indebted to my Lecturer for his guidance and constant supervision as well as for
providing necessary information regarding the project & also for his support in completing the
project.
My thanks and appreciations also go to my colleague in developing the project and people who
have willingly helped me out with their abilities and also extend my heartfelt thanks to my
family and well wishers.
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Executive summary
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.
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Table of Contents
Acknowledgement ..................................................................................................................... 2
Executive summary.................................................................................................................... 3
Introduction ................................................................................................................................ 6
Task 01 ....................................................................................................................................... 7
1.1 Importance of comparing learning style...................................................................... 7
1.2 Different learning theories .......................................................................................... 8
1.3 Importance of Learning curve and the transfer of learning ............................................. 9
Task 02 ..................................................................................................................................... 10
2.1 Nestlé’s Approach to training ........................................................................................ 10
2.2 training contribution of training and development policy ............................................. 11
2.3 factors Nestle’ need to take into account when planning a training and development event
.............................................................................................................................................. 12
2.4 suitable training method based on HRD managers point of view ................................. 14
Task 03 ..................................................................................................................................... 15
3.1 importance of evaluation of training and development programs to Nestle’................. 15
3.2 evaluation to be one off or an ongoing process ............................................................. 16
3.3 key stakeholders in the evaluation process and discuss the different roles they play.... 17
3.4 compare and contrast evaluation techniques available to nestle’ .................................. 18
3.5 evaluation models based on each of their contribution .................................................. 20
Task 04 ..................................................................................................................................... 22
4.1 Influencing role of UK government in training and development and the growing
emphasis on lifelong learning and continuous development. .............................................. 22
4.2 Development of the NVQ and competency movement has impacted on the public and
private sectors ...................................................................................................................... 24
4.3 Range of contemporary training initiatives introduced by UK government and compare

and contrast with your home country................................................................................... 27
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Conclusion ............................................................................................................................... 29
Recommendation ..................................................................................................................... 30
References ................................................................................................................................ 31
Bibliography ............................................................................................................................ 31
Works Cited ............................................................................................................................. 31
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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 company.
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Task 01
1.1 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.
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1.2 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)
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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 Nestlé’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
(Nestle’ case study)
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Task 02
2.1 Nestlé’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 Programs-
On 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 Nestlé
people from all over the world meet to exchange information and ideas in seminars and training
courses .
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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.
By providing a systematic training Nestle could expect to enjoy the following potential benefits
1. Maintenance of a sufficient and suitable range of skills amongst employees

2. The development of knowledge and skills in the workforce
3. The harnessing of work experience and other forms of on the job development in a
planned way
4. Achievement of improvement job performance and productivity
5. 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.
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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:
1. Establishing a policy for employee development

2. Setting up an appropriate training function
3. Developing the means for identifying learning needs’
4. Planning and designing learning activities
5. 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
1. 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.
2. Education in understanding the culture and values of members of a diverse workforce
3. In order to update with the new level of technology , training should be aimed at overall
factories
4. 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
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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:
1. Nestle culture and structure’

2. On the job training methods’
3. The managers and the employees at nestle
4. Changes in trainee behaviour
5. Course content
6. And learning methods
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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:
1. Identify the individuals requiring training and development

2. Confirm that coaching will be best and most cost effective form of satisfying the
training needs
3. Discuss with the learner what is needed and agree with them that a coaching process
should be followed,
4. Agree with them the terminal objectives for the coaching and the most effective ways
of achieving them
5. Construct an agreed coaching plan that will be supported by both of you as the manager
and the learners
6. Agree starting and finishing dates for the process
7. 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
8. 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 .
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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
o To determine the effectiveness of the training (whether training objectives met)

o To help improve the design of training
o To support accountability (determine the cost benefit ratio or return on
investment of the event)
o Gather information on nature, experience and outcomes of training events so
that they can be effectively marketed within the organisation.
o To allow stakeholders in the training process to give feedback
o 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.
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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.
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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
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3.4 compare and contrast evaluation techniques available to nestle’
There are so many certain techniques could be used to evaluate the training programms
1. Interviews
2. Questionnaires
3. Direct observation
4. Written test
5. 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
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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.
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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
“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.
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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.
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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 )
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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.
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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
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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.
Page 26
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.
Page 27
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 )
Page 28
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.
Page 29
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.
Page 30
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
Works Cited
http://www.humanitarian-
srilanka.org/new/Sri%20Lanka_Vocational_Training_System_and_Requirements.html )
http://www.dius.gov.uk/press/13-03-08.html
http://www.nestle-family.com/media/english/people-development.aspx
http://www.nestle.com/csv/ourpeople/trainingandlearning
http://www.nestle.com/csv/ourpeople/policiesandsystems
Page 31

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Human Resource Development Individual Assignment

1.1 Importance of comparing learning style...................................................................... 7

1.2 Different learning theories .......................................................................................... 8

1.3 Importance of Learning curve and the transfer of learning ............................................. 9

2.1 Nestlé’s Approach to training ........................................................................................ 10

2.2 training contribution of training and development policy ............................................. 11

3.1 importance of evaluation of training and development programs to Nestle’................. 15

3.2 evaluation to be one off or an ongoing process ............................................................. 16

3.4 compare and contrast evaluation techniques available to nestle’ .................................. 18

3.5 evaluation models based on each of their contribution .................................................. 20

4.3 Range of contemporary training initiatives introduced by UK government and compare

Works Cited ............................................................................................................................. 31

1.1 Importance of comparing learning style

 Give people the opportunity to discover their most learning style

 Activist- What’s new? I ‘m game for anything

1.2 Different learning theories

Social learning approach

1.3 Importance of Learning curve and the transfer of learning

(Nestle’ case study)

2.1 Nestlé’s Approach to training

Nestle provides the following-

Nestle Apprenticeship Programs.

Local Training Programs-

2.2 training contribution of training and development policy

A systematic approach to training and development will

1. Maintenance of a sufficient and suitable range of skills amongst employees

1. Establishing a policy for employee development

1. Nestle culture and structure’

2.4 suitable training method based on HRD managers point of view

1. Identify the individuals requiring training and development

3.1 importance of evaluation of training and development programs to Nestle’

o To determine the effectiveness of the training (whether training objectives met)

3.2 evaluation to be one off or an ongoing process

 State clearly and authoritatively the responsibilities for evaluation

The training manager- he performs a range of evaluation activities, principally control

 The control of evaluation strategy and practice

 Designing and implementing validation approaches

3.4 compare and contrast evaluation techniques available to nestle’

Structured follow up interviews

3.5 evaluation models based on each of their contribution

There are various approaches for training evaluation

The aim of life-long learning is to:

Strategies to encourage lifelong learning:

 Define generic standards of assessment for management competency

 Senior management standards: this looks at management at a strategic level. This

Competence-based training and assessment is fully promoted by the government, looking to

 identify what they can do already

 no clear, readily understandable pattern of provision as well as considerable overlap,

4.3 Range of contemporary training initiatives introduced by UK government and

Training initiatives introduced by UK

Training initiatives introduced by Srilanka

The Ministry of Vocational and Technical Training (MVTT)

 National Competency Standards

 Implementation of Competency Based Training (CBT)

Rae,Lesli(1994) The trainer Development Programme, Kogan page

Bramley,Peter (1996) Evaluating training Effectiveness , 2nd Ed, McGraw-Hill

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