52683446 study on employee s training development hcl

8/14/2019 52683446 Study on Employee s Training Development HCL

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A STUDY ON

EMPLOYEES TRAINING & DEVELOPMENT IN HCL, CHANDIGARH

Submitted in p!ti" #u"#i""ment $# t%e !eui!ement' #$! t%e (!d $# t%e de)!ee $#

BACHELOR OF BUSINESS ADMINISTRATION

Submitted *+

A!un -um! Sin)%

R$"" n$.

**A/0t% Seme'te!

1233/1234

PUN5A* TECHNICAL UNIVERSITY5ALANDHAR


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DECLARATION CERTI6ICATE

This is to certify that the work presete! i the pro"ect etit#e! 7A Stud+

$n emp"$+ee' t!inin) nd de8e"$pment in HCL, C%ndi)!%9 i the

partia# f$#fi##%et of the re&$ire%et for the awar! of !e'ree of 7

*:%e"$! $# *u'ine'' Admini't!ti$n9(- C C$""e)e $# En)inee!in)

nd In#$!mti$n Te:%n$"$)+, is a a$thetic work carrie! o$t $!er

%y s$per)isio a! '$i!ace*

To the +est of kow#e!'e( the cotet of this pro"ect !oes ot for% a

+asis for the awar! of %y pre)io$s !e'ree to ayoe e#se*

Dte M!; -;*; Sin)%

Dep!tment $# mn)ement

*i!" In'titute O# Te:%n$"$)+

N$id


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CERTI6ICATE O6 APPROVAL

M';Meen>'%i S%!m D!; S;L Gupt

In :%!)e mn)ement A:demi: :$/$!dint$!

*i!" in'titute $# te:%n$"$)+

N$id

Di!e:t$!

*i!" in'titute $# te:%n$"$)+

N$id


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AC-NO?LEDGEMENT

Act as yo$ speak( speak as yo$ fee#( !o ot p#ay fa#se to yo$r cosciece*I a% pri)i#e'e! to ha)e s$ccessf$##y co%p#ete! %y pro"ect report o

e%p#oyee,s traii' - !e)e#op%et at HCL Cha!i'arh*

I a% )ery thakf$# to e)eryoe who a## s$pporte! %e( for I ha)e

co%p#ete! %y pro"ect effecti)e#y a! %oreo)er o ti%e*

I a% e&$a##y e.pressi' %y sese of 'ratit$!e to M!; -;*; Sin)%,

Fac$#ty BIT( Cha!i'arh for his estee%e! '$i!ace a! ispiratios tohe#p %e to %ake a s$ccessf$# co%p#ete pro"ect work*

RA5EEV -UMAR


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CONTENTS

De:"!ti$n Ce!ti#i:te

Ce!ti#i:te $# App!$8"

A:>n$("ed)ement

E@e:uti8e Summ!+

P)e n$;

C%pte! 3. Int!$du:ti$n 3/

33


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C%pte! B. C$n:"u'i$n & !e:$mmendti$n 2/3


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o#y a acti)ity that a or'ai2atio %$st co%%it reso$rces to if it is to

%aitai a )ia+#e a! kow#e!'ea+#e work force*

Traii' +ei' i !ifferet aspect #ikes ite'rati' it with or'ai2atioa#

c$#t$re* The +est a! #atest a)ai#a+#e tre!s i traii' %etho!( the

+eefits which we ca !eri)e o$t of it* How the e)a#$atio sho$#! +e

!oe a! how effecti)e is the traii' a## to'ether* So%e of the

co%paies practici' traii' i $i&$e %aer a #esso for other to

fo##ow as to how trai a! retai the +est reso$rce i the wor#! to reap the+est o$t of it*

The o+"ecti)e of the st$!y is to %eas$re the effects of traii' a!

!e)e#op%et o e%p#oyee,s* It he#ps i to e.a%ie the effecti)eess of

traii' i the o)era## !e)e#op%et of ski## of workforce* The s$r)ey has

+ee !oe thro$'h &$estioaire cosists of 10 &$estio which was fi##e!

+y 40 e%p#oyees of HCL i*e* the sa%p#e si2e*

The st$!y coc#$!es that traii' a! !e)e#op%et pro'ra%%es are the

iheret part of the or'ai2atio +eca$se e)ery or'ai2atio ee!s to

ha)e we## traie! a! e.periece! peop#e to perfor% the acti)ities that

ha)e to +e !oe* B$t there are so%e #oopho#es i the process #ike o

a)ai#a+i#ity of ski##e! traier* I a o)era## the or'ai2atio is $si' a##

the essetia# traii' a! !e)e#op%et pro'ra%%es*


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C%pte! 3. INTRODUCTION

3;3 Int!$du:ti$n t$ t%e 'tud+

E%p#oyee traii' %eas to i%pro)e ski##s( or a!! to the e.isti' #e)e# of

kow#e!'e so that e%p#oyee is +etter e&$ippe! to !o his preset "o+( or to

prepare hi% for a hi'her positio with icrease! resposi+i#ities*

Traii' refers to the teachi' 5#eari' acti)ities !oe for the pri%ary

p$rpose of he#pi' %e%+ers of a or'ai2atio to ac&$ire a! app#y the

kow#e!'e ski##s( a+i#ities( a! attit$!e ee!e! +y that or'ai2atio to

ac&$ire a! app#y the sa%e* Broa!#y speaki' traii' is the act of

icreasi' the kow#e!'e a! ski## of a e%p#oyee for !oi' a partic$#ar

"o+*

I to!ay,s sceario cha'e is the or!er of the !ay a! the o#y way to

!ea# with it is to #ear a! 'row*


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TRADITIONAL AND MODERN APPROACH O6 TRAINING AND

DEVELOPMENT

T!diti$n" App!$:%6 Most of the or'ai2atios +efore e)er $se! to

+e#ie)e i traii'* They were ho#!i' the tra!itioa# )iew that %aa'ers

are +or a! ot %a!e* There were a#so so%e )iews that traii' is a )ery

cost#y affair a! ot worth* Or'ai2atios $se! to +e#ie)e %ore i

e.ec$ti)e pichi'* B$t ow the sceario see%s to +e cha'i'*

T%e m$de!n pp!$:% of traii' a! !e)e#op%et is that I!ia

Or'ai2atios ha)e rea#i2e! the i%portace of corporate traii'*

Traii' is ow cosi!ere! as %ore of retetio too# tha a cost* The

traii' syste% i I!ia I!$stry has +ee cha'e! to create a s%arter

workforce a! yie#! the +est res$#ts*

TRAINING DE6INED

It is a #eari' process that i)o#)es the ac&$isitio of kow#e!'e(

sharpei' of ski##s( cocepts( r$#es( or cha'i' of attit$!es a!

+eha)io$rs to ehace the perfor%ace of e%p#oyees* Traii' is a+o$t

the ac&$isitio of kow#e!'e( ski##s( a! a+i#ities 78SA9 thro$'h

professioa# !e)e#op%et*


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IMPORTANCE O6 TRAINING & DEVELOPMENT

Opti%$% Uti#i2atio of H$%a Reso$rces 6 Traii' a!

De)e#op%et he#ps i opti%i2i' the $ti#i2atio of h$%a reso$rce

that f$rther he#ps the e%p#oyee to achie)e the or'ai2atioa# 'oa#sas we## as their i!i)i!$a# 'oa#s*

De)e#op%et of H$%a Reso$rces 6 Traii' a! De)e#op%et

he#ps to pro)i!e a opport$ity a! +roa! str$ct$re for the

!e)e#op%et of h$%a reso$rces, techica# a! +eha)iora# ski##s i

a or'ai2atio* It a#so he#ps the e%p#oyees i attaii' persoa#

'rowth* De)e#op%et of ski##s of e%p#oyees 6 Traii' a! De)e#op%et

he#ps i icreasi' the "o+ kow#e!'e a! ski##s of e%p#oyees at

each #e)e#* It he#ps to e.pa! the hori2os of h$%a ite##ect a!

a o)era## persoa#ity of the e%p#oyees :ro!$cti)ity 6 Traii' a!

De)e#op%et he#ps i icreasi' the pro!$cti)ity of the

E%p#oyee,s that he#ps the or'ai2atio f$rther to achie)e its #o';

ter% 'oa#*


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Tea% spirit 6 Traii' a! De)e#op%et he#ps i ic$#cati' the

sese of tea% work( tea% spirit( a! iter;tea% co##a+oratios* It

he#ps i ic$#cati' the 2ea# to #ear withi the e%p#oyees*

Or'ai2atio C$#t$re 6 Traii' a! De)e#op%et he#ps to !e)e#op

a! i%pro)e the or'ai2atioa# hea#th c$#t$re a! effecti)eess* It

he#ps i creati' the #eari' c$#t$re withi the or'ai2atio*


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a s$+ syste% of the or'ai2atio* The Syste% Approach )iews traii' as

a s$+ syste% of a or'ai2atio* Syste% Approach ca +e $se! to

e.a%ie +roa! iss$es #ike o+"ecti)es( f$ctios( a! ai%* It esta+#ishes a

#o'ica# re#atioship +etwee the se&$etia# sta'es i the process of

traii' ee! aa#ysis 7TNA9( for%$#ati'( !e#i)eri'( a! e)a#$ati'*

There are = ecessary ip$ts i*e* techo#o'y( %a( %ateria#( ti%e re&$ire!

i e)ery syste% to pro!$ce pro!$cts or ser)ices* A! e)ery syste% %$st

ha)e so%e o$tp$t fro% these ip$ts i or!er to s$r)i)e* The o$tp$t ca +e

ta'i+#e or ita'i+#e !epe!i' $po the or'ai2atio,s re&$ire%et* A

syste% approach to traii' is p#ae! creatio of traii' pro'ra%* This

approach $ses step;+y;step proce!$res to so#)e the pro+#e%s* U!er

syste%atic approach( traii' is $!ertake o p#ae! +asis*


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TRAINING INPUTS

There are three +asic types of ip$ts>

I* Ski##s

II* Attit$!e

III* 8ow#e!'e*

The pri%ary p$rpose of traii' is to esta+#ishi' a so$! re#atioship is

at its +est whe the workers attit$!e to the "o+ is ri'ht( whe the workers


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kow#e!'e of the "o+ is a!e&$ate( a! he has !e)e#ope! the ecessary

ski##s*

Traii' acti)ities i a i!$stria# or'ai2atio are ai%e! at %aki'

!esire! %o!ificatios i ski##s( attit$!es a! kow#e!'e of e%p#oyee so

that they perfor% their "o+s %ost efficiet#y a! effecti)e#y*

*EST TIME TO IMPART TRAINING TO EMPLOYEE

NE? RECRUITS TO THE COMPANY

These ha)e a re&$ire%et for i!$ctio ito the co%pay as a

who#e i ter%s of its +$siess acti)ities a! persoe# po#icies a!

pro)isios( the ter%s( co!itios a! +eefits appropriate to the

partic$#ar e%p#oyee( a! the career a! a!)ace%et opport$ities

a)ai#a+#e*

TRANS6ERS ?ITHIN THE COMPANY

These are peop#e who are %o)e! fro% oe "o+ to aother( either

withi the sa%e work area( i*e* the sa%e !epart%et or f$ctio( or

to !issi%i#ar work $!er a !ifferet %aa'e%et* U!er this

hea!i' we are e.c#$!i' pro%otios( which take peop#e ito

etire#y ew #e)e#s of resposi+i#ity*

PROMOTIONS

A#tho$'h si%i#ar to the trasfer i that there is a ew "o+ to +e

#eare! i ew s$rro$!i's( he is !issi%i#ar i that the pro%otio

has +ro$'ht hi% to a ew #e)e# of s$per)isory or %aa'e%et

resposi+i#ity* The cha'e is $s$a##y too i%portat a! !iffic$#t

to %ake s$ccessf$##y to per%it oe to ass$%e that the pro%otes

wi## pick it $p as he 'oes a#o' a! attetio has to +e pai! to

traii' i the tasks a! the resposi+i#ities a! persoa# ski##s

ecessary for effecti)e perfor%ace*


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NE? PLANT OR EUIPMENT

E)e the %ost e.periece! operator has e)erythi' to #ear whe a

co%p$ter a! e#ectroic cotro#s rep#ace the pre)io$s %a$a# a!

e#ectro;%echaica# syste% o the process p#at o which he works*

There is o #ess a traii' re&$ire%et for the s$per)isors a!

process %aa'e%et( as we## as for techica# ser)ice pro!$ctio

cotro# a! others*

NE? PROCEDURES

Mai#y for those who work i offices i co%%ercia# a!a!%iistrati)e f$ctios +$t a#so for those who we workp#ace is o

the shop f#oor or o process p#at o ay occasio o which there

is a %o!ificatio to e.isti' paperwork or proce!$re for( say the

with!rawa# of %ateria#s fro% stores( the cotro# of c$sto%er cre!it

the appro)a# of e.pese c#ai%s( there ee!s to +e istr$ctio o the

cha'e i the way of worki' i %ay istaces( a ote +ri'i'

the attetio of a## cocere! the cha'e is ass$%e to +e s$fficiet(

+$t there are cases( s$ch as whe tota# ew syste%s i corporati'

IT $p !ates are ista##e!( whe %ore thoro$'h traii' is ee!e!*

THE MAINTENANCE O6 MANAGEMENT S-ILLS &

STANDARDS

Ski##s i s$per)isi'( e%p#oyee appraisa#( co%%$icatios(

#ea!ership etc are i%portat i a## co%paies* So%e of these ski##s

are see to +e critica# to %a"or !e)e#op%ets i co%pay

or'ai2atio( c$#t$re( e%p#oyee e%power%et a! so o* Iitia#

traii' i these ski##s is ot $co%%o i the #ar'est co%paies

o appoit%et ito %aa'e%et a! s$per)isio* B$t coti$o$s


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traii' a! perfor%ace %oitori' is rare( !espite the co%%o

kow#e!'e that sta!ar!s are as )arie! as h$%a at$re*

RETIREMENT AND REDUNDANCY

E%p#oyees of ay positio i the co%pay who are hea!i'

towar!s retire%et wi## +eefit fro% #eari' a+o$t hea#th( socia#

#ife( work opport$ities %oey %aa'e%et etc* Itera# or

e.tera# co$rses are +est atte!e! a year or two +efore retire%et

!ate( i a few co%paies a %e%+er of :ersoe# wi## act as a

co$se#or as re&$ire!*

*ENE6ITS O6 TRAINING

E%p#oyees a! the or'ai2atio ee! to rea#i2e the i%portace of

cotri+$tio a! #eari' for %$t$a# 'rowth a! !e)e#op%et*

Traii' is the aswer to !ea# with sta'atio sta'e +y costat#y

$p!ati' it i e)ery fie#!* Other +eefits of traii' ic#$!e?

Hiri' appea#? co%paies that pro)i!e traii' attract a +etter &$a#ity

3orkforce*

Assessi' a! a!!ressi' ay perfor%ace !eficiecy*

Ehaci' workforce f#e.i+i#ity* Cross;c$#t$ra# traii' is essetia#

for

+etter a!"$st%et i the ew e)iro%et*

Icreasi' co%%it%et? Traii' acts as a #oya#ty +ooster* E%p#oyee

%oti)atio is a#so ehace! whe the e%p#oyee kows that the

or'ai2atio wo$#! pro)i!e the% opport$ities to icrease their ski##s

a! kow#e!'e*

It 'i)es the or'ai2atio a co%petiti)e e!'e +y keepi' a+reast of the

#atest cha'es> it acts as a cata#yst for cha'e*

Hi'her c$sto%er satisfactio a! #ower s$pport cost res$#ts thro$'h

i%pro)e! ser)ice( icrease! pro!$cti)ity a! 'reater s$fficiecy*


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Traii' acts as +ech%ark for hiri' pro%oti' a! career p#ai'*

It acts as a retetio too# +y %oti)ati' e%p#oyee to the )ast

opport$ities for 'rowth a)ai#a+#e i a or'ai2atio*

THE EVALUATION O6 TRAINING

There are a $%+er of e.pressios $se! to !escri+e steps take +y

%aa'e%et a! +y traii' offices at the coc#$sio of traii' a!

!$ri' the !ays or weeks afterwar!s* These e.pressios ic#$!e

)a#i!atio( e)a#$atio( fo##ow;$p a! i%p#e%etatio( as we## as cost

+eefit( which ha)e appeare! i %ore recet years* 3e are itereste! i

a## of these a! ha)e a#rea!y tack#e! oe of the( i%p#e%etatio( a! we

start +y 'i)i' o$r !efiitios i or!er to esta+#ish a c#earer pict$re of

what each is( a! how they re#ate to each other*

E)a#$atio of traii'( or( i!ee! of aythi'( cosists si%p#y of p$tti' a

)a#$e to it* To e)a#$ate traii' %eas $!ertaki' a search for the effect

that it has ha! o the peop#e a! the sit$atios( which it if#$eces( a!

the tryi' to %eas$re or esti%ate whether this is a!)ata'eo$s or

!isa!)ata'eo$s*

METHODS O6 TRAINING

LECTURESF A Met%$d $# T!inin)

It is oe of the o#!est %etho!s of traii'* This %etho! is $se! to create

$!ersta!i' of a topic or to if#$ece +eha)ior( attit$!es thro$'h

#ect$re* A #ect$re ca +e i prite! or ora# for%* Lect$re is te##i'

so%eoe a+o$t so%ethi'* Lect$re is 'i)e to ehace the kow#e!'e of

#isteer or to 'i)e hi% the theoretica# aspect of a topic*

*

DISCUSSION TRAINING METHOD
http://traininganddevelopment.naukrihub.com/methods-of-training/lectures.htmlhttp://traininganddevelopment.naukrihub.com/methods-of-training/lectures.html


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This %etho! $ses a #ect$rer to pro)i!e the #earers with cote.t that is

s$pporte!( E#a+orate!( e.p#ais( or e.pa!e! o thro$'h iteractios +oth

a%o' the traiees a! +etwee the traier a! the traiees* The

iteractio a! the co%%$icatio +etwee these two %ake it %$ch

%ore effecti)e a! powerf$# tha the #ect$re %etho!* If the Disc$ssio

%etho! is $se! with proper se&$ece i*e* #ect$res( fo##owe! +y !isc$ssio

a! &$estioi'( ca achie)e hi'her #e)e# kow#e!'e o+"ecti)es( s$ch as

pro+#e% so#)i' a! pricip#e #eari'*

COMPUTER/*ASED TRAINING


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The 'rowth of e#ectroic techo#o'y has create! a#terati)e traii'

!e#i)ery syste%s* CBT !oes ot re&$ire face;to;face iteractio with a

h$%a traier* This %etho! is so )arie! i its app#icatios that it is

!iffic$#t to !escri+e i cocise ter%s*

MENTORING


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Metori' is a o'oi' re#atioship that is !e)e#ope! +etwee a seior

a! "$ior e%p#oyee* Metori' pro)i!es '$i!ace a! c#ear

$!ersta!i' of how the or'ai2atio 'oes to achie)e its )isio a!

%issio to the "$ior e%p#oyee*

S$me >e+ p$int' $n Ment$!in)

Metori' foc$s o attit$!e !e)e#op%et*

Co!$cte! for %aa'e%et;#e)e# e%p#oyees*

Metori' is !oe +y so%eoe isi!e the co%pay*

It is oe;to;oe iteractio*

It he#ps i i!etifyi' weakesses a! foc$s o the area that ee!s

i%pro)e%et*

5O* ROTATION

So%e of the %a"or +eefits of "o+ rotatio are?

It pro)i!es the e%p#oyees with opport$ities to +roa!e the

hori2o of kow#e!'e( ski##s( a! a+i#ities +y worki' i !ifferet

!epart%ets( +$siess $its( f$ctios( a! co$tries*

I!etificatio of 8ow#e!'e( ski##s( a! attit$!es 78SAs9 re&$ire!*

It !eter%ies the areas where i%pro)e%et is re&$ire!*

O66 THE 5O* TRAINING

There are %ay %aa'e%et !e)e#op%et techi&$es that a e%p#oyee

ca take i off the "o+* The few pop$#ar %etho!s are?

Sesiti)ity Traii'
http://traininganddevelopment.naukrihub.com/methods-of-training/sensitivity-training.htmlhttp://traininganddevelopment.naukrihub.com/methods-of-training/sensitivity-training.htmlhttp://traininganddevelopment.naukrihub.com/methods-of-training/sensitivity-training.html


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TRANSACTIONAL ANAL@SIS

STRAIHT LECTURES5 LECTURES

SIMULATION EERCISES

T!inin) E8"uti$n

The process of e.a%ii' a traii' pro'ra% is ca##e! traii' e)a#$atio*

Traii' e)a#$atio checks whether traii' has ha! the !esire! effect*

Traii' e)a#$atio es$res that whether ca!i!ates are a+#e to

i%p#e%et their #eari' i their respecti)e workp#aces( or to the re'$#ar

work ro$ties*

:$rposes of Traii' E)a#$atio

The fi)e %ai p$rposes of traii' e)a#$atio are?

Fee!+ack? It he#ps i 'i)i' fee!+ack to the ca!i!ates +y !efii' the

o+"ecti)es a! #iki' it to #eari' o$tco%es*

Research? It he#ps i ascertaii' the re#atioship +etwee ac&$ire!

kow#e!'e( trasfer of kow#e!'e at the work p#ace( a! traii'*
http://traininganddevelopment.naukrihub.com/methods-of-training/transactional-analysis.htmlhttp://traininganddevelopment.naukrihub.com/methods-of-training/lectures.htmlhttp://traininganddevelopment.naukrihub.com/methods-of-training/games-and-simulations/index.htmlhttp://traininganddevelopment.naukrihub.com/methods-of-training/transactional-analysis.htmlhttp://traininganddevelopment.naukrihub.com/methods-of-training/lectures.htmlhttp://traininganddevelopment.naukrihub.com/methods-of-training/games-and-simulations/index.html


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C$nt

!$". It he#ps i cotro##i' the traii' pro'ra% +eca$se if the traii' is ot

effecti)e( the it ca +e !ea#t with accor!i'#y*

:ower 'a%es? At ti%es( the top %aa'e%et 7hi'her a$thoritati)e e%p#oyee9 $sesthe e)a#$ati)e !ata to %aip$#ate it for their ow +eefits*

Inte!8enti$n? It he#ps i !eter%ii' that whether the act$a# o$tco%es are a#i'e!with the e.pecte! o$tco%es**

C%pte! 1. Lite!tu!e Re8ie(

The f$!a%eta# ai% of traii' is to he#p the or'ai2atio achie)e its p$rpose +y

a!!i' )a#$e to its key reso$rce 6 the peop#e it e%p#oys* Traii' %eas i)esti' i

the peop#e to ea+#e the% to perfor% +etter a! to e%power the% to %ake the +est $se


23/50

of their at$ra# a+i#ities*Ay traii' a! !e)e#op%et pro'ra%%e %$st cotai

ip$ts which ea+#e the participats to 'ai ski##s( #ear theoretica# cocepts a! he#p

ac&$ire )isio to #ook ito !istat f$t$re*

I a!!itio to these( there is a ee! to i%part ethica# orietatio( e%phasi2e o

attit$!ia# cha'es a! stress $po !ecisio %aki' a! pro+#e% so#)i' a+i#ities*The

sta'es i traii' a! !e)e#op%et process are 'oi' to +e i!etifie! with a specific

foc$s o !ifferet traii' a! !e)e#op%et %etho!s a! cosi!eratio of its

a!)ata'es a! !isa!)ata'es

Accor!i' to Casse a! Baaha 7009( the !ifferet approaches to traii' a!

!e)e#op%et ee! to +e e.p#ore!* It has co%e to their attetio +y their ow preferre!

%o!e# a! thro$'h e.periece with #ar'e Or'ai2atios* The c$rret tra!itioa#

traii' coti$o$s#y faci' the cha##e'es i the se#ectio of the e%p#oyees( i

%aitaii' the $certaity re#ate! to the p$rpose a! i itro!$ci' ew tactics for

the e)iro%et of work a! +y reco'i2i' this( they a!)isi' o a## the pro+#e%s(

which reiterates the re&$ire%et for f#e.i+#e approach*

Accor!i' to Da)eport 7009( %etioe! i his recet st$!ies that it,s easy to

i%p#e%et strate'y with the iteret s$pporte! software*

so%e of the Traii' theories ca +e effecti)e i%%e!iate#y o the f$t$re of the ski##

a! !e)e#op%ets* The cotetG a! the accessG are the act$a# factors for the

process* It is a represetatio itse#f +y the Access o %ai aspect what is effecti)e to

the a!opte! practice i traii' !e)e#op%et* As per the recet theories to access the

kow#e!'e is cha'i' fro% s$+statia# i the tra!itioa# to !e#i)er the kow#e!'e for

the )irt$a# for%s to $se the ew %eai' of ifor%atio with e#ectroic #eari' $se*


24/50

There is a s$r)ey cofir%atio for $si' c#assroo% to !e#i)er the traii' wo$#! !rop

!ra%atica##y(7Meister(0019*

A %aa'er is that what the other %e%+ers of the or'ai2atio wats the% to +e

+eca$se it is a )ery pop$#ar tre! of !e)e#op%et traii' for the %aa'ers i the

traii' for the %aa'e%et 7A!ersso( 00( L$o( 009* Most of the %aa'ers

see%s to re"ect a %aa'eria# persoa#ity i s$pport of the other tr$th for the%se#)es

7Costas a! F#e%i'( 009*

fia##y( the #iterat$re o traii' a! !e)e#op%et $se as a %oti)atio a!

retetio too# is 'oi' to +e re)iewe!( %oreo)er( traii' a! !e)e#op%et o

iteratioa# sca#e a! its possi+#e iss$es are 'oi' to +e !isc$sse!* to s$% $p( a

coc#$sio s$%%ari2i' a## fi!i's is 'oi' to +e !raw*

*


25/50

C%pte! 4. Dt n"+'i' nd Inte!p!etti$n

3; H$( mn+ t!inin) p!$)!mme' did +$u ttend in "'t $ne

+e!

RESPONSE NO; O6

RESPONDENTS

PERCENTAGE

Less tha 10 = =10;0 1 /

0;=0 1

More tha =0 =

SAM:LE SIJE ; 40


26/50

6i)u!e 3

The a+o)e chart i!icates that =K of e%p#oyee,s ha)e atte!e! #ess

tha 10 traii' pro'ra%%es whereas / K of e%p#oyee,s ha)e atte!e!

10;0 traii' pro'ra%%es( it %eas i e)ery %oth there was 1 traii'

pro'ra%%e atte!e! i the or'ai2atio i #ast oe year*

*

1;Y$u! O!)niti$n :$n'ide!' t!inin) ' p!t $# $!)niti$n"

St!te)+; D$ +$u )!ee (it% t%i' 'ttement

RESPONSE NO;O6 RESPONDENTS PERCENTAGE

Stro'#y a'ree / =

A'ree 1=

:art#y a'ree 10 0

Ca,t say /


27/50

6i)u!e 1

The a+o)e 'raph i!icates that =K of e%p#oyee,s are a'ree! that

traii' is a part of or'ai2atioa# strate'y*

; T$ (%$m t%e t!inin) i' )i8en m$!e in +$u! $!)niti$n

RESPONSE NO; O6

RESPONDENTS

PERCENTAGE

Seior staff7Hi'her

#e)e# %aa'ers9

4 10

$ior staff7Mi!!#e

#ie %aa'ers9

10 0

New staff 10 0

Base! o re&$ire%et 4 40

6i)u!e


28/50

The a+o)e 'raph i!icates that 40K of e%p#oyees fe#t that traii' is

'i)e %ost#y o the +asis of re&$ire%et whereas( 0K of e%p#oyees fe#t

that it is 'i)e to "$ior a! ew staffs*

4; ?%t i' t%e m$'t imp$!tnt b!!ie! t$ T!inin) nd

De8e"$pment

P!$)!mme in +$u! $!)niti$n


Ti%e 10 0

Moey 1

Lack of iterest +y thetraiees

1 =

No;a)ai#a+i#ity of

ski##e! traier

0 =0


29/50

6i)u!e 4

The a+o)e 'raph i!icates that =0 K of e%p#oyees fe#t that( %ost

i%portat +arrier to Traii' a! De)e#op%et i the or'ai2atio isNo;a)ai#a+i#ity of ski##e! traiers whereas( ti%e a! #ack of iterest +y

the traiees are a#so a +arrier to T-D pro'ra%%e*

0; ?%t m$de $# t!inin) met%$d i' n$!m""+ u'ed in +$u!

O!)niti$n


o+ rotatio 1=

E.tera# traii' 1/

Coferece5!isc$ssio 10 0

:ro'ra%%e!

istr$ctio

1 /

Others =


30/50

6i)u!e 0

The a+o)e 'raph i!icates that /K of e%p#oyee,s fe#t that

pro'ra%%e! istr$ctio is %ost#y $se! i the or'ai2atio whereas(

e.tera# traii' a! coferece5!isc$ssios are a#so $se! i the

or'ai2atio* It %eas that these / pro'ra%%es are %ost#y $se! +y the

or'ai2atio*

B; ?%t t+pe $# t!inin) i' bein) imp!ted #$! ne( !e:!uitment' in

+$u! $!)niti$n


Techica# traii' 14 /0

Maa'e%et traii' 1

:resetatio ski## 10 0I!$ctio traii' 1 =

Others =

6i)u!e B


31/50

The a+o)e 'raph i!icates that /0K of e%p#oyees fe#t that techica#

traii' is the %ost i%portat traii' which is +ei' i%parte! for ew

recr$it%ets i the or'ai2atio (it %eas that the or'ai2atio is isisti'

%ore o techica# traii'*

; T%e time du!ti$n )i8en #$! t!inin) pe!i$d i'

RESPONSE NO;O6

RESPONDENT

PERCENTAGE

S$fficiet 4

To +e

e.te!e!

=

To +e

shortee!

1 =

Maa'ea+#e 1

6i)u!e


32/50

The a+o)e pie chart shows that 4K of e%p#oyees fe#t that ti%e

!$ratio for a traii' pro'ra%%e is s$fficiet whereas =K of

e%p#oyee,s fe#t that (it sho$#! +e shortee!*

J; C$mment $n t%e de)!ee t$ (%i:% t%e t!inin) $be:ti8e !e met

du!in) t%e t!inin) 'e''i$n'


A## the o+"ecti)es are

%et

/0 0

So%e o+"ecti)es are

%et

1=

Met accor!i' to the

ee!

10 0

Noe of the o+"ecti)es

are %et

/


33/50

6i)u!e J

The a+o)e 'raph i!icates that 0K of e%p#oyees fe#t that a## the

o+"ecti)es are %et !$ri' traii' sessios* It %eas traii' sessios are

r$i' s$ccessf$##y i the or'ai2atio*

; D$e' t%e t!inin) p!$)!mme %e"p in +$u! :!ee! d8n:ement

RESPONSE NO;O6 RESPONDENT PERCENTAGE

Stro'#y a'ree / =

A'ree 1 /

Ne$tra# 1

Disa'ree =


34/50

6i)u!e

The a+o)e 'raph shows that =K of e%p#oyee,s are a'ree! that traii'

pro'ra%%es he#ps i their career a!)ace%et*It %eas traii'

pro'ra%%es are he#pf$# i career a!)ace%et a#so*

32; H$( "$n) (i"" it t>e t$ imp"ement t%e t!ined p!$:e''

RESPONSE NO; O6

RESPONDENTS

PERCENTAGE

Less tha 1 %oth 0 =0

1; %oth 14 /0;= %oth 1 =


35/50

More tha = %oths /

6i)u!e 32

The a+o)e 'raph i!icates that =0K of e%p#oyees fe#t that the

or'ai2atio takes #ess tha 1 %oth to i%p#e%et the traie! process*

C%pte! 0. 6indin)' $# t%e 'tud+


36/50

The fi!i's of the st$!y re)ea#s that HCL has a wi!e ra'e of traii' - !e)e#op%et

pro'ra%%es which he#ps the e%p#oyees to !e)e#op their ski##s a! 'i)e the sta!ar!

perfor%ace* HCL a#so 'i)es rewar!s a! pro%otios o a re'$#ar +asis so(that the

e%p#oyee,s ca achie)e their persoa# 'oa# as we## as or'ai2atioa# 'oa#*

So%e of the i%portat traii' pro'ra%%es are !isc$sse! +e#ow?

INDUCTION TRAINING

oii' a ew co%pay is a#ways stressf$#* HCL +e#ie)es that

it is the "o+ of the co%pay to %ii%i2e this stress a! %ake

it a e"oya+#e e.periece* To this e! HCL or'ai2es

I!$ctio :ro'ra%%es at !ifferet sta'es of a e%p#oyees

3ork Life HCL has a ha#f !ay I!$ctio o the first !ay of

"oii' to ea+#e the ew e%p#oyees to 'et a o)er)iew of

HCL as a co%pay( Str$ct$re a! Lies of B$siess a! to itro!$ce the% to other

ew "oiers a! %ake the% fee# 3e#co%e ito the or'ai2atio*

HCL a#so or'ai2es a !ay offsite I!$ctio pro'ra%%e a co$p#e of %oths ito a

e%p#oyees career with HCL * This acts as a %ore ifor%ati)e i!$ctio pro'ra%%e

for ew "oiers( a! a#so as a refresher for e.isti' staff* The pro'ra%%e co)ers a

o)er)iew of HCL strate'y a! %arketp#ace propositio a! its Core Co%petecies*

The !ay pro'ra%%e is !e#i)ere! is a opport$ity to 'ai ifor%atio( %eet peers

a! HAE SOME FUN

*UDDYING

The HCL AON B$!!y Syste% is !esi'e! to he#p ew e%p#oyees to ha)e as

s%ooth a trasitio ito HCL AON as possi+#e +y pro)i!i' ha!s;o practica# a!

e%otioa#


37/50

s$pport !$ri' their first / %oths o a pro"ect* It he#ps to pro)i!e the e%p#oyees with

a sese of +e#o'i'( %ake the% co%forta+#e with their 3ork Life a! ai%s to

eco$ra'e Tea% work a! Loya#ty* It 'i)es cos$#tats the opport$ity to +e !irecte!

to peop#e who ca he#p with +asic ee!s as we## as a## :ro"ect re#ate! ee!s*

PER6ORMANCE MANAGEMENT AND DEVELOPMENT

A key part of the :erfor%ace Maa'e%et a! De)e#op%et process is the

a##ocatio of a De)e#op%et Maa'er for each HCL e%p#oyee* HCL offers a

:erfor%ace %aa'e%et syste% that is foc$se! o !e)e#opi' each e%p#oyee to his

or her potetia#( for the +eefit of the i!i)i!$a#( c#iets a! HCL as a who#e*

The !e)e#op%et is the acco$ta+i#ity of the i!i)i!$a#( s$pporte! a! assiste! +y the

or'ai2atio* The :erfor%ace Re)iew process is the opport$ity for cos$#tats to

'et a fee!+ack o their perfor%ace as we## as 'i)e a fee!+ack to their :ro"ect

Maa'ers o what they are e"oyi' a! what they co$#! !o to cotri+$te %ore or

what HCL co$#! !o to he#p s$pport the% i their e!ea)o$r to %a.i%i2e potetia#

PROMOTION AND *ONUS

HCL has a 'ra!i' syste% that is precise a! !efie!* There is a c#ear )isi+i#ity of

yo$r Career path withi the or'ai2atio a! the De)e#op%et Maa'ers assist yo$ at

e)ery re)iew to %o)e towar!s pro%otio to the e.t Le)e#* A## ro#es ha)e a c#ear

!efiitio with re'ar! to the Core Ski##s( HCL U!ersta!i' a! a#$es to 'i)e a

c#ear pict$re of how oes career is hea!i' a! the aspects cosi!ere! for :ro%otio

a! Bo$s*

HCL AON A:dem+

HCL AON Aca!e%y is the a%e 'i)e to the str$ct$re! Traii' a! De)e#op%etsessios a)ai#a+#e to a## HCL AON E%p#oyees across a## Lies of B$siess( ro$p

a! B$siess S$pport* HCL AON Aca!e%y e)ets are a %i.t$re of itera##y a!

e.tera##y co!$cte! e)ets* E%p#oyees are 'i)e a optio to choose fro% a wi!e

ra'e of pro'ra%%es which wo$#! ehace their Techica# ski##s a! a#so other

Maa'eria# a! Soft ski##s*


38/50

HCL COMNET

Bei' a peop#e;cetric or'ai2atio( it %akes i%perati)e for HCL to !e)e#oppractices that he#p faci#itate the c$#t$re of 'rowth a! !e)e#op%et here* Thats why

their HR po#icy is +$i#t aro$! EDE 7E%p#oyee De)e#op%et rowth a!

E%power%et9* EDE is a pro'ra% ai%e! towar!s %aki' Co%et a PLeari'

Or'ai2atioP( a or'ai2atio where 'rowth is %eas$re! ot "$st +y profits +$t a#so

as the syer'etic 'rowth of each oe of its e%p#oyees*

The cocept of the #eari' or'ai2atio has +ee !e)e#ope! with a /;pro' o+"ecti)e

i %i!( of creati' )a#$e( retaii' )a#$e a! !e#i)eri' )a#$e for the itera#

c$sto%er( the e.tera# c$sto%er a! the or'ai2atio as a who#e

CATALYST PROGRAMS

8ey Acco$t Maa'e%et 3orkshops 78AM9 are co!$cte! at re'$#ar iter)a#s

i)o#)i' sa#es - %arketi' tea%s* The 8AM traii' e.p#ores ew approaches i

!e)e#opi' a! #ea!i' acco$ts a! i c$sto%er sesiti)ity

Assess%et Ceters ha)e +ee !esi'e! to es$re hi'h professioa# ski## #e)e#s a! to

ic$#cate the !esire! +eha)ior of e%p#oyees* The assess%et ceters are carrie! o$t ata## #e)e#s a! f$ctios withi the or'ai2atio* This a#so 'reat#y he#ps $s to a#i' the

e%p#oyee,s !e)e#op%et o+"ecti)es to the or'ai2atio

/0Q appraisa#s? HCL has s$ccessf$##y carrie! o$t /0Q appraisa#s to he#p faci#itate

persoa# a! or'ai2atioa# 'rowth*

Mappe! Career path? At HCL( the +e#ief that career is a path a! ot a !estiatio is

the phi#osophy +ehi! cha#ki' o$t the career path for each of o$r fe##ow e%p#oyees*

Be it a #atera# %o)e( or )ertica# 'rowth( a## !ecisios are take keepi' i %i! the

iterest of the i!i)i!$a#

Awar!s? :erfor%ers i HCL 'et the a$a# awar!s for their cotri+$tio to Co%ets

'rowth* Awar! types ic#$!e a#$e Creators( Bech%ark( E$reka a! :iac#e

Awar!

I!$ctio? A e.tesi)e oe;%oth i!$ctio pro'ra% is co!$cte! to +ri' ay ew

recr$it $p to pace with the c$#t$re( work ethics a! tech e)iro%et of the

or'ai2atio


39/50

L$n) Se!8i:e A(!d

The Lo' Ser)ice Awar! reco'i2es a e%p#oyee,s cotri+$tio towar!s the

co%pay* It is a appreciatio of the part p#aye! +y the e%p#oyee i the "o$rey of

HCL* The Lo' Ser)ice Awar! is 'i)e to e%p#oyees o co%p#etio of 4 years( 10

years( 14 years( 0 years( 4 years a! /0 years of ser)ice with HCL* E%p#oyees are

awar!e! with trophies a! reco'itio #etters fro% CEO a! chair%a*

The or'ai2atio fo##ows a effecti)e traii' process a! the traii' is %ost#y 'i)e

to those e%p#oyee,s who ee! it* B$t the %ost i%portat +arrier for the traii'

process is o;a)ai#a+i#ity of ski##e! traier*

As the work#oa! is %$ch o e%p#oyee,s therefore

#ess attetio is 'i)e to traii' sessios +y the e%p#oyee,s*


40/50

C%pte! B. C$n:"u'i$n & Re:$mmendti$n

B;3 Su))e'ti$n nd !e:$mmendti$n

To %ake the traii' a! !e)e#op%et process a etire#y i ho$se acti)ity to

re!$ce the cost*

The %a.i%$% e%phasis wi## +e 'i)e to "o+ istr$ctio %etho!s where the

traiee are %a!e to $!ersta! their "o+ thoro$'h#y a! the ro#e they are

'oi' to p#ay i perfor%i' their "o+*

Lect$re as we## as the presetatio is the %a"or part of i%parti' the

E!$catio*

The traii' o+"ecti)e wi## +e i keepi' with ee!s a! a+i#ities of the

traiee a! it wi## +e the %a"or reaso for s$ccess of the traii' as who#e***

The traiee fi## the fee!+ack for% a! fro% ti%e to ti%e test are co!$cte!

to kow the 'a$'e the effecti)eess of traii' to e%p#oyee to check their

%e%ory if they retai aythi' or ot*

Stress %aa'e%et traii' is %ore i%portat for e%p#oyee as it was

o+ser)e! that peop#e are a## the ti%e i tesio #ike sit$atio as to how to

!o what to !o whe to !o( o ti%e a! thi's #ike that which kept the%

tese! a## ti%e*

B;1 C$n:"u'i$n

The st$!y coc#$!es that( a so#i! e%p#oyee;!e)e#op%et pro'ra% ca %ea the

!ifferece +etwee a s$ccessf$# co%pay a! oe that str$''#es* I!ee!( the

co%pays chaces for 'rowth are c#ose#y a#i'e! with its co%%it%et towar!


41/50

fosteri' e%p#oyee !e)e#op%et* More a! %ore workers are #ooki' for e%p#oyers

who ca he#p the% icrease their kow#e!'e a! ski##s* Its o #o'er eo$'h to offer

a co)etioa# +eefits packa'e* Co%paies that wat to attract ;; a! retai ;;

)a#$a+#e peop#e o staff ee! to acti)e#y participate i their e%p#oyees 'rowth a!

!e)e#op%et* Its rewar!i' for e%p#oyees to e.pa! their kow#e!'e +ase a! takeo ew cha##e'es( as it %akes co%i' to work a+o$t %ore tha "$st a paycheck*

:airi' ewer( #ess e.periece! e%p#oyees with %ore e.periece! e%p#oyees

is a 'reat way for peop#e to #ear fro% oe aother* Metors ca ser)e as a

so$!i' +oar! for yo$'er e%p#oyees( a! ca pro)i!e "o+ coachi'( a!)ice

o career !e)e#op%et( a! itro!$ctios to other professioa#s i the

i!$stry* Metors ofte he#p their char'es to see the P+i''er pict$reP whe it

co%es to their worki' #ife* A!( at the sa%e ti%e( %etors the%se#)es ca

'ai )a#$a+#e isi'ht fro% their prot's a! +eco%e +etter %aa'ers*

I)esti' i the e%p#oyees coti$i' e!$catio !e%ostrates that the

co%pay )a#$es its peop#e a! wats the% to 'row* E)e after a i!i)i!$a#

"ois a or'ai2atio a! the Phoey%ooP perio! has passe!( co%paies

sho$#! coti$e to pro)i!e traii' o a o'oi' +asis for ay ski##s that %ay

+e pertiet to the e%p#oyees "o+*

E%p#oyees appreciate "o+ sec$rity( +$t i or!er to 'row professioa##y( peop#e

wat a! ee! ew resposi+i#ities* i)i' the e%p#oyees opport$ities to

'row withi the co%pay #ets the% kow that they )a#$e their past

cotri+$tios a! ha)e faith i their a+i#ities to take o 'reater cha##e'es* Let

peop#e kow whe ew positios are a)ai#a+#e i the co%pay +efore opei'

$p those "o+s to o$tsi!e app#icats( a! +e s$re to 'i)e first cosi!eratio to

i;ho$se ca!i!ates*

Ofte( e%p#oyees wat to %ake s$''estios a+o$t the way thi's are !oe +$t

!ot ha)e a way to )oice their i!eas* De)e#op a %etho! that %akes it easier

for staffers to share their creati)e i!eas or s$''estios with top %aa'e%et*


42/50

*I*LIOGRAPHY

*OO-S/

H$%a reso$rce %aa'e%et 7C*B*$pta9 H$%a reso$rce %aa'e%et 7Stphes :* Ro+is9

E%p#oyee,s traii' - !e)e#op%e%t 7Neo Ray%o! A*9

INTERNET/

www*hc#*i

www*wikipe!ia*or'

www*hc#ifosyste%s*i

www*hc#tech*co%

www*hc#c!c*i
http://www.hcl.in/http://www.wikipedia.org/http://www.hclinfosystems.in/http://www.hcltech.com/http://www.hcl.in/http://www.wikipedia.org/http://www.hclinfosystems.in/http://www.hcltech.com/


43/50

ANNEURE

UESTIONNAIRE

3= H$( mn+ t!inin) p!$)!mme' did +$u ttend in +e!

Le'' t%n 32

32/12

12/42

M$!e t%n 42

1= Y$u! $!)niti$n :$n'ide!' t!inin) ' p!t $# $!)niti$n" 't!te)+;

D$ +$u )!ee (it% t%i' 'ttement

St!$n)"+ )!ee

A)!ee

P!t"+ )!ee

Cnt '+

= T$ (%$m t%e t!inin) i' )i8en m$!e in +$u! $!)niti$n

Seni$! 't##


44/50

4= ?%t i' t%e m$'t imp$!tnt b!!ie! t$ t!inin) nd de8e"$pment

p!$)!mme in +$u! $!)niti$n

Time

M$ne+

L:> $# inte!e't b+ t%e t!inee'

N$n 8i"bi"it+ $# '>i""ed t!ine!

0= ?%t m$de $# t!inin) met%$d i' n$!m""+ u'ed in +$u! $!)niti$n

5$b !$tti$n

E@te!n" t!inin)

C$n#e!en:eKDi':u''i$n

P!$)!mmed in't!u:ti$n

Ot%e!'

B= ?%t t+pe $# t!inin) i' bein) imp!ted #$! ne( !e:!uitment' in +$u!

$!)niti$n

Te:%ni:" t!inin)

Mn)ement t!inin)

P!e'entti$n '>i""

Indu:ti$n t!inin)

Ot%e!'


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= T%e time du!ti$n )i8en #$! t!inin) pe!i$d i'

Su##i:ient

T$ be e@tended

T$ be '%$!tened

Mn)eb"e

J= C$mment $n t%e de)!ee t$ (%i:% t%e t!inin) $be:ti8e !e met du!in)

t%e t!inin) 'e''i$n'

A"" t%e $be:ti8e' !e met

S$me $be:ti8e' !e met

Met ::$!din) t$ t%e need

N$ne $# t%e $be:ti8e' !e met

= D$e' t%e t!inin) p!$)!mme %e"p in +$u! :!ee! d8n:ement

St!$n)"+ )!ee

A)!ee

Neut!"

Di')!ee


46/50

32= H$( "$n) (i"" it t>e t$ imp"ement t%e t!ined p!$:e''

Le'' t%n 3 m$nt%

3/1 m$nt%'

1/4 m$nt%'

M$!e t%n 4 m$nt%'

ANY SUGGESTIONS.

A= ;;

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C=;

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52683446 study on employee s training development hcl

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