GENERAL MANAGEMENT

Final Project Report On

“ TRAINING AND DEVELOPMENT IN TATA CONSULTANCY

SERVICE “

MMS SEM IV - “FINANCE”

Submitted in partial fulfillment of the requirement for the award of degree of

Master of Management Studies (MMS) under the university of Mumbai

Submitted by

NAME OF THE CANDIDATE : RUPALI DILIP DESHMUKH

ROLL NO :20118MMS010 PRN:
BATCH: 2018-2020 ACADEMIC YEAR 2019-2020

Under the guidance of

NAME OF THE GUIDE

PROF. RAJNI MATHUR
Bharati Vidyapeeth’s
Institute of Management Studies& Research
Navi Mumbai

(i)
 ACKNOWLEDGEMENT

In the first place, I thank the Bharati Vidyapeeth’s Institute of Management

Studies & Research, Navi Mumbai for giving me an opportunity to work on this
project.
I would also like to thank Dr. Anjali Kalse (Director & HOD) &. Rajani mathor
. Bharati Vidyapeeth’s Institute of Management Studies & Research, Navi
Mumbai for having given me his/her valuable guidance for the project. Without
his/her help it would have been impossible for me to complete the project. I would
be failing in my duty if I do not acknowledge with a deep sense of gratitude the
sacrifices made by my parents and thus have helped me in completing the project
work successfully.

Signature of the student

(RUPALI D DESHMUKH)

(iii)
 CERTIFICATE

This is to certify that, the ‘General Management ’ Final Project titled “ Training & Development in
TCS” is successfully done byMs.Rupali Dilip Deshmukh , 2018MMS010 Batch- 2018-2020 ,a
student of Bharati Vidyapeeth’s Institute of Management Studies and Research, Navi Mumbai ,
submitted in partial fulfillment of MMS -Master of Management Studies programme affiliated to
the University of Mumbai during the Semester IVacademic year 2019-2020

Date :___________

_____________________ _________________

Prof._____________ Dr. Anjali Kalse

Project Guide Director

BVIMSR BVIMSR

EXECUTIVE SUMMARY
Every Organization needs to have well trained and experienced people to perform the activities
that have to be done. If current or potential job occupants can meet this requirement, training is
not important. When this not the case, it is necessary to raise the skill levels and increase the
versatility & adaptability of employees. It is being increasing common for individual to change
careers several times during their working lives. The probability of any young person learning a
job today and having those skills go basically unchanged during the forty or so years if his
career is extremely unlikely, may be even impossible. In a rapid changing society employee
training is not only an activity that is desirable but also an activity that an organization must
commit resources to if it is to maintain a viable and knowledgeable work force.

The entire project talks about the training and development in theoretical as well as new
concepts, which are in trend now. Here we have discussed what would be the input of training if
we ever go for and how can it be good to any organization in reaping the benefits from the
money invested in terms like (ROI) i.e. return on investment. What are the ways we can
identify the training needs of any employee and how to know what kind of training he can go
for?

Training being convered in different aspect like integrating it with organizational culture. The
best and latest available trends in training method, the benefit which we can derive out of it.
How the evaluation should be done and how effective is the training all together. Some of the
companies practicing training is unique manner a lesson for other to follow as to how to train
and retain the best resource in the world to reap the best out of it.
TABLE CONTENT
 CHPTER 1
INTRODUCATION OF PROJECT
 TRAINING

Introduction
Among the many components that go into making a company competitive are the skills of
its employees. Other components like technology and capital are not crucial. Technology
can be copied and money can be borrowed. This being an information era, whoever is able
to use information properly will have an advantage over other competitors in the same
field. This is why Human Resource Development (HRD), which transforms information
into various skills of the personnel, has great responsibility in any organization. We
would call this transformation of information into human skills as training.

Training needs arise from restructuring, expansion, performance gaps, replacing of

employees who are leaving, motivating of staff and, new technology.

The goal in training is to meet the organization objectives at shortest possible time,
efficiently and with minimum use of resources. To meet this objective, various training
models have been developed.

Definitions of Training

“Training constitutes a basic concept in Human Resource Development. It is

thesystematic modification of behaviour through learning which occurs as a result of
education, instruction, development and planned experience”.
As was said earlier, it is concerned with developing a particular skill to a desired standard
by instruction and practice.

Training was defined in greater detail Lundy and Cowing as follows:

“A planned process to modify attitude, knowledge or skill behaviour through

learning experience to achieve effective performance in an activity or range of
activities. Its purpose, in the work situation, is to develop the abilities of the
individual and to satisfy the current and future manpower needs of the
organization”.
Training is highly useful tools which can bring an employee into a position where he/she
can do his/her job correctly, effectively and conscientiously:
a) Correctly, in that he/she can apply whatever he/she has been taught,
b) Effectively, in that he/she may be in a position where he/she can perform to the
expected standards, and
c) Conscientiously, in that the behaviour of the trainers can bring the trainees to the
position where they can put their maximum effort at the right time.
A training course should constitute a key feature in a formal development programme, and
this could be a standard offering by various specialist bodies or in -house courses
developed for the organization’s specialist needs. Increasingly, these options are being
combined so that there is the possibility of an externally provided course tailored to suit
an organization’s particular needs.

The Goals of Training

The main goal of training is to help the organization achieve its objecti ves by adding
value to its key assets – the people it employs. Training means investing in people to
enable them to perform better and to empower them to make the best use of their natural
abilities. The particular objectives of training are to:

 Develop the competencies of employees and improve their performance.

 Help people grow within the organization in order that, as far as possible, its future
needs for human resources can be met from within.

 Reduce the learning time for employees starting in new jobs on appointment, transfer
or promotion, and ensure that they become fully competent as quickly and effectively
as possible.

Challenges in Training

Upgrading employees' performance and improving their skills through training is a necessity in
today's competitive environment. The training process brings with it many questions that
managers must answer. Included in these questions are: Is training the solution to the problems?
Are the goals of training clear and realistic? Is training a good investment? Will the training
work?

 Is Training the Solution?

 Are the Goals Clear and Realistic?

 Is Training a Good Investment?

 Will Training Work

Understanding training and its process.

To understand how training should be developed and operated within an organization, the
first requirement is to appreciate learning theory and approaches to providing learning and
development opportunities in organizations. It is then necessary to understand the
following approaches to training.

1) Training Philosophy.

2) Types and Process of Training.

3) Identifying Training Needs.

4) Planning Training.

5) Conducting Training.

6) Responsibility for Training.

7) Evaluating Training.

1) Training Philosophy

The training philosophy of an organization expresses the degree of importance it attaches

to training. Organizations with a positive training philosophy understand that they live in
a world where effectiveness is achieved by having higher quality people than other
organizations employ, and that this need will not be satisfied unless they invest in
developing the skills and competencies of their people. They also recognize that actual or
potential skill shortages can threaten their future prosperity and growth. In hard economic
terms, these organizations are convinced that training is an investment that will pay off.
They understand that it may be difficult to calculate the return on that investment but they
believe that the tangible and intangible benefits of training will more than justify the cost.
It is not enough, however, to believe in training as an act of faith. This belief must be
supported by a positive and realistic philosophy of how training contributes to the bottom
line. Underpinning this belief is the need to set concrete objectives for training in terms of
a return on investment, in the same way as other investments have to demonstrate a pay-
back. The main areas in which such a philosophy should be developed are the following:

 A strategic approach to training: this takes a long-term view of what skills, knowledge
and levels of competence employees of the organization need.

 Relevance: Training must be relevant to identify appropriate training needs.

 Problem-based: Training should be problem-based in the sense that it should be

planned to fill the gaps between what people can do and what they need to do, now and
in the future.
 Action-orientated: Training philosophy should stress that training exists to make
things happen, to get people into action, and to ensure that they can do things they are
doing now better, or will be able to do things that they could not do before.

 Performance-related training: A performance-related training philosophy involves

training specifically to performance and competence requirements.

 Continuous development: Learning is a continuous process and, therefore, a policy of

continuous development should be pursued.

 Training policies: These should provide guidelines on the amount of training needed,
the proportion of turnover that should be allocated to training, the scope and aims of
training schemes, and the allocation of responsibilities for training.

2) Types and the Process of Training

a) Systematic training

“Systematic training is training which is specifically designed to meet defined needs. It is

planned and provided by people who know how to train, and the impact of training is
carefully evaluated”. It is based on a simple, four-stage model expressed as follows:

 Define training needs.

 Decide what sort of training is required to satisfy these needs.

 Use experienced and trained trainers to plan and implement training.

 Follow up and evaluate training to ensure that it is effective.

The model of systematic training provides a good basis for planning training
programmers, but it is often oversimplified – training is a more complex process than this.
Another drawback of systematic training is that insufficient emphasis is placed on the
responsibilities of managers and individuals for training. The concept of planned training
provides a more comprehensive description of the training process.

b) Planned training

Planned training is defined by Kenney and Reid as “a deliberate intervention aimed at

achieving the learning necessary for improved job performance”. The process of planned
training consists of the following steps:

 Identify and define training needs.

 Define the learning required.

 Define the objectives of training.

 Plan training programmes.

 Decide who provides the training.

 Implement the training.

3) Identification of Learning and Training Needs

Training must have a purpose and that purpose can be defined only if the learning needs of
the organization and the groups and individuals within it have been systematically
identified and analyzed. According to Kempton, training needs can be identified at the
individual and the organization level.

 At the individual level

 Identification will need to begin with the job description. This will provide a list of
the skills and knowledge required. It can be compared with the actual skills and
knowledge that the job holder processes.

 Another approach could be to look at critical incidents over, say, the past three
months that were particularly challenging or stressful. The training can then be
directed at the areas that are most relevant.

 Managers will also be able to identify training for their subordinates. One of the
best ways of achieving this is through the appraisal interview, where agreed
training needs can be identified.

 Individuals may request training that they perceive will equip them for a change of
job, either laterally or through promotion.

 At the organizational level

 Training needs may be identified through the performance appraisal system. This
may provide the key channel for feeding back individual needs. The information
should be processed by a human resource professional in order to plan the overall
needs of the organization.

 The management team may identify areas from the corporate plan that they want
included in the training plans.
 4) Planning Training Programmes

Every training programme needs to be designed individually, and the design will
continually evolve as new learning needs emerge, or when feedback indicates that changes
are required. According to Kempton, before consideration is given to special aspects of
training programmes for managers, team leaders, craft and technical trainees, and office
staff, decisions are necessary in the following areas:

 Objectives: The objectives need to be considered against the desired results. The end -
result will be the acquisition of a new skill or changed behaviour. Skills and
behaviours can be learned. A skill can be learnt in isolation whereas a behavioural
change will lead to permanent change in the values and behaviours held. That means,
teaching the skill of juggling to people who cannot juggle is achievable.

 Location: Is the training to be on-site? Is the training to be run by an external source?

 Timing: Is there an optimum time for the training to take place? What is the duration
of the training, and if it is to be a series of courses does a pilot course need to be
planned?

 Level: If the training is to be just conceptual, are the trainees experienced enough to be
able to relate it to the work situation?

 Techniques: Consideration should be given to elements of technique. Is it appropriate

to use case studies or role plays? What is the objectivity level of the trainer and the
expectation of the trainee? There is a variety of training techniques that can be used.

These techniques can be divided into:

 On-the-job techniques, which are practiced on a-day-to-day basis or as part of a

specially tailored training programme. These techniques include demonstration,
coaching, job rotation, planned experience and mentoring
 Off-the-job techniques, which are used in formal training courses away from the
place of work. These techniques include lectures, talks, discussions, the discovery
method, case study, role-playing, simulation, group exercises, team building,
distance learning, outdoor learning and workshops.

 On- or off-the-job techniques, which include instruction, question and answer,

action learning, assignments, projects, guided reading, computer-based training,
interactive video and video.

5) Conducting Training Programmes

The only general rules for conducting training programmes are that first, the courses
should continually be monitored to ensure that they are proceeding according to plan and
within the agreed budget and second, all training should be evaluated after the event to
check on the extend to which it is delivering the required results.
There are, however, a number of considerations which affect the conduct of training for
specific occupations, and those concerning managers and team leaders, sales staff, skilled
workers and office staff are the following:

 Management and team leader training.

 Sales training.
 Technical and skill or craft training.
 Training office staff.
 Team building training.
 Meeting the training needs of special groups.

6) Responsibility for Training

It is believed that most learning occurs on the job through coaching, planned experience
and self-development. The onus is on managers and individuals to ensure that it takes
place. Senior management must create a learning organization in which managers
recognize that training and development are a key part of their role and one on which their
performance will be assessed.

The role of a specialized training function is generally to provide advice and guidance to
managers on their training responsibilities.
Some of the responsibilities of a training function are the following:
 Developing training strategies which support the achievement of business strategies.
 Analyzing and identifying corporate and occupational training needs.
 Developing proposals on how these needs should be satisfied.
 Preparing plans and budgets for training activities.
 Identifying external training resources, selecting external training providers,
specifying what is required from them and ensuring that their delivery of training
meets the specification.
 Advising on external training courses for individuals or groups.
 Organizing internal courses and training programmes, but often relying on outside
help for the whole or part of formal training courses
 Training managers, supervisors and mentors in their training responsibilities.
 Providing help and guidance to individuals in the preparation and implementation of
personal development plans.
 Monitoring and evaluating the effectiveness of training throughout the organization.

7) Evaluation of Training

One of the most nebulous and unsatisfactory aspects of training programmes is the
evaluation of their effectiveness. Evaluation has been defined by Hamblin, as “any attempt
to obtain information (feedback) on the effects of a training programme, and to assess the
value of the training in the light of that information”. Evaluation leads to control which
means deciding whether or not the training was worth the effort and what improvements
are required to make it even more effective. According to Hamblin, there are five levels at
which evaluation can take place:
 Reactions of trainees to the training experience itself.
 Learning evaluation requires the measurement of what trainees have learned as a result
of their training.
 Job behaviour evaluation is concerned with measuring the extent to which trainees
have applied their learning on the job.
 Organizational unit evaluation attempts to measure the effect of changes in the job
behaviour of trainees on the functioning of the part of the organization in which they
are employed.

Ultimate value evaluation aims to measure how the organization as a whole has benefited
from the training in terms of greater profitability, survival or growth.
 Trainees and Trainers
Since the real organizational needs are known, the process of training can begin.
Exclusive of the training techniques, the trainees and the trainers constitute other key
elements of a training programme.

 Trainees
The selection of trainees is a very important activity in order for an organizati on to
achieve desirable training results. According to Peel, the elements of trainees which have
to be taken into consideration in order for the selection of appropriate training methods
are the following:

 How many they are.

 The level of education they have.
 The qualifications they have.
 The experience they have.
 Why they are chosen.
 What job they do now.
 Why they have to be trained.
 If they work as a team.

 Trainers
Trainers constitute the key for the successful holding of a training programme. It is really
difficult for an organization to succeed effective training if the trainers do not have the
necessary abilities for that. According to Peel, possible trainers can be:
 Inside the company trainers.
 Outside consultants.
 Universities.
 Managers.
 Colleagues.

Many employees of the same company can be excellent with their work but it can be
proved that they are not relevant to be trainers. According to Stout, the ideal trainer must
be:

 Knowledgeable about the organization.

 Able to communicate effectively and listen carefully to others.
 Able to analyze and solve problems.
 Flexible in the use of training methods.
 THE TRAINING MODELS

The Training Models Can Be Classified As:

 Classroom training.
 On-the- job- training.
 Electronic based training

Classroom training.
Classroom based or instructor led training has been the traditional way of training and
accounts for over 60 % of training in leading firms. One advantage of this mode of
training is that it allows for immediate feedback. The instructor is able to assess the
student’s ability to follow and speed of understanding and adjust the delivery method
accordingly. Training is a form of communication and as with other forms of
communication; information is transmitted not only with words but by o ther cues like
body language, emotional expressions like shock, and surprise. Such kind of
communication is only possible in a classroom setting.
Learners and the instructor are able to share experiences which add to the students’
understanding.
With classroom training a lot of information can be passed within a short time. The
instructor is able to make sure that what is necessary to be covered for the particular skill
required is included in the course. The instructor is therefore able to assess when the
student has acquired the required skills.
Classroom training can be said to offer full interaction which ensures maximum skills
transfer.
One disadvantages of classroom training is that it requires participants to be away from
their work places and during that time they are not productive. If there is need to consult
them for some urgent matters, it may not be possible. Also to move to the training centers
may be expensive because the employer has to pay for travel and hotel accommodation.
Classroom training can be conducted within an institution owned by the organization or
carried out by another organization.
On the job training
On the job training requires that the employee work under an experienced person from
whom he has to learn the new skills. This model of training has the advantage that the
employee is learning in real life situation and hence retentive ability is highest. Also
there is immediate feedback as to the results. Whereas in classroom training one has to
wait to see how the employee applies the skills learned, on the job training the employer is
able to see immediately whether the employee has acquired the skill or not. This mode of
training is cheap as there are no extra expenses to be paid.

There are however serious shortcoming with this model. It is only limited to skills that
organization already has. The rate of learning is also slow as the employee learns only
what is related to what is happening when he is at the place of work. There is the danger
that the employee will take whatever practice at the work place (whether good or bad) as
the standard. Bad practices sometimes take root in a particular section. Also not all people
are good teachers even if they may be excellent workers. The officer assigned to offer on
the job training may deliberately withhold valuable information fearing that the new
employee may take over his job.

It must be noted that, since this training is conducted on live equipment, care must be
taken in allowing the trainee to have hands-on-experience until sufficient competence has
been gained. If not properly undertaken, it may be costly through poor workmanship
which may result in unnecessary faults.

Electronic Based Training

With the advances in information technology more and more training is now being carried
on electronically. This has taken many names such as Web-based training (WBT),
Computer Based Training (CBT), distant learning, CD-ROM training, and Internet Based
Training (IBT).

This kind of learning range from live two-way interaction including video and audio
interaction. It may take the form of distribution of learning material via the internet.
Another way is searching the internet for information using powerful search engines. Also
specialized training centers offer training over the Internet.

This new model of training achieves cost and time savings. Employees learn at there own
pace and modules can be tailored to suit each individual employee.

This method assumes that computers are widely available and there is company-wide
computer literacy. This is far from being the case. There is also the acceptance stage
which employees must undergo. Also Web based training could cause many distractions
as the employees try to down load information from the Internet. To sieve out materials
that are relevant and those that are not relevant appears to be a daunting task as well.
Most Training Schemes And Processes Are Based On The Following
Steps:
1) Identification and Selection of Training And Development Methods.

2) Creating Training Budget.

3) Selecting Training Methods & Designing Modules.

4) Implementation Of The Training Programme.

5) Evaluation of The Training Programme.

1) Identification of Training Needs

Training has always been important. In recent years, however, the process of training is
more important than ever in order for organizations to cope with accelerating change
which affects existent training needs (eg inefficient job performance) and future training
needs (eg responding to the continuous progress of technology).
According to Kenney and Reid, the most common methods of diagnosis of organizational
training needs are the following:

 Evaluation of personnel. The director (or a team) evaluates the personnel’s

performance. This process takes place periodically with an evaluation form. That form
contains questions in which the ability to take good knowledge and the abilities of
organizing, leadership and progress will be reported.

 Analysis of work. Every step which takes place during the work performance
examined in order to determine if it is really needed. After determining the necessary
steps, the areas in which employees need training must be identified.

 Analysis of skills. The trainer must first identify the differences between new and
experienced employees, in relation to their effectiveness. These differences will show
the size of the training need for the new employees.

 Observation. Observation can help the trainer find out what an employee does not do
correctly and in that way to determine the training needs.

 Changes in the organization or the job. The creation of new job positions, the
abolition of old positions and the integration of positions are some important changes
which often take place in a company and generate the need for training.

 Interviews between super ordinates and subordinates. Very often, when the super
ordinate and the subordinate discuss matters which concern the organization, it is a
good opportunity to discuss training needs as well. These interviews can be formal or
informal.
 Analysis of data. Selecting data from departmental records (such as personnel
statistics, accident records, training reports, and staff appraisal forms) als o helps to
identify training needs.

 What other organizations do. According to this method, small organizations must
take advantage of information about what larger organizations do in relation to
training.

Training needs analysis is the first critical stage in the training cycle. The cycle is
continuous. The evaluation step includes a re-assessment of training needs.

There are many aspects to training needs analysis, but the essential activity involves:

 Determining what is required to complete the work activity;

 Determining the existing skill levels of the staff completing the work:
 Determining the training gap (if any).

The training gap is the difference between required and existing skill levels. The word
"skill" is generic in this case - it includes the knowledge, skills, attitude and aptitude
required to undertake the activity efficiently and effectively.

Training need analysis is done at three levels

1. Organizational analysis
2. Personal Analysis
3. Task Analysis

Organizational Analysis– involves determining:

 The appropriateness of training, given the business strategy

 Resources available for training
 Support by managers and peers for training

Task Analysis – involves:

 Identifying the important tasks and knowledge, skill, and behaviors that
need to be emphasized in training for employees to complete their tasks

Person Analysis – involves:

 Determining whether performance deficiencies result from a lack of

knowledge, skill, or ability (a training issue) or from a motivational or work
design problem
 Identifying who needs training
 Determining employees’ readiness for training
 LEVELS OF TRAINING NEED ANALYSIS

What is the
Context?

Organizational
analysis

In what do they
Task need training?
Analysis

Personal
analysis

Who needs the

training?
 2) Creating A Training Budget

Budgeting for training does not mean using surplus money when it’s available. Instead,
you should build a separate line item for training into your yearly budget. A training
budget should include the following costs:

 Initial communication about the training program

 Training delivery (e.g. classes, video tutorials, e-learning, course fees)
 Training materials (workbooks, videos)
 Staff time (including replacement time)
 Instructor fee
 Travel, lodging or meal expenses required to participate
 Ongoing training (upkeep)
 Contingencies

Managing the Budget

Once approved, your training budget will need careful management to ensure that costs
stay on track. Unforeseen events can lead to changing costs. A specially trained staff
member might unexpectedly leave the company before their knowledge is passed on to
others. Training costs will increase if you need to rely on external resources.

How Much to Spend?

Many large organizations commit to investing anywhere from two to five percent of salary
budgets back into training. While that may not be realistic for you, it's important to find a
number you feel your budget can absorb. Base the figure you'll use on your needs
analysis.

You may be tempted to use the least expensive trainers or training materials
available. Often, using "b" level resources produces "b" results. Increase the likelihood of
success by always striving for A's. Use the best caliber training you can afford.

Ways to Save

Depending on the size of your staff, you may find training costs add up quickly. Here are
some ways you can save on costs:

 Group training: earn volume discounts by training numerous employees at once

(sometimes as few as three participants will qualify)
 Re-use materials: training materials such as videos have a long shelf life and may
be used repeatedly
 Teach one, teach all: spend on off-site training for one employee, but have him or
her present their knowledge to remaining staff
 E-learning: electronic options are cheaper than traditional, instructor-led
trainingAnother tip is to negotiate free or reduced-cost training from your vendors,
who will be happy to help you if it means their product will be
successful.Remember, the right training program will save you money in the long
run.
Securing Commitment

Don't forget that employee commitment is necessary for training to succeed. One way to
ensure employees take the effort seriously is to have those getting specialized training to
share the cost. Employees who have made a personal investment in learning will be more
focused on completing the task.

If you are footing the bill, get employees to commit to working for you for a specified
period of time following the training's completion. Let them know you will require
reimbursement if they aren't able to fulfill the agreement.

It is also important to have full support for training efforts from senior people in your
organization. If they understand the long-term value of employee development, they
should be able to help by earmarking funds for training.

3) Selecting Of A Training Methods.

The best type of training methods has to be selected keeping in mind the employees needs
and capabilities.
• Lecture
The Lecture is an efficient means of transmitting large amounts of factual information to a
relatively large number of people at the same time. It is traditional method of teaching and
is used in many training programs. A skilled lecture can organize material and present it in
a clear and understandable way. How ever a lecture doesn’t allow active participatio n by
learners.
• Case method
A Training method in which trainees are expected to study the information provided in the
case and make decisions based on it.

• Simulations
Simulators are training devices of varying degrees of complexity that duplicate the real
world. Simulation refers to creating an artificial learning environment that approximates
the actual job conditions as much as possible.
• Apprenticeship
This type of training refers to the process of having new worker, called an apprentice,
work alongside and under the direction of skilled technician.
• Internships
Internships and assistantships provide training similar to apprenticeship training;
however’ assistantships and internships typically refer to occupations that require a higher
level of the formal education than that required by the skilled trades. Many colleges and
universities used to develop agreements with organizations to provide internships
opportunities for students.
• Coaching and Mentoring
Some organizations assign an experienced to serve as a mentor for new employees.
Effective mentors teach their protégés job skills, provide emotional support and
encouragement. Coaching and mentoring are primarily on-the-job development
approaches emphasizing learning on a one-to-one basis. Coaching is often considered a
responsibility of the immediate boss who has greater experience or expertise and is in the
position to offer sage advice. The same is true with a mentor, but this person may be
located elsewhere in the organization or even in another firm. The relationship may be
established formally or it may develop on an informal basis.
• Discussions
Conferences and group discussions, used extensively for making decisions, can also be
used as a form of training because they provide forums where individuals are able to learn
from one another. A major use of the group discussion is to change attitudes and
behaviors.
• Games
Simulations that represent actual business situations are referred to as business games.
These simulations attempt to duplicate selected parts of a particular situation, which are
then manipulated by the participants
• Role playing
A Training method in which participants are required to respond to specific problems they
may actually encounter in their jobs.
• Computer-based
Computer based training is a teaching method that takes advantage of the speed, memory,
and data manipulation capabilities of the computer for greater flexibility of instruction.
• Multimedia
Multimedia is an application that enhances computer-based learning with audio,
animation, graphics, and interactive video.

• Virtual reality
It is a unique computer-based approach that permits trainees to view objects from a
perspective otherwise impractical or impossible.
• Video Training
The use of videotapes continues to be a popular Training method. An illustration of the
use of videotapes is provided by behaviormodeling. It has long been a successful Training
approach that utilizes videotapes to illustrate effective interpersonal skills and how
managers function in various situations.
• Vestibule training
Training that takes place away from the production area on equipment that closely
resembles the actual equipment used on the job.
3)Delivering the Training.
The training program that results from assessment should be a direct response to an
organizational problem or need. Approaches vary by location, presentation, and type.
These are summarized below the
1. Location Options
a. On the job: Training is at the actual work site using the actual work equipment

b. Off the job: Training away from the actual work site. Training is at a Training facility
designed specifically for Training.

For the delivery of the training it must be taken care that the best methods, fa culty, and
environment are chosen so as the training get absorbed. Success of the training is directly
related to absorption and implementation of the training information given. It should be
well designed and well planned.

4) Evaluating Training
The credibility of training is greatly enhanced when it can be shown that the organization
has benefited tangibly from such programs. Organizations have taken several approaches
in attempting to determine the worth of specific programs. In this phase, the effe ctiveness
of the training is assessed. Effectiveness can be measured in monetary or non -monetary
terms. It is important that the training be assessed on how well it addresses the needs it
was designed to address.

• Participants’ Opinions:
Evaluating a training program by asking the participants’ opinions of it is an inexpensive
approach that provides an immediate response and suggestions for improvements. The
basic problem with this type of evaluation is that it is based on opinion rather than fact. In
reality, the trainee may have learned nothing, but perceived that a learning experience
occurred.

• Extent of Learning:

Some organizations administer tests to determine what the participants in training program
have learned. The pretest, posttest, control group design is one evaluation
Procedure that may be used.

• Behavioral Change:
Tests may indicate fairly accurately what has been learned, but they give little
Insight into desired behavioral changes.
• Accomplishment of Training Objectives :
Still another approach to evaluating training programs involves determining the extent to
which stated objectives have been achieved.

• Benchmarking
Benchmarking utilizes exemplary practices of other organizations to evaluate and improve
training programs. It is estimated that up to 70 percent of American firms engage in some
sort of benchmarking.

• A Case for Simplicity:

Value is the measure of impact and positive change elicited by the training.

The most common approaches used to determine the effectiveness of training programs
are as under:

Other Approaches for Evaluation Of Training

a) Post Training Performance Method

In this method the participants’ performance is measured after attending a training
program to determine if behavioral changes have been made.

b) Pre-Post Test approach

Most commonly used approach towards measurement of effectiveness of training is
PretestPost test approach this approach performances the employees is measured prior to
training and if required training is provided. After completion if the training again the
performance is measured this is compared with performance before training if evaluation
is positive e.g. increase in productivity that means that training is effective.

c) Pre- Post Training Performance with control group Method

Under this evaluation method, two groups are established and evaluated on actual job
performance. Members of the control group work on the job but do not undergo
instructions. On the other hand, the experimental group is given the instructions. At th e
conclusion of the training, the two groups are reevaluated. If the training is really
effective, the experimental group’s performance will have improved, and its performance
will be substantially better than that of the control group.
Maintaining Performance after Training
Effective training can raise performance, improve morale, and increase an organization's
potential. Poor, inappropriate, or inadequate training can be a source of frustration for everyone
involved. To maximize the benefits of training, managers must closely monitor the training
process. Developing learning points, to assist knowledge retention, Setting specific goals,
identifying appropriate reinforces and teaching trainees, self-management skills can help
organizations to maintain performance after training.

Following up on Training
Any training or development implemented in an organization must be cost effective. That is the
benefits gained by such programs must outweigh the cost associated with providing the learning
experience. Training to be more effective, is supposed to be followed with careful evaluation.
Evaluation methods are discussed in the previous lecture. Different techniques and approaches
can be used to evaluate the training program and, if required at any level, revisions and
redesigning should not be avoided. It is not enough to merely assume that any training effort of
an organization is effective; we must develop substantive data to determine whether our training
effort is achieving its goals- that is, if it’s correcting the deficiencies in skills, knowledge or
attitudes that were assessed in needing attention. Training programs are expensive. The cost
incurred alone justify evaluating the effectiveness.
 CHPTER 2
INTRODUCATION OF TCS
INTRODUCATION
Tata consultancy services (TCS), established in the year 1968, is the largest provider of
Information
Technology (IT) and Business Process Outsourcing (BPO) services in India. TCS is an IT
services, consulting and business solutions organisation that delivers real results to global
business, ensuring a level of certainty which no other firm can match. TCS offers a
consulting-led, integrated portfolio of IT, BPS, infrastructure, engineering and assurance
services. This is delivered through its unique Global Network Delivery Model,
recognised as the benchmark of excellence in software development. A part of the Tata group,
India’s largest industrial conglomerate, TCS has over 353,000 of the world’s best-trained
consultants in 46 countries. The company generated consolidated revenues of US $16.5
billion for year ended march 31, 2016 and is listed on the National Stock Exchange and
Bombay Stock Exchange in India.
TCS is now placed among the ‘Big 4’ most valuable IT services brands worldwide. In 2015,
TCS is ranked 64th overall in the Forbes World’s Most Innovative Companies ranking,
making it both the highest- ranked IT services company and the first Indian Company. It is
the world’s 10th largest IT services provider, measured by the revenues. It is ranked 10th on
the Fortune India 500 list. TCS is one of the largest private sector employers in India and the
second largest employer among listed Indian companies.
TCS over years has successfully leveraged various global knowledge resources and has
ensured that its workforce gets the best training and development opportunities. Today
learning has become a way of life in
TCS. The company has invested heavily in research and development and has played a critical
role in helping develop a skilled resource pool for the technology industry. TCS has a diverse
range of global CSR initiatives in the areas of education, health and environment, and over the
years has successfully transformed lives through various educational and skills development
programs.
HISTORY
1968-2003
Tata Consultancy Services Limited, initially started as "Tata Computer Systems" was founded
in 1968 by division of Tata Sons Limited. Its early contracts included punched card services to
sister company TISCO (now Tata Steel), working on an Inter-Branch Reconciliation System for
the Central Bank of India, and providing bureau services to Unit Trust of India.
In 1975, TCS delivered an electronic depository and trading system called SECOM for the
Swiss company SIS SegaInterSettle [de]; it also developed System X for the Canadian
Depository System and automated the Johannesburg Stock Exchange.[22] TCS associated with a
Swiss partner, TKS Teknosoft, which it later acquired.
In 1980, TCS established India's first dedicated software research and development centre, the
Tata Research Development and Design Centre (TRDDC) in Pune. In 1981, it established
India's first client-dedicated offshore development centre, set up for clients Tandem. TCS later
(1993) partnered with Canada-based software factory Integrity Software Corp, which TCS later
acquired.
In anticipation of the Y2K bug and the launch of a unified European currency (Euro), Tata
Consultancy Services created the factory model for Y2K conversion and developed software
tools which automated the conversion process and enabled third-party developer and client
implementation. Towards the end of 1999, TCS decided to offer Decision Support System
(DSS) in the domestic market under its Corporate Vice President and Transformation Head
Subbu Iyer.

2003 TO PRSENT

On 25 August 2004, TCS became a Publicly Listed Company. In 2005, TCS became the first
India-based IT services company to enter the bioinformatics market. In 2006, it designed an
ERP system for the Indian Railway Catering and Tourism Corporation. By 2008, its e-business
activities were generating over US$500 million in annual revenues.

TCS entered the small and medium enterprises market for the first time in 2011, with cloud-
based offerings. On the last trading day of 2011, it overtook RIL to achieve the highest market
capitalisation of any India-based company. In the 2011/12 fiscal year, TCS achieved annual
revenues of over US$10 billion for the first time.

In May 2013, TCS was awarded a six-year contract worth over ₹1100 crore to provide services
to the Indian Department of Posts. In 2013, the firm moved from the 13th position to 10th
position in the League of top 10 global IT services companies and in July 2014, it became the
first Indian company with over ₹5 lakhcrore market capitalization.

In Jan 2015, TCS ends RIL's 23-year run as most profitable firm

In Jan 2017, the company announced a partnership with Aurus, Inc., a payments technology
company, to deliver payment solutions for retailers using TCS OmniStore, a first of its kind
unified store commerce platform. In the same year, TCS China was associated as a joint venture
with the Chinese government.

TCS announced its FY19 Q3 results posting 24 percent year-on-year (YoY) rise in profit at
₹8,105 crore. The stock plunged 2.5 percent intra-day as brokerages cut price target.

TCS Honoured with Four Stevies at the 2019 American Business Awards.
Vision & Values

To be amongst the 5 most admired Information Technology Solution Providers globally with
leadership focus in delivery of products, solutions and services which are globally competitive.

The New Generation Of TCS Technology :

 Delivery of Product and Services which are globally competitive.

 Continuous improvement of our products, processes and people.

 A learning organization of committed and contributing employees who share the

competitive agenda.

 Continuous satisfaction of our customers , shareholders and employees.

 Expansion in our areas of core competency and development of New Competencies.

Mission

TCS Technology will provide products and services that not only meet but exceed the
expectation of our customers through planned and continuous improvement of our Services,
Products, Processes and People.

Values

The Mission of the Human Resources Department, is to Recruit, Develop and Retain the High-
Caliber Diverse workforce

 Employee centric organization

 Well defined policies and processes
 Premeditated induction/Orientation Programme to suit individual needs
 Long term engagement with multiple project opportunities
 Diversity in verticals/domain focus – Finance, Telecom, Technology, Shipping,
Airlines, Medical….…
 Well carved learning curve with performance management system
 Rewards & Recognition
 Cross training/learning opportunities & redeployment opportunities
 Multiple geographic location project opportunity
 International best practices
Recognition

 Enhance performance by continuous learning

 Continuous Motivation

 Provide practical feedback for learning

 Glass door policy to address any issue or concern

 Culture of performance

 Lead employees on learning curve

 Rewards & recognition

Building Commitment

 Focus – Employees are given equal opportunities

 Involvement – Marching together towards common goal

 Development – Encourage opportunities for learning and growth

 Gratitude – Recognize performance (formal or informal)

 Accountability – Employees are given freedom to work and outshine.

PRODUCTS & SERVICES (TCS TECHNOLOGY)

TCS and its 67 subsidiaries provides a wide range of information technology-related products
and services including application development, business process outsourcing, capacity
planning, consulting, enterprise software, hardware sizing, payment processing, software
management and technology education services. The firm's established software products are
TCS BaNCS and TCS MasterCraft.

 Products

1) Health Care Solution

 Hospital Management System

 Clinic Management System
 Pediatrician Management Information System
 Laboratory Management System
 Radiology Management System
 Electronic Medical Records System
 Pharmacy Management System
 Inventory Management System
 Payroll Management System

2) School & Colleges Management Solutions

3) Hotels & Restaurant Management Solution
4) Online Advertisement Portals
5) Tour & Travel Management System

 SERVICES
1) Website Design & Development
2) Search Engine Optimization (SEO)
3) Software Testing
4) System Solutions
5) Network Solutions
6) BPO & KPO Services
 CHAPTER 03
RESEARCH METHODOLOGY
 RESEARCH METHODOLOGY
Research methodology is a way to systematically show the research problem. It may be
understood as a science of studying how research is done scientifically. It is necessary for the
researcher to know not only the research methods but also the methodology. This Section
includes the methodology which includes. The research design, objectives of study, scope along
with research methodology and limitations of study etc.

RESEARCH DESIGN

In the study descriptive research design has been used. As descriptive research design is the
description of the state of affairs, as it exists at present. In this type of research the researcher
has no control over the variables; he can only report what has happened or what is happening.

Descriptive research designs are those designs which concerned with describing the
characteristics of particular individual or of the group. In descriptive and diagnostic study the
researcher must be able to define clearly what he wants to measure and must find adequate
method for measuring it.
 DATA COLLECTION

After the research problem has been identified and selected the next step is to gather the
requisite data. While deciding about the method of data collection to be used for the researcher
should keep in mind two types of data i.e. primary and secondary.

Secondary Data (Source) are used for collection of information.

SECONDARY DATA

Secondary data gathered from the earlier Research work or project work, company website and
through internet. The information is collected from the personnel site of the company which
launched for informing people regarding company. The company had launched a site called
www.tcs.com. Even the information is collected from several sites of internet. The techniques
of research had become easier through the network.
 CHAPTER 04
DATA ANALYSIS & INTERPRETATION
Training Program When Employees are in TCS: Fresher:
Aspire – An E-Learning Module for Students:
TCS Aspire is mandatory for all associates joining TCS as fresher. It is an online
interactive pre-learning program for all new recruits which will help them to understand some
basic concepts. The course contains 4 modules of IT Foundation skills introduction to
Computers, Programming Fundamentals, Problem Solving and Databases. It also has one
module on soft skills required by the IT Professionals. The module is used by 35000
fresh recruiters of TCS in the financial year 2013 for enhancing their skills. The
modules are available to them in their final semester in their undergraduate program in
Engineering. Since it is an E-learning module they could use it at their own pace of learning.

Initial Learning Program (ILP):

The Initial Learning Program, the strongest and the best assured grooming
platform for all new recruits of TCS. The ILP aims to transform fresh engineering
graduates from diverse disciplines into software professionals and to initiate them into
the TCS way of life. The ILP model has continuously evolved along with the changing
needs of the business. Trainees are not only introduced to various technologies, they are also
provided with project delivery, project management and business or life skills. The trainees
are expected to maintain a log of their daily learning, and this is periodically
reviewed by their respective assessors. The trainees are required to attain a pre-defined
readiness level for being deployable to projects. Remedial programs are also offered for
slow learners so that they can catch up with the expectations. Everything that is learnt at ILP
is a virtual learning which is the most productive way of learning to trainees.

Experience :
TCS has over the years introduce various continuous learning programs
for its experienced professionals. This spans issues like business strategies, project
needs, technology and business directions. Aside from meeting individual aspirations, it
also addresses the long term, short term and medium term needs of the organisation.
 Enterprise Architects (EA):
TCS learning and development team in collaboration with Technology
Excellence Group has designed the EA Star program that is aimed at building
Enterprise Architects. The program was created to cater to the increasing demand for
Enterprise Architects, and the demand for TOGAF certified professionals in various
project assignments. So far, over 700 employees have gone through the program,
enabling career progression for the associates and creating strong architect community in
TCS.

Ambassador Corp:
TCS Ambassador Corp is a leadership development program, which
prepares experienced employees for global sales roles. TCS’s Ambassador Corps
Programme focusses on critical business and communication skills and also equips
managers to tackle challenges posed by cultural diversity. It offers an accelerated
learning curve and trains managers to take their place on the global stage from the day they
land in the international marketplace.

Leadership, Communications and Life Skills:

Ambassador Corp :
This program enhances the leadership skill in an individual. It helps in developing the
critical business and communication skills and also to tackle the cultural diversity challenges.

I Calms:
TCS offers I CALMS (Integrated Competency and Learning Management System)-
the sole repository of all learning activity in the organisation and the one-stop-shop for all
learning at TCS. It is a Competency Management tool which helps to integrate the skills set
required and manpower available at a point of time. It bridges the gap between the existing
competency and expected competency required for the associates. These gaps are then
addressed by learning modules designed to fulfil the needs of the organisation.
All Knowledge Management
Knowledge Management is concerned with creating organisational environments
for people to share, create and leverage knowledge for innovation and competitive advantage.
TCS has developed a web-based Enterprise wide Knowledge Management System known as
Knowmax, which is available globally to all TCS consultants. This platform encompasses
focus on deriving reusable assets. KNOWMAX acts as a central knowledge bank for all
projects being executed by TCS and reduces cycle time. Apart from global assets in
KNOWMAX which are available to all authorised users, KNOWMAX holds assets that are
customer specific which can be accessed only by the project teams working for that customer.
In addition to KNOWMAX, all key accounts maintain relationship specific portals that provide
an effective knowledge management mechanism and repository for all relationship assets.

Books 24x7:
An extensive, fully searchable web-based reference tool targeted to meet the
information needs of TCS employees. It offers a variety of ready-access titles that cover a
broad selection of subjects and topics.

Training as a Part of CSR (Inclusive Growth):

TCS Maitree:
A number of non-work related employee engagement initiatives such as fun
events, sports, cultural activities and volunteering for social causes are organized across
the globe under its employee engagement platform known as 'Maitree'. The culture
of
volunteering helps employee bonding within the organization and reduces stress at work.
TCS Maitree, founded in February 2002, strives to create a spirit of camaraderie among TCS
associates and their families by organizing social activities and events. TCS has grown tenfold
in the last few years with associates working in several locations around the world.
TCS Maitree encourages associates and their families to look upon themselves as a
part of TCS’ extended family. The initiatives undertaken through TCS Maitree cultivate
and propagate volunteer-driven, meaningful activities for associates and their families.
Human Resources within TCS leads, directs and facilitates all such associate
engagement activities and programmes related to Corporate Sustainability. Just off the
Mumbai-Pune highway, an hour’s drive from Panvel, lies in the village of Wazapur in the
Raigad district of Maharashtra. The village till recently was devoid of even basic amenities.
Today, however, it has witnessed a transformation largely owing to the tireless effort of
hundreds of TCS volunteers working under the ‘TCS-Maitree’ banner. The volunteers in the
last three years have helped to sustain holistic development in Wazapur based on partnerships.
A sustainable model has been built to improve education, healthcare and environment in the
area.

Impact through Empowerment:

The guiding program of TCS’s CSR program is ‘Impact through
Empowerment’. More than 25 women from three villages in the area were taught to perform
basic calculations and were made aware of issues like health and hygiene.

Affirmative Action Program:

TCS Affirmative Action endeavours to ‘Improve the employability of graduates’
from socially disadvantaged sections and other underprivileged categories across India who
are unable to get jobs due to lack of communication skills, low confidence levels or other
barriers unrelated to their educational qualifications. A powerful, imaginative and
interactive training program has been devised by experienced trainers at TCS BPO which
lasts for a total of 80-100 hours over a period of around 15-20 days. Apart from providing
education and making youth more employable, the program also aims to provide employment
opportunities to those trained in TCS BPS. More than 30000 underprivileged
young graduates have been made employable under the program, since its launch in 2010.

TCS Udaan:
Project ‘Udaan’, is a joint and novel initiative by National Skill Development
Corporation (NSDC) - Government of India and Special Industry Initiative (SII) to help
Kashmir youth join the mainstream of corporate India. TCS has been associated with the
program since its inception and aims to train and create employment opportunities for at least
850 youth from Jammu and Kashmir, over a 5 year period. The training intervention provides
the youth with the requisite knowledge, skills and competencies required in the corporate
world over a period of 3.5months. The program covers the entire gamut of business skills like
Business English, Presentation Skills and builds competence in domain and process
areas while leveraging from innovative learning methodologies like games and movies. In
addition to this, the curriculum also includes life skills and performing arts like dance, music
and drama to enhance and enrich the overall personality of the participants.

CHAPTER 05
CONCLUSION
 Conclusion

Today, the concept of Talent Management / Training and Development continues to be adopted
as more companies come to realize that their employees’ talents and skills drive their
business success. In addition to this, it has come to be established that employee
retention is more cost effective than hiring. As such, in order to support its key
objectives TCS has aligned talent management with business strategy, which has helped to
nurture talent and retain it. The famous industrialist Andrew Carnegie of 19th century
have said ‘Take away my factories, my plants; take away my railroads, my ships, my
transportation, take away my money; strip me of all these but leave me my key people,
and in two or three years, I will have them all again’. Effective talent management requires not
only developing people for their current roles, but also getting them ready for their next
transition. The performance and career management processes of TCS are fully globalised.
Digitized systems have been enhanced and new ‘Career Hub’ have been launched for
streamlining the process of recording aspirations, identifying high potentials, mentoring and
tracking career movement of employees. The culture of reward and recognition in TCS is aided
by ‘TCS Gems’, the global reward and recognition tool, with well-defined criteria and processes
to enhance performance. TCS conducts appraisal of its regular employees twice in a year, and
also at the end of the project in case of employees hired specially for various projects. In order
to identify its outstanding talent, TCS has been recognising the contribution of its people
in many ways. Training and development program conducted are a competitive advantage to
TCS.
 CHAPTER 06
LEARNING EXPERIENCE FROM PROJECT
CHAPTER 07
ANNEXURE

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