Ritu Singh

TRAINING AND DEVELOPMENT
HCL
TRAINING AND DEVELOPMENT IN

HCL CDC, CHANDIGARH
Project report in the partial fulfilment of the requirement for the award Of the degree of
BACHELOR OF BUSINESS ADMINISTRATION

OF
Punjab Technical University, Jalandhar

SUBMITTED BY: ARJUN SINGH Univ. Roll no: 1106223 UNDER THE GUIDANCE OF: Miss Priyanka Placement Coordinator HCL, Chandigarh.
DEPARTMENT OF MANAGEMENT KC School of management and computer application,SBS Nagar. (2012-2013)
1 KC School of management And Computer Application,SBS Nagar.
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DECLARATION
I, Arjun Singh, student of BBA 4th Semester, hereby declare that project entitled A Study on TRAINING AND DEVELOPMENT at HCL CDC with reference to HCL CDC submitted in the partial fulfilment of the degree for Bachelor of Business Administration to Punjab Technical University is of my own accurate work. I further declare that all the facts and figures furnished in this project report are the outcome of my own intensive research and findings. They are first hand and original in nature, all the information gathered by me during the course of the project at HCL CDC, (Chandigarh Branch) will be kept strictly confidential and will not be disclosed without the prior written consent of company. This information has been used for purely academic purpose.
ARJUN SINGH
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ACKNOWLEDGEMENT
I am heartedly grateful to Mr. Shiv Kumar Mishra (Guide) for allowing me to undertake my training under his guidance. It is the result of his esteem kindness that I am able to complete my project. I exploit this opportunity in express sense of gratitude and indebtedness whole heartedly to Miss. PRIYANKA for their encouragement while carrying out study of our project work on training and development. I am really thankful to all the members of HCL CDC for providing me the necessary help required during the training period.
ARJUN SINGH BBA 5th Semester
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PREFACE
Industrial training is one of the most components in the fulfilment of any professional course conducted at any level and at any college. The main purpose of the training program is to expose the trainees to the practical experience of the actual industrial conditions in which they are required to work in future.
The lecturers help us to know the theoretical concept of the processes being followed at the industrial level and the tools being used to conduct that process but we would get the complete knowledge of the process only if we have a chance to witness the process, study it and if possible being able to conduct that process if authorities allow us to do so. Thus emerges the need of industrial training.
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EXECUTIVE SUMMARY
Training is a CDC process that involves the acquisition of knowledge,
sharpening of skills, concepts, rules or changing of attitudes and behavior to enhance the performance of employees. It is a part of an individuals professional development. It helps a person do something better and develop specific skills for a particular task. I have undertaken the project on Training and development as a part of the curriculum of the 4th Semester. The main reason I took up this project is to learn how training affect employees in their working styles. The main intent/aim of doing this project is to understand what good training effects the employees motivation and it affects the companies. The project helps me to understand how a companys HR Department try to improve their business by keeping good relations with employees. It helps to understand how good working conditions help employees to work more efficiently. This project is a means to appreciate the nitty-gritty involved in employees relationship with their organization and employers with the help of good training. It helps me understand how organizations keep constant check of health and safety so as to run their business smoothly. Last but not the least, this project, shows through case studies how different organizations take care of the working environment, so as to keep their employees and other associates happy .I thank HCL CDC for their encouragement to complete this project.
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1.1 COMPANY PROFILE

INTRODUCTION OF HINDUSTAN COMPUTER LIMITED 1.1.1 Computers and Information Technology - Industry Overview Information science is the science that investigates the properties and behaviours of information, the forces governing the flow of information, and the means of processing information for optimum accessibility and usability. The field is derived from those related to mathematics, logic, linguistic, psychology, computer technology, graphic arts, management and other fields. A nations development potential depends upon its ability to continuously educate its population and its ability to create armies if skilled manpower. In particular, use of Information Technology (IT) in acquiring knowledge and skill has become an essential element in education and training. These IT elements in the educational process have magical effects. Higher education without the support of IT makes the lives of learner and teachers equally difficult. A nations intellectual strength depends upon IT support. The use of computing and communication technology to enhance the efficacy of transaction and productivity is the driving force in this new era of social and economic transformation in the new society called Information Society. A strong IT structure can give an institution a competitive advantage for the best students and faculty and an advantage in competition for absorbing external research and grants to execute studies, research etc. in a short time and with great resolution. IT with reference to TECHNOLOGY IN EDUCATION encompasses one or more of the following:
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Vocational training tools, such as CBT (Computer Based Training), CAD (Computer Aided Design), etc. Computer and computer-based systems for instructional delivery and management, e.g. CAI (Computer Aided Instructions) etc. Internet/web based education e.g. not only educational information with text, graphics but also courses are offered by various web sites.
Education forms the backbone of a nation and is one of the most important key indicators of a countrys growth and development. In fact the rise of knowledge economy at a global level has once again reinforced education, in all its forms (elementary, secondary, higher, vocational, and adult) , as the key economic and business driver. In the past, government was the sole education provider as it was primarily considered a social service. However, with liberalization and globalization of economy, it has become evident in the last decade or so that the government cannot alone can bear the cost of the education sector. The private sector has stepped in to fill the gap and has increasingly enhanced its profile in education over the last decade. This had led to a growing debate in recent times on Indias Educational Policy and the changes required making the education sector more vibrant and flexible to meet the rapidly diversifying needs of our growing economy. India entered the computer scene at a time when the world was switching over from mainframe computers to personal computers. In 1990 India caught up swiftly with the technologically advanced countries to emerge as a key player on the world software map. The presence of hardware giants like the IBM, HCL and Hewlett
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Packard ensured instant transfer of hardware technology and we witnessed the launch of new products simultaneously in India and the west. The IT growth was, however, faced by critical anomalies. While India boasted of steep progress and global growth of the industry, it confronted a dismal underdeveloped and overstretched IT infrastructure. Problems such as poor access and poor service dogged even basic services. This called for a complete restructuring of basic infrastructure required by the industry. Software technology parks committed to providing to these critical anomalies facing this sunshine industry were set up. The policy of Indian government initiated private IT firms to bring the latest technologies which would expand computer networks. Online education is an outcome of the invasion of computers in education. Numerous educational courses, references, institutional information, application and admission processes are now available with the massive computerization of education sector.
1.1.2 COMPANY PROFILE AND FACTS OF HCL HCL is a leading global Technology and IT Enterprise with annual revenues of US$ 6.5 billion. The HCL Enterprise comprises two companies listed in India HCL TECHNOLOGIES LTD. HCL INFOSYSTEMS LTD. The 3 decade old enterprise, founded in 1976, is one of India's original IT garage start ups. Its range of offerings span R&D and Technology Services, Enterprise and Applications Consulting, Remote Infrastructure Management, BPO services, IT Hardware, Systems Integration and Distribution of Technology and Telecom
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products in India. The HCL team comprises 90,000 professionals of diverse nationalities, operating across 36 countries including 370 points of presence in India. HCL Technologies Limited (HCL) is a global technology company. The Companys operations consist of providing Software services, infrastructure services, including sale of networking equipment and business processing outsourcing services, which are in the nature of customer contact centres and technical help desks. HCL is a provider of business transformation, enterprise and custom applications, infrastructure management, business process outsourcing (BPO), and engineering services. The Company delivers solutions across a range of verticals, such as financial services, manufacturing, consumer services, public services and healthcare. The principal geographical segments include America, Europe and others. During the fiscal year ended June 30, 2011 (fiscal 2011), the Company sold certain portion of its Telecom Expense Management Services business. In January 2011, it acquired certain software assets of Citi Securities and Fund Services HCL Info systems Limited are an information and communication technology (ICT) company. It is engaged in developing and implementing ICT solutions for diverse market segments. It operates in three segments: computer systems and other related products and services, telecommunication and office automation, and Internet and related services. The computer systems and other related products and services consists of manufacturing of computer hardware systems, providing comprehensive systems integration, roll out and infrastructure management solutions. This segment also provides information technology (IT) services, including maintenance, facility management and ICT training.
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1.1.3 PROFILE OF HCL
HCL Type Industry Founder(s)

Public IT Services Shiv Nadar, Malhotra Arjun
Headquarters Noida, India Area served

Worldwide
Key people Services
Vineet Nayar(CEO), Shiv Nadar(chairman) IT ,outsourcing services, Enterprise Transformation service, Financial service US $ 4.54 billion(April 2013) 8,907.22 crore(June 2012)
Revenue
Operating income
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Net income
9,182.23 crore (June 2012)
Employees
84,403(April2013)
Website
WWW.hcltech.com
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ORGANISTIONAL STRUCTURE OF HCL
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1.1.4 LEADERSHIP @ HCL
Shiv Nadar Founder- HCL and, Chairman & Chief Strategy Officer - HCL Technologies
At a time when India had a total of 250 computers, Shiv Nadar led a young team which passionately believed in and bet on the growth of the IT industry. That vision in 1976, born out of a Delhi "barsaati", akin to a garage start-up, has resulted 3 decades later in a $5 billion global transformational technology enterprise today. From designing India's first PC at the same time as global IT peers in 1978; to working on the Boeing Dream liners Flight Management Systems now, HCL has stayed a true Pioneer of Modern Computing. HCL's range of offerings spans: Product Engineering, Custom & Package Applications, BPO, IT Infrastructure Services, IT Hardware, Systems Integration, and distribution of ICT products across a wide range of focused industry verticals.
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Vineet Nayar CEO - HCL Technologies Ltd. And Vice Chairman Vineet Nayar is Chief Executive Officer and whole time board director of HCL Technologies, Ltd., (HCLT), one of the worlds fastest-growing information technology services company with 90,000 employees spread across 36 countries and one that has become recognized around the world for its innovative management practices. With the goal of establishing HCL as a thought leader in the IT Industry, Vineet has sharpened HCLs strategic focus investments around three key missions: creating next-generation business aligned IT services and solutions, ensuring customer engagement around the cornerstones of trust, transparency & transformation and empowering HCLites through the Employee First Customer Second (EFCS) philosophy. Vineet joined HCL in 1985 after earning his MBA from XLRI, one of the leading business management schools in Asia. In 1993, he started his own company, Comet, where he pioneered many of the innovative management practices like EFCS which is now taught as a case study at Harvard Business School.
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Harsh Chitale Current CEO, HCL Info systems Ltd. Harsh Chitale has been appointed as the chief executive officer of HCL Info systems Ltd. ''Chitale will take over the charge from Ajay Chowdhry who will continue as chairman,'' the company said in a regulatory filing Friday. Earlier, Chitale was serving as the leader for the North and South America region of Honeywell Process Solutions, a wholly-owned subsidiary of the Honeywell International. Harsh did his initial schooling at Chikitsak Samuha Shirolkar High School, a Marathi-medium school in Mumbai. Later, he moved to Delhi Public School, R. K. Puram where he completed high-school. Harsh obtained his degree in Electrical Engineering, from IIT Delhi, graduating in 1993. He also received the Director's Gold Medal at IIT Delhi.
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1.1.5 VISION AND MISSION
A global corporation enriching lives and enabling business transformation for our
customers, with leadership in chosen technologies and
markets. Be the first choice for employees and partners, with commitment to sustainability. We enable business transformation and enrichment of lives by delivering sustainable world class technology Products, Solutions & Services in our chosen markets thereby creating superior shareholder value.
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We shall deliver defect free products, services and solutions to meet the requirements of our external and internal customers the first time, every time.
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1.1.6 HCL ENTERPRISES
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1.1.8 HCL INFOSYSTEMS LTD. HCL Info systems Ltd., a listed subsidiary of HCL, are an India-based hardware and systems integrator with a focus on emerging markets. It has a presence in 170 cities and 370 points of presence reaching 4000 towns throughout India and operations in emerging markets including South Asia, Middle East & Africa. It has a strong distribution network of 90,000 outlets in over 9,000 towns in India. Its manufacturing facilities are based in Chennai, Pondicherry and Uttarakhand. It is headquartered at Noida. HCL Info systems Ltd. Indias premier ICT System Integration, Services, Hardware and Distribution Company today announced its financial results for the second quarter ending December 31st 2011. Mr. Harsh Chitale, Chief Executive Officer, HCL Info systems Limited, commenting on the results said, Due to the ongoing challenging environment, business growth in this quarter has not been as per expectations. We have been affected like the rest of the industry on account of uncontrolled circumstances like rupee depreciation and natural calamities like floods in Thailand which has led to a scarcity of computer components and thereby impacted market availability and also increased costs. However we are committed to our journey of transformation and confident that persistent efforts through our company wide excellence program Aspire will deliver results in times to come. Multiple steps are being taken for concrete realignments and synergies to shape our internal business processes and workings. HCL CDC is a part of HCL Info systems Ltd., a $2.6 HCL CDC covers the entire spectrum of education and training requirements across schools, colleges,
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individuals and enterprises. Leveraging the three-decade-plus rich expertise of the HCL Enterprise and strategic national and international tie-ups, HCL CDC offers competitive CDC programs and solutions for a diverse client-set billion ICT Enterprise. HCL has India's largest distribution and retail network, taking to market a range of Digital Lifestyle products in partnership with leading global ICT brands, including Apple, Cisco, Ericsson, Kingston, Kodak, Konica Minolta, Microsoft, Nokia, Toshiba, and many more. HCL today has India's largest vertically integrated computer manufacturing facility with over three decades of electronic manufacturing experience & HCL desktops is the largest selling brand into the enterprise space.
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1.1.9 HISTORY AND MILESTONES OF HCL CDC
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1.1.10 PARTNERSHIPS HCL has always prided itself on its partnership engagements. Partner models are also evolving in the technology industry. Innovation has extended into the ecosystem and community based engagements are coming into play. HCL has also enhanced its relationships with partners and is creating a variety of innovative partnership models, with various approaches to risk-reward sharing. Some of the notable partner engagements:
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1.1.11 PRODUCTS
Computing Products Offering an entire range of Computing Products for Corporate, Businesses and Small to Large Setups.
Office Automation Imaging & Printing Solutions Introducing world class imaging products and solutions to meet business requirements
Office Automation Telecom & AVSI Solutions Introducing world class telecom products and AVSI solutions to meet business requirements
Storage Solutions Offering an entire range of storage solutions
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Office Automation Document Management Solutions & System Integration Wide Range of turnkey solutions which cater to the requirement of Document Management, Homeland Security & Vehicle Tracking
Software Licenses Enjoy benefits of genuine software licenses through HCL Info systems.
Networking Products Enjoy fast data transfer with our exclusive range of Networking Products.
POS, KIOSK, Customer Service Counter Products Offering an entire range of POS products and solutions
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Digital Lifestyle Products & Solutions Offering an entire range of Digital Lifestyle Products and Solutions for entertainment and business
Racks & Enclosures HCL offers a comprehensive range of 19 racks with standard accessories for Computer networking applications and IP Enclosures of all standards.
Software Solutions Bringing to you world class software solutions
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1.1.12 SERVICES
System Integration Bringing to you reliable System Integration Solutions and Services
Strategic Outsourcing HCL offers world class Strategic Outsourcing Services to enterprises of all sizes.
IT Infrastructure Consultancy Benefit from our IT Infrastructure Consultancy and more...
Info structure Services Offering a wide range of dependable Info structure Solutions
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IT Audit - Security, Compliance & Risk Management Offering complete IT Audit Services for Small to Large Businesses
Networking Infrastructure Introducing dependable Networking Infrastructure Services
ERP Consulting & Services Benefit from our reliable ERP Consulting and Services.
Facilities Management Introducing innovative Facilities Management services for complete satisfaction
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1.1.13 AWARDS AND ACCOLADES 3rd most-valuable ICT brand after Microsoft & Intel - by Plan man Consulting & ICMR Research Amongst the top 10 in brand association and brand loyalty - by Plan man Consulting & ICMR Research 21st most-valuable brand - by Plan man Consulting & ICMR Research Amongst Indias 100 most Valuable Brands 2007 - by ICMR & 4Ps CNBC AWAAZ Consumer Award 2007 for most preferred personal computer brand The most Admired Retailer of the year 2007 - by India Retail Forum
1.1.14 HCL CDC DIVISION UNDER HCL INFOSYSTEMS HCL CDC, an education and talent development division of HCL Info systems Ltd, bagged three awards in quick succession recently. HCL CDC won respective awards in the "Best ICT Enabled Content for K12 Education" and "Best Technology Based Solutions for Higher Education Institutes" categories for their Digi School and Digi campus programs respectively. HCL CDC's Institute Management System (IMS) program also bagged the award for "Best Cloud Based Education Institute Management System".
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1.1.14.1 HCL CDC HCL CDC was launched in 2005. As the training arm of HCL Info systems, HCL CDC carries forth a legacy of excellence spanning across more than three decades. Among the fastest growing IT education brands in India, HCL CDC offers a complete spectrum of quality training programs on software, hardware, networking as well as global certifications in association with leading IT organisations
worldwide. HCL CDC training solutions cater to diverse consumer profiles including individuals, enterprises, academic institutions and Government enterprises.
1.1.14.2 QUALITY AT HCL CDC We shall develop and impart industry relevant ICT education to meet the requirement of customers, industry & society by continually updating technology content and improving our processes. 1.1.14.3 CERTIFATIONOF QUALITY STANDARDS In its pursuit of excellence , the company has developed a Quality Management System in line with ISO 9001:2000 standards.
1.1.14.4 HCL IN TRAINING The company has ventured into the field of IT training with an objective to meet the increasing demand for skilled professionals from organizations across the country.
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HCL Info systems Ltd. provide specially designed programs in high-end Software, Hardware and Networking solutions. There are more than 130 fully operational HCL training centres in all the major locations across the country. As the fountain heads of the most significant pursuit of human mind (IT), HCL strongly believes, "Only a Leader can transform you into a Leader".HCL CDC is a formalization of this experience and credo which has been perfected over three decades. It is an initiative that enables aspiring individuals to benefit from HCLs longstanding expertise in the space and become Industry ready IT professionals. Maintaining Quality - One of the key elements to HCL's success is its Neverending pursuit of superior quality in all its endeavours.
1.1.14.5 HCL INFOSYSTEMS LTD. HCL Info systems Ltd., India's premier hardware, services and ICT systems integration and Distribution Company announced its alliance with Resonance, a leading coaching institute for IIT-JEE, AIEEE and other entrance examinations HCL Info systems Ltd. has a 100% subsidiary that addresses the physical security technology system integration market. The subsidiary leverages technology to build a security framework called 'Safe State' that safe guard's life, infrastructure & society.
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1.1.14.6 HCL Edge Interview Skills, Mocks, Comm. Skill sessions, Finishing School. Special session on Stress Management. Educational Trip to HCL manufacturing Plant on Approval. HCL Technology and Intellectual Books. Self - Asset Management System/ Quality Testing before Placement Assistance Placement Assistance
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1.1.14.7 HCL CDC ADVANTAGE
HCL HERITAGE HCL CDC combines our heritage of excellence with cutting-edge IT expertise across multiple IT domains. ISO 9001:2000 CERTIFICATION Our students share the benefit of ISO 9001:2000 certified training practices and procedures. Must have an attitude and be a self starter. The right candidate will progress really fast within the organization. CUTTING-EDGE COURSE WARE Our course ware is designed and developed in consultation with seasoned IT professionals and is continuously updated as per the changing industry trends. GLOBAL ALLIANCES Through partnership with leading technology companies including Microsoft, and Red Hat, HCL CDC conducts certification programs in software, system and network administration offering you a distinct edge in the job market. INTERNATIONAL ORGANISATION All our training programs are backed by HCLs successful brand image that is wel l recognized all across the world. HANDS ON TRAINING We place major emphasis upon the application and practical training aspect of IT training to make the students industry-ready from day one.
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WIDE SPREAD NETWORK HCL CDC has set up premier IT Training centres across the geography of India and the network is growing at a rapid pace with ambitious global expansion plans on the anvil. 100% PLACEMENT RECORD Our dedicated team of placement professionals offers employment support through regular interface with the industry. HCL CDC prides upon a 100% placement record* with students having been placed in leading organizations in the IT/non-IT space.
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PARTIAL LIST OF CUSTOMERS
HCL GLOBAL EDUCATION PARTNERS
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Introduction to HR
Human Resource Management is an art of managing people at work in such a manner that they give their best to the organization. In simple word Human Resource Management refers to the quantitative aspects of employees working in an organization. Human Resource Management is also a management function concerned with hiring, motivating, and maintains people in an organization. It focuses on people in organization. HRM involves the application of management functions and principles. The functions and principles are applied to acquisitioning, developing, maintain, and remunerating employees in organizations. 1.1.1 HR VISION To provide an enabling environment where employees competencies are nurtured and harnessed towards sustainable business growth and leadership. 1.1.2 HR MISSION To proactively assess and provide services for the HR needs of the business & customers for the attainment of organizational goals. 1.1.3 HR OBJECTIVES To collaborate with and support internal Customers of HR services viz. effective manpower planning, ensuring harmonious industrial relations etc. To review and redesign the structure of the organization with clarity of role, responsibilities and accountability for overall organizational effectiveness and speedy response to emerging business challenges. To develop knowledge and skills of the employees and groom leaders with
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functional and business competencies to meet future demands of the organization (viz. flexibility and change management). To enhance employee productivity through rationalization of jobs and manpower optimization. To promote employee involvement in decision making, team working, creativity and empowerment. To institutionalize transparency by framing, updating and communicating systems and processes. To maintain good liaison with government/ external agencies in order to better serve the organizational cause. To provide a safe and healthy work environment and continuously benchmark and update the standards of safety and hygiene; and To work towards improving the quality of work life of employees and the life of their families.
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HUMAN RESOURCE MANAGEMENT

The main objective of human resource manger is to know how to deal with.
P........ PURPOSE
E........ EMPATHY
O........ ORIGINALITY
P......... PROACTIVE
L......... LEARNING
E........ EXCELLENCE
Effectively and how to make them effective
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1.1 DEFINITION OF HRM:

Human Resource Management (HRM) is a process of bringing people and organizations together so that the goal of each one is met, effectively and efficiently. 1.2 NATURE OF HRM: The principle scope of HRM can be listed as, Pervasive force Action oriented Individually oriented People oriented Future oriented Development oriented Integrating mechanism Comprehensive function Auxiliary services Inter-disciplinary function Continuous function
1.3 OBJECTIVES OF HRM: The principle objectives of HRM can be listed as, To help the organization reach its goals. To employ the skills and abilities of the workforce efficiently. To provide the organization with well-trained and well- motivated employees. To increase the fullest the employees job satisfaction and self- actualization. To develop and maintain a quality of work life. To communicate HR policies to all employees. To be ethically and socially responsive to the needs of the society.
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1.4 IMPORTANCE OF HRM: People have always been central to the organization and an organizations success increasingly depends on the knowledge, skills and abilities of employees, particularly they establish a set of core competencies that distinguish an organization from its competitors. With appropriate HR policies and practices an organization can hire, develop and utilize best brains at work place, realize its professed goals and deliver better results than others.
GOOD HR PRACTICES
Attract and retain talent Train people for challenging roles Develop skills and competencies Promote team spirit Develop loyalty and commitment Increase productivity and profits Improve job satisfaction Enhance standard of living Generate employment opportunities
1.6 SHIFTS IN HR MANAGEMENT IN INDIA: TRADITIONAL HR PRACTICE Administrative role Reactive Separate, isolated from company mission Production focus Functional organization Individuals encouraged, singled out for praise, rewards EMERGING HR PRACTICE Strategic role Proactive Key part of organizational mission Service focus Process based organization Cross-functional teams, teamwork most important
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INTRODUCTION I. OVERVIEW
Training has made remarkable contributions to the improvement of all kinds. Training is essential; but doubts arise over its contribution in practice. Complaints are growing over its ineffectiveness and waste. The training apparatus and costs have multiplied but not its benefits. Unhappiness persists and is growing at the working level where the benefits of training should show up most clearly. This disillusionment shows in many ways - reluctance to send the most talented workforce for training, inadequate use of personnel after training, etc. With disillusionment mounting in the midst of expansion, training has entered a dangerous phase in its development. Training is neither a panacea for all ills nor is it a waste of time. What is required is an insight into what training can or cannot do, and skill in designing and executing training successfully and cost-effectively. At the present time, all the organizations give more trust on commercializing their activities. All the firms, in order to continue to exist in the competitive global market and to be effectual, should espouse the most modern technology, i.e., mechanization, computerization and automation. Technical know-how alone, however, does not assure success unless it is sustained by workforce possessing indispensable expertise. Hence, organizations should train the employees to enrich them in the areas of changing technical skills and knowledge from time to time. The firms consider its human resources as one of their most precious assets. Training is a valuable assessment device that helps the organizations to improve the performance and skill levels of their employees and to monitor them on continuous basis for effectiveness of human resources. The training should be imparted to all the staff on their specialized areas as well as general areas,
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irrespective of their position in the company. In the context of globalization, human resource development with proper training to the workforce is required to meet the challenges in future and to win the global competitive advantage. The organizations spend huge amounts of money on imparting training to its employees. So it is very important to evaluate the efficacy of the training programmes conducted so far, and to find out whether the executives are able to implement the skills that they learned in the training and development process. 1.1 Training and Development a. Training Training is a CDC process that involves the acquisition of knowledge,
sharpening of skills, concepts, rules or changing of attitudes and behaviour to enhance the performance of employees. It is a part of an individuals professional development. It helps a p erson do something better and develop specific skills for a particular task. There are five stages in training process the sequence is: (a) Set the goals and objectives (b) Identify the key topics that need to be covered (c) Select the training flowthat is, the optimum sequence to present topics that you think will be most successful. (d) Design the training materials to be used (e) Create a strategy for evaluation and design the evaluation tool T&D is a subsystem of an organization. It ensures that randomness is reduced and CDC or behavioral change takes place in structured format. the
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b. Development Development is a process of planned activities that helps an individual to develop to their full potential. If focus on enhancing learners self-esteem and sense of identity. Development is concerned with the growth and advancement of
employees. It is a long term process and utilizes systematic and organized procedures. 1.2 Training and Development in IT Sector The Indian IT sector is growing at a very fast pace and is expected to earn a revenue of US $107 billion by 2010. In 2006, it has earned revenue of about US $ 40 billion with a growth rate of 30%. IT sector is expected to generate 2.3 million jobs by 2010, according to NASSCOM (National Association of Software and Service Companies).With this rapid expansion of IT sector and coming up of major players and new technologies like SAP, the need of human resource development has increased. According to the recent review by Harvard Business Review, there is a direct link between training investment of the companies and the market capitalization. Those companies with higher training investment had higher market capitalization. It clearly indicates that the companies which have successfully implemented training programs have been able to deliver customer goals with effective results. It shows that good training results in enhancement of individual performance, which in turn, helps the organization in achieving its business goals. Training is a tool that can help in gaining competitive advantage in terms of human resource.
With the growing investment by IT companies in the development of their employees many companies have now started their own CDC centres. As an
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example, Sun has its own training department. Accenture has Internet based tool by the name of My CDC that offers access to its vast CDC resources to its employees. Companies are investing in both the technical training, which has always been an essential part in IT industry, as well as in managerial skills development. Companies now kept aside 3-5% of revenue for training programs..
1.3 Objectives of Training and Development Function in IT sector The training and development function in the IT and ITES Industry should meet the following objectives: Scalability: The process should lend itself for scaling up proactively to meet the accelerating growth of an organization, in a multi-cultural global environment. Most of the growth in this industry is through increased staffing, generally from the base level. Organisations should continuously maintain the necessary talent pool serve the opportunities for expansion and diversification. Reusability: It takes enormous time and investment to create CDC assets. These assets should be dynamically updates and converted to repositories for reuse and customization where necessary. Multi-modal Requirements: The training and development function happens at three levels, technical, functional and behavioural dimensions. Besides, at the middle and senior levels, this should also cater to leadership development and succession planning.
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Virtual modes: Organizations in the IT and ITES sector operates across geographies and time zones. Therefore, a major part training and development needs to be delivered in the virtual mode. Return on investment: The CDC and impact to the business should be measurable overtime and should lend it to assess the return on investment in financial term 1.4 Training for Development Training aims at a lasting improvement on the job. Training for development focuses on training not primarily as a source of new rather as a means information, but
for changing behaviour for lasting improvement on the job effective when viewed as a system of interacting between
training is most
trainers and trainees and between work organizations and institutions providing training the following is the what are its importance. Training is the responsibility of three partners the participants organizati on, the participant and the training establishment it encompasses a preparatory, pre training phase and a subsequent post training phase all phases are of the success of training. Following is the model for development comprises of: analysis done as to why training is needed and
paramount importance to
given which will tell what the training
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There are basically three phases in the process of training which helps in the development of employees: Phase 1 Pre training- the process starts with an understanding of the situation requiring more effective behaviour what performance is to be improved the 1st basic step is to delineate the task to people who perform it the primary task come to be called included here are the people involved in output functions and in the planning and the effort together and focused. 2nd receptivity to
group as it has
resource input and product
managerial functions requisite for keeping
key aspect of the situation to be understood is the organizations more effective behaviour on the part of the people to be trained.
Phase 2 Training- participants focus their attention on those new impressions severally and in combination that seems useful stimulating and engaging in
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training
process. The participants explore in a training situation what interests
them and training institutions basic task is to provide the necessary opportunities. Phase 3 Post training- when training is concluded the situation changes participants once again give full attention to work, colleagues and families they return prepared with some anticipation of these encounters.
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OBJECTIVE OF THE STUDY

To know what training means at HCL CDC. To know what are the procedures followed for this program. To know how the training provided by HCL CDC gives an edge over the training provided in other organization. To know when after what duration training is provided to its employees. To know as to how training at HCLCDC claims to be a success ladder in the career of its employees. To know in case of any pitfalls necessary suggestions will be provided.
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REVIEW OF LITERATURE
FRANCO GANDOLFI( 2009) ,TRAINING AND DEVELOMENT IN AN ERA OF DOWNSIZING Journal of European Industrial Training vol. 9, No.1 Downsizing as a restructuring strategy has been actively implemented for the last three decades. While employee reductions were utilized mainly in response to crises Prior to the mid-1980s, downsizing developed into a fully-fledged managerial strategy for tens of thousands of companies in the mid- to late-1980s. Since then, downsizing has transformed the international corporate landscape and affected the lives of hundreds of millions of individuals around the world. While the overall effects of downsizing have been widely reported, many misconceptions surrounding the concept of downsizing have remained. This conceptual paper focuses on the role of training and development (T&D) during the downsizing process. In particular, the research depicts the current body of literature associated with the function of HR and its plans, programs, and policies that firms adopting downsizing must provide to their surviving workforces. Finally, the paper offers concluding comments regarding effective downsizing practices that have emerged in the literature. VILMANTE KUMPIKAITE, RAMUNE CIARNIENE (2008), NEW
TRAINING TECHNOLOGIES AND THEIR USE IN TRAINING AND DEVELOPMENT ACTIVITIES: SURVEY EVIDENCE FROM
LITHUANIA Journal of Business Economics and Management There is emerging evidence that new technologies are related to improvements in productivity. Nevertheless, in considering the relationship between new technology and productivity, it is vital to consider human resource management and development issues due to their mediating effects on the relationship between new
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technology and productivity. This paper focuses on training technologies, especially e-CDC. The increasing use of new technologies to deliver training and to store and communicate knowledge means that trainers must be technologically literate. That is, they must understand the strengths and weaknesses of new technologies and implementation issues such as overcoming users resistance to change. The paper reports the findings of a study of 724 Lithuanian employees, which revealed relatively weak usage of new technologies and e-CDC in human resource development processes.
HELEN CONNOR AND SUE SHAW (2008), GRADUATE TRAINING AND DEVELOPMENT: CURRENT TRENDS AND ISSUES Journal of Education and training vol.50 No.5
The purpose of this paper is to introduce a selection of papers on the subject of graduate training and development, covering current trends and issues. The paper outlines the special issue which identifies Developments in the field of training for graduates, recruitment, their transition to work, and their continuous development. The papers discuss various ways that generational differences play in competitiveness and success among graduates and it is argued that Generation Y possess very different characteristics from their predecessor generations. Companies have become wiser to recruitment, managing the pool of talent with potential positions in mind. This paper, a part of the special issue, considers recent developments in the field of graduate recruitment and development.
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R.K.AULUCK (2007), TRAINING AND DEVELOMENT S CHANGING ROLE Journal of Industrial and Commercial Training vol.39 No.1 This paper seeks to study the changing role of training and development over a seven-year period. Quantitative analysis; comparative analysis of 763 training and development/HRD job advertisements featured over a seven month-period in 19961997 and in 2003-2004.Change in the training and development role has been patchy and not as extensive as some of the literature has suggested. The study was confined to training and development/HRD job advertisements from one, albeit leading, UK HR magazine and only allowed a seven-year gap between the two sets of data gathered. It would have been interesting to have analysed job advertisements from multiple sources and over a longer period of time, and to have had a ten-year gap between the two sets of data. However, the structure was established through which to progress the process which was tracked in an action data gathering was a very time- consuming process which limited the scope of the data gathered. Practitioners need to consider how the training and
development/HRD role is represented to the external world and the implications this has for the perceived image of the profession. Further, given the amount of resources invested in the recruitment process, those compiling job advertisements need to take care to ensure that the final product accurately reflects what is required of the post and incorporates any changes to the role over time. First study to use training and development/HRD job advertisements to examine the ways in which the role of training and development has changed.
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JACQUELINE REED AND MARIA VAKOLA (2006), WHAT ROLE CAN A TRAINING NEEDS ANALYSIS PLAY IN ORGANISATIONAL CHANGE Journal of Organizational Change Management vol.19 No.3 This research sets out to examine how the process for developing a training needs analysis tool could influence organizational change.
The organization that is the subject of this research is a large, complex health system which is in transition from a traditional bureaucratic, hierarchy with a command and control management style to a more participative, people centred approach. A procession, organization development, action research-based approach to the development of a training needs analysis process was taken in the study so that the changes desired in the organization could be modeled in the first instance and secondly, in order to learn and understand more about what works and does not in order to continuously develop and progress the change agenda. In order to do this a parallel research process. In addition, a series of interviews were conducted with top and senior management in order to ascertain their views about the process, its necessity, roles in relation to it, its potential benefits and how to introduce the process across the organization. A number of key points emerged from the research: first, the culture and change issues arising during the development of the CDC and development needs analysis process were very significant. Second, the development and piloting of the needs analysis process needed to be existing organizational processes was a key factor in the success of the process and created a strategic dimension. Finally, in a large, complex organization a balance must be struck between standardization and customization of the needs analysis process to allow for the different structures, subcultures and levels of readiness in the organization. This research highlighted the significant
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impact the dynamics of hierarchy and the legacy of a bureaucratic, autocratic system have on the way a system operates and how people react to change and participation. DAN S.CHIABURU AND AMANUEL G.TEKLEAB (2005), INDIVIDUAL AND CONTEXTUAL INFLUENCES ON MULTIPLE DIMENSIONS OF TRAINING EFFECTIVENESS Journal of European Industrial Training vol.29 No.8 To investigate individual and contextual antecedents of CDC, transfer of CDC, training generalization and training maintenance in a work context. The hypotheses were tested using hierarchical regression analysis on data obtained from 119 employees who attended training programs. The data supported the relationship between continuous-CDC culture and supervisor support and training motivation. Although training motivation was directly related only to training maintenance, it interacted with performance goal orientation in affecting training transfer and generalization. Practitioners interested in designing interventions directed at increasing similar training outcomes can use various approaches aimed at assessing and monitoring factors such as continuousCDC culture, supervisor support and training motivation. More importantly, based on the current results, practitioners can manage selectively the performance goal orientation of their trainees; given its differential relationship with training outcomes. The findings are valuable for researchers and practitioners. From a theoretical perspective, the study offers a better-specified model of training effectiveness by including both contextual and individual factors important for improving training effectiveness. Practitioners can use these ideas to design corresponding training and training transfer interventions. JIE SHEN (2005), INTERNATIONAL TRAINING AND MANAGEMENT DEVELOPMENT: THEORY AND REALITY Journal of Management Development This article aims to outline the theoretical perspectives of
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international training and development and examine how theoretical frameworks have been implemented by practitioners. There appears to be considerable gap between academic theories and multinational enterprises (MNEs) practices. MNEs pay little attention to international training and management development. Ineffective international training and management development have a considerably adverse impact on MNEs.In order to succeed in a globally competitive environment MNEs need to effectively train expatriates and their spouses, host-country nationals (HCNs) and third-country nationals (TCNs), and develop and nurture a truly global management team. This paper systematically reviews the existing literature and reveals aconsiderable gap between academic theories and MNEs practices. NEELU ROHMETRA AND MARK EASTER, SMITH (2004), TRAINING AND DEVELOPMENT IN THECHANGING TECHNOLOGICAL
ENVIORNMENT Journal of Management Research Vol. 4 Internationalization, automation, decentralization of work and decision-making and intense structural changes characterize the banking scene globally. This changed scenario has significant implications with regard to people management and development. The present case study has been undertaken in the banking context in UK, and seeks to look into the status of training and development in Barclays bank, UK. The study aims to identify the challenges and issues in training and development. The paper also attempts to comprehend the attitude of employees towards computerization in Barclays, UK. The findings of the study reveal that Barclays has well-structured training policy committed to individual, group and organizations development. The employees have been suitably trained for skilful handling of computerized working processes and fair attention is paid on training systems.
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UMBC BALTIMORE, ZANE BERGE AND MARIE DE VERMEIL (2002), THE INCREASING SCOPE OF TRAINING AND DEVELOPMENT COMPETENCY International journal, vol. 9 Organization finds it increasingly difficult to stay competitive in todays global economy. Leaders in the workplace are using benchmarking, competency, competency model and competency studies to help make human resource decisions, such as hiring, training and promotions. In training and development it is helpful for competencies to focus on knowledge, skill and/ or abilities. But neither the field of Training and Development, nor competencies within the field, is static. Reported here is a careful review of literature showing the trends in competencies over the past three decades in the training and development field, and provides some speculation regarding competencies needed in the near future for professionals in T&D. Two of the most apparent changes in T&D are the shift to performance improvement and the use of technology. Thus the skill knowledge and abilities involving these areas will continue to become increasingly necessary for T&D professionals. PHYLLIS THARENOU (2001), THE RELATIONSHIP OF TRAINING MOTIVATION TO PARTICIPATION IN TRAINING AND
DEVELOPMENT Journal of occupation and organizational psychology The aim of this study was to assess how training motivation in terms of the Expectation of gaining valued outcomes (i.e. motivation through expectation) and Motivation to learn explains participation in training and development. Direct, Mediator, and moderated explanations were tested. Survey data were gathered at Time 1 and a year later at Time 2, providing a longitudinal sample of 1705 Australians. Multiple regression analyses showed that, the higher the training Motivation (both types), the more employees participated in training and Development in the next 12 months, as they also did from higher supervisor Support. Training motivation did
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not mediate the effects of the work environment on participation but moderated the prediction by employer support. Employer support predicted participation in training and development in the next 12 months more for employees with higher than lower training motivation. Motivation to learn and motivation through expectation, chiefly instrumentality, similarly explained participation in training and development. P.S YADAPADITHAYA (2001), EVALUATING TRAINING AND
DEVELOPMENT: AN INDIAN EXPERIENCE International journal of training and development ISSN 1360-3736 The central purpose is to report on current practices of evaluating training and development programs in the Indian corporate sector. The data were collected from the written questionnaires mailed to 252 respondent companies- 127 private, 99 public, 26 multinational corporations. The results and discussions are based on the major drivers and key result areas of training and development; purposes, levels, instruments, timing, and design of evaluation; serious limitations of the training systems; and finally the major challenges currently faced by the Indian corporate sector in strengthening the training and development function. JOHN P.WILSON (2000) PERFORMANCE APPRAISAL: AN OBSTACLE TO TRAINING AND DEVELOPMENT Journal of European Industrial Training vol.24 (7) Describes research conducted into some of the potential inhibitors which can reduce the effectiveness of a hospital performance appraisal system in relation to training and Development plans. Takes as its perspective the views of the appraises which counter the more usual overview provided by managers and other commentators. Relates these findings to literature on the subject and concludes that in spite of its
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limitations the performance appraisal processes is likely to remain. Finally, makes a number of recommendations to improve the process and make it more supportive of training and development interventions. PATRICIA BRYANS AND RICHARD SMITH (2000), BEYOND
TRAINING: RECONCEPTUALISING CDC AT WORK Journal of Work Place CDC vol.12 No.6 Radical shifts are taking place in management theory; equivalent shifts need to occur, we argue, in the theory of training and development. The move towards a knowledge economy makes such a shift particularly urgent. Notions of training tend to foreclose on outcomes; typically they are short-term and assume transferability of skills. Notions of personal development may be insufficiently focused on the workplace. We argue for a conception of workplace CDC that foregrounds the dialectical relationship between persons and their organisations. Crucial in that relationship are notions of openness, uncertainty, complexity, relationships, reflection, reframing and restoration. FRANK M.HORWITZ (1999), THE EMERGENCE OF STRATEGIC TRAINING AND DEVELOPMENT: THE CURRENT STATE OF PLAY Journal of European Industrial Training Evaluates how HRD needs which arise from different business strategies will depend on, among other things, the purpose and structure of the strategies involved. Considers the motivation for strategic HRD, expenditure and responsibility. Concludes that a strategic approach to training and development necessitates increased theoretical rigor, more rigorous evaluation of effectiveness, and resolution of responsibility for training.
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THOMAS
N.
GARAVAN
(1997),
TRAINING,
DEVELOPMENT,
EDUCATION AND CDC: DIFFERENT OR SAME Journal of European industrial training Attempts to discuss the concepts of training, development, education and CDC with regard to employees in terms of their substantive differences. Discusses how these concepts have evolved historically within human resource management and Development (HRM/D) literature. Provides an
analysis of how alternative models of HRM/D may influence the meaning given to these concepts in an organizational context. Concludes that it is perhaps more appropriate to view training, development and education as an integrated whole with the concept of CDC as the glue which holds them together. DAVID ODONNELL AND THOMAS N.GARAVAN (1997), NEW
PERSPECTIVES ON SKILL, CDC AND TRAINING: A VIEWPOINT Journal of European Industrial Training 21/4 Proposes an integrated germ cell model of development based firmly on a cognitive, as distinct from behaviorist, view of CDC and on the psychological theory of activity. Uses this to explore how an umbrella concept of skill allied to a CDC process suited to modern flexible high-skill organizations, links to the emerging strategic role of the training and development specialist. Emphasizes the workplace as the context of CDC and argues that the move from the reductionist task idea of the Florist productive system towards the more intellective skills required in modern knowledge and service organizations necessitates a meaning transformation in the concepts of skill acquisition, CDC and training. As the fundamental role of the trainer is to ensure that effective CDC occurs, argues that modern trainers must adopt this broader, more expansive and integrated perspective.
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MICHAEL BAGSHAW vol.28 No.1 (1996),CREATING EMPLOYABILITY: HOW CAN TRAINING AND DEVELOPMENT SQUARE THE CIRCLE BETWEEN INDIVIDUAL AND CORPORATE INTEREST Journal of Industrial and Commercial Training Suggests that, in the current business environment, job security is not possible, nor is it desirable, since it limits opportunities. Outlines a framework for training and development which, on the one hand, maximizes the contribution employees can make to the company and, on the other, enables them to maximize their own personal development. Argues this will ensure that, in a business world of constant flux, these employees are always employable, and thus have their own personal security which in turn benefits the company.
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RESEARCH METHODOLOGY INTRODUCTION

A research is said to begin with a question or a problem. The purpose of a research is to find out solutions through the application of systematic and scientific methods. Thus, research is a systematic approach to a purposeful investigation. Several authors and management gurus have defined research in different ways. Some of the proposed definitions of research are as follows: Redman and moray have defined research as a systematized effort to gain new knowledge. In the words of the renowned researcher Clifford Woody, research comprises defining and redefining problems, formulating hypothesis or suggested solutions, collecting, organizing and evaluating data, making deductions and reaching conclusions and carefully testing the conclusions to determine whether they fit the formulating hypothesis or not.
4.1 RESEARCH DESIGN I. DESCRIPTIVE STUDY Descriptive research study describes the characteristics of a particular problem or individual or group. Descriptive studies include specific predictions concerned with study, facts and characteristics concerning individual, group or situations. In descriptive studies, the questions related to what, why, where and who need to be answered. This project will elaborate as to what training for development is all about. This project is based on the personal interview conducted the manuals of the company HCL CDC and from various other sources. This project talks about the process of training for development how it becomes a success in the career of the employees of the organization. How training is concerned with people on the job in
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organization. This project will highlight what a company do to enhance the skills of its employees how this process is followed in the organization what outcomes an organization can expect after undertaking this process. In HCL CDC the process of training does not only ends with imparting necessary skills and information within the trainees but is also accompanied by the follow up in which necessary and timely feedback is sent to the headquarters in order to tell as to how this procedure in being implemented by the individuals in their actual working environment.
II. METHOD OF DATA COLLECTION 1. Primary data: personal interview has been conducted by asking structured questions sample questions are being attached in the appendix. 2. Secondary data: secondary source of data is also being used in the form of manuals also the data gathered will help in identifying key parameters to examine through further exploration and thus will help in defining the objectives .
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III.LIMITATION OF THE PROJECT:
Limited availability of primary source of data. Personal bias can be there while responding to the questions asked to the employees The respondent may not be willing to answer the question asked. Confidentiality may lead to inadequate information. Distort information can be there. Some of the information collected as primary data so the study has gained vulnerability. Correctness of this report is restricted and limited by the degree of authenticity of data and sincerity and honesty of respondents.
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4. MEANING OF TRAINING
Training as an activity has been going on since ages. No doubts the contribution that training can make to development of all kinds. Doubts arise only over its contribution in practice. This new field is expanding fast, as if it might be an answer to many anxious prayers.
Types of training Physical training

Physical training concentrates on mechanistic goals: training-programs in this area develop specific skills or muscles, often with a view of peaking at a particular time. Some physical training programs focus on raising overall physical fitness. In military use, training means gaining the physical ability to perform and survive in combat, and CDC the many skills needed in a time of war. These include how to use a variety of weapons, outdoor survival skills, and how to survive captured by the enemy, among many others. See military education and training. For psychological or physiological reasons, people who believe it may be beneficial to them can choose to practice relaxation training, or autogenic training, in an attempt to increase their ability to relax or deal with stress. While some
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studies have indicated relaxation training is useful for some medical conditions, autogenic training has limited results or has been the result of few studies.
Job Training and Development

Some commentators use a similar term for workplace CDC to improve performance: "training and development". There are also additional services available online for those who wish to receive training above and beyond that which is offered by their employers. Some examples of these services include career counseling, skill assessment, and supportive services. One can generally categorize such training as on-the-job or off-the-job: On-the-job training method takes place in a normal working situation, using the actual tools, equipment, documents or materials that trainees will use when fully trained. On-the-job training has a general reputation as most effective for vocational work. It involves Employee training at the place of work while he or she is doing the actual job. Usually a professional trainer (or sometimes an experienced employee) serves as the course instructor using hands-on training often supported by formal classroom training. Off-the-job training method takes place away from normal work situations implying that the employee does not count as a directly productive worker while such training takes place. Off the job training method also involves employee training at a site away from the actual work environment. It often utilizes lectures, case studies, role playing, simulation, Off-the-job training has the advantage that it allows people to get away from work and concentrate more thoroughly on the training itself. This type of training has proven more effective in inculcating concepts and ideas.
A more recent development in job training is the On the Job Training Plan, or OJT Plan. According to the United States Department of the Interior, a proper OJT plan should include: An overview of the subjects to be covered, the number of hours the training is expected to take, an estimated completion date, and a method by which the training will be evaluated.
Religion and spiArjunality

In religious and spiArjunal use, training may refer to the purification of the mind, heart, understanding and actions to obtain a variety of spiArjunal goals such as (for example) closeness to God or freedom from suffering. Note for example the
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institutionalized spiArjunal training of Threefold Training in Buddhism, Meditation in Hinduism or discipleship in Christianity. These aspects of training can be short term or last a lifetime, depending on the context of the training and which religious group it is a part of.
Parochial schools
Parochial schools are a fairly widespread institution in the United States. A parochial school is a primary or secondary school supervised by a religious organization, especially a Roman Catholic day school affiliated with a parish or a holy order. As of 2004, out of the approximately 50 million children who were enrolled in American grade schools, 4.2 million children attend a church-affiliated school, which is approximately 1 in 12 students. The Christian religion, for example, one can attend a church-affiliated college with the intent of getting a degree in a field associated with religious studies. Some people may also attend church-affiliated colleges in pursuit of a non-religious degree, and typically do it just to deepen their understanding of the specific religion that the school is associated with. The largest non-public school system in the United States, the Catholic school system, operates 5,744 elementary schools and 1,206 secondary schools.
Artificial-intelligence feedback
Researchers have developed training-methods for artificial-intelligence devices as well. Evolutionary algorithms, including genetic programming and other methods of machine CDC, use a system of feedback based on "fitness functions" to allow computer programs to determine how well an entity performs a task. The methods construct a series of programs, known as a population of programs, and then automatically test them for "fitness", observing how well they perform the intended task. The system automatically generates new programs based on members of the population that perform the best. These new members replace programs that perform the worst. The procedure repeats until the achievement of optimum performance. In robotics, such a system can continue to run in real-time after initial training, allowing robots to adapt to new situations and to changes in themselves, for example, due to wear or damage. Researchers have also developed robots that can appear to mimic simple human behavior as a starting point for training.
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5.1. PROCESS OF TRAINING The process of training systems analysis essentially involves a series of carefully sequenced activities those are as under: Formulate a clear and unequivocal definition and specification of the system under consideration to include the need for the system and the delimitation of its boundaries. Develop lucid and function descriptions of the components of the system and the ways in which they interact Determine and define the system objectives in terms of optimal system operating and output. Identifying and specify the criteria to be used for evaluating the congruence of system objectives, performance, and output.
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Now coming to the actual theoretical study which will highlight as to what training system comprises of:
There are mainly three models of training are

a. Systematic model System Approach views training as a sub system of an organization. A system approach to training is planned creation of training program. This approach uses step-by-step procedures to solve the problems. Under systematic approach, training is undertaken on planned basis. b. Instructional System Development Model Instructional System Development model was made to answer the training problems. This model is widely used now-a-days in the organization because it is concerned with the training need on the job performance. Training objectives are defined on the basis of job responsibilities and job description and on the basis of the defined objectives individual progress is measured. This model is comprised of 5 stages: Analysis, planning, execution, feedback, development. c. Transitional Model Transitional model focuses on the organization as a whole. It focuses on the milestones that the organization would like to achieve after the defined point of
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time. It includes setting a role model, or bringing some internal transformation, or may be promising to meet some other deadlines. 5.2. METHODS OF TRAINING
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a. Cognitive Methods Cognitive methods are more of giving theoretical training to the trainees. The various methods under Cognitive approach provide the rules for how to do something, written or verbal information, demonstrate relationships among concepts, etc. These methods are associated with changes in knowledge and attitude by stimulating CDC. The various methods that come under Cognitive approach are: LECTURES DEMONSTRATIONS DISCUSSIONS COMPUTER BASED TRAINING (CBT) INTELLEGENT TUTORIAL SYSTEM(ITS) PROGRAMMED INSTRUCTION (PI) VIRTUAL REALITY
b. Behavioural Method Behavioural methods are more of giving practical training to the trainees. The various methods under Behavioral approach allow the trainee to behavior in a real fashion. These methods are best used for skill development.
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The various methods that come under Behavioral approach are:
GAMES AND SIMULATIONS BEHAVIOR-MODELING BUSINESS GAMES CASE STUDIES EQUIPMENT STIMULATORS IN-BASKET TECHNIQUE
c. Management Development Method The more future oriented method and more concerned with education of the employees Management development method is divided into two parts: 1. On The Job Training: The development of a managers abilities can take place on the job. The four techniques for on-the job development are: COACHING MENTORING JOB ROTATION JOB INSTRUCTION TECHNIQUE (JIT)
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2. Off The Job Training There are many management development techniques that an employee can take in off the job. The few popular methods are: SENSITIVITY TRAINING TRANSACTIONAL ANALYSIS STRAIGHT LECTURES/ LECTURES SIMULATION EXERCISES
5.3. TRAINING IMPLEMENTATION To put training program into effect according to definite plan or procedure is called training implementation. Once the staff, course, content, equipments, topics are ready, the training is implemented. Completing training design does not mean that the work is done because implementation. Phase requires continual adjusting, redesigning, and refining. 5.4. TRAINING EVALUATION The process of examining a training program is called training evaluation. Training evaluation checks whether training has had the desired effect. Training evaluation ensures that whether candidates are able to implement their CDC in their respective workplace or to the regular work routines. Evaluation and appraisal of training programme is a necessary practice in any firm as it is an assessment of the
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total value of a CDC event, and not just how far it achieves its CDC goals and objectives. Training assessment is about seeking to evaluate whether or not training is, in fact, generating pertinent and appreciated results through proficient and well-managed practices. It is a process of collecting data with which to make decisions about training activities. It, thus, places the episode in a broader outlook and offers information, which is vital for future planning and development. The information acquired by the assessment of the training programme can be used to find out the lags or shortcomings in the training programme, and make successive suggestions and advices for making it more effectual. In turn, to categorize areas of assessment, Donald Kirkpatrick formed what is still one of the most generally used models. The inquiry, that has to be raised by the management to evaluate the effectiveness of training in each level, is listed below: Stage 1: Response - Were the trainees satisfied, and what is their idea to perform with the skills acquired? Stage 2: Knowledge - Whether and to what extent the talent, awareness and approach of the workforce have changed? Stage 3: Performance - Were the conduct of the workforce improved on the basis of what they have trained for? Stage 4: Outcome - Whether the improvement in the performance has an impact on the desired output of the firm?
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5.5.
UNDERLYING
PRINCIPLES
OF
EFFECTIVE
TRAINING
PROGRAMME Any training programme, in order to be effective, must have some precise goals and objectives: To enlighten the partakers more about their organization, its aspirations, challenges, and the business background in which it operates. To make the human resources cognizant of the functions of different sections. To train them to be aware of the significance of communication and enthusiasm in their day-to-day work as a tool for better organizational climate and morale. To see that once they go back after attending training, they feel that they belong to the organization. To ensure that the participants would share their information gained from training with their co-workers. To develop friendship, fellowship, support and trusteeship among trainees. To ensure that technical, managerial, supervisory and human competencies are built-up in the employees on a continuous basis to enable them to perform their current assignments effectively and also to set them up to execute their future tasks. To put forward the attitude-based training to ensure that a value-based and self-sustained culture is built in the organization. To offer the required training inputs to all employees in a need-based, organized and lucrative manner.
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The training programmes imparted to the work-force should be of superior standards with a view to develop good working environment, provide work culture inspiration, support attitudinal change, improve interpersonal relationships, reduce accidents, perk-up efficiency, update knowledge and technology, educate saving and investment habits among employees, create consciousness of work-related health hazards, etc. Also, the training institute should comprise of all types of audio-visual aids, which form the venue for the in-house training and development programmes in the organization.
5.6 COMPONENTS OF TRAINING
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IMPORTANCE OF TRAINING:. The importance of human resource management to a large extent depends on human resource development. Training is the most important technique of human resource development. No organization can get candidates who exactly match with the job and the organizational requirements. Hence training is important to develop the employees and make him suitable to the job. Job and organizational requirement are not static they are changed from time to time in view of technology advancement and change in the awareness of total quality and productivity management (TQPM) the objectives of the TQPM can be achieved only through training as training develops human skills and efficiency. Trained employees would be valuable assets to an organization. Organization efficiency, productivity, progress and development to a greater extent depend on training. Organization objective like viability, stability and growth can also be achieved through training. Training is important as it constitute significant part of management control.
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5.7 BENEFITS OF TRAINING
Benefit to individual: Helps the individual in making better decision and effective problem solving. Aids in encouraging, achieving, self development and self confidence. Helps to handle stress, frustration, tension and conflict. Increase job satisfaction and recognition Move a person towards a personnel goal and development of skills.
For Organization: Leads to improved profitability and or more positive attitude towards profits. Improves the job knowledge and skills at all level of the organization Improves the morale of the workforce Helps people to identity the organizational goal Helps to create a better corporate image Faster authenticity, openness and trust Improves the relationship between boss and subordinate Aids in understanding and carrying out organizational policies Benefit to personnel and human relationship: Improves communication between groups and individual. Aids in orientation for new employee and those taking new job through transfer and promotion.
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. Improves interpersonal skills. Improves morale. Builds cohesiveness. Provide a good climate for CDC growth and coordination. .
DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT:Training: Makes organization better place to work and live 1. Training means CDC skills and knowledge for doing a particular job. It increases job skills. 2. The term training is used to denote imparting specific skills among operative employees.
3. Training is concerned with maintaining and improving current job Performance. Thus, it has short term perspective. 4. Training is job centered in nature. 5. The role or trainer and supervisor are very important in training.
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Development:1. Development means the growth of an employee in all respect. It shapes attitude. 2. The term Development is associated with the overall growth of the executives. 3. Executive development seeks to development competence and skill for future performance. Thus, it has long term perspectives. 4. Development is career centred in nature. 5. All development is self development. The executives have to be internally motivated for self development.
Training and development

Human Resource Management, training and development is the field which is concerned with organizational activity aimed at bettering the performance of individuals and groups in organizational settings. It has been known by several names, including human resource development, and CDC and development. Harrison observes that the name was endlessly debated by the Chartered Institute of Personnel and Development during its review of professional standards in 1999/2000. "Employee Development" was seen as too evocative of the masterslave relationship between employer and employee for those who refer to their employees as "partners" or "associates" to feel comfortable with. "Human Resource Development" was rejected by academics, who objected to the idea that
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people were "resources" &m dash; an idea that they felt to be demeaning to the individual. Eventually, the CIPD settled upon "CDC and Development", although that was itself not free from problems, "CDC" being an over general and ambiguous name. Moreover, the field is still widely known by the other names. Training and development (T&D) encompasses three main activities: training, education, and development. Garavan, Costine, and Heraty, of the Irish Institute of Training and Development, note that these ideas are often considered to be synonymous. However, to practitioners, they encompass three separate, although interrelated, activities:

Training: This activity is both focused upon, and evaluated against, the job that an individual currently holds. Education: This activity focuses upon the jobs that an individual may potentially hold in the future, and is evaluated against those jobs. Development: This activity focuses upon the activities that the organization employing the individual, or that the individual is part of, may partake in the future, and is almost impossible to evaluate.
The "stakeholders" in training and development are categorized into several classes. The sponsors of training and development are senior managers. The clients of training and development are business planners. Line managers are responsible for coaching, resources, and performance. The participants are those who actually undergo the processes. The facilitators are Human Resource Management staff. And the providers are specialists in the field. Each of these groups has its own agenda and motivations, which sometimes conflict with the agendas and motivations of the others. The conflicts that are the best part of career consequences are those that take place between employees and their bosses. The number one reason people leave their jobs is conflict with their bosses. And yet, as author, workplace relationship authority, and executive coach, Dr. John Hoover points out, "Tempting as it is, nobody ever enhanced his or her career by making the boss look stupid." Training an employee to get along well with authority and with people who entertain diverse points of view is one of the best guarantees of long-term success. Talent, knowledge, and skill alone won't compensate for a sour relationship with a superior, peer, or customer.
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Types of Training and Development
On-the-job Training and Lectures The two most frequently used kinds of training are on-the-job training and lectures, although little research exists as to the effectiveness of either. It is usually impossible to teach someone everything she needs to know at a location away from the workplace. Thus on-the-job training often supplements other kinds of training, e.g., classroom or off-site training; but on-the-job training is frequently the only form of training. It is usually informal, which means, unfortunately, that the trainer does not concentrate on the training as much as she should, and the trainer may not have a well-articulated picture of what the novice needs to learn. On-the-job training is not successful when used to avoid developing a training program, though it can be an effective part of a well-coordinated training program.
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Lectures are used because of their low cost and their capacity to reach many people. Lectures, which use one-way communication as opposed to interactive CDC techniques, are much criticized as a training device. 2. Programmed Instruction (PI) These devices systematically present information to the learner and elicit a response; they use reinforcement principles to promote appropriate responses. When PI was originally developed in the 1950s, it was thought to be useful only for basic subjects. Today the method is used for skills as diverse as air traffic control, blueprint reading, and the analysis of tax returns. 3. Computer-Assisted Instruction (CAI) With CAI, students can learn at their own pace, as with PI. Because the student interacts with the computer, it is believed by many to be a more dynamic CDC device. Educational alternatives can be quickly selected to suit the student's capabilities, and performance can be monitored continuously. As instruction proceeds, data are gathered for monitoring and improving performance.
4. Audiovisual Techniques Both television and film extend the range of skills that can be taught and the way information may be presented. Many systems have electronic blackboards and slide projection equipment. The use of techniques that combine audiovisual systems such as closed circuit television and telephones has spawned a new term for this type of training, teletraining. The feature on Sesame Street " illustrates the design and evaluation of one of television's favorite children's program as a training device. 5. Simulations Training simulations replicate the essential characteristics of the real world that are necessary to produce both CDC and the transfer of new knowledge and skills to application settings. Both machine and other forms of simulators exist. Machine simulators often have substantial degrees of. Physical fidelity; that is, they represent the real world's operational equipment. The main purpose of simulation,
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however, is to produce psychological fidelity, that is, to reproduce in the training those processes that will be required on the job. We simulate for a number of reasons, including controlling the training environment, for safety, to introduce feedback and other CDC principles, and to reduce cost. 6. Business games They are the direct progeny of war games that have been used to train officers in combat techniques for hundreds of years. Almost all early business games were designed to teach basic business skills, but more recent games also include interpersonal skills. Monopoly might be considered the quintessential business game for young capitalists. It is probably the first place youngsters learned the words mortgage, taxes, and go to jail. Awards you International recognition for your previous academic, and life experience in the form of a degree. The Asian European University assesses your experience using the Internationally recognized APEL method. For a complimentary assessment to see if you qualify for an International Degree:
Importance of Training and Development
Optimum Utilization of Human Resources Training and

Development helps in optimizing the utilization of human resource that further helps the employee to achieve the organizational goals as well as their individual goals.
Development of Human Resources Training and Development

helps to provide an opportunity and broad structure for the development of human resources technical and behavioral skills in an organization. It also helps the employees in attaining personal growth.
Development of skills of employees Training and Development

helps in increasing the job knowledge and skills of employees at each
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level. It helps to expand the horizons of human intellect and an overall personality of the employees.
Productivity Training and Development helps in increasing the productivity of the employees that helps the organization further to achieve its long-term goal. Team spirit Training and Development helps in inculcating the sense of team work, team spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within the employees. Organization Culture Training and Development helps to develop and improve the organizational health culture and effectiveness. It helps in creating the CDC culture within the organization. Organization Climate Training and Development helps building the positive perception and feeling about the organization. The employees get these feelings from leaders, subordinates, and peers. Quality Training and Development helps in improving upon the quality of work and work-life. Healthy work environment Training and Development helps in creating the healthy working environment. It helps to build good employee, relationship so that individual goals aligns with organizational goal. Health and Safety Training and Development helps in improving the health and safety of the organization thus preventing obsolescence. Morale Training and Development helps in improving the morale of the work force. Image Training and Development helps in creating a better corporate image.
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Profitability Training and Development leads to improved profitability and more positive attitudes towards profit orientation.
Advantage of Training and Development

Training and Development aids in organizational development i.e. Organization gets more effective decision making and problem solving. It helps in understanding and carrying out organizational policies Training and Development helps in developing leadership skills, motivation, loyalty, better attitudes, and other aspects that successful workers and managers usually display.
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QUESTIONNAIRE
Name: . Age: Education: ... Department: Unit.. Shift..
Marital Status: o Married o Unmarried Gender: o o Female Male
1. Is Training Need Analysis done in your organization? [Mark 1 or 2] 1. Yes 2. No
2. How often is Training Need Analysis done? [Mark 1, 2, 3, 4]
1. Monthly 2. Quarterly 3. Half-yearly 4. Annually
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3. How is the TNA conducted in your organization? (Mark as per the instruction) [1-most frequently followed..10-once in a while][Mark NA if not at all done]
1. Self / Requisition forms 2. Observation 3. Questionnaire 4. Interview 5. Assessment centres 6. Peer evaluation 7. Performance management data/ interview/ discussion 8. Job analysis 9. Annual survey 10.If others please mention
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4. Who initiates the Training Need Analysis in your organization? (Put a tick mark against the options available)
1. Supervisor 2. Employees 3. Staff Department 4. Training Department 5. External consultants 6. If others please mention
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5. In the past two years, has your organization changed the way they conduct the Training Need Analysis?
1. Yes 2. No
6. How is TNA determined? (Put a tick mark against the options available)
1. Performance Appraisal data 2. Supervisor Observation 3. Peer feedback 4. Work sampling 5. Interview 6. Questionnaire 7. Tests of Job Knowledge/ Skills/Achievements 8. Training Progress charts 9. Critical Incidents 10.Assessment Centre Feedback 11.Coaching Feedback 12.MBO or work planning and review system
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7. Do you consider TNA to be a form filling exercise?
1. Yes 2. No
8. In your opinion does Training Need Analysis lead to training effectiveness?
1. Yes 2. No 3. Cant say
9. Which is the most effective way of conducting a Training Need Analysis according to you?
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10. What areas listed below would you like to see additional training programs? (Select your top three)
Hiring & Firing Supervisor/Manager Skills Workplace Technology Hiring and Recruitment Sexual Harassment Customer Service Rewards and Recognition Management Affirmative Action Procedures Stress Management Presentation Skills Grievance/Union Performance Management Work Life Issues Procedures Strategic Planning/Organizational Skills Conflict
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11. Please rate the method of training you feel would be most effective to achieve your CDC goals:
Very Effective Classroom Video Online Workshops Computer Base Training Web Conferencing
Somewhat Effective
Neutral
Not very Effective
Not at all Effective
12. Would you like to give any suggestions for better management of training need analysis?
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......................................................................................................................... .......................
ANALYSIS AND INTERPRETATION 1. Is Training Need Analysis done in your organization? Statement: To know the level of awareness about the conduct of training need analysis. Table no: 1
Options Yes No 40 0
No of persons 100 0
%age
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no
yes
INTERPRETATION: All the employees marked yes and thus stated that the Training need analysis practices are done in the organizations 2. How often is Training Need Analysis done? Statement: to find out how often the TNA is done in the organization Table no. 2
Options Monthly Quarterly Half yearly Annually 0 34 6 0
No of persons 0 85 15 0
%age
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Sales
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
INTERPRETATION: In answer to this respective question out of 40 respondents/employees, 34 said that the training need analysis is done on quarterly basis whereas 6 respondents marked half yearly. 3. How is the TNA conducted in your organization? Statement: which process/method generally used to conduct TNA Table no: 3
Options Self / Requisition forms Observation Questionnaire Interview Assessment centers Peer evaluation Performance management data/ interview/ discussion Job analysis Annual survey
No of persons 17 9 1 1 7 5
%age
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13%
0%
Self / Requisition forms Observation Questionnaire
17%
42%
Interview Assessment centers Peer evaluation
0% 3% 3%
Performance management data/ interview/ discussion Job analysis Annual survey
22%
INTERPRETATION: Out of 40 respondents majority (42%) felt that training need analysis is conducted by the supervisor observation, 22% said it is don through questionnaire, 17% said Performance management data/ interview/ discussion, 13% said through job analysis, interviews and assessment centres each gained 3% marking
. 4. Who initiates the Training Need Analysis in your organization? Statement: To find out which department initiates the Training need analysis in the organization. Table no: 4 Options Supervisor Employees Staff Department Training Department External consultants If others please mention 30 2 0 8 0 0 No of persons 75 5 20 %age
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Sales
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
INTERPRETATION: According to 75% respondents it is the supervisor who initiates the Training need analysis in the organization, 20% respondents said it is the training department and rest 5% employees said that employees efforts lead to TNA. 5. In the past two years, has your organization changed the way they conduct the Training Need Analysis? Statement: Review of existing TNA program Table no: 5
Options Yes 9
No of persons
%age
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No
31
Yes 23%
Yes No 77%
No
INTERPRETATION:
In answer to this respective questions 77% employees said that the organization has not taken any step to upgrade the training need analysis within the organization, whereas 23% employees were in the view that it has upgraded its practices over the past two year. 6. Do you consider TNA to be a form filling exercise? Statement: To find about the views of employees relating to current TNA program. Table no: 6
Options Yes 33
No of persons 82
%age
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No
18
18%
82%
yes
no
INTERPRETATION: Out of 40 employees, 82% training need analysis to be a form filling exercise which means that the employees dont think TNA to be an appropriate exercise to conduct on; the reason could be the ineffectiveness of the TNA. Whereas rest 18% employees said it to be effective and appropriate. 7. In your opinion does Training Need Analysis lead to training effectiveness? Statement: To find about the effectiveness of present TNA program Table no: 7
Options Yes No Cant say 27 6 7
No of persons 67 15 18
%age
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Cant say 18% Yes No 15% Yes 67% No Cant say
INTERPRETATION: When a straight question of effectiveness of current existing TNA was asked to employees then 67% employees said it to be effective, 18% employees said they cant say anything whether its effective or not. Whereas 15% employees felt it to be not at all effective
8. Please rate the method of training you feel would be most effective to achieve your CDC goals: Statement: To find out the preferred method for training purpose. Table no: 8
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Options Classroom Video Online Workshops Computer Base Training Web Conferencing
No of persons 7 0 0 17 15 1 18 0 0 42 37 3
%age
3% 37%
18% 0% Classroom Video Online Workshops Computer Base Training 42% Web Conferencing
INTERPRETATION: Among the 40 respondents 42% said workshops to be an effective source of training, 37% were in favour of computer based training, and rest 18% found classroom training to be effective and 3% employees voted for web conferencing .
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8. FINDINGS
8.1 BEFORE TRAINING The learners skills and knowledge are assessed before the training program. During the start of training, candidates generally perceive it as a waste of resources because at most of the times candidates are unaware of the objectives and CDC outcomes of the program. Once aware, they are asked to give their opinions on the methods used and whether those methods confirm to the candidates preferences and CDC style.
8.2 DURING TRAINING

It is the phase at which instruction is started. This phase usually consist of short tests at regular intervals.
8.3 AFTER TRAINING
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It is the phase when learners skills and knowledge are assessed again to measure the effectiveness of the training. This phase is designed to determine whether training has had the desired effect at individual department and organizational levels. There are various evaluation techniques for this phase. Often an essential component of organizational training and development, Employee Opinion provide a picture of there organization's needs. These surveys can be used to solicit employee opinions on a variety of issues such as the company's success in communicating its mission to employees, or local issues such as quality of the working environment. These surveys often contain a series of multiple choice items grouped along one or more dimensions of the organization. The types of items included in these surveys may concern areas such as: 1. Creativity 2. Innovation 3. Satisfaction 4. Senior Management 5. Interpersonal Relations 6. Functional Expertise 7. Compensation 8. Ability to Listening 9. Customer Service 10.Communication 11.Obtaining Results 12.Analytical Thinking 13.Mentoring
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14.Strategic Leadership 15.Teamwork 16.Adaptability 17.Staff Development 18.Leadership
As per the structured interview conducted the response which came highlights the following conclusion: The training procedure followed at HCLCDC is benefitting the employees in such a manner that this particular program me is adding an edge to their career. The training process is organized as and when the new technology arises besides the quarterly training programs organized by the organization. The training programs are organized in the head office and all the expenses related to the training as well as the expenses of the trainees are borne by the organization. The trainers are given practical training and are prepared well before they go back and join their respective centers. The trainers are evaluated after the training is concluded so that no pitfall remains as far as their knowledge about the particular area in which the training has been imparted to them is concerned. Basically cognitive method of training is adopted by the organization to impart new techniques within the employees of the organization. At HCL, people are not just employees but family. So, like an important member of the family should, you get endless freedom to experiment, unlimited empowerment to execute your dreams and the rare opportunity to be an entrepreneur. HCL Infosystems is the progenitor of the HCL Group and is known as the Entrepreneurial Incubator in the Indian IT industry. We believe in
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empowering people to help achieve their goals goals that are achieved by the coming together of talent and innovation, powered by ownership and freedom to experiment, leading to tremendous growth and gains for the individual and the organization. We pride ourselves in being a pioneer in creating the Indian IT Industry, by pioneering the creation of the people for the industry
CONCLUSION AND RECOMMENDATION

CONCLUSION
Gone are the days when training was a 2 hour process on the first day of the job. Training for Development has transformed from an add-on function to a core function of companies. It has become more of a science with systematic rules and formats guiding the companies on how to go about training for development of its employees. And that is the way it should be. Training and development is a necessity for both the trainer and the trainee. The trainer (the company) would want to make its staff more efficient in this highly competitive world. It would want its employees to know the latest trends and technologies and use them according to the companys principles and objectives. The trainees (staff) on the other hand, view training and development as a stepping stone for enriching their
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career and fulfilling their personal needs. Training and development is another round of education for them, the knowledge from which is to be applied later. So, its more of a mutual necessity and agreement between the companies and their respective employees when it comes to training and development. The future would demand more from the employees as well as the companies in terms of productivity. New technology, multi-tasking, group culture, etc. will be more emphasized upon. This means training and development is going to be even more important, complex and rigorous. Companies already foresee this and are already in preparations to make their staff better equipped. On this we conclude our report with the following words Education ends with school but CDC ends with life.Training and development opportunities must meet the dual aim of satisfying and developing the organizations growth and meeting the individual's needs. Training programmes should be modified to incorporate the needs of individual disciplines that avail of the training function.
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Suggestions
Company can Increase access to suitable programmes for employees to update their occupational and/or personal skills. Company can communicate long-term and short-term goals well, through which employees themselves can analyses what type of training they will need. For the good performance of employees, company should start a reward kind of system by which motivation level increases in terms of work. Link rewards to performance Check the system for equity Don't ignore money.
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Employees should be recognized according to their different skills or capability. Company instead e-mails counseling. Can go in for meeting with employees so that face-to-face to analyses of their problems can be there.
BIBLIOGRAPHY Electronic media Official Website of HCL CDC www.hclcdc.in www.hr.com www.google.com www.hrguru.com PRINT MEDIA (which include journals and books) Training for development (Udai Pareek)
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Training for organizational transformation (Udai pareek)

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TRAINING AND DEVELOPMENT

TRAINING AND DEVELOPMENT IN

BACHELOR OF BUSINESS ADMINISTRATION

Punjab Technical University, Jalandhar

DEPARTMENT OF MANAGEMENT KC School of management and computer application,SBS Nagar. (2012-2013)

1 KC School of management And Computer Application,SBS Nagar.

TRAINING AND DEVELOPMENT

2 KC School of management And Computer Application,SBS Nagar.

TRAINING AND DEVELOPMENT

ARJUN SINGH BBA 5th Semester

3 KC School of management And Computer Application,SBS Nagar.

TRAINING AND DEVELOPMENT

4 KC School of management And Computer Application,SBS Nagar.

TRAINING AND DEVELOPMENT

5 KC School of management And Computer Application,SBS Nagar.

TRAINING AND DEVELOPMENT

1.1 COMPANY PROFILE

6 KC School of management And Computer Application,SBS Nagar.

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7 KC School of management And Computer Application,SBS Nagar.

TRAINING AND DEVELOPMENT

8 KC School of management And Computer Application,SBS Nagar.

TRAINING AND DEVELOPMENT

9 KC School of management And Computer Application,SBS Nagar.

TRAINING AND DEVELOPMENT

1.1.3 PROFILE OF HCL

HCL Type Industry Founder(s)

Headquarters Noida, India Area served

Key people Services

10 KC School of management And Computer Application,SBS Nagar.

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9,182.23 crore (June 2012)

11 KC School of management And Computer Application,SBS Nagar.

TRAINING AND DEVELOPMENT

ORGANISTIONAL STRUCTURE OF HCL

12 KC School of management And Computer Application,SBS Nagar.

TRAINING AND DEVELOPMENT

1.1.4 LEADERSHIP @ HCL

13 KC School of management And Computer Application,SBS Nagar.

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14 KC School of management And Computer Application,SBS Nagar.

TRAINING AND DEVELOPMENT

15 KC School of management And Computer Application,SBS Nagar.

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1.1.5 VISION AND MISSION

customers, with leadership in chosen technologies and

16 KC School of management And Computer Application,SBS Nagar.

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17 KC School of management And Computer Application,SBS Nagar.

TRAINING AND DEVELOPMENT

1.1.6 HCL ENTERPRISES

18 KC School of management And Computer Application,SBS Nagar.

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19 KC School of management And Computer Application,SBS Nagar.

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20 KC School of management And Computer Application,SBS Nagar.

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1.1.9 HISTORY AND MILESTONES OF HCL CDC