1. “TRAINING AND DEVELOPMENT
&
CASE STUDY OF WIPRO”
Submit ted to
MUMBAI UNIVERSITY
FOR THE PARTIAL FULFILLMENT OF THE DEGREE OF
MASTERS OF COMMERCE
HUMAN RESOURCE MANAGEMENT
SESSION 2013-2014
DEPT. OF MANAGEMENT STUDIES
MULUND COLLEGE OF COMMERCE
Under the guidance of: MS. ROOPALI KOTEKAR
Submit ted by: RAVEENA UDASI
Roll: - 15051
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2. DECLARATION
I, Rave ena Udas i, student of MCom here by declared that the research
report entit led “TRAINING AND DEVELOPMENT” is
comple ted and submit ted under the guidance of is my origina l work.
The imper ia l finding in this report is based on the data collec ted by me. I have
not submit ted this project report to any other Univer s it y for the purpose of
compliance of any requirement of any examina t ion or degree.
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DATE: Rave ena Udas i
M.Com Sem I
ROLL NO. 15051

3. CERTIFICATE
I, Prof. Roopali Kotekar, hereby certify that Miss Raveena Manoj Udasi ROLL. No 15051 of
Mulund College of Commerce, S. N. Road, Mulund (West), Mumbai -400080 of M.com Part I
(Business Management) has completed her project on “Training and Development” during the
academic year 2013-14. The information submitted is true and original to the best of my
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knowledge.
____________________ ___________________
Project Guide Principal
_____________________ ___________________
Co-coordinator External guide
Date:

4. ACKNOWLEDGEMENTS
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A summe r project is a golden
opportuni t y for learning and self development. I conside r myse lf very lucky and
honored to have so many wonder ful people lead me through in comple t ion of
this project.
My grate ful thanks to Ms . Roopali
Kotekar who in spite of being extraordinar i l y busy with her/his duties, took
time out to hear, guide and keep me on the correct path. I do not know where I
would have been witho ut her/him. A humb le ‘Thank you’ Ma’am.
I would also like to thank everyone who took active involv ement in helping me
with my project report without whom, it would not have been possible.
RAVEENA UDASI

5. EXECUTIVE SUMMARY
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Significance of Study
Every organization desires that it will grow continuously and make and retain its
position in the competitive and continuously changing market environment. For this
purpose the employees of the organization must be skilled and talented. But all the
employees may not have the desired skills. Their skills can be improved with the help
of training programs. It is an important activity for the origination to conduct
appropriate and related programme for its employees, so that may be able to
understand the terms required for the completion of his job. This also helps the
employees of the organization to know about his job and organization very well. This
also helps in better communication and relation among the organization wants to grow
rapidly, then it is essential for it to conduct periodically training programmes for its
employees to improve the skills and knowledge.
So the top management must concentrate on the training programs and organize them
in such a way that maximum number of employees wants to attend these
programs. These must be related to training and development of employees and their
job satisfaction.

6. TABLE OF CONTENT
SR. NO. TABLE OF CONTENTS
PG. NO.
1 Introduc t ion to Training & Development 7
2 Learning Principles 10
3 Training Methods 15
4 Evaluat ion Methods 21
5 Process of Training & Development 27
6 Wipro 31
7 A daily pursuit of excellenc e 32
8 Training & Development at Wipro 34
9 Recruitment and Promot ion 37
10 Limitat ion of the Project 40
11 Bibliography 41
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7. TRAINING & DEVELOPMENT
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8. Training and De ve lopme nt of Employe e s Finding is the main obje ctive of this
proje ct re port and some of the sub-object ive in this report. They are :
 To know the effectiveness of the training programme conducted by
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the company.
 To know whether employees are aware about their responsibilities and
authorit ies or not.
 To improve Organizationa l Climate and increase the morale of employees.
 To know whether training programme is conducted successfully or not.
 To know about the work culture of the organizat ion.
Training and De ve lopme nt of Employe e s :
Training and De ve lopme nt of Employe e s : After employees have been selected for
various positions in an organization, training them for the specific tasks to which they
have been assigned assumes great importance. It is true in many organizations that
before an employee is fitted into a harmonious working relationship with other
employees, he is given adequate training. Training is the act of increasing
the knowledge and skills of an employee for performing a particular job. The major
outcome of training is learning. A trainee learns new habits, refined skills and useful
knowledge during the training that helps him improve performance. Training enables
an employee to do his present job more efficiently and prepare himself for a higher -
level job. The essential features of training may be stated thus:
 Increases knowledge and skills for doing a particular job; it bridges the gap
between job needs and employee skills , knowledge and behaviors
 Focuses attention on the current job; it is job specific and addresses particular
performance deficits or problems
 Concentrates on individual employees; changing what employees know, how
they work, their attitudes toward their work or their interactions with their co -
workers or supervisors
 Tends to be more narrowly focused and oriented toward short-term performance
concerns.
Training is ne e de d to s e rve the following purpos e s :
 Newly recruited employees require training so as to perform their tasks
effectively. Instruction, guidance, coaching help them to handle jobs
competently, without any wastage.
 Training is necessary to prepare existing employees for higher -
level jobs (promotion).
 Existing employees require refresher training so as to keep abreast of the latest
developments in job operations. In the face of rapid technological changes, this
is an absolute necessity.
 Training is necessary when a person moves from one job to another (transfer).
After training, the' employee can change jobs quickly, improve his performance
levels and achieve career goals comfortably
 Training is nec essary to make employees mobile and versatile. They can be
placed on various jobs depending on organizat iona l needs.

9.  Training is needed to bridge the gap between what the employee has and what
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the job demands.
 Training is needed to make employees more productive and useful in the long-run.
 Training is needed for employees to gain acceptance from peers (learning a job
quickly and being able to pull their own weight is one of the best ways for them
to gain acceptance).
Importance of Training :
 Training offers innumerable benefits to both employees and employers. It
makes the employee more productive and more useful to an organization. The
importance of training can be studied under the following heads:
Be ne fits to the bus ine s s :
 Trained workers can work more ef ficiently. They use machines, tools, and
materials in a proper way. Wastage is thus eliminate d to a large extent.
 There will be fewer accidents. Training improves the knowledge of employees
regarding the use of machines and equipment. Hence, trained worker s need not
be put under close supervision, as they know how to handle operations
properly.
 Trained workers can show superior performance. They can turn out better
performance. They can turn out better quality goods by putting the materials,
tools and equipment to good use.
 Training makes employees more loyal to an organization. They will be less
incline d to leave the unit where there are growth opportunit ies
Be ne fits to the employe e s :
 Training makes an employee more useful to a firm. Hence, he will find
employment more easily.
 Training makes employees more efficient and effective. By combining
materials, tools and equipment in a right way, they can produce more with
minimum effort.
 Training enables employees to secure promotions easily. They can realise their
career goals comfortably.
 Training helps an employee to move from one organization to another easily.
He can be more mobile and pursue career goals actively.
 Employees can avoid mistakes, accidents on the job. They can handle jobs with
confidence. They will be more satisfied on their jobs. Their morale would be
high.
Thus, training can contribute to higher production, fewer mistakes, greater job
satisfaction and lower labour turnover. Also, it can enable employees to cope with
organizational, social and technological change. Effective training is an invaluable
investment in the human resources of an organizat ion.

10. Le arning Principle s : The Philos ophy of Training
Training is essential for job success. It can lead to higher production, fewer
mistakes, greater job satisfaction and lower turnover. These benefits accrue to both
the trainee and the organization, if managers understand the principles behind the
training process. To this end, training efforts must invariably follow certain learning -
oriented guidelines.
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Mode lling
Mode ling is s imply copying s ome one e ls e 's be havior. Pas s ive clas s room le arning
doe s not le ave any room for mode ling. If we want to change people, it would be a
good idea to have videotapes of people showing the desired behavior. The selected
model should provide the right kind of behavior to be copied by others. A great deal
of human behaviour is learned by modelling others. Children learn by modelling
parents and older children, they are quite comfortable with the process by the time
they grow up. As experts put it. "managers tend to manage as they were managed"
Motivation
For le arning to take place , inte ntion to le arn is important. Whe n the employe e is
motivate d, he pays atte ntion to what is be ing s aid, done and pre s e nte d. Motivation
to learn is influenced by the answers to questions such as: How important is my job to
me? How important is the information? Will learning help me progress in the
company? etc. People learn more quickly when the material is important and relevant
to them. Learning is usually quicker and long-lasting when the learner participates
actively. Most people, for example, never forget how to ride a bicycle because they
took an active part in the learning process.
Re inforceme nt
Pos itive re inforceme nt cons is ts of re warding de s ire d be haviors . If a be havior is
rewarde d, it probably will be re pe ate d. People avoid certain behaviors that invite
criticism and punishment. A bank officer would want to do a postgraduate course
in finance, if it earns him increments and makes him eligible for further promotions.
Both the external rewards (investments, praise) and the internal rewards (a feeling of
pride and achievement) associated with desired behaviors compel subjects to learn
properly. To be effective, the trainer must reward desired behaviors only. If he
rewards poor performance, the results may be disastrous: good performers may quit in
frustration, accidents may go up, and productivity may suffer. The reinforcement
principle is also based on the premise that punishment is less effective in learning
than reward. Punishment is a pointer to undesirable behaviors. When administered, it
causes pain to the employee. He mayor may not repeat the mistakes. The reactions
may be mild or wild. Action taken to repeal a person from undesi rable action is
punishment. If administered properly, punishment may force the trainee to modify the
undesired or incorrect behaviors.
Fe e dback

11. People learn best if reinforcement is given as soon as possible af ter training. Every
employee wants to know wha t is expected of him and how well he is doing. If he is off
the track, somebody must put him back on the rails. The errors in such cases must be
rectified immediately. The trainee after learning the right behaviour is motivated to do
things in a ' right' way and earn the associated rewards. Positive feedback (showing the
trainee the right way of doing things) is to be preferred to negative feedback (telling
the trainee that he is not correct) when we want to change behaviour.
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Space d Practice
Learning takes place easily if the practice sessions are spread over a period of
time. New employees learn better if the orientation programme is spread over a two or
three day period, instead of covering it all in one day. For memorizing tasks, 'massed'
practice is usually more effective. Imagine the way schools ask the kids to say the
Lord's prayer aloud. Can you memorise a long poem by learning only one line per
day? You tend to forget the beginning of the poem by the time you reach the last
stanza. For 'acquiring' skills as stated by Mathis and Jackson, spaced practice is
usually the best. This incremental approach to skill acquisition minimises the physical
fatigue that deters learning.
Whole Le arning
The concept of whole learning suggests that employees learn bet ter if the job
information is explained as an entire logical process, so that they can see how the
various actions fit together into the 'big picture'. A broad overview of what the
trainee would be doing on the job should be given top priority, if learning has to take
place quickly. Research studies have also indicated that it is more efficient to practice
a whole task all at once rather than trying to master the various components of the
task at different intervals.
Active Practice
'Practice make s a man pe rfe ct': s o s aid Bacon. To be a swimmer, you should plunge
into water instead of simply reading about swimming or looking at films of the
worlds' best swimmers. Learning is enhanced when trainees are provided ample
opportunities to repeat the task. For maximum benefit, practice sessions should be
distributed over time.
Applicability of Training
Training should be as real as possible so that trainees can successfully transf er the
new k nowledge to their jobs. The training situations should be set up so that trainees
can visualise - and identify with - the types of situations they can come across on the
job.
Environme nt
Finally, e nvironme nt plays a major role in training. It is natural that workers who
are exposed to training in comfortable environments with a dequate, well spaced rest
periods are more likely to learn than employees whose training conditions are less

12. than ideal. Generally speaking, learning is very fast at the beginning. Thereafter, the
pace of learning slows down as opportunit ies for improvemen t taper off.
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Are as of Training
The Areas of Training in which training is offered may be classified into the
following categories.
Knowle dge
Here the trainee learns about a set of rules and regulations about the job, the staff and
the products or services offered by the company. The aim is to make the new
employee fully aware of what goes on inside and outside the company.
Te chnical Skills
The employee is taught a specific skill (e.g. , operating a machine, handling computer
etc.) so that he can acquire that skill and contribute meaningfully.
Social Skills
The employee is made to learn about himself and others, and to develop a right mental
attitude towards the job, colleagues and the company. The principal focus is on
teaching the employee how to be a team member and get ahead.
Te chnique s
This involves the application of knowledge and skill to various on -the-job situations.
In addition to improving the skills and knowledge of employees, training aims at
moulding employee attitudes: When administered properly, a training programme will
go a long way in obt8ining employee loyalty, support and commitment to company
activities.
Type s of Training
There are many approaches to training. We focus here on the types of training that are
commonly employed in present -day organisations.
Skills training: Skill training is most common in organisations. The process here is
fairly simple. The need for training in basic skills (such as reading, writing,
computing, speaking, listening, problem solving, managing oneself, knowing how to
learn, working as part of a team, leading others) is identified through assessment.
Specific training objectives are set and training content is developed to meet those
objectives. Several methods are available for imparting these basic skills in mo dern
organisations (such as lectures, apprenticeship, on-the-job, coaching etc.). Before
employing these methods, managers should:
 explain how the training will help the trainees in their jobs.

13.  relate the training to the trainees' goals.
 respect and consider participant responses and use these as a resource.
 encourage trainees to learn by doing.
 give feedback on progress toward meeting learning objectives.
Re fre s he r training: Rapid changes in technology may force companies to go in for
this kind of training. By organising short -term courses which incorporate the latest
developments in a particular field, the company may keep its employees up -to-date
and ready to take on emerging challenges.
 It is conducted at regular intervals by taking the help of outside consultants
who specialise in a particular descriptive.
Cros s -functional Training: Cross-functional Training involves training employees to
perform operations in areas other than their assigned job. There are many approaches
to cross functional training. Job rotation can be used to provide a manager in one
functional area with a broader perspective than he would otherwise have. Departments
can exchange personnel for a certain period so that each employee understands how
other departments are functioning. High performing workers can act as peer trainers
and help employees develop skills in another area of operation. Cross functional
training provides the following benefits to an organisation (and the workers as well)
(1) Workers gain rich experience in handling diverse jobs; they become more
adaptable and versatile (2) they can better engineer their own career paths (3) they not
only know their job well but also understand how others are able to perform under a
different set of constraints (4) A broader perspe ctive increases workers' understanding
of the business and reduces the need for supervision (5) when workers can fill in for
other workers who are absent, it is easier to use flexible scheduling, which is
increasingly in demand as more employees want to spend more time with their
families. Eli Lilly and Company (India), for example, encourages cross -functional
movements to make the organisation equally attractive to both specialists and
generalists.
Te am Training: Team training generally covers two areas; c ontent tasks and group
processes. Content tasks specify the team's goals such as cost control and problem
solving. Group processes reflect the way members function as a team - for example
how they interact with each other, how they sort out differences, how they participate
etc. Companies are investing heavy amounts, nowadays, in training new employees to
listen to each other and to cooperate. They are using outdoor experiential training
techniques to develop teamwork and team spirit among their employees ( such as
scaling a mountain, preparing recipes for colleagues at a restaurant, sailing through
uncharted waters, crossing a jungle etc.). The training basically throws light on (i)
how members should communicate with each other (ii) how they have to coopera te and
get ahead (iii) how they should deal with conflict -full situations (iv) how they should
find their way, using collective wisdom and experience to good advantage.
Cre ativity training: Companies like Mudra Communications, Titan Industries, Wipro
encourage their employees to think unconventionally, break the rules, take risks, go
out of the box and devise unexpected solutions.
 Postpone judgment : Don' t reject any idea
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14.  Create alternative frames of reference
 Break the boundary of thinking
 Examine a different aspect of the problem
 Make a wish list of solutions
 Borrow ideas from other fields
 Look for processes to change or eliminate
 Think up alternative methods
 Adopt another person's perspective
 Question all Assumptions.
In cre ativity training, traine rs ofte n focus on thre e things :
(a) Bre aking away: In order to break away from restrictions, the trainee is expected
to (i) identify the dominant ideas influencing his own thinking (ii) define the
boundaries within which he is working (iii) bring the assumptions out into the open
and challenge everything
(b) Ge ne rate new ide as : To generate new ideas, the trainee should open up his mind;
look at the problem from all possible angles and list as many alternative approaches as
possible. The trainee should allow his mind to wander over alternatives freely. Expose
himself to new influences (people, articles, books, situations), switch over from one
perspective to another, -arrange cross fertilization of ideas with other people and use
analogies to spark off ideas.
(c) De laying judgeme nt: To promote creative thinking, the trainee should not try to
kill off ideas too quickly; they should be held back until he is able to generate as
many ideas as possible. He should allow ideas to grow a little. Brainstorming (getting
a large number of ideas from a group of people in a short time) often helps in
generating as many ideas as possible without pausing to evaluate them. It helps in
releasing ideas, overcoming inhibitions, cross fertilising ideas and getting away from
patterned thinking.
Dive rs ity Training: Diversity training considers all of the diverse dimensions in the
workplace race, gender, age, disabilities, lifestyles,culture, education, ideas and
backgrounds - while designing a training programme. It aims to create be tter cross-cultural
sensitivity with the aim of fostering more harmonious and fruitful working
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relationships among a firm's employees.
The programme covers two things: (i) awareness building, which helps employees
appreciate the key benefits of diversity, and (ii) skill building, which offers the
knowledge, skills and abilities required for working with people having varied
backgrounds.
Lite racy Training: Inability to write, speak and work well with others could often
come in the way of discharging duties, especially at the lower levels. Workers, in such
situations, may fail to understand safety messages, appreciate the importance of
sticking to rules, and commit avoidable mistakes. Functional illiteracy (low skill level
in a particular content area) may be a serious impediment to a firm's productivity and
competitiveness. Functional literacy programmes focus on the basic skills required to
perform a job adequately and capitalise on most workers' motivation to get help in a

15. particular area. Tutorial programme s, home assignments, reading and writing
exercises, simple mathematical tests, etc. , are generally used in all company in -house
programmes meant to improve the literacy levels of employees with weak reading,
writing or arithmetic skills.
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Training Me thods
Training methods are usually classified by the location of instruction. On the job
training is provided when the workers are taught relevant knowledge, skills and
abilities at the actual workplace; off -the-job training, on the other hand, requires that
trainees learn at a location other than the real work spot. Some of the widely used
training methods are listed below.
1. Job Ins truction Training (JlT)
The JIT method (developed during World War II) is a four -step instructional process
involving preparation, presentation, performance try out and follow up. It is used
primarily to teach workers how to do their current jobs. A trainer, supervisor or co -
worker acts as the coach. The four steps followed in the JIT methods are:
1. The trainee receives an overview of the job, its purpose and its desired
outcomes, with a clear focus on the relevance of training.
2. The trainer demonstrates the job in order to give the employee a model to copy.
The trainer shows a right way to handle the job.
3. Next, the employee is permit ted to copy the trainer's way. Demonstrations by
the trainer and practice by the trainee are repeated until the trainee masters the
right way to handle the job.
4. Finally, the employee does the job independent ly without supervision.
Me rits :
 Trainee learns fa st through practice and observation.
 It is economical as it does not require any special settings. Also, mistakes can
be corrected immediate ly.
 The trainee gains confidence quickly as he does the work himself in actual
setting with help from supervisor.
 It is most suitable for unskilled and semi-skilled jobs where the job operations
are simple; easy to explain and demonstrate within a short span of time.
Deme rits :
 The trainee should be as good as the trainer if the trainer is not good,
transference of knowledge and skills will be poor.
 While learning, trainee may damage equipment, waste materials, cause
accidents frequently,
 Experienced workers cannot use the machinery while it is being used for
training.
2. Coaching:

16. Coaching is a kind of daily training and feedback given to employees by immediate
supervisors. It involves a continuous process of learning by doing. It may be defined
as an informal, unplanned training and development activity provided by supervisors
and peers. In coaching, the supervisor explains things and answers questions; he
throws light on why things are done the way they are; he offers a model for trainees to
copy; conducts lot of decision making meetings with trainees; procedures are agreed
upon and the trainee is given enough authority to make divisions and even commit
mistakes. Of course, coaching can be a taxing job in that the coach may not possess
requisite skills to guide the learner in a systematic way. Sometimes, doing a full day's
work may be more important than putting the learner on track.
Whe n to us e coaching us e fully? Coaching could be put to good us e whe n:
 an employee demonstrates a new competency
 an employee expresses interest in a different job within the organisation
 an employee seeks feedback
 an employee is expressing low morale, violating company policies or practices
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or having performance problems
 an employee needs help with a new skill following a formal training
programme.
Effe ctive working, obvious ly, re quire s patie nce and communication s kills . It
involve s :
 explaining appropriate ways of doing things
 making clear why actions were taken
 stating observations accurately
 offering possible alternatives / suggestions
 following up
3. Me ntoring :
Me ntoring is a re lations hip in which a s e nior manage r in an organis ation as s ume s
the re s pons ibility for grooming a junior pe rs on. Technical, interpersonal and
political skills are generally conveyed in such a relationship from the more
experienced person. A mentor is a teacher, spouse, counsellor, developerr of skills and
intellect, host, guide, exemplar, and most importantly, supporter and facilitator in the
realisation of the vision the young person (protege) has about the kind of 1ife he
wants as an adult.
The main objective is to help an employee attain psychological maturit y and
effectiveness and get integrated with the organisation. In a work situation, such
mentoring can take place at both formal and informal levels, depending on the
prevailing work culture and the commitment from the top management. Formal
mentoring can be very fruitful, if management invests time and money in such
relationship building exercises.
Care e r functions : Career functions are those aspects of the relationship that enhance
career advancement. These include :

17. 1. Sponsorship: Where mentors actively nominate a junior person (called 'mentee' ) for
promotions or desirable positions.
2. Exposure and visibility: Where mentors offer opportunities for mentees to interact
with senior executives, demonstrate their abilit ies and exploit their potential.
3. Coaching: Mentors help mentees to analyse how they are doing their work and to
define their aspirations. Here mentors offer practical advice on how to accomplish
objectives and gain recognition from others.
4. Protection: Mentors shield the junior person from harmful situations /seniors.
5. Challenging assignments: Mentors help mentees develop necessary competencies
through challenging job assignments and appropriate feedback. Mentors create
opportunities clients to prove their worth to demonstrate clearly what they have to
offer.
Psychological functions: Psychological functions are those aspects that enhance the
me nte e ’s s e ns e of c ompe te nc e , a nd ide ntify e ffe c tive ne s s in a profe s s iona l role . The s e
include :
6. Role modeling: Mentors offer mentees a pattern of values and behaviours to imitate
7. Acceptance and confirmation: mentors offer support, guidance and encouragement
to mentees so that they can solve the problems independently and gain confidence in
course of time. Mentors also help people to learn about the organisation's culture and
understand why things are done in certain ways.
8. Counseling: Mentors help mentees work out their personal problems, learn about
what to do and what not to do, offer advice on what works and what doesn' t, and do
everything to demonstrate improved performance and prepare themselves for greater
responsibility.
9. Friendship: Mentors offer practical help and support to mentees so that they can
indulge in mutually satisfying social interactions (with peers, subordinates, bosses
and customers)
Mentoring in India is based on the time -honoured guru-shishya relationship where the
guru would do everything to develop the personality of the shishya, offering
emotional support, and guidance. Companies like TISCO, Neyveli Lignite
Corporation, Polaris, Coca-Cola India have used mentoring systems to good effect in
recent times (Economic Times, 25 Oct. , 2002). Organisations like General Electric,
Intel, Proctor & Gamble have given a lot of importance to mentoring programmes,
going even gone to the extent of penalising senior managers if they fail to develop
leadership skills among subordinates. Of course, mentoring is not without its
problems. Mentors who are dissatisfied with their jobs and though who teach or
narrow or distorted view of events ma y not help a protege's development. Not all
mentors are well prepared to transfer their skills and wisdom to their junior
colleagues. When young people are bombarded with conflicting viewpoints - about
how things should go - from a series of advisors, they may find it difficult to get
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18. ahead with confidence. Mentoring can succeed if (i) there is genuine support and
commitment from top management (ii) mentors take up their job seriously and transfer
ideas, skills and experiences in a systematic way and (iii) mentees believe in the
whole process and carry out things in an appropriate manner.
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4. Job Rotation :
Job rotation may pos e s e ve ral problems , e s pe cially whe n the traine e s are rolle d on
various jobs at fre que nt inte rvals . In such a case, trainees do not usually stay long
enough in any single phase of the operation to develop a high degree of expertise. For
slow learners, there is little room to integrate resources properly. Trainees can become
confused when they are exposed to rotating managers, with contras ting styles of
operation. Today's manager's commands may be replaced by another set from another
manager! Further, job rotation can be quite expensive. A substantial amount of
managerial time is lost when trainees change positions, because they must be
acquainted with different people and techniques in each department. Development
costs can go up and productivity is reduced by moving a trainee into a new position
when his efficiency levels begin to improve at the prior job. Inexperienced trainees
may fail to handle new tasks in an efficient way. Intelligent and aggressive trainees,
on the offer hand, may find the system to be thoroughly boring as they continue to
perform more or less similar jobs without any stretch, pull and challenge. To get the
best results out of the system, it should be tailored to the needs, interests and
capabilities of the individual trainee, and not be a standard sequence that all trainees
undergo.
This kind of training involves the movement of trainee from one job to another. This
helps him to have a general understanding of how the organisation functions. The
purpose of job rotation is to provide trainees with a larger organisational perspective
and a greater understanding of different functional areas as well as a better sense of
their own career objectives and interests. Apart from relieving boredom, job rotation
allows trainees to build rapport with a wide range of individuals within the
organisation, facilitating future cooperation among departments. The cross -trained
personnel offer a great amount of flexibility for organisations when transfers,
promotions or replacements become inevitable.
5 Appre ntice s hip Training
Most craft workers such as plumbers and carpenters are trained through formal
apprenticeship programmes. Apprentices are trainees who spend a prescribed amount
of time working with an experienced guide, coach or trainer. Assistantships and
internships are similar to apprenticeships because they also demand high levels of
participation from the trainee. An internship is a kind of on -the-job training that
usually combines job training with classroom instruction in trade schools, colleges or
universities. Coaching, as explained above, is similar to apprenticeship because the
coach attempts to provide a model for the trainee to copy. One important disadvantage
ofthe apprenticeship methods is the uniform period of training offered to trainees.
People have different abilities and learn at varied rates. Those who learn fast may quit
the programme in frustration. Slow learners may need additional training time. It is
also likely that in these days of rapid changes in technology, old skills may get
outdated quickly. Trainees who spend years learning specific skills may find, upon

19. completion of their programmes, that the job skills they acquired are no longer
appropriate.
Page 19
6 Committe e As s ignme nts
In this method, trainees are asked to solve an actual organisational proble m. The
trainees have to work together and offer solution to the problem. Assigning talented
employees to important committees can give these employees a broadening experience
and can help them to understand the personalities, issues and processes governing the
organisation. It helps them to develop team spirit and work unitedly toward common
goals. However, managers should very well understand that committee assignments
could become notorious time wasting activities. The above on -the-job methods are
cost effective. Workers actually produce while they learn. Since immediat.e feedback
is available, they motivate trainees to observe and learn the right way of doing things.
Very few problems arise in the· case of transfer of training because the employees
learn in the actual work environment where the skills that are learnt are actually used.
On-the-job methods may cause disruptions in production schedules. Experienced
workers cannot use the facilities that are used in training. Poor learners may damage
machinery and equipment. Finally, if the trainer does not possess teaching skills, there
is very little benefit to the trainee.
Off-the -Job Me thods
Unde r this me thod of training, the traine e is s e parate d from the job s ituation and
his atte ntion is focus e d upon le arning the mate rial re late d to his future job
pe rformance . Since the trainee is not distracted by job requirements, he can focus his
entire concentration on learning the job rather than spending his time in performing it.
There is an opportunity for freedom of expression for the trainees. Off -the-job
training methods are as follows :
a. Ve s tibule training : Vestibule training method, actual work conditions are
simulated in a classroom. Material, files and equipment - those that are used in actual
job performance are also used in the training. This type of training is commonly used
for training personnel for clerical and semi-skilled jobs. The duration of this training
ranges from a few days to a few weeks. Theory can be related to practice in this
method.
b. Role playing: It is defined as a method of human interaction that involves realistic
behaviour in imaginary situations. This method of training involves action, doing and
practice. The participants play the role of certain characters, such as the production
manager, mechanical engineer, superintendents, maintenance engineers, quality
control inspectors, foreman, workers and the like. This method is mostly used for
developing interpersonal interactions and relations.
c. Le cture me thod: The lecture is a traditional and direct method of instruction. The
instructor organizes the material and gives it to a group of trainees in the form of a
talk. To be effective, the lecture must motivate and create interest among the trainees.
An advantage of lecture method is that it is direct and can be used for a large group of
trainees. Thus, costs and time involved are reduced. The major limitation of the
lecture method is that it does not provide for transfer of training effectively.

20. d. Confe re nce /dis cus s ion approach: In this method, the trainer delivers a lecture and
involves the trainee in a discussion so that his doubts about the job get clarified.
When big organisations use this method, the trainer uses audio -visual aids such as
black boards, mockups and slides; in some cas es the lectures are videotaped or audio
taped. Even the trainee's presentation can be taped for self confrontation and self -
assessment.
The conference is, thus, a group-centered approach where there is a clarification of
ideas, communication of procedures and standards to the trainees. Those individuals
who have a general educational background and whatever specific skills are required -
such as typing, shorthand, office equipment operation, filing, indexing, recording, etc.
- may be provided with specific instructions to handle their respective jobs.
e. Programme d ins truction: This method has become popular in recent years. The
subject matter to be learned is presented in a series of carefully planned sequential
units. These units are arranged from simple t o more complex levels of instruction. The
trainee goes through these units by answering questions or filling the blanks. This
method is, thus, expensive and time -consuming.
Page 20
Be haviourally Expe rie nce d Training
Some training programmes focus on emotional and behavioural learning. Here
employees can learn about behaviour by role -playing in which the role players attempt
to act their part in respect of a case, as they would behave in a real -life situation.
Business games, cases, incidents, group discussions and short assignments are also
used in behaviourally-experienced learning methods. Sensitivity training or laboratory
training is an example of a method used for emotional learning. The focus of
experiential methods is on achieving, through group processes, a better understanding
of oneself and others. These are discussed elaborately in the section covering
Executive Development Programmes.
Evaluation of a Training Programme
The s pe cification of value s forms a bas is for e valuation. The basis of evaluation
and the mode of collection of information necessary for evaluation should be
determined at the planning stage.
The proce s s of training e valuation has be e n de fine d as any attempt to obtain
information on the e ffe cts of training pe rformance and to as s e s s the value of
training in the light of that information. Evaluation helps in controlling and
correcting the training programme. Hamblin suggested five levels at which evaluation
of training can take place, viz. , reactions, learning, job behaviour, organisation and
ultimate value.
1. Reactions: Trainee's reactions to the overall usefulness of the training including the
coverage of the topics, the method of presentation, the techniques used to clarify
things, often throw light on the effectiveness of the programme . Potential questions to
trainees might include: (i) What were your learning goals for the programme? (ii) Did
you achieve them? (iii) Did you like this programme? (iv) Would you recommend it to

21. others who have similar learning goals? ( v) what suggestions do you have for
improving the programme? (vi) Should the organisation continue to offer it?
2. Learning: Training programme, trainer's ability and trainee's ability are evaluated
on the basis of quantity of content learned and time in which it is learned and learner's
ability to use or apply the content learned.
3. Job behaviour: This evaluation includes the manner and extent to which the trainee
has applied his learning to his job.
4. Organisation: This evaluation measures the use of training, learning an d change in
the job behaviour of the department/organisation in the form of increased
productivity, quality, morale, sales turnover and the like.
5. Ultimate value: It. is the measurement of ultimate result of the contributions of the
training programme to the company goals like survival, growth, profitability, etc. and
to the individual goals like development of personality and social goals like
maximis ing social benefit.
Page 21
Me thods of Evaluation
Various methods can be used to collect data on the outcomes of training. Some of
these are:
 Questionnaires: Comprehensive questionnaires could be used to obtain
opinions , reactions, views of trainees.
 Tests: Standard tests could be used to find out whether trainees have learnt
anything during and after the training.
 Interviews: Interviews could be conducted to find the usefulness of training
offered to operatives.
 Studies: Comprehensive studies could be carried out eliciting the opinions and
judgements of trainers, superiors and peer groups about the training.
 Human resource factors: Training can also be evaluated on the basis of
employee satisfaction, which in turn can be examined on the basis of decrease
in employee turnover, absenteeism, accidents, grievances, discharges,
dismissa ls , etc.
 Cost benefit analysis: The costs of training (cost of hiring trainers, tools to
learn, training centre, wastage, production stoppage, opportunity cost of
trainers and trainees) could be compared with its value (in terms of reduced
learning time, improved learning, superior performance) in order to evaluate a
training programme.
 Feedback: After the evaluation, the situation should be examined to identify the
probable causes for gaps in performance. The training evaluation information
(about costs, time spent, outcomes, etc.) should be provided to the instructors,
trainees and other parties concerned for control, correction and improvement of
trainees' activities. The training evaluator should follow it up sincerely so as to
ensure effective implementa t ion of the feedback report at ever y stage.
Training Programme of Company

22. Page 22
Purpos e -
To establish and maintain a documented procedure for identifying and providing
training to all the employees of the organization with essential skill and knowledge so
as to achieve desired quality and product ivity goals.
Scope -
This procedure is applicable to all employees. Company's personnel involved in
quality system.
Training Proce s s
Tra ining is provide d both “In Hous e ” a nd through “Outs ide Age nc ie s ” Whic h c ould be
for an individua l or for group of persons as a collective training.
Tra ining is c onduc te d e ithe r through “P la nne d Tra ining P rogramme ” “Eme rge nt
Tra ining P rogramme ” whic h is orga nize d by the HRD De pa rtme nt
Planne d Training-
The planned training programme is drawn on annual basis both for individua l and
group of persons for collective training at the beginning of Calendar Year by Manager
HRD and HRD Executive of factory. The departmental Heads drawn out the training
requirements on the training requisition slip and sent it to HID Dept. Training of t he
senior personnel at Factory Is also catered for at Head Office on receipt of
requirement from HRD Executive.
The annual Training Prog. at Head office is approved by from Chairman cum
Managing Director.
Annual training Prog. is prepared on format and cir culated to all heads of department
and is updated. If required in case of additiona l training needs.
Eme rge nt Training –
The Emergent training programme is a supplementary training programme both for
individual and collective persons which is imparted during the course of work to take
care for unforeseen or uncatered training requirements arisen due to installation of
new machine, system, procedure etc.
Identification of such training need is done by the concerned HOD at Head Office and
HOD/Supervisor at fa ctory and accordingly forwards their request. The procedure as
in case of planned training is followed there after.
Conduct of Training
HRD Head at HO & HRD (Executive) at factory ensures that identified training in
their respective areas is conducted as scheduled.

23. In case of External training, liaison with the agency is done and dates, venue etc. is
fixed up and concerned person is intimate d through Heads of Department.
For In-House training, date/Venue is fixed up with identified faculty and concerned
individual is informed through Heads of Department. Besides, necessary
resource/infrastruc ture is also provided for effective training.
Exte rnal Traine rs for the Company are :
 Father Son & Company
 Skill & Thoughts
 Logic Consultant
 Topics covered under Training Programme
 EFT Act & Scheme Provisions
 Rigid and Semi Rigid Packaging
 Principles of Contract Labour Act
 Self-motivat iona l & Attitudina l Seminar
 Organic farming
 Training about operations in the company.
 Processing of Rice (value addition In Rice)
 Knowledge about rice trade
 Operational and maintenance of dryer & Cleaning Plant
 Silo storage Techniques
 Scientif ic Instrumentation
 Finished goods quality control
 Trouble shooting
Page 23
Job s atis faction
Job s atis faction is in re gard to one 's fe e ling or s tate of mind re ga rding the nature
of the ir work. It can be influenced by a variety of factors e.g. : quality of one's
relationships with there supervisor, quality of physical environment in which they
work, degree of fulfillme nt in there work etc.
Locke gives a comprehensive definition of job satisfaction as involving cognitive,
effective and evaluative reactions or attitudes and states it is "a pleasurable or
positive emotional state resulting from the appraisal of one's job or job experience."
Job satisfaction is a result of employees' perception of how well their job provides
those things that are viewed as important.
The re are thre e ge ne rally acce pte d dime ns ions to job s atis faction.
First, job satisfaction is an emotional response to a job situation , as such it cannot be
seen; it can only be inferred.
Second, job satisfaction is of ten determined by how well outcomes meet or exceed
expectations. For example if organizational participants feel that they are working
more harder than others in the department but ar e receiving fewer rewards, they will
probably have a negative attitude toward the work, the boss or the coworkers. They
will be dissatisfied. On the other hand, if they feel they are being treated very well

24. and are being paid equitably, they are likely to have a positive attitude toward the job.
They will be job - satisfied.
Third, job satisfaction represents several related attitudes.
Page 24
Factors de te rmining job s atis faction
Factors af f ecting jobs are the main factors of job satisfaction, which may be
challenging work , reward systems, work ing conditions, colleagues, learning and
personality. Skill variety autonomy and significance are challenging tasks, which
provide maximum satisfaction to employees. Many people feel bored if a job is too
simple and routine, but many employees also enjoy simple and routine jobs.
The job characteristics are important factors for providing satisfaction . Reward
systems, equitable rewards, equal pay for equal work, promotion avenues, etc are
satisfaction factors. Money is important to employees having unfulfilled basic needs,
i.e. they require more award and recognition.
Fairness in promotion, unbiased attitude of management, responsibilities and social
status are the factors that are said to be providing satisfaction to emp loyees.
Work ing conditions inf luence employee's level of satisfaction. Under conducive
working condition, people prefer to work hard while in an adverse atmosphere people
avoid work. Working condition not only include physicals of the work but also the
working relationships in the organization. The physical conditions, for example, are
the light, temperature, willingness, etc. A clerk working under routine conditions likes
to work hard in an air - conditioned atmosphere with computer facilities. It increase s
the working capacity of the employee.
The relationships between the employees and the managers have an important bearing
on job satisfaction.
Job satisfaction is greater in case the higher authority is sympathetic, f riendly and
willing to help the employ ees. Employees feel satisfied when their views are listened
to and regarded by their higher authorities
Personal attitude and perceptions are the employees' angles of satisfaction, which
should be taken into consideration while motivating people to arrive at job
satisfaction
Feedback from the job itself and autonomy are two of the major job-related
motivational factors. A recent found that career development was most important to
both younger and older employees.
Supervision is another moderately important of job satisfaction. There seem to be two
dimensions of supervisory style that affect job satisfaction. One is employee -
centeredness, which is measured by the degree to which a supervisor takes a personal
interest and cares about the employee. It commonly is manifested in ways such as
checking to see how well the employee is doing, providing advice and assistance to
the individual, and communicating with the associate on a personal as well as an

25. official level . The other dimension is participation or influence, as illustrated by
managers who allow their people to participate in decisions that affect their own jobs.
In most case, this approach leads higher job satisfaction.
Friendly, cooperative coworkers or team members are a modest source of job
satisfaction to individual employees. The group, especially a "tight" team, serves as a
source of support, comfort, advice, and assistance to the individua l member.
Page 25
Outcome s of job s atis faction
To society as a whole as well as from an individual employee's standpoint, job
satisfaction in and of itself is a desirable outcome. It is important to know, if at all,
satisfaction relates to outcomes variable. For example, if job satisfaction is high, will
the employee perform better and the organization be more effective? I f job
satisfaction is low, will there be performance problems and ineffectiveness? The
following sections examine the most important of these.
Satis faction and pe rformance :
Most assume a positive relationship; the research to date indicates that there is no
strong linkage between satisfaction and performance. Conceptual, methodological, and
empirical analyses have questioned and argued against these results.
The best conclusion about satisfaction and performance is that there is, definitely a
relationship. The relationship may even be more complex than others in organization
behavior. For example, there seem to be many possible -moderating variables, the most
important of which is reward. If people receive reward they feel are equitable, they
will be satisfied, and is likely to result in greater performance effort.
Satis faction and turnove r:
Unlik e that between satisfaction and performance, research has uncovered a
moderately negatively relationship between satisfaction and turnover. High job
satisfaction will not, in and of itself, keep turnover low, but it does seem to help. On
the other hand, if there is considerable job dissatisfaction, there is likely to be high
turnover. Obviously, other variables enter into an Employees decision to quit besides
job satisfaction. For example, age tenure in the organization, and commitments to the
organization, may playa role. Some people cannot see them selves working anywhere
else, so they remain regardless of how dissatisf ied they feel.
Another factor is the general ec onomy, typically there will be an increase in turnover
because will being looking for better opportunit ies with other organizat ion.
Satis faction and abs e nte e ism:
Research has only demonstrated a weak negative relationship between satisfaction
and absenteeism. As with turnover, many variables enter into the decision to stay
home besides satisfaction with the job. For example, there are moderating variables
such as the degree to which people that there job are important. For example, research
among state govt . Employees has found those who believed that there was important

26. had lower absenteeism than did who did not feel this way. Additionally, it is
important to remember that although job satisfaction will not necessarily result in
absenteeism, low job satisfa ction more likely to bring about absenteeism.
Human Resource Management , training and development is the field which is
concerned with organizat iona l activity aimed at bettering the performance of
individua ls and groups inorganiza t iona l settings. It has been known by several names,
including human resource development , and learning and development.
Harrison observes that the name was endlessly debated by the Chartered Institute of
Personnel and Development during its review of professiona l standards in 1999/2000.
"Employee Development " was seen as too evocative of the master -slave 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 people were "resources" &m dash; an idea
that they felt to be demeaning to the individua l. Eventually, the CIPD settled upon
"Learning and Development ", although that was itself not free from problems ,
"learning" being an overgeneral and ambiguous name. Moreover, the field is still
widely known by the other names.
Training and development (T&D) encompasses three main activit ies : training ,
education, and development. Garavan, Costine, and Heraty, of the Internationa l
Institute of Market Research and Analytics , 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
Page 26
individua l currently holds.
 Education: This activity focuses upon the jobs that an individua l may potentiall y
hold in the future, and is evaluated against those jobs.
 Development : This activity focuses upon the activit ies that the organizat ion
employing the individua l , or that the individua l is part of, may partake in the
future, and is almost impossible to eva luate.
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 coac hing,
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
motivat ions , 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.

27. TRAINING AND DEVELOPMENT (T&D) METHODS
There are several T&D methods available. The use of aparticular method
depends which method accomplishes the training needs and objectives. Training
methods can be classified into two categories:
Page 27
I. On-the-Job Methods
This refers to the methods of training in which a person learns a job by actually
doing/performing it. A person works on a job and learns and develops expertise at
the same time.
1. Understudy
In this the employee is trained by his or her supervisor. The trainee is attached
with his or her senior and called understudy or assistant. For example, a future
manager might spend few months as assistant to the present manager.
2. Job rotation
This refers to shifting/movement of an employee from one job to another on
regular intervals.
3. Special projects
The trainees' may ask to work on special projects related with departmental
objectives. By this, the trainees will acquire the knowledge of the assigned work and
also learn how to work with others.
4. Experience
It refers to learning by doing. This is one of the oldest methods of on-the-job training.
Although this is very effective method but it also very time-consuming and wasteful. Thus it
should be followed by other training methods.
5. Committee assignment
In this, the trainees become members of a committee. The committee is assigned a
problem to discuss and make recommendations.
6. Coaching
In this, the supervisor or the superior acts as a guide and instructor of the trainee.
This involves extensive demonstration and continuous critical evaluation and
correction.
II. Off-the-Job Methods
These methods require trainees to leave their workplace and concentrate their entire
time towards the training objectives. These days off -the-job training methods have

28. become popular due to limita t ions of the on-the-job training methods such as facilit ies
and environme nt , lack of group discussion and full participat ion among the trainees
from different disciplines , etc. In the off -thejob methods, the development of trainees
is the primary task res t everything is secondary. Following are the main off -the-job
training methods:
Page 28
1. Special courses and lectures
These are the most traditiona l and even famous today, method of developing
personnel. Special courses and lectures are either designed by the company itself or
by the management/pr ofess iona l schools. Companies then sponsor their trainees to
attend these courses or lectures. These are the quick and most simple ways to provide
knowledge to a large group of trainees.
2. Conferences and seminars
In this, the participants are required to pool their thoughts , ideas, viewpoints ,
suggestions and recommendations. By attending conferences and seminars, trainees try
to look at a problem from different angles as the participants are normally from
different fields and sectors.
3. Selected reading
This is the self -improvement training technique. The persons acquire knowledge and
awareness by reading various trade journals and magazines. Most of the companies
have their own libraries. The employees become the members of the professiona l
associations to keep abreast of latest developments in their respective fields.
4. Case study method
This technique was developed by Harvard Business School, U.S.A. It is used as a
supplement to lecture method. A case is a written r ecord of a real business
situation/pr oblem faced by a company. The case is provided to the trainees for
discussion and analysis. Identificat ion and diagnose of the problem is the aim in case
study method. Alternate courses of action are suggested from part icipants.
5. Programmed instruction/ lear ning
This is step-by-step self-learning method where the medium may be a textbook,
computer or the internet. This is a systematic method for teaching job skills involving
presenting questions or facts, allowing the person to respond and giving the learner
immediate feedback on the accuracy of his or her answers."

29. Page 29
6. Brainstorming
This is creativity-tra ining technique, it helps people to solve problems in a new and
different way. In this technique, the trainees are given the opportunity to generate
ideas openly and without any fear of judgement. Criticism of any idea is not allowed
so as to reduce inhibit ing forces. Once a lot of ideas are generated then they are
evaluated for their cost and feasibility.
7. Role-playing
In this method, the trainees are assigned a role, which they have to play in an
artificia lly created situation. For example, a trainee is asked to play the role of a trade
union leader and another trainee is required to perform the role of a HR manager. This
technique results in better understanding of each other's situation by putting foot in
other's shoes.
8. Vestibule schools
Large organisations frequently provide what are described as vestibule schools a
preliminar y to actual shop experience. As far a s possible , shop conditions are
duplicated, but instruction, not output is major objective. " A vestibule school is
operated as a specialised endeavor by the personnel department. This training is
required when the amount of training that has to be done exc eeds the capacity of the
line supervisor; a portion of training is evolved from the line and assigned to staff
through a vestibule school." The advantage of a vestibule school is specialisat ion.
9. Apprenticeship training
This training approach began in the Middle Ages when those who wanted to learn
trade skill bound themselves to a master craftsman and worked under his guidance.
Apprenticeship training is a structured process by which people become skilled
workers through a combinat ion of classroom instruc tion and on-the-job training.
10. In-basket exercise
In this technique, the trainees are provided background informat ion on a simulated
firm and its products, and key personnel. After this, the trainees are provided with in -
basket of memos, letters, reports, requests and other documents related with the firm.
The trainee must make sense out of this mass of paperwork and prepare memos, make
notes and delegate tasks within a limite d time period."
11. Business games

30. Business games involve teams of traine es. The teams discuss and analyse the problem
and arrive at decisions. Generally, issues related with inventor ies , sales, R&D,
production process, etc. are taken up for consideration.
Page 30
12. Behaviour modeling
This is structured approach to teach specific supervisory skill. This is based on the
social learning theory in which the trainee is provided with a specific model of
behaviour and is informed in advance of the consequences of engaging in that type of
behaviour.
13. Sensitivity (T-group) training
In this type of training, a small group of trainees consisting of 10 to 12 persons is
formed which meets in an unstructured situation. There is no set agenda or schedule or
plan. The main objectives are more openness with each other, increased listening
skills , trust, support, tolerance and concern for others. The trainers serve a catalytic
role. The group meets in isolation without any formal agenda. There is great focus on
inter-persona l behaviour. And, the trainer provides honest but supportive feedback to
members on how they interacted with one another.
14. Multiple management
This technique of training was first introduced by McCormick, President of
McCormick & co. of Baltimore in 1932. He gave the idea of establishing a junior
board of directors. Authority is given to the junior board members to discuss any
problem that could be discuss in senior board and give recommendations to the senior
board. Innovative and productive ideas became available for senior board.

31. WIPRO EMPLOYEE T & D
Page 31

32. Page 32
A Daily Pursuit of Excellence
Why would I want to be anywhere else?
People, Practice and Processes are the three cornerstones of our pursuit of excellence
at Wipro. We keenly promote an open culture, encouraging feedback, and we respond
actively to transform it into action. We believe that excellence is not a destination
but a journey of continuous improveme nt.
Understanding that in a competitive world we can neither afford to be complacent nor
rest on past laurels, we at Wipro listen frequently to what our Wiproites have to say.
Through formal surveys as well as informal discussion, we listen to feedback and
suggestion. Based on the responses of some these, we culled out the core 'Strengths
of Wipro' , the key factors that make Wiproites talk with pride about Wipro as an
employer, reasons that make them stay in Wipro and strive for excellence. The
answers we found entirely reinforce our saying, ' Indeed why would I want to be
anywhere else?'
What we speak about with pride What makes us stay
Excellent training and learning opportunities Secure careers that offer learning
opportunities
Commitment to excellence in quality and customer
service
Interesting work content / work
with cutting edgetechnology
An ethical, value based approach at Wipro
What makes us strive What drives success at Wipro
The search for additional challenges and
responsibilities
Performance, performance and more
performance
Growth and the compelling internal need to feel a
sense of accomplishment
An unbeatable combination of hard
work and keen customer orientation

33. Page 33

34. Page 34
Development and Training
We at Wipro believe in individua l growth and overall development. Potential
is recognized and opportunit ies for further learning are provided. Our training programs are
on par with elite universit ies and every year a large number of fresh graduates are
galvanize d into thorough professionals in their chosen fields.
Wipro Academy of Software Excellence (WASE), the first of its kind in India, is aimed at
preparing some of the best Bachelor of Science students for the applications programming
environment. The course equips fresh graduates with necessary skills to work in applications
in a growing software company, instilling the need for a quality process.
Wipro Infotech Master of Science (WIMS), another unique model of employment offered by
Wipro, aims at preparing fresh BCA and B.Sc graduates for IT infrastructure Management
services. It is an effort where training in Information Technolo gy/System Engineering is
offered to the students with practical exposure to the Infrastructure Management Service
industry.
These programs register every student for an 8 semester Wipro sponsored MS course with the
BirlaInst itute Of Technology and Science (BITS - Pilani). Candidates will get to work on
live projects and earn a monthly stipend.
Wipro Leaders Program
We not only groom your talent but also bring out the leader in you. Our Leadership
Program gears you up to take the challenge for successfully heading large and strong teams.
The program is designed to identif y the specific actions and attitudes that constitute the
Wipro leader's qualit ies. It examines how each manager rates against these qualit ies , provide
an understanding of how the required skills and competencies can be developed and plan
what each individua l can do to strengthen his or her leadership qualities.
WIBGYOR - Competency Framework
WIBGYOR which stands for Wipro's Career Bands Gives You Opportunit ies &
Responsibilit ies , definesthe behavioura l competencies that need to be demonstrated. These
competencies are defined role wise.
Employees are assessed on these competencies during appraisal to encourage role
based growth.
Work Recognition
Rewards recognizing a signif ica nt contribut ion from every employee await you at Wipro. Some
of them are given here for your reading:
Performance: If you or your team's performance is of a superlative standard, you win the
highest rewardour company has to offer - Wipro Hall of Fame. It's in recognition of your
sustained and consistent performance.

35. Innovation: If you come up with the most innovat ive idea or a solution that other's couldn' t
think of, you shall be rewarded with Mastermind, the highest acclaim in recognition of you r
imaginat ion and innovat ion.
Team spirit: In recognition of your effort in the team, an instant reward is given to you -
Feather-in-my cap. If you help your colleague in his hour of crisis, he would nominate you for
Thanks a Zillion in recognit ion of your professiona l help in bailing him out of a difficult
situation. (It can be your peer, boss, or subordina te).
The Spirit of Wipro is the core of Wipro. The spirit is rooted both in current reality as well as
representing what Wipro aspires to be, thus making it future active. The spirit is an indivis ible
synthesis of what we are and what we want to be. It manifests an intensity to win, act with
sensitivity and uphold integrity at all times.
Intensity to Win
Winning is about extending our selves to achieve what seems beyond our grasp. It is aiming for
the maximum. It is the ardor to do our best, and the hunger to be the best. It is the devotion to
challenge our limits , realize and expand our potential.
It is not about winning at all costs, neither is it about winning every time, nor about winning at
the expenseof others.
It is about working together to create a synergy; realizing that I win when my team wins, my
team wins when Wipro wins, and Wipro wins when its customers win and when its stak eholders
win.
It is about innovat ing all the time. It is a continuous endeavor to do better than the last time.
It is the Spirit of fortitude , the Spirit of ne ve r le tting go… e ve r.
Act with Sensitivity
Respect for the individua l , being thoughtful and responsible
At its highest vision, respect for the individua l is unqualif ie d. The core of this sensitivity lies
in understanding that every being, however different, is equal. The spirit of democracy
underlies our notion of sensitivity. . . we believe in a society where each citizen sees the ethic
of equity, the essentiality of diversity, the ethos of justice, and is thus driven to social action. It
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36. is about being able to see that each one of us is inextricably embedded in the same social fabric.
The other source of respect is trust. Trusting that every individua l is driven by learning, that
each individua l would like to grow, that every individua l strives for a meaningful life and is
intrins ica lly driven to do his/her best. Therefore, true respect means creating conditions in
which every individua l grows to realize his/her promise and potential.
We are responsible for, and have an obligat ion to live in harmony with, our ecologica l
environment. We should actively act to preserve nature, and refrain from a ny action that harms
ecology.
Thus , whe n I a c t with thoughtfu lne s s , a c t re s pons ibly , a c t with empa thy… I a c t with s e ns itiv ity.
Unyielding Integrity
Delivering commitments with honesty and fairness in action
Integrity is a commitment to searching for and acting on the truth. “Truth” is a word with ma ny
manifestations – it me a ns ke e ping one ’s word; it a ls o me a ns unde rs ta ndin g a nd re a lizin g the
highest vision of oneself.
On integrity, there will be no c ompromis e… we will a lwa ys a c t to e s ta blis h the for emost
standards of honesty and fairness.
Integrity is a beacon. It is what guides us, gives us dire c tion… it is not a s tra itja c ke t in g la undry
lis t of do’s a nd don’ts .
Integrity is being ethical beyond doubt. It is living the law of the land in spirit. It is what will
give us the confidence to stand up to any scrutiny.
I am the litmus test of my integrity. For integrity is the manifestation of conscience.
Wipro's Equal Opportunity, Employment Policy and Policy Prohibit ing Discrimina t ion and
Harassment
Wipro's policy is that applicants are considered for employme nt solely on the basis of their
qualif icat ions and competencies. Wipro's hiring policy is geared to ensure that Wipro hires
employees without regard to their race, color, religion, national origin, citizenship, age, sex,
marital status, ancestry, physical or mental disability, medical condition, socio-economic
background or sexual orientation.
Wipro understands the need to provide equal opportunit ies to all persons without
discrimina t ion. Thispolic y states the organizat ion's position on equal opportunity in all aspects
of employment , including recruitment, training conditions of service, career progression,
termination or retirement and acts like a beacon to employees at all levels to act fairly and
prevent discriminat ion.
Wipro's greatest asset is its employees. It is committed to attracting, retaining, and developing
the highest quality and most dedicated work force possible in today's market. It strives to hire
and promote people on the basis of their qualif icat ions , performance, and abilit ies , and is
determined to provide a work environment free of any form of illega l discriminat ion both direct
and indirect , including sexual harassment. Further, Wipro is committed to maintaining a
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37. workplace where each employee's privacy and personal dignity is respected and protected from
offensive or threatening behavior including violence.
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Recruitment and Promotion
 Wipro ensures that advertisements for posts will give clear and accurate
informat ion to enable potentia l applicants to assess their own suitability for the
post. Information about vacant posts will be provided in such a manner that it
does not restrict its audience in terms of sex, race, marital status, socio -
economic background, disability, age, sexual orientation or religion.
 Recruitment literature will not imply a preference for one group of applicants
unless there is agenuine occupationa l qualifica t ion which limits the post to this
particular group, in which case this will be clearly stated.
 All descriptions and specifications for posts will include only requirements that
are necessary and justif iable for the effective performance of the job.
 All selection procedures will be thorough, conducted against defined criteria
and will deal only with the applicant's suitability for the job.
 Applicants may contact the Talent Acquisit ion team for any assistance during
the recruitment process in case of any disadvantage faced due to any reason.
 Any request for assistance of any manner due to a challenge faced by the
applicant will not have any bearing on the candidature, unless the job
requirement excludes such challenges.
 Where existing employees acquire a disability while in employme nt , take
necessary steps to enable them to reta in their employment.
Diversity
 Wipro ensures that it values and respects the cultural contribut ion of all
its employees who are hired from over 40 nationalit ies.
 HR Departments are set up across all geographies to understand and
craft processes and policies which are appropriate to the legal, social and business
environment of the geography we are present in.
Accessibility
 Wipro ensures that all its offices and information systems are constantly revamped to
incorporate the accessibility needs and r equirements of all its employees.

38.  It maintains an open system where employees can requisit ion reasonable facilit ies for
comfortable working/ interview environment.
 It provides opportunit ies to all employees and interview candidates to voice their
concerns regarding accessibility to ensure that there is appropriate infrastructura l or
process oriented changes made to make it an inclus ive environme nt where employees
feel their differences are respected and valued, not just tolerated.
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Training
 Wipro's employees are given opportunit ies to be trained on appropriate systems,
processes and modules regardless of sex, race, marital status, socio -economic
background, disability, age, sexual orientation or religion.
 All employees will be encouraged to discuss their career prospects and training
needs with their Manager/Supervis or or the HR Department.
Eco Eye is Wipro's comprehensive program that drives increasing ecologica l sustainability in
all its operations and areas of influence. It is driving a self transformation to create
an ecologically sustainable or ganiza t ion and business. As Wipro moves forward on this path,
it would continuous ly try to influence all its stakeholders and communit ies , to move towards
ecologica l sustainability.
Why is Wipro doing this?
It is a fact that the path to economic progress is ecologically unsustainable. Each one of us
is a part of this. The impact and effect of this could range from serious disruption to society
and economy as we know it, to global apocalypse and unprecedented global strife. It is going
to be a very serious impact and 'how serious' is a question of degree and time.
If every one of us as organizat ions and individua ls , i.e. the global society transform to
ecologica lly sustainable progress, we have the best chance of shaping a secure and happy
future.
Wipro is driving this because:
1. It is the right thing to do. We must act responsibly to build a secure and happy future
for humanitya nd not just act for an economically successful present. Each one of us
must do it.
2. Large organizat ions must take the lead: Because, we can influence others, because we
caninnovate and act on solutions and because we are the dominant architects and
actors of the current socio-e c onomic s truc ture . He nc e it’s our c a llin g to go through a
deep and fundamental transformation towards ecologica l sustainability.
3. It will soon become a basic requirement. Customers will demand

39. it; employees will seek it and governments will mandate it; so it is always better to be
early and prepared.
4. It presents opportunit ies for profitable business. Enormous business opportunit ies are
opening up in building businesses around ecological sustainabil ity, and around
weaving ecologica l sustainability in current businesses.
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40. LIMITATIONS:
There were several limitat ions to the study of Training and Development.
However a critical analysis with the employees of the company helped understand
Wipro’s proc e dure of tra ining a nd de ve lopme nt.
Following were the constraints :
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 Comparison Bias
 Limited information
 Policy constraints
 Restrictions
 Data inadequacy
 Differentiat ion in input
However through the challenges it was great to come to the above stated project
report.

41. BIBLIOGRAPHY:
http://careers.wipro.c om/why_wipr o/ l ife_wipr o.htm
http://careers.wipro.c om/why_wipr o/deve lopment_tra ining.htm
http://careers.wipro.c om/why_wipr o/ leaders_program.htm
http://careers.wipro.c om/why_wipr o/wor k_recognit ion.htm
http://careers.wipro.c om/why_wipr o/eco_e ye.htm
http:// iss uu.c om/sanjaykuma rguptaa/docs /tra ining-a nd-de ve lopme nt-a t-wipr o
http://en.wikipe dia.org/wiki/Tra ining_and_de ve lopment
http://ma nagement-cha ndrasekhar. blogs pot. in/2011/05/tra ining-a nd-de ve lopme nt- t-methods.
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