TRAINING & DEVELOPMENT:

THE Deloitte. WAY

SUBMITTED BY:
AARTI GUPTA (F-02)
ADITI SHARMA (F-05)
AMEYA GUPTA (F-08)

Table of Contents
................................................................................................................................................1
TRAINING & DEVELOPMENT: THE Deloitte. WAY...........................................................1
Nature of Training and Development.....................................................................................3
Objectives of Training and Development..............................................................................3
Inputs in Training and Development......................................................................................4
Skills...................................................................................................................................4
Education............................................................................................................................4
Development......................................................................................................................4
Ethics..................................................................................................................................4
Attitudinal Changes............................................................................................................4
Decisions Making and Problem Solving Skills..................................................................4
The Benefits of Employee Training.......................................................................................5
How Training Benefits the Organization...........................................................................5
Benefits to the Individual Which in Turn Ultimately Should Benefit the Organization:...5
Benefits in Personnel and Human Relations, Intra-group & Inter-group Relations and
Policy Implementation:......................................................................................................5
Training Process.....................................................................................................................6
Needs Assessment..............................................................................................................7
Benefit of Needs Assessment.............................................................................................7
Deriving Instructional Objectives......................................................................................8
Designing Training and Development Programme............................................................8
Methods and Techniques of Training.................................................................................8
Principles of Evaluation...................................................................................................10
Criteria for Evaluation......................................................................................................10
Impediments to Effective Training.......................................................................................10
Management Commitment is Lacking and Uneven.........................................................10
Aggregate Spending on Training is Inadequate...............................................................10
Educational Institutions Award Degrees but Graduates Lack Skills................................11
Large-scale Poaching of Trained Workers........................................................................11
No Help to Workers Displaced because of Downsizing..................................................11
Employers and B Schools Must Develop Closer Ties......................................................11
Organized Labour can Help.............................................................................................11
How to make training effective?..........................................................................................11
TRAINING & DEVELOPMENT: THE DELOITTE. CASE STUDY...........................13
Bibliography.........................................................................................................................23

Nature of Training and Development

Training and development refers to the imparting of specific skills, abilities and knowledge to
an employee. A formal definition of training & development is any attempt to improve
current or future employee performance by increasing an employees ability to perform
through learning, usually by changing the employees attitude or increasing his or her skills
and knowledge.
The need for training & development is determined by the employees performance
deficiency, computed as follows:
Training & Development need = Standard performance Actual performance.
We can make a distinction among training, education and development. Such distinction
enables us to acquire a better perspective about the meaning of the terms. Training, as was
stated earlier, refers to the process of imparting specific skills. Education, on the other hand,
is confined to theoretical learning in classrooms.
Table 1. Training and Education Differentiated
Training
Education
Application
Theoretical Orientation
Job Experience
Classroom Learning
Specific Tasks
General Concepts
Narrow / Perspective
Broad Perspective
Training refers to the process of imparting specific skills.
Development refers to the learning opportunities designed to help employees grow.
Education is theoretical learning in classroom.
To bring the distinction among training, education and development into sharp focus, it may
be stated that training is offered to operatives, whereas developmental programmes
are meant for employees in higher positions. Education however is common to all the
employees, there grades notwithstanding.

Objectives of Training and Development

The fundamental aim of training is to help the organization achieve its purpose by adding
value to its key resource the people it employs. Training means investing in the people to
enable them to perform better and to empower them to make the best use of their natural
abilities. The particular objectives of training are to:
Develop the competences of employees and improve their performance;
Help people to grow within the organization in order that, as far as possible, its future
needs for human resource can be met from within;

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

Inputs in Training and Development

Any training and development programme must contain inputs which enable the participants
to gain skills, learn theoretical concepts and help acquire vision to look into distant future.
Skills
Training, as was stated earlier, is imparting skills to employees. A worker needs skills to
operate machines, and use other equipment with least damage or scrap. This is a basic skill
without which the operator will not be able to function. There is also the need for motor
skills. Motor skills refer to performance of specific physical activities. Motor skills are
needed for all employees from the clerk to the general manager. Employees, particularly
supervisors and executives, need interpersonal skills popular known as the people skills.
Education
The purpose of education is to teach theoretical concepts and develop a sense of reasoning
and judgement. That any training and development programme must contain an element of
education is well understood by HR specialist. Any such programme has university
professors as resource persons to enlighten participants about theoretical knowledge of the
topic proposed to be discussed. In fact organizations depute or encourage employees to do
courses on a part time basis.
Development
Another component of a training and development is development which is less skill oriented
but stressed on knowledge.
Ethics
There is need for imparting greater ethical orientation to a training and development
programme. There is no denial of the fact that ethics are largely ignored in businesses.
Unethical practices abound in marketing, finance and production function in an organization
Attitudinal Changes
Attitudes represent feeling and beliefs of individuals towards others. Attitude affects
motivation, satisfaction and job commitment. Negative attitudes need to be converted into
positive attitudes. Changing negative attitudes is difficult because

Employees refuse to changes

They have prior commitments
And information needed to change attitudes may not be sufficient

Decisions Making and Problem Solving Skills

Decision making skill and problem solving skills focus on method and techniques for making
organizational decisions and solving work-related problems. Learning related to decision-

making and problem-solving skills seeks to improve trainees abilities to define structure
problems, collect and analysis information, generate alternative solution and make an optimal
decision among alternatives.

The Benefits of Employee Training

How Training Benefits the Organization:

Leads to improved profitability and/or more positive attitudes towards profit

orientation. Improves the job knowledge and skills at all levels of the organization
Improves the morale of the workforce
Helps people identify with organizational goals
Helps create a better corporate image
Fosters authenticity, openness and trust
Improves relationship between boss and subordinate
Aids in organizational development
Learns from the trainee
Helps prepare guidelines for work
Aids in understanding and carrying out organizational policies.
Provides information for future needs in all areas of the organization
Organization gets more effective decision-making and problem-solving skills
Aids in development for promotion from within
Aids in developing leadership skills, motivation, loyalty, better attitudes, and other
aspects that successful workers and managers usually display
Aids in improving organizational communication
Helps employees adjust to change
Aids in handling conflict, thereby helping to prevent stress and tension.

Benefits to the Individual Which in Turn Ultimately Should Benefit the Organization:
Helps the individual in making better decisions and effective problem solving
Through training and development, motivational variables of recognition,
achievement, growth, responsibility and advancement are internalized
Aids in encouraging and achieving self-development and self-confidence
Helps a person handle stress, tension, frustration and conflict
Provides information for improving leadership, knowledge, communication skills and
attitudes
Increases job satisfaction and recognition
Moves a person towards personal goals while improving interactive skills

Benefits in Personnel and Human Relations, Intra-group & Inter-group Relations and
Policy Implementation:
Improves communication between groups and individuals:
Aids in orientation for new employee and those taking new jobs through transfer or
promotion
Provides information on equal opportunity and affirmative action
Provides information on other government laws and administrative policies
Improves interpersonal skills.
Makes organizational policies, rules and regulations viable.
Improves morale
Builds cohesiveness in groups
Provides a good climate for learning, growth, and co-ordination
Makes the organization a better place to work and live

Training Process

Needs assessment
Organizational support
Organizational analysis
Task and KSA analysis
Person analysis

Development of criteria Training

Validity

Instructional
Objective

Selection and design of instructional programs

Transfer
Validity

Training

Intra-organizational validity
Use of evaluation models
Inter-organizational validity

Needs Assessment
Needs assessment diagnoses present problems and future challenges to be met through
training and development. Organizations spend vast sums of money (usually as a percentage
on turnover) on training and development. Before committing such huge resources,
organizations would do well to the training needs of their employees.
Organizational Support: Needs assessment is likely to make inroads into organizational life.
The assessment tends to change patterns of behavior of employees. When the needs
assessment is carefully designed and supported by the organization, disruption is minimized
and co-operation is much more likely to occur. Obviously, the analyst needs to take steps to
work effectively with all parties and gain the trust and support of the participants in the needs
assessment.
Organizational Analysis: Having obtained organizational support, the next step in the needs
assessment is an organizational analysis, which seeks to examine the goals of the
organization (short-term and long-term), and the trends that are likely to affect these goals.
The analyst needs to ask and answer the following questions:
Is there a sufficient supply of people?
How does the firm attract, retain and motivate diverse work-force?
How does the firm compete for individuals with the right skills, knowledge
abilities and attitudes?
How do employees make the firm competitive, domestically and
internationally?
Which are the target jobs that require training?
Task and KSA Analysis In addition to obtaining organizational support and making
organizational analysis, it is necessary to assess and identify what tasks are needed on each
job and which knowledge, skills and abilities (KSAs) are necessary to perform these tasks.
This assessment helps prepare a blueprint that describes the KSAs to be achieved upon
completion of the training programme.
Person Analysis: This analysis obliviously targets individual employees. A very important
aspect of person analysis is to determine which necessary KSAs have already been learnt by
the prospective trainee so that precious training time is not wasted repeating what has already
been acquired. Also, employed who need to undergo training are identified at this stage.
Benefit of Needs Assessment
Training programmes are designed to achieve specific goals that meet felt needs. There is
always the temptation to begin training without a thorough analysis of these needs. Should
this happen, the training programme becomes inappropriate and its administration turn to be
perfunctory. There are other benefits of needs assessment are other benefits of needs
assessment:
Trainers may be informed about the broader needs of the trainees.
Trainers are able to pitch their course inputs closer to the specific needs of the

trainees.
Assessment makes training department more accountable and more clearly linked to
other human resource activities, which may make the training programme easier to
sell to line manager.

Deriving Instructional Objectives

The next phase in the training process is to identify instructional objectives. Needs
assessment helps prepare a blueprint that describes the objectives to be achieved by the
trainee upon completion of the training programme,
Below are some sample instructional objectives for a training programme with sales people.
After training, the employee will be able to smile at all customers even when
exhausted or ill unless the customer is irate.
After training, the employee will be able to accurately calculate mark down on all
sales merchandise.
Designing Training and Development Programme
Every training and development programme must address certain vital issues
Who participate in the programme?
Who are the trainers?
What methods and techniques are to be used for training?
What should be the level of training?
What learning principles are needed?
Where is the programme conducted?
Methods and Techniques of Training
A multitude of methods of training are used to train employees.
Lectures: Lecture is a verbal presentation of information by an instructor to a large audience.
The lecturer is presumed to possess a considerable depth of knowledge of the subject at hand.
A virtue of this method is that is can be used for very large groups, and hence the cost per
trainee is low.
Audio-visual: Visuals Audio-visuals include television slides, overheads, video-types and
films. These can be used to provide a wide range of realistic examples of job conditions and
situations in the condensed period of time. Further, the quality of the presentation can be
controlled and will remain equal for all training group. But, audio-visuals constitute a oneway system of communication with no scope for the audience to raise doubts for clarification.
On the job Training (OJT) Majority of industrial training is of the on-the-job-training type.
OJT is conducted at the work site and in the context of the job. Often, it is informal, as when
an experienced worker shows a trainee how to perform the job tasks.
Programmed Instruction (PI) This is a method where training is offered without the
intervention of a trainer. Information is provided to the trainee in blocks, either in a book of
thought a teaching machine. After reading each block of material, the learner must answer a
question about it. Feedback in the form of correct answers is provided after each response.
Thus, programmed instruction (PI) involves:
Presenting questions, facts, or problems to the learner

Allowing the person to respond

Providing feedback on the accuracy of his or her answers
If the answers are correct, the learner proceeds to the next block. If not, he or she
repeats the same.
Computer-Assisted Instruction (CAI) This is an extension of the PI method. The speed
memory and data-manipulation capabilities of the computer permit greater utilization of basic
PI concept. For example, the learner's response may determine the frequency and difficulty
level of the next frame.CAI is an improved system when compared to the PI method, in at
least three respects. First, CAI provides for accountability as tests are taken on the computer
so that the management can monitor each trainee's progress and needs. Second, a CAI
training programme can also be modified easily to reflect technological innovations in the
equipment for which the employee is being trained. Third, this training also tends to be more
flexible in that trainees can usually use the computer almost any time they want, and thus get
training when they prefer. Not to be ignored is the fact that from CAI is as rich and colorful
as modem electronic games, complete with audio instruction displays. A deterrent with regard
to CAI is its high cost, but repeated use may justify the cost.
Case Study: is a written description of an actual situation in business which provokes, in the
reader, the need to decide what is going on, what the situation really is or what the problems
are, and what can and should be done. Taken from the actual experiences of organizations,
these cases represent to describe, as accurately as possible, real problems that managers have
faced. Trainee studies the cases to determine problems, analyses causes, develop alternative
solutions, select the best one, and implement it.
Role playing: generally focuses on emotional (mainly human relations) issues rather than
actual ones. The essence of role playing is to create a realistic situation, as in case study, and
then have the trainee assume the parts of specific personalities in the situation. For example, a
male worker may assume the role of a female supervisor, and the supervisor may assume the
role of a male worker.
Vestibule Training: utilizes equipment which closely resembles the actual ones used on the
job. However, training takes place away from the work environment.A special area or a room
is set aside from the main production area and is equipped with furnishings similar to those
found in the actual production area. The trainee is then permitted to learn under simulated
conditions, without disrupting ongoing operations.
Sensitivity Training: Sensitivity training uses small numbers of trainees, usually fewer than
12 in a Group. They meet with a passive trainer and gain insight into their own and others'
behavior. Meeting have no agenda, are held away from workplaces, and questions deal with
the 'here and now' of the group process. Discussions focus on 'why participants behave as
they do, how they perceive one another, and the feelings and emotions generated in the
interaction process.

Principles of Evaluation
Evaluation of the training programme must be based on the principles:
Evaluation specialist must be clear about the goals and purposes of evaluation.
Evaluation must be continuous.
Evaluation must be specific.
Evaluation must provide the means and focus for trainers to be able to appraise
themselves, their practices, and their products.
Evaluation must be based on objective methods and standards.
Realistic target dates must be set for each phase of the evaluation process. A sense of
urgency must be developed, but deadlines that are unreasonably high will result in
poor evaluation
Criteria for Evaluation
Training validity: Did the trainees learn during training?
Transfer validity: What has been learnt in training, has it been transferred on the job
enhanced performance in the work organization?
Intra-organizational validity: Is performance of the new group of trainees, for which
the training programme was developed, consistent with the performance of the
original training group?
Inter-organizational validity: Can a training programme validated in one organization
be used successfully in another organization?

Impediments to Effective Training

There are many impediments which can make a training programme ineffective. Following
are the major hindrances:
Management Commitment is Lacking and Uneven
Most companies do not spend money on training. Those that do, tend to concentrate on
managers, technicians and professionals. The rank-and-file workers are ignored. This must
change, for, as a result of rapid technological change, combined with new approaches to
organizational design and production management, workers are required to learn three types
of new skills:

the ability to use technology,

the ability to maintain it, and

the ability to diagnose system problems. In an increasingly competitive

environment, the ability to implement rapid changes in products and technologies
is often essential for economic viability
Aggregate Spending on Training is Inadequate
Companies spend minuscule proportions of their revenues on training. Worse still, budget
allocation to training is the first item to be cut when a company faces a financial crunch.

Educational Institutions Award Degrees but Graduates Lack Skills

This is the reason why business must spend vast sums of money to train workers in basic
skills. Organizations also need to train employees in multiple skills. Managers, particularly at
the middle level, need to be retrained in team-playing skills, entrepreneurship skills,
leadership skills and customer-orientation skills.
Large-scale Poaching of Trained Workers
Trained workforce is in great demand. Unlike Germany, where local business groups pressure
companies not to poach on another company's employees, there is no such system in our
country. Companies in our country, however, insist on employees to sign 'bonds of tenure'
before sending them for training, particularly before deputing them to undergo training in
foreign countries. Such bonds are not effective as the employees or the poachers are prepared
to pay the stipulated amounts as compensation when the bonds are breached.
No Help to Workers Displaced because of Downsizing
Organizations are downsizing and de-layering in order to trim their workforces. The
government should set apart certain fund from the National Renewal Fund for the purpose of
retraining and rehabilitating displaced workers.
Employers and B Schools Must Develop Closer Ties
B Schools are often seen as: responding to Labour-market demands. Business is seen as not
communicating its demands to B Schools. This must change. Businessmen must sit with
Deans and structure the courses that would serve the purpose of business better.
Organized Labour can Help
Organized Labour can play a positive role in imparting training workers. Major trade unions
in our country seem to be busy in attending to mundane issues such bonus, wage revision,
settlement of disputes, and the like. They have little time in imparting training to their
members.

How to make training effective?

Action on the following lines needs to be initiated to make training practice effective:
Ensure that the management commits itself to allocate major resources and adequate
time to training. This is what high-performing organizations do. For example, Xerox
Corporation, in the US invests about $ 300 million annually, or about 2.5 per cent of
its revenue on training. Similarly, Hewlett-Packard spends about five per cent of its
annual revenue to train its 87.OC: workers.
Ensure that training contributes to competitive strategies of the firm. Different
strategies need different HR skills for implementation. Let training help employees at
all levels acquire the needed skills.

Ensure that a comprehensive and systematic approach to training exists, and training
and retraining are done at all levels on a continuous and ongoing basis.
Make learning one of the fundamental values of the company. Let this philosophy
percolate down to all employees in the organization.
Ensure that there is proper linkage among organizational, operational and individual
training needs.

TRAINING & DEVELOPMENT: THE

DELOITTE. CASE STUDY
They know enough who know how to learn Henry Adams
Since Deloitte Consulting is a Consulting firm, its main resource and assets are its employees
and so it invests as high as ranging in millions of dollars. One of its key differentiators and an
integral part of our Talent Experience is its culture of learning, coaching and mentoring.
Key Achievements:
In the U.S. India offices, more than 700,000 learning hours are delivered annually,
through nearly 5,000 training programs, focusing on enhancing the competencies of
its professionals.

Worldwide, Deloitte no spends $4000 on learning on each employee

Average employee spends 60 hours a year on training and development

All the programs have been designed to serve employees learning goals based on 4 main
competencies:
Technical Skills

Industry Based Skills

Professional Skills

Leadership Skills

The organization divides learning into each of these four competencies by setting individual
goals and constantly monitoring whether the employees learning towards achievement of
these goals is in tandem with the organizational goals.
The organizations training program is majorly covered in the following dimensions:

Attitude- Leadership,
Team Dynamics
KnowledgeTechnical, domain
Communication Soft
skills

Triggers

Modes of delivery

Buddy System
On Job Training
Study Material /
References
Classroom/ Interactive/
Self Study

Learning Domains

Client Needs

Induction

Project Requirement

Individual Learning

Communication Gym
A one-of-its-kind growth accelerator, the Communication Gyms are self-study labs and
multi-media resource centers designed to help professionals strengthen their skills in
reading, writing, speaking and listening dimensions of professional interaction and
communication skills required for success.
Success to Deloitte means investing in the on-going development of its employees. It offers
a number of Learning & Development programs designed to provide the essential tools to
adapt to the changing needs of profession.
Key features of the Communication Gym are:

Various resources available to train and improve reading, writing, speaking and
listening skills

Personal trainer allotted to each employee to improve these skills

Assessments available to constantly improvement

Education Programs
As an organization, Deloitte believes professional excellence requires focus, diverse
experiences, and the ability to adapt to changing market needs. To this end, the learning
process and infrastructure is geared to extend significant learning opportunities for our
practitioners across the globe.
An major step was taken in this regard when the Deloitte University was opened in 2010
with an investment of $300 mn.

Deloitte University
With the opening of its $300 million, state-of-the-art learning facility in late 2011, Deloitte
LLP ushered in a new era of corporate learning and development. Buffeted by such forces as

complex global markets and the changing nature of its highly regulated business, the
organization needed to differentiate itself through the skills and insights of its people.
Joe Echevarria, who took over as CEO in 2011, says, Among the priorities we need to get
absolutely right if we are to remain at the top of our profession is the career-long
development of our people. Our strategic vision is to be identified as the talent organization
of the future. Its a bold statement, so we needed to make a bold move.
Deloitte University (DU) is only one physical manifestation of the three-year transformation
shepherded by Bill Pelster, a principal in Deloittes human capital practice, who served as
Chief Learning Officer of Deloittes U.S. organization from mid- 2009 to June 2012. That
transformation focused on both quality and quantity. Key features of the university are:

The Deloitte University campus spans 107 acres and includes 800 guest rooms, 35
classrooms and 16 "City Places," lounges that feature signature items and dcor from some
of the vibrant cities where Deloitte does business.
State-of-the-art technology throughout the university includes a 150-square-foot
media wall.
Guests have access to a fitness and wellness center, as well as a two-mile running
trail.
Deloitte practitioners submitted 1,500 works of art and 1,300 room name suggestions to
"Deloitte-ize" the university.
Tap into Your Leadership Potential is a new program that brings 4,000 new managers from
across all four of Deloittes businesses to DU for three days of simulation-based
experiential learning.
According to Corporate evaluators, 88% of the participants have applied the learning at
the university and benefitted out of it.
Faculty student ratio is an intimate 1-to-5
Deloitte is a 5 time STAR winner by the American Society for Training and Development
Deloitte university is a part of the Harvard Business School curriculum as a case study
now

New Hire Orientation

All practitioners joining the Indian practice go through an exciting orientation program that
provides critical skills required to hit the road running. As part of the on-boarding process,
they will undergo detailed function-specific programs that add significant knowledge in
areas such as health care, financial research and analysis, enterprise application training, and
more.
The structure of the new hire induction program, Welcome to Deloitte(W2D) is as follows:
The two day employee orientation program hosted for the new hires This program is a
general induction program across all consulting functions. Specific induction would be
given by various departments at their end. Key features of the program are:

Welcome to Deloitte session by Senior Partners flying from global offices

Ice-breaking activities games, Know your Deloitte activites

Chief Security Session Address

Employee Benefits Session
Communication Excellence detailed session
Growth Ladder in the firm Sessions
Company Policy Sessions

In addition to this, the ASCEND program is conducted especially for campus at graduate
and post-graduate levels. It offers a perfect transition from a campus hires life to a hard
core professional in the industry. The hiring is done at the Analyst level for undergraduates
and Senior Consultant level for the B-School graduates. The program is targeted to:

Bring out and teach the professional in each one of the employees
Teach them how important is alternative and structured thinking and accepting no
limits is for the Consulting
Teach them basic consulting skills with the help of senior management
Boost their confidence through rewards and prepare them for future

Competency Building
A number of skill and knowledge-building programs in both functional and technical areas
are organized every month. In addition to having an opportunity to work with diverse clients
and across industries in more than 140 countries, employees may be nominated to attend
partner academies, seminars and international conferences that could add a global dimension
to your career.
There is a Knowledge Exchange Portal called as KX where employees all over the globe can
share knowledge and resources and it encourages group learning. Articles on wide variety of
topics can be found ranging from technical to economics so that employees develop holistic
skills as it is a pre-requisite for the consulting industry.

Professional Certification
Deloitte offers opportunities to achieve professional certification from institutes and
technology partners in your function or service line to enhance your skills and expand your
knowledge base. Reimbursement of professional certification tuition like SAP, CFA, etc. is
done by the firm so that employees are encouraged to learn and constantly develop new
skills to remain updated with the rest of the world.
Programs like GSAP where employees are encouraged to go pursue further education like
MBA, MS, etc. and Deloitte funding the tuition for it provided they join back the
organization are surely confidence and morale boosters for the employees and shows how
much focus the firm lays down on employee competency development.

Global Learning Programs

The focus of the Global Learning Programs is to "empower your talent with learning."
Global learning programs are offered on an international, regional and country level to
enable you to:
Become a successful manager and leader
Gain experience on global projects and with global teams
Learn 24/7 with access to robust online learning capabilities
Build your own networks of experts
Be mentored and coached by our most experienced practitioners

When an employee joins Deloitte, he will be engaged in a sequence of job assignments,

learning programs, promotion milestones, and cutting-edge technical training, which will
help keep him at the forefront of his profession. These learning opportunities are all
supported by the Global Deloitte Learning Portal.
There is a division of the mandatory trainings and the optional trainings that each employee
is supposed to take.
These trainings include:

Social Media Etiquettes

Ethics in Action

Team Building

Art of Negotiation

Diversity and Inclusion

Leadership and many more

E-learning
Over thousands hours of online courses in diverse areas of technology, finance, business
management, project management, including Harvard Business School's online education
program, and CISCO and JAVA certification programs, etc., are available to Deloitte
practitioners. Numerous online books are also available for practitioners to upgrade their
competencies in diverse areas such as Finance & Accounting, International Business,
Telecommunications, Software Engineering, etc.
The DLC (Deloitte Learning Catalogue) offers multiple courses ranging from Harvard
Business School Publishing courses to in-house Deloitte courses generated by senior HR
managers and industry experts which offer cutting edge knowledge to its practitioners.

Along with this, the DLC also offers the learning and development courses specific to your
domain in consulting like Strategy and Operations or Technology, etc.:

Specific to each domain on the basis of the previously described four competencies of
Technical, Industry, Professional and Leadership (TIPL) learning activities are decided. Each
Competency is divided into three levels:

Foundation

Advanced

Mastery

Based on the employees performance on each of the 4 competencies, he is allotted levels

and his overall rating in the organization.
Technical Competency covers sub goals like Understanding of Business to Technology
Transition, Package Enablement, etc. Employee is desired to achieve Mastery level in each
of these sub-goals with time

Technical
Competencie
s

Industry Competencies:

Industry
Competencies

Professional Competencies:

Professional
Competencies

Leadership Competencies:

Professional
Competencies

International Mobility Programs

Deloitte recognizes the value of having individuals with global skills and work to provide
opportunities for its people to develop through international experiences. To expand their
skills and experience by working abroad, interested Deloitte professionals are encouraged to
apply for positions through the various international assignment programs it offers.

The Deloitte Communication Excellence Program

Deloitte believes that strong communications skills are a key for professional success. The
Communication Excellence (CE) program is designed to help build the skills needed for
personal and career advancement, highlighting its commitment to developing its
professionals. The CE program initiates and supports development opportunities in many
areas of communications effectiveness through personal attention, expert support, and a
wide availability of learning materials, while providing a flexible, focused, and sustained
means of skill development throughout one's career.
A CE Baseline Test is conducted for each new employee which tests every employee on 4
basic communication skills:

Reading

Writing

Speaking

Listening

Depending upon his level attained in each of these skills, a customized Communication
training program is designed for every employee. Even for employees attaining a Mastery
level16 hours of communication training is mandatory so that the employee constantly
develops and hones his skill. For others:
Advanced: 40 hours of CE learning
Basic: 120 hours of CE learning

There are various courses available on the DLC portal for each communication
competency and a catalogue is hosted each year for the same.

Dedicated trainers are present which take live trainings in Deloitte offices to help
employees improve their skills

A Toastmasters club and sessions are conducted regularly for practitioners

Observations & Recommendations:

Deloitte is a pioneer as far as the initiatives taken by the firm in employee development are
concerned. Right from Deloitte University to Communication excellence program the firm
has helped its employees gain many skills and continues to do so.
A recent survey on employee development showed the following results:

Deloitte on the other hand, took both tuition reimbursement and partnership with colleges
and institutions seriously, and helped employees develop skills.
The key observations and scope for improvement after the study of the firms Training and
Development program which we found were:

More Live Trainings:

There are many initiatives like the Communication Excellence, KX, DLC etc. but many
employees arent fully aware of it. Some employees have challenges using their

functionality. If the firm can organize more live training for these the employees can benefit
in a much better manner.

Continuous Learning:

Learning is a continuous process. Deloitte should strive to become a coached organization

i.e. development of world class programs for continuous development of employees is of
essence, esp. in an industry like Consulting. Employees should be encouraged to take up
learning programs all -round the year for holistic development. It was noticed that many
employees, completed their CE learning hours only at the end of the year with the fear of
losing rating.

Reward Based Learning:

As said earlier, employees complete training more out of fear than voluntarily. This should
be prevented by reward based learning programs. Online quizzes, inter-firm contests, etc.
will encourage employees to participate more voluntarily in the training programs as
positive reinforcement is always better than negative reinforcement. Even though the firm
has some programs like these, they are not properly managed in India offices, which are
shown in the lack of participation in India offices. Implementation of these programs needs
to be more effective.

Gamification:

Developing leadership skills and providing excellence trainings for the same, is surely
Deloittes core asset. But, the senior leadership was often found to lack energy for these
leadership programs like the Deloitte Leadership Academy. The engagement is very low.
Last year the minimum required participation was also not met. A gamification plan where
all these courses were treated participants as students and Badges were awarded for
excelling was rolled out. Through social media employees started sharing their badges and
competency skills and it boosted their confidence. Such a program needs to be devised for
India practitioners as well to motivate them to take up such trainings in their free time.

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