EPSS for First Bank 1
Running head: EPSS FOR FIRST BANK
An Electronic Performance Support System for First Bank
Kimberly J. Holman
In partial fulfillment for
Master of Science in Instructional Design and Technology
Emporia State University
December 2, 2003
EPSS for First Bank 2
Electronic Performance Support Systems provide companies with a systematic method
for retrieving important documents and training materials. These documents can consist
of employee manuals, instructional manuals and/or training videos. First Bank was in
need of such a system for their organization.
EPSS for First Bank 3
An Electronic Performance Support System for First Bank
First Bank, Sterling, Kansas
First Bank maintains many documents on paper such as their human resource
policy, loan policy and program guides. Additionally, there are many other resources
such as training manuals which are needed by employees. First Bank had an old internal
webpage which was only partially utilized by employees to retrieve information. Some
employees have not felt confidence in the accuracy of information retrieved from this
system, particularly the policies. Concern was expressed by management for the policy
confusion to be corrected as well as making additional resources available. Furthermore,
new federal regulations, such as the Patriot Act Accountability which bank employees are
required to comply with, but may not be knowledgeable regarding the details or their
importance, are always emerging. Employees need to understand how these new policies
affect them and their customers. Since the bank operates in four branches, separated by
70 miles, information, such as manuals, needs to be available to all employees regardless
Stone & Endicott in “Overview of Electronic Performance Support Systems” in
The ASTD Handbook of Training Design and Delivery (2000, p. 348) comment,
“performance gaps typically are caused by multiple, interacting sources [which] can be
resolved by deploying interventions that increase transfer to the job, provide timely
access to current context-sensitive information, and automate cumbersome manual
tasks.” First Bank prides itself in being forward thinking and has a desire to provide as
much information on-line as possible. It is toward this end that management wants a
EPSS for First Bank 4
system which employees can use which will provide accurate data, useful banking
information, and information which is helpful to the employees.
Banks need to not only provide training, but prove the employees have not simply
attended training, but mastered concepts presented. According to Driscoll, How E-
Learning Can Facilitate Rapid Compliance (2003), “Failure to meet the deadlines for
compliance may lead to severe penalties-such as heavy fines and even the suspension of
Current Uses of Distance Education in Banking
First Bank, like many depository institutions, is regulated by the Federal Deposit
Insurance Corporation (FDIC). During the preparation time for Y2K, the FDIC used the
Internet to provide web-based, synchronous training to participating financial institutions.
According to Cisco, 2002,
‘Several years ago, there was a movement to provide training in the regional
offices [FDIC] instead of flying people to headquarters,’ says David Sequeira,
Chief of Corporate Telecommunications.
‘Management considered creating facilities where we could tape and deliver
programs, but they really wanted an ‘anywhere, anytime’ solution. The solutions
they explored included some very expensive video training rooms.’ After
considering a variety of possibilities, the agency found that its existing Cisco
technology-based networks could support an easy-to-implement solution at an
Now, the FDIC has every desktop at their regional offices equipped with IP/TV solutions.
EPSS for First Bank 5
The FDIC has provided information for bankers on-line such as regulatory information,
Reports of Condition, reprintable brochures, and information for bank directors among
Banks use various means for staff development. For example, U.S. Bancorp
tracks the training process of their 15,000 employees with a program called Pathlore.
"U.S. Bancorp sees that employees must share and process new knowledge if the
organization wants them to contribute to its bottom line," according to Michael Brennan,
program manager at IDC, U.S. Bancorp Taps e-Learning System (2003). Although
Pathlore is more robust, BVS Performance Systems, which is First Bank’s current
program to track employees’ regulatory training is very similar in substance.
Some larger banks such as Ohio Savings Bank have created their own in-house
training system. According to Gavin, 2003 Training Top 100: Top 100: Best practices
(2003), this Cleveland based bank has utilized the 1970’s television show WKRP in
Cincinnati for their in-house training system, WOSB. “WOSB is just one portion of the
company's multifaceted approach to ensuring that employees not only feel confident and
comfortable with their career decision from day one but that they also have the requisite
skills to do the jobs they were hired to do sooner and better”. Training includes modules
such as tellers greeting new customers and career development seminars. A portion of the
training occurs with other employees while some occurs over the Internet. The new
career development portion appears to promote some success. To date, 84 employees
have met with the counselor and 18 of them have been promoted within Ohio Savings
EPSS for First Bank 6
This process began with a management interview to ascertain their perception of
needs. Four main areas of need were created from this discussion:
1. Policies -Management mentioned a strong need for employees to be able
to access information that was current and yet could only be modified by a
select few number of employees. A review of the bank board minutes
occurred to determine which policies had been approved by the Board.
However, due to revisions, there could be several copies of the same
policy, and it was difficult to ascertain which policy was the approved
2. Training – Employees needed to be able to access on-line training which
the bank currently owns. The bank has purchased various training CBT’s,
but employees were either uncomfortable with accessing the programs or
did not know they existed.
3. Internet resources – Management realizes resources are available on-line
which can benefit employees with their work performance. However,
management also realized that not all Internet sites were of the same
quality. A list of helpful/useful sites was desired.
4. Manuals – various proprietary programs purchased by the bank provided
manuals for their products. Fortunately, it was believed the needed
manuals could be available on CD if desired. With permission from the
software vendors, these CD’s could be copied to the server and be
EPSS for First Bank 7
accessible to all employees if the proper links were made available to them
on the EPSS.
When meeting with management, companies such as Lending Tools
(www.lendingtools.com) were discussed. First Bank management was familiar with this
product through aggressive marketing campaigns by Lending Tools as well as a referral
from a key employee who had utilized Lending Tools at a previous bank. Although this
company does offer many of the features desired by First Bank, management’s desire was
to not spend the money or invest the time in this program at this time. This program
would impact more intensive areas of bank production such as loans. This sentiment
echoed Mehans’s comments in Sales culture: Instill--don't install (2003).
There are some excellent sales programs out there, and several have credible track
records, gifted trainers, fine materials and excellent administrative support. They
can, and do, help your financial institution in taking its first tentative steps on the
path to sales success. But just installing the program alone isn't enough. Installing
the program is only the beginning, and that's where many banks flounder, their
employees dazed and indifferent to yet another new program.
Management believed the bank owned many of the needed components; they simply
needed to be put together. Components mentioned were Microsoft Office XP, various
training CBT’s, product manuals, BVS as well as training created in-house for file
Since employees would be using the system, it was critical from the beginning to
get user buy-in into the system. Appendix 1 is a copy of the survey provided to
EPSS for First Bank 8
employees. Appendix 2 contains the survey results. Employees provided web sites used
for bank purposes as well as training materials they would like to be able to access. An
interesting phenomenon which was observed but could not be explained was the
significantly higher response rate on the survey by employees at the main branch
compared to responses from employees at the other branches. This was especially
interesting because the employees at the branches did not previously have access to many
of the materials now available to them on the EPSS. When members of management
were asked about this observation, they, too, had no understanding why this occurred.
Another interesting observation was the number of employees who said they did not use
the policies page, yet only one of them did not answer the following question which
regarded the frequency of usage. Eight employees indicated they used the site rarely, two
monthly and four other employees used it weekly. It would be expected to have only five
employees respond to this question since only five indicated they used the web site.
When one of the employees who answered “they do not use the website”, and yet still
answered rarely was questioned regarding their responses, the employee stated, “I don’t
use the site like I would Outlook or Word, but I do occasionally need to look up some
information”. The actual wording of these two questions could indicate a weakness in the
Current Network System
The network administrator provided information regarding the current network
system and future upgrades. Although it was desired to have Outlook calendar sharing, it
was not available at the time of this project. There are plans for a calendar which could be
shared to be available in the future and it could be incorporated into this EPSS. For the
EPSS for First Bank 9
current time, the html calendar pages created by an in-house employee and updated
weekly would be sufficient for the bank’s needs. All employees have a computer
available to them. The network at the main branch is networked 100 Mbs. Next door to
the main branch is an insurance agency which is connected to the network via a fiber
optic cable. There are three branches which are also connected to the network. The
branches in Lyons and Chase, Kansas, are connected using a wireless point-to-point
connection functioning at 11 mbs. The Hutchinson, Kansas, branch connects to the main
branch in Sterling, Kansas via a DSL connection. The bank utilizes a Citrix thin-client
environment to facilitate these branches. The Citrix interfaces uses a minimal amount of
bandwidth, allows for secure internet connections, and provides administrator tools to
manage this network. However, since all users then use the server when operating a
program, the desire was to not run programs which used significant processing memory.
The network administrator stated he preferred a system which would use a standard
browser interface rather than a program such as a PowerPoint viewer.
When management approached the concept of creating an EPSS, it became
apparent the time frame for implementation was very short. Thus, RID (Rapid
Instructional Development) was utilized. RID is defined by S. Thiagarajan in “Rapid
Instructional Development” in The ASTD Handbook of Training Design and Delivery
(2000, p. 54) as “a collection of strategies for quickly producing instructional packages
that enable a specific group of learners to achieve a set of specific instructional
objectives.” Since this EPSS would be utilized by the employee asynchronous of other
employees, more effort was extended to the design process to minimize issues for
EPSS for First Bank 10
delivery. One of the guidelines posited by Thiagarajan is to focus on accomplishment and
performance. Management had a strong desire, echoed by employees, to be able to access
accurate policy information when needed. This became the primary goal.
Stone & Endicott (2000, p. 349) emphasize the need to think systematically when
designing an EPSS. They offer three design components to “get the most mileage from an
• The interface should gently lead new users through the appropriate
activities, providing the scaffolding necessary for performance.
• For competent performers who are still honing their skills, the interface
should quietly follow, interrupting only when requested or when user
makes an error.
• For experts and other seasoned veterans, the user interface should be
transparent and unobtrusive, matching the mental model and procedures
used on the job.
Two templates were designed for the EPSS. Management as well as two selected
employees reviewed the designs. Sample links were created on these designs to provide a
realistic impression of how each design would operate. The consensus was to choose the
design which had one page with links to the needed information. It was preferred to have
minimal graphics to give a “clean” presentation and allow quick page loads. Both
management and employees liked the incorporation of the bank colors and using the bank
logo on the EPSS.
Another guideline suggested and followed was to “incorporate existing
instructional materials.” Since the bank owned several training CBT’s (Computer Based
Training) with an appropriate number of user licenses, a link to these materials was all
that was needed; the training materials for Microsoft Office did not need to be re-
designed, nor did new material need to be created to replace the bank’s training offered
through BVS (www.bvsinc.com), a bank compliance training program. A training
EPSS for First Bank 11
module to assist employees with knowledge of file system design was created to enable
employees to know where and how to store their Word and Excel files on the server.
Learning Model of the EPSS
Smith and Ragan describe several strategies for delivering instructional content in
Instructional Design (1999). One strategy is for principle learning. Since one goal of the
EPSS would be for employees to retrieve information to be implemented in their daily
work and then apply it to a particular situation, principle learning strategy appears to be
Recall Relevant Prior Knowledge
The EPSS had to be designed in a fashion that connected information the
employee already possessed for their position with information they needed to know. The
Internet links to helpful websites were placed in the EPSS to help facilitate this need. By
having links to sites such as prime rate figures, call reports, and the Federal Reserve
banks, employees can expand their knowledge base. Links to the competition provides
quick information regarding fair market prices for those marketing bank products such as
certificates of deposits. Finally, providing ready access to the instruction manuals to
various programs enables employees to learn more about the programs they use daily and
how to achieve results they otherwise would not be able to research.
The EPSS needed to be organized so employees could easily find the information
they needed. After several conversations with employees regarding their hopes for the
EPSS and personal observation of their work patterns, four main categories appeared:
Policies, Reference, Internet Sites and Training Materials. Smaller divisions were made
EPSS for First Bank 12
in those categories such as adding exhibits to the loan policy. Smith and Ragan (1999, p.
161) state, “…organization may simplify the cognitive load of handling and remembering
masses of data…” Employees needed to know where and how to access the information
they needed, not necessarily all of the details of the information there. There was no need
for an employee to remember every single nuance of the loan policy, but a loan officer
should know where to go to access that policy and the information contained therein.
Smith and Ragan (1999, p. 167) discussed three forms of concept maps: Chain
Map, Spider Map, and Hierarchy Map. Since much of the information could be grouped
under four main headings, a Hierarchy Map was selected for form. The links to various
documents were grouped on the initial web page, and then more specific information was
provided. See Appendix 3 for a copy of the opening EPPS web page. For example, an
employee could be looking for information regarding safety deposit box setup in the DCI
program. Under the Reference section of the initial web page, the employee would select
DCI manuals. Once on the DCI manuals page, the employee would then select the safety
deposit box manual. Employees could then process the information with given examples.
Using the above safety deposit box scenario, an employee might wonder if a discount is
given to customers over age 65, what the discount is, and then figure the current price of
a particular size of safety deposit box. The employee could use the EPSS to learn where
in the DCI program discount information is provided. Then, the employee would take the
information he/she just gleaned from the EPSS and directly apply it during the course of
their work duties to ascertain the correct pricing of the safety deposit box.
EPSS for First Bank 13
The body portion was probably critiqued more by employees than any other
portion of this EPSS. Two significantly different models were presented. One model was
graphically based with four options on the first page of the EPSS. The second, which was
selected by both management and employees, displayed the first two tiers of this
hierarchy on the initial page of the EPSS and was text based. Once the overwhelming
majority had selected the text based, two tier model, various samples were provided
which incorporated various background colors, various use of images, both clipart and
photos, as well as other embellishments. The majority of employees preferred the stark
white background with minimal use of graphics. These steps would incorporate the steps
suggested by Smith and Ragan (1999, p.200-201): Recall Relevant Prior Knowledge
(customers over age 65 often receive discounts), Process Information and Examples (use
the EPSS to research the desired information from the DCI manual), Employ Learning
Strategies (use the information just gleaned from the DCI manual to establish a safety
deposit box account for a customer over age 65).
According to Smith and Ragan (1999, p. 203), assessment of principle knowledge
may include the following four types of items:
1. Stating the principle
2. Recognizing situations in which the principle is applicable
3. Applying the principle
4. Determining whether a principle has been correctly applied
The actual assessment of the successful design for this EPSS system was determined
once it was placed into practice at First Bank. For this system to have value, employees
would need to be able to understand a principle they learned while using the system. For
example, if a loan officer needed to know lending limit parameters, he/she would first
EPSS for First Bank 14
need to be able to access the information and understand what he/she learned. This would
correlate to the first type of principle assessment. Second, this employee would need to
determine if the information learned applies to the particular situation they are facing.
This would correlate to the third type of principle assessment. Finally, management
would ascertain correct usage of the principle during loan reviews, which would correlate
to principle assessment number four.
If the above assessments were not being met and the skills not mastered, then
several components would need to be examined. One of the first questions to ask would
be if the information being retrieved was correct. Second, examine if the employees
understood where to find the needed information. Third, there would be some benefit to
have additional features added to the EPSS such as an electronic notepad.
Adobe Acrobat was selected as a program to help solve the bank’s desire to have
all employees view the policies, but only a few employees would be able to change the
policies Word versions of the policies were made available to the employees with
permission to make modifications for consideration. The employees were instructed to
make changes using the track changes feature in Word. Acrobat was installed on the bank
board secretary’s computer. Once the board reviewed and approved the changes, the
board secretary would open the Word document, approve all changes, and then print to an
Acrobat file, saving it on the server. By implementing these procedural changes,
employees could only see the policies which had been approved by the Board. If an
employee opens a policy in Word, the employee would know there was a possibility this
policy was not Board approved. Thus, any employee could make a suggestion for a
EPSS for First Bank 15
policy change by making the modification in Word, but the Board of Directors still would
have to approve the changes before the board secretary would convert the Word
document to Acrobat for all to see.
Once the procedure for posting policies had been established, a review of bank
board minutes was necessary to ensure accurate dates and a complete list of approved
policies. This list was provided to management with appropriate approvals being made
during the next board meeting to bring all policies current. This policy list was also
reviewed by the Human Resource Officer to ensure employees received all materials they
File System Training Module
The file system training module was a sub-instruction to the EPSS. This module
was designed to solve the specific problem the bank was experiencing with employees
saving files on the server.
Management and the Technology Officer expressed the need for employees to
know how and where to properly store files they create on the server properly. Files were
appearing on the main root of the “S:” or in folders that were irrelevant to the material
being stored. A module, First Bank File Management, was created. See Appendix 4 for
an outline of the presentation.
PowerPoint was selected as the program to create this module. Other options such
as Flash were considered. None of the employees of the bank were knowledgeable in
Flash, so training in that program would have to occur. Due to the cost of the Flash
program plus the training which would be needed, it was determined that PowerPoint
would be a better software option for the bank. Since the majority of the employees
EPSS for First Bank 16
operate through a thin-client environment, the Technology Officer for the bank did not
want to load a PowerPoint viewer onto the system and preferred the html option. The
deployment of this module occurred at an all employee meeting. The presenter used the
presentation projected from a computer onto a screen using a projector. Since not all
employees attended the “all employee” meeting, this module was made available through
the EPSS. The employees who did attend also expressed an interest in having access to
this module so they could review the material presented. The following are design
considerations incorporated into the presentation. They are based on Powerful
Presentation in PowerPoint, Howell & Howell (2002):
• Although purple is seen as a “fantasy” color for a background, it was selected to
emphasize company branding. To soften the effect of the “fantasy” appearance, a
true purple background was not used, but merely a purple color scheme.
• The quiz at the end utilizes some hyperlink features with remedial work available.
• Slides 20 and 21 have more than the six words per slide and six lines per slide.
Since this presentation will be used as a training tool, a little more explanation
was needed on those few slides. According to Howell, lines of text in PowerPoint
should have no more than six words, and there should not be more than six lines
Appendix 5 contains a sample slide with color for this presentation.
Smith & Ragan recommend the remediation component in Instructional Design
(1999). If an employee misses an answer during the quiz, he/she is provided a second
opportunity to answer the question. Since this training module needs to be available
to employees when they need it, the “Individualized (Adaptive) Instruction” model
EPSS for First Bank 17
was selected from Smith & Ragan (1999). An expository approach to concept
learning, as presented by Smith & Ragan (1999, p.182-185), was the foundation for
this instructional module. The following are elements incorporated into this
Arouse Interest and Motivation – some employees were of the opinion they
were not the guilty culprits for storing files incorrectly on the server. Screen shots
are presented early in the presentation of the files which are not filed properly.
Establish Instructional Purpose -A correlation is made between how these
files are located on the server compared to a regular file cabinet. Also,
explanation is provided as to why filing properly on the server is important.
Recall Prior Knowledge – Employees are led through saving a file in its
proper place. They are reminded of folder names which they should be
familiar with as well as the default bank password.
Process Information and Examples – Employees are provided with
examples of files and where they should be stored.
Practice – Employees are then given a short quiz with possible files and
asked where they should be stored. Opportunities for remediation exist if the
employee does not respond with the correct answer.
Feedback – If after completing the training module the employee still has
questions or concerns, the e-mail address for the Technology Officer is
EPSS for First Bank 18
The employees responded very favorably towards the improvements in the EPSS.
Suggested web sites for inclusion included weather for the communities served as well as
prime rate information. Simonson, Smaldino, Albright & Zvacek (2003) emphasize the
importance of learner satisfaction to success of the course, in this case the success of the
EPSS. If the employees were not using the new system any more than the older system,
this work would be in vain. The employees reported DCI manuals and the calendar pages
as being the pages most frequently used. This came as a surprise to management because
management rarely used the calendar. Management surmised this was due to the
difference between the hourly employees utilizing more of a daily schedule system for
their hours of work versus management’s regular hours. There was also a difference
between the amounts of usage between hourly versus salaried employees. The hourly
employees reported using the new system weekly versus once a month by salaried
Management was very pleased with the EPSS. The system was rapidly placed into
service when triennial examiners visited the bank. First Bank was able to provide the
examiners with a copy of the EPSS. The system was designed so the examiners could
retrieve the needed information with minimal instruction. When examiners would
question employees regarding various policies, contracts or procedures, employees were
able to quickly retrieve the information and accurately report the desired information to
the examiners. Furthermore, management commented that loan underwriting practices
EPSS for First Bank 19
improved. It is believed the access employees now have to policies and forms has been a
Management is pleased with the new EPSS. The observation of management and
human resources is that more employees are utilizing the features offered through the
EPSS. Through the incorporation of several models such as RID and Individualized
(Adaptive) Instruction, an EPSS was designed to meet the needs of First Bank within the
desired time frame. Employee “buy-in” was a key component. Once employees realized
information they had provided via the survey was incorporated into the design, they
became more interested in using the new EPSS. There has been a significant reduction in
files being stored incorrectly since the initial introduction of the file management tutorial.
The problem which still exists is to provide employees with incentive to move the files
which they previously stored in the wrong place. Management is considering various
initiatives to address this problem.
The solution of using Adobe Acrobat for the policies has been very advantageous to
the bank. Since they now own the program, they are discovering other uses for the
program as well. The employees are gaining more confidence in the validity of the
policies they see on-line and appreciate the fact they can print the policies if needed.
A major lesson which was reinforced during this project was to maintain good
communication. Rather than assuming how the EPSS should be designed, input from
management and employees was crucial.
EPSS for First Bank 20
(2001). The FDIC—Maximizing network use to provide computer-based training.
Retrieved Sep. 21, 2003, from Cisco Systems: http://www.cisco.com/warp/public/
Driscoll, M. (2003). How e-learning can facilitate rapid compliance. Bank Systems &
Technology, 40, 44.
Galvin, T. (2003). 2003 Training top 100: best practices. Training , 40, 60-61.
Howell, D. & Howell, D. (2002). Powerful Presentations in PowerPoint.
Marlin, S. (2003). U.S. Bancorp taps e-learning system. Bank Systems & Technology, 40,
Meehan, L. (2003). Sales culture: instill--don't install. ABA Bank Marketing, 35, 44-47.
Piskurich, G., Beckschi, P., & Hall, B. (Eds.). (2000). The ASTD Handbook of Training
Design and Delivery: A Comprehensive Guide to Creating and Delivering
Training Programs – Instructor-Led, Computer-Based, or Self-Directed. New
Regulations & Examination: Resources for Bankers. Retrieved Sep. 21, 2003, from
Retrieved Sep. 15, 2003, http://www.bvsinc.com/
Retrieved Sep. 15, 2003, http://www.lendingtools.com
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2003). Teaching and Learning
at a Distance: Foundations of Distance Education (2nd Ed.). Upper Saddle River:
Merrill Prentice Hall.
EPSS for First Bank 21
Smith, P. & Ragan, T. (1999). Instructional Design Second Edition. New York: John
Wiley & Sons, Inc.
EPSS for First Bank 22
The policies page has been updated recently. Please respond to the following
questions based upon the newer version.
Do you use the First Bank policies page?
How often? Daily Weekly Monthly Rarely
Do you prefer the current layout, which simply groups and lists the items, over
the button options on the previous policies? Yes No
Which item do you use most often on the policies page (for example DCI
manuals, loan policy, calendar, etc)?
This new page contains links to web pages which could be beneficial to bank
employees such as call reports, competitor’s web pages, and UBPR. Are there
other web sites you would like to see added to this section such as bond rates,
weather, etc (please provide the web address if you know it)?
Does the web page appear as one page on your screen? Yes No
Have you found any links which are not working? If so, which links?
Thinking about your daily, weekly, and monthly job duties, is there any
information or feature you would like to see added to the web page?
EPSS for First Bank 23
Employee Survey Results
E-mailed to 35 employees. Received 15 responses which is equivalent to 43%. The initial
two questions would have been based on the previous intranet the bank was utilizing.
Do you use the First Bank policies page?
Yes 5 No 10
How often? Daily 0 Weekly 4 Monthly 2 Rarely 8
Do you prefer the current layout, which simply groups and lists the items, over the button
options on the previous policies? Yes 15 No 0
Which item do you use most often on the policies page (for example DCI manuals, loan
policy, calendar, etc)?
Funds Management Policy 1
Loan Policy 3
DCI Manual 6
Suntell Manual 2
Human Resource Policy 2
This new page contains links to web pages which could be beneficial to bank employees
such as call reports, competitor’s web pages, and UBPR. Are there other web sites you
would like to see added to this section such as bond rates, weather, etc (please provide the
web address if you know it)?
• First Bank, Hutchinson
• NY Prime Rate
• 401 (k) Plan
Does the web page appear as one page on your screen? Yes 12 No 1
Have you found any links which are not working? If so, which links? No 13
Thinking about your daily, weekly, and monthly job duties, is there any information or
feature you would like to see added to the web page?
EPSS for First Bank 24
1. A periodic reminder about features and benefits of using the page might be good
in the form of e-mail or in staff meetings. The page itself is useful and friendly.
Continuous updating is a must. A survey like this one should also be a regular
occurrence. Some sort of bank financial stats might be nice to add, so the staff
could regularly see how we are doing.
2. Keep the calendar current
3. Great job!
EPSS for First Bank 25
First Bank Resource Page
Policies Internet Sites
ACH Audit Call Reports
Bank Alarm Activated DCI
Bank Secrecy Federal Reserve Bank of KC
Compliance FFIEC Reports (UBPR)
Contingency Plan Prime Rate
Equal Credit Opportunity 401 (k) Plan
Human Resource Policy
Interbank Liabilities Policy Lyons Federal Savings
Internet Banking Strategic Plan Association
Internet Use and E-mail Lyons State Bank
Loan Policy First National Bank, Hutchinson
Exhibit B Sterling Weather
Exhibit C Lyons Weather
Network Security Policy
Trust Department Principles
Reference Training Materials
Consolidated Tax Agreement File Management
between First Bank and First Group Microsoft Office
Contract of Services and Occupancy
For questions or problems with the page, please e-mail Josh Gilmore
EPSS for First Bank 26
I. First Bank File Management
II. Why should you file things
A. So others can find what they need
B. To keep things organized
III. How is the server structured?
IV. Comparison of server to file cabinets
A. Bank S: drive
B. Agency I: drive
V. How files are viewed on the server
VI. Files not properly filed
VII.Password protect files
VIII.Steps for saving a file in Word
IX. Steps for saving a file in Excel
X. File system clean-up
A. Delete unneeded files
B. Move needed files
XI. Quiz with remediation
XII.Additional assistance information