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Pnb project Pnb project Document Transcript

  • TRAINING AND DEVELOPMENT At PUNJAB NATIONAL BANK Submitted in the partial fulfillment of Masters of Business Administration programme Batch (2006-2008) 1
  • ACKNOWLEDGMENT “Those who are remembered are the once who render help without expectation. I was fortunate to have come across such fine people” To wake a good project report requires sound knowledge of subject concerned and skills to make a proper use of the knowledge. I am grateful to all that equipped me with the right frame of mind to make me still more respective to knowledge and skills. I feel it my profound privilege to express my most sincere gratitude and indebtedness to my project guide Miss. Anita Passi (HRD), who has been instrumental in providing me direction, constant encouragement and cooperation in an attempt to take this project to its logical conclusion. I am greatly indebted to Ms. Veena Chadha (Senior Manager Training and Development), for providing valuable guidance. Not to forget Mr. Rajkumar Vohra (AGM HRD) for in lightening on Human Resource department in Punjab National Bank and also I am thankful to all the employees of PNB and also I also I am thankful to all the employees of PNB for their valuable input in giving interviews answering queries and filling up questionnaires which formed the backbone of my project This summer training has made me realize how important are the communication skills, interpersonal relations, research strategies and commitment to work for the successful completion of task. I convey my heartfelt affection to all those people who helped and supported me during the course for completion of my Project Report. 2
  • TABLE OF CONTENTS 1. Acknowledgment 2. Table of Contents 3. Declaration 4. Introduction 5. Objective of Study 6. Research Methodology 7. Company Profile 8. HR Perspective at PNB 9. Training and Development at PNB 10. Data Analysis 11. Conclusion 12. Suggestion 13. Bibliography 14. Appendix 3
  • INTRODUCTION I at Punjab National Bank that the project titled “Training and Development in Delhi is based on my original research work and dedicated efforts.The result in the report are totally based on the analysis of data that has Indian developing economy offer tremendous potential for future growth and organizations appreciating these consumers’ requirements stand to reap considerable returns. However, compared with more developed economies published consumer studies are few This research investigates Indian consumer perceptions of retail banking with respect to Punjab National Bank using an approach that takes account of the research context. Qualitative research was undertaken to define the relevant service attributes. Performance along these was then investigated through a survey with over 450 respondents. Regression analysis using SPSS revealed which are the key drivers of customer satisfaction. The industry is undergoing many of the network management and distribution changes experienced by these more ‘developed’ regions during the 1990s. The introduction of automated teller machines (ATMs), for example, is a more recent development but these have now become more widespread. The retail banking consumer market is characterized by a large number of unprofitable low balance accounts attributable to the comparatively low average wage. In retail banking, service quality is a crucial aspect of the customer experience. However, despite the considerable service quality-related literature, and in spite of the tremendous market potential afforded, there is a comparative dearth of studies pertaining to India. This approach takes account of the research context and begins with an exploratory phase. Details of qualitative research appropriate for defining the service attributes relevant to an Indian market. A survey in which over 450 customers rated Punjab National Bank’s performance along these dimensions is then reported. Data are analysed using regression, one way anova and factor analysis using SPSS tool to identify the service quality components specific to the Punjab National Bank. Findings are related to service quality studies from other regions and implications for future research discussed. This research therefore makes a contribution by examining service quality and customer satisfaction in a hitherto unreported region. Looking at the result and interpretation of the analysis done above, few finding comes to the surface. 1. Behavior of PNB staff is changing according to the customer i.e. a high income and educated is served much better than a low income, less educated one. 2. Service quality is below the expectation and importance level of customer of all genres on all grounds. 3. A less educated person is more likely to remain loyal and recommend PNB to others than an educated one. Although all genres of customer are willing to recommend PNB to others. 4
  • 4. Recommendation rate increases with the number of month of association with PNB. 5. A customer is more likely to have positive perception of PNB if he is dealt with politeness and respect. On the basis of above finding, recommendations are written below: 1. All customer should be dealt equally, especially the less educated and the one with less annual income. Because if we have a look at the customer base of PNB, we find that majority of their customer are in that section. It is also seen that a less educated person is more likely to remain loyal and recommend PNB. Which makes it even more important to retain that customer. 2. The customer needs to be addressed with politeness and courtesy. 3. PNB score low only on the intangible emotional part of service, and customers are looking for more personal attention. Which needs to be given right away.been collected by me. The analysis finally leads to conclusion. 5
  • EXECUTIVE SUMMARY In today’s world, speed is the buzzword and to remain on the top is also one of the most difficult things to do. Nowadays, competition is the first thing that comes to the mind of every organization. If you ask the Managing Director or the Chairman of any organization, what is that one thing they are interested in the response would definitely be to remain on the top position and to going victory over competitors in the corporate world. Human resource development is a key to organizational robustness. The combative and competitive capability of an organization, especially a service organization like a bank brings very largely on the collective competence and skills of its people. Rapid advances in technology and knowledge together with breath taking changes in the market place coupled with the raising client expectation, make for rapid obsolescence of old ways of doing things. This necessitates new responses, modern skills and attitudinal changes. This project “Training and Development” aims to explore the arena to test whether or not the same is contributing substantially towards the Punjab National Bank. Starting from the basic concept of “Training and Development”, it moves on to the analyses of the application of the same in various sectors of Punjab National Bank and it explores area where employee’s growth potential exists. It concludes by analyzing the challenges and attempting to provide a glimpse of the future. 6
  • TRAINING AND DEVELOPMENT: Training & Development is not only an activity that is desirable but also an activity that an organization must commit resources to if it is to maintain a viable and knowledgeable work force. In modem industrial organizations, the need for training of employees is also widely recognized to keep the employees in touch with the new technological developments. Every company must have a systematic training programme for the growth and development of its employees. Training is a complex process, is concerned with increasing the capabilities of individuals, and groups so that they may contribute effectively to the attainment of organizational goals. 'Training' is used to teach special skills, whereas the term 'Development' denotes overall development of personality of the employees. Training is a process of learning a sequence of programmed behavior. It is application of knowledge. It gives people an awareness of the rules and procedures to guide their behavior. It attempts to improve their performance on the current job or prepare them for an intended job. Development is a related process. It covers not only those activities, which improve job performance, but also those, which bring about growth of the personality, help individuals in the progress towards maturity and actualization of their potential capacities so that they become not only good employees but also better men and women. Training a person for a bigger and higher job is development. MEANING OF TRAINING & DEVELOPMENT Training & Development is an organized activity for increasing the knowledge and skills of people for a definite purpose. It involves systematic procedures for transferring technical know-how to the employees so as to increase their knowledge and skills for doing specific jobs with proficiency. Training is the act of increasing the knowledge & skills of an employee for doing a particular job. Development means growth of the individual in all respects. Training involves the development of skills that are usually necessary to perform a specific job. The purpose of training is to bring about improvement in the performance of work. 7
  • "The use of the terms training & development in today's employment setting is far more appropriate than 'training' alone since human resources can exert their full potential only when the learning process goes far beyond simple routine.” Training is a continuous process and not an one-shot affair, and since it consumes time and entails much expenditure, it is necessary that a training programme or policy should be prepared with great thought and care, for it should serve the purposes of the establishment as well as the needs of employees. A successful training programme presumes that sufficient care has been taken to discover areas in which it is needed most and to create the necessary environment for its conduct. OBJECTIVES OF TRAINING:  To increase the knowledge of employees in doing specific jobs.  To impart new skills among the employees systematically so that they learn quickly.  To bring about change in the attitudes of the employees towards fellow employees, supervisor and the organization.  To improve the overall performance of the organization.  To make the employees handle materials, machines and equipment efficiently and thus to check wastage of time and resources.  To reduce the number of accidents by providing safety training to employees.  To prepare employees for higher jobs by developing advanced skills in them. 8
  • IMPORTANCE OF TRAINING & DEVELOPMENT Training & Development plays an important role in human resource development. It is necessary, useful and productive for all categories of employees and supervisory staff. Training is important as it gives various benefits to employers and employees. It is very important in the present age as developments in science and technology are introducing radical changes in the industrial field. Training is actively and intimately connected with all personnel or managerial activities. It is an integral part of the whole management programme, with all its many activities functionally inter-related. Training is a practical and vital necessity because it enables employees to develop and rise within the organization, and increase their “market value”, earning power and job security. Training, moreover, heightens the morale of the employees, for it helps in reducing dissatisfaction, complaints, grievances and absenteeism, reduces the rate of turnover. It moulds the employees’ attitudes and helps them to achieve a better cooperation with the company and a greater loyalty to it. The importance of training has been expressed in these words: 9
  • HOW TRAINING BENEFIT TO THE ORGANIZATION Be kept to the minimum by the trained employees. These will lead to lower cost of production per unit. The major benefits of training to the organization are: + Quick learning + Higher productivity + Standardization of procedures + Less supervision + Economical operations + Higher morale + Preparation of future managers + Better management HOW TRAINING BENEFIT TO THE EMPLOYEES WHICH IN TURN ULTIMATELY SHOULD BENEFIT THE ORGANIZATION Training helps the employees in the following ways: + Confidence + New Skills + Promotion + Higher Earnings + Adaptability 10
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  • TRAINING PROCESS IN ACTION 14
  • TRAINING NEEDS ANALYSIS Choosing the correct training solution for any organization is not a simple process. Should we focus on e-learning, instructor-led courses, distance learning or should e choose a mixture of these offerings? Does training need to be customized to your company's specific needs? A training needs analysis can help us to clarify the project's goals and evaluate possible solutions. This phase allows project leaders, subject matter experts and training specialists to evaluate the situation and make informed decisions. Understand the Steps First Here are five basic steps that can help us analyze your current environment and make an informed and sound needs assessment decisions. 1. Analyze your Situation: The most important step in choosing training is learning what you need. Too often, business opts for too little, too late in employee training. This leaves employees with incomplete or inappropriate solutions. Therefore, it is best to perform a Training needs analysis early in the process .An experienced training specialist can help your company focus on the right questions. For example, a needs assessment for an employee-training project might ask the following questions:  Are we making any major changes in our business process?  How do those changes impact our employee's job functions?  What information will our employees need to continue being successful in their jobs?  How will our employee's best accept and integrate this information and Training?  How do our employees learn?  How can we get this information and Training to our employees?  Are there any corporate needs that are not being met?  Does our staff have the skills they need to do their jobs effectively? 2. Evaluate the Training in Place: Even if any company doesn't have a formal training department, it may already have some employee training materials. These can 15
  • include manuals, new hire orientation materials, CBTs (Computer Based Training), online references, and so forth. These materials can and should become an integral part of any new training solution. Review the procedures that already have in place and be prepared to adapt them to your new training needs. 3. Identify Gaps: The Company, of courses, is the sources of information on your current Business practices and change initiative. Identify what the company can and cannot provide so that to know what the company need when looking for assistance. 4. Assess our options: Once we know what we need, we assess our options. We can ask the following questions:  Will they work well with our business culture?  Will they be able to fill in all the gaps that have been identified?  Can they provide you with multiple training options? 5. Choose your solution(s): Choose the consultant or company that can best meet our needs. Keep in mind, however, that the company or consultant that we choose may identify issues, gaps, or existing solutions that we could not see- it's often best to perform a preliminary needs assessment and then allow an experienced training professional to review our analysis and offer helpful additions or suggestions. After all, Training is what they do best, and their suggestions can help your company better prepare for change and growth. DEFINING FOCUS & OBJECTIVE OF PROGRAMME: Defining the focus and the objective of the programme is very important of designing programme. In fact defining focus and objective, target group is also important. Objective of any training programme is very strongly related to training needs of the organization & corporate expectations from the training system. Some of the usual objectives are: 1. Developing of skills (if not existing earlier) 2. Sharpening of skills (if existent but need is there to provide cutting edge) 3. Building up a cadre of a trained person. 16
  • 4. Creating awareness 5. Improving proficiency (to improve efficiency and speed of handling transactions ). 6. Exposing (to new developments, environment) 7. Upgrading of skills (like training participants from branch small/SSI loans to handle large borrower accounts). DESIGNING THE TRAINING PROGRAMME Designing our Training Blueprint If we were building your dream house, we would want to make sure that the architect provides the builder with a clear set of blueprints that, which when followed, creates the dream home of our envision. Our Training needs are very much like dream home. In the needs analysis phase, we identify our Training needs and goals. During the design phase, we create a blueprint for future training development. Here is an overview of some of the steps we take during the instructional design phase: 1. Determine The Entry Behaviors Of Participants: In an adult learning situation, it is very important to consider what the learners already know and how they will approach the material. Instructional designers identify the skills, knowledge, and attitudes an average participant can be expected to possess at the beginning of the course. 2. Set Learning Objectives: We determine what participants should be able to accomplish at the end of the Training. Learning objectives provide concrete information about tasks, the situation for the task, and a measure of success. Here are some examples of clear learning objectives: The supervisor can conduct annual performance reviews, based on company guidelines The technician can use current procedures for nightly backup of system records the operator can accurately update customer profiles when receiving incoming calls. 17
  • 3. Build The Training Outline: Creation a detailed training outline showing the individual training steps that will take our participants from their entry behaviors to the completion of ,!he learning objectives. We, make sure that each training step is relevant and builds upon previous steps. Together, the steps lead the participants toward the learning objectives. 4. Create Performance Assessments: At this point, we consider how an instructor or supervisor can determine whether the participant has met the learning objective. A learner may be asked to demonstrate a skill, identify the correct action, or apply the knowledge 5. Select Program Format: During this step, we evaluate possible methods of training delivery. The Training specialists evaluate the costs and benefits of each delivery option, and provide a formal recommendation. A multitude of training methods is used to train employees. Techniques & Methods are multifaceted in scope and dimension, and each is suitable for a particular situation. Each organization has to choose those methods and techniques of training which are relevant for its training needs. Training methods are categorized into two groups- (i) On-the-job methods and (ii) Off-the-job methods. On-The job Training: Under this method, the worker is given training at the work place by his immediate supervisor. In the other words, the worker learns in the actual work environment. It is based on the principle of “Learning by doing”. On the-Job Training is suitable for imparting skills that can be learnt in a relatively short period. On-the-Job training methods are relatively cheaper and less time consuming.. On-theJob Training has the chief advantage of strongly motivating the trainee to learn. Onthe-Job training is the most effective method of training the employees because it is in complete accord with the three basic laws of learning.  The Law of Readiness.  The Law of Exercise. 18
  •  The Law of Effect. Off-The-Job Training: It requires the worker to undergo training for a specific period away from the work-place. Off-the-job methods are concerned with both knowledge and skills in doing certain jobs. The employees are free of tension of work when they are learning. Off-the-Job Training methods are more relevant for the development of higher-level employees and executives. In addition to off-the job methods sensitivity training, seminars, special projects and committee assignments may also be used for training and development of employees. The focus in off-the-job methods of development is to improve general behavioral and decision-making skills of the executives. Off-the-job training simply means that training is not a part of everyday job activity. Following are the method of off-the job training Following are the methods of off-the-job training. 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 it can be used for very large groups, and hence the cost per trainee is low. This method is mainly used in colleges and universities. Audio-visual: audiovisuals include television slides, overheads, videotapes and films. These can be used to provide a wide range of realistic examples of job conditions in the condensed period of time. Programmed Instruction (PI): This is a method where training is offered without the intervention of the trainer. Information is provided to the trainee in blocks, either in a book form or through 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. Computer-assisted instruction (CAI): This is an extension of the PI method. The speed, memory and the data manipulation capabilities of the computer permit greater utilization of the basic PI concepts. 19
  • Demonstration and Examples: In the demonstration method, the trainer describes and displays something as when he teaches an employee how to do something by actually performing the activity himself and by going through a stepby-step explanation of “why” and “what” he is doing. Demonstrations are very effective in teaching because it is much easier to show a person how to do a job than to tell him or ask him to gather instruction from the reading material. Demonstrations are often used in combination with lectures, pictures, text materials, discussions etc. Demonstrations are particularly effective in the training for the acquisition of skills. Simulation: simulation is an attempt to create a realistic decision making environment for the trainees. Simulations present likely problem situations and decision alternatives to the trainees. Activities of an organization may be simulated and the trainee may be asked to make a decision in support of those activities. The results of those decisions are reported back to the trainee with an explanation of what would have happened had they actually been made in the work place. The trainee learns from his/her subsequent simulation exercises are: Case study: It 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 the organizations, these cases represent attempts to as accurately as possible, real problems that managers have faced. Trainees study the cases to determine problems, analyze causes, develop alternative solutions, select the best one and implement it. It appears to be an ideal method to promote decision-making abilities within the constraints of limited data. Role-playing: It 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 a case study, and then have the trainees assume the parts of specific personalities in the situation. Vestibule training: In this, an attempt is made to duplicate, as nearly as possible, equipment and conditions found in the real work place. However, training takes place 20
  • away from the work environment. A special area or room is set aside from the main production area and equipped with furnishings similar to those found in the actual production area. The trainee is permitted to learn under simulated conditions, without disrupting ongoing process. The emphasis is on learning skills required by the job. Among these most commonly used training techniques are lecturer, films, audiovisual, case studies/ role playing, simulation. 6. Review the Instructional Design: The format chosen must make sure that the design meets our needs and we invite our comments and review. We listen carefully to the suggestions and make revisions based on the input. Once the format is ready we will proceed to the development phase. Although companies share similar Training needs, many situations require unique solutions based on the project's business context DEVELOPMENT OF TRAINING While developing the programme schedule, following aspects should be kept in mind:  Total number of working days and sessions available for the training course.  The entire area/subject should be spread out/ planned over the entire period of the programme.  Specific topics should be laid out in a logical, sequential and succession form so as to enhance comprehension and assimilation.  If the training schedule is of long duration or involving various phases or modules, a tentative programme schedule should be prepared for the entire period but detailed and specific programme should be prepared for each week/fortnight/phase or module well in advance.  Normally a full training consists of 5 sessions of minimum 70 minutes each at training center/college with 3 sessions before launch and 2 sessions after lunch. Enough caution/flexibility should be built up in the programme schedule to allow scope for increasing sessions on existing proposed topics, adding new topics, undertaking more exercises 21
  • What makes effective Training? Perhaps the simplest answer is that the training materials should help people learn the material. Effective learning produces a measurable change in a person's knowledge, skills, or attitudes. During the training development phase, developers create activities that allow the participants to successfully accomplish the learning objectives. Therefore, when developing training materials, the priorities should be:  Create an effective learning environment.  Make the learning steps clear for participants  Develop activities and exercises that help the participant master the material  Emphasize critical learning objectives.  Maximize learning opportunities for participants.  Each learning activity should be designed to take advantage of the strengths of the learning media. Once the training program has been designed, it needs to be implemented. Program implementation involves action on following lines: (a) The Course Management Plan (b) Training Delivery (c) Training that leads to Business Results After the implementation of the programme the path of assessment and evaluation of training program is adopted. (a) Experimental and control group. (b) Longitudinal and Time Series Analysis. (c) Questionnaire Method 22
  • Objectives of Study 1. To understand the theoretical framework of the subsystem of HRD i.e. training and development. 2. To explore the growth of the organization till its present status. 3. To asses the awareness and involvement of the organization in the respect of training and development functions. 4. To evaluate “Training and Development” scenario in the organization in HRD and suggestion the future. 5. To study the HRD functions undertaken by organization. 23
  • RESEARCH METHODOLOGY Tools of Data collection Data has been collected by the following means: A. Primary Sources: It includes a) Structured questionnaire was administered to the sample respondents. b) Personal interviews were held with the officer and non-officer staff with special focus on the prevailing their views and suggestions. B. Secondary Sources: secondary data collected with the help of books available in the library, few journals and Internet. Bank’s Annual Report and various other published materials such as magazines, manuals and policy statements were also referred. Reference was also made to Bank’s web site “www.Pnbindia.com” SAMPLE DESIGN There are many research methods to conduct any study. The study is based on a combination of Desk research and Exploratory research methods exploring T&D functions adopted by organization and to assess the awareness and involvement of the employees of the organization in respect of HRD functions using various means. Type of sampling: The sample has been constructed using random sampling technique. The Sample size: 95 employees including officer staff, clerks and subordinate staff. All these employees work in different divisions relating to banking functions. The Sample Extent: Head Office, New Delhi. COMPANY PROFILE Punjab national bank - A Saga of Excellence Established in 1895 at Lahore, undivided India, Punjab National Bank (PNB) has the distinction of being the first bank to have been started solely with Indian capital. During its existence of over one-hundred years, PNB has faced many trials of strength including the trauma of partition of India in 1947 at the time of independence. However, the bank not only withstood such adversities but established itself firmly on 24
  • the Indian subcontinent. The bank was nationalized in July 1969 along with 13 other banks. Punjab National Bank is serving over 3.5 crore customers through 4497 offices, largest amongst Nationalized Banks. Amongst Top 1000 World Banks, PNB is ranked at 248th place according to “The Banker” London. The Bank was recently ranked 38th amongst top 500 companies by the leading financial daily, Economic Times. PNB’s attempts at providing best customer service has earned it 9th place among India's Most Trusted top 50 service brands in Economic Times- A.C Nielson Survey. The most important reason which gives an edge to PNB over other banks is its Sound Fundamentals. This includes evolving the Strategic Vision:  Keeping customers changing needs in focus  Thrust on Technology & Risk Management techniques  Strict compliance with Indian GAAP and other regulatory requirements  Corporate Social Responsibility  Corporate Governance and  Good HR practices PNB offers a wide variety of banking services which include: • corporate and personal banking, • industrial finance, • agricultural finance, • Financing of trade and international banking. o Among the clients of the bank are multinational companies, Indian conglomerates, medium and small industrial units, exporters and nonresident Indians. The large presence and vast resource base have helped the bank to build strong links with trade and industry. 25
  • o The bank provides finance to agriculture and allied activities and Small Scale Industries (SSI). The bank has established 16 specialized branches to finance exclusively SSIs. The bank is ranked 515 among the biggest banks in the world by Banker's Almanac (Jan 2000) London. o Punjab National Bank has a strong banking relationship with 217 leading international banks all over the world enhances its capabilities to handle transactions world-wide. Besides, bank has Rupee Drawing Arrangements with exchange companies in the Gulf. Bank is a member of the SWIFT and 75 branches of the bank are connected through its computer-based terminal at Mumbai. The bank also maintains accounts in 13 currencies. With its dealing rooms and well-trained dealers, the bank offers Forex dealing in India. o Keeping with its tradition of excellence in customer service PNB has adopted a quality movement Alliance with Quality'. Under this as many as 364 offices of the bank have been awarded the coveted ISO 9002 certification. The bank further planning to cover more offices under this quality movement. o Internet Banking services are available through all Branches of the Bank networked under CBS. Providing 24 hours, 365 days banking right from the PC of the user, Internet Banking offers world class banking facilities like anytime, anywhere access to account, complete details of transactions, and statement of account, online information of deposits, loans overdraft account etc. PNB has recently introduced Online Payment Facility for railway reservation through IRCTC Payment Gateway Project and Online Utility Bill Payment Services which allows Internet Banking account holders to pay their telephone, mobile, electricity, insurance and other bills anytime from anywhere from their desktop. o Another step taken by PNB in meeting the changing aspirations of its clientele is the launch of its Debit card, which is also an A TM card. It enables the card holder to buy goods and services at over 99270 merchant establishments 26
  • across the country. Besides, the card can be used to withdraw cash at more than 11000 A TMs, where the 'Maestro' logo is displayed, apart from the PNB’s over 555 A TMs and tie up arrangements with other Banks. Towards realizing its vision of evolving into word-class institution providing comprehensive financial and related services the bank has achieved diversification in its business. The bank entered the bullion business in Sept. 2000 and, introduced Gold coins in the year 2006. Subsidiaries PNB Gilts Ltd. A subsidiary of Punjab National Bank which was amongst the first ones to get the license for undertaking activities in the Government Security market, as a primary dealer in 1996. The company received ISO 9002 certification from British Standard Institution, making it as the first primary dealer in India to achieve this certification for its quality systems and procedures. This certificate has been granted to the company as a whole including its corporate and branch offices. PNB Housing Finance Ltd. This is a wholly owned subsidiary of Punjab National Bank, is engaged in providing housing loans for purchase, construction and up gradation of a dwelling unit. The company offers Loans for construction or for purchase of house/flat from development authorities and also from private builders/ group housing societies as well as for renovation / repairs. Company also provides finance for construction of residential projects. Loans to NRIs are also provided for purchase construction of house/ flat along with a resident/ non-resident co-borrower. 27
  • QUALITY POLICY • To effectively meet customers requirement and endeavor to achieve total customer satisfaction. • To gain consistent faith and confidence of customers and potential customers regarding the quality of services rendered. Organizational Structure Bank has its corporate Head office at New Delhi and 26 zonal offices which in turn supervise 49 regional offices under which the branches function. Thedelegation of powers is decentralized up to the branch level to facilitate quick decision making. Head Office Zonal Offices (26) Regional Offices (49) Branches (4093) 28
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  • HUMAN RESOURCE DEVELOPMENT -POLICY PERSPECTIVES Human resource development is a key to organizational robustness. The combative and competitive capability of an organization, especially a service organization like a bank hinges very largely on the collective competence and skills of its people. Rapid advances in technology and knowledge together with breath taking changes in the market place coupled with the raising client expectations, make for rapid obsolescence of old ways of doing things. This necessitates new responses, modem skills and attitudinal change. Empirical evidences suggest that the level and scale of aspirations and expectations of the employees have undergone a metamorphosis. The bank to ensure a serious focus on HRD with a view to evolving a positive work culture, which in turn, will enhance its performance effectiveness. The bank recognizes that the emerging challenges in the banking industry require optimal utilization of manpower and overall development of human capabilities. Towards the end, the bank has evolved a Human Resource Management (HRM) policy which interlia covers manpower budgeting, recruitment, training, promotions and welfare measures for employees. The work towards development of HRM software is a step further in this direction. The bank has implemented People Soft’s Human Resource Management Solutions (HRMS) by Tata Consultancy Services (TCS). HRMS is a centralized on-line system for updation of vital information relating to HR matter. This would facilitate the bank in managing its large workforce and planning strategies in sync with organizational goals. Besides, the chairman has kept the channels of communication with the. employees open by addressing regular letters about the progress and 31
  • performance of the bank. Emphasis has been laid on providing training to help employees to face the competitive environment. The perspective approach to human resource development for Punjab national bank is :  Belief that the human resource is the most important assets of our bank and managing it effectively spells success.  This requires integration of HRD policies and procedures with overall corporate objectives and plans.  The culture and the values system prevailing in the organization would be able to absorb assimilate, adopt fresh ideas and currents to effectively cope with and respond to changing scenario. Any people management effort should facilitate every individual to contribute as a team member and realize his/her potential to the fullest extent. This in combination with systems should result in attainment of organizational goals and objectives .this alone in the ultimate analysis, would ensure the advancement of personnel located at different tiers in the organization. “AT THE ENTERPRISES LEVEL, EMPLOYEE TRAINING AND DEVELOPMENT ARE THE MAIN AREAS OF HUMAN RESOURCE DEVELOPMENT” 32
  • 111 YEARS OF BANKING EXCELLENCE The Vision “To evolve and position the bank as world class progressive cost effective and customer friendly institution providing comprehensive of technology and serving various segments of society especially the weaker sections ,committed to excellence in serving the public and excelling in corporate values”. The Mission "To provide excellent professional services and improve its positions as a leader in the field of financial and related services build & maintain a team of motivated & committed workforce with high work ethos.& act as an effective catalyst for socioeco development". 33
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  • Training and development at PNB The training system within the bank has been oriented so as to be responsive of the thrust areas system being thrown up in the banking environment and create a pool of trained/skilled personnel at various levels of hierarchy so as to efficiently man the branches and provide customer satisfying services. However, training at PNB is not mandatory for all employees but it has been certainly felt that every employee should be trained at least once in 3 years. The training programs implemented by the bank concentrate not only on providing conceptual framework but also developing problem-solving skills with the aid of various pedagogical tools so as to enable trainees to face the practical problems in the field emerging from time to time. A conscious effort has been made not only to enrich the knowledge of the participants on the present assignments but also to expose them to the development-taking place in the banking environment so as to groom them in the future. The training infrastructure has been oriented towards providing intensive training in tropical areas like Credit, Foreign Exchange, Merchant banking & computers as well as short training in the job specific and activity specific areas. The training forum serve as vital platform for the senior executives to disseminate and explain the banks for credit policies, objectives and share the views on our bank performance vis-a-vis, the system. The senior authorities take the opportunities to obtain the feedback from participants, which are essential and integral to the process of management of any buoyant and vibrant system. This two-way interaction helps the field staff to better appreciate the environmental challenges at the corporate level and also helps the corporate management to obtain 35
  • effective feedback, which facilitate formulation of strategies and policies for achievement of corporate objectives. ASSESSMENT OF THE TRAINING NEEDS OF PUNJAB NATIONAL BANK  In order to assess the training needs of the staff working in the bank, there is a system of maintenance of inventory cards at regional as well as zonal office level. While submitting their performance form, the officer staff indicates the Ares in which they need training as to improve their skills and perform the job better. The appraising authority and the reviewing authority are required to take a note of this feedback from the staff and the inventory cards are being maintained at regional/zonal offices are 'required to be upgraded and keep up to date, keeping in view the training need mentioned by the staff.  For identifying the training needs, the branch manager should submit the information on annual basis to the regional office on or before 31 st December every year, the same should be consolidated at regional office for the whole region and submitted to the zonal office on or before 10 th of January every year.  The inventory cards keep a record of the training provided to an employee from time to time and whenever decisions are taken for the nominations of the participants, these cards are kept in view so as to provide the appropriate training to the employees keeping in view his self opinion, present assignments been handled and career path. 36
  •  Zonal training coordinator should frequently interact with the principal/training manager of the training center/college looking after the training requirements. Regional managers and other senior officials visit the branches quarterly to make a point to interact with the staff members and assessment of the training requirement is one of the areas, which are discussed to bring all around improvement in the working of the branch. Sometimes, the Bank conducts open sessions where the employees themselves state their training needs on an informal basis and it is the controlling officer who thereby decides whether the need is reasonable or not. The Performance Appraisal Report is also occasionally used as a source to identify training needs of employees. No of No. of Training No. of No. of Total Level of Courses Faculties officers no. Of Training trained Channels No. of Officers centers in 99798 PSU 135 220 7463 613 96699 160595 Banks SBI scale IV 17 42 1014 144 20623 80510 &associates Private Up to Up to scale IV 23 34 567 Sector 66 7656 14772 Up to scale IV banks Total 175 296 9044 823 124978 255877 Source: Report of the committee to review the activities and future direction ofBTC- vision 2005, RBI may 1999. 37
  • OBJECTIVES OF THE TRAINING PROGRAMME: PNB does not view the training in isolation but integrates the training function within the overall functions of selection, career path, performance appraisal and overall development of the human resources. The objective of the training program apart from up gradation of the knowledge and the skills of the employees is also to improve the aggregate corporate performance and for this achievement, the training has been related to performance of various jobs in functional and managerial areas. Generally, training is imparted for the purpose of boosting operational abilities as well as for social behavior and attitudinal change. For managers of Scale III and above, emphasis is given on the programmes like management, leadership, and motivation along with MDPs (Management development Programmes) for Senior Executives. On the other hand, more thrust is given to boost operational abilities for employees at the clerical and officer's level 38
  • TRAINING FACILITIES AVILABLE FOR OFFICERS PREPARATION OF THE TRAINING PLAN While preparing the training plan, the budget of the center/college, overall as well as sub- category wise, is kept in view by the bank and training programs for different cadres of employees is prepared in such a manner that no particular cadre is given more importance at the cost of others and an attempt is made to cover the training needs of all cadres of employees 39 and maximize the number of
  • programmers/participants so as to reach a large number of employees and giving training to them. Basic Scheme of a planned Training Process: A panel of faculty at Zonal Training Centre (ZTC) decides upon who is to train the employees at the various training programs. The guest faculties include faculty members of universities and Business Schools like Calcutta University, JNU, Delhi 40
  • University, IIMs, Institute of Management Technology (Ghaziabad), NIIT, Aptech, etc. also ,officials with a, flair for teaching are invited from RBI, CBI, BIS, Nileto and other banks like HDFC, HSBC, ICICI, IDBI, etc. "'" The most commonly used methods at the ZTC for imparting training are  Lectures  Case discussions  Role plays  Audio and video cassette  Computer Assistance  Group Discussions  Demonstration  Presentations and Slide Shows  Quizzes  Handouts and Reading Material  Dialogues  Workshops and Seminars  On-the-job training (for programmes with longer durations) APPROVAL OF THE TRAINING PLAN FOR ZTCs/RSC After the training plan, the same is send to the next competent authority for consideration and approval. While forwarding the new programs envisaged, the objectives thereof etc., should be highlighted to bring specific notice of the competent authority. The training coordinator should ensure that he receives the Training plan well in advance from the training center/college so that the same could be approved and communicated to concerned authorities well in time. After careful examination of the training plan, the objectives of the programme, the eligibility criteria, he should assess whether training plan is overall balanced in its approach towards cadre wise training requirements, towards sub-categorization of the type of programmes and towards the suggestions/ requirements of the concerned authorities/ field. 41
  • After that the training coordinator should place the plan before the competent authority for examination/assessment of the same and approved thereof. As and when the training plan is approved by the concerned authority, a copy of the same should be immediately sent by the training coordinator to all concerned levels of authorities and by the training center/college also. On receipt of approved training plan, principal managers should allot the programs to various members for coordination. Understanding the Need for Training in the Industry: Benefit to the Organization Group Individual Implantation: Meeting current Working together as Being a competent Bringing the organizational goals a team to meet working at the level principles and and objectivities existing targets and of existing standards requirements Business as a whole practices in operation Improyement: Setting higher Continuous Effectively using Incorporating better targets and improvement and improved skills and styles of operation objectives and skill enhancement techniques in to sustain market making the best through team regular business styles of operation objectives and skill enhancement techniques in to sustain market making the best through team regular business Innovation: Innovation Working across Being able to work boundaries to create differently and more Introducing new Introducing new new relationships, creatively with a methods and methods and new products and shared sense of practices at work to practices at work to improved services. purpose and a clear Improve Improve productivity and productivity and profitability as a profitability as a whole whole objective. 42
  • IDENTIFICATION OF THE TARGET GROUP  Age: The minimum and/or maximum of participant  Education/professional qualifications. If for a training programme, some formal qualifications like CAIIB, MBA or CA is required, it should be clearly mentioned.  Work experience  Proposed seat/duty sheet/assignment: In especia1ly short duration/highly focused programmes where the thrust is on developing operational skills, proposed utilization of participant after training is an important factor to consider him for training like in DICGC workshop, persons handling DICGC claims or likely to be used.  Type of office/scope of business: If a programme is focusing on particular type of activity/business, the participants should be from such offices where either there is existing business or the potential exists like in programme on turn around strategies. Program for technical/specialized officers: In such type of programme, like for SSIO’s, agriculture officers, Law officers, 43
  • INSTRUCTIONAL DESIGN OF TRAINING PROGRAMME IN PNB The programme coordinator while designing the programme schedule should notice following points:  The objective of the programme should be clearly spelt out. Not only it should be mentioned in the programme schedule but it must be made clear to participants also.  The level of the participants, their existing knowledge, skills and experience should be kept in mind before finalizing the programme schedule to know from what level of knowledge the trainer should concentrate and carry the participants with him trill every aspect of the subject is cleared.  Training can be very interesting, enriching experience if the faculty provides variety, mixing practical with theory sessions, quoting from personnel experiences and allowing time for discussion and absorption.  Adequate time should be available for doing justice to all the subjects.  Flexibility in the design of the programme would ensure that participants do not have to learn those aspects which they already know and whenever such situation is faced by the faculty, either the level of discussion may be increased or subject may be changed.  An lnbuilt feedback system to facilitate revision, if any, desired by the participants during the course of the programmed may be planned and some cushion periods should be provided.  The programme coordinator should prepare brief synopsis of each topic to be covered during the programme in case the standardized synopsis are not available and he may revise or improve the standardize synopsis also in the light of latest developments and requirements.. IMPLEMENTATION After the training manager at the Zonal Training Center (ZTC) draws the draft of the training plan as per the exigency. The draft is then sent to the Zonal Manger who in turn sends it to the Head Office for approval. The draft is approved at the Training Manger's Conference held at the Head Office and is finally sent to the Zonal Office for implementation. Sometimes, the concerned departments are also consulted before 44
  • making the plan. However, the training plan is subject to changes according to the need of the hour. EVALUATION 1. Pre-Course Evaluation: It is an evaluation conducted at the entry point of the training program. The question paper can be descriptive or objective type to test the skills of the participants at the entry level. The question should be framed keeping in view their existing level of knowledge and skills. The question paper should be broad based so as to provide adequate opportunity to all the participants to answer them fully and competently because at the entry level, some participants may be more conversant with some specific subjects while other may be aware of other subjects. 2. Mid -Course Evaluation: Test preferably on the Saturday of the first week in the programme of two weeks duration or in the middle of the other long duration programmer. 3. Concurrent Evaluation: The participants are asked to evaluate the training programme themselves. It may be also difficult for him to assess how much he has been motivated and how he has been benefited from the programme. However, expression of attitude, subjective opinion and even constructive criticism from the participants can help the trainer in making an evaluation. Though the participants may not be objective in his evaluation, yet every participant keep on evaluating the programme continuously. It will be therefore prudent for the programme coordinator to elicit the view of the participants individually as well as collectively to assess the efficacy of the training programme. This on going evaluation may be done daily, on alternate days or on weekly basis. 4. Final Evaluation: It reveals the performance of the participants at the exit level in term of acquisition of knowledge and development of skills and also indicates the interest shown by the participants in acquiring new information during the training programme. If the evaluation is being obtained through a test the performance of the participants should be informed it them and the question paper should also be discussed to provide 45
  • one last opportunity before the conclusion of the training programme to the participants to clear their doubts. 5. Evaluation Through Weekly Reports: The report should be carefully examined by the coordinator and advice, if any, should be immediately sent to the participants giving them specific or general direction for making additional studies and under taking additional activities not only to increase his knowledge but also to provide him balanced exposure and enhance vision. 6. Assignment: Allocation of the topics to the participants should be decided on the first day of the reporting itself and 2 to 3 days minimum time should be given before starting presentation. At the beginning of the respective sessions, the concerned participants should be asked to make his presentation before the class.  Method of sequence of organizing views, comments and thoughts.  Coverage of the topic.  Depth of the topic.  Conciseness, clarity and prissiness of approach.  Reference material consulted.  Preparation of chart/graphs/statistical table.  Innovative and logical deduction. Such an evaluation will reflect the amount of hard work done by the participants in preparing the particular topic. This will also benefit the participants in accelerating the protect of self-learning and motivate him to read the study material, the reference material and make good use of library facility available. 6. Case Presentation: While sending the trainees for OJT in branches, they should be advised to thoroughly examine a particular type of account/business activity/industry and prepare a case study with their own choice, highlighting the features of their study. While preparing for the case study, they should examine the chosen account/activity closely and in depth and in this regard, they shall also refer to study/reference material/trade and industry manuals available at the branches or with a client or in the administrative office. 46
  • PREPARATION OF THE EVALUATION SHEET At the time of sending the trainees to the On- the -job training (OJT), it should be made clear to them as to what are the objective of sending them on to OJT and what is expected of them during the course of OJT. While sending the trainees for the OJT, as already mentioned in foregoing, they should be advised to submit the weekly report whose attendance should be marked by the coordinator of the training programme on the attendance sheet. In addition, coordinator should also prepare an evaluation sheet in which the marks scored by each and every participant at every successive stage of training should be entered. The marks may relate to the following:  Entry Level Test  Mid Course Test  Final Test  Average of Marks Scored in Submission of Weekly Reports  Assignments  Case Study Presentation  Interview SCHEME/ACTION CHART FOR EVALUATION IN TRAINING PROGRAMMES a) One week Programmes. In one-week programme on bank routine, priority sector, house keeping, credits scheme and awareness of foreign scheme. b) Two week Programmes: Operational areas of foreign exchange etc., or other similar areas, mid week test should be conducted on the last working day of the first week. The test may be descriptive, objective or partly both. 47
  • There after the final test should be conducted on Friday or on the second last day of the second week. The marks scored by the participants in the final test should be compared with the mid-course test and the coordinator in the class should commend performance of those who have improved. c) Advance Programmes: In advance Programmes on Credit Management and Foreign Exchange etc. being conducted for various levels, the schemes of training shall be preferably objective type, and conducted immediately after the welcome and inauguration session on the first day of the training programme. The test should have minimum of 100 questions (in objective type) and also be of duration of one hour. The mid course test should be conducted in middle of the training programme, preferably on Saturday. The mid course test can be descriptive or objective or partly both. The test should be a minimum of one-hour duration and should thoroughly test the knowledge of participants on various subjects/topics covered so far in the programme. Result of the test should be announced on the next working day. d) Intensive Programmes: It is done so as to assess their performance immediately at the commencement of the programme, an entry-level test is be conducted which may be descriptive or objective or both. Near the conclusion of the first module of the training, mid course test should be conducted which may be descriptive or objective or both. 48
  • ANALYSIS OF TARINING AND DEVELOPMENT PROGRAMME (1) Have You attended any training programmes organised by the training center recently? Yes No 63% 37% (2) Please indicate your view on the qualitiy of training course by ticking the appropriate box? PERCENTAGE Fair Good V.Good Meeting Learning Objectives Relevant to Job Trainer(s) help to learn Handouts dear and useful 25 28 31 40 46 35 20 49 35 26 34 25 55
  • Note: Poor-None (3) The channels of communication used in the programmes are :Verbal Written Both 21% 11% 68% (4) What factors hinder your learning during the training programme? Time constraint Communication gap No Hinderence 47% 21% 32% 50
  • (5) You were able to pass on knowledge and skills provided from the training programmes to your subordinates. Mostly sometimes Never 47% 37% 16% (6) How would you rate the training ? Excellent good Average poor 25% 38% 21% 16% (7) Time period of training ? Very Long Long Ok Short Very Short 5% 8% 26% 33% 28% 51
  • (8) is there a system of feedback? Yes No 73% 27% (9) If yes, how is it provided after training? Through recognition Certificate of excellence Communication by faculty Others 8% 12% 54% 26% (10) Do employees actively participate in determining the training needs and know the skills they must acquire? 52
  • Always Frequently Occasionally Rarely Never 36% 32% 16% 11% 5% (11) Suggestions are welcomed by the seniors/ facilitators. Often Rarely Never 57% 32% 11% (12) Would you like to undergo any such training in the near future? Yes No 87% 13% 53
  • CONCLUSION After going through the subsystem of HRD namely- Training and Development in Punjab National Bank, I came to know that this subsystem is highly visible in the organization. All Human resource development systems must have a strong foundation within the Organization as an organization is made up of people & function through people, the resource- men, money, material & machinery are collected coordinated & utilized through people, it is through the combined efforts of people that material monetary resources are effectively utilized for the attainment of organizational objectives. As time, passes people become experienced & skilled which is not so with the other resources that generally depreciate as the time passes by. This resource is active, animate & living. It is the man only who with his ability to feel, think, conceive & grow can show his satisfaction or dissatisfaction, resentment 54
  • or acceptance for all types of related activities. It is the person at work who is valued, not the machine, infrastructure or capital. PNB, realizing the importance of the above fact, has given great emphasis on its Training & development Activities). As far the PNB’s training and development activities are concerned, the bank has established a Central Staff College at the corporate level and as many as 3 Regional Staff Colleges, 8 Zonal Training Centers and one full fledged IT Center at Faridabad. To better equip the employees to meet the emerging challenges, last year, the bank imparted training to more than 27500 employees overall, through it's various training centers. Intensive training programs were also conducted in the areas of credit, forex, marketing, information technology, etc. to train officers for specialized jobs. The IT center, Faridabad provided training to employees keeping in view the technological developments taking place in the banking industry. Besides in-house training, the bank deputed 565 employees to other prestigious institutions like National Institute of Bank Management, Pune, Administrative Staff College of India, Hyderabad and Bankers Training College, Mumbai). The training policy aims at providing to all employees once in 2 years. In recognition of its efforts in this area, the bank was awarded the “Golden Peacock National Training Award 2005”, instituted by Institute of Directors, New Delhi, for second year in succession. To conclude the results of the study have been quite a satisfactory one. The employees seem to be quite satisfied with the training process at PNB and are keen to attend more training in the future. However, there have been found certain loopholes in areas like the Training Needs Identification and the Feedback System adopted in Bank. Also, the post evaluation of the training is almost missing in the Bank. Recommendations have been provided in the study, which if implemented, could help the Bank to quite an extent in improving the system. 55
  • The project has been a wonderful experience, especially with the help of all those people, without the assistance of whom, the project would not have taken the shape it has. ) LIMITATIONS OF THE STUDY It is being said that' there is no end to perfection' but still everyone tries to be perfect. And one another hard fact that cannot be declined is that' to err is human'. In spite of all the efforts that I have put in, to make my report as good as possible, few limitations still persist which are as follows: 1. Since the topic has been very vast, it was not possible to study all the practices in detail. 2. The study of all the functions in limited period was not feasible. Yet an effort has been made to throw light on all the functions. 3. General view on HRD functions has been based on one organization though 54 nationalized banks are operating in the country. 4. Due to reasons of confidentiality, some crucial information on certain functions has not been explored. 5. The hectic schedule of the employees had been quite a constraint, yet employees had given attention to the intensity of the subject and responded freely about the functions. 6. The element of bias and prejudice in expressing the views cannot be ruled out. 56
  • SUGGESTIONS AND RECOMMENDATIONS TRAINING AND DEVELOPMENT Training Need Assessment- The organizational, operational and individual training needs must be identified scientifically and a linkage among the three must be established so as to have an effective Training and Development process.  A detailed discussion with each head of department should be done for identification of training needs, as they are more aware of their subordinate's strengths and weaknesses..  Open sessions should be held more often to enable the employee s to express their training needs more frequently.  A complete Job Analysis should be done so as to identify various competencies required at various levels. This would make the training need identification more accurate.  Current and optimum levels of performance of all employees (including clerks and sub-staff) should be analyzed individually and recorded in Performance Appraisal Report. This would make the PA report a more valuable source in identifying training needs. Designing The Training Plan- A more comprehensive and systematic approach can be applied to exisisting procedure through continuous training and retraining done at all levels as an ongoing process.  Learning should be one of the fundamental values of the Bank and this philosophy can be percolated down to all employees through the training programs.  There must be more of quality topics rather than quantity topics. 57
  •  In-house trainers should be rewarded appropriately so that they get motivated to train better.  The training methods and techniques must be constantly upgraded with more of audio-visual support, case discussions, role plays, management games, inbasket exercises, simulations, conferences, etc.  The training programs should emphasize upon the Behavioral training so as to bring about an overall attitudinal change in bank's employees this will help them to deal with the bank customers more efficiently.  Certain explicit incentives should be given to the employees undertaking training in the form of rewards (both monetary and non-monetary), grades, certificates, promotions or transfers, etc. so as to motivate the towards training and development.  The records of training volumes should be maintained more systematically. The Training Inventory System can be improved upon with a little systematic approach and rigidity upon employees.  The Feedback System can also be improved with more informal interactions between the trainers and trainees. The trainees should be explained the importance of the feedback forms and the benefit it would give the trainees. This would make them more careful while filling up these forms.  There should be feedback from the trainers also. This would act as a motivating force for the employee s if they are ranked or graded high and given rewards for better performance. Also in case of lower grading timely feedback from trainer would help the employee to adjust his efforts, or correct his mistakes and thus helping both the employee and the organization getting the full benefit of the training provided. Post Evaluation Of Training- The current scenario to evaluate the performance of employees at PNB is based on two dimensions- Level of Learning and Results Achieved. This does not provide the real picture of the efficiency of the training program; two more dimensions are needed to be evaluated to complete the evaluation process effectively these two dimensions are: • Reaction of Learner • Behavior on the job. 58
  •  Also, the learning objectives should be measured along with a detailed Cost Benefit Analysis of the training programs.  Feedback system should not only prevail during and at the end of the program, but it should also be implemented after sometime of the training so as to check upon the efficiency and effectiveness of the training procedure based on the degree of its utilization BIBLIOGRAPHY BOOKS -AUTHORS Human Resource Management -T.N Chhabra Training needs Analysis and Evaluation - Frances & Roland Bee Training for organization transformation 59
  • - P.N. Singh Training & Development - A.K. Saha WEBSITES www.quickmba.com www.pnbindia.com APPENDIX QUESTIONNAIRE TRAINING AND DEVELOPMENT Dear Sir/Madam I am a student of Post Graduate Program in Management from BLS Institute of Management, Ghaziabad, carrying out my summer training at your bank, which is part of my course curriculum. Please fill in the questions given below, as this will assist in my project study. I assure you that the respondents will be kept confidential. Name Designation Department – 60
  • 1. Have you attended any training programs organized by the Training Center recently? Yes No 2. Please indicate your views on the quality of training course by ticking the appropriate box: Poor quality Fair quality Good quality Very good quality Meeting the learning objectives Relevance to your job The trainer (s) helping you to learn The handouts clear and useful 3. The channels of communication used in the programs are: Verbal Written Both the above 4. What factors hinder your learning during the training programme? Time constraints Any other [please specify]___________________ Communication gap 5. You were able to pass on the knowledge and skills provided from the training programs to you subordinates. Mostly Sometimes Never 6. How would you rate the training? Excellent Good Average Poor 7. Time period of Training. 61
  • Very long Long O.K. Short Very Short 8. Is there system of feedback? Yes No 9. If yes, how is it provided after training? Through recognition Through certificate of excellence Through communication of faculity Any other [Please Specify] ___________________ 10. Do employees actively participate in determining the training needs/issues and know the skills must acquire? i. Always ii. Frequently iii. Occasionally iv. Rarely v. Never 11. Suggestions are welcomed by the seniors/facilitators. Often Rarely Never 12. Would u like to undergo any such training in the near future? Yes No 62