HUMAN RESOURCE DEVELOPMENT Final Project State Bank of Pakistan HRD Model

TABLE OF CONTENTS
1. HUMAN RESOURCE DEVELOPMENT ..................................................................................... 5 1.1. 3 4 DEFINITION OF HUMAN RESOURCE DEVELOPMENT (HRD): .......................................... 5

THE IMPORTANCE OF THE HUMAN RESOURCE DEVELOPMENT WITHIN ORGANIZATIONS:... 6 INTRODUCTION TO STATE BANK OF PAKISTAN: ................................................................... 7 4.1 4.2 4.3 4.4 4.5 4.6 Mission Statement: ...................................................................................................... 7 Vision Statement: ........................................................................................................ 7 FUNCTIONS OF REGULATIONS AND COMPLIANCE DIVISION: ........................................ 7 Reward Management & HRIS Division .......................................................................... 8 Talent Management Division ....................................................................................... 9 PHILOSOPHY OF STATE BANK OF PAKISTAN: .............................................................. 10

HRD PROCESS MODEL: ...................................................................................................... 11 5.1 5.2 5.3 5.4 Training Needs Assessment........................................................................................ 11 Training Need Assessment Activity ............................................................................. 14 Needs Assessed ......................................................................................................... 14 Prioritizing HRD Needs ............................................................................................... 15

DESGNING PHASE: ............................................................................................................. 16 6.1 6.2 Selecting the objectives: ............................................................................................ 17 Selecting the trainer or vendor: ................................................................................. 18 Training Design: ................................................................................................. 18

6.2.1 6.3 6.4 6.5 6.6 7

Develop the lesson plan: ............................................................................................ 19 SELECTING PROGRAMME METHODS AND TECHNIQUES: ............................................ 22 PREPARING THE MATERIAL: ....................................................................................... 22 SCHEDULING THE HRD PROGRAMME:........................................................................ 23

Implementation phase: ..................................................................................................... 24 2

7.1 7.2 7.3 7.4

Importance of Training and Development .................................................................. 26 Training at SBP ........................................................................................................... 27 Training Tracks ........................................................................................................... 28 Training Status ........................................................................................................... 28 Domestic Training Programs............................................................................... 28 Foreign Training Programs.................................................................................. 29

7.4.1 7.4.2 7.5

Areas covered in Training Program:............................................................................ 31 Internship Programs ........................................................................................... 31 Computer aided training: ................................................................................... 32 Preferred training methods: ............................................................................... 32

7.5.1 7.5.2 7.5.3 7.6

Implementation of that training: ................................................................................ 32 Arrangement of physical environment at SBP: .................................................... 33 Seating arrangement: ......................................................................................... 33 Comfort level: .................................................................................................... 33 Physical distraction: ........................................................................................... 33

7.6.1 7.6.2 7.6.3 7.6.4 7.7

Final implementation: ................................................................................................ 33 Summary:........................................................................................................... 33

7.7.1 8

Evaluation phase: .............................................................................................................. 34 8.1 8.2 IMPORTANCE OF EVALUATION .................................................................................. 34 TRAINING EVALUATION FRAME WORK USED BY SBP .................................................. 35 COMPETENCY MODEL ........................................................................................ 35 KIRKPATRICK MODEL .......................................................................................... 36 PERFORMANCE MANAGEMENT.......................................................................... 36

8.2.1 8.2.2 8.2.3

Simplification of Forms of performance management ........................................................... 37 3

8.2.4 8.2.5 8.3

BELL CURVE MODEL ........................................................................................... 37 MERIT INCREASE/ PERFORMANCE AWARDS ....................................................... 37

COMPETENCY MODEL ................................................................................................ 39 Core Values ........................................................................................................ 40 Employee Recognition Policy .............................................................................. 40 Promotion Policy ................................................................................................ 41 Succession Planning ........................................................................................... 42

8.3.1 8.3.2 8.3.3 8.3.4 9

Overall Analysis : ............................................................................................................... 44 9.1 Recommendations: .................................................................................................... 45

1. HUMAN RESOURCE DEVELOPMENT

1.1. DEFINITION OF HUMAN RESOURCE DEVELOPMENT (HRD):
HRD is a process of developing and unleashing human expertise through organization development (OD) and training and development (T&D) for the purpose of improving performance. In more precise words, can be defined as, Human Resource Development (HRD) can be defined as a set of systematic and planned activities designed by an organization to provide its members with the opportunities to learn necessary skills to meet current and future job demands. Another definition of HRD is, "The organized learning activities arranged within an organization in order to improve performance and/or personal growth for the purpose of improving the job, the individual, and/or the organization" Human Resource Development (HRD) is the framework for helping employees develops their personal and organizational skills, knowledge, and abilities. Human Resource Development includes such opportunities as employee training, employee career development, performance management and development, coaching, mentoring, succession planning, key employee identification, tuition assistance, and organization development. The focus of all aspects of Human Resource Development is on developing the most superior workforce so that the organization and individual employees can accomplish their work goals in service to customers. Human Resource Development can be formal such as in classroom training, a college course, or an organizational planned change effort. Or, Human Resource Development can be informal as in employee coaching by a manager. Healthy organizations believe in Human Resource Development and cover all of these bases. The goal of HRD is to improve the performance of organizations by maximizing the efficiency and performance of people. To develop knowledge and skills, actions and standards, motivation, incentives, attitudes and work environment.

THE IMPORTANCE OF THE HUMAN RESOURCE DEVELOPMENT WITHIN ORGANIZATIONS:

Human resource development (HRD) has served the needs of organizations to provide employees with up-to-date expertise. Advances in HRD models and processes have kept pace with the increasingly sophisticated information and production technologies. During this period of rapid technological development, the HRD function could be relied upon to support a broad range of business initiatives that required a competent workforce. Critical business issues, from new marketing strategies to innovations in production technology, were based on, among other factors, the performance capabilities of those expected to use these new work systems. As a factor integral to business success, employee expertise itself has been expanded through effective programs of employee development. Expertise is defined as the optimal level at which a person is able and/or expected to perform within a specialized area of human activity. In short, the development of workplace expertise through HRD has been vital to optimal business performance. Yet today's business environment requires that HRD not only support the business strategies of organizations, but that it assumes a pivotal role in the shaping of business strategy. Business success increasingly hinges on an organization's ability to use employee expertise as a factor in the shaping of business strategy. HRD serves a strategic role by assuring the competence of employees to meet the organization's present performance demands. Along with meeting present organizational needs, HRD also serves a vital role in shaping strategy and enabling organizations to take full advantage of emergent business strategies. Both the strategy supporting and strategy shaping roles of HRD have distinctive features that are evident in the business practices of successful companies. Companies that compete in the fast-paced communications market where customers are particularly innovation-conscious must deliver high-quality, reliable products despite short product development cycles. Motorola sought production advantages through both the integration of new technology and the development of employee expertise. Motorola offers on- and off-site classroom education and training, laboratory training, and structured training in the workplace for employees at all levels of the organization. In addition to supporting Motorola's successful pursuit of its business objectives, many of its education and training initiatives serve as examples of best practices against which other organizations' HRD functions benchmark their performance. Thus, Motorola provides an early and influential example of HRD used to support business objectives.

INTRODUCTION TO STATE BANK OF PAKISTAN:

In the fiscal year under review, the State Bank of Pakistan (SBP) continued to pursue the strategic direction it set for itself in the year 2000. The major thrust of our strategic direction is the promotion of competition and deepening of the financial sector while broadening its coverage to include the middle and lower income groups of the population. The impact of this broad based access to institutional credit on the economy will be both direct as well as indirect. By diversifying the client base from a narrow focus on government, corporate and foreign trade financing to a larger spectrum of financial services extending to consumer finance, small and medium enterprises (SMEs), agriculture, housing, construction and microfinance, the banking system will be able to manage its risks more prudently. 3.1 Mission Statement: To transform the State Bank of Pakistan into an Employer of Choice which nurtures talent through its enabling culture. 3.2 Vision Statement:

We are committed to excellence at acquiring, developing and retaining the right talent by:

Aligning our HR policies with market Serving as a strategic partner to the line Departments Administering superior and prompt HR services

The following three divisions of Human Resource Department team up for fulfillment of the departments Vision and Mission: Regulations & Compliance Reward Management & HRIS Talent Management A brief of the functions of each division is as follows:

3.3 FUNCTIONS OF REGULATIONS AND COMPLIANCE DIVISION:

Disciplinary & Litigation Unit: Handles employee discipline, initiates disciplinary actions to enforce organizational standards and discourage

infractions. Union affairs, resolution of conflict, arbitration and litigation processes. Transfer & Posting Unit: Reviews cases of Interdepartmental transfers as per policies and approvals. Postings of officers in SBP other national / international institutions on deputation. Employee Separation Unit: This Unit process cases related to resignations by employees from the Banks service and conduct exit interviews of outgoing employees. The case is later on submitted to higher up for approval. Internal Monitoring Unit: Carry out audit of cases received from various Divisions of HRD and ensure compliance of SBP policies and practices. Liaison with internal and external auditors for smooth execution / completion of audit of HRD also falls under the scope of this unit. Business Planning & Budgeting Unit: This unit formulates Departments Annual Business Plan and Budget. Generates quarterly analysis of Business Plan and monthly budget variance report. Keeps track of all the key initiatives and developments being made in various Divisions of HRD. Admn & Co-Ordination Unit: Management of Imprest Account and distribution of letters etc in and outside the department/Bank. Also monitors other day to day administrative activities of the Department.

3.4 Reward Management & HRIS Division

The Division manages issues related to the grant of employee recognition awards and up to date incorporation of employee record in Oracle database. Following units/areas of work are included in this division

Compensation & Benefit Planning Unit is responsible to carry out all activities related to developing best market strategies regarding compensation and benefits for our employees. Employees Database Unit is responsible for maintaining & updating employee data and HR Broadcast of various messages/ circulars/ orders etc. for prompt communication to Banks employees. Service Record & Compliance Unit maintains and updates employees personal files, verify employees particulars, and ensure timely confirmation of eligible employees in the Banks service. HR Automation Unit focuses on Oracle Human Resource Information System and to solve the issues in smooth implementation and management of HRIS. HR Automation unit works for customization of Oracle HRMS with emerging needs of HR processes.

3.5 Talent Management Division

This Division is responsible for fresh induction of SBOTS batches and other professionals through a rigorous induction process in order to ensure presence of quality professionals. Following units and areas of work are the part of this division.

The HR Planning, Job Analysis & Design Unit is responsible to develop annual manpower plan for SBP, conduct job analysis, prepare job descriptions, and conduct job evaluation process. The Recruitment Planning & Organizational Development Unit is responsible for attracting, selecting and recruiting the right people from the market. The unit firmly works on adopting latest organizational theories & change management processes to bring in efficiency. The Recruitment Operations Unit deals from placing job advertisements to timely recruitment of competent personnel by using modern selection techniques. The Assessment Centers Unit systematically observes & measures employees/candidates performance for the purpose of recruitment, selection and promotions. The Employee Orientation Unit facilitates in establishing successful productive working relationships through effectively orienting new employees to their respective departments/divisions and to their positions. The Internal Job Posting Unit encourages employees to seek promotion/transfers to fill internal openings and meet employees personal objectives. The Performance Management Unit manages and implements PMS (Performance Management System) in the Bank, advises the annual merit increase and facilitates the promotion process accordingly. The Reward & Recognition Unit in order to foster a culture of acknowledgement and appreciation amongst employees for introducing innovative business practices, showing extra ordinary efforts for achievement of goals and enhancing Banks corporate image uses various methods of recognition ranging from simple Thank you letters to elaborate celebrations and monetary rewards. The Succession Planning Unit assesses and audits talents in SBP through provision of potential successors. It also helps in identifying training & development needs of potential successors. The Employee Motivation & Retention Unit works on conducting motivation surveys and developing market based employee satisfaction & retention strategies. The Job Evaluation Unit is responsible for conduction evaluation of positions and grades to ascertain their position in the grade structure

3.6 PHILOSOPHY OF STATE BANK OF PAKISTAN:

OUR PEOPLE, OUR ASSETS According to the State Bank, we firmly believe that the principal source of our strength as an organization is our human resource base. Managerial attention at the Bank has therefore been focused on the need to continuously invest in people, provide them with the right incentives to perform better and to make merit and performance the criteria for professional and career development. At the State Bank, we strive to develop and sustain a work environment in which each employee is empowered, is provided with opportunities for professional growth and is recognized and rewarded for the contribution made towards achievement of organizational objectives. We value diversity in terms of the unique characteristics that each member of our team brings to the organization as reflected in diverse educational and professional backgrounds, cultural and gender perspectives. This mix positively impacts institutional approach and decision processes by providing broader horizon, helping along the way the institution to be a more aware and responsive organization.

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HRD PROCESS MODEL:

4.1 Training Needs Assessment

The purpose of a training needs assessment is to identify performance requirements or needs within an organization in order to help direct resources to the areas of greatest need, those that closely relate to fulfilling the organizational goals and objectives, improving productivity and providing quality products and services. The needs assessment is the first step in the establishment of a training and development Program. It is used as the foundation for determining instructional objectives, the selection and design of instructional programs, the implementation of the programs and the evaluation of the training provided. These processes form a continuous cycle which always begins with a needs assessment.

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The training process begins with some triggering event. The triggering event is the recognition of Organizational Performance Deficiency (OPD). When the Actual Organizational Performance (AOP) is lesser then the Expected Organizational Performance (DOP). The training system begins with the determination of customer needs in needs analysis phase. In this case the first customer is organization itself. These needs show up as performance deficiency. The performance deficiency would be indicated by things such as profitability shortfalls, low customer satisfaction or excessive scarp. These are deficiencies that reflect the current state of company. The performance deficiency can also exist in the company if the company is likely to perform poorly in future unless changes are made. Once performance deficiencies are identified, the cause must be determined. If the deficiency is caused by inadequate KSAs (Knowledge, Skills, Attitudes) then training
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becomes a need to satisfy the need. Because not all performance problems are due to KSA deficiency. The performance problems due to motivation and equipment need different solution. The performance deficiencies are addressed and prioritized. The data gathering process and causal analysis to determine which performance problem should be addressed by training is called as TNA (Training Needs Analysis) process. To conduct TNA, information is collected from whole organization, from operational areas and from people of operational areas. The information collected is input to analysis phase. Output of analysis phase consists of identification of training & non training needs and their priorities. Non training needs become input to other functional areas such as compensation, rewards, labor relations and organizational development etc.
Input Process Output

Org. Analysis Objectives Resources Trigger Actual org. performance (AOP)<Expected org. performance (EOP) Environment Operational Analysis Expected performance (EP)

Training needs

Identify Performance Discrepancy (PD) PD = EP-AP

Person Analysis Actual Performance (AP)

Non Training needs

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4.2 Training Need Assessment Activity

Using internal resources, the department conducted the first ever in-house Training Need Assessment (TNA) survey in May 2008 to find competency gaps in the entire organization. The survey was launched electronically in all field offices and Head Office, Karachi in one go with an extensive IT support from Information Systems and Technology Department. A total of 715 officers (OG-2 and above except cash side) participated in the survey rendering participation rate at 67.5 percent. The survey results were instantly available with lots of insights and wisdom to raise the effectiveness of trainings. While recognizing training as the most dependable tool for capacity building and career progression, a vast majority of respondents (83.5 percent) endorsed that extra efforts are needed on the part of employees to capitalize upon trainings. Among other important outcomes, the respondents observed that: Training programs conducted in the past could not contribute in developing competencies and bringing improvement in the quality of work primarily due to mismatch of course contents with the actual needs. Stronger need has emerged to initiate new training programs on interpersonal skills particularly on conflict management, delegation of work, coaching and counseling and inculcating desired values and shared behaviors among all cadres of employees. Need for training on communication skills spelled out more clearly i.e., deficient areas of writing and presentations skills surfaced differently from grade to grade. Among managerial skills, motivation and effective leadership have been regarded as the preferred area for improvement. A majority of the respondents (66.5 percent) observed that providing job related trainings is the most effective tool for brining significant improvement in performance, while 25.6 percent and 7.9 percent viewed that conducive work environment and assigning job of ones own choice are important factors for performance improvement.

4.3 Needs Assessed

The outcomes of the need assessment identified the gaps that needed to be addressed in order to increase the efficiency and productivity of the employees as well as that was necessary for the capacity building and career progression.

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The areas identified included: 1. Function Specific Areas Foreign Exchange Operations Fundamentals of Accounting Forex & Liability Management Currency Management Operations Financial Derivatives SME Credit Analysis Internal Auditing Financial Statement Analysis Window Vista & MS Office 2. Soft Skills Communication Skills Report writing Leadership & Effective Team Building Customer Service Decision Making and problem solving Time & Stress Management

4.4 Prioritizing HRD Needs

The purpose of conducting Training needs assessment was to identify the gaps and then most importantly to prioritize the training needs so that areas that need more attention are addressed first. Therefore at SBP the training are prioritized based on the conduct of iteration so that it overcomes the employees deficient areas in work performance.

The needs were prioritized on the basis of iteration which is as: Function Specific Areas Name of Module Currency Management and Operations Fundamentals of Accounting Forex and Liability Management Internal Auditing Foreign Exchange Operations Financial Statement Analysis Windows Vista & MS Office

No. of Iterations 4 3 2 2 1 1 1

No. Participants(tentative) 106 83 52 57 19 17 25

of

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Soft Skill Areas Name of Module Customer Service Report Writing Leadership & Effective Team Building Communication skills Decision Making and Problem Solving Time & Stress Management

No. of Iterations 9 4 4 3 2 1

No. Participants(tentative) 223 103 105 87 17 6

of

As a result of the TNA, training programs catering to the needs of immediate capacity building and skill enhancement is introduced. A two pronged strategy needs to be adopted to provide required training interventions in a more cost effective manner.

DESGNING PHASE:

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The second phase is the design phase in the HRD program. The SBP has designed the training programs for its employees according to the needs of its employees. And to enhance their skill and performance level. The following activities are kept in mind while designing and HRD program of SBP. Selecting objectives Selecting the trainer or vendor. Develop the lesson plan Selecting program methods and techniques Preparing material Scheduling the program

5.1 Selecting the objectives:

The following are the objectives of the state bank of Pakistan to evaluate the success of the training program. These objectives also help in forming the basis for selecting the program content and methods. The objective of the program is to prepare the SBP management team to upgrade their knowledge and skills in human resource development. The focus of this capacity building initiative will be to: Prepare HRD staff in HR technical and soft skills. Prepare Line Managers (Directors and various level Supervisors) in people management skills. Advise and counsel employees for career development MAKE OR BUY DECESION: THE state bank of Pakistan it designs its own program as it uses the in-house training program because the number of trainers is more and the cost is also low and it also depends on the type of subject matter. And the training manuals are also being prepared by the NIBF and the training department for the in-house training program. The state bank of Pakistan also sometimes makes such decisions to buy the HRD programs it all depends on the availability of the skills that if the bank is lacking the KASOS that are required to design and implement the HRD program there are a few trainees that are selected for the out-house training program these potential employees are given training about the general banking system which helps them to enhance their skills and also helps them in their participants career development.
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5.2 Selecting the trainer or vendor:

5.2.1 Training Design:

The design of the training program can be undertaken only when a clear training objective has been produced. The training objective clears what goal has to be achieved by the end of training program i.e. what the trainees are expected to be able to do at the end of their training. Training objectives assist trainers to design the training program. The trainer: Before starting a training program, a trainer analyzes his technical, interpersonal, judgmental skills in order to deliver quality content to trainers. The trainees: A good training design requires close scrutiny of the trainees and their profiles. Age, experience, needs and expectations of the trainees are some of the important factors that affect training design. Training climate: A good training climate comprises of ambience, tone, feelings, positive perception for training program, etc. Therefore, when the climate is favorable nothing goes wrong but when the climate is unfavorable, almost everything goes wrong. Trainees learning style: the learning style, age, experience, educational background of trainees must be kept in mind in order to get the right pitch to the design of the program. Training strategies: Once the training objective has been identified, the trainer translates it into specific training areas and modules. The trainer prepares the priority list of about what must be included, what could be included. Training topics: After formulating a strategy, trainer decides upon the content to be delivered. Trainers break the content into headings, topics, ad modules. These topics and modules are then classified into information, knowledge, skills, and attitudes. Sequence the contents: Contents are then sequenced in a following manner:
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From simple to complex Topics are arranged in terms of their relative importance From known to unknown From specific to general

Dependent relationship

Training tactics: Once the objectives and the strategy of the training program becomes clear, trainer comes in the position to select most appropriate tactics or methods or techniques. The method selection depends on the following factors: Trainees background Time allocated Style preference of trainer Level of competence of trainer Availability of facilities and resources, etc

Support facilities: It can be segregated into printed and audio visual. The various requirements in a training program are white boards, flip charts, markers, etc. The various constraints that lay in the trainers mind are: Time Accommodation, facilities and their availability Furnishings and equipments Budget Design of the training, etc

5.3 Develop the lesson plan:

A lesson plan is the trainers guide for the actual delivery of the training content. Before creating the lesson plan the trainer should keep in mind in advance what is to be covered and how much time to devote to each session or module. The lesson plan of the SBP employees is designed in such a way that the program does not create hurdles in their routine working activities. TRAINING TRACKS The training policy has been designed to provide skill development and enhancement opportunities through the introduction of the concept of Training Tracks, in line with career growth in the organization. These multidimensional training tracks are designed to provide the pre-requisite trainings to career progression in different grades. In addition to the usual focus on central banking skills, the scope of the training include management and specialized skills development as an integral part of the training policy.
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a) Central Banking Track: Courses in this track are designed to develop technical skills in core functions of Central Bank. The courses are divided into three levels i.e. Foundation, Intermediate and Advanced to provide customized skill development in line with employees career growth in the SBP. b) Management Track: Courses in this track are designed to develop competencies in the area of personal effectiveness, supervisory skills, leadership, performance management, and communication skills. c) Function Specific Track: This track offers a flexible framework for Head of Departments (HoDs) and Group Management Teams to nominate employees in their respective areas to participate in targeted skills development courses at local or foreign institutions to broaden their knowledge in their specialized functions, in line with the industry specific best practices. Contents to be covered while developing a lesson plan: The following are the contents that are to be covered by the SBP training programme. Top Management Leadership Program Middle Management Training as People Managers HRM for Line Managers Strategic Planning Coaching and Counseling HRM Courses for HRD Staff Customer Services Facilitation Skills Human Resource Planning Organization Development Values-Shared Behaviors for HR Staff Techniques of Advising and Counseling Staff in Career Development.

The above are the contents of the lesson plan of the state bank of Pakistan that should be covered in the training programs.

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SEQUENCING OF ACTIVITIES: The activities have been break down into one-week duration modules which allowed the participants to go for training without any severe setback to their work schedule. SELECTION OR DESIGN OF TRAINING MEDIA: The use of overhead projector/multimedia in the lecture /presentations coupled with real life simulations ensures high retention and easy grasp of training programs for the participants. EXPERENTIAL METHODS: The experiential methods that will be used in the state bank of Pakistan training program is the business games method to train the employees. This method of business games used by SBP is intended to develop or refine problem solving and decision making skills. The primary focus in this technique is on business management decisions. TIMING AND PLANING OF EACH ACTIVITY: 4 months training will be conducted. SELECTION OF THE METHOD OF INSTRUCTION TO BE USED: The lecture method, class room based training and the on job training and coaching is used to give the training to the participants. NUMBER AND TYPE OF EVALUATION METHODS TO BE USED: The training evaluation methods are used to evaluate the program. success of the training

The SBP is using the four levels of Donald Kirkpatrick evaluation model Performance management training program Competency model Bell curve principles

The continuous evaluation of trainings will help streamline and transform the training evaluation methodology by linking the evaluation to the nomination process and post training interventions. This will also helps us in creating a database for evaluating effectiveness of past, current and future training programs.

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5.4

SELECTING PROGRAMME METHODS AND TECHNIQUES:

The In-house training method is designed for the SBP and also for some employees the out house training program is also designed to give the knowledge about the general banking system. The decision concerning that what method and techniques are going to be used in the training program must be made during the design phase. Before selecting the methods and media that are to be used in the training programs there are some factors that should be considered before selecting the method. 1. 2. 3. 4. The objectives of the program Time and money available Availability of the other resources Trainee characteristics and preferences

The methods that are being used by the State Bank of Pakistan to train the participants is the lecture method, classroom based training and the on-job-training methods. And the multimedia and the projector is also used for the presentation of the program to ensure the high retention and the easy grasp of the training programs to the participants. And the business games method training is also used to enhance their problem-solving and their decision making power. The SBP has its own classroom for the training of the participants that class room based training method is more effective because the numbers of the participants are more and it also costs low to the bank. And most of the trainees at The State Bank of Pakistan gives more preference towards the class room based training programme. On the job training method is also being used to train the employees in this method the employees they get the training during their normal working hours. They get the training and the coaching on the job. And the job rotation method is also being used to enhance the skill and career development of the employees.

5.5 PREPARING THE MATERIAL:

The next method after selecting the methods and the media for the training program is preparing material that is to be used for the training program. The preparation of the material depends upon the type of the program. if the program is purchased from the outside vendor then the training material such as the books, handouts and the videotapes will be the part of the material .but if the program is in-house training program then if the training program is similar to the past training program, those materials then simply need to be modified to fit the current program.
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The in-house-training method is designed for the state bank of Pakistan trainees. The NIBF and the training department has designed its own material for the in-house training program .the materials that have been designed by the institute are the training handbooks on banking supervision, debt management, Pakistan economy, accounting commercial banking, auditing ,money market operations and other areas of central banking The refinement and adjustment of training material is also another area where the training mangers are continuously engaged. Areas have been assigned to all Training managers to refine ,review and update economic and relevant material to provide the updated version to participants with all possible improvement and changed. So the training manuals they are upgraded according to the in-house training program need. The state bank of Pakistan is also giving some of its potential employees the out-house training so they can have a increase knowledge about the general banking system. And To keep pace with the on-going changes in the field of monetary management taking place throughout the world, due importance was given to availing the maximum number of fully-funded program at the IMF. During the year, a total of 157 officers, from all grades, attended the relevant foreign training programs. The duration of these programs varied from one -day to a maximum of eight-week. These programs were offered in risk management, banking supervision, banking inspection, financial programming and policies, payment system, international rules of auditing, inflation targeting, foreign exchange management and many other areas of special interest to central banking. For this out-house training method the handouts and the videotapes are used to as training manuals for the participants.

5.6 SCHEDULING THE HRD PROGRAMME:

The goal to in scheduling the HRD program is to ensure that the participants are available and their attention is focused on the learning task at hand. As the organizations they are very busy, hectic and unpredictable environment so thats why the scheduling of the training program is done before. The state bank of Pakistan schedules the training program during working hours. SCHEDULING DURING WORK-HOURS: The state bank of Pakistan has scheduled its training programs for it employees in such a way that they get their training without any sever setback to their work schedule.

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Implementation phase:

Once the staff, course, content, equipments, topics are ready, the training is implemented. Completing training design does not mean that the work is done because implementation phase requires continual adjusting, redesigning, and refining. Preparation is the most important factor to taste the success. Therefore, following are the factors that are kept in mind while implementing training program: The trainer: The trainer needs to be prepared mentally before the delivery of content. Trainer prepares materials and activities well in advance. The trainer also set grounds before meeting with participants by making sure that he is comfortable with course content and is flexible in his approach. Physical set-up: Good physical set up is pre requisite for effective and successful training program because it makes the first impression on participants. Classrooms should not be very small or big but as nearly square as possible. This will bring people together both physically and psychologically. Also, right amount of space should be allocated to every participant.
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Establishing rapport with participants: There are various ways by which a trainer can establish good rapport with trainees by: Greeting participants simple way to ease those initial tense moments Encouraging informal conversation Remembering their first name Pairing up the learners and have they familiarized with one another Listening carefully to trainees comments and opinions Telling the learners by what name the trainer wants to be addressed Getting to class before the arrival of learners Starting the class promptly at the scheduled time Using familiar examples Varying his instructional techniques Using the alternate approach if one seems to bog down

Reviewing the agenda: At the beginning of the training program it is very important to review the program objective. The trainer must tell the participants the goal of the program, what is expected out of trainers to do at the end of the program, and how the program will run. The following information needs to be included: Kinds of training activities Schedule Setting group norms Housekeeping arrangements Flow of the program Handling problematic situations

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6.1 Importance of Training and Development

Optimum Utilization of Human Resources: Training and Development helps in optimizing the utilization of human resource that further helps the employee to achieve the organizational goals as well as their individual goals. Development of Human Resource: Training and Development helps to provide an opportunity and broad structure for the development of human resources technical and behavioral skills in an organization. It also helps the employees in attaining personal growth. Development of skills of employees: Training and Development helps in increasing the job knowledge and skills of employees at each level. It helps to expand the horizons of human intellect and an overall personality of the employees. Productivity: Training and Development helps in increasing the productivity of the employees that helps the organization further to achieve its long-term goal. Team spirit: Training and Development helps in inculcating the sense of team work, team spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within the employees. Organization Culture: Training and Development helps to develop and improve the organizational health culture and effectiveness. It helps in creating the learning culture within the organization. Organization Climate: Training and Development helps building the positive perception and feeling about the organization. The employees get these feelings from leaders, subordinates, and peers. Quality: Training and Development helps in improving upon the quality of work and work-life. Healthy work environment: Training and Development helps in creating the healthy working environment. It helps to build good employee, relationship so that individual goals aligns with organizational goal. Health and Safety: Training and Development helps in improving the health and safety of the organization thus preventing obsolescence. Morale: Training and Development helps in improving the morale of the work force.

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Image: Training and Development helps in creating a better corporate image. Profitability: Training and Development leads to improved profitability and more positive attitudes towards profit orientation. Training and Development aids in organizational development i.e. Organization gets more effective decision making and problem solving. It helps in understanding and carrying out organizational policies Training and Development helps in developing leadership skills, motivation, loyalty, better attitudes, and other aspects that successful workers and managers usually display.

6.2 Training at SBP

Training has been an important aspect of the strategy adopted by the SBP to enhance the quality of human resources. Continued training and process of learning have played a vital role towards successful accomplishment of the mandated responsibilities in recent times. By providing the employees with an opportunity for acquisition and enhancement of skills, linking the learning process with results and making learning an inherent part of the Performance Management System (PMS), training has been transformed into a requirement and not just an option. In order to improve the effectiveness of training and development activities and align them more closely with the overall capacity building and various change initiatives at the SBP the Training Department was merged into the HRD as one of its divisions.

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6.3 Training Tracks

The training policy has been designed to provide skill development and enhancement opportunities through the introduction of the concept of Training Tracks, in line with career growth in the organization. These multidimensional training tracks are designed to provide the pre-requisite trainings to career progression in different grades. In addition to the usual focus on central banking skills, the scope of the training include management and specialized skills development as an integral part of the training policy. a) Central Banking Track: Courses in this track are designed to develop technical skills in core functions of Central Bank. The courses are divided into three levels i.e. Foundation, Intermediate and Advanced to provide customized skill development in line with employees career growth in the SBP. b) Management Track: Courses in this track are designed to develop competencies in the area of personal effectiveness, supervisory skills, leadership, performance management, and communication skills. c) Function Specific Track: This track offers a flexible framework for Head of Departments (HoDs) and Group Management Teams to nominate employees in their respective areas to participate in targeted skills development courses at local or foreign institutions to broaden their knowledge in their specialized functions, in line with the industry specific best practices.

6.4

Training Status
Continuing the policy of promoting technical know -how among officers and enhancing their capability to reflect the core values in their individual and collective behaviors, extended training opportunities were provided during FY04. To this effect a total of 1,065 officers (from OG-2 to OG-5) attended various domestic and foreign training programs during FY04 compared to 916 officers during the previous year.

6.4.1

Domestic Training Programs

Courses held at NIBAF: With the coordinated efforts of the Training Division, National Institute of Banking and Finance (NIBAF) and the Departmental Training Coordinators (DTCs), 711 officers attended the NIBAF training programs offered during FY04 as against 561 officers during FY03.This increase reflects the higher awareness amongst the officers about the importance of these programs in their career development. Moreover, greater availability of one-week duration modules could have been another contributory factor, which allowed the participants to go for training without any severe setback to their work schedule. The higher number of
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modules offered during FY04, which facilitated the officers in managing their training schedule without any conflict to their work plan, resulted in a decline in the average number of participant per module. This dropped from almost 23 officers per training module in FY03 to only 19 officers in FY04. This may be due to the fact that a number of targeted officers had already acquired the training on the specific modules. This suggests that fewer number of modules need to be offered on foundation courses and more emphasis needs to be placed on conducting a higher number of intermediate and advance level courses of the central banking track in the following year. Courses Other than NIBAF: Under this category 197 officers attended training programs at various public and private sectors organizations/institutions during FY04 compared to 227 officers the previous year. A sharp decline in participation for courses offered by National Institute of Public Administration (NIPA) from 33 in FY03 to only 9 in FY04 appeared to be the major factor behind this shortfall.
6.4.2 Foreign Training Programs

To keep pace with the on-going changes in the field of monetary management taking place throughout the world, due importance was given to availing the maximum number of fully-funded program at the IMF. During the year, a total of 157 officers, from all grades, attended the relevant foreign training programs compared to 128 officers during FY03. The duration of these programs varied from one day to a maximum of eight-week.These programs were offered in risk management, banking supervision, banking inspection, financial programming and policies, payment system, international rules of auditing, inflation targeting, foreign exchange management and many other areas of special interest to central banking. Officers from OG-2 to OG-5 were selected to attend these programs. Selection of officers within the various grades was tied to the program requirement and the availability of the officers with the matching experience. Training Programs arranged at NIBAF (No. of Modules Weeks Participants) 2000 2001 2002 2003 01 02 03 04 2 19 24 37 5 62 59 46 60 936 561 711

Source: Human Resource Department, SBP

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Participation of Officers in Foreign Training Programs Period OG2 OG3 OG4 OG5 OG6 TOTAL

2000

01

17

19

14

67

2001

02

51

10

24

27

118

2002

03

48

11

22

28

128

2003

04

53

15

33

25

157

Source: Human Resource Department, SBP State Bank of Pakistan Annual Report FY04 Management/HR Development Project Work on technical and financial assessment of a Management /HR Development Project funded by World Bank under its TABS Program was completed during the year. The contract was awarded to a consortium led by Anjum Asim Shahid Associates (Pvt.) Ltd. in association with Hay Group from Dubai and Institute of Business Administration (IBA). The objective of the program is to prepare the SBP management team to upgrade their knowledge and skills in human resource development. The focus of this capacity building initiative will be to: Prepare HRD staff in HR technical and soft skills. Prepare Line Managers (Directors and various level Supervisors) in people management skills. Advice and counsel employees for career development. To achieve the program objectives, the consultants shall deliver the following training programs during the next months:
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Top Management Leadership Program Middle Management Training as People Managers HRM for Line Managers Strategic Planning

 Note:

Coaching and Counseling HRM Courses for HRD Staff Customer Services

Facilitation Skills Human Resource Planning Organization Development Values-Shared Behaviors for HR Staff Techniques of Advising and Counseling Staff in Career Development.

These training programs are basically for the improvements of human resource division. Others are listed below.

6.5 Areas covered in Training Program:

Some of the areas covered in the training program are:

Risk Management Process Training Product Training Credit Management Treasury Management Forex Management Interest rates and self sufficiency Liquidity management Investment Banking (Including structured Finance & Debt Advisory) Insurance Broking Stock Broking Portfolio Advisory Soft-skills development Finance for MFIs Marketing financial services
Internship Programs

6.5.1

In addition to the regular 8 week internship program for 60 students (30 male and 30 female) selected on the basis of merit and provincial quota from at least 29 accredited universities from all over Pakistan, a special internship program was also run for 20
31

students from Balochistan University to achieve greater diversity in terms of geographical reach. Additionally, separate internship programs varying from four to six weeks were also offered for 13 students from IBA and Hamdard School of law.
6.5.2 Computer aided training:

A well-equipped computer lab comprising 18 Personal Computers (PCs) has been established in January 2004 at Lahore Center. The purpose of the aforesaid lab is to train the officers of the Bank. This lab would also cater to the needs of the nearby SBP centers. The training unit of Project Management Office (PMO) has successfully coordinated trainings of 876 resources out of which 134 resources in Globus were trained this year and 154 resources are trained in Oracle ERP. Of these 87 resources were trained in Oracle Financials & Distributions and 57 resources were trained in Oracle Human Resource Management System (HRMS) this year.
6.5.3 Preferred training methods:

Preferred training and development methods used in this field are: Coaching On-the-job (OTJ) Training Seminars/Workshops Simulation Workshops Computer-based training (CBT) Game-based learning

6.6 Implementation of that training:

Training in SBP is mostly conducted in conference hall of its regional offices. But incase that hall is not available due to any meeting scheduled there then that training is being conducted outside the work environment i.e. in any hotel halls. Training material is given to the trainees in form of handouts manuals. Projector is being use. Trainers are mostly the senior bankers who are subject matter experts having command over the subject.& sometimes a trainer from outside the organization .i.e. from any institution is being called for delivering lecture.(on a subject like time management) This training last for almost 4 months. Residence allowance is given to all outstation trainees (both to male & female).training is being conducted whenever new procedure or new ways are being adopted within the banks.

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6.6.1

Arrangement of physical environment at SBP:

A complete noise free environment is given to trainees in order to deliver maximum knowledge to them to widen their skills. An environment which is comfortable enough to concentrate & learn.
6.6.2 Seating arrangement:

The training is being conducted in a noise free environment, in an executive style .i.e. if it conducted in a hall than sitting arrangement is in round table form well equipped with necessary material.
6.6.3 Comfort level:

A comfortable environment is given. Lunch is offered to trainees.

6.6.4 Physical distraction:

State bank of Pakistan maintain a user friendly environment for delivering training, which is free from distraction. Good lightning arrangement is done with proper control. As training is conducted in well managed way. When conducting on the job training some physical distractions are there that vary from banks to banks affiliated with state bank of Pakistan whose employees are getting training.

6.7 Final implementation:

When all the elements needed to implement an HRD intervention or programme i.e is a viable lesson plan, materials, audiovisual, computer equipments on hand, & the physical environment ready the final step is to do it.
6.7.1 Summary:

Class room Executive Projector Manuals hand out. Sitting arrangement round tables (briefing room) comfortable. Lunch free.4 month. Residence. Job rotation

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Evaluation phase:

7.1 IMPORTANCE OF EVALUATION

Evaluation of a certain training program is conducted to determine the effectiveness of that particular training program. Effectiveness is a relative term; it is a degree to which training achieves its intended purpose. The measurement tools and techniques are called evaluation process. Evaluation is conducted to gauge the effectiveness of training program. As each training incurs cost and to justify the resource allocated an evaluation process is conducted to translate effectiveness in terms of money. Evaluation Process is a pre requisite of the last three phases

The process of evaluation starts right from prioritising needs, as we define objectives from our prioritised needs and through those Defined objectives, we select are evaluation Criteria and thus determine evaluation design furthermore implementation phase gives us the ways to conduct evaluation of program or intervention and we
34

interpret results of the evaluation process, ultimately those results are communicated to first phase which helps in prioritising needs and this process goes on.

7.2 TRAINING EVALUATION FRAME WORK USED BY SBP

7.2.1

Donald Kirkpatrick Model Performance Management Bell Curve Principles Merit Increase/Performance Bonus
COMPETENCY MODEL

The results of the Evaluation are helpful in anticipation of

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Succession planning Employee recognition award Promotion policy

7.2.2

KIRKPATRICK MODEL

A system of informal evaluation of training effectiveness was replaced with the Donald Kirkpatrick model of evaluation. This model is an easy to understand, simple, and flexible system of training evaluation, which takes into account non-quantitative data as well. The continuous evaluation of trainings will help streamline and transform the training valuation methodology by linking the evaluation to the nomination process and post training interventions. This also helps SBP creating a database for evaluating effectiveness of past, current and future training programs. However in Kirkpatrick Level model largely emphasized level is Reaction measure and after that learning measure the least highlighted level is of results and job behavior level.

The Four Levels of Donald Kirkpatrick Model Evaluations are: 1. Evaluating Reaction 2. Evaluating Learning
3. Evaluating Behavior
4. 15%

60% 20% 5%

Evaluating Results

The four levels of Donald Kirkpatrick Model evaluation

Source: Human Resource Department, SBP

7.2.3 PERFORMANCE MANAGEMENT

To enhance a continuous development and growth culture in the SBP, an interview based performance management system, which is based on achievement of goals and competencies, was introduced.

36

The system is a developmental tool, through which the appraisers provide feedback on the employees performance and rates his or her performance. The following post implementation simplification measures were adopted for the FY04 based on feedback in the annual Change Management Conference, inputs received through structured interviews with the users and general feedback from employees. Alignment of Performance Planning Process with the Business Planning Process Flowing Departmental goals to Divisional, Unit and individual goals. Establishing the position of Divisional Head as the minimum level of 1st appraiser and the Head of the Department as 2nd appraiser.

Simplification of Forms of performance management

The goals setting form was further simplified by taking out the columns of Action Plan and Resource Developmental Requirements. BELL CURVE MODEL

7.2.4

In order to provide a level playing field for all employees with respect to the performance appraisal, the concept of grade-wise comparative ranking of performance within departmental clusters (Banking, Foreign Reserve Management, HRD, Research) was introduced. Under the Bell Curve Principle, the top 10 percent employees in each Grade of respective clusters were ranked as A performers and the next 20 percent as B+, the middle 60 percent as B and the bottom 10 percent as C. The standards of grading employees as A, B and C are not clearly stated which can have a negative impact on employees who are graded as C. It should be clearly and explicitly stated that at what grounds a performance grading is done.
7.2.5 MERIT INCREASE/ PERFORMANCE AWARDS

Annual Merit Increase (AMI) was awarded to all employees with effect from 1 January 2004 against a budget of 4 percent of the annual monetized pay. Employees in Grade OG-2 to OG-6 were awarded AMI on the basis of their Bell Curve ranked, performance evaluations marks on the following scale:

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Bell Curve Ranking of SBP

Grading

B+

Percent Employees

of 10%

60%

20%

10%

Annual Merit 7% increase (AMI)

5.5%

3.5%

1.5%

In addition to the AMI, employees (OG-2 to OG-6) ranked as A performers were also awarded a Performance Bonus (from a pool of funds equal to 1 percent of the total monetized pay of the SBP) to strengthen and inculcate the concept of performance based management culture. Employees in grades OG-1 and below were awarded AMI on the basis of their performance appraisal rating on the following scale: APPRAISAL RATINGS

Rating Scale

49-50

47-48

41-46

11-40

0-10

Annual Merit
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4.5% increment

4% increment

3% increment

2% increment

0% increment

Increase (AMI)

of gross of gross of gross of gross of gross salary salary salary salary salary

7.3 COMPETENCY MODEL

To improve the understanding of the users about the concept of competencies and its application, the SBP Competency Model has been divided into three tiers: Core Competencies Grade Specific Competencies Function Specific Competencies

Further improvements in the Competency Model are also in progress which are aimed at revising the definition of various competencies using behavioral examples from the SBP work environment, simplifying the existing rating mechanism, dividing the Grade and Function specific competencies into four further categories: Individual Contributor First Line Supervisor Manager Leader

The effectiveness of evaluating the employees competence relative to given levels of a competency or on a continuum is also being reviewed.

The SBP Competency Model

1. Core Competencies Applicable across the SBP e.g. Accountability, Professional Integrity etc. 2. Grade Specific Competencies Applicable to specific grades e.g. Change Orientation, Team Leadership etc 3. Function Specific Competencies Applicable to distinguished functions e.g. quantitative analysis, Concern for detail etc

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7.3.1

Core Values

A set of six Core Values was identified in the concept paper for capacity building of the SBP in 2000. The definitions and required behaviors of these identified Core Values were to be crystallized through a participative and consultative process. The aim of developing the Core Values through a consultative process was to create ownership of the new value system from top to bottom of the hierarchy. The process was completed this year. The SBPs Core values were defined and every staff member is committed to practice these values on a daily basis.
Core Values of the SBP

Trust Openness Courage Teamwork Problem Solving Approach

7.3.2

Employee RecognitionExcellence Commitment to Policy

A formal employee recognition policy and program was introduced for the first time in the SBP with effect from July 2003. This policy provides the required tools to reward and recognize employees who demonstrate positive behavior through their performance towards achieving goals or enhancing the image of the SBP. The reward and recognition encompasses non-monetary as well as monetary awards. It ranges from a simple pat-on-the-back to giving substantial monetary awards, which can be given to individual employees as well as to a group or a team. Employee Recognition Awards SBP wide workshops to create awareness about Employee Recognition Program were arranged for all employees of the SBP. It resulted in the training of more than 900 employees. During the first year of its implementation some apprehensions were expressed about the objectivity of the awards. Safeguards against the discretionary powers exercised to recognize a few favorites or immediate personal staff of the Heads of
40

Departments have to be built in. The need to align this reward and recognition policy with the core values of the Bank has also been identified to promote greater employee interest towards adoption of Core Values.

Employee Recognition Awards Annual Budget: 1 percent of Annualized Monetized pay Level 1- Individual Contribution Award (Thank you note, No cash Award) Level 2-Departmental Commitment Award (Cash Award of Rs. 5,000) Level 3-Organizational Competence Award (Cash Award Rs. 15,000) Level 4- Excellence Award (Cash Award Rs. 30,000)
A merit-based and competency driven promotion policy, in line with introduction of modern management concepts in the SBP, was introduced in July 2003. Under the new promotion policy a merit list of employees is prepared, based on evaluation of their performance in the last three years, improvement in qualification, marks obtained in training and seniority. Employees short-listed on the basis of this initial merit list are evaluated by a promotion committee through competency-based interviews for their suitability to perform in higher jobs. All promotions in this fiscal year took place under the new merit based promotion policy. The detailed breakup is:
7.3.3 Promotion Policy

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Cadre Promotions 2003-04

OG-1 to OG-2 OG-2 to OG-3 OG-3 to OG-4 OG-4 to OG-5 OG-5 to OG-6 OG-6 to OG-7

9 9 15 2 2 1

7.3.4

Succession Planning

Implementation of interdepartmental rotation of officers was intensified to enhance development of broad based skills set, improve employees career advancement opportunities as well as provide flexibility for the organization to address succession demands in an effective manner. Officers who had completed 3 years of service in their present grade or department were rotated to other departments. Managerial jobs are now internally posted and options are sought. The applicant are then screened, interviewed and short-listed for the jobs based on their competencies and future aspirations. Further, the SBP introduced a new interdisciplinary skill enhancement policy this year. Through this policy, officers of general and specialist side can be transferred to specialist and general areas to get a well-rounded exposure to the functions performed by the SBP.

GAPS For evaluation purposes both judgmental (21% employees were more effective from the previous HRD program) and descriptive knowledge (370 employees were given training) is required but during this analysis we have found that judgmental knowledge is missing The nominations for training is normally made by the bosses and HR People and few people are sent to the training repeatedly. This lack of transparency in

42

training nominations devaluates the morale of employees which in turn slower there learning process and bares employees learning abilities Reactional measures are considered for evaluation whereas the concrete measures for results are missing In performance management system of evaluation independent opinion is at stake as Divisional Head and Head of the Department fills the same assessees form In accordance Bell curve evaluation, there is no set standard for grading person as A, B and C employees Promotions are mostly based on the seniority level

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Overall Analysis :

According to STATE BANK OF PAKISTAN: Our Strength Comes from Our People State Bank of Pakistan is the most dynamic and progressive public sector organization playing vital role in the economic revival, growth and development of Pakistan. SBP has made substantial progress in its journey to renew, build and strengthen its institutional capacity. One of such initiatives is to transform its HR function into a dynamic and professional department committed to excellence at acquiring, developing and retaining the right talent. To achieve this objective, SBP is looking for experienced HR professionals. With varying level of competence/expertise these positions will be responsible to provide support in various HR related areas including HR Planning, Job Analysis/Design, Recruitment and Selection, Effective Employee Orientation, Performance Appraisal and Management, Succession Planning, Assessment Centre, and Reward Management. The positions also demand very frequent interaction with HR Divisional Heads and other senior level positions in the organization. On time updating of database on OTA (Oracle Training Administration), consolidation and sharing of training information with the Bank officials, coordination with the Information Systems & Technology Department (ISTD). Maintain and update SBP Library website for intranet / Internet and process users feedback. Liaise and coordinate with Central Banks, IFIs, local institutions, government departments etc. for obtaining their publications through on line subscriptions etc, along with management of electronic database of all books, journals and other material for use of the Bank. As a result of the TNA, training programs catering to the needs of immediate capacity building and skill enhancement is introduced. A two pronged strategy needs to be adopted to provide required training interventions in a more cost effective manner. Well there are not solid weaknesses in implementing training programmes except to those discrepancies which occur trainee mostly not concentrate on the manuals provided, they sometimes trash the documents given. Dont apply those training practices into their real job environment instead keep on the same older methods. It took a lot more time to implement exactly. People can be switched off the whole idea of learning and development very quickly if they receive only negative critical test results and feedback. Always look for positives in negative results. Encourage and support - don't criticize without adding some positives, and certainly never focus on failure, or that's just what
44

you'll produce. Evaluation is not just for the trainer or teacher or organization or policy Makers evaluation is absolutely vital for the learner too, which is perhaps the most important reason of all for evaluating people properly, fairly, and with as much encouragement as the situation allows. Teaching, training and learning must be aligned with individual potential, individual learning styles, and wider life development needs keeping in mind that evaluation is for the learner too - evaluation is not just for the trainer or organization. Feedback and test results help the learner know where they are, and directly affect the learner's confidence and their determination to continue with the development - in some cases with their own future personal development altogether. Central to improving training and learning is the question of bringing more meaning and purpose to people's lives, aside from merely focusing on skills and work-related development and training courses. Learning and training enables positive change and improvement - for people and employers - when people's work is aligned with people's lives - their strengths, personal potential, goals and dreams - outside work as well as at work. Evaluation of training can only effective if the training itself is effective and appropriate. Testing the wrong things in the wrong way will give you unhelpful data, and could be even more unhelpful for learners. We should consider people's learning styles when evaluating personal development. Learning styles are essentially a perspective of people's preferred working, thinking and communicating styles. Written tests do not enable all types of people to demonstrate their competence. Evaluating retention of knowledge only is a very limited form of assessment. It will not indicate how well people apply their learning and development in practice.

8.1 Recommendations:
There should be proper supervision and conduct various surveys (in house and outsource) like internal and external employee motivation surveys, climate surveys and compensation surveys, There should be more detailed review of organization wide job evaluation/ analysis and design system, There should be more facilitation in implementation of effective Performance Management System to overcome the constraints, There should be more innovative compensation strategies, In performance management system of evaluation, in order to ensure independent appraisal by the 1st and 2nd appraisers the appraisal form should split into two, one for the 1st appraiser and the other for the 2nd appraiser and those form should independently be collected by the HR department to ensure confidentiality, The training calendar should be uploaded on employees portal for self nomination for training, this step will ensure transparency for training nominations, online evaluation systems should be initiated to curtail the time frame and enhance the accuracy of data collected,
45

 After training anonymous Smile sheets should be distributed for the purpose of gathering authentic information regarding usefulness of the training modules

46