TRAINING AND DEVELOPMENT AT BANK

OF INDIA

1
 iNDEX
CHAPTER TOPICS COVERERD PAGE NO.

CHAPTER 1. INTRODUCTION

CHAPTER 2. COMPANY PROFILE

CHAPTER 3. OBJECTIVES

CHAPTER 4. RESEARCH METHODOLOGY

CHAPTER 5. DATA ANALYSIS

CHAPTER 6. FINDING

CHAPTER 7. CONCLUSION

CHAPTER 8. SUGGESTION

CHAPTER 9. LIMITATION

CHAPTER 10 BIBLIOGRAPHY

CHAPTER 11 QUESTIONNAIRE

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INTRODUCTION ABOUT THE

TOPIC

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 INTRODUCTION ABOUT THE TOPIC

Training is an organized procedure which brings about a semi-permanent change in

behavior, for a definite purpose. The three main areas involved are skill, knowledge and
attitudes but always with definite purpose in mind. Every organization needs to have well-
trained and experienced people to perform the activities that have to be done. If current or
potential job occupants can meet this requirement, training is not important. When this is
not the case, it is necessary to raise the skill levels and increase the versatility and
adaptability of employees. Training makes the employees versatile in operations. All
rounders can be transferred to any job. Training programme is important as it lends stability
and flexibility to an organization, besides contributing to its capacity to grow. Mahindra
scrape, and damage to machinery and equipment can be avoided or minimized through
training. Furthermore, future needs of employees will be taken care by training.

As jobs have become more complex, the importance of employee training has increased.
When jobs were simple, easy to learn, and influenced to only small degree by technological
changes, there was little need for employees to upgrade or alter their skills. But the rapid
changes taking place during the last quarter-century in our highly sophisticated and
complex society have created increased pressures for organizations to readapt the products
and services produced, the manner in which products and services are produced and
offered, the types of jobs required, and the types of skills necessary to complete there jobs.
In a rapid changing society, employee training 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.

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Definition of Training:

Training is a learning experience in that it seeks a relatively permanent change in an

individual that will improve his or her ability to perform on the job. We typically say
training can involve the changing of skills, knowledge, attitudes, or social behavior. It may
mean changing what employees know, how they work, their attitudes towards their work,
or their interactions with their co-workers or their supervisor.

Need and Importance:

Effective training enables employees to learn to do their jobs better and perform more
proficiently with increasingly advanced technology, continuous training of personnel has
become essential to the success of the organization. Companies increasingly need to
provide opportunities for the continuous development of employees not only in their
present job, but also to develop their capabilities for jobs with which they may be entrusted
in the future.

Training is the systematic process of enhancing the job-related skills, attitudes and
knowledge of personnel for the purpose of improving individual and organizational
performance. It is fundamentally important for the continued growth and development of
both the individual employee and the organization. From the point of view of the
individual, learning and absorption go on continuously throughout life. Training provides
the direction and guidance for this perpetual learning process. Security and confidence are
additional attributes that a well-trained employee acquires. Training contributes to
employees stability in at least two ways. Employees become efficient after undergoing
training. Efficient employees contribute to the growth of the organization.

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From the organizational view point, training shortens the time required for employees to
reach peak efficiency levels.

The cost of training is considerably less than the cost of gaining experience particularly in
the context of advanced technology and expensive equipment. Essentially, training
contributes significantly in increasing the quality and quantity of work processed, and
reducing waste and idle time. It is now widely acknowledged that the collective influence
of a group of well-trained employees can largely determine the success of the firm. An
effectively planned and well managed training program is the key to higher productivity,
cost control, lower employee turnover and better human relations with the firm.

Training objectives:

The primary purpose of training is to establish a sound relationship between the

worker and his job the optimum man task relationship;
To upgrade skills and prevent obsolescence. The jobs that employees do are not
static; they change, sometimes without necessary awareness since technology
advances are getting increasingly more rapid. To keep pace with changing
technology, mechanization, automation, electronic data processing etc., training
becomes mandatory for employees in order to update them, teach them newer skills
and increase their efficiency.
To offer firm competitive advantage by removing performance deficiencies; making
employees stay long; minimizing Mahindra scrap and damage; and meeting future
employees needs.

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Methods and Techniques of Training:

Training methods are categorized into two groups:-

On-the-job

Off-the-job

(1) On-the-job On-the-job methods refer to methods that are applied in the
workplace, while the employee is actually working. Often, it is informal, as when an
experienced worker shows a trainee how to perform the job tasks. It is the most
effective method as the trainee learns by experience, making him or her highly
competent. Further the method is least expensive since no formal training is organized.
The trainee is highly motivated to learn since he or she is aware of the fact that his or
her success on the job depends on the training received. Finally the training is free from
an artificial situation of classroom. This contributes to the effectiveness of the program.
Following are the On-the-job training methods:

Orientation training Used for orienting New Employees, introducing

innovations in products and services.

Job-instruction training Special Skills Training.

Apprentice training - Orienting New Employees, introducing innovations

in products and services, Special Skills Training.

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 Internships and assistantship Used for creative, technical and professional
education and also used for sales, administrative supervisory and managerial
education.

Job rotation - Used for sales, administrative supervisory and managerial education
and orienting New Employees, introducing innovations in products and services.

Coaching Safety education, Special Skills Training, Creative, technical and

professional education and also used for sales, administrative supervisory and
managerial education.

(2) Off-the-job Off-the-job methods are used away from the workplaces.
Following are the off-the-job methods:

Vestibule - Used for orienting New Employees, Introducing Innovations in

Products and Services and Special Skills Training.

Lecture - Used for Orienting New Employees, Introducing Innovations in Products

and Services, Special Skills Training, Safety Education, Creative, Technical and
Professional Education and also used for Sales, Administrative Supervisory and
Managerial Education.

Special study Orienting New Employees, Introducing Innovations in Products

and Services, Special Skills Training, Safety Education, Creative, Technical and
Professional Education and also used for Sales, Administrative Supervisory and
Managerial Education.

Films - Orienting New Employees, Introducing Innovations in Products and

Services, Special Skills Training, Safety Education, Creative, Technical and
Professional Education and

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 also used for Sales, Administrative Supervisory and Managerial Education.

Television - Orienting New Employees, Introducing Innovations in Products and

Services, Special Skills Training, Safety Education, Creative, Technical and
Professional Education and also used for Sales, Administrative Supervisory and
Managerial Education.

Conference or Discussion - Orienting New Employees, Introducing Innovations in

Products and Services, Safety Education, Creative, Technical and Professional
Education and also used for Sales, Administrative Supervisory and Managerial
Education.

Case study - Sales, Administrative Supervisory and Managerial Education.

Role Playing - Creative, Technical and Professional Education.

Simulation - Orienting New Employees, Introducing Innovations in Products and

Services, Special Skills Training, Safety Education, Creative, Technical and
Professional Education.

Programmed instruction - Orienting New Employees, Introducing Innovations in

Products and Services, Special Skills Training, Safety Education, Creative,
Technical and Professional Education

Laboratory training Safety Education and Creative Technical and Professional

Education.

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Techniques of training:

Training techniques represent the medium of imparting skills and knowledge to employees.
Training techniques are the means employed in the training methods. Following are the
most commonly used techniques:

Lectures
Films
Audio cassettes
Case studies, Role playing, Video-tapes, Simulations

Steps in Training:

Identifying your training need is the first step in a large training process that takes you from
your initial inquires all the way to deliver and evaluation of the final training package. This
training process is called High Impact Training model.

It has six phases process that focuses on providing effective targeted training. If it
followed, will have positive impact on the origination.

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 Identifying Training Need

Track ongoing follow through Map the approach

Calculate Measurable Result Produce Learning Tools

Appling Training Technique

The following table will illustrate the activities in each phase and the product that will
be produced.

Phase Action Product

1. Identify Training Gather and analyze appropriate A description of the

need information specific training needed to
improve job performance.

2.Map the approach Define what needs to be learned Detail objective of the
to improve job performance. program.

Choose the appropriate training A design plan for the

approach. training program.
3. Produce learning Create the actual training Training manuals,
tools. materials. facilitators guide , audio
visual aid job aids etc.

4. Apply training Deliver the training as designed Instructor led training

technique to ensure successful results. computer based training
one on-one coaching, etc.

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5. Calculate Assess whether your
Measurable Result. training/coaching Mahindra
Complished actual performance
improvement; Communicate the
results and redesign(if needed)
6. Track Ongoing Ensure that the impact of
Follow-Through. training does not diminish.
An evaluation report.
A redesign course, if
needed.
Ongoing suggestions and
ideas that support the
training.

Training Need Assessment:

Need assessment diagnoses present problems and future challenges to be meet through
training. Organizations spent vast sum of money (usually as a percentage on turnover) on
training. Before committing such huge resources, organizations would do well to asses the
training needs of their employees. Organizations that implement training programmes
without conducting needs assessment may be making errors. For example, a needs
assessment exercise might reveal that less costly interventions (e.g. selection, compensation
package, job redesign) could be used in lieu of training.

Needs assessment occurs at two levels- group and individual. An individual obviously
needs training when his or her performance falls short of standards, that is, when there is
performance deficiency. Inadequate in performance may be due to lack of skill or
knowledge or any other problem. The problem of performance deficiency caused by
absence of skills or knowledge can be remedied by training. Faulty selection, poor job
design, uninspiring supervisor or some personal problem may also result in poor
performance. Transfer, job redesign, improving quality of supervision, or discharge will
solve the problem.

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Assessment of training needs must also focus on anticipated skills of an employee.
Technology changes fast and new technology demands new skills. It is necessary that the
employee be trained to acquire new skills. This will help him/her to career path. Training is
essential to prepare the employee to handle more challenging tasks.
Individual may also require new skills because of possible job transfer. Although job
transfers are common as organizational personnel demands vary, they do not necessarily
require elaborate training efforts. Employees commonly require only an orientation to new
facilities and jobs.

Assessment of training needs occurs at the group level too. Any change in the organizations
strategy necessitates training of groups of employees. For example, when the organization
decides to introduce a new line of products, sales personnel and production workers have to
be trained to produce, sell and service the new products. Training can also be used when
high scrap or Mahindraident rates, low morale and motivation, or other problems are
diagnosed.

Need Assessment Methods:

Following methods are useful for organizational-level needs assessment and individual
needs assessment.

Methods Used in Training Needs Assessment

Group or Organizational Analysis Individual Analysis
Organizational goals and objectives Performance appraisal

Personnel/skills inventories Work sampling

Organizational climate indices Interviews
Efficiency indices Questionnaires

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Exit interviews Attitude survey
MBO or work planning systems Training progress

Quality circles Rating scales

Customer survey/satisfaction data

Consideration of current and projected

changes

Training Effectiveness:

Any training implemented in an organization effort must be cost effective. That is, the
benefits gained must outweigh the costs of the learning experience. Only analyzing such
programs determines effectiveness. It is not merely assume that any training an
organization offers is effective; substantive data must be developed to determine whether
our training effort is achieving its goals that is, if its correcting the deficiencies in skills,
knowledge, or attitudes we Mahindraessed as needing attention. It is easy to generate a new
training program, but if the training effort is not evaluated, any employee training efforts
can be rationalized. Trainees reactions to the training may, in fact, provide feedback on
how worthwhile the participants viewed the training. Beyond general reactions, however,
training must also be evaluated in terms of how much the participants learned, how well
they use their new skills on the job (did their behavior change?) and whether the training
program achieved its desired results (reduced turnover, increased customer service, etc.).

Effective training should provide the trainee with a given model to follow, specific goals to
achieve, an opportunity to perfect the skill, feedback on how well the trainee is progressing,
and praise for transferring the acquired skills to the job. Training should focus on ways of
orienting new employees, giving recognition, motivating a poor performer, correcting poor
work habits, discussing potential disciplinary action, reducing absenteeism, handling a
complaining employee, reducing turnover, and overcoming resistance to change.

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Evaluation:

Evaluation literally means the assessment of value or worth. It would simply mean the act
of judging whether or not the activity to be evaluated is worthwhile in terms of set Criteria.
Mahindraording to Hamblin (1970) defined evaluation of training as: Any attempt to
obtain information (feedback) on the effects of training program and to assess the value of
training in the light of that information for improving further training.

Evaluation is of crucial importance in ascertaining whether or not the training program is

proving to be effective and its objectives are being achieved. This is a most critical phase
that assesses not only the quality of training imparted but also the training plan in order to
see whether future changes can make it more result-oriented. As with any activity,
evaluation is important since in evaluating, one tries to judge the value or worth of the
activity, using the available information. An attempt is made to obtain information and
feedback on the effects of a training program and to assess the value of the training in the
light of that information. Evaluation also enables the effectiveness of an investment in
training to be appraised. Given the quantum of time and money that is put into training
programmes, managements require knowing about the methods of instruction being
employed, whether training inputs are having an impact on improved productivity and how
efficiently and usefully training courses are being conducted.

Evaluation helps management to weigh up and take a view on the following questions:

a) How relevant are the programmes to the organizations needs and objectives?

b) What changes are necessary in the existing programmes in order to realign

them to the organizational goals?

c) Which are the areas where training is of real and lasting value?

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 d) What are the opportunity costs? Could money have been better spent on any
other activity that would have yielded better results in terms of organizational
effectiveness?

e) Is the investment in terms of time and money inadequate or too much? How can
an optimum standard be evolved?

Principles of Evaluation:

Training evaluation is the process of establishing a worth of something. The worth (the
value) merit or excellence of the things. Evaluation is a state of mind, rather that a set of
techniques.

To achieve the desired results, evaluation has to based on sound principles such as:

1. Evaluation specialist must be clear about the goals and purposes of evaluation.

2. Evaluation must be continuous.

3. Evaluation must be specific.

4. Evaluation must provide the means and focus for trainers to be able to appraise
themselves, their practices, and their products.

5. Evaluation must be based on objective methods and standards.

6. Realistic target dates must be set for each phase of the evaluation process. A
sense of urgency must be developed, but deadlines that are unreasonably high will
result in poor evaluation.

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Methods of Evaluation:

Five distinct approaches leading to a comprehensive evaluation of training program.

1. Observation - Here the trainees are closely observed during the programme in
order to assess their behavioral strength and weaknesses in different situations. The
observation must, however, be specific, systematic, quantitative and recorded. It

2. must be conducted by trained experts who know what they are looking for. This
method, the manner of assessing the quality of training and identifying
improvements and deficiencies is the most direct.

3. Ratings The training programme or system is broken into its various components
parts such as presentation, educational matter or content, audio-visual aids, trainee
interaction etc. These individual elements are then rated Mahindraording to a
predetermined scale by experienced and qualified raters who assess each aspect
independently. Based on their rated assessments, management can take decisions
on future changes/ modifications.

4. Trainee surveys This refers to the reactions of the participants as to how they
have found or reacted to a particular training programme. This is usually done at
the end of the last session where participants are asked to fill up a form. The form
contains information on the objectives of the programme and how well they have
been achieved during the course of the training. It also seeks information on
contents, reading material, presentation, trainers ability and relationship with other
participants. Additionally, participants are required to indicate their experience with
classroom facilities, boarding, lodging etc. and provide suggestions for
improvement. Since trainees may feel apprehensive or embarrassed to reveal their
true perceptions, they are usually given the option of not disclosing their identities.

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 The feedback received from the participants is of immense value in obtaining ideas,
pinpointing weaknesses and shortcomings and improving upon the problem
areas. The use of the form facilitates work of caution. Too much reliance must not
be placed on their opinions since they cannot always be relied upon to be objective.

5. Trainee interview This method is some what similar to the previous one with
one major difference the views and

6. opinions of the participants are determined individually or in groups by skillful

questioning instead of in writing. Here the expert is usually able to obtain more
precise information and gauge the strengths and weaknesses of the programme.
Interpretational ambiguities can thus be removed and objective and useful
recommendations can be formulated.

7. Instructor interviews Finally the observations and recommendations of

instructors can be collected and tabulated. This may be done both in writing as well
as orally; i.e. by the method of filling up forms or by speaking to them. Their views
on various components provide a valuable source of feedback in ensuring that the
system is consistent with the needs of both trainees and the organization.

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COMPANY PROFILE

19
Bank of India

Bank of India (Hindi: ) (BoI) is commercial

bank with headquarters at Bandra Kurla

complex, Mumbai. Founded in 1906, it has been

government-owned since nationalisation in 1969.

However, some branches are individually owned, such as

Kandia, Indonesia, etc. Bank of India has 5100 branches

as on 31 January 2017, including 56 offices outside India,

which includes five subsidiaries, five representative

offices, and one joint venture. [citation needed]

BoI is a founder

member of SWIFT (Society for Worldwide Inter Bank

Financial Telecommunications), which facilitates provision

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of cost-effective financial processing and communication

services.

History

Bank of India was founded on 7 September 1906 by a

group of eminent businessmen

from Mumbai, Maharashtra, India. The Bank was under

private ownership and control till July 1969 when it was

nationalised along with 13 other banks.

Beginning with one office in Mumbai, with a paid-up

capital of 5 million (US$74,000) and 50 employees, the

Bank has made a rapid growth over the years and

blossomed into a mighty institution with a strong national

presence and sizable international operations. In business

volume, the Bank occupies a premier position among the

nationalised banks.

The bank has 4,963 branches in India spread over all

states/ union territories including specialised branches.

These branches are controlled through 54 Zonal Offices.

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There are 60 branches/ offices and 5 Subsidiaries and 1

joint venture abroad.

The Bank came out with its maiden public issue in 1997

and follow on Qualified Institutions Plabankin February

2008.

The current bank

Bank of India, Mumbai Main Branch

The earlier holders of the Bank of India name had failed

and were no longer in existence by the time a diverse

group of Hindus, Muslims, Parsees, and Jews helped

establish the present Bank of India in 1906 in Bombay. It

was the first bank in India whose promoters aimed to

serve all the communities of India. At the time, banks in

India were either owned by Europeans and served mainly

22
the interests of the European merchant houses, or by

different communities and served the banking needs of

their own community.

The promoters incorporated the Bank of India on 7

September 1906 under Act VI of 1882, with an authorised

capital of 10 million (US$150,000) divided into 100,000

shares each of 100 (US$1.50). The promoters placed

55,000 shares privately, and issued 45,000 to the public

by way of IPO on 3 October 1906; the bank commenced

operations on 1 November 1906.

The lead promoter of the Bank of India was Sir Sassoon J.

David (18491926). He was a member of the Sassoon

family, who in turn were part of a Bombay community

of Baghdadi Jews that was notable for its history of social

service. Sir David was a prudent banker and remained the

bank's chief executive from its founding in 1906 until his

death in 1926.

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The first board of directors of the bank consisted of Sir

Sassoon David, Sir Cowasjee Jehangir, J. Cowasjee

Jehangir, Sir Frederick Leigh Croft, Ratanjee Dadabhoy

Tata, Gordhandas Khattau, Lalubhai Samaldas, Khetsety

Khiasey, Ramnarain Hurnundrai, Jenarrayen Hindoomull

Dani, and Noordin Ebrahim Noordin.

In 1921, BoI entered into an agreement with the Bombay

Stock Exchange to manage its clearing house.

BoI's international expansion began in 1946 when the

bank BoI opened a branch in London, the first Indian bank

to do so. This was also the first post-World War II overseas

branch of any Indian bank.

The 1950s saw BoI open numerous branches abroad:

Tokyo and Osaka in 1950, Singapore in 1951, Kenya and

Uganda in 1953, Aden in 1953 or 1954, and Tanganyika in

1955.

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After a brief hiatus, BoI returned to international

expansion, opening a branch in Hong Kong in 1960. A

branch in Nigeria followed in 1962.

Then came nationalizations abroad, and at home. The

Government of Tanzania nationalised BoI's operations in

Tanzania in 1967 and folded them into the government-

owned National Commercial Bank, together with those

of Bank of Baroda and several other foreign banks. Two

years later, in 1969, the Government of India nationalised

the 14 top banks, including Bank of India. In the same

year, the People's Democratic Republic of Yemen

nationalised BoI's branch in Aden, and the Nigerian and

Ugandan governments forced BoI to incorporate its

branches in those countries. The next year, National Bank

of Southern Yemen incorporated BoI's branch in Yemen,

together with those of all the other banks in the country;

this is now National Bank of Yemen. BoI was the only

Indian bank in the country.

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In 1972 BoI sold its Uganda operation to Bank of Baroda.

The next year BoI opened a representative office

in Jakarta.

In 1974 BoI opened a branch in Paris. This was the first

branch of an Indian bank in Europe.

In 1976 the Nigerian government acquired 60% of the

shares in Bank of India (Nigeria).

In 1978 BoI opened a branch in New York. Also in the

1970s, BoI opened an agency in San Francisco.

In 1980 Bank of India (Nigeria), changed its name to Allied

Bank of Nigeria to reflect the fact that it was no longer a

subsidiary of Bank of India.

In 1986 BoI acquired Parur Central Bank in (Ernakulam

District, Kerala State) in a rescue. Parur Central Bank (or

Karur Central Bank, or Paravur Central Bank) had been

founded in 1930, and at the time of its failure had 51

branches. BoI amalgamated Parur Central Bank in 1990.

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The next year, 1987, BoI took over the three UK branches

of Central Bank of India (CBI). CBI had been caught up in

the Sethia fraud and default and the Reserve Bank of

India required it to transfer its branches.

2003: BoI opened a representative office

in Shenzhen.

2005: BoI opened a representative office in Vietnam.

2006: BoI plans to upgrade the Shenzen and Vietnam

representative offices to branches, and to open

representative offices in Beijing, Doha,

and Johannesburg. In addition, BoI plans to establish a

branch in Antwerp and a subsidiary in Dar-es-Salaam,

marking its return to Tanzania after 37 years.

In 2007 BoI acquired 76% of Indonesia-based PT Bank

Swadesi.

BoI established a wholly owned subsidiary, Bank of India

(New Zealand) Ltd., in Auckland, New Zealand on 6

October 2011. Then BoI established a wholly owned

27
subsidiary, Bank of India (Uganda) Ltd., on 18 June 2012.

Most recently, BoI opened its wholly owned subsidiary

Bank of India (Botswana) Ltd., on 9 August 2013.

CMDs since nationalisation

19691970 : Tribhovandas Damodardas Kansara

19701975 : J.N.Saxena

19751977 : C.P.Shah

19771980 : H C Sarkar

19811984 : N Vaghul

19841986 : T. Tiwari

19871991 : R. Srinivasan

19921995 : G. S. Dahotre

19951997 : G. Kathuria

1997-1998 : M.G.Bhide

19982000 : S Rajagopal

2000-2003 : K.V.Krishnamurthy

2003-2005 : M.Venugopalan

2005-2007 : M Balachandran

28
 2007-2009 : T. S. Narayanswami

20092012 : Alok Kumar Mishra (Former chairman of

Indian Bank's Association)

[3]
2012-2015 : Ms. V.R.Iyer

2015-2015 : B.P. Sharma [Executive Director with

Additional charge as MD & CEO]

2015- : Melwyn Rego [MD & CEO]

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OBJECTIVE

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 OBJECTIVE: -

1 .To impart to new entrants the basic knowledge and skill they need for an
intelligent performance of definite tasks.

2.To ensure that each employee is equipped with capabilities to perform various tasks
associated with his role.

3.To assist employees to function more effectively in their present positions byexposing
them to the latest concepts, information and techniques and developing the skills they will
need in their particular fields.

4.To help the employee develop as an individual so that the organization can recognize and
use the maximum possible potential of its employees.

5.To help employees work as team members since no individual can accomplish the goals
of the organization single handedly.

31
RESEARCH METHODOLOGY

32
 RESEARCH METHODOLOGY

CHECKING YOURSELF FOR BURNOUT

Burnout occurs when passionate, committed people become deeply disillusioned with a job

or career from which they have previously derived much of their identity and meaning. It

comes as the things that inspire passion and enthusiasm are stripped away, and tedious or

unpleasant things crowd in. This tool can help you check yourself for burnout.

Introduction:

This tool can help you check yourself for burnout. It helps you look at the way you feel

about your job and your experiences at work, so that you can get a feel for whether you

are at risk of burnout.

Using the Tool:

Work through the table on paper and calculate values manually.

Fill in values appropriately on the sheet. This will automatically calculate

scores for you and interpret these scores, showing the score and interpretation in row 30.

If you choose to use the manual method, then calculate the total of the scores as described

in the instructions (note that this uses a slightly different scoring method from the

spreadsheet). Apply the score to the scoring table underneath to get the interpretation.

Sampling

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Sample: I have taken the sample of 35 employees from three bank of indiasatna

Reason: As we find the employees of the bank of indiasatna to be more stressful as more

and more employees are taking are dismissed because of inflation. I have selected only

those three banks which are affiliated to the public and are specialized in consumer needs

fulfillment.

It is incumbent on the researcher to clearly define the target population. There are no

strict rules to follow, and the researcher must rely on logic and judgment. The population

is defined in keeping with the objectives of the study.

Sometimes, the entire population will be sufficiently small, and the researcher can include

the entire population in the study. This type of research is called a census study because

data is gathered on every member of the population.

Usually, the population is too large for the researcher to attempt to survey all of its

members. A small, but carefully chosen sample can be used to represent the population.

The sample reflects the characteristics of the population from which it is drawn.

Sampling methods are classified as either probability or non probability. In probability

samples, each member of the population has a known non-zero probability of being

selected. Probability methods include random sampling, systematic sampling, and

stratified sampling. In non probability sampling, members are selected from the

population in some nonrandom manner. These include convenience sampling, judgment

34
sampling, quota sampling, and snowball sampling. The advantage of probability sampling

is that sampling error can be calculated. Sampling error is the degree to which a sample

might differ from the population. When inferring to the population, results are reported

plus or minus the sampling error. In non probability sampling, the degree to which the

sample differs from the population remains unknown.

Random sampling is the purest form of probability sampling. Each

member of the population has an equal and known chance of being selected. When there

are very large populations, it is often difficult or impossible to identify every member of

the population, so the pool of available subjects becomes biased.

Systematic sampling is often used instead of random sampling. It is also

called an Nth name selection technique. After the required sample size has been calculated,

every Nth record is selected from a list of population members. As long as the list does not

contain any hidden order, this sampling method is as good as the random sampling

method. Its only advantage over the random sampling technique is simplicity. Systematic

sampling is frequently used to select a specified number of records from a computer file.

Stratified sampling is commonly used probability method that is superior

to random sampling because it reduces sampling error. A stratum is a subset of the

population that shares at least one common characteristic. The researcher first identifies

the relevant stratums and their actual representation in the population. Random sampling

is then used to select subjects from each stratum until the number of subjects in that

stratum is proportional to its frequency in the population. Stratified sampling is often used

35
when one or more of the stratums in the population have a low incidence relative to the

other stratums.

Convenience sampling is used in exploratory research where the

researcher is interested in getting an inexpensive approximation of the truth. As the name

implies, the sample is selected because they are convenient. This non-probability method is

often used during preliminary research efforts to get a gross estimate of the results,

without incurring the cost or time required to select a random sample.

Judgment sampling is a common non-probability method. The researcher

selects the sample based on judgment. This is usually and extension of convenience

sampling. For example, a researcher may decide to draw the entire sample from one

"representative" city, even though the population includes all cities. When using this

method, the researcher must be confident that the chosen sample is truly representative of

the entire population.

Quota sampling is the non-probability equivalent of stratified sampling.

Like stratified sampling, the researcher first identifies the stratums and their proportions

as they are represented in the population. Then convenience or judgment sampling is used

to select the required number of subjects from each stratum. This differs from stratified

sampling, where the stratums are filled by random sampling.

Snowball sampling is a special non-probability method used when the

desired sample characteristic is rare. It may be extremely difficult or cost prohibitive to

locate respondents in these situations. Snowball sampling relies on referrals from initial

subjects to generate additional subjects. While this technique can dramatically lower

search costs, it comes at the expense of introducing bias because the technique itself

36
reduces the likelihood that the sample will represent a good cross section from the

population.

DATA ANALYSIS

37
 ANALYSIS OF DATA

MANAGERS ANALYSIS & FINDINGS

TABLE - 1

Q .1 Do you agree that the training and development programmes are effective in
Bank of India ?
Parameter No of Respondent %

STRONGLY AGREE 03 10
AGREE 21 70
UNDECIDED 01 3.3
DISAGREE 00 00
STRONGLY DISAGREE 05 16.66

Through the survey we found that 21 managers agree that the training program in
Bank of india delivered as an effective way to learn the matters. Where as, 5
managers strongly disagree while 3 managers strongly agree and 1 managers didnt
give any response.

38
TABLE - 2

Q.2 Do you agree that enough time was provided to learn about the subject
covered in the training program ?

Parameter No of Respondent %

STRONGLY AGREE 03 13.33

AGREE 20 66.66
UNDECIDED 02 6.66
DISAGREE 03 10
STRONGLY DISAGREE 01 3.33

70
60
50
40
30
20
10
0
Strongly

Agree

Undecided

Disagree

Disagree
Strongly
Agree

Through the survey 20 managers agree that the enough time is provided to learn the
subject matters covered in training programme but 3 managers disagree with the
statement .4 managers strongly agree while 1 managers strongly disagree and 2
managers didnt give any response.

39
TABLE - 3

Q.3 Do you think that the training leads to enhan bank of your skill?

Parameter No of Respondent %

STRONGLY AGREE 11 36.66

AGREE 16 53.33
UNDECIDED 00 00
DISAGREE 01 3.33
STRONGLY DISAGREE 02 6.66

16 managers agree that the training leads to enhan bank of skills and 11 managers
strongly disagree but 1 of them disagree and 2 of them strongly disagree.

40
TABLE - 4

Q.4 Do you think that the knowledge and skills gained from the training
programme directly apply to your work?

Parameter No of Respondent %

STRONGLY AGREE 09 30.00

AGREE 16 53.33
UNDECIDED 03 10.00
DISAGREE 00 0.00
STRONGLY DISAGREE 02 6.66

16 managers agree that the knowledge and skills gained from the training programme
directly apply to work. Whereas 9 managers strongly disagree while 2 managers
strongly disagree and 3 managers didnt respondent.

41
TABLE 5

Q. 5 To what extend change in moral attitude and behavior was noticeable as a

result of the training function?

Parameter No of Respondent %

STRONGLY AGREE 07 23.33

AGREE 15 50.00
UNDECIDED 03 03.33
DISAGREE 02 06.66
STRONGLY DISAGREE 03 10.00

15 managers agree that the change in moral attitude and behavior was noticeable as
result of training function 7 managers strongly agree with the statement .2 managers
disagree, while 3 managers strongly disagree and 3managers didnt give any response.

42
TABLE - 6

Q. 6 To what extend training program contribute to the company goal and

employees individual goals?

Parameter No of Respondent %

STRONGLY AGREE 04 43.33

AGREE 18 60.00
UNDECIDED 05 16.66
DISAGREE 00 0.00
STRONGLY DISAGREE 03 10.00

18 managers agree that the training programme contribute to the company goal and
employees goals.4 managers strongly agree ,3 managers are strongly disagree with the
statement and 5 managers didnt give any response.

43
TABLE 7

Q. 7 Do you think that freedom is given to you to show your skills and knowledge
during training program?

Parameter No of Respondent %

STRONGLY AGREE 08 26.66

AGREE 15 50.00
UNDECIDED 06 20.00
DISAGREE 01 3.33
STRONGLY DISAGREE 00 00.00

15 managers agree that freedom is given to you to show your skills and knowledge but
8 managers strongly agree with the statement.1 manager disagree and 6 managers
didnt give any response.

44
TABLE 8

Q. 8 Do you have a good cooperation / support from your superiors during training
program?

Parameter No of Respondent %

STRONGLY AGREE 10 33.33

AGREE 12 40.00
UNDECIDED 06 20.00
DISAGREE 01 03.33
STRONGLY DISAGREE 01 03.33

12 managers agree that a good cooperation from your superiors during training
programme but 10 managers strongly agree with the statement, 1 manager disagree
while 1 manager strongly disagree and 6 managers didnt
give any response.

45
TABLE 9

Q. 9 Do you think that Bank of indiadevelop employee through need based training
program?

Parameter No of Respondent %

STRONGLY AGREE 11 36.66

AGREE 12 40.00
UNDECIDED 03 10.00
DISAGREE 02 06.66
STRONGLY DISAGREE 02 06.66

12 managers agree that Bank of indiadevelop employees through need based training
programme but 11 managers strongly agree with the statement. 2 managers disagree
while 2 managers strongly disagree and 3 managers didnt give any response.

46
TABLE 10

Q. 10 Do you think that Bank of indiais a learning organization for the employee?

Parameter No of Respondent %

STRONGLY AGREE 18 60.00

AGREE 10 33.33
UNDECIDED 00 00.00
DISAGREE 01 03.33
STRONGLY DISAGREE 01 03.33

10 managers agree that Bank of indiais a learning organization for the employee but
18 managers strongly agree with the statement.1 managers disagree while 1 manager
strongly disagree.

47
TABLE 11

Q. 11 Do your performance has changed after the training program?

Parameter No of Respondent %

STRONGLY AGREE 07 23.33

AGREE 16 53.33
UNDECIDED 02 06.66
DISAGREE 02 06.66
STRONGLY DISAGREE 03 10.00

16 managers agree that performance has changed after the training programme but 7
managers strongly agree with the statement.2 managers disagree while 3 managers
strongly disagree and 2 managers didnt give any response.

48
TABLE 12

Q. 12 Do you agree that the program would have been more beneficial if some more
material was provided in advance?

Parameter No of Respondent %

STRONGLY AGREE 07 23.33

AGREE 18 60.00
UNDECIDED 03 10.00
DISAGREE 00 00.00
STRONGLY DISAGREE 02 06.66

18 managers agree that the training programme would have been more beneficial if
some more material was provided in advance but 7 managers strongly agree with the
statement.2 managers strongly disagree and 3 managers didnt give any response.

49
TABLE 13

Q. 13 Are you aware of the objectives of the program at the time of your nomination
for this program?

Parameter No of Respondent %

STRONGLY AGREE 03 10.00

AGREE 24 80.00
UNDECIDED 02 06.66
DISAGREE 00 00.00
STRONGLY DISAGREE 01 03.33

24 managers agree that the objective of the programme at the time of your
nomination for this problem but 3 managers strongly agree with the statement .1
manager agree while 2 managers didnt give any response.

50
FINDING

51
 FINDING

Bank of india should be arrange training program time to time and provided some facility .

1. Education facility- Bank of india provides free education and lunch facility to the
workers family member and villager..
2. Ambulance- Bank of india provides 24 hour free ambulance service
facility to the villager.
3. Free medical facility- Bank of india also provides free medical facility to
the workers family member and also for the villagers.
4. Animal hospital camp- Bank of india organized animal camp in the
village and provided free Madison to the animal.
5. Water facility - Water facility/ tanker is also provided to the villager.
6. Vocational camp- It is organized various type of training program in the
village and improve their skill. Various types of training like knitting, crafting so on.
7. Electrical facility- Bank of india also provides electricity in the residential
colonies of workers as well as villager
8. Road maintenance- Road / Street formation is also done/ maintain by the
company.
9. Cultural program- Bank of india group organized various type of cultural
program in the organization and also in the village
10. Gas connection- It is also provided LPG gas facility to the worker or
villager.

52
CONCLUSION

53
 CONCLUSION

It is concluded from the survey on Training & Development that training program
conducted in Bank of india , is very effective in improving the skill and knowledge of the
employee to meet the present and future requirement of the organization. Its found that
training place a crucial role in not only the development of employees but also in achieving
the overall organizational goals.

Through the research work it was found that employees were very satisfied by the training
provided to them and strongly agreed that after training their confidence have increased and
their skill and knowledge has also been increased and hence, their was remarkable
improvement in their performance.

54
SUGGESTION

55
 SUGGGESTION

The researcher had used questionnaire method as a tool for collecting data and
information pertaining to the study .The questionnaire includes the closed ended and
open ended questions, basically to get there views on the techniques adapted to
measure training development and the difficulties faced by them during and in
relation to training.

Difficulties faced during training by Employees/Supervisors:

More theory less practical.

Miss match of training with work.
Language problem.
Less time provided for training.
Too much instruction by the instructor during training.
Some times objective of training given has to application at the work place.

The following suggestions received from the respondent:

Training should be more practical based.

Training should be given as per the needs of the employees.
Training should be given in simple language.
Training objective should be clear.
Time to time follow-up of the training program.
Supporting documents should be provided to the employees.

Recommendation For Making Training Effective:

As already concluded that the training program is effective in Bank of indiaWORKS

to a great extent however, the researcher had recommended the following suggestion
for making the training program successful.

They are as a under:

Make learning one of the fundamental values of the company. Let this
philosophy percolate down to all employees in the organization.
Create a system to evaluate the development of training.
There must be a sound communication between trainer and trainee.
During the training worker should be totally released from there work.
There should be a proper need analysis for training.
As per the requirement of the job training should be imp.

56
LIMITATION

57
LIMITATIONS OF TRAINING & DEVELOPMENT PROGRAM
Although this organization includes relevant and beneficial training processes and

methodologies in their working schedule, but then also they are not able to check whether

the employees are satisfied with their work or they required personal development also.

After getting a thorough overview of process & methodologies of training & development,

I found some limitation in that which is as follows:

Time Constraints

Since it is a broad topic, therefore, in depth analysis of each & every aspects of this

topic is not possible.

Training effectiveness response obtain from immediate supervisor is based on

perceptions not realities; actual on the job impact in terms of increased productivity is

not measured.

58
BIBLIOGRAPHY

59
 BIBLIOGRAPHY

Personnel Management- By C.B. Mamoria

Human Resource Management-By Prof Ashwathappa
Personnel Management & Industrial Relations-
By Sultan Chand &Sons
Human Resources Management -By A.K.Singh, B.R.Duggal,

Bibliography

www.bankofindia.org

www.wikipedia.com

60
QUESTIONNAIRE OF TRAINING & DEVELOPMENT IN BANK OF
INDIALIMITED:

NAME
AGE..

DESIGNATION..
NO/T.NO..

DEPTMENT
CATEGORY- Management Staff

Q.1 Do you agree that the training program in Bank of indiadelivered to you is an
effective way to learn the matters?

(a) STRONGLY AGREE (b) AGREE

(c) UNDECIDED
(d) DISAGREE (e) STRONGLY DISAGREE

Q.2 Do you agree that enough time was provided to learn about the subject
covered in the training program ?

(a) STRONGLY AGREE (b) AGREE

(c) UNDECIDED
(d) DISAGREE (e) STRONGLY DISAGREE

Q.3 Do you think that the training leads to enhanbankof your skill?

(a) STRONGLY AGREE (b) AGREE

(c) UNDECIDED
(d) DISAGREE (e) STRONGLY DISAGREE

Q.4 Do you think that the knowledge and skills gained from the training program
directly apply to your work?

(a) STRONGLY AGREE (b) AGREE

(c) UNDECIDED
(d) DISAGREE (e) STRONGLY DISAGREE

Q. 5 To what extend change in moral attitude and behavior was noticeable as a

result of the training function?
(a) STRONGLY AGREE (b) AGREE
(c) UNDECIDED
(d) DISAGREE (e) STRONGLY DISAGREE

61
Q. 6 To what extend training program contribute to the company goal and
employees individual goals?

(a) STRONGLY AGREE (b) AGREE

(c) UNDECIDED
(d) DISAGREE (e) STRONGLY DISAGREE

Q. 7 Do you think that freedom is given to you to show your skills and knowledge
during training program?

(a) STRONGLY AGREE (b) AGREE

(c) UNDECIDED
(d) DISAGREE (e) STRONGLY DISAGREE

Q. 8 Do you have a good cooperation / support from your superiors during training
program?

(a) STRONGLY AGREE (b) AGREE (c) UNDECIDED

(d) DISAGREE
(e) STRONGLY DISAGREE

Q. 9 Do you think that Bank of indiadevelop employee through need based training
program?

(a) STRONGLY AGREE (b) AGREE

(c) UNDECIDED
(d) DISAGREE (e) STRONGLY DISAGREE

Q. 10 Do you think that Bank of indiais a learning organization for the employee ?

(a) STRONGLY AGREE (b) AGREE

(c) UNDECIDED
(d) DISAGREE (e) STRONGLY DISAGREE

Q. 11 Do your performance has changed after the training program?

(a) STRONGLY AGREE (b) AGREE

(c) UNDECIDED
(d) DISAGREE (e) STRONGLY DISAGREE

Q. 12 Do you agree that the program would have been more beneficial if some more
material was provided in advance?

(a) STRONGLY AGREE (b) AGREE

(c) UNDECIDED

62
 (d) DISAGREE (e) STRONGLY DISAGREE

Q. 13 Are you aware of the objectives of the program at the time of your nomination
for this program?

(a) STRONGLY AGREE (b) AGREE

(c) UNDECIDED
(d) DISAGREE (e) STRONGLY DISAGREE

Q. 14 What are the problems faced by you during the training program?

Ans:-
_________________________________________________________________________
_______________________________________________________________________

63