Jyoti M01 - 230502 - 061454 PDF

A FIELD REPORT
ON
“Impact of Training and Development on Productivity in
Banking Sector”
(MG251411)
Submitted in partial fulfilment for the award of the Degree
Master of Business Administration
Chhattisgarh Swami Vivekanand Technical University, Bhilai
Submitted By,
JYOTI MANIKPURI
Roll No : 501407621004
MBA – SEMESTER 4th
( SESSION 2022 – 2023)
Approved By:- Guided By:-

Dr. Souren Sarkar Prof. Pankaj Bahety
(Prof. & Head of the Department) Assistant Professor
Shri Shankaracharya Technical Campus

Faculty of Management Studies
Junwani, RAIPUR (C.G.) – 490020
ANNEXURE II: DECLARATION BY THE CANDIDATE
I the undersigned solemnly declare that the report of the research work entitled “ A Study on
Impact of Training and Development on Productivity in Banking Sector.is based on my
own work carried out during the course of my study under the supervision of Prof. PANKAJ
BAHETY SIR.
I assert that the statements made and conclusions drawn are an outcome of my research
work. I further declare that to the best of my knowledge and belief the report does not contain
any part of any work which has been submitted for the award of MBA degree or any other
degree/diploma/certificate in this University or any other University of India or abroad.
____________________
(Signature of the Candidate)
Name – JYOTI MANIKPURI

Enrollment No: CB3589
ANNEXURE III: CERTIFICATE FROM THE SUPERVISOR
This is to certify that the work incorporated in the report “ A Study on Impact of Training
and Development on Productivity in Banking Sector. is a record of research work carried
out by Ms. JYOTI MANIKPURI bearing Enrollment No.: CB3589 under my guidance and
supervision for the part fulfillment for the award of MBA Degree of Chhattisgarh Swami
Vivekanand Technical University, Bhilai (C.G.), India.
To the best of my knowledge and belief the Report

i) Embodies the work of the candidate him/herself,
ii) Has duly been completed,
iii) Is up to the desired standard both in respect of contents and language for external
viva.
_________________
(Signature of the Supervisor)
LIST OF CONTENTS
CHAPTER PARTICULARS PAGE NO.
01 Introduction 1-4
02 Industry Profile 5-19
03 Review of Literature 20-29
04 Research Design 30-36
05 Data Analysis & Interpretation 37-45
06 Findings Recommendations & Conclusion 40-52
Bibliography 53-59
Appendix – 1 60-61
Appendix – 2 62
LIST OF TABLES
SL.NO TABLE TITLE PAGE

NO. NO.
01 5.1 GENDER 38
02 5.2 TRAINING AND DEVELOPMENT REQUIREMENT 39

03 5.3 CONTINUE GROWTH 40
04 5.4 REDUCE STRESS LEVEL 41
05 5.5 ENHANCE PERFORMANCE LEVEL 42
06 5.6 BASED ON GENUINE NEED 43
07 5.7 ACCEPTANCES OF NEW TECHNOLOGY 44

08 5.8 PERIODICALLY REVIEW AND IMPROVED 45
09 5.9 QUALITY PERFORMANCE 46
10 5.10 ACTIVELY RESPONSE TO THE CHANGES 47
11 5.11 ESSENTIAL COMPONENT FOR NEW EMPLOYEE 48
12 5.12 CLEAR METHOD 49

13 5.13 GETTING DIFFERENT IDEA 50
14 5.14 BUILDING OF EMPLOYEE CONFIDENCE 51
15 5.15 ACCOMMODATE SCHEDULE 52
16 5.16 EXPLANATION OF NORMS AND VALUE 53
17 5.17 MINIMIZATION OF FAULT 54

18 5.18 QUALITY OF SERVICES 55
19 5.19 PROMOTION AND OTHER MONETARY BENEFIT 56
20 5.20 STABILIZATION OF BANK 57
21 5.21 IMPROVEMENT ON LEADERSHIP AND MANAGERIAL 58
SKILL
22 5.22 ENHANCEMENT OF EFFICIENCY BY EMPLOYEE 59
LIST OF GRAPHS
SL.NO GRAPH TITLE PAGE

NO. NO.
01 5.1 GENDER 38
02 5.2 TRAINING AND DEVELOPMENT REQUIREMENT 39
03 5.3 CONTINUE GROWTH 40
04 5.4 REDUCE STRESS LEVEL 41
05 5.5 ENHANCE PERFORMANCE LEVEL 42
06 5.6 BASED ON GENUINE NEED 43
07 5.7 ACCEPTANCES OF NEW TECHNOLOGY 44
08 5.8 PERIODICALLY REVIEW AND IMPROVED 45
09 5.9 QUALITY PERFORMANCE 46
10 5.10 ACTIVELY RESPONSE TO THE CHANGES 47
11 5.11 ESSENTIAL COMPONENT FOR NEW EMPLOYEE 48
12 5.12 CLEAR METHOD 49
13 5.13 GETTING DIFFERENT IDEA 50
14 5.14 BUILDING OF EMPLOYEE CONFIDENCE 51
15 5.15 ACCOMMODATE SCHEDULE 52
16 5.16 EXPLANATION OF NORMS AND VALUE 53
17 5.17 MINIMIZATION OF FAULT 54
18 5.18 QUALITY OF SERVICES 55
19 5.19 PROMOTION AND OTHER MONETARY BENEFIT 56
20 5.20 STABILIZATION OF BANK 57
21 5.21 IMPROVEMENT ON LEADERSHIP AND 58

MANAGERIAL SKILL
22 5.22 ENHANCEMENT OF EFFICIENCY BY EMPLOYEE 59
CHAPTER 01: INTRODUCTION
1
INTRODUCTION
Training and Development is an attempt to improve current or future employee performance by
increasing an employee ability to perform through learning, usually by changing the employee attitude
or increasing his or her skills and knowledge. Since the beginning of the twentieth century and
especially after World War II, training programs have become widespread among organizations,
involving more and more employees and also expanding in content. In India the banking industry
becoming more competitive than ever, private and public sector banks are competing with each other
to perform well. The executives of the bank are now in the position to modify their traditional human
resources practice in to innovative human resources practices in order to meet the challenges from
other competitive banks.
This study is build upon the previous training literatures by providing a detailed examination of training
needs assessment and organizational effectiveness based upon development based strategy. The
question of the amount of training needs assessment and the effect of training is answered through
evaluation process. The purpose of training need assessment is to add value to an organization. Hence,
evaluation measures the progress in achieving this goal by purposefully improving training programs
and measuring their worth.
The training programs are established by the needs assessment of training. A thorough needs
assessment leads to effective and efficient training, which increases the likelihood that evaluation will
demonstrate successful value added outcomes (Armstrong, 2007). In today‟s complex and fast
changing organizational environment, developing human resources is of paramount importance and
training has now become one of the important segments of Human Resource Development (HRD)
process. That is why the efficiency of any organization depends directly on how well its employees are
trained. Training motivates employees to work efficiently and it is widely accepted as a problem
solving tool.
The Human Resource Development department has to play a more proactive role in shaping the
employees to fight out the challenges. The banks not only have to make plans and policies and devise
strategies, the actual functionaries have to show willingness, competence and effectiveness in
executing the said policies and strategies. Both training and development are necessary for any
organization. In the opinion of Dr. Leonard, Nadler development is concerned with providing learning
experience to employees so that they may be ready to move into a new direction that organizational
change may require. So it is evident that training and development forms an integral part of human
resources development process and should be in unison.
2
In commercial organizations like banks, HRD departments have the advantages of not being
excessively burdened with day–to–day problems of running the banks or ensuring profitability of
individual transactions. They are in positions to take strategic and long term view of the competitive
advantage of the human resources as well as identify areas of professional weaknesses to rectify well
before any damage takes place in the organization.
According to Filippo, “Training is the act of increasing knowledge and skill of an employee for doing
a particular job”.
Dale S. Beach “Training is the organized procedure by which people learn knowledge and or skills for
a definite purpose”.
Berger (2000) states the expenditure on human resource is imperatively high rising. Given the role of
training as a business strategy it is important that any training effort be targeted and relevant. Thus, the
process by which training needs are identified and addressed becomes a critical issue for organizations.
It will introduce basic needs assessment terminology and discuss potential options for the process.
Banking is a strong and efficient financial system is critical to the attainment of the objectives of
creating a market to the attainment of the objectives of creating a market driven, productive and
competitive economy and to support higher investment levels and accentuate growth. Banking by far
is the most dominant segment of the financial system and plays a pivotal role in the development of a
sound economy. Banking Sector in India has passed through an exciting and challenging phase. The
reforms in the Indian financial sector have led the Indian Banking to undergo drastic changes through
the creation and diversification of products/ service portfolio, entry of new Private Sector and foreign
banks, institutional changes, adoption of modern technology, globalization of banking activities etc.
This study is built upon the previous training literatures by providing a detailed examination of training
needs assessment and organizational effectiveness based upon development-based strategy. The
question of the amount of training needs assessment and the effect of training is answered through
evaluation process. The purpose of training need assessment is to add value to an organization. This
study has attempted to examine the impact of training and development on employee performance. For
this study correlation and regression were applied on sample size of 120 employees in banks both
public and private.
Training & Development in Banks Nowadays, banking is no more conventional sector because many
private and public banks are mushrooming with providing the best of banking under one roof. With
far-reaching growth of banks it needs efficient and well trained staff members to handle/deal with the
customers. Banks are emerging as financial hub for their clients to grow in size and well accepted in
3
technical knowledge and skills for a definite purpose. Training is usually considered organized procedure
by which people gain knowledge or skill for a definite purpose. The aim of any training program is to
provide instruction and experience to new employees to help them reach the required level of performance
in their job quickly and economically. For the existing staff, training will help develop capabilities to
improve their job quickly and economically. For the existing staff, training will help develop capabilities
to improve their present jobs, to learn new technologies or procedures and to prepare them to take on
increased and higher responsibilities in the future.
There is an old saying "If you think training is expensive Try ignorance". A more recent version has
a sharper message- "What if l train my staff and they leave?". To which answer is "what if you do not
train them and they stay". In today's competitive world no employer can afford the staff who are not
efficient. Yet many organizations still appear reluctant to invest in training the members to make them
more efficient. The primary interest in a study about the future is in looking for a group of characteristics
shared by the better banks that might serve to predict the future success of others. That common trait is
emphasis on training. Competent employees do not remain competent forever. Skills deteriorate and can
become obsolete. That is why modem organizations spend crores or crores each year on formal training.
Intensified competition, technological changes and search for improved productivity are motivating
management to increase expenditures for training. Today in the age of globalization, people at all levels
in organizations are involved in formal training. Training is being recognized increasingly as a key to
labour markets change, some jobs become obsolete and new ones are created. The new jobs require
liberated workers. In a flexible economy that is well positioned to take advantages of change, people will
need to change jobs, perhaps many times. Hence workers need continuously to acquire new skills and
qualifications. On going development is today's new form of job security. People need to learn
continuously. By developing, stretching and continually challenging themselves, employees can build
skill base, reputation and networks of contacts which will make them fit to be always 'employable'.
4
CHAPTER 02: INDUSTRY PROFILE
5
The History and Evaluation of Training
In India (in Banks Institutionalized system of training in the banking industry commenced in India in
1954 with the establishment of the Banker's Training College (BTC). The Imperial Bank of India (State
Bank of India-SBI) also set up three schools almost the same time to train probationary officers in
Kolkata, Mumbai and Chennai. The focus of training curriculum until early 1960, however, was on
hard core principles and techniques of banking and the target group were entry level officers and branch
managers. Nationalization of banks in 1969 ushered the concept of mass banking fol1owed by
phenomenal expansion of branches, number of employees and diversification of portfolios etc. The
banking industry responded to these challenges by expanding in house training facilities, setting up an
apex level institute, National Institute of Bank Management (NIBM) to specially cater to the felt needs
of entire industry. Sponsoring large number of officers to reputed management institutes and
professional bodies within and outside the country, multitude of institutions, training programmes
and large number of officers and staff members trained over the years is a clear indication of the
popularity of the training and development activities in public sector banks. The analysis of the
available data on training in public sector banks reveals that, in quantitative terms, they have very
impressive records. Why the net impact of the massive effort and huge investment made have failed to
make desired impact on individual and collective performance and overall business results is not a
secret. Absence of well-articulated and shared Human Resource Development (HRD) vision, mission
and long-term perspectives, glaring inadequacies in scientific analysis of training methodology,
availability-based sponsorship lo training programme, over emphasis on concepts and theoretical
aspects of banking, quality of trainers and near absence of post training follow-up etc., are to a very
extent, responsible for sub optimal results achieved by training. Observations by the Narasimhan
Committee on banking reforms in 1998 are very apt. It urges the management of Indian banks to review
the changing training needs in individual banks keeping in mind their own business environment and
to address these urgently. Although the industry has impressive number of training establishments, the
training activities have not been able to effectively care to the needs of the industry fully. A close
examination of the state of affairs regarding training in bank indicates that the real reason for this is
elsewhere. Some of them are:- lack of conviction of the concept of training, lack of top management
support, improper selection of trainees, ineffective use of training methodologies, and undesirable
pressure for quantity rather than quality. The emerging training scenarios in banks and its effect on
bank employees with the impact of globalization. The banking system in India is currently poised for
far reaching change. The emerging business profile of banks would include non-traditional areas like
merchant banking, mutual funds, newer financial services, personal investment counselling, factoring,
6
venture capital and possible consultancy and research services. Besides this, to be on the top, banks
will have to launch new activities. They will necessarily have to be innovative. The immediate and
possible distant changes in the environment will make Indian banking more complex as the profile of
these banks will undergo major transformation, while they continue to engage themselves in
conventional banking, they will also enter areas of modern business ventures. These changes will call
for new knowledge, skill and attitudes, and training system will have to stand up to these challenges.
No Indian bank can survive without being up to date with the latest developments. Indication to this
effect is visible. If the banks go in for the enhanced micro electronic assistance for its multifarious
operations, il will definitely call for changes in approaches to training. It is a fact that most significant
effect of diversification and technological revolution in the sphere of skill with new line of business,
product diversification and widespread technology adoptions, the type of personnel required in
handling jobs under most complex and in competitive conditions will require skills different from those
required for traditional type of business. To be competitive managers will have to match international
quality and performance standards. The impact of technology on HR in banking and insurance
companies is tremendous. In a study, the group of researchers compared the old and new competencies
needed to survive in the changed atmosphere. Table summarize the information.
Table-I
SI.N. Old Competencies New Competencies
1 Ability to operate in well-defined and ever changing environment.

Ability to operate in ill-defined and stable
environment.
2 Capacity to deal with repetitive, straight. Capacity to deal with non-routine forward
and concrete work processes. and abstract
work processes.
3 Ability to operate in supervised work Ability to handle decisions and environment.
Responsibilities
4 Isolated work. Group work and interactive work.
7
5 Ability to operate within narrow System ability to geographical and time horizons.
wide understanding. operate within expanding geographical and
lime horizons.
6 Broad unspecified knowledge. Specified knowledge.
7 Procedural competencies. Customer assistance-oriented

competencies.
Source: Swain, B.K. "Revamping Indian Banks through Dynamic HR policies", Human Resource
Management Bank Economics Conference 2003. The new competencies to operate in the ever-
changing environment and the capacity to deal with non-routine work process can only effectively
respond to the process of deregulation and globalization overbanking. Similarly, ability to handle
responsibilities and to operate in the expanding geographical and horizons is the hallmark of emerging
competencies. In addition, the changing social values with which the new generation of employees has
been brought up have given them different value orientation. A recent study on the work goals of the
bank employees clearly indicates that besides good pay and security, ranked as number one and two
respectively, other aspects like opportunity to learn, opportunity for up gradation, interesting work,
match between ability and work also received fairly a high level in ranking work goals. Ninety percent
of the respondents in this were below 40 years of age. This indicates that the value orientation of the
bank employees is also changing. All. these changes will necessitate the training system in banks to
reorient its approaches and priorities so that training activities will become an essential part of a
strategic human resource management in banks. If this linkage is not properly established, training
activities will further degenerate into mere routine rituals.
Training Mission:
.It is necessary to ensure that the activities of the Training System are aligned with these values in
right earnest. In order to ensure this, the Bank has enshrined these values in a clearly defined
Mission Statement of the Training System, which is given below.
To promote a culture of continuous learning for the development of the individual and the bank.
The Training Mission is framed to ensure that the Organisation will be able to build multi-
disciplinary teams that are highly motivated to achieve the Business objectives.
8
Consequently, the training system is committed to enhance its effectiveness through a process of
continuous improvement.
Training Objectives:
Based on the Training Mission, the objectives of Training are

▪ To assess, on a regular basis, the training needs of both individuals and the Bank.
▪ To help staff members to attain competence in basic work skills and knowledge with regard to
their individual responsibilities.
▪ To facilitate induction of new entrants through training.
▪ To prepare staff members to discharge the responsibilities brought about by promotion and
changes in job profiles or new job profiles resulting from a changed environment.
▪ To enable staff to update their skills in technical and specialized areas.
▪ To provide opportunities for staff to prepare for higher executive responsibilities.
▪ To ensure that the strategy and initiatives of the Training System are in line with the Business
Objectives of the Bank and they are designed taking into consideration the requirements and
inputs of all stakeholders in the system.
▪ To provide opportunities for staff to work towards personal development.
▪ To strive to ensure that the learning imparted through the Training System is ultimately
translated into better performance at the work place thereby making the achievement of the
Business Objectives of the Bank, a reality.
Organisation Structure of Training

In order to effectively administer training in the Bank, the training system should have a prescribed
Organisation Structure. While the Training Advisory Committee will be the apex body with regard
to broad policy matters pertaining to training, the following organization structure is suggested:
▪ The Training System will be headed by Principal who will be at least of the rank of Deputy
General Manager. The Principal will be based at Staff College, Bangalore. Where the
Principal is in the rank of Deputy General Manager, he will report to the General Manager
[Personnel & HR] at the Corporate Office. In the event the Principal is in the rank of General
Manager, he will report to the Executive Director overseeing the HR functions.
▪ The Training System will also have the post of Vice Principal in the rank of Asst.General
Manager. The Vice Principal will be based at Staff College, Bangalore. Primarily, the role of
the Vice Principal is to oversee the administrative matters of the training system as a whole.
9
▪ One of the faculty at each of the 7 Staff Training Centres will be designated as Centre-in-
charge. In addition to discharging the responsibilities of a faculty, he will be in overall charge
of the management of the Centre. The Centre-in-charge should be preferably in the rank of
Chief Manager. However, the minimum rank of Centre-in-charge should be Senior Manager.
▪ Faculty Members at the Centres, will for administrative purposes report to the Centre-in-
charge. e. Training System will also have the support of administrative staff. The head of the
Administration Department in the Staff College should be minimum rank of Senior Manager.
However, preferably, a Chief Manager should oversee its functioning.
Concept of Training & Development
The quality and variety of the employee training provide is key for motivation. Reasons for
employee training range from new-hire training about operation, to introducing a new concept to a
workgroup to bringing in a new computer system.
Reason for conducting an employee training session, need to develop the employee training within
the framework of a comprehensive, on going, and consistent employee training program. This
quality employee training program is essential to keep staff motivated about learning new concepts
and department profitable.
Program with an overview of the job expectations and performance skills needed to perform the
job functions. A new hire training program provides a fundamental understanding of the position
and how the position fits within the organizational structure.
A training program begins with the creation of an employee training manual, in either notebook
format or online. This manual acts as a building block of practical and technical skills needed to
prepare the new individual for his or her position. In order for the department to understand current
policies and procedures, a manager must ensure the department manuals or online employee
training are kept current. This includes any system enhancements and / or change in policy or
procedure.
Another of training includes having the new associate train directly next to an existing associate.
Some call this On the Job Training (OJT) or side-by-side training. This type of employee training
allows the new associate to see first hand the different facets of the position.
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Purpose of Training & Development
While some people think of training objective as a waste of valuable time. The counterargument here
is that resources are always limited and the training objectives actually lead the design of training. It
provides the clear guidelines and develops the training program in less time because objectives focus
specifically on needs.
Coverage of Policy on Training –
Training is imparted so that the needs of the organization and the individuals are met. These needs are
driven by an external environment as well as the challenges arising internally in the Bank. Therefore,
the entire spectrum of training activities should be shaped to ensure that these needs are effectively
met. Accordingly, Training Policy of the Bank will cover training in the following forms:
Internal Training – This, primarily, comprises training programmes developed by the Training
System of the Bank. These training programmes are designed through a prescribed process, as
detailed in Section No.9 of this Policy Document.
11
External Training - Some of the needs of staff members may not be completely satisfied through
the training programmes designed internally in the Bank. Needs of this nature are addressed by
deputing the staff members to External Training Institutes and Establishments of repute viz.,
NIBM, IIMs, ISB, MDI, CAB, BIRD etc. In cases where training in a specialized area is required
to be provided to a select target group it will be necessary to engage the services of individual
faculty, reputed 9 for their expertise in the area.
Overseas Training - This intervention is used not only to bring in contemporary knowledge at the
global level but also as a form of recognition of outstanding performance.
Training Processes:
A- Training Needs Assessment:
Factors influencing Training Needs:
a) Organisational Needs and Priorities
b) Changes in policies and procedures arising out of changes in policies of the Government of India
directives of regulatory bodies, Indian Banks Association etc
c) Development of new products and processes
d) Skill enhancement requirements of individual staff members
e) Functional Knowledge and direction in respect of current and emerging areas
f) High potential development requirements
g) Career Management and Promotion related aspects
12
h) Findings and outcomes of Assessment Centres
Assessment of Organisation and Individual Needs:
a) Organisation Needs will be defined by the Training Advisory Committee who will ensure that these
are in line with the strategies of the Bank.
b) Organisation Needs are also derived from time to time based on inputs of verticals
c) Staff Members’ training needs will be drawn from performance appraisal reports
d) Staff members’ training needs will also be defined based on inputs from Career Management and
Performance Management sub-leads.
e) Staff members needs will also be captured from the individual requests made to supervisors.
Training Needs Assessment Process:
a) Periodicity : Training needs will be assessed and captured annually, usually at the commencement
of the year at the time of business planning
b) Performance Management forms will be collated and analysed to determine training needs. The
process will be coordinate by training system but will be jointly carried out along with the help of the
Personnel Department
c) At the field level, training needs assessment will be done by Relationship HR Managers
d) Should the need arise for a new area of training, the training system will, with inputs from the
Corporate Office / Field, design and deliver programmes in the required area.
B- Training Nomination Process:

In line with the spirit of the Training Mission of the Bank, the nomination process is designed to
accommodate three types of nominations:
a) Employee self-nomination: Based on the calendar of programmes, staff members may nominate
themselves for training programmes. The nominations are then vetted by the 17 supervisors to ensure
that the training matches the present and future job requirements of the employee.
b) Regional Office nomination: Regional Offices also, may identify certain staff members for specific
training programmes. After obtaining the views of the immediate supervisor, the staff member is then
nominated.
c) Supervisory Staff nomination: Supervisory Staff may also nominate and recommend certain staff
members for specified programmes
13
C- Training Design - The entire process of design of training programmes is put in place to ensure
that the needs of the organization as well as the individual are met. Accordingly, the following design
process is presently in place and will continue in future as well.
a) Based on the needs captured, Training System will prepare skill sets according to the knowledge
areas. These are then sent to the Vertical Heads at Corporate Office for their inputs. After the inputs
are received, the skill sets for each training segment are defined and finalized.
b) The faculty will then develop content outlines based on the skill sets.
c) In order to ensure that the needs of all stake holders are addressed, focus groups are constituted to
review contents developed at Staff College.
d) Focus Groups will typically consist of representatives from participants or the target group,
representatives of field functionaries, representatives of supervising departments at Central Office
and Regional Offices as well as faculty members.
e) The faculty members will guide the discussions. The content outlines are discussed threadbare not
only with regard to technical content, but with regard to methodology as well. The focus group
members will, through their inputs, ensure that the programme is in line with issues and situations
obtaining in the field. The programme inputs should also address skill gaps critical to the field
currently and in the immediate future.
f) Based on the outcomes of the Focus Group meetings, for which minutes are drawn, lesson plans
are prepared session wise.
g) Lesson plans are minutely detailed so that every aspect of the conduct of the training programme
is captured and documented. This ensures that inputs and delivery are standardized across the training
system. h) Pilot programmes are then held to assess the effectiveness of the programme on
participants in the classroom. At this stage also, feedback and inputs are sought from the participants.
After examination they are incorporated into the lesson plans.
D-Training Calendar:
a) After the needs are identified, they will be prioritized. This will be done through a process of
discussion between the Training System and Central Office officials and field functionaries.
b) The training programmes are then designed as laid down in Point No C
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c) The training calendar is then prepared annually and rolled out quarterly.
d) The training calendar will have not only the name of the training programme, but a brief overview
of the objectives and the contents and the target group.
e) Training Calendar, as and when prepared, will be hosted on the Bank’s Intranet so that all
employees can have access to the Training Calendar to facilitate nominations to Training
Programmes, as detailed under the Point No.B under Training Nomination Process.
f) The aim of the training system will be to provide at least 5 days training to every staff member
every year.
E-Training Delivery :
a) The Training System will use multiple methodologies of training as well as multiple channels of
training participants of the Bank.
b) The methodology as well as the channel of training will match the training needs and the content
of the programme. While technical skills could be addressed via distance learning particularly at the
base level, conceptual skills would best be imparted in a class room situation.
15
CHAPTER 03: REVIEW OF LITERATURE
16
Review of literature
According to the Michel Armstrong, “Training is systematic development of the knowledge, skills
and attitudes required by an individual to perform adequately a given task or job”. (Source: A
Handbook of Human Resource Management Practice, Kogan Page, 8th Ed.,2001)
According to the Edwin B Flippo, “Training is the act of increasing knowledge and skills of an
employee for doing a particular job.” (Source: Personnel Management, McGraw Hill; 6th Edition,
1984) The term ‘training’ indicates the process involved in improving the aptitudes, skills and abilities
of the employees to perform specific jobs. Training helps in updating old talents and developing new
ones. ‘Successful candidates placed on the jobs need training to perform their duties effectively’.
(Source: Aswathappa, K. Human resource and Personnel Management, New Delhi: Tata Mcgraw-Hill
Publishing CompanyLimited,2000, p.189)
McGehee and Thayer (1961) are widely acknowledged as the seminal text on training needs analysis
and are quoted in much of the literature. They outlined the analysis of training need at the level of the
organisation, group and individual and these levels continue to form the foundation of most
approaches. The traditional approach to training needs analysis outlines a number of steps. The
following are drawn from the main formats found in the literature (Reay 1998, Boydell and Leary
1996, Reid and Barrington 1999, Wills 1998)
Beryl Badger, Eugene Salder – Smith, Edwin Michie (1997), presented a study on perceptions of
the value and effectiveness of Outdoor Training Programs. It pointed out that the companies believed
in this form of training and their own perception but there was no clear defined answer to its
effectiveness.
Winfred Arthur Jr.Pamela S.Edens and Suzanne T.Bell, (2003) recognized many design and
evaluation techniques linked to the effectiveness of training based on pertinent literature. In this review,
they focused on evaluation methods, execution of training program based on needs assessment and
similarity between task and training delivery method.
Joseph Paul Pulichino (2007) conducted a detailed study on four levels of training evaluation
methodology based on previous literature review. It is conducted to enable training practitioners to
understand the usage and benefits of training program of all levels.
17
K.Skylar Powell and SerkanYalcin (2009), in this review, they found out there has been little
progress in efficiency of training program and also this study suggested the people to learn and face
challenges in order to learn in the workplace.
Diamantidis, Anastasios D; Chatzoglou, Prodromos D (2012), examined the effects of training

programs in organizations where training was used for development of employees. It indicates the
design of training program is most critical factor ad it has major impact on performance in their job.
Giasuddin Bellary, Pulidindi Venugopal & Ganesan (2014), reemphasized that the training
program’s success depends on training outcomes. It pointed out that training is being conducted by
many corporate, but insufficient research has been done in this area.
Training is organized way in which organizations provide development and improve the quality of
new and existing employees. It has systematic approach of learning and development that improve
individual, group and organization (Goldstein & Ford, 2002).
Training is a process and it is most pervasive methods to enhance productivity of individuals and
communicating organizational goals to personnel (Ekaterini & Constantinos Vasilios, 2009). It also
support that investing in training employees on decision making, teamwork, problem-solving and
interpersonal relations has impact on organization’s level of growth as well as employee’s performance
(Rohan & Madhumita, 2012).
18
CHAPTER 04: RESEARCH DESIGN
19
• Research methodology
NEED FOR THE STUDY:

To understand the need of Employees engagement, one first needs to understand about Employee’s
attitude towards organization, as with the understanding of the origin, causes and effects of these
attitudes, the motivating act becomes easier. The corporate world of today is exceedingly demanding.
The work culture varies from organization to organization.
To improve individual performance, any organization’s management must understand employee

feelings, behaviors and attitudes. "Organizational change cannot be achieved without a set of
challenged, empowered, excited and rewarded teams functioning in cohesion directed towards a
common goal. Listening objectively helps understand the why's and how's of employee attitudes and
behaviors”.
-Scope of the study

The scope of training and development also expanded to include cross-cultural training, focus on
the development of the individual employee, and the use of new organization development
literature to frame training programs.
The scope of training depends upon the categories of employees to be trained. As we all know that
training is a continuous process and not only needed for the newly selected personnel but also for the
existing personnel at all levels of the organisation.
Prof. Yoder listed the following five groups of employees who need continuous training:
1. Rank And File: i.e., employees who have no administrative or supervising work.
2. Supervisory Employees: i.e., the first line foreman, supervisor and their immediate supervisors.
3. Staff: i.e. specialised personnel such as technical and professional persons attached to the line
organisation as advisors.
4. Middle Management: i.e., all the managerial personnel holding positions between line supervisors
and the top management.
5. Top Executives: i.e., all executives who hold major responsibility for the overall planning and
control.
20
• Research Problem
The study was limited to bangalore city due to time constraint so the findings of the study
would represent some part of actual picture of the whole.
Getting timely responses from the respondents was a difficult task due to their regular routine
activities.
Limited time for survey and the cost associated with it were other constrains.
Karthikeyan, Karthi and Shyamala (2010)

Graf assess the effectiveness of the various facets of training i.e. employee‟s attitude towards
training inputs;
RESEARCH METHODOLOGY
Descriptive research:
Descriptive research refers to the methods that describe the characteristics of the variables under study.
Descriptive research is a part of quantitative market research or social research study which involves
conducting survey research using quantitative variables on a market research tool or social research
tool.
Source of Data:
There are two types of data that is primary data and secondary data.
Primary Data
Primary data is a type of data that is collected by researchers directly from main sources through
interviews, surveys, experiments, etc. Primary data are usually collected from the source where the
data originally originates from and are regarded as the best kind of data in research.
Secondary Data
Secondary data refers to data that is collected by someone other than the primary user. Common
sources of secondary data for social science include censuses, information collected by government
departments, organizational records and data that was originally collected for other research purposes.
Both primary and secondary data is used for the research of this project.
21
HYPOTHESIS:
H1: There is a need of training for employees in a banking sector in Bangalore.
H0: There is no need of training for employees in banking sector in Bangalore.
Research Design:
This study will examine the research methodology that would be carried out towards the purpose and
objectives of the study. The research is both exploratory and descriptive.
Method of Enquiry:
The data for the purpose of the study would comprise of both primary and secondary data
Primary Data:
The primary data would be based on a survey conducted on a sample of 100 employees in PI Industry
in Gurugram. The inputs and their varied perception would form to be the primary data required to
carry on the study, with the defined objectives and derive a result, helping more or less to understand
the real picture and perceived image of popular employer brands and their effects on the productivity
of the company.
Secondary Data:
The secondary data would be from the review of the literature of HR textbooks, on line journals
accesses through the social science research network. For certain specific information or related
information the website of the companies’ would be accessed to get relevant information. Many
relevant studies and research were referred to depict a better understanding of the topic by giving
appropriate examples and outcomes of the study conducted by different researchers and institutes.
22
SAMPLING TYPE:
Convenience and judgmental sampling is used for the research of this project.
CONVENIENCE SAMPLING:
Convenience sampling is defined as a method adopted by researchers where they collect market
research data from a conveniently available pool of respondents. It is the most commonly used
sampling technique as it’s incredibly prompt, uncomplicated, and economical. In many cases, members
are readily approachable to be a part of the sample.
JUDGEMENTAL SAMPLING:
Judgment sampling, also referred to as judgmental sampling or authoritative sampling, is a non-

probability sampling technique where the researcher selects units to be sampled based on his own
existing knowledge, or his professional judgment.
SAMPLE SIZE:
The sample size is as follows:
• 100 respondents who are the employees, working in PI Industries, Haryana.
First step to go forward with the research will be to identify the HR department and its work activities
distribute among the people and effectiveness of each people of each activities. Data will be collected
through a set of questions framed to the employees of the company to understand its impact. Secondary
may be collected from research journals, articles etc.
Proposed tool to be used
Google form questionnaire for the fastest form creation, SPSS and goggle sheet for analysis.
Sampling Plan:
In this study the justification of 100 respondents was collected. 150 Questionnaires were sent online
as well as circulated among the employees in PI Industry in Gurugram. 124 responses were received
back, of which 100 were found usable. The questionnaire used was designed keeping in mind various
parameters that could be used to evaluate and analyze the most important factors and characteristics
that play critical role in building up of a successful employer brand. The questions were framed in such
23
a fashion and particular sequence that would give a fair picture of a perception that a particular prospect
perceive all about employer branding as well as all the factors and characteristics that he or she would
associate with their dream employer and get influenced. Out of the 100 respondents the data analysis
was with a view to compare the outcomes of the theoretical part with the one’s of the empirical study.
The empirical findings are stated along with the conclusion based on the analytical part.
This is followed with recommendations for future research.
Population & Sampling:
Sampling is a process of selecting a (few sample) from bigger group (the sampling population) to
become the basis of estimating or predicting the prevalence of an unknown piece of information,
situation or outcome the bigger regarding the bigger group.
Population: this is not the entire population of a given geographical area, but the predefined set of
potential respondents in a geographical area. The respondents are the employees from bank in
Bangalore.
Survey Instrument:
The survey instrument for the purpose of the study is the questionnaire. The questionnaire is designed
with an appropriate blend of open ended and closed ended question. In addition, whenever required
the respondents is asked to scale their responses on a five point scale that is:
• Strongly disagree
• Disagree
• Neutral
• Agree
• Strongly agree
The completed questionnaire is sorted out and the incorrect and incomplete questionnaire is excluded
from the analysis. The data was tabulated and simple percentile calculation is used to analyse the data
collected. Simple percentage and statistical analysis were performed on the data to substantiate the
findings of the study. Depending on the extent on the statistical analysis performed certain statistical
tests at various significant levels were carried out to substantiate the validity of the hypothesis.
24
CHAPTER 05: DATA ANALYSIS &
INTERPRETATION
25
5.1 Gender
GENDER OF THE EMPLOYEES
GENDER NO. OF RESPONDENTS PERCENTAGE
Male 60 60
Female 40 40
Others 0 0
TOTAL 100 100
NO. OF RESPONDENTS
120
100
100
80
60
60
40
40
20
0
0
Male Female Others TOTAL
INFERENCE
From the above data we can conclude that Out of 100 respondent’s majority of the respondents that is
60% are male and rest of the 40% respondents are female employees. It clearly shows that majority
of employees are male.
26
5.2- In your bank Training And Development is required-
Option No. of Respondent Percentage of Respondent
Yes 88 88
No 5 5
May be 7 7
No. of Respondent
100
88
90
80
70
60
50
40
30
20
10 5 7
0
Yes No May be
INFERENCE
From the above data, it is evident that 88% of the respondents are saying yes to the Training And
Development and 5% saying No for Training And Development along with that 7% saying may be for
the Employees.
It can be seen that the majority of respondents are thinking that Training And Development is required
in their bank.
27
5.3- Training and Development meet your employees need for continued growth-
LEVEL OF NO. OF RESPONDENTS PERCENTAGE

SATISFACTION
Strongly Agree 35 35
Agree 53 53
Neutral 12 12
Disagree 0 0
Strongly Disagree 0 0
TOTAL 100 100
NO. OF RESPONDENTS
120
100
100
80
60 53
40 35
20 12
0 0
0
Strongly Agree Agree Neutral Disagree Strongly Disagree TOTAL
INFERENCE
From the above data It is evident that about 35% of the respondents strongly agree, and 53% of the
respondents agree, another neutral of the respondent are 12%, whereas 0% of the respondents disagree
and 0% of the respondents strongly disagree on Training and Development meet your employees need
for continued growth.
So that we can see that majority of employees are agree for their continue growth.
28
5.4- Training and Development reduce the stress level of employee-
SATISFACTION
Agree 45 45
Neutral 28 28
Disagree 5 5
TOTAL 100 100
NO. OF RESPONDENTS
120
100
100
80
60
45
40
28
22
20
5
0
0
INFERENCE
and 0% of the respondents strongly disagree on the Training and Development reduce the stress level
of employee.
So it can be seen that most of the respondant are agree they this that training and development reduce
the stress level of employee.
29
5.5-Training and Development enhance the efficiency and effectiveness of the work being
performed by employees-

SATISFACTION
Agree 57 57
Neutral 5 5
Disagree 0 0
TOTAL 100 100
NO. OF RESPONDENTS
120
100
100
80
57
60
38
40
20
5
0 0
0
INFERENCE
and 0% of the respondents strongly disagree on Training and Development enhance the efficiency and
effectiveness of the work being performed by employees.
Here we can see that most of the respondent are agree that T&D improve the performance of the
employees.
30
5.6 - Training and development based on genuine needs-

SATISFACTION
Agree 53 53
Neutral 15 15
Disagree 0 0
TOTAL 100 100
NO. OF RESPONDENTS
120
100
100
80
60 53
40
30
20 15
0 2
0
INFERENCE
respondents agree, another neutral respondent are 15% , whereas 0% of the respondents disagree and
2% of the respondents strongly disagree. That shows organisation are conducting Training and
development based on genuine needs.
31
5.7- After Training and development employees accept the new technologies thought in the
training and development program-

SATISFACTION
Agree 60 60
Neutral 7 7
Disagree 0 0
TOTAL 100 100
NO. OF RESPONDENTS
120
100
100
80
60
60
40 33
20
7
0 0
0
INFERENCE
0% of the respondents strongly disagree. We can see that large number of people are agree to accept
the new technologies thought in the training and development program.
32
5.8. Training and development program are periodically reviewed and improved-

SATISFACTION
Agree 65 65
Neutral 2 2
Disagree 0 0
TOTAL 100 100
NO. OF RESPONDENTS
120
100
100
80
65
60
40 33
20
2 0 0
0
INFERENCE
0% of the respondents strongly disagree.
Here we can see most of employees are agree that organization’s Training and development program
are periodically reviewed and improved.
33
5.9- Training and development improve quality performance leads to improve customer
satisfaction and service-

SATISFACTION
Agree 50 50
Neutral 12 12
Disagree 2 2
TOTAL 100 100
NO. OF RESPONDENTS
120
100
100
80
60
50
40 33
20 12
2 3
0
INFERENCE
3% of the respondents strongly disagree so according to data we find half of the employee are agree
that after Training and development improve quality performance leads to improve customer
satisfaction and service.
34
5.10- Training and development help the employee to actively respond to the changes that
created out of bank restructuring-

SATISFACTION
Agree 57 57
Neutral 21 21
Disagree 0 0
TOTAL 100 100
NO. OF RESPONDENTS
120
100
100
80
57
60
40
20 21
20
0 2
0
INFERENCE
2% of the respondents strongly disagree so we can say Training and development help the employee
to actively respond to the changes that created out of bank restructuring.
35
5.11- Training and development essential component for new employee onboarding procedure
in your bank-

SATISFACTION
Agree 43 43
Neutral 25 25
Disagree 2 2
TOTAL 100 100
NO. OF RESPONDENTS
120
100
100
80
60
43
40 30
25
20
2 0
0
INFERENCE
0% of the respondents strongly disagree so it is proved that Training and development essential
component for new employee onboarding procedure in your bank.
36
5.12 - Training and development provide training with a clear method of measuring training
progress through the program-

SATISFACTION
Agree 48 48
Neutral 25 25
Disagree 0 0
TOTAL 100 100
NO. OF RESPONDENTS
120
100
100
80
60
48
40
27 25
20
0 0
0
INFERENCE
0% of the respondents strongly disagree. most of the respondent are agree that Training and
development provide training with a clear method of measuring training progress through the program.
37
5.13- Training and development help employees to get different ideas to implement their task to
reach organization goals-

SATISFACTION
Agree 50 50
Neutral 15 15
Disagree 3 3
TOTAL 100 100
NO. OF RESPONDENTS
120
100
100
80
60
50
40 32
20 15
3 0
0
INFERENCE
0% of the respondents strongly disagree so we can say that Training and development help employees
to get different ideas to implement their task to reach organization goals.
38
5.14- Training and development help to build employee confidence which can lead to improving
staff retention-

SATISFACTION
Agree 53 53
Neutral 2 2
Disagree 5 5
TOTAL 100 100
NO. OF RESPONDENTS
120
100
100
80
60 53
40
40
20
2 5
0
0
INFERENCE
0% of the respondents strongly disagree so most of the respondent are agree that Training and
development help to build employee confidence which can lead to improving staff retention.
39
5.15- Training and development flexible enough to accommodate individual schedule-

SATISFACTION
Agree 55 55
Neutral 13 13
Disagree 2 2
TOTAL 100 100
NO. OF RESPONDENTS
120
100
100
80
60 55
40
30
20 13
2 0
0
INFERENCE
0% of the respondents strongly disagree this data proves that Training and development flexible
enough to accommodate individual schedule.
40
5.16- Norm and values of the bank are clearly explained to the new employees during induction
training-

SATISFACTION
Agree 47 47
Neutral 23 23
Disagree 0 0
TOTAL 100 100
NO. OF RESPONDENTS
120
100
100
80
60
47
40 30
23
20
0 0
0
INFERENCE
0% of the respondents strongly disagree so it is proved that Norm and values of the bank are clearly
explained to the new employees during induction training.
41
5.17- Training and development minimize the fault in operation-

SATISFACTION
Agree 43 43
Neutral 20 20
Disagree 0 0
TOTAL 100 100
NO. OF RESPONDENTS
120
100
100
80
60
43
40 35
20
20
0 2
0
INFERENCE
2% of the respondents strongly disagree so Training and development minimize the fault in operation.
42
5.18- Training and development enhance the quality of service being performed by employees-

SATISFACTION
Agree 50 50
Neutral 12 12
Disagree 3 3
TOTAL 100 100
NO. OF RESPONDENTS
120
100
100
80
60
50
40 35
20 12
3
0
0
INFERENCE
0% of the respondents strongly disagree and after that we can say that Training and development
enhance the quality of service being performed by employees.
43
5.19-Training and development help employees in promotion and other monetary benefit-

SATISFACTION
Agree 42 42
Neutral 15 15
Disagree 3 3
TOTAL 100 100
NO. OF RESPONDENTS
120
100
100
80
60
40 42
40
20 15
3
0
0
INFERENCE
0% of the respondents strongly disagree so we can say that Training and development help employees
in promotion and other monetary benefit.
44
5.20- Is Training And Development stabilize the bank organization-

SATISFACTION
Agree 55 55
Neutral 15 15
Disagree 2 2
TOTAL 100 100
NO. OF RESPONDENTS
120
100
100
80
60 55
40
28
20 15
2 0
0
INFERENCE
0% of the respondents strongly disagree so we can say that Training And Development stabilize the
bank organization.
45
5.21-Training and Development enhance the efficiency and effectiveness of the work being
performed by employees-

SATISFACTION
Agree 52 52
Neutral 10 10
Disagree 0 0
TOTAL 100 100
NO. OF RESPONDENTS
120
100
100
80
60 52
38
40
20
10
0 0
0
INFERENCE
0% of the respondents strongly disagree so after survey we can get to know Training and Development
enhance the efficiency and effectiveness of the work being performed by employees.
46
5.22- Training and development improve the leadership and managerial skill-

SATISFACTION
Agree 57 57
Neutral 10 10
Disagree 0 0
TOTAL 100 100
NO. OF RESPONDENTS
120
100
100
80
60 57
40 33
20
10
0 0
0
INFERENCE
0% of the respondents strongly disagree so we can see that Training and development improve the
leadership and managerial skill.
47
5.23 Chi-square test Hypothesis calculation.
Observed value
STRONGLY STRONGLY
QUESTION AGREE NEUTRAL DISAGREE TOTAL
AGREE DISAGREE
Q1 35 53 12 0 0 100
Q2 22 45 28 5 0 100
Q3 38 57 5 0 0 100
Q4 30 53 15 0 2 100
Q5 33 60 7 0 0 100
Q6 33 50 12 2 3 100
Q7 20 57 21 0 2 100
Q8 30 43 25 2 0 100
Q9 32 50 15 3 0 100
Q10 30 55 13 2 0 100
Q11 35 43 20 0 2 100
Q12 35 50 12 3 0 100
Q13 28 55 15 2 0 100
Q14 40 53 2 5 0 100
TOTAL 441 724 202 24 9 1400
48
Expected value-
STRONGLY STRONGLY
QUESTION AGREE NEUTRAL DISAGREE TOTAL
AGREE DISAGREE
Q1 31.5 51.71 14.43 1.71 0.64 100
Q2 31.5 51.71 14.43 1.71 0.64 100
Q3 31.5 51.71 14.43 1.71 0.64 100
Q4 31.5 51.71 14.43 1.71 0.64 100
Q5 31.5 51.71 14.43 1.71 0.64 100
Q6 31.5 51.71 14.43 1.71 0.64 100
Q7 31.5 51.71 14.43 1.71 0.64 100
Q8 31.5 51.71 14.43 1.71 0.64 100
Q9 31.5 51.71 14.43 1.71 0.64 100
Q10 31.5 51.71 14.43 1.71 0.64 100
Q11 31.5 51.71 14.43 1.71 0.64 100
Q12 31.5 51.71 14.43 1.71 0.64 100
Q13 31.5 51.71 14.43 1.71 0.64 100
Q14 31.5 51.71 14.43 1.71 0.64 100
TOTAL 441 724 202 24 9 1400
INFERENCE
From the above calculations we can conclude the result that as the Chi-Square test result value is lesser
than the value of the level of significance in the data. So, we can clearly reject the null hypothesis (H0)
and can accept the alternative hypothesis (H1) here in the study.
49
CHAPTER 06:
FINDINGS, RECOMMENDATIONS &
CONCLUSION
50
Positive Findings.
The major positive findings from the study conducted and the data analyzed where the employees totally
agree with the facts are as follows:
• Training and Development enhance the efficiency and effectiveness of the work being performed
by employees.
• After Training and development employees accept the new technologies thought in the training and
development program.
• Training and development help employees to get different ideas to implement their task to reach
organization goals.
• After Training and development employees accept the new technologies thought in the training
and development program.
• Training and development help the employee to actively respond to the changes that created out of
bank restructuring.
• Training and development help employees in promotion and other monetary benefit and training
and development stabilize the bank organization.
• Training and development help to build employee confidence which can lead to improving staff
retention and Training and development minimize the fault in operation.
• Training and Development enhance the efficiency and effectiveness of the work being performed
by employees.
NEGATIVE FINDINGS.
Apart from these positive findings there are also few negative findings from the study, which are as
follows:
• Another potential problem with training employees is that you may not have enough time to
do so adequately. Many companies only devote a small amount of time to training new
employees, and it could result in the employees not knowing everything they need to know
to be successful.
• When you delegate the training of new employees to a particular employee or trainer, you have
to be very careful with regard to what the new employees are learning. If the trainer does not
do the job as you want it to be done, your new employees might end up picking up some bad
habits along the way.
51
• One of the biggest potential disadvantages of training employees is the cost of the process.
If you handle the training internally, it costs money because you have to pay one of your
employees for training instead of doing productive work.
Chi-Square Test Hypothesis Result.

For the hypothesis testing I have used Chi-Square test which shows the result that the test rejects the
null hypothesis and accepts the alternative hypothesis as the result obtained was lesser than the level
of significance. Hence, we can conclude from the test that Alternative hypothesis clearly shows from
the study that in the banking sector there is a need of training and development for effective work.
RECOMMENDATIONS
The major recommendations I would like to give here in this study are as follows:
• For effective training output the HR Department should provide the training to the workers
with in their working hours.
• It would be imperative to maintain organized training staffs which are capable of performing
all training functions including needs assessment analysis and evaluation.
• There is still found informal training need assessment procedure in banking sector. It could be
most important to involve most of the training staff in needs assessment and evaluation and
also could consider formal needs assessment procedure.
• Different organisations should always determine the training need that would be most suitable
for the achievement organisational goals.
• The authority of both public and private banks should evaluate the training needs assessment
in the banking sector with developed countries on a regular basis.
• TRAINING AND DEVELOPMENT:

Training involves an expert working with learners to transfer to them certain areas of knowledge or
skills to their current areas of Job Performance. Development is a broad, ongoing multi-faceted set of
activities to bring someone to the Organization up to another threshold of performance, often to
perform some new job or new role in the future.
52
After reviewing the results obtained from the survey, I have perceived that the Training activities
should be focused on the following items:
1 Communication: Training sessions on enhancing communication skills

1. IT Skills: Ensuring IT skills are considered to be essential for conducting administrative and
office task.
2. Customer service: To understand and meet the needs of customers more effectively.
3. Diversity: Training to cater how people should have different perspectives and views in diverse
situations.
4. Human relations: Training to impart better employee relations in the work place.
5. Sensitivity Training (Like Transactional Analysis): To reduce dysfunctional attitudes of
employees to their assignments.
CONCLUSION
Training and development programs play a vital role in every organization. These programs improve
Employee Performance at workplace, it updates Employee Knowledge and enhances their personal
Skills and it helps in avoiding Managerial Obsolescence. With the use of these programs, it is easier
for the management to evaluate the job performance and accordingly take decisions like employee
Promotion, rewards, compensations, welfare facilities, etc. These training programs also help the
managers in succession planning, employee retention and motivation.
It creates Efficient and Effective employees in the Organization. The need for training & development
is determined by the employee’s performance deficiency, computed as follows: Training &
Development need = Standard performance – Actual performance Training enhances the overall
performance of an organization in various ways. The major areas where employees are normally
trained in an organization are Soft- skill Development, Personality Development, Interpersonal
Relationship, Problem solving techniques, Managerial and Supervisory Training Program, quality
improvement programs, technical processes, quality circle programs, Time management skills,
employee efficiency development programs, violence prevention programs, regulatory compliances,
goal setting and implementation of programs, workplace safety management, workplace
communication, and so on.
53
Training enables the employees to develop their skills within the organization and hence naturally
helps to increase the organization’s market value, earning power of the employees and job security of
the employees. Training moulds the employee’s attitude and helps them to achieve a better cooperation
within the organization. Training and Development programs improve the quality of work-life by
creating an employee supportive workplace.
Training & development is a dynamic process where continues adjustment are necessary to make it
relevant & useful. In this context the establishment ministry maintains a policy to design, develop
organize & import training to meet the expectation & need of the employees. Field administrator has
close relation with training because of its constant need & wide application.
To meet the day to day work performance & to face the field realities Training & development has a
greed impact & role to play. In time of national disasters like drought, floods industries accidents the
field officials have to face a very hard reality where they need official type of training. Without proper
training internal office management & external field work would not have been possible to complete
in right manner.
54
BIBLIOGRAPHY
55
BIBLIOGRAPHY
• Kunjukunju Benson (2008), “Commercial Banks in India” New Century Publication, New
Delhi.
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• Jyothi P. and Venkatesh D.N. (2006),“Human Resource Management” Oxford University
Press.
• Pande Sharon and Basak Swapalekha (2012), “Human Resource Management” Pearson.
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• Haldar Uday Kumar and Sarkar Juthika (2012),“Human Resource Management” Oxford
University Press.
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Shahetal.(1984))“Human Resource Management in Banking Industry” South Asian Publisher New
Delhi
Jadhav Ajit (2013),“A Study on Training and Development in Indian Banks”, ABHINAV
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pp34-39.
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Saharan Teena (2010), “Training for Employees Major Constraints Automobile Industries are
• Facing”, Optimization, Vol.3 No.1, pp.88-99.
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56
• Srimannarayana M. (2011), “Measuring Training and Development”, The Indian Journal of
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Management Studies, Vol.2. Issue 8, pp.16-32.
• Dale S Beach “personnel; The management of people at work “ Mac Millen ,1980
• Mamoria C.B. Gankar S.V “personnel Management” Himalaya publishing company.
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Himalaya publishing company
Appendix-1
Questionaries
57
➢ NAME_______ __
➢ your Gender -
• Female
• Male
• Other:
➢ Your highest education_________
➢ Your position in the organization_ ____ __
➢ Since how long you are working in the organization

• 0-1
• 2
• 3
• 4
• 5 more than 5 years
1. In your bank training and development is required-

• Yes
• No
• Maybe
2. Training and Development meet your employees need for continued growth- *
• Disagree
• Neutral
• Agree
• Strongly agree
3. Training and Development reduce the stress level of employee- *

• Disagree
• Neutral
• Agree
• Strongly agree
3, Training and Development enhance the efficiency and effectiveness of the work being
performed by employees- *
• Disagree
• Neutral
58
• Agree
• Strongly Agree
4. Training and development based on genuine needs- *

• Disagree
• Neutral
• Agree
• Strongly Agree
5. After Training and development employees accept the new technologies thought in the
training and development program- *
• Disagree
• Neutral
• Agree
• Strongly agree
6. Training and development program are periodically reviewed and improved- *

• Disagree
• Neutral
• Agree
• Strongly agree
7. Training and development improve quality performance leads to improve customer

satisfaction and service- *
• Disagree
• Neutral
• Agree
• Strongly agree
8. Training and development help the employee to actively respond to the changes that
created out of bank restructuring- *
• Disagree
• Neutral
• Agree
• Strongly agree
9. Training and development essential component for new employee onboarding procedure in
your bank- *
59
• Disagree
• Neutral
• Agree
• Strongly agree
10. Training and development provide training with a clear method of measuring training
progress through the program- *
• Disagree
• Neutral
• Agree
• Strongly agree
11. Training and development help employees to get different ideas to implement their task to
reach organization goals- *
• Disagree
• Neutral
• Agree
• Strongly agree
12. Training and development help to build employee confidence which can lead to improving
staff retention- *
• Disagree
• Neutral
• Agree
• Strongly agree
13. Training and development flexible enough to accommodate individual schedule- *

• Disagree
• Neutral
• Agree
• Strongly agree
14. Norm and values of the bank are clearly explained to the new employees during induction
training- *
• Disagree
• Neutral
• Agree
• Strongly agree
60
15. Training and development minimize the fault in operation- *
• Disagree
• Neutral
• Agree
• Strongly agree
16. Training and development enhance the quality of service being performed by
employees- *
• Disagree
• Neutral
• Agree
• Strongly Agree
17. Training and development help employees in promotion and other monetary benefit- *
• Disagree
• Neutral
• Agree
• Strongly agree
18. Is training and development stabilize the bank organization- *

• Disagree
• Neutral
• Agree
• Strongly agree
19. Training and Development enhance the efficiency and effectiveness of the work being
performed by employees- *
• Disagree
• Neutral
• Agree
• Strongly Agree
20. Training and development improve the leadership and managerial skill *
• Disagree
• Neutral
• Agree
• Strongly agree
61
62

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A FIELD REPORT

Approved By:- Guided By:-

Shri Shankaracharya Technical Campus

Impact of Training and Development on Productivity in Banking Sector.is based on my

degree/diploma/certificate in this University or any other University of India or abroad.

Name – JYOTI MANIKPURI

To the best of my knowledge and belief the Report

ii) Has duly been completed,

CHAPTER PARTICULARS PAGE NO.

02 Industry Profile 5-19

03 Review of Literature 20-29

04 Research Design 30-36

05 Data Analysis & Interpretation 37-45

06 Findings Recommendations & Conclusion 40-52

SL.NO TABLE TITLE PAGE

02 5.2 TRAINING AND DEVELOPMENT REQUIREMENT 39

07 5.7 ACCEPTANCES OF NEW TECHNOLOGY 44

12 5.12 CLEAR METHOD 49

17 5.17 MINIMIZATION OF FAULT 54

SL.NO GRAPH TITLE PAGE

02 5.2 TRAINING AND DEVELOPMENT REQUIREMENT 39

03 5.3 CONTINUE GROWTH 40

04 5.4 REDUCE STRESS LEVEL 41

05 5.5 ENHANCE PERFORMANCE LEVEL 42

06 5.6 BASED ON GENUINE NEED 43

07 5.7 ACCEPTANCES OF NEW TECHNOLOGY 44

08 5.8 PERIODICALLY REVIEW AND IMPROVED 45

09 5.9 QUALITY PERFORMANCE 46

10 5.10 ACTIVELY RESPONSE TO THE CHANGES 47

11 5.11 ESSENTIAL COMPONENT FOR NEW EMPLOYEE 48

12 5.12 CLEAR METHOD 49

13 5.13 GETTING DIFFERENT IDEA 50

14 5.14 BUILDING OF EMPLOYEE CONFIDENCE 51

15 5.15 ACCOMMODATE SCHEDULE 52

16 5.16 EXPLANATION OF NORMS AND VALUE 53

17 5.17 MINIMIZATION OF FAULT 54

18 5.18 QUALITY OF SERVICES 55

19 5.19 PROMOTION AND OTHER MONETARY BENEFIT 56

20 5.20 STABILIZATION OF BANK 57

21 5.21 IMPROVEMENT ON LEADERSHIP AND 58

SI.N. Old Competencies New Competencies

1 Ability to operate in well-defined and ever changing environment.

4 Isolated work. Group work and interactive work.

7 Procedural competencies. Customer assistance-oriented

Based on the Training Mission, the objectives of Training are

Organisation Structure of Training

Concept of Training & Development

Coverage of Policy on Training –

A- Training Needs Assessment:

Factors influencing Training Needs:

a) Organisational Needs and Priorities

c) Development of new products and processes

d) Skill enhancement requirements of individual staff members

e) Functional Knowledge and direction in respect of current and emerging areas

f) High potential development requirements

g) Career Management and Promotion related aspects

Assessment of Organisation and Individual Needs:

Training Needs Assessment Process:

B- Training Nomination Process:

b) The training programmes are then designed as laid down in Point No C

Diamantidis, Anastasios D; Chatzoglou, Prodromos D (2012), examined the effects of training

NEED FOR THE STUDY:

➢ Your position in the organization_ __