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A PROJECT REPORT ON“TRAINING AND DEVELOPMENT IN

PUNJAB NATIONAL BANK ”

SUBMITTED TO:UNIVERSITY OF MUMBAI

ACADEMIC YEAR(2014-15)

SUBMITTED BY:ANAGHA PURANIK

ROLL NO: 16

M.COM PART-I (BUSINESS MANAGEMENT)

(SEMESTER 2)

PROJECT GUIDE:PROF. VINAYAK RAJE

VPM’SK.G. JOSHI COLLEGE OF ARTS &

N.G. BEDEKAR COLLEGE OF COMMERCE (THANE)

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VIDYA PRASARAK MANDAL, THANE

K. G. JOSHI COLLEGE OF ARTS &

N. G. BEDEKAR COLLEGE OF COMMERCE

CERTIFICATE

OF

PROJECT WORK

This is certify thatThis is certify that

Mr. / Ms. _______________________________________________Mr. / Ms. _______________________________________________

OfOf

M.Com. (BUSINESS MANAGEMENT ) Part.: ____ SemesterM.Com. (BUSINESS MANAGEMENT ) Part.: ____ Semester

:_____ Roll No. : _____ has undertaken & completed:_____ Roll No. : _____ has undertaken & completed

the project work titled ___________________the project work titled ___________________

______________________________ during the academic year______________________________ during the academic year

____________________

under the guidance of Mr. / Ms.under the guidance of Mr. / Ms.

______________________________________________________________________

Submitted on _____________ to this college inSubmitted on _____________ to this college in

fulfillment of the curriculum of fulfillment of the curriculum of MASTER OFMASTER OF

COMMERCE ( BUSINESS MANAGEMENT )COMMERCE ( BUSINESS MANAGEMENT )

UNIVERSITY OF MUMBAI .UNIVERSITY OF MUMBAI .

This is a bonafide project work & the informationThis is a bonafide project work & the information

presented is True & original to the best of ourpresented is True & original to the best of our

knowledge and belief .knowledge and belief .

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PROJECT GUIDE EXTERNAL PROJECT GUIDE EXTERNAL EXAMINER

DECLARATION

I ANAGHA PURANIK studying in MCOM Part-1 hereby declare that I have

done a project on reference to TRAINING AND DEVELOPMENT IN

PUNJAB NATIONAL BANK As required by the university rules, I state

that the work presented in this thesis is original in nature and to the best my

knowledge, has not been submitted so far to any other university.

Whenever references have been made to the work of others, it is clearly

indicated in the sources of information in references

Student

(ANAGHA PURANIK)

Place: Thane

Date:

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ACKNOWLEDGEMENT

It gives me great pleasure to declare that my project on TRAINING AND

DEVELOPMENT IN PUNJAB NATIONAL BANK have been prepared purely from the

point of view of students requirements.

This project covers all the information pertaining to TRAINING AND DEVELOPMENT

INPUNJAB NATIONAL BANK. I had tried my best to write project in simple and lucid

manner. I have tried to avoid unnecessary discussions and details. At the same time it

provides all the necessary information. I feel that it would be of immense help to the

students as well as all others referring in updating their knowledge.

I am indebted to our principal Dr. Mrs. Shakuntala A. Singh Madam for giving us such an

awesome opportunity. I am also thankful to our coordinator Mr. D.M. Murdeshwar Sir and

also librarian and my colleagues for their valuable support, co-operation and encouragement

in completing my project.

Special thanks to Prof. VINAYAL RAJE my internal guide for this project for giving me

expert guidance, full support and encouragement in completing my project successfully.

I take this opportunity to thanks my parents for giving guidance and for their patience and

understanding me while I am busy with my project work.

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Lastly I am thankful to God for giving me strength, spirit and also his blessings for

completing my project successfully.

INDEX

SR

NO

.

CONTENTS PAG

E

NO.

1. INTRODUCTION 6

2. MEANING AND DEFINITION 7

3. TRAINING & DEVELOPMENT-PRACTISE 8

4. PRINCIPLES OF TRAINING AND DEVELOPMENT 12

5. METHODS OF TRAINING AND DEVELOPMENT 14

6. PUNJAB NATIONAL BANK-COMPANY PROFILE 21

7. TRAINING AND DEVELOPMENT IN PNB 22

8. ASSESSMENT OF TRAINING AND DEVELOPMENT

NEEDS IN PNB

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9. TRAINING FACILITY AVAILABLE FOR OFFICERS 25

10. DESIGN OF TRAINING AND DEVELOPMENT

PROGRAMME IN PNB

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11. DATA ANALYSIS 31

12. CONCLUSION 36

13. SUGGESTIONS & RECOMMENDATIONS 38

14. BIBLIOGRAPHY 40

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TRAINING AND DEVELOPMENT

INTRODUCTION

Every organization needs to have well trained and experienced people to

perform the activities that have to be done. This is the most important aspect of

human resource management. It is widely known that human resource

management helps people to expand their capabilities and offer numerous

opportunities. It is also felt that the expanded capabilities and opportunity for

people at work will lead directly to improvement in operating effectiveness. The

human resources approach means that better people achieve better results. So if

the current or potential job occupant can meet this requirement, training is not

important. But when this is not the case, it is necessary to raise the skill levels

an increase the versatility and adaptability of employees. Inadequate job

performance or a decline in productivity or changes resulting out of job

redesigning or a technological break –through require some type of training and

development effort. As the jobs become more complex, the importance of

employee development through training also increases.

In a rapidly changing society, employees training and development is not only

an activity that is desirable but also an activity that an organization must

commit resources to if, it is to maintain a viable and knowledgeable work force.

In fact industrial to, if is to maintain a viable and knowledgeable work force. In

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fact industrial growth cannot take place properly without trained manpower.

The technological advancement is taking place at such a rapid speed that the

knowledge and skill required become obsolete at much faster rate. In order to

cope up with the fast changes in requirement of skill and knowledge due to

advancement of technology the need for systematic training has been felt in

almost all organizations.

MEANING OF TRAINING & DEVELOPMENT

Training & Development is an organized activity for increasing the knowledge

and skills of people for a definite purpose. It involves systematic procedures for

transferring technical know-how to the employees so as to increase their

knowledge and skills for doing specific jobs with proficiency.

Training is the act of increasing the knowledge & skills of an employee for

doing a particular job. Development means growth of the individual in all

respects. Training involves the development of skills that are usually necessary

to perform a specific job. The purpose of training is to bring about improvement

in the performance of work.

OBJECTIVES OF TRAINING:

To increase the knowledge of employees in doing specific jobs.

To impart new skills among the employees systematically so that they

learn quickly.

To bring about change in the attitudes of the employees towards fellow

employees, supervisor and the organization.

To improve the overall performance of the organization.

To make the employees handle materials, machines and equipment

efficiently and thus to check wastage of time and resources.

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To reduce the number of accidents by providing safety training to

employees.

To prepare employees for higher jobs by developing advanced skills in

them.

TRAINING AND DEVELOPMENT-PRACTICE

Training and development encompasses three main activities: training,

education, and development. Training: This activity is both focused upon, and

evaluated against, the job that an individual currently holds.

Education: This activity focuses upon the jobs that an individual may

potentially hold in the future, and is evaluated against those jobs.

Development: This activity focuses upon the activities that the

organization employing the individual, or that the individual is part of,

may partake in the future, and is almost impossible to evaluate.

The "stakeholders" in training and development are categorized into several

classes. The sponsors of training and development are senior managers. The

clients of training and development are business planners. Line managers are

responsible for coaching, resources, and performance. The participants are those

who actually undergo the processes. The facilitators are Human Resource

Management staff. And the providers are specialists in the field. Each of these

groups has its own agenda and motivations, which sometimes conflict with the

agendas and motivations of the others.

The conflicts that are the best part of career consequences are those that take

place between employees and their bosses. The number one reason people leave

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their jobs is conflict with their bosses. And yet, as author, workplace

relationship authority, and executive coach, Dr. John Hoove points out,

"Tempting as it is, nobody ever enhanced his or her career by making the boss

look stupid." Training an employee to get along well with authority and with

people who entertain diverse points of view is one of the best guarantees of

long-term success. Talent, knowledge, and skill alone won't compensate for a

sour relationship with a superior, peer, or customer.

Typical roles in the field include executive and supervisory/management

development, new-employee orientation, professional-skills training,

technical/job training, customer-service training, sales-and-marketing training,

and health-and-safety training. Job titles may include vice-president of

organizational effectiveness, training manager or director, management

development specialist, blended-learning designer, training-needs analyst, chief

learning officer, and individual career-development advisor.

Talent development is the process of changing an organization, its employees,

its stakeholders, and groups of people within it, using planned and unplanned

learning, in order to achieve and maintain a competitive advantage for the

organization. Rothwell notes that the name may well be a term in search of a

meaning, like so much in management, and suggests that it be thought of as

selective attention paid to the top 10% of employees, either by potential or

performance.

While talent development is reserved for the top management it is becoming

increasingly clear that career development is necessary for the retention of any

employee, no matter what their level in the company. Research has shown that

some type of career path is necessary for job satisfaction and hence job

retention. Perhaps organizations need to include this area in their overview of

employee satisfaction.

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The term talent development is becoming increasingly popular in several

organizations, as companies are now moving from the traditional term training

and development. Talent development encompasses a variety of components

such as training, career development, career management, and organizational

development, and training and development. It is expected that during the 21st

century more companies will begin to use more integrated terms such as talent

development.

IMPORTANCE OF TRAINING AND DEVELOPMENT

Training and career development are very vital in any company or organization

that aims at progressing. Training simply refers to the process of acquiring the

essential skills required for a certain job. It targets specific goals, for instance

understanding a process and operating a certain machine or system. Career

development, on the other side, puts emphasis on broader skills, which are

applicable in a wide range of situations. This includes decision making, thinking

creatively and managing people.

1. Help in addressing employee weaknesses: Most workers have certain

weaknesses in their workplace, which hinder them from giving the best

services. Training assists in eliminating these weaknesses, by

strengthening workers skills. A well organized development program

helps employees gain similar skills and knowledge, thus bringing them all

to a higher uniform level. This simply means that the whole workforce is

reliable, so the company or organization doesn’t have to rely only on

specific employees.

2. Improvement in workers performance: A properly trained employee

becomes more informed about procedures for various tasks. The worker

confidence is also boosted by training and development. This confidence

comes from the fact that the employee is fully aware of his/her roles and

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responsibilities. It helps the worker carry out the duties in better way and

even find new ideas to incorporate in the daily execution of duty.

3. Consistency in duty performance: A well organized training and

development program gives the workers constant knowledge and

experience. Consistency is very vital when it comes to an organization’s

or company’s procedures and policies. This mostly includes

administrative procedures and ethics during execution of duty.

4. Ensuring worker satisfaction: Training and development makes the

employee also feel satisfied with the role they play in the company or

organization. This is driven by the great ability they gain to execute their

duties. They feel they belong to the company or the organization that they

work for and the only way to reward it is giving the best services they

can.

5. Increased productivity: Through training and development the employee

acquires all the knowledge and skills needed in their day to day tasks.

Workers can perform at a faster rate and with efficiency thus increasing

overall productivity of the company. They also gain new tactics of

overcoming challenges when they face them.

6. Improved quality of services and products: Employees gain standard

methods to use in their tasks. They are also able to maintain uniformity in

the output they give. This results with a company that gives satisfying

services or goods.

7. Reduced cost: Training and development results with optimal utilization

of resources in a company or organization. There is no wastage of

resources, which may cause extra expenses. Accidents are also reduced

during working. All the machines and resources are used economically,

reducing expenditure.

8. Reduction in supervision: The moment they gain the necessary skills and

knowledge, employees will become more confident . They will become

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self reliant and require only little guidance as they perform their tasks.

The supervisor can depend on the employee’s decision to give quality

output. This relieves supervisors the burden of constantly having to give

directives on what should be done.

PRINCIPLES OF TRAINING AND DEVELOPMENT

Relevance: Provide relevant training so that employees can see the value

of the development plans. Long meetings that don’t seem to have

anything to do with their day-to-day duties can turn off employees to

future training and make it difficult to implement new development

modules.

Timing: Keep training sessions short and to the point. The staff can

become overwhelmed when supplied with too much information at one

time. Infuse the employees with important skill updates that they can put

to use immediately.

Flexibility: Give employees training that allows them to incorporate the

methods as they see fit when appropriate. Giving employees autonomy to

make decisions builds a stronger workforce that takes pride in its work

product.

Goals: Define the company goals and devise training and staff

development techniques that lead to fulfilling those goals. Keep all staff

development projects aligned with the company purpose and focused on

customer satisfaction.

Identifiers: Identify the skills and characteristics of individual employees

and arrange for them to participate in training that taps into their natural

abilities.

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Consistency: Maintain a consistent schedule of training as part of the

company culture. Staff development should be an ongoing, integral part

of the business to ensure optimal production and employee satisfaction

while keeping up with trends and changes in your industry as they occur.

Support: Support the efforts of the staff who indicate a desire for self-

improvement. Listen to the employees when they tell you what kind of

training they need and how it will improve their performance.

Encouragement: Encourage the staff to engage in staff development

projects and to make suggestions. Allow the staff to collaborate and

develop teams that are directly involved in future training plans.

Supply: While training and coaching are an integral part of staff

development, the company must supply the staff with the tools they need

to be successful. Update computers and other equipment as needed when

company implement new work processes or place additional expectations

on employees.

Intervention: When the manger see a problem within the staff, nip it in

the bud early by talking to the errant worker or instituting changes that

effectively stop the harmful behavior. Allowing staff members to

continue upsetting the flow of work can be infectious and negate the

efforts at positive staff development.

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METHODS OF TRAINING

A large variety of methods of training are used in business. Even within one

organization different methods are used for training different people. All the

methods are divided into two classifications for:

A. On-the-job training Methods:

1. Coaching : Coaching is a one-to-one training. It helps in quickly identifying

the weak areas and tries to focus on them. It also offers the benefit of

transferring theory learning to practice. The biggest problem is that it

perpetrates the existing practices and styles. In India most of the scooter

mechanics are trained only through this method.

2. Mentoring: The focus in this training is on the development of attitude. It

is used for managerial employees. Mentoring is always done by a senior

inside person. It is also one-to- one interaction, like coaching.

3. Job Rotation : It is the process of training employees by rotating them

through a series of related jobs. Rotation not only makes a person well

acquainted with different jobs, but it also alleviates boredom and allows

to develop rapport with a number of people. Rotation must be logical.

4. Job Instructional Technique (JIT): It is a Step by step (structured) on

the job training method in which a suitable trainer (a) prepares a trainee

with an overview of the job, its purpose, and the results desired, (b)

demonstrates the task or the skill to the trainee, (c) allows the trainee to

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show the demonstration on his or her own, and (d) follows up to provide

feedback and help. The trainees are presented the learning material in

written or by learning machines through a series called ‘frames’. This

method is a valuable tool for all educators (teachers and trainers). It helps

us:

a. To deliver step-by-step instruction

b. To know when the learner has learned

c. To be due diligent (in many work-place environments)

5. Apprenticeship:Apprenticeship is a system of training a new generation of

practitioners of a skill. This method of training is in vogue in those trades, crafts

and technical fields in which a long period is required for gaining proficiency.

The trainees serve as apprentices to experts for long periods. They have to work

in direct association with and also under the direct supervision of their masters.

The object of such training is to make the trainees all-round craftsmen. It is an

expensive method of training. Also, there is no guarantee that the trained worker

will continue to work in the same organisation after securing training. The

apprentices are paid remuneration according the apprenticeship agreements.

5. Understudy: In this method, a superior gives training to a subordinate as

his understudy like an assistant to a manager or director (in a film). The

subordinate learns through experience and observation by participating in

handling day to day problems. Basic purpose is to prepare subordinate for

assuming the full responsibilities and duties.

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B. Off-the-job Training Methods:

Off-the-job training methods are conducted in separate from the job

environment, study material is supplied, there is full concentration on learning

rather than performing, and there is freedom of expression. Important methods

include:

1. Lectures and Conferences: Lectures and conferences are the traditional

and direct method of instruction. Every training programme starts with

lecture and conference. It’s a verbal presentation for a large audience.

However, the lectures have to be motivating and creating interest among

trainees. The speaker must have considerable depth in the subject. In the

colleges and universities, lectures and seminars are the most common

methods used for training.

2. Vestibule Training: Vestibule Training is a term for near-the-job

training, as it offers access to something new (learning). In vestibule

training, the workers are trained in a prototype environment on specific

jobs in a special part of the plant.

An attempt is made to create working condition similar to the actual

workshop conditions. After training workers in such condition, the

trained workers may be put on similar jobs in the actual workshop.

This enables the workers to secure training in the best methods to work and to

get rid of initial nervousness. During the Second World War II, this method was

used to train a large number of workers in a short period of time. It may also be

used as a preliminary to on-the job training. Duration ranges from few days to

few weeks. It prevents trainees to commit costly mistakes on the actual

machines.

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3. Simulation Exercises: Simulation is any artificial environment exactly

similar to the actual situation. There are four basic simulation techniques

used for imparting training: management games, case study, role playing,

and in-basket training.

(a) Management Games: Properly designed games help to ingrain thinking

habits, analytical, logical and reasoning capabilities, importance of team work,

time management, to make decisions lacking complete information,

communication and leadership capabilities. Use of management games can

encourage novel, innovative mechanisms for coping with stress.

Management games orient a candidate with practical applicability of the

subject. These games help to appreciate management concepts in a practical

way. Different games are used for training general managers and the middle

management and functional heads – executive Games and functional heads.

(b) Case Study:Case studies are complex examples which give an insight into

the context of a problem as well as illustrating the main point. Case Studies are

trainee centered activities based on topics that demonstrate theoretical concepts

in an applied setting.

A case study allows the application of theoretical concepts to be demonstrated,

thus bridging the gap between theory and practice, encourage active learning,

provides an opportunity for the development of key skills such as

communication, group working and problem solving, and increases the

trainees” enjoyment of the topic and hence their desire to learn.

(c) Role Playing: Each trainee takes the role of a person affected by an issue

and studies the impacts of the issues on human life and/or the effects of human

activities on the world around us from the perspective of that person.

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It emphasizes the “real- world” side of science and challenges students to deal

with complex problems with no single “right” answer and to use a variety of

skills beyond those employed in a typical research project.

In particular, role-playing presents the student a valuable opportunity to learn

not just the course content, but other perspectives on it. The steps involved in

role playing include defining objectives, choose context & roles, introducing the

exercise, trainee preparation/research, the role-play, concluding discussion, and

assessment. Types of role play may be multiple role play, single role play, role

rotation, and spontaneous role play.

(d) In-basket training: In-basket exercise, also known as in-tray training,

consists of a set of business papers which may include e-mail SMSs, reports,

memos, and other items. Now the trainer is asked to prioritise the decisions to

be made immediately and the ones that can be delayed.

4. Sensitivity Training: Sensitivity training is also known as laboratory or

T-group training. This training is about making people understand about

themselves and others reasonably, which is done by developing in them

social sensitivity and behavioral flexibility. It is ability of an individual to

sense what others feel and think from their own point of view.

It reveals information about his or her own personal qualities, concerns,

emotional issues, and things that he or she has in common with other members

of the group. It is the ability to behave suitably in light of understanding.

A group’s trainer refrains from acting as a group leader or lecturer, attempting

instead to clarify the group processes using incidents as examples to clarify

general points or provide feedback. The group action, overall, is the goal as well

as the process.

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PROCEDURE OF TRAINING:

For a successful designing and conducting of a traing programme the following

procedure is required to be followed:

1. Determining training needs: The training need can be identified with

the help of the following analysis:

Organizational analysis

Resource utilization analysis

Manpower analysis

These analysis should be integrated carefully to design and execute the

training programme.

2. Selecting the target group: It is necessary to decide who is to be trained

new or old employees, unskilled are semi skilled workers, supervisors or

executives. The type and methods to be to be used will depend upon the

type of person to be trained. It is also necessary to create a desire for

learning. The employees will be interested in training if they believe that

it will benefit them personally.

3. Preparing the trainers: The success of a training programme to a great

extent depends upon the instructor. The trainer must know both the job to

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be taught and how to teach it. He should employ the right training

technique. He should have:

An aptitude for teaching.

A pleasing personality.

Capacity for leadership.

4. Preparing the trainer: The trainee should be put at ease. Most people

are somewhat nervous when approaching an unfamiliar task. The trainee

should be made to feel close to his normal working conditions. The

trainer can famaliarise him with the equipments, tools, processes etc.

5. Developing training packages: This step involves deciding the content

of training, designing support material for training deciding budget for

training packages and choosing the appropriate training methods. A

training course may cover time periods ranging from one week to a few

months.

6. Presentation: This is the action plan of training. The trainer explains,

demonstrates and illustrates in order to put over the new knowledge and

operation. The learner should be told of the sequence of the entire job, the

need for each step in the job, the relationship of the job to the total

workflow etc. Instructions should be clear and complete. Key points

should be stressed upon and one point should be explained at a time.

Audio visual aid should be used to demonstrate and illustrate.

7. Performance tryout: The trainee is asked to do the job several times

slowly. His mistakes are corrected and if necessary the complicated steps

are explained again. As soon as the trainee demonstrates that he can do

the job, he put on his own.

8. Follow up: The feedback generated through follow up will help to reveal

the weakness if any. Necessary corrective actions can be taken. Follow up

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action reinforces the learning process it also helps in designing future

training programmes.

COMPANY PROFILE

120 YEARS OF BANKING EXCELLENCE

The Vision

“To evolve and position the bank as world class progressive cost effective and customer

friendly institution providing comprehensive of technology and serving various segments

of society especially the weaker sections ,committed to excellence in serving the public and

excelling in corporate values”.

The Mission

"To provide excellent professional services and improve its positions as a leader in the

field of financial and related services build & maintain a team of motivated & committed

workforce with high work ethos.& act as an effective catalyst for socio-eco development".

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Training and development at PNB

The training system within the bank has been oriented so as to be responsive of the thrust

areas system being thrown up in the banking environment and create a pool of trained/skilled

personnel at various levels of hierarchy so as to efficiently man the branches and provide

customer satisfying services. However, training at PNB is not mandatory for all employees

but it has been certainly felt that every employee should be trained at least once in 3 years.

The training programs implemented by the bank concentrate not only on providing

conceptual framework but also developing problem-solving skills with the aid of various

pedagogical tools so as to enable trainees to face the practical problems in the field emerging

from time to time.

A conscious effort has been made not only to enrich the knowledge of the participants on the

present assignments but also to expose them to the development-taking place in the banking

environment so as to groom them in the future.

The training infrastructure has been oriented towards providing intensive training in tropical

areas like Credit, Foreign Exchange, Merchant banking & computers as well as short training

in the job specific and activity specific areas. The training forum serve as vital platform for

the senior executives to disseminate and explain the banks for credit policies, objectives and

share the views on our bank performance vis-a-vis, the system.

The senior authorities take the opportunities to obtain the feedback from participants, which

are essential and integral to the process of management of any buoyant and vibrant system.

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This two-way interaction helps the field staff to better appreciate the environmental

challenges at the corporate level and also helps the corporate management to obtain effective

feedback, which facilitate formulation of strategies and policies for achievement of corporate

objectives.

ASSESSMENT OF THE TRAINING NEEDS OF PUNJAB NATIONAL BANK

In order to assess the training needs of the staff working in the bank, there

is a system of maintenance of inventory cards at regional as well as zonal

office level. While submitting their performance form, the officer staff

indicates the Ares in which they need training as to improve their skills

and perform the job better. The appraising authority and the reviewing

authority are required to take a note of this feedback from the staff and

the inventory cards are being maintained at regional/zonal offices are

'required to be upgraded and keep up to date, keeping in view the training

need mentioned by the staff.

For identifying the training needs, the branch manager should submit the

information on annual basis to the regional office on or before 31st

December every year, the same should be consolidated at regional office

for the whole region and submitted to the zonal office on or before 10 th of

January every year.

The inventory cards keep a record of the training provided to an

employee from time to time and whenever decisions are taken for the

nominations of the participants, these cards are kept in view so as to

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provide the appropriate training to the employees keeping in view his self

opinion, present assignments been handled and career path.

Zonal training coordinator should frequently interact with the

principal/training manager of the training center/college looking after the

training requirements. Regional managers and other senior officials visit

the branches quarterly to make a point to interact with the staff members

and assessment of the training requirement is one of the areas, which are

discussed to bring all around improvement in the working of the branch.

Sometimes, the Bank conducts open sessions where the employees

themselves state their training needs on an informal basis and it is the

controlling officer who thereby decides whether the need is reasonable or

not. The Performance Appraisal Report is also occasionally used as a

source to identify training needs of employees.

OBJECTIVES OF THE TRAINING PROGRAMME:

PNB does not view the training in isolation but integrates the training function

within the overall functions of selection, career path, performance appraisal and

overall development of the human resources. The objective of the training

program apart from up gradation of the knowledge and the skills of the

employees is also to improve the aggregate corporate performance and for this

achievement, the training has been related to performance of various jobs in

functional and managerial areas. Generally, training is imparted for the purpose

of boosting operational abilities as well as for social behavior and attitudinal

change. For managers of Scale III and above, emphasis is given on the

programmes like management, leadership, and motivation along with MDPs

(Management development Programmes) for Senior Executives. On the other

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hand, more thrust is given to boost operational abilities for employees at the

clerical and officer's level

TRAINING FACILITIES AVILABLE FOR OFFICERS

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Understanding the Need for Training in the Industry :

Benefit to the Organization Group IndividualBusiness as a whole

Implantation: Meeting currentWorking together as

Being a competent

Bringing theorganizational goals

a team to meetworking at the level

principles and and objectivitiesexisting targets and

of existing

practices in standards requirements

operation

Improyement: Setting higher Continuous Effectively usingIncorporating better

targets and improvement andimproved skills and

styles of operation objectives and skill enhancement techniques in

to sustain market making the best through team regular business

styles of operation objectives and skill enhancement techniques in

to sustain market making the best through team regular business

Innovation: Innovation Working acrossBeing able to work

boundaries to create

differently and more

Introducing new Introducing new new relationships, creatively with a

methods and methods and new products and shared sense ofpractices at work to

practices at work to

improved services.

purpose and a clear

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Improve Improve objective.

productivity and productivity and

profitability as a profitability as a

whole whole

IDENTIFICATION OF THE TARGET GROUP

Age: The minimum and/or maximum of participant

Education/professional qualifications. If for a training programme, some

formal qualifications like CAIIB, MBA or CA is required, it should be

clearly mentioned.

Work experience

Proposed seat/duty sheet/assignment: In especia1ly short duration/highly

focused programmes where the thrust is on developing operational skills,

proposed utilization of participant after training is an important factor to

consider him for training like in DICGC workshop, persons handling

DICGC claims or likely to be used.

Type of office/scope of business: If a programme is focusing on

particular type of activity/business, the participants should be from such

offices where either there is existing business or the potential exists like

in programme on turn around strategies.

Program for technical/specialized officers: In such type of programme, like for SSIO’s, agriculture officers, Law officers,

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INSTRUCTIONAL DESIGN OF TRAINING PROGRAMME IN PNB

The programme coordinator while designing the programme schedule should notice

following points:

The objective of the programme should be clearly spelt out. Not only it should be

mentioned in the programme schedule but it must be made clear to participants

also.

The level of the participants, their existing knowledge, skills and experience

should be kept in mind before finalizing the programme schedule to know from

what level of knowledge the trainer should concentrate and carry the participants

with him trill every aspect of the subject is cleared.

Training can be very interesting, enriching experience if the faculty provides

variety, mixing practical with theory sessions, quoting from personnel experiences

and allowing time for discussion and absorption.

Adequate time should be available for doing justice to all the subjects.

Flexibility in the design of the programme would ensure that participants do not

have to learn those aspects which they already know and whenever such situation

is faced by the faculty, either the level of discussion may be increased or subject

may be changed.

An lnbuilt feedback system to facilitate revision, if any, desired by the participants

during the course of the programmed may be planned and some cushion periods

should be provided.

The programme coordinator should prepare brief synopsis of each topic to be

covered during the programme in case the standardized synopsis are not available

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and he may revise or improve the standardize synopsis also in the light of latest

developments and requirements..

SCHEME/ACTION CHART FOR EVALUATION IN TRAINING

PROGRAMMES

a) One week Programmes.

In one-week programme on bank routine, priority sector, house

keeping, credits scheme and awareness of foreign scheme.

b) Two week Programmes:

Operational areas of foreign exchange etc., or other similar areas, mid

week test should be conducted on the last working day of the first

week. The test may be descriptive, objective or partly both.

There after the final test should be conducted on Friday or on the

second last day of the second week. The marks scored by the

participants in the final test should be compared with the mid-course

test and the coordinator in the class should commend performance of

those who have improved.

c) Advance Programmes:

In advance Programmes on Credit Management and Foreign

Exchange etc. being conducted for various levels, the schemes of

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training shall be preferably objective type, and conducted immediately

after the welcome and inauguration session on the first day of the

training programme. The test should have minimum of 100 questions

(in objective type) and also be of duration of one hour. The mid course

test should be conducted in middle of the training programme,

preferably on Saturday. The mid course test can be descriptive or

objective or partly both. The test should be a minimum of one-hour

duration and should thoroughly test the knowledge of participants on

various subjects/topics covered so far in the programme. Result of the

test should be announced on the next working day.

d) Intensive Programmes:

It is done so as to assess their performance immediately at the

commencement of the programme, an entry-level test is be conducted

which may be descriptive or objective or both. Near the conclusion of

the first module of the training, mid course test should be conducted

which may be descriptive or objective or both.

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ANALYSIS OF TRAINING AND

DEVELOPMENT PROGRAMME

(1) Have You attended any training programmes organised by the trainingcenter recently?

Yes 63%No 37%

(2) Please indicate your view on the qualitiy of training course by ticking the appropriate box?

PERCENTAGE

Fair Good V.Good

Meeting Learning Objectives 25 35 40Relevant to Job 28 26 46Trainer(s) help to learn 31 34 35Handouts dear and useful 20 25 55

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Note: Poor-None

(3) The channels of communication used in the programmes are :-

Verbal 21%Written 11%

Both 68%

(4) What factors hinder your learning during the training programme?

Time constraint 47%Communication gap 21%No Hinderence 32%

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(5) You were able to pass on knowledge and skills provided from the training programmes to your subordinates.

Mostly 47%sometimes 37%Never 16%

(6) How would you rate the training ?

Excellent 25%good 38%Average 21%poor 16%

(7) Time period of training ?

Very Long 5%Long 8%Ok 26%Short 33%Very Short 28%

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(8) is there a system of feedback?

Yes 73%No 27%

(9) If yes, how is it provided after training?

Through recognition 8%Certificate of excellence 12%Communication by faculty 54%Others 26%

(10) Do employees actively participate in determining the training needs and know the skills they must acquire?

35

Always 36%Frequently 32%Occasionally 16%Rarely 11%Never 5%

(11) Suggestions are welcomed by the seniors/ facilitators.

Often 57%Rarely 32%Never 11%

(12) Would you like to undergo any such training in the near future?

Yes 87%No 13%

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CONCLUSION

After going through the subsystem of HRD namely- Training and Development

in Punjab National Bank, I came to know that this subsystem is highly visible

in the organization. All Human resource development systems must have a

strong foundation within the Organization as an organization is made up of

people & function through people, the resource- men, money, material &

machinery are collected coordinated & utilized through people, it is through the

combined efforts of people that material monetary resources are effectively

utilized for the attainment of organizational objectives. As time, passes people

become experienced & skilled which is not so with the other resources that

generally depreciate as the time passes by. This resource is active, animate &

living. It is the man only who with his ability to feel, think, conceive & grow

can show his satisfaction or dissatisfaction, resentment or acceptance for all

types of related activities. It is the person at work who is valued, not the

machine, infrastructure or capital.

PNB, realizing the importance of the above fact, has given great emphasis on its

Training & development Activities). As far the PNB’s training and development

activities are concerned, the bank has established a Central Staff College at the

corporate level and as many as 3 Regional Staff Colleges, 8 Zonal Training

Centers and one full fledged IT Center at Faridabad. To better equip the

37

employees to meet the emerging challenges, last year, the bank imparted

training to more than 27500 employees overall, through it's various training

centers. Intensive training programs were also conducted in the areas of credit,

forex, marketing, information technology, etc. to train officers for specialized

jobs. The IT center, Faridabad provided training to employees keeping in view

the technological developments taking place in the banking industry. Besides

in-house training, the bank deputed 565 employees to other prestigious

institutions like National Institute of Bank Management, Pune, Administrative

Staff College of India, Hyderabad and Bankers Training College, Mumbai).

The training policy aims at providing to all employees once in 2 years. In

recognition of its efforts in this area, the bank was awarded the “Golden

Peacock National Training Award 2005”, instituted by Institute of Directors,

New Delhi, for second year in succession.

To conclude the results of the study have been quite a satisfactory one. The

employees seem to be quite satisfied with the training process at PNB and are

keen to attend more training in the future. However, there have been found

certain loopholes in areas like the Training Needs Identification and the

Feedback System adopted in Bank. Also, the post evaluation of the training is

almost missing in the Bank.

Recommendations have been provided in the study, which if implemented,

could help the Bank to quite an extent in improving the system.

The project has been a wonderful experience, especially with the help of all

those people, without the assistance of whom, the project would not have

taken the shape it has.

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SUGGESTIONS AND RECOMMENDATIONS

TRAINING AND DEVELOPMENT

Training Need Assessment- The organizational, operational and individual training needs

must be identified scientifically and a linkage among the three must be established so as to

have an effective Training and Development process.

A detailed discussion with each head of department should be done for identification

of training needs, as they are more aware of their subordinate's strengths and

weaknesses..

Open sessions should be held more often to enable the employee s to express their

training needs more frequently.

A complete Job Analysis should be done so as to identify various competencies

required at various levels. This would make the training need identification more

accurate.

Current and optimum levels of performance of all employees (including clerks and

sub-staff) should be analyzed individually and recorded in Performance Appraisal

Report. This would make the PA report a more valuable source in identifying training

needs.

Designing The Training Plan- A more comprehensive and systematic approach can be

applied to exisisting procedure through continuous training and retraining done at all levels as

an ongoing process.

Learning should be one of the fundamental values of the Bank and this philosophy

can be percolated down to all employees through the training programs.

There must be more of quality topics rather than quantity topics.

In-house trainers should be rewarded appropriately so that they get motivated to train

better.

39

The training methods and techniques must be constantly upgraded with more of

audio-visual support, case discussions, role plays, management games, inbasket

exercises, simulations, conferences, etc.

The training programs should emphasize upon the Behavioral training so as to bring

about an overall attitudinal change in bank's employees this will help them to deal

with the bank customers more efficiently.

Certain explicit incentives should be given to the employees undertaking training in

the form of rewards (both monetary and non-monetary), grades, certificates,

promotions or transfers, etc. so as to motivate the towards training and development.

The records of training volumes should be maintained more systematically. The

Training Inventory System can be improved upon with a little systematic approach

and rigidity upon employees.

The Feedback System can also be improved with more informal interactions between

the trainers and trainees. The trainees should be explained the importance of the

feedback forms and the benefit it would give the trainees. This would make them

more careful while filling up these forms.

There should be feedback from the trainers also. This would act as a motivating force

for the employee s if they are ranked or graded high and given rewards for better

performance. Also in case of lower grading timely feedback from trainer would help

the employee to adjust his efforts, or correct his mistakes and thus helping both the

employee and the organization getting the full benefit of the training provided.

Post Evaluation Of Training- The current scenario to evaluate the performance of

employees at PNB is based on two dimensions- Level of Learning and Results Achieved. This

does not provide the real picture of the efficiency of the training program; two more

dimensions are needed to be evaluated to complete the evaluation process effectively these

two dimensions are: -

Reaction of Learner

Behavior on the job.

Also, the learning objectives should be measured along with a detailed Cost Benefit

Analysis of the training programs.

Feedback system should not only prevail during and at the end of the program, but it

should also be implemented after sometime of the training so as to check upon the

40

efficiency and effectiveness of the training procedure based on the degree of its

utilization

BIBLIOGRAPHY

BOOKS

-AUTHORS

Human Resource Management

-T.N Chhabra

Training needs Analysis and Evaluation

- Frances & Roland Bee

Training for organization transformation

- P.N. Singh

Training & Development

- A.K. Saha

WEBSITES

www.quickmba.com

www.pnbindia.com