PROJECT TITLED

A Study on Training & Development

of Syndicate Bank

Submitted by:
_______________________
Enrollment no. __________________

Submitted to:
_______________________

CERTIFICATE OF ORIGINALITY
This is to certify that the project titled A

Study on Training &

Development of Syndicate Bank

is
i an original work of the

Student and is being submitted in partial fulfillment for the award of the
Masters Degree in Business Administration of XYZ University. This report
has not been submitted earlier either to this University or to any other
University/Institution for the fulfillment of the requirement of a course of
study.

SIGNATURE OF SUPERVISOR

SIGNATURE OF STUDENT

Place:

Place:

Date:

Date:

ACKNOWLEDGEMENT
Project work is never the accomplishment of an individual. Rather, it is an
amalgamation of the efforts, ideas and co-operation of a number of entities.
The completion of the project study that follows seemed to be a distant goal,
had it not been for the contributions of a number of people.
I extend a sincerest thanks to my project guide __________________
whose expertise paved the way for realization of the study objectives. The
Guide helped me a lot in each stop of the project and pointed out the area,
which needed more stress and coverage.
The pearls of learning obtained during the course of the project would surely
go a long way in shaping my career.

___________________

TABLE OF CONTENTS
EXECUTIVE SUMMARY

INTRODUCTION

COMPANY PROFILE

INDUSTRY PROFILE

12

LITERATURE REVIEW

16

OBJECTIVE OF THE STUDY

56

PURPOSE OF THE STUDY

57

SCOPE OF THE STUDY

58

RESEARCH METHODOLOGY

59

TRAINING & DEVELOPMENT AT SYNDICATE BANK

61

DATA ANALYSIS & INTERPRETATIONS

68

RECOMMENDATION

78

CONCLUSION

79

EXECUTIVE SUMMARY

Never before has the rapid increase in new knowledge and technology and
in the base of change and itself demanded a learning response as great as
what is now required to remain competitive. Today individuals and
organizations must become continuous learners to survive and hence it is
not surprising to find that most successful organisations operate in a
continuous learning mode.
The

challenge

of

globalization,

technological

innovation

increasing

competition and growth through expansion, diversification and acquisition

has had a wide-ranging and far reaching impact on HRD. There is a need for
a continuous process that aims at providing fresh knowledge and skill inputs
to the employees so as to ensure the development of their competencies,
dynamism, motivation and effectiveness in a systematic and planned way,
thereby improving the productivity and overall organizational effectiveness.
As a result, training and development activities have acquired great
significance and are now firmly centre-stage in most of the organizations.
Hence it can be said that with the advent of free market economy rapid
change in the environment, training and development activities have
assumed an importance never before witnessed in Indian corporate history.
Training is the process of assisting a person in enhancing his efficiency and
effectiveness at work by improving and updating his professional knowledge
developing his personal skills relevant to his work and cultivating in him
appropriate behavior and attitude towards his work and people he is working
with. Development takes place as a result of training and essentially implies
growth plus change. Thus, training and development go hand in hand. My
endeavor has been to gain an in-depth insight into the process of
discovering, harnessing and developing of the human capital to the benefit

of both the individual and the organization into days highly dynamic and
competitive business world through a comprehensive study and analysis of
the latest training and development techniques.
In terms of training design the trainer needs to be alert to the demands made
by:

learning

behaviour

results required

For best effects it is important to consider what a particular piece of training

will deliver in terms of new knowledge, skills, ideas and abilities and also
what the individual will do with that learning in their job. The trainer will need
to develop a design, which includes or specifies how the learner is to
transfer what they have learned to their workplace and integrate it into dayto-day standards and behaviours. The final issue to be considered is how the
required results can be measured and be seen to have resulted from the
training provided.
Employees sent to various programs need to be evaluated so as to ascertain
the effectiveness of the program. Many people agree to the basic fact that no
much of a systematic effort towards evaluation exists in the organization.
Goods evaluation is based on careful specification of training objectives and
performance measures that will be used to determine if the training
objectives have been successfully achieved.

INTRODUCTION
Every organization needs well-trained and experienced people to perform
the activities that must be done. A job in today's dynamic organizations have
increasingly become complex, the importance of employee education and
training has increased. When jobs were simple, easy to learn and influenced
only a small degree of technological changes, there was little need for the
employees to upgrade their skills. But the situation has drastically changed
today. Instead, rapid job responsibilities are occurring, requiring employee
skills to be transferred and tuned.
Training is a learning experience in that; it seeks a relatively permanent
change in an individual that will improve the ability to perform on the job.
Training can involve changing of skills, knowledge, attitudes and behaviour.
Training is a prerequisite to improved performance as preparing human
resources for new jobs, transfers, promotions or change over to modern
technology as equipment. In addition to training of new entrants, manpower
at all levels require refreshers' training from time to time to avoid personal
obsolescence and improving competency to hold higher positions. Filippo
Lucidly discussed several advantages that stem from training. This includes
increased productivity, heightened morale, reduced supervision, reduced
accidents and increased organizational stability and flexibility. With the
increase in skills, there results an increase in both quality and quantity of
performance. The individuals who are equipped with the requisite training
accomplish the basic human needs such as security and ego satisfaction.
Trained employees can perform their work effectively even with little
supervision. It has been recognized that more errors are caused because of
inadequate preparedness on the working conditions. Adequate training on
job skills and positive attitude is likely to minimize rates of errors
considerably. The ability of the organization to maintain its effectiveness
despite the loss of key persons can be accomplished by keeping a reservoir
of trained replacement.

Training as part of the business

A useful approach for understanding the training process is to consider it as
a system whose boundaries interact with the rest of the business. Training
needs are identified, training is provided to meet the needs, the output is
compared to the requirements and any necessary changes are made to the
system to obtain the desired output. However, while this approach helps to
understand how training processes operate, it also puts training at the center
of the universe. The effect of this training-centred approach is that the
business will see training either as a panacea for all problems or as having
no direct relevance to the business.
A better approach is to extend the boundaries of the system so training is an
integral part of the business. Banks, which have made this degree of
progress, have taken the first step towards being a 'learning organization'.
Organizational flexibility can be achieved by maintaining highly trained
people with multiple skills to permit their smooth transfer to jobs where the
demand has multiplied. Indeed, a well-trained workforce is the greatest asset
to any organization.
Indian service industry is presently towards a rapid development track.
Improved technology and techniques are being obtained from the developed
countries. New quality systems are being accepted and implemented in the
form of ISO 9000 and QS 9000 Certification. In the light of the transformation
to be achieved, the most important area for concentration in Indian
organization particularly the banking industry would be developing the work
culture conducive for performance excellence. This can be achieved by
giving enormous thrust to human resource management activity in the
organizations, particularly giving training to employees.
Training programs supported to improve job performance, minimize conflicts,
prepare individuals for promotion, and to accept organizational changes
facilitate understanding of organizational goals and attain allied
behavioural activities.

COMPANY PROFILE

ABOUT SYNDICATE BANK

Syndicate Bank was established in 1925 in Udupi, the abode of Lord Krishna
in coastal Karnataka with a capital of Rs.8000/- by three visionaries - Sri
UpendraAnanthPai, a businessman, Sri VamanKudva, an engineer and Dr.T
M A Pai, a physician - who shared a strong commitment to social welfare.
Their objective was primarily to extend financial assistance to the local
weavers who were crippled by a crisis in the handloom industry through
mobilising small savings from the community. The bank collected as low as 2
annas daily at the doorsteps of the depositors through its Agents under its
Pigmy Deposit Scheme started in 1928. This scheme is the Bank's brand
equity today and the Bank collects around Rs. 2 crore per day under the
scheme.
The progress of Syndicate Bank has been synonymous with the phase of
progressive banking in India. Spanning over 80 years of pioneering
expertise, the Bank has created for itself a solid customer base comprising
customers of two or three generations. Being firmly rooted in rural India and
understanding the grassroot realities, the Bank's perception had vision of
future India. It has been propagating innovations in Banking and also has
been receptive to new ideas, without however getting uprooted from its
distinctive socio-economic and cultural ethos. Its philosophy of growth by
mutual sustenance of both the Bank and the people has paid rich dividends.
The Bank has been operating as a catalyst of development across the
country with particular reference to the common man at the individual level
and in rural/semi urban centres at the area level.
The Bank is well equipped to meet the challenges of the 21st century in the
areas

of

information

technology,

knowledge

and

competition.

comprehensive IT plan is being put in place and the skills and knowledge of
the Bank's personnel are being upgraded through a variety of training

programmes to promote customer delight in every sphere of its activity. The

Bank has launched an ambitious technology plan called Centralised Banking
Solution (CBS) whereby 500 of our strategic branches with their ATMs are
being networked nationwide over a 4 year period. The Bank is pioneer
among Public Sector Banks on launching CBS. Our bank has already
achieved CBS implementation among all its branches. Thus, the bank is
100% CBS enabled.
SERVICES
SyndicateBank has always recognized that Information Technology is an
essential part of Banking. The Bank has been in the forefront amongst Public
Sector Banks in deploying the latest available technology, in a way that
technology acts as an enabler in the development of business and ensures
that customers are benefited and delighted.
CORE BANKING SOLUTION
(Syndicate-e-banking)
The Bank is the first among the Public Sector Banks to implement Core
Banking Solution (CBS), way back in 2001. During the financial year 20072008, CBS was further consolidated and the overall CBS network of the
Bank increased to 1829 branches/offices spread across 1033 centres and
accounted for about 96% of the Bank's business.
As on 17.03.2009, all the Branches are in the CBS fold
The CBS Project has enabled the Bank to deliver banking products and
services over multiple delivery channels like networked ATMs, Telebanking,
Internet Banking and Mobile Banking, so as to provide Anywhere Anytime
Anyhow (AAA) banking service to customers. With the introduction of CBS,
the Bank has transformed the Branch customers to Bank customers thereby
achieving significant shift in customer preference from brick-and-mortar
channel to 24x7 delivery channels.
ATM NETWORK

The Bank has rapidly expanded the ATM network considering the fact that
ATMs have become the most acceptable delivery channels. As at
25.06.2009 the Bank has got a network of 1119 ATMs, spread across 519
centres.
The Bank is a member of VISA International, which extends the usage reach
of our ATM/Debit Card holders to over 28700 ATMs in the country and over
1.2 million ATMs across the globe. Our cardholders can also transact at
Member Establishments (MEs) numbering over 3.5 lakhs in the country and
over 2.84 crores across the globe.
The Bank is also a founder member of the "CashTree" consortium with 5
other banks since 2003 formed with a view to extend the reach of the
cardholders and to enhance customer convenience. Presently, 13 Banks are
members of the network thereby increasing the total number of ATMs under
the "CashTree" network to over 4300.

Click to know more about

CASHTREE
INTERNET BANKING SERVICES
Internet Banking, which is emerging as an all-pervasive channel, is gaining
acceptance amongst our clientele. The number of users has increased
considerably. In addition to the basic services of account details, statement
of accounts etc., the following services are provided to enhance customer
service
e-ticketing for Railway ticket reservation
Utility Bill payment through Internet banking
Payment of Direct & Indirect Taxes - for both individuals and Corporates
ANY BRANCH BANKING SERVICES: [ ABB ]
Any Branch Banking transactions at attractive rates are available to all CBS
customers
Free encashment of self cheques upcountry ( limits apply).

Payment of "A/c Payee" crossed third party cheques upcountry

Free acceptance of cash upcountry for credit of home branch account (limits
apply)
Issue of DD/TT/MT from any CBS Branch by debit to home branch account
at no additional cost (minimum charges apply)
Funds transfer between any two CBS Branches
Deposit of cheques for collection upcountry for credit to home branch
account
Stop Payment instructions/Statement of Account/ standing instructions etc.,
from any CBS Branch.

MOBILE BANKING SERVICES

General Business Rules Governing Mobile Banking Services :
The following Business rules will apply on MBS being offered by the Bank
i) The facility will be available to customers having a satisfactory running
Savings/
Current/Overdraft account with the Bank.
ii) The daily upper ceiling per customer shall be Rs.50,000/- for fund transfer,
bill payment and merchant payment when the service is used over the
application/ WAP ( TO BE
INTRODUCED LATER)
iii) The daily upper ceiling per customer shall be Rs.5,000/- for fund transfer,
bill payment and merchant payment when the service is used over the
SMS/IVR .
iv) Entering the wrong MPIN thrice will block the MBS to the account for the
day and two such consecutive blockages will de- activate the customer and

the customer should re register for the services as per the procedure laid
down for the same.
v) Any change in the business rules of any of the processes will be notified
on Banks website www.syndicatebank.in which will be construed as
sufficient notice to the customer.
vi) In the case of a joint account where mode of operation is Either or
Survivor authorized person can use the facility. The transactions in such
accounts shall be binding on all the joint account holders, jointly and
severally. Accounts where mode of operation is joint as also accounts in
the name of minor or where minor is a joint account holder are not eligible
for MBS.
vii) The Bank reserves the right to reject a Customers application for MBS
without assigning any reasons.
viii) The Bank shall suspend the registration of any Customer if the facility
has not been accessed by the Customer for three months or more. If the
facility has not been accessed for six months or more, the registration of the
Customer will be cancelled.
ix) The Customer can request for termination of the Facility by visiting the
branch and giving a written request. The Customer shall remain accountable
for all the transactions on the designated account made request prior to
confirmation of any such cancellation request.
x) It shall be the Banks endeavor to give a reasonable notice for withdrawal
or termination of the facility, but the Bank may at its discretion withdraw
temporarily or terminate the facility, either wholly or partially, anytime without
giving prior notice to the customer. The facility may be suspended for any
maintenance or repair work for any breakdown in the Hardware/ Software for
MBS, any emergency or security reasons without prior notice and the bank
shall not be responsible if such an action has to be taken for reasons of
security or emergency.

xi) The Bank may also terminate or suspend the services under the Facility
without prior notice if the customer has violated the terms and conditions laid
down by the Bank or on the death of the Customer when brought to the
notice of the Bank.
REAL TIMEGROSS SETTLEMENT (RTGS System)
For instant transfer of funds
Real Time Gross Settlement (RTGS) is a technology based initiative for
improvement of Payment & Settlement System linked to the funds
management. RTGS is a gross settlement in which both processing and final
settlement of funds transfer instructions take place continuously i.e. in real
time and transfers are settled individually against the present clearing
system. RTGS settles payments on a transaction basis instead of on net
settlement basis adopted presently at clearing houses. The funds transfer
through RTGS is instant, final and irrevocable. Range Transaction Charge

ELECTRONIC FUNDS TRANSFER (EFT) System

The Electronic Funds Transfer (EFT) System was introduced by the Reserve
Bank of India in 1995 for quick movement of funds between different Banks
for the Bank Customers. The scheme is available for transfer of funds across
the Banks. At present Reserve Bank of India manages the Clearing Houses
in 15 centres namely Ahmedabad, Bangalore, Bhubaneshwar, Chandigarh,
Chennai, Guwahati, Hyderabad, Jaipur, Kanpur, Kolkata, Mumbai, Nagpur,
New Delhi, Thiruvananthapuram and Patna.
The EFT system works on the principle of "NEXT DAY AVAILABILITY OF
FUNDS" i.e. the beneficiary gets the funds credited to his account on the
very next day, within 24 hours. This is a big boon to customer service since
under the paper - based cheque payment system, a customer depositing an
outstation cheque for collection receives credit to his account after 1-2
weeks time, depending upon the destination.
It is hoped that the enhancement in the limit of amount of individual
transactions under the EFT Scheme would be beneficial for the banks'
customers and will go a long way in improving customer service in the
banks.
Salient Features:
Fast remittance facility - Credit is afforded within 24 hours.
Any number of remittances per day is permitted.
Amount is directly credited to beneficiary account.
Scope for frauds involving processing of paper instruments is absent.
Built in security.

NATIONAL ELECTRONIC FUNDS TRANSFER (NEFT) System

National Electronic Funds Transfer is a nation wide transfer of funds from
any bank branch to any other bank branch. The beneficiary gets the credit
on the same day or the next day depending on the time of settlement.
The essential information that the remitting customer has to furnish is:
Beneficiary details such as beneficiary name and account number.
Name and IFSC of the beneficiary bank branch.
Remitters mobile number or e-mail address.
All the banks print IFSC on cheque leaves issued to their customers.
Remitter may also contact the branch and get the IFS Code of that branch.
Primarily, NEFT is an account to account funds transfer system. Even
customers not maintaining an account with an NEFT bank, can remit funds
uptoRs. 50,000/- to credit of another bank account.
The system can be used only for remitting Indian Rupee among the
participating banks within the country. NEFT between NRI accounts is
subject to applicability of provisions of FEMA.
NATIONAL ELECTRONIC CLEARING SERVICE (NECS):
National Electronic Clearing Service is centralised processing of repetitive
and bulk payment instructions. NECS facilitates sponsor banks to submit
ECS files centrally at Mumbai. As of now, NECS operates on a T+1 cycle ('T'
refers to the date on which ECS files are processed by ECS centre. Credit or
Debit to beneficiary accounts at destination banks is on the next working
day)
SYNDEMAT (Depository Participant Services)
Our Bank launched SyndDemat (Depository Participant Services) w.e.f.
16.01.2008. As on date 81 branches across the country are enabled for
providing DP Services. List of the branches enabled for DP Services
1. Dematerialisation
2. Rematerialisation.
3. Holding of securities in eletronic form
4. Settlement of trades by delivery - On market ; Off market ; Interdepository
5. Pledge/Unpledge of securities
6. Freezing/unfreezing of Demat Accounts.

FINDINGS AND CONCLUSION

TECHNOLOGY INITIATIVES TAKEN BY THE BANK
1965 Installed first Data Processing machine at the Head Office.
1985 ALPMs introduced
1987 In House Computer at H.O. upgraded to ICIM 6000/40

1991 Established connectivity to SWIFT

1993 First totally computerised branch made operational at Nehru Place
Delhi
1995 E-Mail facility introduced at 26 branches
1996 First Telebanking facility introduced at South Block Branch New Delhi
1996 First ATM installed at Gandhi Nagar, Bangalore.
1997 Bank's website launched
1998 Joined Indian Financial Network (INFINET) and VSAT Network
2001 Centralised Banking Solution (CBS) under the brand name "Syndicatee-banking"
launched
2004 Internet Banking launched as one more Delivery Channel for CBS
customers
2005 Syndicat-e-banking extended to 245 Branches/Offices as at
31.03.2005 covering 105
CentresSyndBillPay Scheme & Excise and Service Tax payments scheme
launched
throughInternet Banking

INDUSTRY PROFILE

a) Origin and development of the industry

Banking Industry in India has always revolved around the traditional function
of deposits and credit. Their role had been defined as to assist the overall
economic growth with majority of share being controlled by the Government
of India in most of the banks. But with the process of liberalization, and the
technological

revolution

the

banking

industry

has

also

undergone

tremendous change in the last 5 years. The market, which was largely
controlled by the public sector banks, has now been facing stiff competition
not only from foreign players but also from the new generation private sector
banks. The rules of the game have been changing with the RBI introducing
new norms to make banks more accountable and to adopt the practices
followed worldwide.
Most of the banks have now been trying to function on the concept of a
Universal Bank. Apart from the traditional functions of a commercial bank,
they are taking steps to build themselves into a one stop financial centre

wherein all the financial products would be available. Banks have started
catering to the retail segment to improve their deposit portfolio. In order to
have a maximum share in this segment, most of the banks have been
introducing new products. The delivery channels have also been shifted from
branches to ATMs, phone banking, net banking etc.
Banks traditionally involved in working capital financing have started offering
consumer loans and housing loans. Some of the banks have started offering
travel loans as well. Retail financing is the other area where the banks have
started to concentrate. The loan formalities too have been relaxed to a great
extent and sanctioning time has been speeded up.
b) Growth and present status of the industry.

KEY INDUSTRY STATISTICS OF SCHEDULED COMMERCIAL BANKS

(Rs bn)
2009

2011

2013

2015

7140

8132

8729

9928

Demand

1174

1273

1266

1347

Time

5966

6859

7463

7498

3688

4358

4667

4779

Food

168

256

320

373

non-food

3520

4102

4347

4399

Investments

2545

3088

3332

3347

govt. sec

2232

2784

3023

3038

other approved sec

313

304

309

314

Cash in hand

43

53

53

57

Balance with RBI

635

574

631

656

Cash-Deposit ratio

9.50%

7.70%

7.80%

7.80%

Total deposits

Total bank credit

Investment-Deposit ratio

35.70%

38%

38.20%

38.20%

Credit-Deposit ratio

51.70%

53.60%

53.50%

53.50%

LITERATURE REVIEW

Organisations are made up of people and function through people. Without

people organisations cannot exist. The resources of men, money, materials
and machinery are collected, coordinated and utilized through people. These
resources by themselves cannot fulfill the objectives of an organisation. They
need to be united into a team. It is through the combined efforts of people
that material and monetary resources are effectively utilized for the
attainment of common objectives. Without united human efforts, no
organisation can achieve its goals. All the activities of an organisation are
initiated and completed by the persons who make up the organisation.
Therefore, people are the most significant resource of any organisation. This
resource is called human resource and it is the most important factor of
production. According to L.F. Urwick, "business houses are made or broken
in the long run not by markets or capital, patents or equipment but by men."
Of all the resources manpower is the only resource, which does not
depreciate, with the passage of time.
From the national viewpoint, human resources may be defined as "the
knowledge, skills, creative abilities, talents and aptitudes obtained in the
population." From the viewpoint of an organisation, human resources
represent the people at work. They are the sum-total of the inherent abilities,
acquired knowledge and skills as exemplified in the talents and aptitudes of
its employees. According to Jucius, human resources or human factors refer
to "a whole consisting of inter-related, interdependent and interacting
physiological, psychological, sociological and ethical components."

Thus,

human

resources

represent

the

quantitative

and

qualitative

measurement of the workforce required in an organisation.

Human resources are characterized by the following features:
(i)

Human resources of an organisation are the product of their biological

inheritance

and

interactions

with

the

environment.

Family

relationships, religious influences, caste or racial background,

educational accomplishments and organisational climate influence the
attitudes, behaviour and performance of human beings.
(ii)

Human resources are heterogeneous. They consist of a large number

of individuals each having a unique personality, different needs,
attitudes and values. Each has his own physical and psychological
traits. Most of the problems of an organisation are people-related
problems. These problems arise from the mistaken belief that people
are alike and they can be treated identically. In order to make effective
use of its human resources, an organisation must recognise and pay
attention to differences between individuals so that each person can
maximize his/her potential.

(iii)

Human resources are dynamic and behave differently. They react to

the same situation in quite different ways. Even the same individual
may behave differently at two different points of time. It is, therefore,
very difficult to predict human behaviour.

(iv)

Human resources are the most important element in an organisation.

The effective utilization of all other resources depends upon the
quality of human resources.

(v)

Human resources have the greatest potential to develop and grow

provided the right climate is provided to them. An organisation can
survive and grow if it has the right people at the right time working at
right jobs.

(vi)

The term human resources is wider than the term personnel. Human
resources include all the dynamic components of all the people at all

levels in the organisation whereas personnel means the employees

working in the organisation.

Training and Development

The effective functioning of any organization requires that employees learn
to perform their jobs at a satisfactory level of proficiency. An effective
organization wishes to have amongst its ranks individuals who are qualified
to accept increasing responsibilities. So much so that organizations need to
provide opportunities for the continuous development of employees not only
in their present jobs, but also to develop their capabilities for other jobs for
which they might later be considered.
Training refers to the teaching/learning activities carried on for the primary
purpose of helping members of an organization to acquire and apply the
knowledge, skills, abilities and attitudes needed by that organization. Broadly
speaking, training is the act of increasing the knowledge and skill of an
employee for doing a particular job.
Though it is true that unplanned learning through job experience helps
development, the experience of most organizations is that it is advantageous
to plan systematic training programmes of various types as a regular part of
an adequate personnel development programme. Such programmes are
definite assets in helping managers to learn correct job methods, to achieve
a satisfactory level of job performance, and to acquire capabilities that would
be valuable in possible future jobs.

Planning and Training Activities

The following steps must form the basis of any training activity:
1. Determine the training needs and objectives.
2. Translate them into programmes that meet the needs of the selected
trainees.

3. Evaluate the results.

Training Inputs
There are three basic types of inputs: skills, attitudes, and knowledge.
The primary purpose of training is to establish a sound relationship between
the worker and his job- the optimum man-task relationship. Such a
relationship is at its best when the workers attitude to the job is right, when
the workers knowledge of the job is adequate, and he has developed the
necessary skills.
Training activities in an industrial organization are aimed at making desired
modifications in skills, attitudes and knowledge of employees so that they
perform their jobs most efficiently and effectively.

Skills
Training activities nowadays encompass activities ranging from the
acquisitions of a simple motor skill to a complex administrative one. Training
an employee for a particular skill is undertaken to enable him to be more
effective on the job. For instance, new workers can be trained to achieve
levels of output attained by experienced older workers. Similarly existing
workers whose levels of output are below par can be retrained.

Attitude
Through orientation (induction) programmes, organization develops attitudes
in new employees, which are favorable toward the achievement of
organizational goals. Training programmes in industry are aimed at moulding
employee attitudes to achieve support for company activities, and to obtain
better cooperation and greater loyalty.

Knowledge
Training aimed at imparting knowledge to employees in the organizations
provides for understanding of all the problems of modern industry. This
knowledge for a worker is specific to his job, and related broadly to plant,
machinery, material product, and quality and standard of product. Knowledge
for managerial personnel may be related to complexity of problems in
organizing, planning, staffing, directing and controlling.
In general, training initiated for imparting knowledge to employees should
consider three aspects:
1. Knowledge in general about factory and work environment- job
context
2. Specific knowledge related to job- job content
3. Knowledge related to quality and standards of product or quality of
work.

Areas of Training
Areas of training can be classified into the following categories:
1. Training in company policies and procedures (induction training)
2. Training in particular skills.
3. Training in human relations.
4. Managerial and supervisory training.
5. Apprentice training.

Training in company policies and procedures

This is a part of the induction of a new employee. The objective is to orient

new employees with the set of rules, procedures, management, organization
structure, environment and products, which the firm has and/or deals with.
Orientation is a continuous process aimed at the adjustment of all
employees to new and changing situations. It aims to impart the facts of
company rules and policy, to create attitudes of confidence in the company,
prides in the products, respect for company personnel, and to provide
information about needs and skills, development, quality of production and
work organization.
It also enables employees to get the first impression of the culture of the
firm and the kind of people he will have to deal with. At no time does it allow
for questioning or change of system. It, therefore, in no way contributes to
the organizations growth, nor does it enhance an employees ability to
contribute to the organizations growth. Induction programs are also used for
in-company promotes, who have to be oriented to the demands of their
requirements.
Induction programs are based on the philosophy that the process of initial
adjustment and entry to the organization is a difficult process. Unless a
conducive and supportive atmosphere facilitates it, it would leave the new
entrant with several uncertainties in his mind and make his assimilation in
organizational life more complex and difficult. Many organizations are
conscious of this and devote considerable effort to make the initial entry
phase a pleasant and cordial one.

Training In Particular Skills

Training of employees for particular skills is undertaken to enable the
employee to be more effective on the job. It is a here-and-now proposition,
somewhat like induction training, which does not have a very significant
development aspect to it. Its aim is narrow-to guarantee a certain
contribution to the job, for instance sales training and machine skills.

Human Relation Training

This is a broad category embracing many different aspects.
Self-learning and inter-personnel competence can be included in this
category-all concerned with generally the same theme. It stresses a concern
for individual relationships, for feeling and treating people as human
beings, rather than as machines. Not only is this concern and awareness in
ones attitudes and behavior conducive to better work-place relations, but
also to enhanced productivity. This category of training is oriented towards
the development of the individual and consequently the organizations
efficiency in terms of better teamwork.

Problems Solving Training

Many in-company programmes also revolve around organizational units, like
divisions of branches, which generally handle a product line. The practice is
to hold together all managerial personnel in a particular division/ branch from
the both headquarter and the field of offices and discuss common problems
and solutions across the table. This not only helps solve problems, but also
serves as a forum for the exchange of ideas and information, which could be
utilized in other situations.

Managerial and Supervisory Training

The managerial job combines both techniques and conceptual knowledge. If
it is that of a specialist, it would emphasize some techniques and knowledge
like operations, research, finance, production, and personnel management.
If on the other hand it is a general management job, then the emphasis
would be on the principles of scientific management: organizing, planning,
staffing, directing and controlling.

Apprentice Training
The apprentice act 1961 was based on the philosophy of providing some
technical training for unskilled people in order that their employment
opportunity is enhanced, or alternatively to help them be self-employed.
Industrial organizations in specified industries are required to train
apprentice in proportion to their workforce in designated trades. The duration
of training is one to four years.

Learning and Training

Irrespective of the type or method of training, trainer has to keep in mind
some of the principles of learning or motivation, which would enhance
internalization of what is taught.

Motivation
A trainee needs to have a desire to learn and benefit from the programme. If
he is not interested, or is de-motivated, then the learning outcome is going to
be insignificant and the company will have spent its money badly. On the
other hand, being too intense about learning and outcome may result in
setting over-ambitious goals for the individual.

Reinforcement
Following on the concept of motivation is that of reinforcement. For learning
to take place and be internalized to the desired extent, a trainee is rewarded
or given some encouragement. This reinforcement, or the acknowledgement
that what has been acquired is desirable, can be either an extrinsic or
intrinsic reward- external praise or some tangible reward, or the individuals
feeling of a sense of progress. Current stress is on positive support and
helpful behavior, even when mistakes are made.

Feedback
During the training process, it is useful for the trainee to be told how he is
progressing. The knowledge of results is, several researchers have
confirmed, an effective motivator. Constant and periodic feedback has
positive effects on the trainees learning. Unless the trainee knows how close
his performance comes to the desired standard, he will not have an
opportunity to improve. Feedback, therefore, provides a basis for correcting
oneself. Secondly, feedback helps to sustain the trainees interest in the
task, or in the learning that is taking place, by bringing greater involvement
with the learning process. If feedback is to be meaningful, it should follow a
learning segment as quickly as possible.
Transfer of Training
The maximum use of training can be made if the trainee is able to transfer
his learning to his actual work role. This is possible if elements are
incorporated in the training situation from the job role, either existing or
proposed. The more similar the learning situation is to the job situation, the
higher the degree of transfer the trainee can expect, and hence the greater
the relevance of the training programme.

Repetition
Repetition etches a pattern into our memory, e.g., when one studies for an
examination, it is necessary to repeatedly go over ideas so that they can be
recalled later.

Relevance
Relevance relates to the meaningful use of material, which aids learning,
e.g., trainers usually explain in the overall purpose of a job to trainees before
assigning them a particular task.

Training Policy
A company's training policy represents the commitment of its top
management to training, and is expressed in the rules and procedures that
govern or influence the standard and scope of training the organization.
Training policies are necessary for the following reasons.
1. To highlight the firm's approach to the training function, provide guidance
for design and execution, and to provide information regarding
programmes to all employees.
2. Formulation of policy helps in identification of priority areas in training,
and since resources are scarce, they are prioritized according to felt
needs.
3. A training policy document helps to communicate the firm's intent
regarding an employee's career development, and also gives the
employee the opportunity to better his prospects through training.

Positive Outcomes of Training

The continued effectiveness and efficiency of an organization is to some
extent dependent on the ability of its employees to produce at high levels of
efficiency, and keep abreast with their changing job-role demands. Training
will provide for an output in this direction. The several positive benefits of
training are that:
-

Training helps employees to learn their jobs and attain desired levels of
performance speedily thus cutting costs and contributing to better
utilization of machines and materials, for example in workers' categories.

Training helps to reduce the cost of raw materials and products-reducing

losses due to waste, poor quality products and damage to machinerywhich would result if an untrained employee were to learn on his own.

Employee motivation is enhanced when employees known that the firm

would provide them training opportunities to increase their skills and

knowledge, thus enabling them to develop and qualify for higher posts.
Such practices create favorable attitudes towards the organization, which
could result in better adjustment and commitment to one's work and the
organization. Thus cooperation could help reduce employee turnover,
absenteeism, accidents, dissatisfactions and grievances.
-

Finally, training aids in the development of individual skills, better

methods, new equipment, and sometimes new work place relationships.
Such a process would also facilitate technological change by updating
the versatility of employees.

Training Methods
Training methods are a means of attaining the desired objective in a learning
situation. Given background work such as identification of training needs, a
programme design and its duration (based on these needs), it then becomes
pertinent to analyze and select the best method or combination of methods,
given the several constraints, to attain the programme objective. The choice
of a method several constraints, to attain the programme objective. The
choice of a method would depend on a wide variety of factors, such as
competence of instructors, relevance to the participants, the programme
design, i.e., is a particular method the best vehicle to put across the
contents, and finally its cost implications.
Numerous training methodologies and techniques have been developed
over the years to meet certain specific needs. Each method has structured
procedures for conduct that offer certain advantages in developing certain
limited facets of a trainee, and suffer from some limitations.
In using a particular method, one should know its strengths and
weaknesses, given the situation, and analyze its relevance, its purpose, and
if it is useful, how to get the most out of it. This would provide the rationale of
the various training methods. The trainer should know the rationale of each
of the methods before attempting to use any of them.
Objectives of Training Methods

Training methods have a number of overlapping objectives. As stated earlier,

they have to be chosen in relation to the programme design requirements.
The main objectives of individual training methods could be: demonstration
value, developing interest and finally, appeal to senses. However, more than
one, or even all three objectives may be found in one method.

Demonstration Value
Complete demonstration of job requirements is training of a kind that
enables the trainee to grasp the meaning of ideas, concepts, or procedures
visually. Such a method can be used effectively as an aid to overcome the
"breakdown of communication". People remember things that they see and
hear, much longer than they do information they receive through talks or
reading, alone.

Developing Interest
One of the factors to be kept in mind in choosing a method is its ability to
hold and arouse the interest of the trainee in the learning situation. Much
research has been done in the field to test the effectiveness of various
methods. A trainer has to consider alternative methods of presenting training
material to participants in order to stimulate their interest and facilitate
retention of the matter. For instance, if traditionally the matter has been
presented through lectures, perhaps audiovisual methods could be used, or
instead project work be assigned which would mean learning by doing or
researching the subject oneself.

Appeal to Many Senses

The statement that "to see a thing once is better than to hear it a hundred
times emphasizes the inadequacy of words as a means of communication.
Experience indicates that almost 75 per cent of what we imbibe is through
the sense of sight and the rest is through the sense of hearing, touch, smell

and taste. From the trainer's point of view it would be beneficial to utilize as
many of the trainee's senses as possible, in order to improve retention of
learning.
Application of these basic objectives or guidelines alone would not be
enough. For the appropriate use of a method, problem analysis and needs
identification are also necessary.
The trainer has to understand and identify the problem area; what is wrong,
and where is the correction needed? He has to examine whether there is a
problem with the manner in which the task is done, i.e., an operational
problem, or whether there is a problem with an individual or individuals, i.e.,
a human-relations problem.
Secondly, selecting the appropriate method would be dependent on the level
of the trainee in an organizations' hierarchy-is he a shop floor worker,
supervisor or a manager?
Finally, before selecting a training method, the trainer should keep the mind
cost effectiveness.
Classification of Methods
Depending on the learning outcome, and the process by which it is attained,
it is possible to categorize the various methods into several groups.

On-the-job-oriented Training Methods

In this cluster are included methods whose main objective is centered
around the job, more specifically, learning on the job itself by a variety of
methods. They embrace development through performance on the job,
where organizational strength and constraints, human behavior and
technological systems have full and free play. Methods, which fall into this
category, are:
1. On-the-job training.
2. Job rotation.

3. Guidance and counseling.

4. Brainstorming sessions.
5. Syndicate method (working in small groups).

Simulation Methods
Real-life situations are simulated for imparting training. The methods falling
in this category are:
1. Role-play.
2. Case method.
3. Management games.
4. In-basket exercise.

Role Play
The role-play method requires participants to enact roles on the basis of a
written script or an oral description of a particular situation. The enactment
process provides an insight and understanding of the demands and
situations of the assigned role, thereby facilitating empathy with another's
(actual) role. The main emphasis in management training is in facilitating
better understanding of interpersonal problems, and attitude change. If not
handled well, however, it could degenerate a childish exercise, where,
instead of focusing on the problem to be understood, the situation might be
over-dramatized.

Case Method
The case is an actual situation, which is written for discussion purposes.
Analysis would need problem identification, analysis of the situation and of
its causes. There could be several solutions to the problem, and each of
these alternatives and their implications needs to be examined. In the real

world, on many occasions, a manager may not have all the relevant
information with him before taking a decision. Similarly, the case method
approximates this reality and in many situations decisions are taken with
limited data, or what is termed decision-making under uncertainty. The
managerial response in such a situation is explored and understood and
learning consists of developing problem-solving skills.

Management Games
The game is built around the model of a business situation and trainees are
divided into teams representing the management of competing companies.
They simulate the real-life process of taking operation decisions. Decisions
taken are analyzed by a computer, or manually, and a series of the
implications of these decisions are fed back. The game is played in several
rounds to take the time dimensions into account.
In-basket exercise
This is a simulation training technique designed around the "incoming mail"
of a manager. A variety of situations are presented which would usually be
dealt with by an executive in his working day. His reactions and responses
are taken down in writing and then analyzed. Feedback on his decisions
forces him to re-consider not only his administrative actions but also his
behavioral style.
Knowledge-based methods
In this method of training, an effort is made to expose participants to
concepts and theories, basic principles, and pure and applied knowledge in
any subject area. Basically, it is aimed at creating an awareness of the
knowledge of fundamentals. The focus is essentially transmission of
knowledge which has to be imbibed by the participants. The methods in this
category are:
1. Lectures.
2. Seminars, workshops.

3. Educational training programmes at academic institutes.

4. Programmed instruction in which knowledge is disseminated in book
form to be learnt at the individual's pace, and where feedback on the
learning is a given aspect of the method.
5. Films and TV.
6. Group discussion, especially in combination with some of the above, for
assimilation and integration.
Training Organization
There are several administrative aspects that have to be taken into account
before launching in-house training programme, or nominating participants to
external programmes.

In-Company/External Programmes
The company needs to formulate its thinking regarding participation in
programmes offered by external agencies like educational management
institutes, government institutions and consultant programmes, vis--vis
conducting its own in-house programmes. Where employee numbers are
small, it may not be worthwhile to set up a training establishment and
conduct in-house programmes, but as the numbers increase, this options
may offer a distinct possibility. There is the cost aspect to be considered: for
the cost of sending a participant to an external programme, several
employees could be trained within an organization. Yet, the advantage of an
external programme would be a breath of fresh air through discussions with
other participants and a fresh approach could be brought into the
organization and its problems. The skills and techniques learnt might also be
different from those offered by one's own in-house programmes.

Training Budgets

A training budget for each internal programme has to be prepared, which

would include cost of facilities like training room, food, transport, guest
faculty, if any, and cost of teaching materials. In fact, the cost to the
organization should also include the wages and salaries of employee
participants who would be temporarily pulled out of their regular jobs and
sent for training. Yet, organizational requirements would necessitate their
jobs being done by someone else. The reason for costing the trainee
employee's salary would be that they would not be making any contribution
to the company during the training period, and that this is an additional
burden on the company's finances.

Evaluation of Training
Evaluation of any activity is important, since in evaluating one tries to judge
the "value or worth of the activity, using the information available".
What is the purpose of evaluation? Evaluation, by bringing to the fore
"weaknesses and failuresstrengths and successes," helps to improve
training methods. Evaluation helps management to answer the following
questions
-

The relevance of the programmes to the organization's needs-what

changes if any should be made in existing programmes to realign to the
organization's needs.

Feedback on the choice of areas of training will also need to be

examined in the context of its contributions to the organization's
effectiveness.

Should the money continue to be spent on this activity, or another more

relevant activity that will improve attainment of the organization's
objectives?

Reactions from trainees about the training programme can help identify its
strengths and weaknesses. These reactions can be used as a base for the

improvement of programmes, but those evaluating must first be definite

about the aspects they are interested in investigating.
An evaluation of a training method or system must also take into account the
suitability of objectives. "If the objectives were inadequately formulated in the
first place, even a 'good' training programme has really no chance to be
effective."
Objectives have to be clear-cut, must relate to needs, and make way for
changes. Objectives cannot be static and need to be re-appraised frequently
so that training may result in improved overall organizational efficiency.
Evaluation of objectives helps to bridge the gap between needs and
objectives.

The Evaluation Process

The most useful means of evaluating training are observations, ratings,
trainee surveys and trainee interviews. Observation is concerned with
observing the behavior of people in a certain situation. To be useful, it must
be specific, systematic, quantitative, recorded and expert. Needless to say,
observers, must be trained and have specific ideas about what they are
looking for. This is the most direct method of "assessing the quality of formal
training and of identifying deficiencies".
The second method of evaluation is that of ratings. "Various elements of the
training system should be rated independently by several qualified raters.
These elements include trainees, instructors, equipment, materials, training
aids and facilities." The use of rating scales requires supervised practice, as
it is easy to commit errors.
The third method is trainee surveys where opinions of the trainees are used
for evaluation. These opinions should not be used independently, since they
cannot always be relied on to be objective.
The fourth method is trainee interviews, whereby ideas and views that
trainees might not put down on paper can be determined by "skilful

questioning". This method allows for more precise information and details to
be obtained and prevents ambiguity, especially in interpretation.
The final method is that of collecting the observations and recommendations
of instructors through surveys and interviews "to ensure that the system is
consistent with the needs of the implementers of the training". Interviews
with instructors will bring to the surface characteristics that instructors may
feel reluctant to put down on paper.

Is Training The Best Medicine?

Imagine this: A man is having chest pains. He rush as to his doctor, tells him
he is having a heart attack, and demands that he perform open-heart
surgery. He obligingly agrees. It is not until after a great deal of pain and
expense that he discovers it was only in digestion.
When it comes to training, a similar situation happens all the time. If scrap
rates are too high, productivity is too low, and employees neglect to follow
standard quality procedures, they must need more training. Before rushing
into the pain and expense of interrupting production to send them off to a
seminar it is necessary to make sure that training is the proper solution.
Just as a doctor must understand the cause of a patients symptoms before
he can attempt a cure, one needs to know why employees are not meeting
the companys expectations before taking action. Thats where a trainingneeds analysis will help. It tells how well employees are doing their jobs,
where they could use some improvement and how that improvement can
best he achieved. Done correctly, it can save the company from wasting a lot
of time and money on inappropriate training programs.

Gathering the information

To do a valid training-needs analysis, one needs to gather as much objective
data about employee performance as possible. There are many ways to
collect this information, including:

Casual conversations

Formal interviews

Direct observation

Work samples

Written records

Surveys

Tests

Focus groups

A professional trainer can be hired to perform an analysis but its not just a
technique for trainers. Everybody should be trained in this simple process.
Its a supervisors or a managers job to make sure people can do their jobs.
To do training needs analysis the following steps should be followed:
Study current performance: Before tying to change anything, its essential
to know what is already happening. What skills and knowledge do
employees already have? What tasks are they performing on their daily
jobs?

Define ideal performance: what standard of performance is necessary for

the business and the employees to be a success? What tasks must they do?
What level of accuracy or productivity should they achieve? What skills and
knowledge must they have?

Find the gap: What is the difference between the definition of ideal
performance and what the employees are currently doing? Are there any
areas that arent functioning as well as they should? Where are there
opportunities for improvement? This is the performance gap that the
company is trying to fill. One must look for problems or opportunities that
may occur in future as well as ones that already exist.

Identify the cause: Why are workers not working up to standard? Have they
ever performed the job correctly? Where and when do the problems occur?
Has anything changed recently that might have instigated the problem?
Compare best and worst performers to find the differences in what they do.
When these steps have been completed one should be ready to make
diagnosis, but it must be remembered that training is not the only medicine
for ailing performance. Although it is often mistakenly applied as a cure- all,
the only problem that training can solve is a lack of skills and knowledge. Do
employees know how to do the job? Could they do it if their lives depended
on it? If so, probably there is no training problem. There are many reasons
why a worker might not be doing his job correctly, including unclear
expectations, insufficient feedback, lack of incentive and adverse working
conditions. These are all management problems that can only be improved
by management changes.
Too often, people see the gap and they want to just leap right in and fix it.
The key is not to jump to the solution, which is assumed to be training.
Understanding the situation is the first step. Then, once one understands the
situation one can think about why (The problem exists). Only if its because
(employees) lack skills and knowledge should training be considered as a
solution.
TRAINING & TRAINING NEED IDENTIFICATION

Training: After the best applications for the available positions have been
selected, the staffing process is almost complete. Now the retail firm
must give the selected applications the knowledge and skills they need
to be productive employees. The process of bringing a new hire up to
speed is called employee training. Knowledge of companys policies and
procedures and of the stores products and services is basic to all
positions. So are an understanding of the stores customers and their
needs and desires, knowledge of competitive retail offerings, and basic
information about dress codes, sick leave, parking, and scheduling.
Basic information about the firm usually is spelled out in the employees
handbook. The firm should make the employee handbook available to new
employees as soon as they are hired. The Whole Foods Market, whose
highly regarded handbook was mentioned earlier, includes key aspects of
the firms strategic plan. Employees of the firm found the material so helpful
that they suggested new hires take a quiz on the information to determine
whether they understand it. Whole Foods follows the legally recommended
practice of keeping a file of signed forms indicating that employees have
received and have had the opportunity to read and understand the company
handbook.
The difference between the knowledge and skills the job requires and those
the new hire possesses will depend on the individual. A person who has
worked for the store in the recent past will need little training, whereas
someone with no experience in retailing will needs a great deal. To avoid
moving too quickly for some employees and too slowly for other, some firms
have structured their training programs in units so that materials can be
skipped or repeated as necessary. The key to successful training is to
ensure that new employees get the information they need early in their
careers. Unfortunately, reduced profits and high employee turnover have
forced some companies to reduce the time and money devoted to training
a move that almost guarantees human resource problems.

Training programs can use a variety of educational tools. Lectures,

videotapes, manuals, role playing, and computerized exercises can be
useful. The key to determine the type of information employees need to learn
and then match that need with the most appropriate learning tools. A lecture
or videotape may be the best way to communicate the history of the
organisation, whereas role playing may be more effective in teaching selling
and negotiation skills.
Compares initial employee training with the ongoing activity of keeping
employees skills up to date. As the figure shows, employee training is
designed to increase the new employees skills to the point where he or she
can perform on the job effectively. The size of the gap between the incoming
employees skills and the skills needed to perform the job will vary, as will the
amount of time needed to close the gap. However, once that gap has been
closed, the staffing function is still not complete. Over time employees will
need

new knowledge

and

skills as job

responsibilities, products,

technologies, and customer needs change.

Knowledge and Skill

Level

Fig.: The Role of Training and Development in Fighting the

Obsolescence of Human Resource

Level Required for

Effective
Performance

Employees Actual
Level
Employee
Training

Employee
Development

Employees Tenure with the Firm

This ongoing process of the employee development is crucial to the retail

firms ability to compete. A firm that fails to design and implement an
employee development program will soon face employees obsolescencethe outdating of employees knowledge and skills to the point where
employees can no longer perform effectively. A series of activities are
needed to keep employees current. The ideal situation occurs when new
hires get all skills they need through employee training and then receive
enough employee development to minimize the gap between their skills and
the requirements of the job.

Employee development program can include books and magazine

subscriptions, seminars, short course, college course, and advanced
degrees, as well as in-store meetings. Many companies fund part or all of
the cost of employee development, but the employee must shoulder part of
the responsibility for staying up to date. Increasingly, companies are looking
for employees who are true students of the retail industry. As knowledge and
technology continue to advance rapidly, fighting employee obsolescence will
require diligence on the part of both employee and employer.

While it is essential to have a training philosophy, policy and standards, it is

impossible to judge whether our training is in accordance with these if there
is no clear definition of training.

For example, a company might have a target to give each of its employees
five days of training every year. Depending on what is considered to be
training, one company might say it is providing three days of training and
another company might claim nine days- even though both companies

employees have received exactly the same amount of training and

development.

An amazing number of activities might be considered as training. The

following is just a selection:

Classroom (trainer led),

Distance learning,

Computer-based training,

On-the-job training,

External courses,

Large-scale workshops,

Attendance at seminars,

Attending conferences,

Attending communications meetings,

Evening classes,

Further education,

Assignments,

Participating in quality circles,

Reading articles and books.

Some of the above activities, such as classroom training and computerbased training, would always be considered as training. Activities such as
exhibitions, conferences, assignments and reading would not usually be
classified as training.
Clearly on-the-job training should be considered as training, but surely not all
of the time spent under supervision should qualify for the employees hours

of training. The conclusion we came to was that the time spent on producing
usable output should not be included in the training time.
Without a definition of training, deciding whether an activity should be
recognized as training becomes very subjective. The working definition of
training that I use is:
Training is the transfer of defined and measurable knowledge or skills/
From this definition it can be seen that training activities should have
objectives and a method for checking whether these objectives have been
met.
Training, defined in this way, deals only with changes in behaviour and
knowledge. Some definitions include changes of attitude as part of training. I
have not included attitude change within the definition because, apart from
being incredibly difficult to measure, it is the environment and culture of a
important part to play in this, an can help create the environment in which
attitudes can change, but training alone will not change anybodys long-term
attitude.

Many different attempts have been made to define what constitutes a

training activity, and these all vary depending on the definition of training that
is used. Having agreement on a definition of training is more important than
which of the many good definitions you decides to use. This allows you to be
aligned within your own company, and to make sensible comparisons with
other companies.
If you have not already done so, this would probably be a good time to
consider which activities in your company should be considered as training.
Training activities are those activities which are paid for by employers and
take place in accordance with a programme which:

Has pre-determines objective,

Specifies the teaching methods,

Specifies the personnel to be used,

Has an implementation plan,

Assess the results,

Managing the Training Process

Identify needs
Evaluate needs
Select courses
Determine workload

Select trainers

Select trainers
Identify location and
resources
Finalize budget
Finalize training
plan

Select trainers

Pre-course admin
Prepare course
Deliver Course
Validate training
Post-course admin
Transfer learning
Evaluate training
Revise course

Select courses

Training as part of the Business

A useful approach for understanding the training process is to consider it as
a system whose boundaries interact with the rest of the business. Training
needs are identified, training is provided to meet the needs, the output is
compared to the requirements and any necessary changes are made to the
system to obtain the desired output.
While this approach helps you understand how training processes operate, it
does put training at the centre of the universe. The effect of this trainingcentred approach is that the business will see training either as a panacea
for all problems or as having no direct relevance to the business. Neither of
these impressions will help you manager the training process effectively.

Needs

Training

Skills
and
knowl
edge

Training as a system whose boundaries interact with the business

A learning organisation is one which facilitates the learning of all its
members and continuously transforms itself to achieve superior competitive
performance.
Figure shows a system that is displaying single-loop learning. The output of
the system is compared to a set of standards and adjustments are made to
counterbalance any deviations from the standards. More advanced learning
organisation would have progressed to double-loop learning where the
standards themselves are challenged.
THE BUSINESS

Training
Customer
Requirements

Assessment

Actions
Busine
ss
strateg
y

Training as part of the business system

Organizational

Individual

The concept of thelearning

learning organisation does learning
not replace training. As you
Business
Process
Training
can see from figure,
training
is a vital component
of learning. It is important

not to overlook this

fact, as there have been examples of organisation that
Organisation
Education

they have, to theirDevelopment

cost, overlooked the basic of training.
Experience

Training as part of the learning organisation

Training Strategies
The training process is a cycle that you need to manager continuously. You
respond to needs. You ensure that the training is aligned with the business.
The cycle time is short term-usually no longer than a year. Managing the
training process is essentially operational or tactical.
If we always manage training at this level we are in danger of being reactive
rather than proactive: starting and stopping training programmes or perhaps
even failing to deliver anything.
We need to have a clear idea of how we are going to deliver training over a
longer period. Training needs analysis and training policies provide the what
and the how much. A training strategy provides the long-term orientation.
To put a training strategy together you should have a vision of what training
in your organisation should look like in, say, five years. You should then map
out the years and the key milestones along the way. When you are putting a
training strategy together you should ask yourself the following questions:

How much training will you need to do each year?

What type of course will you need to provide?

What types of people will you put on what type of course?

What resources will you need in terms of space and trainers?

Who will you use to do your training?

Will you use fill-time, part-time or consultant trainers?

What delivery methods will you use?

How will changes in technology affect delivery methods?

What business, social and environmental changes are likely to take

place?

Every time you cycle through the training process you should re-examine
your training strategy to see if it still holds up in the light of new training

requirements and corporate policies. This is an example of double-loop

learning. Try to make your strategy as robust as possible, and only change
strategies when there are significant business, social and environmental
changes. If your strategy is really robust you will find that you can respond to
many changes by adjusting your tactics rather than throwing aways your
strategy.
It is difficult but essential to find the right balance between constantly
chopping and changing strategies, and sticking with a useless and
outmoded strategy.
Here I will be covering two steps of the training process:

identify needs,

Evaluate needs.

Identifying training needs is the starting point for managing the training
process. Yet this is often one of the last steps to be considered seriously
probably because a proper needs analysis is both difficult and time
consuming.
Initially, it might be quicker and easier to forget about analyzing the needs
and have your customers pick and choose from a catalogue, but this will
ultimately lead to frustration and inefficiency.
Identifying training needs is not just a matter of finding the need and them
simply satisfying it. There are often conflicting requirements from different
interests within the company. The development needs of the individual have
to organisation. These needs, once identified, have to be matched to
appropriate training courses.
Sometimes there is a feeling that training will always be the solution for
every identified development problem. However, there is not point in
providing training if training is not an appropriate solution. When this is the
case the training manager has to be brave enough to say that it is not
appropriate and creative enough to suggest alternative solutions.

NEEDS IDENTIFICATION
Needs identification has to balance corporate demands, policies and
strategies as well as individual and organisational requirements. Figure
outlines a process that balances these requirements. It shows that corporate
policies and strategies should be the umbrella under which individual and
organisational training needs are identified. This helps to ensure alignment
of training activities with the business direction.

Collect corporate policies and strategies

Corporate policies and strategies form the boundaries within which all
training and development activities should take place.
There are two ways in which corporate policies and strategies give rise to
training needs. The first is directly through mandatory training. The other way
is through indirect influence. When an organisation outs its training plan
together it should take account of both the business plan and individual
development needs. This is where the process often breaks down and even
the indirect influences start to disappear.
Policy deployment which is a structured method of Cascading corporate
goals and strategies through the company is a powerful method of ensuring
that training needs are identified within the context of the company s
business goals
We discussed the importance of alignment and of getting the corporate basic
right. If this has been done well, you will have no difficulty in collecting
corporate policies and strategies. You will then be able to prepare a training
plan that supports the direction of the business.

If your company is confused about its strategies, or does not communicate

them effectively, you might as well as miss this step out completely and be
resigned to providing training that cannot completely support the business.

Collect corporate policies and strategies

Identify business needs

Identify individual
needs
(appraisals, requests,
counseling)

Identify
departmental
needs and skills
for each job

Identify
mandatory
training

Identify affected individuals

Enter potential needs on training records
Produce training requirement reports

Start by reading your companys policies on training and development,

reviewing the companys vision and understanding the current goals and
objectives.
Identify mandatory training
Company policy dictates which employee groups are required to undergo
prescribed courses. Some courses, such as induction training and total
quality management, are an integral part of companys culture so all new
employees have to attend this training.

Company strategy may also require all personnel to go through specified

forms of training in a relatively short period. Examples of this kind of training
are:

equal opportunities,

empowerment,

harassment,

financial responsibility,

new measurement systems (e.g. economic value added),

New legal requirements.

Compulsory courses will usually be aligned with the company direction

because

they

have

been

developed

centrally

for

company-wide

implementation.
Identify business needs
Policy deployment and the training forum are two essential tools for
identifying business needs. Policy deployment and the training forums role
in defining the basics of the training process are both covered.
Policy deployment is the process by which a companys strategies are
communicated to its organisations. An organisation then determines what it
need to achieve by understanding its part in the company' strategy. The
what should be measurable and take the form of goals or objectives.
Once an organisation has determined what it has to achieve, it then has to
decide how these objective will be met. Once the how has been identified it
is possible to determine the skills and knowledge the organisation will
require.
The training forums role at this stage of the process is to:

provide a forum for identifying an organisations business needs,

ensure that training plans are aligned with the companys direction,

Identifying opportunities for sharing or exchanging resources.

The training forum comprises training managers and other interested parties
who meet to discuss training plans. They also identify opportunities for

sharing resources. A forum is particularly useful when there are several,

dispersed training departments within a company.
The forum would normally need to meet twice a year: the first time to
understand both corporate requirements and local issues; the second
meeting to review draft training plans. Figure shows typical timings for the
two training forum meetings.

MAY
Overall
Requirements
Departmental

FORUM
MEETING
(Preplanning)

JULY/AUGUST
Departmental training
plans prepared

OCTOBER
FORUM
MEETING
(Plan
review)

Training plan
prepared

Requirement
s

Schedule for training forum meetings

Timing of these forum meetings is critical and depends on which month is
the start of the organisations financial year. The output of the second
meeting needs to be available for inclusion in the annual business plan.
Individual development plans should be completed before the draft
department training plans are put together. The training plans will be based
on guesswork if the development plans are not available. If the development
plans are available too early, the training plan could be out of time by up to
six months.

Identify individual needs

Identifying training needs via business requirements is a top-down
approach which satisfies the need for training to be in alignment with the
business direction. If we were only to use this approach, the coverage would
be too broad to pick up individual development requirement. We also need

to consider bottom-up training requests and to make sure that both sources
of training requirements complement each other. Individual training
requirements come either from direct requests or as a result of appraisal
discussions.
Because these development plans are always up to date, the training needs
analysis can be done at any time of the year. The training administrator can
request copies of the current development plan when the needs analysis has
to be done.

Identify departmental needs

So far we have seen how training departments can be aligned with each
other and with the corporate business direction. We have also seen how
individual development requirements can be identified. We now need to see
how the detailed departmental training needs are identified.
The processes already described should ensure that the department's
raining demands are based on corporate or company business needs and
requirements. The individuals requirements give us a picture of the demand
within a department but not necessarily the need. in fact, the process for
identifying departmental needs is very similar to the process for identifying
need at the corporate level. Each department should assess where it is. The
department should have a vision, a mission and a strategy for realizing the
vision.

Identify skills and training required for each job

The department's mission, and the work processes the company uses,
determine the jobs the department needs to produce its products and
services. Each job has an associated set of skills. New jobs required new
skills.

In its simplest form, identifying the training required for each job involves:
1. Identifying the skills required to do a job.
2. Comparing the required skills to the current skills level of the people who
will be doing the job.
It is training's function to bridge the gap between current and required skills.
The skills and knowledge required for every job should be documented. You
should also document the courses that a representative person will need to
reach the required skills level. This makes it easier to select the correct
courses. A representative person is the type of person you would normally
employ to do the job.
The basis of identifying and documenting the required skills is the 'job
description'. a job description should include the tasks that have to be
performed and the outputs that have to be produced by the job holder.
Outputs are products or services that ate handed on to someone else. An
output should have a standard or specification attached to it so that the
quality of the output can be measured.
The next step is to prepare a 'person specification' from the job description.
A person specification describes the ideal person to fill the job. It is a profile
of the required personal skills and characteristics. These skills and
characteristics are also known as competencies.
For job descriptions which cover a large number of employees it is worth
producing a 'training specification matrix'. This matrix describes the training
courses that correlate to the skills described in the person specification.
You shouldn't be surprised if all this sounds rather familiar. It is exactly the
same as the recruitment processes the only difference being that we are
developing existing people to fit the person specification rather than
recruiting the 'ideal' person.
If you are recruiting to fill a vacancy, you may not be able to find anybody
who fits the person description. You might also want to give people who do
not yet meet the person specification a chance to work at a higher level. In

such cases you will need to provide additional training to bring these people
to the required level.

Identify affected individuals

Arising out of your analysis of corporate policies, mandatory training,
business needs and job skills requirements, you will be able to identify which
groups of employees will need what training. For example, all new managers
will need training on the basics of management, and all electronics assembly
people will need training on electrostatic protection.
Effective training processes need to be managed at the level of the
individual, so the next step is to identify those individuals who are part of the
group which needs the training. This task is make a great deal simpler by
computerized personnel and training records. If each person's job is given a
job code, the computer can print out a report on the people who have a
particular type of job and have yet to receive the required training. This task
if make even easier if the personnel and training records are part of the
same database. If you have separate records, you will need to update the
training database every time someone joins, leaves or changes jobs.

Enter potential needs on training records

A training record should not only list the courses a person has attended but
also the training a person needs. It is easier to prepare a training plan if the
record gives a range of dates for when the training is required. The potential
need can be in the form of either a course or a skill.
It is important that the training record is a live reflection of current training
requirements. It should be revised any time a new training requirement is
identified. This can be after appraisal, when a training request form is
received or after an individual has attended an assessment centre. This

means that an up-to-date training plan can be pulled off the system at any
time of the year.

Produce training requirement reports

A training record shows the training that individuals have completed and the
training that they need to do. The next step is to sift through all the training
requirements so you can evaluate the needs and estimate the amount of
training that needs to be done. This can be done manfully, but it is much
quicker if you have computerized training records.
A computer can produce training requirement reports that list:

All the people who have requested a particular course,

All the people who need a particular skill,

The amount and type of training requested by a particular organization.

Needs evaluation

All training requests need to be validated to ensure the training is both

appropriate and necessary. The amount of effort and time required to
validate the training requirements depends on the quality of the input
received. The best time to evaluate training needs is when the needs are
being identified. This is why it is worth spending the time to run development
open days and to train managers in development needs analysis. In an ideal
situation the training administrators should only need to perform a quick
request.

FIG:- PROCESS OF EVALUATING TRAINING NEEDS

Check individuals have not previously been trained

Check that training is an appropriate solution

Check queries with managers

Find alternative to training

Prepare draft training plan

Estimate impact of training load

Discuss draft plan with organization heads and

human resource managers

Counseling
Counseling is a critical skill for managers and it is especially important when
training needs are being identified. The steps in the counseling process are:
1. Set climate.
2. Set expectations.
3. Seek counselees views of strengths and weaknesses.
4. Agree a development plan.
5. Summarize.

Although the process there describes a training manager counseling a

trainer, the techniques are just as applicable to appraisal and development
discussions.
Prepare a draft training Plan
When you have validated the training requirements you are in a position to
put a draft training plan together. This should include estimates of:

The number of trainer-days you think you will have to provide,

The spread of the training load over the year.

The cost of the training

The number of days of training per employee.

Estimate impact of training load

Take the draft training plan and consider its impact from two perspectives:
1. The impact on the training department,
2. The impact on the organization.
The impact on the training department is really a question of whether it has
the capability, space, budge and resources to meet the demand. If it does
not have the capability to deliver the demand, now is the time to signal that
you may need more resources.
The impact on the organization is a little more subtle. Try asking yourself the
following questions to help you understand the impact:

What do the estimated hours of training per person mean in terms of

people being away from the workplace?

What are the expected short-term penalties, in increased production

times and costs, compared with the long term benefits?

How many people can you afford to have absent from one department at
the same time?

What other claims are there on the budget you need to deliver the
training plan?

Discuss draft plan with organization heads and human resource

managers
Considering the impact of the training puts you in a good position for
discussing the draft plan with senior management, departmental managers
and human resource managers. The purpose of this step is to get buy-in'
from the stakeholders before you go public with the final plan. It is far better
to deal with 'fatal flaws' and objections at this stage than later on in the
training cycle.

You can discuss what the demand and training load mean to avoid nasty
surprises later in the year. You can get agreement to the proposed budget.
you can discuss issues. You can discuss whether all the requested training
is appropriate.

OBJECTIVE OF THE STUDY

The objective of my study is to examine the training and development

process being followed by Syndicate Bank.

To identify functional skill areas of personnel, for more effective

contribution to the organization.

To provide platforms for professional growth and exploration leading to

overall improved organizational health and quality of life.

To develop human resources in consonance with broader corporate

horizon and long-range vision of the organization.

To study the various Training & Development activities undertaken by

Syndicate Bank.

To study the Training methodology adopted by Syndicate Bank.

To study the effectiveness of Training provided by Syndicate Bank.

PURPOSE OF THE STUDY

Never before has the rapid increase in new knowledge and technology and
in the base of change and itself demanded a learning response as great as
what is now required to remain competitive. Today individuals and
organizations must become continuous learners to survive and hence it is
not surprising to find that most successful organisations operate in a
continuous learning mode.
The

challenge

of

globalization,

technological

innovation

increasing

competition and growth through expansion, diversification and acquisition

has had a wide-ranging and far reaching impact on HRD. There is a need for
a continuous process that aims at providing fresh knowledge and skill inputs
to the employees so as to ensure the development of their competencies,
dynamism, motivation and effectiveness in a systematic and planned way,
thereby improving the productivity and overall organizational effectiveness.
As a result, training and development activities have acquired great
significance and are now firmly centre-stage in most of the organizations.
Hence it can be said that with the advent of free market economy rapid
change in the environment, training and development activities have
assumed an importance never before witnessed in Indian corporate history.

SCOPE OF THE STUDY

Training and Development is a subsystem of an organization. It ensures that
randomness is reduced and learning or behavioral change takes place in
structured format.
Traditional Approach Most of the organizations before never used to
believe in training. They were holding the traditional view that managers are
born and not made. There were also some views that training is a very costly
affair and not worth. Organizations used to believe more in executive
pinching. But now the scenario seems to be changing.
The modern approach of training and development is that Indian
Organizations have realized the importance of corporate training. Training is
now considered as more of retention tool than a cost. The training system in
Indian Industry has been changed to create a smarter workforce and yield
the best results
The Training & Development programmes usually provided valuable inputs
to the trainees for performing present as well as future roles effectively.
So, the project is beneficial for the Syndicate Bank to improve for the
betterment of the organization as well as the industry.

RESERCH METHODOLOGY

The information required for this project study is collected both through the
primary as well as secondary source of data.
Tools for Data Collection
Primary sources of data

Questionnaire
Questionnaire method for primary data collection is being used to collect
information that is relevant for the objectives of the study.
The questionnaire is mix of both open as well as close-ended questions and
questionnaire consist of 9 questions.

Basis of Questionnaire
The questionnaire is made on the basis of the following parameters. These
are:

Quantity: It includes questions, which voice employees concerns

regarding the number of training hours spent by them.

Quality: Quality implies the kind of training that is imparted to the

employees, how it is done and what kinds of feedback methods are
given.

Importance to Training: This includes questions from which we get

to know whether the emphasis on training is laid down by the
departmental heads, training managers, HR Head or the employees.

Effectiveness and Efficiency of Training: This includes questions

related to whether the training imparted to employees in different
departments is effective and efficient.

Interview
In depth interview with the employees who are unable to work on the
questionnaire and the training manager will be conducted in order to know
about the training practices being followed at the Syndicate Bank.
Sample Size
30 Employees of Syndicate Bank
Data Analyis - Statistical Tools to be used
i)

Pie charts & Bar Charts

ii)

Histograms

Secondary Sources of Data

A mixture of books, journals, case studies, handouts and Webster will be
used to gain a clear understanding of the objectives of the project study.
Limitations

Time is the biggest constraint as many times it is not be possible to meet

HR Managers and staff members to collect such information.

There may be biases on the part of the Managers and Staff while
providing the information. This is not directly affect the study but it has
some impact on the conclusions.

The data collected may not be up to mark as related to the present

market situation. The situation is handled with care to a large extent but
there can be some mistakes on my part.

Some of the respondents were not willing to provide information on their

organisation.

All efforts are made to get all the relevant information's required for this
study and presented in this project.

TRAINING & DEVELOPMENT AT SYNDICATE BANK

Training and Development at Syndicate Bank is classified for two categories
of employees: New Recruits and Others. Currently, the Training and
Development process is evolving and undergoing many changes. This
document provides the current process, as it exists as well as the new
process as the Corporate Training and Development group envisage it.
Process
As
Exists Today

It Future
Requirement
Different

I. New Recruits:
New
recruits
go -samethrough
an
Induction
programme

Classroom Training -sameexists for groups

joining
simultaneously (e.g.
In Mkt. Currently)

II. Other Employees:

Training
Needs
Analysis There
are two kinds of
training needs that
get generated for all
employees

System
if should
provide
Linkage
from
Recr.
Module
Introduction
routing to be
provided by the
system
Recording
of
Induction
programmes
and attendees
Recording
of
Training Details
for
each
attendee
Drawing
up
Introduction list
from
recruitment
module
Recording
of
Introduction
and attendees
Recording
of
Training Details
for
each
attendee

Syndicate
Bank
to
Give
Sample
Programme
schedule
Position
chart
Recording
Format
Recording
Format

Recording
Format
Recording
Format

Sample
Training
Needs
Sample

Those that arise

from the Appraisal
(Appraisal
Trng.
needs)
(Detailed
after next bullet)
Those that arise
from
Business
Needs
(Business
Trng. Needs) Only
in
Marketing
at
present.
Needs
analysed jointly by
Corp. Trng. Group
and Marketing

Training
Needs

Appraisal
Format ISO
System
to Formats
provide
data
Appraisal Training
from previous
Needs Analysis
cycle
training
The appraiser at the The
appraiser need identified
end of the appraisal should complete and
training
session, completes
programmes
the Identification of
attended,
Training
Needs
form.
HoD collects and The ISO form, Action
plan
sends these forms which
could generated,
to Corp. HR
replace
the completed and
Corp. HR copies Identification of rated
each form onto an Training Needs
ISO
format
and Form
sends it back to the
appraiser
for
signatures
Format for
Appraiser sends it -samecollation
back to Corp. HR
Automatic
Format for
duly signed
-samecollation needs deciding on
Corp. HR collates
and
planning batches
and
sorts
the
out of training (e.g.
Not
training needs.
batches
for more than
each subjects
x number
from
a
location,
grouped by
grades/loca
tions etc.)
Calendar
format
Nomination
To be done by Nomination list Nomination
HR
decides
on HoD, based on to be generated format

nomination
of
employees
across
the company for
Training
Programmes, based
on training needs
generated in the
appraisal.
HR
sends
the
nominees names to
respective
HoDs
and
letters
to
nominees
Training Session
Training programme
Held
Feedback
from
Trainee obtained
Action plan follow
through
after
3
months
Following
records
updated:
Training Record
Training Card

training calendar
and
list
of
persons
with
similar
needs,
both
to
be
provided by HR

by
system
highlighting
training
completed
against budget,
past
year
training data.

HR to send
nomination
letters,
addressed to
employee, to
handed over
the HoD.

Sample
System
to Letter
generate letter

the
the
be
by

-same-same-same-same-same-same-same-

Complication of
feedback
Average
feedback
scores
of
faculty, faculty
record updation
system trigger
and mails to be
sent out
Snapshot
history to be
stored??

Generation
of Number
of System
Training
Reports training
days generate
Does not exist at attended
by reports
present
given employee
against
given
budget:
Of 2 days per
employee
in
plants
7
days
per
employee in Mkt.
2
days
per
employee
in
Corp.

Feedback
format
Action
plant
format
Action plan
follow
through
format

Training
record
format
Training
Card
format
to Report
all format
to
be provided

Number
of
training
days
completed
by
give
unit/location/dep
artment/group
against budget.
Number
of
training
days
completed
by
company as a
whole
against
budget.
Parallel Processes -same1. Vendor Selection
The
vendor
for -sametraining programes
can be either a
company
or
a
faculty member.
In
case
of
a -samecompany, the
Concerned faculty
members profile is
sought
In all cases faculty -sameis first given a pilot
programme
If average rating in Faculty card and
feedback sheet is faculty record to
4.2 or avove for be
created,
normal programmes similar
to
(or3.5
for Training
card
confrontational, lab and
training
type programmes), record.
faculty is finalised.
Parallel Process
-sane2. Internal Faculty
(Trainer) Selection
There is a Train the -sameTrainer programme
which results in a
certification process
at the end, for all
internal faculty

System
to Profile
crosscheck
format
Profile against
template??

Initiate
and 2 Formats
maintain
company
and
faculty record

Maintain
Certificatio
records
of n format
internal trainers
and
prompt/suggest
names
while
compiling
programme
batches

GOALS OF HRD SYSTEM AT SYNDICATE BANK

To create on enabling climate that continuously identity, nurtures and

utilize the capabilities of employees.

To develop the capacity of each employee as an individual

To develop the capacity of each employee in relation his/her present

job/role.

To develop the capacity of each employee in his/ her expected future

job/role

To develop a mutually supporting relationship between each employee

and his/her supervision.

To develop team spirit and effective functioning of every subsystem of

the organization.

To develop overall health and self-reasoning capabilities in the

organization.

The goals of HRD system at Syndicate Bank are realized through various
sub systems practiced on the company. They are as follows:

Performance appraisal

Suggestion scheme

Training

Awards

Grievance procedure for the employees

Incentive and reward scheme

Employee participation

Communication policies

Socio cultural activities

Employee welfare and quality of work life

TRAINING AND DEVELOPMENT

Keeping in view the principle of Right person for the management position,
Syndicate Bank takes adequate care while selecting the employee. Merit is
always recognized and given weightage.
To meet the demands of competition, high premium is attached to training
activities.

TRAINING OBJECTIVES
High premium is placed on training and development activities in the
organization keeping in view the following objectives

To achieve systematic integration of training in the organizations

mission.

To upgrade skills, abilities and capabilities of the employees.

To establish a distinctive work culture in the organization.

To meet the organizations need for success, better performance and

growth.

To prepare employees the job meant for them while on first application,
on transfer or on promotion and impact to them, the required skills and
knowledge.

To assist the employees to function more effectively in their present

positions by exposing them to the latest concepts, information,
techniques and developing the skills that would be required in the
particular fields.

Syndicate Bank is relentlessly trying to materialize these objectives to the

fullest extent

TRAINING SET UP
Main thrust areas of training

Management training in house

External programs

Overseas programs

Training of trainees

Pre employee training scheme

Apprentrenship training

Vocation training coming from other institutions

Other training programs

TRAINING POLICY
Formulation of training policy.

TRAINING AND DEVELOPMENT FUNCTION

Responsibility of Training and development.

DATA ANALYSIS AND INTERPRETATIONS

Q.1. WORK EXPERIENCE AT SYNDICATE BANK

12
10
8
6
4
2
0
Less than 5 years

6-7 Years

Senior officer to Assistant Manager

More than 7 years

Senior Manager and above

Q.2. DESIGNATION
30

No. of employees

25
20
15
10
5
0
Senior managerand
above

Senior officer to
assistant manager

Designation

Q.3. EDUCATION QUALIFICATION

12
10
8
6
4
2
0
Less than 5 years

6-7 Years

Senior officer to Assistant Manager

More than 7 years

Senior Manager and above

Q.4. AGE GROUP

14
12
10
8
6
4
2
0
Less than 25 26-34 Years
years

35-45 Years

Senior officer to Assistant Manager

Morethan 45
Years

Senior Manager and above

Q.5. PURPOSE OF TRAINING

Rank
Senior officer to

Senior

assistant

manager and

manager

above

Upgradation of abilities

Preparing for promotions

Preparing

Training in allied fields

Preparing for transfers

Develop

for

assignments

future

in

same

position

specific

abilities/

competence

It is seen from the analysis that both the levels of employees think
that upgradation of training and training for allied fields is the least
important.
While senior officers to assistant managers feel that preparing for
transfers is the second most important purpose of training senior
managers

and

above

feel

that

developing

specific

abilities/

competencies is the second most important purpose of training so a

difference in perception exists here.

Q.6. IDENTIFICATION OF TRAINING NEEDS

PERFORMANCE APPRAISAL
Senior Mgr.
and above
25.5%

DISCUSSION WITH SUPERIORS

Senior
officer to
Asstt. Mgr.
74.5%

Senior Mgr.
and above
35.3%

Senior
officer to
Asstt. Mgr.
64.7%

TRAINING DEPARTMENT

Senior
officer to
Asstt. Mgr.
40%

Senior Mgr.
and above
60%
73.68% of senior officers to assistant managers felt that training needs are
identified through performance appraisal whereas only 2.6.31% of senior
managers and above felt the same.
66.63% of senior officers to assistant managers felt that discussion
with superiors is a method of identifying training needs whereas
36.36% of senior managers and above felt the same.
40% of senior officer to assistant managers felt that training needs
are identified by the training department and 60% of senior
managers and above felt the same.
Hence a significant difference in perception exists between the two
levels when it comes to identifying training needs.
The analysis also shows that none of the employees at both such
felt that after job rotation was a means of identifying training needs.

Q.7 TRAINING PROGRAMMES ATTENDED

The employees were asked to list any 3-training programme they
had attended in the last two years.
Most of the senior managers and above remembered attending the
Team Building Exercise by Mr. Santosh Babu at Ranibhaet and Dr.
Atrayas Workshop.
A majority of the senior officers to assistant managers had not
attended a single training progrmame.
The few that had attended had undergone a Computer Training
Programme.
As compared to this, there were only handfuls of senior managers
and above who had not attended a single training programme.
Some of the other training programmes attended by them were
Train the Trainees and Project Management at IIM Ahmedabad A
few training programmes attended by Senior Officers to Assistant
Managers were Project Management at IIM Ahmedabad and MDP
by Dr. Srivastava.

Q.8 MAN DAYS OF TRAINING

35% of the employees had attended upto 5 man days of training.
Out of this 71.5% were senior managers and above and 28.5% were
senior offices to assistant managers.
25% of the employees had attended 5-10 man days of training. Out
of this 60% were senior managers and above and 40% were senior
officers to assistant managers 20% of the employees had attended
more than 10 man days of training. Out of this 62.5% were senior
managers and above and 37.5% were senior officers to assistant
managers.

20% of the employees had not attended a single man-day of

training. Out of this 75% were senior officers to assistant managers
and 25% were senior managers and above.

Q.9 HOW HAS THE TRAINING PROVIDED HELPED YOU?

53.8% of senior officer to assistant managers felt that the training
they received helped them to improve their work performance and
57.1% of senior managers and above felt the same.
19.2% of senior officers to assistant managers felt that the training
they received helped them for future growth and 21.4% of senior
managers and above felt the same.
26.9% of senior officer to assistant managers felt that the training
did not help them at all and 21.4% of senior managers and above
felt the same.
From this analysis, it can be seen

that both the levels felt that the

training provided to them has helped them mainly in improving their

work performance.

RECOMMENDATION

1. Training should be given according to the job profile of the

employees. e.g. Managers should be made to attend more of team
oriented workshops since they are required to work in teams. Whereas
an officer level employee needs to enhance his computer skills. Hence
training programmes have to be designed accordingly.
2. Since a few employees felt that the training they had undergone
in the last two years didnt help them at all, a feedback session
should be made mandatory after every training session, in order

to

ascertain

whether

the

above

idea

behind

the

training

programme had been accomplished or not.

3. Every now and then the employees should be encouraged to
identify their own training needs which would enhance employee
morale and also shift the burden from the superior to the
employee him self.
4. Rather

than

just

investing

money

on

various

training

programmes, Syndicate Bank should also concentrate on regular

training evaluation.

CONCLUSION

Making the process of identification of training needs and evaluation of

training more effective will enhance the effects of training to the banks in
general and employees in particular.
Whether it is training needs identification evaluation or any other aspects in
training, it requires active support, cooperation and participation of the
functionaries at various levels of the bank including trainees. One of the best
ways to identify the training needs of the employees is to understand the gap
existing in the skills of the employees and introduce the training programmes
to fill these gaps. Needs of the bank should take in to account expansion of
the markets, introduction of new products and services, mergers and
acquisition, novel techniques of marketing and customer service and many
more. As no single evaluation technique is foolproof, banks could imbibe the
evaluation of training programmes depending upon their availability of
resources and areas of business. If the banks use these two important
formulae, namely, training needs identification and training evaluation
productively and creatively then the banks have the reason to feel confident

of it and they have a factual corroborative to answer management regarding

the positive results produced by employee training and development.

SCOPE OF FURTHER RESEARCH

The training needs analysis is the base for all training activities in
Syndicate Bank Efforts at all levels of the organisation are made to
identify and meet the training needs of the employees. Priority is
given to need base training which can have direct impact on the
employees performance and improve work efficiency. The training
and development department takes into consideration the annual
appraisal report of the employees for analyzing the training needs.
The training programmes usually provided valuable inputs to the
trainees for performing present as well as future roles effectively.
Also, at the end of each training session trainers impressions about
the session should be recorded in a register, which gives a weight
into the trainees performance during the training period. The timely
feedback of both the trainers and the trainees helps in taking
corrective action for future training programmes.
This

analysis

has

depicted

what

common

training

and

development technique are adopted by from and has provided an

insight into the training and development system followed by
Syndicate Bank.
But still much more can be done. Suitable strategies can be framed
to develop a team of highly motivated and committed work force so
that the company can make inroads into the international markets
and build a favourable image there. The quest for improvement
should never end as it is an endless journey.