A Project On TRAINING AND DEVELOPMENT IN STATE BANK OF INDIA, BHUBANESWAR

Submitted to: Prof Laxmiprada Patnaik Submitted by: Ankita Palit(12DM059) Risha Mishra(12DM047) Suraj Shailendra Sinku(12DM034)

ACKNOWLEDGEMENT

We have taken efforts in this project. However, it would not have been possible without the kind support and help of many individuals and the organization. We would like to extend our sincere thanks to all of them. We are highly indebted to Mrs. Laxmiprada Patnaik for her guidance and constant supervision as well as for providing necessary information regarding the project & also for her support in completing the project. We would like to express our gratitude towards our parents & members of Institute of Management and Information Science, Bhubaneswar for their kind co-operation and encouragement which helped us in completion of this project. We would like to express our special gratitude and thanks to the employees of SBI, Bhubaneswar for giving us their attention, time and support. Our sincere thanks and appreciations also goes to all the people who have helped us immensely in developing the project.

DECLARATION

We hereby declare that the project work entitled Training and Development in State Bank of India submitted to the Institute of Management and Information Science, Bhubaneswar is a record of an original work done by us under the guidance of Mrs. Laxmiprada Patnaik, faculty member of Institute of Management and Information Science, Bhubaneswar and this project work has not performed the basis for the award of any Degree or diploma/ associate ship/fellowship and similar project if any.

TABLE OF CONTENTS

Chapter 1 Introduction Training and Development Components of Training and Development Reasons for Training and Development

Chapter 2 Executive Summary Objective of the study Significance of the study Methodology of the study

Chapter3 Data analysis,results and discussions Findings of the study

Chapter4 Conclusion Recommendation Reference

Chapter1 Introduction TRAINING Training is concerned with imparting developing specific skills for a particular purpose. Training is the act of increasing the skills of an employee for doing a particular job. Training is the process of learning a sequence of programmed behaviour. In earlier practice, training programme focused more on preparation for improved performance in particular job. Most of the trainees used to be from operative levels like mechanics, machines operators and other kinds of skilled workers. When the problems of supervision increased, the step were taken to train supervisors for better supervision.

DEVELOPMENT Management development is all those activities and programme when recognized and controlled have substantial influence in changing the capacity of the individual to perform his assignment better and in going so all likely to increase his potential for future assignments. Thus, management development is a combination of various training programme, though some kind of training is necessary, it is the overall development of the competency of managerial personal in the light of the present requirement as well as the future requirement. Development an activity designed to improve the performance of existing managers and to provide for a planned growth of managers to meet future organizational requirements is management development. Employees training tries to improve skills, or add to the existing level of knowledge so that employees is better equipped to do his present job, or to prepare him for higher position with increased responsibilities. However individual growth is not and ends in itself. Organizational growth need to be measured along with individual growth. Training refers to the teaching or learning activities done for the primary purpose of helping members of an organization to acquire and apply the same. Broadly speaking training is the act of increasing the knowledge and

skills of an employee for doing a particular job. In todays scenario change is the order of the day and the only way to deal with it is to learn and grow. Employees have become central to success or failure of on organization. The purpose of training and management development programs is to improve employee capabilities and organizational capabilities. When the organization invests in improving the knowledge and skills of its employees, the investment is returned in the form of more productive and effective employees. Training and development programs may be focused on individual performance or team performance. Employees development programs should be based on training and management development needs to be identified by a training needs analysis so that the time and money invested in training and management development is linked to the mission or core business of the organization To be effective, training and management development programs need to take into account that employees are adult learners Theory of adult learning or Andragogy is based on five ideas: (a) adults need to know why they are learning something, (b) adults need to be self-directed, (c) adults bringmore workrelated experiences into the learning situation, (d) adults enter into a learning experience with a problem-centered approach to learning, and (e) adults are motivated to learn by both extrinsic andintrinsic motivators. Having a problem-centered approach means that workers will learn better when they can see how learning will help them perform tasks or deal with problems that they confront in their work.

Chapter 2 2.1 Executive Summary Every organization needs to have well trained and experienced people to perform the activities that have to be done. If current or potential job occupants can meet this requirement, training is not important. When this is not the case, it is necessary to raise the skill levels and increase the versatility and adaptability of employees. It is being increasing common for individual to change careers several times during their working lives. The probability of any young person learning a job today and having those skills go basically unchanged during the forty or so years if his career is extremely unlikely, may be even impossible. In a rapid changing society employee training is not only an activity that is desirable but also an activity that an organization must commit resources to if it is to maintain a viable and knowledgeable work force.

2.3 Objective of the Study The specific objectives of the study were as under: a. To know the importance attached to training and development in todays corporate world. b. Strategies employed by the company to improvise on employee trainings. c. The effectiveness of Training Programmes in Organizations. 2.4 Significance of the Study Training and development refer to programs designed to help new employees adjust to the workplace successfully. In addition, they include the formal ongoing efforts of corporations and other organizations to improve the performance and self-fulfillment of their employees through a variety of methods and programs. In the modem workplace, these efforts have taken on a broad range of applications, from training in highly specific job skills to long-term professional development, and are applicable to all sorts of employees ranging from line workers to the chief executive officer. Training and development have emerged as formal corporate functions, integral elements of corporate strategy, and are recognized as professions with distinct theories and methodologies as companies increasingly acknowledge the fundamental importance of employee growth and development, as well as the necessity of a highly skilled workforce, in order to improve the success and efficiency of their organizations. Analyze Analyzing the need, or performing a "needs assessment," is crucial in identifying the information that must be addressed in the program. This is where we ask the question, "What do we want our employees to get out of the program?" A great way to complete this phase is to perform a "gap analysis" by comparing current results to the desired performance. Another way to perform this phase is to treat team members as stakeholders in the process, much like we treat customers. Get their help by asking for specifications for the training. After all, they know where they need help...particularly when it comes to delivering a better product or dealing with customers. This analysis is also useful in creating metrics that will help your organization gauge the effectiveness of the training. This phase is where training program objectives begin to take shape. If an organization performs the assessment phase without rigorous attention to details, money and time is wasted. Design The design phase is where we link the needs assessment to the actual creation of new curriculum or the arrangement of existing curricula. This is where we assemble information tied to each program objective. From the needs analysis, we draw the blueprints of the training, based on the customer specifications. Remember, in this context, the customers that we are speaking of are your team members. If we design the training based on their needs, we get a better product. This is also the phase where we begin to think about the operational considerations of the program.

Ask the question: How is the delivery of the program going to influence my business operations? The answer to this question will force functional managers to make decisions about how they will change operations in the interim to support the program. With regard to company operations, it is better to begin the decision-making process now rather than when the implementation phase is imminent. 3. Training ultimately means that people will be pulled from the workforce. Consider making multiple sessions available for flexibility in attendance. Take care not to remove too many key players from the field at the same timeyou could be asking for trouble. Develop Materials This includes items like, references, info packs, case studies, movies, games, and other visual aids. Remember to keep the information organized and easy to use by both the facilitator and the attendeesconfusing programs will sabotage your program. This is also a great time to ensure that feedback from previous sessions is included. Make sure that the programs are up to datespice things up by revamping statistical data, and finding new stories to tell. If the attendees are bored, they will not stay engaged with the facilitator. If attendees are disengaged, they will absorb less knowledge. Keep them engaged with activities such as trivia questions, interactive exercises, and group discussions. It is a proven fact that engagement raises knowledge retention. Implementation Time for Class! This is when the training actually takes place. Here are a few things to think about: 1. Practice 2. Feedback forms 3. Management/ leadership observations and interactions 4. Facilities management, including room arrangement and equipment 5. Classroom rules and expectations, including safety and evacuation procedures Evaluate All system outputs are a direct reflection of inputs, processes, and adjustments. The training process is no different. If the outputs of the program are less than desired, then changes to the program may be necessary. Companies should establish a systematic evaluation process to enhance the effectiveness of the training. We feel that the evaluation of the program should occur in two phases: 1) immediately after the program, and 2) some period laterfor instance 6 months. The evaluation performed immediately after the program serves to correct urgent training issues such as incorrect data. This is also the time to concentrate on instructor techniques. The later evaluation determines whether the training enhanced employee and/or

company performance. 2.5 Methodology of the Study The population of the study included the employees of SBI. We interviewed the HR Head of SBI, Bhubaneswar so as to find out what Training methods are relevant to such a public sector organisation and how they implement the training techniques in order to gain utmost efficiency.

Chapter3 3.1 Data Analysis, Results and Discussion At SBI, Training system enables the employees to take up their assignments and perform tasks with a higher level of confidence and perfection. Training system not only addresses the needs in the areas of knowledge and skills but also looks at the need for change in the attitude of employees. The Training programmes are aligned to the Banks business, goals and objectives and endeavor to build up competencies in the staff to achieve the declared objectives of the bank. While exclusive programmes on customer service are held in the training system, all training programmes have the customer as the central theme. Eminent specialists in different fields of management, banking, finance, HRM etc are invited for delivering guest lecturers to make the programmes more efficient. Training is a key variable in human resource development strategy of the Bank. The bank has constituted advisory council comprising management experts, academicians and the Banks senior executives. The advisory council aims at improving the training effectiveness.

Chapter 4 4.1 Conclusion Thus, the Training and Development programmes are necessarily meant to foster all round development in the knowledge base, skills, competitiveness and overall development in the approach of the employees towards their skillsets. It hones and sharpens their capabilities thus making them furthermore efficient in the tasks given to them as well as improvising on the achievement of organizational goals at large.

References www.google.com www.britannicaencyclopedia.com www.inscapepublishing.com www.encartaencyclopedia.com