1. 1.

TRAINING AND DEVELOPMENT At PUNJAB NATIONAL BANK Submitted in the

partial fulfillment of Masters of Business Administration programme Batch
(2006-2008) 1
2. 2. ACKNOWLEDGMENT Those who are remembered are the once who render
help without expectation. I was fortunate to have come across such fine
people To wake a good project report requires sound knowledge of subject
concerned and skills to make a proper use of the knowledge. I am grateful to
all that equipped me with the right frame of mind to make me still more
respective to knowledge and skills. I feel it my profound privilege to express
my most sincere gratitude and indebtedness to my project guide Miss. Anita
Passi (HRD), who has been instrumental in providing me direction, constant
encouragement and cooperation in an attempt to take this project to its
logical conclusion. I am greatly indebted to Ms. Veena Chadha (Senior
Manager Training and Development), for providing valuable guidance. Not to
forget Mr. Rajkumar Vohra (AGM HRD) for in lightening on Human Resource
department in Punjab National Bank and also I am thankful to all the
employees of PNB and also I also I am thankful to all the employees of PNB for
their valuable input in giving interviews answering queries and filling up
questionnaires which formed the backbone of my project This summer
training has made me realize how important are the communication skills,
interpersonal relations, research strategies and commitment to work for the
successful completion of task. I convey my heartfelt affection to all those
people who helped and supported me during the course for completion of my
Project Report. 2
3. 3. TABLE OF CONTENTS 1. Acknowledgment 2. Table of Contents 3.
Declaration 4. Introduction 5. Objective of Study 6. Research Methodology 7.
Company Profile 8. HR Perspective at PNB 9. Training and Development at PNB
10. Data Analysis 11. Conclusion 12. Suggestion 13. Bibliography 14.
Appendix 3
4. 4. INTRODUCTION I at Punjab National Bank that the project titled Training
and Development in Delhi is based on my original research work and
dedicated efforts.The result in the report are totally based on the analysis of
data that has Indian developing economy offer tremendous potential for
future growth and organizations appreciating these consumers requirements
stand to reap considerable returns. However, compared with more developed
economies published consumer studies are few This research investigates
Indian consumer perceptions of retail banking with respect to Punjab National
Bank using an approach that takes account of the research context.
Qualitative research was undertaken to define the relevant service attributes.
Performance along these was then investigated through a survey with over
450 respondents. Regression analysis using SPSS revealed which are the key
drivers of customer satisfaction. The industry is undergoing many of the
network management and distribution changes experienced by these more
developed regions during the 1990s. The introduction of automated teller
machines (ATMs), for example, is a more recent development but these have
now become more widespread. The retail banking consumer market is
characterized by a large number of unprofitable low balance accounts
attributable to the comparatively low average wage. In retail banking, service
quality is a crucial aspect of the customer experience. However, despite the
considerable service quality-related literature, and in spite of the tremendous
market potential afforded, there is a comparative dearth of studies pertaining
to India. This approach takes account of the research context and begins with
an exploratory phase. Details of qualitative research appropriate for defining
the service attributes relevant to an Indian market. A survey in which over
450 customers rated Punjab National Banks performance along these
dimensions is then reported. Data are analysed using regression, one way

anova and factor analysis using SPSS tool to identify the service quality
components specific to the Punjab National Bank. Findings are related to
service quality studies from other regions and implications for future research
discussed. This research therefore makes a contribution by examining service
quality and customer satisfaction in a hitherto unreported region. Looking at
the result and interpretation of the analysis done above, few finding comes to
the surface. 1. Behavior of PNB staff is changing according to the customer
i.e. a high income and educated is served much better than a low income,
less educated one. 2. Service quality is below the expectation and importance
level of customer of all genres on all grounds. 3. A less educated person is
more likely to remain loyal and recommend PNB to others than an educated
one. Although all genres of customer are willing to recommend PNB to others.
4
5. 5. 4. Recommendation rate increases with the number of month of association
with PNB. 5. A customer is more likely to have positive perception of PNB if he
is dealt with politeness and respect. On the basis of above finding,
recommendations are written below: 1. All customer should be dealt equally,
especially the less educated and the one with less annual income. Because if
we have a look at the customer base of PNB, we find that majority of their
customer are in that section. It is also seen that a less educated person is
more likely to remain loyal and recommend PNB. Which makes it even more
important to retain that customer. 2. The customer needs to be addressed
with politeness and courtesy. 3. PNB score low only on the intangible
emotional part of service, and customers are looking for more personal
attention. Which needs to be given right away.been collected by me. The
analysis finally leads to conclusion. 5
6. 6. EXECUTIVE SUMMARY In todays world, speed is the buzzword and to
remain on the top is also one of the most difficult things to do. Nowadays,
competition is the first thing that comes to the mind of every organization. If
you ask the Managing Director or the Chairman of any organization, what is
that one thing they are interested in the response would definitely be to
remain on the top position and to going victory over competitors in the
corporate world. Human resource development is a key to organizational
robustness. The combative and competitive capability of an organization,
especially a service organization like a bank brings very largely on the
collective competence and skills of its people. Rapid advances in technology
and knowledge together with breath taking changes in the market place
coupled with the raising client expectation, make for rapid obsolescence of old
ways of doing things. This necessitates new responses, modern skills and
attitudinal changes. This project Training and Development aims to explore
the arena to test whether or not the same is contributing substantially
towards the Punjab National Bank. Starting from the basic concept of Training
and Development, it moves on to the analyses of the application of the same
in various sectors of Punjab National Bank and it explores area where
employees growth potential exists. It concludes by analyzing the challenges
and attempting to provide a glimpse of the future. 6
7. 7. TRAINING AND DEVELOPMENT: Training & Development is not only an
activity that is desirable but also an activity that an organization must commit
resources to if it is to maintain a viable and knowledgeable work force. In
modem industrial organizations, the need for training of employees is also
widely recognized to keep the employees in touch with the new technological
developments. Every company must have a systematic training programme
for the growth and development of its employees. Training is a complex
process, is concerned with increasing the capabilities of individuals, and
groups so that they may contribute effectively to the attainment of
organizational goals. 'Training' is used to teach special skills, whereas the

term 'Development' denotes overall development of personality of the

employees. Training is a process of learning a sequence of programmed
behavior. It is application of knowledge. It gives people an awareness of the
rules and procedures to guide their behavior. It attempts to improve their
performance on the current job or prepare them for an intended job.
Development is a related process. It covers not only those activities, which
improve job performance, but also those, which bring about growth of the
personality, help individuals in the progress towards maturity and
actualization of their potential capacities so that they become not only good
employees but also better men and women. Training a person for a bigger and
higher job is development. MEANING OF TRAINING & DEVELOPMENT Training &
Development is an organized activity for increasing the knowledge and skills
of people for a definite purpose. It involves systematic procedures for
transferring technical know-how to the employees so as to increase their
knowledge and skills for doing specific jobs with proficiency. Training is the act
of increasing the knowledge & skills of an employee for doing a particular job.
Development means growth of the individual in all respects. Training involves
the development of skills that are usually necessary to perform a specific job.
The purpose of training is to bring about improvement in the performance of
work. 7
8. 8. "The use of the terms training & development in today's employment
setting is far more appropriate than 'training' alone since human resources
can exert their full potential only when the learning process goes far beyond
simple routine. Training is a continuous process and not an one-shot affair,
and since it consumes time and entails much expenditure, it is necessary that
a training programme or policy should be prepared with great thought and
care, for it should serve the purposes of the establishment as well as the
needs of employees. A successful training programme presumes that
sufficient care has been taken to discover areas in which it is needed most
and to create the necessary environment for its conduct. OBJECTIVES OF
TRAINING: To increase the knowledge of employees in doing specific jobs.
To impart new skills among the employees systematically so that they learn
quickly. To bring about change in the attitudes of the employees towards
fellow employees, supervisor and the organization. To improve the overall
performance of the organization. To make the employees handle materials,
machines and equipment efficiently and thus to check wastage of time and
resources. To reduce the number of accidents by providing safety training to
employees. To prepare employees for higher jobs by developing advanced
skills in them. 8
9. 9. IMPORTANCE OF TRAINING & DEVELOPMENT Training & Development plays
an important role in human resource development. It is necessary, useful and
productive for all categories of employees and supervisory staff. Training is
important as it gives various benefits to employers and employees. It is very
important in the present age as developments in science and technology are
introducing radical changes in the industrial field. Training is actively and
intimately connected with all personnel or managerial activities. It is an
integral part of the whole management programme, with all its many
activities functionally inter-related. Training is a practical and vital necessity
because it enables employees to develop and rise within the organization, and
increase their market value, earning power and job security. Training,
moreover, heightens the morale of the employees, for it helps in reducing
dissatisfaction, complaints, grievances and absenteeism, reduces the rate of
turnover. It moulds the employees attitudes and helps them to achieve a
better cooperation with the company and a greater loyalty to it. The
importance of training has been expressed in these words: 9

10. 10. HOW TRAINING BENEFIT TO THE ORGANIZATION Be kept to the minimum
by the trained employees. These will lead to lower cost of production per unit.
The major benefits of training to the organization are: + Quick learning +
Higher productivity + Standardization of procedures + Less supervision +
Economical operations + Higher morale + Preparation of future managers +
Better management HOW TRAINING BENEFIT TO THE EMPLOYEES WHICH IN
TURN ULTIMATELY SHOULD BENEFIT THE ORGANIZATION Training helps the
employees in the following ways: + Confidence + New Skills + Promotion +
Higher Earnings + Adaptability 10
11. 11. 11
12. 12. 12
13. 13. 13
14. 14. TRAINING PROCESS IN ACTION 14
15. 15. TRAINING NEEDS ANALYSIS Choosing the correct training solution for any
organization is not a simple process. Should we focus on e-learning, instructorled courses, distance learning or should e choose a mixture of these offerings?
Does training need to be customized to your company's specific needs? A
training needs analysis can help us to clarify the project's goals and evaluate
possible solutions. This phase allows project leaders, subject matter experts
and training specialists to evaluate the situation and make informed
decisions. Understand the Steps First Here are five basic steps that can help
us analyze your current environment and make an informed and sound needs
assessment decisions. 1. Analyze your Situation: The most important step in
choosing training is learning what you need. Too often, business opts for too
little, too late in employee training. This leaves employees with incomplete or
inappropriate solutions. Therefore, it is best to perform a Training needs
analysis early in the process .An experienced training specialist can help your
company focus on the right questions. For example, a needs assessment for
an employee-training project might ask the following questions: Are we
making any major changes in our business process? How do those changes
impact our employee's job functions? What information will our employees
need to continue being successful in their jobs? How will our employee's
best accept and integrate this information and Training? How do our
employees learn? How can we get this information and Training to our
employees? Are there any corporate needs that are not being met? Does
our staff have the skills they need to do their jobs effectively? 2. Evaluate the
Training in Place: Even if any company doesn't have a formal training
department, it may already have some employee training materials. These
can 15
16. 16. include manuals, new hire orientation materials, CBTs (Computer Based
Training), online references, and so forth. These materials can and should
become an integral part of any new training solution. Review the procedures
that already have in place and be prepared to adapt them to your new
training needs. 3. Identify Gaps: The Company, of courses, is the sources of
information on your current Business practices and change initiative. Identify
what the company can and cannot provide so that to know what the company
need when looking for assistance. 4. Assess our options: Once we know what
we need, we assess our options. We can ask the following questions: Will
they work well with our business culture? Will they be able to fill in all the
gaps that have been identified? Can they provide you with multiple training
options? 5. Choose your solution(s): Choose the consultant or company that
can best meet our needs. Keep in mind, however, that the company or
consultant that we choose may identify issues, gaps, or existing solutions that
we could not see- it's often best to perform a preliminary needs assessment
and then allow an experienced training professional to review our analysis and

offer helpful additions or suggestions. After all, Training is what they do best,
and their suggestions can help your company better prepare for change and
growth. DEFINING FOCUS & OBJECTIVE OF PROGRAMME: Defining the focus
and the objective of the programme is very important of designing
programme. In fact defining focus and objective, target group is also
important. Objective of any training programme is very strongly related to
training needs of the organization & corporate expectations from the training
system. Some of the usual objectives are: 1. Developing of skills (if not
existing earlier) 2. Sharpening of skills (if existent but need is there to provide
cutting edge) 3. Building up a cadre of a trained person. 16
17. 17. 4. Creating awareness 5. Improving proficiency (to improve efficiency and
speed of handling transactions ). 6. Exposing (to new developments,
environment) 7. Upgrading of skills (like training participants from branch
small/SSI loans to handle large borrower accounts). DESIGNING THE TRAINING
PROGRAMME Designing our Training Blueprint If we were building your dream
house, we would want to make sure that the architect provides the builder
with a clear set of blueprints that, which when followed, creates the dream
home of our envision. Our Training needs are very much like dream home. In
the needs analysis phase, we identify our Training needs and goals. During the
design phase, we create a blueprint for future training development. Here is
an overview of some of the steps we take during the instructional design
phase: 1. Determine The Entry Behaviors Of Participants: In an adult learning
situation, it is very important to consider what the learners already know and
how they will approach the material. Instructional designers identify the skills,
knowledge, and attitudes an average participant can be expected to possess
at the beginning of the course. 2. Set Learning Objectives: We determine what
participants should be able to accomplish at the end of the Training. Learning
objectives provide concrete information about tasks, the situation for the task,
and a measure of success. Here are some examples of clear learning
objectives: The supervisor can conduct annual performance reviews, based on
company guidelines The technician can use current procedures for nightly
backup of system records the operator can accurately update customer
profiles when receiving incoming calls. 17
18. 18. 3. Build The Training Outline: Creation a detailed training outline showing
the individual training steps that will take our participants from their entry
behaviors to the completion of ,!he learning objectives. We, make sure that
each training step is relevant and builds upon previous steps. Together, the
steps lead the participants toward the learning objectives. 4. Create
Performance Assessments: At this point, we consider how an instructor or
supervisor can determine whether the participant has met the learning
objective. A learner may be asked to demonstrate a skill, identify the correct
action, or apply the knowledge 5. Select Program Format: During this step, we
evaluate possible methods of training delivery. The Training specialists
evaluate the costs and benefits of each delivery option, and provide a formal
recommendation. A multitude of training methods is used to train employees.
Techniques & Methods are multifaceted in scope and dimension, and each is
suitable for a particular situation. Each organization has to choose those
methods and techniques of training which are relevant for its training needs.
Training methods are categorized into two groups- (i) On-the-job methods and
(ii) Off-the-job methods. On-The job Training: Under this method, the worker is
given training at the work place by his immediate supervisor. In the other
words, the worker learns in the actual work environment. It is based on the
principle of Learning by doing. On the-Job Training is suitable for imparting
skills that can be learnt in a relatively short period. On-the-Job training
methods are relatively cheaper and less time consuming.. On-theJob Training
has the chief advantage of strongly motivating the trainee to learn. Onthe-Job

training is the most effective method of training the employees because it is

in complete accord with the three basic laws of learning. The Law of
Readiness. The Law of Exercise. 18
19. 19. The Law of Effect. Off-The-Job Training: It requires the worker to undergo
training for a specific period away from the work-place. Off-the-job methods
are concerned with both knowledge and skills in doing certain jobs. The
employees are free of tension of work when they are learning. Off-the-Job
Training methods are more relevant for the development of higher-level
employees and executives. In addition to off-the job methods sensitivity
training, seminars, special projects and committee assignments may also be
used for training and development of employees. The focus in off-the-job
methods of development is to improve general behavioral and decisionmaking skills of the executives. Off-the-job training simply means that training
is not a part of everyday job activity. Following are the method of off-the job
training Following are the methods of off-the-job training. Lectures: lecture is a
verbal presentation of information by an instructor to a large audience. The
lecturer is presumed to possess a considerable depth of knowledge of the
subject at hand. A virtue of this method is that it can be used for very large
groups, and hence the cost per trainee is low. This method is mainly used in
colleges and universities. Audio-visual: audiovisuals include television slides,
overheads, videotapes and films. These can be used to provide a wide range
of realistic examples of job conditions in the condensed period of time.
Programmed Instruction (PI): This is a method where training is offered
without the intervention of the trainer. Information is provided to the trainee
in blocks, either in a book form or through a teaching machine. After reading
each block of material, the learner must answer a question about it. Feedback
in the form of correct answers is provided after each response. Computerassisted instruction (CAI): This is an extension of the PI method. The speed,
memory and the data manipulation capabilities of the computer permit
greater utilization of the basic PI concepts. 19
20. 20. Demonstration and Examples: In the demonstration method, the trainer
describes and displays something as when he teaches an employee how to do
something by actually performing the activity himself and by going through a
stepby-step explanation of why and what he is doing. Demonstrations are
very effective in teaching because it is much easier to show a person how to
do a job than to tell him or ask him to gather instruction from the reading
material. Demonstrations are often used in combination with lectures,
pictures, text materials, discussions etc. Demonstrations are particularly
effective in the training for the acquisition of skills. Simulation: simulation is
an attempt to create a realistic decision making environment for the trainees.
Simulations present likely problem situations and decision alternatives to the
trainees. Activities of an organization may be simulated and the trainee may
be asked to make a decision in support of those activities. The results of those
decisions are reported back to the trainee with an explanation of what would
have happened had they actually been made in the work place. The trainee
learns from his/her subsequent simulation exercises are: Case study: It is a
written description of an actual situation in business, which provokes in the
reader, the need to decide what is going on, what the situation really is or
what the problems are, and what can and should be done. Taken from the
actual experiences of the organizations, these cases represent attempts to as
accurately as possible, real problems that managers have faced. Trainees
study the cases to determine problems, analyze causes, develop alternative
solutions, select the best one and implement it. It appears to be an ideal
method to promote decision-making abilities within the constraints of limited
data. Role-playing: It generally focuses on emotional (mainly human relations)
issues rather than actual ones. The essence of role-playing is to create a

realistic situation, as in a case study, and then have the trainees assume the
parts of specific personalities in the situation. Vestibule training: In this, an
attempt is made to duplicate, as nearly as possible, equipment and conditions
found in the real work place. However, training takes place 20
21. 21. away from the work environment. A special area or room is set aside from
the main production area and equipped with furnishings similar to those found
in the actual production area. The trainee is permitted to learn under
simulated conditions, without disrupting ongoing process. The emphasis is on
learning skills required by the job. Among these most commonly used training
techniques are lecturer, films, audiovisual, case studies/ role playing,
simulation. 6. Review the Instructional Design: The format chosen must make
sure that the design meets our needs and we invite our comments and review.
We listen carefully to the suggestions and make revisions based on the input.
Once the format is ready we will proceed to the development phase. Although
companies share similar Training needs, many situations require unique
solutions based on the project's business context DEVELOPMENT OF TRAINING
While developing the programme schedule, following aspects should be kept
in mind: Total number of working days and sessions available for the
training course. The entire area/subject should be spread out/ planned over
the entire period of the programme. Specific topics should be laid out in a
logical, sequential and succession form so as to enhance comprehension and
assimilation. If the training schedule is of long duration or involving various
phases or modules, a tentative programme schedule should be prepared for
the entire period but detailed and specific programme should be prepared for
each week/fortnight/phase or module well in advance. Normally a full
training consists of 5 sessions of minimum 70 minutes each at training
center/college with 3 sessions before launch and 2 sessions after lunch.
Enough caution/flexibility should be built up in the programme schedule to
allow scope for increasing sessions on existing proposed topics, adding new
topics, undertaking more exercises 21
22. 22. What makes effective Training? Perhaps the simplest answer is that the
training materials should help people learn the material. Effective learning
produces a measurable change in a person's knowledge, skills, or attitudes.
During the training development phase, developers create activities that allow
the participants to successfully accomplish the learning objectives. Therefore,
when developing training materials, the priorities should be: Create an
effective learning environment. Make the learning steps clear for
participants Develop activities and exercises that help the participant
master the material Emphasize critical learning objectives. Maximize
learning opportunities for participants. Each learning activity should be
designed to take advantage of the strengths of the learning media. Once the
training program has been designed, it needs to be implemented. Program
implementation involves action on following lines: (a) The Course
Management Plan (b) Training Delivery (c) Training that leads to Business
Results After the implementation of the programme the path of assessment
and evaluation of training program is adopted. (a) Experimental and control
group. (b) Longitudinal and Time Series Analysis. (c) Questionnaire Method 22
23. 23. Objectives of Study 1. To understand the theoretical framework of the
subsystem of HRD i.e. training and development. 2. To explore the growth of
the organization till its present status. 3. To asses the awareness and
involvement of the organization in the respect of training and development
functions. 4. To evaluate Training and Development scenario in the
organization in HRD and suggestion the future. 5. To study the HRD functions
undertaken by organization. 23

24. 24. RESEARCH METHODOLOGY Tools of Data collection Data has been
collected by the following means: A. Primary Sources: It includes a) Structured
questionnaire was administered to the sample respondents. b) Personal
interviews were held with the officer and non-officer staff with special focus on
the prevailing their views and suggestions. B. Secondary Sources: secondary
data collected with the help of books available in the library, few journals and
Internet. Banks Annual Report and various other published materials such as
magazines, manuals and policy statements were also referred. Reference was
also made to Banks web site www.Pnbindia.com SAMPLE DESIGN There are
many research methods to conduct any study. The study is based on a
combination of Desk research and Exploratory research methods exploring
T&D functions adopted by organization and to assess the awareness and
involvement of the employees of the organization in respect of HRD functions
using various means. Type of sampling: The sample has been constructed
using random sampling technique. The Sample size: 95 employees including
officer staff, clerks and subordinate staff. All these employees work in
different divisions relating to banking functions. The Sample Extent: Head
Office, New Delhi. COMPANY PROFILE Punjab national bank - A Saga of
Excellence Established in 1895 at Lahore, undivided India, Punjab National
Bank (PNB) has the distinction of being the first bank to have been started
solely with Indian capital. During its existence of over one-hundred years, PNB
has faced many trials of strength including the trauma of partition of India in
1947 at the time of independence. However, the bank not only withstood such
adversities but established itself firmly on 24
25. 25. the Indian subcontinent. The bank was nationalized in July 1969 along with
13 other banks. Punjab National Bank is serving over 3.5 crore customers
through 4497 offices, largest amongst Nationalized Banks. Amongst Top 1000
World Banks, PNB is ranked at 248th place according to The Banker London.
The Bank was recently ranked 38th amongst top 500 companies by the
leading financial daily, Economic Times. PNBs attempts at providing best
customer service has earned it 9th place among India's Most Trusted top 50
service brands in Economic Times- A.C Nielson Survey. The most important
reason which gives an edge to PNB over other banks is its Sound
Fundamentals. This includes evolving the Strategic Vision: Keeping
customers changing needs in focus Thrust on Technology & Risk
Management techniques Strict compliance with Indian GAAP and other
regulatory requirements Corporate Social Responsibility Corporate
Governance and Good HR practices PNB offers a wide variety of banking
services which include: corporate and personal banking, industrial finance,
agricultural finance, Financing of trade and international banking. o Among
the clients of the bank are multinational companies, Indian conglomerates,
medium and small industrial units, exporters and nonresident Indians. The
large presence and vast resource base have helped the bank to build strong
links with trade and industry. 25
26. 26. o The bank provides finance to agriculture and allied activities and Small
Scale Industries (SSI). The bank has established 16 specialized branches to
finance exclusively SSIs. The bank is ranked 515 among the biggest banks in
the world by Banker's Almanac (Jan 2000) London. o Punjab National Bank has
a strong banking relationship with 217 leading international banks all over the
world enhances its capabilities to handle transactions world-wide. Besides,
bank has Rupee Drawing Arrangements with exchange companies in the Gulf.
Bank is a member of the SWIFT and 75 branches of the bank are connected
through its computer-based terminal at Mumbai. The bank also maintains
accounts in 13 currencies. With its dealing rooms and well-trained dealers, the
bank offers Forex dealing in India. o Keeping with its tradition of excellence in
customer service PNB has adopted a quality movement Alliance with Quality'.

Under this as many as 364 offices of the bank have been awarded the
coveted ISO 9002 certification. The bank further planning to cover more
offices under this quality movement. o Internet Banking services are available
through all Branches of the Bank networked under CBS. Providing 24 hours,
365 days banking right from the PC of the user, Internet Banking offers world
class banking facilities like anytime, anywhere access to account, complete
details of transactions, and statement of account, online information of
deposits, loans overdraft account etc. PNB has recently introduced Online
Payment Facility for railway reservation through IRCTC Payment Gateway
Project and Online Utility Bill Payment Services which allows Internet Banking
account holders to pay their telephone, mobile, electricity, insurance and
other bills anytime from anywhere from their desktop. o Another step taken
by PNB in meeting the changing aspirations of its clientele is the launch of its
Debit card, which is also an A TM card. It enables the card holder to buy goods
and services at over 99270 merchant establishments 26
27. 27. across the country. Besides, the card can be used to withdraw cash at
more than 11000 A TMs, where the 'Maestro' logo is displayed, apart from the
PNBs over 555 A TMs and tie up arrangements with other Banks. Towards
realizing its vision of evolving into word-class institution providing
comprehensive financial and related services the bank has achieved
diversification in its business. The bank entered the bullion business in Sept.
2000 and, introduced Gold coins in the year 2006. Subsidiaries PNB Gilts Ltd.
A subsidiary of Punjab National Bank which was amongst the first ones to get
the license for undertaking activities in the Government Security market, as a
primary dealer in 1996. The company received ISO 9002 certification from
British Standard Institution, making it as the first primary dealer in India to
achieve this certification for its quality systems and procedures. This
certificate has been granted to the company as a whole including its
corporate and branch offices. PNB Housing Finance Ltd. This is a wholly owned
subsidiary of Punjab National Bank, is engaged in providing housing loans for
purchase, construction and up gradation of a dwelling unit. The company
offers Loans for construction or for purchase of house/flat from development
authorities and also from private builders/ group housing societies as well as
for renovation / repairs. Company also provides finance for construction of
residential projects. Loans to NRIs are also provided for purchase construction
of house/ flat along with a resident/ non-resident co-borrower. 27
28. 28. QUALITY POLICY To effectively meet customers requirement and
endeavor to achieve total customer satisfaction. To gain consistent faith and
confidence of customers and potential customers regarding the quality of
services rendered. Organizational Structure Bank has its corporate Head office
at New Delhi and 26 zonal offices which in turn supervise 49 regional offices
under which the branches function. Thedelegation of powers is decentralized
up to the branch level to facilitate quick decision making. Head Office Zonal
Offices (26) Regional Offices (49) Branches (4093) 28
29. 29. 29
30. 30. 30
31. 31. HUMAN RESOURCE DEVELOPMENT -POLICY PERSPECTIVES Human
resource development is a key to organizational robustness. The combative
and competitive capability of an organization, especially a service
organization like a bank hinges very largely on the collective competence and
skills of its people. Rapid advances in technology and knowledge together
with breath taking changes in the market place coupled with the raising client
expectations, make for rapid obsolescence of old ways of doing things. This
necessitates new responses, modem skills and attitudinal change. Empirical
evidences suggest that the level and scale of aspirations and expectations of
the employees have undergone a metamorphosis. The bank to ensure a

serious focus on HRD with a view to evolving a positive work culture, which in
turn, will enhance its performance effectiveness. The bank recognizes that the
emerging challenges in the banking industry require optimal utilization of
manpower and overall development of human capabilities. Towards the end,
the bank has evolved a Human Resource Management (HRM) policy which
interlia covers manpower budgeting, recruitment, training, promotions and
welfare measures for employees. The work towards development of HRM
software is a step further in this direction. The bank has implemented People
Softs Human Resource Management Solutions (HRMS) by Tata Consultancy
Services (TCS). HRMS is a centralized on-line system for updation of vital
information relating to HR matter. This would facilitate the bank in managing
its large workforce and planning strategies in sync with organizational goals.
Besides, the chairman has kept the channels of communication with the.
employees open by addressing regular letters about the progress and 31
32. 32. performance of the bank. Emphasis has been laid on providing training to
help employees to face the competitive environment. The perspective
approach to human resource development for Punjab national bank is :
Belief that the human resource is the most important assets of our bank and
managing it effectively spells success. This requires integration of HRD
policies and procedures with overall corporate objectives and plans. The
culture and the values system prevailing in the organization would be able to
absorb assimilate, adopt fresh ideas and currents to effectively cope with and
respond to changing scenario. Any people management effort should facilitate
every individual to contribute as a team member and realize his/her potential
to the fullest extent. This in combination with systems should result in
attainment of organizational goals and objectives .this alone in the ultimate
analysis, would ensure the advancement of personnel located at different tiers
in the organization. AT THE ENTERPRISES LEVEL, EMPLOYEE TRAINING AND
DEVELOPMENT ARE THE MAIN AREAS OF HUMAN RESOURCE DEVELOPMENT
32
33. 33. 111 YEARS OF BANKING EXCELLENCE The Vision To evolve and position
the bank as world class progressive cost effective and customer friendly
institution providing comprehensive of technology and serving various
segments of society especially the weaker sections ,committed to excellence
in serving the public and excelling in corporate values. The Mission "To
provide excellent professional services and improve its positions as a leader in
the field of financial and related services build & maintain a team of
motivated & committed workforce with high work ethos.& act as an effective
catalyst for socioeco development". 33
34. 34. 34
35. 35. Training and development at PNB The training system within the bank has
been oriented so as to be responsive of the thrust areas system being thrown
up in the banking environment and create a pool of trained/skilled personnel
at various levels of hierarchy so as to efficiently man the branches and
provide customer satisfying services. However, training at PNB is not
mandatory for all employees but it has been certainly felt that every
employee should be trained at least once in 3 years. The training programs
implemented by the bank concentrate not only on providing conceptual
framework but also developing problem-solving skills with the aid of various
pedagogical tools so as to enable trainees to face the practical problems in
the field emerging from time to time. A conscious effort has been made not
only to enrich the knowledge of the participants on the present assignments
but also to expose them to the development-taking place in the banking
environment so as to groom them in the future. The training infrastructure has
been oriented towards providing intensive training in tropical areas like Credit,
Foreign Exchange, Merchant banking & computers as well as short training in

the job specific and activity specific areas. The training forum serve as vital
platform for the senior executives to disseminate and explain the banks for
credit policies, objectives and share the views on our bank performance vis-avis, the system. The senior authorities take the opportunities to obtain the
feedback from participants, which are essential and integral to the process of
management of any buoyant and vibrant system. This two-way interaction
helps the field staff to better appreciate the environmental challenges at the
corporate level and also helps the corporate management to obtain 35
36. 36. effective feedback, which facilitate formulation of strategies and policies
for achievement of corporate objectives. ASSESSMENT OF THE TRAINING
NEEDS OF PUNJAB NATIONAL BANK In order to assess the training needs of
the staff working in the bank, there is a system of maintenance of inventory
cards at regional as well as zonal office level. While submitting their
performance form, the officer staff indicates the Ares in which they need
training as to improve their skills and perform the job better. The appraising
authority and the reviewing authority are required to take a note of this
feedback from the staff and the inventory cards are being maintained at
regional/zonal offices are 'required to be upgraded and keep up to date,
keeping in view the training need mentioned by the staff. For identifying the
training needs, the branch manager should submit the information on annual
basis to the regional office on or before 31 st December every year, the same
should be consolidated at regional office for the whole region and submitted
to the zonal office on or before 10 th of January every year. The inventory
cards keep a record of the training provided to an employee from time to time
and whenever decisions are taken for the nominations of the participants,
these cards are kept in view so as to provide the appropriate training to the
employees keeping in view his self opinion, present assignments been
handled and career path. 36
37. 37. Zonal training coordinator should frequently interact with the
principal/training manager of the training center/college looking after the
training requirements. Regional managers and other senior officials visit the
branches quarterly to make a point to interact with the staff members and
assessment of the training requirement is one of the areas, which are
discussed to bring all around improvement in the working of the branch.
Sometimes, the Bank conducts open sessions where the employees
themselves state their training needs on an informal basis and it is the
controlling officer who thereby decides whether the need is reasonable or not.
The Performance Appraisal Report is also occasionally used as a source to
identify training needs of employees. No of No. of Training No. of No. of Total
Level of Courses Faculties officers no. Of Training trained Channels No. of
Officers centers in 99798 PSU 135 220 7463 613 96699 160595 Banks SBI
scale IV 17 42 1014 144 20623 80510 &associates Private Up to Up to scale IV
23 34 567 Sector 66 7656 14772 Up to scale IV banks Total 175 296 9044 823
124978 255877 Source: Report of the committee to review the activities and
future direction ofBTC- vision 2005, RBI may 1999. 37
38. 38. OBJECTIVES OF THE TRAINING PROGRAMME: PNB does not view the
training in isolation but integrates the training function within the overall
functions of selection, career path, performance appraisal and overall
development of the human resources. The objective of the training program
apart from up gradation of the knowledge and the skills of the employees is
also to improve the aggregate corporate performance and for this
achievement, the training has been related to performance of various jobs in
functional and managerial areas. Generally, training is imparted for the
purpose of boosting operational abilities as well as for social behavior and
attitudinal change. For managers of Scale III and above, emphasis is given on
the programmes like management, leadership, and motivation along with

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

other hand, more thrust is given to boost operational abilities for employees
at the clerical and officer's level 38
39. 39. TRAINING FACILITIES AVILABLE FOR OFFICERS PREPARATION OF THE
TRAINING PLAN While preparing the training plan, the budget of the
center/college, overall as well as sub- category wise, is kept in view by the
bank and training programs for different cadres of employees is prepared in
such a manner that no particular cadre is given more importance at the cost
of others and an attempt is made to cover the training needs of all cadres of
employees 39 and maximize the number of
40. 40. programmers/participants so as to reach a large number of employees
and giving training to them. Basic Scheme of a planned Training Process: A
panel of faculty at Zonal Training Centre (ZTC) decides upon who is to train
the employees at the various training programs. The guest faculties include
faculty members of universities and Business Schools like Calcutta University,
JNU, Delhi 40
41. 41. University, IIMs, Institute of Management Technology (Ghaziabad), NIIT,
Aptech, etc. also ,officials with a, flair for teaching are invited from RBI, CBI,
BIS, Nileto and other banks like HDFC, HSBC, ICICI, IDBI, etc. "'" The most
commonly used methods at the ZTC for imparting training are Lectures
Case discussions Role plays Audio and video cassette Computer
Assistance Group Discussions Demonstration Presentations and Slide
Shows Quizzes Handouts and Reading Material Dialogues Workshops
and Seminars On-the-job training (for programmes with longer durations)
APPROVAL OF THE TRAINING PLAN FOR ZTCs/RSC After the training plan, the
same is send to the next competent authority for consideration and approval.
While forwarding the new programs envisaged, the objectives thereof etc.,
should be highlighted to bring specific notice of the competent authority. The
training coordinator should ensure that he receives the Training plan well in
advance from the training center/college so that the same could be approved
and communicated to concerned authorities well in time. After careful
examination of the training plan, the objectives of the programme, the
eligibility criteria, he should assess whether training plan is overall balanced
in its approach towards cadre wise training requirements, towards subcategorization of the type of programmes and towards the suggestions/
requirements of the concerned authorities/ field. 41
42. 42. After that the training coordinator should place the plan before the
competent authority for examination/assessment of the same and approved
thereof. As and when the training plan is approved by the concerned
authority, a copy of the same should be immediately sent by the training
coordinator to all concerned levels of authorities and by the training
center/college also. On receipt of approved training plan, principal managers
should allot the programs to various members for coordination. Understanding
the Need for Training in the Industry: Benefit to the Organization Group
Individual Implantation: Meeting current Working together as Being a
competent Bringing the organizational goals a team to meet working at the
level principles and and objectivities existing targets and of existing standards
requirements Business as a whole practices in operation Improyement:
Setting higher Continuous Effectively using Incorporating better targets and
improvement and improved skills and styles of operation objectives and skill
enhancement techniques in to sustain market making the best through team
regular business styles of operation objectives and skill enhancement
techniques in to sustain market making the best through team regular
business Innovation: Innovation Working across Being able to work boundaries
to create differently and more Introducing new Introducing new new
relationships, creatively with a methods and methods and new products and

shared sense of practices at work to practices at work to improved services.

purpose and a clear Improve Improve productivity and productivity and
profitability as a profitability as a whole whole objective. 42
43. 43. IDENTIFICATION OF THE TARGET GROUP Age: The minimum and/or
maximum of participant Education/professional qualifications. If for a
training programme, some formal qualifications like CAIIB, MBA or CA is
required, it should be clearly mentioned. Work experience Proposed
seat/duty sheet/assignment: In especia1ly short duration/highly focused
programmes where the thrust is on developing operational skills, proposed
utilization of participant after training is an important factor to consider him
for training like in DICGC workshop, persons handling DICGC claims or likely to
be used. Type of office/scope of business: If a programme is focusing on
particular type of activity/business, the participants should be from such
offices where either there is existing business or the potential exists like in
programme on turn around strategies. Program for technical/specialized
officers: In such type of programme, like for SSIOs, agriculture officers, Law
officers, 43
44. 44. INSTRUCTIONAL DESIGN OF TRAINING PROGRAMME IN PNB The
programme coordinator while designing the programme schedule should
notice following points: The objective of the programme should be clearly
spelt out. Not only it should be mentioned in the programme schedule but it
must be made clear to participants also. The level of the participants, their
existing knowledge, skills and experience should be kept in mind before
finalizing the programme schedule to know from what level of knowledge the
trainer should concentrate and carry the participants with him trill every
aspect of the subject is cleared. Training can be very interesting, enriching
experience if the faculty provides variety, mixing practical with theory
sessions, quoting from personnel experiences and allowing time for discussion
and absorption. Adequate time should be available for doing justice to all
the subjects. Flexibility in the design of the programme would ensure that
participants do not have to learn those aspects which they already know and
whenever such situation is faced by the faculty, either the level of discussion
may be increased or subject may be changed. An lnbuilt feedback system to
facilitate revision, if any, desired by the participants during the course of the
programmed may be planned and some cushion periods should be provided.
The programme coordinator should prepare brief synopsis of each topic to
be covered during the programme in case the standardized synopsis are not
available and he may revise or improve the standardize synopsis also in the
light of latest developments and requirements.. IMPLEMENTATION After the
training manager at the Zonal Training Center (ZTC) draws the draft of the
training plan as per the exigency. The draft is then sent to the Zonal Manger
who in turn sends it to the Head Office for approval. The draft is approved at
the Training Manger's Conference held at the Head Office and is finally sent to
the Zonal Office for implementation. Sometimes, the concerned departments
are also consulted before 44
45. 45. making the plan. However, the training plan is subject to changes
according to the need of the hour. EVALUATION 1. Pre-Course Evaluation: It is
an evaluation conducted at the entry point of the training program. The
question paper can be descriptive or objective type to test the skills of the
participants at the entry level. The question should be framed keeping in view
their existing level of knowledge and skills. The question paper should be
broad based so as to provide adequate opportunity to all the participants to
answer them fully and competently because at the entry level, some
participants may be more conversant with some specific subjects while other
may be aware of other subjects. 2. Mid -Course Evaluation: Test preferably on

the Saturday of the first week in the programme of two weeks duration or in
the middle of the other long duration programmer. 3. Concurrent Evaluation:
The participants are asked to evaluate the training programme themselves. It
may be also difficult for him to assess how much he has been motivated and
how he has been benefited from the programme. However, expression of
attitude, subjective opinion and even constructive criticism from the
participants can help the trainer in making an evaluation. Though the
participants may not be objective in his evaluation, yet every participant keep
on evaluating the programme continuously. It will be therefore prudent for the
programme coordinator to elicit the view of the participants individually as
well as collectively to assess the efficacy of the training programme. This on
going evaluation may be done daily, on alternate days or on weekly basis. 4.
Final Evaluation: It reveals the performance of the participants at the exit level
in term of acquisition of knowledge and development of skills and also
indicates the interest shown by the participants in acquiring new information
during the training programme. If the evaluation is being obtained through a
test the performance of the participants should be informed it them and the
question paper should also be discussed to provide 45
46. 46. one last opportunity before the conclusion of the training programme to
the participants to clear their doubts. 5. Evaluation Through Weekly Reports:
The report should be carefully examined by the coordinator and advice, if any,
should be immediately sent to the participants giving them specific or general
direction for making additional studies and under taking additional activities
not only to increase his knowledge but also to provide him balanced exposure
and enhance vision. 6. Assignment: Allocation of the topics to the participants
should be decided on the first day of the reporting itself and 2 to 3 days
minimum time should be given before starting presentation. At the beginning
of the respective sessions, the concerned participants should be asked to
make his presentation before the class. Method of sequence of organizing
views, comments and thoughts. Coverage of the topic. Depth of the topic.
Conciseness, clarity and prissiness of approach. Reference material
consulted. Preparation of chart/graphs/statistical table. Innovative and
logical deduction. Such an evaluation will reflect the amount of hard work
done by the participants in preparing the particular topic. This will also benefit
the participants in accelerating the protect of self-learning and motivate him
to read the study material, the reference material and make good use of
library facility available. 6. Case Presentation: While sending the trainees for
OJT in branches, they should be advised to thoroughly examine a particular
type of account/business activity/industry and prepare a case study with their
own choice, highlighting the features of their study. While preparing for the
case study, they should examine the chosen account/activity closely and in
depth and in this regard, they shall also refer to study/reference
material/trade and industry manuals available at the branches or with a client
or in the administrative office. 46
47. 47. PREPARATION OF THE EVALUATION SHEET At the time of sending the
trainees to the On- the -job training (OJT), it should be made clear to them as
to what are the objective of sending them on to OJT and what is expected of
them during the course of OJT. While sending the trainees for the OJT, as
already mentioned in foregoing, they should be advised to submit the weekly
report whose attendance should be marked by the coordinator of the training
programme on the attendance sheet. In addition, coordinator should also
prepare an evaluation sheet in which the marks scored by each and every
participant at every successive stage of training should be entered. The marks
may relate to the following: Entry Level Test Mid Course Test Final Test
Average of Marks Scored in Submission of Weekly Reports Assignments
Case Study Presentation Interview SCHEME/ACTION CHART FOR

EVALUATION IN TRAINING PROGRAMMES a) One week Programmes. In oneweek programme on bank routine, priority sector, house keeping, credits
scheme and awareness of foreign scheme. b) Two week Programmes:
Operational areas of foreign exchange etc., or other similar areas, mid week
test should be conducted on the last working day of the first week. The test
may be descriptive, objective or partly both. 47
48. 48. There after the final test should be conducted on Friday or on the second
last day of the second week. The marks scored by the participants in the final
test should be compared with the mid-course test and the coordinator in the
class should commend performance of those who have improved. c) Advance
Programmes: In advance Programmes on Credit Management and Foreign
Exchange etc. being conducted for various levels, the schemes of training
shall be preferably objective type, and conducted immediately after the
welcome and inauguration session on the first day of the training programme.
The test should have minimum of 100 questions (in objective type) and also
be of duration of one hour. The mid course test should be conducted in middle
of the training programme, preferably on Saturday. The mid course test can
be descriptive or objective or partly both. The test should be a minimum of
one-hour duration and should thoroughly test the knowledge of participants
on various subjects/topics covered so far in the programme. Result of the test
should be announced on the next working day. d) Intensive Programmes: It is
done so as to assess their performance immediately at the commencement of
the programme, an entry-level test is be conducted which may be descriptive
or objective or both. Near the conclusion of the first module of the training,
mid course test should be conducted which may be descriptive or objective or
both. 48
49. 49. ANALYSIS OF TARINING AND DEVELOPMENT PROGRAMME (1) Have You
attended any training programmes organised by the training center recently?
Yes No 63% 37% (2) Please indicate your view on the qualitiy of training
course by ticking the appropriate box? PERCENTAGE Fair Good V.Good Meeting
Learning Objectives Relevant to Job Trainer(s) help to learn Handouts dear and
useful 25 28 31 40 46 35 20 49 35 26 34 25 55
50. 50. Note: Poor-None (3) The channels of communication used in the
programmes are :Verbal Written Both 21% 11% 68% (4) What factors hinder
your learning during the training programme? Time constraint Communication
gap No Hinderence 47% 21% 32% 50
51. 51. (5) You were able to pass on knowledge and skills provided from the
training programmes to your subordinates. Mostly sometimes Never 47% 37%
16% (6) How would you rate the training ? Excellent good Average poor 25%
38% 21% 16% (7) Time period of training ? Very Long Long Ok Short Very
Short 5% 8% 26% 33% 28% 51
52. 52. (8) is there a system of feedback? Yes No 73% 27% (9) If yes, how is it
provided after training? Through recognition Certificate of excellence
Communication by faculty Others 8% 12% 54% 26% (10) Do employees
actively participate in determining the training needs and know the skills they
must acquire? 52
53. 53. Always Frequently Occasionally Rarely Never 36% 32% 16% 11% 5% (11)
Suggestions are welcomed by the seniors/ facilitators. Often Rarely Never 57%
32% 11% (12) Would you like to undergo any such training in the near future?
Yes No 87% 13% 53
54. 54. CONCLUSION After going through the subsystem of HRD namely- Training
and Development in Punjab National Bank, I came to know that this
subsystem is highly visible in the organization. All Human resource
development systems must have a strong foundation within the Organization
as an organization is made up of people & function through people, the
resource- men, money, material & machinery are collected coordinated &

utilized through people, it is through the combined efforts of people that

material monetary resources are effectively utilized for the attainment of
organizational objectives. As time, passes people become experienced &
skilled which is not so with the other resources that generally depreciate as
the time passes by. This resource is active, animate & living. It is the man only
who with his ability to feel, think, conceive & grow can show his satisfaction or
dissatisfaction, resentment 54
55. 55. or acceptance for all types of related activities. It is the person at work
who is valued, not the machine, infrastructure or capital. PNB, realizing the
importance of the above fact, has given great emphasis on its Training &
development Activities). As far the PNBs training and development activities
are concerned, the bank has established a Central Staff College at the
corporate level and as many as 3 Regional Staff Colleges, 8 Zonal Training
Centers and one full fledged IT Center at Faridabad. To better equip the
employees to meet the emerging challenges, last year, the bank imparted
training to more than 27500 employees overall, through it's various training
centers. Intensive training programs were also conducted in the areas of
credit, forex, marketing, information technology, etc. to train officers for
specialized jobs. The IT center, Faridabad provided training to employees
keeping in view the technological developments taking place in the banking
industry. Besides in-house training, the bank deputed 565 employees to other
prestigious institutions like National Institute of Bank Management, Pune,
Administrative Staff College of India, Hyderabad and Bankers Training College,
Mumbai). The training policy aims at providing to all employees once in 2
years. In recognition of its efforts in this area, the bank was awarded the
Golden Peacock National Training Award 2005, instituted by Institute of
Directors, New Delhi, for second year in succession. To conclude the results of
the study have been quite a satisfactory one. The employees seem to be quite
satisfied with the training process at PNB and are keen to attend more training
in the future. However, there have been found certain loopholes in areas like
the Training Needs Identification and the Feedback System adopted in Bank.
Also, the post evaluation of the training is almost missing in the Bank.
Recommendations have been provided in the study, which if implemented,
could help the Bank to quite an extent in improving the system. 55
56. 56. The project has been a wonderful experience, especially with the help of
all those people, without the assistance of whom, the project would not have
taken the shape it has. ) LIMITATIONS OF THE STUDY It is being said that' there
is no end to perfection' but still everyone tries to be perfect. And one another
hard fact that cannot be declined is that' to err is human'. In spite of all the
efforts that I have put in, to make my report as good as possible, few
limitations still persist which are as follows: 1. Since the topic has been very
vast, it was not possible to study all the practices in detail. 2. The study of all
the functions in limited period was not feasible. Yet an effort has been made
to throw light on all the functions. 3. General view on HRD functions has been
based on one organization though 54 nationalized banks are operating in the
country. 4. Due to reasons of confidentiality, some crucial information on
certain functions has not been explored. 5. The hectic schedule of the
employees had been quite a constraint, yet employees had given attention to
the intensity of the subject and responded freely about the functions. 6. The
element of bias and prejudice in expressing the views cannot be ruled out. 56
57. 57. SUGGESTIONS AND RECOMMENDATIONS TRAINING AND DEVELOPMENT
Training Need Assessment- The organizational, operational and individual
training needs must be identified scientifically and a linkage among the three
must be established so as to have an effective Training and Development
process. A detailed discussion with each head of department should be
done for identification of training needs, as they are more aware of their

subordinate's strengths and weaknesses.. Open sessions should be held

more often to enable the employee s to express their training needs more
frequently. A complete Job Analysis should be done so as to identify various
competencies required at various levels. This would make the training need
identification more accurate. Current and optimum levels of performance of
all employees (including clerks and sub-staff) should be analyzed individually
and recorded in Performance Appraisal Report. This would make the PA report
a more valuable source in identifying training needs. Designing The Training
Plan- A more comprehensive and systematic approach can be applied to
exisisting procedure through continuous training and retraining done at all
levels as an ongoing process. Learning should be one of the fundamental
values of the Bank and this philosophy can be percolated down to all
employees through the training programs. There must be more of quality
topics rather than quantity topics. 57
58. 58. In-house trainers should be rewarded appropriately so that they get
motivated to train better. The training methods and techniques must be
constantly upgraded with more of audio-visual support, case discussions, role
plays, management games, inbasket exercises, simulations, conferences, etc.
The training programs should emphasize upon the Behavioral training so as
to bring about an overall attitudinal change in bank's employees this will help
them to deal with the bank customers more efficiently. Certain explicit
incentives should be given to the employees undertaking training in the form
of rewards (both monetary and non-monetary), grades, certificates,
promotions or transfers, etc. so as to motivate the towards training and
development. The records of training volumes should be maintained more
systematically. The Training Inventory System can be improved upon with a
little systematic approach and rigidity upon employees. The Feedback
System can also be improved with more informal interactions between the
trainers and trainees. The trainees should be explained the importance of the
feedback forms and the benefit it would give the trainees. This would make
them more careful while filling up these forms. There should be feedback
from the trainers also. This would act as a motivating force for the employee s
if they are ranked or graded high and given rewards for better performance.
Also in case of lower grading timely feedback from trainer would help the
employee to adjust his efforts, or correct his mistakes and thus helping both
the employee and the organization getting the full benefit of the training
provided. Post Evaluation Of Training- The current scenario to evaluate the
performance of employees at PNB is based on two dimensions- Level of
Learning and Results Achieved. This does not provide the real picture of the
efficiency of the training program; two more dimensions are needed to be
evaluated to complete the evaluation process effectively these two
dimensions are: Reaction of Learner Behavior on the job. 58
59. 59. Also, the learning objectives should be measured along with a detailed
Cost Benefit Analysis of the training programs. Feedback system should not
only prevail during and at the end of the program, but it should also be
implemented after sometime of the training so as to check upon the efficiency
and effectiveness of the training procedure based on the degree of its
utilization BIBLIOGRAPHY BOOKS -AUTHORS Human Resource Management
-T.N Chhabra Training needs Analysis and Evaluation - Frances & Roland Bee
Training for organization transformation 59
60. 60. - P.N. Singh Training & Development - A.K. Saha WEBSITES
www.quickmba.com www.pnbindia.com APPENDIX QUESTIONNAIRE TRAINING
AND DEVELOPMENT Dear Sir/Madam I am a student of Post Graduate Program
in Management from BLS Institute of Management, Ghaziabad, carrying out
my summer training at your bank, which is part of my course curriculum.

Please fill in the questions given below, as this will assist in my project study. I
assure you that the respondents will be kept confidential. Name Designation
Department 60
61. 61. 1. Have you attended any training programs organized by the Training
Center recently? Yes No 2. Please indicate your views on the quality of training
course by ticking the appropriate box: Poor quality Fair quality Good quality
Very good quality Meeting the learning objectives Relevance to your job The
trainer (s) helping you to learn The handouts clear and useful 3. The channels
of communication used in the programs are: Verbal Written Both the above 4.
What factors hinder your learning during the training programme? Time
constraints Any other [please specify]___________________ Communication gap
5. You were able to pass on the knowledge and skills provided from the
training programs to you subordinates. Mostly Sometimes Never 6. How would
you rate the training? Excellent Good Average Poor 7. Time period of Training.
61
62. 62. Very long Long O.K. Short Very Short 8. Is there system of feedback? Yes
No 9. If yes, how is it provided after training? Through recognition Through
certificate of excellence Through communication of faculity Any other [Please
Specify] ___________________ 10. Do employees actively participate in
determining the training needs/issues and know the skills must acquire? i.
Always ii. Frequently iii. Occasionally iv. Rarely v. Never 11. Suggestions are
welcomed by the seniors/facilitators. Often Rarely Never 12. Would u like to
undergo any such training in the near future? Yes No 62