UNIVERSITY OF MUMBAI

TILAK COLLEGE OF SCIENCE & COMMERCE

DEPARTMENT OF COMMERCE

NAVI MUMBAI - 400703

A PROJECT REPORT ON

TRAINING AND DEVELOPMENT OF

EMPLOYEES IN SBI

SUBMITTED BY
Akshay Kadam

PROJECT GUIDE:-
Prof. Aabha Maheshwari
IN PARTIAL FULFILLMENT FOR THE COURCE OF

BACHELOR OF COMMERCE (BANKING& INSURANCE)

SEMISTER V

ACADEMIC YEAR 2016-2017

1
 DECLARATION

I Akshay Kadam Student of TILAK COLLEGE OF SCIENCE & COMMERCE

VASHI Studying in T.Y.B.COM (BANKING AND INSURANCE) (SEMESTER V) hereby
declare that I have completed project report on TRAINING
AND DEVELOPMENT OF EMPLOYEES IN SBI BANK and has not been submitted
toany other university or institute for the award of any degree, diploma etc . The
information is submitted to me is true and original to the best of my knowledge.

Date:

Place: Vashi, NAVI MUMBAI

(signature of student)

2
 ACKNOWLEDGEMENT

I would like to extend my sincere Gratitude to all those people who helped me in the
successful completion of my project entitled TRAINING AND DEVELOPMENT
OFEMPLOYEES IN SBI BANK". First and foremost I wish to take this opportunity

ofexpress my deep sense of gratitude to Prof. Aabha Maheshwari for her valuable
guidance in this endeavor. She has been a constant source of inspiration and I sincerely
thank her for her suggestions and help to preparation this project.

I am grateful to our coordinator Prof. Aabha Maheshwari and H.O.D

Prof.Chaitali Mam for giving me valuable information regarding project.

Special thanks to my parents who have always stood by me I also wish to thank
my friends for their constant support and assignment to make this project worth
presentation before you.

3
 TILAK COLLEGE OFSCIENCE&COMMERCE
VASHI, NAVI MUMBAI - 400703

CERTIFICATE

This is to certify that Akshay Kadam student of B.COM (Banking & Insurance)
SEMISTER V has completed his project on TRAINING AND DEVELOPMENT
OFEMPLOYEES IN SBI BANK" And has submitted a satisfactory report under the

guidance of Prof. Aabha Maheshwari in the partial fulfillment of B.COM (Banking &
Insurance) course of university of Mumbai in the academic year 2015-2016.

--------------------------- ----------------------------- --------------------------

Project Guide Coordinator Principal

..

University Examiner

4
 INDEX

CHAPTER SUB TOPIC NAME PAGE NO.

NO. TOPICS
INTRODUCTION TO THE STUDY
Chapter I 1.1 Introduction 7
1.2 Objective of the study
1.3 Importance of the study
1.4

PROFILE OF THE ORGANIZATION

Chapter II 2.1 Introduction 18
2.2 History
2.3 Vision and mission
2.4 Organizational chart
TRAINING AND DEVELOPMENT OF
Chapter III EMPLOYEES IN SBI BANK 26
3.1 Introduction
3.2 Training and development programs in SBI bank
3.3 Internal training programs
3.4 External training programs
3.5 Strategic training unit
3.6 The training process
DATA ANALYSIS AND INTERPRETATION
Chapter IV 4.1 Question wise responses & respective charts 52

5
 ANNEXURES AND QUESTIONNAIRES
Chapter V 5.1 Bibliography 69
5.2 Questionnaire

6
 CHAPTER I

INTRODUCTION TO THE

STUDY

7
 CHAPTER I

INTRODUCTION TO THE STUDY

1.1 INTRODUCTION

Training and development play an important role in the effectiveness of organizations

and to the experiences of people in work. Training has implications for productivity,
health and safety at work and personal development. All organizations employing
people need to train and develop their staff. Most organizations are consisting of this
requirement and invest effort and other resources in training and development. Such
investment can take the form of employing specialist training and development staff and
paying salaries to staff undergoing training and development. Investment in training and
development entails obtaining and maintaining space and equipment. It also means that
operational personnel, employed in the organization s main business functions, such as
production, maintenance, sales, marketing and management support, must also direct
their attention and effort from time to time towards supporting training development and
delivery. This means they are required to give less attention to activities that are
obviously more productive in terms of the organization s main business. However,
investment in training and development is generally regarded as good management
practice to maintain appropriate expertise now and in the future.

Contributing to training has long been one of the main concerns of occupational
psychology this is not surprising given that training involves learning and that learning
is a central issue in psychology. Training is one of the core skills of occupational
psychology. People with qualifications in and experience of occupational psychology
have been employed in different capacities in training and development roles in
government organizations, private companies and consultancy groups.

The discipline offers many benefits and perspectives to help resolve training issues and
problems and has also been at the root of many methods and techniques that have now
become part of the routine practices within human resource management. Training

8
specialists must be alert to the wider issues regarding the problems presented to them
and need the skills and confidence to deal with them. They must understand how
training fits into the wider organizational context.

In Banks, there is a need for the continuous training and development of the staff in the
areas of customer care services on operational aspects and behavioral aspects of the
business. How are the needs identified? The training needs are assessed through task
analysis and performance analysis, which can be conducted through surveys, or from
the information furnished by the heads of the departments, customer complaints, even
from the reports on 360 degree feedback systems. In case of a large banks, there are
two ways of conducting training programs through an established department having
a full time HRD functionary who oversees all the training and development functions of
the Banks or through an external trainers coordinated by the TRAINING AND
DEVELOPMENT department These days Banks learning atmosphere and employees
given overall rating for training and development programs.

Largely, personnel department has been associated with procuring and hiring the
human resources. But, after the newly appointed employees join the organization, it is
necessary to impart training to them in order to make them competent for the jobs that
they are supposed to handle. In modern industrial environment, the need for training of
employees is widely recognized to keep the employees in touch with the new
technological developments. Every company must have a systematic training program
me for the growth and development of its employees. It may be noted that term
training is used in regard to teaching of specific skills, whereas the term
development denotes overall development of personality of the employees. This
chapter studies the various methods of training and development, which are used by
various organizations, particularly those engaged in the business and industrial
activities .

9
10
 OBJECITVE OF STUDY

To study the Training practices

prevailing in SBI bank.

To know the satisfaction level of

the employees regarding the
training and development
programs.

To associate employees
personal factors like gender,
designation and the employees
attitude on Training.

To study the effect of Training

and Development on
organizational performance.

To study the differences in the

effectiveness of training
program between commercial
and private bank.

11
 IMPORTANCE OF STUDY

New candidates who join an

organization are given training.
This training familiarizes them
with the organizational mission,
vision, rules & regulations and
the working conditions.

The existing employees are

trained to refresh and enhance
their knowledge.

If any updating and

amendments take place in
technology, training is given to
cope up with those changes.

When promotion and career

growth becomes important.
Training is given so that
employees are prepared to
share the responsibilities of the
higher level job.

Socio-technical systems are

influencing the training
processes in organizations.

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 SCOPE OF STUDY

For sharper and properly directed

study, it is essential to limit the
scope and control on certain
variables. The scope of present
study confined to critically examine
the issues of training and
development as prevailing in state
bank of India in Navi Mumbai. The
research shall assess the
contribution of various training and
development policies in the
development of human resources
and growth of the organization. The
scope and coverage of study shall
be limited to the executive of the
bank. The study will cover not only
the article frame of reference but
practical aspects also. Philosophy
and evolution of training and
development process. It shall cover
various mechanisms in a training
and development System with their
inter-relations. The practical aspects
shall cover analysis of related data
to current policies and practices and
contributionsof HRD System in terms
of goals of the organization and
objects of the study.

13
 LITERATURE REVIEW

Pawar.I.Anand and Mouli.S.

Chandra (2012), have
conducted an empirical study
by selecting 106 participants.
The objectives of the study are:
to improve the quality of the
training objectives, to assess
the effectiveness of the overall
training methods and to justify
the course benefits of training.
Primary data is collected
through interview and
questionnaire from all
participants of orientation and
refresher courses organized by
University Grants Commission
Academic Staff College,
Osmania University, Hyderabad.
The study revealed that such
programmes enrich the
teachers making teaching
learning more effective and
efficient. They are more
relevant to the job. However,
evaluation process of trainees
performance should be uniform
14
 and results should be provided
tothe trainees which help them
to improve upon. Training hours
should be limited to 4-5 hours
per day.

Jadhav (2013)studied the

training and development
programmes undertaken by
banks for their employees. The
main objectives of the present
study were to analyze
effectiveness of training and
development programmes for
employees to discharge their
duties and to study how training
and development programmes
helps to achieve customer
satisfaction. For this study
primary data was collected
through questionnaire filled by
the bank employees. A sample
of 40 employees is selected by
the use of random sampling
from different banks like HDFC,
ICICI, Vijaya bank, Bank of
Baroda, and Dena Bank located
in suburban area of Mumbai. It
is concluded that private and
public Indian banks undertake
training and development
programmes for their
employees to increase their

15
 efficiency. Banks provide
training programmes to
enhance their knowledge and
skills to satisfy the customers.
Growth of banking sector in
India is the result of skilled
manpower which is the outcome
of training and development.

Mishra Priti Suman (2011),

has made a study by selecting
30 employees from Jindal Steel
and Power Ltd. The objectives of
the survey are: To Know what
are the gap between the
perceived training needs and
actually what the organization
needs to be based on, to study
the training and development
practices. Data was collected
using both quantitative and
qualitative measures. A
questionnaire involving 5 point
scales ranging from strongly
agree to strongly disagree was
used. The survey revealed that
such programmes will gain
competitive edge. It also shows
a culture of learning
and using training to move the
organization to new levels of
performance However,
continuous training needs

16
 analysis is necessary for all
organizations

Purohit (2012) studied the

existing policies practiced in co-
operative banks to appraise the
level of HRD practices, to assess
the satisfaction level of
employees about HRD practices
particularly Training and
development & Reward and
recognition of employees. In the
present study structured
questionnaire via in-depth
personal interviews is used to
collect primary data. From large
number of banks in Pune region
16 are selected for the study.
Information was collected from
30 employees of different level.
The study adopted random
sampling with regard to the
selection of cooperative banks.
The study revealed that training
helps employees to gain better
understanding in the area of Job
and this will enhance their stock
of knowledge.

LIMITATION

17
 This research study is done on
recruitment and selection
aspect of overall HRM of public
sector bank.

This study is conducted at the

local area and specified branch
of SBI.

The study is limited to public

sector bank.

RESEARCH METHODOLOGY

Research methodology is the

systematically study the research
problem. In it, we study the various
steps which are generally adopted
by a researcher in studying the
research problem. The data shall be
collected from the organization
under study from primary as well as
secondary sources.

Primary sources:-
The primary data for the purposes of
the study shall be collected through
sample method by adopting random
sampling technique. The primary
data will be collected through
18
interviews method, observation
method, schedules & questionnaire
in this study; the questionnaire
method of data collection is best
suited due to its application in
collecting data at large scale.

Secondary sources :-
The secondary data will be collected
from various published and
unpublished sources namely:

CHAPTER II
19
PROFILE OF THE

ORGANIZATION

20
LOGO

21
 PROFILE
State bank of India

Type : - commercial bank

Industry : - banking financial services

Found : - 27 JANUARY 1921, Imperial Bank of India

1 July 1955, State Bank of India

2 June 1956, Nationalized

Headquarters : - MUMBAI, MAHARASHTRA, INDIA

Key People : - Arundhati Bhattacharya (chairperson)

Product : - Consumer Banking. Corporate Banking,

Finance & Insurance, Investment
Banking, Mortgage Loans, Private Banking,
Saving Securities, Asset Management, Wealth
Management, Credit Cards

Revenue : - 210736 Crore (US$32 billion)

Net Income : - 17916 Crore (US$2.7 billion)

Total Assets : - 2374839 Crore (US$360

Employees :- 222,033 (2014)

Owner : - government of India

Slogan : - the banker to every Indian

Website : - www.Sbi.Co.In

22
 COMPANY PROFILE

2.1 INTRODUCTION

State Bank of India is an Indian multinational, Public Sector banking andfinancial

services company. It is a government-owned corporation with its headquarters

in Mumbai, Maharashtra and also its corporate office in Mumbai, Maharashtra. As of

December 2013, it had assets of US$388 billion and 17,000 branches, including 190
foreign offices, making it the largest banking and financial services company in India
by assets.

State Bank of India is one of the Big Four banks of India, The bank traces its ancestry
to British India, through the Imperial Bank of India, to the founding, in 1806, of the
Bank of Calcutta, making it the oldest commercial bank in the Indian Subcontinent.
Bank of Madras merged into the other two "presidency banks" in British India, Bank of
Calcutta and Bank of Bombay, to form the Imperial Bank of India, which in turn
became the State Bank of India. Government of India owned the Imperial Bank of
India in 1955, with Reserve Bank of India (India's Central Bank) taking a 60% stake,
and renamed it the State Bank of India. In 2008, the government took over the stake
held by the Reserve Bank of India. State Bank of India is a regional banking behemoth
and has 20% market share in deposits and loans among Indian commercial banks.

2.2 History

The roots of the State Bank of India lie in the first decade of the 19th century, when the
Bank of Calcutta, later renamed the Bank of Bengal, was established on 2 June 1806.
The Bank of Bengal was one of three Presidency banks, the other two being the Bank of
Bombay (incorporated on 15 April 1840) and the Bank of Madras (incorporated on 1 July
1843). All three Presidency banks were incorporated as joint stock companies and were
the result of royal charters. These three banks received the

23
exclusive right to issue paper currency till 1861 when, with the Paper Currency Act, the
right was taken over by the Government of India. The Presidency banks amalgamated
on 27 January 1921, and the re-organized banking entity took as its name Imperial
Bank of India. The Imperial Bank of India remained a joint stock company but without
Government participation.

Pursuant to the provisions of the State Bank of India Act of 1955, the Reserve Bank of
India, which is India's central bank, acquired a controlling interest in the Imperial Bank
of India. On 1 July 1955, the imperial Bank of India became the State Bank of India. In
1959, the government passed the State Bank of India (Subsidiary Banks) Act. This
made SBI subsidiaries of eight that had belonged to princely states prior to their
nationalization and operational take-over between September 1959 and October 1960,
which made eight state banks associates of SBI. In 1963 SBI merged State Bank of
Jaipur (est. 1943) and State Bank of Bikaner (est.1944).

SBI has acquired local banks in rescues. The first was the Bank of Bihar (est. 1911), which
SBI acquired in 1969, together with its 28 branches. The next year SBI acquired National
Bank of Lahore (Est. 1942), which had 24 branches. Five years later, in 1975, SBI
acquired Krishna ram Baldeo Bank, which had been established in 1916 in Gwalior State,
under the patronage of Maharaja Madho Rao Scindia. The bank had been

the Dukan Pichadi, a small moneylender, owned by the Maharaja. In 1985, SBI
acquired the Bank of Cochin in Kerala, which had 120 branches. SBI was the
acquirer as its affiliate, the State Bank of Travancore, already had an extensive
network in Kerala.

Then on 19 June 2009 the SBI board approved the absorption of State Bank of Indore.
SBI holds 98.3% in State Bank of Indore. The acquisition of State Bank of Indore
added 470 branches to SBI's existing network of branches. The process of merging of
State Bank of Indore was completed by April 2010, and the SBI Indore branches
started functioning as SBI branches on 26 August 2010.

On October 7, 2013, Arundhati Bhattacharya became the first woman to be appointed

managing Director of the bank.

24
 2.3 VISION AND MISSION

Vision

To be the most trusted and preferred finance service provider worldwide.

My SBI

My customer first

First in customer satisfaction

Mission

We will be prompt, polite & proactive with our customer.

We will speak the language of young India.

We will go beyond the call of duty to make our customers feel valued.

We will be of service even in the remotest part of our country.

We will offer excellence in service to those abroad as much as we do to those in
India.

We will imbibe state of art technology to drive excellence.

We will create products and services that help our customers achieve their goals.

Strengths of State Bank of India

Largest commercial bank in the country with presence in all time zones of the world.

Macroeconomic proxy for the Indian Economy.

Has emerged as a Financial Services Super market.

Group holds more than 25 per cent market share in deposits and advances.

Large base of skilled manpower.

SBI Group has more than 115 million customers Every tenth Indian is a customer.

25
Recent awards of SBI bank

SBI won the Best Bank award in the 'Asia MONEY FX POLL OF POLLS 2014
for best overall performance as domestic provider of Forex services over the last
10 years.

SBI won "Best Public Sector Bank" award in the D&B India's study on 'India's
Top Banks 2013'.

State Bank of India won three IDRBT Banking Technology Excellence Awards 2013
for Electronic Payment Systems, Best use of technology for Financial Inclusion,
and Customer Management & Business Intelligence in the large bank category.
SBI won National Award for its performance in the implementation of Prime
Ministers Employment Generation Program (PMEGP) scheme for the year 2012.

Best Online Banking Award, Best Customer Initiative Award & Best Risk
Management Award (Runner Up) by IBA Banking Technology Awards 2010.
SKOCH Award 2010 for Virtual Corporation Category for its e-payment solution.

Functions of SBI

The SBI acts as agent of the RBI at the places where the RBI
has no branch.

The SBI functions as the banker to the central and state
governments. It receives and pays money on behalf of the
governments.

Commercial Banks have accounts with SBI. When the banks
face financial shortage, the SBI provides assistance to them
as it is considered a big
brother in the banking industry. It discounts the bills of the
other commercial banks. Due to the functions on this line
the SBI is considered in a limited sense as the banker's
bank.

State Bank of India also renders various promotional

26
 functions. i.e. Agriculture, Co-operative sectors, Small
traders etc.

2.4 ORGANIZATIONAL CHART:-

27
 ORGANIZATIONAL CHART
A) Executive Directors
MR. William Hooley

B) Managing Director

MS.Arundhati Bhattacharya

C) Vice President

Ms. Carly Gottorff

D) Treasurer

Mr. Peter Bloomingdale

E) Secretary

MR. Sanjay Jain

F) Accounting Department Chief Accountant

MR. Michael Grela

G) Marketing Department Director

MR. Jenna Bower

H) General Manager

MR. Gabrielle Cohn

I) Health and Safety Services Director

MR. Aaron Marac
J) Legal Assistance Director

MR. Michael Cimasi

 CHAPTER III

CONCEPTUAL
FRAMEWORK
 CHAPTER III

CONCEPTUAL FRAMEWORK

3.1 INTRODUCTION

The bank has taken up several key initiatives to motivate the Employees to perform better
so as to achieve the Banks growth plans. As part of the initiative it has taken up a

Leadership pipeline initiative with the objective of grooming the officials from the level
of Scale-IV up to GM for future Leadership positions. Services of reputed institutions like
ISB/Duke University/IIMs have been engaged for the purpose. Further, the Bank has
gone in for accreditation of one of the training institutions for training of debt recovery
Agent to facilitate the future appointments of recovery agents. As the Accreditation
process is mandatory for the recovery agents.

3.2 Training and Development Programs in SBI

SBIs experience in staff training spans more than four decades. It is based on an in-
depth understanding of the business and banking environment domestic as well as
international. A full-fledged Management Information Systems Department was
established on 1st November 1975. Such departments have been opened at Local
Head Offices (LHOs) to provide various levels of management and techniques. The
main emphasis of staff training was to develop job-knowledge, skills, attitudes and
aptitudes. Orientation programs for inspecting officers, 44 special programs for area
superintendents etc., were introduced during the year. The bank also tries to include the
staff or employees in decision making efforts. There was a much greater awareness
among the staff of the urgent need for serving the customer efficiently and politely due
to the training programs. Theist training methods are as:

1. On Site Training: In this method staff of few branches is trained at regional

offices.

2. Off the Job: In this method staff will be trained at training colleges
 3. Visiting Faculty Scheme: In this method trainers will visit a particular branch for
2 or 3 days and give on the job training.

Training and Development Policies and Practices in SBI

The training policy and practice of any organization cannot be considered in isolation,
but it has to be seen as an integral part of the corporate policy and philosophy. Besides,
it must be effectively integrated with the various HRD mechanisms like, human resource
planning, recruitment and selection, performance appraisal, potential appraisal
compensation system, career planning and promotion, and employee counseling to
name a few viewed from this broader angle. The bank has a clear cut policy towards
human resource development and achieving banks goals through training and
development programs. The training policy and practice of the bank can be understood
by examining the training practices over a period of time. The bank provides training to
its staff as and when new products and services are launched apart from regular
training. Further, keeping in line with the Government policy of providing necessary
training with a view to bringing SC/ST candidates on par with general category, the bank
has been conducting pre-examination training for such candidates who apply for clerical
and officers jobs in bank. Besides, training programs for those clerks/cashiers
belonging to this category are organized who are eligible for promotion to officer cadre.
The training programs are conducted regularly at 4 apex level training colleges and 45
State Bank Learning Centers (SBLCs) formerly called as State bank Training Centers
across the country. Young officers of the bank are being encouraged to take up
management education by way of sponsorship tie up with the S.P. Jain Institute of
Management. Already 50 officers of the bank have been enrolled in the program on a
trial basis. The training colleges and SBLCs are recognized as the best training colleges
in the country. The bank conducts training programs on a regular basis to its staff and
staff of the associate banks. The training programs may be broadly classified as
induction, intermediate and functional programs. The induction program attempts to
equip the fresh recruits, the technical aspects of banking systems and procedures as
well as the various legal obligations which banks have to fulfill. Intermediate program
aims to reorient the attitudes, for a role transition, to those employees who have risen
from the ranks and are holding managerial positions. And some training program deals
with the functional aspect of banking such as agricultural banking, rural development
banking, international banking, personnel management and industrial relations etc. In
addition to the above, some of the sessions, in training programs are also devoted to
provide the trainees, with the general appreciation of computers and developments in
the banking industry, in order to cope with the changing conditions.

Role of Training and Development in SBI

The above analysis points out the various opportunities available for employee training
and development. Over the years, the bank has integrated its training function as a vital
input for providing the staff, with different kinds of technical, managerial and conceptual
skills for effective performance. The top management considers it as an important factor
for preparing their staff to meet fierce competition emerging in the banking industry in
view of economic reforms and technological developments.

SBI considers its employees as human capital/resources and training and development
enables them to enhance their skills, capabilities, knowledge and change in attitude and
prepares them to gain competitive advantage in business. This thinking is in tune with
the rising expectations of this generation of bank staff, who demand interesting and
meaningful work and expect job satisfaction and rewarding career.

The society is moving towards a moneyless state and a plastic card society. Such a
changing society demands faster processing of funds with least cost and quality of
service which is said to be poor among the banks. In this scenario excellence of
services is a critical factor in boosting the image of the bank. Training, development,
education assumes a crucial role for developing right attitudes among the bank staff to
suit their jobs/ tasks. The top management of the bank has ambitious programmes to
strengthen the existing learning/ training system and prepare their staff to meet the
present and future needs of the bank.
3.3 Internal Training Programs On the job training

Most of the learning of the bank staff takes place on the job. An employee during the
course of his/her work acquires the necessary skills, knowledge and develops attitudes
for doing various tasks assigned to him from time to time out of curiosity or necessity.
And the same can be used as an effective and useful training intervention with formal
mechanisms created as a part of the training policy. Usually the clerical staffs are
assigned a particular banking function for a period of four to six months for providing
them relevant work experience. Then the staff is rotated from one function to the other
as and when they complete the period. In the course of such rotation, the bank staff is
also exposed to training/learning centers on basic issues related to the banking function
currently held by them.

Other Training Interventions

SBI has adopted VFS, MMP and QCs as supplementary training interventions.
Information based on the official records, discussions with the line functionaries at HO,
Controlling at ZOs, faculty/trainers at training centers and survey results are the
variables for drawing inferences in this area.

A. Visiting Faculty Scheme (VFS)

It has been introduced in order to facilitate transfer of knowledge and skills
at the branch, with the objective of providing need based, on the spot training. It
was originally conceived to provide on the job training to bank staff located in
remote places with limited staff and where it is difficult for the branch managers
to spare the staff for training purposes. However, it has been extended to other
branches also. The faculty provides the intervention and conducts the programs
 at the selected branches followed by a second visit to about 20 percent of such
branches in order to review the impact of their first visit.

B. Manager to Messenger Program me (MMP)

SBI started this program me with the following objectives: a) Bringing
about attitudinal awareness among members for attaining excellence in customer
service. b) Building up team spirit among members. c) Creating awareness in the
staff about the centrality of the customer. After conducting this programme at a
particular branch the training canter chief presents a detailed report of the same
whereas branch manager, who is equally responsible in conducting such
programs, does not submit any report. The bank should direct branch managers
to provide an independent report of the same programme and its impact. While
submitting such a report, the branch manager should also consult his/her staff in
this regard. It has to be conducted only in special cases and not as a routine
case, as it is costly, and is doubtful to expect frankness and openness in the
branch staff in a short span of one day.

C. Quality Circles (QCs)

It provides ample scope for harnessing individual creativity and talent on
one hand and promoting team spirit for the active involvement of staff on the
other hand. It emphasizes on customer focus with customer satisfaction. In this
the branch manager acts as a facilitator. It must be viewed as an integrative
concept and must start from the top through a transformational leadership. In
order to promote this concept and philosophy, the training centers have
conducted a number of programs and organized seminars and workshops in the
organization. The concept is yet to catch up. And it requires a total commitment
from the top and must become an integrated mechanism of the training system.
3.4 External Training Programs

The external training facilities to the bank staff are mainly from the 4 apex level training
colleges and 45 State Bank Learning Centers (SBLCs). All these provide regular
training throughout the year to SBI staff and staff of the associate banks. Further, the
senior executives of the bank attend seminars and training programs organized by
NIBM and RBI, on policy issues relating to the banking industry. Apart from the above,
the top executives of the bank are also deputed to training programs organized by non-
banking training institutions such as ASCI etc. The bank staffs, who is deputed to the
above training programs, acquires the skills, knowledge in the functional areas, and
experiences due to the association with their co-trainees and this is a source of
strength. The bank staff, therefore, enjoys the exclusive privilege of being trained at the
above colleges and canters which are recognized as premier training institutions and
college in the country.

Industry Level Training Institutions

Unlike the state bank training colleges and canters which concentrate on bank related
training programs, the industry level training institutions offer no routine training
packages in the areas of policy formulation, industrial relations, HRD, strategic thinking
and leadership programs to name a few. Top executives of the bank are generally
nominated to such programs. These institutions not only offer training packages but also
provide consultancy services and research support to the banks.

Organizational Structure of Training at SBI

The training system of any organization must set the necessary support and
commitment from the top management. Then only it will result HRD through training,
development and education of the employees. All the departments have to contribute to
the smooth functioning of the training system. The effective functioning of the training
also depends on proper co-ordination of the efforts of trainees, trainers and the
organization.
 An organization chart depictions relationships with regard to the training function of the
bank are prepared on the basis of information collected form interactions with the
trainers and official records of the bank. It is to be observed that a training system is one
of the sub-systems of the overall system of an organization. The system has systematic
parts, and systematic linkages, establishing roles, describing hierarchy, defining
relationships and communicational flows.

RATIONALE OF TRAINING

Training is important, not only from the point of view of the organization, but also for the
employees. It gives them greater job security and an opportunity for career
advancement. A skill acquired through training is an asset for the organization and the
employee. The benefits of training stay for a very long time. Training can become
obsolete only when there is a complete elimination of the desired for that skill and
knowledge, which may happen because of the technological changes. In general terms,
the need for training can arise because of the following reasons:

(i) Changing Technology: - Technology is changing at a fast pace. Be it any

industry,technological changes are changing the way in which operations were done.
Newer machines are being used for automation of the processes. Computers have
made the controls very easy. Advances in information technology have enabled greater
degree of coordination between various business units, spread far across the globe. In
order to keep themselves abreast with the changes, the employees must learn new
techniques to make use of advances in the technology. Training needs to be treated as
a continuous process to update the employees in new methods and procedures.

(ii) Demanding Customers: - As the free markets become stronger, customers

arebecoming more and more demanding. They are much more informed about the
products. They have many sources of 3 information. Intensified competition forces the
organizations to provide better and better products and services to them. Added to the
customer conscious, their requirements keep on changing. In order to satisfy the
 customers and to provide best of the quality of products and services, the skills of those
producing them need to be continuously improved through training.

(iii) Thrust on Productivity: - In the competitive times, organizations cannot afford the
extravaganza of lethargy. They have to be productive in order to survive and grow.
Continuous improvement of the employees skills is an essential requirement for
maintaining high standards of productivity. Productivity in the present times stems from
knowledge, which has to be relearned continuously.

(iv) Improved motivation: - Training is a source of motivation for the employees aswell.
They find themselves more updated while facing the challenging situations at job. Such
skill development contributes to their development as well. Motivated employees have
lesser turnover, providing an organization with a stable work force, which has several
advantages in the long run.

(v) Accuracy of output: - Trained workers handle their job better. They run theirmachines
safely. They achieve greater accuracy is whatever job they do. This reduces accidents
in the organizations. Adherence to accuracy infuses high standards of quality in the
products and services, thus giving them a competitive edge in the difficult times. Quality
reduces wastages and ensures better customer satisfaction.

(vi) Better Management: - Training can be used as an effective tool of planning

andcontrol. It develops skills of the workers for future and also prepares them for
promotion. It helps them in reducing the costs of supervision, wastages and industrial
accidents. It also helps increase productivity and quality.

Personnel Management

To foster team spirit amongst the employees and to motivate them to excel In customer
service the bank has set up the Performance Linked Incentive Scheme which also
helped the Bank in exploiting the new emerging business Opportunities to achieve the
Banks growth plans. The Bank has also gone for Contract employment, on cost to
company basis, of specialists like Chartered Accountants, Law Officers, Statisticians,
Economists, Customer Relation Executives, Credit Analysts etc. to take care of Bank s
growing needs to face
Competition. The Bank also revised the Family Pension Scheme for the family
Pensioners of the Bank retrospectively from the 1st May 2005. The pension fund has
been separated from the Banks liability after obtaining necessary approval From the
Board of Trustees. The fund will be managed by the Treasury Dept. of
SBI for better returns.

Recruitment

To meet the requirement of skilled manpower and to tap the emerging business
opportunities the bank has recruited 66 Specialist Management Executives with
qualification of CA/ICWA/MBA (Finance, Marketing) during the year. Also the bank has
inducted 7 Special Technical Executives with B.E. /B.Tech qualification in the fields of
Chemical, Mechanical, Electrical, Metallurgical Engineering appointed for manning
consultancy cells in Circles. Further, 917 Probationary Officers and 118 other Specialist
Officers have been recruited during FY 2011-12. This will take care of the Bank s
requirements of officers in operations and specialized areas and helps in reducing the
age profile of staff but will also provide an opportunity for greater mobility and marketing
thrust across the Bank to achieve its growth plans. Besides these the bank has also
been successfully holding online Examination for promotion from JMGS I to MMGS II,
all promotion exercises in respect of officers up to the grade of Deputy Managing
Director

Training

The bank is making continuous efforts to impart knowledge, to develop skills and also to
re-orient the attitude of its employees and to keep pace with the changing business
environment. The banks network of providing training to its employees consists of 4
apex level colleges viz. State Bank Staff College, Gurgaon; State Bank Staff College,
Hyderabad; State Bank Institute of Rural Development and State Bank Institute of
Information and Communication Management and over 50 training centers located
across the country. The bank also provides on-site training to its employees working in
the branches under the visiting faculty scheme.

DEVELOPMENT
Another component of training and development of employees is development which is
less skill oriented but stressed on knowledge, knowledge about business environment,
management principles and techniques, human relations, specific industry analysis, and
the like is useful for the better management of the company.

Support Systems and Internal Communication System

Adequate support systems have been provided by the bank to its employees for proper
flow of information to them. The employees are also informed about the achievements
in the business. The media used for internal communication includes: The SBI Monthly
Review, Guru Kula, and SBI Economic Newsletter, and Choyanika.

Industrial Relations
In view of garnering good and excellent relationships with the members of both the Staff
and Officers Federations the State Bank of India sorted out various industrial relations
issues through their consistent support and healthy dialogue/discussions during the
year. It also enhanced the limits under various staff loan schemes and other initiatives
for providing better facilities / incentives to the employees, in order to create better
industrial relations environment in the Bank.

Human Resources Management Solutions (HRMS)

The bank has set up a centralized platform for the processing and payment of salary of
all the employees of SBI. It further introduced the automation of centralized Provident
Fund related services to augment faster settlement of terminal benefits.
Strategic Training Unit (STU)
The banks Strategic Training Unit (STU) has been fully operationalized on
5th April 2010. It has undertaken a number of initiatives during the year 2010-11
To increase the efficiency and effectiveness of the Bank s training system.

The State Bank of India, with over 2,00,000 employees, has a very elaborate training
network comprising 46 Learning Centers and 4 Apex Institutes developed over 50 years
to cater to the competence building of its employees. The network was hitherto looked
after by the respective operational units. It has now undertaken a massive revamp of its
training system.

The revamp, a vision of SBI Chairman Shri O P Bhatt seeks to create a world class training
system at par with the best anywhere in terms of content and delivery. The revamped
training structure, called a Strategic Training Unit (STU) will bring the entire training system
under a unified training command, headed by a Chief General Manager.

The STU has been assigned the task of moving towards converting the State Bank of
India into a Learning Organization capable of handling change and growth for a Bank
aspiring to be amongst the top 20 in the world. SBI has added 25000 new employees to
its work force in the last two years and is likely to add another 25000 in the current year.
It has also taken on massive branch expansion with over 1000 branches opened in the
last fiscal alone. The STU is geared not only towards integrating the new recruits into
SBI but also enhancing the knowledge and skills and reorienting attitude of its existing
work force. The training system will create a culture that promotes continuous learning
and development of the self, group, organization and society. Standardisation of training
content is already underway as is standardization of infrastructure across the system,
so as to ensure quality. SBI has also been putting its top leaders through customized
Leadership Programs conducted by reputed management institutes.
 The Bank, through the STU will expand its e-learning facilities in a large way and also
focus on operational research which will help the Bank cope with change and direction
setting in a competitive environment.

The STU, located at Hyderabad will be headed by Smt. Mahapara Ali, Chief General
Manager. Shri N Raja, the Corporate Development Officer & Deputy Managing Director
of the Bank who inaugurated the Strategic Training Unit today said, Our training system
is already considered the best in the industry. By creating the STU, we propose to
upgrade our infrastructure, content and delivery further. Leadership development,
competency building at all levels and change management will be our focus areas.

Some of the major initiatives in this regard are as follows:

1. Over 2 lakh (96.7 per cent of Banks staff strength) employees were
Trained at 5 ATIs and 47 SBLCs.
2. State Bank Training Management System has been operationalized for
Creating a comprehensive database and tracking of training of all
Employees.
3. E-learning through HRMS portal has been expanded to over 213
courses And about 83% of the staff is now registered on the portal.
4. Leadership Development Programs were organized for Top Executives
And Senior Management.
5. Research studies by the Bank officials were recognized by various outside
Publications/agencies like Bacon, ICRIER, and IBFA.

Opportunities of SBI employment in training and development

Governments have traditionally played a significant role in the promotion and

development of occupational psychology with regard to training, because of their
responsibilities for employment, military, health and other services. People with an
occupational psychology background have been employed directly by governments in
areas such as job training, military training and health and safety. Government agencies
have also been a major sponsor of training research and development; such investment
has often provided the major underpinning of developments in this area. Governments
can also affect the impetus for change in organizations through legislation, taxation, and
the general health of the economy, which in turn can create more disposable income to
create new demands for products and services, affect the supply of raw materials and
services, or put such pressure on consumers that markets are adversely affected. Also,
government initiatives can affect health and safety requirements, fiscal issues,
competition laws, and ecological concerns, working with new technology and
employment practices. Such changes prompt new ways of organizing and delivering
these products and services, creating new training needs. The other major source of
employment and funding in training and development, where occupational psychology
plays a specialist role, is private companies. Specialists might be employed directly
within an organizations training and development functions or in consultancy offering
services to clients. Organizations often employ their own specialist training and
development staffs who have been recruited from the organization s own ranks.
Organizations often prefer this approach because they feel it is more appropriate for
their training staff to have operational and business experience than for them to be
experts in training or occupational psychology. It is often assumed that training is simply
a matter of following well-established procedures and principles. This is an ill-informed
view because often training cannot always proceed simply by application of standard
methods. It is often necessary to understand variations that have not been responsive
to the standard procedures. This entails understanding how people learn and how
training can support this learning. Training and development staff are generally
responsible for maintaining company training and development systems, to judge
training needs and to organize the delivery of training and development. Practitioners
with an occupational psychology background may be encountered in departments
concerned with organizational development where they are engaged with the processes
of organizational change of which training and development is a part. It is impossible to
be more specific than this. Opportunities for occupational psychology specialists to
become engaged in training arise in different contexts and circumstances.
Faculty

State Bank of Indias great success in training programs lies on the faculty of training
colleges (now called learning centers). A constant rotation of talent between operations
and training ensures a continuous process of renewal and also anchors the system to
the realities of practical banking.

Faculty Selection Process in SBI

Faculty selection process in the college is as follows:

1. Talent scouting is done for in-house subjects. Specialists with a brilliant academic and
professional background as well as varied experiences in operations.

2. Selection is done by the experts.

3. Selected faculty is trained to acquire needed skills and attitude, personality etc.

4. Training is given for advanced specialization in the relative subjects.

5. Senior bankers with varied and rich experience.

6. Faculty is also the resource persons for other reputed institutions.

SBI Training Philosophy

Training in State Bank is a proactive, planned and continuous process as an

integral part of organizational development. It seeks to impart knowledge, improve skills
and reorient attitudes for individual growth and organizational effectiveness.

Employees Suggestion Scheme

Employees are the 'Back Bone' of any organization Systems & procedures are
implemented and new & innovative products are delivered through them. They are the
ones who are in constant touch with clients and customers. Hence, they can pinpoint as
to where exactly the shoe pinches and are capable of giving their suggestions and ideas
for improving the systems, procedures, services, products, etc. To facilitate this, we
have a HRD system of 'Employee Suggestion Scheme' in place.

GROUP ROLES

Task oriented roles: - Every individual in a group plays a specific

rolewithin that group. Task-oriented roles are those actions that help move
the project toward completion.

Maintenance roles: -Maintenance roles are also referred to a social

rolesbecause their focus is on the relationships among group members.
High maintenance-oriented individuals recognize that work gets done
through people and therefore maintenance is important in successful
accomplishment of group activities.

Individualistic roles: - Remember, all groups are comprised

ofindividuals, each with his or her own needs and personalities. Some are
not team-oriented and instead play individualistic roles that are destructive
to the group process. If you have worked on group projects, you have
probably experienced both the harmonizer and the dominator.

State Bank Institute of Rural Development

State Bank Institute of Rural Development (SBIRD) is State Bank s apex training
institute for training bank officials in rural banking. State Bank of India (SBI) the largest
commercial bank in the country has a major responsibility in the 66 process of rural
development. To meet the need to train the bank staff working in a large network of
branches dealing with rural credit, SBIRD was established in 1981. Its mission is to
enhance the sensitivity of the bank staff to rural environment to equip them with the
skills and knowledge and to provide the required orientation for rural banking. The
objective is to enable them to creatively convert the scope into innovative schemes
through extension, co-ordination and consultancy and contribute to the process of rural
development

SBI has set up Rural Self Employment Training Institutes (RSETIs) across the country
as institution to mitigate the unemployment and underemployment problem among
youth in the country. RSET are non-profit institutions established with the support of
State and Central Governments. The objective of this institute is to generate self-
employment in rural areas through training for capacity building and by facilitating in
settlement in vocations. RSETIs are imparting comprehensive quality training in
personality and skill development areas to the rural youth and it facilitates them in
settlement in vocations. Settlement is facilitated by enabling the trained candidates to
launch profitable micro enterprises either with or without the credit linkage from financial
institutions. Also they are facilitated to secure wage employment in their skill areas
elsewhere. As on date, SBI has established 116 RSETIs across the country and most of
these RSETIs have been established in geographically and socially challenging areas.

Training infrastructure

Indias largest bank currently operates 47 learning centres and five apex institutes
to train and retrain its staff. Another apex institute, likely to be the largest of all, is
under construction in Kolkata. Currently, the training is largely de-linked from the
banks career improvement policies. The bank now wants to bridge this gap.

For example, SBI now picks officers for its 80-odd international branches through
nomination and this is followed by requisite training. In future, the bank will select
the candidates for international posting from a pool of trained officers .
Certification program

To make the initiative mutually beneficial, the training modules may be linked with
certification programs.

It means, on successful completion of studentship, an officer will be awarded diplomas or

degrees, as applicable, from a reputed Indian university or management institute.

Negotiations are currently on with four top institutions in the country for entering into
a hand-holding relationship.

When contacted, Debashish Sarkar, Chief General Manager, Strategic Training Unit,
said the bank is in the process of mapping the roles of every officer to restructure
the training exercises. The changing pattern of the industry demands specialized
knowledge for each and every role. Moreover, in a fast changing environment, such
knowledge needs regular upgrade, Sarkar said.

Capacity building

Sources say the initiative is also aiming at skill development for India s growing
banking and non-banking financial sectors.

The bank recently conducted a training program me on Basel-III norms that saw
participation from not only state-owned banks but also private banks, such as Axis
Bank.

In the future, SBI will offer certification programs for the wider population of bankers in
India as well as overseas..

Inputs in training and development

Any training and development program must contain input which enables the
participants to gain skills, learn theoretical concepts and help acquire vision to look into
distance future. In addition to these, there is a need to impart ethical orientation,
emphasize on attitudinal changes and stress upon decision-making and problem solving
ability.

Skills

Training, as was stated earlier, is imparting skills to employees. A worker needs skills to
operate machines, and use other equipment s with lease damage or scrap. This is a
basic skill in SBI without which the operator will not be able to function. There is also
needs for the motor skills. Motor skills refer to performance of specific physical
activities. These skills involve training to move various parts of one s body in
response to certain internal and external stimuli. Common motor skills include
walking, riding a bicycle, tying a shoelace, throwing a ball and driving a car. Motor
skills are needed for all employees from the clerk to the general manager. Employees,
particularly supervisors and executives, need interpersonal skill popular known as the
people skill. Interpersonal skills are needed to understand one self and others better,
and act accordingly.

Ethics

In SBI there is taken a care for the need of imparting greater ethical orientation to a
training and development program. There is no denial of the fact that ethics are largely
ignored in businesses. Unethical practices abound in marketing, finance and production
function in an organization. They are less see and talked about in the personnel
function. If the production, finance and marketing personnel indulge in unethical
practices the fault rests on the manager of the SBI. It is his duty to enlighten all the
employees in the organization about the need of ethical behavior.

Decision making and problem solving skills

Decision making skill and problem solving skills focus on methods and techniques for
making organizational decision and solving work related problem. Learning related to
decision making and problem solving skills seeks to improve trainee s ability to define
structure problems. Collect and analysis information, generate alternative solution and
make an optimal decision among alternatives. Training of this type is typically provided
to potential managers, supervisors and other professionals of the SBI bank.

Principles of training

Participation: - Involve trainees, learnt by doing.

Repetition: - Repeat ideas & concepts to help people learn

Relevance: - Learn better when material is meaningful and related.

Transference: - To real world using simulations.

Feedback: - Ask for it and adjust training methods to audience

3.6 THE TRAINING PROCESS

Needs assessment
Organizational
Support
Organizational
Analysis
Task and KSA
analysis
person analysis

Instructional Development of Training

validity
objective criteria

Selections and
Design of
instructions
Transfer validity

Training

Use of
evaluation Intra
model organizational
validity

Interorganizati
onal
validity
 Need assessment

Need assessment diagnoses present problems and future challenges to be met through
training and development. Organizations spend vast sums of money on training and
development. Before committing such huge resources, organizations would do well to
the training needs of their employees. Organizations that implement training programs
without conducting needs assessment may be making errors. For example, a needs
assessment exercise reveal that less costly interventions.

Needs assessments occurs at two levels-group and individual. An individual obviously

needs when his or her performance falls short of standards that are when there is
performance deficiency. Inadequacy in performance may be due to lack of skill or
knowledge or any other problem. The problem of performance deficiency caused by
absence of skills or knowledge can be remedied by training. Faulty, selection, poor job
design, uninspiring supervision or some personal problem may also result in poor
performance. Transfer job design, improving quality of supervision or discharge will
solve the problem.

Performance

Deficiency

Lack of skill or Other causes

knowledge

Non-training
Training
measures
Assessment of training needs must also focus on anticipated skills of an employee.
Technology changes fast and new technology demands new skills. It is necessary for
the SBI employees that they acquire new skills. This will help them in progress their
career path. Training and development is essential to prepare the employee to handle
more challenging tasks.

Individuals may also require new skills because of possible job transfers. Although job
transfer common as organizational personnel demands vary, they do not necessarily
require training efforts. Employees commonly require only an orientation to new facilities
and jobs. Recently however, economic forces have necessitates significant retraining
efforts in order to assume continued employment for many individuals. Jobs have
disappeared as technology, foreign competition, and forces of supply and demand are
changing the face of our industry.

METHODS AND TECHNIQUES USE IN SBI FOR TRAINING

A multitude of methods of training are used to train employees. The most commonly
used are divided in two groups

1. On the job- on the job methods refer to methods that are applied in the
workplace, while the employee is actually working.
2. Off the job- off the job methods are used away from workplaces.

Training techniques represent the medium of imparting skills and knowledge to

employees. Obviously training techniques are the means employed in the training
methods. Among the most commonly used techniques are lectures, films, audio
cassettes, case studies, role playing, video-tapes, and simulations. The higher the
ranking the most effective techniques are to be used.
Need for evaluation

The main objective of evaluating the training programs is to determine if they are
accomplishing specific training objectives that are correcting performance deficiencies.
A second reason for evaluation is to ensure that any changes in trainee capabilities are
due to the training program and not due to any other conditions. Training programs
should be evaluated to determine their cost effectiveness. Evaluation is useful to explain
program failure, should finally, credibility of training and development is greatly
enhanced when it is proved that the organization has benefited tangibility from it.

Principles of evaluation

Evaluation of training programs must be based on the principles:

1. Evaluation specialist must be clear about the goals and purposes of

evaluation.
2. Evaluation must be continuous.
3. Evaluation must be specific.
4. Evaluation must be provide the means and focus for trainers to be able to
appraise themselves, their practices, and their products
5. Evaluation must be based on objective methods and standards.
6. Realistic target dates must be set for each phases of the evaluation
process. A sense of urgency must be developed, but deadlines that are
unreasonably high result in poor evaluation.

E-LEARNING

E-learning refers to the use of internet or an organizational intranet to conduct training

online. E-learning is becoming increasingly popular because of large number of
employees, who needs training, take Wipro, for example out of its 17500 employees
2500 are on site and 15000 employees are in off-shore center at Bangalore,
Hyderabad, Chennai, pune and Delhi. How to organize training for all these.

Wipro also has a policy of subjecting employees for two weeks training every year. E-
learning helps Wipro considerably. Similarly at satyam nearly 80% of the 9000
employees are logged in house learning management system for various cources.
Infosys has almost 10% of its total training through e-learning.

E-learning has come a long way from its earlier days when it was used extensively for
technically educations such as learning new languages and familiarizations with new
technologies. Today, firms are introducing soft skills module as well. Satyam uses

E-learning modules on management provided by Harvard manage mentor plus. Satyam

has even tied up with universities 21-a consortium of 16 international universities and
Thomson learning for an on-line learning.

Effectiveness of training

Action on the following lines needs to be initiated to make training practice effective:

1. Ensure that the management commits itself to allocate major resources and
adequate time to training. For example, Xerox corporation, in the us invests
about $ 300 million annually, or about 2.5% of its revenue on training. Similarly,
Hewlett-Packard spends about 5% of its annual revenue to train its workers.
2. Ensure that training contributes to competitive strategies of the firm. Different
strategies need different employees skills for implementation. Let training helps
employees at all levels acquire the needed skills.
3. Ensure that a comprehensive and systematic approach to training exists, and
training and retaining are done at all levels on a continuous and on-going basis.
4. Make learning one of the fundamental values of the company. Let this philosophy
percolate down to all levels on a continuous and ongoing basis.
5. Ensure that there is proper linkage among organizational, operational individual
training needs.
6. Create a system to evaluate the effectiveness of training.
Training and development as source of competitive advantages

State bank of India derives competitive advantage from training and development.
Training and development programs as was appointed earlier, help remove
performance deficiencies in employee. This is particularly true when-

1. The deficiency is caused by a lack of ability rather than a motivation to perform

2. The individuals involved have the aptitude and motivation need to learn to do the
job better and

3. Supervisors and peers are supportive of the desired behaviors.

Training contributes to employee stability in at least two ways. Employees become

efficient after undergoing training. Efficient employees contribute to the growth of the
organization. Growth renders stability to the workforce. Further, trained employees tend
to stay with the organization. Training makes the employees versatile in operations. All-
rounders can be transferred to any job. Flexibility is therefore ensure, growth indicates
prosperity, which is reflected in increased profits from year to year. Who else but well-
trained employees can contribute to the prosperity of the bank.

Further, needs of the employees will be met through training and development
programs. Organizations take fresh diploma holders or graduates as apprentices or
management trainees. They are absorbed after course completion. Training services as
an effective source of recruitment.
 CHAPTER IV

DATA ANALYSIS
AND
INTERPRETATION
4.1. Training program effectively contributed to improve ability in performing the
job?

employees opinion % of respondent

strongly agree 50
Agree 27
Disagree 18
neutral 5
Strongly disagree 0
Total 100

% OF RESPONDENTS
60

50

40

30
no of respondents
20

10

0 STRONGLY AGREE AGREE DISAGREE NEUTRALSTRONGLY

DISAGREE

INTERPRETATION

It can be understood from the above diagram, that majority of 50% of the employees
strongly agreed that training program effectively contributed to improve ability in
performing the job, 27.00% of the employees have agreed, 5% of the employees
disagreed and 18% of the employees are neutral.
4.2. Training programs were relevant and useful?

employees opinion % of respondents

Strongly agree 55
Agree 25
Disagree 13
neutral 6
Strongly disagree 1
Total 100

% of Respondents
60

50

40

30
% of Respondents

20

10

0
STRONGL DISAGREE NEUTRAL
Y AGREE STRONGLY
DISAGR
AGREE EE

INTERPRETATION
It can be understood from the above diagram that, majority of 55% of the employees
strongly agreed that training programs were relevant and useful, 25% of the employees
have agreed, 6% of the employees disagreed, 13% of the employees are neutral and
1% of the employees strongly disagreed.
4.3. Trainees learnt the methods and procedures of performing job?

Employees opinion % of Respondents

Strongly agree 30
Agree 50
Disagree 20
Neutral 0
Strongly disagree 0
Total 100

% OF RESPONDENTS
60

50

40

30
% OF RESPONDENTS
20

10

0
STRONGL DISAGREE NEUTRAL
Y AGREE STRONGLY
DISAGR
AGREE EE

INTERPRETATION

It can be understood from the above diagram that, majority of 50% of the employees
agreed that they learnt the methods and procedures of performing job, 30% of the
employees have strongly agreed and 20% of the employees are neutral.
4.4. Training program helped trainee to perform the job with easy?

Employees opinion % of employees

Strongly agree 35
Agree 55
Disagree 10
Neutral 0
Strongly disagree 0
Total 100

% of respondents
60

50

40

30
% of respondents
20

10

0
STRONGL DISAGRE STRONGL
Y AGREED E NEUTRAL Y
DISAGRE
AGREED E

INTERPRETATION

It can be understood from the above diagram that, majority of 55% of the employees
agreed that training program helped them to perform the job ease, 35% of the
employees have strongly agreed and 10% of the employees are neutral.
4.5. Training program improved Trainees commitment toward job?

Employees opinion % of respondents

Strongly agree 60
Agree 20
Disagree 12
Neutral 7
Strongly disagree 1
Total 100

% OF RESPONDENTS
70

60

50

40

% OF
30 RESPONDENTS

20

10

0 STRONGLY AGREED DISAGREED

NEUTRAL AGREED

INTERPRETATION
It can be understood from the above diagram that, majority of 60% of the employees
strongly agreed that training program improved their commitment towards job, 20% of
the employees have agreed, 7% of the employees are neutral, and 1% of the
employees strongly disagreed.
4.6. Training program helped to acquire better job satisfaction?

Employees opinion % OF RESPONDENTS

Strongly agree 40
Agree 50
Disagree 8
Neutral 2
Strongly disagree 0
Total 100

% OF RESPONDENTS
60

50

40

30
% OF RESPONDENTS
20

10

0
STRONGL DISAGREED NEUTRAL
Y AGREED ASTRONGLY
DISAGRE
AGREED ED

INTERPRETATION

It can be understood from the above diagram that, the majority of 50% of the employees
agreed that training program helped them to acquire better job satisfaction, 40% of the
employees have strongly agreed, 2% of the employees disagreed and 8% of the
employees are neutral.
4.7. Training program helped to reduce the difficulties in job?

Employees opinion % of respondents

Strongly agree 70
Agree 24
Disagree 5
Neutral 1
Strongly disagree 0
Total 100

% OF RESPONDENTS
80

70

60

50

40
% OF RESPONDENTS
30
20

10

0
STRONGL AGREED DISAGREED NEUTRAL
Y STRONGLY
DISAGRE
AGREED ED

INTERPRETATION

It can be understood from the above diagram that, majority of 70% of the employees
strongly agreed that training program improved the ability to take quick decision, 24% of
the employees are neutral, 1% of the employees are disagree.
4.8. Communication skill improved after the training program?

Employees opinion % of respondents

Strongly agree 35
Agree 25
Disagree 24
Neutral 16
Strongly disagree 0
Total 100

% OF RESPONDENTS
40

35

30

25

20
% OF RESPONDENTS
15

10

0
STRONGL DISAGREED STRONGL
Y AGREED NEUTRAL Y
DISAGREE
AGREED D

INTERPRETATION

It can be concluded from the above diagram that, majority of 35% of the
employees strongly agreed that communication skill improved after the
training program, 25% of the employees have agreed, 16% of the
employees disagreed and 24% of the employees are neutral.
4.9. Trainees learnt the technological changes effected in job?

Employees opinion % of respondents

Strongly agree 50
Agree 37
Disagree 13
Neutral 0
Strongly disagree 0
Total 100

% OF RESPONDENTS
60

50

40

30
% OF RESPONDENTS
20

10

0
STRONGL AGREED DISAGREED NEUTRAL
Y STRONGLY
DISAGRE
AGREED ED

INTERPRETATION

It can be understood from the above diagram that, the majority of 50% of the employees
are strongly agreed that they learnt the technological changes effected in job, 37% of
the employees have agreed and 13% of the employees are neutral.
4.10. Content of training program is valuable?

Employees opinion % OF RESPONDENTS

Strongly agree 80
Agree 20
Disagree 0
Neutral 0
Strongly disagree 0
Total 100

% OF RESPONDENT
90

80

70

60

50

40 % OF
RESPONDENT
30

20

10

0
STRONGL AGREED DISAGREED NEUTRAL
Y STRONGLY
DISAGRE
AGREED ED

INTERPRETATION

It can be concluded from the above diagram that the 80% of the employees are strongly
agreed that the training program content is valuable and 20% of the employees are
agreed.
4.11. Training program contributed to improve interpersonal skill?

Employees opinion % of respondents

Strongly agree 30
Agree 65
Disagree 5
Neutral 0
Strongly disagree 0
Total 100

% OF RESPONDENTS
70

60

50

40

% OF
30 RESPONDENTS

20

10

0
STRONGL AGREED DISAGREED NEUTRAL
Y STRONGLY
DISAGRE
AGREED ED

INTERPRETATION

From the above diagram it can be concluded that, majority of the 65% of the employees
agreed that training program contributed to improve interpersonal skill, 30% of the
employees have strongly agreed and 5% of the employees are neutral.
4.12. Training program improves the ability to take quick decision?

Employees opinion % of respondents

Strongly agree 20
Agree 40
Disagree 18
Neutral 12
Strongly disagree 10
Total 100

% OF RESPONDENTS
45
40
35
30
25
% OF
20
RESPONDENTS
15
10
5
0
DISAGREED
STRONGLY AGREED NEUTRAL STRONGLY
AGREED DISAGREED

INTERPRETATION

It can be understood from the above diagram that, majority of 40% of the employees
agreed that training program improves the ability to take quick decision, 20% of the
employees have strongly agreed, 12% of the employees disagreed, 18% of the
employees are neutral, and 10% of the employees strongly disagreed.
 FINDING AND OBSERVATION

50% of the employees strongly agreed that training program effectively

contributed to improve ability in performing the job.

55% of the employees strongly agreed that training programs were relevant and
useful.

50% of the employees agreed that they learnt the methods and procedures of
performing job.

55% of the employees agreed that training program helped them to perform the
job with easy.

60% of the employees strongly agreed that training program improved their
commitment toward job.

50% of the employees agreed that training program helped them to acquire
better job satisfaction.

65% of the employees agreed that training program contributed to improve

interpersonal skills.

40% of the employees agreed that training program improved the ability to take
quick decision

70% of the employees strongly agreed that training program helped to reduce the
difficulties in the job.

80% of the employees strongly agreed that training program content is valuable.

50% of the employees strongly agreed that they learnt the technological changes
effected in job.

35% of the employees strongly agreed that communication skill improved after
the training program.

60% of the employees strongly agreed that training program concentrated on

crisis management.

60% employees strongly agreed that training program has improved self-
confidence to tide over unexpected crises.

50% of the employees strongly agreed that better performance can be given
compare to pre-training situation after training program.
 SUGGESTIONS/RECOMMENDATION

Regular training program should be conducted for the employees.

At the regular interval the evaluation of training program should be carried out.

For evaluation process, Kirkpatricks evaluation of training module can be

applied. Like,
Determination of how learners react to the process.
The success of skill acquisition by learners.

The extent to which workplace behavior after the training indicates skill
acquisition.

Measurable results, including increased profit or decreased defects

observed.

After each training program, feedback should be collected through questionnaire

or any other means

Based on the feedback collected, necessary modification can be made.

The training and development program which is organized by the banks should
result in effective co-ordination among the employees and also adequate training
is needed for the trainee to improve the performance, skills and knowledge
regarding object handling. So the training period should be extended.

Bank employees feedback can be obtained about the training given by the
banks. So that training can be improved further to their expectations and thus
their services to the customers could be increased and accomplishment of
objectives could be made easier
 CONCLUSION

Training is an investment rather than a cost to the organization. The utilization of all
other resources directly depends on efficient utilization of human resources. Every
organization depends to have well trained and experienced people to perform the
activities that have to be done. As jobs have become more complex in the banking
sector, the importance of employee training has increased. A key for obtain consistent
success with training programs is to have a systematic approach to measurement and
evaluation. Recognition of the training methods and measurements techniques are
crucial for the organizations training success.

In order to improve the efficiency of employee in the present job and prepare himself for
the higher level job, the effective training programs are necessary. It is also needed to
banking policies, new technology and the changing environments. Training and
development is now considered as more of retention tool than a cost. The training
system in banking industry has been changed to create a smarter workforce and yield
the best results. Training and development programs help remove performance
deficiencies in employees and also they are esteemed resource of the bank and
success or failure of the bank operation relay on the performance of employees. Timely
evaluation of the success of employees training and development programs are most
important for the banks.

State bank of India has a good organization culture, excellent working environment and
a very precious asset (i.e. human capital) that is highly dedicated and hardworking; well
qualified knowledge workforce. State bank of India has offered training to its employees
of all departments. From the analysis of the data it can be concluded that the training
programs offered in state bank of India are effective.
 BIBLOGRAPHY

http://en.wikipedia.org/wiki/sbibank

http://www.sbi.com

www.google.com

www.wikipedia.com
 ANNEXURE

1 Training program effectively contributed to improve ability in performing

the job?
a. Strongly agreed
b. Agreed
c. Disagreed
d. Neutral
e. Strongly disagreed

2 Training programs were relevant and useful?

a. Strongly agreed
b. Agreed
c. Disagreed
d. Neutral
e. Strongly Disagree

3 Trainees learnt the methods and procedures of performing job?

a. Strongly Agreed
b. Agreed
c. Disagreed
d. Neutral
e. Strongly Disagreed

4 Training program improved trainees commitment toward jobs?

a. Strongly Agreed
b. Agreed
c. Disagreed
d. Neutral
e. Strongly disagreed
5 Training program helped to acquire better job satisfaction?
a. Strongly Agreed
b. Agreed
c. Disagreed
d. Neutral
e. Strongly Disagreed

6 Training program helped to reduce the difficulties in job?

a. Strongly Agreed
b. Agreed
c. Disagreed
d. Neutral
e. Strongly Disagreed

7 Training program contributed to improve interpersonal skills?

a. Strongly Agreed
b. Agreed
c. Disagreed
d. Neutral
e. Strongly Disagreed

8 Communication skill improves after the training program?

a. Strongly agreed
b. Agreed
c. Disagreed
d. Neutral
e. Strongly Disagreed
9 Trainees learnt the technological changes effected in job?
a. Strongly agreed
b. Agreed
c. Disagreed
d. Neutral
e. Strongly Disagreed

10 Content of training program is valuable?

a. Strongly agreed
b. Agreed
c. Disagreed
d. Neutral
e. Strongly disagreed

11. Training program improves the ability to take quick decision?

a. Strongly agreed
b. Agreed
c. Disagreed
d. Neutral
e. Strongly disagreed

12. Training program helped trainee to perform the job with easy?
a. Strongly agreed
b. Agreed
c. Disagreed
d. Neutral
e. Strongly Disagreed