TRAINING AND DEVELOPMENT

At
PUNJAB NATIONAL BANK

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 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. A.Anuli (HRD), who has been instrumental in providing me
direction, constant encouragement and cooperation in an attempt to take this project to
its logical conclusion.
Not to forget Mr. Beleshwar Pradhan 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.

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 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

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 INTRODUCTION

I at Punjab National Bank that the project titled “Training and Development in
Sundargarh, Odisha 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 Bank’s performance
along these dimensions is then reported. Data are analyzed 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.

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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. 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.

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 EXECUTIVE SUMMARY
In today’s 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 employee’s growth potential exists. It
concludes by analyzing the challenges and attempting to provide a glimpse of the
future.

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 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.

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"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.

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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 co-

operation with the company and a greater loyalty to it. The importance of training has

been expressed in these words:

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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

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TRAINING PROCESS IN ACTION

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TRAINING NEEDS ANALYSIS
Choosing the correct training solution for any organization is not a simple process.
Should we focus on e-learning, instructor-led 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?

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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

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: 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.

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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.
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:

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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.

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.

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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-the-

Job Training has the chief advantage of strongly motivating the trainee to learn. On-

the-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.

 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 decision-making 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.

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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.
Computer-assisted 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.
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 step-
by-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

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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

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, audio-

visual, 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

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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.


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.

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  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

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.

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 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. Bank’s Annual Report and various other
published materials such as magazines, manuals and policy statements were also
referred. Reference was also made to Bank’s 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: Circle Office, Bhubaneswar.

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 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

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. PNB’s

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,

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 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.

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

23
 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

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

PNB’s 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.

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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.

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.

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 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. The delegation of
powers is decentralized up to the branch level to facilitate quick decision making.
Head Office

Zonal Offices (26)

Regional Offices (49)

Branches (4093)

HUMAN RESOURCE DEVELOPMENT -POLICY

PERSPECTIVES

26
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 Soft’s 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

performance of the bank. Emphasis has been laid on providing training to help

employees to face the competitive environment.

27
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”

28
 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 socio-
eco development".

29
 Training and development at PNB
The training system within the bank has been oriented so as to be responsive of the

thrust areas system being thrown up in the banking environment and create a pool of

trained/skilled personnel at various levels of hierarchy so as to efficiently man the

branches and provide customer satisfying services. However, training at PNB is not

mandatory for all employees but it has been certainly felt that every employee should

be trained at least once in 3 years.

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

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

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

field emerging from time to time.

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

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

the banking environment so as to groom them in the future.

The training infrastructure has been oriented towards providing intensive training in
tropical areas like Credit, Foreign Exchange, Merchant banking & computers as well

as short training in the job specific and activity specific areas. The training forum

serve as vital platform for the senior executives to disseminate and explain the banks

for credit policies, objectives and share the views on our bank performance vis-a-vis,

the system.

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

which are essential and integral to the process of management of any buoyant and

vibrant system.

30
This two-way interaction helps the field staff to better appreciate the environmental

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

effective feedback, which facilitate formulation of strategies and policies for

achievement of corporate objectives.

ASSESSMENT OF THE TRAINING NEEDS OF PUNJAB

NATIONAL BANK
 In order to assess the training needs of the staff working in the bank, there is a

system of maintenance of inventory cards at regional as well as zonal office

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

Ares in which they need training as to improve their skills and perform the job

better. The appraising authority and the reviewing authority are required to

take a note of this feedback from the staff and the inventory cards are being

maintained at regional/zonal offices are 'required to be upgraded and keep up

to date, keeping in view the training need mentioned by the staff.

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

information on annual basis to the regional office on or before 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

31
 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.

 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 No. of No. of No. of Total Level of
Training Channels Courses Faculties officers no. Of Training
centers trained Officers
in 997-
98

PSU 135 220 7463 613 96699 160595 Up to

Banks scale IV
SBI 17 42 1014 144 20623 80510 Up to
&associates scale IV
Private 23 34 567 66 7656 14772 Up to
Sector 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.

32
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

33
TRAINING FACILITIES AVILABLE FOR OFFICERS

34
 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 and maximize the number of

programmers/participants so as to reach a large number of employees and giving

training to them.

35
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

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.

"'"

36
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
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 sub-categorization of

the type of programmes and towards the suggestions/ requirements of the concerned

authorities/ field.

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

37
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
Business as a whole
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
practices in standards requirements
operation
Improvement: 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 objective.
productivity and productivity and
profitability as a profitability as a
whole whole

IDENTIFICATION OF THE TARGET GROUP

 Age: The minimum and/or maximum of participant

38
  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.(Deposit Insurance and Credit Guarantee
Corporation)
 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

agriculture officers, Law officers,

INSTRUCTIONAL DESIGN OF TRAINING PROGRAMME IN

PNB

39
 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

40
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
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.

41
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

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,

42
 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.

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 one-week programme on bank routine, priority sector, house keeping, credits

scheme and awareness of foreign scheme.

43
b) Two week Programmes:
Operational areas of foreign exchange etc., or other similar areas, mid week test

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

descriptive, objective or partly both.

There after the final test should be conducted on Friday or on the second last day of
the second week. The marks scored by the participants in the final test should be
compared with the mid-course test and the coordinator in the class should commend
performance of those who have improved.
c) Advance Programmes:
In advance Programmes on Credit Management and Foreign Exchange etc. being
conducted for various levels, the schemes of 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.

44
 ANALYSIS OF TARINING AND
DEVELOPMENT PROGRAMME

(1) Have You attended any training programmes organized by the training
center recently?

45
Yes 63%
No 37%

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

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

Note: Poor-None

46
(3) The channels of communication used in the programmes are :-

Verbal 21%
Written 11%
Both 68%

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

Time constraint 47%

Communication gap 21%
No Hinderence 32%

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

Mostly 47%
sometimes 37%
Never 16%

47
(6) How would you rate the training ?

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

(7) Time period of training ?

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

(8) is there a system of feedback?

Yes 73%
No 27%

48
(9) If yes, how is it provided after training?

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

(10) Do employees actively participate in determining the training needs and

know the skills they must acquire?

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

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

49
 Often 57%
Rarely 32%
Never 11%

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

Yes 87%
No 13%

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

50
collected coordinated & utilized through people, it is through the combined efforts of
people that material monetary resources are effectively utilized for the attainment of
organizational objectives. As time, passes people become experienced & skilled
which is not so with the other resources that generally depreciate as the time passes
by. This resource is active, animate & living. It is the man only who with his ability to
feel, think, conceive & grow can show his satisfaction or dissatisfaction, resentment
or acceptance for all types of related activities. It is the person at work who is valued,
not the machine, infrastructure or capital.
PNB, realizing the importance of the above fact, has given great emphasis on its

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

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

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

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

51
loopholes in areas like the Training Needs Identification and the Feedback System

adopted in Bank. Also, the post evaluation of the training is almost missing in the

Bank.

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

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

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

people, without the assistance of whom, the project would not have taken the shape

it has. )

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.

52
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.

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..

53
  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 existing procedure through continuous training and retraining done at all
levels as an ongoing process.
 Learning should be one of the fundamental values of the Bank and this
philosophy can be percolated down to all employees through the training
programs.
 There must be more of quality topics rather than quantity topics.
 In-house trainers should be rewarded appropriately so that they get motivated
to train better.
 The training methods and techniques must be constantly upgraded with more
of audio-visual support, case discussions, role plays, management games, in-
basket 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

54
 importance of the feedback forms and the benefit it would give the trainees.
This would make them more careful while filling up these forms.
 There should be feedback from the trainers also. This would act as a
motivating force for the employee s if they are ranked or graded high and
given rewards for better performance. Also in case of lower grading timely
feedback from trainer would help the employee to adjust his efforts, or correct
his mistakes and thus helping both the employee and the organization getting
the full benefit of the training provided.

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

employees at PNB is based on two dimensions- Level of Learning and Results
Achieved. This does not provide the real picture of the efficiency of the training
program; two more dimensions are needed to be evaluated to complete the evaluation
process effectively these two dimensions are: -
 Reaction of Learner
 Behavior on the job.
 Also, the learning objectives should be measured along with a detailed Cost
Benefit Analysis of the training programs.
 Feedback system should not only prevail during and at the end of the program,
but it should also be implemented after sometime of the training so as to check
upon the 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

55
 - Frances & Roland Bee
Training for organization transformation
- 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 -

56
Department –
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

57
7. Time period of Training.
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

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