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Hyderabad
CERTIFICATE
Development
practice in
ICICI
bank
submitted
by
DECLARATION
I here by declare that the project work entitled a study on Training and
Development practices in ICICI bank at Hyderabad for the academic year 20082010 submitted to ICFAI university in partial fulfillment of the requirement for the
award of the Master of Business Administration is a bonafide work carried out
by me under the guidance of Mrs.S.Madhuri, faculty guide, Adam smith institute
of management and does not from similar work submitted to the ICFAI university
or any other institution.
Place:
Candidate signature
Date:
ACKNOWLEDGEMENT
At the very outset, I would like to thank the lord for the
supernatural grace and mercies.
I have immense pleasure to thank Mr. TRINATH, centre Head
ADAMSMITH INSTITUTE OF MANAGEMENT who has given me moral
support to do my project work effectively and efficiently.
Next I thank to Mrs.SUJATHA, Academic Coordinator
ADAMSMITH INSTITUTE OF MANAGEMENT helped me to do the project
successfully and in efficient manner.
I wish to record my deep sense of gratitude to my faculty guide,
Mrs.S.Madhuri,
Faculty
Member,
ADAMSMITH
INSTITUTE
OF
CONTENTS
I
2 72
2
74
75
II
COMPANY PROFILE
III
INDUSTRY PROFILE
IV
LITERATURE REVIEW
10
10
28
47
VI
69
VII
CONCLUSION
71
ABSTRACT
This project titled A study on Training and Development practice in ICICI bank
Hyderabad is conducted to know the effectiveness of training and development
program implemented in the organization, understanding the various methods
adopted and measuring its efficiency. The methodology used for this study is the
questionnaire for a sample of 30 respondents from various branches in Hyderabad.
CHAPTER-I
INTRODUCTION AND DESIGN OF THE STUDY
1.1 INTRODUCTION:
The study aims at finding out the
Training and
This study is mainly conducting for analyzing and identifies the Training
and Development practices in ICICI bank with regarding to the top level
management.
It will help to know the various processes which will be following by the
organization.
Sample size:
The researcher has proposed to interview to respondents
who are working in Branches of ICICI bank, Hyderabad and they were selected as
the sample for the study.
Sources of data:
The study is based on both primary and secondary data.
Primary data:
The primary data were collected through structured
questionnaire.
Secondary data:
The required secondary was collected from books,
magazines and web-sites.
Data collection technique:
The questionnaire has been designed and supplied to
the respondents for collecting primary data from the employees.
CHAPTER-II
COMPANY PROFILE
ICICI Bank is India's second-largest bank with total
assets of Rs. 3,674.19 billion (US$ 77 billion) at June 30, 2009 and profit after tax
Rs. 8.78 billion for the quarter ended June 30, 2009. The Bank has a network of
1,527 branches and about 4,816 ATMs in India and presence in 18 countries. ICICI
Bank offers a wide range of banking products and financial services to corporate
and retail customers through a variety of delivery channels and through its
specialized subsidiaries and affiliates in the areas of investment banking, life and
non-life insurance, venture capital and asset management.
The Bank currently has subsidiaries in the United
Kingdom, Russia and Canada, branches in United States, Singapore, Bahrain,
Hong Kong, Sri Lanka, Qatar and Dubai International Finance Centre and
representative offices in United Arab Emirates, China, South Africa, Bangladesh,
Thailand, Malaysia and Indonesia. Our UK subsidiary has established branches in
Belgium and Germany.
ICICI Bank's equity shares are listed in India on
Bombay Stock Exchange and the National Stock Exchange of India Limited and its
American Depositary Receipts (ADRs) are listed on the New York Stock Exchange
(NYSE).
10
HISTORY:
ICICI Bank was originally promoted in 1994 by
ICICI Limited, an Indian financial institution, and was its wholly-owned
subsidiary. ICICI's shareholding in ICICI Bank was reduced to 46% through a
public offering of shares in India in fiscal 1998, an equity offering in the form of
ADRs listed on the NYSE in fiscal 2000, ICICI Bank's acquisition of Bank of
Madura Limited in an all-stock amalgamation in fiscal 2001, and secondary market
sales by ICICI to institutional investors in fiscal 2001 and fiscal 2002. ICICI was
formed in 1955 at the initiative of the World Bank, the Government of India and
representatives of Indian industry. The principal objective was to create a
development financial institution for providing medium-term and long-term project
financing to Indian businesses. In the 1990s, ICICI transformed its business from a
development financial institution offering only project finance to a diversified
financial services group offering a wide variety of products and services, both
directly and through a number of subsidiaries and affiliates like ICICI Bank.
After consideration of various corporate
structuring alternatives in the context of the emerging competitive scenario in the
Indian banking industry, and the move towards universal banking, the
managements of ICICI and ICICI Bank formed the view that the merger of ICICI
with ICICI Bank would be the optimal strategic alternative for both entities, and
would create the optimal legal structure for the ICICI group's universal banking
strategy. The merger would enhance value for ICICI shareholders through the
merged entity's access to low-cost deposits, greater opportunities for earning feebased income and the ability to participate in the payments system and provide
transaction-banking services.
11
CHAPTER-III
12
INDUSTRY PROFILE
INDIAN BANKING INDUSTRY
Banking in India originated in the last decades of the 18th
century. The first banks were The General Bank of India which started in 1786, and
the Bank of Hindustan, both of which are now defunct. The oldest bank in
existence in India is the State Bank of India, which originated in the Bank of
Calcutta in June 1806, which almost immediately became the Bank of Bengal. This
was one of the three presidency banks, the other two being the Bank of bombay
and the Bank of Madras, all three of which were established under charters from
the British East India Company. For many years the Presidency banks acted as
quasi-central banks, as did their successors. The three banks merged in 1925 to
form the Imperial Bank of India, which, upon India's independence, became the
State Bank of India.
Indian merchants in Calcutta established the Union Bank
in 1839, but it failed in 1848 as a consequence of the economic crisis of 1848-49.
The Allahabad Bank, established in 1865 and still functioning today, is the oldest
Joint Stock bank in India. It was not the first though. That honor belongs to the
Bank of Upper India, which was established in 1863, and which survived until
1913, when it failed, with some of its assets and liabilities being transferred to
the Alliance Bank of Simla.
banks opened in India during that period failed. The depositors lost money and lost
interest in keeping deposits with banks. Subsequently, banking in India remained
the exclusive domain of Europeans for next several decades until the beginning of
the 20th century.
Foreign banks too started to arrive, particularly in Calcutta,
in the 1860s. The Comptoire d'Escompte de Paris opened a branch in Calcutta in
1860, and another in Bombay in 1862; branches in Madras and Pondichery, then a
French colony, followed. HSBC established itself in Bengal in 1869. Calcutta was
the most active trading port in India, mainly due to the trade of the British Empire,
and so became a banking center. The Bank of Bengal, which later became the
State Bank of India.
The first entirely Indian joint stock bank was the Oudh
Commercial Bank, established in 1881 in Faizabad. It failed in 1958. The next was
the Punjab National Bank, established in Lahore in 1895, which has survived to the
present and is now one of the largest banks in India.
Around the turn of the 20th Century, the Indian economy
was passing through a relative period of stability. Around five decades had elapsed
since the Indian Mutiny, and the social, industrial and other infrastructure had
improved. Indians had established small banks, most of which served particular
ethnic and religious communities.
banks were generally under capitalized and lacked the experience and maturity to
compete with the presidency and exchange banks. This segmentation let Lord
Curzon to observe, "In respect of banking it seems we are behind the times. We are
like some old fashioned sailing ship, divided by solid wooden bulkheads into
separate and cumbersome compartments."
The period between 1906 and 1911, saw the establishment
of banks inspired by the Swadeshi movement. The Swadeshi movement inspired
local businessmen and political figures to found banks of and for the Indian
community. A number of banks established then have survived to the present such
as Bank of India, Corporation Bank, Indian Bank, Bank of Baroda, Canara
Bank and Central Bank of India.
The fervor of Swadeshi movement lead to establishing of
many private banks in Dakshina Kannada and Udupi district which were unified
earlier and known by the name South Canara ( South Kanara ) district. Four
nationalised banks started in this district and also a leading private sector bank.
Hence undivided Dakshina Kannada district is known as "Cradle of Indian
Banking".
CHAPTER-IV
4.1 LITERATURE REVIEW:
15
Title:
Research paper:
In this paper, a case in the banking sector in France is
presented because this is particularly illustrative of some advanced training
policies. Hence it enables several general conclusions to be drawn about their
strategic effectiveness. One particular conclusion is that a training programme
aimed at raising educational levels or basic skills which is not rapidly and
completely articulated to professional programmes and actions about career paths
is doomed to raise frustrations and miss, at least partially, its objectives.
To consider training as a strategic HRM tool is thus not
enough: indeed, there is a complex reality of training in practice. There is a broad
consensus on the role that training must play in developing the know-how and
skills needed to obtain a firm's competitive advantage. In this perspective, training
is more and more viewed as an investment in human resources made in order to
obtain this know-how or these skills. A part of the literature speaks about 'HR
development' to outline the links between, for example, training, career planning
and job design (Hall, 1986). In a perspective less strictly economic, training can
16
heavily modified the relations between banking firms and the financial services
market.
In response to a progressive saturation of the traditional
markets, an important diversification in the offering of services and products has
appeared; intensive competition, particularly linked with the exclusion of
intermediaries which occurred around the mid-1980s, has progressively affected
services to the general public. The 'liberalization' of financial markets, almost
concomitant with these evolutions, has increased these trends, which have given a
whole new insight into the environment of banking firms (Annandale-Massa and
Bertrand, 1990; Piesse, 1991). These new conditions have already had very precise
effects on human resources in banks (Hendry, 1987; Bertrand and Noyelle, 1988;
Hiltrop, 1992).
The general context, in France like in other industrialized
countries, has led the banking sector to reduce employment, even if it has been
done with various methods. In France, the largest banks have mainly developed
policies of early retirement or voluntary leave (Cherain and Denuzi^re, 1992) but a
number of mediumsized banks could not prevent massive redundancies.'
As it has been noted, the banking sector will no longer
be a sector creating jobs for large groups of unskilled people, specially for women,
who constitute the major part of the work-force in France, like in Britain (Springer,
1991). To this quantitative effect, a number of qualitative trends must be added.
Specially in France, the search for flexibility has
developed, in the banking sector as in industrial sectors, the use of part-time
employment and fixed-term contracts (O'Reilly, 1992). The fulltime life-long
18
employment, which used to be for years the only employment formula in banks, is
no longer the only rule, even if it is still the major one. Strategies of diversification
and productivity improvement have led executives to implement organizational
change: mergers, delayering, client-based structures. The overall organizational
context of banking activities has dramatically evolved in the recent years. A
development of market segmentation has changed, in a number of banks, the roles
and structures of branch personnel: specialization along market objectives,
development of new relationship with customers.
A new professionalism is required from branch
employees in their relations with the customer, replacing the simple 'smiling'
contact considered previously as the core of commercial relation. At the same time,
banks have reduced the number of their branches, considered as too large after the
period of fast growth in the 1970s. Many efforts have been made in order to
increase quality of service and productivity, sometimes by encouraging employees
to propose suggestions. The largest French banks have launched ambitious 'Total
Quality' programmes. In response to this strategic evolution, the banking firms
have above all hired new populations, with higher educational levels. The
assumption is that these graduate employees would be more adaptable to the
changes, and that some of them will bring knowledge in computers and ability in
languages that used to be very scarce in the traditional work-force. These
employees have expressed more demands about their career, which have been a
stimulus for establishing more precise career management policies.
The market evolutions and the re-enforcement of
competition, along with the growing sophistication of financial services and
information technology have created needs for new skills. The recruitment of a
19
growing population of 'specialists' has been required, and the banking sector in
France had partly to change its image in order to attract these qualified personnel:
computer specialists, experts in national and international financial services,
in control and security systems. . . . The role of seniority in the promotion process
has been partly reduced and performance appraisal systems have been generalized
Finally, an increased emphasis on training can be noted
almost everywhere. In France, the legislation about training requires a minimum
budget (1-2 per cent of total wages) and the banking sector has for a long time
been known as having training policies specially developed. In most cases, these
policies have evolved in order to reach three types of objectives: up skilling of
'traditional' employees, specially in the areas where employment reduction was
likely (e.g., in the administrative sectors); the basis for these programs has been an
effort to raise the general educational level of employees (the case that we present
below is a good example)
22
estimated in 1985 at one thousand people, mainly administrative clerks and people
employed in the sectors of production and logistics.
This population, having an average seniority of fifteen
years and mainly composed of women, had a low educational and professional
level and had not benefited from training programmes so far. This programme,
which we will call 'Programme for general educational level' has been elaborated
with the regional services of the Ministry of Education (a very rare initiative in the
business sector in France). In 1989, 336 people attended the programme, composed
of three modules (economics, communication skills, banking) totaling 675 hours."
At the end, a certificate is delivered to the trainees.
This programme has been a major investment: the bank
training budget, which was 4.2 per cent of total wages in 1987, went up to 7.3
percent in 1989. The total cost, over five years, of this programme is estimated at
57 million French francs (around 10 million USD).
The second training programme (called 'In-house management
programme') aims at implementing managerial skills in the manager populations of
the bank. The starting point of the programme is the awareness of the deep and
unavoidable evolution of managerial jobs in banks, conceming: on the one
hand, the demand of managerial skills coming from the newly hired populations;
On the other hand, the evolution of managerial roles in the new
context of banking activities, with the progressive separation between 'technical
specialists' and 'managers'. The main objective of this programme was to make the
manager aware of these evolutions through a broad diversity of content: general
24
26
CONCLUSION:
Some general conclusions can be drawn from the analysis
of this case, in the perspective of using training as a tool for HRM in a strategic
change context. The training policy of the bank described here is one of the most
ambitious policies existing in the French banking sector especially as regards the
investment made. It is therefore very interesting to try to learn from this
experience, knowing that other banks have just launched similar projects or are
going to do so very soon. The first lesson to be learnt is that the basic assumption
of some training policies, which is the need for a massive upgrading of the general
educational level (in our case, it is the assumption on which the first programme is
based) must be put under critical examination.
30
Research paper:
The main objectives of this study are to evaluate the
performance of Entrepreneurial Development Programmes from the standpoint of
the banks, to study the factors influencing the attitude of the entrepreneurs towards
33
METHODOLOGY
The present study is mainly empirical in character based on
the survey method. Secondary data of the study comprised information from the
publications of District Industries Centres, State Bank of India, Indian Overseas
Bank, Canara Bank and Indian Bank reports from Entrepreneurial Development
Institute of India and Industrial Development of India. Primary data were collected
from 100 trained entrepreneurs by administering them an interview schedule.
HYPOTHESES OF THE STUDY
The following hypotheses have been framed to find out the
relationship between the social variables and attitude.
1. The age of the entrepreneurs does not influence their attitude.
2. The educational qualifications of entrepreneurs do not influence
there attitude.
3. The family occupation of the entrepreneurs does not influence
attitude.
4. The motivational factors do not influence their attitude.
SAMPLING DESIGN
38
1.
2.
3.
4.
39
POWER
The performance of the power sector during 1996-97 was
satisfactory. The increase in power generation by the States own projects by 4.5
per cent and purchases from Central projects by 6.6 per cent over the previous
year, enabled the overall power availability to improve by 5.1% and the per capita
consumption from 410 kwh to 420 kwh during 1996-97.
ATTITUDE SCALE
In this study there were forty statements identified for
measuring the level of attitude. As there is no ready made scale to measure the
level of attitude, a scale namely The Attitude Scale was developed by awarding
scores to the forty statements and the benefits accruing to the entrepreneurs are
taken as components for building the scale. The different benefits identified were
project guidance, training, financing, consultancy, marketing, information and
financial feasibility. Based on these benefits, statements were formed and
presented to experts and they selected forty statements, according to their order of
preference. These statements were administered to the sample entrepreneurs on
42
Likerts five point scale. For every statement scores were allotted in the order of 5
for Strongly agree, 4 for agree 3 for No Opinion, 2 for Disagree, and I for
strongly disagree.
The application of the attitude scale is illustrated by taking
the case of one of the sample entrepreneurs. The entrepreneur has given his
opinion as Strongly Agree for all the 40 statements, his scores will be 200. If he
agrees with all the 40 statements, his scores will be 160. Accordingly if all the 40
statements his scores will be 120. If he selected respondent disagrees with all the
40 statements his scores will be 80. The scores of the selected respondent will be
40 if he strongly disagrees with all the 40 statements.
The Age Group of the Entrepreneurs and the Attitude towards the
Training Programme
It is observed that the attitude towards the training
programme of old entrepreneurs is higher than that of the young. When old
entrepreneurs attend the training, they are concentrating more on the training
programme, because they are ready to start the industrial units for their livelihood.
But the young entrepreneurs may or may not have an interest to start their units.
Thus the age of the entrepreneurs has a close relationship with the attitude towards
the training programme. Table 3 shows the age group of entrepreneurs under
study.
43
Age Group
Below 30
30-35
35-40
Above 40
Total
Number of Respondents
13(13%)
26(26%)
33(33%)
28(28%)
100
EDUCATIONAL BACKGROUND
Educational is said to be an important factor which
influences the level of attitude towards the training. The technically qualified
persons can easily cope with the training methodology compared with the others.
Many people who do not posses the technical qualification feel shy and they are
not able to follow the training inputs. Therefore, educational background has been
identified as one of the factors which influence the attitude towards the training.
Table. 6 shows the educational background of the respondents
44
SL.NO
1
2
3
4
5
EDUCATIONAL QUALIFICATIONS
Post-Graduate
Graduate
B.E
Diploma
Others
Total
5(5%)
17(17%)
15(15%)
30(30%)
33(33%)
100
FAMILY BACKGROUND
The family background of the entrepreneurs may influence the attitude towards the
training program conducted by public sector banks. The respondents with business
and industrial background want to participate in the training program with more
involvement. The respondents with other family background may have less
involvement than the respondents with industrial background and hence the level
of attitude may be different. Table 9 show the family background of the
respondents under study.
FAMILY BACKGROUND
Agriculture
Industry, Business
Others
NUMBER OF RESPONDENTS
10(10%)
31(31%)
59(59%)
45
Total
100
MOTIVATIONAL FACTORS
The intention of participating in the training program is based on various motives.
The motives prompting active participation in the training are, making use of
traditional skill, technical qualification, association with the other entrepreneurs,
previous employment, reading literature, demonstration effect, association with
technologist, training from public sector banks, unwilling to work under an
employer and giving employment to others. The responses to the motivational
factors which prompt the entrepreneur to participate in the training is shown in
Table 12.
Table 12: Motivational Factors Influencing the Entrepreneur to Join the Training
SL.NO
1
2
3
4
5
6
Motivational Factors
Traditional skill
Technical qualification
Association with other entrepreneurs
Previous employment
Reading literature
Demonstration effort
46
Number of Respondents
60
55
48
36
52
28
7
8
9
10
72
10
89
95
X
60
55
48
36
52
28
72
10
89
47
10
Total
95
545
Arithmetic Mean = x
N
x= 545
N = 10
X = 545 = 54.5
10
SUGGESTIONS
The following suggestions are given for improvement in the
Entrepreneurial Development Programmes.
1. Field visits of long duration should be provided in the course content of the
training program and the prospective entrepreneurs should get a chance to
observe functioning of the units very closely. The trainees should have a
choice in the selection of types of units to be visited.
2. Only those with a real desire for starting new units should be selected for
undergoing EDP training.
3. Periodical courses should be conducted to impart knowledge in the various
aspects of the management for the entrepreneurs who started industrial units
after attending training program. To cite a few courses, Tax Planning,
48
5. The banks should give guidance on various aspects of running the units on a
continuous basis since these entrepreneurs have been induced by the banks
to start industrial units.
6. Efforts should be made to use local language in conducting programmes.
This will help these candidates possessing education up to +2 levels.
7. While teaching the techniques for starting and running units, problems areas
that an entrepreneur may face should be analyzed.
8. In order to get the co-operation of the various officials of the government
agencies, they should be invited and made to get involved in the training
program by giving lectures and guidance to the trainees.
Policies to be framed by Government
1. Every State Government should be made to use local language in conducting
49
3. The Government should involve the experts who are in the field of giving
training and the government officials for giving lecturers and practical
guidance to the trainees.
4. The Government should take speedy action to release funds to start a new
Industry to the successful trainees.
The present study brings to light the innovative Entrepreneurial Development
Programmes implemented by the public sector banks in Tamil Nadu which have
had much impact on the growth of small scale units. Many new generation
entrepreneurs will be able to start industrial units thanks to the Entrepreneurial
Development Programmes.
50
CHAPTER-V
ANALYSIS AND INTERPRETATION
TABLE 1:
Gender
Male
Female
Total
No. of Respondents
20
10
30
Percentage
67
33
100
INTERPRETATION:
The table shows that 67% of the respondents are Male and 33%
respondents are Female.
51
CHART-1:
52
TABLE 2:
No. of Respondents
3
27
30
Percentage
10
90
100
INTERPRETATION:
The table shows that 10% of the respondents are agree and 90% of
the respondents are strongly agree that training helped to acquire technical
knowledge and skills.
53
CHART-2:
54
TABLE 3:
No. of Respondents
18
12
Percentage
60
40
30
100
INTERPRETATION:
The table shows that 60% of the respondents agree and 40% of the
respondents are strongly agree that Senior spend time during training.
55
CHART-3:
56
TABLE 4:
Developing managerial
No. of Respondents
Percentage
capabilities
Agree
Strongly Agree
Disagree
Strongly Disagree
Total
21
7
2
30
70
23
7
100
INTERPRETATION:
The table shows that 70% of the respondents agree and 23% of the
respondents are strongly agree that there is a adequate emphasis on developing
managerial capabilities.
57
CHART-4:
TABLE 5:
58
Developmental needs
Agree
Strongly Agree
Disagree
Strongly Disagree
Total
No. of Respondents
21
8
1
30
Percentage
70
27
3
100
INTERPRETATION:
The table shows that 70% of the respondents agree and 27% of the
respondents are strongly agree that training helped for developmental needs.
CHART-5:
59
TABLE 6:
60
Clear Understanding
Agree
Strongly Agree
Disagree
Strongly Disagree
Total
No. of Respondents
20
10
Percentage
67
33
30
100
INTERPRETATION:
The table shows that 67% of the respondents agree and 33% of the
respondents are strongly agree that training go with a clear understanding of the
skills and knowledge.
CHART-6:
61
TABLE 7:
No. of Respondents
19
62
Percentage
64
Strongly Agree
Disagree
Strongly Disagree
Total
7
4
30
23
13
100
INTERPRETATION:
The table shows that 64% of the respondents agree and 23% of the
respondents are strongly agree that Senior managers help their juniors develop
through training.
CHART-7:
63
TABLE 8:
No. of Respondents
9
64
Percentage
30
Strongly Agree
Disagree
Strongly Disagree
Total
21
-
70
30
100
INTERPRETATION:
The table shows that 30% of the respondents agree and 70% of the
respondents are strongly agree from training are adequate free time to reflect and
plan improvements in the organization.
CHART-8:
65
TABLE 9:
Training policy
Agree
No. of Respondents
7
66
Percentage
24
Strongly Agree
Disagree
Strongly Disagree
Total
9
11
3
30
30
36
10
100
INTERPRETATION:
The table shows that 36% of the respondent Disagree that there is
no well-designed training policy in the organization.
CHART-9:
67
TABLE 10:
No. of Respondents
24
68
Percentage
80
Strongly Agree
Disagree
Strongly Disagree
Total
20
30
100
INTERPRETATION:
The table shows that 80% of the respondents are agree and 20%
respondents strongly agree that training helped to work closely with other people.
CHART-10:
69
TABLE 11:
No. of Respondents
23
7
70
Percentage
77
23
Disagree
Strongly Disagree
Total
30
100
INTERPRETATION:
The table shows that 77% of the respondents agree and 23% of the
respondents are strongly agree that managers provide the right kind of climate to
implement new ideas and methods acquired by their juniors during training.
CHART-11:
71
CHAPTER-VI
FINDINGS AND SUGGESTION
From the study it is found that 90% of the respondents are
strongly agree that training helped to acquire technical knowledge and
skills
72
From the study it is found that 60% of the respondents are agree that
Senior spend time during training.
From the study it is found that 70% of the respondents are agree that there is
a adequate emphasis on developing managerial capabilities.
From the study it is found that 70% of the respondents are agree that training
helped for developmental needs.
From the study it is found that 67% respondents are agree that training go
with a clear understanding of the skills and knowledge.
From the study it is found that 64% respondents are agree that Senior
managers help their juniors develop through training.
From the study it is found that 70% of the respondents are strongly agree
from training are adequate free time to reflect and plan improvements in the
organization.
From the study it is found that 36% of the respondent Disagree that there is
no well-designed training policy in the organization.
From the study it is found that 80% of the respondents are agree and
strongly agree that training helped to work closely with other people.
From the study it is found that 77% of the respondents agree that managers
provide the right kind of climate to implement new ideas and methods
acquired by their juniors during training.
SUGGESTIONS:
CHAPTER-VII
CONCLUSION:
74
CHAPTER-VIII
ANNEXURE
Sir/Madam
I am the student of Adam Smith Institute of Management (ASIM)
doing my Management Thesis regarding Training and Development practice in
your reputed bank. Kindly fill this questionnaire for my completion of the work.
NAME:
S.NO QUESTIONS
GENDER:
AGREE
1.
75
DISAGREE
2.
3.
through training.
There is adequate emphasis on
developing managerial capabilities of
4.
5.
6.
7.
training.
Employees returning from training
are given adequate free time to
reflect and plan improvements in the
8.
organization.
There is a well-designed and widely
shared training policy in the
9.
company.
To what extent does your job require
you to work closely with other
people, such as customers, clients or
10.
76
8.1 BIBLIOGRAPHY:
77
8.2 WEBLIOGRAPHY:
www.scribd.com
www.icicibank.com
www.businesssourcepremier.com
78