1

INDEX
SR

CONTENTS

PAG

NO

.
1.

INTRODUCTION

NO.
6

2.

MEANING AND DEFINITION

3.

TRAINING & DEVELOPMENT-PRACTISE

4.

PRINCIPLES OF TRAINING AND DEVELOPMENT

12

5.

METHODS OF TRAINING AND DEVELOPMENT

14

6.

PUNJAB NATIONAL BANK-COMPANY PROFILE

21

7.

TRAINING AND DEVELOPMENT IN PNB

22

8.

ASSESSMENT OF TRAINING AND DEVELOPMENT

23

9.

NEEDS IN PNB
TRAINING FACILITY AVAILABLE FOR OFFICERS

25

10.

DESIGN OF TRAINING AND DEVELOPMENT

28

11.

PROGRAMME IN PNB
DATA ANALYSIS

31

12.

CONCLUSION

36

13.

SUGGESTIONS & RECOMMENDATIONS

38

14.

BIBLIOGRAPHY

40

TRAINING AND DEVELOPMENT

INTRODUCTION
Every organization needs to have well trained and experienced people to
perform the activities that have to be done. This is the most important aspect of
human resource management. It is widely known that human resource
management helps people to expand their capabilities and offer numerous
opportunities. It is also felt that the expanded capabilities and opportunity for
people at work will lead directly to improvement in operating effectiveness. The
human resources approach means that better people achieve better results. So if
the current or potential job occupant can meet this requirement, training is not
important. But when this is not the case, it is necessary to raise the skill levels
an increase the versatility and adaptability of employees. Inadequate job
performance or a decline in productivity or changes

resulting out of job

redesigning or a technological break through require some type of training and

development effort. As the jobs become more complex, the importance of
employee development through training also increases.
In a rapidly changing society, employees training and 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 fact
industrial to, if is to maintain a viable and knowledgeable work force. In fact
industrial growth cannot take place properly without trained manpower. The
technological advancement is taking place at such a rapid speed that the
knowledge and skill required become obsolete at much faster rate. In order to
cope up with the fast changes in requirement of skill and knowledge due to

advancement of technology the need for systematic training has been felt in
almost all organizations.
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.
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.

TRAINING AND DEVELOPMENT-PRACTICE

Training and development encompasses three main activities: training,
education, and development. Training: This activity is both focused upon, and
evaluated against, the job that an individual currently holds.
Education: This activity focuses upon the jobs that an individual may
potentially hold in the future, and is evaluated against those jobs.
Development: This activity focuses upon the activities that the
organization employing the individual, or that the individual is part of,
may partake in the future, and is almost impossible to evaluate.
The "stakeholders" in training and development are categorized into several
classes. The sponsors of training and development are senior managers. The
clients of training and development are business planners. Line managers are
responsible for coaching, resources, and performance. The participants are those
who actually undergo the processes. The facilitators are Human Resource
Management staff. And the providers are specialists in the field. Each of these
groups has its own agenda and motivations, which sometimes conflict with the
agendas and motivations of the others.
The conflicts that are the best part of career consequences are those that take
place between employees and their bosses. The number one reason people leave
their jobs is conflict with their bosses. And yet, as author, workplace
relationship authority, and executive coach, Dr. John Hoove points out,
"Tempting as it is, nobody ever enhanced his or her career by making the boss
look stupid." Training an employee to get along well with authority and with

people who entertain diverse points of view is one of the best guarantees of
long-term success. Talent, knowledge, and skill alone won't compensate for a
sour relationship with a superior, peer, or customer.
Typical roles in the field include executive and supervisory/management
development,

new-employee

orientation,

professional-skills

training,

technical/job training, customer-service training, sales-and-marketing training,

and health-and-safety training. Job titles may include vice-president of
organizational effectiveness, training manager or director, management
development specialist, blended-learning designer, training-needs analyst, chief
learning officer, and individual career-development advisor.
Talent development is the process of changing an organization, its employees,
its stakeholders, and groups of people within it, using planned and unplanned
learning, in order to achieve and maintain a competitive advantage for the
organization. Rothwell notes that the name may well be a term in search of a
meaning, like so much in management, and suggests that it be thought of as
selective attention paid to the top 10% of employees, either by potential or
performance.
While talent development is reserved for the top management it is becoming
increasingly clear that career development is necessary for the retention of any
employee, no matter what their level in the company. Research has shown that
some type of career path is necessary for job satisfaction and hence job
retention. Perhaps organizations need to include this area in their overview of
employee satisfaction.
The term talent development is becoming increasingly popular in several
organizations, as companies are now moving from the traditional term training
and development. Talent development encompasses a variety of components

such as training, career development, career management, and organizational

development, and training and development. It is expected that during the 21st
century more companies will begin to use more integrated terms such as talent
development.
IMPORTANCE OF TRAINING AND DEVELOPMENT
Training and career development are very vital in any company or organization
that aims at progressing. Training simply refers to the process of acquiring the
essential skills required for a certain job. It targets specific goals, for instance
understanding a process and operating a certain machine or system. Career
development, on the other side, puts emphasis on broader skills, which are
applicable in a wide range of situations. This includes decision making, thinking
creatively and managing people.
1. Help in addressing employee weaknesses:Most workers have certain
weaknesses in their workplace, which hinder them from giving the best
services. Training assists in eliminating these weaknesses, by
strengthening workers skills. A well organized development program
helps employees gain similar skills and knowledge, thus bringing them all
to a higher uniform level. This simply means that the whole workforce is
reliable, so the company or organization doesnt have to rely only on
specific employees.
2. Improvement in workers performance:A properly trained employee
becomes more informed about procedures for various tasks. The worker
confidence is also boosted by training and development. This confidence
comes from the fact that the employee is fully aware of his/her roles and
responsibilities. It helps the worker carry out the duties in better way and
even find new ideas to incorporate in the daily execution of duty.

3. Consistency in duty performance:A well organized training and

development program gives the workers constant knowledge and
experience. Consistency is very vital when it comes to an organizations
or companys procedures and policies. This mostly includes
administrative procedures and ethics during execution of duty.
4. Ensuring worker satisfaction:Training and development makes the
employee also feel satisfied with the role they play in the company or
organization. This is driven by the great ability they gain to execute their
duties. They feel they belong to the company or the organization that they
work for and the only way to reward it is giving the best services they
can.
5. Increased productivity:Through training and development the employee
acquires all the knowledge and skills needed in their day to day tasks.
Workers can perform at a faster rate and with efficiency thus increasing
overall productivity of the company. They also gain new tactics of
overcoming challenges when they face them.
6. Improved quality of services and products:Employees gain standard
methods to use in their tasks. They are also able to maintain uniformity in
the output they give. This results with a company that gives satisfying
services or goods.
7. Reduced cost:Training and development results with optimal utilization
of resources in a company or organization. There is no wastage of
resources, which may cause extra expenses. Accidents are also reduced
during working. All the machines and resources are used economically,
reducing expenditure.

8. Reduction in supervision:The moment they gain the necessary skills and

knowledge, employees will become more confident . They will become
self reliant and require only little guidance as they perform their tasks.
The supervisor can depend on the employees decision to give quality
output. This relieves supervisors the burden of constantly having to give
directives on what should be done.

PRINCIPLES OF TRAINING AND DEVELOPMENT

Relevance: Provide relevant training so that employees can see the value
of the development plans. Long meetings that dont seem to have
anything to do with their day-to-day duties can turn off employees to
future training and make it difficult to implement new development
modules.
Timing: Keep training sessions short and to the point. The staff can
become overwhelmed when supplied with too much information at one
time. Infuse the employees with important skill updates that they can put
to use immediately.
Flexibility: Give employees training that allows them to incorporate the
methods as they see fit when appropriate. Giving employees autonomy to
make decisions builds a stronger workforce that takes pride in its work
product.
Goals: Define the company goals and devise training and staff
development techniques that lead to fulfilling those goals. Keep all staff
development projects aligned with the company purpose and focused on
customer satisfaction.

Identifiers: Identify the skills and characteristics of individual employees

and arrange for them to participate in training that taps into their natural
abilities.
Consistency: Maintain a consistent schedule of training as part of the
company culture. Staff development should be an ongoing, integral part
of the business to ensure optimal production and employee satisfaction
while keeping up with trends and changes in your industry as they occur.

Support: Support the efforts of the staff who indicate a desire for selfimprovement. Listen to the employees when they tell you what kind of
training they need and how it will improve their performance.
Encouragement: Encourage the staff to engage in staff development
projects and to make suggestions. Allow the staff to collaborate and
develop teams that are directly involved in future training plans.
Supply: While training and coaching are an integral part of staff
development, the company must supply the staff with the tools they need
to be successful. Update computers and other equipment as needed when
company implement new work processes or place additional expectations
on employees.
Intervention: When the manger see a problem within the staff, nip it in
the bud early by talking to the errant worker or instituting changes that
effectively stop the harmful behavior. Allowing staff members to continue
upsetting the flow of work can be infectious and negate the efforts at
positive staff development.

10

METHODS OF TRAINING
A large variety of methods of training are used in business. Even within one
organization different methods are used for training different people. All the
methods are divided into two classifications for:
A. On-the-job training Methods:
1. Coaching:Coaching is a one-to-one training. It helps in
quickly identifying the weak areas and tries to focus on
them. It also offers the benefit of transferring theory
learning to practice. The biggest problem is that it
perpetrates the existing practices and styles. In India most
of the scooter mechanics are trained only through this
method.
2. Mentoring:The focus in this training is on the development of attitude. It
is used for managerial employees. Mentoring is always done by a senior
inside person. It is also one-to- one interaction, like coaching.

11

3. Job Rotation:It is the process of training employees by rotating them

through a series of related jobs. Rotation not only makes a person well
acquainted with different jobs, but it also alleviates boredom and allows
to develop rapport with a number of people. Rotation must be logical.
4. Job Instructional Technique (JIT):It is a Step by step (structured) on
the job training method in which a suitable trainer (a) prepares a trainee
with an overview of the job, its purpose, and the results desired, (b)
demonstrates the task or the skill to the trainee, (c) allows the trainee to
show the demonstration on his or her own, and (d) follows up to provide
feedback and help. The trainees are presented the learning material in
written or by learning machines through a series called frames. This
method is a valuable tool for all educators (teachers and trainers). It helps
us:
a. To deliver step-by-step instruction
b. To know when the learner has learned
c. To be due diligent (in many work-place environments)
5. Apprenticeship:Apprenticeship is a system of training a new generation of
practitioners of a skill. This method of training is in vogue in those trades, crafts
and technical fields in which a long period is required for gaining proficiency.
The trainees serve as apprentices to experts for long periods. They have to work
in direct association with and also under the direct supervision of their masters.
The object of such training is to make the trainees all-round craftsmen. It is an
expensive method of training. Also, there is no guarantee that the trained worker
will continue to work in the same organisation after securing training. The
apprentices are paid remuneration according the apprenticeship agreements.

12

5. Understudy:In this method, a superior gives training to a subordinate as

his understudy like an assistant to a manager or director (in a film). The
subordinate learns through experience and observation by participating in
handling day to day problems. Basic purpose is to prepare subordinate for
assuming the full responsibilities and duties.
B. Off-the-job Training Methods:
Off-the-job training methods are conducted in separate from the job
environment, study material is supplied, there is full concentration on learning
rather than performing, and there is freedom of expression. Important methods
include:
1. Lectures and Conferences: Lectures and conferences are the traditional
and direct method of instruction. Every training programme starts with
lecture and conference. Its a verbal presentation for a large audience.
However, the lectures have to be motivating and creating interest among
trainees. The speaker must have considerable depth in the subject. In the
colleges and universities, lectures and seminars are the most common
methods used for training.
2. Vestibule Training:Vestibule Training is a term for near-the-job training,
as it offers access to something new (learning). In vestibule training, the
workers are trained in a prototype environment on specific jobs in a
special part of the plant.
An attempt is made to create working condition similar to the actual
workshop conditions. After training workers in such condition, the trained
workers may be put on similar jobs in the actual workshop.
This enables the workers to secure training in the best methods to work and to
get rid of initial nervousness. During the Second World War II, this method was

13

used to train a large number of workers in a short period of time. It may also be
used as a preliminary to on-the job training. Duration ranges from few days to
few weeks. It prevents trainees to commit costly mistakes on the actual
machines.
3. Simulation Exercises:Simulation is any artificial environment exactly
similar to the actual situation. There are four basic simulation techniques
used for imparting training: management games, case study, role playing,
and in-basket training.
(a) Management Games: Properly designed games help to ingrain thinking
habits, analytical, logical and reasoning capabilities, importance of team work,
time management, to make decisions lacking complete information,
communication and leadership capabilities. Use of management games can
encourage novel, innovative mechanisms for coping with stress.
Management games orient a candidate with practical applicability of the
subject. These games help to appreciate management concepts in a practical
way. Different games are used for training general managers and the middle
management and functional heads executive Games and functional heads.
(b) Case Study:Case studies are complex examples which give an insight into
the context of a problem as well as illustrating the main point. Case Studies are
trainee centered activities based on topics that demonstrate theoretical concepts
in an applied setting.
A case study allows the application of theoretical concepts to be demonstrated,
thus bridging the gap between theory and practice, encourage active learning,
provides an opportunity for the development of key skills such as
communication, group working and problem solving, and increases the
trainees enjoyment of the topic and hence their desire to learn.

14

(c) Role Playing: Each trainee takes the role of a person affected by an issue
and studies the impacts of the issues on human life and/or the effects of human
activities on the world around us from the perspective of that person.
It emphasizes the real- world side of science and challenges students to deal
with complex problems with no single right answer and to use a variety of
skills beyond those employed in a typical research project.
In particular, role-playing presents the student a valuable opportunity to learn
not just the course content, but other perspectives on it. The steps involved in
role playing include defining objectives, choose context & roles, introducing the
exercise, trainee preparation/research, the role-play, concluding discussion, and
assessment. Types of role play may be multiple role play, single role play, role
rotation, and spontaneous role play.
(d) In-basket training: In-basket exercise, also known as in-tray training,
consists of a set of business papers which may include e-mail SMSs, reports,
memos, and other items. Now the trainer is asked to prioritise the decisions to
be made immediately and the ones that can be delayed.
4. Sensitivity Training: Sensitivity training is also known as laboratory or
T-group training. This training is about making people understand about
themselves and others reasonably, which is done by developing in them
social sensitivity and behavioral flexibility. It is ability of an individual to
sense what others feel and think from their own point of view.
It reveals information about his or her own personal qualities, concerns,
emotional issues, and things that he or she has in common with other members
of the group. It is the ability to behave suitably in light of understanding.
A groups trainer refrains from acting as a group leader or lecturer, attempting
instead to clarify the group processes using incidents as examples to clarify

15

general points or provide feedback. The group action, overall, is the goal as well
as the process.

PROCEDURE OF TRAINING:
For a successful designing and conducting of a traing programme the following
procedure is required to be followed:
1. Determining training needs: The training need can be identified with
the help of the following analysis:
Organizational analysis
Resource utilization analysis
Manpower analysis
These analysis should be integrated carefully to design and execute the
training programme.
2. Selecting the target group: It is necessary to decide who is to be trained
new or old employees, unskilled are semi skilled workers, supervisors or
executives. The type and methods to be to be used will depend upon the
type of person to be trained. It is also necessary to create a desire for

16

learning. The employees will be interested in training if they believe that

it will benefit them personally.
3. Preparing the trainers: The success of a training programme to a great
extent depends upon the instructor. The trainer must know both the job to
be taught and how to teach it. He should employ the right training
technique. He should have:
An aptitude for teaching.
A pleasing personality.
Capacity for leadership.
4. Preparing the trainer: The trainee should be put at ease. Most people
are somewhat nervous when approaching an unfamiliar task. The trainee
should be made to feel close to his normal working conditions. The
trainer can famaliarise him with the equipments, tools, processes etc.
5. Developing training packages: This step involves deciding the content
of training, designing support material for training deciding budget for
training packages and choosing the appropriate training methods. A
training course may cover time periods ranging from one week to a few
months.
6. Presentation: This is the action plan of training. The trainer explains,
demonstrates and illustrates in order to put over the new knowledge and
operation. The learner should be told of the sequence of the entire job, the
need for each step in the job, the relationship of the job to the total
workflow etc. Instructions should be clear and complete. Key points

17

should be stressed upon and one point should be explained at a time.

Audio visual aid should be used to demonstrate and illustrate.
7. Performance tryout: The trainee is asked to do the job several times
slowly. His mistakes are corrected and if necessary the complicated steps
are explained again. As soon as the trainee demonstrates that he can do
the job, he put on his own.
8. Follow up: The feedback generated through follow up will help to reveal
the weakness if any. Necessary corrective actions can be taken. Follow up
action reinforces the learning process it also helps in designing future
training programmes.

COMPANY PROFILE
120 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

18
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".

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.

19

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.

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.

20

For identifying the training needs, the branch manager should submit the
information on annual basis to the regional office on or before 31 st
December every year, the same should be consolidated at regional office
for the whole region and submitted to the zonal office on or before 10 th of
January every year.
The inventory cards keep a record of the training provided to an
employee from time to time and whenever decisions are taken for the
nominations of the participants, these cards are kept in view so as to
provide the appropriate training to the employees keeping in view his self
opinion, present assignments been handled and career path.
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.
OBJECTIVES OF THE TRAINING PROGRAMME:

21

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

TRAINING FACILITIES AVILABLE FOR OFFICERS

22

Understanding the Need for Training in the Industry:

Benefit to the
Business as a
whole

Organization

Group

Individual

23

Implantation:

Meeting current

Working together
as

Bringing the

organizational
goals

a team to meet

principles and

and objectivities

practices in

existing targets
and
standards

Being a
competent
working at the
level
of existing
requirements

operation
Improyement:
Incorporating
better
styles of operation
to sustain market
styles of operation
to sustain market

Setting higher

Continuous

targets and

improvement and

objectives and
making the best
objectives and
making the best

skill enhancement
through team
skill enhancement
through team

Innovation:

Innovation

Working across

Introducing new
methods and
practices at work
to
Improve

Introducing new
methods and
practices at work
to
Improve

productivity and
profitability as a
whole

productivity and
profitability as a
whole

boundaries to
create
new relationships,
new products and
improved
services.

Effectively using
improved skills
and
techniques in
regular business
techniques in
regular business
Being able to
work
differently and
more
creatively with a
shared sense of
purpose and a
clear
objective.

IDENTIFICATION OF THE TARGET GROUP

Age: The minimum and/or maximum of participant

24

Education/professional qualifications. If for a training programme, some

formal qualifications like CAIIB, MBA or CA is required, it should be
clearly mentioned.
Work experience
Proposed seat/duty sheet/assignment: In especia1ly short duration/highly
focused programmes where the thrust is on developing operational skills,
proposed utilization of participant after training is an important factor to
consider him for training like in DICGC workshop, persons handling
DICGC claims or likely to be used.
Type of office/scope of business: If a programme is focusing on particular
type of activity/business, the participants should be from such offices
where either there is existing business or the potential exists like in
programme on turn around strategies.
Program for technical/specialized officers: In such type of programme, like for
SSIOs, agriculture officers, Law officers,

INSTRUCTIONAL DESIGN OF TRAINING PROGRAMME IN PNB

25
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..

26

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.
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:

27

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.

ANALYSIS OF TRAINING AND

DEVELOPMENT PROGRAMME
(1) Have You attended any training programmes organised by the training
center recently?

28

Yes
No

63%
37%

(2) Please indicate your view on the qualitiy of training course by ticking the
appropriate box?
PERCENTAGE
V.Goo
Fair
Good d
Meeting Learning
Objectives
Relevant to Job
Trainer(s) help to
learn
Handouts dear and
useful

25
28

35
26

40
46

31

34

35

20

25

55

Note: Poor-None

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

29

Verbal
Written
Both

21%
11%
68%

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

Time constraint
Communication gap
No Hinderence

47%
21%
32%

(5) You were able to pass on knowledge and skills provided from the training
programmes to your subordinates.
Mostly
sometimes
Never

47%
37%
16%

30

(6) How would you rate the training ?

Excellent
good
Average
poor

25%
38%
21%
16%

(7) Time period of training ?

Very Long
Long
Ok
Short
Very Short

5%
8%
26%
33%
28%

(8) is there a system of feedback?

Yes
No

73%
27%

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

Through recognition
Certificate of
excellence
Communication by
faculty
Others

8%
12%
54%
26%

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

know the skills they must acquire?
Always
Frequently
Occasionally
Rarely
Never

36%
32%
16%
11%
5%

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

Often
Rarely

57%
32%

32
Never

11%

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

Yes
No

87%
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

33

in the organization. All Human resource development systems must have a

strong foundation within the Organization as an organization is made up of
people & function through people, the resource- men, money, material &
machinery are collected coordinated & utilized through people, it is through the
combined efforts of people that material monetary resources are effectively
utilized for the attainment of organizational objectives. As time, passes people
become experienced & skilled which is not so with the other resources that
generally depreciate as the time passes by. This resource is active, animate &
living. It is the man only who with his ability to feel, think, conceive & grow
can show his satisfaction or dissatisfaction, resentment or acceptance for all
types of related activities. It is the person at work who is valued, not the
machine, infrastructure or capital.
PNB, realizing the importance of the above fact, has given great emphasis on its
Training & development Activities). As far the PNBs training and development
activities are concerned, the bank has established a Central Staff College at the
corporate level and as many as 3 Regional Staff Colleges, 8 Zonal Training
Centers and one full fledged IT Center at Faridabad. To better equip the
employees to meet the emerging challenges, last year, the bank imparted
training to more than 27500 employees overall, through it's various training
centers. Intensive training programs were also conducted in the areas of credit,
forex, marketing, information technology, etc. to train officers for specialized
jobs. The IT center, Faridabad provided training to employees keeping in view
the technological developments taking place in the banking industry. Besides inhouse 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

34

Peacock National Training Award 2005, instituted by Institute of Directors,

New Delhi, for second year in succession.
To conclude the results of the study have been quite a satisfactory one. The
employees seem to be quite satisfied with the training process at PNB and are
keen to attend more training in the future. However, there have been found
certain loopholes in areas like the Training Needs Identification and the
Feedback System adopted in Bank. Also, the post evaluation of the training is
almost missing in the Bank.
Recommendations have been provided in the study, which if implemented,
could help the Bank to quite an extent in improving the system.
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.

SUGGESTIONS AND RECOMMENDATIONS

TRAINING AND DEVELOPMENT

35
Training Need Assessment- The organizational, operational and individual training needs
must be identified scientifically and a linkage among the three must be established so as to
have an effective Training and Development process.
A detailed discussion with each head of department should be done for identification
of training needs, as they are more aware of their subordinate's strengths and
weaknesses..
Open sessions should be held more often to enable the employee s to express their
training needs more frequently.
A complete Job Analysis should be done so as to identify various competencies
required at various levels. This would make the training need identification more
accurate.
Current and optimum levels of performance of all employees (including clerks and
sub-staff) should be analyzed individually and recorded in Performance Appraisal
Report. This would make the PA report a more valuable source in identifying training
needs.
Designing The Training Plan- A more comprehensive and systematic approach can be
applied to exisisting procedure through continuous training and retraining done at all levels as
an ongoing process.
Learning should be one of the fundamental values of the Bank and this philosophy
can be percolated down to all employees through the training programs.
There must be more of quality topics rather than quantity topics.
In-house trainers should be rewarded appropriately so that they get motivated to train
better.
The training methods and techniques must be constantly upgraded with more of
audio-visual support, case discussions, role plays, management games, inbasket
exercises, simulations, conferences, etc.
The training programs should emphasize upon the Behavioral training so as to bring
about an overall attitudinal change in bank's employees this will help them to deal
with the bank customers more efficiently.
Certain explicit incentives should be given to the employees undertaking training in
the form of rewards (both monetary and non-monetary), grades, certificates,
promotions or transfers, etc. so as to motivate the towards training and development.

36
The records of training volumes should be maintained more systematically. The
Training Inventory System can be improved upon with a little systematic approach
and rigidity upon employees.
The Feedback System can also be improved with more informal interactions between
the trainers and trainees. The trainees should be explained the importance of the
feedback forms and the benefit it would give the trainees. This would make them
more careful while filling up these forms.
There should be feedback from the trainers also. This would act as a motivating force
for the employee s if they are ranked or graded high and given rewards for better
performance. Also in case of lower grading timely feedback from trainer would help
the employee to adjust his efforts, or correct his mistakes and thus helping both the
employee and the organization getting the full benefit of the training provided.
Post Evaluation Of Training- The current scenario to evaluate the performance of
employees at PNB is based on two dimensions- Level of Learning and Results Achieved. This
does not provide the real picture of the efficiency of the training program; two more
dimensions are needed to be evaluated to complete the evaluation process effectively these
two dimensions are: -

Reaction of Learner

Behavior on the job.

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

37

BIBLIOGRAPHY

BOOKS
-AUTHORS
Human Resource Management
-T.N Chhabra
Training needs Analysis and Evaluation
- Frances & Roland Bee
Training for organization transformation
- P.N. Singh
Training & Development
- A.K. Saha
WEBSITES
www.quickmba.com
www.pnbindia.com