EXECUTIVE SUMMERY

The internship report titled on identifying employees are satisfied with the Training program of Al Arafah Bank Limited. The purpose of this report is to learn how to get employee satisfaction in banking sector. The report begins with an overall presentation of report introduction, objective, and methodology and literature review that are necessary in preparing the report. It is followed by the historical background of Al Arafah Islami Bank in Bangladesh including the mission, vision, objectives and organizational structure. It is also included training process, duration of the training sessions and employee satisfaction by the training programs. In the last part of the report, the major findings of the report and recommended how the bank can overcome those problems that the bank can use in future for a successful training program.

Introduction:
In order to remain competitive and to ensure excellent staff are attracted to and remain within the organization, companies need to ensure that the training and development of all employees is an issue which is taken seriously. One of the most important aspects of managing people lies in helping employees become more effective at their jobs and being able to adapt to that job or another job as he/she matures within the organization. This requires a high level of co-ordination between employee training and development and the range of other personnel functions, such as recruitment and selection, performance appraisal, reward systems and employee relations. Identification of a companys training needs, designing a relevant training plan, selecting and implementing the resulting training programme and evaluating its success are therefore integral elements of the overall Human Resource process. However, for any of these functions to be effective, the Training plans and policies must be in line with the organizations strategic objectives. The Training function is increasingly considered to be a key player in helping the organization to achieve its goals through its people as it is becoming more generally accepted that there is a strong correlation between organizational success and investment in training and development. There is now a growing awareness of the importance of a planned approach to training and development as a tool for competitive advantage, staff recruitment, selection, retention and motivation. The whole Training and Development function has increasingly acquired status as the instrument for breaking new ground and bringing about change through its developmental activities. Training managers must provide expert advice to top level management, usually about the value to the organization of a particular kind of training. Furthermore, they must have the means to persuade management as to a systematic approach to training outlining for example, the extent to which changes in structure and procedures will be necessary to support training. The training must take place within a framework of partnership between the trainer, employer and employee. This relationship must be characterized by trust between all stakeholders so that training does not simply reflect the views of the employer. Training and development is about making a difference to the bottom line, both in terms of how people feel about their jobs as well as in the area of performance and productivity. Ultimately, it is about adding real value to the organization and those who comprise it.

Objective of the report:

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2.1 The broad objective Identifying employees are satisfied with the Training program of Al Arafah Bank Limited. 2.2 The specific objectives To know the training program of Al Arafah Islami Bank Limited.
1. 2. 3.

To know the procedure of training process. To know the duration of training program To identify employee satisfaction by the training program.

Methodology of the report:

For smooth and accurate study everyone has to follow some rules & regulations. I used descriptive research method to complete this report. The study inputs were collected from secondary source. Secondary data were collected from the following sources: From Banks Annual Report. From prior research report From books and periodicals related to the banking sector. Their own website.

History of the Company:

Al-Arafah Islami Bank Ltd. as the name implies a newly formed commercial bank in Bangladesh. It has been incorporated in Dhaka, Bangladesh as a public limited company and its Head Office of the Bank is located at Rahman Mansion, 161, Motijheel C/A, Dhaka- 1000. In the world of consumerism the business organization of the world strive for the consumers satisfaction as a number one business strategy whatever may be the product of the organization, either service or non service. Service is the product of bank. There is a saying that customer service starts rights right from the stairs of the bank building. The guard at the door is first person pep resents of the bank, receives a customer with wishes in smiling face.

Al-Arafah Islami Bank Ltd. (AIBL) was incorporated on 18 June,1995 with authorized Bank is vested in capital of Tk.1000 million (100 Crore) and paid up capital of Tk.10.12 Crore paid up by the Sponsors/Directors and Tk.10.12 Crore was offered to the public for subscribed portion of public issue of shares. The Bank was formally inaugurated on 27th September, 2005 with Motijheel Branch (Principal Branch).The Management of the a Board of Directors consisting of 24 members including the Managing Director of the Bank. Among 24 Directors 2 (two) Directors came from the public shareholders. Managing Director is the chief executive of the Bank. There is a Shariah council of 7 (seven) members in Al-Arafah Islami Bank Ltd. to monitor the investments whether it invests in Shariah allowed sectors or not .Since its establishment, AIBL opened 5 branches in 1995, 5 in 1996,10 in 1997, 10 in 1998, 5 in 1999, 2 in 2000, 3 in 2001, 1 in 2005, & 5 in 2006 i.e. at the end of 2006 the Bank Branch reaches to 46.Total number of employees of the Bank was 771 in 1995 and reached to 912 in 2006 and during the short period of its activities the Bank has made remarkable progress in various activities. Since commencement of its activities on 18 June ,1995 the Bank has mobilized the deposit of Tk.6415.79 million and 16775.33 million at the end of the year 1999 and 2006. Foreign exchange business handled by the Bank during the year 1999 to 2006 were Tk.7859.72 million and 11314.18 million respectively and investment was Tk.3793.71 million and 17423.18 million at the end of the year 1999 and 2006 respectively. The bank earned a profit of Tk.31.70 million in the year 1999 compared to Tk.470.02 million (profit after tax and provision) in the year 2006. Al-Arafah Islami Bank Ltd. was established not only to earn profit and to develop economy of the country but also it had an ultimate goal to get reward in the Heaven by banning interest in business. Since its commencement the Bank has been trying to achieve this goal. The Islam
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loving people specially who are not interested with interest, should help this Bank giving deposit and taking investment from this Bank. http://www.al-arafahbank.com/organization.html retrieved at 17-11-2011

Mission of Al-Arafah Islami Bank Limited:

By establishing an interest free atmosphere in day to day business transactions, the Promoters, Sponsors & Directors expect the Shafayat from our beloved Prophet Hadrat Muhammad (S) and the ultimate emancipation in the Afterwards.

Vision of Al-Arafah Islami Bank Limited:

To establish an interest free transaction in the economy.

Objectives of AIBL:
To establish an interest free economy.
To establish a modern banking system for all kinds of people.

To take part in the economic growth of the country.

To eradicate the poverty and to do social services by establishing Schools, Madrashas,

University, Hospitals, Public Library etc. Finally to achieve ultimate goal i.e. Nazat in Akhirat.

Organizational Structure:
To achieve its organizational goals, the Bank conducts its operations in Accordance with the major policy guidelines laid down by the Board of Directors, the highest policy making body. The management looks after the day-to-day operation of the Bank.

Chairman

Advisor Assistant Vice President

Board of Director

Senior Principle Officer

Principle Officer

Executive Officer

Assistant Officer

Managing Director

Senior Executive Vice President

Senior Vice President

Vice President

Senior Assistant Vice President

Junior Officer http://www.al-arafahbank.com/retrieved at 17-11-2011

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 Literature review:
Training has made significant contributions to development of all kinds. Training is essential; doubts arise over its contribution in practice. Complaints are growing over its ineffectiveness and waste. The training apparatus and costs have multiplied but not its benefits. Dissatisfaction persists and is growing at the working level where the benefits of training should show up most clearly. This disillusionment shows in many ways reluctance to send the most promising people for training, inadequate use of personnel after training etc. With disillusionment mounting in the midst of expansion, training has entered a dangerous phase in its development. The searchlight of inquiry may make the task and challenges stand out too starkly, too simply. Using experience with training in India and other rapidly developing countries has this advantage at similar risk. The contribution that training can make to development is needed acutely and obviously. At the same time, the limited resources available in these countries make this contribution hard to come by. These lines are sharply drawn; on the one hand, no promise can be ignored; on the other, no waste is permissible. The training process is made up of three phases: Phase 1: Pre-training. This may also be called the preparation phase. The process starts with an understanding of the situation requiring more effective behavior. An organizations concerns before training lie mainly in four areas: Clarifying the precise objectives of training and the use the organization expects to make of the participants after training; selection of suitable participants; building favorable expectations and motivation in the participants prior to the training; and planning for any changes that improved task performance will require in addition to training. Phase 2: Training. During the course of the training, participants focus their attention on the new impressions that seem useful, stimulating and engaging. There is no guarantee that the participants will in fact learn what they have chosen. But the main purpose remains: participants explore in a training situation what interests them, and a training institutions basic task is to provide the necessary opportunities. Having explored, participants try out some new behavior. If they find the new behavior useful, they try it again, check it for effectiveness and satisfaction, try
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it repeatedly and improve it. Finally, they incorporate this new facet into their habitual behavior in the training situation. If they do not find it useful, they discard it, try some variant, or discontinue learning in this direction. The intricate process of selection and testing is continuous and more or less conscious. It is important that work organizations meanwhile prepare the conditions for improved performance by their participants upon their return. Phase 3: Post-training. This may be called the follow up phase. When the participants return back to work from the training, a process of adjustment begins for everyone involved. The newly learned skills undergo modification to fit the work situation. Participants may find their organizations offering encouragement to use the training and also support for continuing contact with the training institution. On the other hand, they may step into a quagmire of negativity. More effective behavior of people on the job in the organization is the primary objective of the training process as a whole. In the simplest training process, improvement is a dependent variable, and participants and organizations independent variables. Every organization needs well-adjusted, trained and experienced people to perform its activities. As jobs in todays dynamic organizations have become more complex, the importance of employee education has increased. Employee training is a learning experience; it seeks a relatively permanent change in employees that improves their job performance. Training involves changing skills, knowledge, attitudes, or behavior. This may means changing what employee know, how they work, or their attitudes toward their jobs, coworkers, managers, and the organization. Different employee training & development methods A. On-the-Job Training Methods

1. Job instructions:

It is received directly on the job, and so it is often called on-the-job training (OJT). It is used primarily to teach an employee how to do their current jobs. A trainer, supervisor, or coworker serves as the instructor.

OJT includes several steps:

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1. The trainee receives an overview of the job, its purpose, and its desired outcomes, with an emphasis on the relevance of the training. 2. Trainer demonstrates the job to give the employee a model to copy. 3. Employee is allowed to mimic the trainers example. 4. Demonstrations by trainer and practice by the trainee are repeated until the job is mastered. 5. Employee performs the job without supervision. 2. Job rotation:

Job rotation involves moving employees to various positions in the organization to expand their skills, knowledge and abilities. It can be either horizontal or vertical.

1. Vertical job rotation is promoting a worker into a new position. 2. Horizontal job rotation is short-term lateral transfer. Benefits:

It is excellent method for broadening an individuals exposure to company operations and for turning a specialist into a generalist. Increase the individuals experience Allows an employee to absorb new information Reduce boredom Stimulate the development of new ideas. Provide opportunities for a more comprehensive and reliable evaluation of the employee by supervisors.

3. Assistant-To Position:

Assistant-to positions allow employees with potential to work under and be coached by successful managers.

Working as staff assistants, perform many duties under watchful eye of a supportive coach.

Benefits: Employee experience a wide variety of management activities Groomed for the duties of next higher level position 4. Committee assignments: Committee assignments provide opportunities to an employee for: 1. Decision-making 2. Learning by watching others 3. Becoming more familiar with organizational members and problems Temporary committee:

Act as a taskforce to delve into a particular problem, ascertain alternative solutions, and recommend a solution. Temporary assignments can be interesting and rewarding to the employees growth.

Permanent committee:

Increases the employees exposure to other members of the organization Broadens his/her understanding Provide an opportunity to grow and Make recommendations under the scrutiny of other committee members

5. Apprenticeships and Coaching:

Apprenticeships involve learning from a more experiences employee or employees. It may be supplemented with off-the-job classroom training. Assistantships and internships are similar to apprenticeships because they use high levels of participation by the trainee and have high transferability to the job. Coach attempts to provide a model for the trainee to copy.
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It is less formal than an apprenticeship program because there are few formal classroom sessions. Coaching is handled by the supervisor or manager not by HR department. Manager or another professional plays the role of mentor; give both skills and career advice.

B. Off-the-Job Training Methods 1. Lecture Courses & Seminars:

Traditional forms of instructions revolve around formal lecture courses and seminars. Helps the individuals acquire knowledge and develop their conceptual and analytical abilities. Many organizations offer these in-house, through outside vendors, or both. Lecture courses and seminars benefit from todays technology and are often offered in a distance-learning format. Feedback and participation can be improved when discussion is permitted along with lecture process.

Benefits:

Relative economic method

2. Vestibules:

Learning tasks on the same equipment that one actually will use on the job but in simulated work environment. Separate areas or vestibules are setup with equipment similar to that used on the job. This arrangement allows transference, repetition, and participation.

Benefits: Not disrupting normal operations

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3. Role Playing and Behavior modeling:

Role-playing is a device that forces trainees to assume different identities. For example, a male worker may assume the role of a female supervisor and a female supervisor may assume the role of a male worker. Then both may be given a typical work situation and told to respond, as they would expect the other to do.

It is used to diversity training, to change attitudes and also helps to develop the interpersonal skills. Behavior can be learned, modified and altered through this method where individual is either matching or copying or imitating, through the observation of some other individual.

It is an observational learning technique. Learning takes place not through experience but through observing the others behavior. The re-creation of the behavior may be videotaped so that trainer and the trainee can review and critique it. Trainer and trainee observe the positive and negative consequences; the employee receives vicarious reinforcement that encourages the correct behavior.

4. Simulation:

Simulation refers to any artificial environment that attempts to closely mirror an actual condition. Learning a job by actually performing the work May include case studies/case analysis, experimental exercises/decision games and roleplays and group interactions and are intended to improve decision-making. It is similar to vestibules, except that the simulator more often provides instantaneous feedback on performance.

Benefits: Opportunities to attempt to create an environment similar to real situations

manager face, without high costs for poor outcomes.

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Disadvantage:

Difficult to duplicate the pressures and realities of actual decision-making on the job, Individuals often act differently in real-life situations than do in simulated exercise.

4.1. Case-study:

Take actual experiences of organizations, these cases represent attempts to describe, as accurately as possible, real problems. Trainees study these cases to determine problems, analyze causes, develop alternative solutions, select what they believe to be the best solution, and implement it.

If cases are meaningful and similar to work-related situations, it means transference is there. Participation can also increased by discussing these cases.

Benefits:

Provide stimulating discussions among participants Excellent opportunities for individuals to defend their analytical and judgmental abilities. Improving decision-making abilities within the constraints of limited information.

4.2. Decision Games/ role-playing:

Played on computer program, Player makes decision, and computer determines the outcome in the context of the conditions under which it was programmed. Provide opportunities for individuals to make decisions and to witness the implications of their decisions for other segments of the organization. Role-playing allows participants to act out problems and to deal with real people.
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5. Self-study & Programmed Learning:

Carefully planned instructional materials can be used to train and develop employees. It is computer programs or printed booklets that contain a series of questions and answers. After reading and answering a question, the reader gets immediate feedback. If right, the learner proceeds; if wrong, the reader is directed to review the accompanying materials. Programmed materials provide learner participation, repetition, relevance, and feedback. It ranges from manuals to prerecorded cassettes or videotapes. Benefits: It is useful when employees are dispersed geographically or when requires little interaction.

6. Outdoor Training:

Outdoor training typically involves challenges, which teach trainees the importance of teamwork/working together. It typically involves some major emotional and physical challenge. Purpose is to see how employees react to the difficulties that nature presents to them. Do they freak? Or are they controlled and successful in achieving their goal? Benefits: It reinforced the importance of working closely with one another, building trusting relationships, and succeeding as a member of a group.

Job training techniques 1. Vestibule Training: This training method attempt to duplicate on-the-job-situation in a company classroom. It is a classroom training that is often imported with the help of the equipment and machines, which are identical with those in use in the place of work. This technique enables the trainees to concentrate on learning new skill rather than on performing on actual job. This type of training is efficient to train semi-skilled personnel, particularly when many employees have to be trained for the same kind of work at the same time. Often used to train bank tellers, inspectors, machine operators, typists etc. In this, training is generally given in the form of lectures, conferences, case studies, role-play etc.
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2. Demonstrations and Example: In this type of training method trainer describes and displays something, as & when he teaches an employee, how to do something by actually performing the activity himself & going on explaining why & what he is doing. This method is very effective in teaching because it is much easier to show a person how to do a job than tell him or give him instruction about a particular job. This training is done by combination with lectures, pictures, text materials etc. 3. Lectures: Lecture is a verbal presentation of information by an instructor to a large audience. The lecture is presumed to possess a considerable depth of knowledge of the subject at hand. A virtue of this method is that is can be used for very large groups, and hence the cost per trainee is low. This method is mainly used in colleges and universities, though its application is restricted in training factory employees. Limitations of the lecture method account for its low popularity. The method violates the principle of learning by practice. It constitutes a one-way communication. There is no feedback from the audience. Continued lecturing method can be made effective it if is combined with other methods of training. 4. Audio-visuals: Audio-visuals include television slides, overheads, video-types and films. These can be used to provide a wide range of realistic examples of job conditions and situations in the condensed period of time. Further, the quality of the presentation can be controlled and will remain equal for all training groups. But, audio-visuals constitute a one-way system of communication with no scope for the audience to raise doubts for clarification. Further, there is no flexibility of presentation from audience to audience. 5. Programmed Instruction (PI): This is method where training is offer without the intervention of a trainer. Information is provided to the trainee in blocks, either in a book form of through a teaching machine. PI involves: 1. Presenting questions, facts, or problems to the learner 2. Allowing the person to respond 3. Providing feedback on the accuracy of his or her answers

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4. If the answers are correct, the learner proceeds to the next block. If not, he or she repeats the same. 6. Computer-Assisted Instruction (CAI): This is an extension of the PI method. CAI provides for accountability as tests are taken on the computer so that the management can monitor each trainees progress and needs. CAI training program can also be modified easily to reflect technological innovations in the equipment for which the employee is being trained. This training also tends to be more flexible in that trainees can usually use the computer almost any time they want, thus get training when they prefer. 7. Apprenticeship: This method of training is usually done in crafts, trades and in technical areas. It is the oldest and most commonly used method, if the training is relatively for a longer period. Here a major part of training is spent on the job productive work. Each apprentice is given a programme of assignments according to a pre-determined schedule, which provide for efficient training in trade skills. 8. Simulation: A simulator is any kind of equipment or technique that duplicates as nearly as possible the actual conditions encountered on the job. Simulation then, is an attempt to create a realistic decision-making environment for the trainee. Simulations present likely problem situations and decision alternatives to the trainee. The more widely held simulation exercises are case study, role-playing and vestibule training. 9. Conference: In this method, the participating individuals confer to discuss points of common interest to each other. It is a basic to most participative group centered methods of developments. This emphasis on small group discussion, on organized subject matter and on the active participation of the members involved. There are three types of conferences,

Direct discussion: Here trainer guides the discussion in such a way that the facts, principles or concepts are explained. Training Conference: The instructor gets the group to pool its knowledge and past experience and brings different points of view to bear on the problem. Seminar Conference: In this method instructor defines the problem, encourages and ensures the full participation in the discussion.
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10. Case Studies: This method is developed in 1800S At the Harvard Law School. The case study is based upon the belief that managerial competence can best be attained through the study, contemplation and discussion of concrete cases. When the trainees are given cases to analyze, they are asked to identify the problem and recommend tentative solution for it. The case study is primarily useful as a training technique for supervisors and is especially valuable as a technique of developing discussion-making skills, and for broadening the prospective of the trainee. In case study method the trainee is expected to master the facts, should acquainted with the content of the case, define the objective sought in dealing with the issues in the case, identify the problem, develop alternative courses of action, define the controls needed to make the action effective and role play the action to test its effectiveness and find conditions that may limit it. 11. Role Playing: In role-playing trainees act out the given role as they would be in stage play. Two or more trainees are assigned parts to play before the nest of the class. Here role players are informed of a situation and of the respective roles they have to pay. Sometimes after the preliminary planning, the situation is acted out by the role players. This method primarily involves employee-employer relationship Hiring, firing, discussing a grievance procedure, conducting a post appraisal interview etc. 12. Programmed Instructions: This method involves a sequence of steps that are often set up through the central panel of an electronic computer as guides in the performance of desired operation or series of operations. This method involves breaking information down into meaningful units and then arranging these in a proper way to form a logical and sequential learning. The programme involves presenting questions, facts or problems to trainees to utilize the information given and the trainee instantly receive feedback on the basis of the accuracy of his answers. To be really effective, the training methods must fit in training programme needs to find out how effective the methods are in accomplishing their goals of modifying skills, attitudes and ultimate behavior. http://www.mbaknol.com/human-resource-management/different-employee-trainingdevelopment-methods/ retrieved at 16-11-2011

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The procedure of training process:

Development is critical to our future business success. Our banks performance will only continue to improve if we develop our people. To develop our people is to invest in our future. We know you have the motivation to succeed, to be good at your job and progress as far as you can. As Al Arafah, training is a partnership between the employee and the Bank. The Bank provides a framework within which the employee can identify the training and development needs. Such training provides a consistent standard of management learning throughout Al Arafah. It also enables the employees to take all of the programs or study for individual modules according to their particular development needs. The Initial Two Years: What the employee can expect to experience during initial 2 years training is a blend of core and discretionary elements, such as: 1. Introduction i.e. the processes that introduces the new entrant to the bank, the employees own business or function and particular department. 2. Training in specific products or technical skills. 3. work-based assignments in respective business or function i.e. doing a job in a particular department for a period of time. 4. Cross-functional attachments experiencing short period of time spent in another business or support function. Long Term Training: Development and training does not stop after two years. After this initial training, the employees are faced with internal development programs, business-related studies and professional qualifications, and the bank also offers the opportunity to develop skills through externally accredited courses. These are designed in conjunction with top universities and business schools including postgraduate, MBA. Accreditation Internal External Schools Executive Development MBA Diploma in Management
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Certificate in Management Foundation Course Induction Course Orientation: Every staff member joining Al Arafah Bank has to attend a 2-day comprehensive orientation to get a feel about the Bank and its business. This orientation program provides a good chance to meet with seniors & colleagues and to build up the team spirit. Product Training: Product training is provided e.g. cash product training, operational training etc. to help the related staff to learn more about the products that the Bank is providing. Skill Training: The bank provides a lot of skill related training e.g. credit workshop, sales & negotiation skills, project management, etc. to help staff enhance their skill in particular aspects. On-job Training: Staff members are continuously involved in the learning process in the form of on-job training. Thus, a lot of on-job training opportunities and job rotation to increase staffs exposure are provided. Self-learning: The bank sends out CDs and books to staff for them to study on trade knowledge, credit knowledge, etc. and staff will decide when he/she will attend the Trade Skill Assessment (TSA) and Credit Skill Assessment (CSA). Management Development Training: In this training program, the employees are given strategic perspectives and business goals management skills; people management, networking and customer focus abilities to better understand and manage their jobs.

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Specific Competency Training: Specific Competence Training is to ensure that the staff excels in product knowledge, regulatory and unique techniques needed for the particular position. Learning and Development: Al Arafah recognizes that it is essential that they have the best people equipped with the right skills and knowledge to perform their roles to the highest standards. They went talented professionals, who seek self development opportunities including continuing professional development. In return the Bank offers excellent training and development. They focus development on where they believe that they will get the greatest return, by developing employees strengths.

Duration of training program:

According to respondents the employees get different type of training program. The training program is given in the entry level, mid level, advance level and other type of training. Respondents showed that in Al Arafah Islami Bank Limited they got two months of initial training which is called entry level and bound for every entrance. Then they can have training like mid level and advance level. In entry level as I can see they a training of 60 days. After that mid and advanced level they dont have kind of specific time duration but most of the respondents have said that they had training approximately 5 to 10 days in mid level and advanced level they meet less training with less duration like one or two days.

Employee satisfaction by the training process:

By the training process, the bank identifies that the employees get training that they are performing their jobs optimally. Their job performance increased after the training. The employees are motivated to their job responsibilities. Thus these training programs reduce the turnover by strengthening employees loyalty within the organization. Employees who are dissatisfied with the growth opportunities were three times more satisfied after getting the training. After the training programs, the employees are starting to give suggestions. They think that they are not only employees of the bank but also they are the part off the bank. They can directly

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communicate with their supervisor because during the training sessions their supervisors also give them training. So there is a understanding relationship among them.

Findings:
1. The employees of Al Arafah Islami Bank Limited have got training and thus the employee performance shows great potentiality and skill. The analysis also shows the employees have got variety of experiences which is taking banks performance upward.
2.

Most of employees got 60 days entry level training and 5 to 10 days mid level training

because here number of employees is higher than advance or other level. The bank provides advance and other level training according to their succession plan or situation.
3.

In Al Arafah Islami Bank Limited the respondents as employees got both on the job

training and off the job training from the bank but unfortunately the employees did not get international training from the abroad.
4. Report shows that training and development program provided by the bank is well

organized and equipped. It also considered that training and development programs are directed and controlled by skillful trainer and these programs are based on banks working activities.
5. Employees of Al Arafah Islami Bank agreed that training provided bank is beneficial for

their working performance.

Recommendations:
1. Al Arafah Islami Bank Ltd is arranging initial training program which is quite enough to

the employees but in mid level and advanced level they are not arranging well length programs. Al Arafah Islami Bank Ltd must be arranged training program and increase length of these types of training before sending employees to the job. As a result the bank easily identifies which types of training will necessary for the trainees in future and one of the advantages is that no hindrance with regular activities. For these reasons, customer service of the bank will be increased and customer satisfaction will increase.

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2. Though the trainers are very much skillful and knowledgeable persons sometimes they

are not understand the trainees needs or their lacking. So they must make know the need of trainees.
3. The bank should take the standard of training to the international level. They should take

trainer from the abroad.

Conclusion:
Training is essential to every organization to enlarge the employees skill and efficiency. Any type of training increases the performance of the employees as advantages such as the employees do their job perfectly and organization achieves their goal easily. So training is the very important part of the organization. For the economic development of a country banking sector plays a vital. Bank is one of the markets leading bank in the banking sector and it has already proved its presence and contribution in the socioeconomic prospect. So to compete with other bank Al Arafah Islami Bank needs skillful employees this So the bank arranges effective training program which will increase employees skill, knowledge and ability, develop better customer service and increase confidents of employees to do better work. As a result, the bank will earn more profit and to reach its mission and vision within short time.

References:
1. http://www.ibec.ie/Sectors/SFA/SFANCEDocLib.nsf/441763b04b0320b680257 22e003fb55a/bc12f53469df45728025722e003f060f/$FILE/Training%20and %20Development.pdf retrieved at 15-11-2011 2. (http://www.al-arafahbank.com/profile.php) retrieved at 15-11-2011 3. http://www.mbaknol.com/human-resource-management/different-employee-trainingdevelopment-methods/ retrieved at 16-11-2011 4. http://www.al-arafahbank.com/organization.html retrieved at 17-11-2011 5. http://www.al-arafahbank.com/retrieved at 17-11-2011

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