FINAL REPORT ON MANAGEMENT THESIS-I
“A Study on Training and Development practices in ICICI bank” Hyderabad Submitted by J.VENKATESAN (8NBSE008) (IDNO: 0801211936) Under the Guidance of Mrs.S.Madhuri A report submitted in partial fulfillment of the requirements of MBA program (batch 2008- 2010)
Hyderabad
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CERTIFICATE
This is to certify that the management thesis I titled “A study on Training and Development practice in ICICI bank”
submitted by
J.VENKATESAN Enroll No: 8NBSE008 during semester-III of the MBA program (class 2010) embodies original work done by him.
Signature of the faculty guide Mrs. S. Madhuri Faculty member ASIM - Hyderabad 2
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:
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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
MANAGEMENT for his valuable suggestions, constructive comments and guidance to bring out this project successfully. Finally it’s my pleasure to thank my parent and friends for their continuous encouragement at every moment.
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CONTENTS I
INTRODUCTION AND DESIGN OF THE STUDY 1.1 Introduction
1
1.2 Objectives of the study
1
1.3 Discription of the problem
2
1.4 Justification of the problem
2
1.5 Research Methodology
3
II
COMPANY PROFILE
4
III
INDUSTRY PROFILE
7
IV
LITERATURE REVIEW
10
4.1 Literature Review-1
10
4.2 Literature Review-1
28
V
ANALYSIS AND INTERPRETATION
47
VI
FINDING AND SUGGESTION
69
VII
CONCLUSION
71
5
VIII
ANNEXURE
72
8.1 Bibliography
74
8.2 Webliography
75
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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.
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CHAPTER-I INTRODUCTION AND DESIGN OF THE STUDY 1.1 INTRODUCTION: The study aims at finding out the Training and
development practice in ICICI bank in Hyderabad. The main objectives of this study is to find out the
operational levels of management. The study describes 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. The data is analyzed on the present scenario of the employees and managers in the organization.
1.2 OBJECTIVE OF THE STUDY: The objective of the study is to help the organization achieve its purpose by adding value to its key resource-the people it employs. The purpose of training is to To promote versatility and adaptability to new methods. To reduce the labour turnover. To increase job satisfaction. 8
To increase efficiency.
1.3 Description of the problem:
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.
1.4 Justification of the proposed study:
Banking sector is the booming sector in current scenario. In order to know the Training and Development practices in bank I selected ICICI bank to analyze the training effectiveness.
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1.5 RESEARCH METHODOLOGY:
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.
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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). 11
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 12
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. The merger would enhance value for ICICI Bank shareholders through a large capital base and scale of operations, seamless access to ICICI's strong corporate relationships built up over five decades, entry into new business segments, higher market share in various business segments, particularly fee-based services, and access to the vast talent pool of ICICI and its subsidiaries. In October 2001, the Boards of Directors of ICICI and ICICI Bank approved the merger of ICICI and two of its wholly-owned retail finance subsidiaries, ICICI Personal Financial Services Limited and ICICI Capital Services Limited, with ICICI Bank. The merger was approved by shareholders of ICICI and ICICI Bank in January 2002, by the High Court of Gujarat at Ahmadabad in March 2002, and by the High Court of Judicature at Mumbai and the Reserve Bank of India in April 2002. Consequent to the merger, the ICICI group's financing and banking operations, both wholesale and retail, have been integrated in a single entity.
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CHAPTER-III
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. 14
When the American Civil War stopped the supply of cotton to Lancashire from the Confederate States, promoters opened banks to finance trading in Indian cotton. With large exposure to speculative ventures, most of the 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.
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The presidency banks dominated banking in India but there were also some exchange banks and a number of Indian joint stock banks. All these banks operated in different segments of the economy. The exchange banks, mostly owned by Europeans, concentrated on financing foreign trade. Indian joint stock 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".
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CHAPTER-IV 4.1 LITERATURE REVIEW: Title:
Training for strategic change: some conditions of effectiveness: a case in the Banking sector in France. Author: David Courpasson and Yves-Frederic Livian.
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 17
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 also be conceived of as a way of satisfying employees' personal and professional development. This development is a part of what employees can expect from their employer and is a means of getting some onvergence between individual, group and company interests. It is therefore a means of reinforcing the 'invisible contract' between employees and organization (Akerlof and Miyazaki, 1980). In a more sociological approach, training policies can be seen as 'joint regulation' between executives and employees (Reynaud, 1989), in order to ensure a temporary 'social balance' in the company. In a context of strategic change, such as in the French banking sector, this function of training is even more critical, because a large number of objectives can be ascribed to it: opening people to new jobs or new organizations, improving technical skills, helping 'reconversion' of employees, etc. This is why an analysis of the actual policies and programmes is needed, in order to see under what conditions these objectives can really be met.
The purpose of this paper is to present a case in the banking sector in France, which is particularly illustrative of some advanced training policies, and to draw from it several general conclusions about their strategic effectiveness. 18
The French banking sector, as in most Western European countries, is confronted with drastic changes which deeply affect the conditions of the financial services market and the characteristics of populations in banks. A classical observation is now accepted: transformation of market conditions has 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. 19
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 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. 20
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 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)
* Training in new techniques, mainly in the information technology and financial services areas. * Training in general management abilities, for middle-level employees and managerial workers, in order to help implementation of 'new' styles and cultures of management (this is also one of the objectives of the 21
training programmes that we are going to present). In this new context, the traditional internal training system in France is confronted with a structural crisis, above all at two levels
The adaptation of the content of training to the demands and to the characteristics of new populations
The principle of associating the diplomas obtained and career paths.
To illustrate this point of view, the number of students enrolled for the 'CAP' diploma has decreased by 80 per cent between 1974 and 1987, and by 40 per cent at the 'BP' diploma level.^ On the other hand, the crisis of the system is marked by the examination failure rate, which comes partly from the lack of motivation of the students, 60 per cent for the CAP, 80 per cent for the BP. On the other hand, the number of students enrolled in the 'ITB' (the highest level in the training system) is increasing by 15 per cent per year. The usefulness of this diploma is much clearer for the students because of the link between ITB and the promotion at the level of 'executive' in the French banks. As a result, the human resources policies have to redefine the role and the content of the training system with a view to being able to provide an answer to the new claims expressed by these new employees. Above all, they have to define the links between the training policies and the implementation of new career rules. The case study that we present hereafter will show that some recent strategic choices have been made, which will probably influence deeply the field of training in the banking sector, that has been for the last few decades the main element of regulation of the internal labor markets in banks. 22
Training policy for strategic change: a case study in a medium sized bank The bank that we will analyze in connection with HRM in the banking sector is a member of a group of banks participating in our research programme. It is a commercial and regional bank, covering a quarter of the French territory, and employing around 4000 employees in more than 250 branches. Over the past five years, its training policy has been one of the most outstanding elements of its HRM policy and is well known as such in the French banking environment. This emphasis on training is, to a great extent, due to the nature of this bank's overall 'employment contract', based on an almost explicit reference to employment stability. Another explanation of this emphasis on training is the personal interest that the bank's president takes in human resources development and education matters. In his relations with the bank's local environment, he always considered the relations with universities as crucial. The development of an ambitious training program can also be seen as a way of developing the internal image of the human resources function. The 'training' function had been reinforced shortly before the launching of the first program. This bank also has a very active policy on communication, using mainly sponsoring of scientific activities and art. Briefly, the organization of the bank is composed of A head office, grouping the general management services, the financial services sector and the main functional areas: marketing, accounting, control, human resources. 23
An administrative centre, located in another place, composed of the administrative, production and logistics units and the information technology division. A dozen regional directions, managing local branches. The HR function is organized on a decentralized basis, as follows: The HR director, at the head office, has a staff composed of: a training manager (function which grew to become a training 'team', because of the development of the programmes), a manager specialized in labor laws and industrial relations, a recruitment unit and an administrative service (dealing mainly with contracts, pay and fringe benefits). The regional directions and the administrative centre also have a personnel management function (composed of one to three people according to the unit's size), who work under the authority of operational executives but are functionally linked to the bank's HR director. We will now describe the three training programmes undertaken between 1986 and 1990. The three training programmes The first programme is aimed at raising the general educational level of the employees, in order to cope with the changes in the skills required by the evolutions in banking activities. The main concepts of the management were to prepare people either for further technical development inside the bank or for external employment. The political perspective was clear: to avoid any lay-off, and then to prepare the employees for necessary internal evolutions, thus preventing any employment problem. The population to be trained was 24
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 25
knowledge (e.g., economics), personal development, financial accounting, creativity, marketing for banks, etc. This programme has been designed and implemented thanks to a partnership between the bank and two educational institutions: one business school and one university. It is a part-time one-year course (nine weeks of training), with continuous appraisal of the programme by the trainees and the training manager of the bank. In 1988 and 1989, seventy-two persons attended this programme. The third training programme is far more specific; it concerns technical development for administrative employees, on a participative basis. This programme has taken into account the general strategy of the population of the bank's administrative centre: to acquire and retain, by all means, a core of expertise and know-how, considered as being the only way of developing social and professional recognition, and adapting the terms of the 'implicit pact' in this unit. After an organizational and cultural diagnosis, which showed the specific characteristics of this population, the problem of consideration and image perceived by it inside the company, and the difficulty of mixing the new employees and the senior ones, the executive group of this administrative centre decided to organize a training programme having two main objectives • To gather and formalize the technical know-how available in order to facilitate the integration of the new employees recently hired; • To mobilize and motivate people, by a programme designed on a participative basis. 26
The programme consists of inviting employees to define the content of twenty training modules (with the help of a specialist), and to be trained to teach these modules inside the company. This process does not give any material benefit to the volunteers participating. After the first year, eight modules have been defined, twenty-seven people participated as 'designers' and fifteen as training-staff. Two hundred and fifty people attended the modules, for about 5000 hours of training. For the second year, ten other units were designed, by thirty other people. The training units created in this process have been integrated into the corporate training catalogue, and employees from other units of the bank have attended some of them.
Analysis of these programmes The programme for general educational level has been widely recognized throughout France as an innovative and important programme. Since it has been finished only recently, it is very difficult to evaluate its impact exactly. A large majority of the people having participated in it were very satisfied and most of them are proud to have been members of this project (a special name has been given to these people and sometimes they constitute a specific group inside the bank). Most of them said they have dramatically improved their communication skills and their self-confidence.
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This programme has also been an opportunity for developing internal communication and improving industrial relations. The union representatives have several times been consulted on the programme, and this project has been an opportunity for better communication and co-operation between executives and union leaders. The main purpose of preparing the evolution of professional skills and enhancing internal mobility (mainly from the administrative to the client-oriented activities) is less well achieved. In the first group, 50 per cent of the people turned to another activity in the Bank; in the second group, 36 per cent. The managers of the branches and local units were almost as reluctant to hire people from the administrative population after the programme as they were before. However, fifty-one cases of transfer to commercial activities have been registered. The number of promotions (with a consequence for wages) has been few, and this fact has been clearly perceived by the former trainees. In terms of strategic HRM, it is not clear that a movement towards a real skilling has been made, and especially in proportion to the amount of investment silent. The in-house management programme has several characteristics which partly explain its limits and its weaknesses. It has been designed for one wide professional category (the 'managers'), corresponding in our view to an artificial population, with few common professional characteristics. The designers of the programme have obviously aimed at intermixing very different types of managers in the bank: this positive aspect of mixing, well appreciated by the managers taking part in the programme, has not overcome the difficulties due to the extreme heterogeneity of the expectations and 28
of the reference frameworks existing in the different groups: branch managers, computer experts, traders, lawyers. Second, the objectives of the programme were rather incomplete and vague, thus, those taking part in the programme often commented on the gap between the concrete evolutions of the managers' jobs, the concrete conditions of those jobs in day-to-day life and the content of the programme. Because of a lack of preliminary diagnosis, the programme was based more on some classical stereotypes of the manager than on an even approximate vision of the diversity of the management jobs and of their actual conditions of evolution. As a result, and in spite of the unquestionable individual cultural impact for the trainees, the managers have experienced some difficulty in linking the programme's contribution with their day-to-day professional life. Moreover, a lot of them have deeply felt some contradiction between the so-called 'managerial' objectives and the objectives related to everyday profitability and productivity objectives, the latter being used as a basis for appraisal of their performance. This is particularly reinforced by the present economic context of the banking sector (competition on interest rates, decrease of the profit margins). This gap between the concerns of many managers and training has created a certain scepticism about the possibilities of putting into practice the programme content. Very briefly, the technical development programme appeared as a success: 25 per cent of the employees volunteered to participate in the groups in charge of design; a lot of people worked hard, and sometimes late at night, in designing the training modules. The effects are even wider than expected. Several elements can be outlined: 29
The existence in the administrative centre of a category of knowhow has been recognized, in a field where this is not usually the case; this has had a psychological effect on a group of employees not usually considered as a critical group in the bank. Designing training modules has been an opportunity for examining a number of administrative procedures and operations and reforming those which appeared obsolete or inefficient. The formalization of this know-how enabled the bank to train employees on subjects which were not taught at all, and enabled new young employees to acquire more rapidly the technical basis needed for their development. The overall project has been an opportunity of mobilizing people, bringing managers and employees closer together and improving the internal image of the administrative centre. In this technical programme, the factors of success are quite clear: The preliminary diagnosis has enabled an in-depth observation of the 'field' and of the real stakes of the employees. Therefore, the links between the training programme, partly based on the results of this analysis, and the day-to-day life of the employee were almost direct. People have recognized their problems and their specificities in the diagnosis; they have been accepted the results sometimes 30
enthusiastically, although a large part of it has not been very positive. This appropriation (also valid for the executive groups) was a basic condition for the mobilization of the employees (and of the managers) in the administrative centre. This training programme is a contribution to solving the problems of the administrative centre: it provided a good fit with respect to the overall social stakes of the administrative populations: learning, motivation, means of turning to new types of employment.
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.
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This assumption, which is also much used in industrial sectors, leads to ambitious programmes, oriented towards basic skills, whose generally makes transformation into professional skills difficult. The analysis of the population to be trained is also not very profound (this is the case with the two programmes based on general skills). Thus, the needs and expectations of specific groups of people cannot really be taken into account. The third programme gives the opposite case: the exploration of the sociological characteristics of the population considerably helped the design and the implementation of the action. This leads to the necessity of paying attention to the balance between general actions and local actions. General actions can be useful, but the objective of 'mixing populations', which is one of its rationales, seems overestimated. Local actions, more adapted to specific objectives, could be more efficient, especially in a context like banking where populations, expectations and levels are differentiating at high speed. The second conclusion is about the methods to be used in the perspective of a training which is supposed to provide real professional skills. Even if the idea of a need for innovative training methods (including alternation of theory and practice, tutorship, internship, action leaming, etc.) is widespread, the reality in a lot of companies is far behind the intentions. In our case, the overall quality of the two general programmes has been good, but the methods have been mainly those of the standard mode! of continuing education seminars. The third conclusion is unfortunately classical, because it converges with the results of many other experiences in the industry sector. A training programme aimed at raising educational level or basic skills which is not 32
rapidly and completely articulated to professional programmes and actions about career paths is doomed to raise frustrations and miss, at least partially, its objectives. Even if the programme has succeeded in opening people to new ways of thinking and provided them with some basic tools, the capability of people genuinely to operate in different ways in their jobs, or above all to work in new jobs, will be obtained only by a process which continues after the general training itself. In the preparation of this kind of project, not enough time is devoted to what will happen to people after their coming back to work.
In our opinion, this preparation must include:
Proposals about further professional or technical training.
Organization of job offers and actions facilitating mobility and integration into new groups.
Training of managers about employees' career development.
Existence of career development counselors, helping people with this process.
All this implies the existence of a career management function in the company and a link between staff development and training. A fourth conclusion is more processual, and calls attention to the relation between the content of HRM policies and the context in which they operate (Hendry and Pettigrew, 1990). Several points 33
of interest can be noticed as far as context is concerned. The development and importance of the first programme - and, less clearly, of the second - would not have been possible without the strong personal support of the CEO. On the contrary, the difficulties and weaknesses of these two programmes seem mainly due to an insufficient relation between HR specialists and operational managers. A stronger cooperation would have allowed the undertaking of a deeper diagnosis and then a more adapted programme. The technical programme has fully benefited from being conceived and led directly by the management of the unit concemed itself.
4.2 LITERATURE REVIEW-2: Title: Entrepreneurial development programmes conducted by public sector banks in tamilnadu –success or failure Author: M. Edwin Gnanadhas A.Venkateswaran R. Rathiha Journal of Services Research, Special Issue (February, 2008) ©2008 by Institute for International Management and Technology. All Rights Reserved.
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 34
the Entrepreneurship Development Programmes, to give suggestions for conducting the Entrepreneurial Development. This study has been undertaken in all the districts, namely, Chennai. Madurai, Salem, Dharmapuri, Dindigul, Erode, Ramanathapuram, Sivanganga, Tiruch, Villupuram, Coimbatore, Tirunelveli, Kanyakumari; Pudukottai, Virudhunagar, Cuddalore, Tuticorin, Thanjavur. This study has been pursued from the point of view of the entrepreneurs who attended training programmes and started industrial units. The study also analyzed the motivational factors responsible for the active participation of the entrepreneurs in the training program. Ten factors were taken for the study to find out the factors which are highly prompting the entrepreneurs to participate in the training programme. The present study is mainly empirical in nature and based on the survey method. Both primary and secondary data were collected for the study. Secondary data of the study comprised information from the publications of District Industries Canters and various banks. Primary data were collected from 100 trained entrepreneurs by administering them an interview schedule. Hypotheses have been framed to find out the relationship between the social variables and attitude. This has been analyzed by adopting Analysis of Variance Test (ANOVA).The factors motivating the respondents to attend the training were measured by applying simple arithmetic mean. On the basis of the findings of the survey, it is observed that for a greater success of the program certain modifications have to be brought in the Entrepreneurial Development Programmes. 35
Tamilnadu occupies an important place on the industrial map of India. In spite of the fact that it lacks important industrial inputs such as coal, iron ore and the like, it is the most industrialized among the four Southern States in the country. Most of the industries such as cotton textile, cement, engineering and chemicals depend upon the northern parts of the country for their raw materials. Many established entrepreneurs had a humble beginning in the past. They started many small-scale units in the fields of agriculture, industry, trade and commerce. Many entrepreneurs were able to avail themselves of financial and managerial support from the members of their families and some entrepreneurs got assistance from their friend and relatives. The word “Entrepreneur’ originates from a French term which means a person, who undertakes the task of bringing together various resources such as money, materials and people and manages them to achieve desired results and takes some share. In any new venture an entrepreneur has to face certain risks and the profit he gets is the reward for risk bearing Some entrepreneurs who attended the training programmes have started industrial units, but they are not continuing the venture. Some entrepreneurs who attended the training programmes have not started any industrial unit at all. There are many entrepreneurs who have started industrial units after attending the E.D.P and they are successfully running their units. Many entrepreneurs who started small-scale units have developed them as medium-scale industries. The wide spread effect of the successful industrial units is significant. Many unemployed graduates underwent this training and started their industrial units following the examples of their predecessors. This situation has given rise to the following issues to be probed. 36
1. The growth of the industrial units started by the entrepreneurs after attending the training imparted by the Public Sector Banks. 2. The attitude of the entrepreneurs of small scale units towards the Entrepreneurial Development Programmes. 3. The factors influencing the attitude of the entrepreneurs. REVIEW OF PREVIOUS STUDIES A review of some of the studies undertaken previously is given below. Gadgil (1959) studied the historical aspects of the growth of entrepreneurs in the 18th century. He gave details of social communities linked with trade, finance and handicraft industries in various areas in India. Florence (1969) in her study on ‘Industrial Entrepreneurs in Madurai District’, found out that among the prospective entrepreneur’s social factors such as caste, social approval or disapproval, traditional and customary activities do not affect their efforts and activities. Tandon (1975) in his study entitled ‘Environment and Entrepreneurs’ had explained in detail the four aspects of business environment, namely, economic, legal, political and cultural aspects and analyzed how they influence the growth of entrepreneurship. Sharma (1975) had remarked that one of the reasons for the failure of small entrepreneurs in Uttar Pradesh was that most of them were not local and hence they did not have links with the political system.’ Bema (1960) in his study ‘Industrial Entrepreneurship in Madras State’, had stated that medium size manufacturing firms in Madras city and Coimbatore has mostly grown from small beginnings. He had also established that the small-scale 37
industries in India or in Tamilnadu had served as a seed bed for medium-scale industry and this showed the zeal of the entrepreneurs of Madras City and Coimbatore.
SCOPE OF THE STUDY This study has been undertaken in the following districts, namely, Chennai, Madurai, Salem, Dharmapuri, Dindigul, Erode, Ramanathapuram, Sivanganga, Tiruch, Villupuram, Coimbatore, Tirunelveli, Kanyakumari; Pudukottai, Virudhunagar, Cuddalore, Tuticorin, Thanjavur and Kantrepreneurial Development Programmes. This study has been pursued from the point of view of the entrepreneurs who attended training programmes and started industrial units. OBJECTIVES OF THE STUDY The following are the objectives of the present study. 1. To evaluate the performance of Entrepreneurial Development Programmes from the standpoint of the banks. 2. To study the factors influencing the attitude of the entrepreneurs towards the Entrepreneurship Development Programmes. 3. To give suggestions for conducting the Entrepreneurial Development. 38
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 39
The present study has reviewed the responses of 100 entrepreneurs who attended the E.D.P conducted by the public sector banks and started industrial units. A random sample of 10 percent of the trained entrepreneurs from each bank has been taken for the study by applying random selection method. Table 1: Bank-wise Distribution of Sample Entrepreneurs Sl.No Name of the Bank
Number of Trained and Number of Samples
1. 2. 3. 4.
Started Industrial Units 520 200 100 186 1006
State bank of India Canara Bank Indian Overseas Bank Indian Bank Total
Selected from each Bank 52 20 10 18 100
It is observed from Table 1 that out of the 520 entrepreneurs who attended the training conducted by State Bank of India, 52 (10%) entrepreneurs were selected as samples. Out of the 200 entrepreneurs who attended the training conducted by Canara Bank, 20 (10%) entrepreneurs were selected as samples. Out of the 100 entrepreneurs who attended the training conducted by the Indian Overseas Bank 10 (10%) entrepreneurs were selected as samples. Out of the 186 entrepreneurs who attended the training conducted by Indian Bank 18 (10%) entrepreneurs were selected as samples. The respondents were selected by applying random selection method. FRAMEWORK OF ANALYSIS
40
For measuring the attitude of the entrepreneurs towards the training programmes conducted by public sectors banks such as State Bank of India, Indian Overseas Bank, Canara Bank and Indian Bank, the attitude scale was developed by awarding scores to forty statements. The forty statements were based on the benefit of the training such as project guidance, training, financing, consultancy, marketing information, financial feasibility study and commercial feasibility. The scoring of levels of attitude is based upon ‘Likert’s Five Point Scale’. For securing the total attitude of the entrepreneurs who attended the training programme and started the industrial units, five points were given for ‘strongly agree’ four points for ‘agree’ three points for ‘no opinion’ two points for ‘disagree’ and one point for ‘strongly disagree’ responses. Thus the total scores of the respondents were obtained by adding up the scores of all the forty statements. The relationship between the levels of attitude and their social factors has been analyzed by adopting Analysis of Variance Test (ANOVA). The factors motivating the respondents to attend the training were measured by applying simple arithmetic mean. The industrial units in the study are categorized into three groups on the basis of their locations. Industrial units located in other areas were categorized as rural units. The levels of the growth of the entrepreneurs were categorized into high, medium and low. The growth of the industrial unit was measured in relation to the selected factors by using the Chain Base Index formula. The growth form the previous year to the current year was measured as percentage in relation to the factor value in the previous year. 41
Factors Value in-Factor Value in Growth Rate = The current year the previous year × 100 Factor Value in the Previous Year The overall growth rate of the industrial unit was calculated as comprehensive percentage of all the factors considered. In order to classify the levels of growth of the industrial unit’s arithmetic mean and standard deviation were calculated. AGRICULTURE Agriculture is the main stay of the people of Tamilnadu. The cropping in Tamilnadu is largely decided by soil condition and rainfall. In Tamilnadu 49.7% of the area has been brought under cultivation and various crops like paddy, corn red gram, sugarcane, cotton, chilies and groundnut are being grown. Total food grain production in the state increased from 64.1 lakh tones in 1995-96 to 69.3 lakh tones in 1996-97. The Industrial structure of Tamilnadu comprises small scale industries, medium scale industries and large scale industries. Tamilnadu occupies the third place in the industrial map of India. SMALL SCALE INDUSTRY The emergence of Tamilnadu as one of the prominent states in the field of industry is mainly due to the contribution of small scale industry. The structure of small-scale industry includes independent small units and ancillary units supplying their output to large-scale industrial units. The small-scale 42
industry is involved in the production of varieties of goods needed by the consumers and industrial users. The investment made in small-scale industry is comparatively less and the capacity of the industry to generate employment is more.
POWER The performance of the power sector during 1996-97 was satisfactory. The increase in power generation by the State’s 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
43
Likert’s 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.
44
Table 3: Age Distribution of Entrepreneurs SL.NO 1. 2. 3. 4.
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
Table 6: Educational Background of the Entrepreneurs
45
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.
Table 9: Family Background of the Entrepreneurs SL.NO FAMILY BACKGROUND 1 Agriculture 2 Industry, Business
NUMBER OF RESPONDENTS 10(10%) 31(31%) 46
3
Others Total
59(59%) 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
Motivational Factors Traditional skill Technical qualification Association with other entrepreneurs Previous employment Reading literature 47
Number of Respondents 60 55 48 36 52
6 7 8 9 10
Demonstration effort Training from public sector banks Association with technologists Not willing to work under an employer Giving employment
28 72 10 89 95
In order to find out the factors which are influencing the entrepreneurs to participate in the training, simple arithmetic mean is calculated. Table 13 shows the calculation of arithmetic mean.
Entrepreneurial Development Programmes Table 13: Calculation of Arithmetic Mean SL.NO 1 2 3 4 5 6 7 8
X 60 55 48 36 52 28 72 10 48
9 10 Total
89 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 unit’s 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 49
after attending training program. To cite a few courses, Tax Planning, Account Keeping, Human Resource Management and Industrial Relations and the like would be highly useful to the entrepreneurs.
4.
During the training programme all the positive aspects of the industrial units are brought home. The entrepreneur may not know about the problems that they may have to face after commencing the industrial units. Therefore, during the period of training both the positive and negative aspects of starting the industrial units should be discussed.
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 50
1.
Every State Government should be made to use local language in conducting Entrepreneurial Development Programmes. This will help the candidate possessing education up to +2 levels.
2.
The Government should conduct periodical course for entrepreneur to started an industrial unit after attending training programme.
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.
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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.
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CHART-1:
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TABLE 2:
Acquire Technical knowledge Agree Strongly Agree Disagree Strongly Disagree Total
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.
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CHART-2:
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TABLE 3:
Spend time during training Agree Strongly Agree Disagree Strongly Disagree Total
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.
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CHART-3:
57
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.
58
CHART-4:
59
TABLE 5:
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.
60
CHART-5:
61
TABLE 6:
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: 62
TABLE 7: 63
Development through training Agree Strongly Agree Disagree Strongly Disagree Total
No. of Respondents 19 7 4 30
Percentage 64 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:
64
TABLE 8:
Adequate free time Agree
No. of Respondents 9 65
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:
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TABLE 9:
Training policy Agree
No. of Respondents 7 67
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:
68
TABLE 10:
Work closely with others Agree
No. of Respondents 24 69
Percentage 80
Strongly Agree Disagree Strongly Disagree Total
6
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:
70
TABLE 11:
Implement new ideas Agree Strongly Agree
No. of Respondents 23 7 71
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:
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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 73
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: 74
If the seniors spend more time with their junior employees they will achieve more in the organization. If the organization should change the training methods for the employees, then the training is more effective and the employees achieve more.
75
CHAPTER-VII
CONCLUSION:
Training can bring about an improvement in a person’s: Knowledge Skills Attitude
Thereby raising his potential to perform the job better.
Training and Development represents a complete whole that triggers the mind, emotions and employees' best work performance. Training programmes should enhance performance and enrich the contributions of the workforce. The ultimate goal of training is to develop appropriate talent in the workforce internally.
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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
STRONGLY DISAGREE STRONGLY AGREE
1.
The employees are helped to acquire technical knowledge and skills
2.
through training. The employees are helped to acquire technical knowledge and skills
3.
through training. There is adequate emphasis on developing managerial capabilities of the managerial staff through training. 77
DISAGREE
4.
Employees are sponsored for training programmes on the basis of carefully
5.
identified developmental needs. Employees sponsored for training go with a clear understanding of the skills and knowledge they are
6.
expected to acquire from the training. Senior line managers are eager to help their juniors develop through
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.
people in your own organization. Managers provide the right kind of climate to implement new ideas and methods acquired by their juniors during training.
78
8.1 BIBLIOGRAPHY:
Training for strategic change: some conditions of effectiveness: a case in the Banking sector in France. David Courpasson and Yves-Frederic Livian.
Entrepreneurial development programmes conducted by public sector banks in tamilnadu –success or failur, Journal of Services Research, Special Issue (February, 2008) ©2008 by Institute for International Management and Technology.
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8.2 WEBLIOGRAPHY:
www.scribd.com www.icicibank.com www.businesssourcepremier.com
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