TRAINING AND

DEVELOPMENT IN BANKING SECTOR

At PUNJAB NATIONAL BANK

ACKNOWLEDGMENT

Those who are remembered are the once who render help without
expectation. I was fortunate to have come across such fine people To
wake a good project report requires sound knowledge of subject
concerned and skills to make a proper use of the knowledge. I am
grateful to all that equipped me with the right frame of mind to make me
still more respective to knowledge and skills. I feel it my profound
privilege to express my most sincere gratitude and indebtedness to my
project guide PROF. JYOTI, as well as our principal prof. savant mane
who give me the golden opportunity to do this wonderful project on the
TOPIC TRAINING AND DEVELOPMENT IN BANKING SECTOR who
has been instrumental in providing me direction, constant
encouragement and cooperation in an attempt to take this project to its
logical conclusion
At this juncture I feel deeply obliged to our respected co-ordinator
PROF. JYOTI who helped me and gave inputs in my project
Last but not the least I also thank my family members and my friends for
their co-operations and management.

TABLE OF CONTENTS
Acknowledgment
2. Table of Contents
3. Declaration 4. Introduction
5. Objective of Study
6. Research Methodology
7. Company Profile
8. HR Perspective at PNB
9. Training and Development at PNB
10. Data Analysis
11. Conclusion
12. Suggestion
13. Bibliography
14. Appendix 3

1.

INTRODUCTION
Development in Delhi is based on my original research work and
dedicated efforts. The result in the report are totally based on the
analysis of data that has Indian developing economy offer
tremendous potential for future growth and organizations appreciating
these consumers requirements stand to reap considerable returns.
However, compared with more developed economies published
consumer studies are few this research investigates Indian consumer
perceptions of retail banking with respect to Punjab National Bank
using an approach that takes account of the research context.
Qualitative research was undertaken to define the relevant service
attributes. Performance along these was then investigated through a
survey with over 450 respondents. Regression analysis using SPSS
revealed which are the key drivers of customer satisfaction. The
industry is undergoing many of the network management and
distribution changes experienced by these more developed regions
during the 1990s. The introduction of automated teller machines
(ATMs), for example, is a more recent development but these have
now become more widespread. The retail banking consumer market
is characterized by a large number of unprofitable low balance
accounts attributable to the comparatively low average wage. In retail
banking, service quality is a crucial aspect of the customer
experience. However, despite the considerable service quality-related
literature, and in spite of the tremendous market potential afforded,
there is a comparative dearth of studies pertaining to India. This
approach takes account of the research context and begins with an
exploratory phase. Details of qualitative research appropriate for
defining the service attributes relevant to an Indian market. A survey
in which over 450 customers rated Punjab National Banks
performance along these dimensions is then reported. Data are
analysed using regression, one was and factor analysis using SPSS
tool to identify the service quality components specific to the Punjab
National Bank. Findings are related to service quality studies from
other regions and implications for future research discussed. This
research therefore makes a contribution by examining service quality
and customer satisfaction in a hitherto unreported region. Looking at
the result and interpretation of the analysis done above, few finding
comes to the surface.
1. Behaviour of PNB staff is changing according to the customer i.e. a
high income and educated is served much better than a low income,
less educated one.

2. Service quality is below the expectation and importance level of

customer of all genres on all grounds.
3. A less educated person is more likely to remain loyal and
recommend PNB.
4. Recommendation rate increases with the number of month of
association with PNB.
5. A customer is more likely to have positive perception of PNB if he is
dealt with politeness and respect. On the basis of above finding,
recommendations are written below:
1. all customer should be dealt equally, especially the less educated
and the one with less annual income. Because if we have a look at
the customer base of PNB, we find that majority of their customer are
in that section. It is also seen that a less educated person is more
likely to remain loyal and recommend PNB. Which makes it even
more important to retain that customer.
2. The customer needs to be addressed with politeness
and
courtesy.
3. PNB score low only on the intangible emotional part of service, and
customers are looking for more personal attention. Which needs to be
given right away .been collected by me. The analysis finally leads to
conclusion.

EXECUTIVE SUMMARY
In todays world, speed is the buzzword and to remain on the top is also
one of the most difficult things to do. Nowadays, competition is the first
thing that comes to the mind of every organization. If you ask the
Managing Director or the Chairman of any organization, what is that one
thing they are interested in the response would definitely be to remain on
the top position and to going victory over competitors in the corporate
world. Human resource development is a key to organizational
robustness. The combative and competitive capability of an organization,
especially a service organization like a bank brings very largely on the
collective competence and skills of its people. Rapid advances in
technology and knowledge together with breath taking changes in the
market place coupled with the raising client expectation, make for rapid
obsolescence of old ways of doing things. This necessitates new
responses, modern skills and attitudinal changes. This project Training
and Development aims to explore the arena to test whether or not the
same is contributing substantially towards the Punjab National Bank.
Starting from the basic concept of Training and Development, it moves
on to the analyses of the application of the same in various sectors of
Punjab National Bank and it explores area where employees growth
potential exists. It concludes by analysing the challenges and attempting
to provide a glimpse of the future.

TRAINING AND DEVELOPMENT

Training & Development is not only an activity that is desirable but also
an activity that an organization must commit resources to if it is to
maintain a viable and knowledgeable work force. In modem industrial
organizations, the need for training of employees is also widely
recognized to keep the employees in touch with the new technological
developments. Every company must have a systematic training
programme for the growth and development of its employees. Training is
a complex process, is concerned with increasing the capabilities of
individuals, and groups so that they may contribute effectively to the
attainment of organizational goals. 'Training' is used to teach special
skills, whereas the term 'Development' denotes overall development of
personality of the employees. Training is a process of learning a
sequence of programmed behaviour. It is application of knowledge. It
gives people an awareness of the rules and procedures to guide their
behaviour. It attempts to improve their performance on the current job or
prepare them for an intended job. Development is a related process. It
covers not only those activities, which improve job performance, but also
those, which bring about growth of the personality, help individuals in the
progress towards maturity and actualization of their potential capacities
so that they become not only good employees but also better men and
women. Training a person for a bigger and higher job is development.

MEANING OF

TRAINING & DEVELOPMENT

Training & Development is an organized activity for
increasing the knowledge and skills of people for a
definite purpose. It involves systematic procedures for
transferring technical know-how to the employees so as to
increase their knowledge and skills for doing specific job
with proficiency.
"The use of the terms training & development in today's
employment setting is far more appropriate than 'training'
alone since human resources can exert their full potential only
when the learning process goes far beyond simple routine.
Training is a continuous process and not an one-shot affair, and
since it consumes time and entails much expenditure, it is
necessary that a training programme or policy should be
prepared with great thought and care, for it should serve the
purposes of the establishment as well as the needs of
employees. A successful training programme presumes that
sufficient care has been taken to discover areas in which it is
needed most and to create the necessary environment for its
conduct.

OBJECTIVES OF TRAINING
To increase the knowledge of employees in doing specific
jobs. To impart new skills among the employees
systematically so that they learn quickly. To bring about
change in the attitudes of the employees towards fellow
employees, supervisor and the organization. To improve
the overall performance of the organization. To make the
employees handle materials, machines and equipment
efficiently and thus to check wastage of time and
resources. To reduce the number of accidents by
providing safety training to employees. To prepare
employees for higher jobs by developing advanced skill in
them.

IMPORTANCE OF TRAINING & DEVELOPMENT IN

BANKING SECTOR
Training & Development plays an important role in human resource
development. It is necessary, useful and productive for all categories of
employees and supervisory staff. Training is important as it gives various
benefits to employers and employees. It is very important in the present
age as developments in science and technology are introducing radical
changes in the industrial field. Training is actively and intimately
connected with all personnel or managerial activities. It is an integral part
of the whole management programme, with all its many activities
functionally inter-related. Training is a practical and vital necessity
because it enables employees to develop and rise within the
organization, and increase their market value, earning power and job
security. Training, moreover, heightens the morale of the employees, for
it helps in reducing dissatisfaction, complaints, grievances and
absenteeism, reduces the rate of turnover. It moulds the employees
attitudes and helps them to achieve a better cooperation with the
company and a greater loyalty to it. The importance of training has been
expressed in these words

HOW TRAINING BENEFIT TO THE

ORGAINZATION
Be kept to the minimum by the trained employees. These will lead to
lower cost of production per unit
The major benefits of training to the organization are
+ Quick learning
+ Higher productivity
+ Standardization of procedures
+ Less supervision
+ Economical operations
+ Higher morale
+ Preparation of future managers
+ Better management

HOW TRAINING BENEFIT TO THE EMPLOYEES

WHICH IN TURN ULTIMATELY SHOULD BENEFIT
THE ORGANIZATION
Training helps the employees in the following ways:
+ Confidence
+ New Skills
+ Promotion
+ Higher Earnings
+ Adaptability

TRAINING NEEDS ANALYSIS

Choosing the correct training solution for any organization is not a simple
process. Should we focus on e-learning, instructor-led courses, distance
learning or should choose a mixture of these offerings? Does training
need to be customized to your company's specific needs? A training
needs analysis can help us to clarify the project's goals and evaluate
possible solutions. This phase allows project leaders, subject matter
experts and training specialists to evaluate the situation and make
informed decisions. Understand the Steps First Here are five basic steps
that can help us analyse your current environment and make an
informed and sound needs assessment decisions.

Understand the Steps First

First here are five basic steps that can help us analyse your current
environment and make an informed and sound needs assessment
decision

1. Analyse your Situation

The most important step in choosing training is learning what you need.
Too often, business opts for too little, too late in employee training. This
leaves employees with incomplete or inappropriate solutions. Therefore,
it is best to perform a Training needs analysis early in the process .An
experienced training specialist can help your company focus on the right
questions. For example, a needs assessment for an employee-training
project might ask the following questions

Are we making any major changes in our business process?

How do those changes impact our employee's job functions?
What information will our employees need to continue being
successful in their jobs?
How will our employee's best accept and integrate this information and
Training?
How do our employees learn?
How can we get this information and Training to our employees?
Are there any corporate needs that are not being met?
Does our staff have the skills they need to do their jobs effectively?

2. Evaluate the Training in Place

Even if any company doesn't have a formal training department, it may
already have some employee training materials. These can. Include
manuals, new hire orientation materials, CBTs (Computer Based
Training), online references, and so forth. These materials can and
should become an integral part of any new training solution. Review the
procedures that already have in place and be prepared to adapt them to
your new training needs.

3. Identify Gaps:

The Company, of courses, is the sources of information on your current

Business practices and change initiative. Identify what the company can
and cannot provide so that to know what the company need when
looking for assistance.

4. Assess our options: Once we know what we need, we

assess our options. We can ask the following questions
Will they work well with our business culture?
Will they be able to fill in all the gaps that have been identified?
Can they provide you with multiple training options?

5. Choose your solution(s): Choose the consultant or

company that can best meet our needs. Keep in mind, however, that the
company or consultant that we choose may identify issues, gaps, or
existing solutions that we could not see- it's often best to perform a
preliminary needs assessment and then allow an experienced training
professional to review our analysis and offer helpful additions or
suggestions. After all, Training is what they do best, and their
suggestions can help your company better prepare for change and
growth

DEFINING FOCUS & OBJECTIVE OF PROGRAMME:

Defining the focus and the objective of the programme is very important
of designing programme. In fact defining focus and objective, target
group is also important. Objective of any training programme is very
strongly related to training needs of the organization & corporate
expectations from the training system. Some of the usual objectives.

1. Developing of skills (if not existing earlier)

2. Sharpening of skills (if existent but need is there to provide
cutting edge)
3. Building up a cadre of a trained person.
4. Creating awareness

5. Improving proficiency (to improve efficiency and speed of

handling transactions).
6. Exposing (to new developments, environment)
7. Upgrading of skills (like training participants from branch
small/SSI loans to handle large borrower accounts).

DESIGNING THE TRAINING PROGRAMME

Designing our Training Blueprint. If we were building your dream
house, we would want to make sure that the architect provides the
builder with a clear set of blueprints that, which when followed, creates
the dream home of our envision. Our Training needs are very much like
dream home. In the needs analysis phase, we identify our Training
needs and goals. During the design phase, we create a blueprint for
future training development. Here is an overview of some of the steps
we take during the instructional design phase:
1. Determine The Entry Behaviours Of Participants: In
an adult learning situation, it is very important to consider
what the learners already know and how they will
approach the material. Instructional designers identify the
skills, knowledge, and attitudes an average participant
can be expected to possess at the beginning of the course

2. Set Learning Objectives: We determine what

participants should be able to accomplish at the end of
the Training. Learning objectives provide concrete
information about tasks, the situation for the task, and a
measure of success. Here are some examples of clear
learning objectives: The supervisor can conduct annual
performance reviews, based on company guidelines The
technician can use current procedures for nightly backup
of system records the operator can accurately update
customer profiles when receiving incoming calls

3. Build The Training Outline: Creation a detailed training

outline showing the individual training steps that will take our
participants from their entry behaviours to the completion of ,!he
learning objectives. We, make sure that each training step is
relevant and builds upon previous steps. Together, the steps lead
the participants toward the learning objectives.
4. Create Performance Assessments: At this point, we
consider how an instructor or supervisor can determine whether
the participant has met the learning objective. A learner may be
asked to demonstrate a skill, identify the correct action, or apply
the knowledge
4.

Select Program Format: During this step, we evaluate

possible methods of training delivery. The Training specialists
evaluate the costs and benefits of each delivery option, and
provide a formal recommendation. A multitude of training methods
is used to train employees. Techniques & Methods are
multifaceted in scope and dimension, and each is suitable for a
particular situation. Each organization has to choose those
methods and techniques of training which are relevant for its
training needs. Training methods are categorized into two groups(i) On-the-job methods and
(ii) Off-the-job methods.

5. On-The job Training: Under this method, the worker is given

training at the work place by his immediate supervisor. In the other
words, the worker learns in the actual work environment. It is
based on the principle of Learning by doing. On the-Job Training
is suitable for imparting skills that can be learnt in a relatively short
period. On-the-Job training methods are relatively cheaper and
less time consuming. On-the Job Training has the chief advantage
of strongly motivating the trainee to learn. On the-Job training is
the most effective method of training the employees because it is
in complete accord with the three basic laws of learning.
The Law of Readiness.
The Law of Exercise.
The Law of Effect.

Off-The-Job Training: It requires the worker to undergo training for

a specific period away from the work-place. Off-the-job methods are
concerned with both knowledge and skills in doing certain jobs. The
employees are free of tension of work when they are learning. Off-theJob Training methods are more relevant for the development of higherlevel employees and executives. In addition to off-the job methods
sensitivity training, seminars, special projects and committee
assignments may also be used for training and development of
employees. The focus in off-the-job methods of development is to
improve general behavioural and decision-making skills of the
executives. Off-the-job training simply means that training is not a part of
everyday job activity. Following are the method of off-the job training
Following are the methods of off-the-job training .
Lectures: lecture is a verbal presentation of information by an
instructor to a large audience. The lecturer is presumed to possess a
considerable depth of knowledge of the subject at hand. A virtue of this
method is that it can be used for very large groups, and hence the cost
per trainee is low. This method is mainly used in colleges and
universities.
Audio-visual: audio visuals include television slides, overheads,
videotapes and films. These can be used to provide a wide range of
realistic examples of job conditions in the condensed period of time .
Programmed Instruction (PI): This is a method where training is
offered without the intervention of the trainer. Information is provided to
the trainee in blocks, either in a book form or through a teaching
machine. After reading each block of material, the learner must answer a
question about it. Feedback in the form of correct answers is provided
after each response. Computer-assisted instruction (CAI): This is an
extension of the PI method. The speed, memory and the data
manipulation capabilities of the computer permit greater utilization of the
basic pi concept
Demonstration and Examples: In the demonstration method, the
trainer describes and displays something as when he teaches an
employee how to do something by actually performing the activity
himself and by going through a step by-step explanation of why and
what he is doing. Demonstrations are very effective in teaching

Because. It is much easier to show a person how to do a job than to tell

him or ask him to gather instruction from the reading material.
Simulation: simulation is an attempt to create a realistic decision
making environment for the trainees. Simulations present likely problem
situations and decision alternatives to the trainees. Activities of an
organization may be simulated and the trainee may be asked to make a
decision in support of those activities. The results of those decisions are
reported back to the trainee with an explanation of what would have
happened had they actually been made in the work place. The trainee
learns from his/her subsequent simulation exercises are

Case study: It is a written description of an actual situation in

business, which provokes in the reader, the need to decide what is going
on, what the situation really is or what the problems are, and what can
and should be done. Taken from the actual experiences of the
organizations, these cases represent attempts to as accurately as
possible, real problems that managers have faced. Trainees study the
cases to determine problems, analyse causes, develop alternative
solutions, select the best one and implement it. It appears to be an ideal
method to promote decision-making abilities within the constraints of
limited data.

Role-playing: It generally focuses on emotional (mainly human

relations) issues rather than actual ones. The essence of role-playing is
to create a realistic situation, as in a case study, and then have the
trainees assume the parts of specific personalities in the situation.
Vestibule training: In this, an attempt is made to duplicate, as nearly as
possible, equipment and conditions found in the real work place. Away
from the work environment. A special area or room is set aside from the
main production area and equipped with furnishings similar to those
found in the actual production area. The trainee is permitted to learn
under simulated conditions, without disrupting ongoing process. The
emphasis is on learning skills required by the job. Among these most
commonly used training techniques are lecturer, films, audio visual, case
studies/ role playing, simulation.

Review the Instructional Design: The format chosen must make

sure that the design meets our needs and we invite our comments and
review. We listen carefully to the suggestions and make revisions based
on the input. Once the format is ready we will proceed to the
development phase. Although companies share similar Training needs,
many situations require unique solutions based on the project's business
context
DEVELOPMENT OF TRAINING while developing the programme
schedule, following aspects should be kept in mind:
Total number of working days and sessions available for the training
course.
The entire area/subject should be spread out/ planned over the entire
period of the programme.
Specific topics should be laid out in a logical, sequential and
succession form so as to enhance comprehension and assimilation.
If the training schedule is of long duration or involving various phases
or modules, a tentative programme schedule should be prepared for the
entire period but detailed and specific programme should be prepared
for each week/fortnight/phase or module well in advance.
Normally a full training consists of 5 sessions of minimum 70 minutes
each at training centre/college with 3 sessions before launch and 2
sessions after lunch. Enough caution/flexibility should be built up in the
programme schedule to allow scope for increasing sessions on existing
proposed topics, adding new topics, undertaking more exercises .

What makes effective Training? Perhaps the simplest answer is

that the training materials should help people learn the material.
Effective learning produces a measurable change in a person's
knowledge, skills, or attitudes. During the training development phase,
developers create activities that allow the participants to successfully
accomplish the learning objectives. Therefore, when developing training
materials, the priorities should be:
Create an effective learning environment.
Make the learning steps clear for participants
Develop activities and exercises that help the participant master the
material
Emphasize critical learning objectives.
Maximize learning opportunities for participants.
Each learning activity should be designed to take advantage of the
strengths of the learning media.
Once the training program has been designed, it needs to be
implemented. Program implementation involves action on following lines:
(a) The Course Management Plan
(b) Training Delivery
(c) Training that leads to Business Results
After the implementation of the programme the path of assessment and
evaluation of training program is adopted.
(a) Experimental and control group.
(b) Longitudinal and Time Series Analysis.
(c) Questionnaire Method
Objectives of Study
1. To understand the theoretical framework of the subsystem of HRD i.e.
training and development.
2. To explore the growth of the organization till its present status.
3. To uses the awareness and involvement of the organization in the
respect of training and development functions.
4. To evaluate Training and Development scenario in the organization
in HRD and suggestion the future.
5. To study the HRD functions undertaken by organization.

RESEARCH METHODOLOGY
Tools of Data collection Data has been collected by the following

means:
It includes
a) Structured questionnaire was administered to the sample
respondents.
b) Personal interviews were held with the officer and non-officer staff
with special focus on the prevailing their views and suggestions.
B. Secondary Sources: secondary data collected with the help of books
available in the library, few journals and Internet. Banks Annual Report
and various other published materials such as magazines, manuals and
policy statements were also referred. Reference was also made to
Banks web site www.Pnbindia.com
A. Primary Sources

SAMPLE DESIGN There are many research methods to conduct any

study. The study is based on a combination of Desk research and
Exploratory research methods exploring T&D functions adopted by
organization and to assess the awareness and involvement of the
employees of the organization in respect of HRD functions using various
means.
Type of sampling: The sample has been constructed using random
sampling technique. The Sample size: 95 employees including officer
staff, clerks and subordinate staff. All these employees work in different
divisions relating to banking functions.
The Sample Extent: Head Office, New Delhi.

COMPANY PROFILE Punjab national bank - A Saga of Excellence

Established in 1895 at Lahore, undivided India, Punjab National Bank
(PNB) has the distinction of being the first bank to have been started
solely with Indian capital. During its existence of over one-hundred
years, PNB has faced many trials of strength including the trauma of
partition of India in 1947 at the time of independence. However, the bank
not only withstood such adversities but established itself firmly on

The Indian subcontinent. The bank was nationalized in July 1969 along
with 13 other banks. Punjab National Bank is serving over 3.5 crore
customers through 4497 offices, largest amongst Nationalized Banks.
Amongst Top 1000 World Banks, PNB is ranked at 248th place
according to The Banker London. The Bank was recently ranked 38th
amongst top 500 companies by the leading financial daily, Economic
Times. PNBs attempts at providing best customer service has earned it
9th place among India's Most Trusted top 50 service brands in Economic
Times- A.C Nielson Survey. The most important reason which gives an
edge to PNB over other banks is its Sound Fundamentals.
This includes evolving the Strategic Vision:
Keeping customers changing needs in focus
Thrust on Technology & Risk Management techniques
Strict compliance with Indian GAAP and other regulatory requirements
Corporate Social Responsibility
Corporate Governance and
Good HR practices

PNB offers a wide variety of banking services which

include:
corporate and personal banking,
industrial finance,
agricultural finance,
Financing of trade and international banking. Among the clients of the
bank are multinational companies, Indian conglomerates, medium and
small industrial units, exporters and Non-resident Indians. The large
presence and vast resource base have helped the bank to build strong
links with trade and industry.
o The bank provides finance to agriculture and allied activities and Small
Scale Industries (SSI). The bank has established 16 specialized
branches to finance exclusively SSIs. The bank is ranked 515 among the
biggest banks in the world by Banker's Almanac (Jan 2000) London.

o Punjab National Bank has a strong banking relationship with 217

leading international banks all over the world enhances its capabilities to
handle transactions world-wide. Besides, bank has Rupee Drawing

Arrangements with exchange companies in the Gulf. Bank is a member

of the SWIFT and 75 branches of the bank are connected through its
computer-based terminal at Mumbai. The bank also maintains accounts
in 13 currencies. With its dealing rooms and well-trained dealers, the
bank offers Forex dealing in India.

o Keeping with its tradition of excellence in customer service PNB has

adopted a quality movement Alliance with Quality'. Under this as many
as 364 offices of the bank have been awarded the coveted ISO 9002
certification. The bank further planning to cover more offices under this
quality movement.

o Internet Banking services are available through all Branches of the

Bank networked under CBS. Providing 24 hours, 365 days banking right
from the PC of the user, Internet Banking offers world class banking
facilities like anytime, anywhere access to account, complete details of
transactions, and statement of account, online information of deposits,
loans overdraft account etc. PNB has recently introduced Online
Payment Facility for railway reservation through IRCTC Payment
Gateway Project and Online Utility Bill Payment Services which allows
Internet Banking account holders to pay their telephone, mobile,
electricity, insurance and other bills anytime from anywhere from their
desktop.

o Another step taken by PNB in meeting the changing aspirations of its

clientele is the launch of its Debit card, which is also an A TM card. It
enables the card holder to buy goods and services at over 99270
merchant establishments
Across the country. Besides, the card can be used to withdraw cash at
more than 11000 A TMs, where the 'Maestro' logo is displayed, apart
from the PNBs over 555 A TMs and tie up arrangements with other
Banks. Towards realizing its vision of evolving into word-class institution
providing comprehensive financial and related services the bank has
achieved diversification in its business. The bank entered the bullion
business in Sept. 2000 and, introduced Gold coins in the year 2006.
Subsidiaries

PNB Gilts Ltd.

A subsidiary of Punjab National Bank which was amongst the first ones
to get the license for undertaking activities in the Government Security
market, as a primary dealer in 1996. The company received ISO 9002
certification from British Standard Institution, making it as the first
primary dealer in India to achieve this certification for its quality systems
and procedures. This certificate has been granted to the company as a
whole including its corporate and branch offices.
PNB Housing Finance Ltd.
This is a wholly owned subsidiary of Punjab National Bank, is engaged
in providing housing loans for purchase, construction and up gradation of
a dwelling unit. The company offers Loans for construction or for
purchase of house/flat from development authorities and also from
private builders/ group housing societies as well as for renovation /
repairs. Company also provides finance for construction of residential
projects. Loans to NRIs are also provided for purchase construction of
house/ flat along with a resident/ non-resident co-borrower.
QUALITY POLICY
.To effectively meet customers requirement and to achieve total
customer satisfaction.
To gain consistent faith and confidence of customers and potential
customers regarding the quality of services rendered .
Organizational Structure
Bank has its corporate Head office at New Delhi and 26 zonal offices
which in turn supervise 49 regional offices under which function the
delegation of power branches facilitate quick decision making

HUMAN RESOURCE DEVELOPMENT -POLICY

PERSPECTIVES
Human resource development is a key to organizational robustness.
The combative and competitive capability of an organization,
especially a service organization like a bank hinges very largely on
the collective competence and skills of its people. Rapid advances in
technology and knowledge together with breath taking changes in the
market place coupled with the raising client expectations, make for
rapid obsolescence of old ways of doing things. This necessitates
new responses, modem skills and attitudinal change.
Empirical evidences suggest that the level and scale of aspirations
and expectations of the employees have undergone a
metamorphosis. The bank to ensure a serious focus on HRD with a
view to evolving a positive work culture, which in turn, will enhance its
performance effectiveness.
1.

The bank recognizes that the emerging challenges in the banking

industry require optimal utilization of manpower and overall
development of human capabilities. Towards the end, the bank has
evolved a Human Resource Management (HRM) policy which
internal covers manpower budgeting, recruitment, training,
promotions and welfare measures for employees. The work
towards development of HRM software is a step further in this
direction. The bank has implemented People Softs Human
Resource Management Solutions (HRMS) by Tata Consultancy
Services (TCS). HRMS is a centralized on-line system for update
of vital information relating to HR matter. This would facilitate the
bank in managing its large workforce and planning strategies in
sync with organizational goals. Besides, the chairman has kept the
channels of communication with the. employee open by
addressing regular letters about the progress and

Performance of the bank. Emphasis has been laid on

providing training to help employees to face the
competitive environment.
The perspective approach to human resource development for
Punjab national bank is

 Belief that the human resource is the most important assets of

our bank and managing it effectively spells success.
This requires integration of HRD policies and procedures with
overall corporate objectives and plans.
The culture and the values system prevailing in the organization
would be able to absorb assimilate, adopt fresh ideas and currents
to effectively cope with and respond to changing scenario
. Any people management effort should facilitate every individual to
contribute as a team member and realize his/her potential to the
fullest extent. This in combination with systems should result in
attainment of organizational goals and objectives .this alone in the
ultimate analysis, would ensure the advancement of personnel
located at different tiers in the organization.

AT THE ENTERPRISES LEVEL, EMPLOYEE TRAINING

AND DEVELOPMENT ARE THE MAIN AREAS OF
HUMAN RESOURCE DEVELOPMENT 32

YEARS OF BANKING EXCELLENCE

The Vision
To evolve and position the bank as world class progressive cost
effective and customer friendly institution providing comprehensive of
technology and serving various segments of society especially the
weaker sections ,committed to excellence in serving the public and
excelling in corporate values.
The Mission
"To provide excellent professional services and improve its positions as
a leader in the field of financial and related services build & maintain a
team of motivated & committed workforce with high work ethos & act as
an effective catalyst for socio-eco development".

Training and development at PNB in banking sector

Training system within the bank has been oriented so as to be
responsive of the thrust areas system being thrown up in the banking

environment and create a pool of trained/skilled personnel at various

levels of hierarchy so as to efficiently man the branches and provide
customer satisfying services. However, training at PNB is not mandatory
for all employees but it has been certainly felt that every employee
should be trained at least once in 3 years.
The training programs implemented by the bank concentrate not
only on providing conceptual framework but also developing
problem-solving skills with the aid of various pedagogical tools so
as to enable trainees to face the practical problems in the field
emerging from time to time.
A conscious effort has been made not only to enrich the
knowledge of the participants on the present assignments but also
to expose them to the development-taking place in the banking
environment so as to groom them in the future.
The training infrastructure has been oriented towards providing
intensive training in tropical areas like Credit, Foreign Exchange,
Merchant banking & computers as well as short training in the job
specific and activity specific areas. The training forum serve as
vital platform for the senior executives to disseminate and explain
the banks for credit policies, objectives and share the views on our
bank performance vis-a-vis, the system.
The senior authorities take the opportunities to obtain the feedback
from participants, which are essential and integral to the process of
management of any buoyant and vibrant system.

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

the environmental challenges at the corporate level and also helps
the corporate management to obtain 35effective feedback, which
facilitate formulation of strategies and policies for achievement of
corporate objectives

ASSESSMENT OF THE TRAINING NEEDS OF PUNJAB

NATIONAL BANK
In order to assess the training needs of the staff working in the bank,

there is a system of maintenance of inventory cards at regional as well

as zonal office level. While submitting their performance form, the officer
staff indicates the Ares in which they need training as to improve their
skills and perform the job better. The appraising authority and the
reviewing authority are required to take a note of this feedback from the
staff and the inventory cards are being maintained at regional/zonal
offices are 'required to be upgraded and keep up to date, keeping in
view the training need mentioned by the staff.
For identifying the training needs, the branch manager should submit
the information on annual basis to the regional office on or before 31 st
December every year, the same should be consolidated at regional
office for the whole region and submitted to the zonal office on or before
10th of January every year.
The inventory cards keep a record of the training provided to an
employee from time to time and whenever decisions are taken for the
nominations of the participants, these cards are kept in view so as to
provide the appropriate training to the employees keeping in view his
self-opinion, present assignments been handled and career path.
Zonal training coordinator should frequently interact with the
principal/training manager of the training centre/college looking after the
training requirements. Regional managers and other senior officials visit
the branches quarterly to make a point to interact with the staff members
and assessment of the training requirement is one of the areas, which
are discussed to bring all around improvement in the working of the
branch.
Sometimes, the Bank conducts open sessions where the employees
themselves state their training needs on an informal basis and it is the
controlling officer who thereby decides whether the need is reasonable
or not. The Performance Appraisal Report is also occasionally used as a
source to identify training needs of employees.

OBJECTIVES OF THE TRAINING PROGRAMME:

PNB does not view the training in isolation but integrates the
training function within the overall functions of selection, career
path, performance appraisal and overall development of the
human resources. The objective of the training program apart from
up gradation of the knowledge and the skills of the employees is
also to improve the aggregate corporate performance and for this
achievement, the training has been related to performance of
various jobs in functional and managerial areas. Generally, training
is imparted for the purpose of boosting operational abilities as well
as for social behaviour and attitudinal change. For managers of
Scale III and above, emphasis is given on the programmes like
management, leadership, and motivation along with MDPs
(Management development Programmes) for Senior Executives.
On the other hand, more thrust is given to boost operational
abilities for employees at the clerical and officer's level.

University, IIMs, Institute of Management Technology (Ghaziabad),

NIIT, , etc. also ,officials with a, flair for teaching are invited from RBI,
CBI, BIS, and other banks like HDFC, HSBC, ICICI, IDBI, etc.
The most commonly used methods at the ZTC for
imparting training are
Lectures
Case discussions
Role plays
Audio and video cassette
Computer Assistance
Group Discussions
Demonstration
Presentations and Slide Shows
Quizzes
Handouts and Reading Material
Dialogues
Workshops and Seminars On-the-job training (for programmes with
longer durations)
APPROVAL OF THE TRAINING PLAN FOR ZTCs/RSC
After the training plan, the same is send to the next competent authority
for consideration and approval. While forwarding the new programs
envisaged, the objectives thereof etc., should be highlighted to bring
specific notice of the competent authority. The training coordinator
should ensure that he receives the Training plan well in advance from
the training center/college so that the same could be approved and
communicated to concerned authorities well in time

IDENTIFICATION OF THE TARGET GROUP

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

INSTRUCTIONAL DESIGN OF TRAINING PROGRAMME IN

PNB
The programme coordinator while designing the programme schedule
should notice following points:
The objective of the programme should be clearly spelt out. Not only it
should be mentioned in the programme schedule but it must be made
clear to participants also.
The level of the participants, their existing knowledge, skills and
experience should be kept in mind before finalizing the programme
schedule to know from what level of knowledge the trainer should
concentrate and carry the participants with him trill every aspect of the
subject is cleared.
Training can be very interesting, enriching experience if the faculty
provides variety, mixing practical with theory sessions, quoting from
personnel experiences and allowing time for discussion and absorption.
Adequate time should be available for doing justice to all the subjects.
Flexibility in the design of the programme would ensure that
participants do not have to learn those aspects which they already know
and whenever such situation is faced by the faculty, either the level of
discussion may be increased or subject may be changed.
An ln built feedback system to facilitate revision, if any, desired by the
participants during the course of the programmed may be planned and
some cushion periods should be provided.
The programme coordinator should prepare brief synopsis of each
topic to be covered during the programme in case the standardized
synopsis are not available and he may revise or improve the standardize
synopsis also in the light of latest developments and requirements

IMPLEMENTATION
After the training manager at the Zonal Training Center (ZTC) draws the
draft of the training plan as per the exigency. The draft is then sent to the
Zonal Manger who in turn sends it to the Head Office for approval. The
draft is approved at the Training Manger's Conference held at the Head
Office and is finally sent to the Zonal Office for implementation.
Sometimes, the concerned departments are also consulted before
making the plan. However, the training plan is subject to changes
according to the need of the hour.
EVALUATION
1. Pre-Course Evaluation: It is an evaluation conducted at the entry
point of the training program. The question paper can be descriptive or
objective type to test the skills of the participants at the entry level. The
question should be framed keeping in view their existing level of
knowledge and skills. The question paper should be broad based so as
to provide adequate opportunity to all the participants to answer them
fully and competently because at the entry level, some participants may
be more conversant with some specific subjects while other may be
aware of other subjects.
2. Mid-Course Evaluation:
Test preferably on the Saturday of the first week in the programme of two
weeks duration or in the middle of the other long duration programmer.
3. Concurrent Evaluation:
The participants are asked to evaluate the training programme
themselves. It may be also difficult for him to assess how much he has
been motivated and how he has been benefited from the programme.
However, expression of attitude, subjective opinion and even
constructive criticism from the participants can help the trainer in making
an evaluation. Though the participants may not be objective in his
evaluation, yet every participant keep on evaluating the programme
continuously. It will be therefore prudent for the programme coordinator
to elicit the view of the participants individually as well as collectively to
assess the efficacy of the training programme. This on-going evaluation
may be done daily, on alternate days or on weekly basis.

4. Final Evaluation:
It reveals the performance of the participants at the exit level in
term of acquisition of knowledge and development of skills and
also indicates the interest shown by the participants in acquiring
new information during the training programme. If the evaluation is
being obtained through a test the performance of the participants
should be informed it them and the question paper should also be
discussed to provide one last opportunity before the conclusion of
the training programme to the participants to clear their doubts .
5. Evaluation through Weekly Reports:
The report should be carefully examined by the coordinator and
advice, if any, should be immediately sent to the participants giving
them specific or general direction for making additional studies and
under taking additional activities not only to increase his activities
not only to increase his knowledge but also to provide him
balanced exposure and enhance vision.
6. Assignment:
Allocation of the topics to the participants should be decided on the
first day of the reporting itself and 2 to 3 days minimum time
should be given before starting presentation. At the beginning of
the respective sessions, the concerned participants should be
asked to make his presentation before the class.
Method of sequence of organizing views, comments and
thoughts.
Coverage of the topic.
Depth of the topic.
Conciseness, clarity and prissiness of approach.
Reference material consulted.
Preparation of chart/graphs/statistical table.
Innovative and logical deduction.

Such an evaluation will reflect the amount of hard work done by

the participants in preparing the particular topic. This will also
benefit the participants in accelerating The-protect of self-learning
and motivate him to read the study material, the reference material
and make good use of library facility available.

Case Presentation:
While sending the trainees for OJT in branches, they should be
advised to thoroughly examine a particular type of

Account-business activity/industry and prepare a case study with

their own choice, highlighting the features of their study. While preparing
for the case study, they should examine the chosen account/activity
closely and in depth and in this regard, they shall also refer to
study/reference material/trade and industry manuals available at the
branches or with a client or in the administrative office.

PREPARATION OF THE EVALUATION SHEET

At the time of sending the trainees to the ON the -job training (OJT), it
should be made clear to them as to what are the objective of sending
them on to OJT and what is expected of them during the course of OJT.
While sending the trainees for the OJT, as already mentioned in
foregoing, they should be advised to submit the weekly report whose
attendance should be marked by the coordinator of the training
programme on the attendance sheet. In addition, coordinator should also
prepare an evaluation sheet in which the marks scored by each and
every participant at every successive stage of training should be
entered. The marks may relate to the following:
Entry Level Test
Mid-Course Test
Final Test
Average of Marks Scored in Submission of Weekly Reports
Assignments
Case Study Presentation
Interview
SCHEME/ACTION CHART FOR EVALUATION IN TRAINING
PROGRAMMES

a) One week Programmes; In one-week programme on bank

routine, priority sector, house-keeping, credits scheme and awareness of
foreign scheme.

b) Two week Programmes; Operational areas of foreign exchange

etc., or other similar areas, mid-week test should be conducted on the
last working day of the first week. The test may be descriptive, objective
or partly both.
There after the final test should be conducted on Friday or on the
second last day of the second week. The marks scored by the
participants in the final test should be compared with the mid-course test
and the coordinator in the class should commend performance of those
who have improved.

c) Advance Programmes; In advance Programmes on Credit

Management and Foreign Exchange etc. being conducted for various
levels, the schemes of training shall be preferably objective type, and
conducted immediately after the welcome and inauguration session on
the first day of the training programme. The test should have minimum of
100 questions (in objective type) and also be of duration of one hour.
The mid-course test should be conducted in middle of the training
programme, preferably on Saturday. The mid-course test can be
descriptive or objective or partly both. The test should be a minimum of
one-hour duration and should thoroughly test the knowledge of
participants on various subjects/topics covered so far in the programme.
Result of the test should be announced on the next working day.

d) Intensive Programmes; It is done so as to assess their

performance immediately at the commencement of the programme, an
entry-level test is be conducted which may be descriptive or objective or
both. Near the conclusion of the first module of the training, mid-course
test should be conducted which may be descriptive or objective or both.

1.

CONCLUSION

After going through the subsystem of HRD namely- Training and

Development in Punjab National Bank, I came to know that
this subsystem is highly visible in the organization. All Human
resource development systems must have a strong foundation
within the Organization as an organization is made up of people &
function through people, the resource- men, money, material &
machinery are collected coordinated & utilized through people, it is
through the combined efforts of people that material monetary
resources are effectively utilized for the attainment of
organizational objectives. As time, passes people become
experienced & skilled which is not so with the other resources that
generally depreciate as the time passes by. This resource is active,
animate & living. It is the man only who with his ability to feel,
think, conceive & grow can show his satisfaction or dissatisfaction,
resentment or acceptance for all types of related activities. It is
the person at work who is valued, not the machine,
infrastructure or capital.
PNB, realizing the importance of the above fact, has given great
emphasis on its Training & development Activities). As far the
PNBs training and development activities are concerned, the bank
has established a Central Staff College at the corporate level and
as many as 3 Regional Staff Colleges, 8 Zonal Training
Centers and one full-fledged IT Center at Faridabad. To better
equip the employees to meet the emerging challenges, last year,
the bank imparted training to more than 27500 employees overall,
through it's various training centers. Intensive training programs
were also conducted in the areas of credit, forex, marketing,
information technology, etc. to train officers for specialized jobs.
The IT center, Faridabad provided training to employees keeping in
view the technological developments taking place in the banking
industry. Besides in-house training, the bank deputed 565
employees to other prestigious institutions like National Institute of
Bank Management, Pune, Administrative Staff College of India,
Hyderabad and Bankers Training College, Mumbai).

The training policy aims at providing to all employees once in 2

years. In recognition of its efforts in this area, the bank was
awarded the Golden Peacock National Training Award
2005, instituted by Institute of Directors, New Delhi, for second
year in succession.
To conclude the results of the study have been quite a satisfactory
one. The employees seem to be quite satisfied with the training
process at PNB and are keen to attend more training in the future.
However, there have been found certain loopholes in areas like the
Training Needs Identification and the Feedback System adopted in
Bank. Also, the post evaluation of the training is almost missing in
the Bank.
Recommendations have been provided in the study, which if
implemented, could help the Bank to quite an extent in improving
the system.
The project has been a wonderful experience, especially with the
help of all those people, without the assistance of whom, the
project would not have taken the shape it has.

LIMITATIONS OF THE STUDY

It is being said that' there is no end to perfection' but still everyone
tries to be perfect. And one another hard fact that cannot be
declined is that' to err is human'. In spite of all the efforts that I
have put in, to make my report as good as possible, few limitations
still persist which are as follows:
1. Since the topic has been very vast, it was not possible to study
all the practices in detail.
2. The study of all the functions in limited period was not feasible.
Yet an effort has been made to throw light on all the functions.
3. General view on HRD functions has been based on one
organization though 54 nationalized banks are operating in the
country.
4. Due to reasons of confidentiality, some crucial information on
certain functions has not been explored.
5. The hectic schedule of the employees had been quite a
constraint, yet employees had given attention to the intensity of the
subject and responded freely about the functions.
6. The element of bias and prejudice in expressing the views
cannot be ruled out.

2. SUGGESTIONS AND RECOMMENDATIONS TRAINING AND DEVELOPMENT

Training Need Assessment- The organizational, operational and individual
training needs must be identified scientifically and a linkage among the three
must be established so as to have an effective Training and Development
process. A detailed discussion with each head of department should be
done for identification of training needs, as they are more aware of their
subordinate's strengths and weaknesses.. Open sessions should be held
more often to enable the employee s to express their training needs more
frequently. A complete Job Analysis should be done so as to identify various
competencies required at various levels. This would make the training need
identification more accurate. Current and optimum levels of performance of
all employees (including clerks and sub-staff) should be analyzed individually
and recorded in Performance Appraisal Report. This would make the PA report
a more valuable source in identifying training needs. Designing The Training
Plan- A more comprehensive and systematic approach can be applied to
exisisting procedure through continuous training and retraining done at all
levels as an ongoing process. Learning should be one of the fundamental
values of the Bank and this philosophy can be percolated down to all
employees through the training programs. There must be more of quality
topics rather than quantity topics. 57
58. In-house trainers should be rewarded appropriately so that they get motivated
to train better. The training methods and techniques must be constantly upgraded
with more of audio-visual support, case discussions, role plays, management games,
inbasket exercises, simulations, conferences, etc. The training programs should
emphasize upon the Behavioral training so as to bring about an overall attitudinal
change in bank's employees this will help them to deal with the bank customers
more efficiently. Certain explicit incentives should be given to the employees
undertaking training in the form of rewards (both monetary and non-monetary),
grades, certificates, promotions or transfers, etc. so as to motivate the towards
training and development. The records of training volumes should be maintained
more systematically. The Training Inventory System can be improved upon with a
little systematic approach and rigidity upon employees. The Feedback System can
also be improved with more informal interactions between the trainers and trainees.
The trainees should be explained the importance of the feedback forms and the
benefit it would give the trainees. This would make them more careful while filling up
these forms. There should be feedback from the trainers also. This would act as a
motivating force for the employee s if they are ranked or graded high and given
rewards for better performance. Also in case of lower grading timely feedback from
trainer would help the employee to adjust his efforts, or correct his mistakes and
thus helping both the employee and the organization getting the full benefit of the
training provided. Post Evaluation Of Training- The current scenario to evaluate the
performance of employees at PNB is based on two dimensions- Level of Learning and
Results Achieved.