A

DESSERTATION REPORT
ON

A DETAIL STUDY ON
TRAINING AND
DEVELOPMENT IN
IMPROVING THE
PERFORMANCE OF THE
EMPLOYEES IN GRAMIN
BANK.
Submitted in
Partial fulfillment for
Masters of Business Administration
Program of
Uttarakhand Technical University, Dehradun
Batch 2008 2010
SUBMITTED TO
MS. NIDHI SINGH

SUBMITTED BY
NEERAJ PANDEY
(MBA 4THSEM)
EN. NO.080805000025

DEV BHOOMI INSITUTE OF TECHONOLOGY,

DEHRADUN

CERTIFICATE
I have the pleasure in certifying that NEERAJ PANDEY, Enrollment
No. 08080500025 is a bonafide student of IVrd semester of the Masters
Degree in Business Administration of DBIT, Dehradun.
He has completed his Interim report work entitled A DETAIL STUDY

ON TRAINING AND DEVELOPMENT IN IMPROVING

THE PERFORMANCE OF THE EMPLOYEES IN GRAMIN
BANK.. under my guidance.
I certify that this is his original effort and has not been copied from
any other source. This project has also not been submitted in any other
university for the purpose of award of any degree.
This project fulfills the requirement of the curriculum prescribed by
DBIT, Dehradun for the said course.
Signature:
Name of the Guide: MS. NIDHI
Date:.

CONTENTS
ACKNOWLEDGEMENT.6
OBJECTIVE OF THE STUDY.7

BANKS PROFILE.8
ORGANIZATIONAL STRUCTURE....13
BOARD OF DIRECTORS.14
INTRODUCTION...17
TRAINING & DEVELOPMENT.18
IMPORTANCE OF TRAINING AND
DEVELOPMENT .23
TRAINING PROCESS.26
METHODS OF TRAINING.30
BENEFITS FROM TRAINING &
DEVELOPMENT...37
OBJECTIVE OF TRAINING &
DEVELOPMENT.38
LITERATURE REVIEW39
RESEARCH & METHODOLOGY41
ANALYSIS & FINDINGS44
SUGGESTION..61
LIMITATIONS62
CONCLUSION63
BIBLIOGRAPHY64
ANNEXURE.65
3

ACKNOWLEDGEMENT
This is not the work of individual but a number of persons who are directly
and indirectly involved in making of my project report.
I would like to express my deepest sense of gratitude to those who have
helped and assisted me.
I extended my sincere regards to my faculty guide Ms. Nidhi Faculty,
DBIT, Dehradun) for her kind co-operation.
I would like to thank all my faculties. I am heartily indebted for the
co-ordination of all respondents who gave their valuable time for listening
me; especially I would like to thank my friends for a continuous and
unparallel support. My deepest sense of regards is for my family members
for these unparallel supports.
Finally I express my sincere thanks towards all those who directly or
indirectly helped me.

NEERAJ PANDEY

OBJECTIVE OF THE STUDY

SPECIFIC OBJECTIVE:-

Training and development in improving

the performance of the employee.

To broad my knowledge in H R field.
To study the present and future effect of training on employees.
To build and upgrade competencies through virtual learning,
opportunities for growth and providing challenges in the job.
Enhance productivity and performance by developing employee
competency and potential.
To impart training to all employees to motivate them towards
actualization of their potential.

UTTARANCHAL GRAMIN BANK

(SPONSORED BY: STATE BANK OF INDIA)

BACKGROUND OF THE BANK

Uttaranchal Gramin bank, a body constituted by the Notification of

Govt. of India dated 30.06.2006 amalgamating three erstwhile Regional
Rural Banks i.e. Alakhnanda Gramin Bank, Ganga Yamuna Gramin
Bank, Pithoragarh Kshetriya Gramin Bank, all sponsored by State Bank
of India, is one of the major banking organization in the Uttarakhand State
situated in the Majestic Himalaya.
The crown State of Himalayas, Uttarakhand was carved out from
Uttar Pradesh as 27th State of the country in the year 2007.It was surrounded
by the state of Nepal in the east and Himanchal Pradesh in the west.
The area of operation of the bank bestowed with vast natural
resources and astounding beauty of nature, encompassing places of
fascinating beauty of the religious importance i.e. Gangotri, Yamunotri, Harki-Doon, Badrinath, Hemkund, Valley of Flowers, Auli Tungnath, Gaumukh
etc.
Approximately 75% of the land of the state is covered with dense forest,
diversified and rate of Species of Flora and fauna.
The economy base of the region is agrarian: Paddy, sugarcane and
wheat are the main crops. Virtually the whole region is rain fed despite

having rich water resources. There are enough Potential for the development
of agriculture, horticulture, animal husbandry and milk production.
High education standard, high literacy rate, extensive forest cover,
unlimited water resources, favorable condition for fruits and vegetable
production to attract investors for the development of the industries in the
state.
The prime goal of the bank is the extensive participation in the overall
economic development of the region. The Bank is dedicated for the
upliftment of the rural masses, so that the people of the region may achieve
all-round development, employment for every body and prosperity to
contribute towards progress of State & Nation.

VISION OF THE BANK

To make Uttaranchal Gramin Bank the

Uttam Bank of Uttarakhand state by
providing excellence in banking customer
services, maintaining transparency and
excellence in banking, development
oriented approach with innovative
concepts by earning continuous profit.

MISSION OF THE BANK

Development of remotest areas

To provide KCC to each farmer in the services
area.
Adoption of villages in services area.
To link each family with bank in the services area.
To provide employment to rural youth.

10

BRIEF INTRODUCTION OF THE BANK

Uttaranchal Gramin bank was established on June 30 th 2006 issued by Govt.
of India, under Section3 (i) of RRBs Act 1976 (21of 1976), after amalgamation of
three erstwhile Regional Rural Banks viz. Ganga Yamuna Gramin Bank,
Alakhnanda Gramin Bank & Pithoragarh Kshetriya Gramin Bank, all Sponsored
by premier Commercial Bank of the country i.e. State bank of India in the state of
Uttarakhand. Accordingly, Banks area of operation extended in the area of
Dehradun, Tehri, Uttarkashi, Haridwar, Pauri, Chamoli Garhwal division and
district Pithoragarh and Champawat of Kumaun division in Uttarakhand.
The head office of the bank is situated at Dehradun, which is the capital city
of the state of Uttarakhand. The major area of operation which is extended in the
remote areas of the state is thinly populated and seven districts of services area fall
under Zero Industry zone. However, the area is widely acknowledged for its
famous pilgrim centers and tourists places.
Despite abundance of water resources, this area has negligible irrigation
facilities farmers are forced to use conventional methods of farming, though cash
crop like potato, ginger and fruits like malta apple are cultivated in small areas yet
due to lack of basic infrastructure, viz proper transportation, processing and storage
facilities such cultivation is restricted in a few pockets only.

11

ORGANIZATIONAL STRUCTURE
Organizational structure of the bank is divided in to 3 administrative states.
Branches under the supervision of branch managers are the root units functioning
under the areas officers, supervised by the area manager. Apex administrative
control of these two is enshrined in the head office. Presently, there are 3 areas
office viz. Area office-I Dehradun, Area office-II Pauri and Area office-III
Pithoragarh under which 43, 49 and 27 branches are functioning respectively with
11 satellite offices too.

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12

BOARD OF DIRECTORS
Chairman
Shri Threesh Kapoor

Directors:
A-Central Government Nominees:
1.
2.

1.

Shri S.K. verma

Assistant General Manager, RBI
Regional office, Dehradun, Uttarakhand
Shri M.S. Rathore
Deputy General Manager, NABARD
Regional office, Dehradun, Uttarakhand
Shri Pradeep Mehrotra
Deputy General Manager,(Agri)
State Bank of India, New Delhi

3.

Shri V.P.S. Sajwan

Uttarkashi, Uttarakhand

4.

Smt. Raija Chaudhari

Advocate, Gopeshwar, Chamoli,
Uttarakhand

2.

Shri Maheep Kumar

Deputy General Manager
State Bank of India, Uttarakhand zonal
office, Dehradun

B- Sponsor Bank Nominees:

C- State Government Nominees
1.

Shri N.S Negi

Additional Secretary (rural Development)
Government of Uttarakhand, Dehradun
(Uttarakhand)

2.

Shri N.N. Thapliyal

Additional Secretary (finance)
Government of Uttarakhand, Dehradun
(Uttarakhand)

13

ADMINISTRATIVE SET-UP OF THE BANK

Shri Threesh Kapoor
Chairman
Shri Anil Kumar Mittal
General Manager
Shri R.P. Khanduri
Area Manager, Area Office-I, Dehradun
(On deputation from Sponsor Bank)
Shri Rajeev Gulati
Area Manager, Area Office-II, Pauri
(On deputation from Sponsor Bank)
Shri Balwant Singh Bisht
Area Manager, Area Office-III, Pithoragarh
(On deputation from Sponsor Bank)

14

DEPARTMENT AND OFFICERS IN THE

HEAD OFFICE
Shri Verma
Chief Inspector (On deputation from Sponsor Bank)
Shri P.P Singhal
Manager, Inspection & Audit
(On deputation from Sponsor Bank)
Shri Rampal Singh
Manager, Inspection & Audit
(On deputation from Puravanchal Gramin Bank)
Dr. Shailendra Kumar
Chief Vigilance Officer
(On deputation from Sponsor Bank)
Km. Madhu Maikhuri
Manager, Planning & Dev.
Shri. S. Nautiyal
Manager- I.O.R.
Shri Parashar Dutt Joshi
15

Manager Personnel
Shri K.C Singh Bisht
Manager Accounts
Shri.M.S Dasila

16

INTRODUCTION

17

TRAINING AND DEVELOPMENT

In simple words, training and development refers to the imparting of specific skills,
abilities, knowledge to an employee. A formal definition of training and
development is determined as follows:
It is any attempt to improve current or future employee performance by
increasing an employees ability to perform through learning, usually by changing
the employees attitude or increasing his or her skills and knowledge.
The need for training and development is determined by the employees
performance deficiency, computed as follows:
Training and development needs =
Standard performance Actual performance

18

INPUTS IN TRAINING AND DEVELOPMENT

Any training and development programme must contain inputs which enable
the participants to gain skills, learn theoretical concepts and help acquire vision to
look into the distant future. The inputs of training and development are as follows:
1) Skills
2) Education
3) Development
4) Ethics
5) Attitudinal Changes
6) Decision making and problem solving skills
1) Skills
Training is imparting skills to the employees. A worker needs skills to
operate machines, and use other equipments with least damage and scrap. This is
basic skills without which the operator will not function.
There is also a need of motor skills or psychomotor skills as they are refer to
performance of specific physical activities .These skills involve learning to move
various parts of their body in response to certain external and internal stimuli.
Employees particularly like supervisors and executives, need interpersonal skills
mostly know as people skills. These skills helps a person understand oneself and
19

others better and act accordingly. Examples of interpersonal skills include

listening. Persuading and showing an understanding of others feelings
2) Education
The purpose of education is to teach theoretical concepts and develop a sense of
reasoning and judgment. That any training and development programme must
contain an element of education is well understood by the HR specialist.
In fact, sometimes, organizations depute or encourage employees to do courses on
a part time basis. Chief executive officers (CEOs) are known to attend refresher
course conducted in many Business schools. The late Manu Chabria, CMD, Shaw
Wallace, attended such a two month programme at the Harvard business school.
Education is more important for managers and executives than for lower-cadre
workers.
3) Development
Another component of a training and development programme is development
which is less skill oriented but stress on knowledge. Knowledge about business
environment, management principles and techniques, human relations, specific
industry analysis and the like is useful for better management of a company.
Development programme should help an employee to be a self-starter, build sense
of commitment, motivation, which should again helps him being self generating. It
should make their performance result oriented and help them in being more
20

efficient and effective. It should also help in making the employee sensitive
towards the environment that is his work place and outside. This programme
should keep the employee aware of him i.e. his potentials and his limitations. Help
him see himself as others see him and accept his self image as a prelude to change.
It helps teach an individual to communicate without filters, to see and feel points of
view different from their own. Also helps them understand the powers in their
hands and thereby develop leadership styles which inspire and motivate others.
And finally helps install a zest for excellence, a divine discontent, a nagging
dissatisfaction with the status quo.

4) Ethics
There is a need for imparting greater ethical orientation to a training and
development programme. There is no denial of the fact that ethics are largely
ignored in businesses. They are less seen and talked about in the personnel function
this does not mean that the HR manager is absolved if the responsibility. If the
production, finance or marketing personnel indulge in unethical practices the fault
rest on the HR manager. It is his/her duty to enlighten all the employees in the
organization about the need for ethical behavior.
5) Attitudinal Changes

21

Attitudinal represents feelings and beliefs an individual towards others.

Attitudes affect motivation, satisfaction and job commitment. Negative attitudes
needs to be converted into positive attitudes. Changing negative attitudes is
difficult because of
(1)

Employees refuse to change

(2)

They have prior commitments and

(3)

Information needed to change attitudes may not be sufficient.

Attitude must be changed so that the employee feels committed to the organization
and give better performance.
6) Decision making and problem solving skills

Decision making and problem solving skill focus on methods and techniques
for making organizational decision and solve work related problems. Learning
related to decision making and problem solving skills seeks to improve trainees
abilities to define and structure problems, collect and analysis information,
generate alternatives. Training of this type is typically provided to potential
managers, supervisors and professionals

22

IMPORTANCE OF TRAINING AND DEVELOPMENT

FOR THE ORGANIZATION

There are many benefits of Training and Development to the organization as well
as employee. We have categorized as under
1) Benefits for the organization
2) Benefits for the individual
3) Benefits for personnel and human relation, intra group and internal
group relation and policy implementation
1) Benefits for the organization
a) Improves communication between group and individuals.
b) Aid in orientation of new employee and those taking new
job through transfer or promotion.
c) Provides

information

on

equal

opportunities

and

affirmative action.
d) Provides information on other government laws and
administration policies.
e) Improve interpersonal skills.
23

f) Makes organizational policies, rules and regulations viable.

g) Builds cohesiveness in group.
h) Provides a good climate for learning, growth and co
ordination.
2) Benefits for the individual
a) Helps and individual in making better decision and effective problem
solving.
b) Through training and development, motivational variables of recognition
achievement, growth, responsibility and advancement are internalized
and operationalised.
c) Aid in encouraging and achieving selfdevelopment and self confidence.
d) Helps a person handle stress, tension, frustration and conflict.
e) Provides

information

for

improving

leadership,

knowledge,

communication skills and attitudes.

f) Increases job satisfaction and recognition.
g) Moves a person towards personal goals while improving interactive
skills.
h) Satisfies personal needs of a trainee.
i)Provides the trainee an avenue for growth in his or her future.
24

j)Develops a sense of learning.

k) Helps eliminate fear in attempting new task.
l)Helps a person improve his listening skill, speaking skills also with his
writing skills.
3) Benefits for personnel and human relation, intra group and internal group
relation and policy implementation
a) Improves communication between group and individuals.
b) Aid in orientation of new employee and those taking new job through
transfer or promotion.
c) Provides information on equal opportunities and affirmative action.
d) Provides information on other government laws and administration
policies.
e) Improve interpersonal skills.
f)

Makes organizational policies, rules and regulations viable.

g) Builds cohesiveness in group.

h) Provides a good climate for learning, growth and co ordination.
i) Makes the organization a better place to work and live.

TRAINING PROCESS
25

The steps of Training Process are as under:

Organizational Objectives
and Strategies
Assessment of Training
Needs
Establishment of Training
Goals
Devising Training
Program
Evaluation of Results
Implementation of
Training program

a) Organizational objectives and strategies

The first step in the training process is an organization in the assessment of its
objectives and strategies. What business are we in? At what level of quality do we
wish to provide this product or service? Where do we what to be in the future? Its
only after answering these and other related questions that the organization must
assess the strength and weakness of its human resources.
b) Needs assessment
Needs assessment diagnoses present problems and future challenge to be met
through training and development. Needs assessment occurs at two levels i.e.
group level and individual level, an individual obviously needs training when his
or her performance falls short or standards that is when there is performance
deficiency. Inadequate in performance may be due to lack of skills or knowledge or
any other problem.
The following diagram explains performance deficiency
26

Performance
Deficiency
Lack of skills
Or knowledge
Training
c) Training and development objectives

other causes
Non training measures

Once training needs are assessed, training and development goals must be
established. Without clearly-set goals, it is not possible to design a training and
development programme and after it has been implemented, there will be no way
of measuring its effectiveness. Goals must be tangible, verifying and measurable.
This is easy where skilled training is involved

d) Designing training and development program

Who are the trainees?
Who are the trainers?

What methods

And

techniques?
What is the
where to conduct
level of training
the program

what are the

principles of learning

e) Conducting training activities

Where is the training going to be conducted and how?
At the job itself.
On site but not the job for example in a training room in the
company.
Off site such as a university, college classroom hotel, etc.
27

f) Implementation of the training programme

Program implementation involves actions on the following lines:
Deciding the location and organizing training and
other facilities.
Scheduling the training programme.
Conducting the programme.
Monitoring the progress of the trainees.

g) Evaluation of the results

The last stage in the training and development process is
the evaluation of the results. Since huge sums of money are spent
on training and development, how far the programme has been
useful must be judge/determined. Evaluation helps determine the
results of the training and development programme. In the
practice, however organizations either overlook or lack facilities
for evaluation.

28

29

METHODS OF TRAINING
A multitude of techniques are used to train employees. Training techniques
represent the medium of imparting skills and knowledge to employees. Training
techniques are means employed in the training methods. They are basically of two
types.
1) Lectures
It is the verbal presentation of information by an instructor to a large
audience. The lecturer is presumed to possess knowledge about the subject. A
virtue in this method is that it can be used for large groups and hence the cost of
training per employee is very low. However, this method violates the principle of
learning by practice. Also this type of communication is a one-way communication
and there is no feedback from the audience because in case of very large groups it
is difficult to have interactive sessions. Long lectures can also cause Boredom.
2) Audio Visuals
This is an extension of the lecture method. This method includes slides,
OHPs, video tapes and films. They can be used to provide a range of realistic
examples of job conditions and situations in the condensed period of time. It also
improves the quality of presentation to a great extent.
3) On- the Job- Training
It is used primarily to teach workers how to do their present jobs. Majority
of the industrial training is on the job training. It is conducted at the work site and
30

in the context of the job. Often, it is informal, as when experienced worker shows a
trainee how to perform tasks. In this method, the focus of trainers focus is on
making a good product and not on good training technique. It has several steps; the
trainee first receives an overview of the job, its purpose and the desired outcomes.
The trainer then demonstrates how the job is to be performed and to give trainee a
model to copy. And since a model is given to the trainee, the transferability to the
job is very high. Then the employee is allowed to mimic the trainers example. The
trainee repeats these jobs until the job is mastered.
4) Programmed Instruction (PI)
In this method, training is offered without the intervention of the trainer.
Information is provided to the employee in blocks, in form of books or through
teaching machine. After going through each block of material, the trainee goes
through a test/ answers a question. Feedback in the form of correct answers is
provided after each response. Thus PI involves:
Presenting questions, facts, and problems to the learner.
Allowing the person to respond
Providing feedback on the accuracy of the answers
If the answers are correct, he proceeds to the next block or else,
repeats the same.
However it is an impersonal method and the scope of learning is less as
compared to other methods of training. Also the cost of preparing books, manuals
and machinery is very high.
5) Computer Assisted Instruction (CAI)
31

This is an extension of the PI method. In this method, the learners response

determines the frequency and difficulty level of the next frame. This is possible
thanks to the speed, memory and the data manipulation capabilities of the
computer.

6) Simulation
It is any equipment or technique that duplicates as nearly as the possible the
actual conditions encountered at the job. It is an attempt to create a realistic for
decision-making. This method is most widely used in Aeronautical Industry.

7) Vestibule Training
This method utilizes equipment which closely resembles the actual ones
used in the job. It is performed in a special area set aside for the purpose and not at
the workplace. The emphasis is placed on learning skills than on production. It is
however difficult to duplicate pressures and realities of actual situations. Even
though the kind of tension or pressure may be the same but the employee knows it
is just a technique and not a real situation. Also the employees behave differently
in real situations than in simulations. Also additional investment is required for the
equipment.
8) Case study
32

It is a written description of an actual situation in the business, which

provokes the reader to think and make decisions/ suggestions. The trainees read the
case, analyze it and develop alternative solutions, select the best one and
implement it. It is an ideal method to promote decision making skills. They also
provide transference to an extent. They allow participation through discussion.
This is the most effective method of developing problem solving skills.
The method /approach to analysis may not be given importance. Many a times only
the result at the end of the case may be considered and not the line of thinking to
approach it. This is a major disadvantage since case studies must primarily be used
to influence or mend the attitude or thinking of an individual.
9) Role Playing and Behavior Modeling
This method mainly focuses on emotional (human relation) issues than other
ones. The essences are on creating a real life situation and have trainees assumed
parts of specific personalities (mostly interchanged roles of boss and subordinate to
create empathy for one another). The consequence is better understanding of issues
from the others point of view.

Concept of Behavior Modeling:

Fundamental psychological process by which new patterns of

behavior can be acquired and existing ones can be altered.
Vicarious process learning takes place not by own experience
but by observation or imagination of others action.

33

 It is referred to as copying, observational learning or

imitation implying that it a behavior is learned or modified
through observation of others experiences.
This change may be videotaped and showed to the trainee and he
can review and critique it.
It also helps him see the negative consequences that result from not
using the behavior as recommended.

10)

Sensitivity Training

It uses small number of trainees usually less than 12 in a group. They meet with a
passive trainer and get an insight into their own behavior and that of others. These
meetings have no agenda and take place away from the workplace. The discussions
focus on why participants behave the way they do and how others perceive them.
The objective is to provide the participants with increased awareness of their own
behavior, the perception of others about them and increased understanding of
group process. Examples: Laboratory training, encounter groups. Laboratory
training is a form of group training primarily used to enhance interpersonal skills.
It can be used to develop desired behaviors for future job responsibilities. A trained
professional serves as a facilitator. However once the training is over employees
get back to being the way they are.
11) Apprenticeships and Coaching
34

It is involved learning from more experienced employee/s. This method may be

supplemented with other off-the-job methods for effectiveness. It is applied in
cases of most craft workers, carpenters, plumbers and mechanics. This approach
uses high levels of participation and facilitates transferability. Coaching is similar
to apprenticeships. But it is always handled by a supervisor and not by the HR
department. The person being trained is called understudy. It is very similar to on
the job training method. But in that case, more stress is laid on productivity,
whereas here, the focus is on learning.
In this method skilled workforce is maintained since the participation, feedback
and job transference is very high. Immediate returns can be expected from training
almost as soon as the training is over the desired outcomes can be seen in the
trainee.

TOPICS OF EMPLOYEE TRAINING

Communication: The increasing diversity of todays workforce brings a
wide variety of languages and customs.
Computer skills: Computer skills are becoming a necessity for
conducting administrative and office tasks.
Customer service: Increased competition in todays global marketplace
makes it critical that employees understand and meet the needs of
customers.
Ethics: Todays society has increasing expectations about corporate
social responsibility. Also, todays diverse workforce brings a wide
variety of values and morals to the workplace.
Human relations: The increased stresses of todays workplace can
include misunderstandings and conflict. Training can people to get along
in the workplace.
Quality initiatives: Initiatives such as Total Quality Management,
Quality Circles, benchmarking etc., require basic training about quality
concepts, guidelines and standards for quality etc.
Safety: Safety training is critical where working with heavy equipment,
hazardous chemicals, repetitive activities etc., but can also be useful with
practical advice for avoiding assaults etc.
35

BENEFITS FROM TRAINING &

DEVELOPMENT
There are numerous sources of on-line information about training & development.
Several of these sites (they are listed later on in this library) suggest reasons for
supervisors to conduct training among employees. These reasons include:

Increased job satisfaction and morale among employees

Increased employee motivation
Increased efficiencies in processes, resulting in financial gain
Increased capacity to adopt new technologies and methods
Increased innovation in strategies and products
Reduced employee turnover
Enhanced company image, e.g., conducting ethics training(not a good reason
for ethics training)
Risk management, e.g., training about sexual harassment, diversity training

36

OBJECTIVES OF TRAINING &

DEVELOPMENT
To develop entrepreneurship & expertise par excellence through training.
To prepare executives to meet the strategic business goals in the fast
changing environment.
To create a learning environment in order to achieve a competitive edge
through leveraging human resource.
To develop training tools & techniques to facilitate effective learning.
To organize interactive workshops in upstream industry areas.
To strive for continuous improvement in all aspects of E&P activities
through training in the emerging technologies.
To promote IT as an instruments of organizational transformation.
To cultivate creative & innovative thinking.
Reducing gap between current & expected level of performance through
systematic enrichment of knowledge, skills & attitudes.
Developing multi-craft skills.
To impart training to all employees to motivate them towards
actualization of their potential.

37

38

LITERATURE REVIEW
Induction training is imparted at the encounter stage of the socialization process
of a new employee. This training has two aspects: the theoretical and the practical
one. In former, trainees are given information about the organization, its objectives,
its culture etc. whereas, the practical part of the training is for the understanding of
actual work procedure i.e. the field work and by the end of the induction training
employees starts feeling as a part of the organization.
IN-SERVICE TRAINING
By In-Service training programmers we mean the periodical training given
to the working employees to enhance their knowledge and skills, so that they can
work more efficiently.

Application of Information Technology in Banks

The dramatic changes in the macroeconomics as well as banking scenario and
further changes that are emerging will compel each player in the banking to sit
tight, think and strategically move to cope with these changes. Besides changes in
product design, marketing and orientation, each bank has to take technology as a
strategic allegiance for bringing our faster response to market needs by
diversifying the banking services, treading into new areas not earlier dealt with and
making the services more efficient and faster.

Banking Technology in India

Technology usage in the banking and financial sector really started only in the
early 1980s. While many banks have traversed an arduous road in these last 25
39

years, for same especially those who entered late, thanks to the regulatory
precondition, the journey so far has been smooth.
Looking back the banks in India have been slow to adopt technology. Reasons
include the perceived loss of jobs and opposition from various quarters these
against, lack of focus on competitive spirit and customer services. The usage of
technology by banks in India until the 1980s was near to nothing. As a central bank
in a developing country, the Reserve Bank of India (RBI) has adopted
development of the banking and financial market as one of its first objectives. In
the 1980s the RBI focused on improvements in the productivity of the banking
sector.

A Model Tech Bank

The objective of a model modern high tech bank are to enhance efficiency through
cost reduction and additional revenue generation and to offer better customer
services. The architectural components through which they aim to achieve these
objective are a core, centralized database, multi channel delivery of products and
services, use of self service devices, e-commerce products and e-based private
wealth management services. It will offer its products and services through branch
banking, tele-banking , PC banking, internet banking and ATMs, mobile banking,
information kiosks with interactive touch screens and multimedia gadgets.

40

41

Research methodology is the simple framework or plan for the study that is used as
the guide in collecting & analyzing the data it may be understood as a science of
studying how research is done scientifically. it is necessary for the researcher to
know only the research methods and techniques but also a methodology.
The purpose of research methodology is to describe the research problem and to
establish truth that gains wide acceptance for the research.
The methodology that will be undertaken to study the present project report and to
fulfil the above stated aims and objective would be:-

RESEARCH DESIGN
The research design is the conceptual structure within which research is conducted;
it constitutes the blueprint for the collection, measurement and analysis of data
.The preparation of a research design facilitates research to be as efficient as
possible, yielding maximum information. In other words the function of research
design is to provide for collection of relevant evidence with minimum expenditure
of effort, time and money.
The study of this project report is based on the descriptive research design, which
includes fact-finding enquires. Research is exploratory of the state of affairs it
exists.

DATA COLLECTION:The task of data collection begins after a research problem has been defined and
the research design/plan chalked out. While deciding about the method of data
collection to be used for study, the researcher should keep in mind two types of
data i.e.
1) PRIMARY DATA.
2) SECONDARY DATA.

PRIMARY SOURCE: - The primary data are those which are collected afresh
and for the first time, and thus happen to be original in character such as interview,
questionnaire, survey, etc.

SECONDARY SOURCE: - The Secondary data are those which have already
been collected by someone else and which have already been passed through the
statistical process. For example:- journals, books, magazines, and websites.

42

Sample Design: - To know the satisfaction and dissatisfaction level of

employees random sampling is done. The larger the number of respondents we
evaluate, more the people we have to include in our sample. The sample size of 50
respondents was taken.
Questionnaire Method: I used a self-made questionnaire, and the
questionnaire filled by the respondent to know the proportions of the level of
satisfaction and dissatisfaction, they get from the bank. The questionnaire was
developed to measure the effectiveness of training & development on employees.
The data thus collected has been analyzed using statistical techniques.
Hypothesis Testing:-Null or Alternative hypothesis.

43

ANALYSIS
AND
FINDINGS

44

HYPOTHESIS TESTING
NULL HYPOTHESIS (H0): The employees of the bank are satisfied with the
training policies adopted by Uttaranchal Gramin bank.

ALTERNATE HYPOTHESIS (H1): The employees of the bank are not satisfied
with the p training policies adopted by Uttaranchal Gramin bank.

RESULT OF QUESTIONNAIRE
Training
Training
policies
allowance
used in
bank.
SATISFIED

18

10

28

NOT
SATISFIED

16

22

TOTAL

34

16

50

Observe
Expected
Fo- Fe
frequency (Fo) frequency (Fe)

(Fo- Fe)(FoFe)

(Fo- Fe)(FoFe)/Fe

45

18

19.04

-1.04

1.0816

.056

10

8.96

1.04

1.0816

.120

16

14.96

1.04

1.0816

.0722

7.04

-1.04

1.0816

.153
.4012

Fe= 28*34/50 and so on.

Value of chi square = 3.841 at 5 %
Degree of freedom = (number of rows-1) (number of columns -1)
according to table 1:
DOF = (2-1) (2-1)
=1

46

1)

IDENTIFICATION OF TRAINING & DEVELOPMENT

25

20

15

10

0
Yes

No

Can't say

Interpretation: Most of the employees are agree with the statement that training &
development needs of an individual employee are identified before providing the
training.

47

48

2)

TYPES OF TRAINING PROGRAMS

20
18
16
14
12
10
8
6
4
2
0
Induction

Class-room

Seminar

Outside

Interpretation: The study shows that most of the employees have undergone
Class-room study training program as well as Seminar training also.

49

50

3) AWARENESS ABOUT TRAINING PROGRAMS

16
14
12
10
8
6
4
2
0
Always

Often

Some-times

Never

Interpretation: Most of the time employees are aware/made aware of the various
training programs being organized in-house in ONGC time to time.

51

4) IMPORTANCE OF TRAINING PROGRAMS

40
35
30
25
20
15
10
5
0
Yes

No

Can't say

Interpretation: Most of the employees think that training programs are

beneficial to bridge the gap between existing skills and skills required for the
organization.
52

53

5) SATISFACTION LEVEL AFTER TRAINING

35
30
25
20
15
10
5
0
Yes

No

Can't say

Interpretation: The study shows that most of the employees satisfied with the
training programs attended by them.

54

55

6)

TIME GAP BETWEEN TRAINING

30

25

20

15

10

0
2 years

3 years

A/c to need

56

Interpretation: Most of the employees think that an employee should be given

training with in Bank or outside as per requirement.

57

7) ARE TRAINING PROGRAMS TIME CONSUMING?

35
30
25
20
15
10
5
0
Always

Often

Some-times

Never

58

Interpretation: During survey it was seen most of respondent think that

training programs are not time consuming and dont affect other official work.

59

8) VIABILITY OF INVESTING MONEY ON T&D

20
18
16
14
12
10
8
6
4
2
0
Yes

No

Can't say

60

Interpretation: Study shows that most of the employees are in the favour of
investing a huge sum of money on training & development.

61

9) SATISFACTION FROM TRAINING ALLOWANCES

30

25

20

15

10

0
Yes

No

Can't say

62

Interpretation: Most of the employees are satisfied with the allowance given
to them during training program within India/outside.

63

25

20

15

10

0
Yes

No

Can't say

10) TRAINING AS PER JOB ASSIGNMENT

64

Interpretation: Respondents dont find any mismatch between training

programs identified/organized & training needs required as per job assignment.

65

11) MIGRATION OF TRAINEES

25

20

15

10

0
Ve ry often

Ofte n

Ne ve r

Don't know

66

Interpretation: Most of the trainees dont leave the organization after getting
the training.

67

12) IMPORTANCE OF FEEDBACK AFTER TRAINING

40
35
30
25
20
15
10
5
0
Yes

No

Can't say

68

Interpretation: During survey it was seen that the feedback from the
participant after the completion of training is essential for assessment of
training needs.

69

35
30
25
20
15
10
5
0
Yes

No

Can't say

13) IS TRAINING NEED BASE?

70

Interpretation: Most of the employees are nominated /deputed for training

strictly on need base.

71

IMPORTANCE OF THE STUDY

The study on the impact of training is important due to following reasons:
Assessing the Training Needs: The study on effectiveness of training &
development helps to assess training needs. The employees who are not
given training and have skill gap, they are provided with training.
Development of Human Resources It helps to know and provide further
opportunity and broad structure for the development of human resources'
technical and behavioral skills in an organization. It also helps the
employees in attaining personal growth.

Development of skills of employees Through study on effectiveness of

training & development the organization can easily know the skill
enhancement of employees. It helps to expand the horizons of human
intellect and an overall personality of the employees.

Team spirit It helps in knowing the sense of team work, team spirit, and
inter-team collaborations. If there is any gap it helps to remove it.

Quality Through study on effectiveness of training & development one

can know the improvement upon the quality of work and work-life.

72

SUGGESTIONS
o Effective training for employees can vastly improve chances of
success.
o Training can build competitive advantage & equip employees with the
skill that business needs.
o Training will be more very effective if it needs employees needs as
well as business needs.
o Need to create better & effective programs.
o Training of employees can be done frequently so that they can create a
greater productivity.
o The HR manager should provide an advice support & a forum for
discussing a problem this provides personnel development at low cost.

73

LIMITATIONS OF STUDY
TIME CONSTRAINT: Time constraint is there because we have limited
time. In between we have to manage other things also like our studies,
assignments and examinations etc.
POSSIBILITY OF SAMPLING ERROR: Sample selected for study may
give wrong information or sample selected may not be right for study.
DEPENDENCY ON QUESTIONAIRE: The study is dependent on
customer responses through questionnaire. It may be that customers are not
interested in filling them or they want to tell that is not there in questionnaire
so information collected may not be absolutely correct.
In case of datas collected from the employees, there may
be some self believed opinion attached to the reality, which
can hinder the scope of project.
The accuracy of indications given by the respondents may
not be consider Adequate as whether the language used in
the questionnaire is understood by the respondent cannot
be taken for granted

74

CONCLUSION
The present report highlights the various endeavors of HR personnel especially
in the field of training and development, which the organization considers a
benchmark to be improved upon with each passing year.
Respondents to this survey placed high value on the Training and Development
within their organization.
They believe that the Training & Development system enjoyed a very high
status within the organization and its effective in helping them on the job.
The focus of Banks HR policies and HRD activities has been on skill
development, employee morale and motivation.
HR strives to identify the training needs of employees, provide avenues for their
career growth, optimally utilize their potential and improve quality of life.

75

BIBLIOGRAPHY
www.google.com
WWW.PAKISTANMBA.COM
Training & Development book(ICFAI Publication)
Articles from magazines.
Training in Organizations: Needs assessment, development &
evaluation-------------Goldstein
A Handbook of Training & Development

76

QUESTIONNAIRE
This questionnaire is intended to study the existing training & development policy
in Uttaranchal Gramin Bank as a part of MBA curriculum by Udit Chaudhary,
student of ICFAI NATIONAL COLLEGE Dehradun.
It is requested to provide unbiased information for this study to arrive at fair
analyses. It is ensured that the data collected during this study will be used for
purely academic purposes & will be kept confidential.
Respondents Name(Optional)
Respondents Designation
Respondents Department
Years of service at Bank

Q.1: Whether the training & development needs of an individual employee are
identified before providing the training?
(a) Yes
(b) No
Q.2: Which type of training program/programs have you undergone till date?
(a) Induction, theoretical or field familiarization (b) Class room study (c)
Seminar/Conference (d) Training outside Bank
Q.3: Whether you are aware/made aware of the various training programs being
organized in-house in Bank/outside time to time?
(a) Always (b) Often (c) Sometimes (d) Never
Q.4: Do you think training programs are beneficial to bridge the gap between
existing skills & skills required for the organization?
(a) Yes
(b) No
(c) Cant say

77

Q.5: Are you satisfied with the training programs attended by you till date?
(a) Yes
(b) No
(c) Cant say
Q.6: How frequently, do you think an employee should be given training within
Bank or outside?
(a) 2 years
(b) 3 years
(c) As per requirement
Q.7: Do you think that training programs are time consuming and affect other
official work?
(a) Always (b) Often (c) Sometimes
(d) Never
Q.8: It is viable/beneficial to invest a huge sum of money on training &
development?
(a) Yes
(b) No
(c) Cant say
Q.9: Are you satisfied with the allowance given to you during training program
within India?
(a) Yes
(b) No
(c) Cant say
Q.10: whether you find any mismatch between training programs
identified/organized and training needs required as per job assignment?
a) Yes
(b) No
(c) Cant say
Q.11: Whether the trainees leave the organizations after getting the training?
(a) Very often
(b) Often (c) Never (d) Dont know
Q.12: Whether the feedback from the participant after the completion of training is
essential of assessment of training needs?
(a) Yes
(b) No
Q.13: Do you feel that employees training programs raise unrealistic expectation
about promotion?
(a) Yes
(b) No
(c) Cant say
Q.14: Whether, employees are nominated/deputed for training strictly on need base
or done, as per request of employee?
(a) Yes
(b) No
(c) Cant say

78

Q.15: What types of modification is required for effective implementation of

training and development system? Please suggest.

79

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