ASBM INSTITUTE OF

BBA
Project Report
On
How to improve self-esteem of the
employees at work place
(Submitted in Partial Fulfillment of the Requirements of
Bachelor of Business Administration Program under Utkal
University)

By

Name of the Candidate – ARADHANA

SINGH
University Roll No
– 56317UT08114

Faculty Guide Corporate Guide

PROF.GAYATRI SINGH
MRS.RAJLAXMI MISHRA
Faculty ASBM INSTITUTE OF BBA HR
MANAGER
BHUBANESWAR
BHUBANESWAR
CERTIFICATE FROM THE FACULTY
GUIDE
This is to certify that the project work entitled “How to improve self-
esteem of the employees at work place” is a piece of work done by
ARADHANA SINGH, student of ASBM Institute of BBA, under my
guidance and supervision for the partial fulfillment of the requirements
of Bachelor of Business Administration Program under Utkal University.

To the best of my knowledge and belief the thesis embodies the work
of the candidate herself and has been duly completed. Simultaneously,
the thesis fulfills the requirements of the rules and regulations related
to the summer internship of the institute and I am assured that the
project is up- to the standard both in respect to the contents and
language for being referred to the examiner.

Place: Bhubaneswar Prof.GAYATRI

SINGH

DATE: ASBM Institute of BBA

 DECLARATION
I, Aradhana Singh hereby declare that this project report entitled “How
to improve self-esteem of the employees at work place” prepared by
me is a confide record of work done at BANK OF INDIA, Bhubaneswar
under the guidance of Mrs. RAJLAXMI MISHRA and PROF. GAYATRI
SINGH, faculty, ASBM Institute of BBA, Bhubaneswar.

It is done by me towards the partial fulfillment of the requirements of

Bachelor of Business Administration Program under Utkal University.

ARADHA
NA SINGH
ASBM Institute of BBA, BHUBANESWAR
 ACKNOWLEDGEMENT

I owe a great many thanks to a great many people who helped and
supported me during the writing of this book.

My deepest thanks to PROF.GAYATRI SINGH the Guide of the project for

guiding and correcting various documents of mine with attention and
care. She has taken pain to go through the project and make
necessary correction as and when needed.

My deep sense of gratitude to MRS.RAJLAXMI MISHRA (HR MANAGER),

BANK OF INDIA BHUBANESWAR support and guidance. Thanks and
appreciation to the helpful employees at Bank of India, for their
support.

I would also thank my Institution and my faculty members

without whom this project would have been a distant reality. I also
extend my heartfelt thanks to my family and well wishers.

ARADHANA SINGH
CHAPTER-
1

INTRODUCTION
1.1 LITERATURE REVIEW:-
Although, there has been a great deal written on how to achieve high
self-esteem, some key writers have helped us to clarify our
understanding on the concept.

James (1890) in his “Principles of Psychology” defined self-esteem as

being the sum of our successes divided by our pretentions i.e. what we
think we ought to achieve.
Self-esteem can be increased by achieving great successes and
maintained by avoiding failures. Raised self-esteem could, he argued,
also be achieved and maintained by adopting less ambitious goals.
Self-esteem was therefore defined as being competence-oriented but
also open to change. Rosenberg (1965) also made an important
contribution to defining self-esteem by introducing the concept of
“worthiness”. “Worthiness” is whether a person judges himself or
herself as good or bad and is therefore an evaluative attitude towards
oneself. Forming attitudes about oneself is very complicated because it
implies some kind of comparison with others, the forming of value
judgments and is rooted in a social or cultural base.

Cooper smith (1967) in “The Antecedents of Self-Esteem” defined self-

esteem as “the extent to which the individual believes himself to be
capable, significant, successful and worthy”. As such it is a bringing
together of James’s definition as self-esteem as competence based and
Rosenberg’s definition of self-esteem as an evaluation of oneself.
Cooper smith added that self-esteem was important to a person’s
identity and Awareness and that high and low self-esteem would
influence behavior in positive and negative ways.

Another major figure to define self-esteem was Branden in “The

Psychology of self-esteem” (1969). His definition is a synthesis of
earlier interpretations. Branden notes the two strands to self-esteem
as being competence and worthiness but emphasizes the Relationship
between the two strands as being another factor in understanding self-
esteem. He states that self-esteem “is the conviction that one is
competent to live and worthy of living”. The word ‘conviction’ in the
sense that Branden implies it is that self-esteem is a fundamental
value that is intrinsic to human beings.
He felt self-esteem to be a fundamental human need. The power of this
conviction about oneself is more than a judgment or a feeling but, he
maintained, it is a motivator that inspires behavior.
He wrote: “It (self-esteem) is directly affected by how we act.
Causation flows in both directions. There is a continuous feedback loop
between our actions in the world and our self-esteem. The level of our
self-esteem influences how we act, and how we act influences the level
of our self-esteem.” (Branden 1994)

These ideas are relevant to our thinking of how self-esteem might act
as a barrier to accessing learning, and give some indication as to why
returning to learning may boost self-esteem. It also has a relevance to
wider social issues as researched by Mruk and Emler discussed later in
this report. Alexander (2001), the founder of the Self-Esteem Network
in Britain, views self-esteem as a syndrome, as a set of indicators for
mental well-being. The core of self-esteem is an “unconditional
appreciation of oneself” meaning an appreciation of both our positive
and negative potential in its fullest sense. An acceptance of this
enables us to take responsibility for ourselves and become accountable
for our actions. It also means that we can be more realistic about our
achievements and shortcomings.
Alexander also distinguishes between ‘trait’ self-esteem which reflects
confidence or ability in a particular area, such as work or sport, and
‘global’ self-esteem which is intrinsic worthiness regardless of what
particular abilities or qualities we may have.
This may be crucial in our understanding of how low self-esteem
affects participation
in learning and will be looked at later.

Mruk (1999) provides another definition of self-esteem. He wrote:

“Self-esteem is the lived status of one’s competence in dealing with
the challenges of living in a worthy way over time.”

The important point here is that self-esteem is a lived phenomenon

and it is dynamic, it Is therefore on-going and open to change. Mruk
sees that there are three elements to self-esteem. Firstly, that there is
a connection between competence and worthiness.

Secondly, that self-esteem is lived on the both cognitive and affective

levels,
In that it involves such processes as acquiring values, making
comparisons on the basis of them, becoming aware of the results of
these comparisons and feeling the impact of these conclusions in a
personal and meaningful way. Thirdly, self-esteem is a dynamic
phenomenon which can fluctuate more than more stable
characteristics like
personality and intelligence. (Mruk 1999)

In writing about the link between learning and health (Hammond 2002)
looks at the role of self-efficacy. Self-efficacy is defined as the extent
to which people see themselves as being in control of the forces that
affect their lives. Individuals perceptions of their ability to be in control
of their lives varies throughout their lives and is affected by their
situation. In making the case that self-efficacy promotes health and
health behavior, Hammond states that education generates self-
efficacy. She maintains:

“Organized learning offers structure, purpose and a socially acceptable

identity. These make a tremendous difference in terms of self-efficacy
– and also self-esteem – for some groups, and are re-enforcing for all.
Organized learning also sets challenges to each individual on the basis
that the challenge will both stretch their capabilities and be met.”
Evidence and research is lacking in how self-esteem is linked to adult
participation in learning and to raising attainment of adult learners. If
public monies are to go into this area then further research is needed.

Alexander states that low self-esteem can often be traced to an

imbalance or lack among these nine elements. He also maintains that
these nine elements can be used as a diagnostic aid to identify areas
that may be underdeveloped in an individual or organization. By
applying this tool before and after an individual has taken some action
or experienced a new situation it might be possible to assess how far
an individual has progressed. In short to assess “distance traveled”. It
may be possible to use this diagnostic tool to enable an individual to
set goals and assess outcomes. With respect to adult learning it is
possible to see how these nine elements relate to adult learning.
The following table is an example of how I have tried to see how the 5
elements might affect learning.

Example of low Example of how Learners Quotes

Alexander’s selfesteem participation in (from participants
Nine elements as a barrier learning might in
of self-esteem to participating in raise self-esteem Prescriptions for
learning Learning projects
in
Nottingham or St
Austell. James
2001
 and 2002)

Self-concept of ‘not Change in sense of

“I was taken out
being able’, of identity and of
‘being selfconcept
school at age 12
thick’ and not able as a result of
Unconditional and I
to achievement in
selfacceptance never knew what
learn. Feeling of not accessing learning
being wanted or and success in I was
acceptable. learning. capable of, but
this is
giving me a
Not having faith in Opportunities to chance to
Sense of ability to learn or prove to yourself
achieve therefore that you can learn find out.” –
capability or
efficacy being unwilling to and achieve. Seeing learner
want to try. Not what you are showing sense of
knowing what you capable selfacceptance
are of. and
capable of. capability.
Not knowing what Gives you a goal, “I felt that my
Sense of you want to something to aim confidence had
purpose accomplish or what for, achievement to been
stops you from attain, short-term sapped by being
taking and long-term. at
action. home with the
children. I felt I
couldn’t do
anything,
Without the sense of If we know what we but it has given
capability or sense are capable of and me so
of what we can achieve
purpose we cannot then we are more
much confidence.
Appropriate I
assert ourselves to likely to stand up
assertiveness feel totally
act for
or fulfil goals. ourselves. different.”
– learner showing
self-acceptance and
capability,
Experience of Having nothing to Opportunities for experience
flow and stretch or challenge satisfaction, being of flow and
fulfilment you means there is absorbed in fulfilment.
no learning, “I get the chance
sense of satisfaction. being challenged to
and
get out and I take
stretched.
my
baby out more.
I’,
mixing with all
kinds
of people. The
benefits are for
everything – for
my
kids, for a job. I
don’t
want to be a
burden
on anyone.” –
learner
showing sense of
purpose,
responsibility
and accountability.

1.2 MEANING OF THE STUDY:-

The term self-esteem comes from a Greek word meaning "reverence
for self." The "self" part of self-esteem pertains to the values, beliefs
and attitudes that we hold about ourselves. The "esteem" part of self-
esteem describes the value and worth that one gives oneself.
Simplistically self-esteem is the acceptance of ourselves for who and
what we are at any given time in our lives. Self esteem is otherwise
called as self conidence. Confidence is a vital factor for building a
greater future for every individual. It helps in outstanding performance,
job enrichment, and empowerment in an organization. To improve the
self esteem the individual has to improve his confidence level, decision
making power, believing yourself etc.

In other words, in a researcher point of view self esteem is the overall

behavior of individual. Self esteem in the work place is the willingness
to exert high levels of effort towards organizational goals to some
individual needs. Self esteem is necessary for performance, so that the
organization get the benefit from that individual.
Self esteem is a term used in psychology to reflect a person’s overall
evaluation or appraisal of his or her own worth. Self esteem
encompasses believes for ex-‘I am a competent’ or I am incompetent ;)
and emotions such as triumph, despair, pride and shame. A person’s
self esteem may be reflects in their behavior, such as assertiveness,
shyness, confidence, caution. Self esteem can apply specifically to a
particular dimension (for ex-‘I believe I am a good painter, and feel
proud of that in particular’) or have global extent (for ex- I believe I am
good person and feel proud of myself in general).

High self-esteem is seen as desirable. We are supposed to want high

self-esteem in the same way that we are supposed to desire good
physical health or prosperity. High Self-esteem is deemed to be good
for individuals who have it but also good for society as a whole. This
belief is particularly evident in America. In 1986, the state of California
set up a task force with a remit to raise the self-esteem of its entire
population. Californian policy-makers have come to see self-esteem as
a “social vaccine” (Davis 2001). The belief is that high self-esteem can
inoculate people,
especially young people, against vulnerability to a wide range of social
ills. People with high self-esteem are deemed to be less likely to abuse
drugs, commit crimes, fail to benefit from education, have unwanted
pregnancies, perpetrate acts of racism, child abuse or violence, be
dependent upon the state long-term and so the list goes on. The
chairman of the Self-Esteem Task Force has stated.

“Virtually every social problem we have can be traced to people’s lack

of self-love:
alcohol and drug abuse, teenage pregnancy, crime, child abuse,
chronic welfare, dependency and poor educational performance.”
(Davis 2001)

If we cannot define self-esteem then we will not be able to identify the

causes of low self-esteem and what promotes high self-esteem. If we
cannot identify what promotes
self-esteem then we cannot begin to develop strategies to improve low
self-esteem. If we cannot define self-esteem then we cannot measure
any changes in levels of self esteem and we will not be able to judge
the effectiveness of the work that is being done.

DEVELOPMENT OF SELF ESTEEM:-

EARLY CHILDHOOD:-
 Although self-esteem is forming it is not measurable before the
age of five or six because up until this time the two functions of self-
esteem, competence and worthiness, operate independently of each
other (Mruk:1995)

MIDDLE CHILDHOOD:-

Between the ages of five and eight self-esteem becomes

increasingly defined. Children begin to make judgments about their
self worth and competence in five areas: physical appearance, social
acceptance, scholastic ability, athletic and artistic skills and behavior
(Harter:1983 cited in Joseph:1994). These areas make up the child's
global view of his/her self. Self-esteem emerges at this point in
childhood because the child is able to initiate behavior with
competence, evaluate his or her accomplishments in terms of their
worthiness and experience a process or attitude between the two
(Mruk:1995). As a child's age increases so to do their social contacts,
life experiences and the expectations placed upon them. The child
develops an increasing awareness of those things they are good at and
those they are not good at. Inevitably self-esteem begins to effect
behavior as the individual attempts to maintain and protect their sense
of self worth against the challenges, problems and experiences of life.
Self-esteem acts as a filter through which we judge our performances.
In this way it determines how we approach future tasks.

ADULTHOOD:-
By adulthood self-esteem has changed from a mostly reactive
phenomenon to one that can be consciously acted upon to either
increase or decrease feelings of self worth. As adults we are confronted
by many situations that affect our levels of self-esteem. Epstein (1979
cited in Mruk:1995) has extensively researched those situations that
most typically affect self-esteem in adulthood. These are success-
failure experiences where individuals either deal successfully or
unsuccessfully with a situation and acceptance-rejection situations
which are interpersonal in nature. Romantic relationships, peer
relationships, and relationships with family members are typical
contexts which can effect self-esteem.

METHODS FOR RAISING SELF ESTEEM:-

Mruk, in studying the dynamic structure of self-esteem, has also
devised and tested the effectiveness of self-esteem enhancement
techniques. He suggests eight techniques. These are listed below with
suggestions as to how they might relate to participation in learning.
1. The importance of being accepting and caring.
How we are treated by others can affect the development of self-
esteem. Mruk asserts that practitioners tend to understand that
acceptance, care and trust builds rapport and that fundamental
attitudes of nurturance that accompany acceptance and caring foster
the kind of environment and interaction that are conducive to human
growth and development. Being accepting and caring and treating a
person with respect and compassion can be enormously therapeutic.
However, acceptance means approving of the individual but not all of
his or her behaviours and not taking responsibility for how he or she
conducts life.
In relation to participation in learning how learners are welcomed in to
the
learning environment and how they are treated in the learning
situation is crucial.
One can see why potential learners experiencing low self-esteem may
be deterred right at the start by an off-hand receptionist, insensitively
handled enrolment procedures or distant and aloof tutors. Yet many
learning providers get it right to the obvious pleasure and relief of
learners (James 2002), as these testify
.
“They are great, so approachable, nothing is too much
trouble.”
“They talk to you like you are an equal.”

2. Providing consistent, positive feedback.

Murk states that the development of the self depends on the feedback
from others
and although this is more influential in earlier life, it continues in
adulthood
through family, friends, employers and so on. Feedback is how self-
esteem
develops in the first place but also drives the self-fulfilling prophecy
that maintains self-esteem over time.
Giving feedback is an essential part of the learning process and an
accepted role for tutors. The way this is provided varies from ticks and
comments in the margins of written work to positive verbal feedback
when a learner demonstrates achievement or positive behavior or
attitude.

3. Generating positive self-feedback.

In addition to others providing us with feedback that affects our
identity and
esteem, we need to provide it to ourselves. Murk maintains that part of
being
human involves being aware of the lived status of our worthiness and
competence, both in a given situation and in general. How we ‘self-
talk’ about that lived status of worthiness and competence will create
a feedback loop. In short, the information from ourselves is internalized
and affects out perceptions, behavior and experience and in turn
affects the information we feedback to ourselves. This is perhaps a
more developed and skilled role for the tutors which can be facilitated
through encouraging learners to self-assess their work and
achievements. Tutors need to be skilled enough to be vigilant against
negative self-talk that can jeopardize achievement and success in
learning.

4. Using natural self-esteem moments.

Self-esteem levels change spontaneously, particularly in periods of
transition. Mruk attempts to identify these situations as they are
occurring or about to occur in order to intervene therapeutically and
turn them into positive self-esteem moments. Mruk maintains that if
individuals can become aware of their self-esteem status, they are
more likely to see it as a valuable resource which they wish to manage
effectively. Positive self-esteem increases an individual’s feelings of 20
being able and competent and therefore the likelihood of acting upon
that feeling with increased likelihood of success. If we see returning to
learning as a period of transition, then acknowledging the role of self-
esteem levels in that transition is crucial. An equivalent in the world of
adult learning to this self-enhancement technique might be the
courses such as “Build on your Skills” that specifically support
individuals to be aware of and manage their self-esteem status while
they are participating in a learning environment. A key question would
be how this could be managed while learners are taking part in general
learning opportunities. The role of guidance, mentoring and ‘hand-
holding’ may be the answer.

5. Enhancing self-esteem by assertiveness training.

Knowing that one has certain rights as a human being and knowing
how to exercise them can be used to enhance self-esteem. People who
have ssertiveness skills have more chance of getting their needs met.
Standing up for you can lessen the impact of factors that damage self-
esteem Courses in assertiveness are provided by some adult learning
providers and sometimes they are targeted at people with low self-
esteem. However, it would seem that participation in general learning
opportunities can also sometimes enable an individual to be more assertive. As learners
(James 2001 and 2002) have said:
“There’s a lot of aggravation at work and instead of rising to the bait I stick
up
for myself more.”
“I speak to more people and ask more questions.” Perhaps
that indicates that raising one element of self-esteem has a benefic
effect on other elements of self-esteem
.

6. Increasing self-esteem through modeling.

Murk quotes earlier self-esteem writers such as James (1890) and
Bandura (1977) who recognized that self-esteem is linked to successes
and failures, and that individuals develop a sense of self-efficacy. Self-
efficacy is an individual’s sense of how he-or she is likely to do in a
given situation based on variables such as past performance. Modeling
is based on the idea that people can increase their sense of self-efficacy by learning
to be more successful which, in turn, increases self esteem. In adult learning does
modeling happen when new learners are encouraged to do tasters or bite-sized chunks
learning that ensure early success? Do study skills and learning how to learn also increase
self-efficacy?

7. Increasing problem-solving skills.

Murk states that teaching people to solve problems in their life effectively can help
people to cope more with the challenges of life and live more competently.
This is important because knowing how to solve problems increases the chances of being
successful in general and frequent successes are an indication of being more competent
which raises self-esteem. Opportunities to take responsibility for their own learning and
the challenges of understanding the subject can help to develop problem-solving skills in
learners, and is a particularly successful adult learning approach.

8. Using individual and group formats.

Murk discusses whether people benefit more from working in group
situations to enhance self-esteem or more from individual one-to-one
work. One-to-one work is more intensive and thought to be beneficial
to people with deeply embedded self-esteem problems but it requires
more resources in terms of practitioner expertise, time and money.
Group learning is more cost-effective and learners can support each
other. It is less intensive and therefore less intimidating for some
people but individual needs can sometimes go unmet making it less
effective for them.
Both these last points are very relevant to self-esteem and
participation in learning. Learning providers have tended to respond by
providing group learning situations either through courses specifically
set up to raise self-esteem or through adult and community provision.
One-to one work does take place through guidance workers, mentors,
community outreach workers, and although these people do not have a
clinical therapeutic relationship with learners, nevertheless the work
they do does
seem to raise the self-esteem of learners.

OBJECTIVES:-
 To enable an organization to maintain an inventory of the
number and quality of all managers and to identify and meet
their training needs and aspirations.

 To determine increment rewards and to provide reliable index for

promotions and transfers to positions of greater responsibility.

 To suggest ways of improving the employees performance when

he is not found to be up to the mark during the review period.

SIGNIFICANCE:-
This is a study about how to improve the self-esteem of the employees
at work place. This is basically a deep survey and investigation based
study for the partial fulfillment of the requirements of the bachelor
degree in business administration

METHODOLOGY:-
Methodology may be a description of process, or may be expanded to
include a philosophically coherent collection of theories, concepts or
ideas as they relate to a particular discipline or field of inquiry.
Methodology may refer to nothing more than a simple set of methods
or procedures, or it may refer to the rationale and the philosophical
assumptions that underlie a particular study relative to the scientific
method. For example, scholarly literature often includes a section on
the methodology of the researchers.
My area of the study:
For conducting the study I have selected various branches of bank of
India and its various employees. This is because of the guidelines of my
organizational guide as the branch office of the organization is situated
in Bhubaneswar.

LIMITATION OF THE STUDY:

The result of this work also subject to some of limitations which are as follows:

 The main limitation of the study is the availability of time. As the

sufficient time was not available for collection of information.

 Some respondents were not interested in giving answer and

they appeared to be busy.
 Lack of experience.
CHAPTER :
-2
Company
profile

HISTORY OF BANK OF INDIA:-

Bank of India is a premier and one of the oldest commercial
banks in India, with presence all over India as also in all time zones of
the world. The Bank has a glorious history dating back to the early
years of this century. The Bank was founded in September 1906
and has all along maintained a position of pride among the top 5
commercial banks in the country. In July 1969, Bank of India was
nationalized along with 13 other large Indian commercial banks. Since
then, the Bank has made enormous contribution to India's efforts
towards agricultural and rural development, industrial diversification
and modernization and export development. Keeping pace with
financial sector reforms in India, the bank has ventured into Merchant
Banking, Mutual Funds, Housing Finance, Custodial & Depository
through it's subsidiaries.
Today the Bank has over 2884 branches spread all over India and 27
branches/representative offices/subsidiaries/joint ventures etc. spread
in 13 countries, spanning all time zones. The International business
accounts for over 20% of Bank's total business. Bank of India believes
in "Total Package Approach" to meet all the financial and non-
financial requirements of its customers.
 Entrepreneurs are not only assisted in establishing their projects,
but are also helped in day-to-day operations by providing necessary
working capital finance either on its own or through syndication. The
Bank also provides guarantees, letters of credit, remittance
facilities, supplier's credit, forward cover, advisory services for
hedging exchange rate and interest rate risks, trade
information reports, bankers' opinion reports on buyers and
sellers, industry status reports and prospects, etc.In the new era
of economic and financial sector reforms leading to progressive
liberalization and globalization of the Indian market, Bank of India is
poised to further it's position as a market leader and innovator in
financial services. The Bank looks at the new competition emerging in
the Indian banking and financial sector as an opportunity to improve
it's customer servicing capability and overall performance. The bank is
pushing ahead with it's plans to computerize all it's major branches
and administrative offices and has also installed ATM's at few centers.
India was founded on 7th September, 1906 by a group of eminent
businessmen from Mumbai. The Bank was under private ownership and
control till July 1969 when it was nationalized along with 13 other
banks.
Beginning with one office in Mumbai, with a paid-up capital of Rs.50
lakh and 50 employees, the Bank has made a rapid growth over the
years and blossomed into a mighty institution with a strong national
presence and sizable international operations. In business volume, the
Bank occupies a premier position among the nationalized banks.

The Bank has 3101 branches in India spread over all states/ union
territories including 141 specialized branches. These branches are
controlled through 48 Zonal Offices. There are 29 branches/ offices
(including three representative offices) abroad.
The Bank came out with its maiden public issue in 1997 and follow on
Qualified Institutions Placement in February 2008. . Total number of
shareholders as on 30/09/2009 is2,15,790.

While firmly adhering to a policy of prudence and caution, the Bank

has been in the forefront of introducing various innovative services and
systems. Business has been conducted with the successful blend of
traditional values and ethics and the most modern infrastructure. The
Bank has been the first among the nationalised banks to establish a
fully computerised branch and ATM facility at the Mahalaxmi Branch at
Mumbai way back in 1989. The Bank is also a Founder Member of
SWIFT in India. It pioneered the introduction of the Health Code System
in 1982, for evaluating/ rating its crediProfolio.

The Bank's association with the capital market goes back to 1921
when it entered into an agreement with the Bombay Stock Exchange
(BSE) to manage the BSE Clearing House. It is an association that has
blossomed into a joint venture with BSE, called the BOI Shareholding
Ltd. to extend depository services to the stock broking community.
Bank of India was the first Indian Bank to open a branch outside the
country, at London, in 1946, and also the first to open a branch in
Europe, Paris in 1974. The Bank has sizable presence abroad, with a
network of 29 branches (including five representative office) at key
banking and financial centres viz. London, Newyork, Paris, Tokyo,
Hong-Kong and Singapore. The international business accounts for
around 17.82% of Bank's total business.

Mission
"To provide superior, proactive banking services to niche markets
globally, while providing cost-effective, responsive services to others in
our role as a development bank, and in so doing, meet the
requirements of our stakeholders".

Vision
"to become the bank of choice for corporates, medium businesses and
upmarket retail customers and to provide cost effective developmental
banking for small business, mass market and rural markets"

Quality policy:-
“We, at Bank of India,are committed it bcome he bank of choice
by providing superior, proactive, innovative, state of art,banking
services with an attitude of care and cancern for the customers and
patrons

ORGANISATIONAL STRUCTURE:-

1. The particulars of organization functions and duties The Bank was

founded in September 1906 as a private entity and was nationalised in
July 1969. Now, Bank Of India, is a Body Corporate constituted under
The Banking Companies (Acquisition and Transfer of Undertakings) Act,
1970, with its Head Office at Star House, Plot No.C-5, G Block, Bandra-
Kurla Complex, Bandra East), Mumbai 400 051. The Bank is doing the
business of banking which means the accepting of deposits for the
purpose of lending or investment, of deposits of money from the
public, repayable on demand or otherwise, and withdrawal by cheque,
draft, order or otherwise. In additions to the business of banking Bank
is also engaged in other forms of business as contemplated under Sec.
6 (1) of the BankinRegulationAct,1949.

2. The powers and duties of its officers and employees .All the officers
from JMGS I to TEGS VII grade of the bank, have certain discretionary
lending and administrative powers depending upon their positions. The
delegation of such powers of revised periodically, depending upon the
organization's requirement and also Government / RBI guidelines.
Whether to sanction a loan or not, is within the absolute discretion of
the concerned sanctioning authority of the bank and such discretion is
exercised, after taking into consideration the relevant facts,
circumstances and on merits of each case.

3. The procedure followed in the decision making process, including

channels of supervision and accountability.
There is a well defined system in the Bank for decision making process.
Lending and administrative decisions are taken at various levels from
JMGS I to Top Executive grade Scale VII and also by Executive Director
and Chairman & Managing Director based on the powers delegated to
them by the Board. Branches receive applications for credit facilities
and recommend to the appropriate sanctioning authority. In the case
of major retail loan products applications are processed at branches
and Centralised Credit Processing Cells at select centers.
There is a well defined organizational structure and clear system of
accountability based on RBI / CVC guidelines. All credit decisions
approved by any sanctioning authority are reported to the next higher
authority for control purpose. The system of exercising proper
delegation of power and submission of control reports is in place and
they are monitored by control officer and through internal inspection.

All the functions of the Bank are subjected to Internal/Concurrent

Audit/Statutory Audit as well as supervision of RBI u/s 35 of Banking
Regulation Act 1949, every year.

4. The norms set by the Bank for the discharge of its functions.
Head Office decides the rates to be offered by the Bank for the
deposits, for different tenures which are displayed in the Bank's
website and also at the branches. Regarding the advance, again the
Head Office takes a decision on introduction of various loan products
and details of which are also available in the website as well as at the
branches. Head Office also decides about the rates of interest for
various advances which again are available on our website and also at
the offices / Branches of the Bank.

5. The rules, regulations, instructions, manuals and records, held by

the Bank or under its control or used by its employees for discharging
its functions.
Bank has notified its BOI (Shares and meetings) Regulations 2003
through Gazette Notification dated 22.11.2003 for the information of
shareholders and General Public. Those who desire the information on
the issues relating to the said matters may refer to the said
notification.
Bank has its own internal rules and regulations and scheme of
delegation that are decided at appropriate level for the smooth
functioning of the Bank. Head office also through its internal circulars
periodically inform the branches of its new schemes, procedures for
implementation, changes occurring in the banking scenario and steps
to be taken to move with the developments in the Banking Industry.
These are all meant only for internal circulation of Bank.

6. A statement of the categories of documents that are held by the

Bank or under its control
The documents being obtained at the time of lending are available with
branches of Bank. A brief description of Bank's procedure of lending is
already on its website. Bank otherwise maintains register of share
holders and record of proceedings of the Board meeting.

7. The particulars of any arrangement that exists for consultation with,

or representation by, the members of the public in relation to the
formulation of its policy or implementation thereof.
Shareholders can raise issues concerning the policies of the Bank in
the Annual General Meetings of the Bank. Bank also publishes its
quarterly and annual results/reports in the Bank's website and in the
news papers at the relevant period which would give a general idea
about the Bank.

8. A statement of the boards, councils, committees and other bodies

consisting of two or more persons constituted as its part or for the
purpose of its advice, and as to whether meetings of those boards,
councils, committees and other bodies are open to the public, or the
minutes of such meetings are accessible for public The Bank has
following Sub Committees of the Board
CHAPTER :
-3
RESEARCH
METHODOLOG
Y

Sampling Design:
The sampling design mainly consists of the sample taken for the study
along with the sample size, sample frame and sampling method.
Sample size:
The size of the sample (random) was 100.

Methods of data collection-

To know the self esteem of the employee at work place, I had prepared
questionnaires. I made 100 photo copies of it and distributed the
questionnaire to the different branches of Bank of India i.e.
Bhubaneswar branch, Shahid Nagar branch Kharvel Nagar branch and
also in the zonal offices. The questionnaire is based upon to know
about one’s self confidence and how to improve that to achieve the
organization’s goal. For the preparation of the questionnaire I followed
many books, find some good questions, so that it can be easy for me
to know the self esteem of the individual. I distributed that
questionnaire to the employees and told them about my project and
convince them to fill up it and give it to me. After getting the entire
questionnaire I made the total score of each organization. I also found
the percentile of each employee and according to that percentile I
made some graph for each individual organization. And from that I
made the conclusion.

Tool or technique used-

Questionnaire was used to collect data from the employees of the
bank. The questionnaire contained 40 objective questions. The
questionnaire was designed to collect some primary information of the
employees in relations to their individuality and other questions mainly
were directed the working part of their life.
Chapter:-4
DATA ANALYSIS
& DATA
INTERPRETATIO
N
Data analysis & Data
interpretation
1.Bhubaneswar Branch:-

Score( Y) Percentile(X)

166 54
178 58
167 54
167 54
166 54
174 57
165 54
170 55
165 54
170 55
168 54
177 54
169 54
178 58
166 51

TOTAL=823

∑X ∕ ∑Y =823/15=54.86
 60

58

56

54

52

50

48

46
166 178 167 167 166 174 165 170 165 170 168 177 169 178 166

2.Zonal office:-

Score(Y) Percentile(X)

137 44
157 51
138 45
177 58
173 56
151 49
174 57
142 46
165 54
155 50
140 45
142 46
154 50
179 58
142 56
(TOTAL) = 755
∑X∕∑Y=755∕15=50.33
 70

60

50

40

30

20

10

0
137 157 138 177 173 151 174 142 165 155 140 142 154 179 142

3. Kharavel Nagar Branch:-

Score(Y) Percentile(X)

158 51
147 48
128 41
137 44
157 51
135 44
154 50
159 52
135 44
154 50
159 52
137 44
138 44
153 50
148 48
(TOTAL)=713
∑X∕∑Y=713∕15=47
4.Sahid nagar branch:-
Score(Y) Percentile(X)

142 46
165 54
177 54
137 44
137 44
154 50
170 55
169 56
166 54
167 54
168 54
177 54
165 54
170 55
166 54
(TOTAL)=782
∑X∕∑Y=782∕15=52.13
5.Score

180-Confident
160-Good, Positive Thinking
140-Average
120-Low
100-Very Low

Scoring:-
Score Percentile
180 85
160 70
140 50
120 30
100 15
Chapter:-5
CONCLUSI
ON

Findings:
Form the above graph and percentile we can easily see that self
esteem rate of different employee of the different branches are varied
from each other. From the score we can also make a conclusion that
the employees of Bhubaneswar branch and Shahid Nagar branch
having the percentile between 50 to 60. It means they are good and
positive thinker. They want to achieve the organizational goal and they
try to increase their self esteem in a positive way. These employees
are benefit for organization. Self esteem is totally depends upon the
level of achievements they have. But the high self esteem also makes
the employee over confident and over confident people is harmful for
the organization. High confident people feel that they are superior to
the other employees. They show their seniority over them. They also
don’t care about the other’s feelings.
From the above graphical representation the Bhubaneswar Branch
employees are having high self esteem as compared to the Shahid
Nagar Branch, Kharvel Nagar Branch and Zonal Office. In Zonal Office
the employees having average self esteem. The average self esteem
shows that the employees are not so much confident about
themselves.
As we know well self esteem is vary from person to person. It is
different from individual to individual. So from my analysis of data I got
that self esteem rating also not constant. As I went to different
branches of bank of India i.e. Bhubaneswar branch, zonal office,
Kharabel Nagar branch, & Sahid Nagar branch .in our findings part 1st
of all I added the entire percentile from the percentile table. In
Bhubaneswar branch the addition of percentile is 823 and then I found
the avg. of that i.e. ∑X ∕ ∑Y =823/15=54.86 where X=total number of
percentile & Y=total number of individual like wise in zonal office the
total of the percentile is 755 & the avg. of that is ∑X∕∑Y=755∕15=50.33.
In Kharvel Nagar branch the total of the percentile is ∑X∕∑Y=713∕15=47
& in Sahid Nagar branch the total of the percentile is
∑X∕∑Y=782∕15=52.13.we can seen that all the totaling of all the
branches are different from each other .it is easy to evaluate that in
which branch the employee are having high self esteem.

Suggestions
Self esteem is all about the self confidence.
 One should improve the self esteem by improving his knowledge,
capability, ect. For improving the self esteem the individual must
be determined about that. Being accepting and caring and
treating a person with respect and compassion can be
enormously therapeutic. However, acceptance means approving
of the individual but not all of his or her behaviors and not taking
responsibility for how he or she conducts life.
 Another factor is providing consistent, positive feed back.
Feedback is how self-esteem develops in the first place but also
drives the self-fulfilling prophecy that Maintains self-esteem over
time. Using natural self esteem movement is also very essential
factor in raising self esteem.
 Positive self-esteem increases an individual’s feelings of 20 being
able and competent and therefore the likelihood of acting upon
that feeling with increased likelihood of success. If we see
returning to learning as a period of transition, then
acknowledging the role of self-esteem levels in that transition is
crucial. People who have assertiveness skills have more chance
of getting their needs met. Standing up for you can lessen the
impact of factors that damage self-esteem Courses in
assertiveness are provided by some adult learning providers and
sometimes they are targeted at people with low self-esteem.
 Increasing self-esteem through modeling is also a factor.
Modeling is based on the idea that people can increase their
sense of self-efficacy by learning to be more successful which, in
turn, increases self-esteem. Increasing problem-solving skills is
play a important role in increasing self esteem. This is important
because knowing how to solve problems increase the chances of
being successful in general and frequent successes are an
indication of being more competent which raises self-esteem.
 Opportunities to take responsibility for their own learning and the
challenges of understanding the subject can help to develop
problem-solving skills in learners, and is a particularly successful
adult learning approach.
 Using individual and group formats is also important. One-to-one
work is more intensive and thought to be beneficial to people
with deeply embedded self-esteem problems but it requires
more resources in terms of practitioner expertise, time and
money.
 Group learning is more cost-effective and learners can support
each other. It is less intensive and therefore less intimidating for
some people but individual needs can sometimes go unmet
making it less effective for them.
Conclusion
Self-esteem of an individual is an important factor to improve one’s
self confidence. It’s the lived status of one’s competence in dealing
with the challenges of living in a worthy way. It’s also affected by how
we are at a particular situation. If we can’t identify what promotes self
esteem then we can’t be to develop strategies to improve low self-
esteem. Satisfaction of self-esteem needs generates feelings and
attitude of self confidence, worth, strength, capabilities and of being
useful and necessary to the world. In the work place or any
organization self-esteem needs corresponds to job title, merits pay
increase challenging work, responsibly and publicity in company
publication.
Satisfaction of the self esteem needs generates feelings and attitudes
of self confidence, worth, strength, capabilities and of being useful and
necessary in the world. In contrast, the thwarting of these needs to
feelings and attitudes of inferiority, ineptness, weakness and
helplessness. Self-efficacy is an individual’s sense of how he-or she is
likely to do in a given situation based on variables such as past
performance. Learning is growth - intellectual, physical, psychological,
social, spiritual and combinations of those. In every aspect of this
learning process there is the potential to damage, maintain or increase
self-esteem. Self-esteem in most students 'mirrors' the appraisals of
others, in particular parents and teachers. Teacher’s views clearly
affect learner’s achievements. Positive appraisals over an extended
time tend to increase the level of learning. Prolonged or consistent
negative appraisals tend to lower learning achievement. Students tend
to perform in accordance with teacher expectations and treatment -
self-fulfilling prophecy (Loomans & Loomans 1994).
 References
 www.google.com
 www.managementparadise.com
 www.mbaforum.com

 Research Methodology (Methods and

techniques): C.R.Kothari