PROJECT REPORT

SCHOOL OF MANAGEMENT STUDIESCENTRAL UNIVERCITY OF HYDERABAD

“EFFECTIVENESS OF TRAINING IN STATE BANK OF INDIA”

Internship Report submitted to SBI in completion of the requirement of Summer Internship at State Bank of India

NAME OF THE STUDENT: M.RADHIKA

PROJECT MENTOR /

REPORTING OFFICER AT THE BANK: R.C.KHADANGA, AGM (faculty)

May 2013 TO July 2013

Certificate by the mentor

This is to certify that the candidate M.RADHIKA bearing Roll No.12MBMA62,

student of SMS at UNIVERSITY OF HYDERABAD, prepared this project work entitled

“Effectiveness of training in State Bank of India” for the period of two months i.e. from

MAY 2013 - JUNE 2013 under my supervision and has completed the project undertaken.

R.C. KADHANGA AGM (faculty) (Project mentor)

DECLARATION

I hereby declare that the project entitled “Effectiveness of training in State Bank of India” was carried by me under the guidance of shri.R.C.Khdanga at state bank staff college, Hyderabad. This project is as part of the degree “Master in Business Administration”.

This project was undertaken as a part of academic curriculum according to the university rules and norms and it has not commercial interest and motive. It is my original work. It is not submitted to any other organization for any other purpose.

Date: M.RADHIKA Place: Hyderabad (12MBMA62) School of Management Studies, University of Hyderabad

ACKNOWLEDGEMENT

It gives me immense pleasure to present this project report on Effectiveness of training in state bank of India carried out under the guidance Mr .R.C.Khadanga as part of post-graduate course M.B.A.

No work can be carried out without the help and guidance of various persons. I am happy to take this opportunity to express my gratitude to those who have been helpful to me in completing this project report.

I would like to thank shri. R.C.Khadanga for helping and giving valuable advice and guidance during my project completion. I am also thankful to all the members who helped me filling up my project questionnaire.

TABLE OF CONTENTS

Certificate of completion……………………………………………………………………...2Declaration…………………………………………………………………………………….3Acknowledgement……………………………………………………………………………..4Table of contents…………………………………………………………………………......5

INTRODUCTION

Brief profile of the studentBrief profile of the mentor at bank.Brief profile of the organization.HistoryPosition and description of duties

FRAME WORK Theoretical frame work: Meaning Benefits of training evaluation Abstract Introduction Literature reviewObjectivesScopeDesignLimitationPeriod of study

METHODOLOGY AND ANALYSIS

1st stage questionnaireAnalysis2nd stage QuestionnaireAnalysis

CONCLUSIONRECOMMENDATIONSBIBLIOGRAPHY

INTRODUCTION

Brief profile of the student:

Graduated B. Sc. (honours), specialised in family resource management and consumer sciences. Excellent in designing, have good communication skills, hardworking. Presently pursuing MBA at School of Management Studies, Hyderabad central university. Interested in areas of Human resource development and Brand management.

Brief profile of the project mentor at the Bank: Mr. R. C. Khadanga has started his journey in SBI by joining as probationary officer in the year 1984. Presently he is holding the position as Assistant General Manager and also as faculty in marketing, State Bank Staff College. Other positions that were held in past are Brand Manager, AGM (Personal Banking Business Unit, Bhubaneswar.), AGM(Business Process Reengineering, Bhubaneswar.) , Regional manager.

Academic qualification: M.A, M.B.A (Utkal University) specialised in Marketing and Finance.

BRIEF PROFILE OF THE ORGANISATION:

SBI has a long and glorious past stretching back to more than 200 years. Highly trained staff – the result of a cohesive and systematic training policy. Five national level Apex training colleges and 47 learning centres spread all over the

country, the Bank is continuously engaged in skill enhancement of its employees. Some of the training programmes are also attended by officials from other banks/

PSU’s/ Govt. offices in India and Banks of other countries. Unlike many training systems, SBI has a unique training system whereby faculty are

not insulated from operational experience but are meticulously selected from the operations. They bring in their experience, skill and expertise to the area of training, thus SBI rides itself in having trainers at par with any financial training institute in India............ (SBI times)

The State Bank of India, with over 2,00,000 employees, has a very elaborate training network comprising 46 Learning Centres and 5 Apex Institutes developed over 50 years to cater to the competence building of its employees. The network was hitherto looked after by the respective operational units. It has now undertaken a massive revamp of its training system.

The revamp, a vision of SBI seeks to create a world class training system at par with the best anywhere in terms of content and delivery. The revamped training structure, called a Strategic Training Unit (STU) will bring the entire training system under a unified training command, headed by a Chief General Manager.

The STU has been assigned the task of moving towards converting the State Bank of India into a “Learning Organization” capable of handling change and growth for a Bank aspiring to be amongst the top 20 in the world. SBI has added 25000 new employees to its work force in the last two years and is likely to add another 25000 in the current year. It has also taken on massive branch expansion with over 1000 branches opened in the last fiscal alone. The STU is geared not only towards integrating the new recruits into SBI but also enhancing the knowledge and skills and reorienting attitude of its existing work force. The training system will create a culture that promotes continuous learning and development of the self, group, organization and society. Standardisation of training content is already underway as is standardization of infrastructure across the system, so as to ensure quality. SBI has also been putting its top leaders through customized Leadership Programmes conducted by reputed management institutes.

The Bank, through the STU will expand its e-learning facilities in a large way and also focus on operational research which will help the Bank cope with change and direction setting in a competitive environment.

“Our training system is already considered the best in the industry. By creating the STU, we propose to upgrade our infrastructure, content and delivery further. Leadership development, competency building at all levels and change management will be our focus areas” Higher executive, SBI............. (Business standard, 2013).

HISTORY:

The origin of SBI – It was during first decade of nineteenth century, with establishment of bank in Calcutta on 2nd June 1806- resigned to bank of Bengal (2nd

January 1809 ).First joint stock bank of British India sponsored by Govt. Of Bengal

Bank of Bombay (15 April 1840)

Bank of Madras ( 1 July 1843)

Amalgamation as the imperial Bank of India on 27th January 1921(all three banks)

For integration of state owned and state associate banks, an act was accordingly passed in Parliament in May 1955 and SBI was constituted on 1st July 1955, later SBI (subsidiary banks) act was passed in 1959, enabling the SBI to take overnight former state-associated banks as its subsidiaries (later named Associates).

HISTORY OF TRAINING IN SBI:

1917- Indenisation of the officer cadre begun in Bank of Bombay.

1921-27th January, the issue of placing Indian staff in the higher appointments in the SBI. Prepared a scheme for training young Indians for the banking profession. First batch of probationary assistants were received in Kolkata.

1922-Training for probationary assistants posted, the trainees were required to perform duties in all sections of the branch.

1930- Adopt recruitment and training procedure.

1953 – Idea of Bankers training college- collaboration of all commercial banks for imparting advanced course. Setting up training schools to train clerks and probationary Assistants and non- residential training schools.

1954- Functioning of non-residential training school dealing with dwelling on money, banking and historical background of Indian Banking.

1955- Idea of Zonal training school

1956- Zonal training school started.

1955-1960- Deputation of Bank’s officials for training at the correspondents banks in Europe, USA, Australia and Japan arranged on regular basis. Brief training in foreign languages through professional institutes.

1957- Official deputed to USA for training in Industrial development Loans.

1961- On 2nd December 1961, SBI Staff Training College at Hyderabad, a residential training college was established in a rented premises at road no. 7, Banjara Hills with teaching and hostel facilities initially for 40 participants. First principal of the college was S.S. Sahni.

1962- Review training programmes were conducted by setting up committees.

1963- Staff college was renamed SBSC and trainees addressed as ‘participants’. Revision in the training programmes for officers, and preliminary induction courses were started.

1964- Opening of permanent staff training centres, at Indore, Madras, Nagapattanam, New Delhi and Patna.

1960’s- Up gradation of infrastructure and teaching standards, induction and intermediate programmes for Pos were shifted.

1967- First special training course in agriculture finance were introduced.

1970- Number of STC goes up to 21 to cater to the increased staff strength and demand for trained staff.

1972- SBI staff training college was renamed as SBSC.

1974- Circle training committee was set up at each LHO for assessing training needs.

1975- No. Of STCs goes up to 28 to match the huge staff strength of SBI and their training requirements.

1981- SBIRD in Hyderabad was established to introduce in-house training programmes in Agriculture.

1982- SBSC at Gurgoan was established to maintain geographical harmony, as well as to have a staff college nearer to the national capital.

1984- Introduction of visiting faculty scheme to help in clearing the backlog in training.

1987- To meet the requirements thrown up by the advent of technology in the Bank, State Bank Institute of Information and Communication Management (SBIICM) was established in Hyderabad.

1988- Introduction of Distance Learning and Personal Communication scheme by SBSC, to provide self learning facilities through the supply of education briefs and off-the-shelf learning packages of senior officers.

2000- Shaping Retirement Programme for DGHs who were due to retire.

2004- e-learning was introduced to disseminate knowledge through technology and cover a large number of officials.

2007- Mass internal communication was launched, to train about 1, 31,000 employees in about 100 days.

2010- Strategic training was created. STU function as a guide, mentor, facilitator and change agent for transformation of Bank, training system.

STU function as a guide, mentor and change agent for transformation of Bank training system.

STU mission: COMMUNICATE...COLLABORATE...CHANGE...

Steps for best learning in STU

1. Self- learning.

2. e-learning.

3. Standardisation of academic and infrastructure facilities.

4. Identifying various parameters relating to selection of faculty, courses, categories of SBLC’s, management of libraries etc.

5. To enhance capacity at the Apex level SB Foundation institute (chetana) was established in India.

6. To ensure training utility and relevance, short duration, high intensity programmes are being designed.

7. STU is all set to become enabling force to deliver the best learning experience for meeting Bank’s corporate goals.

POSITION AND DESCRIPTION OF DUTIES: SUMMER INTERNEE.

The topic that I was assigned in internship is EFFECTIVENESS OF TRAINING. Firstly I started with the brief history of training and its development in SBI, which included information about ATI’s, SBU’s, STU’s, and SBLC’s. And after going through the training infrastructure in State Bank of India and the process starting with TNA and design of programmes I was advised to consult reference books in the areas of training evaluation. I referred few literatures by making use of library books which was accessible to us. I also referred articles, business magazines and websites relevant to the area or training evaluation. The overall review from the above exposed me to different approaches for effective training, different methods of measuring the effectiveness. Having gone through this I selected Donald L kirk Patrick’s 4 steps in measuring training effectiveness which includes 1. Reaction 2. Learning 3. Behaviour 4. Results. This method is used for research.

TRAINING PROCESS IN SBI

Training Need Assessment at gross root level is made by Operational heads and is brought to notice of higher levels.

Business Units structure focuses on achieving on competitive advantage on business decisions at both state level and at corporate level.

Example: SMEBU (small and medium enterprises business unit), LHO (local head office), SBU (strategic business unit) at corporate level, PBBU (personal banking business unit), retail banking at state level and corporate level give requirements.

Two main things happen in STRAP (strategic partnership): 1.Partnership between training system and Business units. 2. Programmes are designed under STRAP with consultation of BU.

Training system acts as a supporting system. Training system takes personal experience and on realistic basis addresses training needs of people.

The training process has three stages in general i.e. 1.Training need assessment 2. Demands of corporate centres 3. Accordingly designing the programmes.

A training calendar is drawn in every quarter.

INFRASTRUCTURE:

Infrastructure also plays a vital role in effectiveness of training. State bank Staff college provides with the following facilities for trainees.

Residence: They will be accommodated in a double occupancy air-conditioned room which have an attached toilet. A bed along with bedding, blanket, towel and soap will also be provided. Dhobi facility is available for washing and ironing. Shoe shine machines are placed in each hostel block. Steel almirahs are provided to store valuables. Two news papers, one of which is a financial newspaper are supplied to each room.

Class rooms: the college has six-of-the-art air conditioned class rooms with latest technical aids.

Audio visual hall: the college has 155-saet auditorium.

Conference hall: a large conference hall for selected programmes.

Library: the college library is open from 8:30 am to 8:30 pm on weekdays and 8:30 am to 4:00 pm on Saturday. It is closed on Sundays and public holidays. The library has over 21,000 books and subscribes to over 160 magazines/periodicals and newspapers. They have the access to borrow the books during the duration of the programme and return them back before last day of the programme. Librarians will assist to locate right books.

Corporate learning centre: the corporate learning centres have 30 computers, with separate internet connection and intranet for the use by participants. It is open from 8:30am to 8:00 pm on weekdays and 8:30 am to 4:00 pm on Saturdays. Ten computers each with eight on internet and two on intranet are placed on first and second floor of the hostel blocks.

Dining hall: modern dining hall with upgraded kitchen. They serve both vegetarian and non vegetarian food. They also serve special diet if advised in advance.

Gymnasium: they have modern gymnasium with motorized treadmills, multi station, and bike trainer.

Sports and Recreation: lawn tennis, Badminton, Table tennis, Cricket and snooker facilities are available in the campus.

Medical facilities: An allopathic doctor is available in the campus.

Kala vedika: a spacious open air theatre for participants to hold cultural programmes and showcase their talent.

ATM facility: ATM facility is available at college reception and at the college gate.

Yogasthal: A new ‘Yogasthal’ for conducting yoga classes every morning. Yoga classes are conducted by a professional naturopathy doctor every morning.

All the above facilities make their stay and learning comfortable, which leads to positive output.

FRAME WORK OF THE STUDY

THEORITICAL FRAME WORK:

Meaning: Evaluation involves the assessment of the effectiveness of the training programs. This assessment is done by collecting data on whether the participants were satisfied with the deliverables of the training program, whether they learned something from the training and are able to apply those skills at their workplace. There are different tools for assessment of a training program depending upon the kind of training conducted.

Since organisations spend a large amount of money, it is therefore important for them to understand the usefulness of the same. For example, if a certain technical training was conducted, the organisation would be interested in knowing whether the new skills are being put to use at the workplace or in other words whether the effectiveness of the worker is enhanced. Similarly in case of behavioural training, the same would be evaluated on whether there is change in the behaviour, attitude and learning ability of the participants.

Benefits of Training Evaluation

Evaluation acts as a check to ensure that the training is able to fill the competency gaps within the organisation in a cost effective way. This is specially very important in wake of the fact the organisations are trying to cut costs and increase globally. Some of the benefits of the training evaluation are as under:

Evaluation ensures accountability - Training evaluation ensures that training programs comply with the competency gaps and that the deliverables are not compromised upon.

Check the Cost - Evaluation ensures that the training programs are effective in improving the work quality, employee behaviour, attitude and development of new skills within the employee within a certain budget. Since globally companies are trying to cut their costs without compromising upon the quality, evaluation just aims at achieving the same with training.

Feedback to the Trainer / Training - Evaluation also acts as a feedback to the trainer or the facilitator and the entire training process. Since evaluation accesses individuals at the level of their work, it gets easier to understand the loopholes of the training and the changes required in the training methodology.

The Way Forward

There are many methods and tools available for evaluating the effectiveness of training programs. Their usability depends on the kind of training program that is under evaluation. Generally most of the organisations use the Kirk Patrick model for training evaluations which evaluates training at four levels - reactions, learning, behaviour and results.

After it was found out that training costs organisations a lot of money and no evaluation measures the return on investment for training, the fifth level for training evaluation was added to the training evaluation model by Kirk Patrick which is called as the ROI. The evaluation tools including the Kirk Patrick model will be discussed in detail.

Abstract

Employee training is becoming a necessity to every organization now-a day. Employees are entrusted different roles and responsibilities in the banks. Training enables them to carry out these roles and responsibilities efficiently and also learn new things, which will prepare them to take up higher responsibilities in the future. In this study the existing practices of the various aspects of training program and it effectiveness in selected bank State Bank of India is done. This is mainly to assess the present status of the employee effectiveness in discharging the roles and responsibilities in tune with the objectives of the bank. The aim is to assess the effectiveness of the various facets of training i.e. employee’s attitude towards training inputs; quality of training programmes; training inputs and application of training inputs to the actual job.

1. IntroductionThe journey towards a knowledge economy demands the new additional type of competencies like team spirit, co-operation, etc. To reach the destination of knowledge economy in high productivity places like banks, the lifelong learning concept should be applied to its workforce. During the last ten years, “lifelong learning” has become one of the most frequently heard terms in training circles. This is perhaps an apt response to the increasingly rapid changes under-way in modern societies. As a sequel, every business entity worth its salt is placing utmost importance on the development of Human Capital - the knowledge, skills and motivation embodied in people. The growing share of economic output in the services sector, including that of banking is turning to be knowledge and information-intensive. This in itself is placing a high premium on the continued upgrading of skills and competencies of the workforce. The growth of the knowledge economy that has, of course, partly been stimulated by demand for the new types of goods and services, increasing globalization of economic activities and technological changes, have only multiplied the need and urgency for new or additional type of competencies, such as team work, problem solvingcommunication skills and capacity to see workplace development in a broader context, among the employees. With the kind of reforms and the resulting changes that are currently overawing the Indian banks, the urgency to inculcate such competencies among the workforce is getting intensified in the banking sector.

The study is conducted mainly to find out the Effectiveness of Training in banks. The present - day economy is very much dependent upon the various functions of banking practices; it is unthinkable for the country’s economy for its growth, sustenance and development without the role of banks. The role of banks is essentially carried out by the people and therefore it is essential to have a well - trained and motivated staff to manage the banking operations. Success of the banking operations depend upon the people, the employee and the effectiveness of the employee is very much depending on the training input given to the employees. The effectiveness of training is not static, it has to be periodically reviewed, updated and upgraded in tune with demanding situation of the economy, government policy, advancements in Information Technology and expectations of customers. www.ccsenet.org/ijbm International Journal of Business and Management Vol. 5, No. 7;

All the above-mentioned aspects impressed me to study the existing Training Methods and their effectiveness in State Bank of India and came out with recommendations for future.

2. Literature Review

Donald L. Kirkpatrick (1997), Evaluation, Training and Development Handbook approached its, evaluation process in a more logical way. The author emphasized that while evaluating training, instead of just studying the reactions of the trainees, the study could be carried out in four different levels viz., i.e., reaction, learning, behaviour and results. The author’s guidelines and discussions on each level of evaluation of training are worth mentioning.

Jane Richards (1997), Management Training-the Real Objectives views that while embarking upon a management programme, the real objective must be to focus on the individual manager, not the position in the company. The author's discussion on training needs analysis i.e., about core competencies, job profiling and identification of competencies gaps-either against core competencies for individuals or against job profiles for generic roles is worth mentioning.

Niki Glaveli; Stella Kufidu (2005), in their paper analyzed the changes that took place in the Greek banking industry in the last years, their impact on the role of employees training and development for strategy implementation and success, using four case studies to investigate the effect of the environmental changes on these particular banks and the role of their training and development strategies in adjusting themselves to the changing industry environment.

Riyaz Rainaye (2004), in their study empirically examined the training policy in two commercial banks, namely, State Bank of India and Jammu & Kashmir Bank Limited. The focus is on the various facets of training including Management’s attitude towards training, training inputs, quality of training programmes and transfer of training to the job. Whereas it records that the training scenario is to a large extent satisfactory. it evaluates the opinions of the employees of two cadres of both banks: in particular that it can be made fully effective only when the training needs assessment and transfer of training to the job are considerably improved, besides bringing in finer improvements in other dimensions.

Shishupal Singh Badhu and Karunesh Saxena (1999), Role of Training in Developing Human Resources is another work of relevance. In this, the authors concluded that an organization should have well-defined training policy as well as training manual and training should be made an ongoing process. Regarding the executive development programmes the authors have concluded that, these programmes have been found to be useful in improving the productivity, efficiency and effectiveness of managers. The authors have suggested that these programmes should be included as an integral part of the training programme. The current research study differs from the studies reviewed in the past, in this study the researcher evaluated the effectiveness of training in six banks and how training contributes for growth of the banks is clearly examined. It consists of three public sector banks and three private sector banks. Most of the studies focused on either one sector of banks. In this study, researcher dealt with both public and private sector banks.

Book- Manager selection, Education and Training; author-Bennett, dealt with supervised training - applied trait, performance evaluation and areas of change (knowledge , skill ,attitude and value).

Book- Training for Organisational transformation; author- Rolf P.Lynton and Udai pareek, dealt with training, learning, competence, practices and responsibilities for training.OBJECTIVES OF THE STUDY:

To study the various training programmes organised by the bank. To understand specific training programs and their impact on the employees of the

bank. To analyze the views and opinions of the employees regarding the training program

provided at state bank staff college, Hyderabad. To find out satisfaction levels of employees. To evaluate job performance after implementing knowledge acquired from training.

SCOPE OF THE STUDY:

The study is conducted on the managers of various branches of SBI. The study will help the organisation :

To know the present condition of training and development programmes. To know the expectations of the employees of the training and development

programmes. To know the willingness of the employees towards training programmes.

DESIGN OF THE STUDY:The design of the study is conceptual within which the research / the study is conducted. It constitutes the blue print for collection and analysis of the data.

Research methodology:

Explorative Descriptive Experimental

Data sources

Primary data: is generated in an investigation with the help of a questionnaire. Secondary data: is collected from books , internet, articles, journals and other sources.

Survey research:

Is often used to assess thoughts, opinions, and feelings. Survey research can be specific and limited, or it can have more global, widespread goals. Today, survey research is used by a variety of different groups to analyze behavior, while it is also used to meet the more pragmatic needs A survey consists of a predetermined set of questions that is given to a sample.

Sampling

With a representative sample, that is, one that is representative of the larger population of interest, one can describe the attitudes of the population from which the sample was drawn. Further, one can compare the attitudes of different populations as well as look for changes in attitudes over time. A good sample selection is key as it allows one to generalize the findings from the sample to the population, which is the whole purpose of survey research. "Sample size: 50 employeesSample area: Branch managers of urban/metro and rural centres.

Sample method: the method we are using here is survey method; descriptive research design is used to collect the information.

LIMITATIONS OF THE STUDY:

As the study is carried out for the academic purpose, due to constraints of time and cost, a comprehensive study was not possible.

Sample size was restricted to only 50. If it were increased many more varied answers and suggestion would have been expected.

Expressing true facts among respondents would have been a limitation.

PERIOD OF STUDY: Two months. May- June, 2013.

METHODOLOGY AND ANALYSIS

The processes of training evaluation can be divided into five steps:

Step 1: Identify the Purposes of Evaluation

Before developing evaluation systems, the purposes of evaluation must be determined.

Why do we want to evaluate training programs?

Step 2: Select Evaluation Method Kirkpatrick’s four levels of evaluating training programs Reaction, learning, behavior, and result

Step 3: Design Evaluation Tools Questionnaire Impact Survey

Step 4: Collect Data Who, when, how to collect data?

Step 5: Analyze and Report Results Evaluation data analysis Reporting

Four Levels of Evaluation

The four levels of evaluation is one of the most commonly used methods for evaluating training programs. The four sequential levels of evaluation were originally proposed by Donald L .Kirkpatrick, Professor Emeritus at the University of Wisconsin. This concept has been increasingly adopted in private companies to evaluate their training programs. According to his concept, capacity development is realized by the four sequential steps:

(i) Reaction; (ii) Learning; (iii) Behaviour; and(iv) Results.

Reaction:Evaluation on this level measures how participants react to the training program. It is important to get a positive reaction. Although a positive reaction may not ensure learning, if participants do not react favourably, they probably will not be motivated to learn “Evaluating reaction is the same thing as measuring customer satisfaction. It training is going to be effective, it is important that trainees react favourably to it. Otherwise, they will not be motivated to learn.”Kirkpatrick (2006) Evaluating Training Programs

Learning:

Evaluation on this level measures the extent to which participants change attitudes, improve knowledge, and/or increase skills as a result of attending the training program. One or more of these changes must take place if a change in behavior is to happen.

Behavior:Evaluation on this level measures the extent to which change in participants’ behaviour has occurred because of attending the training program.

Results:Evaluation on this level measures the final results that occurred because the participants attended the training program. Examples of the final results include increased production, improved quality and decreased costs. It is important to recognize that these results are the reason for having some training programs.

References“Chapter 3 The Four Levels: An Overview” (pp.21-26), Evaluating Training Programs: The Four Levels.“Chapter 4 A Result-Based HRD Model” (pp.51-65), Handbook of Training Evaluation and Measurement Methods.“5. Evaluation Models, Approaches, and Designs” (pp.101-180) Building Evaluation Capacity

Methods

There are four main methods of survey research: mail surveys, in-person interviews, telephone interviews, and internet surveys. The following were selected for my survey.

Mail Surveys

Mail surveys are sent to a preselected sample of people, with instructions on how to fill out the survey and return it enclosed. It has historically been one of the cheapest and most efficient methods of survey distribution. Because the survey is not administered by a researcher, there is no problem of interviewer bias, and because the survey is taken in private with the assurance of anonymity, there is likely to be less social desirability bias and discomfort talking about private subjects. However it is not without drawbacks: because the survey is self-administered, participants cannot ask for clarification, and there is no way to definitely control the order the questions are answered in. Also, many participants will not fill out the survey, either because they have poor literacy or vision, or simply can’t be bothered. In addition, this group of people is not an equal distribution of the sample, so the sample may become less representative than it was intended to be. To guard against sample bias, many institutions try to use personal touches such as addressing material’s to the participant’s name rather than "To Resident," and by making the surveys easy and interesting.

Telephone Interviews

Interviews can also be administered by telephone. This reduces both cost and time from doing them in person, and means a wider population can be reached for sampling, including people far from the research base and people who work during the day . There can be problems with the breadth of population available by phone. Also, with random-digit dialling, unlisted number are available to be sampled. There are a few problems: people of a higher socio economic status may have multiple phone numbers and therefore be over represented in a random-digit survey. People also have the ability to screen calls, and participants who answer a cell phone in the middle of the workday may be less likely to answer a long survey.

Evaluation tools: Questionnaire Observation

For the purpose of intense evaluation two programmes i.e. “MARKETING PROGRAMME FOR BM’s in Urban/Metro and Rural centers” was choosen. I was introduced to the programme and the participants by my mentor and those trainees were requested to respond to my questionnaire to find out how this program affects their response. Their immediate feedback at the end of the programme was taken on various aspects of the programme including the learning experience and back home utility. I have designed a questionnaire to send them after one month of their completion of the training to ascertain 2nd part i.e. learning and their impact on behavior.

During the currency of the programme I was assigned to assess the following 1. Content coverage2. Style of delivery3. Quality of interaction4. Level of participation by trainees5. Clarification of doubts6. Overall impact of the delivery on the participants7. Infrastructure facility.

Immediate feed backs were pre designed by the bank and the same were used to evaluate the immediate responses of the trainees and questionnaire is given in the next page.( hard copy of the questionnaire will be directly attached in the hard copy of report as soft copy was not available.)

QUESTIONNAIRE ANALYSIS:

Immediate feedback forms were evaluated ( which would be useful for comparison of immediate responses and later responses to the questionnaires)

Program duration- 13-05-2013 to 18-05-2013

Feedback week - 13-05-2013 to 18-05-2013

Program description: Marketing programme for BM’s in Urban/metro centres

Back home utilityTopic Excellent Good Above

averageAverage

Averagerating

1.concepts of marketing, service marketing and strategic marketing

19 5 4.79

2.selling skills 21 5 4.813. Overview of retail business 17 8 4.684. Technology products 24 1 5.005. Service quality management and CRM

17 8 4.68

6. SME liability and transaction products

20 5 4.86

7.Negotiable skills of marketing 18 7 4.728.marketing strategy for retail products

24 1 4.96

9.Deposits. FAB’s 20 3 4.8710.CIBIL 24 1 4.9611.Role, responsibilities and linkages

20 4 4.83

12.complaint management 23 2 4.9213. LOS and retail scoring models 21 4 4.8414.FAB’s of variant of HL, car loans, education loans for HNIS

20 4 4.83

15.leadership and team building. 20 4 4.83

Rating- 5-Excellent 4-Good 3-Above average 2-Average

Learning experienceTopic Excellen Good Above Average Average

t average rating1.concepts of marketing, service marketing and strategic marketing

25 2 4.93

2.selling skills 26 1 4.963. Overview of retail business 21 6 4.784. Technology products 27 5.005. Service quality management and CRM

20 7 4.74

6. SME liability and transaction products

20 7 4.74

7.Negotiable skills of marketing 16 11 4.598.marketing strategy for retail products

27 5.00

9.Deposits. FAB’s 24 3 4.8910.CIBIL 26 1 4.9611.Role, responsibilities and linkages 26 1 4.9612.complaint management 24 2 4.9213. LOS and retail scoring models 21 5 4.8114.FAB’s of variant of HL, car loans, education loans for HNIS

24 3 4.89

15.leadership and team building. 20 7 4.74

Library facilities and corporate learning centre facilities were also evaluated and the questionnaire is shown in the next page. Total of 21 members used library facility from total of 27 members. And corporate learning centers were used by all 27 members.

2nd STAGE QUESTIONNAIRE (which was mailed and also which was used for telephonic interview )

EFFECTIVENESS EVALUATION QUESTIONNAIREState bank staff college, Hyderabad.

Name: Branch:

Age: Designation:

The following is my feedback after attending the training programme “Marketing Programme for Branch Managers at State Bank Staff College from 13-05-2013 to 18-05-2013

Please fill in your answers in the blank given.

1. I handle new situations with relative ease and comfort ____________

(a) Not at all (b) Rarely (c) Sometimes (d) Often (e) Very often

2. People give me positive feedbacks on my work and achievements. ____________

(a) Not at all (b) rarely (c) Sometimes (d) Often (e) Very often

3. When I face obstacles in work I implement the knowledge I gained from training. ___________

(a)Not at all (b) Rarely (c) Sometimes (d) Often (e) Very often

4. Skills acquired through training were helpful in carrying out my duties and increasing capabilities. _________

(a) Yes (b) No

5. Do I find any difference in your performance after training? _____________ (a) Yes (b) No

6. Do your colleagues appreciate your performance ? Mention if any specific compliments or instance. _______________

(a) Yes (b) No

7. How well am I able to satisfy customer needs? __________________________________

(a) More interaction (b) reduced time (c) delivering consistent service (d) using customer friendly Language (e) All the above.

8. I am able to maintain good customer relations. __________________

(a) Not at all (b) Rarely (c) Sometimes (d) Often (e) Very often.

9. Please list out 3 important learning’s from the training which you are using in

your work situation to improve performance.1._______________________________________________________________2._______________________________________________________________3._______________________________________________________________

10.How would you overall rate the whole training and its effectiveness on your job performance __________________

(a) poor (b) average (c) above average (d) good (e) excellent.

Thanking you, M.Radhika

Mentor: R.C. KhadangaAsst. General managerState bank staff college, Hyderabad.

(Note: The above information is purely used for evaluation of training and research purpose)

ANALYSIS OF INDIVIDUAL QUESTIONS:

1. I handle new situations with relative ease and comfort ____________

(a) Not at all (b) Rarely (c) Sometimes (d) Often (e) Very often

option No. of respondents Percentage

(a) Not at all 0 0 %

(b)Rarely 5 10%

(c)Sometimes 5 10%

(d)Often 25 50%

(e)Very often 15 30%

Total 50 100%

10%

10%

50%

30%

Pie representation

Not at allRarelySometimesOftenVery Often

2.People give me positive feedbacks on my work and achievements. ____________

(a) Not at all (b) rarely (c) Sometimes (d) Often (e) Very often

option No. of respondents Percentage

(a) Not at all 0 0 %

(b)Rarely 0 0%

(c)Sometimes 10 20%

(d)Often 35 70%

(e)Very often 5 10%

Total 50 100%

Sometimes20%

Often70%

Very often10%

pie representation

Not at allRarelySometimes OftenVery often

3.When I face obstacles in work I implement the knowledge I gained from training. ___________

(a)Not at all (b) Rarely (c) Sometimes (d) Often (e) Very often

option No. of respondents Percentage

(a) Not at all 0 0 %

(b)Rarely 5 10%

(c)Sometimes 10 20%

(d)Often 15 30%

(e)Very often 20 40%

Total 50 100%

Rarely10%

Sometimes20%

Often30%

Very often40%

pie represenation

Not at allRarelySometimesOftenVery often

4.Skills acquired through training were helpful in carrying out my duties and increasing capabilities. _________

(b) Yes (b) No

Option No. respondents Percentage

(a) Yes 50 100%

(b) No 0 0%

Total 50 100%

Yes No0

20406080

100120

Bar chart

5.Do I find any difference in your performance after training? _____________

(b) Yes (b) No

Option No. respondents Percentage

(a) Yes 45 90%

(b) No 5 10%

Total 50 100%

Yes90%

No10%

Pie reprentaion.

6.Do your colleagues appreciate your performance ? Mention if any specific compliments or instance. _______________

(b) Yes (b) No

Option No. respondents Percentage

(a) Yes 50 100%

(b) No 0 0%

Total 50 100%

Yes No0

20406080

100120

Bar chart

7 .How well am I able to satisfy customer needs? __________________________________

(b) More interaction (b) reduced time (c) delivering consistent service (d) using customer friendly Language (e) All the above.

option No. of respondents

Percentage

(a) More interaction 0 0 %

(b)Reduced time 0 0%

(c)Delivering consistent service 10 20%

(d)Using customer friendly language 5 10%

(e)All the above 35 70%

Total 50 100%

20%

10%

70%

Pie representation

More interactionReduced timeDelivering consistent serviceUsing customer friendly languageAll the above

8.I am able to maintain good customer relations. __________________

(b) Not at all (b) Rarely (c) Sometimes (d) Often (e) Very often.

option No. of respondents Percentage

(a) Not at all 0 0 %

(b)Rarely 0 0%

(c)Sometimes 0 0%

(d)Often 20 40%

(e)Very often 30 60%

Total 50 100%

Pie representationNot at allRarelySometimesOftenVery often

10.How would you overall rate the whole training and its effectiveness on your job performance __________________

(b) poor (b) average (c) above average (d) good (e) excellent.

option No. of respondents Percentage

(a) Poorl 0 0 %

(b)Average 0 0%

(c)Above average 0 0%

(d)Good 10 20%

(e)Excellent 40 80%

Total 50 100%

20%

80%

Pie chart

1st QtrAverageAbove averageGoodExcellent

CONCLUSION:

After analyzing and interpreting the data, certain findings have been drawn to make it clear about the “Effectiveness of training” programme, organized in the Bank.

Most of the respondents are highly satisfied with the training programmes introduced by the bank.

The employees of SBI, show great interest for the training programme, which indicates that they all strive for quality of work and performance.

Majority of respondents are believing that the training programme is increasing knowledge to the employees.

Most of the respondents feel that training programme have increased skills and talents towards assigned job.

Survey reveals that most of them are satisfied with training programme conducted by the bank.

It is observed that majority of employees are satisfied with the facilities, types, methods, and arrangements etc. given for the programme.

RECOMMENDATIONS:

Bank should implement training programmes in a manner that 100% of employees agree that their personal growth increases with training.

It is easier for the trainee to understand the material that is meaningful so all the material should be meaningful and the theory can also be made intresting.

Evaluation should also be made in terms of ROI( return on investment= long term net gains/cost), which is introduced as 5th stage of Donald L Kirk Patrick’s method of measuring training effectiveness.

BIBLIOGRAPHY:1.Managers selection, education and training-benette.2.Training for organizational transformation- Rolf P.Lynton. Udai pareek.3.Improving training effectiveness- Roger benett4.K. Ashwathapa, Human resource and personal management5. Fisher Human resource management, Tata Mc Grill Hills House.6.Google7. Articles- business standards.8.books from HCU library