HIST HISTORY ORY OF SB SBII The origin of the State Bank of India (SBI) can be traced back to more than 200 years. The Bank of Calcutta was established on 2nd une !"0# by the Im$erial %o&ernment. 'ater on the bank recei&ed its charter and was redesigned re designed as the Bank of Bengal on 2nd anuary !"0*. !"0* . It was the first +ointstock bank s$onsored by the %o&ernment of Bengal. It was a uni,ue institution. Two more -residency Banks The Bank of Bombay on 2/th $ril !"10 and the Bank of adras on !st uly !"13 followed thereafter. It has been obser&ed that there were lack of coordination between these three -residency Banks and the need was felt for one central bank for the whole country. 4ence these banks were amalgamated into Im$erial Bank of India which was brought into e5istence on 26th anuary !*2! by the Im$erial Bank of India ct of !*20. Bank of Bengal
Bank of Bombay
Bank of adras
Im$erial Bank
Indian an mu mult ltin inat atio iona nal l -ublic -ublic Sector Sector banking banking and and financial Sta State Bank ank of India dia is an Indi ser&ices c ser&ices com om$an $any y. It is a go&ernmentowned go&ernmentowned cor$oration cor$oration with with its head,uarters in umbai aharashtra and aharashtra and also its cor$orate office in umbai aharashtra. s aharashtra. s of 7ecember 20!3 it had assets of 8S93"" billion and !6000 branches including !*0 foreign offices making it the largest banking and financial ser&ices com$any in India by assets. State Bank of India is one of the Big Four banks of India along with Bank with Bank of Baroda Baroda -un+ab :ational Bank and and ICICI Bank . The bank traces its ancestry to British to British India India through the Im$erial Bank of India India to the foundi founding ng in !"0 !"0# # of the the Bank Bank of Calcutt Calcuttaa makin making g it the oldest oldest comme commerc rcial ial bank bank in the Indian Subcontinent. Subcontinent. Bank of adras merged adras merged into the other two ;$residency banks; in British India Bank India Bank of Calcutta and Calcutta and Bank of Bombay Bombay to form the Im$erial Bank of India which in turn became the State Bank of India. %o&ernment of India owned India owned the Im$erial Bank of India in !*// with
stake and 1
renamed it the State Bank of India. In 200" the go&ernment took o&er the stake held by the market share in de$osits and loans among Indian commercial banks. The roots of the State Bank of India lie in the first decade of the !*th century when when the Bank of Calcutta Calcutta later renamed the Bank the Bank of Bengal Bengal was established on 2 une !"0#. The Bank of Bengal gal was one of thre hree -res residenc dency y bank banks s the oth other two being theB he Bank ank of Bombay (incor$orated Bombay (incor$orated on !/ $ril !"10) and the Bank of adras (incor$orated adras (incor$orated on ! uly !"13). ll three -residency banks were incor$orated as +oint as +oint stock com$anies and com$anies and were the result of royal charters. charters. These three banks recei&ed the e5clusi&e right to issue $a$er currency till !"#! when with the -a$er Currency ct ct the right was taken o&er by the %o&ernment %o&ernment of India. The -residency banks amalgamated amalgamated on 26 anuary !*2! and the reorganised reorganised banking entity took as its name Im$erial Bank of India. India. The Im$erial Bank of India remained a +oint stock com$any but without %o&ernment $artici$ation. -ursuant to the $ro&isions of the State Bank of India ct of !*// the in State Bank of Indore. (Indi&iduals who held the shares $rior to its takeo&er by the go&ernment hold the balance of !.6 >.) The ac,uisition of State Bank of Indore added 160 branches to SBI=s e5isting network of branches. lso following the ac,uisition SBI=s total assets will inch &ery close to the ₹ !0 trill trillio ion n marks marks (!0 billi billion on long long scale scales). s). The total total asset assetss of SBI SBI and the State State Bank Bank of Indore st Indore stood ood at ₹**"!!*0 **"!!*0 million as of arch 200*. 200*. The The $rocess of merging merging of State Bank Bank of Indore was com$leted by $ril 20!0 and the SBI Indore branches started functioning as SBI branches on 2# ugust 20!0.
2
renamed it the State Bank of India. In 200" the go&ernment took o&er the stake held by the market share in de$osits and loans among Indian commercial banks. The roots of the State Bank of India lie in the first decade of the !*th century when when the Bank of Calcutta Calcutta later renamed the Bank the Bank of Bengal Bengal was established on 2 une !"0#. The Bank of Bengal gal was one of thre hree -res residenc dency y bank banks s the oth other two being theB he Bank ank of Bombay (incor$orated Bombay (incor$orated on !/ $ril !"10) and the Bank of adras (incor$orated adras (incor$orated on ! uly !"13). ll three -residency banks were incor$orated as +oint as +oint stock com$anies and com$anies and were the result of royal charters. charters. These three banks recei&ed the e5clusi&e right to issue $a$er currency till !"#! when with the -a$er Currency ct ct the right was taken o&er by the %o&ernment %o&ernment of India. The -residency banks amalgamated amalgamated on 26 anuary !*2! and the reorganised reorganised banking entity took as its name Im$erial Bank of India. India. The Im$erial Bank of India remained a +oint stock com$any but without %o&ernment $artici$ation. -ursuant to the $ro&isions of the State Bank of India ct of !*// the in State Bank of Indore. (Indi&iduals who held the shares $rior to its takeo&er by the go&ernment hold the balance of !.6 >.) The ac,uisition of State Bank of Indore added 160 branches to SBI=s e5isting network of branches. lso following the ac,uisition SBI=s total assets will inch &ery close to the ₹ !0 trill trillio ion n marks marks (!0 billi billion on long long scale scales). s). The total total asset assetss of SBI SBI and the State State Bank Bank of Indore st Indore stood ood at ₹**"!!*0 **"!!*0 million as of arch 200*. 200*. The The $rocess of merging merging of State Bank Bank of Indore was com$leted by $ril 20!0 and the SBI Indore branches started functioning as SBI branches on 2# ugust 20!0.
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?n ?cto ?ctober ber 6 20! 20!3 3 rundha rundhati ti Bhatt Bhattach achary aryaa becam becamee the the first first woma woman n to be a$$oin a$$ointe ted d Chair$erson of the bank.
Associate Banks. SBI now has fi&e associate banks down from the eight that it originally ac,uired in !*/*. ll use the State Bank of India logo which is a blue circle and all use the ;State Bank of; name followed by the regional head,uarters= name •
State Bank of Bikaner ai$ur
•
State Bank of 4yderabad
•
State Bank of ysore
•
State Bank of -atiala
•
State Bank of Tra&ancore
The Stat Statee Bank Bank of Indi Indiaa and and all all its its asso associ ciat atee bank bankss are are iden identi tifi fied ed by the the sam same blue keyhole logo. The State Bank of India word mark usually mark usually has one standard ty$eface but also utilises other ty$efaces.
Non-Banking Subsidiaries $art from its fi&e associate banks SBI also has the following nonbanking subsidiaries •
SBI Ca$ital arkets 'td arkets 'td
•
SBI @unds anagement -&t 'td
•
SBI @actors Commercial Ser&ices -&t 'td
•
SBI Cards Cards -ayments Ser&ices -&t. 'td. (SBIC-S')
•
SBI 7@4I 'td
•
SBI 'ife Insurance Com$any 'imited
•
SBI %eneral Insurance
In arch 200! SBI (with 61> of the total ca$ital) +oined with B:- -aribas (with -aribas (with 2#> of the remaining ca$ital) to form a +oint &enture life insurance com$any named SBI 'ife Insurance com$any 'td. In 2001 SBI 7@4I (7iscount and @inance 4ouse of India) was founded with its head,uarters in umbai.
3
Other SBI Service Points s of 3! arch 20!1 SBI has 13/!/ Ts .SBI grou$ (including associate banks) has /3000 $lus Ts $resently. SBI has become the first bank to install an T at 7rass in the ammu Aashmir Aargil region. This was the Bank=s 26032nd T on 26 uly 20!2.
ogo and S!ogan •
•
The logo of the State Bank of India is a blue circle with a small cut in the bottom that de$icts $erfection and the small man the common man being the center of the bank=s business. The logo came from :ational Institute of 7esign (:I7) hmedabad and it was ins$ired by Aankaria 'ake hmedabad. Slogans ;-8
istings and Shareho!ding
s on 3! arch 20!1 %o&ernment of India held around /"./*> e,uity shares in SBI. 'ife Insurance Cor$oration of India is the largest non$romoter shareholder in the com$any with !1.**> shareholding.
NAT"R# OF TRAININ$ AN% %#&#OP'#NT
In sim$le terms training and de&elo$ment refers to the im$arting of s$ecific skills abilities and knowledge to an em$loyee. formal definition of training de&elo$ment isH it is any attem$t to im$ro&e current or future em$loyee $erformance by increasing an em$loyees ability to $erform through learning usually by changing the em$loyees attitude or increasing his or her skills and knowledge. The need for training de&elo$ment is determined by the em$loyees $erformance deficiency com$uted as follows
Training 7e&elo$ment need Standard $erformance J ctual $erformance.
Ee can make a distinction among training education and de&elo$ment. Such distinction enables us to ac,uire a better $ers$ecti&e about the meaning of the terms. Training as was stated earlier refers to the $rocess of im$arting s$ecific skills. Dducation on the other hand is confined to theoretical learning in classrooms. 4
Table !. Training and Dducation 7ifferentiated Training
#ducation Theoretical ?rientation Classroom 'earning %eneral Conce$ts Broad -ers$ecti&e
$$lication ob D5$erience S$ecific Tasks :arrow -ers$ecti&e
Training refers to the $rocess of im$arting s$ecific skills. 7e&elo$ment refers to the learning o$$ortunities designed to hel$ em$loyees grow. Dducation is theoretical learning in classroom. Though training and education differ in nature and orientation they are com$lementary. n em$loyee for e5am$le who undergoes training is $resumed to ha&e had some formal education. @urthermore no training $rogramme is com$lete without an element of education. In fact the distinction between training and education is getting increasingly blurred nowadays. s more and more em$loyees are called u$on to e5ercise +udgments and to choose alternati&e solutions to the +ob $roblems training $rogrammes seek to broaden and de&elo$ the indi&idual through education. @or instance em$loyees in well$aid +obs andKor em$loyees in the ser&ice industry may be re,uired to make inde$endent decision regarding there work and their relationshi$ with clients. 4ence organiLation must consider elements of both education and training while $lanning there training $rogrammes. 7e&elo$ment refers to those learning o$$ortunities designed to hel$ em$loyees grow. 7e&elo$ment is not $rimarily skilloriented. Instead it $ro&ides general knowledge and attitudes which will be hel$ful to em$loyees in higher $ositions. Dfforts towards de&elo$ment often de$end on $ersonal dri&e and ambition. 7e&elo$ment acti&ities such as those su$$lied by management de&elo$mental $rogrammes are generally &oluntary. To bring the distinction among training education and de&elo$ment into shar$ focus it may be stated that Mtraining is offered to o$erati&esN whereas Mde&elo$mental $rogrammes are meant for em$loyees in higher $ositionsN .Dducation howe&er is common to all the em$loyees their grades not withstanding.
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AI'S(OB)#*TI&#S OF TRAININ$ + %#&#OP'#NT
The fundamental aim of training is to hel$ the organiLation achie&e its $ur$ose by adding &alue to its key resource J the $eo$le it em$loys. Training in the $eo$le to enable them to $erform better and to em$ower them to make the best use of their natural abilities. The $articular ob+ecti&es of training are to
O 7e&elo$ the com$etences of em$loyees and im$ro&e their $erformanceP O 4el$ $eo$le to grow within the organiLation in order that as far as $ossible its future needs for human resource can be met from withinP O
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N##% OF TRAININ$ AN% %#&#OP'#NT •
To i,rove .ua!it/ of 0ork force trained $erson makes less o$erational mistakes
and at the same time takes less time to ad+ust to new o$erations hence there is an im$ro&ement in ,uality and ,uantity of work $erformance. •
To enhance e,!o/ee gro0th trained and e5$erienced em$loyee stands better
chances for $romotion higher earnings and u$gradation in status. •
To revent obso!escence It hel$s to u$date knowledge and skills of em$loyees.
Training is a best means to fill u$ the information ga$. •
To ,otivate ersonne! t times training acts as a means of moti&ating the
$ersonnel may be because they get a break from the routine work during training $eriod or may be because they are learning new things. •
To assist ne0 co,ers1 It hel$s to im$art to new comers the basic knowledge and
skills they need to $erform a challenging task effecti&ely and efficiently. 7
•
To increase roductivit/1 Training increases the le&el of learning and understanding
the +ob. This in turn results in o&erall im$ro&ement in $erformance and $roducti&ity. •
To i,rove hea!th and safet/1 Training builds confidence among workers. By
training the workers de&elo$ healthy and safety attitudes. They take necessary $recautions to a&oid accidents. •
To create reserve ,anageria! force1 Training creates a reser&e managerial force to
face the $roblems of absenteeism labour turno&er etc. •
To bridge the e&er increasing ga$ between $lanning and im$lementation of $ro+ects
•
To meet the challenges $osed by changes in technology. Training is im$arted so that em$loyees can ac,uire new skills to meet demands of technological changes.
•
To de&elo$ human $otential and gi&e e5$ression to their creati&e talents.
•
To ha&e trained $ersonnel at all le&els.
•
To facilitate e5change of &iews and ideas between su$eriors and subordinates.
•
To de&elo$ and maintain good labour relations.
RO# OF TRAININ$ AN% %#&#OP'#NT SBI
The abo&e analysis $oints out the &arious o$$ortunities a&ailable for em$loyee training and de&elo$ment. ?&er the years the bank has integrated its training function as a &ital in$ut for $ro&iding the staff with different kinds of technical managerial and conce$tual skills for effecti&e $erformance. The to$ management considers it as an im$ortant factor for $re$aring their staff to meet 16 fierce com$etition emerging in the banking industry in &iew of economic reforms and technological de&elo$ments. SBI considers its em$loyees as human ca$italKresources and training and de&elo$ment enables them to enhance their skills ca$abilities knowledge and change in attitude and $re$ares them to gain com$etiti&e ad&antage in business. This thinking is in tune with the rising e5$ectations of this generation of bank staff who demand interesting and meaningful work and e5$ect +ob satisfaction and rewarding career. The society is mo&ing towards a moneyless state and a $lastic card society. Such a changing society demands faster $rocessing of funds with least cost and ,uality of ser&ice which is said to be $oor among the banks. In this scenario e5cellence of ser&ices is a critical factor in boosting the image of the bank. Training de&elo$ment education assumes a crucial role for de&elo$ing right attitudes among the bank staff to suit their +obsK tasks. The 8
to$ management of the bank has ambitious $rogrammes to strengthen the e5isting learningK training system and $re$are their staff to meet the $resent and future needs of the bank.
Interna! Training Progra,,es •
On-the -)ob Training ost of the learning of the bank staff takes $lace on the +ob.
n em$loyee during the course of hisKher work ac,uires the necessary skills knowledge and de&elo$s attitudes for doing &arious tasks assigned to him from time to time out of curiosity or necessity. nd the same can be used as an effecti&e and useful training inter&ention with formal mechanisms created as a $art of the training $olicy. 8sually the clerical staff are assigned a $articular banking function for a $eriod of four to si5 months for $ro&iding them rele&ant work e5$erience. Then the staff is rotated from one function to the other as and when they com$lete the $eriod. In the 1" course of such rotation the bank staff is also e5$osed to trainingKlearning centres on basic issues related to the banking function currently held by them. Similarly the bank created a formal mechanism of $ro&iding on the +ob training to the $robationary officers by assigning the &arious functions in the branch besides training at the centres. It $ro&ides the rele&ant +ob e5$erience in the work$lace itself. The effecti&eness of the abo&e measure is largely de$endent on the su$erior who can de&ote the re,uired time to gi&e the necessary guidance and suggestions to the staff. But due to the $ressures at the branches su$eriors generally find it &ery difficult to fulfill the task.
•
Other Training Interventions SBI has ado$ted G@S - and QCs as
su$$lementary training inter&entions. Information based on the official records discussions with the line functionaries at 4? Controlling at R?s facultyKtrainers at training centres and sur&ey results are the &ariables for drawing inferences in this area.
•
A2 &isiting Facu!t/ Sche,e 3&FS) It has been introduced in order to facilitate
transfer of knowledge and skills at the branch with the ob+ecti&e of $ro&iding need based on the s$ot training. It was originally concei&ed to $ro&ide on the +ob training to bank staff located in remote $laces with limited staff and where it is difficult for the branch managers to s$are the staff for training $ur$oses. 4owe&er it has been 9
e5tended to other branches also. The faculty $ro&ides the inter&ention and conducts the $rogrammes at the selected branches followed by a second &isit to about 20 $ercent of such branches in order to re&iew the im$act of their first &isit.
•
B2 'anager to 'essenger Progra,,e 3''P4 SBI started this $rogramme with
the following ob+ecti&es
a) Bringing about attitudinal awareness among members for attaining e5cellence in customer ser&ice. b) Building u$ team s$irit among members. c) Creating awareness in the staff about the centrality of the customer.
fter conducting this $rogramme at a $articular branch the training centre chief $resents a detailed re$ort of the same where as branch manager who is e,ually res$onsible in conducting such $rogramme does not submit any re$ort. The bank should direct branch managers to $ro&ide an inde$endent re$ort of the same $rogramme and its im$act. Ehile submitting such a re$ort the branch manager should also consult hisKher staff in this regard. It has to be conducted only in s$ecial cases and not as a routine case as it is costly and is doubtful to e5$ect frankness and o$enness in the branch staff in a short s$an of one day. *2 5ua!it/ *irc!es 35*s4 It $ro&ides am$le sco$e for harnessing indi&idual creati&ity and
talent on one hand and $romoting team s$irit for the acti&e in&ol&ement of staff on the other hand. It em$hasiLes on customer focus with customer satisfaction. In this the branch manager acts as a facilitator. It must be &iewed as an integrati&e conce$t and must start from the to$ through a transformational leadershi$. In order to $romote this conce$t and $hiloso$hy the training centres ha&e conducted a number of $rogrammes and organised seminars and worksho$s in the organiLation. The conce$t is yet to catch u$. nd it re,uires a total commitment from the to$ and must become an integrated mechanism of the training system.
#6terna! Training Progra,,es
The e5ternal training facilities to the bank staff are mainly from the 1 a$e5 le&el training colleges and 1/ State Bank 'earning Centres (SB'Cs). ll these $ro&ide regular training throughout the year to SBI staff and staff of the associate banks. @urther the senior 10
e5ecuti&es of the bank attend seminars and training $rogrammes organiLed by :IB and
Industr/ eve! Training Institutions
8nlike the state bank training colleges and centres which concentrate on bank related training $rogrammes the industry le&el training institutions offer non routine training $ackages in the areas of $olicy formulation industrial relations 4<7 strategic thinking and leadershi$ $rogrammes to name a few. To$ e5ecuti&es of the bank are generally nominated to such $rogrammes. These institutions not only offer training $ackages but also $ro&ide consultancy ser&ices and research su$$ort to the banks.
Organi7ationa! Structure of Training at SBI
The training system of any organisation must set the necessary su$$ort and commitment from the to$ management. Then only it will result 4<7 through training de&elo$ment and education of the em$loyees. ll the de$artments ha&e to contribute to the smooth functioning of the training system. The effecti&e functioning of the training also de$ends on $ro$er co ordination of the efforts of trainees trainers and the organisation. n organisation chart de$ictions relationshi$s with regard to the training function of the bank is $re$ared on the basis of information collected form interactions with the trainers and official records of the bank. It is to be obser&ed that a training system is one of the subsystems of the o&erall system of an organisation. The system has systematic $arts and systematic linkages establishing roles describing hierarchy defining relationshi$s and communicational flows.
Training Organi7ationa! Structure 11
%eut/ 'anaging %irector 3%'%4
*ororate %eve!o,ent Officer 3*%O4
*hief $enera! 'anager 3*$'4
*irc!e %eve!o,ent Officer 3*%O4
Assistant $enera! 'anager 3Training4
*hief Trainer or Facu!t/
Fau!t/ 'e,bers
B#N#FITS OF TRAININ$ AN% %#&#OP'#NT ?rganisations s$ent &ast sums of money on training and de&elo$ment. Training is a $roducti&e in&estment in 4< that $romises better returns in future. Training is therefore im$ortant not only to the em$loyees but also to the com$any.
Benefits to the *o,an/1 Increased efficienc/ and roductivit/1 Trained em$loyees $erform with greater
s$eed and accuracy. They work with a feeling of commitment and dedication. This is because not only knowledge and skill is de&elo$ed skills is de&elo$ed but also $ositi&e attitudes are de&elo$ed through training. There is ,ualilati&e and ,uantitati&e $erformance on the $art of em$loyees.
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Reduced suervision1 Trained $ersons re,uire less su$er&ision because they know
their +ob better and commit to fewer mistakes. The su$er&isor can concentrate on more im$ortant acti&ities such as $lanning and controlling. Reduced accidents and 0astages1 Trained em$loyees de&elo$ $ositi&e attitude
towards their +ob and the organisation. Such $ersons are more interested in their +obs and as such they handle the machines and materials with care and caution. This hel$s to reduce accidents and wastages. Reduced absenteeis, and turnover1 trained $erson deri&es more +ob satisfaction.
orale of trained staff is high. They do not remain absent without sufficient cause. There are also less chances of labour turno&er. •
Infor,ation about fir,8s o!icies and rogra,,es1 Training can be a means to
communicate firm=s $olicies and $rogrammes to the em$loyees. Dffecti&e communication hel$s to obtain acce$tance from the em$loyees and they coo$erate to achie&e firm=s goals. •
Better re!ations1 Training hel$s to de&elo$ and im$ro&e labourmanagement
relations interde$artmental relations and intra de$artmental relations. •
Reduce costs1 Training hel$s to reduce cost of o$erations due to reduction in
wastages. It hel$s to bring down in cost in the areas of $roduction marketing $ersonnel etc. •
Organisationa! deve!o,ent1 Training facilitates organisational de&elo$ment. It
includes minimum conflicts reduced stress managing change etc. •
Other benefits1 It de&elo$s em$loyees loyalty towards the firm facilitates
introduction of new techni,ues there is $ro$er use of a&ailable resources it reduces grie&ances on the $art of the em$loyees etc.
Advantages to the *andidates1
*onfidence in e,!o/ees1 Training de&elo$s confidence in em$loyees so that they
can handle e&en difficult situations with ease. Training hel$s the new comers to ad+ust easily with their new +ob and en&ironment.
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Positive attitude1 Training de&elo$s $ositi&e attitude in the em$loyees. Dm$loyees
work with a $ositi&e frame of mind. This results in higher efficiency and better rewards. *hances for ro,otion1 Trained $ersonnel stand a fair chance of being $romoted.
Instead of selecting $eo$le from outside sources a trained $erson can be $romoted to higher le&els. High re0ards1 Trained em$loyees increase $erformance and $roducti&ity. The fruits
of higher return are shared between the com$any and the staff. Dnlightened staff also $ro&ides suggestions. If the suggestions are cost effecti&e then the em$loyees are rewarded suitably. *o-oeration 0ith others1 Trained em$loyees coo$erate with others and others co
o$erate with him. This results in team work among the em$loyees. •
%eve!o ski!!s1 Dm$loyees can de&elo$ and im$ro&e their skills due to training. They
can de&elo$ communication skills decisionmaking skills $roblemsol&ing skills etc.
'#THO%S OF TRAININ$ AN% %#&#OP'#NT
Training and de&elo$ment methods can be di&ided into two grou$s as follows •
?ntheob Training
•
?fftheob Training
92 On-the-)ob 'ethods
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)ob Rotation1 ob rotation in&ol&es the transfer of trainees from one +ob to another
and sometimes from one office to another office. ob assignments under rotation system may last for a $eriod of 3 months to 2 years. The trainee is gi&en full duties and res$onsibilities of the rotated $osition. P!anned Progression1 It is similar to +ob rotation e5ce$t that e&ery mo&ement from
one +ob to another in&ol&es higher $ay $osition and duties. In +ob rotation e&ery mo&ement in&ol&es more or less same $ay and $osition. -lanned $rogression is more likely to occur at higher managerial le&els whereas +ob rotation occurs mainly at lower le&el $ositions. 'ike +ob rotation $lanned $rogression is intended to gi&e a trainee a broad $ers$ecti&e or idea of total cor$orate acti&ities em$hasising di&ersified instead of s$ecialised skills and knowledge. This is because to$ e5ecuti&es $ositions re,uire generalists rather than s$ecialists who need a &ariety of +ob e5$eriences. •
*oaching and *ounse!!ing1 a4 *oaching1 In coaching: the suerior !a/s an active ro!e in training the subordinate2 The su$erior may assign challenging task to subordinate for the
$ur$ose of training. The su$erior may assist and ad&ice the subordinate to com$lete the assigned task. In this case the su$erior acts as a coach in training the subordinate. b4 *ounse!!ing1 In this case: the suerior !a/s a assive ro!e in training the subordinate2 The su$erior may assign challenging task to the subordinate for
the $ur$ose of training. The su$erior may $ro&ide ad&ice to the subordinate in the com$letion of the task if so re,uired. In this case the su$erior acts as a guide rather than a coach in training the subordinate. "nderstudies1 The trainee is gi&en an understudy $osition. In this case the trainee at
a future date is likely to assume the duties and res$onsibilities of the $osition currently held by his immediate su$erior. The understudy techni,ue ensures a com$any that a fully ,ualified $erson will be a&ailable to take o&er a $resent manager=s $osition whene&er he lea&es the $osition through $romotion transfer retirement or resignation. •
)unior Boards1 In western countries +unior boards are formed. It $ermit $romising
young middlele&el managers to e5$erience $roblems and res$onsibilities faced by to$le&el e5ecuti&es in their com$any. bout !0 to !2 e5ecuti&es from di&erse 15
functions within the organisations ser&e on the board for a term of say # months or more. The board is allowed to study any $roblem faced by the organisation in res$ect of $ersonnel $olicies organisational design interde$artmental conflicts etc. and to make recommendations to the senior board of directors.
2. Off-the-)ob 'ethods1 *!assroo, 'ethods1 Classroom methods for training managerial $ersonnel include
lectures discussion role $laying and case study. a4 ectures1 It is a common method to im$art facts conce$ts $rinci$les etc. to a
large grou$ at one time. The main ad&antage of lecture is that it can be used for a &ery large grou$ and there is low cost $er trainee. The ma+or limitation is that it is a oneway communication and that the learner does not learn by only listening. b) %iscussion1 Combining lecture with discussion eliminates the limitation of one way communication. In this method the trainees interact with the lecturer and any doubts or misunderstandings of the conce$ts and $rinci$les are cleared. c4 *ase stud/1 In this techni,ue an actual or hy$othetical $roblem is $resented to a
training grou$ for discussion and solution. It is im$ortant to note that $roblems are $resented in cases usually do not ha&e a single solution but narrowmindedness of trainees is reduced as $roblem sol&ing ability is increases. d) Ro!e-!a/ing1 In this case each $artici$ant $lays the role of someone in a stimulated situation. It is an e5cellent techni,ue for teaching human skills through $ractice and de&elo$ing insight into one=s beha&iour.
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Si,u!ation simulated learning situation is an imitation of reality. It is a techni,ue
wherein the trainee is trained in an en&ironment that closely reflects and re$resents actual work $lace. It tries to du$licate actual conditions encountered on a +ob. It is mostly used in training $ilots by airlines. Eith the hel$ of com$uters it is $ossible to stimulate the number without a risk to life or $ro$erty which otherwise would be incurred if a mistake was made in a real life situation.
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Simulation is a &ery e5$ensi&e training techni,ue but it is useful or e&en necessary where actual onthe+ob $ractice could result in a serious in+ury a costly error or the destruction of &aluable com$any materials or resources.
•
Business or 'anage,ent $a,es Business %ames are classroom simulation
e5ercises in which teams of indi&iduals com$ete against each other to achie&e gi&en ob+ecti&es. Teams are asked to make decisions concerning $ricing $roduction &olumes research e5$enditures ad&ertising and sales $romotion $lans channels of distribution etc. team actions and decisions are fed into a com$uter that has been $rogrammed according to a $articular model of the market. Business games are intended to teach trainees as how to make management decisions in an integrated manner. Some concerns might focus attention on general matters while others focus on s$ecially on a $articularly functional field of general management such as $roduction control sales $romotion or financial management or labour relations.
•
*o,,ittees and *onferences committee can be a method of training. The +unior
members of the committee can learn from the discussions and interaction with the senior members of the committee. The senior members also can learn from the o$inions and &iews e5$ressed by the +unior members. In case of conferences grou$ discussions and meetings are held to discuss &arious issues and to $ro&ide solutions to &arious $roblems. The main difference between a committee and a conference is that committee members are always from within the com$any. :o outsiders are in&ited. In conferences outsiders can be the $artici$ants and e5$ert s$eakers are often in&ited to $resent their ideas to conference $artici$ants.
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Readings: Te!evision and &ideo Instructions1 -lanned reading of rele&ant and
current management literature is one of the best methods of management de&elo$ment. It is essentially a selfde&elo$ment $rogramme. manager may be aided by training de$artment which often $ro&ides a list of &aluable books.
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:owadays in 8S %ermany and other western Duro$ean countries there are tele&ision $rogrammes that are featured towards management de&elo$ment. lso &ideo ta$es are a&ailable whereby im$ortant managerial discussions debates and talks can be &iewed and listened. $art from the abo&e methods there are &arious other methods which includes Eorksho$s and Seminars 8ni&ersity anagement -rogrammes.
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Progra,,ed Instructions In recent years this method has become $o$ular. The
sub+ect matter to be learned is condensed into logical se,uential units. These units are arranged from sim$le to more com$le5 le&els of instructions. The trainee goes through these units by answering ,uestions or filling the blanks. In such $rogrammes knowledge is im$arted with the use of a te5tbook or a teaching machine. 4ence it is also called as =Teaching by the achine ethod=. The $rogrammes in&ol&es
•
-resenting ,uestions facts or $roblems to the trainee to utilise the information gi&en.
•
The trainee instantly recei&es feedback (and sometimes rewards or $enalties) on the basis of the accuracy of his answer.
-rogrammed instructions is used $rimarily in teaching factual knowledge such as mathematics $hysics foreign language etc. This method is time consuming and e5$ensi&e.
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In Basket- Training In Basket or In Tray techni,ue in&ol&es simulation of a series
of decisions a trainee might ha&e to make in real life. The trainee is $resented with $ack of $a$ers and files in a tray. The tray contains administrati&e $roblems and are asked to take decisions within s$ecified time limit. The decisions taken by se&eral trainees are recorded and com$ared with one another. 'earning occurs as trainees reflect and e&aluate the decisions taken on $riorities customer=s com$laint su$erior=s demand irrele&ant information and the like.
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TRAININ$ AN% %#&#OP'#NT PRO$RA''#S IN SBI SBIs e5$erience in staff training s$ans more than four decades. It is based on an inde$th understanding of the business and banking en&ironment domestic as well as international. fullfledged anagement Information Systems 7e$artment was established on !st :o&ember !*6/. Such de$artments ha&e been o$ened at 'ocal 4ead ?ffices ('4?s) to $ro&ide &arious le&els of management and techni,ues. The main em$hasis of staff training was to de&elo$ +obknowledge skills attitudes and a$titudes. ?rientation $rogrammes for ins$ecting officers 11 s$ecial $rogrammes for area su$erintendents etc were introduced during the year. The bank also tries to include the staff or em$loyees in decision making efforts. There was a much greater awareness among the staff of the urgent need for ser&ing the customer efficiently and $olitely due to the training $rogrammes.
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Training ethods are as follows
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?n Site Training In this method staff of few branches is trained at regional offices.
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?ff the ob In this method staff will be trained at training colleges
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@aculty Scheme In this method trainers will &isit a $articular branch for 2 or 3 days and gi&e on the +ob training. Training and 7e&elo$ment -olicies and -ractices in SBI The training $olicy and $ractice of any organiLation cannot be considered in isolation but it has to be seen as an integral $art of the cor$orate $olicy and $hiloso$hy. Besides it must be effecti&ely integrated with the &arious 4<7 mechanisms like human resource $lanning recruitment and selection $erformance a$$raisal $otential a$$raisal com$ensation system career $lanning and $romotion and em$loyee counselling to name a few &iewed from this broader angle. The bank has a clear cut $olicy towards human resource de&elo$ment and achie&ing banks goals through training and de&elo$ment $rogrammes. The training $olicy and $ractice of the bank can be understood by e5amining the training $ractices o&er a $eriod of time. The bank $ro&ides training to its staff as and when new $roducts and ser&ices are launched a$art from regular training. 1/ @urther kee$ing in line with the %o&ernment $olicy of $ro&iding necessary training with a &iew to bringing SCKST candidates on $ar with general category the bank has been conducting $ree5amination training for such candidates who a$$ly for clerical and officers +obs in bank. Besides training $rogrammes for those clerksKcashiers belonging to this category are organised who are eligible for $romotion to officer cadre. The training $rogrammes are conducted regularly at 1 a$e5 le&el training colleges and 1/ State Bank 'earning Centers (SB'Cs) formerly called as State bank Training Centers across the country. Foung officers of the bank are being encouraged to take u$ management education by way of s$onsorshi$ tie u$ with the S.-. ain Institute of anagement. lready /0 officers of the bank ha&e been enrolled in the $rogrammme on a trial basis. The training colleges and SB'Cs are recognised as the best training colleges in the country. The bank conducts training $rogrammes on a regular basis to its staff and staff of the associate banks. The training $rogrammes may be broadly classified as induction intermediate 20
and functional $rogrammes. The induction $rogramme attem$ts to e,ui$ the fresh recruits the technical as$ects of banking systems and $rocedures as well as the &arious legal obligations which banks ha&e to fulfil. Intermediate $rogramme aims to reorient the attitudes for a role transition to those em$loyees who ha&e risen from the ranks and are holding managerial $ositions. nd some training $rogramme deals with the functional as$ect of banking such as agricultural banking rural de&elo$ment banking international banking $ersonnel management and industrial relations etc. In addition to the abo&e some of the sessions in a training $rogramme are also de&oted to $ro&ide the trainees with the general a$$reciation of com$uters and de&elo$ments in the banking industry in order to co$e with the changing conditions.
SBI TRAININ$ INSTIT"T#S( *O#$#S State Bank of India has 1 a$e5 training colleges K institutes. In addition to these SBI also has 1/ State Bank 'earning Centers (SB'Cs) throughout India.
SBI ; Ae6 Training Institutes ( *o!!eges
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State Bank Staff *o!!ege: H/derabad State Bank Acade,/: $urgaon State Bank Institute of Rura! %eve!o,ent: H/derabad State Bank Institute of Infor,ation *o,,unication 'anage,ent: H/derabad
92 State Bank Staff *o!!ege: H/derabad This college is located in a !# acre lush green
cam$us. The cam$us $ro&ides for $erfect surroundings for knowledge building and erudition. It has "2 hostel rooms # lecture halls !/ small grou$ discussion rooms a conference hall with the latest teaching aids board room and two dining halls. It can run at a time # training and de&elo$ment $rogrammes for as many as !/0 $artici$ants. round !/0 $ersons are working in the college. This includes a$art from those in the teaching and research wing others who are res$onsible for $ro&iding the infrastructure and ser&ices for its u$kee$. The cam$us also has residence facilities for the faculty research officers and other officials. It has also facilities for indoor and outdoor games as well as a gym. The gardens in the cam$us are well ke$t and the fountains lit u$ in the e&enings $ro&ide a ha$$y ambience. The college has a clinic with a nonresident doctor. Foga and ser&ices of a naturo$ath are a&ailable. tele$hone booth has been $ro&ided for the use of $artici$ants within the cam$us itself for making localKST7KIS7 calls.
<2 State Bank Acade,/: $urgaon State Bank cademy (SB) formerly known as
State Bank Staff College (SBSC) was setu$ on !"th :o&ember !*"2 at %urgaon. It is a key institutional resource and is recogniLed within the Indian Banking fraternity as a re$uted centre for training officials of State Bank grou$ and other organiLations in India and abroad. The cam$us s$rawling o&er !! acres of land in sector !" Institutional rea %urgaon. It has a ca$acity to conduct # training $rogrammes simultaneously with residential facilities for !"0 $artici$ants. The facilities of the academy thus mirror its role res$onsibilities and tasks as State Banks most modern training institution for banking $rofessionals in India.
=2 State Bank Institute of Rura! %eve!o,ent: H/derabad State Bank Institute of
commercial bank in the country has a ma+or res$onsibility in the ## $rocess of rural de&elo$ment. To meet the need to train the bank staff working in a large network of branches dealing with rural credit SBI<7 was established in !*"!. Its mission is to enhance the sensiti&ity of the bank staff to rural en&ironment to e,ui$ them with the skills and knowledge and to $ro&ide the re,uired orientation for rural banking. The ob+ecti&e is to enable them to creati&ely con&ert the sco$e into inno&ati&e schemes through e5tension coordination and consultancy and contribute to the $rocess of rural de&elo$ment.
;2 State
Bank Institute
of
Infor,ation and
*o,,unication
'anage,ent:
H/derabad State Bank Institute of Information and Communication anagement
(SBIIC) was established in !*"6 by State Bank of India. It su$$orts the smooth transition from manual systems to technology dri&en banking. SBIIC is situated in 4yderabad and a uni,ue training institute in the Indian Banking Industry. It is one of the first institutes of its kind in the whole of SouthDast sia. It has $layed significant a role in technology $lanning and e5ecution in the State Bank grou$. SBIIC as the a$e5 institute for technology $lays a $i&otal role in de$loyment of technology ! -ro&iding training and $re$aration of training $ackages in com$uters and communications 2 7e&elo$ing a technical cadre in the main stream of the bank 3 cting as internal consultant K change agent $ro&iding the a$$ro$riate attitude towards com$uteriLation #* 1 @eedback facilitator / Software maintenance #
INP"TS IN TRAININ$ AN% %#&#OP'#NT ny training and de&elo$ment $rogramme must contain in$uts which enable the $artici$ants to gain skills learn theoretical conce$ts and hel$ ac,uire &ision to look into distant future. In addition to these there is a need to im$art ethical orientation em$hasiLe on attitudinal changes and stress u$on decisionmaking and $roblemsol&ing abilities.
S>IS 23
Training as was stated earlier is im$arting skills to em$loyees. worker needs skills to o$erate machines and use other e,ui$ments with least damage or scra$. This is a basic skill without which the o$erator will not be able to function. There is also the need for motor skills. otor skills refer to $erformance of s$ecific $hysical acti&ities. These skills in&ol&e training to mo&e &arious $arts of ones body in res$onse to certain e5ternal and internal stimuli. Common motor skills include walking riding a bicycle tying a shoelace throwing a ball and dri&ing a car. otor skills are needed for all em$loyees J from the clerk to the general manager. Dm$loyees $articularly su$er&isors and e5ecuti&es need inter$ersonal skills $o$ular known as the $eo$le skills. Inter$ersonal skills are needed to understand one self and others better and act accordingly. D5am$les of inter$ersonal skills include listening $ersuading and showing an understanding of others feelings.
#%"*ATION The $ur$ose of education is to teach theoretical conce$ts and de&elo$ a sense of reasoning and +udgement. That any training and de&elo$ment $rogramme must contain an element of education is well understood by 4< s$ecialist. ny such $rogramme has uni&ersity $rofessors as resource $ersons to enlighten $artici$ants about theoretical knowledge of the to$ic $ro$osed to be discussed. In fact organiLations de$ute or encourage em$loyees to do courses on a $art time basis. Chief D5ecuti&e ?fficers (CD?s) are known to attend refresher courses conducted by business schools. Dducation is im$ortant for managers and e5ecuti&es than for lowercadre workers.
%#&#OP'#NT nother com$onent of a training and de&elo$ment is de&elo$ment which is less skill oriented but stressed on knowledge. Anowledge about business en&ironment management $rinci$les and techni,ues human relations s$ecific industry analysis and the like is useful for better management of the com$any.
#THI*S
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There is need for im$arting greater ethical orientation to a training and de&elo$ment $rogramme. There is no denial of the fact that ethics are largely ignored in businesses. 8nethical $ractices abound in marketing finance and $roduction function in an organiLation. They are less see and talked about in the $ersonnel function. If the $roduction finance and marketing $ersonnel indulge in unethical $ractices the fault rests on the 4< manager. It is hisKher duty to enlighten all the em$loyees in the organiLation about the need of ethical beha&iour. ?hite *o!!ar *ri,esThe findings of the A-%s fraud sur&ey for !**" confirm the
$re&alence of white collar crimes in cor$orate India. The sur&ey has $egged the loss due to delin,uencies at of the res$ondents feel that the frauds will increase.
%#*ISION 'A>IN$ AN% PROB#' SO&IN$ S>IS 7ecision making skill and $roblem sol&ing skills focus on method and techni,ues for making organiLational decisions and sol&ing workrelated $roblems. 'earning related to decision making and $roblemsol&ing skills seeks to im$ro&e trainees abilities to define structure $roblems collect and analysis information generate alternati&e solution and make an o$timal 25
decision among alternati&es. Training of this ty$e is ty$ically $ro&ided to $otential managers su$er&isors and $rofessionals. Training in$uts at 4'' The training and de&elo$ment affords at 4'' are designed to de&elo$ the following !. 4el$ing em$loyees satisfy $ersonal goals through higher le&el of skills and com$etencies. 2. @acilitating higher contribution at there $resent +obs and $re$aring them for the ne5t le&el of res$onsibilities 3. 7e&elo$ing indi&iduals and teams to meet the total needs of the organiLation.
TRAININ$ AN% %#&#OP'#NT AS SO"R*# OF *O'P#TITI&# A%&ANTA$# Com$anies deri&e com$etiti&e ad&antage from training and de&elo$ment. Training and de&elo$ment $rogrammes as was $ointed out earlier hel$ remo&e $erformance deficiencies in em$loyee. This is $articularly true when
26
(!) The deficiency is caused by a lack of ability rather than a lack of moti&ation to $erform (2) The indi&idual(s) in&ol&ed ha&e the a$titude and moti&ation need to learn to do the +ob better and (3) Su$er&isors and $eers are su$$orti&e of the desired beha&iours. Training 7e&elo$ment offers com$etiti&e ad&antage to a firm by remo&ing $erformance deficienciesP making em$loyees stay longP minimiLed accidents scra$s and damageP and meeting future em$loyee needs. There is greater stability fle5ibility and ca$acity for growth in an organiLation. Training contributes to em$loyee stability in at least two ways. Dm$loyees become efficient after undergoing training. Dfficient em$loyees contribute to the growth of the organiLation. %rowth renders stability to the workforce. @urther trained em$loyees tend to stay with the organiLation. They seldom lea&e the com$any. Training makes the em$loyees &ersatile in o$erations. ll rounder scan be transferred to any +ob. @le5ibility is therefore ensured. %rowth indicates $ros$erity which is reflected in increased $rofits from year to year. Eho else but welltrained em$loyees can contribute to the $ros$erity of an enter$rise ccidents scra$ and damage to machinery and e,ui$ment can be a&oided or minimiLed through training. D&en dissatisfaction com$laints absenteeism and turno&er can be reduced if em$loyees are trained well. @uture needs of em$loyees will be met through training and de&elo$ment $rogrammes. ?rganiLations take fresh di$loma holders or graduates as a$$rentices or management trainees. They are absorbed after course com$letion. Training ser&es as an effecti&e source of recruitment. Training is an in&estment in 4< with a $romise of better returns in future. com$any=s training and de&elo$ment $ays di&idends to the em$loyee and the organiLation. Though no single training $rogramme yields all the benefits the organiLation which de&otes itself to training and de&elo$ment enhances its 4< ca$abilities and strengthens its com$etiti&e edge. t the same time the em$loyees $ersonal and career goals are furthered generally adding to his or her abilities and &alue to the em$loyer. 8ltimately the ob+ecti&es of the 4< de$artment are also furthered. The Benefits of #,!o/ee Training Ho0 Training Benefits the Organi7ation
O 'eads to im$ro&ed $rofitability andKor more $ositi&e attitudes towards $rofit orientation. Im$ro&es the +ob knowledge and skills at all le&els of the organiLation O Im$ro&es the morale of the workforce O 4el$s $eo$le identify with organiLational goals 27
O 4el$s create a better cor$orate image O@osters authenticity o$enness and trust O Im$ro&es relationshi$ between boss and subordinate O ids in organiLational de&elo$ment O learns from the trainee O 4el$s $re$are guidelines for work O ids in understanding and carrying out organiLational $olicies. O -ro&ides information for future needs in all areas of the organiLation O ?rganiLation gets more effecti&e decisionmaking and $roblemsol&ing skills O ids in de&elo$ment for $romotion from within O ids in de&elo$ing leadershi$ skills moti&ation loyalty better attitudes and other as$ects that successful workers and managers usually dis$lay O ids in increasing $roducti&ity andKor ,uality of work O 4el$s kee$ costs down in many areas e.g. $roduction $ersonnel administration etc. O 7e&elo$s a sense of res$onsibility to the organiLation for being com$etent and knowledgeable O Im$ro&es 'abourmanagement relations O
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O ids in handling conflict thereby hel$ing to $re&ent stress and tension. Benefits to the Individua! ?hich in Turn "!ti,ate!/ Shou!d Benefit the Organi7ation1
O 4el$s the indi&idual in making better decisions and effecti&e $roblem sol&ing O Through training and de&elo$ment moti&ational &ariables of recognition achie&ement growth res$onsibility and ad&ancement are internaliLed and o$erationalised O ids in encouraging and achie&ing selfde&elo$ment and selfconfidence O 4el$s a $erson handle stress tension frustration and conflict O -ro&ides information for im$ro&ing leadershi$ knowledge communication skills and attitudes O Increases +ob satisfaction and recognition O o&es a $erson towards $ersonal goals while im$ro&ing interacti&e skills O Satisfies $ersonal needs of the trainer (and trainee) O -ro&ides the trainee an a&enue for growth and a say in hisKher own future O 7e&elo$s a sense of growth in learning O 4el$s a $erson de&elo$ s$eaking and listening skillsP also writing skills when e5ercises are re,uired. 4el$s eliminate fear in attem$ting new tasks. Benefits in Personne! and Hu,an Re!ations: Intra-grou + Inter-grou Re!ations and Po!ic/ I,!e,entation1
O Im$ro&es communication between grou$s and indi&iduals •
ids in orientation for new em$loyee and those taking new +obs through transfer or $romotion
O -ro&ides information on e,ual o$$ortunity and affirmati&e action O -ro&ides information on other go&ernment laws and administrati&e $olicies O Im$ro&es inter$ersonal skills.
29
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akes organiLational $olicies rules and regulations &iable.
O Im$ro&es morale O Builds cohesi&eness in grou$s O -ro&ides a good climate for learning growth and coordination O akes the organiLation a better $lace to work and li&e
SBI A"N*H#S STRAT#$I* TRAININ$ "NIT The State Bank of India with o&er 200000 em$loyees has a &ery elaborate training network com$rising 1# 'earning Centres and 1 $e5 Institutes de&elo$ed o&er /0 years to cater to the com$etence building of its em$loyees. The network was hitherto looked after by the res$ecti&e o$erational units. It has now undertaken a massi&e re&am$ of its training system. The re&am$ a &ision of SBI Chairman Shri ? - Bhatt seeks to create a world class training system at $ar with the best any where in terms of content and deli&ery. The re&am$ed training 30
structure called a Strategic Training 8nit (ST8) will bring the entire training system under a unified training command headed by a Chief %eneral anager. The ST8 has been assigned the task of mo&ing towards con&erting the State Bank of India into a M'earning ?rganiLationN ca$able of handling change and growth for a Bank as$iring to be amongst the to$ 20 in the world. SBI has added 2/000 new em$loyees to its work force in the last two years and is likely to add another 2/000 in the current year. It has also taken on massi&e branch e5$ansion with o&er !000 branches o$ened in the last fiscal alone. The ST8 is geared not only towards integrating the new recruits into SBI but also enhancing the knowledge and skills and reorienting attitude of its e5isting work force. The training system will create a culture that $romotes continuous learning and de&elo$ment of the self grou$ organiLation and society. Standardisation of training content is already underway as is standardiLation of infrastructure across the system so as to ensure ,uality. SBI has also been $utting its to$ leaders through customiLed 'eadershi$ -rogrammes conducted by re$uted management institutes. The Bank through the ST8 will e5$and its elearning facilities in a large way and also focus on o$erational research which will hel$ the Bank co$e with change and direction setting in a com$etiti&e en&ironment. The ST8 located at 4yderabad will be headed by Smt. aha$ara li Chief %eneral anager. Shri :
8BI SBI has established a strategic training unit (ST8) which will bring the bank=s entire training system under a unified command headed by a chief general manager. This has been done with the ob+ecti&e of de&elo$ing skills $articularly among the 2/000 additional recuritments that the bank is $lanning for the current fiscal. The bank with o&er two lakh em$loyees has one of the largest training facilities in the country. These include 1/ learning centres and four a$e5 institutes. The ST8 located at 4yderabad will be headed by chief general manager aha$ara li.
The a$e5 institute includes the three 4yderabadbased organisations State Bank Staff College with its !#./acre cam$us and the State Bank Institute of
*ON*"SION Training is one of the im$ortant as$ects of man$ower de&elo$ment. It has gained significance since !*#0s and continues to be of growing im$ortance for organisations today.
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Training and de&elo$ment is normally &iews as short term educational $rocess utilising a $lanned systematic and organised $rocedure by which nonmanagerial $ersonnel ac,uire the technical knowledge and skills necessary for increased effecti&eness in achie&ing organisational goals. In sim$le words training is a $rocess of de&elo$ing or im$arting skills knowledge and changing attitudes so as to increase indi&idual and organisational effecti&eness.
BIBIO$RAPHY ?ebsites1 •
htt$KKwww.slideshare.net 33
