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SUMMER TRAINING 2015 MBA 2014-16 PROJECT REPORT ON “TRAINING EFFICIENCY” UNDERTAKEN AT PUNJAB NATIONAL BANK (CIRCLE OFFICE, KANPUR) PREPARED BY HARLEEN KAUR ( MBA 3 rd sem)
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SUMMER TRAINING 2015
MBA 2014-16PROJECT REPORT ON
“TRAINING EFFICIENCY”
UNDERTAKEN AT
PUNJAB NATIONAL BANK
(CIRCLE OFFICE, KANPUR)
PREPARED BY
HARLEEN KAUR ( MBA 3rd sem)
(7275409946) [email protected]
UNDER SUPERVISION OF- MR.RAZA HUSSAIN (HUMAN RESOURCE DEPARTMENT)
A
Research Project Report On
“A STUDY ON TRAINING EFFICIENCY”
WITH REFERENCE TO PUNJAB NATIONAL BANK (CIRCLE OFFICE) Kanpur,
Uttar Pradesh .
SUBMITTED TO:
Uttar Pradesh Technical University, Lucknow
For the partial fulfillment of the requirement of
Masters of Business Administration
(MBA -2014-2016)
UNDER THE SUPERVISION OF:
Mr. RAZA HUSSAIN,
SUBMITTED BY:
HARLEEN KAUR
MBA FINAL YEAR
Roll No. 1418170032
SCIENCE AND TECHNOLOGY ENTREPRENEURS’ PARK HARCOURT BUTLER TECHNOLOGICAL INSTITUTE, NAWABGANJ, KANPUR- 208002
CERTIFICATE
This is to certify that the Summer Training Report entitled “TRAINING EFFICIENCY WITH
SPECIAL REFERENCE TO PUNJAB NATIONAL BANK” submitted by HARLEEN KAUR
in partial fulfillment of the requirement for the award of degree MBA Science & Technology
Entrepreneurs’ Park -Harcourt Butler Technological Institute, GBTU is a record of the
candidate’s own work carried out by her under my supervision. The matter embodied in this
dissertation is original and has not been submitted for the award of any other degree.
MR. Prabhat Diwedi Mr. Dr. C K Tiwari
Faculty, STEP-HBTI O/I MBA Programme
Dr. R.K. Trivedi
Director, STEP HBTI
ACKNOWLEDGEMENT
This study will be incomplete without acknowledging my sincere gratitude to all those who have
contributed in some way or other in completing this study.
I express a word of gratitude to the management of Science & Technology Entrepreneurs’ Park
Harcourt Butler Technological Institute for giving me an opportunity to conduct this study.
I wish to express my profound gratitude and Guide Mr. PRABHAT DIWEDI for his valuable
guidance precious time spent and help rendered during my study. I am grateful to him for his
advice and support throughout my study which has enabled me to complete my term paper
successfully.
A special word of thanks to Mr. Raza Hussain (human resource department) of circle office
PUNJAB NATIONAL BANK ,KANPUR for their continuous help and encouragement of this
study.
My sincere gratitude to my parents for their great help in the completion of this study.
Finally I thank all those who have directly indirectly helped me in completion this study.
Thank You
DECLARATION
The Dissertation report has been undertaken as a partial fulfillment of the requirement for the
award of the degree of Master of Business Administration of GBTU University.
The report was executed during the 3rd semester under the supervision of Mr. PRABHAT
DIWEDI. Further, I declare that this summer training Project Report is my original work and the
analysis & finding are for academic purpose only.
Student Signature
PREFACE
At STEP-HBTI, the MBA program has been designed keeping in the mind require of company in
the world at large. We, the student of STEP-HBTI are required to undergo 6-8 weeks company
project study after completing 2nd semester, where the students have to prepare a project during a
particular area of specialization. Then the students have to presentation of their 6-8 weeks
training project report to the panel of faculty.
The objective of the training module is to help the students to understand the business
environment well and equip us with the work culture of companies in the present era.
I “HARLEEN KAUR” have done my 6-8 weeks project training on TRAINING
EFFICIENCY. During my training with Punjab National Bank, Kanpur, I was able to enhance
my knowledge to a large extent in the field of human resource.
CONTENTS
Chapter Content Page No.
Chapter-I Introduction of the Training
Definitions
Importance of Training Types of Training
Training evaluation
Techniques of evaluation
Industry Profile
Chapter – II Company Profile
Chapter – III Methodology
Chapter – IV Analysis & Interpretation
Chapter - V Findings and Suggestions
Chapter – VI Conclusion
Annexure
Bibliography
CHAPTER – I
INTRODUCTION
ABOUT THE TOPIC
OBJECTIVES OF THE STUDY
SIGNIFICANCE OF THE STUDY
TRAINING AND DEVELOPMENT
All organizations must manage four resources: money, equipment, information, and
people.
Investments in better equipment may speed up production or reduce waste.
Information is power; data about products, prices, and customers are essential to
every business.
Investments in training and development of employees can make them more
productive or more effective in their jobs, directly contributing to the bottom line.
A training program for 65 bank supervisors was found to cost $50,500, but the
utility to the organization was over $34,600 in the first year, $108,600 by the third
year, and more than $148,000 by the fifth year (Mathieu & Leonard, 1987).
The purpose of training and management development programs is to improve
employee capabilities and organizational capabilities.
When the organization invests in improving the knowledge and skills of its
employees, the investment is returned in the form of more productive and effective
employees.
Training and development programs may be focused on individual performance or
team performance.
Every organization needs to have well trained and experienced people to perform the
activities that have to be done. This is the most important aspect of Human Resource
Management. It is widely known that Human Resource Management helps people to
expand the i r capab i l i t i e s and o f f er numerous oppor tun i t i e s . I t i s a l so
f e l t tha t the exp and ed capab i l i t i e s and
oppor tun i ty for peop le a t work wi l l l ead d i rec t l y to improvement in
operating effectiveness.
The human resources approach means
that better people achieve better results. So if the current or potential job occupant can
meet this requirement, training is not important. But when this is not the case,
it is nec e s sary to ra i s e the sk i l l l eve l s an inc reas e the ver sa t i l i t y and
adaptab i l i t y o f emp loy ees . Ina deq uate job per forman ce or a dec l ine in
pro duc t iv i ty or change s resulting out of job redesigning or a technological break –
through require some type of t r a i n i n g a n d d e v e l o p m e n t e f f o r t .
Definitions:
The term training refers to the acquisition of knowledge, skills, and competencies as a
result of the teaching of vocational or practical skills and knowledge that relate to specific
useful competencies. It forms the core of apprenticeships and provides the backbone of
content at institutes of technology (also known as technical colleges or polytechnics).
In addition to the basic training required for a trade, occupation or profession, observers of
the labor-market recognize as of 2008[update] the need to continue training beyond initial
qualifications: to maintain, upgrade and update skills throughout working life. People
within many professions and occupations may refer to this sort of training as professional
development. Training usually refers to some kind of organized (and finite it time) event — a
seminar, workshop that has a specific beginning data and end date. It’s often a group activity, but the
word training is also used to refer to specific instruction done one on one.
Employee development, however, is a much bigger, inclusive “thing”. For example, if a manager
pairs up a relatively new employee with a more experienced employee to help the new employee
learns about the job, that’s really employee development. If a manager coaches and employee in an
ongoing way, that’s employee development. Or, employees may rotate job responsibilities to learn
about the jobs of their colleagues and gain experience so they might eventually have more
promotion opportunities. That’s employee development. In other words employee development is a
broader term that includes training as one, and only one of its methods for encouraging
employee learning. The important point here is that different activities are better for the
achievement of different results. For example, if the desire is provide an employee with a better
understanding of how the department works, job rotation might work very well. If the goal is to
improve the employee’s ability to use a computer based accounting package direct training would
be more appropriate than, let’s say, job rotation.
The Training Cycle
This includes:
Establishing the skill requirements and the subsequent training needs of the workforce.
The design of the most suitable events and most effective training methods for your organization.
Delivery of the training with additional support for any open learning aspects.
Evaluation and validation of the training event to ensure that you achieve identifiable and cost effective business improvements from the development of your staff
Objectives of the Study:
A. Broad Objective
1. To evaluate, analyze and get idea about the training programs of Punjab National Bank
B. Specific Objectives: 1. Types of training in Punjab National Bank. 2. Length/Duration of the training programs. 3. Who are the trainees of training programs.
4. Topics of the training programs etc
Importance of Training and Development :
Addressing Weaknesses
Most employees have some weaknesses in their workplace skills. A training program allows you to strengthen those skills that each employee needs to improve. A development program brings all employees to a higher level so they all have similar skills and knowledge. This helps reduce any weak links within the company who rely heavily on others to complete basic work tasks. Providing the necessary training creates an overall knowledgeable staff with employees who can take over for one another as needed, work on teams or work independently without constant help and supervision from others.
Improved Employee Performance
An employee who receives the necessary training is better able to perform her job. She becomes more aware of safety practices and proper procedures for basic tasks. The training may also build the employee's confidence because she has a stronger understanding of the industry and the responsibilities of her job. This confidence may push her to perform even better and think of new ideas that help her excel. Continuous training also keeps your employees on the cutting edge of industry developments. Employees who are competent and on top of changing industry standards help your company hold a position as a leader and strong competitor within the industry.
Consistency
A structured training and development program ensures that employees have a consistent experience and background knowledge. The consistency is particularly relevant for the company's basic policies and procedures. All employees need to be aware of the expectations and procedures within the company. This includes safety, discrimination and administrative tasks. Putting all
employees through regular training in these areas ensures that all staff members at least have exposure to the information.
Employee Satisfaction
Employees with access to training and development programs have the advantage over employees in other companies who are left to seek out training opportunities on their own. The investment in training that a company makes shows the employees they are valued. The training creates a supportive workplace. Employees may gain access to training they wouldn't have otherwise known about or sought out themselves. Employees who feel appreciated and challenged through training opportunities may feel more satisfaction toward their jobs.
Types of Training :
There are several T&D methods avai lable. The use of a part icular method depends which method accompl ishes the training needs and objectives. Training methods can be classified into two categories:
I. On-the-Job Methods
This refers to the methods of training in which a person learns a job by actually doing/performing it. A person works on a job and learns and develops expertise at the same time.
1. Understudy
In this the employee is trained by his or her supervisor. The trainee is attached with his or her senior and called understudy or assistant. For example, a future manager might spend few months as assistant to the present manager.
2. Job rotation
This refers to shifting/movement of an employee from one job to another on regular intervals.
3. Special projects
The trainees' may ask to work on special projects related with departmental objectives. By this, the trainees will acquire the knowledge of the assigned work and also learn how to work with others.
4. Experience
It refers to learning by doing. This is one of the oldest methods of on-the-job training. Although this is very effective method but i t also very t ime-consuming and wasteful. Thus it should be followed by other training methods.
5. Committee assignment
In this, the trainees become members of a committee. The c o m m i t t e e i s a s s i g n e d a p r o b l e m t o d i s c u s s a n d m a k e recommendations.
6. Coaching
In this, the supervisor or the superior acts as a guide and instructor of the trainee. This involves extensive demonstration and continuous critical evaluation and correction.
II. Off-the-Job Methods
These methods require trainees to leave their workplace and concentrate their entire time towards the training objectives. These days off-the-job training methods have become popular due to limitations of the on-the-job training methods such as facilities and environment, lack of group discussion and full participation among the trainees from different disciplines, etc. In the off-thejob methods, the development of trainees is the primary task rest everything is secondary. Following are the main off-the-job training methods:
1. Special courses and lectures
These are the most traditional and even famous today, method of developing personnel. Special courses and lectures are either designed by the company itself or by the management/professional schools. Companies then sponsor their trainees to attend these courses or lectures. These are the quick and most simple ways to provide knowledge to a large group of trainees.
2. Conferences and seminars
In this, the participants are required to pool their thoughts, ideas, viewpoints, suggestions and recommendations. By attending conferences and seminars, trainees try to look at a problem from different angles as the participants are normally from different fields and sectors.
3. Selected reading
This is the self-improvement training technique. The persons acquire knowledge and awareness by reading various trade journals and magazines. Most of the companies have their own libraries. The employees become the members of the professional associations to keep abreast of latest developments in their respective fields.
4. Case study method
This technique was developed by Harvard Business School, U.S.A. It is used as a supplement to lecture method. A case is a written record of a real business situation/problem faced by a company. The case is provided to the trainees for discussion and analysis. Identification and diagnose of the problem is the aim in case study method. Alternate courses of action are suggested from participants.
5. Programmed instruction/learning
This is step-by-step self-learning method where the medium may be a textbook, computer or the internet. This is a systematic method for teaching job skills involving presenting questions or facts, allowing the person to respond and giving the learner immediate feedback on the accuracy of his or her answers."
6. Brainstorming
This is creativity-training technique it helps people to solve problems in a new and different way. In this technique, the trainees are given the opportunity to generate ideas openly and without any fear of judgment. Criticism of any idea is not allowed so as to reduce inhibiting forces. Once a lot of ideas are generated then they are evaluated for their cost and feasibility.
7. Role-playing
In this method, the trainees are assigned a role, which they have to play in an artificially created situation. For example, a trainee is asked to play the role of a trade union leader and another trainee is required to perform the role of a HR manager. This technique results in better understanding of each other's situation by putting foot in other's shoes.
8. Vestibule schools
Large organisations frequently provide what are described as vestibule schools a preliminary to actual shop experience. As far as possible, shop conditions are duplicated, but instruction, not output is major objective." A vestibule school is operated as a specialised endeavor by the personnel department. This training is required when the amount of training that has to be done exceeds the capacity of the line supervisor; a portion of training is evolved from the line and assigned to staff through a vestibule school." The advantage of a vestibule school is specialisation.
9. Apprenticeship training
This training approach began in the Middle Ages when those who wanted to learn trade skill bound themselves to a master craftsman and worked under his guidance. Apprenticeship training is a structured process by which people become skilled workers through a combination of classroom instruction and on-the-job training.
10. In-basket exercise
In this technique, the trainees are provided background information on a simulated firm and its products, and key personnel. After this, the trainees are provided with in-basket of memos, letters, reports, requests and other documents related with the firm. The trainee must make sense out of this mass of paperwork and prepare memos, make notes and delegate tasks within a limited time period."
11. Business games
Business games involve teams of trainees. The teams discuss and analyze the problem and arrive at decisions. Generally, issues related with inventories, sales, R&D, production process, etc. are taken up for consideration.
12. Behavior modeling
This is structured approach to teach specific supervisory skill. This is based on the social learning theory in which the trainee is provided with a specific model of behaviour and is informed in advance of the consequences of engaging in that type of behaviour.
13. Sensitivity (T-group) training
In this type of training, a small group of trainees consisting of 10 to 12 persons are formed which meets in an unstructured situation. There is no set agenda or schedule or plan. The main objectives are more openness with each other, increased listening skills, trust, support, tolerance and concern for others. The trainers serve a catalytic role. The group meets in isolation without any formal agenda. There is great focus on inter-personal behaviour. And, the trainer provides honest but supportive feedback to members on how they interacted with one another.
14. Multiple management
This technique of training was first introduced by McCormick, President of McCormick & co. of Baltimore in 1932. He gave the idea of establishing a junior board of directors. Authority is given to the junior board members to discuss any problem that could be discuss in senior board and give recommendations to the senior board. Innovative and productive ideas became available for senior board.
Evaluation of Training:
Definition: “Any attempt to obtain information on the effects of training onperformance
and to assess the value of training in the light of that information.”
Objectives of Training Evaluation:
1. To check the effectiveness of training to improve performance of employees on the jobs.
2. To ascertain how far the training is useful to improve career prospects of individual
employees in the organization.
3. To identify the deficiencies of the training for the purpose it is intended in order to
incorporate additions to the training program.
4. To identify unnecessary aspects in the training program for the purpose of deleting such
things from the training program.
Principles of Evaluation:
1. Evaluation must be continuous.
2. Evaluation must be specific.
3. Evaluation must be based on objective method and standards.
4. Evaluation specialist must be clear about the goods and purpose of evaluation.
Techniques of Evaluation:
1. Questionnaires
2. Tests
3. Interviews
4. Cost benefit analysis
5. Feed back
Evaluation methods:
1. Test-retest method:
Participants are given a test before they begin the program. After the program is
completed the participants retake the test. This test may not be valid but more importantly,
Increase in test scores may be due to causes other than the training program.
2. Pre-post performance method:
In this method each participant is evaluated prior to training and rated on actual job
performance. After instruction (program) is completed the participant is reevaluated. It
deals directly with job behavior.
3. Experimental :
Control group method: Two groups are established i.e. experimental & Control group,
comparable as to skills, intelligence and learning abilities and evaluated on actual job
performance. Members of control group work on the job but do not undergo training.
Experimental group is given the training. At the conclusion of the training the two groups
are reevaluated.
4. Four factor comparison method (Kirkpatrick model):
This method is proposed by Kirkpatrick& others.
According to this method evaluation of following 4 factors are essential to determine the
effectiveness of training program. These are:
1) Reaction: Employees reaction to the training program by itself is a good indicator. This
is subjective evaluation. However it reveals the attitude of the trainees to the training
program. Reaction is obtained by opinion surveys and taking majority views.
2) Learning: In this case an attempt is made to assess whether the trainees have learned the
skills and knowledge intended to be imparted through the training program.
3) Behavior: here the trainee’s behavioral pattern is examined carefully after his training
program for the purpose of evaluating whether there are changes in his behavior in the job
compared to the period before the training program was imparted.
4) Result: This is a method of evaluating quantifiable indices or attributes of performance
which can be directly related as a result of training. For example Productivity, reduction in
rejection rates of finished goods, incidents of accidents, absenteeism, conflicts, etc
INDUSTRY PROFILE
General Introduction
Bank may be defined as a financial institution which is engaged in the business
of keeping money for savings and checking accounts or for exchange or for
issuing loans and credit etc. A set of services intended for private customers and
characterized by a higher quality than the services offered to retail customers. Based on the
notion of tailor-made services, it aims to offer advice on investment, inheritance plans and
provide active support for general transactions and the resolution of asset-
related problems. The essential function of a bank is to provide services related
to the storing of deposits and the extending of credit. Basic function may
include Credit collection, Issuer of banking notes, Depositor of money and lending
loans.
INTRODUCTION TO BANKING IN INDIA
The banking section will navigate through all the aspects of the Banking System in India. It
will discuss upon the matters with the birth of the banking concept in the country to new
players adding their names in the industry in coming few years. The banker of all banks,
Reserve Bank of India (RBI), the Indian Banks Association (IBA) and top 20 banks like
IDBI, HSBC, ICICI, ABN AMRO, etc. has been well defined under three separate heads
with one page dedicated to each bank. However, in the introduction part of the entire
banking cosmos, the past has been well explained under three different heads namely:
•History of Banking in India
•Nationalization of Banks in India
•Scheduled Commercial Banks in India
The first deals with the history part since the dawn of banking system in India.
Government took major step in the 1969 to put the banking sector into systems and it
nationalized 14 private banks in the mentioned year.
HISTORY OF BANKING IN INDIA
Without a sound and effective banking system in India it cannot have a healthy economy.
The banking system of India should not only be hassle free but it should be able to
meet new challenges posed by the technology and any other external and
internal factors.
For the past three decades India's banking system has several outstanding
achievements to its credit. The most striking is its extensive reach. It is no longer
confined to only metropolitans or cosmopolitans in India. In fact, Indian banking
system has reached even to the remote corners of the country. This is one of
the main reasons of India's growth phase.
The government's regular policy for Indian bank since 1969 has paid rich
Dividends. With the nationalization of 14 major private banks of India. Not long ago, an
account holder had to wait for hours at the bank counters for getting a draft or for withdrawing
his own money.
Gone are days when the most efficient bank transferred money from one branch to other in two days.
Now it is simple as instant messaging or dials a pizza. Money has become the order of the day.
The first bank in India, though conservative, was established in 1786.From 1786 till today,
the journey of Indian Banking System can be segregated into three distinct phases. They
are as mentioned below:
Early phase from 1786 to 1969 of Indian Banks
Nationalization of Indian Banks and up to 1991 prior to Indian banking sector Reforms.
New phase of Indian Banking System with the advent of Indian Financial
& Banking Sector Reforms after 1991.To make this write-up more explanatory, I prefix the
scenario as Phase I, Phase II and Phase III.
Phase I
The General Bank of India was set up in the year 1786.
Next came Bank of Hindustan and Bengal Bank. The East India Company
established Bank of Bengal (1809), Bank of Bombay (1840) and Bank of Madras
(1843) as independent units and called it Presidency Banks.
These three banks were amalgamated in 1920 and Imperial Bank of India was
established which started as private shareholders banks, mostly Europeans
shareholders .In 1865 Allahabad Bank was established and first time exclusively by
Indians, Punjab National Bank Ltd. was set up in 1894 with headquarters at
Lahore. Between 1906 and 1913, Bank of India, Central Bank of India, Bank of
Baroda, Canara Bank, Indian Bank, and Bank of Mysore were set up. Reserve Bank
of India came in 1935.During the first phase the growth was very slow and banks
also experienced periodic failures between 1913 and 1948.
There were approximately 1100 banks, mostly small.
To streamline the functioning and activities of commercial banks, the Government of India
came up with The Banking Companies Act, 1949 which was later changed to Banking
Regulation Act 1949 as per amending Act of 1965 (Act No. 23of 1965). Reserve Bank of
India was vested with extensive powers for the supervision of banking in India as
the Central Banking Authority. During those day’s public has lesser confidence in
the banks. As an aftermath deposit mobilization was slow. Abreast of it the savings bank
facility provided by the Postal department was comparatively safer. Moreover, funds were
largely given to traders.
Phase II
Government took major steps in this Indian Banking Sector Reform after
independence. In 1955, it nationalized Imperial Bank of India with extensive
banking facilities on a large scale especially in rural and semi-urban areas. It
formed State Bank of India to act as the principal agent of RBI and to
handle banking transactions of the Union and State Governments all over the
country. Seven banks forming subsidiary of State Bank of India was nationalized in
1960 on 19th July, 1969, major process of nationalization was carried out. It was the
effort of the then Prime Minister of India, Mrs. Indira Gandhi. 14 major
commercial banks in the country were nationalized. Second phase of nationalization
Indian Banking Sector Reform was carried out in 1980 with seven more banks. This
step brought 80% of the banking segment in India under Government ownership.
The following are the steps taken by the Government of India to Regulate Banking
Institutions in the Country:
1949: Enactment of Banking Regulation Act.
1955: Nationalization of State Bank of India.
1959: Nationalization of SBI subsidiaries.
1961: Insurance cover extended to deposits.
1969: Nationalization of 14 major banks.
1971: Creation of credit guarantee corporation.
1975: Creation of regional rural banks.
1980: Nationalization of seven banks with deposits over 200crore.
After the nationalization of banks, the branches of the public sector bank India raised to
approximately 800% in deposits and advances took a huge jump by 11,000%.Banking in
the sunshine of Government ownership gave the public implicit faith and immense
confidence about the sustainability of these institutions.
Phase III
This phase has introduced many more products and facilities in the banking sector
in its reforms measure. In 1991, under the chairmanship of M Narasimham, a
committee was set up by his name which worked for the liberalization of banking
practices. The country is flooded with foreign banks and their ATM stations. Efforts
are being put to give a satisfactory service to customers.
Phone banking and net banking is introduced. The entire system became more
convenient and swift. Time is given more importance than money. The financial
system of India has shown a great deal of resilience. It is sheltered from any crisis
triggered by any external macroeconomics shock as other East Asian Countries
suffered. This is all due to a flexible exchange rate regime, the foreign reserves are
high, the capital account is not yet fully convertible, and banks and their customers
have limited foreign exchange exposure.
The commercial banking structure in India consists of:
Scheduled Commercial Banks in India
Unscheduled Banks in India Scheduled Banks in India constitute those banks which
have been included in the Second Schedule of Reserve Bank of India (RBI) Act,
1934. RBI in turn includes only those banks in this schedule which satisfy the
criteria laid down vide section 42 (6) (a) of the Act. As on 30th June, 1999, there
were 300 scheduled banks in India having a total network of 64,918 branches. The
scheduled commercial banks in India comprise of
State bank of India and its associates (8),
nationalized banks (19),
foreign banks (45),
private sector banks (32),co-operative banks and regional rural banks."Scheduled
banks in India" means the State Bank of India constituted under the State Bank of
India Act, 1955 (23 of 1955), a subsidiary bank as defined in the State Bank of India
(Subsidiary Banks) Act,1959 (38 of 1959), a corresponding new bank constituted
under section 3 of the Banking Companies (Acquisition and Transfer
of Undertakings) Act, 1970 (5 of 1970), or under section 3 of the Banking
Companies (Acquisition and Transfer of Undertakings) Act, 1980 (40 of 1980), or
any other bank being a bank included in the Second Schedule to the Reserve Bank
of India Act, 1934 (2 of 1934), but doesnot include a co-operative bank"."Non-
scheduled bank in India" means a banking company as defined in clause (c) of
section 5 of the Banking Regulation Act, 1949 (10 of 1949), which is not a scheduled
bank".
The following are the Scheduled Banks in India (Public Sector):
State Bank of India
State Bank of Bikaner and Jaipur
State Bank of Hyderabad
State Bank of Indore
State Bank of Mysore
State Bank of Saurashtra
State Bank of Travancore
Andhra Bank
Allahabad Bank
Bank of Baroda
Bank of India
Bank of Maharashtra
Canara Bank
Central Bank of India
Corporation Bank
Dena Bank
Indian Overseas Bank
Indian Bank
Oriental Bank of Commerce
Punjab National Bank
Punjab and Sind Bank
Syndicate Bank
Union Bank of India
United Bank of India
UCO Bank
Vijaya Bank
The following are the Scheduled Banks in India (Private Sector):
ING Vysya Bank Ltd
Axis Bank Ltd
Indusind Bank Ltd
ICICI Bank Ltd
South Indian Bank
HDFC Bank Ltd
Centurion Bank Ltd
Bank of Punjab Ltd
IDBI Bank Ltd
The following are the Scheduled Foreign Banks in India:
American Express Bank Ltd.
ANZ Gridlays Bank Plc.
Bank of America NT & SA
Bank of Tokyo Ltd.
Banquc Nationale de Paris
Barclays Bank Plc
Citi Bank N.C.
Deutsche Bank A.G.
Hongkong and Shanghai Banking Corporation
Standard Chartered Bank
The Chase Manhattan Bank Ltd
Dresdner Bank AG
BANKING SERVICES IN INDIA
With years, banks are also adding services to their customers. The Indian banking industry
is passing through a phase of customers market. The customers have more choices in
choosing their banks. A competition has been established within the banks operating in
India. With stiff competition and advancement of technology, the services provided by
banks have become more easy and convenient. The past days are witness to an hour wait
before withdrawing cash from accounts or a cheque from north of the country being
cleared in one month in the south. This section of banking deals with the latest discovery in
the banking instruments along with the polished version of their old systems.
BANK ACCOUNT
The most common and first service of the banking sector. There are different types
of bank account in Indian banking sector. The bank accounts are as follows:
Bank Savings Account - Bank Savings Account can be opened for eligible person /
persons and certain organizations / agencies (as advised by Reserve Bank of India
(RBI) from time to time)
Bank Current Account - Bank Current Account can be opened by individuals /
partnership firms / Private and Public Limited Companies / HUFs / Specified
Associates / Societies / Trusts, etc
Bank Term Deposits Account - Bank Term Deposits Account can be opened by
individuals / partnership firms / Private and Public Limited Companies / HUFs/
Specified Associates / Societies /Trusts, etc
Bank Account Online - With the advancement of technology, the major banks in the
public and private sector has facilitated their customer to open bank account online.
Bank account online is registered through a PC with an internet connection. The
advent of bank account online has saved both the cost of operation for banks as well
as the time taken in opening an account.
PLASTIC MONEY
Credit cards in India are gaining ground. A number of banks in India are encouraging
people to use credit card. The concept of credit card was used in 1950 with the launch of
charge cards in USA by Diners Club and American Express. Credit card however
became more popular with use of magnetic strip in 1970.Credit card in India
became popular with the introduction of foreign banks in the country. Credit cards are
financial instruments, which can be used more than once to borrow money or buy products
and services on credit .Basically banks, retail stores and other businesses issue these.
LOANS
Banks in India with the way of development have become easy to apply in loan market. The
following loans are given by almost all the banks in the country:
Personal Loan
Car Loan or Auto Loan
Loan against Shares
Home Loan
Education Loan or Student Loan In Personal Loan, one can get a sanctioned Loan
amount between Rs25, 000 to 10, 00,000 depending upon the profile of person
applying for the loan. SBI, ICICI, HDFC, HSBC are some of the leading banks
which deals in Personal Loan
MONEY TRANSFER
Beside lending and depositing money, banks also carry money from one corner of the globe
to another. This act of banks is known as transfer of money. This activity is termed
as remittance business. Banks generally issue Demand Drafts, Banker's Cheques, Money
Orders or other such instruments for transferring the money. This is a type of Telegraphic
Transfer or Tele Cash Orders. It has been only a couple of years that banks have jumped into
the money transfer businesses in India.
COMPANY
PROFILE
COMPANY PROFILE
The first Indian bank started only with Indian capital, was nationalized in July 1969 and
currently the bank has become a front-line banking institution in India with 4525 Offices
including 432 Extension Counters. The corporate office of the bank is at New Delhi. Punjab
National Bank of India has set up representative offices at Almaty (Kazakhstan), Shanghai
(China) and in London and a full fledged Branch in Kabul (Afghanistan).Punjab National
Bank with 4497 offices and the largest nationalized bank is serving its 3.5 crore customers
with the following wide variety of banking services:
Corporate banking
Personal banking
Industrial finance
Agricultural finance
Financing of trade
International banking
Punjab National Bank has been ranked 38th amongst top 500companies by The Economic
Times. PNB has earned 9th position among top 50 trusted brands in India. Punjab
National Bank India maintains relationship with more than 200leading international banks
world wide. PNB India has Rupee Drawing Arrangements with 15 exchange companies in
UAE and 1 in Singapore
HISTORY OF THE BANK
(PNB) was registered on May 19, 1894 under the Indian Companies Act with its
office in Anarkali Bazaar Lahore. The Bank is the second largest government-
owned commercial bank in India with about 4,500 branches across 764 cities. It
serves over 37million customers. The bank has been ranked 248th biggest bank in
the world by Bankers Almanac, London. The bank's total assets for financial year
2007 were about US$60 billion. PNB has a banking subsidiary in the UK, as well as
branches in Hong Kong and Kabul, and representative offices in Almaty, Dubai,
Oslo, and Shanghai.
1895: PNB commenced its operations in Lahore. PNB has the distinction of being
the first Indian bank to have been started solely with Indian capital that has
survived to the present. (The first entirely Indian bank, the Ouch Commercial
Bank, was established in 1881 in Faizabad, but failed in 1958.) PNB's founders
included several leaders of the Swadeshi movement such as Dyal Singh Majithia and
Lala Har Kishen Lal, Lala Lalchand, Shri Kali Prosanna Roy, Shri E.C.
Jessawala, Shri Prabhu Dayal, Bakshi Jaishi Ram, and Lala Dholan
Dass. LalaLajpat Rai was actively associated with the management of the Bank in
its early years.
1904: PNB established branches in Karachi and Peshawar.
1940: PNB absorbed Bhagwan Dass Bank, a scheduled bank located in Delhi circle.
1947: Partition of India and Pakistan at Independence. PNB lost its premises in
Lahore, but continued to operate in Pakistan.
1951: PNB acquired the 39 branches of Bharat Bank (est. 1942) Bharat Bank
became Bharat Nidhi Ltd.
1961: PNB acquired Universal Bank of India.
1963: The Government of Burma nationalized PNB's branch in Rangoon (Yangon).
September 1965: After the Indo-Pak war the government of Pakistan seized all the
offices in Pakistan of Indian banks, including PNB's head office, which may have
moved to Karachi.PNB also had one or more branches in East Pakistan
(Bangladesh).
1960s: PNB amalgamated Indo Commercial Bank (est. 1933) in a rescue.
1969: The Government of India (GOI) nationalized PNB and 13other major
commercial banks, on July 19, 1969.
1976 or 1978: PNB opened a branch in London.
1986 The Reserve Bank of India required PNB to transfer its London branch to
State Bank of India after the branch was involved in a fraud scandal.
1986: PNB acquired Hindustan Commercial Bank (est. 1943) in a rescue. The
acquisition added Hindustan's 142 branches to PNB's network.
1993: PNB acquired New Bank of India, which the GOI had nationalized in 1980.
1998: PNB set up a representative office in Almaty, Kazakhstan.
2003: PNB took over Nedungadi Bank, the oldest private sector bank in Kerala. Rao
Bahadur T.M. Appu Nedungadi, author of Kundalatha, one of the earliest novels in
Malayalam, had established the bank in 1899. It was incorporated in 1913, and in
1965 had acquired selected assets and deposits of the Coimbatore National Bank. At
the time of the merger with PNB, Nedungadi Bank's shares had zero value, with the
result that its shareholders received no payment for their shares.PNB also opened a
representative office in London.
2004: PNB established a branch in Kabul, Afghanistan.PNB also opened a
representative office in Shanghai. PNB established an alliance with Everest Bank in
Nepal that permits migrants to transfer funds easily between India and Everest
Bank's 12 branches in Nepal.
2005: PNB opened a representative office in Dubai.
2007: PNB established PNBIL - Punjab National Bank (International) - in the UK,
with two offices, one in London, and one in South Hall. Since then it has opened a
third branch in Leicester, and is planning a fourth in Birmingham. Gatin Gupta
became Chairmen of Punjab National Bank.
2008: PNB opened a branch in Hong Kong.
2009: PNB opened a representative office in Oslo, Norway.
PRODUCTS AND SERVICES
Savings Fund Account
Total Freedom Salary Account
PNB Prudent Sweep
PNB Vidyarthi SF Account
PNB Mitra SF
Account Current Account
PNB Vaibhav
PNB Gaurav
PNB Smart Roamer
Fixed Deposit Schemes
Spectrum Fixed Deposit Scheme,
Anupam Account,
Mahabachat Schemes,
Multi Benefit Deposit
Scheme Credit Schemes
Flexible Housing Loan
Car Finance
Personal Loan
Credit Cards
Social Banking
Mahila Udyam Nidhi Scheme
Krishi Card
PNB Farmers Welfare Trust
Corporate Banking
Gold Card scheme for exporters
EXIM finance
Business Sector
PNB Karigar credit card,
PNB Kushal Udhami,
PNB Pragati Udhami,
PNB Vikas Udhami
Apart from these, and the PNB also offers locker facilities, senior citizens schemes, PPF schemes and various E-services.
PNB SUBSIDIARIES
PNB GILTS LTD. PNB Gilts Ltd., a subsidiary of the Bank, is engaged in the
business of trading in Govt. securities, treasury bills and Non SLR Investments.
PNB GILTS LTD
PNB HOUSING FINANCE LTD
PNB HOUSING FINANCE LTD
PNB INVESTMENT SERVICES LTD
PNB INVESTMENT SERVICES LTD
PNB INSURANCE BROKING Pvt.
Let’s analyze SWOT in order to know as to where the company stands
SWOT ANALYSIS
STRENGTH
Wide network
Large number of customers
Fast adaptability to technology
Brand image
WEAKNESS
Casual behavior
Corruption and red tapism
Slow decision making due to large hierarchy
High gross NPA
OPPORTUNITIES
Home to home banking services
Diversification towards other fields
THREATS
Stiff competition from SBI and other private players.
ACHIEVEMENTS OF PUNJAB NATIONAL BANK
During 2014-15
Award By PMJDY Award of Excellence 2015 Federation of Industry Trade and Services .
FIPS Award for Access to Banking and Financial Services Through Kiosk Banking Solution
Technology ELETS.
BFSI Awards for Bank with leading Financial Inclusion Initiatives 2015 by ABP news
Best Bank Branch by State Forum of Bankers' Club Kerala.
IBA Banking Technology Awards 2014-15- Training and Human Resources, eLearning
initiatives (PSU) Second Runners Up by Indian Banks' Association
IBA Banking Technology awards 2014-15’ Best Risk Management Initiatives (winnner) by
Indian Banks' Association
Skoch Renaissanace Award for people management: Skill Development & Employment
generation by Certificate For Commendable Contribution
MSME Banking Excellence Awards 2014- Best Bank for Financial inclusion -Runners Up
Chambers of Indian Micro Small and Medium Enterprises.
Banking Frontiers: Inspiring Work Place by Banking Frontiers Magazines
Golden Peacock Business Excellence Award 2014 by Institute of Directors
Golden Peacock Innovative Product/Service Award 2014 by Institute of Directors
Vigilance Excellence Award Institute of Public Enterprises
ORGANIZATIONAL STRUCTURE
1. HEAD OFFICE7, BHIKAJI CAMA PLACE, NEWDELHI-66
2. REGIONAL OFFICES (48)
3. ZONAL OFFICES (25)
4. BRANCHES (4525)
OUR VISION
To evolve and position the bank as a world class, progressive, cost effective and customer friendly institution providing comprehensive financial and related services.
Integrating frontiers of technology and serving various segments of society especially weaker section.
Committed to excellence in serving the public and also excelling in corporate values
OUR MISSION
To provide excellent professional services and improve its position as a leader in financial and related services
Build and maintain a team of motivated workforce with high
work ethos.
Use latest technology aimed at customer satisfaction and act as an effective catalyst for socio economic development.
OUR VALUES
Bonding and Integrity Ethical conduct Periodic disclosure Confidentiality and fair dealing Compliance with rules and regulations
RESARCH
METHODOLOGY
CHAPTER - III
METHODOLOGY
The value of any systematic research lies in its methodology which is a way to systematically
solve research problems. Methodology helps the investigator to conduct in a prescribed manner.
Title of the Study:
"A Study on Training efficiency with Special Reference to Punjab National Bank, Kanpur."
Scope of the Study:
For the purpose of the study I have been taken in to consideration only permanent employees of
Punjab National Bank among them I have selected 25 employees as sample.
Objectives of the Study:
1. To know and understand about the training efficiency in PNB.
2. To find out the various methods of training in the organization.
3. To know about the opinion of the employees working in PNB.
4. To find out the effectiveness of training at PNB and
5. To suggest measures to increase Training efficiency of the employees of PNB
Methods of Data Collection:
For the purpose of the study the necessary data has been collected from primary and secondary
methods.
1. Primary Data: Primary data required for the study was been collected through questionnaire
method.
2. Secondary Data: It was collected published books, journals, company records, files and
internet.
Method of Sampling :
The sampling technique used was non-probabilistic sampling under which convenient sampling
method was used.
Limitations of the Study:
1. The study is only limited to Punjab National Bank.
2. The study was on 25 selected employees, so their need not be the universal opinion.
3. Workers are always busy in their work. I is may not have given clear answer.
4. The study is to taken up for the academic purpose.
DATA ANALYSIS
&
INTERPRETATION
CHAPTER - IV
ANALYSIS AND INTERPRETATION
In this chapter the investigator tried to analyze the collected data. The data has been collected
mainly through questionnaire.
PART - A
1.Years of Service:
The employee's experience and are directly related. Common belief is that younger workers are
more dissatisfied with higher expectations than their elders.
Table 1
YEARS NUMBER OF PEOPLE
0-5 3
5-10 1
10-15 2
15-20 3
20-25 10
ABOVE 25 YEARS 6
12%
4%
8%
12%
40%
24%
Years of service
0-5 YEARS5-10 YEARS10-15 YEARS15-20 YEARS20-25 YEARSABOVE 25 YEARS
Chart 1: Years of service at PUNJAB NATIONAL BANK
The above pie chart shows that:
12% of the respondents have 0 - 5 years experience.
4% of the respondents have 5-10 years experience.
8% of the respondents have 10-15 years experience.
12% of the respondents have 15-20 years experience.
40% of the respondents have 20-25years experience.
24% of the respondents have above 25years experience.
Table No. - 2.
Training Program Attendance
Direct relationship between Training Program Attendance and Employee Efficiency. The higher
the training level on employee the higher his efficiency because he can do his work with ease
and can be updated about latest trends in technology.
Training Program Attendance
yes 25
no 0
100%
1st Qtr2nd Qtr
Chart 2: Training Program Attendance
Above pie chart shows that all the respondents (100%) have attended training programs earlier.
Table3
Satisfaction of needs and expectations by Training program
Yes 18
No 7
no, 28%
yes 72%
noyes
Chart 3: Satisfaction of needs and expectations by Training program
The above pie chart shows that 72% of the respondents are of the opinion that theTraining
program met their needs and expectations.28% of the respondents are of the opinion that the
Training program did not meet their needs and expectations.
Table No. - 4
adequate training facilities were provided?
Table No. – 4 adequate training facilities were provided?
yes 21
no 4
yes84%
no16%
Chart 4: Training Facilities
The above pie chart shows that:
84% of the respondents feel that adequate training facilities were provided.
16% of the respondents feel that adequate training facilities were not provided
Table - No. 5
content of the program (course) logically organized?
Table 5 Logical Course Content
Yes 20
No 05
80% yes
20% no
yesno
Chart 5: Logical Course Content
The above pie chart shows that:
80% of the respondents are of the opinion that content of the training program was logically
organized.
20% of the respondents are of the opinion that content of the training program was not logically
organized.
Table 6
6. Whether you exchange the knowledge gained at the training center with your colleagues
at your workplace?
Table 6: Information Exchange at the workplace
yes 23
no 2
YES, 92%
NO 8%
Sales
yesno
Chart 6: Information Exchange at the workplace
The above pie chart shows that:
92% of the respondents exchange the knowledge gained at the training center with colleagues at
their workplace.
8% of the respondents’ don’t exchange the knowledge gained at the training center with
colleagues at their workplace.
7. The batch size of the program was
Table 7: Batch Size of the Training Program
JUST RIGHT 20
TOO FEW 2
TOO MANY 3
50%
20%
30%
JUST RIGHTTOO FEWTOO MANY
Chart 7: Batch Size of the Training Program
The above pie chart shows that:
80% of the respondents are of the opinion that batch size of the training program was just right.
8% of the respondents are of the opinion that batch size of the training program was too few.
12% of the respondents are of the opinion that batch size of the training program was too many.
8. Quality of the training program was
Table 8: Quality of the training program
EXCELLENT 5
GOOD 15
AVERAGE 5
20%
60%
20%
AVERAGEGOODEXCELLENT
Chart 8: Quality of the training program
The above pie chart shows that:
20% of the respondents are of the opinion that quality of the training program wasExcellent
60% of the respondents are of the opinion that quality of the training program was good.
20% of the respondents are of the opinion that quality of the training program was Average.
Table 9.
9. In what way the training program was useful?
Table 9: Usefulness of the Training Program
Improvement in Skill 6
Enhanced knowledge 14
Self Development 3
Attitudinal Changes 2
24%
56%
12%
8%
improvement in skillsenhanced knowledgeself developmentattitudinal changea
Chart9: Usefulness of the Training Program
The above pie chart shows that
24% of the respondents are of the opinion that the training program brought improvement in
skills.
56% of the respondents are of the opinion that the training program enhanced knowledge.
12% of the respondents are of the opinion that the training program was useful in self
development.
8% of the respondents are of the opinion that the training program brought attitudinal changes.
10. Whether the course material provided during the training was useful?
. Table 10: Usefulness of the Course material
YES 23
NO 2
Chart 10: Usefulness of the Course mate
YES 92%
NO 8%
Column1
yesno
rial
The above pie chart shows that
92% of the respondents feel that the course material provided during the training was useful.
8% of the respondents feel that the course material provided during the training was not useful.
11. Do you feel that you will be able to handle your job better after attending the training
program?
Table 11: Effect of training on the job
yes 22
no 3
88%
12%
yesno
Chart 11: Effect of training on the job
The above pie chart shows that:
88% of the respondents feel that the training program helps to do their job better.
12% of the respondents disagree with it.
12. What was your overall impression to the training program?
Table 12: Overall impression to the training program
EXCELLENT 3
GOOD 12
SATISFACTORY 10
BELOW AVERAGE 00
12%
48%
40%
EXCELLENTGOODSATISFACTORYBELOW AVERAGE
Chart 12: Overall impression to the training program
The above pie chart shows that:
12% of the respondents feel that overall the training program was excellent.
48% of the respondents feel that overall the training program was good.
40% of the respondents feel that overall the training program was satisfactory.
13. To what extent the Knowledge gained at the training centre is useful in your day to day
functioning?
Table 13: Usage of knowledge gained at the Training Center in day to day functioning.
TO GREAT EXTENT 6
TO SOME EXTENT 19
DISCOURAGE -
76%
24%
TO GREAT EXTENTTO SOME EXTENTDISCOURAGE
Chart 13: Usage of knowledge gained at the Training Center in day to day functioning
The above pie chart shows that:
24% of the respondents are of the opinion that the knowledge gained at the training centre is
useful to a great extent in day to day functioning.
76% of the respondents are of the opinion that the knowledge gained at the training centre is
useful to some extent in day to day functioning.
FINDINGS
CHAPTER-V
FINDINGS
By the study it is found that:
Summary of Findings:
1) The respondents are well qualified ranging from graduates to post graduates.
2) The designation of the respondents range from Officers to senior managers.
3) All the respondents (100%) have attended training programs earlier.
4) Maximum number of respondents’ i.e.72% of them felt that the training program met their
needs and expectations.
5)84% of the respondents have stated that adequate training facilities were provided.6)80% of
the respondents felt that the content of the training program was logically organized.
7) 92% of the respondents exchange the knowledge gained at the training center with colleagues
at their workplace.
8) 80% of the respondents felt that the batch size of the training program was just right.
9) 60% of the respondents felt that the quality of the training program was good.
10) 56% of the respondents have stated that the training program enhanced their knowledge.
11) 92% of the respondents felt that the material provided during the training programwas useful.
12)88% of the respondents are able to do their job better after attending the training program.
13) The overall reaction to the training program was good which forms 48%.14) Most of the
respondents i.e. 76% have stated that knowledge gained at the training centre is useful to some
extent in day to day functioning.
CONCLUSION
CHAPTER-VI
CONCLUSION
By the study conducted on training effectiveness at Punjab National Bank we can conclude that
in all respects the training programs were successful and for majority of the respondents the
training program met their needs and expectations. However it was found that there should be
more on the job support to encourage employees to practice what they learnt. It was glad to know
that majority of the respondents rated the quality of the training program as “good”. Overall the
training program was good according to the respondents. This shows the success of the training
programs conducted earlier. The open work culture, commitment and the co-operation among the
employees remarkable adaptability to changing banking environment have enabled Punjab
National Bank to be a “THE NAME YOU CAN BANK UPON”
SUGGESTIONS
SUGGESTION
1. Product awareness programs, marketing oriented programs must be introduced.
2. More on the job support should be provided.
3. Training programs should be well defined and well planned.
4. The Training program’s contents should be designed keeping in view the jobs assigned or to
be assigned.
5. Latest developments in the field are to be dealt along with the training program
6. Need based training programs should be conducted.
7. Identification of the trainees should be properly done
8. Retraining in certain areas is necessary as it improves the efficiency of the employees.
9.The bank reflects the philosophy of its founders, training programs (such as workshops,
seminars for the general public) would help to attract more youngsters to Punjab National bank
into its fold
LIMITATIONS OF
THE STUDY
LIMITATION
There are some limitations which occurred during this study:
o Time was a bit short to fathom into the depth of the study. But still all efforts
to the best possible extent have been made to collect the data.
o Since data collected is both primary and secondary in nature, this poses
constraints in asking questions, making formal and informal interactions
with the assistant managers and the reliability and validity of the data.
o In today’s day the companies are very sensitive regarding their internal data,
this proved a hindrance to my study.
o All this study is limited to Punjab National Bank, Kanpur only.
ANNEXURE
ANNEXURE
A Study on Efficiency of Training at Punjab National Bank with Special reference in Punjab
National Bank, Kanpur
Respected Sir,
I am Harleen Kaur studying in second year MBA at STEP-HBTI. Conducting study on
"Training Efficiency" with special reference in Punjab National Bank . I request you to please
fill up this questionnaire and it will be kept confidential.
Part-A
Personal Details
1. Name
2 Age
3 Marital Status
4 Qualification
5 Department
6 Year of Experience
Part-B
1. How many years of service have you completed in Punjab National Bank? __________
2) Have you attended any Training program earlier? Yes No
3) Do you think the Training Program met your needs & expectations? Yes No
4) Whether adequate training facilities were provided? Yes No
5) Was the content of the program (course) logically organized? Yes No
6) Whether you exchange the knowledge gained at the training center with your colleagues
at your workplace? Yes No
7) Do you think the batch size of the program was
Just Right
Too few
Too many
8) Quality of the training program was
Excellent
Good
Average
9) In what way the training program was useful? (Tick your choice)
a) Improvement in Skills.
b) Enhanced Knowledge.
c) Self Development
d) Attitudinal Changes.
10) Whether the course material provided during the training was useful? Yes No
11) Do you feel that you will be able to handle your job better after attending the training
program?
12. What was your overall impression to the training program?
Excellent
Good
Satisfactory
Below average
13. To what extent the Knowledge gained at the training centre is useful in your day today
functioning?
To a great extent
To some extent
No encouragement
14) Would you recommend any changes in the training programs? Please Specify
Bibliography
Bibliography
Websites
http://www.Canbankindia.com/
http://www.indiainfoline.com/
http://www.Rbi.org.in/
Database
Capitaline plus – Capital Market
Books:
Human Resource Mangement, V.S.P.Rao, Excel Books
I .M PANDEY- Financial Accounting
Prof. M.V Kulkarni, Research Methodology
Human Resource Management, K. Ashwatappa, 3/e Tata McGraw-Hill
Publishing
Journals
