TRAINING & DEVELOPMENT IN BANKING SECTOR

IJRMEC Volume2, Issue 7(July 2012) ISSN: 2250-057X

International Journal of Research in Management, Economics and Commerce www.indusedu.org 42

EFFECTIVENESS OF TRAINING AMONG BANK EMPLOYEES: A

COMPARATIVE STUDY OF SELECTED PUBLIC AND PRIVATE

SECTOR BANKS IN INDIA

A. Mani

Assistant Professor - Faculty of Management Studies, VMKV Engineering College,

Salem. Tamil Nadu

Dr. P.A. Joy

Associate Professor in Accounting and Commerce, St., John’s College, Dr. B.R. Ambedkhar

University, Agra, India.

ABSTRACT

Effective training is an investment of human resources of an organization, with both immediate

and long-range returns. Banking sector have a separate policy in the aspects of training

employees irrespective of the cater. The training should have a mandatory affair in an effective

and efficient manner. The present study focus on an effectiveness of the training among bank

employees to analyse the training system and context of public and private sector banks in India.

The purpose of study to select six banks for covers all the regional heads of India and interview

schedule used for data collection. The collected primary data has converted into tabulated and

percentage anlaysis, Z test, t-test and Rank analysis are used. The study concludes that a

separate body should be allocated to continuously assess the technological and social changes to

inherit the same in the aspect of training. Only customer satisfaction being mantra for success

where banking sector is not at all an exceptional case a psychological aspect of analysis should

have in depth attention to attain the customer satisfaction.

Keywords: Training and Development, Effectiveness, Enthusiasm, Facilities, Utilization

Customer Satisfaction.



INTRODUCTION

Training is indeed an ancient art. It had been practiced in one form or the other since the

beginning of human civilisation. However, the emergence of training as a modern science is of

recent origin. Today it comes under the most dynamic and fastest growing area of modern

management i.e. the Human Resource Management (HRM). Although training is applicable to

all spheres of human activities, its importance in the corporate world is infinite. Here, it is a

logical extension of the formal education-life of a person. Once the student gets a job in any

organization, she/he generally happens to be confused by the mismatch between the theory that

she/he has learnt, and its practical implementation. Similarly, to cope with the fast changing

business environment, one needs to have a thorough knowledge of the latest developments in his

field of specialisation. As viewed from the world of Business, what was studied in college is

yesterday’s knowledge, and what will be needed for a career, is tomorrow’s knowledge. No

matter how much education one has, it is not enough. Unless one devotes time & energy to

continuing his education, he will soon become an educational drop out. In this regard, it is rightly

said that ‘education starts at the womb and ends at the tomb’. Therefore, the process of education

needs to continue even after entering into the corporate world, which will enable them to update

their occupational skills, enhance their knowledge and develop their personalities for the purpose

of achieving the organisational objectives. And this part of adult or continuing education has

now come to be known as the ‘Corporate Training’. Today MNC’s [Multi National Companies]

are spending billions of dollars in developing their most valuable assets – the Human Resource

(HR), through training.

The need of the hour, especially when the business worldwide is going through a tough time due

to the economic recession, is to place the training and development at the heart of the business

strategy, so as to enable the organization to build its competence as a domestic & international

player. Training is thus to be used as the most effective tool in developing the Resources. The

training system should be pro- active and should have the foresight of the changed environment

in the future, so as to convey a positive message to the staff that their future is safe, if one is

interested to unlearn & re-learn.



REVIEW OF LITERATURE

Prior studies relating to training evaluation (e.g., Kirkpatrick 1994, Bramley & Kitson 1994,

Clements and Josiam 1995, and Bedingham 1997) indicate that companies use different levels of

analysis to evaluate training effectiveness. Some companies follow a traditional approach that

focuses on trainees’ attitudes or reactions to a training programme (e.g. trainee’s opinions about

training materials, delivery methods, effectiveness of the trainers, usefulness of the training

programme etc). Others extend the training evaluation to incorporate some measured outcomes

of the training programmes (e.g. skills learned or knowledge gained, measured changes in

trainees’ behaviour on the job after the training etc). Still other companies seek to measure the

net financial effects of the training programmes (or their returns) to the company as a whole, or

to its individual departments. Bramely and Kitson (1994) indicated that measuring the

effectiveness of a training programme at the reaction level and / or the levels of skills learned or

knowledge gained are the most common approaches that companies use. However, Tan Hall and

Boyce (2003) indicated that trainee reactions to training programme tended to be poor predictors

of training success.

Perdue, Ninemeier, and Woods (2002) assessed perceived relative effectiveness of alternative

training methods (in relation to specific objectives) among managers of private clubs. They used

an email questionnaire to collect their data from a random sample of 123 private club managers

in USA. The results indicated that one to one training is considered the most useful overall

method and the preferred method for all objectives except inter-personal skill development. The

use of video-tapes ranked fifth best as an overall training method. Audio conferencing, paper and

pencil methods, programme instruction, audio-tapes, computer conferencing, and self-assessment

were considered the least effective training methods.

Buch and Bartly(2002) examined the relationship between learning styles and preferences for

alternative delivery modes used by most organisations today. Delivery modes included

computer-based methods, TV-based methods, print-based methods, audio-based methods, and

classroom-based methods. Learning styles included convergers, accommodators, divergers and

assimilators. The authors used a questionnaire to collect their data from a sample of 165

employees of a large US financial institution. The results support the notion that learning styles

should be taken into account when making decisions regarding the use of delivery modes

available today for training purposes. It was found that convergers had a strong preference for



computer-based delivery while assimilators had a strong preference for print-based delivery.

However, there was a strong overall preference for classroom-based delivery, regardless of the

learning style.

Klink and Streumer (2002) examined the effectiveness of on-the-job training and some potential

factors that explain effectiveness of two samples drawn from two Dutch companies. The first

sample consisted of 36 tele-sales staff who were trained to improve the quality of the telephone

sales call, with the underlying objective of increasing sales. The second sample consisted of 45

new counter clerks (working for post offices) who were trained on how to behave and function

independently at the post office counter. The authors used pretest-post-test design for the first

sample and two post-tests for the second sample (one at the completion of the course and the

other 10 to 15 weeks later). They collected their primary data using questionnaires and tests.

Secondary data about sales were collected from the organisations’ Management Information

Systems.

In India research in the field of training is very less. One of the exceptions is the study conducted

by Riyaz Rainaye. He examined the training policy and practice in SBI and Jammu and Kashmir

Bank (JKB) Limited to assess the effectiveness of the various facets of training. He collected the

data by administering the questionnaire ‘Training Effectiveness’ developed by T. V. Rao (2000).

Sample size for the study was restricted to 200 cashier-clerks and 100 managers from each bank.

He came out with the following conclusions. In JKB, line managers are not well involved in

employee development; induction training is not of sufficient duration, training is not evaluated

properly, senior executives do not interact properly with subordinate employees; training

objectives are not sharply perceived and achieved; there is no concentration on development of

human skills. However, standards of external training programmes and in-bank programmes, are

well maintained. In SBI even though management claims excellence barring a few improvements

needed in Training Need Analysis (TNA) and transfer of training to the job, its own clerks doubt

the claim.

Statement of Problem

The economic development of any country is directly related to the development of banking

system of that country. Financial development has helped the industrialisation process in

developed countries by facilitating the mobilisation of capital for large investments. Well

functioning banks or other financial intermediaries like venture capital funds, also spur



technological innovation by identifying and funding entrepreneurs who are perceived to have the

best chances of developing new products successfully and for implementing innovative

production processes. In India, the Banking sector today, is going through a period of transition.

Beginning with the introduction of New Economic Policy (NEP) by the Government of India in

the year 1991, unprecedented changes have occurred in terms of regulatory aspects, institutional

arrangements, ownership pattern, procedural changes and the onset of competitive functioning.

Advancement in technology and communication has caused a complete turn around in the

‘modus operandi’ of the banks. Anywhere and anytime banking have become the buzzwords.

The entries of new private sector banks and foreign banks have made the sector highly

competitive.

In order to survive and succeed in this fast changing competitive environment, banks need to

organise, develop and manage their human resources effectively. Their major responsibility in

this regard is to build up a right mix of skills, attitude and conceptual understanding amongst

their employees. For achieving this, a continuous process of training interventions in banks is a

must. Despite years of training and huge investment, the effectiveness of training programmes of

the Indian public and private sector banks is a matter of concern. In many instances, it has been

observed that the trainees are considering training just as an outing or a picnic. The selection of

staff for the training programmes is not always need based. It is also being reported that the staff

given training in a particular area are not given opportunity to utilize it, as they are appointed in

some other areas. Therefore, there is a need to study the effectiveness f the training programmes

by evaluating the context, inputs, process and outcomes of training between the pubic and private

sector banks in India. The proposed investigation is an effort in this direction.

Objectives of the Study

1. To study the training system of public and private sector banks in India.

2. To analyze the effectiveness of the training system towards selected public and private

sector banks in India.

3. To find out whether there is any significant difference regarding the effectiveness of

training between different public and private sector banks.

4. To suggest measures to enhance the effectiveness of the training programmes.



Hypothesis

1. There is no significant difference regarding the reaction of bank staff relating to the

effectiveness of training context between the public and private sector banks in India.

2. There is no significant difference regarding the reaction of bank staff relating to the

achievement of training outcome between the public and private sector banks in India.

Methodology

Research methodology is a way to solve a research problem in a systematic manner. In it, various

steps that are generally adapted by a researcher in studying the research problem and the logic

behind them are explained in detail. The methodology used in the present research is explained

below:

Sampling Design

1. Sampling Unit – Select Public and Private Sector Banks in India constitutes the

sampling unit.

2. Source List/ Frame – Source list includes bank employees includes manager, cashier,

clerk employees, trainees, and faculty members of the training centers, ex- trainees and

other stakeholders of the public as well as private sector banks in India.

3. Sampling Procedure – Multi stage sampling method is used in the present research. In the

selection stage six banks were selected (four from Public Sector and two from Private

sector). More banks have been selected from Public sector banks keeping in view the

volume of business transactions.

4. Size of Sample – Zemke and Kramlinger’s Sample size table1 has been used to determine

the number to samples to be selected. The sample size used in the study is 400 which

provides accurate results regarding the population under study.

5. Selection of Banks - Six banks were selected (four from Public Sector and two from

Private sector) representing all the four regions of the country (on the basis of their

headquarters) for detailed study. The chosen public sector banks are

1. State Bank of India [SBI] (Head quarter in Mumbai, Maharashtra -Western Region),

2. Allahabad Bank (Head quarter in Kolkata, West Bengal -Eastern Region),

3. Indian Bank (Head quarter in Chennai, Tamil Nadu -Southern Region) and

1 R Semke/ T Kramlinger, Figuring Things Out, Massachusetts, Addison- Wesley Publishing C. Inc., 1982.



4. State Bank of Patiala [SBP] (Head quarter in Patiala, Punjab -Northern Region).

Among these banks two are from State Bank Group (SBI & SBP) and two from the

Nationalised Banks (Allahabad Bank & Indian Bank). The Private sector banks are:

1. HDFC Bank (Head quarter in Mumbai, Maharashtra -Western Region), and

2. South Indian Bank (SIB) (Head quarter in Thrissur, Kerala -Southern Region).

Sources of Data: Data from both the primary and secondary sources have been included in the

study. The primary source consists of the staff of the select public and private sector banks as

mentioned above. For collecting primary data various tools like Questionnaires, Structured

Interview Schedule, and Telephonic interview have been used. The secondary sources include

the publications of:, RBI and other banks; Bank Training institutes like NIBM, BTC, and the

Apex Colleges and Training centers of the banks.

Limitations of the study

1. The study concentrate both public sector banking as well as private sector banks are

conducting training programmes in regional offices or in other conference halls where as

public sector banks have its own training colleges according to the population and survey.

2. We cannot expect both private and public sector banking procedures follows uniform

services and also training given to the employees is different. Hence; it is limited to

certain service factors to be evaluated for the training programme.

3. The employees of the banks are so faithful to their organizations that they do not want to

say negatives of their organizations, especially in the case of Public Sector Banks. They

may have affected the efficacy of the data collected to a certain extent.

4. The rules for appointment of personnel in the public sector and private sector differ. This

may have some adverse effects on the employee productivity figures for Public Sector

Banks and this may make the direct comparison of the two categories of banks less

useful.

5. The study limited to 400 as sample size due to the geographical coverage of public and

private sector banks in India.



Data Analysis and Interpretations

I. Demographic Distribution of Respondents

A total of 427 respondents participated in the survey. They belong to different banks (from both

public as well as private sector), different age groups, different levels of seniority and expertise

and from both sexes. A detailed distribution of the respondents on the basis of the demographic

parameters such as age, gender and designation is presented below.

Age

The distribution of the respondents on the basis of Age has been analysed. It is found that the

respondents were distributed more or less evenly between the different age groups. However, the

Bank wise analysis shows a huge difference in the age category of public as well as private

sector banks.

Table 1: Distribution of Bank staff on the basis of Age

Category

Public Sector Banks Private Sector Banks Total

No % No % No %

20 - 30 12 4.12 67 49.26 79 18.5

30- 40 71 24.4 17 12.5 88 20.61

40 – 50 125 42.96 16 11.76 141 33.02

50 - 60 83 28.52 36 26.47 119 27.87

Total 291 100 136 100 427 100

Source: Primary Data

Table 1 reveals that out of the 136 staff surveyed, 67 (49 per cent) staff of the private sector

banks belong to the 20-30 age group. In case of Public sector banks the corresponding figure is

only four per cent (12 out of 291). In 30-40 age group category public sector banks have 24 per

cent staff, whereas in private sector banks there are only 12.5 per cent staff belonging to the

category. The maximum number of Public Sector bank staff belongs to the 40-50 age group. Out

of the 291 staff surveyed, 125 staff (i.e. 43 per cent) belong to this category. In private sector

banks only 12 per cent staff belongs to this category. Among the senior most staff (50-60 age

group), both public sector and private sector have similar percentage of staff, i.e. 28.5 and 26.4

per cent respectively.



Gender

There is a huge imbalance with regard to gender in the case of public sector banks.

Table 2 Distribution of Bank staff on the basis of Gender

Category

Public Sector Banks Private Sector Banks Total

No % No % No %

Male 273 93.81 71 52.21 344 80.56

Female 18 6.19 65 47.79 83 19.44

Total 291 100 136 100 427 100


Out of the total 291 staff surveyed 273 were males (93.8 per cent). Only 18 staff (6.19 per cent)

were females. But in private sector banks the ratio is almost equal. Out of 136 staff, 71 (52 per

cent) were males and 65 (48 per cent) were females. The classification of the 18 female (public

sector banks) goes as follows: Trainees – 5, Trainer – 1, Ex-Trainees - 3, general staff – 9. If

analysed further 50 per cent of the female from public sector banks are general staff. The

combined percentage of trainees, trainer and ex- trainees is only 50 per cent.

Designation

The distribution of bank staff on the basis of designation has been analysed. As the designations

in public and private sector banks differ, some grouping has been done to make it uniform. The

designations, Assistant Manager and Deputy Manager, have been grouped under the head

‘Officer’. Similarly Assistant Vice President has been grouped under the head ‘Assistant General

Manager’.

Table 3: Distribution of Bank staff on the basis of Designation

Category

Public Sector

Banks

Private Sector

Banks

Total

No % No % No %

Clerk 16 5.5 19 13.97 35 8.2

Officer 164 56.36 62 45.59 226 52.93

Manager 59 20.27 41 30.15 100 23.42

Sr. Manager 34 11.68 5 3.68 39 9.13

Chief Manager 16 5.5 7 5.12 23 5.39



Asst. General Manager 2 0.69 2 1.47 4 0.94

Total 291 100 136 100 427 100

Source: Survey results conducted by the researcher

As given in the table 5.3, 16 staff (5.5 percent) in the public sector banks are Clerks. In private

sector banks the corresponding figure is 19 (14 per cent). It needs to be further stated that the

New Generation Private sector banks do not have the designation ‘Clerk’. All the clerks in the

private sector bank category belong to the Old Generation Bank taken for the study. Majority of

the staff taken for the study were from officer grade. 226 out of 427 staff (53 per cent) were

officers. The respective figures in public and private sector banks are 56 per cent and 46 per cent.

Other classifications are as under. 100 staff belong to the manager level (23 per cent) 39 (9.13

per cent) staff belong to the Sr. Manager level, 23 staff (5.39 per cent) belong to Chief Manager

level and four staff (0.94 per cent) to the Asst. General Manager level.

II. Opinion of the employees and level of satisfaction

For the purpose of analysis, the collected data has been quantified. The responses of the

participants i.e. strongly Agree, Agree, Moderately Agree, Disagree, Strongly Disagree has been

given the numerical values 5,4,3,2, and 1 respectively. The data collected from four

questionnaires have been grouped under the various variables. Further the data has been analysed

using various statistical tools like tabulation, simple percentage, mean, rank analysis, student’s t

test and Z test, MS Excel has been used as the statistical package for data analysis.

The success of any programme / event depends upon many factors which happen even before the

programme starts, during the programme, as well as after the completion of the programme. A

student’s successful completion of education depends upon the support from the family, facilities

provided by the school / college, and education policies framed by the government, the interest

of the student in the subject, his / her relationship with peers and many others. Similar is the case

of training. The success of any training programme depends upon many factors in addition to the

actual delivery of knowledge.

Training context is defined as those situational factors which affect the training effectiveness. It

includes factors before the starting of the programme [preparation, learning motivation,

expectations], during the programme [areas of satisfaction / dissatisfaction, training facilities,

other facilities] and after the programme [cost, organisational support, organisational support

hindering or facilitating use of training]. This chapter exhibits the opinion level of trainees,



training faculty members, ex- trainees and other stakeholders regarding the training context of

their respective banks.

Table 4: Respondents opinion regarding Satisfaction of Training Context

Factors

Category of

Respondents

Public Sector Bank

Total

Public Sector Bank

Total

Overall

Total HS S N DS HDS HS S N DS HSD

Pre-Training Factor

Training Policy

General Staff 11 29 22 10 2 74 13 17 5 1 1 37 111

Trainers 8 8 0 0 0 16 0 2 0 0 0 2 18

Training Need

Analysis

Trainers 4 5 4 0 16 2 0 0 0 0 2 18

General Staff 9 25 23 16 1 74 11 17 7 2 0 37 111

Staff Participation

in Determining

their Training

Trainers 1 5 5 4 1 16 0 2 0 0 0 2 18

General Staff 9 23 23 16 3 74 11 19 6 1 0 37 111

Emphasis on

developing

managerial

competencies General Staff 15 32 19 8 0 74 9 6 16 12 0 37 111

Emphasis on

developing human

relations

competencies General Staff 16 29 19 10 0 74 11 16 9 1 0 37 111

Briefing and

Debriefing General Staff 9 33 11 20 1 74 11 10 13 3 0 37 111

Learning Motivation

Enthusiasm to

attend training Trainees 54 50 9 0 0 113 28 17 1 0 0 43 156

Training Need

Analysis General Staff 10 33 23 8 0 74 9 15 10 3 0 37 111

Expectations

Right

understanding on

the training to be

Trainees 23 65 19 5 1 113 9 24 7 3 0 43 156

General Staff 10 35 23 6 0 74 10 14 12 1 0 37 111



attended

Training Management

Training Facilities Trainees 47 53 13 0 0 113 22 18 2 1 0 43 156

Trainers 12 2 2 0 0 16 1 1 0 0 0 2 18

Other Facilities

Supportive

Facilities Trainees 26 62 23 2 0 113 11 25 6 1 0 43 156

Trainers 9 6 1 0 0 16 0 2 0 0 0 2 18

Post Training Factors

Cost - Benefit /

Economic

Viability Ex-Trainees 21 40 9 5 0 75 22 14 4 0 0 40 115

Organizational Support

Training Follow-

up General Staff 9 28 19 16 2 74 13 9 12 2 1 37 111

Evaluating

Training

Performance Ex-Trainees 13 29 17 13 3 75 16 15 7 2 0 40 115

Organizational factors hindering or facilitating use of training

Line Manager’s

support in

training utilization General Staff 8 22 25 17 2 74 14 8 12 3 0 37 111

Ex-Trainees 8 31 20 14 2 75 13 18 7 2 0 40 115

Provision of

reflection time in

training utilization General Staff 3 16 24 27 4 74 15 11 9 2 0 37 111

Ex-Trainees 8 31 20 14 2 75 13 18 7 2 0 40 115


Table 4 shows that opinion of the employee’s category in their satisfaction of the training contest

analyzed. Analysis of the data revealed that private sector bank staff are more satisfied than

public sector bank staff. Age wise analysis revealed that among public sector banks, 30 - 40 age

group has the highest level of satisfaction. The lowest satisfaction is among the 20 -30 age group.

Among the private sector banks too the highest satisfaction is among the 30 - 40 age group.



However, here the lowest satisfaction is among the 40 -50 age group. In the gender wise analysis

it was found that in public sector banks, male staff has more satisfaction than female. Among the

private sector banks, both male and female staff has the same level of satisfaction. Among the

various designations of the staff Officers have the highest satisfaction among the public sector

banks. The lowest satisfaction has been found among the Assistant General Managers. However,

among the private sector banks, it is the Managers who showed the highest satisfaction and the

lowest satisfaction is among the Sr. Managers.

Rank analysis of Variables in Training Context

All the variables in Training Context has been consolidated and analysed on the basis of their

rank and mean score.

Table 5: Rank Analysis of Training Context Variables

Variables Public Sector Banks Private Sector

Banks

Mean Rank Mean Rank

Preparation 3.5 6 3.99 6

Learning Motivation 4.07 2 4.21 3

Expectations 3.81 5 3.90 8

Training Facilities 4.34 1 4.42 2

Other Facilities 4.05 3 4.07 4

Cost 4.03 4 4.46 1

Organizational Support 3.4 7 3.99 6

Organizational factors hindering or

facilitating use of training

3.28 8 4.03 5


It was found that among the public sector banks, Training Facilities received the highest rank

with a mean score of 4.34. It has to be kept in mind in this regard that; in general, public sector

banks have invested heavily on infrastructure. And that the staff is highly satisfied with the

facilities provided. The second rank is for Learning Motivation (mean score 4.07) and the third

Other Facilities (4.05). The lowest rank is for the Oraganisational factors hindering or facilitating

use of training having a mean score of 3.28, followed by Organisational Support (3.4). It clearly

indicates that the structural barriers in the public sector banks are adversely affecting the training



effectiveness. Among the private sector banks the variable, Cost has got the first rank with a

mean score of 4.46 indicating that the cost benefit ration is very good in their training

programmes. This is closely followed by Training Facilities (mean score 4.42).

Z Test Analysis

Z Test analysis was undertaken to assess whether there is significant difference regarding the

reactions of the bank staff to the training context as measured by their average score on the

evaluation form with the seventy five percent mark, at five per cent level of significance with a

table value of 1.96. The calculated Z value is 1.14 which is less than the table value and thus it is

concluded that there is no significant difference. The results indicate that the training context is

ineffective and leads the researcher to conclude that the first null hypothesis which states that

‘the reactions of the bank staff to the effectiveness of training context (as measured by their

average scores on the evaluation form) do not differ significantly from the seventy five percent

mark (3.75 on the five point scale)’.is accepted.

T Test Analysis

T test (two sample assuming unequal variance) analysis was undertaken to find out whether there

is any significant difference regarding the reaction of bank staff relating to the effectiveness of

training context between public and private sector banks in India, at five per cent level of

significance with a table value of 1.96. The calculated value came out to be - 4.71, which is

higher than the table value indicating significant difference between private and public sector

banks. Thus the analysis rejects the null hypothesis and accepts the alternative hypothesis that

there is significant difference regarding the reaction of bank staff relating to the effectiveness of

training context between the public and private sector banks in India. In the calculation, the

value of private sector banks is deducted from public sector banks. Thus the negative figure of

table value indicates that private sector bank training context is more effective than the public

sector bank context.

RECOMMENDATION AND CONCLUSION

Banking sector have a separate policy in the aspects of training employees irrespective of the

cater. The training should have a mandatory affair in an effective and efficient manner. A

separate body should be allocated to continuously assess the technological and social changes to

inherit the same in the aspect of training. The primary objective of the training should focus on

socio-techno changes and challenges and also a continuous survey and monitoring in the aspects



of customer satisfaction which covers 360 degree of the environment. Only customer satisfaction

being mantra for success where banking sector is not at all an exceptional case a psychological

aspect of analysis should have in depth attention to attain the customer satisfaction. In this

angler any such further study can be extended from the existing study. A detailed longitudinal

study which covers the entire banking industry under the auspices of the Reserve Bank of India

regarding training and development will be useful as detailed information can be made available.

Government should give more attention and support to the raining of employees in all the

different kinds of organization taking into consideration the larger interests of the nation.

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