Training & Development Creates Skilled & Knowledgeable Workforce

Submitted By: N.M.Ashiquzzaman Md. Imtiaz rashed Md. Irfan Rafat Chapal Bhattacharjee Junayed Mojumder Md. Salah Uddin Arko Saha

Submitted To: Jashim Uddin(Jdn) Lecturer North South University

TABLE OF CONTENT
SL NO.

Topic Abstract Introduction 1 2-3 4-8 4-5 5-6

Page

Sec:1 1.1 1.2

Training and Development Literature Training & Development: Role of Training & Development in Creating Skilled & Knowledgeable Workforce Individual-Level Outcomes from Training & Development Organizational-Level Outcomes from Training & Development Literature Gap Methodology Methodological Framework & Data Analysis: Findings HSBC Bangladesh: Organizational Overview Application of Training Need Analysis (TNA) in HSBC Bangladesh: Training & Development in HSBC Training Programs in HSBC Transfer of Training in HSBC BD Transfer of training for creating knowledgeable and skilled workforce In HSBC Training Evaluation Process of HSBC Discussion Conclusion Reference

1.3 1.4 1.5 Sec:2 2.1 Sec:3 3.1 3.2 3.3 3.4 3.5 3.6 3.7 Sec:4

6-7 7-8 8 9 9 10-21 10-11 11-15 16 16-19 19 19-20 20-21 22-23 23 24-29

Training & Development Creates Skilled & Knowledgeable Workforce: A Case Study of Multinational Corporation Operates in an Emerging Economy.

Abstract Todays businesses are thriving for adapting with ongoing changes that require accumulating new knowledge and skills as a means of knowledge innovation; and transferring this knowledge to workplace by the fact of increasing skills for an effective and efficient workforce in order to remain competitive in market and to make sure the business sustainability. Training and development is recognized as such a tool that joints the concept of Knowledge Management and Change Management of an organization in a same point of argument for coping with recent faddy phenomenon. Its (Training & Development) ability to create knowledge and translate it into skill fosters an organizational performance. Therefore, investing in training and development ensures high return, theoretically. In contrary, the scenario of real world would be different as a lot of contextual factors involved in training and developing activities that cannot be judged properly without empirical evidence. By considering this fact, this project, however, attempts to emphasize the similarities and dissimilarities between the real practice of training and development and theoretical perspective of viewing training and development. New opportunities and limitations both have been found as a conclusion of data analysis. This paper employs a judgmental approach to case study of a multinational corporation to demonstrate a broader perspective of viewing the role of training and development in creating skilled and knowledgeable workforce in an emerging economy.

Introduction: Knowledge and skills of an organizations workforce have become an increasingly important issue among the scholarly quire for their ability to foster organizational performances, competitiveness and innovation (Lawler, Mohrman & Ledford, 1998; Martocchio & Baldwin, 1997). Workplace learning and continuous improvements are now considered as indispensable factors for an organization to remain competitive (Salas & Cannon-Bowers, 2001). Among the all other resources, human resources are most vital one due to their intangible nature of knowledge, skill and attitude (Wright et al., 1994; Kamoche, 1996; Mueller, 1996; Barney and Wright, 1998; Bassi et al., 1998; Lee and Yang, 2000; Alavi and Leidner, 2001; Bollinger and Smith, 2001) and thus can generate competitive advantages that are not perfectly imitable. Thus, business long term profitability and optimum performance rely on the quality of employees; and training and development perform a key role in increasing the individual and organizational competences through a systematic approach of developing knowledge, skills and attitudes required by employees to meet the job requirements (Abiodun, 1999). According to Kraiger (2003), successful organizations are thought to invest more in training and development than other organizations due to the fact that training investments will lead to improve the organizational performance or results (Dolezalek, 2005; Salas & Cannon-Bowers, 2001). While training supports developing new skill and knowledge, it does not make sure the applicability of those skill and knowledge in workplace by alone. Baldwin and Ford (1988) conceptualized this phenomenon by the notion of Transfer of Training in maintaining and generalizing the skill and knowledge promoted by various learning indicators. They further considered individual, situational and contextual differences that may prevent or foster effective learning and transfer. Effective and efficient transfer of knowledge and skill from the training session to the workplace require valid transfer channel that can facilitate the optimal outcome. Otherwise, learning will not be translated into performance due to the deviation between self efficacies of trainees from the training session to workplace period. But most of the research conducted in training and development literature overlapped this point of view while discussing about transfer of training. Focusing on this issue, this paper, however, will attempt to analyze the scenario of real business practice by taking HSBC bank as a case study.The HSBC Asia Pacific group represents HSBC in Bangladesh. HSBC opened its first branch in Dhaka in 17th December, 1996 to provide personal banking services, trade and corporate services, and custody services. The Bank was awarded ISO9002 accreditation for its personal and business banking services, which cover trade services, securities and safe custody, corporate banking, Hexagon and all personal banking. HSBC has its own training and development centre. They basically belief that their performance is actually a result of their employees contribution. So, they invest a lot in training and development for accumulating human capital. This project take HSBC as a multinational corporation to better understand the role of training and development in creating knowledgeable and skilled workforce to increase the organizational excellences in a volatile economy. A judgmental sampling method is used to select a group from the population on the basis of available information thought. Rationale of choosing such type of methodology is underlying upon technique of sampling and low economic

involvement. Interpretative qualitative approach is employed in this project for data analysis. However, as a conclusion it has been found that training and development create knowledgeable and skilled workforce, but under the condition of establishing a strong transmission channels that ensure the transfer of training from training session to workplace. By considering the role of training transfer in measuring the effectiveness of training to update workforce competency, this paper address the research question: Does training and development create skilled and knowledgeable workforce without ensuring valid training transfer?

Section-One Training and Development Literature

This section depicts the main issues of training and development from existing literature. In order to do so, training need analysis, transfer of training, training evaluation, development through increasing skill and knowledge, skill and knowledgeable workforce, individual-level outcomes from T & D and organizational-level outcomes from T & D will be discussed rigorously. At the end of this section, new paradigm or dimension would be proposed by addressing the literature gap. 1.1 Training & Development: Training and development is considered as an indispensable part of todays business practices as a systematic approach of developing knowledge, skills and attitudes required by employees to meet the job requirements (Abiodun, 1999). As organizational effectiveness is greatly underlying upon the effectiveness of human resources, Adeniyi (1995) acknowledged the significant contribution of staff training and development to the overall effectiveness and profitability of an organization by providing a holistic framework of training which encompasses the main ingredients of training and development. From the individuals point of view, training and development act as a supplementary input for employees to be successful in their current positions and for their further career development (Fitzgerald, 1992). In Instructional System Design (ISD) model, Goldstein (1986, 1991) argued that training programs should be rationally tied with and progressed from the assessment of organizational task and competencies; and personal needs and requirements for developing various instructional objectives and strategies through implementing and evaluating the core philosophy of training. However, questions arose regarding the applicability of Goldsteins ISD model (Dipboye, 1997) that highlights the complexity of contextual factors in order to need analysis. Contrary to this, Salas and Cannon-Bowers (2001) and Kraiger (2003) suggest that the components of ISD model have judged by considerable body of research which demonstrates the powerful influence of various instructional methods over facilitating learning and outcomes to control the manner of organizational training (Brown, 2001; Quinones, 1995). A meta-analysis also focused on attaining training and learning effectiveness through ensuring training need analyses and various design features (e.g., lecture, audiovisual, simulations, self-instruction) (Arthur, Bennett, Edens and Bell; 2003). There is also a large volume of research focusing on training evaluation and learning criteria. An effective training exerts four levels of outcomes: affective reactions, learning as a means of developing knowledge, skill acquisition through behavioral practice and impact of training on organizational outcomes (Kirkpatrick, 1959). In the same line of argument; Kraiger, Ford, and Salas (1993) developed more theoretically driven topology by demonstrating the fact that learning outcomes are facilitated by cognitive, behavioral and affective outcomes. They further stressed that effective learning requires self efficacy

and motivation to use new skill and knowledge in workplace for better cope with change by adapting certain attitudes. Using meta-analytic techniques, some authors (Alliger, Tannenbaum, Bennett, Traver, Schotland; 1997) found a direct linkage between different aspects of learning and training outcomes. However, there is a growing recognition of transfer problem of skill and knowledge from the training session to the workplace. While training supports developing new skill and knowledge, it does not make sure the applicability of those skill and knowledge in workplace by alone. Baldwin and Ford (1988) conceptualized this phenomenon by the notion of Transfer of Training in maintaining and generalizing the skill and knowledge promoted by various learning indicators. They further considered individual, situational and contextual differences that may prevent or foster effective learning and transfer. Baldwin and Fords model is supported by empirical evidence suggesting that effective development of skill, knowledge and sense of confidence of these skills highly depends on successive transfer (Ford et al., 1998; Kozlowski et al., 2001). Besides this, training and development literature has also adopted theories from other disciplines in order to better articulate and explain the learning phenomena in work settings. All of these theories basically underpin the significance of understanding learning processes at work by developing theories and principles of cognitive and instructional psychology (Lord and Maher, 1999; Weiss, 1990); ACT theory (Anderson, 1983, 1995); and series of stage theory of learning (Smith et al., 1997). Kanfer and Ackerman (1989) point out the fact of promoting performance while confronting working situation by integrating cognitive and individual differences with goal setting theory. In addition, theory of motivation, such as social cognitive theory (Banduras, 1997) and Goal orientation theory (Dwecks, 1989) have enormous contribution to realize the purpose, process and time concern of training and development in facilitating individual outcomes by mediating various motivational stages and processes with learning goal and learning outcomes (Chen et al., 2000; Ford et al., 1998; Kozlowski et al., 2001; Phillips and Gully, 1997; Stevens and Gist, 1997). 1.2 Role of Training & Development in Creating Skilled & Knowledgeable Workforce: Knowledge and skills of an organizations workforce have become an increasingly important issue among the scholarly quire for their ability to foster organizational performances, competitiveness and innovation (Lawler, Mohrman & Ledford, 1998; Martocchio & Baldwin, 1997). Workplace learning and continuous improvements are now considered as indispensable factors for an organization to remain competitive (Salas & Cannon-Bowers, 2001). Among the all other resources, human resources are most vital one due to their intangible nature of knowledge, skill and attitude (Wright et al., 1994; Kamoche, 1996; Mueller, 1996; Barney and Wright, 1998; Bassi et al., 1998; Lee and Yang, 2000; Alavi and Leidner, 2001; Bollinger and Smith, 2001) and thus can generate competitive advantages that are not perfectly imitable. By considering this fact, one of the major criterions of training and development is to deal with ongoing rapid change that affects business activities from diverse aspects. Todays workforce needs more dynamic approach to meet the challenges inherent in 21st century work carriers and organization and therefore employees are required to continuously update their knowledge,

skills and work habits (Ilgen and Pulakos, 1999). For example, recent information revolution and technological change really affects the job role of employees at a large scale than before. These trends also increase the organizational demand of improving the productivity that basically relies on effective and efficient training and development programs (Olaniyan & Ojo, 2008). Recognizing the importance of human capital than any other resources, Oribabor (2000) postulated that training and development supports the competency model of an organization by improving the technical, human, conceptual and managerial skills needed to function the individual and organizational growth. Thus training and development would be a continuous process to make sure a healthy, skillful and knowledgeable workforce to reach the different time demand (Isyaku, 2000). Scholars, experts, social scientists and school administrators (Griffin, 1970; Ajibade, 1993; Adeniyi, 1995; Arikewuyo, 1999) viewed training and development as a source of inestimable value in reinforcing the workforce by facilitating the productive capability of workers. Hence productivity is a fact of efficiency and effectiveness, the main role of training and development is to balance between efficiency and effectiveness in such a way that lead the organizational performance by improving the quality of works, skills, knowledge; understanding attitudes; enhancing the use of tools and machines; reducing waste, accidents, turnover, lateness, absenteeism and other overhead costs; eliminating obsolesce in skills, technologies, methods, products, capital management etc (Akintayo, 1996; Oguntimehin, 2001; Graig, 1976). By the notion of personnel management, training and development is being considered as main activity in ordre to acquire qualified, flexible and well-prepared employees ( Bartel, 1994; Raghuram, 1994; MacDuffie & Kochan, 1995) and training and development are also articulated by the arena of knowledge management to achieve the correct running of each stage process of knowledge management (Alavi and Leidner, 2001; Bollinger and Smith, 2001) in creating knowledgeable and skilled workforce. 1.3 Individual-Level Outcomes from Training & Development: Revolution is the natural phenomenon in this contemporary business world where rapid innovations and the increasing reliance on interdependent work teams require employees to be highly adaptable (Ilgen & Pulakos, 1999; Pulakos, Arad, Donovan, & Plamondon, 2000). So organizations are now realizing the need for improving training effectiveness to be competitive. In particular, it is critical to identify which learning outcomes developed during training (e.g., knowledge, skills, and other characteristics) are most likely to enable employees to effectively adapt to turbulent and unpredictable work environments (Ford, Smith, Weissbein, Gully, & Salas, 1998; Kozlowski et al., 2001; Salas & Cannon-Bowers, 2001). Individual learning has a great importance in the individual level outcomes. In this regard Kraiger, Ford, and Salas (1993) have proposed an Individual learning outcomes catalog, involving three types of learning outcomes: (a) knowledge (i.e., cognitive learning outcomes), (b) skills (i.e., behavioral learning outcomes), and (c) affect (i.e., affective and motivational learning outcomes). In line with Kraiger et al.s taxonomy, three of the most widely studied individual-level training outcomes are declarative and procedural knowledge (i.e., information about what and how to do certain trained tasks), skill acquisition (i.e., capability to actually do certain trained tasks), and self-efficacy

(i.e., belief in ones capability to accomplish successfully certain trained tasks (Colquitt et al., 2000; Ford et al., 1998; Kozlowski et al., 2001). Recently, two individual-level studies (Ford et al., 1998; Kozlowski et al., 2001) tested the extent to which different training outcomes uniquely predict post training adaptive performance. In both studies, declarative knowledge, self-efficacy, and skill acquired during training uniquely and positively predicted post training adaptive performance, even when individual differences (academic ability and goal orientation) and various training and learning strategies (e.g., self-regulation activity during learning, extent to which the training program was composed of identical elements) were controlled. These results were also corroborated by a recent meta-analysis conducted by Colquitt et al. (2000). Thus, there is considerable evidence that cognitive, affective, motivational, and behavioral aspects of learning all contribute to individual-level adaptive performance. However, the specific mechanisms linking training outcomes and individual adaptive performance have remained largely unexplored. On the other hand individual level learning aggregates to improved average level of organizational-level human capital, which in turn promotes firm-level performance (Ostroff & Bowen, 2000). Similarly, there are plausible arguments that individual level outcome from training and development can have a powerful and beneficial impact on the organization as it tends to create and sustain a learning oriented company climate and culture (Ostroff, Kinicki, & Tamkins, 2003). In this respect, individual-level learning outcomes can be viewed as more proximal training effectiveness criteria, which antecede more distal effectiveness criteria at the team and eventually organizational levels of analysis. Of course, there may be other pathways besides aggregatelevel human capital through which learning at lower level affect outcomes at higher levels, such as the development of more learning-oriented organizational climates (see Ostroff & Bowen, 2000; Ostroff et al., 2003). The point is that the substantive concerns for good theory building in training and development should be about both individual-level learning and the potential implications of lowerlevel learning to function or performance at higher levels of analysis. 1.4 Organizational-Level Outcomes from Training & Development: Business long term profitability and optimum performance rely on the quality of employees; and training and development perform a key role in increasing the individual and organizational competences. According to Kraiger (2003), successful organizations are thought to invest more in training and development than other organizations due to the fact that training investments will lead to improve the organizational performance or results (Dolezalek, 2005; Salas & Cannon-Bowers, 2001). It has been widely believed that training leads to organizational-level outcomes (Alliger et al., 1997; Kozlowski et al., 2000), but theoretical rationale is not judged this result in training and development research. Kozlowski et al. (2000) pointed out that, although there were a huge number of research conducted on different model of training while focusing on individual-level outcomes, there is little theoretical development or research on how individual-level outcomes of training result in organizational-level-outcomes. So there must be a level gap on training and development literature. However, the literature on strategic human resource management (SHRM) provides a number of models to explain the rationale of training and development in organizational-level outcomes.

According to the recourse based view, human capital is a source of casual ambiguity for organization and thus investing in human capital ultimately turns as a means of achieving the organizational goals, thus resulting in positive organizational-level outcomes (Ostroff & Bowen, 2000). Wright & Mcmahan (1992) proposed a theoretical framework represented by a set of models, described as cybernetic systems models or inputthroughputoutput models (Wright & McMahan, 1992). This framework proposes that some input factors causes change of the output factors by establishing a direct relationship between input factors and output factors. For example, inputs consist of employees knowledge, skills and abilities (KSAs); the throughput is employees behaviors; and output includes productivity, satisfaction, and turnover. Thus, when applied to training, cybernetic models suggest that training leads to organizational outcomes to the extent that it results in competencies (i.e., knowledge, skills, and abilities) that are necessary to perform the behaviors that will impact organizational outcomes. Ostroff and Bowen (2000) viewed the effectiveness of training and development from the behavioral perspectives which focuses on employee role behavior as a mediator between organizational strategy and organizational performance. However, Kozlowski et al. (2000) provided a theoretical framework to develop a multilevel model of training effectiveness to bridge the micromacro gap in the training literature. Kozlowski et al. (2000, p.199) proposed that training effectiveness involves the linkage between micro training outcomes and macro objectives at higher organizational levels. They focused on training transfer because it is the primary leverage point by which training can influence organizational effectiveness. 1.5 Literature Gap: Facilitating skilled and knowledgeable workforce demands both: firstly, ensuring effective and efficient learning as a means of promoting new knowledge and skill through providing well structured training and development programms and most importantl, transfer of this knowledge and skill in workforce for achieving organizational excellences. In this prospect, integration between training session and workforce bear significant meaning in a sense that not only training programmes should be designed by considering the demand of work and work environment; but also work and work environment should articulate their operational design based on training learning philosophy. Otherwise, learning will not be translated into performance due to the deviation between self efficacy of trainees from the training time to workplace time. However, most of the research conducted in training and development literature overlapped this point of view while discussing about transfer of training. Effective and efficient transfer of knowledge and skill from the training session to the workplace require valid transfer channel that can facilitate the optimal outcome. Hence the degree of interdependency between training and workforce is equally distributed, both have role to foaster the transfer mechanism through integrating their core activities with the organizational objectives. Although some scholars suggested to utilize some motivational instruments for reducing the transfer problem, they only focused to external motibvational factors. Therefore, complexity and effectiveness of internal motivational factors in facilitating training transfer would remain unexplored.

Section-Two Methodology
2.1 Methodological Framework & Data Analysis: This paper employed both secondary and primary data to analyze the real scenario. Semi-structure interviews were used to collect the primary data and secondary data is obtained through various publications of Bangladesh Bank, journals, books, newspapers, magazines and websites. Semistructured interviews were conducted with the concerned personnel of HSBC bank by over telephone. The judgment sampling method is used that implies selecting a group from the population on the basis of available information thought. Rationale of choosing such type of methodology is underlying upon technique of sampling and low economic involvement. Researchers confront a huge problem in designing the questionnaire because bank has a great confidentiality and as a result the participants ignore to disclose information. So, the questionnaire involves only close ended questionnaires. This paper initiated to establish a cause and effect relationship between training and development; and skilled and knowledgeable workforce. Here, both factors (cause factor and effect factor) are subjective by their very nature and any subjective issues cannot be quantified in a true sense. Therefore, only interpretative qualitative approach is employed in this project to methodology.

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Section-Three Findings
3.1 HSBC Bangladesh: Organizational Overview The HSBC Asia Pacific group represents HSBC in Bangladesh. HSBC opened its first branch in Dhaka in 17th December, 1996 to provide personal banking services, trade and corporate services, and custody services. The Bank was awarded ISO9002 accreditation for its personal and business banking services, which cover trade services, securities and safe custody, corporate banking, Hexagon and all personal banking. This ISO9002 designation is the first of its kind for a bank in Bangladesh. The Hong Kong and Shanghai Banking Corporation Bangladesh Ltd. primarily limited its operations to help garments industry and to commercial banking. Latter, it is extended to pharmaceuticals, jute and consumer products. Other services include cash management, treasury, securities, and custodial service. Realizing the huge potential and growth in personal banking industry in Bangladesh, HSBC extended its operation to the personal banking sector in Bangladesh and within a very short span of time it was able to build up a huge client base. Extending its operation further, HSBC opened a branch at Chittagong, three branch offices at Dhaka (Gulshan, Motijheel and Dhanmondi) and an offshore banking unit on November 1998. Currently HSBC Bangladesh is providing a wide range of services both two individual and corporate level customers. In the year 2011, the bank launched a wide array of personal banking products designed for all kinds of (middle and higher-middle income) individual customers. Some such products were Personal loans, car loans, etc. Recently the bank launched three of its personal banking products Tax loan, Personal secured loan & Automated Tele Banking (ATB) service. These products are designed to meet the diverse customer needs more completely. HSBC in Bangladesh also specializes in self-service banking through providing 24-hour ATM services. Recently it has introduced Day & Night banking by installing Easy-pay machines in Banani, Uttara and Dhanmondi to better satisfy the needs of both customers and non-customers. In total HSBC currently has 9 ATMs (5 on-site & 4 offsite) and 3 Easy-pay machines located at various geographical areas of Dhaka & Chittagong. HSBC follows a 4 layer management philosophy in Bangladesh. These are Managers, Executives, Officers & Assistant officers. The CEO is the top most authority of all the levels. Managers are the departmental heads who are responsible for the activities of their departments. They are the heads of the department and formulate strategies for that department. e.g. Human Resources Manger. Executives have the authority next to managers. They are basically responsible for certain activities & organizational functions. E.g. Admin Executive. These two layers represent the management level of HSBC Bangladesh. Officers are the next persons to stand in the hierarchy list. They are the typical mid-level employees of HSBC organizational hierarchy. These officers are responsible for managing the operational activities and operating level employees. The operating level employees of HSBC who are ranked as Assistant Officer fill the last layer of this hierarchy. They

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perform the day-to-day operational activities of HSBC. In order to enhance the efficiency of the employees, HSBC gives emphasis on the both theoretical and practical training for its personnel. All the training and development programs are aimed at two basic reasons - (1) skill development (2) motivation through counseling and persuasion to change value system. For the top management or senior Managers there is provision for overseeing training arranged by HSBC group. For the mid-level manager or other managerial level there is provision for regional training courses. Besides, for nonmanagement level there are training programs arranged in different institution and also within the organization. For the operatives, various on the job-training program are conducted within the company. Finally, HSBC follows a performance based promotion system for all levels of its employees.

Chief Executive Officer

Chief Operating Officer

Manager Personal Financial Services

Head of Corporate Banking

Manager Human Resource Department

Manager Marketing

The organizational structure of HSBC Bangladesh is designed according to the various service and functional departments. The Chief Executive Officer (CEO) heads the chief executive committee, which decides on all the strategic aspect of HSBC. The CEO is the person who supervises the heads of all the departments and also is the ultimate authority of HSBC Bangladesh. He is responsible for the all the activities of HSBC Bangladesh and all its consequences. He administers all the functional departments and communicates with the department heads for smooth functioning of the organization. The HSBC Chief Executive Committee is formed with the heads of all departments along with the CEO. The structure of this top-most authority is shown in the figure above. Besides the CEO the CEC is staffed with 5 more managers: Chief Operating Officer, Manager Personal Financial Services Head of Corporate Banking, Manager Human Resource Department and Manager Marketing. 3.2 Application of Training Need Analysis (TNA) in HSBC Bangladesh: HSBC develop their TNA according to their vision and HR strategy and the risks and opportunities measurements. First, they design the training and development framework for the Bank including development of end to end process (training needs analysis to training evaluation). Secondly, draft, review, and make recommendations for Training & Development policies and procedures. Thirdly, undertake an organizational training needs analysis to determine the annual training plan. Fourthly,

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meet with all Managers to undertake a training needs analysis and ensure a competency plan in place for all employees. Lastly, HSBC assess identified training needs and relevance to employees job and based on needs and job relevance, they determine the training to be undertaken and approve employees attendance. In order to design the process of training need analysis, HSBC mainly focuses on the three vital sections for analysis. Organizational Analysis: An organizational analysis tries to answer the question of where the training emphasis should be placed in the company and what factors may affect training. To do this, an examination is made of the goals, personnel inventories, performance data, and climate by HSBC. The examination is ideally conducted in the context of labor supply forecast and gap analysis. Training does not exist in a vacuum and the context in which it occurs has an impact on whether individuals will develop skills or acquire knowledge. The review of short and long term goals of HSBC and any trend that may affect these goals is done to channel the training towards specific issues of importance of the organization. Data from the human resources information system reveals projected employee mobility, retirement, and turnover. Person Analysis: A person analysis attempt to answer the question of, who needs training in the firm and what specific type of training is needed. To do this, the performance of the individuals, groups, or unit or major job functions or assessments of KSAs competencies are compared to the desired level. HSBC uses self assessment in this process. Performance discrepancies are also used to indicate areas needing attention. Task Analysis: A task analysis tries to answer the question of what should be taught in training sessions that can lead to skilled and knowledgeable workforce. When conducting task analysis to determine training needs, HSBC follow both, a worker oriented approach, which focuses on identifying behaviors and KSAs, and a task oriented approach, which describes the works activities performed, should be used. A task oriented approach is proven to be beneficial in identifying specific training objective. Several issues are being addressed in order to analyze these three sections in HSBC. These issues are listed below: 1. Review business objectives and identify critical activities. 2. Set measurable performance standards, for example, measures of production efficiency or marketing success. 3. Monitor performance to identify problem areas. 4. Get feedback from customers, suppliers and other key business partners; consider using interviews or surveys in areas such as customer satisfaction. 5. Ask employees to raise concerns and make suggestions; include discussion of training needs in employee performance management. 6. Identify any dependencies, for example, where only one employee has crucial skills or knowledge. 7. Review any legal requirements such as health and safety training.

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8. Review any changes you plan or expect (e.g. new products, procedures or technologies); identify potential weaknesses and problems. 9. Consider how employees' roles may change: for example, their plans to promote individuals and to develop new employees. 10. Prioritize problem areas or areas of weakness. 11. Consider how improving systems or equipment could contribute to resolving problems. 12. Consider whether poor performance reflects bad management, for example, a failure to agree clear objectives and motivate employees. 13. Consider whether, there have been any unrealistic expectations given the caliber or number of employees, and if there is any need to recruit new talent or reassign roles. 14. Consider whether training will be an effective solution; assess employees' willingness to learn, and preferred learning style. 15. Identify training options (e.g. job shadowing, distance learning or external training courses); set clear objectives for training activities. 16. Implement a pilot training scheme and review the outcome before rolling the programs out. 17. Regularly review the outcome of training to identify further training needs and to assess the effectiveness of your training-needs analysis. The next step after identifying the training needs of the Organization, HSBC bank designs the training process and the development process. These processes are depicted in following diagrams:

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Needs Assessment a) Organization Support b) Organizational Analysis c) Tasks and KSA Analysis d) Person Analysis

Instructional Objectives

Development of Criteria

Training Validity

Selection and Design of Instructional Programs Transfer Validity

Training Use of Evaluation Models

Interorganizatinl Validity

Interorganizationl Validity

Training Process of HSBC in Bangladesh

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Competitive Environment

Stage1

Organizational Strategy

Organizational Objective Stage2

Competency Mapping

Identifying Competency gapes

Career Planning

Training Needs Assessment

Annual Training Plan

Stage-3

Conduct of Training

Internal Training Programmes External Training Programmes Customised Training Programmes

Review of Training Activities

Development Process of HSBC in Bangladesh

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3.3 Training & Development in HSBC: HSBC undertakes employees to be endowed and skilled, developed and motivated to pursue the organizational objectives through choosing a strategy based on the scale of knowledgeable and skilled workforce. HSBC basically ensures a sophisticated corporate culture where people desire to work for. It spends a great deal of money on the personnel training to adopt a training process through which its strategy will be attained. According to the information, HSBC has invested 750 USD (according to 2010) for an adequate, effective and efficient training; as the duration of that training process was approximately to four days of extensive training for each employee. For getting the optimal effectiveness and efficiency of training programs, HSBC includes more than 1,100 experts and well recognized trainers around the world in order to supply online education and guidance, as well as to make the learning topics accessible to every employee. Moreover, HSBC provides any information through its intranet where information concerning any inquiries about the job can be offered. Access to the intranet is available to every employee, where more and more employees access it in order to solve any problems they are facing in their job but to solve any inquiries may emerge as well. According to the interview with a branch manager of HSBC, the training process they put into practice is on the job training and seminars. However the training program may diverge depending on the position. For low positions the training process includes on the job training and seminars. They undergo a training course for a week which takes place in Motijheel. The training process finishes with the on the job training with a 3 month duration. The manager stated that the personnel undergo a constant training as well as that the there are constant training courses to increase their skills and knowledge. As far as International Managers training process is concerned, according to the interview and the questionnaire at HSBCs Graduate Recruitment Team it can be implied that the International Managers undergo a combined training program. Initially, they spend two and a half month of formal training in UK, which includes as well a one day induction at their headquarters in London as well as training program in their training college with duration of seven weeks. As a continuation there is a two week placement in a branch of London. Afterwards as part of the training program, there are three different 18-month occupations in different banking issues which can be in other countries. After their three postings in three different countries, the International Managers must attend Development Centers where they are evaluated. 3.4 Training Programs in HSBC: On the job training approach: The most common and applicable to many organizations training method is the On-the-job training approach. On-the-job training program is performed by a trainer who is acceptable, well known for his job, and well skilled to convey his own knowledge to the trainees. (DeSimone Randy L. Et al, 2002). HSBC also greatly relies on this training method. On-the-job training method is taken place at the employees under training workplace, which can be his/her office or machine. During this kind of training the employee can gain instructions on the job and training. Much of the on-the-job training is unofficial, without any strict organization or preparation.

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Classroom training approach: Another training method, vastly practiced by HSBC, is the classroom training method, which is performed away of the ordinary workplace of the personnel. The classroom where the training process is taking place can have various forms such as any available training place or room, away from the working place, the canteen or a meeting room within the organization. HSBC maintain their own amenities for training. There are two major types of classroom training given by the HSBC to their employees. 1. Internal Training programs and 2. External Courses Internal Training programs: Internal Training programs include Seminars, workshops and locally tailor made training on a variety of topics that are offered directly by HSBC Training and Development Department. HSBC Bangladesh have a training center located at Moijheel, Dhaka, where various types of sophisticated trainings are offered to enhance the skills and knowledge of the new and existing employees. This training center gives trainings on awareness of fake money, money laundering, Q-cash debit card (which are compulsory for cash department employees). Other trainings are like Customer Credit Scheme and Lease Finance Scheme, Credit Risk Grading, Credit risk Management, Loan Classification and Provisioning, Loan Documentation, Lessons Learnt from Credit Feature, Structured finance for Large Projects in Bangladesh, Exchange Rate Management etc. External Courses: Job related courses, seminars, workshops and conferences developed and presented at HSBC Offices in Asia and also at Group Training and Management Development Centre at Bricketwood, UK. Distance Learning: Web-based and multimedia self-study programs available through HSBCs Intranet and multimedia Learning Centers located in HSBC offices. In Bangladesh perspective, distance learning is very important, because through distance learning programs HSBC transfers its developmental tools from different dynamic regions, which operate globally. As HSBC is a recognized MNC and it has a bright history of practicing the training and developmental tools in Indian subcontinent, it is very much useful ingredient to give the training to the employees through distance learning programs. Resident Management Trainee Program (RMT Program): The Resident Management Trainee program (RMT) aims to select a group of high potential executive trainees and provide them training and development opportunities. The RMT program gives potential executives effective and systematic training to acquire an excellent understanding of the commercial operations and business functions. The RMT program ensures that successful applicants, with the right training, will have the ability and potential to reach the highest level of management within HSBC Bangladesh, and possibly beyond.

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Career Development: No matter where employees begin their careers at HSBC, professional development, mentoring and training opportunities are offered by HSBC that can help them develop their talents throughout their careers. Here are just some of the opportunities available: Career Link: As employees develop their talents and wish to advance their careers, HSBCs international internal job bank provides early notice of positions available in the company. Formal Training Programs: Employees can take advantage of hundreds of business-specific and professional development training resources (classroom instruction, self-study programs, peer training and Web-based training) to help develop and enhance their skills. Management Training Programs: Through several management training programs in our business units, HSBC offers rotational job assignments, mentoring, networking and formal training to highpotential employees to help them become leaders. Mentoring: HSBC believes that mixing new and highly experienced employees is a recipe for success. HSBCs business and operating units have implemented special mentoring programs that pair highpotential individuals with business-savvy senior managers to provide advice, collaborate on career development and increase visibility with the HSBC leadership team. Performance Management Process: Managers work with their employees to set performance goals and expectations and evaluate progress toward the employees professional development goals. Regular coaching, recognition and feedback give an employee the opportunity to improve and excel. Training Libraries: At HSBCs larger locations, employees can learn more on their own by visiting our corporate libraries stocked with books, tapes, periodicals and, in some cases, Internet-ready personal computers. Corporate sustainability training: Corporate sustainability forms a core part of the training for relationship managers working within HSBCs Commercial Banking and Global Banking and Markets businesses. It includes training on reputational risk, lending, brand values and delivering against the Group's strategy. 24-month Banker Development Program (BDP): Our 24-month Banker Development Program (BDP) is designed to give graduates a balance of banking industry knowledge, analytical decisionmaking capabilities and people management skills. This provides the foundation to support long-term development as a specialist in commercial banking up to senior management levels. Graduate Development Program: HSBCs Graduate Development Program (GDP) is two years in length, and aims to provide accelerated training and practical experience to graduates who are

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interested in developing leadership skills, sales capabilities, and product knowledge for a career in the financial services industry. These skills are developed by creating a customized rotation schedule which will see the graduate occupy several roles within a specific business area. The GDP offers international exposure through an intensive leadership development course held at HSBCs Group Management Training College in the UK. Graduates receive the support and guidance of a mentor who will assist them in preparing customized development plans. These plans build on the capabilities required for the successful completion of the GDP. HSBC also supports the Graduates in obtaining a professional designation. Group Graduate Development Program (GGDP): The GGDP is a high profile and intensive learning program geared towards leadership development held overseas. The program is designed for talented junior executives and lays the foundation for an executive career within the HSBC Group through a process of training and development supported by high quality feedback. The GGDP is unique for the accessibility it provides to the Groups senior management and the diversity of the participants attending. The GGDP plays a key role in helping talented young executives to establish a network of contacts across geographies, customer groups and hierarchies. 3.5 Transfer of training for creating knowledgeable and skilled workforce In HSBC: A key component of any effective training is the capacity of trainees to apply their skills, knowledge and ability to their work practice. Effectiveness involves more than improvement in skills and knowledge. In other words, training is effective only if trainees successfully transfer the trained knowledge, skills and attitudes to their job. In order to enhance training transfer in financial organizations, it is important to reinforce the role of the employees self efficacy and motivation to transfer, as well as to support trainees in the development of their own learning transfer strategies. For this reason HSBC puts a broad focus on whether the employees are being able to transfer their skills and knowledge gained through the training programs and show excellence in their job performance. T&D programs of HSBC are professionally oriented and focused on the development of professional competence. HSBC has designed their T&D programs in such a way that can improve the functional, technological and managerial competencies of individuals and teams. Since most trainees are professionals with a considerable amount of experience and perceive the training as a competitive advantage for their professional development, it is made sure that they can transfer the skills and knowledge in their job performance. HSBCs T&D programs provide trainees a highly analytical approach to managerial problem solving, and the ability to approach new problems in a structured fashion. Moreover, HSBCs training programs produce economic benefits and career success to employees, to the extent that employees who got the training, receive more promotions than those individuals who did not completed a training program. So, these training programs also work as a

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motivational tool for the employees to transfer their learning from training to the workplace. As a result, HSBCs T&D programs create a skillful and knowledgeable workforce by ensuring transfer of training from individuals to workplace.

3.7 Training Evaluation Process of HSBC: HSBC has a strong HR culture in their organization. Being a multinational company it has their own way of evaluating. Through different formats of evaluation they measure their employees performance and this evaluation helps employee to be knowledgeable and perfect for the job. Participant diary and observation these two popular methods are applied for evaluation. After evaluation using some features they come up with performance appraisal of employees. Then it is decided whether the employee need more training sessions or developments. Through succession they reduce the cost and determine the employee performances for the expected post. The assessment centre involves some activities that give employee the chance to display the key capabilities. They will give a clear brief at the beginning of each exercise and there are no tricks. They actually want to give employees the best chance to show what they are capable of. HSBCs aim is to find out whether the employees are competent in a range of capabilities. They assess each capability at least twice, so employees have at least one more opportunity to demonstrate the strength in each capability.

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Organizational objective
Tied with

Training objective

Measuring the effectiveness and efficiency of training and development

Performance appraisal

Performance

Increase

Constant

Decrease

Skill & Knowledge

Training Evaluation of HSBC Bangladesh

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Section-Four Discussion
Each and every organization needs training to improve the performance of their employees. To do so organizations go through different types of training program. Via this training program organizations make efficient workforce. HSBC, one of the famous global banks in the world is also focusing on such training program. They make sure that their employee are gaining the knowledge about the strategy; developing personal skills such as presenting, relationship building; networking with senior managers; gaining an understanding of HSBCs structure and customers; and so on. HSBC includes in its training program more than 1,100 experts and well recognized trainers of the field around the world, which are hired by HSBC in order to supply to the trainees online education and guidance to make the employee perfect. But sometimes all these efforts go in vain. Development results from training or to develop the performance proper training is necessary. But to do so trainee and trainer both need to be supportive and enthusiastic as well. The trainer needs to be helpful to the trainee. Trainer needs to think that if they train the employee properly it will be beneficial to the organization. After that the employee or the trainee need to be serious in their training program. They have to keep in mind that this training program will help them to increase the performance level. Organization itself is not except from these responsibilities. At first, organizations need to think that is training necessary for the employee. If necessary, what should be them? Organization also needs to make sure that employees are getting proper training program what they should get. Overall, training and development depends on all of the following: Trainer, trainee & organization. Without any support of these three sides skilled and knowledgeable workforce will not be created which is the goal of the organization. There are two things which HSBC is practicing outside the theory: Electronic Performance Support System (EPSS): is not a software system that contains a specific set of features and functions. Rather, it is the matter of modifying and developing software to measure the improvement of human performance. These improvements can be achieved with a variety of software development and enhancement strategies. EPSS as computer-based systems contains functions for collaboration, coordination, and communication of group in an organization. EPSS is most effective when supporting routine standardized tasks that can be accurately documented and that require standardized actions. LOTUS NOTES: IBM Lotus Notes system provides integrated on-demand access to information, advice, learning experiences, and tools to enable a high level of job performance with a minimum of support from the other people. As an integrated collaborative environment, the Lotus Notes client server combine

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enterprise-class messaging and calendaring & scheduling capabilities with a robust platform for collaborative applications. Lotus Notes allows users to take advantage of advanced functionality, reliable performance and rich security features - and help reduce their total cost of ownership in the process.

Conclusion:
HSBC is a well known and one of the leading multinational organization in the banking industry. We make a holistic approach and try to critically evaluate their trainings and development programs to make knowledgeable and skillful working human capital. We find that at HSBC, they believe their competitive advantage comes from their employees. Because a organization is nothing but its intangible human capital. The HSBC authority arrange different programs(trainings and development) to improve their employees ability in order to make skillful(business ,functional& leadership skill) and knowledgeable (organizational knowledge)workforce to provide a superior customer experience to their customers that sets us apart from other financial services companies. They also believe that this learning does not end with this formal training. In fact it has only just begun. Thus they are creating skillful and knowledgeable employees through trainings and development programs to influence the organizational outcome and maintain outstanding banking service for the customer.

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