FINAL REPORT

ON
MANAGEMENT THESIS-I

A Study on Training and Development practices in ICICI

bank Hyderabad
Submitted by
J.VENKATESAN
(8NBSE008)
(IDNO: 0801211936)
Under the Guidance of
Mrs.S.Madhuri
A report submitted in partial fulfillment of the requirements of
MBA program (batch 2008- 2010)

Hyderabad

CERTIFICATE

This is to certify that the management thesis I titled A study on

Training and

Development

practice in

ICICI

bank

submitted

by

J.VENKATESAN Enroll No: 8NBSE008 during semester-III of the MBA

program (class 2010) embodies original work done by him.

Signature of the faculty guide

Mrs. S. Madhuri
Faculty member
ASIM - Hyderabad
2

DECLARATION
I here by declare that the project work entitled a study on Training and
Development practices in ICICI bank at Hyderabad for the academic year 20082010 submitted to ICFAI university in partial fulfillment of the requirement for the
award of the Master of Business Administration is a bonafide work carried out
by me under the guidance of Mrs.S.Madhuri, faculty guide, Adam smith institute
of management and does not from similar work submitted to the ICFAI university
or any other institution.

Place:

Candidate signature

Date:

ACKNOWLEDGEMENT

At the very outset, I would like to thank the lord for the
supernatural grace and mercies.
I have immense pleasure to thank Mr. TRINATH, centre Head
ADAMSMITH INSTITUTE OF MANAGEMENT who has given me moral
support to do my project work effectively and efficiently.
Next I thank to Mrs.SUJATHA, Academic Coordinator
ADAMSMITH INSTITUTE OF MANAGEMENT helped me to do the project
successfully and in efficient manner.
I wish to record my deep sense of gratitude to my faculty guide,
Mrs.S.Madhuri,

Faculty

Member,

ADAMSMITH

INSTITUTE

OF

MANAGEMENT for his valuable suggestions, constructive comments and

guidance to bring out this project successfully.
Finally its my pleasure to thank my parent and friends for their
continuous encouragement at every moment.

CONTENTS
I

INTRODUCTION AND DESIGN OF

THE STUDY
1.1 Introduction

1.2 Objectives of the study

VIII 1.3 Discription

ANNEXURE
of the problem
8.1 Bibliography
1.4 Justification of the problem
8.2 Webliography
1.5 Research Methodology

2 72
2

74
75

II

COMPANY PROFILE

III

INDUSTRY PROFILE

IV

LITERATURE REVIEW

10

4.1 Literature Review-1

10

4.2 Literature Review-1

28

ANALYSIS AND INTERPRETATION

47

VI

FINDING AND SUGGESTION

69

VII

CONCLUSION

71

ABSTRACT

This project titled A study on Training and Development practice in ICICI bank
Hyderabad is conducted to know the effectiveness of training and development
program implemented in the organization, understanding the various methods
adopted and measuring its efficiency. The methodology used for this study is the
questionnaire for a sample of 30 respondents from various branches in Hyderabad.

CHAPTER-I
INTRODUCTION AND DESIGN OF THE STUDY
1.1 INTRODUCTION:
The study aims at finding out the
Training and

development practice in ICICI bank in Hyderabad.

The main objectives of this study is to find out the

operational levels of management. The study describes the effectiveness of

training and development program implemented in the organization,
understanding the various methods adopted and measuring its efficiency.
The methodology used for this study is the questionnaire for a sample of 30
respondents from various branches in Hyderabad.
The data is analyzed on the present scenario of the
employees and managers in the organization.

1.2 OBJECTIVE OF THE STUDY:

The objective of the study is to help the
organization achieve its purpose by adding value to its key resource-the
people it employs. The purpose of training is to
To promote versatility and adaptability to new
methods.
To reduce the labour turnover.
To increase job satisfaction.
To increase efficiency.

1.3 Description of the problem:

This study is mainly conducting for analyzing and identifies the Training
and Development practices in ICICI bank with regarding to the top level
management.

It will help to know the various processes which will be following by the
organization.

1.4 Justification of the proposed study:

Banking sector is the booming sector in current scenario. In order to

know the Training and Development practices in bank I selected ICICI bank to
analyze the training effectiveness.

1.5 RESEARCH METHODOLOGY:

Sample size:
The researcher has proposed to interview to respondents
who are working in Branches of ICICI bank, Hyderabad and they were selected as
the sample for the study.
Sources of data:
The study is based on both primary and secondary data.
Primary data:
The primary data were collected through structured
questionnaire.
Secondary data:
The required secondary was collected from books,
magazines and web-sites.
Data collection technique:
The questionnaire has been designed and supplied to
the respondents for collecting primary data from the employees.

CHAPTER-II
COMPANY PROFILE
ICICI Bank is India's second-largest bank with total
assets of Rs. 3,674.19 billion (US$ 77 billion) at June 30, 2009 and profit after tax
Rs. 8.78 billion for the quarter ended June 30, 2009. The Bank has a network of
1,527 branches and about 4,816 ATMs in India and presence in 18 countries. ICICI
Bank offers a wide range of banking products and financial services to corporate
and retail customers through a variety of delivery channels and through its
specialized subsidiaries and affiliates in the areas of investment banking, life and
non-life insurance, venture capital and asset management.
The Bank currently has subsidiaries in the United
Kingdom, Russia and Canada, branches in United States, Singapore, Bahrain,
Hong Kong, Sri Lanka, Qatar and Dubai International Finance Centre and
representative offices in United Arab Emirates, China, South Africa, Bangladesh,
Thailand, Malaysia and Indonesia. Our UK subsidiary has established branches in
Belgium and Germany.
ICICI Bank's equity shares are listed in India on
Bombay Stock Exchange and the National Stock Exchange of India Limited and its
American Depositary Receipts (ADRs) are listed on the New York Stock Exchange
(NYSE).

10

HISTORY:
ICICI Bank was originally promoted in 1994 by
ICICI Limited, an Indian financial institution, and was its wholly-owned
subsidiary. ICICI's shareholding in ICICI Bank was reduced to 46% through a
public offering of shares in India in fiscal 1998, an equity offering in the form of
ADRs listed on the NYSE in fiscal 2000, ICICI Bank's acquisition of Bank of
Madura Limited in an all-stock amalgamation in fiscal 2001, and secondary market
sales by ICICI to institutional investors in fiscal 2001 and fiscal 2002. ICICI was
formed in 1955 at the initiative of the World Bank, the Government of India and
representatives of Indian industry. The principal objective was to create a
development financial institution for providing medium-term and long-term project
financing to Indian businesses. In the 1990s, ICICI transformed its business from a
development financial institution offering only project finance to a diversified
financial services group offering a wide variety of products and services, both
directly and through a number of subsidiaries and affiliates like ICICI Bank.
After consideration of various corporate
structuring alternatives in the context of the emerging competitive scenario in the
Indian banking industry, and the move towards universal banking, the
managements of ICICI and ICICI Bank formed the view that the merger of ICICI
with ICICI Bank would be the optimal strategic alternative for both entities, and
would create the optimal legal structure for the ICICI group's universal banking
strategy. The merger would enhance value for ICICI shareholders through the
merged entity's access to low-cost deposits, greater opportunities for earning feebased income and the ability to participate in the payments system and provide
transaction-banking services.
11

The merger would enhance value for ICICI Bank

shareholders through a large capital base and scale of operations, seamless access
to ICICI's strong corporate relationships built up over five decades, entry into new
business segments, higher market share in various business segments, particularly
fee-based services, and access to the vast talent pool of ICICI and its subsidiaries.
In October 2001, the Boards of Directors of ICICI and ICICI Bank approved the
merger of ICICI and two of its wholly-owned retail finance subsidiaries, ICICI
Personal Financial Services Limited and ICICI Capital Services Limited, with
ICICI Bank.
The merger was approved by shareholders of ICICI and
ICICI Bank in January 2002, by the High Court of Gujarat at Ahmadabad in March
2002, and by the High Court of Judicature at Mumbai and the Reserve Bank of
India in April 2002. Consequent to the merger, the ICICI group's financing and
banking operations, both wholesale and retail, have been integrated in a single
entity.

CHAPTER-III
12

INDUSTRY PROFILE
INDIAN BANKING INDUSTRY
Banking in India originated in the last decades of the 18th
century. The first banks were The General Bank of India which started in 1786, and
the Bank of Hindustan, both of which are now defunct. The oldest bank in
existence in India is the State Bank of India, which originated in the Bank of
Calcutta in June 1806, which almost immediately became the Bank of Bengal. This
was one of the three presidency banks, the other two being the Bank of bombay
and the Bank of Madras, all three of which were established under charters from
the British East India Company. For many years the Presidency banks acted as
quasi-central banks, as did their successors. The three banks merged in 1925 to
form the Imperial Bank of India, which, upon India's independence, became the
State Bank of India.
Indian merchants in Calcutta established the Union Bank
in 1839, but it failed in 1848 as a consequence of the economic crisis of 1848-49.
The Allahabad Bank, established in 1865 and still functioning today, is the oldest
Joint Stock bank in India. It was not the first though. That honor belongs to the
Bank of Upper India, which was established in 1863, and which survived until
1913, when it failed, with some of its assets and liabilities being transferred to
the Alliance Bank of Simla.

When the American Civil War stopped the supply of cotton

to Lancashire from the Confederate States, promoters opened banks to finance
trading in Indian cotton. With large exposure to speculative ventures, most of the
13

banks opened in India during that period failed. The depositors lost money and lost
interest in keeping deposits with banks. Subsequently, banking in India remained
the exclusive domain of Europeans for next several decades until the beginning of
the 20th century.
Foreign banks too started to arrive, particularly in Calcutta,
in the 1860s. The Comptoire d'Escompte de Paris opened a branch in Calcutta in
1860, and another in Bombay in 1862; branches in Madras and Pondichery, then a
French colony, followed. HSBC established itself in Bengal in 1869. Calcutta was
the most active trading port in India, mainly due to the trade of the British Empire,
and so became a banking center. The Bank of Bengal, which later became the
State Bank of India.
The first entirely Indian joint stock bank was the Oudh
Commercial Bank, established in 1881 in Faizabad. It failed in 1958. The next was
the Punjab National Bank, established in Lahore in 1895, which has survived to the
present and is now one of the largest banks in India.
Around the turn of the 20th Century, the Indian economy
was passing through a relative period of stability. Around five decades had elapsed
since the Indian Mutiny, and the social, industrial and other infrastructure had
improved. Indians had established small banks, most of which served particular
ethnic and religious communities.

The presidency banks dominated banking in India but there

were also some exchange banks and a number of Indian joint stock banks. All these
banks operated in different segments of the economy. The exchange banks, mostly
owned by Europeans, concentrated on financing foreign trade. Indian joint stock
14

banks were generally under capitalized and lacked the experience and maturity to
compete with the presidency and exchange banks. This segmentation let Lord
Curzon to observe, "In respect of banking it seems we are behind the times. We are
like some old fashioned sailing ship, divided by solid wooden bulkheads into
separate and cumbersome compartments."
The period between 1906 and 1911, saw the establishment
of banks inspired by the Swadeshi movement. The Swadeshi movement inspired
local businessmen and political figures to found banks of and for the Indian
community. A number of banks established then have survived to the present such
as Bank of India, Corporation Bank, Indian Bank, Bank of Baroda, Canara
Bank and Central Bank of India.
The fervor of Swadeshi movement lead to establishing of
many private banks in Dakshina Kannada and Udupi district which were unified
earlier and known by the name South Canara ( South Kanara ) district. Four
nationalised banks started in this district and also a leading private sector bank.
Hence undivided Dakshina Kannada district is known as "Cradle of Indian
Banking".

CHAPTER-IV
4.1 LITERATURE REVIEW:
15

Title:

Training for strategic change: some conditions

of effectiveness: a case in the Banking sector in France.
Author:
David Courpasson and Yves-Frederic Livian.

Research paper:
In this paper, a case in the banking sector in France is
presented because this is particularly illustrative of some advanced training
policies. Hence it enables several general conclusions to be drawn about their
strategic effectiveness. One particular conclusion is that a training programme
aimed at raising educational levels or basic skills which is not rapidly and
completely articulated to professional programmes and actions about career paths
is doomed to raise frustrations and miss, at least partially, its objectives.
To consider training as a strategic HRM tool is thus not
enough: indeed, there is a complex reality of training in practice. There is a broad
consensus on the role that training must play in developing the know-how and
skills needed to obtain a firm's competitive advantage. In this perspective, training
is more and more viewed as an investment in human resources made in order to
obtain this know-how or these skills. A part of the literature speaks about 'HR
development' to outline the links between, for example, training, career planning
and job design (Hall, 1986). In a perspective less strictly economic, training can
16

also be conceived of as a way of satisfying employees' personal and professional

development.
This development is a part of what employees can expect
from their employer and is a means of getting some onvergence between
individual, group and company interests. It is therefore a means of reinforcing the
'invisible contract' between employees and organization (Akerlof and Miyazaki,
1980). In a more sociological approach, training policies can be seen as 'joint
regulation' between executives and employees (Reynaud, 1989), in order to ensure
a temporary 'social balance' in the company.
In a context of strategic change, such as in the French
banking sector, this function of training is even more critical, because a large
number of objectives can be ascribed to it: opening people to new jobs or new
organizations, improving technical skills, helping 'reconversion' of employees, etc.
This is why an analysis of the actual policies and programmes is needed, in order
to see under what conditions these objectives can really be met.

The purpose of this paper is to present a case in the

banking sector in France, which is particularly illustrative of some advanced
training policies, and to draw from it several general conclusions about their
strategic effectiveness.
The French banking sector, as in most Western European
countries, is confronted with drastic changes which deeply affect the conditions of
the financial services market and the characteristics of populations in banks. A
classical observation is now accepted: transformation of market conditions has
17

heavily modified the relations between banking firms and the financial services
market.
In response to a progressive saturation of the traditional
markets, an important diversification in the offering of services and products has
appeared; intensive competition, particularly linked with the exclusion of
intermediaries which occurred around the mid-1980s, has progressively affected
services to the general public. The 'liberalization' of financial markets, almost
concomitant with these evolutions, has increased these trends, which have given a
whole new insight into the environment of banking firms (Annandale-Massa and
Bertrand, 1990; Piesse, 1991). These new conditions have already had very precise
effects on human resources in banks (Hendry, 1987; Bertrand and Noyelle, 1988;
Hiltrop, 1992).
The general context, in France like in other industrialized
countries, has led the banking sector to reduce employment, even if it has been
done with various methods. In France, the largest banks have mainly developed
policies of early retirement or voluntary leave (Cherain and Denuzi^re, 1992) but a
number of mediumsized banks could not prevent massive redundancies.'
As it has been noted, the banking sector will no longer
be a sector creating jobs for large groups of unskilled people, specially for women,
who constitute the major part of the work-force in France, like in Britain (Springer,
1991). To this quantitative effect, a number of qualitative trends must be added.
Specially in France, the search for flexibility has
developed, in the banking sector as in industrial sectors, the use of part-time
employment and fixed-term contracts (O'Reilly, 1992). The fulltime life-long
18

employment, which used to be for years the only employment formula in banks, is
no longer the only rule, even if it is still the major one. Strategies of diversification
and productivity improvement have led executives to implement organizational
change: mergers, delayering, client-based structures. The overall organizational
context of banking activities has dramatically evolved in the recent years. A
development of market segmentation has changed, in a number of banks, the roles
and structures of branch personnel: specialization along market objectives,
development of new relationship with customers.
A new professionalism is required from branch
employees in their relations with the customer, replacing the simple 'smiling'
contact considered previously as the core of commercial relation. At the same time,
banks have reduced the number of their branches, considered as too large after the
period of fast growth in the 1970s. Many efforts have been made in order to
increase quality of service and productivity, sometimes by encouraging employees
to propose suggestions. The largest French banks have launched ambitious 'Total
Quality' programmes. In response to this strategic evolution, the banking firms
have above all hired new populations, with higher educational levels. The
assumption is that these graduate employees would be more adaptable to the
changes, and that some of them will bring knowledge in computers and ability in
languages that used to be very scarce in the traditional work-force. These
employees have expressed more demands about their career, which have been a
stimulus for establishing more precise career management policies.
The market evolutions and the re-enforcement of
competition, along with the growing sophistication of financial services and
information technology have created needs for new skills. The recruitment of a
19

growing population of 'specialists' has been required, and the banking sector in
France had partly to change its image in order to attract these qualified personnel:
computer specialists, experts in national and international financial services,
in control and security systems. . . . The role of seniority in the promotion process
has been partly reduced and performance appraisal systems have been generalized
Finally, an increased emphasis on training can be noted
almost everywhere. In France, the legislation about training requires a minimum
budget (1-2 per cent of total wages) and the banking sector has for a long time
been known as having training policies specially developed. In most cases, these
policies have evolved in order to reach three types of objectives: up skilling of
'traditional' employees, specially in the areas where employment reduction was
likely (e.g., in the administrative sectors); the basis for these programs has been an
effort to raise the general educational level of employees (the case that we present
below is a good example)

* Training in new techniques, mainly in the information technology

and financial services areas.
* Training in general management abilities, for middle-level employees
and managerial workers, in order to help implementation of 'new' styles
and cultures of management (this is also one of the objectives of the
training programmes that we are going to present).
In this new context, the traditional internal training system
in France is confronted with a structural crisis, above all at two levels
20

 The adaptation of the content of training to the demands and to the

characteristics of new populations
The principle of associating the diplomas obtained and career paths.
To illustrate this point of view, the number of students enrolled for the 'CAP'
diploma has decreased by 80 per cent between 1974 and 1987, and by 40 per cent
at the 'BP' diploma level.^ On the other hand, the crisis of the system is marked by
the examination failure rate, which comes partly from the lack of motivation of the
students, 60 per cent for the CAP, 80 per cent for the BP. On the other hand, the
number of students enrolled in the 'ITB' (the highest level in the training system) is
increasing by 15 per cent per year. The usefulness of this diploma is much clearer
for the students because of the link between ITB and the promotion at the level of
'executive' in the French banks. As a result, the human resources policies have to
redefine the role and the content of the training system with a view to being able
to provide an answer to the new claims expressed by these new employees.
Above all, they have to define the links between the training policies and the
implementation of new career rules.
The case study that we present hereafter will show that
some recent strategic choices have been made, which will probably influence
deeply the field of training in the banking sector, that has been for the last few
decades the main element of regulation of the internal labor markets in banks.
Training policy for strategic change: a case study in a medium sized
bank
21

The bank that we will analyze in connection with HRM

in the banking sector is a member of a group of banks participating in our research
programme. It is a commercial and regional bank, covering a quarter of the French
territory, and employing around 4000 employees in more than 250 branches. Over
the past five years, its training policy has been one of the most outstanding
elements of its HRM policy and is well known as such in the French banking
environment. This emphasis on training is, to a great extent, due to the nature of
this bank's overall 'employment contract', based on an almost explicit reference to
employment stability.
Another explanation of this emphasis on training is the
personal interest that the bank's president takes in human resources development
and education matters. In his relations with the bank's local environment, he
always considered the relations with universities as crucial. The development of an
ambitious training program can also be seen as a way of developing the internal
image of the human resources function. The 'training' function had been reinforced
shortly before the launching of the first program.
This bank also has a very active policy on communication,
using mainly sponsoring of scientific activities and art. Briefly, the organization of
the bank is composed of
A head office, grouping the general management services, the
financial services sector and the main functional areas: marketing, accounting,
control, human resources.

22

An administrative centre, located in another place, composed

of the administrative, production and logistics units and the information technology
division.
A dozen regional directions, managing local branches. The
HR function is organized on a decentralized basis, as follows:
The HR director, at the head office, has a staff composed of: a
training manager (function which grew to become a training 'team', because of the
development of the programmes), a manager specialized in labor laws and
industrial relations, a recruitment unit and an administrative service (dealing
mainly with contracts, pay and fringe benefits).
The regional directions and the administrative centre also have
a personnel management function (composed of one to three people according to
the unit's size), who work under the authority of operational executives but are
functionally linked to the bank's HR director.
We will now describe the three training programmes undertaken between 1986
and 1990. The three training programmes
The first programme is aimed at raising the general
educational level of the employees, in order to cope with the changes in the skills
required by the evolutions in banking activities. The main concepts of the
management were to prepare people either for further technical development inside
the bank or for external employment. The political perspective was clear: to avoid
any lay-off, and then to prepare the employees for necessary internal evolutions,
thus preventing any employment problem. The population to be trained was
23

estimated in 1985 at one thousand people, mainly administrative clerks and people
employed in the sectors of production and logistics.
This population, having an average seniority of fifteen
years and mainly composed of women, had a low educational and professional
level and had not benefited from training programmes so far. This programme,
which we will call 'Programme for general educational level' has been elaborated
with the regional services of the Ministry of Education (a very rare initiative in the
business sector in France). In 1989, 336 people attended the programme, composed
of three modules (economics, communication skills, banking) totaling 675 hours."
At the end, a certificate is delivered to the trainees.
This programme has been a major investment: the bank
training budget, which was 4.2 per cent of total wages in 1987, went up to 7.3
percent in 1989. The total cost, over five years, of this programme is estimated at
57 million French francs (around 10 million USD).
The second training programme (called 'In-house management
programme') aims at implementing managerial skills in the manager populations of
the bank. The starting point of the programme is the awareness of the deep and
unavoidable evolution of managerial jobs in banks, conceming: on the one
hand, the demand of managerial skills coming from the newly hired populations;
On the other hand, the evolution of managerial roles in the new
context of banking activities, with the progressive separation between 'technical
specialists' and 'managers'. The main objective of this programme was to make the
manager aware of these evolutions through a broad diversity of content: general
24

knowledge (e.g., economics), personal development, financial accounting,

creativity, marketing for banks, etc. This programme has been designed and
implemented thanks to a partnership between the bank and two educational
institutions: one business school and one university. It is a part-time one-year
course (nine weeks of training), with continuous appraisal of the programme by the
trainees and the training manager of the bank. In 1988 and 1989, seventy-two
persons attended this programme.
The third training programme is far more specific; it concerns
technical development for administrative employees, on a participative basis.
This programme has taken into account the general strategy of the population of
the bank's administrative centre: to acquire and retain, by all means, a core of
expertise and know-how, considered as being the only way of developing social
and professional recognition, and adapting the terms of the 'implicit pact' in this
unit.
After an organizational and cultural diagnosis, which showed
the specific characteristics of this population, the problem of consideration and
image perceived by it inside the company, and the difficulty of mixing the new
employees and the senior ones, the executive group of this administrative centre
decided to organize a training programme having two main objectives
To gather and formalize the technical know-how available in order
to facilitate the integration of the new employees recently hired;
To mobilize and motivate people, by a programme designed on a
participative basis.
25

The programme consists of inviting employees to define the

content of twenty training modules (with the help of a specialist), and to be trained
to teach these modules inside the company. This process does not give any material
benefit to the volunteers participating. After the first year, eight modules have been
defined, twenty-seven people participated as 'designers' and fifteen as trainingstaff. Two hundred and fifty people attended the modules, for about 5000 hours of
training. For the second year, ten other units were designed, by thirty other people.
The training units created in this process have been integrated
into the corporate training catalogue, and employees from other units
of the bank have attended some of them.

Analysis of these programmes

The programme for general educational level has been
widely recognized throughout France as an innovative and important programme.
Since it has been finished only recently, it is very difficult to evaluate its impact
exactly. A large majority of the people having participated in it were very satisfied
and most of them are proud to have been members of this project (a special name
has been given to these people and sometimes they constitute a specific group
inside the bank). Most of them said they have dramatically improved their
communication skills and their self-confidence.

26

This programme has also been an opportunity for developing

internal communication and improving industrial relations. The union
representatives have several times been consulted on the programme, and
this project has been an opportunity for better communication and co-operation
between executives and union leaders. The main purpose of preparing the
evolution of professional skills and enhancing internal mobility (mainly from the
administrative to the client-oriented activities) is less well achieved. In the first
group, 50 per cent of the people turned to another activity in the Bank; in
the second group, 36 per cent.
The managers of the branches and local units were almost as
reluctant to hire people from the administrative population after the programme
as they were before. However, fifty-one cases of transfer to commercial activities
have been registered. The number of promotions (with a consequence for wages)
has been few, and this fact has been clearly perceived by the former trainees.
In terms of strategic HRM, it is not clear that a movement towards a real skilling
has been made, and especially in proportion to the amount of investment silent.
The in-house management programme has several
characteristics which partly explain its limits and its weaknesses. It has been
designed for one wide professional category (the 'managers'), corresponding in our
view to an artificial population, with few common professional characteristics.
The designers of the programme have obviously aimed at
intermixing very different types of managers in the bank: this positive aspect of
mixing, well appreciated by the managers taking part in the programme, has not
overcome the difficulties due to the extreme heterogeneity of the expectations and
27

of the reference frameworks existing in the different groups: branch managers,

computer experts, traders, lawyers. Second, the objectives of the programme were
rather incomplete and vague, thus, those taking part in the programme often
commented on the gap between the concrete evolutions of the managers' jobs, the
concrete conditions of those jobs in day-to-day life and the content of the
programme. Because of a lack of preliminary diagnosis, the programme was based
more on some classical stereotypes of the manager than on an even approximate
vision of the diversity of the management jobs and of their actual conditions of
evolution.
As a result, and in spite of the unquestionable individual
cultural impact for the trainees, the managers have experienced some difficulty
in linking the programme's contribution with their day-to-day professional life.
Moreover, a lot of them have deeply felt some contradiction between the so-called
'managerial' objectives and the objectives related to everyday profitability and
productivity objectives, the latter being used as a basis for appraisal of their
performance. This is particularly reinforced by the present economic context of the
banking sector (competition on interest rates, decrease of the profit margins). This
gap between the concerns of many managers and training has created a certain
scepticism about the possibilities of putting into practice the programme content.
Very briefly, the technical development programme
appeared as a success: 25 per cent of the employees volunteered to participate in
the groups in charge of design; a lot of people worked hard, and sometimes late at
night, in designing the training modules. The effects are even wider than expected.
Several elements can be outlined:
28

The existence in the administrative centre of a category of

knowhow has been recognized, in a field where this is not usually the case; this
has had a psychological effect on a group of employees not usually
considered as a critical group in the bank.
Designing training modules has been an opportunity for examining
a number of administrative procedures and operations and reforming
those which appeared obsolete or inefficient.
The formalization of this know-how enabled the bank to train
employees on subjects which were not taught at all, and enabled
new young employees to acquire more rapidly the technical basis
needed for their development.
The overall project has been an opportunity of mobilizing people,
bringing managers and employees closer together and improving
the internal image of the administrative centre.
In this technical programme, the factors of success are quite clear:
The preliminary diagnosis has enabled an in-depth observation of
the 'field' and of the real stakes of the employees. Therefore, the
links between the training programme, partly based on the results
of this analysis, and the day-to-day life of the employee were
almost direct.
People have recognized their problems and their specificities in the
diagnosis; they have been accepted the results sometimes
29

enthusiastically, although a large part of it has not been very positive.

This appropriation (also valid for the executive groups) was a basic condition for
the mobilization of the employees (and of the managers) in the administrative
centre.
This training programme is a contribution to solving the problems
of the administrative centre: it provided a good fit with respect to
the overall social stakes of the administrative populations: learning,
motivation, means of turning to new types of employment.

CONCLUSION:
Some general conclusions can be drawn from the analysis
of this case, in the perspective of using training as a tool for HRM in a strategic
change context. The training policy of the bank described here is one of the most
ambitious policies existing in the French banking sector especially as regards the
investment made. It is therefore very interesting to try to learn from this
experience, knowing that other banks have just launched similar projects or are
going to do so very soon. The first lesson to be learnt is that the basic assumption
of some training policies, which is the need for a massive upgrading of the general
educational level (in our case, it is the assumption on which the first programme is
based) must be put under critical examination.

30

This assumption, which is also much used in industrial

sectors, leads to ambitious programmes, oriented towards basic skills, whose
generally makes transformation into professional skills difficult. The analysis
of the population to be trained is also not very profound (this is the case with the
two programmes based on general skills). Thus, the needs and expectations of
specific groups of people cannot really be taken into account. The third programme
gives the opposite case: the exploration of the sociological characteristics of the
population considerably helped the design and the implementation of the action.
This leads to the necessity of paying attention to the balance between general
actions and local actions. General actions can be useful, but the objective of
'mixing populations', which is one of its rationales, seems overestimated. Local
actions, more adapted to specific objectives, could be more efficient, especially in
a context like banking where populations, expectations and levels are
differentiating at high speed.
The second conclusion is about the methods to be used in
the perspective of a training which is supposed to provide real professional
skills. Even if the idea of a need for innovative training methods (including
alternation of theory and practice, tutorship, internship, action leaming, etc.) is
widespread, the reality in a lot of companies is far behind the intentions. In our
case, the overall quality of the two general programmes has been good, but the
methods have been mainly those of the standard mode! of continuing education
seminars.
The third conclusion is unfortunately classical, because it
converges with the results of many other experiences in the industry sector. A
training programme aimed at raising educational level or basic skills which is not
31

rapidly and completely articulated to professional programmes and actions about

career paths is doomed to raise frustrations and miss, at least partially, its
objectives. Even if the programme has succeeded in opening people to new ways
of thinking and provided them with some basic tools, the capability of people
genuinely to operate in different ways in their jobs, or above all to work in new
jobs, will be obtained only by a process which continues after the general training
itself. In the preparation of this kind of project, not enough time is devoted to what
will happen to people after their coming back to work.

In our opinion, this preparation must include:

Proposals about further professional or technical training.
Organization of job offers and actions facilitating mobility and
integration into new groups.
Training of managers about employees' career development.
Existence of career development counselors, helping people
with this process.
All this implies the existence of a career management function in the company and
a link between staff development and training. A fourth conclusion is more
processual, and calls attention to the relation between the content of HRM policies
and the context in which they operate (Hendry and Pettigrew, 1990). Several points
32

of interest can be noticed as far as context is concerned. The development and

importance of the first programme - and, less clearly, of the second - would not
have been possible without the strong personal support of the CEO. On the
contrary, the difficulties and weaknesses of these two programmes seem mainly
due to an insufficient relation between HR specialists and operational managers. A
stronger cooperation would have allowed the undertaking of a deeper diagnosis
and then a more adapted programme. The technical programme has fully benefited
from being conceived and led directly by the management of the unit concemed
itself.

4.2 LITERATURE REVIEW-2:

Title:
Entrepreneurial development programmes conducted by
public sector banks in tamilnadu success or failure
Author:
M. Edwin Gnanadhas A.Venkateswaran R. Rathiha
Journal of Services Research, Special Issue (February, 2008)
2008 by Institute for International Management and Technology. All Rights
Reserved.

Research paper:
The main objectives of this study are to evaluate the
performance of Entrepreneurial Development Programmes from the standpoint of
the banks, to study the factors influencing the attitude of the entrepreneurs towards
33

the Entrepreneurship Development Programmes, to give suggestions for

conducting the Entrepreneurial Development. This study has been undertaken in all
the districts, namely, Chennai. Madurai, Salem, Dharmapuri, Dindigul, Erode,
Ramanathapuram, Sivanganga, Tiruch, Villupuram, Coimbatore, Tirunelveli,
Kanyakumari; Pudukottai, Virudhunagar, Cuddalore, Tuticorin, Thanjavur. This
study has been pursued from the point of view of the entrepreneurs who attended
training programmes and started industrial units. The study also analyzed the
motivational factors responsible for the active participation of the entrepreneurs in
the training program. Ten factors were taken for the study to find out the factors
which are highly prompting the entrepreneurs to participate in the training
programme. The present study is mainly empirical in nature and based on the
survey method.
Both primary and secondary data were collected for the study.
Secondary data of the study comprised information from the publications of
District Industries Canters and various banks.
Primary data were collected from 100 trained entrepreneurs by administering
them an interview schedule.
Hypotheses have been framed to find out the relationship between the social
variables and attitude. This has been analyzed by adopting Analysis of Variance
Test (ANOVA).The factors motivating the respondents to attend the training were
measured by applying simple arithmetic mean. On the basis of the findings of the
survey, it is observed that for a greater success of the program certain
modifications have to be brought in the Entrepreneurial Development Programmes.
34

Tamilnadu occupies an important place on the industrial

map of India. In spite of the fact that it lacks important industrial inputs such as
coal, iron ore and the like, it is the most industrialized among the four Southern
States in the country. Most of the industries such as cotton textile, cement,
engineering and chemicals depend upon the northern parts of the country for their
raw materials. Many established entrepreneurs had a humble beginning in the past.
They started many small-scale units in the fields of agriculture, industry, trade and
commerce. Many entrepreneurs were able to avail themselves of financial and
managerial support from the members of their families and some entrepreneurs got
assistance from their friend and relatives.
The word Entrepreneur originates from a French term
which means a person, who undertakes the task of bringing together various
resources such as money, materials and people and manages them to achieve
desired results and takes some share. In any new venture an entrepreneur has to
face certain risks and the profit he gets is the reward for risk bearing Some
entrepreneurs who attended the training programmes have started industrial units,
but they are not continuing the venture. Some entrepreneurs who attended the
training programmes have not started any industrial unit at all. There are many
entrepreneurs who have started industrial units after attending the E.D.P and they
are successfully running their units. Many entrepreneurs who started small-scale
units have developed them as medium-scale industries. The wide spread effect of
the successful industrial units is significant. Many unemployed graduates
underwent this training and started their industrial units following the examples of
their predecessors.
This situation has given rise to the following issues to be probed.
35

1. The growth of the industrial units started by the entrepreneurs after

attending the training imparted by the Public Sector Banks.
2. The attitude of the entrepreneurs of small scale units towards the
Entrepreneurial Development Programmes.
3. The factors influencing the attitude of the entrepreneurs.
REVIEW OF PREVIOUS STUDIES
A review of some of the studies undertaken previously
is given below. Gadgil (1959) studied the historical aspects of the growth of
entrepreneurs in the 18th century. He gave details of social communities linked
with trade, finance and handicraft industries in various areas in India. Florence
(1969) in her study on Industrial Entrepreneurs in Madurai District, found out
that among the prospective entrepreneurs social factors such as caste, social
approval or disapproval, traditional and customary activities do not affect their
efforts and activities.
Tandon (1975) in his study entitled Environment and
Entrepreneurs had explained in detail the four aspects of business environment,
namely, economic, legal, political and cultural aspects and analyzed how they
influence the growth of entrepreneurship. Sharma (1975) had remarked that one of
the reasons for the failure of small entrepreneurs in Uttar Pradesh was that most of
them were not local and hence they did not have links with the political system.
Bema (1960) in his study Industrial Entrepreneurship in Madras State, had stated
that medium size manufacturing firms in Madras city and Coimbatore has mostly
grown from small beginnings. He had also established that the small-scale
36

industries in India or in Tamilnadu had served as a seed bed for medium-scale

industry and this showed the zeal of the entrepreneurs of Madras City and
Coimbatore.

SCOPE OF THE STUDY

This study has been undertaken in the following districts,
namely, Chennai, Madurai, Salem, Dharmapuri, Dindigul, Erode,
Ramanathapuram, Sivanganga, Tiruch, Villupuram, Coimbatore, Tirunelveli,
Kanyakumari; Pudukottai, Virudhunagar, Cuddalore, Tuticorin, Thanjavur and
Kantrepreneurial Development Programmes.
This study has been pursued from the point of view of the entrepreneurs who
attended training programmes and started industrial units.
OBJECTIVES OF THE STUDY
The following are the objectives of the present study.
1. To evaluate the performance of Entrepreneurial Development
Programmes from the standpoint of the banks.
2. To study the factors influencing the attitude of the entrepreneurs
towards the Entrepreneurship Development Programmes.
3. To give suggestions for conducting the Entrepreneurial Development.
37

METHODOLOGY
The present study is mainly empirical in character based on
the survey method. Secondary data of the study comprised information from the
publications of District Industries Centres, State Bank of India, Indian Overseas
Bank, Canara Bank and Indian Bank reports from Entrepreneurial Development
Institute of India and Industrial Development of India. Primary data were collected
from 100 trained entrepreneurs by administering them an interview schedule.
HYPOTHESES OF THE STUDY
The following hypotheses have been framed to find out the
relationship between the social variables and attitude.
1. The age of the entrepreneurs does not influence their attitude.
2. The educational qualifications of entrepreneurs do not influence
there attitude.
3. The family occupation of the entrepreneurs does not influence
attitude.
4. The motivational factors do not influence their attitude.
SAMPLING DESIGN
38

The present study has reviewed the responses of 100

entrepreneurs who attended the E.D.P conducted by the public sector banks and
started industrial units. A random sample of 10 percent of the trained entrepreneurs
from each bank has been taken for the study by applying random selection method.
Table 1: Bank-wise Distribution of Sample Entrepreneurs
Sl.No Name of the Bank

Number of Trained and Number of Samples

1.
2.
3.
4.

Started Industrial Units

520
200
100
186
1006

State bank of India

Canara Bank
Indian Overseas Bank
Indian Bank
Total

Selected from each Bank

52
20
10
18
100

It is observed from Table 1 that out of the 520 entrepreneurs

who attended the training conducted by State Bank of India, 52 (10%)
entrepreneurs were selected as samples. Out of the 200 entrepreneurs who attended
the training conducted by Canara Bank, 20 (10%) entrepreneurs were selected as
samples. Out of the 100 entrepreneurs who attended the training conducted by the
Indian Overseas Bank 10 (10%) entrepreneurs were selected as samples. Out of the
186 entrepreneurs who attended the training conducted by Indian Bank 18 (10%)
entrepreneurs were selected as samples. The respondents were selected by applying
random selection method.
FRAMEWORK OF ANALYSIS

39

For measuring the attitude of the entrepreneurs towards the

training programmes conducted by public sectors banks such as State Bank of
India, Indian Overseas Bank, Canara Bank and Indian Bank, the attitude scale was
developed by awarding scores to forty statements. The forty statements were based
on the benefit of the training such as project guidance, training, financing,
consultancy, marketing information, financial feasibility study and commercial
feasibility. The scoring of levels of attitude is based upon Likerts Five Point
Scale.
For securing the total attitude of the entrepreneurs who
attended the training programme and started the industrial units, five points were
given for strongly agree four points for agree three points for no opinion two
points for disagree and one point for strongly disagree responses. Thus the total
scores of the respondents were obtained by adding up the scores of all the forty
statements. The relationship between the levels of attitude and their social factors
has been analyzed by adopting Analysis of Variance Test (ANOVA). The factors
motivating the respondents to attend the training were measured by applying
simple arithmetic mean.
The industrial units in the study are categorized into three
groups on the basis of their locations. Industrial units located in other areas were
categorized as rural units. The levels of the growth of the entrepreneurs were
categorized into high, medium and low. The growth of the industrial unit was
measured in relation to the selected factors by using the Chain Base Index formula.
The growth form the previous year to the current year was measured as percentage
in relation to the factor value in the previous year.
40

Factors Value in-Factor Value in Growth Rate =

The current year the previous year 100
Factor Value in the Previous Year
The overall growth rate of the industrial unit was calculated as comprehensive
percentage of all the factors considered. In order to classify the levels of growth of
the industrial units arithmetic mean and standard deviation were calculated.
AGRICULTURE
Agriculture is the main stay of the people of Tamilnadu. The
cropping in Tamilnadu is largely decided by soil condition and rainfall. In
Tamilnadu 49.7% of the area has been brought under cultivation and various crops
like paddy, corn red gram, sugarcane, cotton, chilies and groundnut are being
grown. Total food grain production in the state increased from 64.1 lakh tones in
1995-96 to 69.3 lakh tones in 1996-97. The Industrial structure of Tamilnadu
comprises small scale industries, medium scale industries and large scale
industries. Tamilnadu occupies the third place in the industrial map of India.
SMALL SCALE INDUSTRY
The emergence of Tamilnadu as one of the prominent states
in the field of industry is mainly due to the contribution of small scale industry.
The structure of small-scale industry includes independent small units and
ancillary units supplying their output to large-scale industrial units. The small-scale
41

industry is involved in the production of varieties of goods needed by the

consumers and industrial users. The investment made in small-scale industry is
comparatively less and the capacity of the industry to generate employment is
more.

POWER
The performance of the power sector during 1996-97 was
satisfactory. The increase in power generation by the States own projects by 4.5
per cent and purchases from Central projects by 6.6 per cent over the previous
year, enabled the overall power availability to improve by 5.1% and the per capita
consumption from 410 kwh to 420 kwh during 1996-97.
ATTITUDE SCALE
In this study there were forty statements identified for
measuring the level of attitude. As there is no ready made scale to measure the
level of attitude, a scale namely The Attitude Scale was developed by awarding
scores to the forty statements and the benefits accruing to the entrepreneurs are
taken as components for building the scale. The different benefits identified were
project guidance, training, financing, consultancy, marketing, information and
financial feasibility. Based on these benefits, statements were formed and
presented to experts and they selected forty statements, according to their order of
preference. These statements were administered to the sample entrepreneurs on

42

Likerts five point scale. For every statement scores were allotted in the order of 5
for Strongly agree, 4 for agree 3 for No Opinion, 2 for Disagree, and I for
strongly disagree.
The application of the attitude scale is illustrated by taking
the case of one of the sample entrepreneurs. The entrepreneur has given his
opinion as Strongly Agree for all the 40 statements, his scores will be 200. If he
agrees with all the 40 statements, his scores will be 160. Accordingly if all the 40
statements his scores will be 120. If he selected respondent disagrees with all the
40 statements his scores will be 80. The scores of the selected respondent will be
40 if he strongly disagrees with all the 40 statements.

The Age Group of the Entrepreneurs and the Attitude towards the
Training Programme
It is observed that the attitude towards the training
programme of old entrepreneurs is higher than that of the young. When old
entrepreneurs attend the training, they are concentrating more on the training
programme, because they are ready to start the industrial units for their livelihood.
But the young entrepreneurs may or may not have an interest to start their units.
Thus the age of the entrepreneurs has a close relationship with the attitude towards
the training programme. Table 3 shows the age group of entrepreneurs under
study.

43

Table 3: Age Distribution of Entrepreneurs

SL.NO
1.
2.
3.
4.

Age Group
Below 30
30-35
35-40
Above 40
Total

Number of Respondents
13(13%)
26(26%)
33(33%)
28(28%)
100

EDUCATIONAL BACKGROUND
Educational is said to be an important factor which
influences the level of attitude towards the training. The technically qualified
persons can easily cope with the training methodology compared with the others.
Many people who do not posses the technical qualification feel shy and they are
not able to follow the training inputs. Therefore, educational background has been
identified as one of the factors which influence the attitude towards the training.
Table. 6 shows the educational background of the respondents

Table 6: Educational Background of the Entrepreneurs

44

SL.NO
1
2
3
4
5

EDUCATIONAL QUALIFICATIONS
Post-Graduate
Graduate
B.E
Diploma
Others
Total

5(5%)
17(17%)
15(15%)
30(30%)
33(33%)
100

FAMILY BACKGROUND
The family background of the entrepreneurs may influence the attitude towards the
training program conducted by public sector banks. The respondents with business
and industrial background want to participate in the training program with more
involvement. The respondents with other family background may have less
involvement than the respondents with industrial background and hence the level
of attitude may be different. Table 9 show the family background of the
respondents under study.

Table 9: Family Background of the Entrepreneurs

SL.NO
1
2
3

FAMILY BACKGROUND
Agriculture
Industry, Business
Others

NUMBER OF RESPONDENTS
10(10%)
31(31%)
59(59%)
45

Total

100

MOTIVATIONAL FACTORS
The intention of participating in the training program is based on various motives.
The motives prompting active participation in the training are, making use of
traditional skill, technical qualification, association with the other entrepreneurs,
previous employment, reading literature, demonstration effect, association with
technologist, training from public sector banks, unwilling to work under an
employer and giving employment to others. The responses to the motivational
factors which prompt the entrepreneur to participate in the training is shown in
Table 12.

Table 12: Motivational Factors Influencing the Entrepreneur to Join the Training
SL.NO
1
2
3
4
5
6

Motivational Factors
Traditional skill
Technical qualification
Association with other entrepreneurs
Previous employment
Reading literature
Demonstration effort
46

Number of Respondents
60
55
48
36
52
28

7
8
9
10

Training from public sector banks

Association with technologists
Not willing to work under an employer
Giving employment

72
10
89
95

In order to find out the factors which are influencing the

entrepreneurs to participate in the training, simple arithmetic mean is calculated.
Table 13 shows the calculation of arithmetic mean.

Entrepreneurial Development Programmes

Table 13: Calculation of Arithmetic Mean
SL.NO
1
2
3
4
5
6
7
8
9

X
60
55
48
36
52
28
72
10
89
47

10
Total

95
545

Arithmetic Mean = x
N
x= 545
N = 10
X = 545 = 54.5
10
SUGGESTIONS
The following suggestions are given for improvement in the
Entrepreneurial Development Programmes.
1. Field visits of long duration should be provided in the course content of the
training program and the prospective entrepreneurs should get a chance to
observe functioning of the units very closely. The trainees should have a
choice in the selection of types of units to be visited.
2. Only those with a real desire for starting new units should be selected for
undergoing EDP training.
3. Periodical courses should be conducted to impart knowledge in the various
aspects of the management for the entrepreneurs who started industrial units
after attending training program. To cite a few courses, Tax Planning,
48

Account Keeping, Human Resource Management and Industrial Relations

and the like would be highly useful to the entrepreneurs.
4. During the training programme all the positive aspects of the industrial units
are brought home. The entrepreneur may not know about the problems that
they may have to face after commencing the industrial units. Therefore,
during the period of training both the positive and negative aspects of
starting the industrial units should be discussed.

5. The banks should give guidance on various aspects of running the units on a
continuous basis since these entrepreneurs have been induced by the banks
to start industrial units.
6. Efforts should be made to use local language in conducting programmes.
This will help these candidates possessing education up to +2 levels.
7. While teaching the techniques for starting and running units, problems areas
that an entrepreneur may face should be analyzed.
8. In order to get the co-operation of the various officials of the government
agencies, they should be invited and made to get involved in the training
program by giving lectures and guidance to the trainees.
Policies to be framed by Government
1. Every State Government should be made to use local language in conducting
49

Entrepreneurial Development Programmes. This will help the candidate

possessing education up to +2 levels.
2. The Government should conduct periodical course for entrepreneur to
started an industrial unit after attending training programme.

3. The Government should involve the experts who are in the field of giving
training and the government officials for giving lecturers and practical
guidance to the trainees.
4. The Government should take speedy action to release funds to start a new
Industry to the successful trainees.
The present study brings to light the innovative Entrepreneurial Development
Programmes implemented by the public sector banks in Tamil Nadu which have
had much impact on the growth of small scale units. Many new generation
entrepreneurs will be able to start industrial units thanks to the Entrepreneurial
Development Programmes.

50

CHAPTER-V
ANALYSIS AND INTERPRETATION

TABLE 1:

Gender
Male
Female
Total

No. of Respondents
20
10
30

Percentage
67
33
100

INTERPRETATION:
The table shows that 67% of the respondents are Male and 33%
respondents are Female.

51

CHART-1:

52

TABLE 2:

Acquire Technical knowledge

Agree
Strongly Agree
Disagree
Strongly Disagree
Total

No. of Respondents
3
27
30

Percentage
10
90
100

INTERPRETATION:
The table shows that 10% of the respondents are agree and 90% of
the respondents are strongly agree that training helped to acquire technical
knowledge and skills.

53

CHART-2:

54

TABLE 3:

Spend time during training

Agree
Strongly Agree
Disagree
Strongly Disagree
Total

No. of Respondents
18
12

Percentage
60
40

30

100

INTERPRETATION:
The table shows that 60% of the respondents agree and 40% of the
respondents are strongly agree that Senior spend time during training.

55

CHART-3:

56

TABLE 4:

Developing managerial

No. of Respondents

Percentage

capabilities
Agree
Strongly Agree
Disagree
Strongly Disagree
Total

21
7
2
30

70
23
7
100

INTERPRETATION:
The table shows that 70% of the respondents agree and 23% of the
respondents are strongly agree that there is a adequate emphasis on developing
managerial capabilities.

57

CHART-4:

TABLE 5:
58

Developmental needs
Agree
Strongly Agree
Disagree
Strongly Disagree
Total

No. of Respondents
21
8
1
30

Percentage
70
27
3
100

INTERPRETATION:
The table shows that 70% of the respondents agree and 27% of the
respondents are strongly agree that training helped for developmental needs.

CHART-5:

59

TABLE 6:

60

Clear Understanding
Agree
Strongly Agree
Disagree
Strongly Disagree
Total

No. of Respondents
20
10

Percentage
67
33

30

100

INTERPRETATION:
The table shows that 67% of the respondents agree and 33% of the
respondents are strongly agree that training go with a clear understanding of the
skills and knowledge.

CHART-6:

61

TABLE 7:

Development through training

Agree

No. of Respondents
19
62

Percentage
64

Strongly Agree
Disagree
Strongly Disagree
Total

7
4
30

23
13
100

INTERPRETATION:
The table shows that 64% of the respondents agree and 23% of the
respondents are strongly agree that Senior managers help their juniors develop
through training.

CHART-7:

63

TABLE 8:

Adequate free time

Agree

No. of Respondents
9
64

Percentage
30

Strongly Agree
Disagree
Strongly Disagree
Total

21
-

70

30

100

INTERPRETATION:
The table shows that 30% of the respondents agree and 70% of the
respondents are strongly agree from training are adequate free time to reflect and
plan improvements in the organization.

CHART-8:

65

TABLE 9:

Training policy
Agree

No. of Respondents
7
66

Percentage
24

Strongly Agree
Disagree
Strongly Disagree
Total

9
11
3
30

30
36
10
100

INTERPRETATION:
The table shows that 36% of the respondent Disagree that there is
no well-designed training policy in the organization.

CHART-9:

67

TABLE 10:

Work closely with others

Agree

No. of Respondents
24
68

Percentage
80

Strongly Agree
Disagree
Strongly Disagree
Total

20

30

100

INTERPRETATION:
The table shows that 80% of the respondents are agree and 20%
respondents strongly agree that training helped to work closely with other people.

CHART-10:

69

TABLE 11:

Implement new ideas

Agree
Strongly Agree

No. of Respondents
23
7
70

Percentage
77
23

Disagree
Strongly Disagree
Total

30

100

INTERPRETATION:
The table shows that 77% of the respondents agree and 23% of the
respondents are strongly agree that managers provide the right kind of climate to
implement new ideas and methods acquired by their juniors during training.

CHART-11:

71

CHAPTER-VI
FINDINGS AND SUGGESTION
From the study it is found that 90% of the respondents are
strongly agree that training helped to acquire technical knowledge and
skills
72

 From the study it is found that 60% of the respondents are agree that
Senior spend time during training.
From the study it is found that 70% of the respondents are agree that there is
a adequate emphasis on developing managerial capabilities.
From the study it is found that 70% of the respondents are agree that training
helped for developmental needs.
From the study it is found that 67% respondents are agree that training go
with a clear understanding of the skills and knowledge.
From the study it is found that 64% respondents are agree that Senior
managers help their juniors develop through training.
From the study it is found that 70% of the respondents are strongly agree
from training are adequate free time to reflect and plan improvements in the
organization.
From the study it is found that 36% of the respondent Disagree that there is
no well-designed training policy in the organization.
From the study it is found that 80% of the respondents are agree and
strongly agree that training helped to work closely with other people.
From the study it is found that 77% of the respondents agree that managers
provide the right kind of climate to implement new ideas and methods
acquired by their juniors during training.

SUGGESTIONS:

If the seniors spend more time with their junior

employees they will achieve more in the organization. If the
organization should change the training methods for the employees, then
the training is more effective and the employees achieve more.
73

CHAPTER-VII

CONCLUSION:

Training can bring about an improvement in a persons:

Knowledge
Skills
Attitude

Thereby raising his potential to perform the job better.

74

 Training and Development represents a complete whole that triggers the

mind, emotions and employees' best work performance.
Training programmes should enhance performance and enrich the
contributions of the workforce. The ultimate goal of training is to develop
appropriate talent in the workforce internally.

CHAPTER-VIII
ANNEXURE

Sir/Madam
I am the student of Adam Smith Institute of Management (ASIM)
doing my Management Thesis regarding Training and Development practice in
your reputed bank. Kindly fill this questionnaire for my completion of the work.

NAME:

S.NO QUESTIONS

GENDER:

AGREE

STRONGLY DISAGREE STRONGLY

AGREE

1.

The employees are helped to acquire

technical knowledge and skills
through training.

75

DISAGREE

2.

The employees are helped to acquire

technical knowledge and skills

3.

through training.
There is adequate emphasis on
developing managerial capabilities of

4.

the managerial staff through training.

Employees are sponsored for training
programmes on the basis of carefully

5.

identified developmental needs.

Employees sponsored for training go
with a clear understanding of the
skills and knowledge they are

6.

expected to acquire from the training.

Senior line managers are eager to
help their juniors develop through

7.

training.
Employees returning from training
are given adequate free time to
reflect and plan improvements in the

8.

organization.
There is a well-designed and widely
shared training policy in the

9.

company.
To what extent does your job require
you to work closely with other
people, such as customers, clients or

10.

people in your own organization.

Managers provide the right kind of
climate to implement new ideas and
methods acquired by their juniors
during training.

76

8.1 BIBLIOGRAPHY:

Training for strategic change: some conditions of

effectiveness: a case in the Banking sector in France.
David Courpasson and Yves-Frederic Livian.

Entrepreneurial development programmes conducted by

public sector banks in tamilnadu success or failur,
Journal of Services Research, Special Issue (February, 2008) 2008 by
Institute for International Management and Technology.

77

8.2 WEBLIOGRAPHY:

www.scribd.com
www.icicibank.com
www.businesssourcepremier.com

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