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The origin of the State Bank of India (SBI) can be traced back to more than 200 years. The
Bank of Calcutta was established on 2nd June 1806 by the Imperial Government. Later on the
bank received its charter and was re-designed as the Bank of Bengal on 2nd January 1809. It
was the first joint-stock bank sponsored by the Government of Bengal. It was a unique
institution. Two more Presidency Banks, The Bank of Bombay on 25th April 1840 and the
Bank of Madras on 1st July 1843 followed thereafter. It has been observed that there were
lack of coordination between these three Presidency Banks, and the need was felt for one
central bank for the whole country. Hence, these banks were amalgamated into Imperial Bank
of India which was brought into existence on 27th January 1921 by the Imperial Bank of
India Act of 1920.
Bank of
Bengal
Bank of
Bombay
Bank of
Madras
Imperial
Bank
State Bank of India is an Indian multinational, Public Sector banking and financial
services company. It is a government-owned corporation with its headquarters in Mumbai,
Maharashtra and also its corporate office in Mumbai, Maharashtra. As of December 2013, it
had assets of US$388 billion and 17,000 branches, including 190 foreign offices, making it
the largest banking and financial services company in India by assets.
State Bank of India is one of the Big Four banks of India, along with Bank of Baroda, Punjab
National Bank and ICICI Bank.
The bank traces its ancestry to British India, through the Imperial Bank of India, to the
founding, in 1806, of the Bank of Calcutta, making it the oldest commercial bank in
the Indian Subcontinent. Bank of Madras merged into the other two "presidency banks" in
British India, Bank of Calcutta and Bank of Bombay, to form the Imperial Bank of India,
which in turn became the State Bank of India. Government of India owned the Imperial Bank
of India in 1955, with Reserve Bank of India (India's Central Bank) taking a 60% stake, and
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renamed it the State Bank of India. In 2008, the government took over the stake held by the
Reserve Bank of India.
State Bank of India is a regional banking behemoth and has 20% market share in deposits and
loans among Indian commercial banks.
The roots of the State Bank of India lie in the first decade of the 19th century, when the Bank
of Calcutta, later renamed the Bank of Bengal, was established on 2 June 1806. The Bank of
Bengal was one of three Presidency banks, the other two being the Bank of
Bombay (incorporated on 15 April 1840) and the Bank of Madras (incorporated on 1 July
1843). All three Presidency banks were incorporated as joint stock companies and were the
result of royal charters. These three banks received the exclusive right to issue paper currency
till 1861 when, with the Paper Currency Act, the right was taken over by the Government of
India. The Presidency banks amalgamated on 27 January 1921, and the re-organised banking
entity took as its name Imperial Bank of India. The Imperial Bank of India remained a joint
stock company but without Government participation.
Pursuant to the provisions of the State Bank of India Act of 1955, the Reserve Bank of India,
which is India's central bank, acquired a controlling interest in the Imperial Bank of India. On
1 July 1955, the imperial Bank of India became the State Bank of India. In 2008, the
Government of India acquired the Reserve Bank of India's stake in SBI so as to remove any
conflict of interest because the RBI is the country's banking regulatory authority.
SBI has acquired local banks in rescues. The first was the Bank of Bihar (est. 1911), which
SBI acquired in 1969, together with its 28 branches. The next year SBI acquired National
Bank of Lahore (est. 1942), which had 24 branches. Five years later, in 1975, SBI acquired
Krishnaram Baldeo Bank, which had been established in 1916 in Gwalior State, under the
patronage of Maharaja Madho Rao Scindia. The bank had been the Dukan Pichadi, a small
moneylender, owned by the Maharaja. The new bank's first manager was Jall N. Broacha, a
Parsi. In 1985, SBI acquired the Bank of Cochin in Kerala, which had 120 branches. SBI was
the acquirer as its affiliate, the State Bank of Travancore, already had an extensive network in
Kerala.
There has been a proposal to merge all the associate banks into SBI to create a "mega bank"
and streamline the group's operations.
The first step towards unification occurred on 13 August 2008 when State Bank of
Saurashtra merged with SBI, reducing the number of associate state banks from seven to six.
Then on 19 June 2009 the SBI board approved the absorption of State Bank of Indore. SBI
holds 98.3% in State Bank of Indore. (Individuals who held the shares prior to its takeover by
the government hold the balance of 1.7 %.)
The acquisition of State Bank of Indore added 470 branches to SBI's existing network of
branches. Also, following the acquisition, SBI's total assets will inch very close to the 10
trillion marks (10 billion long scales). The total assets of SBI and the State Bank of
Indore stood at 9,981,190 million as of March 2009. The process of merging of State Bank
of Indore was completed by April 2010, and the SBI Indore branches started functioning as
SBI branches on 26 August 2010.
Associate Banks.
SBI now has five associate banks, down from the eight that it originally acquired in 1959. All
use the State Bank of India logo, which is a blue circle, and all use the "State Bank of" name,
followed by the regional headquarters' name:
The State Bank of India and all its associate banks are identified by the same
blue keyhole logo. The State Bank of India word mark usually has one standard typeface, but
also utilises other typefaces.
Non-Banking Subsidiaries
Apart from its five associate banks, SBI also has the following non-banking subsidiaries:
In March 2001, SBI (with 74% of the total capital), joined with BNP Paribas (with 26% of
the remaining capital), to form a joint venture life insurance company named SBI Life
Insurance company Ltd. In 2004, SBI DFHI (Discount and Finance House of India) was
founded with its headquarters in Mumbai.
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The logo of the State Bank of India is a blue circle with a small cut in the bottom that
depicts perfection and the small man the common man - being the center of the bank's
business. The logo came from National Institute of Design (NID), Ahmedabad and it was
inspired by Kankaria Lake, Ahmedabad.
Slogans: "PURE BANKING, NOTHING ELSE", "WITH YOU - ALL THE WAY",
"A BANK OF THE COMMON MAN", "THE BANKER TO EVERY INDIAN", "THE
NATION BANKS ON US"
As on 31 March 2014, Government of India held around 58.59% equity shares in SBI. Life
Insurance Corporation of India is the largest non-promoter shareholder in the company with
14.99% shareholding.
Education
Theoretical Orientation
Classroom Learning
General Concepts
Broad Perspective
To bridge the ever increasing gap between planning and implementation of projects
top management of the bank has ambitious programmes to strengthen the existing learning/
training system and prepare their staff to meet the present and future needs of the bank.
On-the -Job Training- Most of the learning of the bank staff takes place on the job.
An employee during the course of his/her work acquires the necessary skills,
knowledge and develops attitudes for doing various tasks assigned to him from time
to time out of curiosity or necessity. And the same can be used as an effective and
useful training intervention with formal mechanisms created as a part of the training
policy. Usually the clerical staff are assigned a particular banking function for a
period of four to six months for providing them relevant work experience. Then the
staff is rotated from one function to the other as and when they complete the period.
In the 48 course of such rotation, the bank staff is also exposed to training/learning
centres on basic issues related to the banking function currently held by them.
Similarly, the bank created a formal mechanism of providing on the job training to the
probationary officers by assigning the various functions in the branch besides training
at the centres. It provides the relevant job experience in the workplace itself. The
effectiveness of the above measure is largely dependent on the superior who can
devote the required time to give the necessary guidance and suggestions to the staff.
But due to the pressures at the branches, superiors generally find it very difficult to
fulfill the task.
Other Training Interventions- SBI has adopted VFS, MMP and QCs as
supplementary training interventions. Information based on the official records,
discussions with the line functionaries at HO, Controlling at ZOs, faculty/trainers at
training centres and survey results are the variables for drawing inferences in this
area.
extended to other branches also. The faculty provides the intervention and conducts
the programmes at the selected branches followed by a second visit to about 20
percent of such branches in order to review the impact of their first visit.
a) Bringing about attitudinal awareness among members for attaining excellence in customer
service.
b) Building up team spirit among members.
c) Creating awareness in the staff about the centrality of the customer.
After conducting this programme at a particular branch the training centre chief presents a
detailed report of the same where as branch manager who is equally responsible in
conducting such programme, does not submit any report. The bank should direct branch
managers to provide an independent report of the same programme and its impact. While
submitting such a report, the branch manager should also consult his/her staff in this regard.
It has to be conducted only in special cases and not as a routine case, as it is costly, and is
doubtful to expect frankness and openness in the branch staff in a short span of one day.
C. Quality Circles (QCs)- It provides ample scope for harnessing individual creativity and
talent on one hand and promoting team spirit for the active involvement of staff on the other
hand. It emphasizes on customer focus with customer satisfaction. In this the branch manager
acts as a facilitator. It must be viewed as an integrative concept and must start from the top
through a transformational leadership. In order to promote this concept and philosophy, the
training centres have conducted a number of programmes and organised seminars and
workshops in the organization. The concept is yet to catch up. And it requires a total
commitment from the top and must become an integrated mechanism of the training system.
External Training Programmes
The external training facilities to the bank staff are mainly from the 4 apex level training
colleges and 45 State Bank Learning Centres (SBLCs). All these provide regular training
throughout the year to SBI staff and staff of the associate banks. Further, the senior
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executives of the bank attend seminars and training programmes organized by NIBM and
RBI, on policy issues relating to the banking industry. Apart from the above, the top
executives of the bank are also deputed to training programmes organised by non-banking
training institutions such as ASCI etc. The bank staff, who is deputed to the above training
programmes, acquires the skills, knowledge in the functional areas, and experiences due to
the association with their co-trainees and this is a source of strength. The bank staff,
therefore, enjoys the exclusive privilege of being trained at the above colleges and centres
which are recognised as premier training institutions and college in the country.
Industry Level Training Institutions
Unlike the state bank training colleges and centres which concentrate on bank related training
programmes, the industry level training institutions offer non routine training packages in the
areas of policy formulation, industrial relations, HRD, strategic thinking and leadership
programmes to name a few. Top executives of the bank are generally nominated to such
programmes. These institutions not only offer training packages but also provide consultancy
services and research support to the banks.
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Reduced supervision: Trained persons require less supervision because they know
their job better and commit to fewer mistakes. The supervisor can concentrate on
more important activities such as planning and controlling.
Reduced accidents and wastages: Trained employees develop positive attitude
towards their job and the organisation. Such persons are more interested in their jobs
and as such they handle the machines and materials with care and caution. This helps
to reduce accidents and wastages.
Reduced absenteeism and turnover: A trained person derives more job satisfaction.
Morale of trained staff is high. They do not remain absent without sufficient cause.
There are also less chances of labour turnover.
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Chances for promotion: Trained personnel stand a fair chance of being promoted.
Instead of selecting people from outside sources, a trained person can be promoted to
higher levels.
High rewards: Trained employees increase performance and productivity. The fruits
of higher return are shared between the company and the staff. Enlightened staff also
provides suggestions. If the suggestions are cost effective, then the employees are
rewarded suitably.
Co-operation with others: Trained employees co-operate with others and others cooperate with him. This results in team work among the employees.
Develop skills: Employees can develop and improve their skills due to training. They
can develop communication skills, decision-making skills, problem-solving skills etc.
On-the-Job Training
Off-the-Job Training
1. On-the-Job Methods
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Job Rotation: Job rotation involves the transfer of trainees from one job to another
and sometimes from one office to another office. Job assignments under rotation
system may last for a period of 3 months to 2 years. The trainee is given full duties
and responsibilities of the rotated position.
Planned Progression: It is similar to job rotation, except that every movement from
one job to another involves higher pay, position and duties. In job rotation, every
movement involves more or less same pay and position. Planned progression is more
likely to occur at higher managerial levels, whereas, job rotation occurs mainly at
lower level positions.
Like job rotation, planned progression is intended to give a trainee a broad perspective
or idea of total corporate activities emphasising diversified instead of specialised
skills and knowledge. This is because top executives positions require generalists,
rather than specialists, who need a variety of job experiences.
Understudies: The trainee is given an understudy position. In this case, the trainee, at
a future date, is likely to assume the duties and responsibilities of the position
currently held by his immediate superior.
The understudy technique ensures a company that a fully qualified person will be
available to take over a present manager's position whenever he leaves the position
through promotion, transfer, retirement or resignation.
Junior Boards: In western countries, junior boards are formed. It permit promising
young middle-level managers to experience problems and responsibilities faced by
top-level executives in their company. About 10 to 12 executives from diverse
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functions within the organisations serve on the board for a term of say 6 months or
more.
The board is allowed to study any problem faced by the organisation, in respect of
personnel policies, organisational design, interdepartmental conflicts, etc. and to make
recommendations to the senior board of directors.
2. Off-the-Job Methods:
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Nowadays, in USA, Germany and other western European countries, there are
television programmes that are featured towards management development. Also,
video tapes are available, whereby, important managerial discussions, debates and
talks can be viewed and listened.
Apart from the above methods there are various other methods which includes
Workshops and Seminars, University Management Programmes.
Programmed Instructions: In recent years this method has become popular. The
subject matter to be learned is condensed into logical sequential units. These units are
arranged from simple to more complex levels of instructions. The trainee goes
through these units by answering questions or filling the blanks.
In such programmes, knowledge is imparted with the use of a textbook or a teaching
machine. Hence, it is also called as 'Teaching by the Machine Method'. The
programmes involves:
Presenting questions, facts or problems to the trainee to utilise the information given.
The trainee instantly receives feedback (and sometimes rewards or penalties) on the
basis of the accuracy of his answer.
Programmed instructions is used primarily in teaching factual knowledge, such as
mathematics, physics, foreign language, etc. This method is time consuming and
expensive.
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On Site Training: In this method staff of few branches is trained at regional offices.
Off the Job: In this method staff will be trained at training colleges
Faculty Scheme: In this method trainers will visit a particular branch for 2 or 3 days
and give on the job training. Training and Development Policies and Practices in SBI
The training policy and practice of any organization cannot be considered in isolation,
but it has to be seen as an integral part of the corporate policy and philosophy.
Besides, it must be effectively integrated with the various HRD mechanisms like,
human resource planning, recruitment and selection, performance appraisal, potential
appraisal compensation system, career planning and promotion, and employee
counselling to name a few viewed from this broader angle. The bank has a clear cut
policy towards human resource development and achieving banks goals through
training and development programmes. The training policy and practice of the bank
can be understood by examining the training practices over a period of time. The bank
provides training to its staff as and when new products and services are launched apart
from regular training. 45 Further, keeping in line with the Government policy of
providing necessary training with a view to bringing SC/ST candidates on par with
general category, the bank has been conducting pre-examination training for such
candidates who apply for clerical and officers jobs in bank. Besides, training
programmes for those clerks/cashiers belonging to this category are organised who are
eligible for promotion to officer cadre. The training programmes are conducted
regularly at 4 apex level training colleges and 45 State Bank Learning Centers
(SBLCs) formerly called as State bank Training Centers across the country. Young
officers of the bank are being encouraged to take up management education by way of
sponsorship tie up with the S.P. Jain Institute of Management. Already 50 officers of
the bank have been enrolled in the programmme on a trial basis. The training colleges
and SBLCs are recognised as the best training colleges in the country. The bank
conducts training programmes on a regular basis to its staff and staff of the associate
banks. The training programmes may be broadly classified as induction, intermediate
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and functional programmes. The induction programme attempts to equip the fresh
recruits, the technical aspects of banking systems and procedures as well as the
various legal obligations which banks have to fulfil. Intermediate programme aims to
reorient the attitudes, for a role transition, to those employees who have risen from the
ranks and are holding managerial positions. And some training programme deals with
the functional aspect of banking such as agricultural banking, rural development
banking, international banking, personnel management and industrial relations etc. In
addition to the above, some of the sessions, in a training programme are also devoted
to provide the trainees, with the general appreciation of computers and developments
in the banking industry, in order to cope with the changing conditions.
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1. State Bank Staff College, Hyderabad- This college is located in a 16 acre lush green
campus. The campus provides for perfect surroundings for knowledge building and
erudition. It has 82 hostel rooms 6 lecture halls, 15 small group discussion rooms, a
conference hall with the latest teaching aids, board room and two dining halls. It can
run at a time, 6 training and development programmes for as many as 150 participants.
Around 150 persons are working in the college. This includes, apart from those in the
teaching and research wing, others, who are responsible for providing the
infrastructure and services for its upkeep. The campus also has residence facilities for
the faculty, research officers and other officials. It has also facilities for indoor and
outdoor games, as well as a gym. The gardens in the campus are well kept and the
fountains lit up in the evenings, provide a happy ambience. The college has a clinic
with a non-resident doctor. Yoga and services of a naturopath are available. A
telephone booth has been provided for the use of participants within the campus itself
for making local/STD/ISD calls.
2. State Bank Academy, Gurgaon- State Bank Academy (SBA) formerly known as
State Bank Staff College (SBSC) was setup on 18th November 1982 at Gurgaon. It is a
key institutional resource and is recognized within the Indian Banking fraternity as a
reputed centre for training officials of State Bank group and other organizations in
India and abroad. The campus sprawling over 11 acres of land in sector -18,
Institutional Area, Gurgaon. It has a capacity to conduct 6 training programmes
simultaneously with residential facilities for 180 participants. The facilities of the
academy thus mirror its role, responsibilities and tasks as State Banks most modern
training institution for banking professionals in India.
commercial bank in the country has a major responsibility in the 66 process of rural
development. To meet the need to train the bank staff working in a large network of
branches dealing with rural credit, SBIRD was established in 1981. Its mission is to
enhance the sensitivity of the bank staff to rural environment to equip them with the
skills and knowledge and to provide the required orientation for rural banking. The
objective is to enable them to creatively convert the scope into innovative schemes
through extension, co-ordination and consultancy and contribute to the process of rural
development.
SKILLS
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Training, as was stated earlier, is imparting skills to employees. A worker needs skills to
operate machines, and use other equipments with least damage or scrap. This is a basic skill
without which the operator will not be able to function. There is also the need for motor
skills. Motor skills refer to performance of specific physical activities. These skills involve
training to move various parts of ones body in response to certain external and internal
stimuli. Common motor skills include walking, riding a bicycle, tying a shoelace, throwing a
ball and driving a car. Motor skills are needed for all employees from the clerk to the
general manager. Employees, particularly supervisors and executives, need interpersonal
skills popular known as the people skills. Interpersonal skills are needed to understand one
self and others better, and act accordingly. Examples of interpersonal skills include listening,
persuading, and showing an understanding of others feelings.
EDUCATION
The purpose of education is to teach theoretical concepts and develop a sense of reasoning
and judgement. That any training and development programme must contain an element of
education is well understood by HR specialist. Any such programme has university
professors as resource persons to enlighten participants about theoretical knowledge of the
topic proposed to be discussed. In fact organizations depute or encourage employees to do
courses on a part time basis. Chief Executive Officers (CEOs) are known to attend refresher
courses conducted by business schools. Education is important for managers and executives
than for lower-cadre workers.
DEVELOPMENT
Another component of a training and development is development which is less skill oriented
but stressed on knowledge. Knowledge about business environment, management principles
and techniques, human relations, specific industry analysis and the like is useful for better
management of the company.
ETHICS
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There is need for imparting greater ethical orientation to a training and development
programme. There is no denial of the fact that ethics are largely ignored in businesses.
Unethical practices abound in marketing, finance and production function in an organization.
They are less see and talked about in the personnel function. If the production, finance and
marketing personnel indulge in unethical practices the fault rests on the HR manager. It is
his/her duty to enlighten all the employees in the organization about the need of ethical
behaviour.
White Collar Crimes-The findings of the KPMGs fraud survey for 1998, confirm the
prevalence of white collar crimes in corporate India. The survey has pegged the loss due to
delinquencies at Rs.200 crores but KPMG feels that it is only the tip of the iceberg.
According to the study, 66% of the respondents feel that the frauds will increase.
Respondents have cited kickbacks and expenses accounts as the most frequent types of
internal frauds, and patent infringements, false representation and secret commissions as the
most favoured external crimes. Among management frauds, window dressing of balance
sheets is the hot favourite followed by more creative ones like fudging MIS and giving wrong
information. Attitudinal Changes Attitudes represent feeling and beliefs of individuals
towards others. Attitude affects motivation, satisfaction and job commitment. Negative
attitudes need to be converted into positive attitudes. Changing negative attitudes is difficult
because
1. Employees refuse to changes
2. They have prior commitments
3. And information needed to change attitudes may not be sufficient.
Nevertheless, attitude must be changed so that employees feel committed to the organization,
are motivated for better performance, and derive satisfaction from there jobs and the work
environment.
decision among alternatives. Training of this type is typically provided to potential managers,
supervisors and professionals.
Training inputs at HLL- The training and development affords at HLL are designed to
develop the following:
1. Helping employees satisfy personal goals through higher level of skills and competencies.
2. Facilitating higher contribution at there present jobs and preparing them for the next level
of responsibilities
3. Developing individuals and teams to meet the total needs of the organization.
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(1) The deficiency is caused by a lack of ability rather than a lack of motivation to perform,
(2) The individual(s) involved have the aptitude and motivation need to learn to do the job
better, and
(3) Supervisors and peers are supportive of the desired behaviours. Training & Development
offers competitive advantage to a firm by removing performance deficiencies; making
employees stay long; minimized accidents, scraps and damage; and meeting future employee
needs. There is greater stability, flexibility, and capacity for growth in an organization.
Training contributes to employee stability in at least two ways. Employees become efficient
after undergoing training. Efficient employees contribute to the growth of the organization.
Growth renders stability to the workforce. Further, trained employees tend to stay with the
organization. They seldom leave the company. Training makes the employees versatile in
operations. All rounder scan be transferred to any job. Flexibility is therefore ensured.
Growth indicates prosperity, which is reflected in increased profits from year to year. Who
else but well-trained employees can contribute to the prosperity of an enterprise? Accidents,
scrap and damage to machinery and equipment can be avoided or minimized through
training. Even dissatisfaction, complaints, absenteeism, and turnover can be reduced if
employees are trained well. Future needs of employees will be met through training and
development programmes. Organizations take fresh diploma holders or graduates as
apprentices or management trainees. They are absorbed after course completion. Training
serves as an effective source of recruitment. Training is an investment in HR with a promise
of better returns in future. A company's training and development pays dividends to the
employee and the organization. Though no single training programme yields all the benefits,
the organization which devotes itself to training and development enhances its HR
capabilities and strengthens its competitive edge. At the same time, the employees personal
and career goals are furthered, generally adding to his or her abilities and value to the
employer. Ultimately, the objectives of the HR department are also furthered.
The Benefits of Employee Training How Training Benefits the Organization:
Leads to improved profitability and/or more positive attitudes towards profit orientation.
Improves the job knowledge and skills at all levels of the organization
Improves the morale of the workforce
Helps people identify with organizational goals
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Aids in orientation for new employee and those taking new jobs through transfer or
promotion
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Improves morale
Builds cohesiveness in groups
Provides a good climate for learning, growth, and co-ordination
Makes the organization a better place to work and live
structure, called a Strategic Training Unit (STU) will bring the entire training system under a
unified training command, headed by a Chief General Manager.
The STU has been assigned the task of moving towards converting the State Bank of India
into a Learning Organization capable of handling change and growth for a Bank aspiring to
be amongst the top 20 in the world. SBI has added 25000 new employees to its work force in
the last two years and is likely to add another 25000 in the current year. It has also taken on
massive branch expansion with over 1000 branches opened in the last fiscal alone. The STU
is geared not only towards integrating the new recruits into SBI but also enhancing the
knowledge and skills and reorienting attitude of its existing work force. The training system
will create a culture that promotes continuous learning and development of the self, group,
organization and society. Standardisation of training content is already underway as is
standardization of infrastructure across the system, so as to ensure quality. SBI has also been
putting its top leaders through customized Leadership Programmes conducted by reputed
management institutes.
The Bank, through the STU will expand its e-learning facilities in a large way and also focus
on operational research which will help the Bank cope with change and direction setting in a
competitive environment.
The STU, located at Hyderabad will be headed by Smt. Mahapara Ali, Chief General
Manager. Shri N Raja, the Corporate Development Officer & Deputy Managing Director of
the Bank who inaugurated the Strategic Training Unit today said, Our training system is
already considered the best in the industry. By creating the STU, we propose to upgrade our
infrastructure, content and delivery further. Leadership development, competency building at
all levels and change management will be our focus areas.
MUMBAI: SBI has established a strategic training unit (STU), which will bring the bank's
entire training system under a unified command, headed by a chief general manager. This has
been done with the objective of developing skills, particularly among the 25,000 additional
recuritments that the bank is planning for the current fiscal.
The bank, with over two lakh employees, has one of the largest training facilities in the
country. These include 45 learning centres and four apex institutes. The STU, located at
Hyderabad, will be headed by chief general manager Mahapara Ali.
The apex institute includes the three Hyderabad-based organisations- State Bank Staff
College with its 16.5-acre campus and the State Bank Institute of Rural Development. The
fourth is the State Bank Academy, which has a 11.5-acre campus in Gurgaon. Until now, the
administration of SBI's educational network was looked after by the respective operational
units.
The unified STU has been assigned the task of moving towards converting SBI into a
'Learning Organisation' capable of handling change and growth for a bank aspiring to be
amongst the top 20 in the world, said N Raja, corporate development officer & deputy MD of
the bank, while inaugurating the unit in Hyderabad.
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The State Bank of India has added 25,000 new employees to its work force in the last two
years and is likely to add another 25,000 in the current year. It has also taken on massive
branch expansion with over 1,000 branches opened in the last fiscal alone. "The STU is
geared not only towards integrating the new recruits into SBI but also enhancing the
knowledge and skills and re-orienting the attitude of its existing work force" a statement
issued by the bank said.
SBI has also been putting its top leaders through customised leadership programmes
conducted by reputed management institutes.
By creating the STU, we propose to upgrade our infrastructure, content and delivery further.
Leadership development, competency building at all levels and change in management will
be our focus areas," said Mr Raja.
CONCLUSION
Training is one of the important aspects of manpower development. It has gained significance
since 1960s and continues to be of growing importance for organisations today.
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Training and development is normally views as short term educational process utilising a
planned, systematic and organised procedure by which non-managerial personnel acquire the
technical knowledge and skills necessary for increased effectiveness in achieving
organisational goals.
In simple words, training is a process of developing or imparting skills, knowledge and
changing attitudes so as to increase individual, and organisational effectiveness.
BIBLIOGRAPHY
Websites:
http://www.slideshare.net
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http://www.business-standard.com
http://shodhganga.inflibnet.ac.in
Books:
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