A study of Employee Training in State Bank of

India

A Project Submitted to
University of Mumbai for partial completion of degree
of Bachelor of Management Studies .
Under the Faculty of Commerce

By

Hamza Farque Ansari

Under Guidance of

Mahajan Sir

College Name and Address

Vikas College of Arts Science and Commerce

Rd,Kannamwar Nagar 2, Maharashtra
Mumbai 400083.

Month and Year

January ,2022
A STUDY OF employee training in State bank of India

1. Index
4. Remarks
2. Sr No 3. Particulars
1.
6. Introduction

2.
9. Abstract

3. 1. Presidency Bank Act

2. Bank of Madras
3. Bank of Bombay
4. Bank of Bengal
5. Imperial Bank of India
1. 5 Year Plan
2. Technology Upgradation
3. Full Branch Computerization
a. (FCBS)
4. ATM Services
5. Interned Banking (INB)
4.
6. Government Business
7. STEPS
8. SEFT
9. MICR Centre
10. Core Banking
11. Trade Finance
12. WAN ( wide area network)

5.
33. Board of Directors

6.
36. Associates Banks

7.
39. Training

8.
42. Objectives of Training

9.
45. Performance Appraisal

10.
48. Training practices in SBI

11.
51. Contribution of Training

i. Remarks
53. Sr No Particulars
12.
55. Training in Job Performance

13.
58. Effectiveness of Training

14
61. Tools of performance

15.
64. Effectiveness of Performance

16.
67. Study of performance appraisal

17.
70. Conclusion
Introduction
1. The word bank it derived from the word bancus or banque that is French .
2. There was other of the opinion that the word bank is originally derived from the German word back
meaning joint for which was Italianized into banco. But whatever be the origin of the word bank as
Prof. Rramchandra Rao says. It would trace the history of banking in Europe from middle ages.
Generally, banks do the business of money they take deposits of moneys from client and give loan
to the person who has need of money. But in this age, for the convenience of customer, banks
provides some other services to their customer such as bankers cheque, overdraft, internet
banking, ATM facility, paying of bills, credit card, telegraphic transfer, insurance, demat etc.
3. For a people, it is difficult to keep a very big amount of money in his house safely. So, people save
their money to bank. Bank gives loan to the person who has need of money and gets higher
interest on it than the interest of deposit. The margin between the interest of loan and interest of
deposit is the income of bank.

As early as 2000 B.C. the Babylonians had developed a banking system. There is evidence to show the
temples of Babylon were used as banks. After a period of time, there was a spread of irreligion, which soon
destroyed the public sense of security in depositing money and valuable in temples. The priests were longer
acting as financial agents. The Romans did minute regulations, as to conduct private banking and to create
confidence in it. Loan banks were also common in Rome. From these the poor citizens received loans
without paying interest, against security of land for 3 or 4 years.
During the early periods, although private individual mostly did the banking business, many
countries established public banks either for the purpose of facilitating commerce or to serve the
government.

However, upon the revival of civilization, growing necessity forced the issued in the middle of the
12th century and banks were established at Venice and Genoa. The Bank of Venice established
in 1157 is supposed to be the most ancient bank. Originally, it was not a bank in the modern
sense, during simply an office for the transfer of the public debt.
In India, as early as the Vedic Period, banking, in most crude from existed. The books of Manu
contain references regarding deposits, pledges, policy of loans, and rate of interest. True, the
banking in those days largely mint money lending and they did not know the complicated
mechanism of modern banking.

This is true not only in the case of India but also of other countries. Although, the business of
banking is as old as authentic history, banking institutions have since than changed in character and
content very much. They are developed from a few simple operations involving the satisfaction of a
few individual wants to the complicated mechanism of modern banking, involving the satisfaction of
capital slowly seeking employment and thus providing the very life blood of commerce.

Abstract
Introduction of Liberalization, Privatization,
Globalization and improved Information
&communication technology has transformed the Indian banking sector. Banking, being a
service sector is involved in people oriented business. The successful business operation
depends upon the employees’ competencies and skills. Every Employee aspires to grow and
nourish themselves with time. Achievement of organisational goal and fulfilment of
objectives can be possible only if the employees are trained and appraised on frequent basis.
To achieve this there is a requirement of a well thought out training and appraisal system in
banks. In this backdrop the paper is an effort to study the effectiveness of training as well as
performance appraisal practices of State Bank of India in Varanasi region and find out
whether any relationship exists between training effectiveness and performance appraisal
effectiveness in SBI. The secondary data and information have been collected from various
sources like business newspapers, books,
journals, magazines, RBI Reports and publications, etc. Primary data has been collected
through structured questionnairefrom the employees of State Bank of in Varanasi District
of Uttar Pradesh. Simple random sampling has been used and total 109 respondents
were approached. The result of the study shows the significant relationship

I. Theoretical Background
Human resource is the potential source of an organisation’s sustainable competitive
advantage, (Huseild and Becker, 2011). They are the vital component of any organisation
and human resource practices consists of an organization‘s people management [14] which
consist of policies and practices that influences the behavior, attitude, as well as
performance of employees [8] besides analysing and designing jobs, attracting potential
employees, selecting them, training on how to perform their jobs, evaluating their
performance, rewarding them and crafting a optimistic work setting in line with the
organisations vision and mission.Today, banking sector is a growing sector of the country.
With swift expansion in the number of branches, ATM and other online services, and
opening of new offices in different countries, banks (mainly public sector banks) are
beginning to feel a new pressure in the forms of recruitment, training, performance
appraisal, promotion, career development and work life balance of their employees.
Training System has now become necessary for organizations to upgrade the skills and
ignite the sparks of Knowledge in their human capital to an extent and with a rapidity which
has perhaps never been required before. Those who dominate the market in times to come
will be those who are prepared to seize the opportunities as they come.
The State Bank of India is one of the largest public sector banks in India. It is the first bank
who established HRD (Human Resource Development) Department separately in their
organization for their employee’s capabilities and potential development. There are almost
16 training centers established by SBI in different part of the country to facilitate their
employees with training and development for all cadres in the organization. Effective training
and appraisal practices are one of the key factors of employees’ development. Systematic
training and performance appraisal helps in acquiring new knowledge and skills, timely
achievement of target and also build positive attitudes and team work among employees in
the organization.

In any organization, training play an important role in developing an effective performance

appraisal system
for those individuals involved as raters. The training should start with a focus on providing
the manager with a systematic approach to the practice of effective people management
[11]. It is equally necessary that, organization training programs should be co-related with
manpower planning, motivating and evaluating employee performance. Thus, performance
appraisal is only a part of performance management process. And it should become the
responsibility of managers to see performance appraisal within its wider context and not as
a simple “quick fix” solution [4] Training and performance appraisal system, these two are
the important components of Human Resource
Development Practices. An efficient training and performance appraisal system play an
important role in development of potentials and competencies of employees . Banking sector
requires a great degree of attention to its performance appraisal system. Several public
sector banks (PSBs) have changed their PAS or are in the process of changing them. Few
PSBsnamely Punjab National Bank, IDBI, State Bank of India are altering their talent strategies
to focus on performance and employee engagement. The banks are also lining up incentives
such as paid holidays abroad, leadership and training programs at top b-schools. When we
talk about SBI, it has also affected a complete overhaul of its talent assessment and
engagement programs. There is a new appraisal system. Senior managers will now have
performance

review twice a year. The bank has tied up with Harvard Business School for online training
programs for its senior management [25]. Banks need to continuously enhance the skill of
their employees so as to remain viable and competitive and to take advantage of new
opportunities [20]. The banking personnel, across the cadres need to be suitably trained to
acquire necessary skill set to perform their job more efficiently. Presently, the biggest
challenge faced by banking
sector is to build capacity at a rate which matches the loss of existing talent and skills to
retirement, poaching and resignations. The banking training initiatives must ensure that the
available talent pool in the banks is able to always keep pace with the fast changing ways in
which banking is conducted. He also said that, equally there is also need of efficient and
transparent performance management in banks. Efficient and transparent performance
management system creates discrimination between perfomer and non-performers in the
banks. As per Mundra opinion, it is impossible to identify who are the performers and who
are the nonperformers in banks. But a fair, transparent and objective mechanism for
performance management can solve all these above problems and will also provide a path
for talent management and succession planning in banks.
Thus, in light of these issues the study is an attempt to identify the training and appraisal
practices followed by State Bank of India along with determining the impact of training on
performance effectiveness of employees of State Bank of India. As the time finance and
resource are always there acting as an limitation for a researcher, only state bank of India,
and that too particularly located in Varanasi district of Uttar
Pradesh has been taken up for the study. This pose a big threat to the generalization of this
study
 STATE BANK OF INDIA

The origin of the State Bank of India goes back to the first decade of the nineteenth century
with the establishment of the Bank of Calcutta in Calcutta on 2 June 1806. Three years later the bank received its
charter and was re-designed as the Bank of Bengal (2 January 1809). A unique institution, it was the first joint-stock
bank of British India sponsored by the Government of Bengal. The Bank of Bombay (15 April 1840) and the Bank of
Madras (1 July 1843) followed the Bank ofBengal. These three banks remained at the apex of modern banking in
India till their amalgamation as the Imperial Bank of India on 27 January 1921.

Primarily Anglo-Indian creations, the three presidency banks came into existence either as a result of the compulsions
of imperial finance or by the felt needs of local European commerce and were not imposed from outside in an
arbitrary manner to modernise India's economy. Their evolution was, however, shaped by ideas culled from similar
developments in Europe and England, and was influenced by changes occurring in the structure of both the local
trading

environment and those in the relations of the Indian economy

the economy of Europe and the global economic framework.
 Bank of Bengal
Establishment
The establishment of the Bank of Bengal marked the advent of limited liability, joint-stock banking in India. So was the
associated innovation in banking, viz. the decision to allow the Bank of Bengal to issue notes, which would be accepted for
payment of public revenues within a restricted geographical area.

This right of note issue was very valuable not only for the Bank of Bengal but also its two siblings, the Banks of Bombay
and Madras. It meant an accretion to the capital of the banks, a capital on which the proprietors did not have to pay any
interest. The concept of deposit banking was also an innovation because the practice of accepting money for safekeeping
(and in some cases, even investment on behalfofthe clients) by the indigenous bankers had not spread as a general habit in
most parts of India. But, for a long time, and especially up to the time that the three presidency banks had a right of note
issue, bank notes and government balances made up the bulk of the invertible resources of the banks. The three banks were
governed by royal charters, which were revised from time to time. Each charter provided for a share capital, fourfifth of
which were privately subscribed and the rest owned by the provincial government. The members of the board of directors,
which managed the affairs of each bank, were mostly proprietary directors representing the large European managing
agency houses in India. The rest were government nominees, invariably civil servants, one of whom was elected as the
president of the boards

Group Photograph of Central

Board (1921)
 Business
The business of the banks was initially confined to discounting of bills of exchange or other negotiable private securities,
keeping cash accounts and receiving deposits and issuing and circulating cash notes. Loans were restricted to Rs.one
lakh and the period of accommodation confined to three months only. The security for such loans was public securities,
commonly called Company's Paper, bullion, treasure, plate, jewels, or goods 'not of a perishable nature' and no interest
could be charged beyond a rate of twelve per cent. Loans against goods like opium, indigo, salt woollens, cotton, cotton
piece goods, mule twist and silk goods were also granted but such finance by way of cash credits gained momentum
only from the third decade of the nineteenth century. All commodities, including tea, sugar and jute, which began to be
financed later, were either pledged or hypothecated to the bank. Demand promissory notes were signed by the borrower
in favour of the guarantor, which was in turn endorsed to the bank. Lending against shares of the banks or on the
mortgage of houses, land or other real property was however, forbidden.

Indians were the principal borrowers against deposit of Company's paper, while the business of discounts on
private as well as salary bills was almost the exclusive monopoly ofindividuals Europeans and their partnership
firms. But the main function of the three banks, as far as the government was concerned, was to help the latter
raise loans from time to time and also provide a degree of stability to the prices of government securities.

Old Bank of Bengal

Major change in the conditions
A major change in the conditions of operation of the Banks of Bengal, Bombay and Madras occurred after 1860.
With the passing of the Paper Currency Act of 1861, the right of note issue of the presidency banks was abolished
and the Government of India assumed from 1 March 1862 the sole power of issuing paper currency within British
India. The task of management and circulation of the new currency notes was conferred on the presidency banks
and the Government undertook to transfer the Treasury balances to the banks at places where the banks would
open branches. None of the three banks had till then any branches (except the sole attempt and that too a short-
lived one by the Bank of Bengal at Mirzapore in 1839) although the charters had given them such authority.
But as soon as the three presidency bands were assured of the free use of government Treasury balances at places where
they would open branches, they embarked on branch expansion at a rapid pace. By 1876, the branches, agencies and sub
agencies of the three presidency banks covered most of the major parts and many of the inland trade centres in India.
While the Bank of Bengal had eighteen branches including its head office, seasonal branches and sub agencies, the
Banks of Bombay and Madras had fifteen each. government

Bank of Madras Note Dated 1861 for Rs.10

Presidency BanksAct
The presidency Banks Act, which came into operation on 1 May 1876, brought the three presidency banks
under a common statute with similar restrictions on business charge of the public debt offices in the three
presidency towns, and the custody of a part of the government balances. The Act also stipulated the creation
of Reserve Treasuries at Calcutta, Bombay and Madras into which sums above the specified minimum
balances promised to the presidency banks at only their head offices were to be lodged. The Government
could lend to the presidency banks from such Reserve Treasuries but the latter could look upon them more
as a favour than as a right.
 Bank of Madras
The decision ofthe Government to keep the surplus balances in Reserve Treasuries outside the normal control of the
presidency banks and the connected decision not to guarantee minimum government balances at new places where
branches were to be opened effectively checked the growth of new branches after 1876. The pace of expansion witnessed
in the previous decade fell sharply although, in the case of the Bank of Madras, it continued on a modest scale as the
profits of that bank were mainly derived from trade dispersed among a number of port towns and inland centres of the
presidency.

India witnessed rapid commercialisation in the last quarter of the nineteenth century as itsrailway network
expanded to cover all the major regions of the country. New irrigation networks in Madras, Punjab and Sind
accelerated the process of conversion of subsistence crops into cash crops, a portion of which found its way
into the foreign markets. Tea and coffee plantations transformed large areas ofthe eastern Terais, the hills
ofAssam and the Nilgiris into regions of estate agriculture par excellence. All these resulted in the expansion of
India's international trade more than six-fold. The three presidency banks were both beneficiaries and
promoters of this commercialisation process as they became involved in the financing of practically every
trading, manufacturing and mining activity in the sub-continent. While the Banks of Bengal and Bombay were
engaged in the financing of large modern manufacturing industries, the Bank of Madras went into the financing
of large modern manufacturing industries, the Bank of Madras went into the financing of small-scale industries
in a way which had no parallel elsewhere. But the three banks were rigorously excluded from any business
involving foreign exchange. Not only was such business considered risky for these banks, which held
government deposits, it was also feared that these banks enjoying government patronage would offer unfair
competition to the exchange banks which had by then arrived in India. This exclusion continued till the
creation of the Reserve Bank of India in 1935.rkets.

Bank of Bombay
Presidency Banks of Bengal
s then equal. All these enabled the Imperial Bank to acquire a pre-eminent position in the Indian banking industry and also secur
a vital place in the country's economic life.
Stamp of Imperial Bank of
India

When India attained freedom, the Imperial Bank had a capital base (including reserves) of Rs.11.85
crores, deposits and advances of Rs.275.14 crores and Rs.72.94 crores respectively and a network
of 172 branches and more than 200 sub offices extending all over the country.

First FiveYear Plan

In 1951, when the First Five Year Plan was launched, the development ofrural India was given the
highest priority. The commercial banks ofthe country including the Imperial Bank ofIndia had till then
confined their operations to the urban sector and were not equipped to respond to the emergent
needs of economic regeneration of the rural areas. In order, therefore, to serve the economy in
general and the rural sector in particular, the All India Rural Credit Survey Committee
recommended the creation of a state-partnered and state- sponsored bank by taking over the
Imperial Bank of India, and integrating with it, the former state-owned or state- associate banks. An
act was accordingly passed in Parliament in May 1955 and the State Bank of India was constituted
on 1 July 1955. More than a quarter of the resources of the Indian banking system thus passed
under the direct control ofthe State. Later, the State Bank of India (Subsidiary Banks)Act was
passed in 1959, enabling the State Bank of India to take over eight former State-associated banks as
its subsidiaries (later named Associates).The State Bank of India was thus born with a new sense of
social purpose aided by the 480 offices comprising branches, sub offices and three Local Head
Offices inherited from the Imperial Bank. The concept of banking as mere repositories of the
community's savings and lenders to creditworthy parties was soon to give way to the concept of
purposeful banking sub serving the growing and diversified financial needs of planned economic
development. The State Bank of India was destined to act as the pacesetter in this respect and lead
the Indian banking system into the exciting field of national development
 The Bank is actively involved since 1973 in non-profit activity called Community Services
Banking. All SBI branches and administrative offices throughout the country sponsor and
participate in large number of welfare activities and social causes. SBI business is more than
banking because we touch the lives of people anywhere in many ways. SBI commitment to nation-
building is complete & comprehensive.

Technology Upgradation
SBI’s Information Technology Programme aims at achieving efficiency in operations, meeting
customer and market expectations and facing competition. SBI achievements are summarized
below:

FULL BRANCH COMPUTERISATION (FCBs):

All the branches of the Bank are now fully computerised. This strategy has contributed to improvement in
customer service.

ATM SERVICES:
There are 5290 ATMs on the ATM Network. These ATMs are located in 1721 centers spread across the length and
breadth of the country, thereby creating a truly national network of ATMs with an unparalleled reach. Value added
services like ATM locator, payment of fees for college students, multilingual screens, voice over and drawl of cash
advance by SBI credit card holders have been introduced
.
INTERNET BANKING (INB):
This on-line channel enables customers to access their account informatio and initiate transactions on a 24x7, boundary
less basis. 2225 branches, covering 555 centers are extending INB service to their customers. All functionalities other
than Cash and Clearing have been extended to individual retail customers.
A separate Internet Banking Module for Corporate customers has been launched and available at 1305 branches.
Bulk upload of data for Corporate, Inter-branch funds transfer for Retail customers, Online payment of
Customs duty and Govt. tax, Electronic Bill Payment, SMS Alerts, EPoll, IIT GATE Fee Collection, Off-line Customer
Registration Process and Railway Ticket Booking are the new features deployed.
GOVT. BUSINESS : Software has been developed and rolled out at 7785 fully computerised
branches. Electronic generation of all reports for reporting, settlement and reconciliation of Govt. funds is
available.

STEPS: Under STEPS, the bank's electronic funds transfer system, the Products offered are eTransfer (eT),
eRealisation (eR), eDebit (CMP) and ATM reconciliation. STEPS handles payment messages and reconciliation
simultaneously.

SEFT: SBI has launched the Special Electronic Fund Transfer (SEFT) Scheme of RBI, to facilitate
efficient and expeditious Interbank transfer of funds. 241 branches of our Bank in various LHO Centres
are participating in the scheme. Security of message transmission has been enhanced.

MICR Centre: MICR Cheque Processing systems are operational at 16 centre viz. Mumbai, New
Delhi, Chennai, Kolkata, Vadodara, Surat, Patna, Jabalpur, Gwalior, Jodhpur, Trichur, Calicut, Nasik, Raipur,
Bhubaneswar and Dehradun.

Core Banking: The Core Banking Solution provides the state-of-the-art anywhere anytime
banking for our customers. The facility is available at 1012 branches.

Trade Finance : The solution has been implemented, providing efficiency in handling Trade Finance transactions
with Internet access to customers and greatly enhances the bank's services to Corporate and Commercial Network
branches. This new Trade Finance solution, EXIMBILLS, will be implemented at all domestic branches as well as at Foreign
offices engaged in trade finance business during the year.

WAN : The bank has set up a Wide Area Network, known as SBI
connect, which provides connectivity to 4819 branches/offices of SBI Group across 385 cities as at 31st March
2008. This network provides across the board benefits by providing nationwide connectivity for its business
applications
 Directors on the Bank's Central Board as
on 31st December 2008
BOARD OF DIRECTORS

Central Board Of State Bank Of India (As on 1st April

2008)

Sl.No. Name of Director Sec. of SBI Act, 1955

Shri O.P. Bhatt

1. Chairman 19(a)

Shri S.K.Bhattacharyya
2. 19(b)
MD & CC&RO

3. Shri Suman Kumar Bery 19(c)

4. Dr. Ashok Jhunjhunwala 19(c)

.5 Dr. Deva Nand Balodhi 19(d)

6. Prof. Mohd. Salahuddin Ansari 19(d)

7. Dr.(Mrs.) Vasantha Bharucha 19(d)

8. Shri Arun Ramanathan 19(e)

9. Smt. Shyamala Gopinath 19(f)

ASSOCIATE BANKS

State Bank of India has the following seven Associate Banks (ABs) with
controlling interest ranging from 75% to 100%.

1. State Bank of Bikaner and Jaipur (SBBJ)

2. State Bank of Hyderabad (SBH)
 1. State Bank of Indore (SBIr)
2. State Bank of Mysore (SBM)

3. State Bank of Patiala (SBP)

4. State Bank of Saurashtra (SBS)
5. State Bank of Travancore (SBT)
As on 31st march, 2008 the financial information
of State bank of India is given as under

Financial Details RS (in crore)

Capital 631.47

Borrowings 51,727.41

Deposits 5,37,403.94

Investments 1,89,301.27

Advances 4,16,768.19

Profit 6,729.55

Source : balance sheet and profit and loss accounts

schedule of state bank of India from annual
reports of year ending 31st march, 2008
General Shareholder Information

Number of shareholders as on 30.9.2004 was 5.61 lacs.

The shareholding pattern was as under.

Reserve Bank of India 59.73 %

Non-residents (FIIs, OCBs, NRIs) 19.83 %

Banks, FIs including insurance companies 6.21 %

Mutual funds/UTI 6.47 %

Domestic companies/private corporate 1.79 %

bodies/trusts

Resident individuals 5.97

IA. Training
Training is a type of activity which is planned, systematic and
it results in enhanced level of skill, knowledge and
competency that are necessary to perform work effectively
[13]. Training is essential because technology is developing
continuously and at a fast rate. Systems and practices get
outdated soon due to new discoveries in technology,
including technical, managerial and behavioural aspects.
Organisations that do not develop mechanisms to catch up
with and use the growing technology soon become stale.
However, developing individuals in the organisation can
contribute to its effectiveness of the organisation. Some
definitions of training is given below
 Author & Definition

1. Michel Armstrong : Training is systematic development of the

knowledge, skills and attitudes required by an individual to perform adequately a
given task or job.

2. Edwin B Flippo :Training is the act of increasing knowledge and skills of

an employee for doing a particular job.

3. Dale S Beach : Training is usually considered as the organized procedure

by which people gain knowledge and increase skill for a definite purpose.

4. Aguinis and Kraiger,2009 : Training can be defined as a planned

effort to enable employees to learn job-related knowledge, skills, and

Objectives of Training
1• To escalate the knowledge of employees in doing a specific jobs.

2 • To systematically impart new skills to the human resources so that they can learn quickly.

3• To change the attitudes of the employees towards their co-workers, supervisor and
the organization as well.
4• To improve the overall performance of the organization.
5• To enable the employees to handle materials, machines and equipment
efficiently and thus to check wastage of time and resources.
6. To prepare employees for higher jobs by developing advanced skills in them
Examined that the changing technology, demanding customers, thrust on
Productivity, improved motivation, accuracy of output and better Management
arise the need for training .Similarly [10] observed that there are three components of
training – purpose, place and time. orined that, in banking sector, there is a need of
re- skilling and continuous skills up-gradation of employees. In
present high-tech world, the nature of banking business requires massive re-skilling of the
existing workforce and continuous skill up-gradation.
He substantiated his opinion by stating that Khandelwal Committee in his report has also
recommended major up-gradation of in-house training facilities of banks.
[16] Investigated theefficacy of training programs for employees to discharge their duties
and also examined that how these programs helps to achieve customer satisfaction. It was
determined that both private and public sector banks undertake training and development
programs for their employees to increase their efficiency and enhance their knowledge and
skills to satisfy the customers .to a great extent the growth of banking sector in India is the
result of skilled manpower which is the outcome of training and development.
 [22] Studied the existing policies practiced in cooperative banks to appraise the level of HRD
practices, to assess the satisfaction level of employees about the Training and development
as well as the reward and recognition of employees. It was found that training aids the
employees to gain better understanding of their Job, what is to be done and then how it do
it.
B. Performance Appraisal

Performance Appraisal (PA)is a system of review and evaluation of individual or team’s task
performance. It is said to be a formal system, because in reality, managers should be
reviewing an individual’s performance on a continuing basis.It is a process that is carried out
to assist both the individual as well as the organization to analyze and evaluate the
performance of employees over a period of time. This can take any form, formal or informal
[19]. The objective of performance appraisal has been categorized into two groups,
developmental and administrative purposes. The developmental purposes include providing
feedback, identifying individual strengths/weaknesses, recognizing individual performance,
assisting in goal identification, evaluating goal achievement identifying individual training
needs, determining organizational training needs, improving communication and allowing
employees to discuss concerns. On the other hand, administrative purposes of performance
appraisal includes but are not limited to documenting personal decisions, determining
promotion, transfers and assignments, identifying poor performance, deciding layoffs,
validating selection criteria etc.

Author & Definition

1. Beach (1965) : Performance appraisal is the systematic evaluation of the individual with
respect to his/ her performance on the job and his/her potential for development.

2. Douglas et. al. (1985). : performance appraisal is a systematic review of employee’s

meaningful job behavior to respects their effectiveness in meeting their job requirements and
responsibilities

3. Cascio (1998) : performance appraisal is a process to improve employee’s work

performance by helping them realize and use their full potential in carrying out the organization’s
missions and to provide information to employees and managers for use in making work related
decisions.
Opined that the success of an organization in realizing its objectives heavily depends on
the performance of its employees. [21] said that, performance here means ‘what is
expected to be delivered by an individual or a set of individuals within a time frame. What
is expected to be delivered could be stated in terms of results or efforts, tasks and quality,
with specification of conditions under which it
 is to be delivered’. [7] Said that, performance appraisalis a systematic evaluation of an
individual employee with respect to his performance on the job and his potential for
development. Performance is carrying out the work entrusted by employer directly or
through his agent. The management expects all the employees to perform the specified
task for the payment it makes. Once the work is entrusted to the employee, it is
necessary to measure the performance to see whether the employee has done the work
entrusted to him in the way it was expected. Whether there is any wastage in time, money,
energy and skill.
[3]mentioned that the performance appraisal practices are essentially an prospect for an individual and rest others
who are concerned with their performance in the bank , such as their line manager - to get together to involve in a
discussion about the individual’s performance, their development and the support they require from the managers.
It should not be a top down process rather it should be a free flowing

II. Methodology of the Study

Primary and secondary data both are used in order to fulfill the objective of the study. The secondary
data nd information have been collected from various sources like business newspapers, books,
ournals, magazines, RBI Reports and publications, etc. Primary data has been collected through structured
uestionnaire from the employees of State Bank of in Varanasi District of Uttar Pradesh. Simple random sampling
as been used and total 109 respondents were approached. We divided the training questionnaires into
hree parts- (a) kind of training offered by the bank, (b) timing of training and (c) effectiveness of training (it
comprised of three variables, whether organization consider training importance or not,
systematic organization of training program, role of training in enhancement of knowledge, skills, team work and
building positive attitudes in the employees and last one is whether employees are capable in implementing the
learning skills in their actual work practices).Similarly, performance appraisal questionnaires was also divided into
five parts.

(a) Organization of performance appraisal system

(b) agent of performance appraisal
(c) timing of performance appraisal
(d) tools of performance appraisal
(e) effectiveness of performance appraisal.
Objectives of the Study
1. To identify the training practices followed by State Bank of India.
2. To study of the performance appraisal system of State Bank of India.
 3. To determine the impact of training on performance effectiveness of employees of State
Bank of India.

Hypotheses H0: There is no significant relationship between training

practices and performance effectiveness in State Bank of India.

•H1: There is significant relationship between training practices and performance

effectiveness in State Bank of India.

Analysis and Interpretation

Table No. 1: Profile of respondents

Variable Category Frequency Percent

Male 67 61.5
Gender Female 42 43.3
Total (N) 100 100.0
Lover & 82 75.2
middle
level
Position Upper 27 24.8
level

Total (N) 109 100.0

.
The Table 1 shows that there are 109 respondents out of which 67 ar male and 42 are female respondents.and from
109 respondents, 82 belong to the lower and middle level and remaining 27 respondents belongs to upper level in
the organization
 A. Training Practices in State Bank of India

Table 2: Organization Considers Training as a Necessary Part o

Employee Development

Particular Frequency Percent

Strong agree 58 53.2
Agree 45 43.3
Neutral 3 2.8
Disagree 3 2.8
Total 109 100.0

The researcher with the help of table 2made an effort to find out the opinion of employees working in SBI regarding the
importance of training in their organization. IN other words, we can say that whether SBI considers training as a necessary part
of employee’s development or not. Majority of the ’i.e. 58 %agreed that their organization considers training as a necessary
part of employees’ development.

Table 3: Systematic Organization of Induction

Program

Particular Frequency Percent

Strong agree 17 15.6
Agree 64 58.7
Neutral 17 15.6
Disagree 9 8.3
Strongly 2 1.8
disagree
 Total 109 100.0

TheTable3providesinformationregardingsystematic
organizationofinductionprograminStateBankofIndia. As per the table out of 109 respondents, 17 employees strongly agree,
64 respondents agree in favor of systematic organization of induction program, 17 are neutral, 9 employees disagree and
remaining 2 strongly disagree. The majority of SBI’s
employees agreed that there is systematic organization of nduction program for the newly recruited employees.
ystematic

Table 4: Kind of Training Provided in the

Organization

Particular Frequency Percent

On-the-job 11 10.5
training without
technology

Off-the-job 6 5.5
training without
technology

On-the-job with 45 41.3

technology

Off-the-job 34 31.3
training with
technology
 Both training 13 11.9
methods with
technology

Total 109 100.0

The Table 4 provides information about various types of training programs offered by SBI to their employees. We
simply classified training programs into five parts on-thejob training without technology, off-the-job training
without technology, on-the-job with technology and offthe-job with technology and both training methods using
technology. Majority of the respondents i.e. 41.3% opted for training on-the-job and off-the-job with technology,
thus on the basis of above results, we can say that SBI provides both types oftraining i.e. on-the-job and off-the-
job with technology.

Table 5: Timing of Training Given to

Employees in SBI
Particular Frequency Percent
Every month 6 5.5
Every quarter 3 2.8
Halfyear 3 2.8
One year 26 23.9
Any time 71 65.1
Total 109 100.0
The Table 5 shows the timing of training program given to employees in State Bank of India. Researcher
divided timing of training into five parts- monthly, quarterly, halfyearly, once a year and any time. Out of
total 109 respondents, 65.1%respondents mentioned that they receive training any time in a year, 23.9%
respondents said they get training once a year, 2.8% are in favor of half-yearly and quarterly training
both and remaining 5.5% favored monthly training. On the basis of above result, we can say that there
is no fixed timing of training given to employees of SBI. Employees can go for training at any time in the

organization .
Table 6: Contribution of Training in Enhancing
Knowledge, Skills, Team Work and also Developing
Positive Attitudes

Particular Frequency Percent

Strongly agree 36 33.0

Agree 62 56.9

Neutral 7 6.4

Disagree 1 .9

Strongly 3 2.8
disagree

Total 109 100.0

Training an important component of Human Resource Development, plays a major role in enhancing
knowledge, skills, developing positive attitudes towards work and life and team work. Majority of
respondents gave positive opinions, so we can say that training given by SBI to their employees make
contribution in enhancing knowledge, skills, team work and developing positive attitudes among their
employees.
 Table 7: Effective Implementation of Training in Job
Performance

Particular Frequency Percent

Strongly agree 31 28.4

Agree 54 49.5

Neutral 11 10.1

Disagree 13 11.9

Total 109 100.0

With the help of Table 7, researcher made an attempt to know whether employees are able to implement the
knowledge and skills acquired from training program in their job or day-to-day tasks. In this regards researcher
found that 31 employees strongly agreed, 54 agreed, 11 respondents are neutral and only 13 respondents
disagreed. Thus, we can conclude that employees are able to implement their new learned skills, knowledge in

their day-to-day jobs .

Table 8: Effectiveness of Trainings

Particular Mean .S.D.

Training 7.66 2.20

Effectiveness

The Table 8 shows the effectiveness of training and for this we calculated th mean and standard deviation. The mean of
training effectiveness is 7.66 and S.D. is 2.20. As per this result we conclude that training program of SBI is very effective.
B. Performance Appraisal Systems in State Bank of India Table 9:
Whether Performance Appraisal carried in an organization

Particular Frequency Percent

Yes 107 98.2

No 2 1.8

Total 109 100.0

Simply, with the help of Table 9, researcher tries to find out whether performance appraisal practices are
carried out in an organization or not. Out of total respondents, 107 respondents gave positive opinions in this
regard and only 2 are keeping negative opinion. So, we conclude that performance appraisal system is carried
out in State Bank of India for measuring the performance of their employees for every level of employees
whether they belong to lower, middle or upper position in the organization.

Table 10: Agent of Performance Appraisal

Particular Frequency Percent

Immediate 90 82.6
investors
 Rating committee
5 4.6

Self-Rating 4 3.7
Peer Appraisal 8 7.3
Any other 2 1.8
Total 109 100.0
There are several methods used for measuring the performance of employees in an organization. In banks,
mostly immediate superiors are responsible for timely measuring the performance of employees. In our
analysis, 90 respondents said that their performance are evaluated by their immediate superiors, 5
respondent’s performance are evaluated by rating committee, 4 are given self-rating chances, 8 respondents
are evaluated by their peers and 2 respondents said they are rated by other methods like observation method
etc. So, study revealed that in SBI, immediate superiors are responsible for measuring and evaluating the

performance of employees in the organization .

Table 11: Timing of Performance Appraisal

Particular Frequency Percent
Monthly 12 11.0
Quarterly 8 7.3
Half-year 2 1.8
Annually 85 78.0
Any time 2 1.8
Total 109 100.0
Researcher here tries to find out the timing of performance appraisal system in SBI. For this,
we have categorized timing into monthly, quarterly, half-yearly, annually, and any-time. The
above table 3, out of 109 respondents, 85 said that their performance are annually
evaluated, 12 are monthly evaluated, 8 are quarterly, 2 are half-yearly and remaining 2 are
any time. Thus, with the help of above opinion we can say that annually performances of

employees are evaluated in SBI .

 Table 12: Tools of Performance Appraisal

Particular Frequency Percent

Rating scale 87 79.8
Raking method 5 4.6
Paired 5 4.6
compassion

Performance test 12 11.0

&observation

Total 109 100.0

The above Table 12 shows the tools used for performance appraisal of employees in SBI. For this purpose researcher
identified four toolsrating scale, ranking method, paired comparison, performance test and observation. Out of total
respondents, 79.8% respondents agreed for rating scale method, 4.6% are in favor of ranking method, 4.6% again
by paired comparison and remaining 11% agreed for performance test and observation method. With the above
responses we can say in State Bank of India, mostly rating scale are used for measuring the performance of
employees in the organization scale

Table 13: Effectiveness of Performance Appraisal

(Means Opportunity Given to Comment and
Provide Suggestion in Regards to Performance
Improvement During Performance Appraisal
System)
 Particular Freq Percent
uenc
y
Strongly disagree 19 17.4

Agree 54 49.5

Neutral 15 13.8

Disagree 17 15.6

Strongly disagree 4 3.7

Total 109 100.0

Here we consider effectiveness of performance appraisal based on two variables-

opportunity/chances given to employees for commenting or providing suggestion for improvement
of performance and achievement of target of individual employees in the organization. In this regard
we found out of total 109 employees, 54 employees agreed, 19 strongly agreed, 15 gave their
neutral opinion, 17 disagreed and only 4 strongly disagreed. Thus, on the basis of above responses we
can say in State Bank of India, employees are given chances for commenting or providing suggestion
for improvement and achievement of target in the organization.

Table 14: Is There Standard Fixed for Measuring

Performance Appraisal

Particular Frequency Percent

Strongly agree 33 30.3
 Agree 49 45.0
Neutral 7 6.4
Disagree 18 16.5
Strongly 2 1.8
disagree

Total 109 100.0

The researcher attempted to know whether any fixed standard exist in State Bank of India for measuring and evaluating
the performance of employees. In this regard we found that 49 employees agreed, 33 strongly agreed, only 7 are neutral,
18 disagreed and only 2 employees strongly disagreed. Majority of employees said that, they are given opportunity at
the time of performance appraisal, so we can say that a fair performance appraisal system is used in SBI for measuring
and evaluating the performance of their employees

Table No. 15: Descriptive study of performance

appraisal system in SBI
Particular Mean S. D.
Effectiveness of 4.71 2.76
performance in
appraisal

For studying the effectiveness of performance appraisal, researcher made descriptive study and find out the
mean and Standard Deviation. The mean and Standard Deviation of performance appraisal system of SBI of 109
respondents is 4.71 and 2.76 respectively.[26], study also found that, performance appraisal system in SBI is
annual. Appraisal period is from April-march. Criteria of appraisal are assessment of performance in Key Result
Areas, qualitative aspects of performance and attributes. It is designed by the HR Department. Involvementof
top management is high in the overall performance appraisal system. Here in our present study researcher also
found that annual system of performance appraisal followed in SBI. So, we can say in 2016 (10 years later), there

is no change in timing of performance appraisal system in State Bank of India .

 Table 16: Correlation between Training and Performance
Appraisal System in SBI

Training Performance
effectiveness Appraisal
effectiveness

Training Pearson 1 .341***

effectiveness Colleration 109 .000
sig.(2tailed ) 109
N

Performanc e Pearson .331*** 1

effectiveness Colleration .000 109

Sig.(2tailed ) 109
N

**Colleration is significant at the level 0.01 tailed )

The above Table 16, shows that correlation between training effectiveness and performance appraisal
effectiveness is 0.331. It is a very small but there is a relationship between training and employees performance.
The correlation is significant at the 0.01 level. The p-value i.e. Sign. 2 tailed value is 0.000 <0.05, and we reject
our null hypotheses. And we can say that there exist a significant correlation between training and performance
appraisal in State Bank of India.s.
 Conclusion
With the increased concentration on administrative management these days, HRM plays an important role in managin
an organization, such as the effects of HRM on innovation, new ways of working principles and enhancing employee
capability [27]. Performance appraisal practices are undertaken to let an employee know how they are performing as w
as compare the present performance with that of the supervisor’s expectations and identify those areas that requi
training. Employees have a legitimate need to know how their performance is viewed [4]. For this we conducted correlatio
between training and performance appraisal effectiveness and found that training and performance appraisal system in
SBI is efficient and employees are happy and satisfied with the training and appraisal practices of SBI. SBI also has a
good industrial relation and labor welfare system.und
 Certificate
This is to certify that Mr. Hamza Farque Ansari
_ _ _ _ _ _ _ _ _ __has worked and duly
completed her/his Project Work for the degree ofBachelor of
Management studiesunder the Faculty of Commerce in the subject of
_ _ _ _ _ _ _ and her/his project is entitled, “A
Study of Employee Training in State Bank of India" my supervision.
I further certify that theentire work has been done by the learner
under my guidance and that no part of it has been submitted
previously for any Degree or Diploma of any University.
It is her/ his own work and facts reported by her/his personal findings
and investigations.

Name and Signature of

Guiding Teacher

Date of submission

Board of Studies-in-Business Management, University of Mumbai

 Declaration by learner

I the undersigned Mr. Hamza Farque Ansari here by,

declare that the work embodied in this project work titled “

A study of Employee Training in State Bank of

India"
forms my own contribution to the research work carried out
under the guidance of Mahajan Sir is a result of my own
research work and has not been previously submitted to any
other University for any other Degree/ Diploma to this or
any other University.
Wherever reference has been made to previous works of
others, it has been clearly
indicated as such and included in the bibliography.
I, here by further declare that all information of this
document has been obtained and
presented in accordance with academic rules and ethical
conduct.
4
Acknowledgment
To list who all have helped me is difficult because they
are so numerous and the depth is so enormous.
I would like to acknowledge the following as being
idealistic channels and fresh dimensions in the completion
of this project.
I take this opportunity to thank the University of Mumbai
for giving me chance to do this project.
I would like to thank my Principal, _ for providing
the necessary facilities required for completion of
this project.
I take this opportunity to thank our Coordinator , for
her moral
support and guidance.
I would also like to express my sincere gratitude towards
my project guide whose guidance and care made
the project successful.
I would like to thank my College Library, for having
provided various reference books and magazines related
to my project.
Lastly, I would like to thank each and every person
who directly or indirectly helped me in the
completion of the project especially my Parents and
Peers who supported me throughout my project.
AIMS/OBJECTIVES OF TRAINING &DEVELOPMENT

The fundamental aim of training is to help the organization achieve its purpose by adding value to its key
resource. the people it employs. Training in the people to enable them to perform better and to
empower them to make the best use of their natural abilities. The particular objectives of training are
to:

• Develop the competences of employees and improve their performance:

• Help people to grow within the organization in order that, as far as possible, its future needs for
human resource can be met from within;

• Reduce the learning time for employees starting in new jobs on appointment, transfers or promotion,
and ensure that they become fully competent as quickly and economically as possible.

NEED OF TRAINING AND DEVELOPMENT

• To improve quality of work force: A trained person makes less operational mistakes and at the same
time takes less time adjust to new operations, hence there is an improvement in quality and quantity of
work performance.

• To enhance employee growth: A trained and experienced employee stands better chances for
promotion, higher earnings and up gradation in status

• To prevent obsolescence: It helps to up-date knowledge and skills of employees. Training is a best
means to fill up the information gap.

• To motivate personnel: At times, training acts as a means of motivating the personnel, may be
because they get a break from the routine work during training period or may be because they are
learning new things.

• To assist new comers: It helps to impart to new comers the basic knowledge and skills they need to
perform a challenging task effectively and efficiently.

• To increase productivity: Training increases the level of learning and understanding the job. This in
turn, results in overall improvement in performance and productivity.

• To improve health and safety: Training builds confidence among workers. By training the workers
develop healthy and safety attitudes. They take necessary precautions to avoid accidents.

• In create reserve managerial force: Training creates a reserve managerial force to face the problems
of absenteeism, labour turnover etc.

.To bridge the ever increasing gap between planning and implementation of projects
.To meet the challenges posed by changes in technology. Training is imparted so that employees can
acquire new skills to meet demands of technological changes.

• To develop human potential and give expression to their creative talents.

. To have trained personnel at all levels

• To facilitate exchange of views and ideas between superiors and subordinates.

• To develop and maintain good labour relations

BENEFITS OF TRAINING AND DEVELOPMENT

Organisations spent vast sums of money on training and development. Training is a productive
investment in HR that promises better returns in future. Training is, therefore, important not only to the
employees but also to the company.

Benefits to the Company:

Increased efficiency and productivity: Trained employees perform with greater speed and accuracy.
They work with a feeling of commitment and dedication. This is because not only knowledge and skill is
developed skills is developed but also positive attitudes are developed through training. There is
qualitative and quantitative performance on the part of employees.

• 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.

. Information about firm's policies and programmes: Training can be a means to communicate firm's
policies and programmes to the employees. Effective communication helps to obtain acceptance from
the employees and they co-operate to achieve firm's goals.
. Better relations: Training helps to develop and improve labour-management relations, inter-
departmental relations and intra- departmental relations.

. Reduce costs: Training helps to reduce cost of operations due to reduction in wastages. It helps to
bring down in cost in the areas of production, marketing, personnel etc.

. Organisational development: Training facilitates organisational development. It includes minimum

conflicts, reduced stress, managing change etc.

. Other benefits: It develops employees loyalty towards the firm, facilitates introduction new
techniques, there is proper use of available resources, it reduces grievances on the part of the
employees etc.

METHODS OF TRAINING AND DEVELOPMENT

Training and development methods can be divided into two groups as follows:

On-the-Job Training ,Off-the-Job Training

1. On-the-Job Methods

.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 traince 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.

Coaching and Counselling:

a) Coaching: In coaching, the superior plays an active role in training the subordinate. The
superior may assign challenging task to subordinate for the purpose of training. The
superior may assist and advice the subordinate to complete the assigned task. In this
case, the superior acts as a coach in training the subordinate.

b) Counselling: In this case, the superior plays a passive role in training the subordinate.
The superior may assign challenging task to the subordinate for the purpose of training.
The superior may provide advice to the subordinate in the completion of the task, if so
required. In this case, the superior acts as a guide rather than a coach in training the
subordinate.

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 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-lob Methods:
• Classroom Methods: Classroom methods for training managerial personnel include lectures,
discussion, role playing and case study.
a) Lectures: It is a common method to impart facts, concepts, principles, etc. to a large group at
one time. The main advantage of lecture is that it can be used for a very large group and there
is low cost per trainee. The major limitation is that it is a one-way communication and that the
learner does not learn by only listening

b) Discussion: Combining lecture with discussion eliminates the limitation of one way
communication. In this method the trainees interact with the lecturer and any doubts or
misunderstandings of the concepts and principles are cleared.
c) Case study: In this technique, an actual or hypothetical problem is presented to a training
group for discussion and solution. It is important to note that problems are presented in cases
usually do not have a single solution, but narrow-mindedness of trainees is reduced as problem
solving ability is increases.

d) Role-playing: In this case, each participant plays the role of someone in a stimulated
situation. It is an excellent technique for teaching human skills through practice and developing
insight into one's behaviour. Role playing technique can be successfully used in training field
personnel for market surveys, sales promotion etc

• Simulation: A simulated learning situation is an imitation of reality. It is a technique wherein

the trainee is trained in an environment, that closely reflects and represents actual work place.
It tries to duplicate actual conditions encountered on a job. It is mostly used in training pilots by
airlines. With the help of computers, it is possible to stimulate the number without a risk to life
or property which otherwise would be incurred, if a mistake was made in a real life situation.

Simulation is a very expensive training technique, but it is useful or even necessary. where
actual on-the-job practice could result in a serious injury, a costly error, or the destruction of
valuable company materials or resources

.Business or Management Games :Business Games are classroom simulation exercises in

which teams of individuals compete against each other to achieve given Objective.
Teams are asked to make decisions concerning pricing, production volumes, research
expenditures, advertising and sales promotion plans, channels of distribution etc. team actions
and decisions are fed into a computer that has been programmed according to a particular
model of the market.
Business games are intended to teach trainees as how to make management decisions in an
integrated manner. Some concerns might focus attention on general matters. while others
focus on specially on a particularly functional field of general management such as production
control, sales promotion or financial management or labour relations.

.Committees and Conferences: A committee can be a method of training. The junior members
of the committee can learn from the discussions and interaction with the senior members of
the committee. The senior members also can learn from the opinions and views expressed by
the junior members.
In case of conferences, group discussions and meetings are held to discuss various issues and to
provide solutions to various problems. The main difference between a committee and a
conference is that committee members are always from within the company. No outsiders are
invited. In conferences, outsiders can be the participants and expert speakers are often invited
to present their ideas to conference participants.

• Readings. Television and Video Instructions: Planned reading of relevant and current
management literature is one of the best methods of management development. It is
essentially a self-development programme. A manager may be aided by training department,
which often provides a list of valuable books. 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.
.In Basket-Training: In Basket or In- Tray technique involves simulation of a series of decisions a
trainee might have to make in real life. The trainee is presented with pack of papers and files in
a tray. The tray contains administrative problems and are asked to take decisions within
specified time limit. The decisions taken by several trainees are recorded and compared with
one another. Learning occurs as trainees. reflect and evaluate the decisions taken on priorities,
customer's complaint, superior's demand, irrelevant information and the like.