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Appropriate training of employees can enable banks to achieve higher levels of performance and banks have been investing considerable resources to achieve this goal. However, the expectations that banks have from training has not been fulfilled and the effectiveness of training programmes has been a matter of concern. This article focuses on the approaches that can help in undertaking training needs analysis and ensure effectiveness of training programmes. This article offers a framework to explain how training needs assessment, analysis, learning culture and training effectiveness can help in fulfilling the goals of capacity building in banks.
Introduction
The Committee on Capacity Building set up by the Reserve Bank of India recommended that banks should clearly articulate the skill gaps faced by them as an integral part of their human resource management practices, develop a clear cut strategy to address the gaps and tackle the challenges faced by them in this regard. The Committee further commented that the current training methods are generally focussed on classroom sessions, case studies, and e-learning. However, to enhance effectiveness of training in adult learning context, hands-on training in the form of simulations, special projects, and exposure to different roles through job rotations need to be used more frequently.
In their recommendations the Committee on Capacity Building suggested that the ideal strategy to build capacity would also have to incorporate precise training needs of employees operating at different levels, entrusted with varying responsibilities and essentially performing variegated jobs and operations. There is a need to synergize capacity building exercises with allocable budgets, choosing the right kind of training intervention for the right work profile and also to determine which quotient of capacity building should be targeted-knowledge, skill, attitude or habit, the nature of training (internal / external) and the choice of appropriate faculty.
An effective training programme needs to first understand the characteristics of adult learners. Knowles explained that as a person matures they become more self-directed and the accumulation of experiences becomes an increasing resource for learning. Therefore, the orientation of adults towards learning shifts from subject centred-ness to problem centred-ness. So adults need to be involved in the planning and evaluation of their instruction. Further, adults are more interested in learning subjects that have immediate relevance and impact...