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CHAPTER - 01 INTRODUCTION

1.1 INTRODUCTION
Financial sector of Bangladesh, like most develo ing co!ntries, is dominated "anking enter rises. Banks at earl# stages of histor# of Bangladesh $ere nationali%ed and there $as mismatch "et$een assets and lia"ilities. Banking sector is a ke# factor for the develo ment of the national econom#. It la#s a ver# im ortant role in attaining a high &N' gro$th rate "# creating (o" o ort!nit#, inviting ) enco!raging investment. Recentl# Converted * government Bank into +td. com an#, * s eciali%ed Banks, ,- rivate Banks ) $ith - foreign Banks total of ./ Banks is o erating in the co!ntr#. In total "anking sector there $ere de osit T0.,12..22 "illion ) loans ) advances T0.,1//.*, "illion, *2 million de osits ) -.1 million investment clients. 3ario!s reforms ste s have "een taken to ens!re trans arenc#, d#namism ) a stronger role of "anks in the national develo ment. Islamic Banking has "ecome a art of mainstream "anking in Bangladesh. In vie$ of some "asic differences in 4hariah "ased Islamic "anking ) interest "ased Banking it has "ecome necessar# to introd!ce g!idelines $hich $o!ld "ring greater trans arenc# ) acco!nta"ilit# ) therefore governance to the Islamic "anking. To this end, in resence of section *. of Banking Com an# 5ct, 1--1 Bangladesh Bank have taken the ste g!idelines for 4hariah "ased Islamic Banking. Islami Banking 4#stem is "ecoming more ) more attractive da# "# da# to eo les of introd!cing the

irres ective of nations, religio!s, colors, ) s ecies. 6ore than ,77 Banks ) financial instit!tions are serving Islami "anking thro!gho!t the $orld. 5! resent in o!r co!ntr# 1 f!ll fledged Islamic Banks are $orking s!ccessf!ll#. 5nd other traditional "anks have Islami Banking $ings cond!cting 4hariah "ased "anking activities.

Bangladesh &overnment Islamic Investment Bond 8B&IIB9 is the milestone for shariah "ased "anking ractices in Bangladesh. Training is a learning e: erience that hel s an em lo#ee to im rove the a"ilit# to erform on the (o". It also involves the changing em lo#ee skill, kno$ledge, attit!de, and "ehavior. It ma# also change $hat em lo#ee kno$, ho$ the# $ork or their interaction.

1.2 Objectives of the stud

The main o"(ective of the st!d# is to kno$ the details Training ) Develo ment 'olic# of 5l; 5rafah Islami Bank. B!t follo$ings are the s ecific o"(ectives of the st!d#<

1. To identif# the different t# e of trainings rovided "# the organi%ation 2. To kno$ the nat!re of training given $ithin the organi%ation and o!tside the organi%ation ,. To locate the ro"lems involved in roviding training. *. To rovide some recommendation.

1." #co$e of the stud


The stud cove%ed the fo&&o'i() *s$ects!

Bangladeshi organi%ational ers ective;

The ossi"ilit# of increasing the standard, erformance and (o" satisfaction of the em lo#ees "# racticing good em lo#ee com ensation ) "enefits management strategies in the long r!n is highl# e: ected "eca!se of the a"ilit# of the em lo#ees to rovide their talents and ca a"ilities in the $ork lace. Re ort=s ers ective;
'ro er f!nctioning of the >!man Reso!rce De artment is ver# necessar# for the s#stematic and contin!o!s a rocess of anal#%ing an organi%ation=s h!man reso!rce needs !nder changing conditions and develo ing ersonnel olicies ro riate to the long term effectiveness of the organi%ation.

1.+ ,ethodo&o) of the stud


The st!d# is ver# im ortant for follo$ing as ects<

'ersonal intervie$s $ith managers and em lo#ees of the 5l;5rafah Islami Bank. 5rticles and researches availa"le in the internet and other so!rces. Information $ill "e collected from the "ank=s revio!sl# re ared re orts.

Researches cond!cted "# vario!s other so!rces $ill also "e !sed to gather necessar# information.

1.- .i/it*tio(s of the stud


This st!d# is an attem t to address of follo$ings limitations<

Time $ill "e a ma(or constraint in acc!m!lating all shorts of information in an organi%ed $a#. The eo le to "e intervie$ed ma# not "e coo erative. +ack of information on the $e"site regarding the selected com an# and the to ic for the re ort. Confidential data $ill "e diffic!lt to collect "eca!se of their secrec# that is not revealed. The findings of the s!rve# $ill "e "ased on the em lo#ee res onse of the selected com an# and the res!lts ma# not ro erl# reflect the same for other Bangladeshi com anies "oth inside and o!tside Dhaka.

1.0 Ti/e #chedu&e


5s er !niversit# sched!le time I have re ared the time sched!le to com lete it $ritten the s ecific time from $hich are the follo$ing< #.. No 71. 72. 7,. 7*. 7.. P*%ticu&*%s Data collection Data 'rocessing Re ort 're are Re ort Checking Re ort Binding Tot*& D* s 27 27 ,, 1. 2 10 d* s

CHAPTER- 02
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PR02I.E O2 THE AI3.


2.1 AT A 4A.ANCE
5As o( Di*% 2011 of AI3.6 5l;5rafah Islami Bank +imited $as esta"lished in 1--. !nder the com anies 5ct, 1--* as Banking Com an# $ith +imited +ia"ilit# "# shares. It is an interest free 4hariah Bank of Bangladesh rendering all t# es of commercial "anking services !nder the reg!lation of Bank Com anies 5ct, 1--1. The Bank cond!cts its "!siness on the rinci les of ,ush*%*7*8 3*i/u*jj*&8 3*i-,u%*b*h* *(d Hi%e Pu%ch*se transactions a roved "# Bangladesh Bank. Nat!rall#, its modes and o erations are s!"stantiall# different from those of other conventional commercial "anks. There is a 4hariah 4! ervisor# Committee in the erce ts of Islam. The 4hariah 4! ervisor# Committee consists of rominent Ulema, re !ted Bankers, reno$ned +a$#ers and eminent ?conomists. 5l;5rafah Islami Bank +imited o$ned .1.1.@ shares of 5IB+ Ca ital 6arket 4ervices +td. a s!"sidiar# com an# of 5l;5rafah Islami Bank +imited. 5IB+ Ca ital 6arket 4ervices +td. incor orated in Bangladesh on 21 4e tem"er 2717 as a !"lic +imited Com an#.

2.2 CORPORATE IN2OR,ATION!


Date of Registration 1st Branch O ening Ceremon# 5!thori%ed Ca ital 'aid; ! Ca ital < 1A B!ne 1--. < 6oti(heel Branch, Dhaka < 21 4e tem"er, 1--. < .777.77 million < */11.2A million

+ocal 'artnershi of ca ital < 177@ ?C!it# De osit Investment < -/*1, *. millionD < .2-1,.-1 million

< .,.A2.-/ million 5

N!m"ers of "ranches N!m"er of em lo#ees N!m"er of shareholders

<

177

< 11AA < *-,A/

2." HI#TORICA. 3AC94ROUND O2 AI3.!


4till in the #ear 1-77 "anking activities $ere in the "asis of ca italistic interest "ased "anking. 4ome"od# felt that it "ecame im"alanced ) made a large ga "et$een rich ) oor. Ehich affects tho!ght that interest is strongl# rohi"ited "# Islam even all religion also rohi"ited the same. +eader of the 6!slim comm!nit# named 6ohammad 8sm9 started interest free "!siness $hich $as also at the ver# "eginning of Islam. B!siness in Islam is im lemented thro!gh "!#ing and selling F and !nder shirkat.

5s a res!lt 6!slim scholar tried eraF#ears together to "!ild a ne$ arrangement as an alternative "anking. In 1-,7 some Islami scholars $rote some "ooks a"o!t Islamic "anking s#stem. In 1-*7 the demand for esta"lishing Islamic "anking "ecomes stronger in the several 6!slim co!ntries. In 1-/2 at 6ala#sia a cor oration $as esta"lished named 'ilgrimmed 4avings Cor oration for hel ing ilgrims $ho $as recogni%ed as a "ank. B!t the first Islami Bank $as esta"lished at 6itgamar in ?g# t. Dr. 5hmed 5l Na%%ar esta"lished the same named savings "ank. 1-/- the first government Islamic "ank $as esta"lished at 6ala#sia $hich $as o erational s!ccessf!ll#. In 1-17 former 0ing Faisal a roached to the 6!slim co!ntries to form the "anking sector

$ith a vie$ to Islamic 4hariah. U on this idea in 1-1,, 1A th Decem"er a decision $as acce ted for esta"lishing an Islamic Develo ment Bank 8IDB9 involving in 6!slim co!ntries.

In 1-1* resol!tion $as signed in the conference of financial ministers of Islamic co!ntries and on 27th Octo"er 1-1. the "ank 8IDB9 $as esta"lished at Beddah, 045. The n!m"er of "anks in all no$ stands at ./ in Bangladesh. O!t of the ./ "anks, fo!r are

Nationali%ed Commercial Banks 8NCBs9, ,- local rivate Commercial Banks, - foreign "anks and the rest five are Develo ment Financial Instit!tions 8DFIs9. 4onali "ank is the largest among the NCBs $hile Bank 5sia is leading in the rivate ones. 5mong the - foreign "anks, 4tandard Chartered and >4BC has "ecome the largest in the co!ntr#. Besides the sched!led "anks, 4ama"ai "ank, 5nsar;3D' Bank, 0armasansthan Bank and &rameen "ank are f!nctioning in the financial sector. Bangladesh Bank 8BB9 reg!lates and s! ervises the activities of all "anks. 'rivate sector "anks started f!nctioning d!ring the #ear 1-A,;A* $ith the o"(ective of government olic# to make s!re effective and meaningf!l artici ation of the rivate sector in the overall national econom#. The erce tion of Islamic "anking has "een "loomed from the ins iration of "!ilding ! a societ# on (!stice in accordance $ith "asic socio;economic rinci les of Islam. The difference "et$een Islamic "ank and conventional "ank is on rinci les. The f!nctions of this t# e of "ank are com letel# different. This "ank is esta"lished on Islamic 4hariah and all t# es of transactions are free from interest. B!stified rofit is the "asis of financial transaction of this "ank. 5l;5rafah Islami Bank +td. is the first interest free commercial "ank in 4o!th;?ast 5sia. The "ank has o ened 177 "ranches covering im ortant commercial areas. 5l; 5rafah Islami Bank Bangladesh is a financial instit!tion $hose stat!s, r!les and roced!res e: ressl# state its commitment to the rinci le of Islamic 4hariah. ConseC!entl# Islamic "anks o erate on Islamic rinci les of rofit and loss sharing, strictl# avoiding interest, $hich is the root of all e: loitation and is res onsi"le for large scale inflation and !nem lo#ment. In this re ort, I !ndertake microsco ic anal#sis mainl# on :T%*i(i() *(d Deve&o$/e(t of A&-A%*f*h Is&*/i 3*(7 .i/ited;

2.+ #PECIA. 2EATURE# O2 A.-ARA2AH I#.A,I 3AN9 .TD!

1. 5ll activities of the "ank are cond!cted according to Islmic 4hariah $here rofit is the legal alternative to interest. 2. The "ank=s investment olic# follo$s different modes a roved "# Islamic shariah "ased in the G!ran ) 4!nnah. ,. The "ank is committed to$ards esta"lishing $elfare oriented "anking s#stem, economic ! liftment of the lo$;income gro! of eo le, create em lo#ment o ort!nists.

*. 5ccording to the need and demand of the societ# and the co!ntr# as a $hole "ank invests mone# to different H>alal= "!siness. The "ank artici ants in different activities aiming at creating (o"s, im lementing develo ment infrastr!ct!re. .. The "ank is committed to esta"lish an economic s#stem res!lting in social (!stice and eC!ita"le distri"!ting of $ealth. It is committed to "ring a"o!t changes in the !nder develo ed r!ral areas for ens!ring "alanced socio economic develo ment of the co!ntr# thro!gh micro credit rogram and financing of 46?s as $ell. /. 5ccording to 6!dara"ah s#stem, the de ositors are the artners of the investment income of the "ank. 5"o!t 17@ of the investment income is distri"!ted among the 6!dara"a de ositors. 1. To render im roved services to the clients im"!ed $ith Islamic s irit of "rotherhood, eace and fraternit# and "# develo ing an instit!tional cohesion. A. The "ank is contri"!ting to economic and hilanthro ic activities. 5IB+ ?nglish 6edi!m 6adrasah and 5IB+ li"rar# atroni%es "# the Bank are t$o s!ch e:am les. ro(ects of the government and creating

2.- AI3.<s CONTRI3UTION IN NATIONA. ECONO,=

5IB+ highl# contri"!tes and develo s National ?conom# in the follo$ing $a#< 1. Creating em lo#ment. 2. Facilitating B!siness, Ind!str#, 6an!fact!ring, etc. thro!gh giving investment. ,. 'roviding sec!rit# to de ositors. *. >el s ?: ort Im ort "!siness "# facilitating to o ening +FC. .. ?nco!rage savings. /. ?nco!rage in savings of religio!s mentalit# t# e eo le in saving, trade, "!siness, man!fact!ring etc. 1. 'rovides services in vario!s financial matters. A. Collect small f!nds and com"ine ) !se them in large develo ment sector. -. 5ssociate in "!siness, trade, !rchase etc. thro!gh facilitating eas# transfer of mone#. 17 Facilitate oor eo le to artici ate ) contri"!te in national econom# giving financial hel ) investment to them.

2.0 >I##ION O2 AI3.


The vision of 5l;5rafah Islami Bank +imited is to "e a ioneer in Islami Banking in Bangladesh and contri"!te significantl# to the gro$th of the national econom#.

2.? ,I##ION O2 AI3.!

1. 5chieving the satisfaction of 5lmight# 5llah "oth here ) hereafter. 2. 'roliferation of 4hariah Based Banking 'ractices. ,. G!alit# financial services ado ting the latest technolog#. *. Fast and efficient c!stomer service. .. 6aintaining high standard of "!siness ethics. /. Balanced gro$th. 1. 4tead# ) com etitive ret!rn on shareholders= eC!it#. A. Innovative "anking at a com etitive rice. -. 5ttract and retain C!alit# h!man reso!rces. 17. ?:tending com etitive com ensation ackages to the em lo#ees. 11. Firm commitment to the gro$th of national econom#. 12. Involving more in 6icro and 46? financing.

2.@ 4OA.# O2 AI3.!


1. ?sta"lishment of 5dl 8B!stice9, to attain >asana 8good9 and Falah 8$elfare9 in this life and life hereafter. 2. To esta"lish Ihsan 8gracio!s cond!ct or 0indness9 in economic affairs. ,. ?sta"lishment of 6aroof 8 ro er and good acts, ins!fficient9 in economic life. *. ?limination of 6!nker 8?vil, $rong of in(!rio!s ractices9 from economic life. .. 5chieve ma:im!m economic gro$th /. 6a:imi%e em lo#ment to ens!re ma:im!m distri"!tion of $ealth in societ#. 1. 5chieve !niversal ed!cation. A. ?nco!rage Co;o eration in societ#.

2.1 O3AECTI>E# O2 AI3.!


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1. 5ll activities are cond!cted on interest free s#stem according to Islamic 4hariah 'rinci les. 2. Investment is made thro!gh different modes as er Islamic 4hariah. ,. Investment income of the Bank is shared $ith the 6!dara"a de ositors according to Islamic 4hariah. *. 5n agreed ! on ratio ens!ring a reasona"l# fair rate of ret!rn on their de osits. .. 5ims to introd!ce a $ell fare oriented "anking s#stem and also to esta"lish eC!it#. /. B!stice in the field of all economic o erations. 1. ?:tend socio;economic and financial services to individ!als of all economic activities. A. Backgro!nds $ith strong commitment in r!ral ! lift la# a vital role in h!man reso!rces develo ment and em lo#ment;generation. 'artic!larl# among the !nem lo#ed #o!ths. -. 'ortfolio of investment olic# has "een s eciall# tailored to achieve "alance gro$th eC!ita"le develo ment thro!gh diversified investment o erations artic!larl# in the riorit# sector.

2.10 2UNCTION# O2 AI3.!


The f!nctions of 5l;5rafah Islami Bank +imited are as !nder< 1. To maintain all t# es of de osit acco!nts. 2. To make investment. ,. To cond!ct foreign e:change "!siness. *. To e:tend other "anking services. .. To cond!ct social $elfare activities thro!gh 5l;5rafah Islami Bank fo!ndation.

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2.11 OR4ANIBATIONA. CU.TURE O2 AI3.!


It is o erated $ithin chartForgan gram. Relation to each other is e:cellent. B!siness like investment in trade, ro(ect and small ) medi!m entre rene!rshi is handled here. It has relations $ith mass o !lation as the "ank o en 5FC $ith minim!m "alance and esta"lished 5l;5rafah Islami Bank Fo!ndation for hel ing oor and meritorio!s st!dents. It also rovides se$ing machine to distressed $omen, ricksha$ to oor la"or, and distri"!te co$, goat to the oor eo le. It has ed!cational rogram like as 5l;5rafah ?nglish 6edi!m 6adrasah and hel s in health sector esta"lishing charita"le dis ensar#. It also rovides T!"e; $ell and sanitar# latrine to the !nhealth# area of oor inha"itants. From the o eration and c!lt!re of the "ank, client Fsociet# and "ank it "enefited.

2.12 ,ANA4E,ENT O2 AI3.!


5l;5rafah Islami Bank +imited is "eing managed "# a "oard of directors com rising foreigners and local. 5n e:ec!tive committee is formed "# the "oard of directors for efficient and smooth o eration of the Bank. Besides a management committee looks after the affairs of the "ank.

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CHAPTER-0" CONCEPTUA. 2RA,COR9


".1 Defi(itio( of T%*i(i() DDeve&o$/e(t!
1. Training and develo ment is an# attem t to im rove c!rrent or f!t!re em lo#ee erformance "# increasing an em lo#ee=s a"ilit# to erform tho!gh learning, !s!all# "# changing the em lo#ee=s attit!de or increasing his or her skills and kno$ledge. 2. ?d!cation is the rocess of increasing the level of kno$ledge and !nderstanding Therefore, training is the Ikno$;ho$J and ed!cation is the Ikno$; $h#J. ?ssentiall#, cor orations are concerned $ith increasing the kno$ho$ of the em lo#ees. Th!s, em lo#ee training is $hat com anies are mostl# concerned $ith. ,. In this conte:t, 5IB+ is no e:ce tion. 5s $e learned h!man reso!rce de artment of 5IB+ is concerned $ith the contin!o!s training of em lo#ees. The need training and develo ment is determined "# the em lo#ee=s erformance deficienc#, com !ted as follo$<

".2 Deve&o$/e(t!
4taff develo ment to the rocesses, rograms and activities thro!gh $hich ever# Organi%ation develo s, enhances and im roves the skills, com etences and overall erformance of its em lo#ees and $orkers. The h!man reso!rces de artment is generall# vested $ith the task and res onsi"ilities of staff develo ment. >!man Reso!rce Develo ment 8>RD9 is the develo s their Reso!rce Develo ment incl!des s!ch o frame$ork for hel ing em lo#ees

ersonal and organi%ational skills, kno$ledge, a"ilities. >!man ort!nities as em lo#ee career develo ment.

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"." T%*i(i() *s * $%ocess!


1. 'revio!sl#, com anies did not concern a"o!t training and develo ment too m!ch. >o$ever, as time training "ecome standard o"(ectives. 2. 5fter this, there sho!ld "e an eval!ation to see $hat one has act!all# learned. Therefore, the 5IB+ training rocess is given "elo$< rocess $ithin organi%ation, th!s in service sector of 5IB+ training has most em hasis to archive the organi%ation

Pre-training

Training

Post-training

P%e-t%*i(i()! This is "efore training stage, $here reasons for training and t# es of training are determined. T%*i(i()! 5s stated earlier, is the rocess "# $hich the a tit!des skills, and a"ilities of

em lo#ees to erform s ecific (o"s increases. Post t%*i(i()! This stage contains the eval!ation of the training. It sho$s $hether the training is effective or not.

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".+ T%*i(i() *s * s ste/


5 training s#stem ma#"e defined as a rational arrangement of in !ts, technolog#, eo le, materials, events, and rocess designed to elicit "ehavioral o!t !ts, $hich rod!ce f!rther social or economical o!t !ts, increasing organi%ational effectiveness. Training s#stems receives a erson=s as ra$ materials, having act!al or otential deficienc# in the (o" erformance and rocess him to modif# "ehavior to match that s ecified in the training o"(ectives. These are done !nder defined o erating conditions and constraints. Feed"ack is o"tains from the trained erson to
refine the s#stem. The rocess consists of several factors s!ch as trainer, s!"(ect matter,

training techniC!es and aids, h#sical feat!res, time and mone# incl!ding o erating conditions and constrains.

".- T%*i(i() D Deve&o$/e(t


To hel #o! gro$ rofessionall# $hile increasing #o!r !nderstanding of o!r "!siness, 5IB+ offers internal training o ort!nities s!ch as $orksho , com !ter;"ased training, "ooks and self; aced a!dio rograms. ?ver# #ear #o! $ill attend 27 ho!rs of internal training after #o!r sched!led $ork ho!rs to "ecome eligi"le for a #earl# salar# increment. >!man Reso!rces De artment to determine $hat rograms are availa"le to s! ort #o!r training needs

".0 I/$o%t*(ce of T%*i(i()!


Im arting of training to the em lo#ees has "ecome ver# m!ch im ortant in modern times for "etter erformance of the (o". >ere it can "e said that the C!estion of training does not arise "!t making choice of the method of training is im ortant. The im ortance of training can "e ela"orated as !nder< 1. Eco(o/ i( o$e%*tio(s! Trained $orkers make "etter and economic !se of materials and machines. Eastages are minimi%ed. This hel s in red!cing er !nit cost of rod!ction.

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2. ,i(i/iE*tio( of su$e%visio(! The trained $orker kno$s his (o" $ell. >is, $ork, therefore, reC!ires less s! ervision. The s! ervisor can devote his time for more !rgent $ork. ". 3ette% $e%fo%/*(ce! Training im roves C!alit# of $ork. It also hel s in increasing the rod!ctivit#. 4o there is an increase in C!alit# and C!antit# of o!t !t. +. I(c%e*se i( /o%*&e! One of the o"(ectives of training is to change the attit!de and o!tlook of the $orkers. 5 Trained $orkers morale increases "eca!se of the s! ort and enco!ragement he gets from his s! erior at the $ork lace. >is o inion is res ected. This makes $orkers more lo#al to the organi%ation. -. U(ifo%/it i( $e%fo%/*(ce! Training rovided to $orkers ena"les

!niformit# in $orks and standardi%ation of methods in erformance the (o". 0. Effective co(t%o&! 4! ervisors can easil# delegate their o$er to the trained ersonnel=s for the "etter managerial control.

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".? ,ethods of T%*i(i()!


The training methods are divided into t$o "oard categories< a9 On the (o" training. "9 Off the (o" training. A6 O( the job t%*i(i()! On the (o" methods are refer to methods that are a she (oins the an# organi%ation. 36 Off the job t%*i(i()! Off the job cove%s 5*6 P%ese(t*tio( tech(iFue *(d 5b6 Othe% /ode%( tech(iFues 5*6 P%ese(t*tio( Tech(iFues! 'resentation techniC!es for ne$ facts, information, different techniC!es. 5b6 ,ode%( Tech(iFues! 6odern techniC!es "ased on necessar# off the (o" training. i. #i/u&*tio(! In case of real life sit!ation, s!ch as $hile taking a ne$ investment. ii. Decisio(! Then some otential to level e:ec!tives o"serve the rocess !nder their s! ervisor. iii. Actio( &e*%(i()! This is also like sim!lation "!t the main difference is that e:ec!tive directl# involves the real life ro"lem and erforms it. hiloso hies an alternative lied in the $ork lace, $hile the

em lo#ee is act!all# $orking. 3irt!all# ever# em lo#ee gets on the (o" training $hen he or

ro"lem solving sol!tions thro!gh traditional class room instr!ction and a!dio vis!al

CHAPTER-0+
17

2i(di()s *(d A(*& sis


+.1 Hu/*( Resou%ce de$*%t/e(t of AI3.!
In toda#=s forcef!l "!siness environment, onl# the C!alit# of h!man reco!rses makes the difference. The "ank=s ass!rance to attract the "est ersons to $ork for it and ado tion of the latest information technologies are reflected in the efforts of the "ank in the develo ment of its h!man reso!rces. 5IB+ aims to develo highl# motivated $orkforce and to introd!ce them $ith latest skills and technologies. The# also ens!re a good $orking environment $hich romotes a high level of faithf!lness and ass!rance, devotion and dedication on the art of em lo#ees.5+;5rafah Islami Bank has its o$n training centre to develo its em lo#ees. The "ank has set ! a Training instit!te for roviding training facilities of its e:ec!tive officers. The training instit!te has alread# cond!cted a n!m"er of co!rses. 5l;5rafah Islami Bank also sent n!m"er of officers to Bangladesh Instit!te of Bank 6anagement 8BIB69 and other training instit!tes for s eciali%ed training on vario!s as ects of "anking. 5 n!m"er of officers have "een sent for foreign training in ever# #ear. 5+;5rafah Islami Bank "elieves in 'rofessional e:cellence and considers its $orking force as its most val!a"le assets and the "asis of its com etence and o$er.

+.2 Hu/*( Resou%ce Deve&o$/e(t


5IB+ ractices the ind!str# "ased modern >!man Reso!rce 6anagement $here

Training and Develo ment is a ke# concerned $ith organi%ational activities aimed at "ettering the erformance of individ!als and gro! s in organi%ational settings. Fresh grad!ate recr!itment is one of the olicies of 5l;5rafah Islami Bank that hel s !s to re are em lo#ees ossessing good morale, motivating, d#namism, and ethics in the cor orate c!lt!re of 5+;5rafah Islami Bank. 85IB+9.

Ee are learning the a roaches that $ill g!arantee a ret!rn on o!r investment in training ens!ring K
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Increased (o" satisfaction and morale among em lo#ees. Increased em lo#ee motivation. Increased efficiencies in rocesses. Increased ca acit# to ado t ne$ technologies and methods. Increased innovation in strategies and rod!cts. Red!ced em lo#ee t!rnover F attrition. ?nhanced organi%ation em lo#ee "randing.

+." Objectives *(d 2u(ctio(s of T%*i(i() Divisio( of AI3.


The activities of 5IB+ Training Instit!tion cover "oth training and research on vario!s as ects of Islamic Banking. The academ# develo ed a rich li"rar# of its o$n $ith a treas!re of val!a"le "ooks on different s!"(ects incl!ding Islamic economies, "anking, com arative hiloso hies and (o!rnals of home and a"road and research articles and doc!ments. ?m lo#ees of the "ank, learners and researchers have "een taking f!ll advantage of the li"rar#. 0ee ing in vie$ the e:isting and f!t!re training reC!irement of the Bank and also to generall# cater s!ch needs of different "anking ) financial instit!tion of the region, the management of 5IB+ training instit!tion has "een laced at the dis osal of an 5cademic Co!ncil consisting of , Directors of the Board. The academ# cond!cts training co!rse and $orksho s for the officials of 5IB+.

The co!rses incl!de Banking, Banking +a$ and 'ractice, Investment O erations and 6anagement, foreign Trade and Foreign ?:change, 4hariah Based 5!dit and Ins ection etc. Changes in the reg!lator# environment in Banking, ado tion of Islamic 4hariah rinci les, ado tion of tools and techniC!es and technolog# in the

19

"anking o eration, "etter h!man reso!rce management glo"al com etition etc are the ma(or consideration to design training co!rses and $orksho s. Besides, Orientation, Ind!ction, fo!ndation and motivation co!rses on different s!"(ects are also cond!cted ro!nd the #ear. In addition to cond!cting reg!lar training co!rses, it arranges seminar on Islamic economics and "anking and s!ch other related to ics of c!rrent interest.

+.+ The T%*i(i() Po&ic of AI3.!


The training olic# of 5IB+ is the rime concern of the organi%ation. Training is essential to motivate the em lo#ee effectivel# and efficienc# for the "etterment of the organi%ation. To make the training training methods; 1. A$$%e(ticeshi$! 5t first this olic# sho!ld "e maintained after recanting the olic# s!ccessf!l $e have got the follo$ing

em lo#ees the# do not kno$ ho$ to maintain his F her $ork at his F her osition so the# la# on training olic# in the em lo#ee. 2. Aob Rot*tio(! 5n individ!al is transformed form one (o" to another or from one de artment to another in the considered and lanned manner $ith a vie$ to "roaden the general "ackgro!nd of the trainee in the "!siness. ". Couchi()! It is one kind of teaching method to s! olic#. +. Cou(se&i()! Co!nseling is a disc!ssion a"o!t em lo#ee=s ro"lem in the internal (o" fields. l# materials a"o!t the training

-. Discussio(! To a l# the training management, officer $ith the em lo#ees.

olic# disc!ssion to essential matters $ith

20

0. Co(fe%e(ce! It is a gro! meeting cond!cted to an organi%ation lan in $hich mem"ers artici ate in all the disc!ssion of a artic!lar ro"lem.

+.- #e&ecti() T%*i(i() ,ethods of AI3.


5IB+ >!man Reso!rces a!thorit# "elieves that training is salient thing to achieve organi%ational goals recisel#. Therefore, the# strictl# follo$ modern and so histicated training rogress that is attri"!ta"le on their e:isting em lo#ees. 4!rve# res!lts s!ggest that 5IB+ !ses the follo$ing methods. The training methods are divided into t$o "oard categories< a9 On the (o" training. "9 Off the (o" training. A6 O( the job t%*i(i()! On the (o" methods are refer to methods that are a lied in the $ork lace, $hile the em lo#ee is act!all# $orking. 3irt!all# ever# em lo#ee of 5IB+ gets on the (o" training $hen he or she (oins the 5IB+. 5IB+ !ses this training rocess for ne$l# hired em lo#ees, ! grading the skills of e: erienced em lo#ees $hen ne$ technolog# is introd!ced, cross;training em lo#ees $ithin a de artment or $ork !nit and orienting transferred or romoted em lo#ees to their ne$ (o"s. The rinci les of standard on (o" training that are follo$ed "# 5IB+; Demonstrate to the em lo#ee ho$ to erform the task. ?: lain the ke# oints or "ehaviors involve in the task. +et the em lo#ee tr# to erform one or more arts of the task. >el the em lo#ee to erform the $hole task. 'rovide s ecific feed"ack concerning necessar# im rovement. 5llo$ time for additional ractice.

21

+et the em lo#ee $ork his or her o$n to com lete the task.

36 Off the job t%*i(i()! Off the (o" covers 8a9 'resentation techniC!e and 8"9 Other modern techniC!es 8*6 P%ese(t*tio( Tech(iFues! 5IB+ !ses resentation techniC!es for ne$ facts, information, different hiloso hies an alternative ro"lem solving sol!tions thro!gh traditional class room instr!ction and a!dio vis!al techniC!es. 5b6 ,ode%( Tech(iFues! Beside a"ove techniC!es 5IB+ also !ses the follo$ing modern techniC!es "ased on necessar#< i. #i/u&*tio(! In case of real life sit!ation, 5IB+ !ses these techniC!es. 4!ch as $hile taking a ne$ investment. ii. Decisio(! Then some otential to level e:ec!tives o"serve the rocess !nder their s! ervisor. iii. Actio( &e*%(i()! This is also like sim!lation "!t the main difference is that e:ec!tive directl# involves the real life ro"lem and erforms it. Before giving an# training 5IB+ made a clear conce t a"o!t their strategic intent to its em lo#ees, the c!lt!re of the "ank, and val!es the# give riorit#. To collect the training o!tcomes 5IB+ follo$s methods< G #u%ve s G Obse%v*tio(s G 2ocus )%ou$s G Pe%so(*& %eco%ds

22

+.0 T%*i(i() I(st%uctio( Desi)( *t AI3.!


A. PRE-TRAININ4! *6 Co(ducti() the (eed *ssess/e(t. 'erson anal#sis. Task anal#sis. b6 E(su%i() e/$&o ee<s %e*di(ess fo% t%*i(i(). 3. TRAININ4! *6 C%e*ti() &e*%(i() e(vi%o(/e(t. b6 E(su%i() t%*(sfe% of t%*i(i(). c6 #e&ecti() the t%*i(i() /ethod. On;the;(o" Off;the;(o" Other techniC!es C. PO#T-TRAININ4! *6 Ev*&u*ti() t%*i(i() $%o)%*/s. O!tcome identification. Design eval!ation. Cost;"enefit anal#sis.

23

PRE-TRAININ4! It is eas# to determine that all the activities that are carried o!t "efore the training rocess is kno$n as re;training. Before training is done, it is necessar# to identif# $hether the training is reall# needed or not. If the training is needed then it is necessar# to identif# the areas $here it is essential, and the erson to $hom it is necessar#. &ra hicall# re;training can "e sho$n as "elo$<

Ehich eo le are Related $ith those tasksL

Is there a need forL Training

Ehat are the organi%ation=s goalsL

Ehich tasks are not f!nctional ! to the markL

Ehat tasks m!st "e done to achieve those goalsL

2i)u%e! P%e- t%*i(i() $%ocess

24

Co(ducti() Needs Assess/e(t! First stage of training instr!ction design rocess of an# kinds of organi%ation is to cond!ct the needs assessment. The needs assessment hel s to determine $hether training is necessar# or not. T*s7 *(*& sis! Task anal#sis res!lt in a descri tion of $ork activities, incl!ding tasks erformed "# the em lo#ee and the kno$ledge, skills and a"ilities reC!ired to s!ccessf!ll# com lete the task. Task anal#sis in 5IB+ involves the follo$ing activities< 4electing the (o"s to "e anal#%ed. Develo ing a reliminar# list of tasks erformed on the (o" "# intervie$ing and o"serving e: ert em lo#ees and their managers and talking $ith others $ho have erformed a task anal#sis.

3erif#ing the im ortance of the tasks for the (o" thro!gh task inventories or e: ert committees com osed of managers, em lo#ees and other ersons. Identif#ing the kno$ledge, skills or a"ilities necessar# to s!ccessf!ll# erform each task !sing intervie$s and C!estionnaires.

25

+.? T%*i(i() P%ocedu%e of AI3.


There are different categories of em lo#ees in 5IB+. In terms of age, ast (o" histor#, ed!cational "ackgro!nd etc. 5IB+ >R Division does the individ!al Training Needs 5ssessment. 4o, a single training olic# is not a lica"le here. For that $e arrange training from ver# elementar# level to advanced level "ased on the reC!irement of the em lo#ee. From >!man Reso!rces $e lan on t$o levels< Organi%ational F Occ! ational and individ!al that incl!des< #te$ O(e! O"tain needs assessment data 8From #earl# erformance a raisal9 and disc!ssion $ith ros ect and his s! ervisor. #te$ T'o! 5nal#%e data 8Discre anc# of ga "et$een kno$ledge and skills and those c!rrentl# ossessed "# the em lo#ee9. #te$ Th%ee! Define erformance ro"lems 8Changing technologies, skills

s! ervisors, kno$ledge, location, etc.9 #te$ 2ou%! Research erformance sol!tions 85sk $hat other "anks and FI=s are doing determine costs of training and non;training sol!tion involve all affected em lo#ees9. #te$ 2ive! Determine "est a roaches to resolving ro"lems and iss!es. #te$ #iH! cond!ct a costF"enefit anal#sis or "!siness case for selected a roach to ro(ect $hat "enefit $ill res!lt from the investment of training. The fo&&o'i() f*cto%s i(dic*te t%*i(i() o% deve&o$/e(t (eeds of e/$&o ees! 6anagerial com etenc# assessments. Career enhancement lans F (o"s. Reassignments. 'romotions. Ne$ s! ervisors. Ne$ technolog#.
26

+.@ T%*i(i() o( >*&ues of AI3.!


The "ank val!es g!ide the $a# the# $ork $ith colleag!es, c!stomers and other stakeholders, the val!es K res onsive, tr!st$orthil#, creative, international and co!rageo!s; sho$ ho$ the can "!ild the c!lt!re $hich $ill hel them to achieve their organi%ational goals and make 5IB+ a great to "e the right artner. lace to $ork. The val!es reflect e:tensive internal, c!stomer research and sho$ ho$ the# can all "e lead "# e:am le

+.1 T%*i(i() o( co%$o%*te %es$o(sibi&it of AI3.!


The cor orate res onsi"ilities of the 5l; 5rafah Islamic Bank +td are; MResearching diversit# and incl!sion. M?m lo#ee ?ngagement. M+earning and Develo ment. M'erformance 6anagement. MRe$ard and Recognition. M>R O erations< ;>!man Rights. ;?m lo#ee 4tandards. ;?nvironment. ;Comm!nities. ;C!stomers.

27

+.10 .e*%(i() *(d Deve&o$/e(t P%ocess of AI3.!


This strength "ased a roach lies at the core of the "anks develo ment. 6anagers are enco!raged to hel em lo#ees identif# and develo individ!al=s strengths to hel themselves and their team to deliver s!staina"le erformance. 5 large ercentage of em lo#ees have "enefited from formall# identif#ing their strength !sing a self assessment s#stem. This is s! im rove their effectiveness. orted "# their trained in ho!se e: erts or strengths coaches, $ho facilitate the develo ment of actionN lans to hel individ!als and teams

+.11The Re*so(s of e/$&o ee T%*i(i() *(d deve&o$/e(t I( AI3.!


Training and develo ment can "e initiated for a variet# of reasons for an em lo#ee and gro! of em lo#ees< Ehen a erformance a raisal indicates erformance is not ! to the mark then there is a need of training. >el s eo le to identif# $ith the goal. Im rove relationshi "et$een "oss and the s!"ordinate. >el s to re are g!idelines for different t# es of $orks. 'rovides information for f!t!re needs in all areas of the organi%ation. >el s individ!als in making "etter decisions and effecting ro"lem solving. To eliminate fear in attem ting ne$ $orks.

28

+.12 Ni(e ste$s th*t is ve% i/$o%t*(t fo% T%*i(e%!


6anagement of 5IB+ ost recr!itment notice for the organi%ation at the time $hich is C!ietl#. The# $ant to incl!de the fresh grad!ates es eciall# commerce gro! as $ell as BB5, 6B5 that st!dents of ever# t# e of instit!te can take a art in the e:amination and rove his or her eligi"ilit#.

1. 5fter recr!itment in the ost of 6TO 86anagement Trainee Officer9 makes a "ond of t$o #ears $ith the ne$l# recr!ited em lo#ees indicating that the# sho!ld not s$itch the organi%ation for t$o #ears. 2. 5t the ro"ation eriod, the eo le 8Eho have (oined as 6TO9 have to $ork at ever# task of the organi%ation to "e efficient as $ell as effective in ever# t# e of $ork. Ehen the rovision eriod ends, their managers decide $hich area the# sho!ld "e assigned for $ork meas!ring their erformance in ever# de artment. ,. 4ometimes for s ecial training, 5IB+ "etterment of the em lo#ees accommodation ro"lem. 4! office. *. Training is necessar# for a ne$ em lo#ee to co e ! $ith the activities of the organi%ation. Eitho!t ro er training, it is diffic!lt for them to handle c!stomers as $ell as contin!e other "ank related $ork. B# training, their erformance is a!tomaticall# im roved. .. Training and develo ment is cost effective in 5IB+. The# have ann!al "!dget for to o erate the training and develo ment rograms. The com etition in the organi%ation is increasing da# "# da# and for that reason. Training and develo ment has no other o tion to increase that grad!all# "# the organi%ation.
29

rovides those training for the ro"lem $hich is

erformance "!t sometime to send the ose, for a s ecial training and "ack to head

em lo#ees, some other "ranch manager face some

/. 5IB+ eval!ates em lo#ees= erformance in several $a#s. It is eval!ated "# desk $ork, mo"ili%ation, disci line and ann!al confidential re ort.

1. 5IB+ chooses some otential manager "ased on their all aro!nd erformance. Then the# are sending a"road for s ecial training for some s ecial task $hich is "etter for the organi%ation. That=s otential managers also attend several seminars, etc in the co!ntr#. A. >!man Reso!rce De artment of 5IB+ arranges training rogram. The training de artment is !nder the s! ervision of the 6anaging Director and the 6anager of Cor orate 5ffairs. -. The management takes decision over an em lo#ee "# the re ort of the manager the em lo#ee $orked !nder.

+.1" T $ic*& Re*so( fo% E/$&o ee T%*i(i() *(d Deve&o$/e(t


Training and develo ment can "e initiated for a variet# of reasons for an em lo#ee or gro! of em lo#ees, e.g.< Ehen a erformance a raisal indicates erformance im rovement is needed. To I"enchmarkJ the stat!s of im rovement so far in a im rovement effort. 5s art of an overall rofessional develo ment rogram. 5s art of s!ccession lanning to hel an em lo#ee "e eligi"le for a lanned change in role in the organi%ation. To I ilotJ or test, the o eration of a ne$ erformance management s#stem. To train a"o!t a s ecific to ic. erformance

30

+.1+ T $ic*& To$ics fo% E/$&o ee T%*i(i()


5i6 Co//u(ic*tio(s! The increasing diversit# of toda#=s $orkforce "rings a $ide variet# of lang!ages and c!stoms. 5ii6 Co/$ute% s7i&&s! Com !ter skills are "ecoming a necessit# for cond!cting administrative and office tasks. 8iii6 Custo/e% se%vice! Increased com etition in toda#=s glo"al market lace makers it critical that em lo#ees !nderstand and meet the needs of c!stomers. 5iv6 Dive%sit ! Diversit# training !s!all# incl!des e: lanation a"o!t ho$ eo le have different ers ectives and vie$s, and incl!des techniC!es to val!e diversit#. 5v6 Ethics! Toda#=s societ# has increasing e: ectations a"o!t cor orate social res onsi"ilit#. 5lso toda#=s diverse $orkforce "rings a $ide variet# of val!es and morals to the $ork lace. 5vi6 Hu/*( %e&*tio(s! The increased stresses of toda#=s $ork lace can incl!de mis!nderstandings and conflict. Training can eo le to get along in $ork lace. 5vii6 Iu*&it i(iti*tives! Initiatives s!ch as total C!alit# management, C!alit# circles, Benchmarking, etc., reC!ire "asic training a"o!t C!alit# conce ts, g!idelines and standards for C!alit#, etc. 5viii6 #*fet ! 4afet# training is critical $here $orking $ith heav# eC!i ment, ha%ardo!s chemical, re etitive activities, etc., "!t can also "e !sef!l $ith ractical advice for avoiding assa!lts, etc.

31

+.1- .eve& *(d the 2o%/ of T%*i(i() *t AI3.!


The h!man reso!rce de artment of 5IB+ rovides training to its otential to level ersonals and each of the mid ; level e:ec!tives "ased on their needs and organi%ational demand. There are t$o forms of training that is rovided "# the h!man reso!rce de artment of 5IB+. The# are; Internal training ?:ternal training

I(te%(*& t%*i(i()! In case of internal training is given $ithin the organi%ation. 5IB+ has their o$n training center $here the# rovide training to their rofessional service officers. 5fter that the# rovide internal training and osting them to their officers. EHte%(*& t%*i(i()! Based on necessit# and demand, sometimes em lo#ees are rovided training from vario!s training centers and the# also send so man# em lo#ees to foreign co!ntr# for training. rofessional service

+.10 Cou%se Out&i(e of AI3.


>istor# of Bank, o"(ectives ro"lem and ossi"ilit#. 'rinci les of the "!siness mission, vision, o"(ective and val!e of the com an# and f!t!re lan of the com an#. Basic rinci les of a lica"le in "anking sector. F!nd collection, investment s#stem. 'ro"lems of Banking and ho$ to solve those ro"lems.

32

'rinci als of the "!siness. 5im and f!t!re lan of "!siness.

6arketing conce t i. ii. Eh# rod!ct is "eing rod!cedL Difference "et$een marketing and selling. Role of lanning i. Ehat is lanningL ii. T# es of lanning. iii. 'lanning rocess. iv. >o$ to re are realistic lanL Comm!nication conce t. i. Ehat is comm!nicationL ii. ?ffective comm!nication $ork. Team $ork s#stem for a good management, necessit# of "!ilding. 'roced!re of $ork in the o eration, administration s#stem of and official dail# $ork, leave and others, recording of the doc!ments. Office management team, time management, res onsi"ilit# and acco!nta"ilit#. F!ndamentals of organi%ational "ehavior. 6otivation in organi%ation. Time management and "etter !se of time. 6anaging h!man reso!rce and management ers ectives. Information technolog# and its !se ca acit#. Delegation and o"(ectives. ersonal

33

+.1? EHecutive Deve&o$/e(t P%o)%*/!


1. ?thics in "!siness and "anking. 2. Cor orate governance and risk management in "anks. ,. 4trategic >!man Reso!rce management in "anks. *. Cor orate social res onsi"ilit# and "anks role. .. 5dvance techniC!es of decision making. /. negotiation skill and conflict resol!tion 1. Regional trade "locks and "ankers ers ective. A. &lo"ali%ation, ETO and "ankers role. -. Ins irational leadershi and team "!ilding. 17. 5n# other ?D'.

+.1@ Co/$ute% T%*i(i() Cou%ses!


1. Introd!ction to com !ter soft$are hard$are and Tro!"le 4hooting. 2. Fle: c!"e soft$are in "anking o eration. ,. 'rotection of fra!d and forger# in com !ter and sec!rit# meas!res. *. Oracle data "ase design and rogramming.

+.11 T%*i(i() Needs A(*& sis!


There are three t# es of training need anal#sis< 1. organi%ational need anal#sis,
34

2. (o" need anal#sis, and ,. 'erson needs anal#sis.

1. O%)*(iE*tio(*& Needs A(*& sis 5ccording to man# training e: erts, attaining the o"(ectives of the "!siness sho!ld "e the !ltimate concern of an# training and develo ment effort. Therefore, cond!cting an organi%ational needs anal#sis sho!ld "e the first ste in effective needs assessment. It "egins $ith an e:amination of the short and long;term o"(ectives of the organi%ation and the trends that are likel# to affect these o"(ectives. It can incl!de a h!man reso!rce anal#sis, anal#sis of efficienc# inde:es, and an assessment of the organi%ational climate. The organi%ational needs anal#sis sho!ld translate the organi%ationOs o"(ectives into an acc!rate estimate of the demand for h!man reso!rces. ?fficienc# inde:es incl!ding cost of la"or, C!antit# of o!t !t 8 rod!ctivit#9, C!alit# of o!t !t, $aste, and eC!i ment !se and re airs can effectiveness of training rograms. Organi%ational anal#sis also can address the organi%ationOs erformance in the PsofterP domains that constit!te the cor orate c!lt!re. For e:am le, it ma# reveal a misalignment "et$een the c!rrent val!e s#stem in the organi%ation and the val!es es o!sed "# to management. 6an# com anies toda# es o!se val!es s!ch as orting diversit#, foc!sing on c!stomers, follo$ing ethical "!siness ractices, and s! rovide !sef!l information. The organi%ation can determine standards for these inde:es and then anal#%e them to eval!ate the general

#et "ehavior $ithin these com anies ma# fail to reflect those val!es. In s!ch cases, training for ever#one in the com an#, regardless of their s ecific (o", ma# "e needed. 2. Aob Needs A(*& sis

35

The s ecific content of resent or antici ated (o"s is e:amined thro!gh (o" anal#sis. For e:isting (o"s, information on the tasks to "e descri tions9, the skills necessar# to erformed 8contained in (o" erform those tasks 8dra$n from (o"

C!alifications9, and the minim!m acce ta"le standards 8o"tained from erformance a raisals9 are gathered. This information can then "e !sed to ens!re that training rograms are (o" s ecific and !sef!l. The rocess of collecting information for !se in develo ing training rograms is often referred to as (o" needs anal#sis. In this sit!ation, the anal#sis method !sed sho!ld incl!de C!estions s ecificall# designed to assess the com etencies needed to erform the (o". ". Pe%so( Needs A(*& sis 5fter information a"o!t the (o" has "een collected, the anal#sis shifts to the erson. 5 erson needs anal#sis identifies ga s "et$een a ersonOs c!rrent ca a"ilities and those identified as necessar# or desira"le. 'erson needs anal#sis can "e either "road or narro$ in sco e. The "roader a roach com ares act!al eval!ation of em lo#ee c!rrent (o" erformance $ith the minim!m acce ta"le standards of erformance. The narro$er a roach com ares an roficienc# on each reC!ired skill dimension $ith the roficienc# level reC!ired for each skill. The first method is "ased on the act!al, erformance of an em lo#eeN therefore, it can "e !sed to determine training needs for the c!rrent (o". The second method, on the other hand, can "e !sed to identif# develo ment needs for f!t!re (o"s. Ehether the foc!s is on erformance of the (o" as a $hole or on artic!lar as ects of the (o", several a roaches can "e !sed to identif# the training needs of individ!als< Out$ut ,e*su%es! 'erformance data 8e.g., rod!ctivit#, accidents, c!stomer com laints9, as $ell as rovide evidence of erformance deficiencies.

erformance a raisal ratings, can

'erson needs anal#sis can also consist of $ork sam le and (o" kno$ledge tests that meas!re erformance ca a"ilit# and kno$ledge.
36

#e&f-Assessed T%*i(i() Needs! The self;assessment of training needs is gro$ing in o !larit#. >ere to managers reC!ire the em lo#ee and his or her s! ervisor to identif# $hat the "!siness needs are for the de artment and the "!siness, as $ell as the skill needs and deficiencies of the individ!al. 4elf;assessment is remised on the ass!m tion that em lo#ees, more than an#one else, are a$are of their $eaknesses and erformance deficiencies. Therefore, the#Ore in the "est osition to identif# their o$n training needs. Attitude #u%ve s! 5ttit!de s!rve#s com leted "# a s! ervisorOs s!"ordinates or "# c!stomers or "# "oth also can rovide information on training needs. For e:am le, $hen one s! ervisor receives lo$ scores regarding her or his fairness in treating s!"ordinates, com ared $ith other s! ervisors in the organi%ation, the s! ervisor ma# need training in that area. 4imilarl#, if the c!stomers of a artic!lar !nit seem to "e artic!larl# dissatisfied com ared $ith other c!stomers, training ma# "e needed in that !nit. Th!s, c!stomer s!rve#s can serve a d!al role< roviding information to management a"o!t service and in ointing em lo#ee deficiencies.

37

+.20 E/$&o ee Deve&o$/e(t ,ethods of AI3.!


5IB+ is concerned $ith attem ts to im rove the overall erformance and ort!nities

effectiveness of their ind!str#. Develo ment refers to those learning o ersonal drive and am"ition.

design to hel em lo#ees gro$. ?ffortQ is to$ards develo ment often de ending on

1. Aob %ot*tio(! Bo" rotation is one of the most o !lar on the (o" techniC!e to develo com an# ersonnel. Bo" rotation can "e either hori%ontal or vertical ) generall# follo$s hori%ontal (o" rotation method at the earl# stage of service life. 2. Assist*(t to $ositio(s! 5ssist to ositions is another good techniC!e to develo em lo#ees of 5IB+. ?m lo#ees $ith demonstrated o otential are given the ort!nit# to $ork !nder an e: erienced or s!ccessf!l em lo#ee. In this rocess an

individ!al, erform man# d!ties !nder the $atchf!l e#e of e: erienced erson. In doing so, these are groomed for ass!ring the d!ties of the ne:t higher level. ". #e/i(*%s! 4eminar is a traditional form to develo em lo#ees. It is a $idel# racticed "# 5IB+. These offered an o ort!nit# for individ!als to acC!ire kno$ledge and develo their conce t!al and anal#tical a"ilities. +. .ectu%e cou%ses! +ect!re is ver"al resentation of information "# an instr!ctor to a large a!dience. The lect!re is res!med to ossess a considera"le de th of the s!"(ect at hand. 5 virt!al of this method is that it can "e !sed for ver# large gro! s, and hence the cost er trainee is lo$. 5IB+ !ses this method to develo and instr!ctor or e: erience ersons rovide related information and activities of all de artment of 5IB+.

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-. ,e(to%i()! In case of mentoring, a senior em lo#ee takes an active role in g!iding another individ!al. 6entoring is a hel f!l device to develo em lo#ees and it is $idel# follo$ed to develo ne$ em lo#ees of 5IB+.

+.21 Outst*(di() HR 2u(ctio(s! The >i%tu*& HR O%)*(iE*tio(


If an organi%ation do!"t that hired for a"ilit# to rocess em lo#ee information "# Training and Develo ment. C?O=s e: ectations of their senior >R eo le have changed significantl#. The >R e:ec!tive is e: ected to deliver val!e in areas like< Organi%ational ?ffectiveness. Talent 6anagement. +eadershi Develo ment. 4!ccession 'lanning. 4trategic Com ensation.

The rimar# "enefit of >R o!tso!rcing is that it $ill allo$ kee ing (o" "eca!se it $ill ena"le to tackle these more strategic iss!es. >R o!tso!rcing. The# cannot "e afraid of it. O!tso!rcing of >R transactions is a roven $a# to red!ce costs and get access to a higher level service. There are five good reasons $h# com anies o!tso!rce their services< 1. Cost red!ction. 2. Foc!s ,. Reg!lator# com liance *. 5ccess to "est technolog# .. No availa"le internal reso!rces rofessionals need to em"race

39

+.22 #t%e()ths *(d 'e*7(esses o( t%*i(i() $o&ic of AI3.


5IB+ Training Instit!te has "een $orking $ith its f!ll dedication ) efforts and contin!o!s s! ort from Board of Directors and 6anagement to rovide ?:cellence in Banking thro!gh develo ment of attit!de, kno$ledge and skill. 5IB+ "elieves in "ringing holistic a roach in trainers. 5ltho!gh the most senior e:ec!tive ersons of the Bank artici ate as trainers. I disc!ssed ersonall# $ith some of trainers ) trainees and find o!t follo$ing strength and $eakness on training olic# of 5IB+.

#t%e()ths!
6an o$er Develo ment< Both s!"(ective and technical. Boost ! instit!tional e:cellence. &ather scholars, researchers and reso!rce ersons !nder a single !m"rella. 4et ! trend and h# othesis of instit!tion and overall econom#. Beacon of modern kno$ledge. 'rovide g!idelines on latest F "!rning iss!es. 4tore ho!se of reso!rces. 5rcheological access for read# reference. Research and develo ment. Bo" rotation "# increase training. Disc!ssion of trainers a"o!t training. ?:ec!tive s eaking.

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Com an# has esta"lished se aratel# a training ) research instit!te $ith an academic co!ncil for em lo#ee develo ment.

The# are cond!cting training rogram "oth inside academ# and other cam !s like localN are for local man o$er.

5IB+TI has a rich trainer anel for training !r oses.

Ce*7(esses!
Cost ineffectiveness. >inder develo ment d!e to ins!fficient "!dget. 4e arate organi%ational set ! . Unavaila"ilit# of trainer and training materials. +ack of technical instr!ments internet, video conferencing, a!dio vis!al, so!nd s#stem, etc. +ack of overseas training of trainer. &a "et$een la$ and ractice. 6onotono!s (o". Training materials are not availa"le. Training eriod is ver# short and inadeC!ate. The# have no dormitor# facilit# for the trainees and trainers. There is no dining facilit# for trainees. Follo$ ! . ?: ert Co!ching s#stem. Determine training needs, etc.

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+.2" P%ob&e/s of T%*i(i() D Deve&o$/e(t of AI3.!


There are man# ro"lems identified to rovide ro erl# Training ) Develo ment of 5IB+ "!t follo$ings are the s ecific ro"lems of the st!d#< 1. To reso!rce limited as a res!lt different t# es of Training rogram arrange is not ossi"le to the organi%ation. 2. To lack of skilled em lo#ees as a res!lt does not !nderstand the Training ) Develo ment rocess. ,. Information technolog# is not eno!gh to enhance the vie$ of the im act of Training ) Develo ment rocess on the >!man Reso!rce 6anagement Decisions as $ell as others de artment of the organi%ation. *. 5t this moment, erson anal#sis cannot ro erl# do as res!lt need "asis

training cannot rovide to em lo#ees "# the organi%ation. .. To fail!re locate the ro"lems to roviding training $ithin the organi%ation and o!tside the organi%ation. /. 6ost of the intervie$ed eo le of o!r co!ntr# are not coo erative as a res!lt does not ro erl# rovide to Training "# the organi%ation. 1. To increase la"or t!rnover rate is one of the ma(or ro"lems to rovide ro er Training of Bank of o!r co!ntr#.

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+.2" 2i(di()s!
The findings of T ) D division of 5IB+ are given "elo$<; 19 From the anal#sis I have fo!nd that all of the res ondents as e:am le of 5IB+ cor orate Branch have got training ) th!s the em lo#ee erformance sho$s great otentialit# skill. The anal#sis also sho$s the res ondents have got variet# of e: eriences $hich is taking "anks erformance ! $ard. 29 5 res ondents as e:am le of 5IB+ seems in #o!ng age and all of the em lo#ee ed!cational level e:ceeds masters $hich are erformance a great rh#thm. ,9 6ost of em lo#ees got /7 da#s entr# level training ) . to 17 mid level training "eca!se here n!m"er of em lo#ees is higher than advance and other level training according to their s!ccession lan or needs of the $ork sit!ation. *9 In 5IB+ the res ondents as em lo#ees got "oth on the (o" training and off the (o" training from the "ank "!t !nfort!natel# the em lo#ees did not international training from the a"road. .9 TN5 is essential for ever# "ank to carr# o!t "anking activities and to reach its goal. B!t according to an# anal#sis res ondents sho$s that TN5 is not eval!ating ro erl#. /9 Res ondents sho$ that training ) develo ment rogram rovided "# the "ank is $ell organi%ed and eC!i ed. It also considered that training ) develo ment roviding "anks

43

rograms are directed ) controlled "# skill f!ll trainer and these rograms are "ased on "anks $orking activities. 19 Res ondents as em lo#ees of 5IB+ agreed that training rovided "# the "ank is "eneficial for their $orking erformance. 4o $e can see Training ) Develo ment 'rogram rovided "# 5IB+ has ositive effective on em lo#ee erformance.

CHAPTER- 0Co(c&usio( *(d Reco//e(d*tio(s


Reco//e(d*tio(s!
From the a"ove disc!ssion of the st!d# the follo$ing s!ggestions are made<; 1. 5IB+ is arranging initial training rogram $hich is C!ite eno!gh to the em lo#ees "!t mid level and advance level. The# are not arranging $ell length rograms. 5IB+ m!st "e arranged training rogram and increase length of these t# es of training $ill necessar# for the trainees in f!t!re and one of the advantages is that no hindrance $ith reg!lar activities. For these reasons, c!stomer service of the "ank $ill "e increased and c!stomer satisfaction $ill increase. 2. TN5 is essential for ever# "ank to carr# o!t the "anking activities and to reach its goal. Ee that that TN5 is the difference "et$een standard erformance and the act!al erformance. The "ank sho!ld meas!re TN5 "efore sending an em lo#ee to training. >ere higher a!thorit# $ill take a ro riate decision for each em lo#ee to meas!re TN5 and m!st fair in their $ork.

44

,. Tho!gh the trainers are ver# m!ch skillf!l and kno$ledgea"le ersons. 4ometimes the# are not !nderstood the trainees needs or their lacking. 4o the# m!st make kno$ the needs of trainees. *. The training ) develo ment of 5l 5rafah Bank +td. 'rovides to their em lo#ees tr# to im rove the training and maintain inter ersonal standard C!alit# $hich hel s the "ank to reach its mission and vision.

.. 5IB+ is giving recr!itment notice targeting the ending of the e:amination of BIU st!dents. It ma# arise "iasness in the attending the e:amination. /. *. $orking da#s is not s!fficient for a ne$ em lo#ee to kno$ a"o!t the $orks of all de artments $ell to co e ! $ith the d#namicit#. This training might "e made /7 $orking da#s long as the age is s!rvival for the fittest. 1. 5fter com leting t$o #ears as a contract!al time $ith the organi%ation, the organi%ation might add some e:tra "enefit from them for those meritorio!s '4O=s so that hank can have the "enefit from them for long if ossi"le the $hole career of that level of em lo#ees. A. 6anagers of the "ranches cannot allo$ all the eligi"le em lo#ees in the formal training rogram as the# need a minim!m n!m"er of em lo#ees to contin!e the reg!lar trade. If that formal training is contin!ed "atch $ise that is hatch after "atch, then it $ill "e erfect eval!ation of all the em lo#ees $ho are eligi"le for the formal training. 6a# "e for that reason, 5IB+ allocated 17 million for the #ear 277-;17. rocess, "eca!se man# st!dents are more meritorio!s than BIU st!dents remaining (!st a little a$a# o f!lfilling the, criteria of

45

Co(c&usio(
Training is essential to ever# organi%ation to enlarge the em lo#ees= skills and efficienc#. 5n# t# es of training increases the erformance of the em lo#ee as a res!lt

organi%ation gets advantages s!ch as the em lo#ee do their (o" erfectl# or achieve their goals easil#. 4o training and develo ment is the ver# im ortant art for the organi%ation. For the economic develo ment of a co!ntr# "anking sector la#s a vital role. 5l 5rafah Islami Bank is one of the markets leading "ank in the "anking sector and it has alread# roved its resence and contri"!tion in the socioeconomic ros ect .4o to com lete $ith 5l;5rafah Islami Bank needs skillf!l em lo#ees this is achieved "# the effective training rogram. 4o the "ank arranges effective training and develo ment rogram $hich $ill em lo#ees skill, kno$ledge and a"ilit#, develo "etter c!stomer services and increase confidents of em lo#ees to do "etter $ork. 5s a res!lt, the "ank $ill earn more rofit and to reach its mission and vision $ithin short time.

46

Refe%e(ce
Books David 5. De Cen%o and 4te hen '. Ro""insN H>!man Reso!rce 6anagement= 1th ?d. 0. 5s$atha aN H>!man Reso!rce and 'ersonnel 6anagement= Tata 6c&ra$;>ill '!"lication. DesselerN H>!man Reso!rce 6anagement=, 1th ?d. Ro"ert Bacal, 6anagers= &!ide To 'erformance Revie$s Dick &rote, the Com lete &!ide to 'erformance 5 raisal.

Ee"site $$$. 5IB+."d.com $$$. (o"s5l.com $$$. "d(o"s.com


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$$$.h!manreso!rcemanagement.co.!k

Others 5nn!al Re ort of 5IB+ Broch!re of 5IB+ ?m lo#ment code and cond!ct of 5IB+

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