T&D AT ASKARI BANK Final Project

Acknowledgement & STRATEGIC HR

Confidentiality
MANAGEMENT
We are really grateful to the
officials management of Askari
Commercial Bank for providing T&D REPORT
us the necessary information
about the project which helped
ON
us in preparing this informative
report ASKARI COMMERCIAL BANK
The material contained in this
PAKISTAN
report represents proprietary
information pertaining to
Askari Bank. This report
includes information that
should not be disclosed outside
Askari Bank and the
Supervising Team, should not
be duplicated, used or disclosed
for any purpose other than to
evaluate this report.

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Acknowledgement

The effective completions of the project wouldnt have been possible

without the consistent and immense support and guidance from our teacher
and mentor Mr. Farrukh Shah.

Due regards to our parents who helped us and supported us through out and
were there for us when we needed guidance.

We would like to thank the staff at Askari Bank for there time, patience and
corporation during our research.

Thanks to our friends who supported us during our project and provided us
assistance.

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Table of Contents

TRAINING:___________________________________________________5
DEVELOPMENT:_____________________________________________5
THE TRAINING PROCESS:__________________________________5
TRAINING VERSUS DEVELOPMENT:___________________________5
STEPS TO TRAINING AND DEVELOPMENT_____________________7
PHASE 1: Need Assessment Phase______________________________7
Organizational Analysis:______________________________________7
Task Analysis:______________________________________________7
Person Analysis:____________________________________________8
PHASE 2: Training and Development Objectives__________________9
PHASE 3: Develop Learning Experiences to Achieve These Objectives
___________________________________________________________9
Learning Principle:__________________________________________9
PHASE 4: Training and development Approaches________________12
Job Instruction Training:_____________________________________12
Apprenticeships and coaching:________________________________13
Vestibule Training:____________________________________________13
STEP 5: EVALUTAION OF TARAINING AND DEVELOPMENT__14
STEPS IN THE EVALUATION OF TRAINING AND DEVELOPMENT
____________________________________________________________15
STEP 1:___________________________________________________15
STEP 2:___________________________________________________15
STEP 3:___________________________________________________15
STEP 4:___________________________________________________15
STEP 5:___________________________________________________15
STEP 6:___________________________________________________15
DEVELOPMENT OF HUMAN RESOURCES_____________________16
Challenges met by HR development:______________________________16
Employee Obsolescence:_____________________________________16

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International And Domestic Workforce Diversity:________________16

Technical Changes:__________________________________________17
Affirmative Action:__________________________________________17
Employee Turnover:_________________________________________17
Training At Askari Commercial Bank Ltd__________________________18
History:_____________________________________________________19
MISSION OF ASKARI BANK:__________________________________19
Board of Directors:__________________________________________20
Locations of Askari Commercial Bank Ltd branches in Pakistan____20
AWARDS AND ACHIEVEMENTS:____________________________21
POINEERING STEPS IN PAKISTANI BANKING:______________22
Services:___________________________________________________22
TRAINING & DEVLOPMENT AT ASKARI COMMERCIAL BANK___23
FRESH GRADUATES:______________________________________24
INTERNEES TRAINING:____________________________________24
MANAGEMENT TRAINING OFFICERS (MTOs):______________24
MANAGERS:______________________________________________25
TRAINING PROGRAM________________________________________25
TRAINING MATERIAL:____________________________________25
TRAINING PROCESS:______________________________________26
T&D APPROACHES:_______________________________________27
TRAINING MATERIALS:___________________________________28
TRAINERS:_______________________________________________28
TRAINING EVALUATION___________________________________29
RECOMMENDATIONS________________________________________33

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TRAINING:

The process of providing employee with specific skills or

helping them to their correct deficiencies in their performances

DEVELOPMENT:
An effort to provide employee with the abilities the
organization will need in the future

THE TRAINING PROCESS:

Training refers to the method used to give new pr present employee the skills they
need to perform their job. Training might mean showing a new web designer how to
design organization website, a sales person how to sell firms product or a supervisor how
to conduct interviews and how to evaluate his sub-ordinates.
Training is a hallmark of good management, and a task manager looks at their
deficiencies. Having high potential employee doesnt guarantee they will succeed.
Instead they have to know what you want them to do and how you want them to do. In
short training is vital for any organization to achieve its organizational goals.

TRAINING VERSUS DEVELOPMENT:

TRAINING DEVELOPMENT

FOCUS Current Job Current & Future Job

SCOPE Individual Employee Work grp/Organziation

TIME-FRAME Immediate Long Term

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GOAL Fix current Skill Deficits Prepare For Future Work

Demands

NEED ASSESMENT TRAINING & EVALUATION TRAINING GOAL

DEVELOPMENT

Needs Assessment
1. Organizational
Analysis
2. Task Analysis
3. Person Analysis

Training validity

Instructional Development of
Objectives Criteria
Transfer validity

Selection & design of

instructional Intra-organizational
programs validity
Use of evaluation
models:
a. individual
difference Inter-organizational
Training validity
b. experimental

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STEPS TO TRAINING AND DEVELOPMENT

Since the goals of training are to contribute to the organization overall goals as
well as to the employees personal goals, training programs should be developed
systematically.
A recommended alternative to the haphazard approach to training is the systems approach
to training, which emphasizes on the following steps:
Training needs analysis
Formulating instructional objectives
Developing learning experiences to achieve these objectives
Having performance criteria to be met
Obtaining evaluative information

PHASE 1: Need Assessment Phase

Managers and Hr staff members should be alert for indicators of training needs.
The failure of employees to achieve production standards may indicate training needs.
Similarly an excessive number of rejects or a waste of material may imply inadequate
training. Excessive turnover in a unit may reflect a need for supervisory training in
interpersonal relations.
These deficiencies suggest that training could possibly be useful. In order to approach
training needs more systematically, three different analyses are recommended for the
assessment phase:

Organizational Analysis:

An examination of the goals, resources and environment of the organization to

determine where training emphasis should be placed is called organizational analysis.
The resource that is available to meet objectives such as equipment, financial and human
resources must also be considered. Of particular importance in the organizational analysis
is to study the impact of the organizational strategic plan on training activities.
HRM polices and organizational climate have an impact on the goals and methods of the
training programs. Similarly external factors, such as public policy as reflected in laws,
regulations and court decisions have important implications for training programs in
determining where the emphasis should be placed.

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Task Analysis:

Organizational analysis utilizes a macro perspective on training need analysis.

Task analysis is the micro perspective. Designing a specific training program requires a
review of the job description in which the activities performed on the job and the
conditions under which they are performed are indicated. This review is followed by task
analysis that involves determining what the contents of training program should be, based
upon a study of the tasks or duties involved in the job.
The task analysis not only helps in determining the training needs but it also helps
in selection of program contents by reviewing the job description.

Person Analysis:

The third step in the process is to identify training gaps in the occupant of the
position- gaps between the level of required skills and knowledge as identified in the task
analysis, and those already possessed by the person. Assistance in identifying these gaps
(i.e. training needs) can also be provided by information recorded using the performance
review process. The training gaps thus identified can be then incorporated into training
provided to the employee to increase their job proficiency.

SKILL AREAS ALL MANUFACTURING SERVICE

INDUSTRIES PROVIDERS
READING SKILLS 16% 17.2% 16%
BASIC MATHS 20.2% 17.2% 23.4%
WRITTENN 22.7% 21.9% 24.5%
COMMUNICATION
ORAL 14.7% 6.3% 21.3%
COMMUNICATION
COMPUTER 10.4% 9.4% 11.7%
CAPABILITY
WORK 1.2% 12.5% 21.3%
READINESS

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PHASE 2: Training and Development Objectives

To be successful, a training program must have clearly stated and realistic goals.
The desired outcomes of training program should be stated formally in instructional
objectives form. These goals will guide program contents and determine the criteria by
which effectiveness will be judged. For e.g. management cant realistically expect one
training session to make everyone computer expert. Such an expectation guarantees
failure because goals remain unmet.
Unless the goals are clearly articulated before training program setup the
organization is likely to find itself training employees for the wrong reason and toward
the wrong end. As a fundamental objective of training is the elimination or improvement
of performance problems. However not all performance problems call for training.
Problem deficits can have several causes; many of which are beyond the workers control
and would therefore not affected by training. For e.g. morale problem, poor quality
materials, ill-defined managerial goals cant be improved by training to employees.

PHASE 3: Develop Learning Experiences to Achieve These Objectives

The next step is to design the program contents for training program. The program
contents are finalized through need assessment and task analysis. The program contents
should be a persons job or need related. If the program content will not be clearly and
accurately defined the training goals will remain unmet. Participants must view the
contents relevant to their need else their motivation will be low.

Learning Principle:

The success of a job training program depends upon more then the identification
of training needs and preparation of program in order to maximize the learning of the
trainees, careful consideration need to be given to the relevant principles of learning to be
incorporated into training.
As employees training progresses, motivation may be maintained and even increased by
providing knowledge of progress. Progress, as determined by tests and other records, may
be plotted on a chart, commonly known as learning curve. In many learning situations,
there are tines when progress doesnt occur. Such period of no return show upon the
curve as a fairly horizontals line, which is called plateau. A plateau may be the result of
ineffective methods of work or reduced motivation.

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High

Extents Of Learning

Plateau

Low

Time (weeks)

Participation:
Learning is quicker and long lasting when the learner participates actively.
The part of the learning in which the learner actively participates, thinks and wants to
learn is the quickest type of learning. The learning of bicycle is the example in which the
learner actively participates and in whole life never forgets how to ride a bicycle.

Repetition:
Those things that we do daily become part of our skills. Trainees should be
given frequent opportunity to practice their job skills the manner in which they ultimately
be expected top perform them. The individual who is being taught to operate a machine
should have an opportunity to practice on it. Similarly the supervisor who is being taught
how to train should have supervised practice in training.

Relevance:

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One principle of learning is that the material to be learned should be

organized in as meaningful manner as possible. The material should be arranged so that
each successive experience builds upon preceding ones and so the trainee is able to
integrate the experience into a useable pattern of knowledge and skills.

Transference:
Unless what is learned in the training situation is applicable to what is
required on the job, the training effort will have been a little value. The ultimate
effectiveness of learning, therefore, is to be found in the answer to the question:
To what an extent does what is learned transfer to the job?
Transfer of training to the job can be facilitated by having conditions in the
training program as close as possible to those on the job. Another approach is to teach the
trainees the principles for applying to the job behaviors they have learned.

Feedback:
Feedback is very necessary to get. The feedback should be 2 ways. Not
only the trainer should evaluate the trainees top get feedback upon what the trainees have
learnt but the proper feedback should be conveyed to trainees stressing upon what they
have learnt, where they are lacking behind and where they are need to progress more.

2 WAY LEARNING PRINCIPLES

Listening skills Feedback skills

Supervisor summarizes key point of Supervisor describes the issues in concrete

action plan at end of discussion. terms.
Supervisor doesnt interrupt speech of Supervisor attacks the problem not the
others performer.
Supervisor provides estimates of how Supervisor provides feedback in a timely
long b4 request can be filled fashion

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TRAINING TECHNOLOGY UTILISATION PERCENATGE

lectures 65
Seminars/workshops 87
Conferences 74
Case studies 50
In basket exercises 15
Assessment centers 8
Role plays 53
Video feedback 37
Survey feedback 26
Action learning 26
Management games 33

PHASE 4: Training and development Approaches

In training and development there I no single technique is always best, the best method
vary on.
Cost-effectives.

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Appropriateness of the facilities.

Desired program content
Trainee preference and capabilities
Learning principles
Trainer preference and capabilities.
These all approaches are important in there on way.

Job Instruction Training:

Job instruction training is primarily use to teach employees how to do their current
jobs. Such type of training is received directly on the job that is why it is called on- the-
job training. Trainer does it; supervisor or coworker serves as the instructor. When it is
properly done, this method includes learning principles.

Participation.
Repetition.
Relevance.
Transference.
Feedback.

Apprenticeships and coaching:

Apprenticeship means to learn from a experience employee or employees .for example

most craft workers, such as plumbers and carpenters are trained through formal
apprenticeship programs. Assistantship and internships are similar to apprenticeships
because they use high levels of participation by the trainee and have high transferability
to the job.

Coaching is same as apprenticeship because the coach provides a model for the trainee to
copy. Most companies use coaching it is less formal than apprenticeship.
Coaching is mostly handling by the supervisor or manger not by HR department.
Participation, feedback and job transference are likely to be high in this form of learning.

Lecture and Video Presentations:

Lecturing is one of the most popular, idly and old approach for training because it
provides meaningful material to organization. Such type of technique relies on
communication than on modeling. These methods are applied in both training and
development.

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Participation, feedback, transference and repetition are often low. Feedback and
participation can be improved when discussion is permitted along with the lecture
process.
Television, films, slides and filmstrip presentation are similar to lectures.

Vestibule Training:

Vestibule training are separate area or vestibule set up with equipment similar to that
used on the job. This arrangement allows transference, repetition and participation.
Meaningful organization of material and feedback are also possible.

Laboratory Training:

Laboratory training is use to enhance interpersonal skill. It is also used to develop desired
behaviors for future job responsibilities. Laboratory training relies on participation,
feedback, and repetition. A popular form of laboratory training is sensitivity training,
which seeks to increase a persons sensitivity to the feeling of other.

Self Study and Programmed Learning:

Carefully planed instructional materials can be used to train and develop employees.
These materials are particularly helpful when employees are dispersed geographically or
when learning requires little interaction. Self study techniques range from manuals to
pre-recorded cassettes or videotape. Several learning principals are included in this type
of training.
Programmed learning materials are another form of self-study. Usually these are
compute programs or printed booklets that contain a series of question and answers

Support for training &

development

Resistance to training
and development

True believers Believers Sceptic Detractor

Managers both Managers Managers Managers
verbally and verbally supports doubts that avoid and may
actively training in a training is campaign
support and positive way but effective and is against training
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participate often fail to put reluctant to
into practice participate
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STEP 5: EVALUTAION OF TARAINING AND DEVELOPMENT

To ensure that the training program was successful there is a need to evaluate it
systematically. Not enough evaluation could be a major flaw in training and development.
There is a need to evaluate if the program was able to achieve the desired objectives,
knowing the facts that the content seemed important and the participants had a good
experience is not enough.
To effectively evaluate the training focus on outcomes trainers should be particularly
concerned about,

1. The reaction of trainees to the training content and process.

2. The knowledge or learning acquired through the training experience.
3. Change in behavior resulting from the training.
4. Measurable results or improvements in the individuals or the organization such as
lower turnover fewer accidents or less absenteeism.

STEPS IN THE EVALUATION OF TRAINING

AND DEVELOPMENT
Evaluation of training and development should follow the following steps,

STEP 1:
Evaluation Criteria
The first step is to develop evaluation criteria in relevance to the training and
development objectives.

STEP 2:
Pretest
A pretest should be conducted to evaluate the level of knowledge of the people who will
receive the training and the controlled group which will not receive the training.

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STEP 3:
Trained or Developed Workers
After the pretest the people selected to receive the training go through the training and
development program.

STEP 4:
Posttest
After the completion of the training the candidates are required to take a posttest to
evaluate the improvements resulted from the program and the success of the program.

STEP 5:
Transfer To The Job
The program is said to be successful if the improvement matches the evaluation criteria
and the trainee transferred to the job, behavioral changes are measured in terms of change
in job performance.

STEP 6:
Follow-up Studies
Follow up studies are conducted months later to see how well learning was retained.

DEVELOPMENT OF HUMAN RESOURCES

The development of human resource is an increased concern of the HR department.
Development of current employees reduces the need of hiring new employees any current
vacancy could be filled in by the means of promotion or transfer of the current
employees. It develops a sense among the employees that they have a career not only a
job. And the employer benefits from the continuity in operations and the increased
commitment of the employees to the organization.

Challenges met by HR development:

HR development is also an effective way to meet several challenges, including
employee obsolescence, international and domestic workforce diversity, technical
changes, affirmative action and employee turnover.

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Employee Obsolescence:

The term obsolescence implies to a circumstances when an employees no longer

possess the knowledge or ability to do a job. Obsolescence could be due to the failure of a
person to adapt to new technology, new procedures and other changes. While some
companies might fire such employees, companies might be reluctant to fire employees
who have been the company for a long time such employees may be transferred to job
where their obsolescence does not matter example a top executive might be promoted to
vice chairperson of the board where they play an advisory role or attend ceremonial
function. At lower level the solution is additional development programs. Many
companies use continuing education for middle and upper employees to deal with
obsolescence.
The major challenge for the HR is not how to deal with obsolescence but to avoid it
before it occurs by assessing the development needs of the employees and giving
programs to develop new skills.
Obsolescence is likely to occur when an employee reaches a career plateau; it is a stage
when a person is doing good enough not to be demoted or fired but not good enough to
be promoted.

International And Domestic Workforce Diversity:

Globalization and workforce diversity is also a challenge for the HR department.

For example cultural attitude in regard to women or the diversity if education attainment
among workers. HR departments are expanding their programs it include diversity
training it is less concerned with the techniques and more with creating sensitivity to
diversity in the workplace.
While training foreign nationals the content and delivery of the training should be in
accordance to the local customs and expectations, down to seating arrangements, duration
and ending times, meals, and accommodations. Some companies provide an in house
mentoring program, providing a trainer could be crucial. Mentors reduce fear and
facilitate by providing guidance and contract.

Technical Changes:

Technically based firms are required to engage in continuous development due to

the rapid change in technology. IBM was in computers and AT&T was in telephone
business 2o yrs ago today due to technological changes have made the two major
competitors in the information industry. These changes have a great impact on training
and development; have increased the need to assess the development requirements of
current and future managers and technical employees.

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Affirmative Action:

The terms conditions or privileges of employment are protected under the civil
right act. Hence the training and development activities shall be conducted considering
that they do not discriminate against the protected classes. The HR department has the
burden to prove that the training requirements are related to the job success; in case the
T&D activities are not valid the employer may be charged with the violation of the act.

Employee Turnover:

Turn over is another major challenge for the HR department, turnover is the
willingness of employees to leave one organization for another. It is difficult to predict if
a employee is willing to leave the organization hence it is the role of the HR department
to prepare employees to succeed those who leave.
Research show that leaders of very large industrial companies spend nearly all of their
careers with one firm however there is an increasing turnover rate among other managers.
It is also observed that in some situation companies having excellent development
programs have turnover resulting from these programs, employees may take an option of
a new job paying them more. Considering this major set back employees tend to avoid
training and development programs.
Training works best when all the companies in a particular industry or employees from a
particular industry corporate. The effectiveness of training and development depends on
the integration with other HR activities. Turnover could also be reduced by incentive
compensations such as stock options and fringe benefits such as pension plans especially
among executives.

Training At Askari Commercial Bank Ltd

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COMPANY OVERVIEW

Type Private
Founded October 09, 1991
Headquarters Rawalpindi, Pakistan
Lt. Gen. Waseem Ahmed
Key people Ashraf, Chairman & CEO
Shaharyar Ahmad
Industry Money Center Banks
Products Banking
Revenue Rs 5.453 billion PKR (2005)
Net income Rs 2.022 billion PKR (2005)
Employees 2,754 (2005)
Slogan Inspiring Relations
Website http://www.askaribank.com.pk/

History:
Askari Commercial Bank Ltd was incorporated in Pakistan on October 09, 1991, as a
Public Limited Company. It commenced operations on April 1, 1992 and is principally
engaged in the business of banking, as defined in the Banking Companies Ordinance,
1962. The Bank is listed on the Karachi, Lahore & Islamabad Stock Exchanges and its
shares are currently the highest quoted from among the new private sector banks in
Pakistan.

Askari Bank has expanded into a nation wide presence of 98 Branches, and an
Offshore Banking Unit in Bahrain. A shared network of over 1,100 online ATMs
covering all major cities in Pakistan supports the delivery channels for customer service.
As on December 31, 2005, the Bank had equity of Rs. 8.6 billion and total assets of Rs.
145.1 billion, with over 600,000 banking customers, serviced by our 2,754 employees.

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MISSION OF ASKARI BANK:

To be the leading private sector bank in Pakistan with an international presence,

delivering quality service through innovative technology and effective human resource
management in a modern and progressive organizational culture of meritocracy,
maintaining high ethical and professional standards, while providing enhanced value
to all our stake-holders, and contributing to society

Inspiring Employee Relationship:

We strongly believe that the interests of the Bank and the employees are inseparable. At
Askari we try to create a ' we ' culture where there is mutual trust and respect for each
other. We encourage ownership behavior so that everyone feels responsible for the
performance and reputation of the Bank. We are committed to develop and enhance each
employee's skills and capabilities through extensive in-house and external training
programs and job rotations. The strong employee bank relationship is evidenced by the
fact that Askari has a low employee turnover. Most of the top management today, have
reached their present positions by growing within the organization.

Board of Directors:
Lt. Gen. Waseem Ahmed Ashraf - Chairman
Lt. Gen. (R) Zarrar Azim - Chairman Executive Committee
Mr. Shaharyar Ahmad - President & Chief Executive
Brig (R) Muhammad Shiraz Baig - Director
Brig (R) Asmat Ullah Khan Niazi - Director
Brig (R) Muhammad Bashir Baz - Director
Brig (R) Shaukat Mahmood Chaudhari - Director
Mr. Zafar Alam Khan Sumbal - Director
Mr. Kashif Mateen Ansari - Director
Mr. Muhammad Najam Ali - Director
Mr. Muhammad Afzal Munif - Director
Mr. Tariq lqbal Khan - Director (NIT Nominee)

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Locations of Askari Commercial Bank Ltd branches in Pakistan

AWARDS AND ACHIEVEMENTS:

Over the years, Askari Bank has received several awards for the quality of its banking
service to individuals and business.
Following is a list of awards and achievements by Askari commercial bank
o Best Commercial Bank
Consumer Choice award 2005
by The Consumers Association of Pakistan
o Best Retail Bank in Pakistan
Award 2004 & 2005
by The Asian Banker

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o Best Corporate Report

1st prize awarded for 2000, 01, 03 & 04
by Institute of Chartered Accountants of Pakistan (ICAP)
and institute of Cost & Management of Accountants of Pakistan (ICMAP)
o Corporate Excellence
Awards for 2002 & 03
The Management Association of Pakistan (MAP)
o Best Corporate / Institutional Internet Bank in Pakistan
Award for 2004
by Global Finance magazine
o Best Consumer Internet Bank in Pakistan
Award for 2002, 03 & 04
by Global Finance magazine
o The Best Bank in Pakistan
Award for 2001 & 02
by Global Finance Magazine
o Best Presented Accounts
Ranking prizes awarded from 1997 to 2002
by South Asian Federation of Accountants (SAFA)
o Commercial Bank of the Year
Award for 1994 & 96
by Asiamoney magazine
o Best Domestic Bank in Pakistan
Award for 1995
by Euromoney

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POINEERING STEPS IN PAKISTANI BANKING:

Over the years, Askari Bank has proved its strength as a leading banking, by
achieving the following firsts in Pakistani banking.
o First Pakistani Bank to offer on-line real-time banking on a country-wide
basis
o First Bank to offer Internet Banking services
o First Bank to offer e-Commerce solutions
o First Bank with a nation-wide ATM network

Services:

Askari Commercial Bank offers a wide range of services to its customers and recognizes
the importance of efficient business delivery and providing timely solutions.

o Personal Banking
o Mortgage Finance
o Business Finance
o ASKCAR - Car Finance
o ASKCARD
o Travellers Cheques
o AskPower
o AskSmart
o Value Plus
o Profit / Markup Rates on Retail Products

TRAINING & DEVLOPMENT AT ASKARI

COMMERCIAL BANK

Lets see first what Askari bank has to say about training:

In today's competitive business environment, if your business isn't learning,

then you're going to fall behind. And a business learns as its people learn. We at

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Askari Bank believe that employees are the ones that produce, refine, deliver
and manage our products or services every day, year in, year out
In order to equip our employees to meet the challenges, the Bank had decided at
an early stage to establish its own Training Academy equipped with all latest
training facilities

Training Academy Of Askari Bank

At Askari Commercial Bank there are four levels or methods through which they
induct employees in their organization. These four ways of induction and training are:
a. Fresh Graduates
b. Internees Training
c. Management Training Officers (MTO)
d. Managers

FRESH GRADUATES:

These individuals are new in the field and usually have no experience. They are
inducted as Officer Grade2 in the bank. They are inducted after taking some
basic test. They are given on job training initially. Fresh Graduate induction is
mostly done when the bank plans to open its new branch. These graduates are
hired 3 months prior the opening of the new branch. They are sent to some

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existing branch where they are given training. After their training is completed in
three months they are sent to the new branch for which they have been inducted.

INTERNEES TRAINING:

Askari Commercial Bank (ACBL) trains the internees as well. Internees are
usually trained for six (6) weeks. During these six weeks they are trained in
various departments like Accounts, Customer Services, Foreign Currency and
Credits. During the training they are provided with the manuals to study the
functions and operations of a bank. Internees are not given any pays. They are
given a letter at the end of internship in which the areas in which the internee has
worked are mentioned.

MANAGEMENT TRAINING OFFICERS (MTOs):

Management Training Officers are also fresh graduates but they are high potential
people. They have to give a test based on GMAT pattern for induction. Through
this test the organization assess their level of skills and knowledge. This help in
assessing the level of training required to be delivered. Once the MTOs are hired
they are trained for three years. They are inducted at Officer Grade2 level in the
organization. They are given training in three areas i.e.:
o General Banking--------------1Year
o Foreign Currency-------------1Year
o Credits--------------------------1 Year
After every 1year they have to give a test. This test is taken to assess what they
have learned and at what level of learning they are. At the end of three years
training, they again have to give a test. Based on the results of this test they are
promoted from GRADE 2 to some other high grades.

MANAGERS:

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These inductions are done for senior managerial positions. They are experienced
people. They do not require much training but they are sent on refresher courses.

TRAINING PROGRAM

Askari Commercial Bank has its own separate Training Wing. Training
wing works separately from Human Resource Department. It has its own
employees who work only to conduct training in the organization.
Training program is planned 1 year ahead of actual training. In this planning the
following things are defined:
o Training Budget
o Departments to be Trained
o Number of Courses to be offered
o Eligibility to attend those courses
o Training Material
o Trainer

TRAINING MATERIAL:

Training material is developed by the training wing while keeping in mind the
requirements and objectives to be achieved through training. However the basis for
training material is generated from the organizational manuals i.e. Operational and Credit
manuals. The training material is also get approved by divisional head office.

Some of the courses that are offered at Askari Bank are:

Banking Skills Courses Soft Skills Courses

General Banking Basic Course Effective Managerial Communication
Commercial Credits Customer Care

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Foreign trade Win-win Business Negotiation

Analysis of Financial Statements Emotional Intelligence
Credit Management Time & Self Management
Prudential Regulations Leadership Skills

TRAINING PROCESS:

The Training wing asks the Branch Mangers to nominate the trainees 1 year prior the
training starts. The training wing while keeping in mind the trainees, their departments
and the future requirements of the organization sends the approval to the branch
managers for the nominations. Once the nominations are finalized training wing make
the schedule and get it approved from the Human Resource Department. After getting
approval from the human resource the training wing reports to the divisional head. After
the approval from the divisional head the schedule is again sent to human resource
department. After this the training wing is no more responsible for communicating with
the branches for training program intimations. It is then the Human resource department
which reminds the branch managers about the training program.

Final schedule

Nominates trainees
Training
Branch wing
manager

List of approved trainees

Training
schedule

Approval Approval

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Divisional HR dept
Head Report to
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One month prior to the actual training, the schedule, content outline, training objective is
sent to the branches. The human resource department arranges for the:
o Tickets
o Accommodation
o Transport
o Allowances
All training for Islamabad/ Rawalpindi region is conducted at Peshawar road in
Rawalpindi.

T&D APPROACHES:

The training methodology includes:

o class room lectures,
o discussions
o Simulations of their working environment.

TRAINING MATERIALS:

At every organization training material is developed keeping in mind the

objectives of the training program, the trainees and the organizational requirements.
Similarly at Askari bank, training material is designed according to trainees
requirements. Along with lectures, trainees are given discussion topics. They are
encouraged to discuss their real life problems that they face in their work environment.
For new employees, training material is developed keeping in mind their educational
background and the future needs of the organization. They are given training in their
respective areas. Even when they are sent to a new branch, some senior people are also
sent with them who provide them with guidance and help. The training wing publishes

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manuals and handouts about the bank and its products and services. These manuals are
used during the training and even sent to the branches to be used for consultations by the
employees.

TRAINERS:

At Askari bank trainers can be either form inside the organization or outsiders.
The training wing has its own criteria for selecting the trainers. Following factors are
considered while selecting a trainer
o Personality
o Education
o Experience both in banking and training positions
o Abilities to handle people
o Communication skills
Inside trainers can be experienced bankers who are working on senior positions at
Askari bank, while outsiders may include professionals, bankers and people with relevant
knowledge and experience. The aim of these trainers is to prepare the trainees for
handling any situation that may arise in their field jobs and improve their efficiency and
productivity. Trainers are also sent for training in foreign banks to keep them up-to-date
about the newest trends in banking. They are encouraged to learn and then practice heir
newly acquired skills in their respective fields. They are then in a better position to train
their students and subordinates.

TRAINING EVALUATION

Evaluation of a training program is very important to get the results of training. At Askari
Commercial bank the assessment and evaluation of the employees undergoing the
training is carried out in the following manner:
i. Employees who are selected for training have to undergo a test at the
beginning of the training program.
ii. Results of these tests help the trainer to know the level at which he has to
deliver the training.

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iii. Accordingly the trainer designs and develops the training content and the
training method.
iv. Once the training program has started the trainer takes the tests from time to
time to assess the trainees performance during the training as well. In order to
take all the trainees along and to deliver the quality training.
v. These assessments are kept in the performance record of the employees which
in future becomes the basis of acknowledging them or for promoting them.
Performance appraisals take into account the performance of the employees
during various courses of training. Also employees who take positions in
training are given incentives like cash.
vi. This also helps in keeping the trainees involved in the training courses.
vii. At the end of the training program evaluation is done through a final test.
Results of this evaluation are announced and the trainees who have scored
high are acknowledged in all the branches.
However the training program is evaluated through the feedback from the employees who
have undergone the training program.

Selected 4 training give

EMPLOYEE PRE- TEST

From results
design
Acknowledgement to
employees TRAINING
CONTENTS &
METHODS

Conduct training

After training completion

EMPLOYEE
POST- TEST EVALUATION

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Training Statistics At Askari Bank

Year Number of Course Number of

Courses Duration Trainees
2002 31 148 days 644
2003 60 173 days 1313
2004 63 222days 1361
2005 104 420 days 2230

Training Statistics At Askari Bank

Year MALE FEMALE Number of

EMPLOYEES EMPLOYEES Trainees
2002 425 219 644
2003 900 413 1313
2004 750 611 1361
2005 1500 730 2230

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o During the year 2004 Askari bank implemented an aggressive training plan to
further enhance its staff capabilities, skills and potential across the board.
o During 2005 the training wing shifted to a new building with an ample space and
is equipped with the most appropriate training facilities.
o In wake of exponential growth in branch network and growing need of training,
the training team was further strengthened in 2005 by the addition of new
faculty members.
o A computer lab was also setup in training wing in order to facilitate hand on
training and online testing.
o The bank organized a record number of 104 in-house courses in 420 training
days where a total number of 2230 employees participated.
o The bank nominated 145 officers and executives to the open enrolment training
programmes offered by various specialized training institutes like LUMS, IBP,
and PIM etc.

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o In %age almost half of the officers and executives of bank attended training
programs in 2005.

RECOMMENDATIONS

Based on our study we have made the following recommendations for the training
program at carried out at Askari Commercial Bank.
o They should try and adopt new ways of training the employees like action
learning, self-study and programmed learning etc in addition to the existing
modes of training.
o Askari bank every year train a lot number of trainees they should try and follow
the following suggestion:
a. Lot of effort and time is spent on training the internees. However students
do not take this particular training seriously. One way of reducing the
training and recruiting cost could be that they should, in parallel to other
internees, prefer the students who are in the finals of their masters degree.
They should train them in branches where the training is easy. After
training them they should take their test. Evaluate their learning and then
could induct them in Officer Grade.

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o Internship carried out branches is useful because internees are given time and
proper guidance. So instead of accommodation lot of students at Head Office they
should try to accommodate them in branches.
o They should make their training program incentive based in order to increase the
level of involvement of the employees.
o High- level managers dont have specially designed course or training. They
should also be trained on modern techniques like computer simulations, which
include decision making games and avoid learning trail and error in actual work
practices.
o Vestibule training can also be helpful for the front-desk staff to communicate well
with the customers.

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