sbp -- hrd -- training & development model

8/14/2019 SBP -- HRD -- Training & Development Model

1/46

1

Final Project

State Bank of Pakistan HRD Model

HUMAN RESOURCE DEVELOPMENT


2/46

2

TABLE OF CONTENTS

1. HUMAN RESOURCE DEVELOPMENT ........................ .......................... ......................... .......... 5

1.1. DEFINITION OF HUMAN RESOURCE DEVELOPMENT (HRD): ........................ .................. 5

3 THE IMPORTANCE OF THE HUMAN RESOURCE DEVELOPMENT WITHIN ORGANIZATIONS:... 6

4 INTRODUCTION TO STATE BANK OF PAKISTAN: ....................... .......................... .................. 7

4.1 Mission Statement: ........................ ......................... .......................... .......................... . 7

4.2 Vision Statement: .......................... ......................... .......................... .......................... . 7

4.3 FUNCTIONS OF REGULATIONS AND COMPLIANCE DIVISION: ........................... ............. 7

4.4 Reward Management & HRIS Division .......................... .......................... ...................... 8

4.5 Talent Management Division .......................... .......................... ......................... .......... 9

4.6 PHILOSOPHY OF STATE BANK OF PAKISTAN: ......................... ......................... ............ 10

5 HRD PROCESS MODEL: .......................... ......................... .......................... ......................... 11

5.1 Training Needs Assessment ......................... .......................... ......................... ............ 11

5.2 Training Need Assessment Activity ........................... ......................... ......................... 14

5.3 Needs Assessed ......................... ......................... .......................... .......................... ... 14

5.4 Prioritizing HRD Needs ........................... .......................... .......................... ................ 15

6 DESGNING PHASE: ........................ .......................... .......................... ......................... ........ 16

6.1 Selecting the objectives: ........................ .......................... ......................... ................. 17

6.2 Selecting the trainer or vendor: .......................... .......................... .......................... ... 18

6.2.1 Training Design: ......................... .......................... .......................... .................... 18

6.3 Develop the lesson plan: ........................ .......................... ......................... ................. 19

6.4 SELECTING PROGRAMME METHODS AND TECHNIQUES: ........................ .................... 22

6.5 PREPARING THE MATERIAL: ........................ .......................... ......................... ............ 22

6.6 SCHEDULING THE HRD PROGRAMME: .......................... .......................... .................... 23

7 Implementation phase: ......................... ......................... .......................... ......................... 24


3/46

3

7.1 Importance of Training and Development ........................ .......................... ................ 26

7.2 Training at SBP ........................... ......................... .......................... .......................... ... 27

7.3 Training Tracks ........................... ......................... .......................... .......................... ... 28

7.4 Training Status ........................... ......................... .......................... .......................... ... 28

7.4.1 Domestic Training Programs ........................ .......................... .......................... ... 28

7.4.2 Foreign Training Programs................................ ......................... ......................... 29

7.5 Areas covered in Training Program:.................................. .......................... ................ 31

7.5.1 Internship Programs ....................... .......................... ......................... ................. 31

7.5.2 Computer aided training: ........................ .......................... ......................... ........ 32

7.5.3 Preferred training methods: ........................ .......................... .......................... ... 32

7.6 Implementation of that training: ......................... .......................... .......................... ... 32

7.6.1 Arrangement of physical environment at SBP: ....................... .......................... ... 33

7.6.2 Seating arrangement: .......................... .......................... ......................... ............ 33

7.6.3 Comfort level: ........................ ......................... .......................... ......................... 33

7.6.4 Physical distraction: ....................... .......................... ......................... ................. 33

7.7 Final implementation: ........................ .......................... .......................... .................... 33

7.7.1 Summary: ........................... ......................... .......................... .......................... ... 33

8 Evaluation phase: ......................... .......................... .......................... ......................... ........ 34

8.1 IMPORTANCE OF EVALUATION ....................... .......................... ......................... ........ 34

8.2 TRAINING EVALUATION FRAME WORK USED BY SBP ......................... ......................... 35

8.2.1 COMPETENCY MODEL ......................... .......................... ......................... ............ 35

8.2.2 KIRKPATRICK MODEL ........................... .......................... ......................... ............ 36

8.2.3 PERFORMANCE MANAGEMENT............................................. .......................... ... 36

Simplification of Forms of performance management ................. ......................... ................. 37


4/46

4

8.2.4 BELL CURVE MODEL ....................... .......................... ......................... ................. 37

8.2.5 MERIT INCREASE/ PERFORMANCE AWARDS ........................... ......................... ... 37

8.3 COMPETENCY MODEL ........................ .......................... .......................... .................... 39

8.3.1 Core Values ........................ ......................... .......................... ......................... .... 40

8.3.2 Employee Recognition Policy ....................... .......................... .......................... ... 40

8.3.3 Promotion Policy ........................ .......................... .......................... .................... 41

8.3.4 Succession Planning ....................... .......................... ......................... ................. 42

9 Overall Analysis : .......................... .......................... .......................... ......................... ........ 44

9.1 Recommendations: ........................ ......................... .......................... ......................... 45


5/46

5

1. HUMAN RESOURCE DEVELOPMENT1.1.DEFINITION OF HUMAN RESOURCE DEVELOPMENT (HRD):HRD is a process of developing and unleashing human expertise through organization

development (OD) and training and development (T&D) for the purpose of improvingperformance. In more precise words, can be defined as,

Human Resource Development (HRD) can be defined as a set of systematic and

planned activities designed by an organization to provide its members with the

opportunities to learn necessary skills to meet current and future job demands.

Another definition of HRD is,

"The organized learning activities arranged within an organization in order to improve performance and/or personal growth for the purpose of improving the job, the

individual, and/or the organization"

Human Resource Development (HRD) is the framework for helping employees develops

their personal and organizational skills, knowledge, and abilities. Human ResourceDevelopment includes such opportunities as employee training, employee career

development, performance management and development, coaching, mentoring,

succession planning, key employee identification, tuition assistance, and organizationdevelopment. The focus of all aspects of Human Resource Development is on developingthe most superior workforce so that the organization and individual employees can

accomplish their work goals in service to customers. Human Resource Development canbe formal such as in classroom training, a college course, or an organizational planned

change effort. Or, Human Resource Development can be informal as in employeecoaching by a manager. Healthy organizations believe in Human Resource Development

and cover all of these bases.

The goal of HRD is to improve the performance of organizations by maximizing the

efficiency and performance of people. To develop knowledge and skills, actions and

standards, motivation, incentives, attitudes and work environment.
http://humanresources.about.com/od/performancemanagement/a/perfmgmt.htmhttp://humanresources.about.com/od/glossaryc/g/coaching.htmhttp://humanresources.about.com/od/glossarym/g/mentoring.htmhttp://humanresources.about.com/od/glossarys/g/successionplan.htmhttp://humanresources.about.com/od/glossaryt/g/tuition.htmhttp://humanresources.about.com/cs/performancemgmt/a/super_workforce.htmhttp://humanresources.about.com/cs/performancemgmt/a/super_workforce.htmhttp://humanresources.about.com/od/glossaryt/g/tuition.htmhttp://humanresources.about.com/od/glossarys/g/successionplan.htmhttp://humanresources.about.com/od/glossarym/g/mentoring.htmhttp://humanresources.about.com/od/glossaryc/g/coaching.htmhttp://humanresources.about.com/od/performancemanagement/a/perfmgmt.htm


6/46

6

2 THE IMPORTANCE OF THE HUMAN RESOURCEDEVELOPMENT WITHIN ORGANIZATIONS:

Human resource development (HRD) has served the needs of organizations to provide employees

with up-to-date expertise. Advances in HRD models and processes have kept pace with the

increasingly sophisticated information and production technologies. During this period of rapid

technological development, the HRD function could be relied upon to support a broad range of

business initiatives that required a competent workforce. Critical business issues, from new

marketing strategies to innovations in production technology, were based on, among other

factors, the performance capabilities of those expected to use these new work systems. As a factor

integral to business success, employee expertise itself has been expanded through effective

programs of employee development. Expertise is defined as the optimal level at which a person is

able and/or expected to perform within a specialized area of human activity. In short, the

development of workplace expertise through HRD has been vital to optimal business

performance. Yet today's business environment requires that HRD not only support the business

strategies of organizations, but that it assumes a pivotal role in the shaping of business strategy.

Business success increasingly hinges on an organization's ability to use employee expertise as a

factor in the shaping of business strategy. HRD serves a strategic role by assuring the competence

of employees to meet the organization's present performance demands. Along with meeting

present organizational needs, HRD also serves a vital role in shaping strategy and enabling

organizations to take full advantage of emergent business strategies. Both the strategy supporting

and strategy shaping roles of HRD have distinctive features that are evident in the business

practices of successful companies.

Companies that compete in the fast-paced communications market where customers are

particularly innovation-conscious must deliver high-quality, reliable products despite short

product development cycles. Motorola sought production advantages through both the integration

of new technology and the development of employee expertise. Motorola offers on- and off-site

classroom education and training, laboratory training, and structured training in the workplace for

employees at all levels of the organization. In addition to supporting Motorola's successful pursuit

of its business objectives, many of its education and training initiatives serve as examples of best

practices against which other organizations' HRD functions benchmark their performance. Thus,

Motorola provides an early and influential example of HRD used to support business objectives.


7/46

7

3 INTRODUCTION TO STATE BANK OF PAKISTAN:In the fiscal year under review, the State Bank of Pakistan (SBP) continued to pursue thestrategic direction it set for itself in the year 2000. The major thrust of our strategicdirection is the promotion of competition and deepening of the financial sector while

broadening its coverage to include the middle and lower income groups of the population.The impact of this broad based access to institutional credit on the economy will be both

direct as well as indirect. By diversifying the client base from a narrow focus ongovernment, corporate and foreign trade financing to a larger spectrum of financial

services extending to consumer finance, small and medium enterprises (SMEs),agriculture, housing, construction and microfinance, the banking system will be able to

manage its risks more prudently.

3.1 Mission Statement: To transform the State Bank of Pakistan into an Employer of Choice which

nurtures talent through its enabling culture.

3.2 Vision Statement:We are committed to excellence at acquiring, developing and retaining the right talent

by:

Aligning our HR policies with market Serving as a strategic partner to the line Departments Administering superior and prompt HR services

The following three divisions of Human Resource Department team up for fulfillment of

the departments Vision and Mission:

Regulations & Compliance Reward Management & HRIS Talent Management

A brief of the functions of each division is as follows:

3.3 FUNCTIONS OF REGULATIONS AND COMPLIANCE DIVISION: Disciplinary & Litigation Unit: Handles employee discipline, initiates

disciplinary actions to enforce organizational standards and discourage


8/46

8

infractions. Union affairs, resolution of conflict, arbitration and litigationprocesses.

Transfer & Posting Unit: Reviews cases of Interdepartmental transfers as perpolicies and approvals. Postings of officers in SBP other national / international

institutions on deputation. Employee Separation Unit: This Unit process cases related to resignations by

employees from the Banks service and conduct exit interviews of outgoingemployees. The case is later on submitted to higher up for approval.

Internal Monitoring Unit: Carry out audit of cases received from variousDivisions of HRD and ensure compliance of SBP policies and practices. Liaison

with internal and external auditors for smooth execution / completion of audit ofHRD also falls under the scope of this unit.

Business Planning & Budgeting Unit: This unit formulates DepartmentsAnnual Business Plan and Budget. Generates quarterly analysis of Business Plan

and monthly budget variance report. Keeps track of all the key initiatives anddevelopments being made in various Divisions of HRD.

Admn & Co-Ordination Unit: Management of Imprest Account and distributionof letters etc in and outside the department/Bank. Also monitors other day to day

administrative activities of the Department.

3.4 Reward Management & HRIS DivisionThe Division manages issues related to the grant of employee recognition awards and

up to date incorporation of employee record in Oracle database. Following units/areas

of work are included in this division

Compensation & Benefit Planning Unit is responsible to carry out all activitiesrelated to developing best market strategies regarding compensation and benefitsfor our employees.

Employees Database Unit is responsible for maintaining & updating employeedata and HR Broadcast of various messages/ circulars/ orders etc. for prompt

communication to Banks employees.

Service Record & Compliance Unit maintains and updates employees personalfiles, verify employees particulars, and ensure timely confirmation of eligibleemployees in the Banks service.

HR Automation Unit focuses on Oracle Human Resource Information System andto solve the issues in smooth implementation and management of HRIS. HR

Automation unit works for customization of Oracle HRMS with emerging needsof HR processes.


9/46

9

3.5 Talent Management DivisionThis Division is responsible for fresh induction of SBOTS batches and otherprofessionals through a rigorous induction process in order to ensure presence of quality

professionals. Following units and areas of work are the part of this division.

The HR Planning, Job Analysis & Design Unit is responsible to develop annualmanpower plan for SBP, conduct job analysis, prepare job descriptions, andconduct job evaluation process.

The Recruitment Planning & Organizational Development Unit is responsible forattracting, selecting and recruiting the right people from the market. The unit

firmly works on adopting latest organizational theories & change managementprocesses to bring in efficiency.

The Recruitment Operations Unit deals from placing job advertisements to timelyrecruitment of competent personnel by using modern selection techniques. The Assessment Centers Unit systematically observes & measures

employees/candidates performance for the purpose of recruitment, selection and

promotions. The Employee Orientation Unit facilitates in establishing successful productive

working relationships through effectively orienting new employees to theirrespective departments/divisions and to their positions.

The Internal Job Posting Unit encourages employees to seek promotion/transfersto fill internal openings and meet employees personal objectives.

The Performance Management Unit manages and implements PMS (PerformanceManagement System) in the Bank, advises the annual merit increase andfacilitates the promotion process accordingly.

The Reward & Recognition Unit in order to foster a culture of acknowledgementand appreciation amongst employees for introducing innovative businesspractices, showing extra ordinary efforts for achievement of goals and enhancing

Banks corporate image uses various methods ofrecognition ranging from simple

Thank you letters to elaborate celebrations and monetary rewards.

The Succession Planning Unit assesses and audits talents in SBP throughprovision of potential successors. It also helps in identifying training &

development needs of potential successors.

The Employee Motivation & Retention Unit works on conducting motivationsurveys and developing market based employee satisfaction & retentionstrategies.

The Job Evaluation Unit is responsible for conduction evaluation of positions andgrades to ascertain their position in the grade structure


10/46

10

3.6 PHILOSOPHY OF STATE BANK OF PAKISTAN: OUR PEOPLE, OUR ASSETS

According to the State Bank, we firmly believe that the principal source of our strength

as an organization is our human resource base. Managerial attention at the Bank hastherefore been focused on the need to continuously invest in people, provide them with

the right incentives to perform better and to make merit and performance the criteria forprofessional and career development. At the State Bank, we strive to develop and sustain

a work environment in which each employee is empowered, is provided withopportunities for professional growth and is recognized and rewarded for the contribution

made towards achievement of organizational objectives. We value diversity in terms ofthe unique characteristics that each member of our team brings to the organization as

reflected in diverse educational and professional backgrounds, cultural and genderperspectives. This mix positively impacts institutional approach and decision processes

by providing broader horizon, helping along the way the institution to be a more awareand responsive organization.


11/46

11

4 HRD PROCESS MODEL:

4.1 Training Needs AssessmentThe purpose of a training needs assessment is to identify performance requirements or

needs within an organization in order to help direct resources to the areas of greatestneed, those that closely relate to fulfilling the organizational goals and objectives,

improving productivity and providing quality products and services.

The needs assessment is the first step in the establishment of a training and developmentProgram. It is used as the foundation for determining instructional objectives, the

selection and design of instructional programs, the implementation of the programs and

the evaluation of the training provided. These processes form a continuous cycle whichalways begins with a needs assessment.


12/46

12

The training process begins with some triggering event. The triggering event is therecognition of Organizational Performance Deficiency (OPD). When the Actual

Organizational Performance (AOP) is lesser then the Expected OrganizationalPerformance (DOP). The training system begins with the determination of customer

needs in needs analysis phase. In this case the first customer is organization itself. Theseneeds show up as performance deficiency. The performance deficiency would be

indicated by things such as profitability shortfalls, low customer satisfaction or excessivescarp. These are deficiencies that reflect the current state of company. The performance

deficiency can also exist in the company if the company is likely to perform poorly infuture unless changes are made.

Once performance deficiencies are identified, the cause must be determined. If thedeficiency is caused by inadequate KSAs (Knowledge, Skills, Attitudes) then training


13/46

13

becomes a need to satisfy the need. Because not all performance problems are due toKSA deficiency. The performance problems due to motivation and equipment need

different solution. The performance deficiencies are addressed and prioritized.

The data gathering process and causal analysis to determine which performance problemshould be addressed by training is called as TNA (Training Needs Analysis) process. Toconduct TNA, information is collected from whole organization, from operational areas

and from people of operational areas. The information collected is input to analysisphase. Output of analysis phase consists of identification of training & non training needs

and their priorities. Non training needs become input to other functional areas such ascompensation, rewards, labor relations and organizational development etc.

Input Process Output

Trigger

Actual org.

performance

(AOP)


14/46

14

4.2 Training Need Assessment ActivityUsing internal resources, the department conducted the first ever in-house Training NeedAssessment (TNA) survey in May 2008 to find competency gaps in the entire

organization. The survey was launched electronically in all field offices and Head Office,Karachi in one go with an extensive IT support from Information Systems and

Technology Department. A total of 715 officers (OG-2 and above except cash side)participated in the survey rendering participation rate at 67.5 percent. The survey results

were instantly available with lots of insights and wisdom to raise the effectiveness oftrainings. While recognizing training as the most dependable tool for capacity building

and career progression, a vast majority of respondents (83.5 percent) endorsed that extraefforts are needed on the part of employees to capitalize upon trainings. Among other

important outcomes, the respondents observed that:

Training programs conducted in the past could not contribute in developingcompetencies and bringing improvement in the quality of work primarily due tomismatch of course contents with the actual needs.

Stronger need has emerged to initiate new training programs on interpersonal skillsparticularly on conflict management, delegation of work, coaching and counselingand inculcating desired values and shared behaviors among all cadres of employees.

Need for training on communication skills spelled out more clearly i.e., deficientareas of writing and presentations skills surfaced differently from grade to grade.

Among managerial skills, motivation and effective leadership have been regarded asthe preferred area for improvement.

A majority of the respondents (66.5 percent) observed that providing job relatedtrainings is the most effective tool for brining significant improvement in performance, while 25.6 percent and 7.9 percent viewed that conducive work

environment and assigning job of ones own choice are important factors forperformance improvement.

4.3 Needs AssessedThe outcomes of the need assessment identified the gaps that needed to be addressed in

order to increase the efficiency and productivity of the employees as well as that wasnecessary for the capacity building and career progression.


15/46

15

The areas identified included:

1.

Function Specific Areas Foreign Exchange Operations Fundamentals of Accounting Forex & Liability Management Currency Management Operations Financial Derivatives SME Credit Analysis Internal Auditing Financial Statement Analysis Window Vista & MS Office

2. Soft Skills Communication Skills Report writing Leadership & Effective Team Building Customer Service Decision Making and problem solving Time & Stress Management

4.4 Prioritizing HRD NeedsThe purpose of conducting Training needs assessment was to identify the gaps and then

most importantly to prioritize the training needs so that areas that need more attention areaddressed first. Therefore at SBP the training are prioritized based on the conduct of

iteration so that it overcomes the employees deficient areas in work performance.

The needs were prioritized on the basis of iteration which is as:

Function Specific Areas

Name of Module No. of Iterations No. of

Participants(tentative)

Currency Management and

Operations

4 106

Fundamentals of Accounting 3 83

Forex and Liability Management 2 52

Internal Auditing 2 57

Foreign Exchange Operations 1 19

Financial Statement Analysis 1 17

Windows Vista & MS Office 1 25


16/46

16

Soft Skill AreasName of Module No. of Iterations No. of

Participants(tentative)

Customer Service 9 223

Report Writing 4 103

Leadership & Effective Team

Building

4 105

Communication skills 3 87

Decision Making and Problem

Solving

2 17

Time & Stress Management 1 6

As a result of the TNA, training programs catering to the needs of immediate capacitybuilding and skill enhancement is introduced. A two pronged strategy needs to beadopted to provide required training interventions in a more cost effective manner.

5 DESGNING PHASE:


17/46

17

The second phase is the design phase in the HRD program. The SBP has designed thetraining programs for its employees according to the needs of its employees. And to

enhance their skill and performance level.

The following activities are kept in mind while designing and HRD program of SBP.

Selecting objectives Selecting the trainer or vendor. Develop the lesson plan Selecting program methods and techniques Preparing material Scheduling the program

5.1 Selecting the objectives:The following are the objectives of the state bank of Pakistan to evaluate the success of

the training program. These objectives also help in forming the basis for selecting theprogram content and methods.

The objective of the program is to prepare the SBP management team to upgrade theirknowledge and skills in human resource development.

The focus of this capacity building initiative will be to:

Prepare HRD staff in HR technical and soft skills. Prepare Line Managers (Directors and various level Supervisors) in people

management skills.

Advise and counsel employees for career developmentMAKE OR BUY DECESION:

THE state bank of Pakistan it designs its own program as it uses the in-house trainingprogram because the number of trainers is more and the cost is also low and it also

depends on the type of subject matter. And the training manuals are also being prepared

by the NIBF and the training department for the in-house training program.

The state bank of Pakistan also sometimes makes such decisions to buy the HRD

programs it all depends on the availability of the skills that if the bank is lacking theKASOS that are required to design and implement the HRD program there are a fewtrainees that are selected for the out-house training program these potential employees are

given training about the general banking system which helps them to enhance their skillsand also helps them in their participants career development.


18/46

18

5.2 Selecting the trainer or vendor:5.2.1 Training Design:

The design of the training program can be undertaken only when a clear trainingobjective has been produced. The training objective clears what goal has to be achieved

by the end of training program i.e. what the trainees are expected to be able to do at theend of their training. Training objectives assist trainers to design the training program.

The trainer: Before starting a training program, a trainer analyzes his technical,interpersonal, judgmental skills in order to deliver quality content to trainers.

The trainees: A good training design requires close scrutiny of the trainees and their

profiles. Age, experience, needs and expectations of the trainees are some of theimportant factors that affect training design.

Training climate: A good training climate comprises of ambience, tone, feelings,positive perception for training program, etc. Therefore, when the climate is favorable

nothing goes wrong but when the climate is unfavorable, almost everything goes wrong.

Trainees learning style: the learning style, age, experience, educational background oftrainees must be kept in mind in order to get the right pitch to the design of the program.

Training strategies: Once the training objective has been identified, the trainer

translates it into specific training areas and modules. The trainer prepares the priority listof about what must be included, what could be included.

Training topics: After formulating a strategy, trainer decides upon the content to bedelivered. Trainers break the content into headings, topics, ad modules. These topics and

modules are then classified into information, knowledge, skills, and attitudes.

Sequence the contents:

Contents are then sequenced in a following manner:

From simple to complex Topics are arranged in terms of their relative importance From known to unknown From specific to general


19/46

19

Dependent relationshipTraining tactics:

Once the objectives and the strategy of the training program becomes clear, trainer comesin the position to select most appropriate tactics or methods or techniques. The method

selection depends on the following factors:

Trainees background Time allocated Style preference of trainer Level of competence of trainer Availability of facilities and resources, etc

Support facilities:

It can be segregated into printed and audio visual. The various requirements in a training

program are white boards, flip charts, markers, etc.

The various constraints that lay in the trainers mind are:

Time Accommodation, facilities and their availability Furnishings and equipments Budget Design of the training, etc

5.3 Develop the lesson plan:A lesson plan is the trainers guide for the actual delivery of the training content. Before

creating the lesson plan the trainer should keep in mind in advance what is to be coveredand how much time to devote to each session or module.

The lesson plan of the SBP employees is designed in such a way that the program does

not create hurdles in their routine working activities.

TRAINING TRACKS

The training policy has been designed to provide skill development and enhancement

opportunities through the introduction of the concept of Training Tracks, in line withcareer growth in the organization. These multidimensional training tracks are designed to

provide the pre-requisite trainings to career progression in different grades. In addition tothe usual focus on central banking skills, the scope of the training include management

and specialized skills development as an integral part of the training policy.


20/46

20

a) Central Banking Track: Courses in this track are designed to develop technical skillsin core functions of Central Bank. The courses are divided into three levels i.e.

Foundation, Intermediate and Advanced to provide customized skill development in linewith employees career growth in the SBP.

b) Management Track:

Courses in this track are designed to develop competencies in the area of personaleffectiveness, supervisory skills, leadership, performance management, and

communication skills.

c) Function Specific Track:

This track offers a flexible framework for Head of Departments (HoDs) and Group

Management Teams to nominate employees in their respective areas to participate intargeted skills development courses at local or foreign institutions to broaden their

knowledge in their specialized functions, in line with the industry specific best practices.

Contents to be covered while developing a lesson plan:

The following are the contents that are to be covered by the SBP training programme.

Top Management Leadership Program Middle Management Training as People Managers HRM for Line Managers Strategic Planning Coaching and Counseling HRM Courses for HRD Staff Customer Services Facilitation Skills Human Resource Planning Organization Development Values-Shared Behaviors for HR Staff Techniques of Advising and Counseling Staff in Career Development.

The above are the contents of the lesson plan of the state bank of Pakistan that should becovered in the training programs.


21/46


22/46

22

5.4 SELECTING PROGRAMME METHODS AND TECHNIQUES:The In-house training method is designed for the SBP and also for some employees theout house training program is also designed to give the knowledge about the general

banking system.

The decision concerning that what method and techniques are going to be used in the

training program must be made during the design phase. Before selecting the methodsand media that are to be used in the training programs there are some factors that should

be considered before selecting the method.

1. The objectives of the program2. Time and money available3. Availability of the other resources4. Trainee characteristics and preferences

The methods that are being used by the State Bank of Pakistan to train the participants is

the lecture method, classroom based training and the on-job-training methods. And themultimedia and the projector is also used for the presentation of the program to ensure

the high retention and the easy grasp of the training programs to the participants. And thebusiness games method training is also used to enhance their problem-solving and their

decision making power. The SBP has its own classroom for the training of theparticipants that class room based training method is more effective because the numbers

of the participants are more and it also costs low to the bank. And most of the trainees at

The State Bank of Pakistan gives more preference towards the class room based training

programme.

On the job training method is also being used to train the employees in this method theemployees they get the training during their normal working hours. They get the training

and the coaching on the job. And the job rotation method is also being used to enhancethe skill and career development of the employees.

5.5 PREPARING THE MATERIAL:The next method after selecting the methods and the media for the training program ispreparing material that is to be used for the training program.

The preparation of the material depends upon the type of the program. if the program is

purchased from the outside vendor then the training material such as the books, handoutsand the videotapes will be the part of the material .but if the program is in-house training

program then if the training program is similar to the past training program, thosematerials then simply need to be modified to fit the current program.


23/46

23

The in-house-training method is designed for the state bank of Pakistan trainees. TheNIBF and the training department has designed its own material for the in-house training

program .the materials that have been designed by the institute are the training handbookson banking supervision, debt management, Pakistan economy, accounting commercial

banking, auditing ,money market operations and other areas of central banking

The refinement and adjustment of training material is also another area where the

training mangers are continuously engaged. Areas have been assigned to all Trainingmanagers to refine ,review and update economic and relevant material to provide the

updated version to participants with all possible improvement and changed. So thetraining manuals they are upgraded according to the in-house training program need.

The state bank of Pakistan is also giving some of its potential employees the out-house

training so they can have a increase knowledge about the general banking system. AndTo keep pace with the on-going changes in the field of monetary management taking

place throughout the world, due importance was given to availing the maximum numberof fully-funded program at the IMF. During the year, a total of 157 officers, from all

grades, attended the relevant foreign training programs. The duration of these programsvaried from one -day to a maximum of eight-week.

These programs were offered in risk management, banking supervision, banking

inspection, financial programming and policies, payment system, international rules ofauditing, inflation targeting, foreign exchange management and many other areas of

special interest to central banking. For this out-house training method the handouts andthe videotapes are used to as training manuals for the participants.

5.6 SCHEDULING THE HRD PROGRAMME:The goal to in scheduling the HRD program is to ensure that the participants are availableand their attention is focused on the learning task at hand. As the organizations they are

very busy, hectic and unpredictable environment so thats why the scheduling of thetraining program is done before.

The state bank of Pakistan schedules the training program during working hours.

SCHEDULING DURING WORK-HOURS:

The state bank of Pakistan has scheduled its training programs for it employees in such away that they get their training without any sever setback to their work schedule.


24/46

24

6 Implementation phase:

Once the staff, course, content, equipments, topics are ready, the training is implemented.Completing training design does not mean that the work is done because implementation

phase requires continual adjusting, redesigning, and refining. Preparation is the mostimportant factor to taste the success. Therefore, following are the factors that are kept in

mind while implementing training program:

The trainer: The trainer needs to be prepared mentally before the delivery of content.Trainer prepares materials and activities well in advance.

The trainer also set grounds before meeting with participants by making sure that he is

comfortable with course content and is flexible in his approach.

Physical set-up: Good physical set up is pre requisite for effective and successful

training program because it makes the first impression on participants. Classrooms shouldnot be very small or big but as nearly square as possible. This will bring people together

both physically and psychologically. Also, right amount of space should be allocated toevery participant.


25/46

25

Establishing rapport with participants: There are various ways by which a trainer canestablish good rapport with trainees by:

Greetingparticipants simple way to ease those initial tense moments

Encouraging informal conversation

Remembering their first name

Pairing up the learners and have they familiarized with one another

Listening carefully to trainees comments and opinions

Telling the learners by what name the trainer wants to be addressed

Getting to class before the arrival of learners

Starting the class promptly at the scheduled time

Using familiar examples

Varying his instructional techniques

Using the alternate approach if one seems to bog down

Reviewing the agenda: At the beginning of the training program it is very important to

review the program objective. The trainer must tell the participants the goal of theprogram, what is expected out of trainers to do at the end of the program, and how the

program will run. The following information needs to be included:

Kinds of training activities

Schedule

Setting group norms

Housekeeping arrangements

Flow of the program

Handling problematic situations


26/46

26

6.1 Importance of Training and Development

Optimum Utilization of Human Resources: Training and Development helps inoptimizing the utilization of human resource that further helps the employee to achieve

the organizational goals as well as their individual goals.

Development of Human Resource: Training and Development helps to provide anopportunity and broad structure for the development of human resources technical and

behavioral skills in an organization. It also helps the employees in attaining personalgrowth.

Development of skills of employees: Training and Development helps in increasing the

job knowledge and skills of employees at each level. It helps to expand the horizons ofhuman intellect and an overall personality of the employees.

Productivity: Training and Development helps in increasing the productivity of theemployees that helps the organization further to achieve its long-term goal.

Team spirit: Training and Development helps in inculcating the sense of team work,

team spirit, and inter-team collaborations. It helps in inculcating the zeal to learn withinthe employees.

Organization Culture: Training and Development helps to develop and improve the

organizational health culture and effectiveness. It helps in creating the learning culturewithin the organization.

Organization Climate: Training and Development helps building the positive perceptionand feeling about the organization. The employees get these feelings from leaders,

subordinates, and peers.

Quality: Training and Development helps in improving upon the quality of work andwork-life.

Healthy work environment: Training and Development helps in creating the healthy

working environment. It helps to build good employee, relationship so that individualgoals aligns with organizational goal.

Health and Safety: Training and Development helps in improving the health and safetyof the organization thus preventing obsolescence.

Morale: Training and Development helps in improving the morale of the work force.


27/46

27

Image: Training and Development helps in creating a better corporate image.

Profitability: Training and Development leads to improved profitability and morepositive attitudes towards profit orientation.

Training and Development aids in organizational development i.e. Organization getsmore effective decision making and problem solving. It helps in understanding and

carrying out organizational policies

Training and Development helps in developing leadership skills, motivation, loyalty,better attitudes, and other aspects that successful workers and managers usually display.

6.2 Training at SBPTraining has been an important aspect of the strategy adopted by the SBP to enhance

the quality of human resources. Continued training and process of learning have

played a vital role towards successful accomplishment of the mandatedresponsibilities in recent times. By providing the employees with an opportunity for

acquisition and enhancement of skills, linking the learning process with results andmaking learning an inherent part of the Performance Management System (PMS),

training has been transformed into a requirement and not just an option.

In order to improve the effectiveness of training and development activities and alignthem more closely with the overall capacity building and various change initiatives at

the SBP the Training Department was merged into the HRD as one of its divisions.


28/46

28

6.3 Training TracksThe training policy has been designed to provide skill development and enhancementopportunities through the introduction of the concept of Training Tracks, in line with

career growth in the organization. These multidimensional training tracks aredesigned to provide the pre-requisite trainings to career progression in different

grades. In addition to the usual focus on central banking skills, the scope of thetraining include management and specialized skills development as an integral part of

the training policy.

a) Central Banking Track: Courses in this track are designed to develop technical

skills in core functions of Central Bank. The courses are divided into three levels i.e.Foundation, Intermediate and Advanced to provide customized skill development in

line with employees career growth in the SBP.

b) Management Track: Courses in this track are designed to develop competenciesin the area of personal effectiveness, supervisory skills, leadership, performance

management, and communication skills.

c) Function Specific Track: This track offers a flexible framework for Head ofDepartments (HoDs) and Group Management Teams to nominate employees in their

respective areas to participate in targeted skills development courses at local orforeign institutions to broaden their knowledge in their specialized functions, in line

with the industry specific best practices.

6.4 Training StatusContinuing the policy of promoting technical know -how among officers and

enhancing their capability to reflect the core values in their individual and collectivebehaviors, extended training opportunities were provided during FY04. To this effect

a total of 1,065 officers (from OG-2 to OG-5) attended various domestic and foreigntraining programs during FY04 compared to 916 officers during the previous year.

6.4.1 Domestic Training ProgramsCourses held at NIBAF: With the coordinated efforts of the Training Division,National Institute of Banking and Finance (NIBAF) and the Departmental Training

Coordinators (DTCs), 711 officers attended the NIBAF training programs offeredduring FY04 as against 561 officers during FY03.This increase reflects the higher

awareness amongst the officers about the importance of these programs in their careerdevelopment. Moreover, greater availability of one-week duration modules could

have been another contributory factor, which allowed the participants to go fortraining without any severe setback to their work schedule. The higher number of


29/46

29

modules offered during FY04, which facilitated the officers in managing theirtraining schedule without any conflict to their work plan, resulted in a decline in the

average number of participant per module. This dropped from almost 23 officers pertraining module in FY03 to only 19 officers in FY04.

This may be due to the fact that a number of targeted officers had already acquiredthe training on the specific modules. This suggests that fewer number of modules

need to be offered on foundation courses and more emphasis needs to be placed onconducting a higher number of intermediate and advance level courses of the central

banking track in the following year.

Courses Other than NIBAF: Under this category 197 officers attended trainingprograms at various public and private sectors organizations/institutions during

FY04 compared to 227 officers the previous year. A sharp decline in participation forcourses offered by National Institute of Public

Administration (NIPA) from 33 in FY03 to only 9 in FY04 appeared to be the major

factor behind this shortfall.

6.4.2 Foreign Training ProgramsTo keep pace with the on-going changes in the field of monetary management taking

place throughout the world, due importance was given to availing the maximumnumber of fully-funded program at the IMF. During the year, a total of 157 officers,

from all grades, attended the relevant foreign training programs compared to 128officers during FY03. The duration of these programs varied from one day to a

maximum of eight-week.These programs were offered in risk management, bankingsupervision, banking inspection, financial programming and policies, payment

system, international rules of auditing, inflation targeting, foreign exchangemanagement and many other areas of special interest to central banking. Officers

from OG-2 to OG-5 were selected to attend these programs. Selection of officerswithin the various grades was tied to the program requirement and the availability of

the officers with the matching experience.

Training Programs arranged at NIBAF (No. of Modules Weeks Participants)

2000 01 2 5 60

2001 02 19 62 936

2002 03 24 59 561

2003 04 37 46 711

Source: Human Resource Department, SBP


30/46

30

Participation of Officers in Foreign Training Programs

Period OG2 OG3 OG4 OG5 OG6 TOTAL

2000 01 17 6 19 14 67

2001 02 51 10 24 27 118

2002 03 48 11 22 28 128

2003 04 53 15 33 25 157


State Bank of Pakistan Annual Report FY04

Management/HR Development Project

Work on technical and financial assessment of a Management /HR Development

Project funded by World Bank under its TABS Program was completed during theyear. The contract was awarded to a consortium led by Anjum Asim Shahid

Associates (Pvt.) Ltd. in association with Hay Group from Dubai and Institute ofBusiness Administration (IBA). The objective of the program is to prepare the SBP

management team to upgrade their knowledge and skills in human resourcedevelopment. The focus of this capacity building initiative will be to:

Prepare HRD staff in HR technical and soft skills.

Prepare Line Managers (Directors and various level Supervisors) in peoplemanagement skills. Advice and counsel employees for career development.

To achieve the program objectives, the consultants shall deliver the following training

programs during the next months:

Top Management Leadership Program Middle Management Training as People Managers HRM for Line Managers Strategic Planning


31/46

31

Coaching and Counseling HRM Courses for HRD Staff Customer Services Facilitation Skills Human Resource Planning Organization Development Values-Shared Behaviors for HR Staff Techniques of Advising and Counseling Staff in Career Development.

Note:

These training programs are basically for the improvements of human resource

division. Others are listed below.

6.5 Areas covered in Training Program:Some of the areas covered in the training program are:

Risk Management Process Training Product Training Credit Management Treasury Management Forex Management Interest rates and self sufficiency Liquidity management Investment Banking (Including structured Finance & Debt Advisory) Insurance Broking Stock Broking Portfolio Advisory Soft-skills development Finance for MFIs Marketing financial services

6.5.1 Internship ProgramsIn addition to the regular 8 week internship program for 60 students (30 male and 30

female) selected on the basis of merit and provincial quota from at least 29 accrediteduniversities from all over Pakistan, a special internship program was also run for 20


32/46

32

students from Balochistan University to achieve greater diversity in terms ofgeographical reach. Additionally, separate internship programs varying from four to six

weeks were also offered for 13 students from IBA and Hamdard School of law.

6.5.2 Computer aided training:A well-equipped computer lab comprising 18 Personal Computers (PCs) has been

established in January 2004 at Lahore Center. The purpose of the aforesaid lab is to trainthe officers of the Bank. This lab would also cater to the needs of the nearby SBP centers.

The training unit of Project Management Office (PMO) has successfully coordinatedtrainings of 876 resources out of which 134 resources in Globus were trained this year

and 154 resources are trained in Oracle ERP. Of these 87 resources were trained inOracle Financials & Distributions and 57 resources were trained in Oracle Human

Resource Management System (HRMS) this year.

6.5.3 Preferred training methods:Preferred training and development methods used in this field are:

Coaching On-the-job (OTJ) Training Seminars/Workshops Simulation Workshops Computer-based training (CBT) Game-based learning

6.6 Implementation of that training:Training in SBP is mostly conducted in conference hall of its regional offices. But incase

that hall is not available due to any meeting scheduled there then that training is beingconducted outside the work environment i.e. in any hotel halls. Training material is given

to the trainees in form of handouts manuals. Projector is being use. Trainers are mostlythe senior bankers who are subject matter experts having command over the subject.&

sometimes a trainer from outside the organization .i.e. from any institution is being calledfor delivering lecture.(on a subject like time management) This training last for almost 4

months. Residence allowance is given to all outstation trainees (both to male &female).training is being conducted whenever new procedure or new ways are being

adopted within the banks.
http://traininganddevelopment.naukrihub.com/http://traininganddevelopment.naukrihub.com/


33/46

33

6.6.1 Arrangement of physical environment at SBP:

A complete noise free environment is given to trainees in order to deliver maximumknowledge to them to widen their skills. An environment which is comfortable

enough to concentrate & learn.

6.6.2 Seating arrangement:The training is being conducted in a noise free environment, in an executive style .i.e.

if it conducted in a hall than sitting arrangement is in round table form well equippedwith necessary material.

6.6.3 Comfort level:A comfortable environment is given. Lunch is offered to trainees.

6.6.4 Physical distraction:State bank of Pakistan maintain a user friendly environment for delivering training,

which is free from distraction. Good lightning arrangement is done with proper

control. As training is conducted in well managed way. When conducting on the jobtraining some physical distractions are there that vary from banks to banks affiliated

with state bank of Pakistan whose employees are getting training.

6.7 Final implementation:When all the elements needed to implement an HRD intervention or programme i.e is

a viable lesson plan, materials, audiovisual, computer equipments on hand, & thephysical environment ready the final step is to do it.

6.7.1 Summary: Class room Executive Projector Manuals hand out. Sitting arrangement round tables (briefing room) comfortable. Lunch free.4

month. Residence.

Job rotation


34/46

34

7 Evaluation phase:

7.1 IMPORTANCE OF EVALUATION

Evaluation of a certain training program is conducted to determine the effectivenessof that particular training program. Effectiveness is a relative term; it is a degree to

which training achieves its intended purpose. The measurement tools and techniquesare called evaluation process. Evaluation is conducted to gauge the effectiveness of

training program. As each training incurs cost and to justify the resource allocated anevaluation process is conducted to translate effectiveness in terms of money.

Evaluation Process is a pre requisite of the last three phases

The process of evaluation starts right from prioritising needs, as we define objectivesfrom our prioritised needs and through those Defined objectives, we select are

evaluation Criteria and thus determine evaluation design furthermore implementationphase gives us the ways to conduct evaluation of program or intervention and we


35/46

35

interpret results of the evaluation process, ultimately those results are communicatedto first phase which helps in prioritising needs and this process goes on.

7.2 TRAINING EVALUATION FRAME WORK USED BY SBP

Donald Kirkpatrick Model Performance Management Bell Curve Principles Merit Increase/Performance Bonus

7.2.1 COMPETENCY MODEL

The results of the Evaluation are helpful in anticipation of


36/46

36

Succession planning Employee recognition award Promotion policy

7.2.2 KIRKPATRICK MODELA system of informal evaluation of training effectiveness was replaced with the Donald

Kirkpatrick model of evaluation. This model is an easy to understand, simple, and

flexible system of training evaluation, which takes into account non-quantitative data aswell. The continuous evaluation of trainings will help streamline and transform the

training valuation methodology by linking the evaluation to the nomination process andpost training interventions. This also helps SBP creating a database for evaluating

effectiveness of past, current and future training programs.

However in Kirkpatrick Level model largely emphasized level is Reaction measure andafter that learning measure the least highlighted level is of results and job behavior level.

The four levels of Donald Kirkpatrick Model evaluation

7.2.3 PERFORMANCE MANAGEMENT

To enhance a continuous development and growth culture in the SBP, an interview basedperformance management system, which is based on achievement of goals and

competencies, was introduced.

The Four Levels of Donald Kirkpatrick ModelEvaluations are:

1.Evaluating Reaction 60%2.Evaluating Learning 20%3. Evaluating Behavior 15%4. Evaluating Results 5%



37/46

37

The system is a developmental tool, through which the appraisers provide feedback onthe employees performance and rates his or her performance. The following post

implementation simplification measures were adopted for the FY04 based on feedback inthe annual Change Management Conference, inputs received through structured

interviews with the users and general feedback from employees.

Alignment of Performance Planning Process with the Business Planning Process

Flowing Departmental goals to Divisional, Unit and individual goals. Establishing the position of Divisional Head as the minimum level of 1st

appraiser and the Head of the Department as 2nd appraiser.

Simplification of Forms of performance management The goals setting form was further simplified by taking out the columns of Action Plan

and Resource Developmental Requirements.

7.2.4 BELL CURVE MODELIn order to provide a level playing field for all employees with respect to the performance

appraisal, the concept of grade-wise comparative ranking of performance withindepartmental clusters (Banking, Foreign Reserve Management, HRD, Research) was

introduced. Under the Bell Curve Principle, the top 10 percent employees in each Gradeof respective clusters were ranked as A performers and the next 20 percent as B+, the

middle 60 percent as B and the bottom 10 percent as C.

The standards of grading employees as A, B and C are not clearly stated which can havea negative impact on employees who are graded as C.

It should be clearly and explicitly stated that at what grounds a performance grading is

done.

7.2.5 MERIT INCREASE/ PERFORMANCE AWARDS

Annual Merit Increase (AMI) was awarded to all employees with effect from 1 January2004 against a budget of 4 percent of the annual monetized pay. Employees in Grade

OG-2 to OG-6 were awarded

AMI on the basis of their Bell Curve ranked, performance evaluations marks on the

following scale:


38/46


39/46

39

Increase

(AMI)

of gross

salary

of gross

salary

of gross

salary

of gross

salary

of gross

salary

7.3 COMPETENCY MODELTo improve the understanding of the users about the concept of competencies and its

application, the SBP Competency Model has been divided into three tiers:

Core Competencies Grade Specific Competencies

Function Specific Competencies

Further improvements in the Competency Model are also in progress which are aimed

at revising the definition of various competencies using behavioral examples from theSBP work environment, simplifying the existing rating mechanism, dividing the Grade

and Function specific competencies into four further categories:

Individual Contributor First Line Supervisor Manager Leader

The effectiveness of evaluating the employees competence relative to given levels of a

competency or on a continuum is also being reviewed.

The SBP Competency Model

1. Core CompetenciesApplicable across the SBP e.g. Accountability, Professional Integrity etc.

2. Grade Specific CompetenciesApplicable to specific grades e.g. Change Orientation, Team Leadership etc

3. Function Specific CompetenciesApplicable to distinguished functions e.g. quantitative analysis, Concern for detail etc


40/46

40

7.3.1 Core Values

A set of six Core Values was identified in the concept paper for capacity building of the

SBP in 2000. The definitions and required behaviors of these identified Core Values were

to be crystallized through a participative and consultative process. The aim of developing

the Core Values through a consultative process was to create ownership of the new value

system from top to bottom of the hierarchy. The process was completed this year. The

SBPs Core values were defined and every staff member is committed to practice these

values on a daily basis.

7.3.2 Employee Recognition Policy

A formal employee recognition policy and program was introduced for the first time inthe SBP with effect from July 2003. This policy provides the required tools to reward and

recognize employees who demonstrate positive behavior through their performancetowards achieving goals or enhancing the image of the SBP. The reward and

recognition encompasses non-monetary as well as monetary awards.

It ranges from a simple pat-on-the-back to giving substantial monetary awards, whichcan be given to individual employees as well as to a group or a team.

Employee Recognition Awards

SBP wide workshops to create awareness about Employee Recognition Program werearranged for all employees of the SBP. It resulted in the training of more than 900

employees. During the first year of its implementation some apprehensions wereexpressed about the objectivity of the awards. Safeguards against the discretionary

powers exercised to recognize a few favorites or immediate personal staff of the Heads of

Core Values of the SBP

Trust Openness Courage Teamwork


41/46

41

Departments have to be built in. The need to align this reward and recognition policywith the core values of the Bank has also been identified to promote greater employee

interest towards adoption of Core Values.

7.3.3

Promotion Policy

A merit-based and competency driven promotion policy, in line with introduction of

modern management concepts in the SBP, was introduced in July 2003. Under the new

promotion policy a merit list of employees is prepared, based on evaluation of their

performance in the last three years, improvement in qualification, marks obtained in

training and seniority. Employees short-listed on the basis of this initial merit list are

evaluated by a promotion committee through competency-based interviews for their

suitability to perform in higher jobs. All promotions in this fiscal year took place under

the new merit based promotion policy. The detailed breakup is:

Employee Recognition Awards

Annual Budget: 1 percent of Annualized Monetized pay

Level 1- Individual Contribution Award

(Thank you note, No cash Award)

Level 2-Departmental Commitment Award

(Cash Award of Rs. 5,000)

Level 3-Organizational Competence Award

(Cash Award Rs. 15,000)


42/46

42

Cadre Promotions 2003-04

OG-1 to OG-2 9

OG-2 to OG-3 9

OG-3 to OG-4 15

OG-4 to OG-5 2

OG-5 to OG-6 2

OG-6 to OG-7 1

7.3.4 Succession Planning

Implementation of interdepartmental rotation of officers was intensified to enhance

development of broad based skills set, improve employees career advancement

opportunities as well as provide flexibility for the organization to address succession

demands in an effective manner. Officers who had completed 3 years of service in their

present grade or department were rotated to other departments. Managerial jobs are nowinternally posted and options are sought. The applicant are then screened, interviewed

and short-listed for the jobs based on their competencies and future aspirations.

Further, the SBP introduced a new interdisciplinary skill enhancement policy this year.

Through this policy, officers of general and specialist side can be transferred to specialist

and general areas to get a well-rounded exposure to the functions performed by the SBP.

GAPS

For evaluation purposes both judgmental (21% employees were more effectivefrom the previous HRD program) and descriptive knowledge (370 employees

were given training) is required but during this analysis we have found that

judgmental knowledge is missing

The nominations for training is normally made by the bosses and HR People andfew people are sent to the training repeatedly. This lack of transparency in


43/46

43

training nominations devaluates the morale of employees which in turn slower

there learning process and bares employees learning abilities

Reactional measures are considered for evaluation whereas the concrete measuresfor results are missing

In performance management system of evaluation independent opinion is at stakeas Divisional Head and Head of the Department fills the same assessees form

In accordance Bell curve evaluation, there is no set standard for grading person asA, B and C employees

Promotions are mostly based on the seniority level


44/46

44

8 Overall Analysis :According to STATE BANK OF PAKISTAN:

Our Strength Comes from Our People

State Bank of Pakistan is the most dynamic and progressive public sector organization

playing vital role in the economic revival, growth and development of Pakistan. SBP hasmade substantial progress in its journey to renew, build and strengthen its institutional

capacity. One of such initiatives is to transform its HR function into a dynamic and

professional department committed to excellence at acquiring, developing and retainingthe right talent. To achieve this objective, SBP is looking for experienced HRprofessionals.

With varying level of competence/expertise these positions will be responsible to providesupport in various HR related areas including HR Planning, Job Analysis/Design,

Recruitment and Selection, Effective Employee Orientation, Performance Appraisal andManagement, Succession Planning, Assessment Centre, and Reward Management. The

positions also demand very frequent interaction with HR Divisional Heads and othersenior level positions in the organization. On time updating of database on OTA (Oracle

Training Administration), consolidation and sharing of training information with the

Bank officials, coordination with the Information Systems & Technology Department(ISTD). Maintain and update SBP Library website for intranet / Internet and processusers feedback. Liaise and coordinate with Central Banks, IFIs, local institutions,

government departments etc. for obtaining their publications through on linesubscriptions etc, along with management of electronic database of all books, journals

and other material for use of the Bank.

As a result of the TNA, training programs catering to the needs of immediate capacitybuilding and skill enhancement is introduced. A two pronged strategy needs to be

adopted to provide required training interventions in a more cost effective manner.

Well there are not solid weaknesses in implementing training programmes except to thosediscrepancies which occur trainee mostly not concentrate on the manuals provided, they

sometimes trash the documents given. Dont apply those training practices into their real job environment instead keep on the same older methods. It took a lot more time to

implement exactly. People can be switched off the whole idea of learning anddevelopment very quickly if they receive only negative critical test results and feedback.

Always look for positives in negative results. Encourage and support - don't criticizewithout adding some positives, and certainly never focus on failure, or that's just what


45/46

45

you'll produce. Evaluation is not just for the trainer or teacher or organization or policyMakers evaluation is absolutely vital for the learner too, which is perhaps the most

important reason of all for evaluating people properly, fairly, and with as muchencouragement as the situation allows. Teaching, training and learning must be aligned

with individual potential, individual learning styles, and wider life development needskeeping in mind that evaluation is for the learner too - evaluation is not just for the trainer

or organization. Feedback and test results help the learner know where they are, anddirectly affect the learner's confidence and their determination to continue with the

development - in some cases with their own future personal development altogether.Central to improving training and learning is the question of bringing more meaning and

purpose to people's lives, aside from merely focusing on skills and work-relateddevelopment and training courses. Learning and training enables positive change and

improvement - for people and employers - when people's work is aligned with people'slives - their strengths, personal potential, goals and dreams - outside work as well as at

work. Evaluation of training can only effective if the training itself is effective andappropriate. Testing the wrong things in the wrong way will give you unhelpful data, and

could be even more unhelpful for learners. We should consider people's learning styleswhen evaluating personal development. Learning styles are essentially a perspective of

people's preferred working, thinking and communicating styles. Written tests do notenable all types of people to demonstrate their competence. Evaluating retention of

knowledge only is a very limited form of assessment. It will not indicate how well peopleapply their learning and development in practice.

8.1 Recommendations: There should be proper supervision and conduct various surveys (in house and

outsource) like internal and external employee motivation surveys, climate

surveys and compensation surveys,

There should be more detailed review of organization wide job evaluation/analysis and design system,

There should be more facilitation in implementation of effective PerformanceManagement System to overcome the constraints,

There should be more innovative compensation strategies, In performance management system of evaluation, in order to ensure independent

appraisal by the 1st and 2nd appraisers the appraisal form should split into two,one for the 1st appraiser and the other for the 2nd appraiser and those form should

independently be collected by the HR department to ensure confidentiality,

The training calendar should be uploaded on employees portal for self nominationfor training, this step will ensure transparency for training nominations, onlineevaluation systems should be initiated to curtail the time frame and enhance the

accuracy of data collected,


46/46

After training anonymous Smile sheets should be distributed for the purpose ofgathering authentic information regarding usefulness of the training modules

sbp -- hrd -- training & development model

Documents