holmanfinalpaper.doc

EPSS for First Bank 1

Running head: EPSS FOR FIRST BANK

An Electronic Performance Support System for First Bank

by

Kimberly J. Holman

In partial fulfillment for

Master of Science in Instructional Design and Technology

Emporia State University

December 2, 2003


Abstract

Electronic Performance Support Systems provide companies with a systematic method

for retrieving important documents and training materials. These documents can consist

of employee manuals, instructional manuals and/or training videos. First Bank was in

need of such a system for their organization.


An Electronic Performance Support System for First Bank

Background

First Bank, Sterling, Kansas

First Bank maintains many documents on paper such as their human resource

policy, loan policy and program guides. Additionally, there are many other resources

such as training manuals which are needed by employees. First Bank had an old internal

webpage which was only partially utilized by employees to retrieve information. Some

employees have not felt confidence in the accuracy of information retrieved from this

system, particularly the policies. Concern was expressed by management for the policy

confusion to be corrected as well as making additional resources available. Furthermore,

new federal regulations, such as the Patriot Act Accountability which bank employees are

required to comply with, but may not be knowledgeable regarding the details or their

importance, are always emerging. Employees need to understand how these new policies

affect them and their customers. Since the bank operates in four branches, separated by

70 miles, information, such as manuals, needs to be available to all employees regardless

of location.

Stone & Endicott in “Overview of Electronic Performance Support Systems” in

The ASTD Handbook of Training Design and Delivery (2000, p. 348) comment,

“performance gaps typically are caused by multiple, interacting sources [which] can be

resolved by deploying interventions that increase transfer to the job, provide timely

access to current context-sensitive information, and automate cumbersome manual

tasks.” First Bank prides itself in being forward thinking and has a desire to provide as

much information on-line as possible. It is toward this end that management wants a


system which employees can use which will provide accurate data, useful banking

information, and information which is helpful to the employees.

Banks need to not only provide training, but prove the employees have not simply

attended training, but mastered concepts presented. According to Driscoll, How E-

Learning Can Facilitate Rapid Compliance (2003), “Failure to meet the deadlines for

compliance may lead to severe penalties-such as heavy fines and even the suspension of

practice licenses.”

Current Uses of Distance Education in Banking

First Bank, like many depository institutions, is regulated by the Federal Deposit

Insurance Corporation (FDIC). During the preparation time for Y2K, the FDIC used the

Internet to provide web-based, synchronous training to participating financial institutions.

According to Cisco, 2002,

‘Several years ago, there was a movement to provide training in the regional

offices [FDIC] instead of flying people to headquarters,’ says David Sequeira,

Chief of Corporate Telecommunications.

‘Management considered creating facilities where we could tape and deliver

programs, but they really wanted an ‘anywhere, anytime’ solution. The solutions

they explored included some very expensive video training rooms.’ After

considering a variety of possibilities, the agency found that its existing Cisco

technology-based networks could support an easy-to-implement solution at an

affordable price.

Now, the FDIC has every desktop at their regional offices equipped with IP/TV solutions.


The FDIC has provided information for bankers on-line such as regulatory information,

Reports of Condition, reprintable brochures, and information for bank directors among

other information.

Banks use various means for staff development. For example, U.S. Bancorp

tracks the training process of their 15,000 employees with a program called Pathlore.

"U.S. Bancorp sees that employees must share and process new knowledge if the

organization wants them to contribute to its bottom line," according to Michael Brennan,

program manager at IDC, U.S. Bancorp Taps e-Learning System (2003). Although

Pathlore is more robust, BVS Performance Systems, which is First Bank’s current

program to track employees’ regulatory training is very similar in substance.

Some larger banks such as Ohio Savings Bank have created their own in-house

training system. According to Gavin, 2003 Training Top 100: Top 100: Best practices

(2003), this Cleveland based bank has utilized the 1970’s television show WKRP in

Cincinnati for their in-house training system, WOSB. “WOSB is just one portion of the

company's multifaceted approach to ensuring that employees not only feel confident and

comfortable with their career decision from day one but that they also have the requisite

skills to do the jobs they were hired to do sooner and better”. Training includes modules

such as tellers greeting new customers and career development seminars. A portion of the

training occurs with other employees while some occurs over the Internet. The new

career development portion appears to promote some success. To date, 84 employees

have met with the counselor and 18 of them have been promoted within Ohio Savings

Bank.


Information Gathering

Management Interview

This process began with a management interview to ascertain their perception of

needs. Four main areas of need were created from this discussion:

1. Policies -Management mentioned a strong need for employees to be able

to access information that was current and yet could only be modified by a

select few number of employees. A review of the bank board minutes

occurred to determine which policies had been approved by the Board.

However, due to revisions, there could be several copies of the same

policy, and it was difficult to ascertain which policy was the approved

policy.

2. Training – Employees needed to be able to access on-line training which

the bank currently owns. The bank has purchased various training CBT’s,

but employees were either uncomfortable with accessing the programs or

did not know they existed.

3. Internet resources – Management realizes resources are available on-line

which can benefit employees with their work performance. However,

management also realized that not all Internet sites were of the same

quality. A list of helpful/useful sites was desired.

4. Manuals – various proprietary programs purchased by the bank provided

manuals for their products. Fortunately, it was believed the needed

manuals could be available on CD if desired. With permission from the

software vendors, these CD’s could be copied to the server and be


accessible to all employees if the proper links were made available to them

on the EPSS.

When meeting with management, companies such as Lending Tools

(www.lendingtools.com) were discussed. First Bank management was familiar with this

product through aggressive marketing campaigns by Lending Tools as well as a referral

from a key employee who had utilized Lending Tools at a previous bank. Although this

company does offer many of the features desired by First Bank, management’s desire was

to not spend the money or invest the time in this program at this time. This program

would impact more intensive areas of bank production such as loans. This sentiment

echoed Mehans’s comments in Sales culture: Instill--don't install (2003).

There are some excellent sales programs out there, and several have credible track

records, gifted trainers, fine materials and excellent administrative support. They

can, and do, help your financial institution in taking its first tentative steps on the

path to sales success. But just installing the program alone isn't enough. Installing

the program is only the beginning, and that's where many banks flounder, their

employees dazed and indifferent to yet another new program.

Management believed the bank owned many of the needed components; they simply

needed to be put together. Components mentioned were Microsoft Office XP, various

training CBT’s, product manuals, BVS as well as training created in-house for file

management understanding.

Employee Survey

Since employees would be using the system, it was critical from the beginning to

get user buy-in into the system. Appendix 1 is a copy of the survey provided to

http://www.lendingtools.com/


employees. Appendix 2 contains the survey results. Employees provided web sites used

for bank purposes as well as training materials they would like to be able to access. An

interesting phenomenon which was observed but could not be explained was the

significantly higher response rate on the survey by employees at the main branch

compared to responses from employees at the other branches. This was especially

interesting because the employees at the branches did not previously have access to many

of the materials now available to them on the EPSS. When members of management

were asked about this observation, they, too, had no understanding why this occurred.

Another interesting observation was the number of employees who said they did not use

the policies page, yet only one of them did not answer the following question which

regarded the frequency of usage. Eight employees indicated they used the site rarely, two

monthly and four other employees used it weekly. It would be expected to have only five

employees respond to this question since only five indicated they used the web site.

When one of the employees who answered “they do not use the website”, and yet still

answered rarely was questioned regarding their responses, the employee stated, “I don’t

use the site like I would Outlook or Word, but I do occasionally need to look up some

information”. The actual wording of these two questions could indicate a weakness in the

survey.

Current Network System

The network administrator provided information regarding the current network

system and future upgrades. Although it was desired to have Outlook calendar sharing, it

was not available at the time of this project. There are plans for a calendar which could be

shared to be available in the future and it could be incorporated into this EPSS. For the


current time, the html calendar pages created by an in-house employee and updated

weekly would be sufficient for the bank’s needs. All employees have a computer

available to them. The network at the main branch is networked 100 Mbs. Next door to

the main branch is an insurance agency which is connected to the network via a fiber

optic cable. There are three branches which are also connected to the network. The

branches in Lyons and Chase, Kansas, are connected using a wireless point-to-point

connection functioning at 11 mbs. The Hutchinson, Kansas, branch connects to the main

branch in Sterling, Kansas via a DSL connection. The bank utilizes a Citrix thin-client

environment to facilitate these branches. The Citrix interfaces uses a minimal amount of

bandwidth, allows for secure internet connections, and provides administrator tools to

manage this network. However, since all users then use the server when operating a

program, the desire was to not run programs which used significant processing memory.

The network administrator stated he preferred a system which would use a standard

browser interface rather than a program such as a PowerPoint viewer.

Design

When management approached the concept of creating an EPSS, it became

apparent the time frame for implementation was very short. Thus, RID (Rapid

Instructional Development) was utilized. RID is defined by S. Thiagarajan in “Rapid

Instructional Development” in The ASTD Handbook of Training Design and Delivery

(2000, p. 54) as “a collection of strategies for quickly producing instructional packages

that enable a specific group of learners to achieve a set of specific instructional

objectives.” Since this EPSS would be utilized by the employee asynchronous of other

employees, more effort was extended to the design process to minimize issues for


delivery. One of the guidelines posited by Thiagarajan is to focus on accomplishment and

performance. Management had a strong desire, echoed by employees, to be able to access

accurate policy information when needed. This became the primary goal.

Stone & Endicott (2000, p. 349) emphasize the need to think systematically when

designing an EPSS. They offer three design components to “get the most mileage from an

EPSS”:

The interface should gently lead new users through the appropriate activities, providing the scaffolding necessary for performance.

For competent performers who are still honing their skills, the interface should quietly follow, interrupting only when requested or when user makes an error.

For experts and other seasoned veterans, the user interface should be transparent and unobtrusive, matching the mental model and procedures used on the job.

Two templates were designed for the EPSS. Management as well as two selected

employees reviewed the designs. Sample links were created on these designs to provide a

realistic impression of how each design would operate. The consensus was to choose the

design which had one page with links to the needed information. It was preferred to have

minimal graphics to give a “clean” presentation and allow quick page loads. Both

management and employees liked the incorporation of the bank colors and using the bank

logo on the EPSS.

Another guideline suggested and followed was to “incorporate existing

instructional materials.” Since the bank owned several training CBT’s (Computer Based

Training) with an appropriate number of user licenses, a link to these materials was all

that was needed; the training materials for Microsoft Office did not need to be re-

designed, nor did new material need to be created to replace the bank’s training offered

through BVS (www.bvsinc.com), a bank compliance training program. A training

http://www.bvsinc.com/


module to assist employees with knowledge of file system design was created to enable

employees to know where and how to store their Word and Excel files on the server.

Learning Model of the EPSS

Smith and Ragan describe several strategies for delivering instructional content in

Instructional Design (1999). One strategy is for principle learning. Since one goal of the

EPSS would be for employees to retrieve information to be implemented in their daily

work and then apply it to a particular situation, principle learning strategy appears to be

most relevant.

Recall Relevant Prior Knowledge

The EPSS had to be designed in a fashion that connected information the

employee already possessed for their position with information they needed to know. The

Internet links to helpful websites were placed in the EPSS to help facilitate this need. By

having links to sites such as prime rate figures, call reports, and the Federal Reserve

banks, employees can expand their knowledge base. Links to the competition provides

quick information regarding fair market prices for those marketing bank products such as

certificates of deposits. Finally, providing ready access to the instruction manuals to

various programs enables employees to learn more about the programs they use daily and

how to achieve results they otherwise would not be able to research.

Organizing

The EPSS needed to be organized so employees could easily find the information

they needed. After several conversations with employees regarding their hopes for the

EPSS and personal observation of their work patterns, four main categories appeared:

Policies, Reference, Internet Sites and Training Materials. Smaller divisions were made


in those categories such as adding exhibits to the loan policy. Smith and Ragan (1999, p.

161) state, “…organization may simplify the cognitive load of handling and remembering

masses of data…” Employees needed to know where and how to access the information

they needed, not necessarily all of the details of the information there. There was no need

for an employee to remember every single nuance of the loan policy, but a loan officer

should know where to go to access that policy and the information contained therein.

Body

Smith and Ragan (1999, p. 167) discussed three forms of concept maps: Chain

Map, Spider Map, and Hierarchy Map. Since much of the information could be grouped

under four main headings, a Hierarchy Map was selected for form. The links to various

documents were grouped on the initial web page, and then more specific information was

provided. See Appendix 3 for a copy of the opening EPPS web page. For example, an

employee could be looking for information regarding safety deposit box setup in the DCI

program. Under the Reference section of the initial web page, the employee would select

DCI manuals. Once on the DCI manuals page, the employee would then select the safety

deposit box manual. Employees could then process the information with given examples.

Using the above safety deposit box scenario, an employee might wonder if a discount is

given to customers over age 65, what the discount is, and then figure the current price of

a particular size of safety deposit box. The employee could use the EPSS to learn where

in the DCI program discount information is provided. Then, the employee would take the

information he/she just gleaned from the EPSS and directly apply it during the course of

their work duties to ascertain the correct pricing of the safety deposit box.


The body portion was probably critiqued more by employees than any other

portion of this EPSS. Two significantly different models were presented. One model was

graphically based with four options on the first page of the EPSS. The second, which was

selected by both management and employees, displayed the first two tiers of this

hierarchy on the initial page of the EPSS and was text based. Once the overwhelming

majority had selected the text based, two tier model, various samples were provided

which incorporated various background colors, various use of images, both clipart and

photos, as well as other embellishments. The majority of employees preferred the stark

white background with minimal use of graphics. These steps would incorporate the steps

suggested by Smith and Ragan (1999, p.200-201): Recall Relevant Prior Knowledge

(customers over age 65 often receive discounts), Process Information and Examples (use

the EPSS to research the desired information from the DCI manual), Employ Learning

Strategies (use the information just gleaned from the DCI manual to establish a safety

deposit box account for a customer over age 65).

Assessment

According to Smith and Ragan (1999, p. 203), assessment of principle knowledge

may include the following four types of items:

1. Stating the principle2. Recognizing situations in which the principle is applicable3. Applying the principle4. Determining whether a principle has been correctly applied

The actual assessment of the successful design for this EPSS system was determined

once it was placed into practice at First Bank. For this system to have value, employees

would need to be able to understand a principle they learned while using the system. For

example, if a loan officer needed to know lending limit parameters, he/she would first


need to be able to access the information and understand what he/she learned. This would

correlate to the first type of principle assessment. Second, this employee would need to

determine if the information learned applies to the particular situation they are facing.

This would correlate to the third type of principle assessment. Finally, management

would ascertain correct usage of the principle during loan reviews, which would correlate

to principle assessment number four.

If the above assessments were not being met and the skills not mastered, then

several components would need to be examined. One of the first questions to ask would

be if the information being retrieved was correct. Second, examine if the employees

understood where to find the needed information. Third, there would be some benefit to

have additional features added to the EPSS such as an electronic notepad.

Software design

Adobe Acrobat was selected as a program to help solve the bank’s desire to have

all employees view the policies, but only a few employees would be able to change the

policies Word versions of the policies were made available to the employees with

permission to make modifications for consideration. The employees were instructed to

make changes using the track changes feature in Word. Acrobat was installed on the bank

board secretary’s computer. Once the board reviewed and approved the changes, the

board secretary would open the Word document, approve all changes, and then print to an

Acrobat file, saving it on the server. By implementing these procedural changes,

employees could only see the policies which had been approved by the Board. If an

employee opens a policy in Word, the employee would know there was a possibility this

policy was not Board approved. Thus, any employee could make a suggestion for a


policy change by making the modification in Word, but the Board of Directors still would

have to approve the changes before the board secretary would convert the Word

document to Acrobat for all to see.

Once the procedure for posting policies had been established, a review of bank

board minutes was necessary to ensure accurate dates and a complete list of approved

policies. This list was provided to management with appropriate approvals being made

during the next board meeting to bring all policies current. This policy list was also

reviewed by the Human Resource Officer to ensure employees received all materials they

needed.

File System Training Module

The file system training module was a sub-instruction to the EPSS. This module

was designed to solve the specific problem the bank was experiencing with employees

saving files on the server.

Management and the Technology Officer expressed the need for employees to

know how and where to properly store files they create on the server properly. Files were

appearing on the main root of the “S:\” or in folders that were irrelevant to the material

being stored. A module, First Bank File Management, was created. See Appendix 4 for

an outline of the presentation.

PowerPoint was selected as the program to create this module. Other options such

as Flash were considered. None of the employees of the bank were knowledgeable in

Flash, so training in that program would have to occur. Due to the cost of the Flash

program plus the training which would be needed, it was determined that PowerPoint

would be a better software option for the bank. Since the majority of the employees


operate through a thin-client environment, the Technology Officer for the bank did not

want to load a PowerPoint viewer onto the system and preferred the html option. The

deployment of this module occurred at an all employee meeting. The presenter used the

presentation projected from a computer onto a screen using a projector. Since not all

employees attended the “all employee” meeting, this module was made available through

the EPSS. The employees who did attend also expressed an interest in having access to

this module so they could review the material presented. The following are design

considerations incorporated into the presentation. They are based on Powerful

Presentation in PowerPoint, Howell & Howell (2002):

• Although purple is seen as a “fantasy” color for a background, it was selected to

emphasize company branding. To soften the effect of the “fantasy” appearance, a

true purple background was not used, but merely a purple color scheme.

• The quiz at the end utilizes some hyperlink features with remedial work available.

• Slides 20 and 21 have more than the six words per slide and six lines per slide.

Since this presentation will be used as a training tool, a little more explanation

was needed on those few slides. According to Howell, lines of text in PowerPoint

should have no more than six words, and there should not be more than six lines

per slide.

Appendix 5 contains a sample slide with color for this presentation.

Smith & Ragan recommend the remediation component in Instructional Design

(1999). If an employee misses an answer during the quiz, he/she is provided a second

opportunity to answer the question. Since this training module needs to be available

to employees when they need it, the “Individualized (Adaptive) Instruction” model


was selected from Smith & Ragan (1999). An expository approach to concept

learning, as presented by Smith & Ragan (1999, p.182-185), was the foundation for

this instructional module. The following are elements incorporated into this

presentation:

Introduction

Arouse Interest and Motivation – some employees were of the opinion they

were not the guilty culprits for storing files incorrectly on the server. Screen shots

are presented early in the presentation of the files which are not filed properly.

Establish Instructional Purpose -A correlation is made between how these

files are located on the server compared to a regular file cabinet. Also,

explanation is provided as to why filing properly on the server is important.

Body

Recall Prior Knowledge – Employees are led through saving a file in its

proper place. They are reminded of folder names which they should be

familiar with as well as the default bank password.

Process Information and Examples – Employees are provided with

examples of files and where they should be stored.

Practice – Employees are then given a short quiz with possible files and

asked where they should be stored. Opportunities for remediation exist if the

employee does not respond with the correct answer.

Feedback – If after completing the training module the employee still has

questions or concerns, the e-mail address for the Technology Officer is

provided.


Employee survey

The employees responded very favorably towards the improvements in the EPSS.

Suggested web sites for inclusion included weather for the communities served as well as

prime rate information. Simonson, Smaldino, Albright & Zvacek (2003) emphasize the

importance of learner satisfaction to success of the course, in this case the success of the

EPSS. If the employees were not using the new system any more than the older system,

this work would be in vain. The employees reported DCI manuals and the calendar pages

as being the pages most frequently used. This came as a surprise to management because

management rarely used the calendar. Management surmised this was due to the

difference between the hourly employees utilizing more of a daily schedule system for

their hours of work versus management’s regular hours. There was also a difference

between the amounts of usage between hourly versus salaried employees. The hourly

employees reported using the new system weekly versus once a month by salaried

employees.

Management Assessment

Management was very pleased with the EPSS. The system was rapidly placed into

service when triennial examiners visited the bank. First Bank was able to provide the

examiners with a copy of the EPSS. The system was designed so the examiners could

retrieve the needed information with minimal instruction. When examiners would

question employees regarding various policies, contracts or procedures, employees were

able to quickly retrieve the information and accurately report the desired information to

the examiners. Furthermore, management commented that loan underwriting practices


improved. It is believed the access employees now have to policies and forms has been a

contributing factor.

Conclusion

Management is pleased with the new EPSS. The observation of management and

human resources is that more employees are utilizing the features offered through the

EPSS. Through the incorporation of several models such as RID and Individualized

(Adaptive) Instruction, an EPSS was designed to meet the needs of First Bank within the

desired time frame. Employee “buy-in” was a key component. Once employees realized

information they had provided via the survey was incorporated into the design, they

became more interested in using the new EPSS. There has been a significant reduction in

files being stored incorrectly since the initial introduction of the file management tutorial.

The problem which still exists is to provide employees with incentive to move the files

which they previously stored in the wrong place. Management is considering various

initiatives to address this problem.

The solution of using Adobe Acrobat for the policies has been very advantageous to

the bank. Since they now own the program, they are discovering other uses for the

program as well. The employees are gaining more confidence in the validity of the

policies they see on-line and appreciate the fact they can print the policies if needed.

A major lesson which was reinforced during this project was to maintain good

communication. Rather than assuming how the EPSS should be designed, input from

management and employees was crucial.


References

(2001). The FDIC—Maximizing network use to provide computer-based training.

Retrieved Sep. 21, 2003, from Cisco Systems:

http://www.cisco.com/warp/public/779/gov/images/data_sht_fdic2.pdf

Driscoll, M. (2003). How e-learning can facilitate rapid compliance. Bank Systems &

Technology, 40, 44.

Galvin, T. (2003). 2003 Training top 100: best practices. Training , 40, 60-61.

Howell, D. & Howell, D. (2002). Powerful Presentations in PowerPoint.

Marlin, S. (2003). U.S. Bancorp taps e-learning system. Bank Systems & Technology, 40,

18.

Meehan, L. (2003). Sales culture: instill--don't install. ABA Bank Marketing, 35, 44-47.

Piskurich, G., Beckschi, P., & Hall, B. (Eds.). (2000). The ASTD Handbook of Training

Design and Delivery: A Comprehensive Guide to Creating and Delivering

Training Programs – Instructor-Led, Computer-Based, or Self-Directed. New

York: McGraw-Hill.

Regulations & Examination: Resources for Bankers. Retrieved Sep. 21, 2003, from

FDIC: http://www.fdic.gov/regulations/resources/index.html

Retrieved Sep. 15, 2003, http://www.bvsinc.com/

Retrieved Sep. 15, 2003, http://www.lendingtools.com

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2003). Teaching and Learning

at a Distance: Foundations of Distance Education (2nd Ed.). Upper Saddle River:

Merrill Prentice Hall.

http://www.lendingtools.com/


http://www.fdic.gov/regulations/resources/index.html

http://www.cisco.com/warp/public/779/gov/images/data_sht_fdic2.pdf


Smith, P. & Ragan, T. (1999). Instructional Design Second Edition. New York: John

Wiley & Sons, Inc.


Appendix 1

The policies page has been updated recently. Please respond to the following questions based upon the newer version. Do you use the First Bank policies page? How often? Daily Weekly Monthly Rarely Do you prefer the current layout, which simply groups and lists the items, over the button options on the previous policies? Yes No Which item do you use most often on the policies page (for example DCI manuals, loan policy, calendar, etc)? This new page contains links to web pages which could be beneficial to bank employees such as call reports, competitor’s web pages, and UBPR. Are there other web sites you would like to see added to this section such as bond rates, weather, etc (please provide the web address if you know it)? Does the web page appear as one page on your screen? Yes No Have you found any links which are not working? If so, which links? Thinking about your daily, weekly, and monthly job duties, is there any information or feature you would like to see added to the web page?


Appendix 2

Employee Survey Results

E-mailed to 35 employees. Received 15 responses which is equivalent to 43%. The initial

two questions would have been based on the previous intranet the bank was utilizing.

Do you use the First Bank policies page?

Yes 5 No 10

How often? Daily 0 Weekly 4 Monthly 2 Rarely 8 Do you prefer the current layout, which simply groups and lists the items, over the button options on the previous policies? Yes 15 No 0 Which item do you use most often on the policies page (for example DCI manuals, loan policy, calendar, etc)?

Calendar 7Funds Management Policy 1Loan Policy 3DCI Manual 6Suntell Manual 2Human Resource Policy 2 This new page contains links to web pages which could be beneficial to bank employees such as call reports, competitor’s web pages, and UBPR. Are there other web sites you would like to see added to this section such as bond rates, weather, etc (please provide the web address if you know it)?

First Bank, Hutchinson NY Prime Rate 401 (k) Plan Weather

Does the web page appear as one page on your screen? Yes 12 No 1 Have you found any links which are not working? If so, which links? No 13 Thinking about your daily, weekly, and monthly job duties, is there any information or feature you would like to see added to the web page?


1. A periodic reminder about features and benefits of using the page might be good in the form of e-mail or in staff meetings. The page itself is useful and friendly. Continuous updating is a must. A survey like this one should also be a regular occurrence. Some sort of bank financial stats might be nice to add, so the staff could regularly see how we are doing.

2. Keep the calendar current

3. Great job!


Appendix 3

First Bank Resource PagePolicies

ACH AuditBank Alarm ActivatedBank Secrecy ComplianceContingency Plan Equal Credit OpportunityFunds ManagementHuman Resource PolicyInterbank Liabilities PolicyInternet Banking Strategic PlanInternet Use and E-mailLoan Policy

Exhibit AExhibit BExhibit C

Network Security PolicyPrivacy Policy Security PolicyTrust Department Principles

Internet Sites

Call ReportsDCIFederal Reserve Bank of KC FFIEC Reports (UBPR)Prime Rate 401 (k) Plan

Lyons Federal Savings Association

Lyons State BankFirst National Bank, Hutchinson

Sterling Weather Lyons Weather

Reference

CalendarConsolidated Tax Agreement

between First Bank and First Group Insurance

Contract of Services and OccupancyDCI ManualsHarland ManualSuntell Manual

Training Materials

BVSFile Management Microsoft Office

For questions or problems with the page, please e-mail Josh Gilmore


http://www.ksn.com/weather/weatherlabnetwork/stationOb.asp?id=KLYMS

http://www.ksn.com/weather/weatherlabnetwork/stationOb.asp?id=KSSES

https://corrbank.fnbhutch.com/

http://www.lyonsstatebank.com/

http://www.lyonsfed.com/

http://www.lyonsfed.com/

http://www.bestofamerica.com/

http://www.nfsn.com/library/prime.htm



http://www.kc.frb.org/

http://www.datacenterinc.com/

http://www2.fdic.gov/Call_TFR_Rpts/


Appendix 4

I. First Bank File Management

II. Why should you file things

A. So others can find what they need

B. To keep things organized

III. How is the server structured?

IV. Comparison of server to file cabinets

A. Bank S:\ drive

B. Agency I:\ drive

V. How files are viewed on the server

VI. Files not properly filed

VII. Password protect files

VIII. Steps for saving a file in Word

IX. Steps for saving a file in Excel

X. File system clean-up

A. Delete unneeded files

B. Move needed files

XI. Quiz with remediation

XII. Additional assistance information


Appendix 5

holmanfinalpaper.doc

Economy & Finance

Transcript of holmanfinalpaper.doc