Training & Development Creates Skilled & Knowledgeable Workforce

7/28/2019 Training & Development Creates Skilled & Knowledgeable Workforce

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Training & Development Creates Skilled & Knowledgeable

Workforce



1

TABLE OF CONTENT

SL NO. Topic Page

Abstract 1

Introduction 2-3

Sec:1 Training and Development Literature 4-8

1.1 Training & Development: 4-5

1.2 Role of Training & Development in Creating Skilled &

Knowledgeable Workforce

5-6

1.3 Individual-Level Outcomes from Training & Development 6-7

1.4 Organizational-Level Outcomes from Training & Development 7-8

1.5 Literature Gap 8

Sec:2 Methodology 9

2.1 Methodological Framework & Data Analysis: 9

Sec:3 Findings 10-21

3.1 HSBC Bangladesh: Organizational Overview 10-11

3.2 Application of Training Need Analysis (TNA) in HSBC Bangladesh: 11-15

3.3 Training & Development in HSBC 16

3.4 Training Programs in HSBC 16-19

3.5 Transfer of Training in HSBC BD 19

3.6 Transfer of training for creating knowledgeable and skilled workforce

In HSBC

19-20

3.7 Training Evaluation Process of HSBC 20-21

Sec:4 Discussion 22-23

Conclusion 23

Reference 24-29



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Training & Development Creates Skilled & Knowledgeable Workforce: A Case

Study of Multinational Corporation Operates in an Emerging Economy.

Abstract

Today‖s businesses are thriving for adapting with ongoing changes that require accumulating new

knowledge and skills as a means of knowledge innovation; and transferring this knowledge to

workplace by the fact of increasing skills for an effective and efficient workforce in order to remain

competitive in market and to make sure the business sustainability. Training and development is

recognized as such a tool that joints the concept of ‗Knowledge Management‘ and ‗Change

Management‘ of an organization in a same point of argument for coping with recent faddy

phenomenon. Its (Training & Development) ability to create knowledge and translate it into skill

fosters an organizational performance. Therefore, investing in training and development ensures high

return, theoretically. In contrary, the scenario of real world would be different as a lot of contextual

factors involved in training and developing activities that cannot be judged properly without

empirical evidence. By considering this fact, this project, however, attempts to emphasize the

similarities and dissimilarities between the real practice of training and development and theoretical

perspective of viewing training and development. New opportunities and limitations both have been

found as a conclusion of data analysis. This paper employs a judgmental approach to case study of amultinational corporation to demonstrate a broader perspective of viewing the role of training and

development in creating skilled and knowledgeable workforce in an emerging economy.



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Introduction:

Knowledge and skills of an organization‖s workforce have become an increasingly important issue

among the scholarly quire for their ability to foster organizational performances, competitiveness and

innovation (Lawler, Mohrman & Ledford, 1998; Martocchio & Baldwin, 1997). Workplace learning

and continuous improvements are now considered as indispensable factors for an organization to

remain competitive (Salas & Cannon-Bowers, 2001). Among the all other resources, human resources

are most vital one due to their intangible nature of knowledge, skill and attitude (Wright et al., 1994;

Kamoche, 1996; Mueller, 1996; Barney and Wright, 1998; Bassi et al., 1998; Lee and Yang, 2000;

Alavi and Leidner, 2001; Bollinger and Smith, 2001) and thus can generate competitive advantages

that are not perfectly imitable. Thus, business‖ long term profitability and optimum performance rely

on the quality of employees; and training and development perform a key role in increasing the

individual and organizational competences through a systematic approach of developing knowledge,

skills and attitudes required by employees to meet the job requirements (Abiodun, 1999). According to

Kraiger (2003), successful organizations are thought to invest more in training and development thanother organizations due to the fact that training investments will lead to improve the organizational

performance or results (Dolezalek, 2005; Salas & Cannon-Bowers, 2001). While training supports

developing new skill and knowledge, it does not make sure the applicability of those skill and

knowledge in workplace by alone. Baldwin and Ford (1988) conceptualized this phenomenon by the

notion of ‗Transfer of Training‘ in maintaining and generalizing the skill and knowledge promoted by

various learning indicators. They further considered individual, situational and contextual differences

that may prevent or foster effective learning and transfer. Effective and efficient transfer of knowledge

and skill from the training session to the workplace require valid transfer channel that can facilitate the

optimal outcome. Otherwise, learning will not be translated into performance due to the deviation between self efficacies of trainees from the training session to workplace period. But most of the

research conducted in training and development literature overlapped this point of view while

discussing about transfer of training. Focusing on this issue, this paper, however, will attempt to

analyze the scenario of real business practice by taking HSBC bank as a case study.The HSBC Asia

Pacific group represents HSBC in Bangladesh. HSBC opened its first branch in Dhaka in 17th

December, 1996 to provide personal banking services, trade and corporate services, and custody

services. The Bank was awarded ISO9002 accreditation for its personal and business banking services,

which cover trade services, securities and safe custody, corporate banking, Hexagon and all personal

banking. HSBC has its own training and development centre. They basically belief that their

performance is actually a result of their employees contribution. So, they invest a lot in training and

development for accumulating human capital. This project take HSBC as a multinational corporation to

better understand the role of training and development in creating knowledgeable and skilled workforce

to increase the organizational excellences in a volatile economy. A judgmental sampling method is

used to select a group from the population on the basis of available information thought. Rationale of

choosing such type of methodology is underlying upon technique of sampling and low economic



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involvement. Interpretative qualitative approach is employed in this project for data analysis. However,

as a conclusion it has been found that training and development create knowledgeable and skilled

workforce, but under the condition of establishing a strong transmission channels that ensure the

transfer of training from training session to workplace. By considering the role of training transfer in

measuring the effectiveness of training to update workforce competency, this paper address the

research question:

Does training and development create skilled and knowledgeable workforce without ensuring valid

training transfer?



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Section-One

Training and Development Literature

This section depicts the main issues of training and development from existing literature. In order to do

so, training need analysis, transfer of training, training evaluation, development through increasing skill

and knowledge, skill and knowledgeable workforce, individual-level outcomes from T & D and

organizational-level outcomes from T & D will be discussed rigorously. At the end of this section, new

paradigm or dimension would be proposed by addressing the literature gap.

1.1 Training & Development:

Training and development is considered as an indispensable part of today‖s business practices as a

systematic approach of developing knowledge, skills and attitudes required by employees to meet the job requirements (Abiodun, 1999). As organizational effectiveness is greatly underlying upon the

effectiveness of human resources, Adeniyi (1995) acknowledged the significant contribution of staff

training and development to the overall effectiveness and profitability of an organization by providing

a holistic framework of training which encompasses the main ingredients of training and development.

From the individual‖s point of view, training and development act as a supplementary input for

employees to be successful in their current positions and for their further career development

(Fitzgerald, 1992). In Instructional System Design (ISD) model, Goldstein (1986, 1991) argued that

training programs should be rationally tied with and progressed from the assessment of organizational

task and competencies; and personal needs and requirements for developing various instructional

objectives and strategies through implementing and evaluating the core philosophy of training.

However, questions arose regarding the applicability of Goldstein‖s ISD model (Dipboye, 1997) that

highlights the complexity of contextual factors in order to need analysis. Contrary to this, Salas and

Cannon-Bowers (2001) and Kraiger (2003) suggest that the components of ISD model have judged by

considerable body of research which demonstrates the powerful influence of various instructional

methods over facilitating learning and outcomes to control the manner of organizational training

(Brown, 2001; Quinones, 1995). A meta-analysis also focused on attaining training and learning

effectiveness through ensuring training need analyses and various design features (e.g., lecture,

audiovisual, simulations, self-instruction) (Arthur, Bennett, Edens and Bell; 2003). There is also a large

volume of research focusing on training evaluation and learning criteria. An effective training exerts

four levels of outcomes: affective reactions, learning as a means of developing knowledge, skill

acquisition through behavioral practice and impact of training on organizational outcomes (Kirkpatrick,

1959). In the same line of argument; Kraiger, Ford, and Salas (1993) developed more theoretically

driven topology by demonstrating the fact that learning outcomes are facilitated by cognitive,

behavioral and affective outcomes. They further stressed that effective learning requires self efficacy



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and motivation to use new skill and knowledge in workplace for better cope with change by adapting

certain attitudes. Using meta-analytic techniques, some authors (Alliger, Tannenbaum, Bennett, Traver,

Schotland; 1997) found a direct linkage between different aspects of learning and training outcomes.

However, there is a growing recognition of ―transfer problem‖ of skill and knowledge from the training

session to the workplace. While training supports developing new skill and knowledge, it does not

make sure the applicability of those skill and knowledge in workplace by alone. Baldwin and Ford

(1988) conceptualized this phenomenon by the notion of ‗Transfer of Training‘ in main taining and

generalizing the skill and knowledge promoted by various learning indicators. They further considered

individual, situational and contextual differences that may prevent or foster effective learning and

transfer. Baldwin and Ford‖s model is sup ported by empirical evidence suggesting that effective

development of skill, knowledge and sense of confidence of these skills highly depends on successive

transfer (Ford et al., 1998; Kozlowski et al., 2001). Besides this, training and development literature

has also adopted theories from other disciplines in order to better articulate and explain the learning

phenomena in work settings. All of these theories basically underpin the significance of understanding

learning processes at work by developing theories and principles of cognitive and instructional

psychology (Lord and Maher, 1999; Weiss, 1990); ACT theory (Anderson, 1983, 1995); and series of

stage theory of learning (Smith et al., 1997). Kanfer and Ackerman (1989) point out the fact of

promoting performance while confronting working situation by integrating cognitive and individual

differences with goal setting theory. In addition, theory of motivation, such as social cognitive theory

(Bandura‖s, 1997) and Goal orientation theory (Dweck‖s, 1989) have enormous contribution to realize

the purpose, process and time concern of training and development in facilitating individual outcomes

by mediating various motivational stages and processes with learning goal and learning outcomes

(Chen et al., 2000; Ford et al., 1998; Kozlowski et al., 2001; Phillips and Gully, 1997; Stevens and

Gist, 1997).

1.2 Role of Training & Development in Creating Skilled & Knowledgeable Workforce:

Knowledge and skills of an organization‖s workforce have become an increasingly important issue

among the scholarly quire for their ability to foster organizational performances, competitiveness and

innovation (Lawler, Mohrman & Ledford, 1998; Martocchio & Baldwin, 1997). Workplace learning

and continuous improvements are now considered as indispensable factors for an organization to

remain competitive (Salas & Cannon-Bowers, 2001). Among the all other resources, human resources

are most vital one due to their intangible nature of knowledge, skill and attitude (Wright et al., 1994;

Kamoche, 1996; Mueller, 1996; Barney and Wright, 1998; Bassi et al., 1998; Lee and Yang, 2000;Alavi and Leidner, 2001; Bollinger and Smith, 2001) and thus can generate competitive advantages

that are not perfectly imitable. By considering this fact, one of the major criterions of training and

development is to deal with ongoing rapid change that affects business activities from diverse aspects.

Today‖s workforce needs more dynamic approach to meet the challenges inherent in 21st

century work

carriers and organization and therefore employees are required to continuously update their knowledge,



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skills and work habits (Ilgen and Pulakos, 1999). For example, recent information revolution and

technological change really affects the job role of employees at a large scale than before. These trends

also increase the organizational demand of improving the productivity that basically relies on effective

and efficient training and development programs (Olaniyan & Ojo, 2008). Recognizing the importance

of human capital than any other resources, Oribabor (2000) postulated that training and development

supports the competency model of an organization by improving the technical, human, conceptual and

managerial skills needed to function the individual and organizational growth. Thus training and

development would be a continuous process to make sure a healthy, skillful and knowledgeable

workforce to reach the different time demand (Isyaku, 2000). Scholars, experts, social scientists and

school administrators (Griffin, 1970; Ajibade, 1993; Adeniyi, 1995; Arikewuyo, 1999) viewed training

and development as a source of inestimable value in reinforcing the workforce by facilitating the

productive capability of workers. Hence productivity is a fact of efficiency and effectiveness, the main

role of training and development is to balance between efficiency and effectiveness in such a way that

lead the organizational performance by improving the quality of works, skills, knowledge;

understanding attitudes; enhancing the use of tools and machines; reducing waste, accidents, turnover,

lateness, absenteeism and other overhead costs; eliminating obsolesce in skills, technologies, methods,

products, capital management etc (Akintayo, 1996; Oguntimehin, 2001; Graig, 1976). By the notion of

personnel management, training and development is being considered as main activity in ordre to

acquire qualified, flexible and well-prepared employees ( Bartel, 1994; Raghuram, 1994; MacDuffie &

Kochan, 1995) and training and development are also articulated by the arena of knowledge

management to achieve the correct running of each stage process of knowledge management (Alavi

and Leidner, 2001; Bollinger and Smith, 2001) in creating knowledgeable and skilled workforce.

1.3 Individual-Level Outcomes from Training & Development:

Revolution is the natural phenomenon in this contemporary business world where rapid innovations

and the increasing reliance on interdependent work teams require employees to be highly adaptable

(Ilgen & Pulakos, 1999; Pulakos, Arad, Donovan, & Plamondon, 2000). So organizations are now

realizing the need for improving training effectiveness to be competitive. In particular, it is critical to

identify which learning outcomes developed during training (e.g., knowledge, skills, and other

characteristics) are most likely to enable employees to effectively adapt to turbulent and unpredictable

work environments (Ford, Smith, Weissbein, Gully, & Salas, 1998; Kozlowski et al., 2001; Salas &

Cannon-Bowers, 2001). Individual learning has a great importance in the individual level outcomes. In

this regard Kraiger, Ford, and Salas (1993) have proposed an Individual learning outcomes catalog,involving three types of learning outcomes: (a) knowledge (i.e., cognitive learning outcomes), (b) skills

(i.e., behavioral learning outcomes), and (c) affect (i.e., affective and motivational learning outcomes).

In line with Kraiger et al.‖s taxonomy, three of the most widely studied individual-level training

outcomes are declarative and procedural knowledge (i.e., information about what and how to do certain

trained tasks), skill acquisition (i.e., capability to actually do certain trained tasks), and self-efficacy



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According to the recourse based view, human capital is a source of casual ambiguity for organization

and thus investing in human capital ultimately turns as a means of achieving the organizational goals,

thus resulting in positive organizational-level outcomes (Ostroff & Bowen, 2000). Wright & Mcmahan

(1992) proposed a theoretical framework represented by a set of models, described as cybernetic

systems models or input – throughput – output models (Wright & McMahan, 1992). This framework

proposes that some input factors causes change of the output factors by establishing a direct

relationship between input factors and output factors. For example, inputs consist of employees‖

knowledge, skills and abilities (KSAs); the throughput is employees‖ behaviors; and output includes

productivity, satisfaction, and turnover. Thus, when applied to training, cybernetic models suggest that

training leads to organizational outcomes to the extent that it results in competencies (i.e., knowledge,

skills, and abilities) that are necessary to perform the behaviors that will impact organizational

outcomes. Ostroff and Bowen (2000) viewed the effectiveness of training and development from the

behavioral perspectives which focuses on employee role behavior as a mediator between organizational

strategy and organizational performance. However, Kozlowski et al. (2000) provided a theoretical

framework to develop a multilevel model of training effectiveness to bridge the micro – macro gap in

the training literature. Kozlowski et al. (2000, p.199) proposed that training effectiveness involves the

linkage between micro training outcomes and macro objectives at higher organizational levels. They

focused on training transfer because it is the primary leverage point by which training can influence

organizational effectiveness.

1.5 Literature Gap:

Facilitating skilled and knowledgeable workforce demands both: firstly, ensuring effective and

efficient learning as a means of promoting new knowledge and skill through providing well structured

training and development programms and most importantl, transfer of this knowledge and skill in

workforce for achieving organizational excellences. In this prospect, integration between training

session and workforce bear significant meaning in a sense that not only training programmes should be

designed by considering the demand of work and work environment; but also work and work

environment should articulate their operational design based on training learning philosophy.

Otherwise, learning will not be translated into performance due to the deviation between self efficacy

of trainees from the training time to workplace time. However, most of the research conducted in

training and development literature overlapped this point of view while discussing about transfer of

training. Effective and efficient transfer of knowledge and skill from the training session to the

workplace require valid transfer channel that can facilitate the optimal outcome. Hence the degree of interdependency between training and workforce is equally distributed, both have role to foaster the

transfer mechanism through integrating their core activities with the organizational objectives.

Although some scholars suggested to utilize some motivational instruments for reducing the transfer

problem, they only focused to external motibvational factors. Therefore, complexity and effectiveness

of internal motivational factors in facilitating training transfer would remain unexplored.



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Section-Two

Methodology

2.1 Methodological Framework & Data Analysis:

This paper employed both secondary and primary data to analyze the real scenario. Semi-structure

interviews were used to collect the primary data and secondary data is obtained through various

publications of Bangladesh Bank, journals, books, newspapers, magazines and websites. Semi-

structured interviews were conducted with the concerned personnel of HSBC bank by over telephone.

The judgment sampling method is used that implies selecting a group from the population on the basis

of available information thought. Rationale of choosing such type of methodology is underlying upon

technique of sampling and low economic involvement. Researchers confront a huge problem in

designing the questionnaire because bank has a great confidentiality and as a result the participantsignore to disclose information. So, the questionnaire involves only close ended questionnaires. This

paper initiated to establish a cause and effect relationship between training and development; and

skilled and knowledgeable workforce. Here, both factors (cause factor and effect factor) are subjective

by their very nature and any subjective issues cannot be quantified in a true sense. Therefore, only

interpretative qualitative approach is employed in this project to methodology.



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Section-Three

Findings

3.1 HSBC Bangladesh: Organizational Overview

The HSBC Asia Pacific group represents HSBC in Bangladesh. HSBC opened its first branch in Dhaka

in 17th

December, 1996 to provide personal banking services, trade and corporate services, and custody

services. The Bank was awarded ISO9002 accreditation for its personal and business banking services,

which cover trade services, securities and safe custody, corporate banking, Hexagon and all personal

banking. This ISO9002 designation is the first of its kind for a bank in Bangladesh. The Hong Kong

and Shanghai Banking Corporation Bangladesh Ltd. primarily limited its operations to help garments

industry and to commercial banking. Latter, it is extended to pharmaceuticals, jute and consumer

products. Other services include cash management, treasury, securities, and custodial service. Realizing

the huge potential and growth in personal banking industry in Bangladesh, HSBC extended its

operation to the personal banking sector in Bangladesh and within a very short span of time it was able

to build up a huge client base. Extending its operation further, HSBC opened a branch at Chittagong,

three branch offices at Dhaka (Gulshan, Motijheel and Dhanmondi) and an offshore banking unit on

November 1998. Currently HSBC Bangladesh is providing a wide range of services both two

individual and corporate level customers. In the year 2011, the bank launched a wide array of personal

banking products designed for all kinds of (middle and higher-middle income) individual customers.

Some such products were Personal loans, car loans, etc. Recently the bank launched three of its

personal banking products – Tax loan, Personal secured loan & Automated Tele Banking (ATB)

service. These products are designed to meet the diverse customer needs more completely. HSBC in

Bangladesh also specializes in self-service banking through providing 24-hour ATM services. Recently

it has introduced Day & Night banking by installing Easy-pay machines in Banani, Uttara and

Dhanmondi to better satisfy the needs of both customers and non-customers. In total HSBC currently

has 9 ATM‖s (5 on-site & 4 offsite) and 3 Easy-pay machines located at various geographical areas of

Dhaka & Chittagong. HSBC follows a 4 layer management philosophy in Bangladesh. These are

Managers, Executives, Officers & Assistant officers. The CEO is the top most authority of all the

levels. Managers are the departmental heads who are responsible for the activities of their departments.

They are the heads of the department and formulate strategies for that department. e.g. HumanResources Manger. Executives have the authority next to managers. They are basically responsible for

certain activities & organizational functions. E.g. Admin Executive. These two layers represent the

management level of HSBC Bangladesh. Officers are the next persons to stand in the hierarchy list.

They are the typical mid-level employees of HSBC organizational hierarchy. These officers are

responsible for managing the operational activities and operating level employees. The operating level

employees of HSBC who are ranked as Assistant Officer fill the last layer of this hierarchy. They



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perform the day-to-day operational activities of HSBC. In order to enhance the efficiency of the

employees, HSBC gives emphasis on the both theoretical and practical training for its personnel. All

the training and development programs are aimed at two basic reasons - (1) skill development (2)

motivation through counseling and persuasion to change value system. For the top management or

senior Managers there is provision for overseeing training arranged by HSBC group. For the mid-level

manager or other managerial level there is provision for regional training courses. Besides, for non-

management level there are training programs arranged in different institution and also within the

organization. For the operatives, various on the job-training program are conducted within the

company. Finally, HSBC follows a performance based promotion system for all levels of its

employees.

The organizational structure of HSBC Bangladesh is designed according to the various service and

functional departments. The Chief Executive Officer (CEO) heads the chief executive committee,

which decides on all the strategic aspect of HSBC. The CEO is the person who supervises the heads of

all the departments and also is the ultimate authority of HSBC Bangladesh. He is responsible for the all

the activities of HSBC Bangladesh and all its consequences. He administers all the functional

departments and communicates with the department heads for smooth functioning of the organization.

The HSBC Chief Executive Committee is formed with the heads of all departments along with the

CEO. The structure of this top-most authority is shown in the figure above. Besides the CEO the CEC

is staffed with 5 more managers: Chief Operating Officer, Manager Personal Financial Services Head

of Corporate Banking, Manager Human Resource Department and Manager Marketing.

3.2 Application of Training Need Analysis (TNA) in HSBC Bangladesh:

HSBC develop their TNA according to their vision and HR strategy and the risks and opportunities

measurements. First, they design the training and development framework for the Bank including

development of end to end process (training needs analysis to training evaluation). Secondly, draft,

review, and make recommendations for Training & Development policies and procedures. Thirdly,

undertake an organizational training needs analysis to determine the annual training plan. Fourthly,

Chief Operating

Officer

Manager

Personal Financial Services

Head of

Corporate Banking

Manager

Human Resource Department

Manager

Marketing

Chief Executive Officer



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meet with all Managers to undertake a training needs analysis and ensure a competency plan in place

for all employees. Lastly, HSBC assess identified training needs and relevance to employee‖s job and

based on needs and job relevance, they determine the training to be undertaken and approve

employee‖s attendance. In order to design the process of training need analysis, HSBC mainly focuses

on the three vital sections for analysis.

Organizational Analysis: An organizational analysis tries to answer the question of where the training

emphasis should be placed in the company and what factors may affect training. To do this, an

examination is made of the goals, personnel inventories, performance data, and climate by HSBC. The

examination is ideally conducted in the context of labor supply forecast and gap analysis. Training does

not exist in a vacuum and the context in which it occurs has an impact on whether individuals will

develop skills or acquire knowledge. The review of short and long term goals of HSBC and any trend

that may affect these goals is done to channel the training towards specific issues of importance of the

organization. Data from the human resources information system reveals projected employee mobility,

retirement, and turnover.

Person Analysis: A person analysis attempt to answer the question of, who needs training in the firm

and what specific type of training is needed. To do this, the performance of the individuals, groups, or

unit or major job functions or assessments of KSAs competencies are compared to the desired level.

HSBC uses self assessment in this process. Performance discrepancies are also used to indicate areas

needing attention.

Task Analysis: A task analysis tries to answer the question of what should be taught in training

sessions that can lead to skilled and knowledgeable workforce. When conducting task analysis to

determine training needs, HSBC follow both, a worker oriented approach, which focuses on identifying

behaviors and KSAs, and a task oriented approach, which describes the works activities performed,

should be used. A task oriented approach is proven to be beneficial in identifying specific training

objective. Several issues are being addressed in order to analyze these three sections in HSBC. These

issues are listed below:

1. Review business objectives and identify critical activities.

2. Set measurable performance standards, for example, measures of production efficiency or

marketing success.

3. Monitor performance to identify problem areas.

4. Get feedback from customers, suppliers and other key business partners; consider using

interviews or surveys in areas such as customer satisfaction.

5. Ask employees to raise concerns and make suggestions; include discussion of training needs in

employee performance management.

6. Identify any dependencies, for example, where only one employee has crucial skills or

knowledge.

7. Review any legal requirements such as health and safety training.



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8. Review any changes you plan or expect (e.g. new products, procedures or technologies);

identify potential weaknesses and problems.

9. Consider how employees' roles may change: for example, their plans to promote individuals and

to develop new employees.

10. Prioritize problem areas or areas of weakness.

11. Consider how improving systems or equipment could contribute to resolving problems.

12. Consider whether poor performance reflects bad management, for example, a failure to agree

clear objectives and motivate employees.

13. Consider whether, there have been any unrealistic expectations given the caliber or number of

employees, and if there is any need to recruit new talent or reassign roles.

14. Consider whether training will be an effective solution; assess employees' willingness to learn,

and preferred learning style.

15. Identify training options (e.g. job shadowing, distance learning or external training courses);

set clear objectives for training activities.

16. Implement a pilot training scheme and review the outcome before rolling the programs out.

17. Regularly review the outcome of training to identify further training needs and to assess the

effectiveness of your training-needs analysis.

The next step after identifying the training needs of the Organization, HSBC bank designs the training

process and the development process.

These processes are depicted in following diagrams:



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Training Process of HSBC in Bangladesh

Needs Assessment

a) Organization Support

b) Organizational Analysisc) Tasks and KSA Analysis

d) Person Analysis

Instructional

Objectives

Development of

Criteria

Training

Validity

Transfer

Validity

Interorganizatinl

Validity

Interorganizationl

Validity

Selection and

Design of

Instructional

Programs

Training

Use of

Evaluation

Models



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Development Process of HSBC in Bangladesh

Competitive Environment

Organizational Strategy

Organizational Objective

Identifying Competency

gapes

Training Needs Assessment

Annual Training Plan

Conduct of Training

Review of Training Activities

Career

Planning

Competency

Mapping

Stage-

Stage-

Stage-3

Internal TrainingProgrammesExternal TrainingProgrammesCustomised TrainingProgrammes



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3.3 Training & Development in HSBC:

HSBC undertakes employees to be endowed and skilled, developed and motivated to pursue the

organizational objectives through choosing a strategy based on the scale of knowledgeable and skilled

workforce. HSBC basically ensures a sophisticated corporate culture where people desire to work for.

It spends a great deal of money on the personnel training to adopt a training process through which its

strategy will be attained. According to the information, HSBC has invested 750 USD (according to

2010) for an adequate, effective and efficient training; as the duration of that training process was

approximately to four days of extensive training for each employee. For getting the optimal

effectiveness and efficiency of training programs, HSBC includes more than 1,100 experts and well

recognized trainers around the world in order to supply online education and guidance, as well as to

make the learning topics accessible to every employee. Moreover, HSBC provides any information

through its intranet where information concerning any inquiries about the job can be offered. Access to

the intranet is available to every employee, where more and more employees access it in order to solve

any problems they are facing in their job but to solve any inquiries may emerge as well. According tothe interview with a branch manager of HSBC, the training process they put into practice is on the job

training and seminars. However the training program may diverge depending on the position. For low

positions the training process includes on the job training and seminars. They undergo a training course

for a week which takes place in Motijheel. The training process finishes with the on the job training

with a 3 month duration. The manager stated that the personnel undergo a constant training as well as

that the there are constant training courses to increase their skills and knowledge. As far as

International Managers‖ training process is concerned, according to the interview and the questionnaire

at HSBC‖s Graduate Recruitment Team it can be implied that the International Managers undergo a

combined training program. Initially, they spend two and a half month of formal training in UK, whichincludes as well a one day induction at their headquarters in London as well as training program in

their training college with duration of seven weeks. As a continuation there is a two week placement in

a branch of London. Afterwards as part of the training program, there are three different 18-month

occupations in different banking issues which can be in other countries. After their three postings in

three different countries, the International Managers must attend Development Centers where they are

evaluated.

3.4 Training Programs in HSBC:

On the job training approach:The most common and applicable to many organizations training

method is the On-the-job training approach. On-the-job training program is performed by a trainer who

is acceptable, well known for his job, and well skilled to convey his own knowledge to the trainees.

(DeSimone Randy L. Et al, 2002). HSBC also greatly relies on this training method. On-the-job

training method is taken place at the employee‖s under training workplace, which can be his/her office

or machine. During this kind of training the employee can gain instructions on the job and training.

Much of the on-the-job training is unofficial, without any strict organization or preparation.



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Classroom training approach: Another training method, vastly practiced by HSBC, is the classroom

training method, which is performed away of the ordinary workplace of the personnel. The classroom

where the training process is taking place can have various forms such as any available training place

or room, away from the working place, the canteen or a meeting room within the organization. HSBC

maintain their own amenities for training. There are two major types of classroom training given by the

HSBC to their employees.

1. Internal Training programs and

2. External Courses

Internal Training programs: Internal Training programs include Seminars, workshops and locally

tailor made training on a variety of topics that are offered directly by HSBC Training and Development

Department. HSBC Bangladesh have a training center located at Moijheel, Dhaka, where various types

of sophisticated trainings are offered to enhance the skills and knowledge of the new and existing

employees. This training center gives trainings on awareness of fake money, money laundering, Q-cash

debit card (which are compulsory for cash department employees). Other trainings are like Customer

Credit Scheme and Lease Finance Scheme, Credit Risk Grading, Credit risk Management, Loan

Classification and Provisioning, Loan Documentation, Lessons Learnt from Credit Feature, Structured

finance for Large Projects in Bangladesh, Exchange Rate Management etc.

External Courses: Job related courses, seminars, workshops and conferences developed and presented

at HSBC Offices in Asia and also at Group Training and Management Development Centre at

Bricketwood, UK.

Distance Learning: Web-based and multimedia self-study programs available through HSBC‖s

Intranet and multimedia Learning Centers located in HSBC offices. In Bangladesh perspective,

distance learning is very important, because through distance learning programs HSBC transfers its

developmental tools from different dynamic regions, which operate globally. As HSBC is a recognized

MNC and it has a bright history of practicing the training and developmental tools in Indian sub-

continent, it is very much useful ingredient to give the training to the employees through distance

learning programs.

Resident Management Trainee Program (RMT Program): The Resident Management Trainee

program (RMT) aims to select a group of high potential executive trainees and provide them training

and development opportunities. The RMT program gives potential executives effective and systematic

training to acquire an excellent understanding of the commercial operations and business functions.

The RMT program ensures that successful applicants, with the right training, will have the ability and

potential to reach the highest level of management within HSBC Bangladesh, and possibly beyond.



19

Career Development: No matter where employees begin their careers at HSBC, professional

development, mentoring and training opportunities are offered by HSBC that can help them develop

their talents throughout their careers. Here are just some of the opportunities available:

Career Link: As employees develop their talents and wish to advance their careers, HSBC‖s

international internal job bank provides early notice of positions available in the company.

Formal Training Programs: Employees can take advantage of hundreds of business-specific and

professional development training resources (classroom instruction, self-study programs, peer training

and Web-based training) to help develop and enhance their skills.

Management Training Programs: Through several management training programs in our business

units, HSBC offers rotational job assignments, mentoring, networking and formal training to high-

potential employees to help them become leaders.

Mentoring: HSBC believes that mixing new and highly experienced employees is a recipe for success.

HSBC‖s business and operating units have implemented special mentoring programs that pair high-

potential individuals with business-savvy senior managers to provide advice, collaborate on career

development and increase visibility with the HSBC leadership team.

Performance Management Process: Managers work with their employees to set performance goals

and expectations and evaluate progress toward the employee‖s professional development goals.

Regular coaching, recognition and feedback give an employee the opportunity to improve and excel.

Training Libraries: At HSBC‖s larger locations, employees can learn more on their own by visiting

our corporate libraries stocked with books, tapes, periodicals and, in some cases, Internet-ready

personal computers.

Corporate sustainability training: Corporate sustainability forms a core part of the training for

relationship managers working within HSBC‖s Commercial Banking and Global Banking and Markets

businesses. It includes training on reputational risk, lending, brand values and delivering against

the Group's strategy.

24-month Banker Development Program (“BDP”): Our 24-month Banker Development Program

(‗BDP‘) is designed to give graduates a balance of banking industry knowledge, analytical decision-

making capabilities and people management skills. This provides the foundation to support long-term

development as a specialist in commercial banking up to senior management levels.

Graduate Development Program: HSBC‖s Graduate Development Program (GDP) is two years in

length, and aims to provide accelerated training and practical experience to graduates who are



20

interested in developing leadership skills, sales capabilities, and product knowledge for a career in the

financial services industry. These skills are developed by creating a customized rotation schedule

which will see the graduate occupy several roles within a specific business area. The GDP offers

international exposure through an intensive leadership development course held at HSBC‖s Group

Management Training College in the UK. Graduates receive the support and guidance of a mentor who

will assist them in preparing customized development plans. These plans build on the capabilities

required for the successful completion of the GDP. HSBC also supports the Graduates in obtaining a

professional designation.

Group Graduate Development Program (GGDP): The GGDP is a high profile and intensive

learning program geared towards leadership development held overseas. The program is designed for

talented junior executives and lays the foundation for an executive career within the HSBC Group

through a process of training and development supported by high quality feedback. The GGDP is

unique for the accessibility it provides to the Group‖s senior management and the diversity of the

participants attending. The GGDP plays a key role in helping talented young executives to establish a

network of contacts across geographies, customer groups and hierarchies.

3.5 Transfer of training for creating knowledgeable and skilled workforce In HSBC:

A key component of any effective training is the capacity of trainees to apply their skills, knowledge

and ability to their work practice. Effectiveness involves more than improvement in skills and

knowledge. In other words, training is effective only if trainees successfully transfer the trained

knowledge, skills and attitudes to their job. In order to enhance training transfer in financial

organizations, it is important to reinforce the role of the emp loyee‖s self efficacy and motivation to

transfer, as well as to support trainees in the development of their own learning transfer strategies. For

this reason HSBC puts a broad focus on whether the employees are being able to transfer their skills

and knowledge gained through the training programs and show excellence in their job performance.

T&D programs of HSBC are professionally oriented and focused on the development of professional

competence. HSBC has designed their T&D programs in such a way that can improve the functional,

technological and managerial competencies of individuals and teams. Since most trainees are

professionals with a considerable amount of experience and perceive the training as a competitive

advantage for their professional development, it is made sure that they can transfer the skills and

knowledge in their job performance. HSBC‖s T&D programs provide trainees a highly analytical

approach to managerial problem solving, and the ability to approach new problems in a structured

fashion. Moreover, HSBC‖s training programs produce economic benefits and career success to

employees, to the extent that employees who got the training, receive more promotions than those

individuals who did not completed a training program. So, these training programs also work as a



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motivational tool for the employees to transfer their learning from training to the workplace. As a

result, HSBC‖s T&D programs create a skillful and knowledgeable workforce by ensuring transfer of

training from individuals to workplace.

3.7 Training Evaluation Process of HSBC:

HSBC has a strong HR culture in their organization. Being a multinational company it has their own

way of evaluating. Through different formats of evaluation they measure their employees‖ performance

and this evaluation helps employee to be knowledgeable and perfect for the job. Participant diary and

observation these two popular methods are applied for evaluation. After evaluation using some features

they come up with performance appraisal of employees. Then it is decided whether the employee need

more training sessions or developments. Through succession they reduce the cost and determine the

employee performances for the expected post. The assessment centre involves some activities that give

employee the chance to display the key capabilities. They will give a clear brief at the beginning of

each exercise and there are no tricks. They actually want to give employees the best chance to show

what they are capable of. HSBC‖s aim is to find out whether the employees are competent in a range of

capabilities. They assess each capability at least twice, so employees have at least one more

opportunity to demonstrate the strength in each capability.



22

Performance

Skill &Knowledge

Training

objective

Organizational

objective

Measuring the

effectiveness and

efficiency of training

and development

Performance

appraisal

Increase Constant Decrease

Tied with

Training Evaluation of HSBC Bangladesh



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Section-Four

Discussion

Each and every organization needs training to improve the performance of their employees. To do so

organizations go through different types of training program. Via this training program organizations

make efficient workforce. HSBC, one of the famous global banks in the world is also focusing on such

training program. They make sure that their employee are gaining the knowledge about the strategy;

developing personal skills such as presenting, relationship building; networking with senior managers;

gaining an understanding of HSBC‖s structure and customers; and so on. HSBC includes in its training

program more than 1,100 experts and well recognized trainers of the field around the world, which are

hired by HSBC in order to supply to the trainees online education and guidance to make the employee

perfect. But sometimes all these efforts go in vain. Development results from training or to develop the performance proper training is necessary. But to do so trainee and trainer both need to be supportive

and enthusiastic as well. The trainer needs to be helpful to the trainee. Trainer needs to think that if

they train the employee properly it will be beneficial to the organization. After that the employee or the

trainee need to be serious in their training program. They have to keep in mind that this training

program will help them to increase the performance level. Organization itself is not except from these

responsibilities. At first, organizations need to think that is training necessary for the employee. If

necessary, what should be them? Organization also needs to make sure that employees are getting

proper training program what they should get. Overall, training and development depends on all of the

following: Trainer, trainee & organization. Without any support of these three sides skilled and

knowledgeable workforce will not be created which is the goal of the organization.

There are two things which HSBC is practicing outside the theory:

Electronic Performance Support System (EPSS): is not a software system that contains a specific

set of features and functions. Rather, it is the matter of modifying and developing software to measure

the improvement of human performance. These improvements can be achieved with a variety of

software development and enhancement strategies. EPSS as computer-based systems contains

functions for collaboration, coordination, and communication of group in an organization. EPSS is

most effective when supporting routine standardized tasks that can be accurately documented and that

require standardized actions.

LOTUS NOTES:

IBM Lotus Notes system provides integrated on-demand access to information, advice, learning

experiences, and tools to enable a high level of job performance with a minimum of support from the

other people. As an integrated collaborative environment, the Lotus Notes client server combine



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enterprise-class messaging and calendaring & scheduling capabilities with a robust platform for

collaborative applications. Lotus Notes allows users to take advantage of advanced functionality,

reliable performance and rich security features - and help reduce their total cost of ownership in the

process.

Conclusion:

HSBC is a well known and one of the leading multinational organization in the banking industry. We

make a holistic approach and try to critically evaluate their trainings and development programs to

make knowledgeable and skillful working human capital. We find that at HSBC, they believe their

competitive advantage comes from their employees. Because a organization is nothing but it‖s

intangible human capital. The HSBC authority arrange different programs(trainings and development)

to improve their employees ability in order to make skillful(business ,functional& leadership skill) and

knowledgeable (organizational knowledge)workforce to provide a superior customer experience to

their customers that sets us apart from other financial services companies. They also believe that this

learning does not end with this formal training. In fact it has only just begun. Thus they are creating

skillful and knowledgeable employees through trainings and development programs to influence the

organizational outcome and maintain outstanding banking service for the customer.



25

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