THE CHANGING FACE OF BANKING: FUTURE OF BANK EDUCATION A Presentation by V.Gangadharan, Faculty, State Bank Academy, Gurgaon

Presentation Format Emerging Challenges Existing Competence Levels Current Efforts Suggestions to bridge inadequacies

Emerging Challenges Paradigm shift From Generalist to Specialist A profession requiring skill set & industry level qualifications

What Has Changed? New Financial Products & Services Stringent Regulatory Compliances Basel II, SEPA, UCP 600, CLS…..

Training: Then & Now From a cost centre to a source of advantage From one-size-fits-all programmes to tailored offerings From Reactive to Proactive From working independently of clients to client partnerships

Training: Then & Now From Control to Empowerment From Training to Learning From Worker to Continuous Learner From Supervisor/Manager to Coach/Learner From Engagement/Activity to Learning Opportunities

Existing Competence Levels Banking has moved on from plain vanilla to complex offerings Comfort only with internal guidelines Numeracy no longer at a premium Information rich but knowledge poor Qualifications: Minimum has become maximum

Adequacy of Current Efforts Training Mandays Per Staff Per Year Examinations offered fixed number of times No prestige, selection involved when deputed to attend training programmes Inadequate Feedback System to Measure Training Efficacy

Kirkpatrick: 4 Levels of Evaluation Level IDid they like it? Level IIDid they learn from it? Level IIIAre they using the new skills? Level IVAre there better business results from the training?

3 Levels of Learning Level 1: Facts & Details Level 2: Links and Interrelations Between the Facts Level 3: Overall Theories or Analytical Structures That Claim to Make Sense of These Interrelated Facts

Adult Learning Needs Adults need to see the relevance of their learning Adults have acquired a wealth of knowledge from their own experiences Adults learn best when they voluntarily choose to learn Adults learn best when the learning is centered around a problem Adults are motivated intrinsically as well as extrinsically

Suggestions Enhancing professionalism in the financial services Offer bespoke qualifications Continuing Professional Development (CPD) programme Flexible learning packages WIIFM( What’s In It For Me?)

Suggestions Banking institutes to develop external partnerships and relationships Preference for ‘action learning’ Recognition for clearing industry level exams

Suggestions On-line education E-learning & Employee Portal Opportunities provided by an employer for learning and skill upgradation Knowledge Management

Suggestions Explicit performance objective as to what the learner must be able to do after attending the programme to demonstrate competency. Position of a Chief Learning Officer/ Chief Knowledge Officer in banks

Recap Emerging Challenges Existing Competence Levels Current Efforts Suggestions to bridge inadequacies

A final comment…. ‘Learning is not compulsory…neither is survival.’ (W. Edwards Deming)