Training_and_Development_Programs_in_Pub

International Journal of Management, Accounting and Economics
Volume 9, Issue 9, September, 2022

ISSN 2383-2126 (Online)
© Author(s), All Rights Reserved www.ijmae.com
Original Research
Training and Development Programs in Public,

Private, and Foreign Commercial Banks in
Bangladesh: an Empirical Inquiry
Md. Mizanur Rahman Chowdhury and Zahurul Alam

Department of Management, University of Chittagong, Chittagong,
Bangladesh
Mohammad Aktaruzzaman Khan1

Department of Business Administration, International Islamic University
Chittagong, Chittagong, Bangladesh
Abstract
Training and development activity is indispensable for the survival of any
type of organization especially service-oriented organization where the skills of
the workforce should be continuously upgraded for the survival of the cut-throat
competition. Unfortunately, this function is not given equal emphasis in the
banking sector. The present study attempts to discover any statistically
significant perceptual differences among public, private, and foreign banks
regarding development and training programs in the selected banking enterprises
in Bangladesh. The study reveals that there are statistically significant perceptual
differences among public, private, and foreign bank employees regarding
different contents of training and development programs in some selected
banking enterprises in Bangladesh. The study further investigated that selected
foreign bankers’ perception of various components of training and development
programs is better in comparison to the perception of public and private bankers
of Bangladesh. Finally, the study finding implies that private and public banks
should put greater emphasis on their training and development programs.
Keywords: Training and development, Cut throat competition, Skills up-

gradation.
1
Corresponding author’s Email: rajarkul2002@yahoo.com
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Introduction
Training becomes important the moment an organization realizes the need for
improvement and growth in the job. But most of the times, organizations commence on
job enlargement and enrichment to promote employees' confidence, motivation and
satisfaction when in the fact the original problem with work performance lies in
sufficiency development. Training is one of the most inevitable and dependable Human
Resource Development methods to increase organizational and employee productivity
(Bhatti & Kaur, 2009). Training should be developed in such a way that they create a win-
win situation for both organization and employees may attain their goals if learning skills
are shifted successfully to the workplace (Kauffeld & Lehmann-Willenbrock, 2010).
HRD is indispensable in sustaining effective performance and achievement of firm’s
objectives by introducing training. Training certifies an adequate supply of employees
that are technically proficient for management jobs (Mullins, 2007). Trainings conducted
at the right time provide big rewards for increased productivity, knowledge, allegiance
and benefaction.
Hence, modern employee has to grasp throughout their lives because of enduring
changes in requirements for professional proficiency. The trend in business education
world concerns with the implementation of creating and problem-based approaches in
executive training (Minina & Nikitina, 2012). Training concentrates on the development
of logical thinking, the capacity of profound vision of every day routines and apparently
simple events (Bordovskaya & Rean, 2004). The central issue on training is to engage
employee in effective learning to the maximum utility of training (Nikandrou et al, 2008).
Employees value continuous learning as concern for employability, which is linked to
demands of knowledge economy (Kuijpers & Scheerens, 2006). Proper training program
design and delivery is a major contributor to the transfer of learning that meets the needs
of the learner and organization (Montesino, 2002). Program design should therefore
include a needs assessment, clear program goals that align training with strategic direction
of the organization (Khan & Ali, 2015). A properly designed program has greater success
in transferring learning to workplace (Colquitt, LePine, & Noe, 2000). Trainees with a
high degree of self-efficacy tend to be more motivated learners and can accomplish more
(Chiaburu & Marinova, 2005). Assessing individual performance and providing feedback
prior to training can also have a positive impact on motivation.
In doing so, supervisors play a key role in post-training by giving feedback (Kraiger
et al., 2004). Career development is a lifelong series of activities (workshops) that
contribute to a person’s career exploitation, establishment, success and fulfilment. Many
employers today have strengthened career focus of their HRD activities. The focus is no
longer just, how best can you serve our company. The reality is that, most people will
have to change employers several times during their work lives especially among Y-
generation. Career development involves concerted efforts directed towards assessing
employees’ potentials identifying likely career paths for them and designing and
implementing various forms of training and experience to prepare that person for job
advanced. Career management is a process for enabling employees to develop their career
skills and interest and to use these skills and interests most effectively both within the
firm and after they leave (Armstrong, 2005).
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Problem Statement
In order to address the above issue, there is insignificant number of studies, has so far
been made in Bangladesh regarding comparative study among public, private and foreign
bank employees concerning different contents of Training program in some selected
banking enterprises in Bangladesh. The development of overall skills of the employees,
reduction of stress level, development technical skills, need-based training programs,
helpful in the long run, and quality of the instructor are vital elements for the efficacy of
the employee training in public banks of Bangladesh (Islam, Mridha, Sharna, Rahman,
Mosharraf, & Nower, 2019). A study by Zahidul explored the level of proficiency of
training among different commercial banks in Bangladesh. But the author didn’t throw
light on the comparative picture of Public, Private and Foreign banker’s perception
regarding different contents of training program (Islam, 2015). Another study on selected
business enterprises found job training and job orientation are the two most frequently
used training method; among the training courses offered by selected enterprises (Quadir,
Azad, & Uddin, 2006). Absar, Sikder, and Hossain (2010) also made a study for exploring
the differences between the public and private sector enterprises of Bangladesh, which
shown that overall status of training and development practices of private sector industrial
enterprises is significantly better than that of public sector industrial enterprises (Absar,
& Mahmood, 2011; Khan, Hoque, & Shahabuddin, 2019).
But no attempt has been made to explore the differences among public, private and
foreign bank employees regarding Development and Training program in some selected
banking enterprises in Bangladesh. If the perceptions of Bank employee’s regarding
Training and Development doesn’t consider dully, an organization does not achieve
objectives training and development program’s objectives. Non-fulfilment of an
organization’s training and development objectives results in low productivity of
organization’s workforce, highest wastages of monetary investment which have a greater
opportunity cost, highest rate of absenteeism and turnover, Low employee morale.
Ultimately, an organization will lose its competitive advantages in the long run.
Individual as well as organisational performances are vitally affected by training. Most

of the literature available reports the different aspects of employees training. However,
little matter exists on this subject with respect to the perceptions of employees with
respect to different contents of training programs in the banking sector and this study aims
to fill in this gap.
Review of Literature
Training and development are important components of HRM (Tahir, Yousafzai, Jan,
& Hashim, 2014). Thus, it is vital for organization confirming the presence of skilled and
capable employees for improved performance and employees will be than eligible when
they have the knowledge and skill of performing the task. Training and development
would provide opportunities to the employees to make a better career life and get better
job position in organization. In doing so, organization’s proficiency would be increased.
On the other hand, workforces are the resources and blessings of an organization if they
are capable and educated would perform better than those who are incapable and
untrained.
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Employees are conscious of the objectives of training in the organization, the training
objectives are clear to them before the training and the selection standard (Ampomah,
2016). Ampomah’s study also explored that employee are motivated through training;
and training and development results into better performance. The study approved that
training and development of all staff should be thoroughly pursued and made obligatory.
Training in organizations holds the key to open the potential growth and development
opportunities to achieve a competitive margin (Rama & Shaik, 2012). Organizations train
and develop their human force to the full extent in order to enhance their productive
capacity. Thus, knowledge, skill and capabilities are determinants of employees’
performance which organizations need to continuously invest in wisely in order to
improve their employees’ productivity. As supported by Noe and Peacock (Noe &
Peacock, 2008), organizations spend a mentionable amount of money and time on training
to aid employee's learning of job-related competencies. Thus, it is important to completely
provide the outcomes from training efforts (Dowling, 2004).
Functions of Human resource development (HRD) can be utilized to ensure that

organization workforce can successfully confirm their challenges and threats (Werner &
DeSimone, 2009) of rapid and non-stop changes. According to Casse and Banahan
(2007), the different methods to training and development need to be explored. It has
come to their notice by their own preferred model and through large organization’s
experience. According to Davenport (2006), it is easy to implement strategy with the
internet supported software. There is documented evidence that training activities have a
positive impact on the performance of individuals and teams. Training activities can also
be beneﬁcial regarding other outcomes at both the individual and team level such as
attitudes, motivation, and empowerment (Aguinis & Kraiger, 2009). Training as an
essential element to an employee for the development of the companies because some of
the employees have lack of knowledge skills and competencies and failed to accomplish
task on timely basis (Abbas, 2014). Training is important mean to improve the
organization performance and effectiveness (Singh & Mohanty, 2012). Trainer makes
an effort in achieving training as well as organizational objectives (Mahbuba, 2013).
There is less wastage of time, money and resources if employees are properly trained
(Ahmad, Khan, Abdullah, & Rashid, 2017; James, Kumar, Tayal, Chauhan, Wadhawa,
& Panchal, 2022). Intangible assets are equally as valuable as financial and physical assets
but they are not something that can be touched and they are nonmonetary. Intangible
assets have been shown to be responsible for a company’s competitive advantage. A study
by the American Society for Training and Development of more than 500 publicly traded
U.S.-based companies found that companies that invested the most in training and
development had a shareholder return that was 86 percent higher than companies in the
bottom half and 46 percent higher than the market average. Training and development
have a direct influence on human and social capital because they affect education, work-
related know-how and competence, and work-life relationships (Uddin, Ali, & Khan,
2020, 2021). Training and development can have an indirect influence on customer
satisfaction (Khan & Ali, 2012; Khan, Toy, & Siddique, 2010; Uddin, Ali, & Khan, 2018)
and social capital by helping employee’s better serve customers by providing them with
the knowledge needed to create patents and intellectual property. Intangible assets also
contribute to a company’s competitive advantage because they are difficult to duplicate.
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In view of the above review of literatures, the study intends to explore the differences
among public, private and foreign bank employees regarding training and development
programs in some selected banking enterprises in Bangladesh. In doing so, the authors
also null-hypothesized that there is no statistically significant difference among public,
private and foreign bank employees regarding HRD activities of development and
training program.
Rationale
So far, no significant study was conducted to explore the differences among public,
private and foreign bank employees regarding training and development program in some
selected banking enterprises in Bangladesh. Whereas, this is one of the important
functions of HRD activity (Uddin, Khan, & Mohammad, 2015; Uddin, Khan, & Farhana,
2014). According to Agrawal (2005), HRD covers the following functions to survive,
grow and sustain in the completive financial market. (i) Performance and potential
appraisal, (ii) Employees career planning and development. (iii) Development and
training programmes. (iv) Organization development. (v) Recognizing and rewarding the
contribution (honours and awards) (vi) Employees welfare and quality of work life. (vii)
Taking steps for controlling stress. (viii)Planning overall development of the bank and
analyzing changing pattern of employees. (ix) Developing Team Spirit. (x) Rendering
quality and satisfactory services (quality management). Hoque (1994) investigated 10
industrial enterprises (5 public and 5 private). He found that human resource development
(HRD) had positive impact on organizational effectiveness (OE). Ather and Solaiman
(1995) assessed human resource development (HRD) practices of 50 public and private
industrial enterprises. They found that training needs of the employees of the sample
enterprises were identified on the basis of circumstances, corporate objective, new
recruitment, introduction of new technology, new assignment by promotion, existing
requirement for skill development and improving productivity, requirement for filling
present and future vacancies, trend of profit or loss, and comparative study on
productivity and output. Khan and Jahur (2007) examined the HRD practices of 38
industrial enterprises of Bangladesh. The study found that the surveyed organizations’
HRD programs were not up to date which is in line with stands of research findings
(Chowdhury, Othman, Khan, & Sulaiman, 2020; Jahur, Quadir, & Khan, 2014; Khan &
Ali, 2014, 2015; Khan, Islam, & Ali, 2014; Khan, Ali, & Arefeen, 2014; Rahman & Khan,
2008). Employee training and development has enormous impact on organizational
effectiveness. It is observed that more investment in training and development has led to
more profitability of the private sector industrial enterprises of Bangladesh (Hoque,
1994). Ahsan, Abdullah, Fie, and Alam (2009) have studied the effect of training and
development, team work, compensation, HR planning, performance appraisal and
employee security on business performance. Regression results showed that four
variables training and development, team work, HR planning and performance appraisal
have positive and significant influence on business performance of Bangladeshi
organizations. Quadir et al., (2006) in their study found that in the selected business
enterprises, job training and job orientation are the two most frequently used training
method; among the training courses offered by selected enterprises. Absar, Sikder, and
Hossain (2010) made a study for exploring the differences between the public and private
sector enterprises of Bangladesh, which show that overall status of training and
development practices of private sector industrial enterprises is significantly better than
554
that of public sector industrial enterprises (Uddin & Khan, 2017; Uddin, Khan, &
Solaiman, 2014; Uddin, Khan, Uddin, & Solaiman, 2015). The study conducted by Kabir,
Ullah, & Chowdhury (2013) mainly aimed at finding the relationship between training
and productivity as well as to observe the effect of training cost on profitability. The
results revealed that the productivity growth after training is significant and shows a
positive impact of training cost on profitability. As the previous study did not highlight
the responses of Bank Employees towards various Activities of Human Resource
Development among selected public, private and foreign banks, the present study
attempts to discover the issue.
Methodology
Research Hypothesis
The null hypothesis is that there are no significant differences among public, private
and foreign bank employee’s perception regarding ‘Development and Training program’
in some selected banking enterprises in Bangladesh.
Population and Sampling

There are 56 commercial banks operating in Bangladesh. Banks that were started their
journey before 1991 is considered as first-generation banks which are 16 in numbers.
Second generation banks started their business in between 1991 to 1999 which is 8 in
numbers. There are 8 banks which started their operations from 1999 to 2010, are
considered as third generation banks. There are 9 banks which started their venture from
the year 2011 to the present year which is considered as fourth generation banks. Besides
the local banks, there are also 10 foreign banks operating in our country.
On the basis of 25 years banking experience, N0=36 commercial banks (sample frame).
A 95% level of confidence and 5% level of precision (e=.05), the sample size for the study
by using formulae given by Yamane (1967:886) is 32 Banks. These 32 banks have been
selected randomly from 36 banks according to the number of public, private and foreign
banks. (According to proportion 5 public, 24 private and 3 foreign banks are selected).
Out of 32 banks—5 branches of each banks are selected purposively by the method of
Purposive sampling. 2 executives from each bank are selected on the basis of their 5 years
banking experience.32*5(2 respondent from each branch) =320 respondents. The number
and method of sampling techniques of respondents selected are in line with the social
science research conducted earlier in Bangladesh (Khan & Ali, 2014, 2015). After sorting
the responses, 236 respondents were considered valid and the remaining responses are
left out because of incomplete and inconsistent responses. I have collected data from
different banking branches of different cities operating in Bangladesh. To ensure
representativeness, 175 private banks branch, 55 public banks branch and 6 foreign banks
branch are considered for the study.
Data Analysis
The response rate was 80%. The study applied Analysis of Variance (ANOVA) in
order to examine the differences among public, private and foreign bank employee’s
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perception regarding ‘Development and Training program’ in some selected banking

enterprises in Bangladesh through SPSS (Statistical Package for Social Science) version
17. Responses were taken by five-point Likert Scale (Strongly agree=1, agree= 2,
Neutral=3, Disagree=4, strongly disagree =5).
Analysis and Findings of The Study
Table 1. Working Areas

Cumulative
Frequency Percent Valid Percent
Percent
Investment, credit
43 18.2 18.2 18.2
and loan
Foreign Exchange 23 9.7 9.7 28.0
Deposit 2 .8 .8 28.8
Valid
General Banking 73 30.9 30.9 59.7
Manager 11 4.7 4.7 64.4
others 84 35.6 35.6 100.0
Total 236 100.0 100.0
Table 2. Types of Banks

Frequency Percent Valid Percent Cumulative Percent
private 175 74.2 74.2 74.2
public 55 23.3 23.3 97.5
Valid
foreign 6 2.5 2.5 100.0
Total 236 100.0 100.0
Table 3. Reliability Statistics

Cronbach's Alpha Cronbach's Alpha Based on Standardized Items No. of Items
.843 .854 17
Table 4. Length of Service

Frequency Percent Valid Percent Cumulative Percent
less than one 4 1.7 1.7 1.7
1-5 119 50.4 50.4 52.1
Valid 6-10 80 33.9 33.9 86.0
more than 10 33 14.0 14.0 100.0
Total 236 100.0 100.0
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5.1 Testing Hypothesis of finding out significant perceptual differences among the
public, private and foreign banker’s regarding training and development program:
The objective of the study is to test the null hypothesis of significant differences among
the selected public, private and foreign bank employee’s perception regarding ‘Training
and development program’ in some selected banking enterprises in Bangladesh. By
conducting ANOVA analysis, the following results were obtained:
Table 5. ANOVA Analysis
Development and Training program
Sum of Squares df Mean Square F Sig.
Between Groups 3.462 2 1.731 3.951 .021
Within Groups 102.080 233 .438
Total 105.542 235
Source: Authors’ calculation by using SPSS-20, 2020.
The above ANOVA analysis represents that p<.05, so Null hypothesis is rejected at
5% level of significance. Therefore, the null hypothesis of “statistically no significant
difference among public, private and foreign bank employee’s perception regarding HRD
activities of ‘Development and Training program” is rejected. So, there is a statistically
significant difference among public, private and foreign bank employee’s perception
regarding HRD activities of ‘Development and Training program’.
5.2 Different perception of public, private and foreign banker’s regarding their
training and development program:
Table 6. Descriptive Statistics
95% Confidence Interval for

Std. Std. Mean
N Mean Min. Max.
Deviation Error
Lower Bound Upper Bound
Private 175 1.7200 .58369 .04412 1.6329 1.8071 1.00 3.00
Public 55 1.8000 .89028 .12004 1.5593 2.0407 1.00 4.00
Foreign 6 1.0000 .00000 .00000 1.0000 1.0000 1.00 1.00
Total 236 1.7203 .67016 .04362 1.6344 1.8063 1.00 4.00
Source: Authors’ calculation by using SPSS-20, 2020.
The above table represents that the bankers of the selected foreign banks perceive that
their organization conduct ‘Development and Training program’ in a better way in
comparison to public and private banks in Bangladesh.
5.3 Testing hypothesis of finding out significant perceptual differences among the
public, private and foreign banker’s regarding different components of training need
assessment:
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Table 7. ANOVA
Components of Training Need Sum of Mean Difference

df F Sig.
Assessment Squares Square of Sig.
Department doesn’t meet goals Between Groups 4.455 2 2.227 2.585 .078
of the organization, need Within Groups 200.778 233 .862 yes
training. Total 205.233 235
Between Groups 5.092 2 2.546 2.746 .066 yes
budget & facilities Within Groups 216.073 233 .927
Total 221.165 235
Between Groups 4.866 2 2.433 2.889 .058
Legal, Social, Political and
Within Groups 196.236 233 .842 yes
Economic issues are considered
Total 201.102 235
Between Groups 6.217 2 3.109 3.140 .045
Reward for appropriate learned
behaviour
Total 236.881 235
HRD/training be emphasized Between Groups 9.243 2 4.622 4.054 .019
where objectives are not met Within Groups 265.651 233 1.140 Very sig.
and performance problems
exist and this type of
organizational analysis are Total 274.894 235
performed by for training need
assessment
Between Groups 3.529 2 1.764 3.511 .031
Training to fill retirement,
turnover and age gap
Total 120.627 235
Between Groups 5.875 2 2.937 2.981 .053
New or changed equipment
considered for training
Total 235.436 235
Source: Authors’ calculation by using SPSS-20, 2020
5.4 Measures of Central Tendencies and Standard Deviation regarding different
contents of Training Needs Assessment:
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Table 8. Contents of TNA (Training needs assessment)
Contents of TNA Public Private Foreign

Department doesn’t meet Mean 2.0545 Mean 2.3371 Mean 1.8333
goals of the organization, Std.
Std. Dev. 1.09575 Std. Dev. Std. Dev. .40825
need training. Dev.
Amount of budget Mean 2.1091 Mean 2.2343 Mean 1.3333
&facilities for budget is
Std. Dev. Std. Dev. Std. Dev. .96904 Std. Dev. .51640
considered.
Legal, Social, Political Mean 2.2286 Mean 1.9091 Mean 1.8333
and Economic issues are
Std. Dev. .93113 Std. Dev. .90825 Std. Dev. .40825
considered.
Reward for appropriate Mean 2.0545 Mean 2.4343 Mean 2.1667
learned behaviour. Std. Dev. .98917 Std. Dev. 1.00857 Std. Dev. .40825
HRD or training Mean 2.8727 Mean 2.4229 Mean 2.1667
emphasis Std. Dev. 1.34790 Std. Dev. .97882 Std. Dev. .40825
Training to fill Mean 2.1273 Mean 2.3886 Mean 1.8333
retirement, turnover and
Std. Dev. 1.00101 Std. Dev. .93948 Std. Dev. .75277
age gap
New or changed Mean 2.2000 Mean 2.4571 Mean 1.6667
equipment considered for
Std. Dev. 1.11222 Std. Dev. .96320 Std. Dev. .51640
training.
Source: Authors’ calculation by using SPSS-20, 2020
Discussion and conclusions

In this article, we investigated the effectiveness of training programs in public, private
and foreign commercial banks operating in Bangladesh. The study demonstrated that
bankers of selected foreign banks almost strongly agreed that their organizations-initiated
training/HRD interventions in that area where their organization didn’t meet their goals.
The study also expressed that foreign banker nearly strongly agreed that available budget,
facilities for providing training, materials on hand and the expertise for giving training
within the organizations was considered for training need assessment, which is better in
comparison to the selected Public and Private Banker’s judgement regarding the
statement. The study also explored that Foreign and Public banker typically strongly
agreed that Legal compliances issues (such as safety training, fire training), Social issues
(such as use of Internet, face book in office time etc.), Economic issues (such as
motivating the employees when the company falls in economic crisis etc), Political issues
(how to handle the different stakeholders of the state such as political parties, Law
enforcing agencies etc.) , were considered in conducting the training need analysis which
is better in comparison to Private Bankers judgement regarding the issues.
The study further represented that Foreign and Public banker almost agreed that trainee
was rewarded on the job for the appropriate learned behaviour acquired through training
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which is better in comparison to Private Banker’s judgement regarding the statement.

Private Banker’s judgement regarding the statement was approximately neutral. Their
banker’s thought that their organization was conducting their training program for
exploring opportunities for improvement and problem identification but not in a better
way as like as Foreign and Private Banks. The study also revealed that Foreign and Private
Banker’s nearly agreed that HRD or training emphasis should be placed in that
department where objectives were not met and performance problems existed. The study
further scrutinized that foreign banker roughly agreed that training was needed to fill up
the gap caused by retirement, turnover, age etc. for training need assessment, which is
better in comparison to Public and Private Bankers judgement regarding the statement.
Public and Private Banker thought in a different way. The study reviewed that foreign
banker roughly agreed that grievances, absenteeism, turnover, accidents, observation of
employee behaviour, attitude survey of employees, customer complain etc. were
considered for conducting training, which is better in comparison to Public and Private
Bankers judgement regarding the elements of training. The study expressed that foreign
banker practically agreed that new or changed equipment presented HRD or training
problems which is better in comparison to Public and Private Bankers Judgement
regarding the statement. The study represented that Foreign and Public banker
substantially agreed that one of the most common techniques of HRD/training needs
determination was management request or management interrogation, which is better in
comparison to Private Banker’s mentality regarding the topics.
The study explored that foreign bankers absolutely agreed that one of the most
common techniques of HRD/training needs determination was exit interviews which is
better in comparison to Public and Private Bankers mentality regarding the statement. The
study further examined that Public, Private and foreign bankers virtually agreed various
levels or participating units in the organization had been involved with developing the
training program, initiated with the evaluation of the wanted end results of training. It is
to note that the perceptions of selected foreign bankers towards various components of
Training and Development program is better compare to the perception of Public and
Private Bankers in Bangladesh. Therefore, the authorities of Public and Private Banks
should consider the stated contents of Training and Development program passionately
and productively as like as foreign banks so that perception of their employees are
positively changed towards their various contents of Training and Development program.
The ultimate outcome of conducting various contents of Training and Development
program passionately and productively is that Productivity of the employees are
positively changed which provides a competitive advantage to the organization.
Foreign bankers perceive that their organization conduct ‘development and training
program’ in better ways than public and private banks. Hence, in order to make the
programs successful and face the challenges of global competition, public and private
sector banks should emphasize their existing development and training program (Khan &
Ali, 2014, 2015)
As a final methodological note, we want to emphasize that the analysis presented in

this article is primarily based on observed associations and relationships, using
descriptive/nonparametric testing procedures. An important question remains how much
the observed relationships actually tell us about underlying causal relationships and in
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which direction these causal relationships act. We believe that a more extended
deterministic model is needed to further test these underlying causal relationships and
their direction in future research in this domain. The current study covered only selected
sample banks. A wider number of banks in leading cities and in different sectors such as
health, transportation, and tourism can also be taken into consideration in the future
enquiry.
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HOW TO CITE THIS ARTICLE

Chowdhury, M., Alam, Z., & Khan, M. (2022). Training and Development Programs in Public,
Private, and Foreign Commercial Banks in Bangladesh: an Empirical Inquiry. International
Journal of Management, Accounting and Economics, 9(9), 550-565.
DOI: 10.5281/zenodo.7179888
URL: https://www.ijmae.com/article_158729.html
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International Journal of Management, Accounting and Economics

Volume 9, Issue 9, September, 2022

Training and Development Programs in Public,

Md. Mizanur Rahman Chowdhury and Zahurul Alam

Mohammad Aktaruzzaman Khan1

Keywords: Training and development, Cut throat competition, Skills up-

Individual as well as organisational performances are vitally affected by training. Most

Functions of Human resource development (HRD) can be utilized to ensure that

Population and Sampling

perception regarding ‘Development and Training program’ in some selected banking

Analysis and Findings of The Study

Table 1. Working Areas

Table 2. Types of Banks

Table 3. Reliability Statistics

Table 4. Length of Service

Table 6. Descriptive Statistics

95% Confidence Interval for

Components of Training Need Sum of Mean Difference

Table 8. Contents of TNA (Training needs assessment)

Contents of TNA Public Private Foreign

Discussion and conclusions

which is better in comparison to Private Banker’s judgement regarding the statement.

As a final methodological note, we want to emphasize that the analysis presented in

Ampomah, P. (2016). The Effect of Training and Development on Employee

Armstrong, M. (2005). Human resource management practices (9th Ed). London:

Ather, S., & Solaiman, M. (1995). Human resource development practices in

Bordovskaya, N., & Rean, A. (2004). Pedagogics. Available at:

Chowdhury, M. M. I., Othman, K. B., Khan, M. A., Sulaiman, I. F. (2020). Role of

Davenport, T. H. (2006). Competing on analytics. Harvard Business Review, 84(1), 98.

Dowling, P. (2004). International human resource management: managing people in a

Hoque, M. J. (1994). Human resource development and organizational effectiveness. In

Islam, M. Z. (2015). Efficiency of training: a comparative study on some selected

industry 4.0 in Indian automobile industry. Technological Forecasting and Social

Khan, M. A., & Ali, A. J. (2015). Do non-governmental organisations’ socio-economic

Mahbuba, S. (2013). Impact of training in pharmaceutical industry: An assessment on

Minina, V., & Nikitina, I. (2012). Intellectual competition as technology for

Montesino, M. U. (2002). Strategic alignment of training, transfer‐ enhancing

Mullins, L. J. (2007). Management and organizational behavior (8th ed.). London:

Singh, R., & Mohanty, M. (2012). Impact of training practices on employee

Uddin, M. M., & Khan, M. A. (2017). Role of leadership on organizational learning at

HOW TO CITE THIS ARTICLE

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