1. Employee Training and Change in Behaviour in the Nepalese Banking Sector

2. Statement of the Problem
Most of the organisations which are positive to increase their performance are recognizing the importance of training programs and applying the best training and development practices to achieve competitive advantage (e.g. ….). Nepalese banking sector is emerging as highly competitive and profitable. Thus, this research is mainly focused on identifying the training programs in this sector and evaluating its impact on employees’ behaviour and performance.

3. Research Questions What type of training programs are organised?
How training and development needs are assessed?
What is the impact of training programs on employees and behaviour and performance?
How does demographic variables moderate the relation between training practices and change in employees’ behaviour and performance

4. Literature Review
General review on training practices and their impacts ( books, articles and researches)
Review objectives of previous studies and outline of the findings (research papers, theses, and articles)

5. Conceptual Framework Independent variables:
on-the-job (apprenticeship, lecture, programmed instruction)
Off-the-job (role play, case study, management games)
Moderating variables (age, gender, position)
Dependent variables (Behaviour, performance)

6. Research methods Survey design Structured questionnaire
Population: unknown
135 questionnaires distributed in 10 selected banks randomly
Convenient sampling
114 questionnaires were returned
104 usable questionnaires; the response rate is 77%

7. Data Presentation and Analysis
Male: 56.7%
66.3% respondents belong between 25—35 age group
45% supervisors; 29 % assistant level; 26% officer level
56% respondents received both on and off-the-job-training
31% attended lecture method of training

8. 74% agreed that their training was systematically administered
22% respondents attended training on the recommendation of immediate supervisors
46% were trained as on their requirement
33 % received training more once in a year
Performance appraisal (38.5%) and performance observation (37.5%)are the main basis of training need identification.

9. Favorable management attitude ( 36%) and training and development opportunity (28 %) are the main factors affecting employees productivity.
Changes occurred after training are: increased performance through acquiring new skills and knowledge, supported career , helped making decisions, changed work behavior, increased level of competence.

10. Training and Productivity
Training helped to:
- Prompt delivery of service to the customers
Increase revenue and market share
Diversify product according to market needs
Increase the level of employees’ competency

11. Training and Turnover
Training results in increased rate of employees’ turnover.

12. Implications
After training retention policy is required

13. Referencing Single Author Journal’s Article
Berndt, T. J. (2002). Friendship quality and social development. Current Directions in Psychological Science, 11, 7-10.

14. Two Authors
Wegener, D. T., & Petty, R. E. (1994). Mood management across affective states: The hedonic contingency hypothesis. Journal of Personality and Social Psychology, 66,

15. Three to Seven Authors
List by last names and initials; commas separate author names, while the last author name is preceded again by ampersand.
Kernis, M. H., Cornell, D. P., Sun, C. R., Berry, A., Harlow, T., & Bach, J. S. (1993). There's more to self-esteem than whether it is high or low: The importance of stability of self-esteem. Journal of Personality and Social Psychology, 65,

16. Organization as Author
American Psychological Association. (2003).
Unknown Author
Merriam-Webster's collegiate dictionary (10th ed.).(1993). Springfield, MA: Merriam-Webster.

17. Two or more articles in the Same year
Berndt, T. J. (1981a). Age changes and changes over time in prosocial intentions and behavior between friends. Developmental Psychology, 17,
Berndt, T. J. (1981b). Effects of friendship on prosocial intentions and behavior. Child Development, 52,

18. Basic Format for Books
Author, A. A. (Year of publication). Title of work: Capital letter also for subtitle. Location: Publisher.
Note: For "Location," you should always list the city and the state using the two letter postal abbreviation without periods (New York, NY).

19. Calfee, R. C. , & Valencia, R. R. (1991)
Calfee, R. C., & Valencia, R. R. (1991). APA guide to preparing manuscripts for journal publication. Washington, DC: American Psychological Association.

20. Edited Book, No Author
Duncan, G. J., & Brooks-Gunn, J. (Eds.). (1997). Consequences of growing up poor. New York, NY: Russell Sage Foundation.
Edited Book with an Author or Authors
Plath, S. (2000). The unabridged journals. K. V. Kukil (Ed.). New York, NY: Anchor.

21. Edition Other Than the First
Helfer, M. E., Kempe, R. S., & Krugman, R. D. (1997). The battered child (5th ed.). Chicago, IL: University of Chicago Press.

22. Article or Chapter in an Edited Book
Author, A. A., & Author, B. B. (Year of publication). Title of chapter. In A. A. Editor & B. B. Editor (Eds.), Title of book (pages of chapter). Location: Publisher.
O'Neil, J. M., & Egan, J. (1992). Men's and women's gender role journeys: A metaphor for healing, transition, and transformation. In B. R. Wainrib (Ed.), Gender issues across the life cycle (pp ). New York, NY: Springer.

23. Dissertation, Published
Lastname, F. N. (Year). Title of dissertation (Doctoral dissertation). Retrieved from Name of database. (Accession or Order Number)
Dissertation, Unpublished
Lastname, F. N. (Year). Title of dissertation (Unpublished doctoral dissertation). Name of Institution, Location.

24. Government Document
National Institute of Mental Health. (1990). Clinical training in serious mental illness (DHHS Publication No. ADM ). Washington, DC: U.S. Government Printing Office.

25. Report From a Private Organization
American Psychiatric Association. (2000). Practice guidelines for the treatment of patients with eating disorders (2nd ed.). Washington, DC: Author.
Conference Proceedings
Schnase, J. L., & Cunnius, E. L. (Eds.). (1995). Proceedings from CSCL '95: The First International Conference on Computer Support for Collaborative Learning. Mahwah, NJ: Erlbaum.

26. Article From an Online Periodical
Author, A. A., & Author, B. B. (Date of publication). Title of article. Title of Online Periodical, volume number(issue number if available). Retrieved from 
Bernstein, M. (2002). 10 tips on writing the living Web. A List Apart: For People Who Make Websites, 149. Retrieved from

27. Findings
A review of all of the findings from the statistical analysis of data should be presented. This should occur in the same sequence as they were presented in Chapter “presentation and analysis of data”. They should be presented factually and in an organized narrative.

28. Discussions
This is where you review your own research in relation to the wider context in which it is located. You can refer back to the rationale that you gave for your research in the literature review, and discuss what your own research has added in this context.

29. It is important to show that you appreciate the limitations of your research, and how these may affect the validity or usefulness of your findings. Given the acknowledged limitations, you can report on the implications of your findings for theory, research, and practice.

30. Conclusions
Conclusion should be based on the research questions in Chapter 1. They should be presented in the same order as the research questions. The last chapter of the research should bring the research full circle.

31. Be very clear about stating conclusions and the discussion of the conclusions. This chapter is anything and every thing that the researcher wants to say about the research that has been conducted. It is the chance to tell the reader what the researcher thinks about the research. Therefore, be sure to use references in this chapter to support what is being said!

32. Feel free to disagree with what was found in the literature, just be sure to explain what is being thought. As a researcher, you may draw upon life experiences to support your thoughts, views, and ideas. Tie everything together. Analyze, synthesize, and evaluate what was found in the research with what you think.

33. Conclusion tends to be much shorter than the Discussion
Conclusion tends to be much shorter than the Discussion. It is not a mere ‘summary’ of your research, but needs to be ‘conclusions’ as to the main points that have emerged and what they mean for your field.

34. Implications
Implications are practical suggestions for addressing the issues that have been raised in the research. These should be suggestions of what should be done. Be sure to add, following what should be done, how it can be done. This is important! It is easy to make suggestions as to what should be done regarding an issue; it is another thing to suggest how it can be done.

35. There may not be more than two or three implications for practice
There may not be more than two or three implications for practice. The quantity is not an important as the quality of thought behind the suggestion.