Considering sociological and institutional aspects, changing habits requires awareness and understanding of each other and overcoming of cultural differences, often revealed by frequent communication difficulties between westerners and local bankers.
To successfully achieve a change, one still has to take into consideration social factors. For instance, a model of learning usually goes through three steps: — assimilation, e.g. integration of new knowledge, — accommodation, e.g. modification of behaviour,
After having presented the three main kinds of tools that can be used to support the change processes of C.I.S. banks (i. e. training, consultancy and twinning), we are able to summarize their respective strengths and relative weaknesses:
In the banks of the C.I.S. countries, it was often felt recently that a « bank to bank » approach would be more practical and efficient than a more conventional consultancy approach. The idea of partnership was very attractive. Twinning was then often viewed as probably the best way of providing training and help to support change, […]
We have seen that re-organisation, mergers and commercial improvement of C.I.S. banks are needed. Training may be useful to prepare such changes. It will seldom be sufficient in achieving such challenges. There is, thus, a need for external consultancy.
Anyhow, at least in the medium term, the support to change provided by training requires local trainers. In fact, qualified trainers are one of the most important resources for training centers. Having efficient local trainers becomes thus a major condition for to-morrow’s success. Even if exchange of trainers remains an accurate tool to enhance their […]
Setting training standards to guarantee relevant training means Obviously, western course material often has to be adapted. This is why some schools (R.B.T.C., Tashkent, for example) have introduced «Faculty Development» weeks, during which western and local trainers discuss existing training material and develop it further.
Conditions for training effectiveness: how to enhance the effectiveness of training? When the relevant objectives have been defined and motivation of the bank and the trainees obtained, there are still several things to do to ensure the effectiveness of the training: choosing accurate pedagogical approach, elaborating efficient training tools, obtaining participation of the most adapted […]
The second thing that is a must, is to insure the highest motivations for training. It can, moreover, be a precondition in order to increase turnover and/or to be able to charge higher course fees. In fact, since the introduction of course fees for bank training in C.I.S. countries, there have often been less managers […]
To improve the effectiveness of a training, the first thing to do is to define exactly what its purposes are, and, thus, what needs it is meant to cover. Knowledge of the needs: needs definition has too often been hastily compiled and defined without active co-operation of the concerned banks’ top management.
