3. TRAINING DESIGN

1
Pp
A Training Programme addressing attitudes of
staff delivering financial services to the rural
poor in India design evaluation
Poster presented by Dr Marylin Williams,
University of Reading,UK
3. TRAINING DESIGN IMPLEMENTATION
1. ISSUES BACKGROUND

• THE ISSUES
• While around 50 cultivator households in India
  are indebted, only 27 of debt is sourced from
  formal sector
• Yet there are over 44,000 rural semi-urban bank
  branches, offering the potential to improve
  financial inclusion
• Possibility that barriers to effective outreach
  arise from attitudinal factors was investigated
  in earlier project

• BACKGROUND The Earlier Project
• (Jones et al, 2003, funded by DFID)
• 60 BMs in Datia, Betul Indore districts of
  Madhya Pradesh (MP) interviewed re their
  perceptions of
• clients/rural context
• their organization (bank)
• selves (goals, resources, risks)
• quantitative qualitative analyses revealed
  negative attitudes
• BMs with more training were less negative
• Training identified as means of promoting
  innovation encouraging positive attitudes

TRAINING OF TRAINERS As pilot To achieve sustainability
TRAINING MODULES
IMPLEMENTATION   Training of 2 groups of BMs from Dhar Hoshangabad districts of MP 44 BMs of CBI, BoI Regional Rural Bank (RRB) branches Residential for 12 days, at BoI CBI training institutes, Bhopal Each group developed plans to achieve on their return


Module Delivery/ Facilitation Focus
Knowing yourself Aavishkar Centre Psychological evaluation
Knowing your organization (bank) Mankidy Associates Role-efficacy, role-making self-awareness
The banks and rural poverty in India to date CAB/RBI Rural credit and poverty alleviation an unfinished agenda
Poor livelihoods the poor as clients conventional MF approaches CARE, CAB, UoR Poverty, rural livelihoods innovative financial service remediation
4. EVALUATIONS

• TRAINING
• positive concurrent evaluations by trainees
  trainers
• ATTITUDE CHANGE
• pre- post- training attitude measures
  (developed via earlier Project)
• demonstrated significant positive attitude
  change.
• OUTCOME EVALUATION
• visits to bank branches 2½ - 3 months after
  training by C.P.Mohan
• A. Sharrma (CAB), UoR interviewers
• 12 accessible representative branches chosen
• semi-structured interviews in each location with
  branch manager (BM),
• bank staff group, individual clients
  bank-linked SHGs
• barriers to achieving action plans included lack
  of resources (staff
• time), language, NPAs environment/infrastruct
  ure, but
• all BMs had increased confidence, majority
  evidenced more positive
• attitude behaviour towards poor clients
  increased empowering of

FUNDED BY DFID/EDIF CONDUCTED BY University
of Reading (UoR) School of Agriculture, Policy
Development (Dr Howard Jones Esse Nilsson)
School of Psychology Clinical Language
Sciences ( Dr Marylin Williams) Reserve Bank of
India (RBI) (Dr Yashwant Thorat) IN
COLLABORATION WITH College of Agricultural
Banking (CAB) CARE, India All India Womens
Conference Confederation of Indian
Industry Bank of India (BoI) Central Bank of
India (CBI) .. RefJones,JHM,
Williams,MJ, Thorat,YT Thorat,A (2003)
Attitudes of Rural Branch Managers in Madhya
Pradesh, India, toward their Role as Providers of
Financial Services to the Poor. Journal of
Microfinance, 5, 2, 139-167
2. IDENTIFYING TRAINING NEEDS

• BASELINE SURVEYS
•  
• Conducted with by collaborators, to examine
• existing training provision materials
• (informed by banks - staff, trainers, training
• institutes, non- financial companies)
• bank services (informed by individual
• clients SHGs)
•  
•  AREAS OF TRAINING NEED IDENTIFIED
•  
• problem-solving in rural context
• (eg re rural lending)
• social skills development
• development of positive attitudes to