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Inquiry of former students and customer satisfaction inquiries

EUROBANQUA ►Guideline number 6: Evaluation of outcomes. Inquiry of former students and customer satisfaction inquiries. Luís V. da Cunha. Athens, February 15, 2008. * Final version *. N. B. This PRESENTATION is only complete with the COMMENTS that were made.

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Inquiry of former students and customer satisfaction inquiries

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  1. EUROBANQUA ►Guideline number 6: Evaluation of outcomes Inquiry of former students and customer satisfaction inquiries • Luís V. da Cunha Athens, February 15, 2008 * Final version * Athens, 2008-02-15

  2. N. B. This PRESENTATION is only complete with the COMMENTS that were made. Athens, 2008-02-15

  3. The Bank Sector In Portugal Athens, 2008-02-15

  4. The Bank Sector In Portugal Medium Size Groups Montepio 5 Large Universal GroupsWith Multi-Channel Distribution BPN Banif CGD BancoPopular 8 CCCAM BES Millenniumbcp 5 DeutscheBank BBVA Barclays BBPI Santander Totta Small & Specialized Banks Total: 38 Banks + 5 Mutualist Banks + 125 Mutual Agricultural Credit Banks = = 168 Institutions Athens, 2008-02-15

  5. Branches 5 269 Employees 55 849 The Banking Activity – Portugal Number of Employees and Branches June 2007 SOURCE: APB – The Portuguese Bank Association, “Banking Activity Sectorial Data - 2007”, Lisbon, 2007 Sectorial Activity Indicators June 2007 EUR 106 June 2006 EUR 106 Change % Net Assets 381 145 340 763 11.9 Loans to Customers 240 704 211 932 13.6 Deposits of Customers 147 541 136 330 8.2 2 516 1 963 28.2 Gross Operating Income Net Income for Period 1 512 1 211 24.9 SOURCE: APB – The Portuguese Bank Association, “Banking Activity Sectorial Data - 2007”, Lisbon, 2007 Athens, 2008-02-15

  6. IFB – The Portuguese Bank Training Institute Athens, 2008-02-15

  7. PORTUGUESE BANK AND FINANCIAL SERVICES ACADEMY NETWORK APB - ASSOCIAÇÃO PORTUGUESA DE BANCOS THE PORTUGUESE BANK ASSOCIATION THE PORTUGUESE BANK AND FINANCIAL SERVICES ACADEMY NETWORK IFB - INSTITUTO DE FORMAÇÃO BANCÁRIA THE PORTUGUESE BANK TRAINING INSTITUTE Established 1980 ISGB - INSTITUTO SUPERIOR DE GESTÃO BANCÁRIA THE PORTUGUESE SCHOOL OF BANK MANAGEMENT Established 1991 Athens, 2008-02-15

  8. IFB & ISGB: A few numbers PERMANENT STAFF 100 EXTERNAL TRAINERS AND CONSULTANTS (from Portugal and abroad) 400 PARTICIPANTS (2007) 16 000 EDUCATION & TRAINING VOLUME Hours x Trainees (2007) 840 000 Total numbers 1982-2007 341 000 Participations VolumeHours x Trainees ~ 15 millions Athens, 2008-02-15

  9. Organizational Chart (*) The same person in the two posts. Board of thePortuguese Bank Association Scientific Committee Secretary General IFB ISGB PedagogicalCommittee Pedagogical Committee General Manager * Managing Director* Technical &ProfessionalCommittee SharedDepartments ScientificAreas Banking & Financial Research Office Teachers & Students Support Area Professional Training Department SandwichTrainingDepartment Oporto BranchOffice Client Relationship Management Area International Area Administrative,Financial&HR Department InformationSystemsDepartment Pedagogical Department MultimediaTechnicalOffice Marketing&Image Quality & Planning Library & Documentation Athens, 2008-02-15

  10. IFB & ISGB: Training and Education Supply ExecutiveTraining Face to Face ISGB Post-Graduate QualificationsI&IS ● MKT&CRM ● ABM ● I&FM ● HPS Face to Face Bologna compliants DEGREES Face to Face DL - Paper Based Business Administration and Information Systems Bank Management Face to Face DL - Paper Based e-Learning VOCATIONAL TRAINING IFB Basic Intermediate Advanced Sandwich Training CANDIDATE TRAINING BTO-I CMTB BTO-II Athens, 2008-02-15

  11. EUROBANQUA Guideline number 6: Evaluation of training outcomes Regular inquiries (of former students & customers) to evaluate medium and long-term effects of training courses Athens, 2008-02-15

  12. The IFB example: training of candidates • Young people aged from 15 to 21, who have completed the 9th grade, or from 17 to 24, who have completed the 12th grade, and want to be candidate for banking jobs. • Some of the most successful IFB courses are Training of Candidates Courses (Apprenticeship system): • Banking Techniques and Operations I [ BTO-I ] • ► For young candidates with the 9th grade • ► Offers 12th grade & EQF level 3 — vocational qualification • ●Banking Techniques and Operations II [ BTO-II ] • ► For young candidates with the 12th grade • ► Offers EQF level 3 — vocational qualification • ● Costumer Management Techniques in Banking [ CMTB ] • ► For young candidates with the 12th grade and level 3 • course in the area • ► Offers EQF level 4 — vocational qualification. Classroom training On-job training (w/ tutors) [ Pedagogical Approach Athens, 2008-02-15

  13. The IFB example: training of candidates • Some data on IFB Training of Candidates Courses • 2007 • ●Number of students 283 • ● Number of participating banks 16 • ● Number of classroom trainers 53 • ● Number of on-job trainers 261 • ● Training volume (training hours x students) • ► Classroom training 283,649 • ► On-job training 108,052 • ► Total 391,701 • ● 2007 former students already employed (Feb.2008) 89 % Athens, 2008-02-15

  14. Description and analysis ofgood practice identified • The courses’ evaluation includes: • Regular inquiries to students and trainers (satisfaction levels) • Inquiries to tutors and Bank Human Resources Departments (on-job training) • Follow-up inquiries (once in every three years) • Focus groups whenever needed (group interviews of 4 to 6 students) Athens, 2008-02-15

  15. Steps of implementation • The major amount of data is collected by questionnaire. • ►Questions about: • Former students’ professional path • Current professional situation • Further training courses attended • Opinion about the IFB’ course attended • Utility of the course to their job • Strong and weak aspects of the course • Adjustment of the syllabus to the professional needs and demands. Athens, 2008-02-15

  16. Assessment and evaluation • Data collection provides a significant number of valuable indicators: • Response rates; • Reported satisfaction levels; • Opinions about the utility and adequacy of courses; • Number of new courses attended by former students; • Success in finding a job, soon after finishing the course; • Reports of professional progression after finishing the course. Athens, 2008-02-15

  17. Strengths and weaknesses • ►The major strengths of this evaluation process are: • Availability of data from different stakeholders; • Feedback about courses’ quality and utility that leads to its improvement; • Better knowledge about the professional progression of former students. • ►Some constraints that must be worked upon: • Difficulty in obtaining additional data form other stakeholders – e.g. former students’ supervisors or • managers –, like the performance indicators that are • relevant to the performance appraisal; • Difficulty in making updated reports of all the courses; • Low response rates in some groups, when inquiry methods are used. Athens, 2008-02-15

  18. Possibilities of improvement • Developing specific questionnaires to evaluate output; • Start collecting data using internet surveys; • Start collecting data from former students’ supervisors/managers, in an attempt to establish performance improvement after attending IFB’s courses. • Also, reporting results and success cases in IFB’s publications “InforBanca” and “BancaJovem”, can improve participation in future evaluation studies. Athens, 2008-02-15

  19. Thank you. Luís Vilhena da Cunha LVC@IFB.PT Athens, Greece, 15.February.2008 Instituto de Formação Bancária IFB-The Portuguese Bank Training Institute Lisbon, Portugal Athens, 2008-02-15

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