Aradhana Singh Sip Project

8/6/2019 Aradhana Singh Sip Project

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ASBM INSTITUTE OFBBA

Project ReportOn

How to improve self-esteem of theemployees at work place

(Submitted in Partial Fulfillment of the Requirements ofBachelor of Business Administration Program under Utkal

University)

By

Name of the Candidate ARADHANA

SINGHUniversity Roll No

56317UT08114

Faculty Guide Corporate Guide

PROF.GAYATRI SINGHMRS.RAJLAXMI MISHRA


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Faculty ASBM INSTITUTE OF BBA HRMANAGERBHUBANESWARBHUBANESWAR


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CERTIFICATE FROM THE FACULTYGUIDE

This is to certify that the project work entitled How to improve self-esteem of the employees at work place is a piece of work done byARADHANA SINGH, student of ASBM Institute of BBA, under myguidance and supervision for the partial fulfillment of the requirementsof Bachelor of Business Administration Program under Utkal University.To the best of my knowledge and belief the thesis embodies the workof the candidate herself and has been duly completed. Simultaneously,the thesis fulfills the requirements of the rules and regulations relatedto the summer internship of the institute and I am assured that theproject is up- to the standard both in respect to the contents and

language for being referred to the examiner.

Place:Bhubaneswar Prof.GAYATRISINGH

DATE: ASBM Institute of BBA


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DECLARATIONI, Aradhana Singh hereby declare that this project report entitled How

to improve self-esteem of the employees at work place prepared byme is a confide record of work done at BANK OF INDIA, Bhubaneswarunder the guidance of Mrs. RAJLAXMI MISHRA and PROF. GAYATRISINGH, faculty, ASBM Institute of BBA, Bhubaneswar.

It is done by me towards the partial fulfillment of the requirements ofBachelor of Business Administration Program under Utkal University.

ARADHANA SINGH

ASBM Institute of BBA, BHUBANESWAR


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ACKNOWLEDGEMENT

I owe a great many thanks to a great many people who helped and

supported me during the writing of this book.

My deepest thanks to PROF.GAYATRI SINGH the Guide of the project for

guiding and correcting various documents of mine with attention and

care. She has taken pain to go through the project and make

necessary correction as and when needed.

My deep sense of gratitude to MRS.RAJLAXMI MISHRA (HR MANAGER),

BANK OF INDIA BHUBANESWAR support and guidance. Thanks and

appreciation to the helpful employees at Bank of India, for their

support.

I would also thank my Institution and my faculty members

without whom this project would have been a distant reality. I alsoextend my heartfelt thanks to my family and well wishers.

ARADHANA SINGH


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CHAPTER-

1

INTRODUCTION


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1.1 LITERATURE REVIEW:-

Although, there has been a great deal written on how to achieve highself-esteem, some key writers have helped us to clarify ourunderstanding on the concept.

James (1890) in his Principles of Psychology defined self-esteem asbeing the sum of our successes divided by our pretentions i.e. what wethink we ought to achieve.

Self-esteem can be increased by achieving great successes andmaintained by avoiding failures. Raised self-esteem could, he argued,also be achieved and maintained by adopting less ambitious goals.Self-esteem was therefore defined as being competence-oriented butalso open to change. Rosenberg (1965) also made an importantcontribution to defining self-esteem by introducing the concept ofworthiness. Worthiness is whether a person judges himself orherself as good or bad and is therefore an evaluative attitude towardsoneself. Forming attitudes about oneself is very complicated because itimplies some kind of comparison with others, the forming of valuejudgments and is rooted in a social or cultural base.

Cooper smith (1967) in The Antecedents of Self-Esteem defined self-esteem as the extent to which the individual believes himself to becapable, significant, successful and worthy. As such it is a bringingtogether of Jamess definition as self-esteem as competence based andRosenbergs definition of self-esteem as an evaluation of oneself.Cooper smith added that self-esteem was important to a personsidentity and Awareness and that high and low self-esteem wouldinfluence behavior in positive and negative ways.

Another major figure to define self-esteem was Branden in The

Psychology of self-esteem (1969). His definition is a synthesis ofearlier interpretations. Branden notes the two strands to self-esteemas being competence and worthiness but emphasizes the Relationshipbetween the two strands as being another factor in understanding self-esteem. He states that self-esteem is the conviction that one iscompetent to live and worthy of living. The word conviction in thesense that Branden implies it is that self-esteem is a fundamentalvalue that is intrinsic to human beings.


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He felt self-esteem to be a fundamental human need. The power of thisconviction about oneself is more than a judgment or a feeling but, hemaintained, it is a motivator that inspires behavior.He wrote: It (self-esteem) is directly affected by how we act.

Causation flows in both directions. There is a continuous feedback loopbetween our actions in the world and our self-esteem. The level of ourself-esteem influences how we act, and how we act influences the levelof our self-esteem. (Branden 1994)

These ideas are relevant to our thinking of how self-esteem might actas a barrier to accessing learning, and give some indication as to whyreturning to learning may boost self-esteem. It also has a relevance towider social issues as researched by Mruk and Emler discussed later inthis report. Alexander (2001), the founder of the Self-Esteem Networkin Britain, views self-esteem as a syndrome, as a set of indicators for

mental well-being. The core of self-esteem is an unconditionalappreciation of oneself meaning an appreciation of both our positiveand negative potential in its fullest sense. An acceptance of thisenables us to take responsibility for ourselves and become accountablefor our actions. It also means that we can be more realistic about ourachievements and shortcomings.Alexander also distinguishes between trait self-esteem which reflectsconfidence or ability in a particular area, such as work or sport, andglobal self-esteem which is intrinsic worthiness regardless of whatparticular abilities or qualities we may have. This may be crucial in our understanding of how low self-esteem

affects participationin learning and will be looked at later.

Mruk (1999) provides another definition of self-esteem. He wrote:Self-esteem is the lived status of ones competence in dealing withthe challenges of living in a worthy way over time.

The important point here is that self-esteem is a lived phenomenonand it is dynamic, it Is therefore on-going and open to change. Mruksees that there are three elements to self-esteem. Firstly, that there isa connection between competence and worthiness.

Secondly, that self-esteem is lived on the both cognitive and affectivelevels,

In that it involves such processes as acquiring values, makingcomparisons on the basis of them, becoming aware of the results ofthese comparisons and feeling the impact of these conclusions in apersonal and meaningful way. Thirdly, self-esteem is a dynamic


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phenomenon which can fluctuate more than more stablecharacteristics likepersonality and intelligence. (Mruk 1999)

In writing about the link between learning and health (Hammond 2002)

looks at the role of self-efficacy. Self-efficacy is defined as the extentto which people see themselves as being in control of the forces thataffect their lives. Individuals perceptions of their ability to be in controlof their lives varies throughout their lives and is affected by theirsituation. In making the case that self-efficacy promotes health andhealth behavior, Hammond states that education generates self-efficacy. She maintains:

Organized learning offers structure, purpose and a socially acceptableidentity. These make a tremendous difference in terms of self-efficacy and also self-esteem for some groups, and are re-enforcing for all.

Organized learning also sets challenges to each individual on the basisthat the challenge will both stretch their capabilities and be met.Evidence and research is lacking in how self-esteem is linked to adultparticipation in learning and to raising attainment of adult learners. Ifpublic monies are to go into this area then further research is needed.

Alexander states that low self-esteem can often be traced to animbalance or lack among these nine elements. He also maintains thatthese nine elements can be used as a diagnostic aid to identify areasthat may be underdeveloped in an individual or organization. By

applying this tool before and after an individual has taken some actionor experienced a new situation it might be possible to assess how faran individual has progressed. In short to assess distance traveled. Itmay be possible to use this diagnostic tool to enable an individual toset goals and assess outcomes. With respect to adult learning it ispossible to see how these nine elements relate to adult learning.The following table is an example of how I have tried to see how the 5elements might affect learning.

AlexandersNine elementsof self-esteem

Example of low

selfesteemas a barrierto participating in

learning

Example of how

participation inlearning mightraise self-esteem

Learners Quotes

(from participantsinPrescriptions for

Learning projects

in

Nottingham or StAustell. James

2001


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and 2002)

Unconditionalselfacceptance

Self-concept of notbeing able, of

being

thick and not ableto

learn. Feeling of not

being wanted or

acceptable.

Change in sense ofidentity and

selfconcept

as a result ofachievement in

accessing learning

and success in

learning.

I was taken outofschool at age 12

and Inever knew what

I was

capable of, butthis is

giving me a

chance to

find out.learner

showing sense of

selfacceptance

and

capability.

I felt that my

confidence had

been

sapped by beingathome with the

children. I felt I

couldnt doanything,

but it has given

me somuch confidence.

I

feel totallydifferent. learner showingself-acceptance and

capability,

experience

of flow and

Sense ofcapability orefficacy

Not having faith in

ability to learn orachieve thereforebeing unwilling to

want to try. Not

knowing what youare

capable of.

Opportunities to

prove to yourselfthat you can learnand achieve. Seeing

what you are

capableof.

Sense of

purpose

Not knowing what

you want to

accomplish or what

stops you fromtaking

action.

Gives you a goal,

something to aim

for, achievement to

attain, short-termand long-term.

Appropriate

assertiveness

Without the sense of

capability or senseof

purpose we cannot

assert ourselves toact

or fulfil goals.

If we know what we

are capable of andwhat we can achieve

then we are more

likely to stand upfor

ourselves.

Experience offlow and

Having nothing tostretch or challenge

Opportunities forsatisfaction, being


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fulfilment you means there is

nosense of satisfaction.

absorbed in

learning,being challenged

and

stretched.

fulfilment.

I get the chance

toget out and I take

mybaby out more.

I,

mixing with allkinds

of people. The

benefits are foreverything for

my

kids, for a job. I

dontwant to be a

burdenon anyone.learnershowing sense of

purpose,

responsibility

and accountability.

1.2 MEANING OF THE STUDY:-The term self-esteem comes from a Greek word meaning "reverencefor self." The "self" part of self-esteem pertains to the values, beliefsand attitudes that we hold about ourselves. The "esteem" part of self-esteem describes the value and worth that one gives oneself.Simplistically self-esteem is the acceptance of ourselves for who andwhat we are at any given time in our lives. Self esteem is otherwisecalled as self conidence. Confidence is a vital factor for building agreater future for every individual. It helps in outstanding performance,job enrichment, and empowerment in an organization. Toimprove the

self esteem the individual has to improve his confidence level, decisionmaking power, believing yourself etc.

In other words, in a researcher point of view self esteem is the overallbehavior of individual. Self esteem in the work place is the willingnessto exert high levels of effort towards organizational goals to someindividual needs. Self esteem is necessary for performance, so that theorganization get the benefit from that individual.


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Self esteem is a term used in psychology to reflect a persons overallevaluation or appraisal of his or her own worth. Self esteemencompasses believes for ex-I am a competent or I am incompetent ;)and emotions such as triumph, despair, pride and shame. A persons

self esteem may be reflects in their behavior, such as assertiveness,shyness, confidence, caution. Self esteem can apply specifically to aparticular dimension (for ex-I believe I am a good painter, and feelproud of that in particular) or have global extent (for ex- I believe I amgood person and feel proud of myself in general).

High self-esteem is seen as desirable. We are supposed to want highself-esteem in the same way that we are supposed to desire goodphysical health or prosperity. High Self-esteem is deemed to be goodfor individuals who have it but also good for society as a whole. Thisbelief is particularly evident in America. In 1986, the state of California

set up a task force with a remit to raise the self-esteem of its entirepopulation. Californian policy-makers have come to see self-esteem asa social vaccine (Davis 2001). The belief is that high self-esteem caninoculate people,especially young people, against vulnerability to a wide range of socialills. People with high self-esteem are deemed to be less likely to abusedrugs, commit crimes, fail to benefit from education, have unwantedpregnancies, perpetrate acts of racism, child abuse or violence, bedependent upon the state long-term and so the list goes on. Thechairman of the Self-Esteem Task Force has stated.

Virtually every social problem we have can be traced to peoples lackof self-love:alcohol and drug abuse, teenage pregnancy, crime, child abuse,chronic welfare, dependency and poor educational performance.(Davis 2001)

If we cannot define self-esteem then we will not be able to identify thecauses of low self-esteem and what promotes high self-esteem. If wecannot identify what promotesself-esteem then we cannot begin to develop strategies to improve lowself-esteem. If we cannot define self-esteem then we cannot measure

any changes in levels of self esteem and we will not be able to judgethe effectiveness of the work that is being done.

DEVELOPMENT OF SELF ESTEEM:-

EARLY CHILDHOOD:-


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Although self-esteem is forming it is not measurable before theage of five or six because up until this time the two functions of self-esteem, competence and worthiness, operate independently of eachother (Mruk:1995)

MIDDLE CHILDHOOD:-

Between the ages of five and eight self-esteem becomesincreasingly defined. Children begin to make judgments about theirself worth and competence in five areas: physical appearance, socialacceptance, scholastic ability, athletic and artistic skills and behavior(Harter:1983 cited in Joseph:1994). These areas make up the child'sglobal view of his/her self. Self-esteem emerges at this point inchildhood because the child is able to initiate behavior withcompetence, evaluate his or her accomplishments in terms of theirworthiness and experience a process or attitude between the two

(Mruk:1995). As a child's age increases so to do their social contacts,life experiences and the expectations placed upon them. The childdevelops an increasing awareness of those things they are good at andthose they are not good at. Inevitably self-esteem begins to effectbehavior as the individual attempts to maintain and protect their senseof self worth against the challenges, problems and experiences of life.Self-esteem acts as a filter through which we judge our performances.

In this way it determines how we approach future tasks.

ADULTHOOD:-

By adulthood self-esteem has changed from a mostly reactivephenomenon to one that can be consciously acted upon to eitherincrease or decrease feelings of self worth. As adults we are confrontedby many situations that affect our levels of self-esteem. Epstein (1979cited in Mruk:1995) has extensively researched those situations thatmost typically affect self-esteem in adulthood. These are success-failure experiences where individuals either deal successfully orunsuccessfully with a situation and acceptance-rejection situationswhich are interpersonal in nature. Romantic relationships, peerrelationships, and relationships with family members are typicalcontexts which can effect self-esteem.

METHODS FOR RAISING SELF ESTEEM:-Mruk, in studying the dynamic structure of self-esteem, has alsodevised and tested the effectiveness of self-esteem enhancementtechniques. He suggests eight techniques. These are listed below withsuggestions as to how they might relate to participation in learning.


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1. The importance of being accepting and caring.How we are treated by others can affect the development of self-esteem. Mruk asserts that practitioners tend to understand thatacceptance, care and trust builds rapport and that fundamentalattitudes of nurturance that accompany acceptance and caring foster

the kind of environment and interaction that are conducive to humangrowth and development. Being accepting and caring and treating aperson with respect and compassion can be enormously therapeutic.However, acceptance means approving of the individual but not all ofhis or her behaviours and not taking responsibility for how he or sheconducts life.In relation to participation in learning how learners are welcomed in tothelearning environment and how they are treated in the learningsituation is crucial.One can see why potential learners experiencing low self-esteem may

be deterred right at the start by an off-hand receptionist, insensitivelyhandled enrolment procedures or distant and aloof tutors. Yet manylearning providers get it right to the obvious pleasure and relief oflearners (James 2002), as these testify.

They are great, so approachable, nothing is too muchtrouble.They talk to you like you are an equal.

2. Providing consistent, positive feedback.

Murk states that the development of the self depends on the feedbackfrom othersand although this is more influential in earlier life, it continues inadulthoodthrough family, friends, employers and so on. Feedback is how self-esteemdevelops in the first place but also drives the self-fulfilling prophecythat maintains self-esteem over time.Giving feedback is an essential part of the learning process and anaccepted role for tutors. The way this is provided varies from ticks andcomments in the margins of written work to positive verbal feedback

when a learner demonstrates achievement or positive behavior orattitude.

3. Generating positive self-feedback.In addition to others providing us with feedback that affects ouridentity and


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esteem, we need to provide it to ourselves. Murk maintains that part ofbeinghuman involves being aware of the lived status of our worthiness andcompetence, both in a given situation and in general. How we self-talk about that lived status of worthiness and competence will create

a feedback loop. In short, the information from ourselves is internalizedand affects out perceptions, behavior and experience and in turnaffects the information we feedback to ourselves. This is perhaps amore developed and skilled role for the tutors which can be facilitatedthrough encouraging learners to self-assess their work andachievements. Tutors need to be skilled enough to be vigilant againstnegative self-talk that can jeopardize achievement and success inlearning.

4. Using natural self-esteem moments.Self-esteem levels change spontaneously, particularly in periods of

transition. Mruk attempts to identify these situations as they areoccurring or about to occur in order to intervene therapeutically andturn them into positive self-esteem moments. Mruk maintains that ifindividuals can become aware of their self-esteem status, they aremore likely to see it as a valuable resource which they wish to manageeffectively. Positive self-esteem increases an individuals feelings of 20being able and competent and therefore the likelihood of acting uponthat feeling with increased likelihood of success. If we see returning tolearning as a period of transition, then acknowledging the role of self-esteem levels in that transition is crucial. An equivalent in the world ofadult learning to this self-enhancement technique might be the

courses such as Build on your Skills that specifically supportindividuals to be aware of and manage their self-esteem status whilethey are participating in a learning environment. A key question wouldbe how this could be managed while learners are taking part in generallearning opportunities. The role of guidance, mentoring and hand-holding may be the answer.

5. Enhancing self-esteem by assertiveness training.Knowing that one has certain rights as a human being and knowinghow to exercise them can be used to enhance self-esteem. People whohave ssertiveness skills have more chance of getting their needs met.Standing up for you can lessen the impact of factors that damage self-esteem Courses in assertiveness are provided by some adult learningproviders and sometimes they are targeted at people with low self-esteem. However, it would seem that participation in general learningopportunities can also sometimes enable an individual to be more assertive. As learners

(James 2001 and 2002) have said:


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Theres a lot of aggravation at work and instead of rising to the bait I stick

up

for myself more.I speak to more people and ask more questions. Perhapsthat indicates that raising one element of self-esteem has a beneficeffect on other elements of self-esteem.

6.Increasing self-esteem through modeling.Murk quotes earlier self-esteem writers such as James (1890) andBandura (1977) who recognized that self-esteem is linked to successesand failures, and that individuals develop a sense of self-efficacy. Self-efficacy is an individuals sense of how he-or she is likely to do in agiven situation based on variables such as past performance. Modelingis based on the idea that people can increase their sense of self-efficacy by learning

to be more successful which, in turn, increases self esteem. In adult learning doesmodeling happen when new learners are encouraged to do tasters or bite-sized chunks

learning that ensure early success? Do study skills and learning how to learn also increase

self-efficacy?

7.Increasing problem-solving skills.Murk states that teaching people to solve problems in their life effectively can help

people to cope more with the challenges of life and live more competently.This is important because knowing how to solve problems increases the chances of being

successful in general and frequent successes are an indication of being more competent

which raises self-esteem. Opportunities to take responsibility for their own learning and

the challenges of understanding the subject can help to develop problem-solving skills inlearners, and is a particularly successful adult learning approach.

8.Using individual and group formats.Murk discusses whether people benefit more from working in groupsituations to enhance self-esteem or more from individual one-to-onework. One-to-one work is more intensive and thought to be beneficialto people with deeply embedded self-esteem problems but it requiresmore resources in terms of practitioner expertise, time and money.Group learning is more cost-effective and learners can support eachother. It is less intensive and therefore less intimidating for somepeople but individual needs can sometimes go unmet making it lesseffective for them.

Both these last points are very relevant to self-esteem andparticipation in learning. Learning providers have tended to respond byproviding group learning situations either through courses specificallyset up to raise self-esteem or through adult and community provision.One-to one work does take place through guidance workers, mentors,


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My area of the study:

For conducting the study I have selected various branches of bank ofIndia and its various employees.This is because of the guidelines of my

organizational guide as the branch office of the organization is situatedin Bhubaneswar.

LIMITATION OF THE STUDY:

The result of this work also subject to some of limitations which are as follows:

The main limitation of the study is the availability of time. As thesufficient time was not available for collection of information.

Some respondents were not interested in giving answer andthey appeared to be busy.

Lack of experience.


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CHAPTER :

-2


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Company

profile

HISTORY OF BANK OF INDIA:-

Bank of India is a premier and one of the oldest commercialbanks in India, with presence all over India as also in all time zones of

the world. The Bank has a glorious history dating back to the earlyyears of this century. The Bank was founded in September 1906and has all along maintained a position of pride among the top 5commercial banks in the country. In July 1969, Bank of India wasnationalized along with 13 other large Indian commercial banks. Sincethen, the Bank has made enormous contribution to India's effortstowards agricultural and rural development, industrial diversificationand modernization and export development. Keeping pace withfinancial sector reforms in India, the bank has ventured into MerchantBanking, Mutual Funds, Housing Finance, Custodial & Depositorythrough it's subsidiaries.

Today the Bank has over 2884 branches spread all over India and 27branches/representative offices/subsidiaries/joint ventures etc. spreadin 13 countries, spanning all time zones. The International businessaccounts for over 20% of Bank's total business. Bank of India believesin "Total Package Approach" to meet all the financial and non-financial requirements of its customers.


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Entrepreneurs are not only assisted in establishing their projects,but are also helped in day-to-day operations by providing necessaryworking capital finance either on its own or through syndication. TheBank also provides guarantees, letters of credit, remittancefacilities, supplier's credit, forward cover, advisory services for

hedging exchange rate and interest rate risks, tradeinformation reports, bankers' opinion reports on buyers andsellers, industry status reports and prospects, etc.In the new eraof economic and financial sector reforms leading to progressiveliberalization and globalization of the Indian market, Bank of India ispoised to further it's position as a market leader and innovator infinancial services. The Bank looks at the new competition emerging inthe Indian banking and financial sector as an opportunity to improveit's customer servicing capability and overall performance. The bank ispushing ahead with it's plans to computerize all it's major branchesand administrative offices and has also installed ATM's at few centers.

India was founded on 7th September, 1906 by a group of eminentbusinessmen from Mumbai. The Bank was under private ownership andcontrol till July 1969 when it was nationalized along with 13 otherbanks.Beginning with one office in Mumbai, with a paid-up capital of Rs.50lakh and 50 employees, the Bank has made a rapid growth over theyears and blossomed into a mighty institution with a strong nationalpresence and sizable international operations. In business volume, theBank occupies a premier position among the nationalized banks.

The Bank has 3101 branches in India spread over all states/ union

territories including 141 specialized branches. These branches arecontrolled through 48 Zonal Offices. There are 29 branches/ offices(including three representative offices) abroad.The Bank came out with its maiden public issue in 1997 and follow onQualified Institutions Placement in February 2008. . Total number ofshareholders as on 30/09/2009 is2,15,790.

While firmly adhering to a policy of prudence and caution, the Bankhas been in the forefront of introducing various innovative services andsystems. Business has been conducted with the successful blend oftraditional values and ethics and the most modern infrastructure. The

Bank has been the first among the nationalised banks to establish afully computerised branch and ATM facility at the Mahalaxmi Branch atMumbai way back in 1989. The Bank is also a Founder Member ofSWIFT in India. It pioneered the introduction of the Health Code Systemin 1982, for evaluating/ rating its crediProfolio.

The Bank's association with the capital market goes back to 1921when it entered into an agreement with the Bombay Stock Exchange


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(BSE) to manage the BSE Clearing House. It is an association that hasblossomed into a joint venture with BSE, called the BOI ShareholdingLtd. to extend depository services to the stock broking community.Bank of India was the first Indian Bank to open a branch outside thecountry, at London, in 1946, and also the first to open a branch in

Europe, Paris in 1974. The Bank has sizable presence abroad, with anetwork of 29 branches (including five representative office) at keybanking and financial centres viz. London, Newyork, Paris, Tokyo,Hong-Kong and Singapore. The international business accounts foraround 17.82% of Bank's total business.

Mission"To provide superior, proactive banking services to niche marketsglobally, while providing cost-effective, responsive services to others inour role as a development bank, and in so doing, meet therequirements of our stakeholders".

Vision"to become the bank of choice for corporates, medium businesses andupmarket retail customers and to provide cost effective developmentalbanking for small business, mass market and rural markets"

Quality policy:-We, at Bank of India,are committed it bcome he bank of choice

by providing superior, proactive, innovative, state of art,bankingservices with an attitude of care and cancern for the customers andpatrons

ORGANISATIONAL STRUCTURE:-

1. The particulars of organization functions and duties The Bank was

founded in September 1906 as a private entity and was nationalised inJuly 1969. Now, Bank Of India, is a Body Corporate constituted underThe Banking Companies (Acquisition and Transfer of Undertakings) Act,1970, with its Head Office at Star House, Plot No.C-5, G Block, Bandra-Kurla Complex, Bandra East), Mumbai 400 051. The Bank is doing thebusiness of banking which means the accepting of deposits for thepurpose of lending or investment, of deposits of money from thepublic, repayable on demand or otherwise, and withdrawal by cheque,


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draft, order or otherwise. In additions to the business of banking Bankis also engaged in other forms of business as contemplated under Sec.6 (1) of the BankinRegulationAct,1949.

2. The powers and duties of its officers and employees .All the officers

from JMGS I to TEGS VII grade of the bank, have certain discretionarylending and administrative powers depending upon their positions. Thedelegation of such powers of revised periodically, depending upon theorganization's requirement and also Government / RBI guidelines.Whether to sanction a loan or not, is within the absolute discretion ofthe concerned sanctioning authority of the bank and such discretion isexercised, after taking into consideration the relevant facts,circumstances and on merits of each case.

3. The procedure followed in the decision making process, includingchannels of supervision and accountability.

There is a well defined system in the Bank for decision making process.Lending and administrative decisions are taken at various levels fromJMGS I to Top Executive grade Scale VII and also by Executive Directorand Chairman & Managing Director based on the powers delegated tothem by the Board. Branches receive applications for credit facilitiesand recommend to the appropriate sanctioning authority. In the caseof major retail loan products applications are processed at branchesand Centralised Credit Processing Cells at select centers.There is a well defined organizational structure and clear system ofaccountability based on RBI / CVC guidelines. All credit decisionsapproved by any sanctioning authority are reported to the next higher

authority for control purpose. The system of exercising properdelegation of power and submission of control reports is in place andthey are monitored by control officer and through internal inspection.

All the functions of the Bank are subjected to Internal/ConcurrentAudit/Statutory Audit as well as supervision of RBI u/s 35 of BankingRegulation Act 1949, every year.

4. The norms set by the Bank for the discharge of its functions.Head Office decides the rates to be offered by the Bank for thedeposits, for different tenures which are displayed in the Bank's

website and also at the branches. Regarding the advance, again theHead Office takes a decision on introduction of various loan productsand details of which are also available in the website as well as at thebranches. Head Office also decides about the rates of interest forvarious advances which again are available on our website and also atthe offices / Branches of the Bank.

5. The rules, regulations, instructions, manuals and records, held by


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the Bank or under its control or used by its employees for dischargingits functions.Bank has notified its BOI (Shares and meetings) Regulations 2003through Gazette Notification dated 22.11.2003 for the information ofshareholders and General Public. Those who desire the information on

the issues relating to the said matters may refer to the saidnotification.Bank has its own internal rules and regulations and scheme ofdelegation that are decided at appropriate level for the smoothfunctioning of the Bank. Head office also through its internal circularsperiodically inform the branches of its new schemes, procedures forimplementation, changes occurring in the banking scenario and stepsto be taken to move with the developments in the Banking Industry.These are all meant only for internal circulation of Bank.

6. A statement of the categories of documents that are held by the

Bank or under its controlThe documents being obtained at the time of lending are available withbranches of Bank. A brief description of Bank's procedure of lending isalready on its website. Bank otherwise maintains register of shareholders and record of proceedings of the Board meeting.

7. The particulars of any arrangement that exists for consultation with,or representation by, the members of the public in relation to theformulation of its policy or implementation thereof.Shareholders can raise issues concerning the policies of the Bank inthe Annual General Meetings of the Bank. Bank also publishes its

quarterly and annual results/reports in the Bank's website and in thenews papers at the relevant period which would give a general ideaabout the Bank.

8. A statement of the boards, councils, committees and other bodiesconsisting of two or more persons constituted as its part or for thepurpose of its advice, and as to whether meetings of those boards,councils, committees and other bodies are open to the public, or theminutes of such meetings are accessible for public The Bank hasfollowing Sub Committees of the Board


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CHAPTER :-3

RESEARCHMETHODOLOG

Y

Sampling Design:

The sampling design mainly consists of the sample taken for the studyalong with the sample size, sample frame and sampling method.


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Sample size:

The size of the sample (random) was 100.

Methods of data collection-To know the self esteem of the employee at work place, I had preparedquestionnaires. I made 100 photo copies of it and distributed thequestionnaire to the different branches of Bank of India i.e.Bhubaneswar branch, Shahid Nagar branch Kharvel Nagar branch andalso in the zonal offices. The questionnaire is based upon to knowabout ones self confidence and how to improve that to achieve theorganizations goal. For the preparation of the questionnaire I followedmany books, find some good questions, so that it can be easy for me

to know the self esteem of the individual. I distributed thatquestionnaire to the employees and told them about my project andconvince them to fill up it and give it to me. After getting the entirequestionnaire I made the total score of each organization. I also foundthe percentile of each employee and according to that percentile Imade some graph for each individual organization. And from that Imade the conclusion.

Tool or technique used-

Questionnaire was used to collect data from the employees of thebank. The questionnaire contained 40 objective questions. Thequestionnaire was designed to collect some primary information of theemployees in relations to their individuality and other questions mainlywere directed the working part of their life.


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Chapter:-4DATA ANALYSIS

& DATAINTERPRETATION


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Data analysis & Data

interpretation1.Bhubaneswar Branch:-

Score( Y) Percentile(X)

166 54178 58167 54167 54166 54174 57165 54170 55165 54170 55168 54177 54169 54178 58166 51

TOTAL=823

X Y =823/15=54.86


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46

48

50

52

54

56

58

60

166 178 167 167 166 174 165 170 165 170 168 177 169 178 16

2.Zonal office:-

Score(Y) Percentile(X)

137 44157 51138 45177 58173 56151 49174 57142 46165 54155 50140 45142 46154 50179 58142 56(TOTAL) = 755XY=75515=50.33


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4.Sahid nagar branch:-

Score(Y) Percentile(X)

142 46165 54177 54137 44137 44154 50170 55169 56166 54167 54168 54

177 54165 54170 55166 54(TOTAL)=782XY=78215=52.13


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5.Score

180-Confident160-Good, Positive Thinking140-Average120-Low100-Very Low

Scoring:-Score Percentile180 85160 70140 50120 30100 15


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Chapter:-5


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CONCLUSION

Findings:

Form the above graph and percentile we can easily see that selfesteem rate of different employee of the different branches are variedfrom each other. From the score we can also make a conclusion thatthe employees of Bhubaneswar branch and Shahid Nagar branchhaving the percentile between 50 to 60. It means they are good and


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positive thinker. They want to achieve the organizational goal and theytry to increase their self esteem in a positive way. These employeesare benefit for organization. Self esteem is totally depends upon thelevel of achievements they have. But the high self esteem also makesthe employee over confident and over confident people is harmful for

the organization. High confident people feel that they are superior tothe other employees. They show their seniority over them. They alsodont care about the others feelings.From the above graphical representation the Bhubaneswar Branchemployees are having high self esteem as compared to the ShahidNagar Branch, Kharvel Nagar Branch and Zonal Office. In Zonal Officethe employees having average self esteem. The average self esteemshows that the employees are not so much confident aboutthemselves.As we know well self esteem is vary from person to person. It is

different from individual to individual. So from my analysis of data I got

that self esteem rating also not constant. As I went to differentbranches of bank of India i.e. Bhubaneswar branch, zonal office,Kharabel Nagar branch, & Sahid Nagar branch .in our findings part 1stof all I added the entire percentile from the percentile table. InBhubaneswar branch the addition of percentile is 823 and then I foundthe avg. of that i.e. X Y =823/15=54.86 where X=total number ofpercentile & Y=total number of individual like wise in zonal office thetotal of the percentile is 755 & the avg. of that is XY=75515=50.33.In Kharvel Nagar branch the total of the percentile is XY=71315=47& in Sahid Nagar branch the total of the percentile isXY=78215=52.13.we can seen that all the totaling of all the

branches are different from each other .it is easy to evaluate that inwhich branch the employee are having high self esteem.

Suggestions

Self esteem is all about the self confidence.


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One should improve the self esteem by improving his knowledge,capability, ect. For improving the self esteem the individual mustbe determined about that. Being accepting and caring andtreating a person with respect and compassion can beenormously therapeutic. However, acceptance means approving

of the individual but not all of his or her behaviors and not takingresponsibility for how he or she conducts life.

Another factor is providing consistent, positive feed back.Feedback is how self-esteem develops in the first place but alsodrives the self-fulfilling prophecy that Maintains self-esteem overtime. Using natural self esteem movement is also very essentialfactor in raising self esteem.

Positive self-esteem increases an individuals feelings of 20 beingable and competent and therefore the likelihood of acting uponthat feeling with increased likelihood of success. If we seereturning to learning as a period of transition, then

acknowledging the role of self-esteem levels in that transition iscrucial. People who have assertiveness skills have more chanceof getting their needs met. Standing up for you can lessen theimpact of factors that damage self-esteem Courses inassertiveness are provided by some adult learning providers andsometimes they are targeted at people with low self-esteem.

Increasing self-esteem through modeling is also a factor.Modeling is based on the idea that people can increase theirsense of self-efficacy by learning to be more successful which, inturn, increases self-esteem. Increasing problem-solving skills isplay a important role in increasing self esteem. This is important

because knowing how to solve problems increase the chances ofbeing successful in general and frequent successes are anindication of being more competent which raises self-esteem.

Opportunities to take responsibility for their own learning and thechallenges of understanding the subject can help to developproblem-solving skills in learners, and is a particularly successfuladult learning approach.

Using individual and group formats is also important. One-to-onework is more intensive and thought to be beneficial to peoplewith deeply embedded self-esteem problems but it requiresmore resources in terms of practitioner expertise, time andmoney.

Group learning is more cost-effective and learners can supporteach other. It is less intensive and therefore less intimidating forsome people but individual needs can sometimes go unmetmaking it less effective for them.


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ConclusionSelf-esteem of an individual is an important factor to improve onesself confidence. Its the lived status of ones competence in dealingwith the challenges of living in a worthy way. Its also affected by howwe are at a particular situation. If we cant identify what promotes selfesteem then we cant be to develop strategies to improve low self-esteem. Satisfaction of self-esteem needs generates feelings andattitude of self confidence, worth, strength, capabilities and of beinguseful and necessary to the world. In the work place or anyorganization self-esteem needs corresponds to job title, merits payincrease challenging work, responsibly and publicity in companypublication.

Satisfaction of the self esteem needs generates feelings and attitudesof self confidence, worth, strength, capabilities and of being useful andnecessary in the world. In contrast, the thwarting of these needs tofeelings and attitudes of inferiority, ineptness, weakness andhelplessness. Self-efficacy is an individuals sense of how he-or she islikely to do in a given situation based on variables such as pastperformance. Learning is growth - intellectual, physical, psychological,social, spiritual and combinations of those. In every aspect of thislearning process there is the potential to damage, maintain or increaseself-esteem. Self-esteem in most students 'mirrors' the appraisals ofothers, in particular parents and teachers. Teachers views clearly

affect learners achievements. Positive appraisals over an extendedtime tend to increase the level of learning. Prolonged or consistentnegative appraisals tend to lower learning achievement. Students tendto perform in accordance with teacher expectations and treatment -self-fulfilling prophecy (Loomans & Loomans 1994).


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References

www.google.com www.managementparadise.com www.mbaforum.com

Research Methodology (Methods and

techniques): C.R.Kothari
http://www.google.com/http://www.managementparadise.com/http://www.mbaforum.com/http://www.google.com/http://www.managementparadise.com/http://www.mbaforum.com/

Documents

Aradhana Singh Sip Project