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Case Study: BB&T Bank Teller Turnover Rate

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BB&T Corporation of Winston-Salem, North Carolina operates over 1,500 banks primarily in the South and District of Columbia. The banks are organized into regions and run as local, community banks reporting to a regional President.

A common concern at BB&T is the unusually high turnover rate for bank tellers at 30%. The responsibilities of a bank teller are huge and yet the only training method provided at each bank location is on the job training. This training experience clearly is inadequate for the high expectations held for the tellers and leads to poor performance, frustration of the employee and management. and ultimately loss of the bank teller. For the transfer of learning required of a bank teller to effectively do their job, BB&T must make some significant changes. To have a better retention rate of their teller staff and not lose them as result of inadequate training, a revamp of the learning plan must be developed.

One alternative for training could include regional training development where each Regional President can decide what resources can used to develop and implement a training program. A downside to this alternative would be inconsistent training from region to region. Another possible solution would be to have one central training location at corporate headquarters where all tellers would attend prior to starting their job at each branch. While training would be consistent, this solution would be quite expensive to house and feed employees. Also, tellers would be expected to learn at a rapid pace and retention of the knowledge may not occur.

A third and probably the most effective method of training would be a corporate developed training program offering a blend of training methods following the addie model. The first step is to assess what training is needed and the priority of the needs. Using the information given about teller responsibilities as a starting point, a thorough assessment of the training required must be done with input from the regional staff and branch employees and managers. Once the assessment is completed, a training design is formulated that defines performance objectives. With established objectives, a training program can be developed to meet the objectives. In this step, the particular delivery methods can be determined. For example, all trainees would attend an orientation at a central training location. During these sessions, expectations and a clear path to being a successful teller must be explained. The new employee is indoctrinated with a sense of excitement and pride of being a BB&T employee. Concurrently, train the trainer with the new training methods is delivered to branch employees.

Following the orientation, trainees leave with a plan of what comes next. The next training step could be through the use of Facebook instruction and online videos learning to deliver specific modules as prioritized during the assessment. BB&T should follow up with webinars and team based learning throughout the training process. With this process in place, an ongoing evaluation begins and tweak any deficiencies as needed.


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