Global Banking Education Standards Board

Global Standards

      

Banking lies at the heart of every economy. The importance of banking to the economy, society and individuals is clear to all. When banking is done well, it benefits us all, which is why customers, policy-makers, regulators, shareholders and bankers themselves want to see a re-invigorated banking industry built on solid foundations of customer and client-focused, ethical professionalism.  

We all want to see banks and bankers successfully supporting customers and clients whilst lending responsibly, acting as trusted advisers to individuals and businesses, and playing a positive role facilitating sustainable economic growth. 

To achieve this requires more than regulatory reform and re-building banks’ financial capital reserves. It also needs the banking industry in every country to base its human capital on solid foundations of customer and client-focused, ethical professionalism. To build a banking industry staffed by banking professionals with high levels of technical competence and the appropriate values, attitudes and behaviour. This, however, begs two questions: 

‘What knowledge and skills are required by professional bankers?’  

‘What are appropriate standards of behaviour for bankers?’  

At present, there are no definitive, internationally agreed answers to these key questions, and the many detailed questions that follow from these. Banking institutes and regulators in some countries are working to improve ethical and professional standards, but at present there is little international co-operation on these issues which underpin the successful operation of the global banking profession.  

Recognising this deficiency, 25 national banking institutes agreed in 2017 to establish the Global Banking Education Standards Board (GBEStB) to develop and encourage the implementation of the world’s first international standards for the professional education and training of bankers.  

Who Will Benefit From Global Banking Education Standards? 

The primary beneficiaries of our initiative will be those banking institutes supporting this initiative, as they will: 

  • Receive support in developing an ethical and professional culture in their national banking industry, sustained by internationally agreed standards:

  • Tap into the large pool of expertise and experience of their peers;

  • Enhance their standing by playing a role on the global stage and participating in standards development; and

  • Provide internationally recognised education programmes to individuals qualifying with them, facilitating the free movement of professional bankers across the globe.

Other stakeholders including, but not limited to regulators, employers and customers will also benefit:

  • Customers, policy-makers and regulators will be reassured by the demonstration of the banking industry's determination to develop agreed, industry-wide standards of ethical professionalism. This will help build, over time, greater confidence and trust in banks and bankers; and

  • Banks will benefit from the development of clear, international benchmarks for professionalism that will help with international recruitment, retention and succession planning. They may use the GBEStB's standards as a basis to help enshrine a culture of professional development and continuous improvement.

FIRST GLOBAL BANKING STANDARD
Ethics Education and Training for Professional Bankers

Click here to download as a pdf.

OVERVIEW

Introduction
The Global Banking Education Standards Board (GBEStB) was established in 2017.  A voluntary, industry-led initiative established by 25 banking institutes, the GBEStB aims to develop clear, internationally agreed standards for the education of Professional Bankers[1].  The GBEStB’s standards will inform the development of national banking education programmes delivered by banking institutes, and others, providing the foundation for high-quality and consistent education of bankers.  This should, ultimately, enhance and sustain global standards of ethics and professionalism in banking worldwide, contributing to financial stability, and facilitate the international mobility of Professional Bankers

The GBEStB established the Education Standards Committee to develop and publish standards for banking education.  Following a consultation exercise to establish priorities for standards development, it was agreed that the GBEStB’s first standard should support the ethics education of Professional Bankers worldwide.

Purpose
Ethics Education and Training for Professional Bankers is designed to help GBEStB member bodies and others develop and implement ethics education programmes for Professional Bankers. Promoting a more consistent approach to the ethics education of Professional Bankers worldwide should, in the GBEStB’s view, help develop a strong and consistent culture of customer and client-focused, ethical professionalism in banking, and contribute to financial stability.

Scope
Ethics Education and Training for Professional Bankers sets out the GBEStB’s expectations of and guidance for member bodies in terms of general recommendations, and recommendations for the content, delivery and assessment of ethics education programmes for Professional Bankers. 

The Standard is primarily written for GBEStB member bodies, but may also be helpful to a wide range of stakeholders involved in the education and training of banking professionals, including:

  • Banking and financial institutions

  • Central banks and financial regulators

  • Universities, colleges and business schools

  • Training providers

  • Government authorities

Format
Ethics Education and Training for Professional Bankers contains both recommendations (set out in bold text) which it expects all GBEStB member bodies to use their best endeavours to comply with, and guidance (set out in italic text) which it expects GBEStB member bodies to consider when implementing the Standard.

Translation
The GBEStB publishes Ethics Education and Training for Professional Bankers in English.  GBEStB member bodies may, at their expense and with written permission from the GBEStB’s Education Standards Committee, translate this Standard into other languages.  GBEStB member bodies will ensure that:

  • Any translation is accurate and faithful to the original Standard;

  • Copyright in original and translated forms remains with the GBEStB;

  • No commercial use of the Standard or translation is permitted; and

  • In the event of any dispute, the English version of the Standard shall prevail.

Effective Date
Ethics Education and Training for Professional Bankers is effective from 1st June 2018, and GBEStB member bodies are expected to take active steps from that date to work towards compliance with this Standard.

Review Date
Ethics Education and Training for Professional Bankers will be reviewed on or before 1st June 2021.

RECOMMENDATIONS AND GUIDANCE

GENERAL RECOMMENDATIONS

1. GBEStB member bodies shall ensure that all Professional Bankers undergo ethics education and training relevant to their role, function and organisation.

GBEStB member bodies should work with employers and educators to seek to ensure that Professional Bankers complete a relevant programme of ethics education at an early stage in their career, ideally prior to or on joining the banking industry.

Such programmes should include, as a minimum, education and training in the areas set out in the “Key Ethical Principles” and the “Content of Ethics Education and Training Programmes” sections of this Standard.

2. GBEStB member bodies shall provide, or work with others to provide, appropriate ethics education and training to support Professional Bankers at all stages of their career.

GBEStB member bodies should consider how they, and others, can provide an appropriate range of ethics education and training programmes to support the initial and continuing professional development of Professional Bankers.  This is likely to include formal qualifications, CPD and ethics refresher training, and the provision of self-study ethics materials such as case studies.  GBEStB member bodies are encouraged to consider introducing, where possible, annual ethical training for Professional Bankers.

GBEStB member bodies should regularly review the content, delivery and assessment of their education, training and CPD programmes for Professional Bankers, and those delivered by others, to ensure they remain relevant and up-to-date.    

3. GBEStB member bodies shall ensure that ethics education and training programmes include appropriate assessments to demonstrate that Professional Bankers understand and demonstrate professional values relevant to their level of expertise and experience.

GBEStB member bodies should consider whether there should be an appropriate form of formal assessment for Professional Bankers at an early stage in their career.

GBEStB member bodies should consider which forms of assessment might be most suitable for Professional Bankers with greater expertise and experience.

GBEStB member bodies may consider working with employers and others to assess the application of professional values throughout Professional Bankers’ careers.     

KEY ETHICAL PRINCIPLES FOR PROFESSIONAL BANKERS

4. GBEStB member bodies shall prescribe and promote a set of ethical principles for Professional Bankers, consistent with those below, and ensuring these are aligned with relevant governing laws and regulations as far as possible.

5.  GBEStB member bodies shall ensure that ethics education programmes for Professional Bankers include appropriate coverage of the following ethical principles, and assess Professional Bankers’ ability to understand and apply these in a range of familiar banking contexts:

Ethical Principle 1. Integrity

  • Professional Bankers shall be honest and open in all their dealings. This includes:

    o  acting with dignity, integrity, accountability, professional competence and in an ethical and trustworthy manner when dealing with the public, clients, prospects, employers, and colleagues;

    o  avoiding any behaviour that might damage the reputation of, or bring discredit to the banking profession; andavoiding any oral or written statements that misrepresent their services, their qualifications or the qualifications of their firm.

Ethical Principle 2. Maintenance of Professional Competence

  • Professional Bankers shall develop and maintain the relevant knowledge and skills and to ensure that their activities are conducted professionally and proficiently. This includes acting with due skill, care and diligence, considering the risks and implications of their actions and advice, and holding themselves accountable for them and their impact; as well as obtaining, and regularly updating, the appropriate qualifications, training, expertise and practical experience.

Ethical Principle 3. Duty of Care – Putting Clients’ and Customers’ Interests First

  • Professional Bankers shall pay due regard to the interests of prospective and existing clients and customers and treat them fairly by:

    o   understanding clients’ and customers’ needs and offering appropriate advice and solutions;

    o   putting clients’ and customers’ interests first, and not exploiting client or customers for personal or commercial advantage; and

    o   not discriminating against any client on such grounds as age, gender, marital status, national or ethnic origin, physical or mental disability, political affiliation, race, religion, sexual orientation, or socioeconomic status.

Ethical Principle 4. Conflicts of Interest

  • Professional Bankers shall not allow any conflict of interest, bias or undue influence of others to override their ethical and professional judgment. They shall provide full disclosure to those concerned of all information and relevant matters that could impair their objectivity, including potential and perceived conflicts as well as actual ones.

Ethical Principle 5. Fair Competition

  • Professional Bankers shall consider competition as a legitimate race among all relevant entities operating in the banking sector which assures freedom in economic decisions, and to this end, they abstain from statements and behaviors causing unfair competition, within the frame of the principles of:

o    demonstrating proper standards of market conduct at all times;

o    actively promoting greater trust in banking industry;

o    supporting the common interests and reputation of the banking industry;

o maintenance of a fair marketplace, as required by competition laws.

Ethical Principle 6. Confidentiality

  • Professional Bankers shall protect the confidentiality and sensitivity of information provided to them. This includes using such information for its intended purposes only and not divulging sensitive information to any unauthorised persons, including third parties, without the necessary consent from those involved, unless disclosure is required by law or regulation.

Ethical Principle 7. Compliance with Legal and Regulatory Requirements

  • Professional Bankers should maintain their knowledge of all applicable laws and regulations governing their professional activities, and conduct their professional activities in a manner consistent with these at all times.  Professional Bankers should also, within the framework of international norms and nationally applicable laws and regulations, take active steps to identify, deter and prevent financial crime and fraud including, but not limited to:

o Money laundering and terrorist financing

o Bribery and corruption

o Insider trading

CONTENT OF ETHICS EDUCATION AND TRAINING PROGRAMMES

6. GBEStB member bodies shall ensure that ethics education and training programmes for Professional Bankers include the following key topics, are appropriate and relevant, and are periodically reviewed to ensure they remain up-to-date;

  • The social purpose of banking organisations and how banks support customers, clients, communities and a wide range of stakeholders;

  • The importance and key features of a customer and client-focused, ethical and professional approach to the practice of banking, as set out in relevant regulatory and professional codes;

  • Managing the asymmetry of information between banker and customers/clients in an ethical and professional manner;

  • Duties and responsibilities of Professional Bankers, including when and how to escalate issues and speak up when necessary;

  • The development and application of personal and professional values and attitudes, including the Key Ethical Principles set out above;

  • An introduction to different approaches to ethics, and different ethical decision-making models;

  • Identifying and dealing with conflicts of interest, and other ethical dilemmas;

  • Treating information with appropriate confidentiality and sensitivity;

  • Examples of good and bad ethical practice in banking and business; and

  • The impacts on individuals, institutions, the banking industry and society of unethical and unprofessional behaviours.

GBEStB member bodies may also consider including some or all of the following additional topics in ethics education and training programmes for Professional Bankers, where appropriate and relevant:

  • Different types of banking organisations (e.g. commercial banks, mutuals, savings banks, co-operative banks);

  • The development of banking, and the causes and impacts of financial crises;

  • Access to banking services (financial inclusion and exclusion);

  • Role and purpose of relevant regulation and legislation, and how this impacts on ethical decision-making;

  • Organisational culture and conduct, and how these can be enhanced and embedded;

  • Principles and practice of corporate governance, including fiduciary duties;

  • History and development of ethical thought, with particular reference to the application of professional ethics in the workplace;

  • Social and environmental issues and corporate social responsibility in a banking context; and

  • Professional ethics in an increasingly digital/technology-driven environment.

7. GBEStB member bodies shall ensure that all Professional Bankers demonstrate AT LEAST an understanding of the key topics set out above

For Professional Bankers with experience in banking and financial services, GBEStB member bodies may consider seeking to ensure they demonstrate and ability to analyse and apply the key topics set out above.

For Professional Bankers at senior levels, GBEStB member bodies may consider seeking to ensure they demonstrate the ability to critically reflect on the key topics set out above.

DELIVERY OF ETHICS EDUCATION AND TRAINING PROGRAMMES

8. GBEStB member bodies shall ensure that ethics education and training programmes use appropriate delivery methodologies that will help Professional Bankers develop and demonstrate an understanding of the key topics set out above.

A wide range of structured assessment methodologies may be appropriate, depending on context, but may include some or all of:

  • Formal study of one or more standalone ethics modules as part of a wider programme of banking education;

  • The integration of ethics into technical banking modules (e.g. considering ethical aspects when making a credit decision)

  • Classroom-based ethics training;

  • E-learning and/or blended learning;

  • Supported or unsupported distance-learning; and

  • Seminars, workshops and similar events organised by GBEStB member bodies, employers, training providers and others.

 In addition, the delivery of ethics education and training to Professional Bankers may include:

  • Discussing case studies and similar materials, either in classroom/online or via employer-led study groups;

  • Participating in role-plays or simulations where different ethical decisions lead to different outcomes for organisations and individuals;

  • Discussing real-life ethical dilemmas and conflicts of interest with professional colleagues and others;

  • Using ethical decision-making models to analyze real-life ethical dilemmas arising in the workplace;

Studying and discussing ethical dilemmas from other industries;

  • Coaching and mentoring; and

  • Self-reflection on personal and professional experiences where ethical dilemmas and conflicts of interest have occurred.

9.  GBEStB member bodies shall establish suitable quality assurance mechanisms to ensure that ethics education and training programmes achieve the objective of helping Professional Bankers develop and demonstrate an understanding of the key topics set out above.

GBEStB member bodies should consider regularly obtaining and acting upon feedback from Professional Bankers undertaking ethics education programmes, their employers and from other interested parties.

GBEStB member bodies may want to set criteria to ensure that ethics education and training programmes are delivered by suitably qualified educators and training providers with relevant expertise and experience. 

ASSESSMENT OF ETHICS EDUCATION AND TRAINING PROGRAMMES

10. GBEStB member bodies shall ensure that all Professional Bankers undergoing ethics education and training programmes are assessed, at least at an early stage in their career, in order to demonstrate an understanding of the key topics set out above.

GBEStB member bodies should consider and apply appropriate forms of formative and summative assessment which may include some or all of:

  • Objective testing (although this may not be suitable for assessing all aspects of ethics education);

  • Traditional “long-answer” examinations;

  • Reflective essays and journals;

  • Work-based projects and assignments;

  • Facilitated and assessed group discussions, and other groupwork;

  • Case studies (either completed individually, or as a group).

GBEStB member bodies may consider regular assessment of ethics education and training for Professional Bankers (e.g. annually) as part of CPD or other recommendations or regular training programmes

 IMPACT MEASUREMENT

11. GBEStB member bodies shall develop a set of indicators that enable the monitoring of the impact of this Standard across their operations. This measurement should validate the degree of adherence to the standard and assist the GBEStB to identify and address any gaps.

GBEStB member bodies should use customer or employee satisfaction surveys or other suitable mechanisms to gather feedback on whether and how this Standard is being implemented.

PUBLIC DECLARATION

12.  GBEStB member bodies shall publicly endorse and, when implemented, declare their alignment with this Standard, identifying and explaining any areas where they have not been able to fully implement the Standard.

The GBEStB retains the right to withdraw or refute any form of endorsement or declaration by any member body who has failed to adhere to this Standard.

[1] Professional Banker” is a term used by the GBEStB to define “an individual who has successfully completed a relevant certification programme accredited or provided by a GBEStB member organization”.

SECOND GLOBAL EDUCATION STANDARD
Threshold Competence for Professional Bankers (Exposure Draft for Consultation November 2018)

Click here to download as a pdf.

OVERVIEW

Introduction
The Global Banking Education Standards Board (GBEStB) was established in 2017. A voluntary, industry-led initiative established by 25 banking institutes, the GBEStB aims to develop clear, internationally agreed standards for the education of Professional Bankers. [1] The GBEStB’s standards will inform the development of national banking education programmes delivered by banking institutes, and others, providing the foundation for highquality and consistent education of bankers. This should, ultimately, enhance and sustain global standards of ethics and professionalism in banking worldwide, contributing to financial stability, and facilitate the international mobility of Professional Bankers

The GBEStB established the Education Standards Committee to develop and publish standards for banking education. The GBEStB’s first Standard, Ethics Education and Training for Professional Bankers, was published in April 2018. Following a consultation exercise to establish priorities for standards development, it was agreed that the GBEStB’s second standard should describe the expected threshold competence of Professional Bankers worldwide.

Purpose
Threshold Competence for Professional Bankers is designed to help GBEStB member bodies and others develop and implement initial programmes of professional education for individuals joining the banking sector. Promoting a more consistent approach to the initial professional education of bankers worldwide should, in the GBEStB’s view, help develop a strong and consistent culture of customer and client-focused, ethical professionalism in banking, and contribute to financial stability. It may also help facilitate the movement and mutual recognition of bankers.

Scope
Threshold Competence for Professional Bankers sets out the GBEStB’s expectations of and guidance for member bodies in terms of general recommendations, and recommendations for the content, delivery and assessment of initial professional education programmes for bankers. On successful completion of an initial professional education programme consistent with this Standard, delivered or accredited by a GBEStB member body, an individual will be entitled to describe themselves as a Professional Banker.

The Standard is primarily written for GBEStB member bodies, but may also be helpful to a wide range of stakeholders involved in the education and training of banking professionals, including:

  • Banking and financial institutions

  • Central banks and financial regulators

  • Universities, colleges and business schools

  • Training providers

  • Government authorities

Format
Threshold Competence for Professional Bankers contains both recommendations (set out in bold text) which it expects all GBEStB member bodies to use their best endeavours to comply with, and guidance (set out in italic text) which it expects GBEStB member bodies to consider when implementing the Standard.

Translation
The GBEStB publishes Threshold Competence for Professional Bankers in English. GBEStB member bodies may, at their expense and with written permission from the GBEStB’s Education Standards Committee, translate this Standard into other languages. GBEStB member bodies will ensure that:

  • Any translation is accurate and faithful to the original Standard;

  • Copyright in original and translated forms remains with the GBEStB;

  • No commercial use of the Standard or translation is permitted; and

  • In the event of any dispute, the English version of the Standard shall prevail.

Effective Date
Threshold Competence for Professional Bankers is effective from 1st January 2019, and GBEStB member bodies are expected to take active steps from that date to work towards compliance with this Standard.

Review Date
Threshold Competence for Professional Bankers will be reviewed on or before 1st January 2022.

RECOMMENDATIONS AND GUIDANCE

GENERAL RECOMMENDATIONS

1. GBEStB member bodies shall ensure that all individuals aspiring to become Professional Bankers undergo a programme of initial professional education relevant to their role, function and organisation.

Such programmes should include, as a minimum, education and training in the areas set out in the “Content of Initial Professional Education Programmes” section of this Standard.

GBEStB member bodies should regularly review the content, delivery and assessment of initial professional education programmes, and those delivered by others, to ensure they remain relevant and up-to-date.

2. GBEStB member bodies shall ensure that individuals aspiring to become Professional Bankers complete a relevant programme of initial professional education at an early stage in their career, ideally prior to or on joining the banking industry.

Where this is not possible, GBEStB member bodies should seek to ensure that individuals complete a relevant programme of initial professional education within the first three years of employment in the banking industry.

3. GBEStB member bodies shall ensure that programmes of initial professional education are appropriately assessed so that individuals may demonstrate a level of threshold competence relevant to their role, function and organisation.

GBEStB member bodies should consider a range of assessment methodologies, including those set out in the “Assessment of Initial Professional Education Programmes” section of this Standard, and determine which methodologies are most appropriate for the needs of individuals, employers, regulators and others.

GBEStB member bodies may, in particular, consider working with employers and others to assess the demonstration of threshold competence in the workplace.

4. GBEStB member bodies shall provide, or work with others to provide, relevant continuing professional education to support individuals after they have achieved threshold competence.

This is likely to include additional generalist or specialist formal qualifications, CPD and refresher training, and the provision of self-study materials. GBEStB member bodies are encouraged to consider introducing, where possible, annual CPD requirements for Professional Bankers.

LEVEL OF THRESHOLD COMPETENCE

5. GBEStB member bodies shall ensure that programmes of initial professional education are equivalent to at least the first year of an undergraduate degree programme, in respect of educational level.

GBEStB member bodies may set higher requirements for the level of threshold competence required, as may be appropriate for the local context and for the role(s), function(s) and organisation(s) being considered.

CONTENT OF INITIAL PROFESSIONAL EDUCATION PROGRAMMES

6. GBEStB member bodies shall ensure that initial professional education programmes include the following key topics, are appropriate and relevant, and are periodically reviewed to ensure they remain up-to-date;

a) The purpose and functions of a bank, different types of financial institutions, and financial markets

  • e.g. Central banks, retail and wholesale banks, Islamic banking and finance, credit unions and savings banks, insurers, asset and fund managers.

  • Social purpose of banking and how banks, other financial institutions and financial markets support customers, communities and a wide range of stakeholders

b) The economic and business environment

  • e.g. international and national economic policy and key indicators, macro and microeconomics, inflation, unemployment, interest rates, foreign trade

  • e.g. basic principles and practice of accounting, business law, business administration and management

c) Banking products and services and their suitability for different types of customer and counterparty

  • e.g. retail banking products: deposits, savings, loans, mortgages, cards and payments, foreign exchange, investments, insurance, pensions

  • e.g. wholesale banking products: corporate finance, capital markets, trade finance, treasury

d) Risk management

  • Overview of different types of risk and how these may be identified, managed and mitigated

  • e.g. Credit risk, liquidity risk, market risk, operational risk, conduct risk, reputational risk, cyber risk.

  • Common approaches to risk management

e) Credit and lending

  • Types of borrower and different reasons for borrowing

  • Types of lending products

  • Assessing and determining the lending proposition (including assessing and managing credit risk)

  • Monitoring and control of lending

  • Regulation, legislation and industry codes

f) Payments and Settlement International and national payments systems

  • Foreign exchange payments and systems

  • Cards and other forms of payment (e.g. digital and mobile payments)

  • Security and integrity of payments systems

g) Regulation, law and compliance

  • Purpose and role of banking regulation

  • International and national banking regulation, and applicable banking and business law

  • Preventing crime, money-laundering and the financing of terrorism

  • Data confidentiality and privacy

  • Deposit insurance

h) Professional ethics

  • Key features of a customer-focused, ethical and professional approach to banking, as set out in relevant regulatory and professional codes

  • GBEStB member bodies should ensure that the content of professional ethics education in a programme of initial professional education is consistent with the relevant sections of the GBEStB’s Standard: Ethics Education and Training for Professional Bankers

i) Technology

  • Development and application of technology in banking, e.g. digital banking, mobile banking, digital payments, cybersecurity

  • Methodologies for developing and deploying technology solutions (e.g. agile)

DELIVERY OF INITIAL PROFESSIONAL EDUCATION PROGRAMMES

7. GBEStB member bodies shall ensure that initial professional education programmes use appropriate delivery methodologies that will help individuals develop and demonstrate a level of threshold competence in the key topics set out above.

A wide range of delivery methodologies may be appropriate, depending on context, but may include some or all of:

  • Formal (e.g. university or college) study of banking and finance;

  • Classroom-based training;

  • E-learning and/or blended learning;

  • Supported or unsupported distance-learning; and

  • Seminars, workshops and similar events organised by GBEStB member bodies, employers, training providers and others.

In addition, initial professional education programmes may include:

  • Discussing worked examples, case studies and similar, either in classroom/online or via employer-led study groups;

  • Participating in role-plays or simulations;

  • On-the-job learning, including work shadowing and work placements;

  • Coaching and mentoring; and

  • Self-reflection on personal and professional experiences of working in banking.

8. GBEStB member bodies shall establish suitable quality assurance mechanisms to ensure that initial professional education programmes achieve the objective of helping individuals develop and demonstrate a level of threshold competence in the key topics set out above.

GBEStB member bodies should consider regularly obtaining and acting upon feedback from individuals undertaking initial professional education programmes, their employers and from other interested parties.

GBEStB member bodies may want to set criteria to ensure that initial professional education programmes are delivered by suitably qualified educators and training providers with relevant expertise and experience.

ASSESSMENT OF INITIAL PROFESSIONAL EDUCATION PROGRAMMES

9. GBEStB member bodies shall ensure that all individuals participating in a programme of initial professional education are appropriately assessed, in order to demonstrate a level of threshold competence in the key topics set out above.

GBEStB member bodies should consider and apply appropriate forms of formative and summative assessment, which may include some or all of:

  • Objective testing (although this may not be suitable for assessing all aspects of initial professional education);

  • Traditional “long-answer” examinations;

  • Reflective essays and journals;

  • Work-based projects and assignments;

  • Facilitated and assessed group discussions, and other groupwork;

  • Case studies (either completed individually, or as a group);

  • Assessments of competence conducted by line managers, or other individuals in the workplace.

Demonstrating threshold competence requires individuals to do more than demonstrate theoretical understanding, and recall/retention of study materials. It requires individuals to demonstrate that they can apply the knowledge and skills learned in day-to-day banking activities, relevant to their role, organisation and function, necessitating an appropriate form of “on the job” assessment.

IMPACT MEASUREMENT

10. GBEStB member bodies shall develop a set of indicators that enable the monitoring of the impact of this Standard across their operations. This measurement should validate the degree of adherence to the standard and assist the GBEStB to identify and address any gaps.

GBEStB member bodies should use customer or employee satisfaction surveys or other suitable mechanisms to gather feedback on whether and how this Standard is being implemented.

PUBLIC DECLARATION

11. GBEStB member bodies shall publicly endorse and, when implemented, declare their alignment with this Standard, identifying and explaining any areas where they have not been able to fully implement the Standard.

The GBEStB retains the right to withdraw or refute any form of endorsement or declaration by any member body who has failed to adhere to this Standard.

[1] Professional Banker” is a term used by the GBEStB to define “an individual who has successfully completed a relevant certification programme accredited or provided by a GBEStB member organization”.

 

Contact us

secretarygeneral@globalbankingstandards.org