Abstract: This article analyzes the need and importance of staff training in the context of digital services in the banking system of Uzbekistan. The article identifies the advantages and disadvantages of the existing system in national practice, and studies international experience – approaches to training in the banking sector of Great Britain, Germany and Singapore. Based on the results of the study, proposals and recommendations have been developed to improve the effectiveness of training in Uzbekistan, such as a competency model, public-private sector cooperation, digital training platforms and integration into the international certification system. These approaches serve to strengthen the competitiveness of the financial sector by improving the professional skills of bank employees.

Keywords: banking system, training, digital services, competency model, international experience, digital training, personnel policy, financial sector, innovative development.

Relevance of the topic: Over the past decade, the processes of introducing and developing digital technologies in the global financial market have significantly accelerated.  The banking system is one of the most active participants in this process, widely using innovative solutions to provide fast, convenient and secure services to customers. These include remote settlement systems, mobile applications, Internet banking, advisory services based on artificial intelligence, blockchain technologies and online lending systems. These digital services not only increase the operational efficiency of banks, but also serve to bring interaction with customers to a qualitatively new level.

However, the successful implementation of digital services is not determined only by the development of technological infrastructure. In this process, human capital – that is, the professional potential, knowledge and skills of bank employees – is a decisive factor.  In addition to financial literacy, modern bank employees must have excellent knowledge of information technologies, master the basic principles of cybersecurity, and be able to explain new services to customers and direct them to their effective use. According to the World Bank (World Bank, 2023) and the International Monetary Fund (IMF, 2022), 70–75% of banks that have successfully implemented the digital transformation process have introduced special training programs for employees. These programs are aimed at adapting employees to work with new technologies, improving service quality, and enabling them to respond quickly to customer needs.

In the Republic of Uzbekistan, the development of digital services in the banking system has also been identified as one of the priorities of state policy. Within the framework of the “Digital Uzbekistan – 2030” strategy, a number of reforms are being implemented to widely introduce innovative technologies in banking activities, increase the types of remote services, improve online payment systems, and strengthen cybersecurity.  However, practice shows that in many commercial banks, the process of staff training is not organized in accordance with the pace of development of digital services. Currently, in some banks, training courses on digital services are held only after the introduction of new systems, but a continuous training system has not been established. This leads to delays in the full adoption of new technologies, differences in the quality of service, and in some cases, customer dissatisfaction. International experience shows that digital transformation gives effective results only when the training of bank employees is carried out in a continuous, systematic and goal-oriented manner. Therefore, the purpose of this article is to analyze the process of staff training in the context of digital banking services, study international practice, and develop scientifically based proposals for optimization for the banking system of Uzbekistan.

The results of the study are expected to improve the quality of services by increasing the level of training of bank employees, increase the share of digital services and strengthen the overall competitiveness of the banking system. World practice in the development of human capital and staff training in the banking system in the process of digital transformation offers various approaches. Analysis of best practices is of strategic importance for Uzbekistan, since competitiveness in the global financial market depends not only on technological infrastructure, but also on the system of training qualified personnel. The following is an analysis of advanced approaches in the banking systems of Singapore, Great Britain, Germany, South Korea and the USA.

Singapore experience: The issue of professional development in the Singapore banking sector is supported at the state policy level. The Skills Framework for Financial Services program, developed by the Institute of Banking and Finance (IBF), defines a single competency model for all bank employees.  This model covers: technical skills (IT, cybersecurity, data analysis); customer service competencies; strategic management and leadership skills. Banks ensure that employees undergo at least 40 hours of mandatory training each year. Classes are mainly held in the “blended learning” format (online + practical training).

UK experience: In the UK, the Chartered Banker Institute operates to train bank employees. It maintains a certification system for banks according to professional qualification levels. Certification: Professional Banker Certificate – for new employees; Chartered Banker Diploma – for middle and senior specialists; Executive Education – for top managers. This system is based on the principle of “lifelong learning” and encourages employees to constantly improve their skills.

German experience: In Germany, a dual education system is widely used in the banking system. Commercial banks, in cooperation with the German Banking Academy, participate in programs that allow employees to work and study at the same time. This system: allows for the direct application of theoretical knowledge in the work process; effectively uses the “learning-by-doing” method in mastering new technologies.

South Korean experience: In the South Korean banking sector, training processes are carried out through the FinTech Education Center and internal training centers of large banks. Training is mainly focused on the following areas: FinTech innovations; mobile payment technologies; blockchain-based services; IT security. Banks involve employees in practical training in a “digital sandbox” environment, where they have the opportunity to test new technologies in a safe test environment.

US experience: In the US banking system, the training system is mainly carried out through the internal academies of large banks.  For example, the Bank of America Academy trains more than 100 thousand employees per year. Trainings are focused on: customer service quality; credit risk assessment; regulatory requirements and compliance policy; introduction of digital services. Generalization of international experience. Analysis shows that the system of advanced training of bank employees in advanced countries has the following features. Public-private partnership – training programs are integrated with state policy. Competency-based approach – training programs are aimed at developing specific competencies. Flexible training format – online and offline training are combined. Practice-oriented training – training in conditions close to the real work process. Continuous update – programs are regularly updated in accordance with technological changes. These experiences can serve as an important methodological basis for improving the training system in the context of digital services in the banking system of Uzbekistan.

 CONCLUSION: In the banking system of Uzbekistan, staff training is not only a factor of internal efficiency in the digital economy, but also an important strategic direction ensuring competitiveness in the global financial market. The study shows that the success of the training process depends on several interrelated factors: strategic planning, the introduction of advanced technologies, harmonization with international standards, and a system of employee motivation. International experience, including the practice of Great Britain, Germany, Singapore, and South Korea, has proven that organizing training based on a competency model, strengthening public-private cooperation, and the widespread use of digital training platforms yield effective results. This experience is also applicable in the conditions of Uzbekistan, and its adaptation will accelerate the pace of innovative development of the banking sector. The existing problems in the national banking system – the incomplete compliance of training programs with modern requirements, weak integration with international certification programs, and the lack of practice-oriented training – can be eliminated through a systematic approach.  To this end, the following should be set as priorities: 1. Developing a unified competency-based training model. 2. Expanding cooperation with international financial institutions and professional associations. 3. Introducing online and hybrid learning technologies. 4. Developing practical training and simulations in a “digital sandbox” environment. 5. Incentivizing employees by partially subsidizing training costs. As a result, a modern and effective training system will increase the adaptability of bank employees in the digital economy, improve service quality, strengthen customer trust, and strengthen the position of the Uzbek banking sector in the international arena.

References:

1. Decree of the President of the Republic of Uzbekistan dated May 12, 2020 No. PF–5992 “On measures to reform and digitize the banking system”

2. Central Bank of the Republic of Uzbekistan. “Strategy for the introduction of digital technologies in the banking system”. – Tashkent, 2023.

3. Mirkiyamov, A. R. Banking: theory and practice. – Tashkent: Economy, 2021. – 356 p.

4. Kagan, J., & Molyneux, P. The Business of Banking. – Oxford: Oxford University Press, 2020.

5. World Bank. Fintech and the Future of Banking. – Washington, DC: World Bank Publications, 2022.

6. Basel Committee on Banking Supervision. Sound Practices for the Management and Supervision of Operational Risk. – Basel, 2021.

7. OECD. Digital Transformation in Financial Services.  – Paris: OECD Publishing, 2022.

 8. Singh, R., & Sharma, P. “Competency-Based Training in the Banking Sector: Global Trends and Practices.”  International Journal of Bank Marketing, 2021, Vol.  39(4), pp.  567–589.

 9. Ernst & Young.  Global Banking Outlook 2023. – London: EY, 2023.

 10. European Banking Authority.  EBA Guidelines on ICT and Security Risk Management.  – EBA, 2022.

I am Eshmurodova Sevinch Bahrom qizi, born in 2006 in the Kamashi district of the Kashkadarya region. Between 2022 and 2024, I studied at the Academic Lyceum of Karshi State University in the “exact sciences” department and successfully graduated. In 2024, I was admitted to Karshi State Technical University and am currently a 1st-year student at the Faculty of Economics and Management, Banking Department. In my free time, I play sports. I am a 3-time champion of Uzbekistan. I have also taken the honorable 1st place in Tashkent several times. In addition, I have won the Rector’s Cup several times. Currently, I am running an online business at home. I make tiaras for girls. I take an online course in Turkish. My goal is to open a training center in the area where I live, in agreement with the governor.  I would like to pay special attention to Turkish, Russian, mathematics, and robotics at the center.