CHAPTER 1 COMPANY PROFILE

1.1) VISION Wockhardt Hospitals will strive with excellence to fulfill the needs of the community in its field of medical treatment 1.2) MISSION To serve and enrich the quality of life of patient suffering from diseases, Through the efficient deployment of technology and human expertise , in a caring and nurturing environment with the greatest respect for human dignity and life. 1.3) WOCKHARDT LTD Wockhardt Ltd, Indias leading transnational Pharmaceutical and Healthcare Company set up its first hospital in 1989. Since then the Wockhardt hospital and Heart Institute has become a renowned tertiary level health center providing cardiac care to patients of all age groups including new born. The hospital gives structure to a 30 year tradition of integrate and innovative care. A long standing reputation for cardiovascular excellence along with premier diagnostic and therapeutic capabilities enable Wockhardt to treat the most complex and high risk cardiac patients, a factor which has resulted in the institute being recognized amongst the best heart hospitals in India and a treatment destination for cardiac patients from neighboring countries. 1.4) HISTORY Wockhardt is global, pharmaceutical and Biotechnology Company that has grown by leveraging two powerful trends impacting the world of medicine globalization and biotechnology. The company has a market capitalization of over US $ 1 billion and an annual turnover of US$ 650 million. Wockhardt pace of growth and momentum permeates every mindset, system and technology within the organization. Wockhardt today, is distinguished by a strong and growing presence in the worlds leading markets, with more than 65% of its revenue coming from Europe and the United States. Wockhardt market presence covers formulations, biopharmaceuticals, nutrition products, vaccines and active pharmaceutical ingredients (APIs).

The company has its headquarters in India, and has 14 manufacturing plants in India, UK, Ireland, France and US Subsidiaries in US, UK, Ireland and France Marketing offices in Africa, Russia, Central and South East Asia. Wockhardt has a strong track record in acquisition management, with five successful acquisitions in the European market. These acquisitions have strengthened Wockhardt position in the high-potential markets of Europe, and have expanded the global reach of the organization. A key growth driver at Wockhardt is its state-of-the-art, multi-disciplinary research capability backed by a team of 500 skilled scientists. Consistent efforts have resulted in six breakthrough biotechnology products, 750+ patent filings and a pipeline of promising new molecules Wockhardt strategies are aligned towards being a significant player in the emerging global biopharmaceuticals market. In order to achieve this goal, the company has set up the Wockhardt Biotech Park, Indias largest biopharmaceuticals complex, with six dedicated plants built to international standards. Wockhardt Hospital group for devising and executing programs to improve patient centered quality care, particularly in the areas of : Facility development Leadership development Nursing excellence Clinical education and clinical investigator training Quality management Adaption to managed care environment Organizational strategic planning and development IT strategies and provider network development Faculty development and leadership programs Quality management and accreditation of systems Research program development Location: Wani House, Mumbai Agra Road, Nashik. Bed Strength: 170 Multi-specialty: Cardiology, Neurology, Orthopedics, Uro-surgery, Nephrology, Oncology. Facilities Available: Operation Theater Cardiac Catheterization Laboratory Well equipped ICCU facility

CHAPTER 2

INTRODUCTION TO THE TOPIC

2.1) TRAINING AND DEVELOPMENT In earlier years the new workers were acquiring the necessary job skills & knowledge from experience employees. Typically they were called as Helpers. Later because of advanced technologies to face the rapid changes & retain the continuity of experienced & new comers in an organization the need of Training has emerge out as a essential parameter. Major systematic training activities in the industries started during the period of World War I & II. Especially noteworthy were training-within-industry (TWI) & the Engineering, science & management War Training (ESMWT) programmes of World War II. The TWI program trained people in industry in procedures for teaching job skills to others, in developing better work methods & industrial relations. The ESMWT consisted largely of specialized technical courses offered by college & technical schools. Training is an important function of the human resource management. Training is organized procedure by which people learn knowledge &/or skills for a definite purpose. It is not correct to assume that the candidates employed after selection will learn on the job on their own. Training is slow process & the candidates learn the things at varying paces. Training is never a waste of time & money but an investment for efficient & effective working. Training is a continuous process where the objective of training is achieved to change in the behaviour of the trained candidate is observed. Training is a vital & necessary activity to newly recruited candidate, whole personality in the organization. Training the newly recruited employees is the next important step in human resource management process. Systematic & scientific training is the cornerstone of a sound manpower management. Training is the process of increasing the knowledge, skills, aptitude & ability of an employee for doing the specific job in an efficient manner. It implies imparting technical knowledge, manipulative skills, problem solving ability &
3

positive attitude in the employees. The resource use up in human resource training is an investment in human assets & the skills acquired in the process is an advantage for both the enterprise & the employees. Training is different than education & development. Training is not broad like education & does not carry an emphasis on individual growth. The term education is wider in scope & more general, while training is work oriented & is aim imparting specific skills for doing a particular job. Development, in contrast is considered to be more general than training & more oriented to individual needs & it is most often aimed toward management people. 2.2) DEFINITIONS Training is defined as the systematic development of the knowledge, skills & attitude required by an individual to perform a given task or job successfully. Some management thinkers specifically define training as below: 1. The term training is used to indicate only the process by which the aptitudes,

skills & abilities of employees to perform specific jobs are increased. -Michael J. Jucius. 2. Training is the act of the increasing the knowledge & skills of an employee for doing a particular job. -Edwin B. Filippo. 3. Teaching is the imparting knowledge; training is the development of habits. -W. H. Leffingwell. 2.3) OBJECTIVE OF TRAINING The basic objective of providing training is to develop skills, knowledge & attitude. This aims to improve performance levels, quality of work, efficiency & productivity. The objective is to improve economic situation of workers in the job market, to enhance wage welfare conditions & make it possible to upgrade their economic & social situation in society.

2.4) NEEDS FOR TRAINING Basic needs for training can be examined as follows: Attitude formation: A common objective of training programme is the moulding of employee attitude to achieve support for company activities, to obtained better cooperation & greater loyalty. 1. To reduce learning time to reach acceptable performance: A qualified trainer

& adequate learning situation is able to shorter learning period & encourages higher productivity from new employee. 2. To improve performance on present job: Training help employees either new

or experienced employees increase their level of performance on their present job assignments. 3. To improve health & safety: Adequate training helps to prevent industrial

accidents. 4. Aid in solving operational problems: training of both supervisory & newly

recruited employees can help to reduce absenteeism, accidents & grievance. 5. To improve organizational climate: Training can help to maintain healthy

relationships among the labours, leaders, administrators & managements. 2.5) TYPES OF TRAINING 1. Induction Training: This is to induct or orient a new employee in the

organization. He is introduce to his colleagues, to new set up etc. & is familiarized with rules & regulations & other particulars. Induction training helps personal adjustments for new employee to the new setting & to build up cordiality in the group. 2. Job training: This is carried out to increase the knowledge & skills of doing the

job with which the employee is related. This also helps in acquainting the employee with specific procedures, sequences etc. That are followed in the organization. 3. Refresher Training: This training helps the worker to keep abreast with the latest

that is happening in the field which adds to their self confidence, efficiency & removes obsolescence

2.6) METHODS OF TRAINING Trainers who administer training programme have great choice of methods for imparting learning in trainees. A specific methods selected is decided by considerations of cost, available time, number of trainee, the depth of relevant knowledge, background of trainees & many other factors. Some of widely used training methods are listed as below: Table No: 1 Methods of Training On The Job Training 1. Job instruction Training 2. Mentoring / Coaching 3. Vestibule Training 4. Training by experienced supervisors 5. Apprenticeship training 6. Job Rotation 7. Demonstration / Simulation 2.7) IMPORTANCE OF TRAINING Higher performance: Training helps to improve the quantity & quality of work Off The Job Training 1. Role Playing 2. lecture / Discussion Method 3. Business Games 4. Sensitivity Training 5. Conference method 6. Programme instructions 7. Case Studies

output, increase knowledge, skills, & productivity of both employees & an organization as a whole. Lesser learning period: It helps to reduce the learning time & cost required

reaching the acceptable level of performance. The employees need not waste time in learning through trial or error or by observing others. Uniformity of procedures: Through it, the best available methods of performing

the work can be standardized & taught to all employees, which helps to improve the quality of performance. Economy of materials & equipment: It helps trained employees to make better

& economical use of materials & equipment, thus wastage will be low. Also, the rate of industrial accidents & damages to machinery & equipment will be minimum. This in turn will lead to low cost of production per unit.
6

Less supervision: It reduces the need for detailed & constant supervision of

workers by making them self-reliant in their work as they know what to do & how to do it. High morale: It helps to improve the employees job satisfaction, morale,

developing in them positive attitude, making them more cooperative & loyal to the organization. It enables them to utilize & develop their full potential. With improvement in industrial discipline & relations, rates of absenteeism & labour turnover are reduced. 2.8) TRAINING PROCESS Training process consists of six steps:

Organisational Objectives & Strategies Assessment of Training Needs

Establish of Training Goals

Designing Training Programme Implementation of Training Programme

1.

Organizational Objectives & Strategies:

The first step in training process in an organization is the assessment of its objectives & strategies. What business are we in? At what level of Quality do we wish to provide this product or service? Where we want to be in the future? It is only after answering these & other related questions that the organization must assess the strengths & weaknesses of its human resources.
7

2.

Assessment of Training Needs:

Organization spends vast sums of money (usually as a percentage on turnover) on training & development. Before committing such huge resources, organization would do well to assess the training needs of their employees. 3. Establishment of Training Goals:

Once training needs are assessed, training & development goals must be established. Without clearly-set goals, it is not possible to design a training & development program &, after it has been implemented, there will be no way of measuring its effectiveness. Goals must be tangible, verifiable, & measurable. This is easy where skills training involved. 4. Designing Training & Development Programme:

Every training & development programme must address certain vital issues: i. ii. iii. iv. v. vi. 5. Who participates in the programme? Who are the trainers? What methods & techniques are to be used for training? What should be the level of training? What learning principles are needed? Where is the programme conducted? Implementation of the Training Programme:

Once the training programme designed, it needs to be implemented. Programme implementation involves action on the following lines: i. ii. iii. iv. 6. Deciding the location & organising training & other facilities. Scheduling the training programme. Conducting the programme. Monitoring the progress of trainees. Evaluation of Result:

Since huge sums of money are spend on training & development, has been useful must be judge/ determined. Evaluation helps determine the results of the training & development programme.

2.9) EVALUATION OF TRAINING krickpatricks four levels of evaluation model The four levels of Krickpatricks evaluation model essentially measure:

Reaction of student - what they thought and felt about the training Learning - the resulting increase in knowledge or capability Behaviour extent of behaviour and capability improvement and

implementation/application

Results - the effects on the business or environment resulting from the trainee's

performance All these measures are recommended for full and meaningful evaluation of learning in organizations, although their application broadly increases in complexity, and usually cost, through the levels from level 1-4.

KRICKPATRICKS FOUR LEVELS OF TRAINING EVALUATION: Table No: 2 Krickpatricks Four Levels Of Training Evaluation
level evaluation evaluation description examples of evaluation relevance tools and methods practicability and

type (what is and characteristics measured)

Reaction

Reaction evaluation is how delegates training experience. felt about the or learning

'Happy the feedback forms.

sheets', Quick and very easy to obtain.

Verbal reaction, post- Not expensive to gather training surveys or or to analyze.

questionnaires.

Learning

Learning the

evaluation is Typically

assessments Relatively simple to set clear-cut for

measurement

of or tests before and after up; in the training. Interview

the increase

quantifiable skills. or Less easy for complex

knowledge - before and after. observation can also be learning. used.

Behaviour

Behaviour evaluation is Observation the extent

and Measurement

of change requires

of applied interview over time are behaviour to assess typically

learning back on the job - required implementation.

change, relevance of cooperation and skill of change, and line-managers.

sustainability of change.

Results

Results

evaluation is Measures are already in Individually not difficult; via normal unlike systems organization. the Process must attribute clear accountabilities. whole

the effect on the business place

or environment by the management trainee. and reporting

challenge is to relate to the trainee.

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CHAPTER 3

STANDARD OPERATING PROCEDURES OF TRAINING AND DEVELOPMENT IN WOCKHARDT HOSPITAL, NASHIK.

Wockhardt strongly believes that ongoing professional education is necessary for every employee. There is great emphasis on in-house training programmes as well as nomination to external courses. Training and Development efforts are aimed at ensuring that Wockhardtians perform to their complete potential. This includes technical training for skill up gradation and behavioral/managerial training for employees to shoulder higher order responsibilities. In house-training is complemented with programmes by external trainers and sponsorship to external training programs. 3.1) PURPOSE To develop a learning organization and to ensure quantifiable returns on the investment being done on Training & Development activities. 3.2) SCOPE This policy aims at developing systems to ensure training is need based and driven by business and organizational requirements. 3.3) RESPONSIBILITY It is the responsibility of HR Executive to ensure implementation of this policy under the supervision of Head HR & Personnel. 3.4) PROCEDURE The Training & Development plan shall be linked with the performance year. Training programmes shall be classified broadly into four main categories viz.

Induction programmes, Executive/Management Development programmes, Technical / Functional skill development programmes and, Behavioral/ Attitudinal training programmes.

11

The training need identification shall be done at the end of the performance year

immediately after the performance review is over, also occur when job responsibilities changes / new equipment is introduced. The training needs shall be identified through three main sources viz. Business

performance, Functional performance and individual performance. Business performance shall lead to identification of common training needs across

departments e.g. if the business suffered due to lack of leadership or could not steer out effectively from some crisis then leadership skills and crisis management will be the required training inputs. Functional performance shall lead to identification of a common training need for

most employees from a particular function e.g. if there are customer complaints on quality of service from a particular department then customer management skills will be the required training input. Employee performance shall lead to identification of training needs for an

individual employee. e. g. if an employee could not achieve his/her goals due to lack of assertiveness then assertiveness skill will be the required training input. Individual training needs can also be identified through succession planning e.g. if

an employee is identified as a successor to a particular position but found to be lacking in a particular skill that is a part of the targeted positions skill set then that particular skill will be the required training input for that employee. Once the training needs are identified a training calendar shall be prepared by the

HR Executive comprising of employee name, training programme and approximate cost of the programme (Training budget). HR Executive shall get the approval from Hospital Head and Corporate HR Head

for execution of the training calendar and training budget.

12

3.5) NOMINATION FOR EXTERNAL TRAINING PROGRAMME HR Executive shall arrange to get the list of external training agencies and their training calendar. If a suitable training programme from an external agency matches the requirement of an employee training need then HR Executive shall send the proposal to the concerned functional head for approval. After obtaining approval HR Executive shall coordinate for sending the particular employee for the selected training programme. 3.6) IN-HOUSE TRAINING PROGRAMMES If a lot of employees share a common training need then HR Executive shall arrange to conduct In-house training programme. HR Executive shall arrange to prepare a list of participants for the In-house training programme in consultation with the concerned functional heads. HR Executive shall then decide duration of the training programme and venue. HR Executive shall send a circular on the training programme giving all details to all participants with a copy to respective functional heads. At the end of the training programme all participants shall be asked to fill Feedback Form, out of total trainees attended, minimum 70% of trainees must rate above 2 (Average) in the training programme, and then it will be said as effective training. HR Executive shall enter and maintain regarding training in his/her training card. 3.7) TRAININGS COMMONLY PROVIDED TO EACH EMPLOYEE IN HOSPITALS LTD., NASHIK ARE AS FOLLOWS

WOCKHARDT

General Induction Departmental Induction Fire Safety Employee Rights Patient Rights

Hospital Information System Infection Control Practices Personal Hygiene Code Blue Basic Life Support

13

3.8)

TRAININGS PROVIDED TO EACH EMPLOYEE IN NURSING

DEPARTMENT AT WOCKHARDT HOSPITALS LTD., NASHIK ARE AS FOLLOWS Procedures & & Discharge

Medico Legal Care Ventilator Material Management Vulnerable Patients Care Hand Hygiene Cath Lab

Brady Cardiac Algorithm

Bio Medical Equipment End Of Life Care Phlebotomy & Collection Errors Hepatitis-B Cardiac Support Brady Arthymmias Management In Tachycardia Catheter Care Management In Bradycardia Quality Assurance Advanced Cardiac Life Support

Radiation Safety Admission

Procedure Transfer Procedure ABG Safety Sentineal Events Medication Error

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CHAPTER 4 RESEARCH METHODOLOGY

4.1) DEFINITIONS

4.1.1) RESEARCH Research is a careful enquiry of examination in seeking facts or principles, a diligent investigation to ascertain something. According to Mr. Williams, Research means a search for facts or an organized enquiry. According to Redman and Mory, Research is a systematized effort to gain new

knowledge.

4.1.2) RESEARCH METHODOLOGY Research methodology is a way to systematically solve the research problem. It includes not only the research methods, but also the logic behind using the methods. It shows the type of sample design used, its size and the procedure used to draw the sample.

4.2) SELECTION OF THE TOPIC My project topic is To Study the Effectiveness of the Training & Development Policy in Wockhardt Hospitals. This topic interested me as training is a route to improve effectiveness. The scope of training is no longer limited to develop knowledge & competencies in individuals. This topic gave me an opportunity to study how the training programmes are planned effectively delivered. Training is such an activity that needs to be evaluated continuously in order to know the success of the training programme. It is always a question before the management, whether the training programme has achieved its objective. My project is an effort towards these fact-findings.
15

4.3) OBJECTIVES OF THE PROJECT This project is made: To gain familiarity with Training and Development procedure followed practically. To gain practical knowledge about training evaluation. To know the relevance and significance of different Training and Development Programmes in hospital industry. To find the way for making Training Programme more effective and interesting. To judge the effectiveness of Training Programme. To replace the flaws or problems (if any) that obstructs the Training Programme from achieving the objectives for which the training is provided.

4.4) SCOPE OF THE PROJECT The scope/range of this project report is not too far stretching to the whole of

Wockhardt Hospital, Nashik rather it only covers the training and development activities conducted By Hospital for its employees.

My project mainly deals with the present method of training given at Wockhardt

Hospital, Nashik during my tenure of the project, July August 2011.

This project covers the study of concepts like training, training programmed, and

training evaluation and excludes all other human resource activities conducted before and after training.

4.5) LIMITATIONS OF THE PROJECT The project is a collection of study, observation, and practical experience during my summer internship programmed where I was a member of the team working in the training and development of employees.

16

I tried to perform this project in best possible manner to avoid any lacuna.

In spite of all

my efforts in this regard but due to the far stretching activities conducted at Wockhardt Hospitals, Nashik, my project lack in some of the following heads. Where there is a chance of further elaborating study on the same subject. Some information being very sensitive as far as organization is concerned is left

untouched and not mentioned in any way. Top-level strategic type of decisions and information too are not taken under

study to avoid any favor to the business counter parts. My project does not concerned about the designing and planning of training

activities which forms a crucial and major part of this field hence a full fledge study can be done in this area. Due to Time Constraints, I was not able to touch all aspects of training and

development. Due to security reasons, I could not attend the training conducted which would

give me a practical experience.

4.6) RESEARCH PROCESS Research Problem: To study the effectiveness of the training and development policy in Wockhardt Hospitals. Research Approach: Approach of research used in the study is Descriptive Research. Some analytical methods are also used for evaluation of facts and information. Sample Design: Sample Population: Employees from Nursing Department in Wockhardt Hospitals undergone through selected 8 types of training for evaluation.

Sample Frame: Employees from Nursing Department.

Sample Size: Total number of employees: 24(out of 20, 3 employees from each of the 8 selected training programmes that is 8x3=24)
17

4.7) DATA COLLECTION 1.Primary data collection: Primary data is collected as follows: Questionnaire Interview and Discussion with employees Observation

2.Secondary data collection: Secondary data was collected from Reference Books Internet HR documents at Hospital like Competency Assessment Sheets, Training Cards,

Training Feedback Forms, Performance Review, Job Descriptions & Specifications, etc.

18

CHAPTER 5 DATA ANALYSIS

Primary data was collected by feedback form and evaluation form that was circulated through the sample of 24 employees and their respective heads respectively on a random basis. Several parameters are taken into consideration while studying the effectiveness of training and development. The tabulation, calculation and graphical representation of these parameters which helped to analyze and comment on the survey are given below: In this project 8 types of training programmes are considered for evaluation out of 12 major trainings. The evaluation is conducted with the help of kirkpatriks model. In this model 4 levels are divided into 2 groups that is Reaction & Learning and Behaviour & Result. The over all effectiveness of both the groups is evaluated on the basis of 8 types of training programmes separately and finally combined effectiveness of both the groups is evaluated. Rating scale used for questions is as follows: Table No: 3 Rating scale used for feedback form RATING Poor Average Good Very Good POINTS 1 2 3 4

Table No: 4 Rating scale used for effectiveness evaluation form RATING Yes, Very much/definitely Almost/probably Somewhat/not sure Not at all
19

POINTS 4 3 2 1

EVALUATION OF TRAININGS FOR REACTION & LEARNING: Table No: 5 Evaluation for the training of Infection Control Practices:
Rating Parameter Physical comfort at the venue Explanation on the Schedule of the Training Programme Adherence to Schedule Presentation quality Level of interaction with faculty Quality of presentation content Relevance of contents for on the job performance Quality of study material / handouts Overall quality of programme SUMMATION 1 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 3 0 1 1 1 1 1 3 2 3 4 3 2 2 2 2 2 0 1 0 TOTAL 12 11 11 11 11 11 9 10 9 95 %AGE 100 91.67 91.67 91.67 91.67 91.67 75 83.33 75 87.96

INTERPRETATION: As per the above table, ratings for Physical comfort at the venue was found 100% and that of Relevance of contents for on the job performance & Overall quality of programme was 75% which had lesser ratings.

Table No: 6 Evaluation for the training of UTI Bundle:

Rating Parameter Physical comfort at the venue Explanation on the Schedule of the Training Programme Adherence to Schedule Presentation quality Level of interaction with faculty Quality of presentation content Relevance of contents for on the job performance Quality of study material / handouts Overall quality of programme SUMMATION 1 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 3 3 2 3 3 3 2 3 3 3 4 0 1 0 0 0 1 0 0 0 TOTAL 9 10 9 9 9 10 9 9 9 83 %AGE 75 83.33 75 75 75 83.33 75 75 75 76.85

INTERPRETATION: As per the above table, ratings for Explanation on the Schedule of the Training Programme & Quality of presentation content was found 83.33% and that of almost parameters had 75% which was lesser ratings.

20

Table No: 7 Evaluation for the training of Physiology of Hearts:

Rating Parameter Physical comfort at the venue Explanation on the Schedule of the Training Programme Adherence to Schedule Presentation quality Level of interaction with faculty Quality of presentation content Relevance of contents for on the job performance Quality of study material / handouts Overall quality of programme SUMMATION 1 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0 0 0 4 3 3 3 3 3 3 3 3 3 TOTAL 12 12 12 12 12 12 12 12 12 108 %AGE 100 100 100 100 100 100 100 100 100 100

INTERPRETATION: As per the above table, ratings for all the parameters was found 100%.

Table No: 8 Evaluation for the training of Catheter Care :

Rating Parameter Physical comfort at the venue Explanation on the Schedule of the Training Programme Adherence to Schedule Presentation quality Level of interaction with faculty Quality of presentation content Relevance of contents for on the job performance Quality of study material / handouts Overall quality of programme SUMMATION 1 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 3 1 1 1 1 1 1 1 1 1 4 2 2 2 2 2 2 2 2 2 TOTAL 11 11 11 11 11 11 11 11 11 99 %AGE 91.67 91.67 91.67 91.67 91.67 91.67 91.67 91.67 91.67 91.67

INTERPRETATION: As per the above table, ratings for all the parameters was found 91.678%.

21

Table No: 9 Evaluation for the training of Patients Rights :

Rating Parameter Physical comfort at the venue Explanation on the Schedule of the Training Programme Adherence to Schedule Presentation quality Level of interaction with faculty Quality of presentation content Relevance of contents for on the job performance Quality of study material / handouts Overall quality of programme SUMMATION 1 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 3 3 2 2 2 3 2 2 3 2 4 0 1 1 1 0 1 1 0 1
TOTAL %AGE

9 10 10 10 9 10 10 9 10 87

75 83.33 83.33 83.33 75 83.33 83.33 75 83.33 80.55

INTERPRETATION: As per the above table, ratings for almost parameters was found 83.33% .

Table No: 10 Evaluation for the training of Critical Care :

Rating Parameter Physical comfort at the venue Explanation on the Schedule of the Training Programme Adherence to Schedule Presentation quality Level of interaction with faculty Quality of presentation content Relevance of contents for on the job performance Quality of study material / handouts Overall quality of programme SUMMATION 1 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 3 2 1 1 1 1 1 1 1 1 4 1 2 2 2 2 2 2 2 2 TOTAL 3 3 3 3 3 3 3 3 3 27 %AGE 83.333 91.67 91.67 91.67 91.67 91.67 91.67 91.67 91.67 90.74

INTERPRETATION: As per the above table, average ratings for all parameters was found 90.74%.

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Table No: 11 Evaluation for the training of BLS :

Rating Parameter Physical comfort at the venue Explanation on the Schedule of the Training Programme Adherence to Schedule Presentation quality Level of interaction with faculty Quality of presentation content Relevance of contents for on the job performance Quality of study material / handouts Overall quality of programme SUMMATION 1 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 3 0 1 1 1 1 1 3 2 3 4 3 2 2 2 2 2 0 1 0 TOTAL 3 3 3 3 3 3 3 3 3 27 %AGE 100 91.67 91.67 91.67 91.67 91.67 75 83.33 75 87.96

INTERPRETATION: As per the above table, ratings for Physical comfort at the venue was found 100% and that of Relevance of contents for on the job performance & Overall quality of programme was 75% which had lesser ratings.

Table No: 12 Evaluation for the training of Biomedical Equipments :

Rating Parameter Physical comfort at the venue Explanation on the Schedule of the Training Programme Adherence to Schedule Presentation quality Level of interaction with faculty Quality of presentation content Relevance of contents for on the job performance Quality of study material / handouts Overall quality of programme SUMMATION 1 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 3 0 1 1 1 1 1 3 2 3 4 3 2 2 2 2 2 0 1 0 TOTAL 3 3 3 3 3 3 3 3 3 27 %AGE 100 91.67 91.67 91.67 91.67 91.67 75 83.33 75 87.96

INTERPRETATION: As per the above table, ratings for Physical comfort at the venue was found 100% and that of Relevance of contents for on the job performance & Overall quality of programme was 75% which had lesser ratings.

23

Table No: 13 Evaluation for Reaction & Learning of all trainings:

PHYSI OLOGY INFECTION CONTROL UTI BUNDL E OF HEART S CATHETA R CARE PATIENT' S RIGHTS CRITICAL CARE BLS BIOMEDICA L EQUIPMENT S

Parameter Physical comfort at the venue Explanation on the Schedule of the Training Programme Adherence to Schedule Presentation quality Level of interaction with faculty Quality of presentation content Relevance of contents for on the job performance Quality of study material / handouts Overall quality of programme AVERAGE

PRACTICES

100

75

100

91.67

75

83.33

100

100

91.67

83.33

100

91.67

83.33

91.67

91.67

91.67

91.67 91.67

75 75

100 100

91.67 91.67

83.33 83.33

91.67 91.67

91.67 91.67

91.67 91.67

91.67

75

100

91.67

75

91.67

91.67

91.67

91.67

83.33

100

91.67

83.33

91.67

91.67

91.67

75

75

100

91.67

83.33

91.67

75

75

83.33

75

100

91.67

75

91.67

83.33

83.33

75 87.96

75 76.85

100 100

91.67 91.67

83.33 80.55

91.67 90.74

75 87.96

75 87.96

24

Graph No: 1 Evaluation for Reaction & Learning of all trainings:

Overall quality of programme

Quality of study material / handouts

Relevance of contents for on the job performance

BIOMEDICAL EQUIPMENTS BLS CRITICAL CARE PATIENTS' RIGHTS CATHETAR CARE PHISIOLOGY OF HEARTS UTI BUNDLE

Quality of presentation content

Level of interaction with faculty Presentation quality Adherence to Schedule Explanation on the Schedule of the Training Programme Physical comfort at the venue 0 20 40 60 80 100 120

INFECTION CONTROLPRACTICES

INTERPRETATION:- As per the above graph, training on PHYSIOLOGY OF HEARTS was found 100% effective in reaction & learning evaluation of training and that of UTI Bundle was 76.85% average which was less effective as compared to other trainings provided.

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Table No: 14 Evaluation for Overall Feedback Of All Trainings:

AVERAGE 90.625 90.477 89.585 89.585 88.543 90.626 83.333 85.416 83.333

Parameter Physical comfort at the venue Explanation on the Schedule of the Training Programme Adherence to Schedule Presentation quality Level of interaction with faculty Quality of presentation content Relevance of contents for on the job performance Quality of study material / handouts Overall quality of programme

Graph No: 2 Evaluation for Overall Feedback Of All Trainings:

92 Physical comfort at the venue 90 Explanation on the Schedule of the Training Programme 88 Adherence to Schedule Presentation quality

86

Level of interaction with faculty

84 Quality of presentation content 82 Relevance of contents for on the job performance Quality of study material / handouts Overall quality of programme 78 AVERAGE

80

26

EVALUATION OF TRAININGS FOR BEHAVIOUR & RESULT:

Table No: 15 Evaluation for the training of Infection Control Practices:

Parameter Did the trainee put his/her learning into effect when back on the job? Were the relevant skills and knowledge used? Was there noticeable and measurable change in the activity and performance of the trainee when back in his/her roles? Was the change in behaviour and new level of knowledge sustained? Would the trainee be able to transfer his/her learning to another person? Is the trainee aware of his/her change in behaviour, knowledge, skill level? After undergoing this training, is the trainee being able to perform his/her duty in the organization? After the training, has his/her contributions towards achieving the goal of the organization increased? Is there any improvement in quality of work he/she performs? Has the training programme benefitted the organization

4 0 0

Rating 3 2 1 2 2 0

1 0 1

TOTAL %AGE 7 7 58.33 58.33

0 0 0 0

1 1 2 1

2 2 0 2

0 0 1 0

7 7 7 7

58.33 58.33 58.33 58.33

50

0 0 0

1 0 1

0 2 2

2 1 0

5 5 7 average

41.67 41.67 58.33 54.165

INTERPRETATION: As per the above table, average percentage for all parameters was found 54.165%

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Table No: 16 Evaluation for the training of UTI Bundle:

Parameter Did the trainee put his/her learning into effect when back on the job? Were the relevant skills and knowledge used? Was there noticeable and measurable change in the activity and performance of the trainee when back in his/her roles? Was the change in behaviour and new level of knowledge sustained? Would the trainee be able to transfer his/her learning to another person? Is the trainee aware of his/her change in behaviour, knowledge, skill level? After undergoing this training, is the trainee being able to perform his/her duty in the organization? After the training, has his/her contributions towards achieving the goal of the organization increased? Is there any improvement in quality of work he/she performs? Has the training programme benefitted the organization

Rating 4 3 1 3 2 0

2 0 0

1 0 0

TOTAL %AGE 10 12 83.33 100

0 0 3 2

3 3 0 1

0 0 0 0

0 0 0 0

9 9 12 11

75 75 100 91.67

75

3 0 0

0 3 3

0 0 0

0 0 0

12 9 9 average

100 75 75 88.33

INTERPRETATION: As per the above table, average percentage for all parameters was found 88.33%

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Table No: 17 Evaluation for the training of Physiology of Hearts:

Parameter Did the trainee put his/her learning into effect when back on the job? Were the relevant skills and knowledge used? Was there noticeable and measurable change in the activity and performance of the trainee when back in his/her roles? Was the change in behaviour and new level of knowledge sustained? Would the trainee be able to transfer his/her learning to another person? Is the trainee aware of his/her change in behaviour, knowledge, skill level? After undergoing this training, is the trainee being able to perform his/her duty in the organization? After the training, has his/her contributions towards achieving the goal of the organization increased? Is there any improvement in quality of work he/she performs? Has the training programme benefitted the organization

Rating 4 3 0 3 3 0

2 0 0

1 0 0

TOTAL 9 12

%AGE 75 100

0 0 3 3

3 3 0 0

0 0 0 0

0 0 0 0

9 9 12 12

75 75 100 100

10

83.33

3 2 0

0 1 3

0 0 0

0 0 0

12 11

100 91.67

9 75 AVERAGE 87.5

INTERPRETATION: As per the above table, average percentage for all parameters was found 87.5%

29

Table No: 18 Evaluation for the training of Catheter Care:

Parameter Did the trainee put his/her learning into effect when back on the job? Were the relevant skills and knowledge used? Was there noticeable and measurable change in the activity and performance of the trainee when back in his/her roles? Was the change in behaviour and new level of knowledge sustained? Would the trainee be able to transfer his/her learning to another person? Is the trainee aware of his/her change in behaviour, knowledge, skill level? After undergoing this training, is the trainee being able to perform his/her duty in the organization? After the training, has his/her contributions towards achieving the goal of the organization increased? Is there any improvement in quality of work he/she performs? Has the training programme benefitted the organization

Rating 4 3 1 3 2 0

2 0 0

1 0 0

TOTAL 10 12

%AGE 83.33 100

0 0 3 1

3 3 0 2

0 0 0 0

0 0 0 0

9 9 12 10

75 75 100 83.33

11

91.67

3 1 0

0 2 3

0 0 0

0 0 0

12 12 9 average

100 100 75 88.33

INTERPRETATION: As per the above table, average percentage for all parameters was found 88.33%

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Table No: 19 Evaluation for the training of Patients Rights:

Parameter Did the trainee put his/her learning into effect when back on the job? Were the relevant skills and knowledge used? Was there noticeable and measurable change in the activity and performance of the trainee when back in his/her roles? Was the change in behaviour and new level of knowledge sustained? Would the trainee be able to transfer his/her learning to another person? Is the trainee aware of his/her change in behaviour, knowledge, skill level? After undergoing this training, is the trainee being able to perform his/her duty in the organization? After the training, has his/her contributions towards achieving the goal of the organization increased? Is there any improvement in quality of work he/she performs? Has the training programme benefitted the organization

Rating 4 3 1 0 1 2

2 1 1

1 0 0

TOTAL 9 8

%AGE 75 66.67

0 1 1 1

1 1 1 2

1 0 0 0

1 1 1 0

6 8 8 10

50 66.67 66.67 83.33

75

1 1 0

2 1 2

0 1 1

0 0 0

10 9

83.33 75

8 66.67 AVERAGE 70.83

INTERPRETATION: As per the above table, average percentage for all parameters was found 70.83%

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Table No: 20 Evaluation for the training of Critical Care:

Parameter Did the trainee put his/her learning into effect when back on the job? Were the relevant skills and knowledge used? Was there noticeable and measurable change in the activity and performance of the trainee when back in his/her roles? Was the change in behaviour and new level of knowledge sustained? Would the trainee be able to transfer his/her learning to another person? Is the trainee aware of his/her change in behaviour, knowledge, skill level? After undergoing this training, is the trainee being able to perform his/her duty in the organization? After the training, has his/her contributions towards achieving the goal of the organization increased? Is there any improvement in quality of work he/she performs? Has the training programme benefitted the organization

Rating 4 3 2 1 0 1

2 1 1

1 0 0

TOTAL 10 9

%AGE 83.33 75

0 2 2 2

2 0 0 1

0 0 0 0

1 1 1 0

7 9 9 11

58.33 75 75 91.67

10

83.33

1 2 1

2 0 1

0 1 1

0 0 0

10 10

83.33 83.33

9 75 AVERAGE 78.33

INTERPRETATION: As per the above table, average percentage for all parameters was found 78.33%

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Table No: 21 Evaluation for the training of BLS:

Parameter Did the trainee put his/her learning into effect when back on the job? Were the relevant skills and knowledge used? Was there noticeable and measurable change in the activity and performance of the trainee when back in his/her roles? Was the change in behaviour and new level of knowledge sustained? Would the trainee be able to transfer his/her learning to another person? Is the trainee aware of his/her change in behaviour, knowledge, skill level? After undergoing this training, is the trainee being able to perform his/her duty in the organization? After the training, has his/her contributions towards achieving the goal of the organization increased? Is there any improvement in quality of work he/she performs? Has the training programme benefitted the organization

Rating 4 3 0 0 1 2

2 2 0

1 0 1

TOTAL

%AGE

7 7

58.33 58.33

0 0 0 0

1 1 2 1

2 2 0 2

0 0 1 0

7 7 7 7

58.33 58.33 58.33 58.33

50

0 0 0

1 0 1

0 2 2

2 1 0

5 5

41.67 41.67

7 58.33 AVERAGE 54.165

INTERPRETATION: As per the above table, average percentage for all parameters was found 54.165%

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Table No: 22 Evaluation for the training of Biomedical Equipments:

Parameter Did the trainee put his/her learning into effect when back on the job? Were the relevant skills and knowledge used? Was there noticeable and measurable change in the activity and performance of the trainee when back in his/her roles? Was the change in behaviour and new level of knowledge sustained? Would the trainee be able to transfer his/her learning to another person? Is the trainee aware of his/her change in behaviour, knowledge, skill level? After undergoing this training, is the trainee being able to perform his/her duty in the organization? After the training, has his/her contributions towards achieving the goal of the organization increased? Is there any improvement in quality of work he/she performs? Has the training programme benefitted the organization

Rating 4 3 0 0 1 2

2 2 0

1 0 1

TOTAL

%AGE

7 7

58.33 58.33

0 0 0 0

1 1 2 1

2 2 0 2

0 0 1 0

7 7 7 7

58.33 58.33 58.33 58.33

50

0 0 0

1 0 1

0 2 2

2 1 0

5 5

41.67 41.67

7 58.33 AVERAGE 54.165

INTERPRETATION: As per the above table, average percentage for all parameters was found 54.165%

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Table No: 23 Evaluation for Behaviour & Result of all trainings:

PHISIOL INFECTION OGY UTI BUNDLE OF HEARTS CATHE TAR CARE PATIENTS' RIGHTS CRITICAL CARE BLS BIOMEDIC AL EQUIPMEN TS

Parameter
Did the trainee put his/her learning into effect when back on the job? Were the relevant skills and knowledge used? Was there noticeable and measurable change in the activity and performance of the trainee when back in his/her roles? Was the change in

CONTROL PRACTICES

58.33 58.33

83.33 100

75 100

83.33 100

75 66.67

83.33 75

58.33 58.33

58.33 58.33

58.33

75

75

75

50

58.33

58.33

58.33

behaviour and new level of knowledge sustained? Would the trainee be able to transfer his/her learning to another person? Is the trainee aware of his/her behaviour, skill level? After training, trainee being undergoing is able this the to change in

58.33

75

75

75

66.67

75

58.33

58.33

58.33

100

100

100

66.67

75

58.33

58.33

knowledge,

58.33

91.67

100

83.33

83.33

91.67

58.33

58.33

perform his/her duty in the organization? After his/her the training, has

50
contributions

75

83.33

91.67

75

83.33

50

50

towards achieving the goal of the organization

increased? Is there any improvement in quality of work he/she performs? Has the training

41.67

100

100

100

83.33

83.33

41.67

41.67

41.67

75

91.67

100

75

83.33

41.67

41.67

programme benefitted the organization?

58.33 54.17

75 85

75 87.5

75 88.33

66.67 70.83

75 78.33

58.33 54.17

58.33 54.17

AVERAGE

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Graph No: 3 Evaluation for Behaviour & Result of all trainings:

AVERAGE Has the training programme benefitted the Is there any improvement in quality of work After the training, has his/her contributions After undergoing this training, is the Is the trainee aware of his/her change Would the trainee be able to transfer Was the change in behaviour and new Was there noticeable and measurable Were the relevant skills and knowledge used? Did the trainee put his/her learning 0 20 40 60 80 100 120

BIOMEDICAL EQUIPMENTS BLS CRITICAL CARE PATIENTS' RIGHTS CATHETAR CARE PHISIOLOGY OF HEARTS UTI BUNDLE INFECTION CONTROL PRACTICES

INTERPRETATION:-As per the above schedule, average effectiveness of training programme on CATHETAR CARE was 88.33%, more effective than any other trainings organized, while that of Infection Control Practices, BLS & Biomedical Equipments are same, i.e; 54.17%, less effective than other trainings provided.

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Table No: 24 Overall Evaluation Of All Trainings

PARAMETER
Did the trainee put his/her learning into effect when back on the job? Were the relevant skills and knowledge used? Was there noticeable and measurable change in the activity and performance of the trainee when back in his/her roles? Was the change in behaviour and new level of knowledge sustained? Would the trainee be able to transfer his/her learning to another person? Is the trainee aware of his/her change in behaviour, knowledge, skill level? After undergoing this training, is the trainee being able to perform his/her duty in the organization? After the training, has his/her contributions towards achieving the goal of the organization increased? Is there any improvement in quality of work he/she performs? Has the training programme benefitted the organization?

AVERAGE 71.87 77.08 63.54 67.71 77.08 78.12 69.79 73.96 68.75 67.71

Graph No: 4 Overall Evaluation Of All Trainings:

AVERAGE
90.00 80.00 70.00 60.00 50.00 40.00 30.00 20.00 10.00 0.00

AVERAGE

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Table No: 25 Overall Effectiveness Of All Trainings Considering Donald Krickpatricks Method Of Training Evaluation:

%AGE TRAININGS REACTION LEARNING INFECTION CONTROLPRACTI CES UTI BUNDLE PHISIOLOGY HEARTS CATHETAR CARE PATIENTS' RIGHTS CRITICAL CARE BLS BIOMEDICAL EQUIPMENTS AVERAGE OF 76.85 87.96

OF %

OF %AGE OF & BEHAVIOUR EFFECTIVEN & RESULTS ESS

AGE

54.165

71.06

85

80.93

100

87.5

93.75

91.67 80.55 90.74 87.96

88.33 70.83 78.33 54.165

90 75.69 84.54 71.06

87.96

54.165

71.06

87.96

71.56

79.76

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Graph No: 5 Overall Effectiveness Of All Trainings Considering Donald Krickpatricks Method Of Training Evaluation :

%AGE OF EFFECTIVENESS
100 90 80 70 60 50 40 30 20 10 0

%AGE OF EFFECTIVENESS

INTERPRETATION:-The above schedule states overall percentage of effectiveness of all the trainings, in which average effectiveness as per the first two levels of evaluation was 87.96 and that of other two was 71.56. Out of which, overall average effectiveness of training provided on Physiology Of Hearts was more than any other trainings provided.

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CHAPTER-6 FINDINGS AND OBSERVATIONS

For routine works, in-house trainers give training. The entire training programmes conducted at Wockhardt found to be relevant and

are successful in fulfillment of objectives. The training process of the company is comparatively very good. Inductions help newly recruited employees to match with organization culture. In-house and outhouse good trainers are made available. The training provided on Physiology Of Hearts was more effective than any

other trainings provided. The controlling authority is some extent weak. Training programmes are generally conducted for lower level. Mostly Classroom trainings are adopted so trainees dont find it interesting. After training trainees are not in condition to fill the feedback forms. Trainees are not interested to attend the programme because the trainings are

during their leisure hours.

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CHAPTER-7 CONCLUSION & RECOMMENDATIONS

Conclusion: While preparing this project report, I learnt and also got a practical exposure to many concepts of TRAINING & DEVELOPMENT like Training Needs Analysis, Designing a Training Programme, Training Evaluation, etc. I have done this project with reference to Wockhardt Hospitals Ltd., Nashik & found many facts while working on this project which has added valuable experience in my life. Perceptions of the status of training & development system & the effectiveness of

training & development system had an impact on how valuable respondents perceived training & development.

Employee groups in this sample differed in their perceptions of the status &

effectiveness of training & development system & value of training & development within the organization.

Respondents to this survey believe that training & development system enjoyed a

very high status within the organization & was effective in helping them on the job.

Some employees are lethargic about training programmes. Practical approach to the training and development is find Gained knowledge about relevance and significance of different training and

development in hospital industries.

41

Recommendations: Controlling authority should be bound to allow employees to attend the training

on rotation basis, as it improves the quality of work & indirectly helps them in achieving their goals.

More training programmes should be arranged for middle & top level employees

as they indirectly train their subordinates at actual work.

Other type of training methods should also be adopted than lectures(classroom

training) like role playing, job rotation, conference, vestibule & so on.

Trainees should be mentally prepared to attain training programme.

Importance of the training should be conveyed to trainees.

Procedure of filling feedback form should be made an online process to save

time & cost of the company.

Training schedule should be followed properly to avoid mess.

Training programmes suggested by managers should be considered & discussed

with the subordinates before adding in final list of the programme.

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ANNEXURE 1 TRAINING FEEDBACK FORM

(Please fill this form and hand it over to Faculty immediately after Training Programme)

Name :

Date:

Department:

Title of Programme:

Please give your Rating on a scale of :

1= Poor ; 2 = Average ; 3 = Good ; 4 = Very Good

Sr. no.

Parameter

Remarks 1 2 3 4

Rating

1 2

Physical comfort at the venue Explanation on the Schedule of the Training Programme

3 4 5 6 7

Adherence to Schedule Presentation quality Level of interaction with faculty Quality of presentation content Relevance of contents for on the job performance

8 9

Quality of study material / handouts Overall quality of programme

Any Other Comments/ Suggestions / Feedback :

43

ANNEXURE-2 TRAINING EFFECTIVENESS EVALUATION FORM

(To be filled by the HODs)

To help us improve the quality of our training, we would appreciate your feedback! Date: ___________ Name (Optional) : Course Title: Trainer: __________________________

Please TICK the response option that best reflects your evaluation of the training provided: Behaviour evaluation: 1.Has the trainee put his/her learning into effect when back on the job? Yes, very much ineffective 2.Has the relevant skills and knowledge been used? Definitely Probably Not really Almost Somewhat Not at all, its highly

3.Is there any noticeable and measurable change in the activity and performance of the trainee when back in his/her roles? Yes, very much ineffective 4.Has the change in behaviour and new level of knowledge been sustained? Yes, very much ineffective Almost Somewhat Not at all, its highly Almost Somewhat Not at all, its highly

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5.Is the trainee able to transfer his/her learning to another person? Definitely Probably Not sure

6.Is the trainee aware of his/her change in behaviour, knowledge, skill level? Yes, very much Results evaluation: 1.After undergoing this training, is the trainee able to perform his/her duty in the organization? Yes, very much ineffective 2.After the training, has his/her contributions towards achieving the goal of the organization increased? Yes, absolutely He/She has made significant contribution His/Her contributions have remained the same 3.What is the extent of advancement or change in the trainee after the training, in the direction or area that was intended? Almost Somewhat Not at all, its highly Almost Somewhat Not at all

4.Is there any improvement in quality of work he/she performs? Yes, very much ineffective Almost Somewhat Not at all, its highly

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5.Has the training programme benefitted the organization by achieving Greater job satisfaction / Reduction in labour turnover / Reducing wastages of resources / Improved quality of work life / Improved human relations / Increased profits / Fewer grievances / Lower absenteeism / Higher employee morale / Fewer accidents ? Yes, very much ineffective Explain: Almost Somewhat Not at all, its highly

6.What do you think should be done to advance future sessions?

7.Additional Comments:

Thank you for your feedback!

HOD's Signature

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BIBLIOGRAPHY

BOOKS REFERRED: N. G. Nair & Latha Nair PERSONNEL MANAGEMENT & INDUSTRIAL

RELATIONS PRINCIPLES

Sanjay

Kavishwar

&

Vilas

Chopde

OF

BUSINESS

MANAGEMENT. Dr. B. Janakiram TRAINING & DEVELOPMENT Tapomoy Deb TRAINING & DEVELOPMENT(Concepts & Applications)

WEBSITE VISITED:
http://www.wockhardthospitals.com/nashik-superspeciality-hospital http://www.businessballs.com/kirkpatricklearningevaluationmodel.htm www.citehr.com/research.php?q=krick-patrick-model http://en.wikipedia.org/wiki/Training_and_development http://www.google.co.in/search?hl=en&gbv=2&gs_sm=3&gs_upl=3547l16438l0l19172 l18l18l7l0l0l1l296l2343l0.2.8l10l0&q=training%20and%20development%20project&ct =broad-revision&cd=4&ie=UTF-8&sa=X

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