Introduction

1.1 About the Topic

Training is concerned with increasing the knowledge and skills of employees for doing
specific jobs, and development involves the growth of employees in all aspects.

Whereas training increases job skills, development shapes attitudes of employees.

Training is the act of increasing the knowledge and skills of an employee for doing
a particular job. Edwin B. Flippo

Training is an organized activity for increasing the technical skills of the employees to
enable them to do particular jobs efficiently. In other words, training provides the workers
with facility to gain technical knowledge and to learn new skills to do specific jobs.
Training is equally important for the existing as well as the new employees. It enables the
new employees to get acquainted with their jobs and also increase the job-related
knowledge and skills.

Objectives of Training:
To provide job related knowledge to the workers.
To impart skills among the workers systematically so that they may learn quickly.
To bring about change in the attitudes of the workers towards fellow workers,
supervisor and the organization.
To improve the productivity of the workers and the organization.
To reduce the number of accidents by providing safety training to the workers,
To make the workers handle materials, machines and equipment efficiently and
thus to check wastage of time and resources.

Need and Importance of Training:

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(i) Higher Productivity:
It is essential to increase productivity and reduce cost of production for meeting
competition in the market. Effective training can help increase productivity of workers by
imparting the required skills.

(ii) Quality Improvement:

The customers have become quality conscious and their requirement keep on changing.
To satisfy the customers, quality of products must be continuously improved through
training of workers.

(iii) Reduction of Learning Time:

Systematic training through trained instructors is essential to reduce the training period. If
the workers learn through trial and error, they will take a longer time and even may not
be able to learn right methods of doing work.

(iv) Industrial Safety:

Trained workers can handle the machines safely. They also know the use of various
safety devices in the factory. Thus, they are less prone to industrial accidents.

(iv) Reduction of Turnover and Absenteeism:

Training creates a feeling of confidence in the minds of the workers. It gives them a
security at the workplace. As a result, labor turnover and absenteeism rates are reduced.

(vi) Technology Update:

Technology is changing at a fast pace. The workers must learn new techniques to make
use of advance technology. Thus, training should be treated as a continuous process to
update the employees in the new methods and procedures.

(vii) Effective Management:

Training can be used as an effective tool of planning and control. It develops skills among
workers and prepares them for handling present and future jobs. It helps in reducing the

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costs of supervision, wastages and industrial accidents. It also helps increase productivity
and quality which are the cherished goals of any modern organization.

Methods of Training

Management development is a systematic process of growth and development by which

the managers develop their abilities to manage. It is concerned with not only improving
the performance of managers but also giving them opportunities for growth and
development.

There are two methods through which managers can improve their knowledge and skills.
One is through formal training and other is through on the job experiences. On the job
training is very important since real learning takes place only when one practices what
they have studied.

But it is also equally important in gaining knowledge through classroom learning.

Learning becomes fruitful only when theory is combined with practice. Therefore on the
job methods can be balanced with classroom training methods (off-the-job methods).

1. On-the-job Training (OJT) Methods:

This is the most common method of training in which a trainee is placed on a specific job
and taught the skills and knowledge necessary to perform it.

The advantages of OJT are as follows:

1. On the job method is a flexible method.

2. It is a less expensive method.

3. The trainee is highly motivated and encouraged to learn.

4. Much arrangement for the training is not required.

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On-the-job training methods are as follows:

A. Job rotation:

This training method involves movement of trainee from one job to another gain
knowledge and experience from different job assignments. This method helps the trainee
understand the problems of other employees.

B. Coaching:

Under this method, the trainee is placed under a particular supervisor who functions as a
coach in training and provides feedback to the trainee. Sometimes the trainee may not get
an opportunity to express his ideas.

C. Job instructions:

Also known as step-by-step training in which the trainer explains the way of doing the
jobs to the trainee and in case of mistakes, corrects the trainee.

D. Committee assignments:

A group of trainees are asked to solve a given organizational problem by discussing the
problem. This helps to improve team work.

E. Internship training:

Under this method, instructions through theoretical and practical aspects are provided to
the trainees. Usually, students from the engineering and commerce colleges receive this
type of training for a small stipend.

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2. Off-the-job Methods:

On the job training methods have their own limitations, and in order to have the overall
development of employees off-the-job training can also be imparted. The methods of
training which are adopted for the development of employees away from the field of the
job are known as off-the-job methods.

The following are some of the off-the-job techniques:

A. Case study method:

Usually case study deals with any problem confronted by a business which can be solved
by an employee. The trainee is given an opportunity to analyze the case and come out
with all possible solutions. This method can enhance analytic and critical thinking of an
employee.

B. Incident method:

Incidents are prepared on the basis of actual situations which happened in different
organizations and each employee in the training group is asked to make decisions as if it
is a real-life situation. Later on, the entire group discusses the incident and takes
decisions related to the incident on the basis of individual and group decisions.

C. Role play:

In this case also a problem situation is simulated asking the employee to assume the role
of a particular person in the situation. The participant interacts with other participants
assuming different roles. The whole play will be recorded and trainee gets an opportunity
to examine their own performance.

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D. In-basket method:

The employees are given information about an imaginary company, its activities and
products, HR employed and all data related to the firm. The trainee (employee under
training) has to make notes, delegate tasks and prepare schedules within a specified time.
This can develop situational judgments and quick decision making skills of employees.

E. Business games:

According to this method the trainees are divided into groups and each group has to
discuss about various activities and functions of an imaginary organization. They will
discuss and decide about various subjects like production, promotion, pricing etc. This
gives result in co-operative decision making process.

F. Grid training:

It is a continuous and phased programme lasting for six years. It includes phases of
planning development, implementation and evaluation. The grid takes into consideration
parameters like concern for people and concern for people.

G. Lectures:

This will be a suitable method when the numbers of trainees are quite large. Lectures can
be very much helpful in explaining the concepts and principles very clearly, and face to
face interaction is very much possible.

H. Simulation:

Under this method an imaginary situation is created and trainees are asked to act on it.
For e.g., assuming the role of a marketing manager solving the marketing problems or
creating a new strategy etc.

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I. Management education:

At present universities and management institutes gives great emphasis on management

education. For e.g., Mumbai University has started bachelors and postgraduate degree in
Management. Many management Institutes provide not only degrees but also hands on
experience having collaboration with business concerns.

J. Conferences:

A meeting of several people to discuss any subject is called conference. Each participant
contributes by analyzing and discussing various issues related to the topic. Everyone can
express their own view point.

TRAINING PROCESS AT FEHI

ANALYSIS

DESIGN

IMPLEMENTATION

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 EVALUATION

Figure No.1 Training Process at FEHI

ANALYSIS OF TRAINING PROCESS

Here, assessment of training and development needs is done

FORTIS ESCORTS HEART INSTITUTEmakes use of a NEED
IDENTIFICATION FORM for analysis of training needs
The HR department sends out circulars to HODs for TNA of all the employees and
receives training requirements on professional and behavioral needs
Apart from this, FORTIS ESCORTS HEART INSTITUTEhas some training programs
that are run on regular basis.

DESIGN OF TRAINING PROCESS

Design starts from the objectives
Brainstorm the topic
Eliminate what isnt necessary to match your needs assessment and objectives
Consider limitations due to
Facilities
Length of training of Delivery method
How quickly the training needs to happen

DESIGN PROCESS AT FEHI

After receiving the filled Training Need Analysis form from HODs of different
departments, following process is observed in Fortis Escorts:

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 HOD to decide upon all the aspects of
Training

Quarterly training calendar prepared

Monthly and weekly training

Programs drawn with and target group

Figure No.2 Design process at FEHI.

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IMPLEMENTATION OF TRAINING AT FEHI

It includes developing procedures for training facilitator and learner

NOTICE IS CIRCULATED
TO HODs

LIST OF TRAINERS IS
MADE

VENUE IS DECIDED AND

ARRANGEMENTS AREMADE

TRAINERS ARE INTIMATED

WITH THE REQUIREMENTS

TRAINING IS CONDUCTED

Figure No.3 Implementation of training at FEHI

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EVALUATION OF TRAINING PROCESS
Evaluation includes:
Evaluation of learning
Evaluation of performance
Evaluation of impact
Value of training in relation to job

EVALUATION PROCESS AT FEHI

There are two ways by which the training is evaluated in FEHI:
On spot training feedback form is filled by the participant employees.
A training evaluation sheet is circulated to the HODs who fill them citing the
results of training on employees performance and return them to HR department

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1.2 About Health Care Sector and Fortis Hospital

The health care industry, or medical industry, is an aggregation of sectors within the
economic that provides goods and services to treat patients
with curative, preventive, rehabilitative, and palliative care. The modern health care
industry is divided into many sectors and depends on interdisciplinary teams of trained
professionals and paraprofessionals to meet health needs of individuals and populations.

The health care industry is one of the world's largest and fastest-growing industries.
Consuming over 10 percent of gross domestic product (GDP) of most developed nations,
health care can form an enormous part of a country's economy.

Background of Healthcare Industry

For purpose of finance and management, the health care industry is typically divided into
several areas. As a basic framework for defining the sector, the United
Nations International Standard Industrial Classification (ISIC) categorizes the health care
industry as generally consisting of:

1. Hospital activities;

2. Medical and dental practice activities;

3. Other human health activities.

This third class involves activities of, or under the supervision of, nurses, midwives,
physiotherapists, scientific or diagnostic laboratories, pathology clinics, residential health
facilities, or other allied health professions, e.g. in the field of optometry, hydrotherapy,
medical massage, yoga therapy, music therapy, occupational therapy, speech therapy,
chiropody, homeopathy, chiropractic, acupuncture, etc.

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Health Care Financing

There are generally five primary methods of funding health care systems:

general taxation to the state, county or municipality

social health insurance

voluntary or private health insurance

out-of-pocket payments

donations to health charities

In most countries, the financing of health care services features a mix of all five models,
but the exact distribution varies across countries and over time within countries . In all
countries and jurisdictions, there are many topics in the politics and evidence that can
influence the decision of a government, private sector business or other group to adopt a
specific health policy regarding the financing structure.

For example, social health insurance is where a nation's entire population is eligible for
health care coverage and this coverage and the services provided are regulated. In almost
every jurisdiction with a government-funded health care system, a parallel private, and
usually for-profit, system is allowed to operate. This is sometimes referred to as two-tier
health care or universal health care.

E. g. in Poland (former communist country) the costs of health services borne by the
National Health Fund (financed by all that pay health insurance contributions) in 2012
amounted to 60.8 billion PLN (app. 20 billion USD). The right to health services in
Poland has about 99.9% of population (also registered unemployed persons and their
spouses).

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Health Care Administration and Regulation

The management and administration of health care is another sector vital to the delivery
of health care services. In particular, the practice of health professionals and operation of
health care institutions is typically regulated by national or state/provincial authorities
through appropriate regulatory bodies for purposes of quality assurance. Most countries
have credentialing staff in regulatory boards or health departments who document
the certification or licensing of health workers and their work history.

Health Information Technology

Health information technology (HIT) is "the application of information processing

involving both computer hardware and software that deals with the storage, retrieval,
sharing, and use of health care information, data, and knowledge for communication and
decision making." Technology is a broad concept that deals with a species' usage and
knowledge of tools and crafts, and how it affects a species' ability to control and adapt to
its environment. However, a strict definition is elusive; "technology" can refer to material
objects of use to humanity, such as machines, hardware or utensils, but can also
encompass broader themes, including systems, methods of organization, and techniques
for HIT, technology represents computers and communications attributes that can be
networked to build systems for moving health information. Informatics is yet another
integral aspect of HIT.

Health information technology can be divided into further components like Electronic
Health Record (EHR), Electronic Medical Record (EMR), Personal Health Record
(PHR), Practice Management System (PMS), Health Information Exchange (HIE) and
many more. There are multi purposes behind the use of health IT within the health care
industry. Further the use of Health information technology expected to improve the
quality of health care, reduce the paperwork, healthcare services without medical errors
improve the health care service efficiencies and reduce health care costs.

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 FORTIS HEALTHCARE LTD.

Fortis healthcare Ltd. is a leading, integrated healthcare delivery provider in the pan Asia-
Pacific region. The healthcare verticals of the company span diagnostics, primary care,
day care specialty and hospitals with an asset base in 10 countries, many of which
represent the fastest growing healthcare delivery markets in the world. Currently the
company operates its healthcare delivery network in India, Australia, New Zealand, Hong
Kong, Vietnam, Singapore, Mauritius, Dubai, Sri Lanka and Canada with 75 hospitals,
over 12000 beds, over 600 primary care centers, 191 day care specialty centers, over 210
diagnostic centers and a talent pool of over 23000 people. Fortis Healthcare is driven by
the vision of becoming a global leader in the integrated healthcare delivery space and the
larger purpose of saving and enriching lives through clinical excellence.

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GLOBAL PRESENCE

Hospitals

Diagnostics Primary Specialty

Secondary Tertiary
Care Day Care

Care Care

Australia/NZ

Hong Kong

Singapore

India

Vietnam

Mauritius

Dubai

Sri Lanka

Present

Evaluating entry

Figure No. 4 Global Presence of Fortis

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RECOGNITIONS

Over the years, the Institute has gained recognition from top national and global
accreditation/ certification bodies for adhering to the highest standards in patient care.

Here are some of the top bodies that have honored the Institute with their recognitions:

Joint Commission International (JCI), the highest global accreditation body to recognize
hospitals adhering to patient care and safety norms.

The National Accreditation Board for Hospitals & Healthcare Providers (NABH) is a
constituent board of Quality Council of India, set up with the objective of establishing
and operating accreditation program for healthcare organizations.

Fortis Escorts Heart Institute is the only hospital in India to appear in the Forbes

List of Top Hospitals for Medical Tourists. In addition, the Institute was recognized as a
Super brand in 2008, for having established itself as being the finest in its field.

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OBJECTIVES OF FORTIS

Provide a variety of continuing medical education activities for physicians which
will create an environment of contemporary life-long learning and meet the
clearly defined needs in our changing health care environment.

Provide programs which aim to improve professional knowledge, skills,
performance and patient outcomes and encourage the commitment to humane
professional behavior and community needs.

Design education programs to introduce new information, observational research
concepts within Fortis Group Hospitals and technical skills applicable to the
therapeutic practices of specialty physicians by bringing the latest state-of-the-art
diagnostic and treatment advances to physicians.

Provide opportunity for our physicians, nursing and paramedics to continue their
lifelong learning.

Respond to the group of physicians, nurses and technicians who need to update
and enhance their knowledge and skills based upon their own or others
recognition of their deficiencies.

Continue to assess our education program and our CME goals to ascertain if we
are meeting the needs of our physician learners as well as plan and implement
improvements.

Try ensuring that all accredited programs by us comply with the Essentials
Standards norms and Guidelines of the Accreditation Council.

FORTIS ESCORTS HEART

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INSTITUTE

Started operations in November 1988

Total bed strength of 312

FORM OF ORGANISATION

Fortis Escorts Heart Institute (FEHI)

Is a fully dedicated cardiac care
Facility in India.
It is a Healthcare Organization

NUMBER OF EMPLOYEES

There are more than 200 cardiac doctors

And 1600 employees.

MAIN ACTIVITIES

Fortis Healthcare Limited owns, operates, and manages multi-specialty hospitals and
super specialty hospitals in India. The company's multi-specialty hospitals and super
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specialty hospitals primarily provide tertiary and quaternary healthcare services to
patients primarily in the areas of cardiac, neuro sciences, orthopedics, cancer, and mother
and child care, as well as minimal invasive surgery, renal sciences, and kidney and liver
transplants.

SWOT ANALYSIS

Strengths

They are a Brand.

They are highly qualified Doctors.

Their wide reach.

Weakness

They are expensive.

Opportunities

Their upcoming units.

Use of international new technologies.

Threats

Competition. (Max, Jaipur Golden etc)

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 Highly aware public.

SPECIAL CONCERNS AND ISSUES

One significant difference in HR management between the healthcare organizations and

other companies is that healthcare organizations are essentially hiring instead of firing;
hence recruitment and retention are one of the most significant issues. This is not
necessarily the case in other industries. Everyone knows there is a big nursing shortfall,
but there is a need for highly qualified individuals all around. Due to the rapid growth of
the healthcare sector and its sheer size, it is a challenge to fill jobs. And despite this need,
there are obvious pressures for cost containment with people accounting for the lions
share of an organizations costs.

Because of that, there is a pressure to make the HR organization world class, or at least
strive to be better. As a result, it has become an imperative to employ better processes and
technologies to overcome the challenges talent management, workforce planning and
scheduling, self-service applications, business intelligence, etc.

Compliance with the new standards is another key issue. While all the other
organizations have some form of universal compliance and others have their own
regulatory issues, healthcare have some unique requirements which must be met, such as
JCI and NABH, which require compliance with quality standards to ensure that the
consumers of healthcare are receiving consistent levels of safe, quality care and includes
constant monitoring of performance and patient safety records.

Lastly, keeping up with the technological change is an issue for healthcare staff.
Advances in technology require continual training and career development for employees
to remain effective and maintain standards of care. As a result of the recent emphasis
placed on recruiting and retention and the recognition that people make up 50 percent or
more of the resources of a healthcare institution,
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These institutions have a renewed focus on HR Management and the need for better
technology to manage human resources.

Literature Review
Muhammad Zahid Iqbal et. al in the year (2011) has done their research in the topic
AN EMPIRICAL ANALYSIS OF THE RELATIONSHIP BETWEEN
CHARACTERISTICS AND FORMATIVE EVALUATION OF TRAINING Their
analysis is about the relationship between characteristics and formative evaluation of
Training. This paper attempted to signify the use of formative training evaluation. The
authors have carried out a study at three public-sector training institutions to empirically
22
test the predicted relationship between the training characteristics and formative training
evaluation under the Kirkpatrick model (reaction and learning) . This study explains the
causal linkage between components of formative training evaluation, the mediating role
of reaction in the relationships between training characteristics and learning was also
investigated. The principal finding revealed that a set of seven training characteristics
explained 59% and 61% variance in reaction and learning respectively. All training
characteristics were found to have a positive impact on reaction and learning except
training contents.

Eugen Rotarescu in the year (2010) has reviewed on the topic ALTERNATIVE
SELECTION UNDER RISK CONDITIONS IN HUMAN RESOURCES
TRAINING AND DEVELOPMENT THROUGH THE APPLICATION OF THE
ESTIMATED MONETARY VALUE AND DECISION TREE ANALYSIS. The
topic in this article is the presentation in a succinct and applicative manner of several
decision making processes and the methods applied to human resources training and
development in environments with risk factors. The decisions have been optimized by the
human resources training and development, the decision makers have readily available
with two methods of analysis they are: (1) the decision matrix and (2) the decision tree
method. Both methods compute the alternatives based on the estimated monetary value
(EMV). Finally the decision matrix and the decision tree analyses represent two viable,
scalable and easily applicable framework analyses for selecting the optimum course of
action regarding the training and development of human resources. Both analyses
generate the same solution and rely on the accuracy of the expected monetary value
(EMV) method calculated for each course alternative action. Of these two methods, the
selected decision method depends on the circumstances, the complexity of the situation
and preference of the decision makers.

Pilar Pineda in the year (2010) has done his research in this topic EVALUATION
OF TRAINING IN ORGANIZATIONS: A PROPOSAL FOR AN INTEGRATED
MODEL and the authors purpose of this paper is to present an evaluation model that
has been successfully applied in the Spanish context that integrates all training
dimensions and effects, to act as a global tool for organizations. This model analyses
satisfaction, learning, pedagogical aspects, transfer, impact and profitability of training
and is therefore a global model. The author says that training is a key strategy for human
resources development and in achieving organizational objectives. Organizations and
public authorities invest large amounts of resources in training, but rarely have the data to
show the results of that investment. Only a few organizations evaluate training in depth
due to the difficulty involved and the lack of valid instruments and viable models. The
papers approach is theoretical, and the methodology used involves a review of previous
evaluation models and their improvement by comparing their application in practice. The
author has also applied the model successfully in several public and private organizations,
in industry and in the services sector, which demonstrates its usefulness and viability in
23
evaluating the results of training. Therefore, this evaluation model has interesting and
practical implications, as a useful tool for training managers in evaluating training results,
as well as providing a global simplified approach to the complex evaluation function. The
originality of this evaluation model lies in its focus on a key and novel aspect i.e. the
pedagogical dimension, providing an integrated tool that can be easily adapted to any
organization.

Cary Cherniss et.al. In the year (2010) has done their research in the topic
PROCESSDESIGNED TRAINING: A NEW APPROACH FOR HELPING
LEADERS DEVELOP EMOTIONAL AND SOCIAL COMPETENCE and they
have evaluated the effectiveness of a leadership development program based on
International Organization for Standardization (ISO) principles. The program utilized
process-designed training groups to help participants develop emotional and social
competence. The study involved 162 mangers from nine different companies in a random
assignment control group design. There were nine different groups with nine managers in
each group. Each group was required to follow the identical process. His results indicated
that after two years the intervention group had improved more than the controls on all
Emotional Competence Inventory variables. The paper offers recommendations for future
research on the mechanisms underlying the process-designed group strategy and
contextual factors that optimize results. This paper describes a leadership development
strategy that appears to be more economical and consistent in its delivery than traditional
approaches such as workshops or executive coaching. Although ISO principles are
utilized widely in the business world, this is the first study that has used this approach in
the design and delivery of management development.

Thomas Andersson in the year (2010) has done his research in the topic
STRUGGLES OF MANAGERIAL BEING AND BECOMING (Experiences from
managers personal development training) and has reviewed this paper to investigate
the struggles of managerial identity in relation to the process of becoming/being a
manager, and the personal conflicts involved within this process. Management training
tends to be based on the idea that management concerns the acquisition of competencies,
techniques and personal awareness, while managerial practice is more fluid and
contextually based. There is a challenge for organizers of all types of management
training to bridge gap between a fixed idea of what is to be a manger and how
management is actually practiced. The methodology used in this paper is a qualitative
longitudinal project. The longitudinal and in-depth qualitative approach facilities an
important contribution to understanding issues in developing a managerial ability. On the
whole 62 interviews and eight half-day observations were conducted. The study focuses
on only five managers in two organizations. This small sample limits the generalizability
of the research. Finally the study puts emphasis on the role of management training in
providing templates for how to be a manger, but it also illustrates the double-edged and
complex role played by context in managerial being and becoming.
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Franco Gandolfi in the year (2009) has done his research in the topic TRAINING
AND DEVELOPMENT IN AN ERA OF DOWNSIZING and he has analyzed that
downsizing as a restructuring strategy which has been actively implemented for the last
three decades. While employee reductions were utilized mainly in response to crises prior
to the mid-1980s, downsizing developed into a fully-fledged managerial strategy for tens
of thousands of companies in the mid to late 1980s. Since then, downsizing has
transformed the international corporate landscape and affected the lives of hundreds of
millions of individuals around the world. While the overall effects of downsizing have
been widely reported, many misconceptions surrounding the concept of downsizing have
remained. This conceptual paper focuses on the role of training and development (T&D)
during the downsizing process. In particular, the research depicts the current body of
literature associated with the function of HR and its plans, programs, and policies that
firms adopting downsizing must provide to their surviving workforces. Finally, this paper
offers concluding comments regarding effective downsizing practices that have emerged
in the literature.

Cody Cox. B in the year (2009) has done his research in the topic THE
MODERATING EFFECT OF INDIVIDUAL DIFFERENCES ON THE
RELATIONSHIP BETWEEN THE FRAMING OF TRAINING AND INTEREST
IN TRAINING and has reviewed that the moderating effect of individual differences in
the relationship between framing training was examined for technical and nontechnical
content areas. Participants were 109 working age adults (Mean age 38.14 years, SD 12.20
years). Self-efficacy and goal orientation were examined as moderators. Results showed a
three-way interaction between performance orientation (a dimension of goal orientation
reflecting the desire to demonstrate competence in an achievement setting), age, and
frame for technical training and a three-way interaction between performance orientation,
self-efficacy, and frame for nontechnical training. Implications for future research as well
as framing training to enhance interest are discussed.

David Pollitt in the year (2009) has done his research in the topic TRAINING
TEAM SHINES AT AXA SUN LIFE (Staff development adapts to economic
downturn) and he has reviewed that in the fiercely competitive, tightly regulated
financial services sector, customer-facing staff must be trained to sell the right product at
the right time in a way that is fair to all. AXA sun life provides pension and investment
advice and products to millions of individuals and businesses through two UK building
societies Britannia and Birmingham Midshires. Ensuring that its 200 employees have
up-to-date skills and knowledge falls to regulated-sales training manager Paul Ingleby
and his team of four, who operate from AXAs Coventry head office. We have robust
testing and assessment processes for every program and every delegate. This extends to
25
the trainers, who also go through an annual process to ensure that they have the product
knowledge themselves, as well as the skills to deliver it. A huge amount of experience
resides within the team, both as trainers and, formerly as advisors. Feedback suggests that
enhanced training proficiency is being translated into improved skills within the business.

David Pollitt in the year (2009) has done his research in the topic THOMSON
REUTERS MAPS NEW RELATIONSHIPS IN LEARNING AND
COLLABORATION (Software helps companies to keep track of various threads
and aspects of training) and says that information is the lifeblood of business, the
economy and most aspects of society, from health care to legal affairs and scientific
investigation to the chat by the coffee machine. Thomson Reuters is an important source
of information and news for businesses and other organizations around the globe. Mind
mapping is a graphical technique for visualizing processes and projects using a structure
that places an objective as a central image. Mind mapping plays a central role in every
aspect of our learning and development work, from the needs analysis to brainstorming
around course development and delivery, through data capture and performance charting.
Hence with such heavy use of mind maps across the organization, one of the training
requirements that Charles Jennings has to meet is the demand for training on the use of
Mindjet products. This is largely met by access to the companys own web-based
tutorials, training centers or courses provided by authorized training partners, often
specializing in particular areas of application.

David Pollitt in the year (2009) has done his research in the topic SOUTHERN
COACHES MANAGERS IN A BETTER WAY OF WORKING (Training and
development help rail company to improve organizational culture and
performance) and has said that managers at a UK train operator have become role
models for their employees, who now have more power to take direct responsibility and
reach their full potential. The change has taken place following a management
development program at train operator Southern, working with coaching and training
company Buonacorsi Consulting. The program has so far reached 300 managers,
including the managing director Chris Burchell. Some 20 managers, from different areas
of the business, take part in each annual program. This comprises a mixture of group-
learning days, 360-degree feedback, personal development, coaching techniques and
written assignments. It has evolved through feedback from a cross-functional steering
group and other input from the business. The 360-degree feedback provides evidence of
progress in coaching skills. Hence, the written assignments take the form of
implementation plans for coaching in each managers own area of work.

D.A. Olaniyan and Lucas. B. Ojo in the year (2008) has done their research in the
topic STAFF TRAINING AND DEVELOPMENT: A VITAL TOOL FOR
ORGANIZATIONAL EFFECTIVENESS and has reviewed that this paper is based
26
on staff training and development. This paper is basically a conceptual paper. The author
says that the need for improved productivity has become universally accepted and that it
depends on efficient and effective training is not less apparent. It has further become
necessary in view of advancement in the modern world to invest in training. Thus the role
played by staff training and development can no longer be over-emphasized. Staff
training and development are based on the premise that staff skills need to be improved
for organizations to grow. Training is a systematic development of knowledge, skills and
attitudes required by employees to perform adequately on a given task or job. New
entrants into organizations have various skills, though not all are relevant to
organizational needs. Training and development are required for staff to enable them
work towards taking the organization to its expected destination. However, for any
organization to succeed, training and re-training of all staff in the form of workshops,
conferences and seminars should be vigorously pursued and made compulsory. Finally
this paper addresses that it is against the backdrop of the relative importance of staff
training and development in relation to organizational effectiveness.

David Pollitt in the year (2008) has done his research in the topic TRAINING
RESTORES PRIDE AMONG CUSTOMERSERVICE STAFF AT JOHNSONS
APPARELMASTER (Project highlights path to significant and lasting change) and
he has done a review in a training initiative helped to boost customer service and improve
customer relations at a large UK work wear-rental supplier, despite difficult trading
conditions across its sector. The author says that the training targeted staff who could
contribute most to the improvements. These included line managers and office and field-
based customer-service teams. Each group was given a clear set of performance-
improvement objectives for the training. Improvements would be monitored through
assessment by the trainer during individual IT training, coaching during individual
training, discussion and questioning during group sessions, delegate feedback as part of
the format review process, system analysis of new procedures being put into practice, and
monitoring of business improvements.

Anupama Narayan and Debra Steele-Johnson in the year (2007) has done a review
in this topic RELATIONSHIPS BETWEEN PRIOR EXPERIENCE OF
TRAINING, GENDER, GOAL ORIENTATION AND TRAINING ATTITUDES
and some of the authors have said that in todays organizations, rapid changes, an
increasingly diverse workforce and competitive business environments characterize the
work (Cascio, 1998; Goldstein, 2002; Smith et. al 1997). Employees development, and
more specifically training, can help individuals and organizations work more effectively
adapt to the changing environment and achieve individual and organizational goals
(kindsley, 1998). The participants were 174 undergraduate students from a Midwestern
university. Participation in the study was voluntary and participants received extra credit
points that could be applied to their course grade. So total 165 participants were taken for
the analysis (men, and = 71; women, and = 94) with a mean age of 20.5 years (SD =
27
3.14). Hence, results from regression analysis indicated that mastery-approach goal
orientation had a beneficial effect on training attitudes of men but not for women.

Shreya Sarkar-Barney in the year (2004) has done her research in the topic THE
ROLE OF NATIONAL CULTURE IN ENHANCING TRAINING
EFFECTIVENESS: A FRAMEWORK and has evaluated the focus of global training
has primarily been on preparing employees to work effectively in other cultures, such as
in expatriate training, acculturation training, and training for technology transfer. One
issue that has been ignored is the implication of using training systems that are developed
in a specific context and then deployed globally. This paper proposes a framework to
show the influence of culture on are aspect of training effectiveness, the transfer of newly
learned skills to the job. Specific relationships are proposed, using Baldwin and Fords
(1988) transfer of the training framework as a guide, and also by synthesizing findings
from areas such as cross-cultural psychology, Human resource management, and
education and Technology management. Schwartzs scale has been used for the study.
The population of the study is (N= 44,000) from 54 nations. Finally, the goal of this paper
was to present a framework that considers the influence of culture on Transfer of Training
(TOT). Finally he says that by combining information about a countrys culture value
score and the relationships proposed by the framework, practitioners can make more
informed decisions about ways of adapting their training systems to meet the needs of
any particular culture in which training is to be conducted.

Martin Mulder in the year (2001) has done his research in the topic CUSTOMER
SATISFACTION WITH TRAINING PROGRAMS and he has contributed a model
of evaluation of customer satisfaction about training programs. The model is developed
and implemented for an association of training companies. The evaluation has been
conducted by an independent organization to enhance the trustworthiness of the
evaluation results. The model is aimed at determining the quality of training programs as
perceived by project managers from the organizations that purchased in company training
programs from the train companies. Reliability research showed satisfying results. The
model is based on the methodology in effectiveness research, and the data were used to
test a model of training effectiveness. The results show that this model is confirmed for
two categories of projects: projects that were aimed at achieving learning results and
changed job performance respectively.

John Wilson. P and Steven Western in the year (2000) has done their research in the
topic PERFORMANCE APPRAISAL: AN OBSTACLE TO TRAINING AND
DEVELOPMENT? And they have reviewed that in this article the term performance
appraisal generally meant for the annual interview that takes place between the manager
and the employee to discuss the individual's job performance during the previous 12
months and the compilation of action plans to encourage improved performance.
28
Performance appraisal is part of the larger process of performance management.
Marchington and Wilkinson in the year 1996 describe it as a cyclical process:
determining performance expectations; supporting performance; reviewing and
appraising performance; and finally managing performance standards. The research was
conducted in a medium-sized independent hospital which is part of a large health care
company that has 26 acute hospitals and a number of psychiatric units throughout the
UK. A variety of research methods were used, including a questionnaire, semi-structured
interview and a review of training records. A questionnaire was sent to 110 members of
staff and 74 were returned. From these a pilot study was then conducted with ten
members of staff who were not to be interviewed in the main survey.

Premila Seth in the year (1980) has done her research in the topic
MANAGEMENT TRAINING AND DEVELOPMENT: A CRITIQUE and she has
reviewed that development of high quality managerial manpower in the country is
considered essential for copying with the rapidly changing industrial scene. This has led
to expansion in the number of training activities and institutions. The author feels that it
is time that the training and development practitioners closely examine whether the
expansion is matching the qualitative requirements of our changing environment. The
author also feels that is important that the training institutions recognize the intimate
relationship between management training philosophy, principles and practices for
establishing rational, goal directed development policies, failing which they may lead to
overzealous of training panaceas, preoccupation with routine patterns, and neglect of
overall objectives.

RESEARCH METHODOLOGY

3.1 RESEARCH OBJECTIVES OF THE STUDY:

1. To find out the relevance of training in achieving goals of Fortis Escorts Heart
Institute.

2. To study the different methods of training at Fortis Escorts Heart Institute.

29
 3. To study the relationship between performance and training.

3.2 RESEARCH METHODOLOGY OF THE STUDY

3.2.1 RESEARCH DESIGN

Research design is a detailed outline of how an investigation will take place.

Descriptive study:
After carrying out initial exploratory studies to bring clarity on the subject under study,
descriptive study was carried out to know the actual training method being followed at
Fortis Escorts Heart Institute. The knowledge of actual training process is needed to
document the process and suggest improvements in the current system to make it more
effective. The tools used to carry out the descriptive study included both monitoring and
interrogation.

Exploratory study:
Since there is a lack a clear idea of the problems one will meet during the study, carrying
out an exploratory study is particularly useful. It helped me to develop my concepts more
clearly, establish priorities and in improving the final research design. Exploratory study
was carried out by conducting:
Secondary Data Analysis which included studying the website
(www.fortishealthcare.com) of the company and also going through the various articles
published in different sources (magazines, books, internet, newspapers) on small and
medium scale enterprises and training and development process.
Experience Surveys also conducted with Assistant Manager Human Resources and other
executives of FORTIS ESCORTS HEART INSTITUTE to gain knowledge about the
nature of Training process followed in the organization

3.2.2 METHODS OF DATA COLLECTION

30
 PRIMARY DATA
Primary data helps us in making observation of employees behaviors, talk gestures
which helped me in identifying the attitude of employees towards the training program
and the effectiveness of the training program in the organization.

SECONDARY DATA
It was collected from the website of the company, and the company personnel, certain
reports from the HR department. The research also took the help of the books and journal.
Both primary and secondary data served the purpose in measuring the effectiveness of
training at Fortis Escorts Heart Institute.. Both are equally essential for any type of
survey.

3.2.2.1 INSTRUMENT FOR DATA COLLECTION

An instrument is used to collect the required information from the employees and also
interact with the employees personally.

I have used the following instruments:

1 Questionnaire: a questionnaire was served to all the employees asking their opinion
about the effectives of training and development programs at FEHI.
To produce a reliable questionnaire both primary and secondary information was
used.
The questionnaire was prepared by me under the guidance of the mentor wherein
I used Likert five-point scale and closed ended questions for measuring attitudes
of the employees for my study.
The questionnaire comprised 14 questions which covered all the aspects of
measuring the effectiveness of training program.

2 Personal Interview: a face-to-face talk is carried out with the employees where I asked
several employees about their feelings and opinions on various aspects of their jobs and
organization.

31
3 Company Data and Reports: certain reports from the HRD department provided the
information as to the total no of employees, schedule of training programs, number of
persons attending it and other such things, which indicated the employee performance on
the job after attending these training programs.

3.2.2.2 DRAFTING A QUESTIONNAIRE

The following are the main steps in the drafting of questionnaire or schedule.

1. Figure out what information you are trying to gather from this
survey. What is your main objective in doing the questionnaire? What
information do you need from the respondents in order to meet your
objectives? Think of questions that will address your objectives and get
answers for your questions. You should also make sure that your
questions are not redundant or not specific to your topic. You should
not include any questions that do not gather information that is directly
useful in your research.

2. Use closed questions for questionnaires. A closed question is one

that can be answered with a word or a phrase. This makes it easy for
the respondent to give their answer without having to think of an
articulate way to word it. Closed questions also benefit you because it
makes it easier to classify and group answers together.

3. Order your questions in a way that is meaningful and easy to

follow. Start with questions that are easy to understand and easy to
answer. Opening with harder questions is off-putting and may scare
your respondents off before they complete your entire survey. Easy
questions help encourage your participants to want to finish answering
the rest of the questions. The rest of the questions should flow in some
sort of order that sounds natural and does not skip around too much.
Group like topics together rather than skipping around from topic to
topic.

32
 4. Put the more important questions at the beginning of your
questionnaire. Often, participants can lose interest by the end,
especially if the survey is rather lengthy. If there are any questions that
are of more importance and that you want your respondents to focus
on, place them towards the beginning of your questionnaire.

5. Add a little variety to your questions. While closed questions are

best for ease of answering and analyzing purposes, adding in a couple
of open ended questions helps keep respondents from becoming
bored. Open ended questions require respondents to write out their
answers and include some detail.

6. Decide what methods you will use to reach your target

audience. If you are not seeking a particular audience, you can gather
information using your questionnaire through interviews, focus groups,
mailing your questionnaires or telephone interviews. If your target
audience is a specific group, you will want to use methods to reach
those specific people. For example, if you are looking for information
from college students, you should do your survey at local colleges.

3.2.3 SAMPLE DESIGN

3.2.3.1 POPULATION
For this survey all the departments of the organization Fortis Escorts Heart Institute were
considered. There were total of 1600 employees working in the organization.

3.2.3.2 SAMPLE SIZE

Sampling Frame: The respondents are the employees of the organization-FEHI.
Sampling Unit: The sampling unit is the individual employee of Nursing, Support,
Medical, Paramedical department of the organization.
Sample Size: Sample size taken for this study is 100 employees covering all the
departments of the organization.

Following are the number of respondents from each department:

33
 NUMBER OF
S NO. DEPARTMENT RESPONDENTS

01 Nursing 55

02 Support 15

03 Medical 23

04 Paramedical 07

Table No. 1. Population of Survey

3.2.3.3 SAMPLING METHOD

Convenience sampling
It is a specific type of non-probability sampling method that relies on data collection from
population members who are conveniently available to participate in study.

3.3. LIMITATIONS

Sample size is small as the population was confined to Fortis, Okhla.

Interaction with company executives was limited due to their busy schedule.
Information collected is mainly primary data and the accuracy is subject to the
responses received.
Due to the limitation of the time the research could not be made more
detailed.
Some of the replies of the respondents may be biased.
Respondents had marked the answers in questionnaires which may be
socially incorrect irrespective of their actual feelings.

34
Analysis and Interpretation

Ques1: Is the content of the training programs you attend, suitable according to
your job at FEHI?

Content Suitability Percentage (%)

Strongly Agree 14%
Agree 67%
Somewhat Agree 17%
Disagree 1%
Strongly Disagree 1%

Table No.2 Content Suitability.

35
 Strongly Agree Agree Somewhat Agree
Disagree Strongly Disagree

1% 1% 14%
17%

67%

Figure No.5 Content Suitability

Interpretation:
14 % of the employees Strongly Agree that the training program is suitable.
67% of the employees Agree that the training program is suitable.
17% of the employees Somewhat Agree that the training program is suitable.
1% of the employees Disagree that the training program is suitable.
1% of the employees Strongly Disagree that the training program is suitable.
Ques 2: Does your supervisor encourage you to attend training sessions?

Encouragement by Supervisor Percentage (%)

Strongly Agree 25%
Agree 62%
Somewhat Agree 11%
Disagree 0%
Strongly Disagree 2%

Table No.3 Encouragement by Supervisor

36
 Strongly Agree Agree Somewhat Agree
Disagree Strongly Disagree

11% 2%
25%

62%

Figure No.6 Encouragement by Supervisor

Interpretation:
25% Strongly Agree that their supervisors encourage them to attend the training
sessions.
62% Agree that their supervisors encourage them to attend the training sessions.
11% Somewhat Agree that their supervisors encourage them to attend the training
sessions.
2% Strongly Disagree that their supervisors encourage them to attend the training
sessions.
Ques 3: Does the information provided in the training session was sufficient?
Relevance of info in Training Percentage (%)
Strongly Agree 19%
Agree 62%
Somewhat Agree 16%
Disagree 1%
Strongly Disagree 2%

Table No.4 Relevance of information in training

37
 Strongly Agree Agree Somewhat Agree
Disagree Strongly Disagree

1% 2%
19%
16%

62%

Figure No.7 Relevance of information in training

Interpretation:
19% of the Employees Strongly Agree that sufficient information is provided in
the training.
62% of the Employees Agree that sufficient information is provided in the
training.
16% of the Employees Somewhat Agree that sufficient information is provided in
the training.
1% of the Employees Disagree that sufficient information is provided in the
training.
2% of the Employees Agree that sufficient information is provided in the training.

Ques 4: Does the content of the training program was easy to understand?

Understandability of training Percentage (%)

content
Table No.8 Understandability
Strongly Agree 18% of training content
Agree 61%
Somewhat Agree 15%
Disagree 1%
Strongly Disagree 5%

38
 Strongly Agree Agree Somewhat Agree
Disagree Strongly Disagree

1% 5%
18%
15%

61%

Figure No.15 Understandability of training content

Interpretation:
18% Strongly Agree that the content of training program is easy to understand.
61% Agree that the content of training program is easy to understand.
15% Somewhat agree that the content of training program is easy to understand.
1% Disagree that the content of training program is easy to understand.
5% Strongly Disagree that the content of training program is easy to understand.

Ques 5: Does the module of the training was delivered well?

Delivery of training module Percentage (%)

Strongly Agree 16%
Agree 72%
Somewhat Agree 11%
Disagree 0%
Strongly Disagree 1%

Table No.6 Delivery of training module

39
 Strongly Agree Agree Somewhat Agree
Disagree Strongly Disagree

11% 1% 16%

72%

Figure No.9 Delivery of training module

Interpretation:
16% Strongly Agree that the module of the training was delivered in a good way.
72% Agree that the module of the training was delivered in a good way.
11%Somewhat Agree that the module of the training was delivered in a good way.
1% Strongly Disagree Agree that the module of the training was delivered in a
good way.
Ques 6: Does the queries at the time of training program were answered?

Answering of queries Percentage (%)

Strongly Agree 22%
Agree 63%
Somewhat Agree 14%
Disagree 0%
Strongly Disagree 1%

Table No.7 Answering of queries

40
 Strongly Agree Agree Somewhat Agree
Disagree Strongly Disagree

14%1% 22%

63%

Figure No.10 Answering of queries

Interpretation:
22% of the respondents Strongly Agree that the queries were answered to a good
extent.
63% of the respondents Agree that the queries were answered to a good extent.
14% of the respondents Somewhat Agree that the queries were answered to a
good extent.
1% of the respondents Strongly Disagree that the queries were answered to a good
extent.

41
Ques 7: Does the trainer was able to meet your expectations at the training session?

Training expectations met Percentage (%)

Strongly Agree 18%
Agree 60%
Somewhat Agree 19%
Disagree 1%
Strongly Disagree 2%

Table No.8 Training expectations met

Strongly Agree Agree Somewhat Agree

Disagree Strongly Disagree

1% 2%
19% 18%

60%

Figure No.11 Training expectations met

Interpretation:
18% Strongly Agree that the trainer met their expectations at the training session.
60% Agree that the trainer met their expectations at the training session.
19% Somewhat Agree that the trainer met their expectations at the training
session.
1% Disagree that the trainer met their expectations at the training session.
2% Strongly Disagree that the trainer met their expectations at the training
session.
Ques 8: Does your organization considers training as a part of organizational
strategy?

Consideration of training Percentage (%)

42
 Strongly Agree 22%
Agree 63%
Somewhat Agree 13%
Disagree 1%
Strongly Disagree 1%

Table No.9 Consideration of training

Strongly Agree Agree Somewhat Agree

Disagree Strongly Disagree

1% 1%
13% 22%

63%

Figure No.12 Consideration of training

Interpretation:
22% of the respondents Strongly Agree that training is a strategy of organization.
63% of the respondents Agree that training is a strategy of organization.
13% of the respondents Somewhat Agree that training is a strategy of
organization.
1% of the respondents Disagree that training is a strategy of organization.
1% of the respondents Strongly Disagree that training is a strategy of organization

43
Ques 9: Does enough practice is given and training is useful for employees in
FEHI?

Usefulness of Training Percentage (%)

Strongly Agree 18%
Agree 61%
Somewhat Agree 15%
Disagree 1%
Strongly Disagree 5%

Table No.10 Usefulness of training

Strongly Agree Agree Somewhat Agree

Disagree Strongly Disagree

1% 5%
18%
15%

61%

Figure No.13 Usefulness of training

Interpretation:

18% of the respondents Strongly Agree that the training is useful.

61% of the respondents Agree that the training is useful.
15% of the respondents Somewhat Agree that the training is useful.
1% of the respondents Disagree that the training is useful.
5% of the respondents Strongly Disagree that the training is useful.

Ques 10: Does the time duration for the given training is sufficient?

Sufficiency of training time duration Percentage (%)

Strongly Agree 63%

44
 Agree 24%
Somewhat Agree 7%
Disagree 6%
Strongly Disagree 0%

Table No.11 Sufficiency of training time duration

Strongly Agree Agree Somewhat Agree

Disagree Strongly Disagree

6%
7%

24%
63%

Figure No.14 Sufficiency of training time duration

Interpretation:
63% of the respondents Strongly Agreed that the time duration for training is
sufficient.
24% of the respondents Agreed that the time duration for training is sufficient.
7% of the respondents Somewhat Agreed that the time duration for training is
sufficient.
6% of the respondents Disagreed that the time duration for training is sufficient.

45
Ques 11: What are the conditions that need to be improved during the training
sessions?

Conditions need to be Percentage (%)

improved
Methods 28%
Duration 35%
Content 25%
Location 12%

Table No.12 Conditions need to be improved

Methods Duration Content Location

12%
28%

25%

35%

Figure No.15 Conditions need to be improved

Interpretation:
28% believe that Method should be improved.
35% believe that Duration should be improved.
25% believe that Content should be improved.
12% believe that Location should be improved.

Ques 12: What skills should the trainer most importantly possess to make
training effective?

Most important skill of Percentage (%)

46
 trainer
Technical Skills 59%
People Skills 26%
Soft Skills 15%

Table No.13 Most important skill of trainer

Technical Skills People Skills Soft Skills

15%

26% 59%

Figure No.16 Most important skill of trainer

Interpretation:
59% of the respondents believed that Technical Skills are most important.
26% of the respondents believed that People Skill are most important.
15% of the respondents believed that Soft Skills are most important.

47
Ques 13: Do you feel competent after attending the training session?
Feeling of competency Percentage (%)
Strongly Agree 4%
Agree 71%
Somewhat Agree 17%
Disagree 4%
Strongly Disagree 8%
Table No.14 Feeling of competency

Strongly Agree Agree Somewhat Agree

Disagree Strongly Disagree

8%4%
17%

71%

Figure No.17 Feeling of competency

Interpretation:
4% Strongly Agree that they feel competent after training session.
71% Agree that they feel competent after training session.
17% Somewhat agree that they feel competent after training session.
4% Disagree that they feel competent after training session.
8% Strongly Disagree that they feel competent after training session.
Ques 14: Is there a difference between the job performance of those who attend
training sessions and those who dont?
Difference in performance of Percentage (%)

attendant and non-attendant

Strongly Agree 18%

48
 Agree 61%
Somewhat Agree 15%
Disagree 1%
Strongly Disagree 5%

Table No.15 Difference in performance

Strongly Agree Agree Somewhat Agree

Disagree Strongly Disagree

1% 5%
18%
15%

61%

Figure No.18 Difference in performance

Interpretation:

18% Strongly Agree that training bring difference in job performance.

61% Agree that training bring difference in job performance.
15% Somewhat Agree that training bring difference in job performance.
1% Agree that training bring difference in job performance.
5% Strongly Disagree that training bring difference in job performance.
FINDINGS

The training program at FORTIS ESCORTS HEART INSTITUTE is suitable

according to the employees jobs

Employees are encouraged by their supervisors to attend the training sessions

so that the employees are always up to date for the new available
technologies.
Sufficient information is provided in the training to employees as the content
of the training programme is good and most of employees are satisfied with it.

49
 The delivery of the training is satisfactory for the employees, the training
sessions are interactive and the queries of the participants are very well
addressed by the trainers.
The training program at FORTIS ESCORTS HEART INSTITUTE is aligned
with the organizational strategy

Training at FORTIS ESCORTS HEART INSTITUTE is extensive; enough

practice is given and it also helps the employees to improve their job
performance
The duration of the training sessions and the methods used by the trainer is
satisfactory and but further improvement can be made , as the employees feel
that a better method could save the time of the trainee as well as the trainer .
The trainer needs to improve at his/her technical skills and other skills are
satisfactory.

The training program at FORTIS ESCORTS HEART INSTITUTE helps

employees develop adequate skills and they feel slightly more competent after
attending the same

The training program adds to the competency of the employees and there is a
huge and visible difference in skills, knowledge and abilities of those who
attend the training and those who do not.

50
SUGGESTIONS

Employees should decide and determine the training programs that they need
so that they can work more effectively and efficiently; employees should
decide some of the training they would like to undergo

Looking at the analysis of the data collected, it can be interpreted that the
training effectiveness is moderate, it is not highly effective. Thus certain steps
should be taken to make the training highly effective.

The training program should be made more suitable for the employees at
Fortis Escorts Heart Institute

The content of the training should be improved so that the employees of the
organization can attain maximum amount of information in the given time.

The training session should be made more interactive and participative So

that the trainer and the trainee are in constant interaction.

The trainer should debrief the participant at the onset so as to know what do
they expect from the session

The trainer should excel at the technical skills needed for training so that the
programmes can be carried on smoothly and there is no kind of unwanted
breaks in between.

Performance of every employee undergone training should be evaluated so as

to get improved quality of training activities and also to enable trainers to
relate inputs to output

CONCLUSION

51
According to the study conducted we can conclude that the overall effectiveness of
the training is moderate

The employees agree that the training programs help to increase productivity and
achieve organizational goal

The employees are not involved in determining the training need analysis. The
training programs are fixed by the top management

Most of the employees do not take the training programs seriously, as there are no
strict rules and regulations to attend the training programs

Therefore, we can conclude that there is a little scope to develop and improve the
training programs at FORTIS ESCORTS HEART INSTITUTE in future in order
to meet the requirements of the global market.

BIBLIOGRAPGHY

Books:

52
 Aswthappa K Human Resource Management, TMH Publications, New
Delhi.
Bryman Alan & Bell, A. Emm , Business Research Methods, Second
Edition, Oxford University Press.
Cooper, Donald & Schindler, Pamela., Business Research Methods, Ninth
edition, Tata McGraw Hill (2006).
Dessler Gary, "Human Resource Management", Seventh edition,
Prentice-Hall of India pvt Ltd
Kothari C.R. Research Methodology- Methods and Techniques, Second
Edition (2004), New Age Publications, New Delhi.
Rao V.S.P. Human Resource Management-Text and Cases, First Edition
(2000), New Delhi.
Srivastava V.N & Ghyni J Girdhar.,Training Manual on Human
Resource Management & Organizational Learning

Websites:

http://www.fortishealthcare.com/india/hospitals-in-delhi-ncr
http://www.slideshare.net/prem.training/training-and-development-
presentation-961261
http://www.researchersworld.com /vol4/issue2/Paper_20.
http://www.fortishealthcare.com/india/hospitals-in-delhi-ncr/fortis-escorts-
heart-institute-research-centre-okhla-road
http://www.theijm.com/vol3issue1/2.327.pdf

http://healthcare.financialexpress.com/200901/market01.html

Annexure
Annexure 1
QUESTIONNAIRE

SURVEY ON TRAINING AND DEVELOPMENT 2015-16

53
 1. Is the content of the Training programs you attend, suitable
according to your job in FEHI?

Strongly agree
Agree
Somewhat agree
Disagree
Strongly Disagree

2. Does your supervisor encourage you to attend training sessions?

Strongly agree
Agree
Somewhat agree
Disagree
Strongly Disagree

3. Does the information provided in training program was sufficient?

Strongly agree
Agree
Somewhat agree
Disagree
Strongly disagree

4. Does the content of the training program is easy to understand?

Strongly agree
Agree
Somewhat agree
Disagree
Strongly Disagree

54
 5. Does the module of the training program was delivered
well?
Strongly Agree
Agree
Somewhat Agree
Disagree
Strongly Disagree

6. Does the queries at the time of training program were answered?

Strongly Agree
Agree
Somewhat Agree
Disagree
Strongly Disagree

7. Does the trainer was able to meet your expectations at the

training session?
Strongly Agree
Agree
Somewhat Agree
Disagree
Strongly Disagree

8. Does your organization consider training as a part of

organizational strategy?

Strongly agree
Agree
Somewhat agree
Disagree
Strongly Disagre

55
 9. Does enough practice is given and training is useful for employees
in FEHI?

Strongly agree
Agree
Somewhat agree
Disagree
Strongly Disagree

10. Does the time duration given for training insufficient?

Strongly Agree
Agree
Somewhat Agree
Disagree
Strongly Disagree

11. What are the conditions that have to be improved during the training
sessions?
Methods of training
Duration of the training program
Content of the training program
Training location

12. What skills should the trainer most importantly possess to make
training effective?

Technical Skills
People skills
Soft skills

13. Do you feel competent after attending the training session?

Strongly Agree
Agree
Somewhat

56
 Agree
Disagree
Strongly Disagree

14. Do you feel that there is any difference between the job performance of
those who attend training sessions and those who dont?

Strongly agree
Agree
Somewhat agree
Disagree
Strongly Disagree

57
 Annexure 2
TRAINING FEEDBACK FORM

58
 Annexure 3
TRAINING NEED IDENTIFICATION FORM

59
60