Project Report on Training & Development

8/13/2019 Project Report on Training & Development

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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 recognizedamongst 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 permeatesevery 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).


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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 developmentLocation: 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


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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 &


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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 fordoing 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.


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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 oftrainees & many other factors. Some of widely used training methods are listed as below:

Table No: 1 Methods of Training

On The Job Training Off The Job Training

1. Job instruction Training 1. Role Playing2. Mentoring / Coaching 2. lecture / Discussion Method3. Vestibule Training 3. Business Games4. Training by experienced supervisors 4. Sensitivity Training5. Apprenticeship training 5. Conference method6. Job Rotation 6. Programme instructions7. Demonstration / Simulation 7. Case Studies2.7) IMPORTANCE OF TRAINING

Higher performance:Training helps to improve the quantity & quality of workoutput, increase knowledge, skills, & productivity of both employees & an organization

as a whole.

Lesser learning period: It helps to reduce the learning time & cost requiredreaching 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 performingthe 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.


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

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.

Organisational Objectives & Strategies

Assessment of Training Needs

Establish of Training Goals

Designing Training Programme

Implementation of TrainingProgramme


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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. Who participates in the programme?ii. Who are the trainers?

iii. What methods & techniques are to be used for training?iv. What should be the level of training?v. What learning principles are needed?

vi. Where is the programme conducted?5. Implementation of the Training Programme:Once the training programme designed, it needs to be implemented. Programme

implementation involves action on the following lines:

i. Deciding the location & organising training & other facilities.ii. Scheduling the training programme.

iii. Conducting the programme.iv. Monitoring the progress of trainees.

6. 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.


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2.9) EVALUATION OF TRAINING

krickpatricksfour levels of evaluation model

The four levels of Krickpatricksevaluation model essentially measure:

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

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

All these measures are recommended for full and meaningfulevaluation of learning in

organizations, although their application broadly increases in complexity, and usually

cost, through the levels from level 1-4.


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KRICKPATRICKSFOUR LEVELS OF TRAINING EVALUATION:

Table No: 2KrickpatricksFour Levels Of Tr aining Evaluation

level evaluation

type (what is

measured)

evaluation description

and characteristics

examples of evaluation

tools and methods

relevance and

practicability

1 Reaction Reaction

evaluation is how the

delegates feltabout the

training or learning

experience.

'Happy sheets',

feedback forms.

Verbal reaction, post-

training surveys or

questionnaires.

Quick and very easy to

obtain.

Not expensive to gather

or to analyze.

2 Learning Learning evaluationis

the measurement of

the increase in

knowledge - before and

after.

Typically assessments

or tests before and after

the training.

Interview or

observation can also be

used.

Relatively simple to set

up; clear-cut for

quantifiable skills.

Less easy for complex

learning.

3 Behaviour Behaviour evaluationis

the extent of applied

learningback on the job -

implementation.

Observation and

interview over time are

required to assess

change, relevance of

change, and

sustainability of change.

Measurement of

behaviour change

typically requires

cooperation and skill of

line-managers.

4 Results Results evaluationis

the effect on the business

or environmentby the

trainee.

Measures are already in

place via normal

management systems

and reporting - the

challenge is to relate to

the trainee.

Individually not difficult;

unlike whole

organization.

Process must attribute

clear accountabilities.


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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 bybusiness and organizational requirements.

3.3) RESPONSIBILITY

It is the responsibility of HR Executive to ensure implementation of this policy under the

supervision of HeadHR & 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.


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The training need identification shall be done at the end of the performance yearimmediately 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. Businessperformance, Functional performance and individual performance.

Business performance shall lead to identification of common training needs acrossdepartments 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 formost 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 anindividual 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. ifan 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 theHR 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 Headfor execution of the training calendar and training budget.


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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

WOCKHARDT HOSPITALS LTD., NASHIK ARE AS FOLLOWS

General Induction Departmental Induction Fire Safety Employee Rights Patient Rights

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


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3.8) TRAININGS PROVIDED TO EACH EMPLOYEE IN NURSING

DEPARTMENT AT WOCKHARDT HOSPITALS LTD., NASHIK ARE AS

FOLLOWS

Medico Legal Care Ventilator Material Management Vulnerable Patients Care Hand Hygiene Cath Lab Procedures &Radiation Safety

Admission & DischargeProcedure

Transfer Procedure ABG Safety Sentineal Events Medication Error

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


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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, Researchmeans a search for facts or an organizedenquiry.

According to Redman and Mory, Research is a systematized effort to gain newknowledge.

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.


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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 ofWockhardt 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 WockhardtHospital, Nashik during my tenure of the project, JulyAugust 2011.

This project covers the study of concepts like training, training programmed, andtraining 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.


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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 leftuntouched and not mentioned in any way.

Top-level strategic type of decisions and information too are not taken understudy to avoid any favor to the business counter parts.

My project does not concerned about the designing and planning of trainingactivities 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 anddevelopment.

Due to security reasons, I could not attend the training conducted which wouldgive 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)


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4.7) DATA COLLECTION

1.Primary data collection:

Primary data is collected as follows:

Questionnaire Interview and Discussion with employees Observation2.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.


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CHAPTER 5

DATA ANALYSIS

Primary data was collected by feedback form and evaluation form that was circulatedthrough 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 & Learningand 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 POINTS

Poor 1

Average 2

Good 3

Very Good 4

Table No: 4 Rating scale used for effectiveness evaluation form

RATING POINTS

Yes, Very much/definitely 4

Almost/probably 3

Somewhat/not sure 2

Not at all 1


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EVALUATION OF TRAININGS FOR REACTION & LEARNING:

Table No: 5 Evaluation f or the train ing of I nfection Control Practices:

Parameter

Rating

TOTAL %AGE1 2 3 4Physical comfort at the venue 0 0 0 3 12 100

Explanation on the Schedule of the Training Programme 0 0 1 2 11 91.67

Adherence to Schedule 0 0 1 2 11 91.67

Presentation quality 0 0 1 2 11 91.67

Level of interaction with faculty 0 0 1 2 11 91.67

Quality of presentation content 0 0 1 2 11 91.67

Relevance of contents for on the job performance 0 0 3 0 9 75

Quality of study material / handouts 0 0 2 1 10 83.33

Overall quality of programme 0 0 3 0 9 75

SUMMATION 95 87.96

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

Table No: 6 Evaluation for the train ing of UTI Bundle:

Parameter

Rating

TOTAL %AGE1 2 3 4

Physical comfort at the venue 0 0 3 0 9 75


Adherence to Schedule 0 0 3 0 9 75

Presentation quality 0 0 3 0 9 75

Level of interaction with faculty 0 0 3 0 9 75



Quality of study material / handouts 0 0 3 0 9 75


SUMMATION 83 76.85

INTERPRETATION: As per the above table, ratings for Explanation on theSchedule of the Training Programme & Quality of presentation content was found83.33% and that of almost parameters had 75% which was lesser ratings.


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

Parameter

Rating

TOTAL %AGE1 2 3 4


Explanation on the Schedule of the Training Programme 0 0 0 3 12 100Adherence to Schedule 0 0 0 3 12 100

Presentation quality 0 0 0 3 12 100


Quality of presentation content 0 0 0 3 12 100




SUMMATION 108 100

INTERPRETATION: As per the above table, ratings for all the parameters was found100%.

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

Parameter

Rating

TOTAL %AGE1 2 3 4

Physical comfort at the venue 0 0 1 2 11 91.67






Relevance of contents for on the job performance 0 0 1 2 11 91.67


Overall quality of programme 0 0 1 2 11 91.67

SUMMATION 99 91.67

INTERPRETATION: As per the above table, ratings for all the parameters was found91.678%.


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

Parameter

Rating

TOTAL %AGE1 2 3 4


Explanation on the Schedule of the Training Programme 0 0 2 1 10 83.33Adherence to Schedule 0 0 2 1 10 83.33







SUMMATION 87 80.55

INTERPRETATION: As per the above table, ratings for almost parameters was found83.33% .

Table No: 10 Evaluation for the training of Cri tical Care :

Parameter

Rating

TOTAL %AGE1 2 3 4

Physical comfort at the venue 0 0 2 1 3 83.333Explanation on the Schedule of the Training Programme 0 0 1 2 3 91.67








SUMMATION 27 90.74

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


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Table No: 11 Evaluation for the training of BLS :

Parameter

Rating

TOTAL %AGE1 2 3 4









SUMMATION 27 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 jobperformance & Overall quality of programme was 75% which had lesser ratings.

Table No: 12 Evaluation f or the training of Bi omedical Equipments :

Parameter

Rating

TOTAL %AGE1 2 3 4









SUMMATION 27 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 jobperformance & Overall quality of programme was 75% which had lesser ratings.


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Table No: 13 Evaluation for Reaction & Learning of all tr ainings:

Parameter

INFECTION

CONTROL

PRACTICES

UTI

BUNDL

E

PHYSI

OLOGY

OF

HEART

S

CATHETA

R

CARE

PATIENT'

S

RIGHTS

CRITICAL

CARE BLS

BIOMEDICA

L

EQUIPMENT

S

Physical comfort at

the venue 100 75 100 91.67 75 83.33 100 100

Explanation on the

Schedule of

the Training

Programme 91.67 83.33 100 91.67 83.33 91.67 91.67 91.67

Adherence to

Schedule 91.67 75 100 91.67 83.33 91.67 91.67 91.67

Presentation quality 91.67 75 100 91.67 83.33 91.67 91.67 91.67

Level of interaction

with faculty 91.67 75 100 91.67 75 91.67 91.67 91.67

Quality of

presentation content 91.67 83.33 100 91.67 83.33 91.67 91.67 91.67

Relevance of

contents for

on the job

performance 75 75 100 91.67 83.33 91.67 75 75

Quality of study

material / handouts 83.33 75 100 91.67 75 91.67 83.33 83.33

Overall quality of

programme 75 75 100 91.67 83.33 91.67 75 75

AVERAGE 87.96 76.85 100 91.67 80.55 90.74 87.96 87.96


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Graph No: 1 Evaluation for Reaction & Learning of all train ings:

INTERPRETATION:- As per the above graph, training on PHYSIOLOGY OF

HEARTSwas found 100%effective in reaction & learning evaluation of training and

that of UTI Bundlewas 76.85% average which was less effective as compared to other

trainings provided.

0 20 40 60 80 100 120

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

BIOMEDICAL

EQUIPMENTS

BLS

CRITICAL

CARE

PATIENTS'

RIGHTS

CATHETAR

CARE

PHISIOLOGY

OF HEARTS

UTI BUNDLE

INFECTION

CONTROLPRACTICES


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Graph No: 2 Evaluation for Overall Feedback Of Al l T rain ings:

Table No: 14 Evaluation f or Overall Feedback Of Al l Train ings:

Parameter AVERAGE

Physical comfort at the venue 90.625

Explanation on the Schedule of the Training Programme 90.477

Adherence to Schedule 89.585

Presentation quality 89.585

Level of interaction with faculty 88.543

Quality of presentation content 90.626

Relevance of contents for on the job performance 83.333

Quality of study material / handouts 85.416

Overall quality of programme 83.333

78

80

82

84

86

88

90

92

AVERAGE

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


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EVALUATION OF TRAININGS FOR BEHAVIOUR & RESULT:

Table No: 15 Evaluation for the training of I nfection Control Practices:

Parameter

Rating

TOTAL %AGE4 3 2 1Did the trainee put his/her learning intoeffect when back on the job? 0 1 2 0 7 58.33

Were the relevant skills and knowledgeused? 0 2 0 1 7 58.33

Was there noticeable and measurablechange in the activity and performance ofthe trainee when back in his/her roles? 0 1 2 0 7 58.33

Was the change in behaviour and new levelof knowledge sustained? 0 1 2 0 7 58.33

Would the trainee be able to transfer his/herlearning to another person? 0 2 0 1 7 58.33

Is the trainee aware of his/her change inbehaviour, knowledge, skill level? 0 1 2 0 7 58.33

After undergoing this training, is the traineebeing able to perform his/her duty in theorganization? 0 0 3 0 6 50

After the training, has his/her contributionstowards achieving the goal of theorganization increased? 0 1 0 2 5 41.67

Is there any improvement in quality of workhe/she performs? 0 0 2 1 5 41.67

Has the training programme benefitted theorganization 0 1 2 0 7 58.33

average 54.165

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


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Table No: 16 Evaluation for the train ing of UTI Bundle:

Parameter

Rating

TOTAL %AGE4 3 2 1

Did the trainee put his/her learning intoeffect when back on the job? 1 2 0 0 10 83.33

Were the relevant skills and knowledgeused? 3 0 0 0 12 100

Was there noticeable and measurable

change in the activity and performance ofthe trainee when back in his/her roles? 0 3 0 0 9 75

Was the change in behaviour and new levelof knowledge sustained? 0 3 0 0 9 75

Would the trainee be able to transfer his/herlearning to another person? 3 0 0 0 12 100



After the training, has his/her contributionstowards achieving the goal of theorganization increased? 3 0 0 0 12 100

Is there any improvement in quality of workhe/she performs? 0 3 0 0 9 75

Has the training programme benefitted theorganization 0 3 0 0 9 75

average 88.33



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Table No: 17 Evaluation for the traini ng of Physiology of Hearts:

Parameter

Rating

TOTAL %AGE4 3 2 1

Did the trainee put his/her learning intoeffect when back on the job? 0 3 0 0 9 75


Was there noticeable and measurable

change in the activity and performance ofthe trainee when back in his/her roles? 0 3 0 0 9 75

Was the change in behaviour and new levelof knowledge sustained? 0 3 0 0 9 75

Would the trainee be able to transferhis/her learning to another person? 3 0 0 0 12 100

Is the trainee aware of his/her change inbehaviour, knowledge, skill level? 3 0 0 0 12 100

After undergoing this training, is thetrainee being able to perform his/her dutyin the organization? 1 2 0 0 10 83.33

After the training, has his/her contributionstowards achieving the goal of theorganization increased? 3 0 0 0 12 100

Is there any improvement in quality ofwork he/she performs? 2 1 0 0 11 91.67


AVERAGE 87.5



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Table No: 18 Evaluation for the traini ng of Catheter Care:

Parameter

Rating

TOTAL %AGE4 3 2 1



Was there noticeable and measurablechange in the activity and performance ofthe trainee when back in his/her roles? 0 3 0 0 9 75

Was the change in behaviour and newlevel of knowledge sustained? 0 3 0 0 9 75

Would the trainee be able to transferhis/her learning to another person? 3 0 0 0 12 100


After undergoing this training, is thetrainee being able to perform his/her dutyin the organization? 2 1 0 0 11 91.67

After the training, has his/her contributions

towards achieving the goal of theorganization increased? 3 0 0 0 12 100

Is there any improvement in quality ofwork he/she performs? 1 2 0 0 12 100


average 88.33



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

Parameter Rating

TOTAL %AGE4 3 2 1

Did the trainee put his/her learning intoeffect when back on the job? 1 1 1 0 9 75


Was there noticeable and measurablechange in the activity and performance of

the trainee when back in his/her roles? 0 1 1 1 6 50Was the change in behaviour and newlevel of knowledge sustained? 1 1 0 1 8 66.67

Would the trainee be able to transferhis/her learning to another person? 1 1 0 1 8 66.67


After undergoing this training, is thetrainee being able to perform his/her dutyin the organization? 1 1 1 0 9 75


towards achieving the goal of theorganization increased? 1 2 0 0 10 83.33

Is there any improvement in quality ofwork he/she performs? 1 1 1 0 9 75


AVERAGE 70.83



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Table No: 20 Evaluation for the train ing of Cri tical Care:

Parameter

Rating

TOTAL %AGE4 3 2 1




the trainee when back in his/her roles? 0 2 0 1 7 58.33Was the change in behaviour and new levelof knowledge sustained? 2 0 0 1 9 75

Would the trainee be able to transfer his/herlearning to another person? 2 0 0 1 9 75


After undergoing this training, is the traineebeing able to perform his/her duty in theorganization? 2 0 1 0 10 83.33





AVERAGE 78.33



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Table No: 21 Evaluation for the training of BLS:

Parameter

Rating

TOTAL %AGE4 3 2 1




the trainee when back in his/her roles? 0 1 2 0 7 58.33Was the change in behaviour and new levelof knowledge sustained? 0 1 2 0 7 58.33








AVERAGE 54.165



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

Parameter

Rating

TOTAL %AGE4 3 2 1



Was there noticeable and measurablechange in the activity and performance ofthe trainee when back in his/her roles? 0 1 2 0 7 58.33

Was the change in behaviour and new levelof knowledge sustained? 0 1 2 0 7 58.33




After the training, has his/her contributionstowards achieving the goal of the

organization increased? 0 1 0 2 5 41.67Is there any improvement in quality of workhe/she performs? 0 0 2 1 5 41.67


AVERAGE 54.165



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Table No: 23 Evaluation for Behaviour & Resul t of all trainings:

Parameter

INFECTION

CONTROL

PRACTICES

UTI

BUNDLE

PHISIOL

OGY

OF

HEARTS

CATHE

TAR

CARE

PATIENTS'

RIGHTS

CRITICAL

CARE BLS

BIOMEDIC

AL

EQUIPMEN

TS

Did the trainee put his/her

learning into effect when

back on the job? 58.33 83.33 75 83.33 75 83.33 58.33 58.33

Were the relevant skills

and knowledge used? 58.33 100 100 100 66.67 75 58.33 58.33

Was there noticeable and

measurable change in the

activity and performance

of the trainee when back in

his/her roles? 58.33 75 75 75 50 58.33 58.33 58.33

Was the change in

behaviour and new level

of knowledge sustained? 58.33 75 75 75 66.67 75 58.33 58.33

Would the trainee be able

to transfer his/her learning

to another person? 58.33 100 100 100 66.67 75 58.33 58.33

Is the trainee aware of

his/her change in

behaviour, knowledge,

skill level? 58.33 91.67 100 83.33 83.33 91.67 58.33 58.33

After undergoing this

training, is the

trainee being able to

perform his/her duty in the

organization? 50 75 83.33 91.67 75 83.33 50 50

After the training, has

his/her contributions

towards achieving the goal

of the organization

increased? 41.67 100 100 100 83.33 83.33 41.67 41.67

Is there any improvement

in quality of work he/she

performs? 41.67 75 91.67 100 75 83.33 41.67 41.67

Has the training

programme benefitted the

organization? 58.33 75 75 75 66.67 75 58.33 58.33

AVERAGE 54.17 85 87.5 88.33 70.83 78.33 54.17 54.17


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Graph No: 3 Evaluation for Behaviour & Resul t of all train ings:

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

Equipmentsare same, i.e; 54.17%, less effective than other trainings provided.

0 20 40 60 80 100 120

Did the trainee put his/her

learning

Were the relevant skills and

knowledge used?

Was there noticeable and

measurable

Was the change in behaviour and

new

Would the trainee be able to

transfer

Is the trainee aware of his/her

change

After undergoing this training, isthe

After the training, has his/her

contributions

Is there any improvement in

quality of work

Has the training programme

benefitted the

AVERAGE

BIOMEDICAL

EQUIPMENTS

BLS

CRITICAL

CARE

PATIENTS'

RIGHTS

CATHETAR

CARE

PHISIOLOGY

OF HEARTS

UTI

BUNDLE

INFECTION CONTROL

PRACTICES


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Table No: 24 Overall Evaluation Of All Trainings

PARAMETER AVERAGE

Did the trainee put his/her learning into effect when back on the job? 71.87

Were the relevant skills and knowledge used? 77.08

Was there noticeable and measurable change in the activity and performance of the

trainee when back in his/her roles? 63.54

Was the change in behaviour and new level of knowledge sustained? 67.71

Would the trainee be able to transfer his/her learning to another person? 77.08

Is the trainee aware of his/her change in behaviour, knowledge, skill level? 78.12

After undergoing this training, is the trainee being able to perform his/her duty in the

organization? 69.79

After the training, has his/her contributions towards achieving the goal of the

organization increased? 73.96

Is there any improvement in quality of work he/she performs? 68.75

Has the training programme benefitted the organization? 67.71

Graph No: 4 Overall Evaluation Of All Trainings:

0.0010.0020.0030.0040.0050.0060.0070.0080.0090.00

AVERAGE

AVERAGE


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Table No: 25 Overall Effectiveness Of All Trainings Considering Donald

KrickpatricksMethod Of Training Evaluation:

TRAININGS

%AGE OF

REACTION &

LEARNING

% AGE OF

BEHAVIOUR

& RESULTS

%AGE OF

EFFECTIVEN

ESS

INFECTION

CONTROLPRACTI

CES

87.96 54.16571.06

UTI BUNDLE 76.85 85 80.93

PHISIOLOGY OF

HEARTS100 87.5

93.75

CATHETAR CARE 91.67 88.33 90

PATIENTS' RIGHTS 80.55 70.83 75.69

CRITICAL CARE 90.74 78.33 84.54

BLS 87.96 54.165 71.06

BIOMEDICAL

EQUIPMENTS87.96 54.165 71.06

AVERAGE 87.96 71.56 79.76


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Graph No: 5 Overall Effectiveness Of All Trainings Considering Donald

KrickpatricksMethod Of Training Evaluation :

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.

0102030405060708090

100

%AGE OF EFFECTIVENESS

%AGE OF EFFECTIVENESS


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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 andare 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 anyother 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 areduring 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 toWockhardt 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 oftraining & 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 avery 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 anddevelopment in hospital industries.


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Recommendations:

Controlling authority should be bound to allow employees to attend the trainingon 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 employeesas they indirectly train their subordinates at actual work.

Other type of training methods should also be adopted than lectures(classroomtraining) 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 savetime & cost of the company.

Training schedule should be followed properly to avoid mess.

Training programmes suggested by managers should be considered & discussedwith 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 Rating

1 2 3 4

1 Physical comfort at the venue

2 Explanation on the Schedule of the

Training Programme

3 Adherence to Schedule

4 Presentation quality

5 Level of interaction with faculty

6 Quality of presentation content

7 Relevance of contents for on the job

performance

8 Quality of study material / handouts

9 Overall quality of programme

Any Other Comments/ Suggestions / Feedback :


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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: ___________ Course Title:

Name (Optional) : 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 Almost Somewhat Not at all, its highly

ineffective

2.Has the relevant skills and knowledge been used?

Definitely Probably Not really

3.Is there any noticeable and measurable change in the activity and performance of the

trainee when back in his/her roles?


ineffective

4.Has the change in behaviour and new level of knowledge been sustained?


ineffective


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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 Almost Somewhat Not at all

Results evaluation:

1.After undergoing this training, is the trainee able to perform his/her duty in the

organization?


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?

4.Is there any improvement in quality of work he/she performs?


ineffective


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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 ?


ineffective

Explain:

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 & INDUSTRIALRELATIONS

Sanjay Kavishwar & Vilas Chopde PRINCIPLES OF BUSINESSMANAGEMENT.

Dr. B. Janakiram TRAINING & DEVELOPMENT

Tapomoy Deb TRAINING & DEVELOPMENT(Concepts & Applications)

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l18l18l7l0l0l1l296l2343l0.2.8l10l0&q=training%20and%20development%20project&ct

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Documents

Project Report on Training & Development