Project Report Final (Rashmi) 1.Pdf1112

CHAPTER 1
COMPANY PROFILE
1.1) VISION
Wockhardt Hospitals will strive with excellence to fulfill the needs of the
community in its field of medical treatment
1.2) MISSION
To serve and enrich the quality of life of patient suffering from diseases,
Through the efficient deployment of technology and human expertise , in a caring and
nurturing environment with the greatest respect for human dignity and life.
1.3) WOCKHARDT LTD
Wockhardt Ltd, Indias leading transnational Pharmaceutical and Healthcare Company
set up its first hospital in 1989. Since then the Wockhardt hospital and Heart Institute has
become a renowned tertiary level health center providing cardiac care to patients of all
age groups including new born. The hospital gives structure to a 30 year tradition of
integrate and innovative care.
A long standing reputation for cardiovascular excellence along with premier
diagnostic and therapeutic capabilities enable Wockhardt to treat the most complex and
high risk cardiac patients, a factor which has resulted in the institute being recognized
amongst the best heart hospitals in India and a treatment destination for cardiac patients
from neighboring countries.
1.4) HISTORY
Wockhardt is global, pharmaceutical and Biotechnology Company that has grown by
leveraging two powerful trends impacting the world of medicine globalization and
biotechnology.
The company has a market capitalization of over US $ 1 billion and an annual
turnover of US$ 650 million. Wockhardt pace of growth and momentum permeates
every mindset, system and technology within the organization.
Wockhardt today, is distinguished by a strong and growing presence in the
worlds leading markets, with more than 65% of its revenue coming from Europe and the
United States. Wockhardt market presence covers formulations, biopharmaceuticals,
nutrition products, vaccines and active pharmaceutical ingredients (APIs).
The company has its headquarters in India, and has 14 manufacturing plants in
India, UK, Ireland, France and US Subsidiaries in US, UK, Ireland and France Marketing
offices in Africa, Russia, Central and South East Asia.
Wockhardt has a strong track record in acquisition management, with five
successful acquisitions in the European market. These acquisitions have strengthened
Wockhardt position in the high-potential markets of Europe, and have expanded the
global reach of the organization.
A key growth driver at Wockhardt is its state-of-the-art, multi-disciplinary
research capability backed by a team of 500 skilled scientists. Consistent efforts have
resulted in six breakthrough biotechnology products, 750+ patent filings and a pipeline of
promising new molecules
Wockhardt strategies are aligned towards being a significant player in the
emerging global biopharmaceuticals market. In order to achieve this goal, the company
has set up the Wockhardt Biotech Park, Indias largest biopharmaceuticals complex, with
six dedicated plants built to international standards.
Wockhardt Hospital group for devising and executing programs to improve patient
centered quality care, particularly in the areas of :
Facility development
Leadership development
Nursing excellence
Clinical education and clinical investigator training
Quality management
Adaption to managed care environment
Organizational strategic planning and development
IT strategies and provider network development
Faculty development and leadership programs
Quality management and accreditation of systems
Research program development

Location: Wani House, Mumbai Agra Road, Nashik.
Bed Strength: 170
Multi-specialty: Cardiology, Neurology, Orthopedics, Uro-surgery, Nephrology,
Oncology.
Facilities Available:
Operation Theater
Cardiac Catheterization Laboratory
Well equipped ICCU facility
CHAPTER 2
INTRODUCTION TO THE TOPIC

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

-Edwin B. Filippo.
3.
Teaching is the imparting knowledge; training is the development of habits.

-W. H. Leffingwell.
2.3) OBJECTIVE OF TRAINING

The basic objective of providing training is to develop skills, knowledge & attitude. This
aims to improve performance levels, quality of work, efficiency & productivity. The
objective is to improve economic situation of workers in the job market, to enhance wage
welfare conditions & make it possible to upgrade their economic & social situation in
society.
2.4) NEEDS FOR TRAINING

Basic needs for training can be examined as follows:
Attitude formation: A common objective of training programme is the moulding of
employee attitude to achieve support for company activities, to obtained better
cooperation & greater loyalty.
1.
To reduce learning time to reach acceptable performance: A qualified trainer
& adequate learning situation is able to shorter learning period & encourages higher
productivity from new employee.
2.
To improve performance on present job: Training help employees either new
or experienced employees increase their level of performance on their present job

assignments.
3.
To improve health & safety: Adequate training helps to prevent industrial
accidents.
4.
Aid in solving operational problems: training of both supervisory & newly
recruited employees can help to reduce absenteeism, accidents & grievance.

5.
To improve organizational climate: Training can help to maintain healthy
relationships among the labours, leaders, administrators & managements.

2.5) TYPES OF TRAINING
1.
Induction Training: This is to induct or orient a new employee in the
organization. He is introduce to his colleagues, to new set up etc. & is familiarized with
rules & regulations & other particulars. Induction training helps personal adjustments for
new employee to the new setting & to build up cordiality in the group.
2.
Job training: This is carried out to increase the knowledge & skills of doing the
job with which the employee is related. This also helps in acquainting the employee with
specific procedures, sequences etc. That are followed in the organization.
3.
Refresher Training: This training helps the worker to keep abreast with the latest
that is happening in the field which adds to their self confidence, efficiency & removes
obsolescence
2.6) METHODS OF TRAINING

Trainers who administer training programme have great choice of methods for imparting
learning in trainees. A specific methods selected is decided by considerations of cost,
available time, number of trainee, the depth of relevant knowledge, background of
trainees & many other factors. Some of widely used training methods are listed as below:
Table No: 1 Methods of Training
On The Job Training
Off The Job Training
1. Job instruction Training
1. Role Playing
2. Mentoring / Coaching
2. lecture / Discussion Method
3. Vestibule Training
3. Business Games
4. Training by experienced supervisors
4. Sensitivity Training
5. Apprenticeship training
5. Conference method
6. Job Rotation
6. Programme instructions
7. Demonstration / Simulation
7. Case Studies
2.7) IMPORTANCE OF TRAINING
Higher performance: Training helps to improve the quantity & quality of work
output, increase knowledge, skills, & productivity of both employees & an organization
as a whole.
Lesser learning period: It helps to reduce the learning time & cost required
reaching the acceptable level of performance. The employees need not waste time in
learning through trial or error or by observing others.
Uniformity of procedures: Through it, the best available methods of performing
the work can be standardized & taught to all employees, which helps to improve the
quality of performance.
Economy of materials & equipment: It helps trained employees to make better
& economical use of materials & equipment, thus wastage will be low. Also, the rate of
industrial accidents & damages to machinery & equipment will be minimum. This in turn
will lead to low cost of production per unit.
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Less supervision: It reduces the need for detailed & constant supervision of
workers by making them self-reliant in their work as they know what to do & how to do
it.
High morale: It helps to improve the employees job satisfaction, morale,
developing in them positive attitude, making them more cooperative & loyal to the
organization. It enables them to utilize & develop their full potential. With improvement
in industrial discipline & relations, rates of absenteeism & labour turnover are reduced.
2.8) TRAINING PROCESS
Training process consists of six steps:
Organisational Objectives & Strategies

Assessment of Training Needs
Establish of Training Goals

Designing Training Programme
Implementation of Training
Programme
1.
Organizational Objectives & Strategies:
The first step in training process in an organization is the assessment of its objectives &
strategies. What business are we in? At what level of Quality do we wish to provide this
product or service? Where we want to be in the future? It is only after answering these &
other related questions that the organization must assess the strengths & weaknesses of its
human resources.
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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.
2.9) EVALUATION OF TRAINING

krickpatricks four levels of evaluation model
The four levels of Krickpatricks evaluation model essentially measure:
Reaction of student - what they thought and felt about the training
Learning - the resulting increase in knowledge or capability
Behaviour
extent
of
behaviour
and
capability
improvement
and
implementation/application
Results - the effects on the business or environment resulting from the trainee's
performance
All these measures are recommended for full and meaningful evaluation of learning in
organizations, although their application broadly increases in complexity, and usually
cost, through the levels from level 1-4.
KRICKPATRICKS FOUR LEVELS OF TRAINING EVALUATION:

Table No: 2 Krickpatricks Four Levels Of Training Evaluation
level
evaluation
evaluation
description examples of evaluation relevance
type (what is and characteristics
tools and methods
and
practicability
measured)
Reaction
'Happy
Reaction
evaluation is how
delegates
training
the feedback forms.
felt about the

or
learning
experience.
Learning
Learning
the
sheets', Quick and very easy to

obtain.
Verbal reaction, post- Not expensive to gather

training
surveys
or or to analyze.
questionnaires.
evaluation is Typically
measurement
the increase
assessments Relatively simple to set
of or tests before and after up;

in the training.
clear-cut
for
quantifiable skills.
knowledge - before and

Interview
after.
or Less easy for complex
observation can also be learning.

used.
Behaviour
Behaviour evaluation is Observation

the
extent
and Measurement
of applied interview over time are behaviour
learning back on the job - required

implementation.
to
of
change
assess typically
requires
change, relevance of cooperation and skill of

change,
and line-managers.
sustainability of change.
Results
Results
evaluation is Measures are already in Individually not difficult;
the effect on the business place
via
or environment by the management

trainee.
and reporting
normal unlike
systems organization.
-
the
challenge is to relate to
the trainee.
10
whole
Process
must
attribute
clear accountabilities.
CHAPTER 3
STANDARD OPERATING PROCEDURES OF TRAINING AND

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

Functional skill development programmes and, Behavioral/ Attitudinal training
programmes.
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The training need identification shall be done at the end of the performance year
immediately after the performance review is over, also occur when job responsibilities
changes / new equipment is introduced.
The training needs shall be identified through three main sources viz. Business
performance, Functional performance and individual performance.
Business performance shall lead to identification of common training needs across
departments e.g. if the business suffered due to lack of leadership or could not steer out
effectively from some crisis then leadership skills and crisis management will be the
required training inputs.
Functional performance shall lead to identification of a common training need for
most employees from a particular function e.g. if there are customer complaints on
quality of service from a particular department then customer management skills will be
the required training input.
Employee performance shall lead to identification of training needs for an
individual employee.
e. g. if an employee could not achieve his/her goals due to lack of assertiveness then
assertiveness skill will be the required training input.
Individual training needs can also be identified through succession planning e.g. if
an employee is identified as a successor to a particular position but found to be lacking in

a particular skill that is a part of the targeted positions skill set then that particular skill
will be the required training input for that employee.
Once the training needs are identified a training calendar shall be prepared by the
HR Executive comprising of employee name, training programme and approximate cost

of the programme (Training budget).
HR Executive shall get the approval from Hospital Head and Corporate HR Head
for execution of the training calendar and training budget.
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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
Hospital Information System
Departmental Induction
Infection Control Practices
Fire Safety
Personal Hygiene
Employee Rights
Code Blue
Patient Rights
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
Brady Cardiac Algorithm
Ventilator
Material Management
Bio Medical Equipment
Vulnerable Patients Care
End Of Life Care
Hand Hygiene
Phlebotomy & Collection Errors
Cath
Hepatitis-B
Cardiac Support
Brady Arthymmias
Procedure
Management In Tachycardia
Transfer Procedure
Catheter Care
ABG
Management In Bradycardia
Safety Sentineal Events
Quality Assurance
Medication Error
Advanced Cardiac Life Support
Lab
Procedures
&
Radiation Safety
Admission
&
Discharge
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CHAPTER 4
RESEARCH METHODOLOGY
4.1) DEFINITIONS
4.1.1) RESEARCH
Research is a careful enquiry of examination in seeking facts or principles, a diligent
investigation to ascertain something.
According to Mr. Williams, Research means a search for facts or an organized
enquiry.
According to Redman and Mory, Research is a systematized effort to gain new
knowledge.
4.1.2) RESEARCH METHODOLOGY

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

My project topic is To Study the Effectiveness of the Training & Development
Policy in Wockhardt Hospitals. This topic interested me as training is a route to
improve effectiveness. The scope of training is no longer limited to develop knowledge &
competencies in individuals.
This topic gave me an opportunity to study how the training programmes are planned
effectively delivered. Training is such an activity that needs to be evaluated continuously
in order to know the success of the training programme. It is always a question before the
management, whether the training programme has achieved its objective. My project is
an effort towards these fact-findings.
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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 of
Wockhardt Hospital, Nashik rather it only covers the training and development activities
conducted By Hospital for its employees.
My project mainly deals with the present method of training given at Wockhardt
Hospital, Nashik during my tenure of the project, July August 2011.
This project covers the study of concepts like training, training programmed, and
training evaluation and excludes all other human resource activities conducted before and
after training.
4.5) LIMITATIONS OF THE PROJECT

The project is a collection of study, observation, and practical experience during my
summer internship programmed where I was a member of the team working in the
training and development of employees.
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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 left
untouched and not mentioned in any way.
Top-level strategic type of decisions and information too are not taken under
study to avoid any favor to the business counter parts.
My project does not concerned about the designing and planning of training
activities which forms a crucial and major part of this field hence a full fledge study can
be done in this area.
Due to Time Constraints, I was not able to touch all aspects of training and
development.
Due to security reasons, I could not attend the training conducted which would
give me a practical experience.
4.6) RESEARCH PROCESS

Research Problem:
To study the effectiveness of the training and development policy in Wockhardt
Hospitals.
Research Approach:
Approach of research used in the study is Descriptive Research. Some analytical
methods are also used for evaluation of facts and information.
Sample Design:
Sample Population: Employees from Nursing Department in Wockhardt Hospitals
undergone through selected 8 types of training for evaluation.
Sample Frame: Employees from Nursing Department.
Sample Size: Total number of employees: 24(out of 20, 3 employees from each of the 8
selected training programmes that is 8x3=24)
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4.7) DATA COLLECTION

1.Primary data collection:
Primary data is collected as follows:
Questionnaire
Interview and Discussion with employees
Observation
2.Secondary data collection:

Secondary data was collected from
Reference Books
Internet
HR documents at Hospital like Competency Assessment Sheets, Training Cards,
Training Feedback Forms, Performance Review, Job Descriptions & Specifications, etc.
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CHAPTER 5
DATA ANALYSIS
Primary data was collected by feedback form and evaluation form that was circulated
through the sample of 24 employees and their respective heads respectively on a random
basis. Several parameters are taken into consideration while studying the effectiveness of
training and development. The tabulation, calculation and graphical representation of
these parameters which helped to analyze and comment on the survey are given below:
In this project 8 types of training programmes are considered for evaluation out of 12
major trainings. The evaluation is conducted with the help of kirkpatriks model. In this
model 4 levels are divided into 2 groups that is Reaction & Learning and Behaviour &
Result. The over all effectiveness of both the groups is evaluated on the basis of 8 types
of training programmes separately and finally combined effectiveness of both the groups
is evaluated.
Rating scale used for questions is as follows:
Table No: 3 Rating scale used for feedback form
RATING
POINTS
Poor
Average
Good
Very Good
Table No: 4 Rating scale used for effectiveness evaluation form

RATING
POINTS
Yes, Very much/definitely
Almost/probably
Somewhat/not sure
Not at all
1
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EVALUATION OF TRAININGS FOR REACTION & LEARNING:

Table No: 5 Evaluation for the training of Infection Control Practices:
Rating
Parameter
TOTAL
%AGE
Physical comfort at the venue
12
100
Explanation on the Schedule of the Training Programme
11
91.67
Adherence to Schedule
11
91.67
Presentation quality
11
91.67
Level of interaction with faculty
11
91.67
Quality of presentation content
11
91.67
Relevance of contents for on the job performance
75
Quality of study material / handouts
10
83.33
Overall quality of programme
75
95
87.96
SUMMATION
INTERPRETATION: As per the above table, ratings for Physical comfort at the
venue was found 100% and that of Relevance of contents for on the job
performance & Overall quality of programme was 75% which had lesser ratings.
Table No: 6 Evaluation for the training of UTI Bundle:

Rating
Parameter
TOTAL
%AGE
75
10
83.33
75
75
75
10
83.33
75
75
75
83
76.85
SUMMATION
INTERPRETATION: As per the above table, ratings for Explanation on the

Schedule of the Training Programme & Quality of presentation content was found
83.33% and that of almost parameters had 75% which was lesser ratings.
20
Table No: 7 Evaluation for the training of Physiology of Hearts:

Rating
Parameter
TOTAL
%AGE
12
100
12
100
12
100
12
100
12
100
12
100
12
100
12
100
12
100
108
100
SUMMATION
INTERPRETATION: As per the above table, ratings for all the parameters was found
100%.
Table No: 8 Evaluation for the training of Catheter Care :

Rating
Parameter
1
0
2
0
3
1
4
2
TOTAL
11
%AGE
91.67
11
91.67
11
91.67
11
91.67
11
91.67
11
91.67
11
91.67
11
91.67
11
91.67
99
91.67
SUMMATION
INTERPRETATION: As per the above table, ratings for all the parameters was found
91.678%.
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Table No: 9 Evaluation for the training of Patients Rights :

Rating
Parameter
TOTAL
%AGE
75
10
83.33
10
83.33
10
83.33
75
10
83.33
10
83.33
75
10
83.33
87
80.55
SUMMATION
INTERPRETATION: As per the above table, ratings for almost parameters was found
83.33% .
Table No: 10 Evaluation for the training of Critical Care :

Rating
Parameter
TOTAL
%AGE
83.333
91.67
91.67
91.67
91.67
91.67
91.67
91.67
91.67
27
90.74
SUMMATION
INTERPRETATION: As per the above table, average ratings for all parameters was
found 90.74%.
22
Table No: 11 Evaluation for the training of BLS :

Rating
Parameter
TOTAL
%AGE
100
91.67
91.67
91.67
91.67
91.67
75
83.33
75
27
87.96
SUMMATION
Table No: 12 Evaluation for the training of Biomedical Equipments :

Rating
Parameter
1
0
2
0
3
0
4
3
TOTAL
3
%AGE
100
91.67
91.67
91.67
91.67
91.67
75
83.33
75
27
87.96
SUMMATION
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Table No: 13 Evaluation for Reaction & Learning of all trainings:

PHYSI
OLOGY
BIOMEDICA
INFECTION
UTI
OF
CATHETA
PATIENT'
CONTROL
BUNDL
HEART
CRITICAL
PRACTICES
CARE
RIGHTS
CARE
BLS
100
75
100
91.67
75
83.33
100
100
91.67
83.33
100
91.67
83.33
91.67
91.67
91.67
Schedule
91.67
75
100
91.67
83.33
91.67
91.67
91.67
91.67
75
100
91.67
83.33
91.67
91.67
91.67
91.67
75
100
91.67
75
91.67
91.67
91.67
91.67
83.33
100
91.67
83.33
91.67
91.67
91.67
75
75
100
91.67
83.33
91.67
75
75
83.33
75
100
91.67
75
91.67
83.33
83.33
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
Parameter
L
EQUIPMENT
Physical comfort at
the venue
Explanation on the
Schedule of
the Training
Programme
Adherence to
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
24
Graph No: 1 Evaluation for Reaction & Learning of all trainings:
Quality of study material /

handouts
BIOMEDICAL
EQUIPMENTS
Relevance of contents for

on the job performance
BLS
CRITICAL
CARE
PATIENTS'
RIGHTS
CATHETAR
CARE
PHISIOLOGY
OF HEARTS
UTI BUNDLE
Explanation on the Schedule of
the Training Programme
INFECTION
CONTROLPRACTICES

0
20
40
60
80
100 120
INTERPRETATION:- As per the above graph, training on PHYSIOLOGY OF

HEARTS was found 100% effective in reaction & learning evaluation of training and
that of UTI Bundle was 76.85% average which was less effective as compared to other
trainings provided.
25
Table No: 14 Evaluation for Overall Feedback Of All Trainings:
Parameter
AVERAGE
90.625
90.477
89.585
89.585
88.543
90.626
83.333
85.416
83.333
Graph No: 2 Evaluation for Overall Feedback Of All Trainings:

92
90
Explanation on the Schedule of
the Training Programme
88
86

84
82
Relevance of contents for on the

job performance
Quality of study material /
handouts
80

78
AVERAGE
26
EVALUATION OF TRAININGS FOR BEHAVIOUR & RESULT:
Table No: 15 Evaluation for the training of Infection Control Practices:
Parameter
Did the trainee put his/her learning into
effect when back on the job?
Were the relevant skills and knowledge
used?
Was there noticeable and measurable
change in the activity and performance of
the trainee when back in his/her roles?
Was the change in behaviour and new level
of knowledge sustained?
Would the trainee be able to transfer his/her
learning to another person?
Is the trainee aware of his/her change in
behaviour, knowledge, skill level?
After undergoing this training, is the trainee
being able to perform his/her duty in the
organization?
After the training, has his/her contributions
towards achieving the goal of the
organization increased?
Is there any improvement in quality of work
he/she performs?
Has the training programme benefitted the
organization
Rating
3 2
TOTAL %AGE
58.33
58.33
58.33
58.33
58.33
58.33
50
41.67
41.67
7
average
58.33
54.165
INTERPRETATION: As per the above table, average percentage for all parameters was
found 54.165%
27
Table No: 16 Evaluation for the training of UTI Bundle:
Parameter
used?
organization?
he/she performs?
organization
Rating
4
3
TOTAL %AGE
10
83.33
12
100
75
75
12
100
11
91.67
75
12
100
75
9
average
75
88.33
found 88.33%
28
Table No: 17 Evaluation for the training of Physiology of Hearts:
Parameter
used?
Would the trainee be able to transfer
his/her learning to another person?
After undergoing this training, is the
trainee being able to perform his/her duty
in the organization?
Is there any improvement in quality of
work he/she performs?
organization
Rating
4 3
TOTAL
%AGE
75
12
100
75
75
12
100
12
100
10
83.33
12
100
11
91.67
9
75
AVERAGE 87.5
found 87.5%
29
Table No: 18 Evaluation for the training of Catheter Care:
Parameter
used?
Was the change in behaviour and new
level of knowledge sustained?
organization
Rating
4
3
TOTAL
%AGE
10
83.33
12
100
75
75
12
100
10
83.33
11
91.67
12
100
12
100
9
average
75
88.33
found 88.33%
30
Table No: 19 Evaluation for the training of Patients Rights:
Parameter
used?
Was the change in behaviour and new
level of knowledge sustained?
organization
Rating
4
3
TOTAL
%AGE
75
66.67
50
66.67
66.67
10
83.33
75
10
83.33
75
8
66.67
AVERAGE 70.83
found 70.83%
31
Table No: 20 Evaluation for the training of Critical Care:
Parameter
used?
organization?
he/she performs?
organization
Rating
4 3
TOTAL
%AGE
10
83.33
75
58.33
75
75
11
91.67
10
83.33
10
83.33
10
83.33
9
75
AVERAGE 78.33
found 78.33%
32
Table No: 21 Evaluation for the training of BLS:
Parameter
used?
organization?
he/she performs?
organization
Rating
4 3
TOTAL
%AGE
58.33
58.33
58.33
58.33
58.33
58.33
50
41.67
41.67
7
58.33
AVERAGE 54.165
found 54.165%
33
Table No: 22 Evaluation for the training of Biomedical Equipments:
Parameter
used?
organization?
he/she performs?
organization
Rating
4 3
TOTAL
%AGE
58.33
58.33
58.33
58.33
58.33
58.33
50
41.67
41.67
7
58.33
AVERAGE 54.165
found 54.165%
34
Table No: 23 Evaluation for Behaviour & Result of all trainings:

PHISIOL
INFECTION
BIOMEDIC
OGY
CATHE
AL
CONTROL
UTI
OF
TAR
PATIENTS'
CRITICAL
PRACTICES
BUNDLE
HEARTS
CARE
RIGHTS
CARE
BLS
TS
58.33
83.33
75
83.33
75
83.33
58.33
58.33
58.33
100
100
100
66.67
75
58.33
58.33
58.33
75
75
75
50
58.33
58.33
58.33
58.33
75
75
75
66.67
75
58.33
58.33
58.33
100
100
100
66.67
75
58.33
58.33
58.33
91.67
100
83.33
83.33
91.67
58.33
58.33
50
75
83.33
91.67
75
83.33
50
50
41.67
100
100
100
83.33
83.33
41.67
41.67
41.67
75
91.67
100
75
83.33
41.67
41.67
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
Parameter
EQUIPMEN
Did the trainee put his/her

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

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

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

of
the
organization
increased?
Is there any improvement
in quality of work he/she
performs?
Has
the
training
programme benefitted the
35
Graph No: 3 Evaluation for Behaviour & Result of all trainings:
AVERAGE
Has the training programme
benefitted the
BIOMEDICAL
EQUIPMENTS
Is there any improvement in

quality of work
BLS
After the training, has his/her

contributions
CRITICAL
CARE
After undergoing this training, is

the
Is the trainee aware of his/her
change
PATIENTS'
RIGHTS
Would the trainee be able to

transfer
CATHETAR
CARE
PHISIOLOGY
OF HEARTS
Was the change in behaviour and

new
Was there noticeable and
measurable
UTI
BUNDLE
Were the relevant skills and

knowledge used?
INFECTION CONTROL
PRACTICES
Did the trainee put his/her

learning
0
20
40
60
80
100 120
INTERPRETATION:-As per the above schedule, average effectiveness of training

programme on CATHETAR CARE was 88.33%, more effective than any other
trainings organized, while that of Infection Control Practices, BLS & Biomedical
Equipments are same, i.e; 54.17%, less effective than other trainings provided.
36
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
69.79
organization?
After the training, has his/her contributions towards achieving the goal of the
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:
AVERAGE
90.00
80.00
70.00
60.00
50.00
40.00
30.00
20.00
10.00
0.00
AVERAGE
37
Table No: 25 Overall Effectiveness Of All Trainings Considering Donald

Krickpatricks Method Of Training Evaluation:
%AGE
TRAININGS
REACTION
OF %
AGE
OF %AGE
OF
& BEHAVIOUR
EFFECTIVEN
LEARNING
& RESULTS
ESS
87.96
54.165
71.06
76.85
85
80.93
100
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
87.96
54.165
71.06
87.96
71.56
79.76
INFECTION
CONTROLPRACTI
CES
UTI BUNDLE
PHISIOLOGY
OF
HEARTS
BIOMEDICAL
EQUIPMENTS
AVERAGE
38
Graph No: 5 Overall Effectiveness Of All Trainings Considering Donald

Krickpatricks Method Of Training Evaluation :
%AGE OF EFFECTIVENESS
100
90
80
70
60
50
40
30
20
10
0
%AGE OF EFFECTIVENESS
INTERPRETATION:-The above schedule states overall percentage of effectiveness of

all the trainings, in which average effectiveness as per the first two levels of evaluation
was 87.96 and that of other two was 71.56. Out of which, overall average effectiveness of
training provided on Physiology Of Hearts was more than any other trainings provided.
39
CHAPTER-6
FINDINGS AND OBSERVATIONS
For routine works, in-house trainers give training.
The entire training programmes conducted at Wockhardt found to be relevant and
are successful in fulfillment of objectives.
The training process of the company is comparatively very good.
Inductions help newly recruited employees to match with organization culture.
In-house and outhouse good trainers are made available.
The training provided on Physiology Of Hearts was more effective than any
other trainings provided.
The controlling authority is some extent weak.
Training programmes are generally conducted for lower level.
Mostly Classroom trainings are adopted so trainees dont find it interesting.
After training trainees are not in condition to fill the feedback forms.
Trainees are not interested to attend the programme because the trainings are
during their leisure hours.
40
CHAPTER-7
CONCLUSION & RECOMMENDATIONS
Conclusion:
While preparing this project report, I learnt and also got a practical exposure to many
concepts of TRAINING & DEVELOPMENT like Training Needs Analysis, Designing
a Training Programme, Training Evaluation, etc.
I have done this project with reference to Wockhardt Hospitals Ltd., Nashik & found
many facts while working on this project which has added valuable experience in my life.
Perceptions of the status of training & development system & the effectiveness of
training & development system had an impact on how valuable respondents perceived
training & development.
Employee groups in this sample differed in their perceptions of the status &
effectiveness of training & development system & value of training & development
within the organization.
Respondents to this survey believe that training & development system enjoyed a
very high status within the organization & was effective in helping them on the job.
Some employees are lethargic about training programmes.
Practical approach to the training and development is find
Gained knowledge about relevance and significance of different training and
development in hospital industries.
41
Recommendations:
Controlling authority should be bound to allow employees to attend the training
on rotation basis, as it improves the quality of work & indirectly helps them in achieving
their goals.
More training programmes should be arranged for middle & top level employees
as they indirectly train their subordinates at actual work.
Other type of training methods should also be adopted than lectures(classroom
training) like role playing, job rotation, conference, vestibule & so on.
Trainees should be mentally prepared to attain training programme.
Importance of the training should be conveyed to trainees.
Procedure of filling feedback form should be made an online process to save
time & cost of the company.
Training schedule should be followed properly to avoid mess.
Training programmes suggested by managers should be considered & discussed
with the subordinates before adding in final list of the programme.
42
ANNEXURE 1
TRAINING FEEDBACK FORM
(Please fill this form and hand it over to Faculty immediately after Training
Programme)
Name :
Date:
Department:
Title of Programme:
Please give your Rating on a scale of :
1= Poor ; 2 = Average ; 3 = Good ; 4 = Very Good
Sr. no.
Parameter
Remarks
1
Explanation on the Schedule of the

Training Programme
Relevance of contents for on the job

performance
Any Other Comments/ Suggestions / Feedback :
43
Rating
3
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?
Yes, very much
Almost
Somewhat
ineffective
4.Has the change in behaviour and new level of knowledge been sustained?
Yes, very much
Almost
Somewhat
ineffective
44
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?
Yes, very much
Almost
Somewhat
ineffective
2.After the training, has his/her contributions towards achieving the goal of the
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?

Yes, very much
Almost
Somewhat
ineffective
45
5.Has the training programme benefitted the organization by achieving Greater job
satisfaction / Reduction in labour turnover / Reducing wastages of resources / Improved
quality of work life / Improved human relations / Increased profits / Fewer grievances /
Lower absenteeism / Higher employee morale / Fewer accidents ?
Yes, very much
Almost
Somewhat
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
46
BIBLIOGRAPHY
BOOKS REFERRED:
N. G. Nair & Latha Nair PERSONNEL MANAGEMENT & INDUSTRIAL
RELATIONS
Sanjay
Kavishwar
&
Vilas
Chopde
PRINCIPLES
OF
BUSINESS
MANAGEMENT.
Dr. B. Janakiram TRAINING & DEVELOPMENT
Tapomoy Deb TRAINING & DEVELOPMENT(Concepts & Applications)
WEBSITE VISITED:
http://www.wockhardthospitals.com/nashik-superspeciality-hospital
http://www.businessballs.com/kirkpatricklearningevaluationmodel.htm
www.citehr.com/research.php?q=krick-patrick-model
http://en.wikipedia.org/wiki/Training_and_development
http://www.google.co.in/search?hl=en&gbv=2&gs_sm=3&gs_upl=3547l16438l0l19172
l18l18l7l0l0l1l296l2343l0.2.8l10l0&q=training%20and%20development%20project&ct
=broad-revision&cd=4&ie=UTF-8&sa=X
47

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CHAPTER 1

Clinical education and clinical investigator training

Adaption to managed care environment

Organizational strategic planning and development

IT strategies and provider network development

Faculty development and leadership programs

Quality management and accreditation of systems

Research program development

Cardiac Catheterization Laboratory

Well equipped ICCU facility

INTRODUCTION TO THE TOPIC

skills & abilities of employees to perform specific jobs are increased.

doing a particular job.

Teaching is the imparting knowledge; training is the development of habits.

2.3) OBJECTIVE OF TRAINING

2.4) NEEDS FOR TRAINING

To reduce learning time to reach acceptable performance: A qualified trainer

To improve performance on present job: Training help employees either new

or experienced employees increase their level of performance on their present job

To improve health & safety: Adequate training helps to prevent industrial

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

recruited employees can help to reduce absenteeism, accidents & grievance.

To improve organizational climate: Training can help to maintain healthy

relationships among the labours, leaders, administrators & managements.

Induction Training: This is to induct or orient a new employee in the

2.6) METHODS OF TRAINING

Off The Job Training

1. Job instruction Training

2. lecture / Discussion Method

4. Training by experienced supervisors

2.7) IMPORTANCE OF TRAINING

Uniformity of procedures: Through it, the best available methods of performing

Economy of materials & equipment: It helps trained employees to make better

High morale: It helps to improve the employees job satisfaction, morale,

Organisational Objectives & Strategies

Establish of Training Goals

Organizational Objectives & Strategies:

Assessment of Training Needs:

Organization spends vast sums of money (usually as a percentage on turnover) on

Establishment of Training Goals:

Designing Training & Development Programme:

Who participates in the programme?

Who are the trainers?

What methods & techniques are to be used for training?

What should be the level of training?

What learning principles are needed?

Where is the programme conducted?

Implementation of the Training Programme:

Once the training programme designed, it needs to be implemented. Programme

Deciding the location & organising training & other facilities.

Scheduling the training programme.

Conducting the programme.

Monitoring the progress of trainees.

2.9) EVALUATION OF TRAINING

Learning - the resulting increase in knowledge or capability

KRICKPATRICKS FOUR LEVELS OF TRAINING EVALUATION:

description examples of evaluation relevance

type (what is and characteristics

tools and methods

the feedback forms.

felt about the

sheets', Quick and very easy to

Verbal reaction, post- Not expensive to gather