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, India‟s 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
world‟s 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, India‟s 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

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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 &

3
positive attitude in the employees. The resource use up in human resource training is an
investment in human assets & the skills acquired in the process is an advantage for both
the enterprise & the employees.

Training is different than education & development. Training is not broad like education
& does not carry an emphasis on individual growth. The term education is wider in scope
& more general, while training is work oriented & is aim imparting specific skills for
doing a particular job. Development, in contrast is considered to be more general than
training & more oriented to individual needs & it is most often aimed toward
management people.

2.2) DEFINITIONS

“Training is defined as the systematic development of the knowledge, skills & attitude
required by an individual to perform a given task or job successfully”.

Some management thinkers specifically define training as below:

1. “The term training is used to indicate only the process by which the aptitudes,
skills & abilities of employees to perform specific jobs are increased”.
-Michael J. Jucius.
2. “Training is the act of the increasing the knowledge & skills of an employee for
doing a particular job.”
-Edwin B. Filippo.
3. “Teaching is the imparting knowledge; training is the development of habits”.
-W. H. Leffingwell.

2.3) OBJECTIVE OF TRAINING

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

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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

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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 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.

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2.9) EVALUATION OF TRAINING

krickpatrick’s four levels of evaluation model

The four levels of Krickpatrick‟s 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.

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KRICKPATRICK’S FOUR LEVELS OF TRAINING EVALUATION:

Table No: 2 Krickpatrick’s Four Levels Of Training Evaluation

level evaluation evaluation description examples of evaluation relevance and

type (what is and characteristics tools and methods practicability
measured)

1 Reaction Reaction 'Happy sheets', Quick and very easy to

evaluation is how the feedback forms. obtain.
delegates felt about the
Verbal reaction, post- Not expensive to gather
training or learning
training surveys or or to analyze.
experience.
questionnaires.

2 Learning Learning evaluation is Typically assessments Relatively simple to set

the measurement of or tests before and after up; clear-cut for
the increase in the training. quantifiable skills.
knowledge - before and
Interview or Less easy for complex
after.
observation can also be learning.
used.

3 Behaviour Behaviour evaluation is Observation and Measurement of

the extent of applied interview over time are behaviour change
learning back on the job - required to assess typically requires
implementation. change, relevance of cooperation and skill of
change, and line-managers.
sustainability of change.

4 Results Results evaluation is Measures are already in Individually not difficult;

the effect on the business place via normal unlike whole
or environment by the management systems organization.
trainee. and reporting - the
Process must attribute
challenge is to relate to
clear accountabilities.
the trainee.

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 CHAPTER 3

STANDARD OPERATING PROCEDURES OF TRAINING AND

DEVELOPMENT IN WOCKHARDT HOSPITAL, NASHIK.

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

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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 position‟s 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 Lab Procedures &  Hepatitis-B
Radiation Safety  Cardiac Support
 Admission & Discharge  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

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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.

16
I tried to perform this project in best possible manner to avoid any lacuna. In spite of all
my efforts in this regard but due to the far stretching activities conducted at Wockhardt
Hospitals, Nashik, my project lack in some of the following heads.
Where there is a chance of further elaborating study on the same subject.
 Some information being very sensitive as far as organization is concerned is left
untouched and not mentioned in any way.
 Top-level strategic type of decisions and information too are not taken under
study to avoid any favor to the business counter parts.
 My project does not concerned about the designing and planning of training
activities which forms a crucial and major part of this field hence a full fledge study can
be done in this area.
 Due to Time Constraints, I was not able to touch all aspects of training and
development.
 Due to security reasons, I could not attend the training conducted which would
give me a practical experience.

4.6) RESEARCH PROCESS

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

Sample Frame: Employees from Nursing Department.

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

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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 kirkpatrik‟s 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 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 for the training of Infection Control Practices:

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

INTERPRETATION: As per the above table, ratings for „Explanation on the

Schedule of the Training Programme‟ & „Quality of presentation content‟ was found
83.33% and that of almost parameters had 75% which was lesser ratings.

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Table No: 7 Evaluation for the training of Physiology of Hearts:
Rating
Parameter 1 2 3 4 TOTAL %AGE
Physical comfort at the venue 0 0 0 3 12 100
Explanation on the Schedule of the Training Programme 0 0 0 3 12 100
Adherence to Schedule 0 0 0 3 12 100
Presentation quality 0 0 0 3 12 100
Level of interaction with faculty 0 0 0 3 12 100
Quality of presentation content 0 0 0 3 12 100
Relevance of contents for on the job performance 0 0 0 3 12 100
Quality of study material / handouts 0 0 0 3 12 100
Overall quality of programme 0 0 0 3 12 100
SUMMATION 108 100

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

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

Rating
Parameter 1 2 3 4 TOTAL %AGE
Physical comfort at the venue 0 0 1 2 11 91.67
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 1 2 11 91.67
Quality of study material / handouts 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 found
91.678%.

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Table No: 9 Evaluation for the training of Patient’s Rights :
Rating
Parameter 1 2 3 4 TOTAL %AGE
Physical comfort at the venue 0 0 3 0 9 75
Explanation on the Schedule of the Training Programme 0 0 2 1 10 83.33
Adherence to Schedule 0 0 2 1 10 83.33
Presentation quality 0 0 2 1 10 83.33
Level of interaction with faculty 0 0 3 0 9 75
Quality of presentation content 0 0 2 1 10 83.33
Relevance of contents for on the job performance 0 0 2 1 10 83.33
Quality of study material / handouts 0 0 3 0 9 75
Overall quality of programme 0 0 2 1 10 83.33
SUMMATION 87 80.55

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

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

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

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 1 2 3 4 TOTAL %AGE
Physical comfort at the venue 0 0 0 3 3 100
Explanation on the Schedule of the Training Programme 0 0 1 2 3 91.67
Adherence to Schedule 0 0 1 2 3 91.67
Presentation quality 0 0 1 2 3 91.67
Level of interaction with faculty 0 0 1 2 3 91.67
Quality of presentation content 0 0 1 2 3 91.67
Relevance of contents for on the job performance 0 0 3 0 3 75
Quality of study material / handouts 0 0 2 1 3 83.33
Overall quality of programme 0 0 3 0 3 75
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 job
performance„ & „Overall quality of programme‟ was 75% which had lesser ratings.

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

Rating
Parameter 1 2 3 4 TOTAL %AGE
Physical comfort at the venue 0 0 0 3 3 100
Explanation on the Schedule of the Training Programme 0 0 1 2 3 91.67
Adherence to Schedule 0 0 1 2 3 91.67
Presentation quality 0 0 1 2 3 91.67
Level of interaction with faculty 0 0 1 2 3 91.67
Quality of presentation content 0 0 1 2 3 91.67
Relevance of contents for on the job performance 0 0 3 0 3 75
Quality of study material / handouts 0 0 2 1 3 83.33
Overall quality of programme 0 0 3 0 3 75
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 job
performance„ & „Overall quality of programme‟ was 75% which had lesser ratings.

23
Table No: 13 Evaluation for Reaction & Learning of all trainings:
PHYSI
OLOGY BIOMEDICA
INFECTION UTI OF CATHETA PATIENT' L
CONTROL BUNDL HEART R S CRITICAL EQUIPMENT
Parameter PRACTICES E S CARE RIGHTS CARE BLS 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

24
Graph No: 1 Evaluation for Reaction & Learning of all trainings:

Overall quality of programme

Quality of study material /

handouts BIOMEDICAL
EQUIPMENTS
Relevance of contents for
BLS
on the job performance

CRITICAL
Quality of presentation content
CARE
PATIENTS'
Level of interaction with faculty RIGHTS
CATHETAR
Presentation quality CARE
PHISIOLOGY
OF HEARTS
Adherence to Schedule
UTI BUNDLE
Explanation on the Schedule of
the Training Programme INFECTION
CONTROLPRACTICES
Physical comfort at the venue

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
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

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

92

Physical comfort at the venue

90
Explanation on the Schedule of
the Training Programme
88 Adherence to Schedule

Presentation quality
86

Level of interaction with faculty

84
Quality of presentation content

82 Relevance of contents for on the

job performance
Quality of study material /
80 handouts
Overall quality of programme
78
AVERAGE

26
EVALUATION OF TRAININGS FOR BEHAVIOUR & RESULT:

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

Rating
Parameter 4 3 2 1 TOTAL %AGE
Did the trainee put his/her learning into
effect when back on the job? 0 1 2 0 7 58.33
Were the relevant skills and knowledge
used? 0 2 0 1 7 58.33
Was there noticeable and measurable
change in the activity and performance of
the trainee when back in his/her roles? 0 1 2 0 7 58.33
Was the change in behaviour and new level
of knowledge sustained? 0 1 2 0 7 58.33
Would the trainee be able to transfer his/her
learning to another person? 0 2 0 1 7 58.33
Is the trainee aware of his/her change in
behaviour, knowledge, skill level? 0 1 2 0 7 58.33
After undergoing this training, is the trainee
being able to perform his/her duty in the
organization? 0 0 3 0 6 50
After the training, has his/her contributions
towards achieving the goal of the
organization increased? 0 1 0 2 5 41.67
Is there any improvement in quality of work
he/she performs? 0 0 2 1 5 41.67
Has the training programme benefitted the
organization 0 1 2 0 7 58.33
average 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:

Rating
Parameter 4 3 2 1 TOTAL %AGE
Did the trainee put his/her learning into
effect when back on the job? 1 2 0 0 10 83.33
Were the relevant skills and knowledge
used? 3 0 0 0 12 100
Was there noticeable and measurable
change in the activity and performance of
the trainee when back in his/her roles? 0 3 0 0 9 75
Was the change in behaviour and new level
of knowledge sustained? 0 3 0 0 9 75
Would the trainee be able to transfer his/her
learning to another person? 3 0 0 0 12 100
Is the trainee aware of his/her change in
behaviour, knowledge, skill level? 2 1 0 0 11 91.67
After undergoing this training, is the trainee
being able to perform his/her duty in the
organization? 0 3 0 0 9 75
After the training, has his/her contributions
towards achieving the goal of the
organization increased? 3 0 0 0 12 100
Is there any improvement in quality of work
he/she performs? 0 3 0 0 9 75
Has the training programme benefitted the
organization 0 3 0 0 9 75
average 88.33

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

28
Table No: 17 Evaluation for the training of Physiology of Hearts:

Rating
Parameter 4 3 2 1 TOTAL %AGE
Did the trainee put his/her learning into
effect when back on the job? 0 3 0 0 9 75
Were the relevant skills and knowledge
used? 3 0 0 0 12 100
Was there noticeable and measurable
change in the activity and performance of
the trainee when back in his/her roles? 0 3 0 0 9 75
Was the change in behaviour and new level
of knowledge sustained? 0 3 0 0 9 75
Would the trainee be able to transfer
his/her learning to another person? 3 0 0 0 12 100
Is the trainee aware of his/her change in
behaviour, knowledge, skill level? 3 0 0 0 12 100
After undergoing this training, is the
trainee being able to perform his/her duty
in the organization? 1 2 0 0 10 83.33
After the training, has his/her contributions
towards achieving the goal of the
organization increased? 3 0 0 0 12 100
Is there any improvement in quality of
work he/she performs? 2 1 0 0 11 91.67
Has the training programme benefitted the
organization 0 3 0 0 9 75
AVERAGE 87.5

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

29
Table No: 18 Evaluation for the training of Catheter Care:

Rating
Parameter 4 3 2 1 TOTAL %AGE
Did the trainee put his/her learning into
effect when back on the job? 1 2 0 0 10 83.33
Were the relevant skills and knowledge
used? 3 0 0 0 12 100
Was there noticeable and measurable
change in the activity and performance of
the trainee when back in his/her roles? 0 3 0 0 9 75
Was the change in behaviour and new
level of knowledge sustained? 0 3 0 0 9 75
Would the trainee be able to transfer
his/her learning to another person? 3 0 0 0 12 100
Is the trainee aware of his/her change in
behaviour, knowledge, skill level? 1 2 0 0 10 83.33
After undergoing this training, is the
trainee being able to perform his/her duty
in the organization? 2 1 0 0 11 91.67
After the training, has his/her contributions
towards achieving the goal of the
organization increased? 3 0 0 0 12 100
Is there any improvement in quality of
work he/she performs? 1 2 0 0 12 100
Has the training programme benefitted the
organization 0 3 0 0 9 75
average 88.33

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

30
Table No: 19 Evaluation for the training of Patient’s Rights:

Parameter Rating
4 3 2 1 TOTAL %AGE
Did the trainee put his/her learning into
effect when back on the job? 1 1 1 0 9 75
Were the relevant skills and knowledge
used? 0 2 1 0 8 66.67
Was there noticeable and measurable
change in the activity and performance of
the trainee when back in his/her roles? 0 1 1 1 6 50
Was the change in behaviour and new
level of knowledge sustained? 1 1 0 1 8 66.67
Would the trainee be able to transfer
his/her learning to another person? 1 1 0 1 8 66.67
Is the trainee aware of his/her change in
behaviour, knowledge, skill level? 1 2 0 0 10 83.33
After undergoing this training, is the
trainee being able to perform his/her duty
in the organization? 1 1 1 0 9 75
After the training, has his/her contributions
towards achieving the goal of the
organization increased? 1 2 0 0 10 83.33
Is there any improvement in quality of
work he/she performs? 1 1 1 0 9 75
Has the training programme benefitted the
organization 0 2 1 0 8 66.67
AVERAGE 70.83

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

31
Table No: 20 Evaluation for the training of Critical Care:

Rating
Parameter 4 3 2 1 TOTAL %AGE
Did the trainee put his/her learning into
effect when back on the job? 2 0 1 0 10 83.33
Were the relevant skills and knowledge
used? 1 1 1 0 9 75
Was there noticeable and measurable
change in the activity and performance of
the trainee when back in his/her roles? 0 2 0 1 7 58.33
Was the change in behaviour and new level
of knowledge sustained? 2 0 0 1 9 75
Would the trainee be able to transfer his/her
learning to another person? 2 0 0 1 9 75
Is the trainee aware of his/her change in
behaviour, knowledge, skill level? 2 1 0 0 11 91.67
After undergoing this training, is the trainee
being able to perform his/her duty in the
organization? 2 0 1 0 10 83.33
After the training, has his/her contributions
towards achieving the goal of the
organization increased? 1 2 0 0 10 83.33
Is there any improvement in quality of work
he/she performs? 2 0 1 0 10 83.33
Has the training programme benefitted the
organization 1 1 1 0 9 75
AVERAGE 78.33

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

32
Table No: 21 Evaluation for the training of BLS:

Rating
Parameter 4 3 2 1 TOTAL %AGE
Did the trainee put his/her learning into
effect when back on the job? 0 1 2 0 7 58.33
Were the relevant skills and knowledge
used? 0 2 0 1 7 58.33
Was there noticeable and measurable
change in the activity and performance of
the trainee when back in his/her roles? 0 1 2 0 7 58.33
Was the change in behaviour and new level
of knowledge sustained? 0 1 2 0 7 58.33
Would the trainee be able to transfer his/her
learning to another person? 0 2 0 1 7 58.33
Is the trainee aware of his/her change in
behaviour, knowledge, skill level? 0 1 2 0 7 58.33
After undergoing this training, is the trainee
being able to perform his/her duty in the
organization? 0 0 3 0 6 50
After the training, has his/her contributions
towards achieving the goal of the
organization increased? 0 1 0 2 5 41.67
Is there any improvement in quality of work
he/she performs? 0 0 2 1 5 41.67
Has the training programme benefitted the
organization 0 1 2 0 7 58.33
AVERAGE 54.165

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

33
Table No: 22 Evaluation for the training of Biomedical Equipments:

Rating
Parameter 4 3 2 1 TOTAL %AGE
Did the trainee put his/her learning into
effect when back on the job? 0 1 2 0 7 58.33
Were the relevant skills and knowledge
used? 0 2 0 1 7 58.33
Was there noticeable and measurable
change in the activity and performance of
the trainee when back in his/her roles? 0 1 2 0 7 58.33
Was the change in behaviour and new level
of knowledge sustained? 0 1 2 0 7 58.33
Would the trainee be able to transfer his/her
learning to another person? 0 2 0 1 7 58.33
Is the trainee aware of his/her change in
behaviour, knowledge, skill level? 0 1 2 0 7 58.33
After undergoing this training, is the trainee
being able to perform his/her duty in the
organization? 0 0 3 0 6 50
After the training, has his/her contributions
towards achieving the goal of the
organization increased? 0 1 0 2 5 41.67
Is there any improvement in quality of work
he/she performs? 0 0 2 1 5 41.67
Has the training programme benefitted the
organization 0 1 2 0 7 58.33
AVERAGE 54.165

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

34
Table No: 23 Evaluation for Behaviour & Result of all trainings:

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

35
Graph No: 3 Evaluation for Behaviour & Result of all trainings:

AVERAGE

Has the training programme

benefitted the…
BIOMEDICAL
Is there any improvement in EQUIPMENTS
quality of work…
BLS
After the training, has his/her
contributions…
CRITICAL
After undergoing this training, is
CARE
the…
Is the trainee aware of his/her PATIENTS'
change… RIGHTS

Would the trainee be able to CATHETAR

transfer… CARE
Was the change in behaviour and PHISIOLOGY
new… OF HEARTS
Was there noticeable and UTI
measurable… BUNDLE
Were the relevant skills and INFECTION CONTROL
knowledge used? 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
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:

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
Krickpatrick’s Method Of Training Evaluation:

%AGE OF % AGE
OF %AGE OF
TRAININGS REACTION & BEHAVIOUR EFFECTIVEN
LEARNING & RESULTS ESS

INFECTION
CONTROLPRACTI 87.96 54.165 71.06
CES

UTI BUNDLE 76.85 85 80.93

PHISIOLOGY OF
100 87.5 93.75
HEARTS

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
87.96 54.165 71.06
EQUIPMENTS

AVERAGE 87.96 71.56 79.76

38
Graph No: 5 Overall Effectiveness Of All Trainings Considering Donald
Krickpatrick’s 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 don‟t 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 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 :

43
 ANNEXURE-2

TRAINING EFFECTIVENESS EVALUATION FORM

(To be filled by the HODs)

To help us improve the quality of our training, we would appreciate your feedback!

Date: ___________ 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  Not at all, its highly

ineffective

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

 Yes, very much  Almost  Somewhat  Not at all, its highly

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  Not at all, its highly

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?

 Yes, very much  Almost  Somewhat  Not at all, its highly

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  Not at all, its highly

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