CHAPTER-1

INTRODUCTION

1
 INTRODUCTION

The term training refers to “the acquisition of knowledge, skills, and

competencies as a result of the teaching of vocational or practical skills and
knowledge that relate to specific useful competencies”. It forms the core of
apprenticeships and provides the backbone of content at institutes of technology
(also known as technical colleges or polytechnics). In addition to the basic training
required for a trade, occupation or profession, observers of the labour-market
recognize today the need to continue training beyond initial qualifications: to
maintain, upgrade and update skills throughout working life. People within many
professions and occupations may refer to this sort of training as professional
development.
Training is activity leading to skilled behavior.
1. It’s not what you want in life, but it’s knowing how to reach it
2. It’s not where you want to go, but it’s knowing how to get there
3. It’s not how high you want to rise, but it’s knowing how to take off
4. It may not be quite the outcome you were aiming for, but it will be an outcome
5. It’s not what you dream of doing, but it’s having the knowledge to do it
6. It's not a set of goals, but it’s more like a vision
7. It’s not the goal you set, but it’s what you need to achieve it

In simple words, training and development refers to the imparting of specific

skills, abilities, knowledge to an employee. A formal definition of training and
development is determined as follows:
“It is any attempt to improve current or future employee performance
by increasing an employee’s ability to perform through learning, usually by
changing the employee’s attitude or increasing his or her skills and
knowledge.”

2
 IMPORTANCE OF THE STUDY

Training is a process of learning, a sequence of programmed behaviors. It is

application of knowledge. It gives people an awareness of the rules and procedures
to guide their behavior. It attempts to improve their performance on the current job
or prepare them for an intended job.
Development is a related process. It covers not only those activities, which
improve job performance, but also those which bring about growth of the
personality; help individuals in the progress towards maturity in performing their
jobs and also be better men and women.
Training makes employees more effect and productive. There is an ever present
need for training men so that new and changed techniques may be taken
advantage of and improvements affected in the old methods, which are woefully
inefficient. It enables employees to develop and rise within the organization, and
increase their “market value” earning power and job security. It enables
management to resolve sources of friction arising from parochialism, to bring
home to the employees the fact that the management is not divisible. It moulds
the employees’ attitudes and helps them to achieve a better co-operation with the
company and a great loyalty to it. Training heightens the morale of the employees,
for it helps in reducing dissatisfaction, complaints, make a better and
economical use of materials and equipment. Identification of training needs must
contain three types of analysis – organizational analysis, operation analysis, and
men analysis. Organization analysis centers primarily upon the determination
of the organization’s goals, its resources and the allocation of the resources as
they relate to the organization goals. Operations analysis focuses on the task or job
regardless of the employee doing the job. Man analysis reviews the knowledge,
attitudes and skills of the incumbent in each position and determines what
knowledge, attitudes or skills he must acquire and what alterations he must make
in his behavior if he is to contribute satisfactory to the attainment of organizational
objectives.

3
 AIM OF THE STUDY

The aim of the project is to understand training and development procedure at Care

Hospitals considering Sample Size of 50.

SCOPE OF THE STUDY

 This study is conducted only for employee’s level; the same thing can be extended

to executive level also.

 The organization selected for the purpose of the study different in terms of size,

the number of personnel employed, the nature of activity etc. it was agreed that

accuracy of the results could be increased by concentrating on organization of the

similar types and sizes.

 I got opportunity to observe the various training programmes in the organization.

 Each and every day nearly 2-3 training programmes were conducted.

OBJECTIVES OF THE STUDY

The following are the objectives set for the purposes of the present study.

 To gain knowledge of different types of programs provided by the organization

 To evaluate the effectiveness of the training programs provided by the organization

 To understand the relevance of training and development activity for the employees

 To know the effectiveness of training department in the achievement of company

goals.

 To know the attitudinal changes of the employees.

 To evaluate the internal training programs conducted by horizon info vision

4
 SIGNIFICANCE OF THE STUDY

The success of any organization depends upon the quality of the human resource. In

the wake of increased competition, opening up of the Indian economy and

development of global villages, people have become the pivot around which

successful organizations rotate. In the light of these, the training and development

function in organizations has become more important. Training and development

today has become a tool both to help people to grow with in the organizations and

retain them.

RESEARCH METHODOLOGY

The research was descriptive in nature. Descriptive Research includes

surveys and fact findings enquire. The major purpose of research is description of

the state of affairs as it existed. The method of research utilized is survey methods.

RESEARCH DESIGN

Research Design was adopted by the research or for the purpose of collecting and

analysis of data in manner that aimed to combine relevant data along with

economic infrastructure and time in mind. It was conceptual structure within which

research conducted, collected, measured and analyzed.

5
 METHODOLOGY AND DATA BASE
1. Source of data:
1) Primary Data:
The primary data is collected through questionnaires from the
Employees of Care Hospital.
2) Secondary Data:
The secondary data is collected from the books, journals and
internet.
2. Data collected method:
The data is collected through close ended questionnaire.
a) Sample size:
1. The sample size of the survey (N) is 50.
2. Samples are collected from the employees of Care Hospital.
3. The Employees are randomly selected.

b) Tools & Techniques: For analyzing the data statistical tables,

percentages, and bar-diagrams is used.
c) Further scope of study; the topic of training & Development is vast there
is further scope of study for e.g.; Training Process & Need etc.
d) Kind of research: The research study will be Electronics priced out in
qualitative and quantitative research approaches.
The contents of research design are
i) Data collected method.
ii) Research instrument.
e) Survey approach: The survey will be conducted through close ended
questionnaire. This questionnaire will contain the multiple choice
questions; each question will be given options. The collection of data in
survey follows two types they are
i) Primary data (first hand data).
ii) Secondary data (used data).

6
 LIMITATIONS OF THE STUDY

The research is confined to CARE HOSPITALS, in Hyderabad, which is

situated at NAMPALLY. Certain limitations of the study are:

 Accuracy of information given by the employees cannot be guaranteed.

 The study was conducted at the levels of the managerial and the employee category.
 Some aspects of the recruitment policies were not disclosed in the study, as the
management wanted it to be confidential.
 Only limited number of employees of CARE HOSPITAL could be covered by
the study due to various like time constraint etc.
 Some questions were left unanswered in the questionnaire. This affected the accuracy
of the collection on the project.

7
 CHAPTER - 2

REVIEW OF LITERATURE

8
 REVIEW OF LITERATURE

This literature review offers a comprehensive look at the history,

development and effectiveness of training and development as they may apply to
business firms. Furthermore, it selects successful models of training and
development, methods of needs assessment for training and development programs
for employers and employees, managerial techniques that contribute to lost
productivity and moral and identifies business skills most essential for career
success in the business culture.
Following are some of the literatures reviewed upon as successful models.
Damodar Saur, Abhik dan (2001) has assessed the training needs assessment of
a) field sales officers, b) divisional office incharges, c) frontline operation officers
and d) operation location heads of an oil company. In this study, the different
hierarchy of managers and supervisors of the respondents are asked to assess the
training needs based on the existing competencies and required competencies of
nine broad categories namely, aptitudes, skills and abilities, communication,
leadership, knowledge, physical competency, personality, principles and values and
interests. Two broad conclusions have been drawn from the result. First, irrespective
of work areas, the existing competencies of employees were lower than the required
competencies. Second, there was commonality in deficiency of competencies in
different work areas.

Motilal Sharma (2002) has advised that the public enterprises should
adopt systems approach to the development of new training needs assessment for
their executives. There are four steps namely: 1) Study of needs 2) Analysis 3)
Designing training system synthesis4) Implementation and evaluation involved in
this systems approach. Study of needs refers to the assessment of training needs of the
executives whereas the second step analysis is nothing but analyse the goals and
objectives of the training programme. The author opined that a system approach
to training is a close loop. Self correcting process which moves from identified
needs to predicted outcomes.

9
Meaning:

Every organization needs well-trained and experienced people to perform the

activities which bring best results. In a rapidly changing society, employee training

and development are not only an activity that an organization must commit resources

to if it is to maintain a viable and knowledge work force.

Definition:

The organized process by which people learn knowledge and /of skills for a definite

purpose.

Dale S. beach

Training is the act of increasing the knowledge and skill of an employee for doing a

particular job.

Edwin B. Flippo

Training is an application of knowledge with a specific end in view.

Through this trainees are given awareness as to what rules &regulation they have to

follow to perform their operation. Training plays very important role in the

organization.

It is a learning process that involves the acquisition of knowledge,

sharpening of skills, concepts, rules, or changing of attitudes and behaviors to

enhance the performance of the employees.

10
 TRAINING:
The term training refers to “the acquisition of knowledge, skills, and competencies
as a result of the teaching of vocational or practical skills and knowledge that
relate to specific useful competencies”. It forms the core of apprenticeships and
provides the backbone of content at institutes of technology (also known as technical
colleges or polytechnics). In addition to the basic training required for a trade,
occupation or profession, observers of the labour-market recognize today the need to
continue training beyond initial qualifications: to maintain, upgrade and update skills
throughout working life. People within many professions and occupations may refer
to this sort of training as professional development.
Training is activity leading to skilled behavior.
8. It’s not what you want in life, but it’s knowing how to reach it
9. It’s not where you want to go, but it’s knowing how to get there
10. It’s not how high you want to rise, but it’s knowing how to take off
11. It may not be quite the outcome you were aiming for, but it will be an outcome
12. It’s not what you dream of doing, but it’s having the knowledge to do it
13. It's not a set of goals, but it’s more like a vision
14. It’s not the goal you set, but it’s what you need to achieve it

11
 OBJECTIVE OF TRAINING :

Training objective tell the trainee that what is expected out of him at the end of the
training program. Training objectives are of great significance from a number of
stakeholder perspectives,
1. Trainer 2. Trainee 3. Designer 4. Evaluator
Trainer – The training objective is also beneficial to trainer because it helps the
trainer to measure the progress of trainees and make the required adjustments. Also,
trainer comes in a position to establish a relationship between objectives and
particular segments of training.
Trainee –The training objective is beneficial to the trainee because it helps in
reducing the anxiety of the trainee up to some extent. Not knowing anything or going
to a place which is unknown creates anxiety that can negatively affect learning.
Therefore, it is important to keep the participants aware of the happenings, rather than
keeping it surprise.
Secondly, it helps in increase in concentration, which is the crucial factor to make the
training successful. The objectives create an image of the training program in
trainee’s mind that actually helps in gaining attention. Thirdly, if the goal is set to be
challenging and motivating, then the likelihood of achieving those goals is much
higher than the situation in which no goal is set. Therefore, training objectives helps
in increasing the probability that the participants will be successful in training.
Designer – The training objective is beneficial to the training designer because if the
designer is aware what is to be achieved in the end then he’ll buy the training package
according to that only. The training designer would then look for the training
methods, training equipments, and training content accordingly to achieve those
objectives. Furthermore, planning always helps in dealing effectively in an
unexpected situation. Consider an example; the objective of one training program is to
deal effectively with customers to increase the sales. Since the objective is known, the
designer will design a training program that will include ways to improve the
interpersonal skills, such as verbal and non verbal language, dealing in unexpected

12
situation i.e. when there is a defect in a product or when a customer is angry.
Therefore, without any guidance, the training may not be designed appropriately.
Evaluator – It becomes easy for the training evaluator to measure the progress of the
trainees because the objectives define the expected performance of trainees. Training
objective is an important to tool to judge the performance of participants.

IDENTIFYING TRAINING NEEDS :

Training needs can be assessed by analyzing three major human resource areas: the
organization as a whole, the job characteristics and the needs of the individuals. This
analysis will provide answers to the following questions:
Where is training needed?
What specifically must an employee learn in order to be more productive?
Who needs to be trained?
Begin by assessing the current status of the company how it does what it does
best and the abilities of your employees to do these tasks. This analysis will provide
some benchmarks against which the effectiveness of a training program can be
evaluated. Your firm should know where it wants to be in five years from its long-
range strategic plan. What you need is a training program to take your firm from here
to there.
Second, consider whether the organization is financially committed to
supporting the training efforts. If not, any attempt to develop a solid training program
will fail.
Next, determine exactly where training is needed. An internal audit will help
point out areas that may benefit from training. Also, a skills inventory can help
determine the skills possessed by the employees in general. This inventory will help
the organization determine what skills are available now and what skills are needed
for future development.
In summary, the analysis should focus on the total organization and should tell you
(1) where training is needed and (2) where it will work within the organization.
Once you have determined where training is needed, concentrate on the content of the
program.. Training based on job descriptions should go into detail about how the job
is performed on a task-by-task basis..Individual employees can be evaluated by

13
comparing their current skill levels or performance to the organization's performance
standards or anticipated needs.

Nature Of Training And Development :

In simple words, training and development refers to the imparting of specific

skills, abilities, knowledge to an employee. A formal definition of training and
development is determined as follows:
“It is any attempt to improve current or future employee performance by
increasing an employee’s ability to perform through learning, usually by
changing the employee’s attitude or increasing his or her skills and knowledge.”

The need for training and development is determined by the employee’s

performance deficiency, computed as follows:
Training and development needs =
Standard performance – Actual performance

We can make a distinction among training, education and development. Such

distinctions enables us to acquire a better perspective about the meaning if the term
training. Which refers to the process of imparting specific skills, Education, on the
other hand is confined theoretically learning in classroom
To distinct more, the training is offered in case of operatives whereas
development programs are conducted for employees at higher levels. Education
however is common to all the employees.

Training Goals :
The goals of the training program should relate directly to the needs determined by
the assessment process outlined above. Course objectives should clearly state what
behavior or skill will be changed as a result of the training and should relate to the
mission and strategic plan of the company. Goals should include milestones to help
take the employee from where he or she is today to where the firm wants him or her in
the future. Setting goals helps to evaluate the training program and also to motivate

14
 employees. Allowing employees to participate in setting goals increases the
probability of success.

Selection of Trainees:
Once you have decided what training is necessary and where it is needed, the
next decision is who should be trained? For a small business, this question is crucial.
Training an employee is expensive, especially when he or she leaves your firm for a
better job. Therefore, it is important to carefully select who will be trained.
Training programs should be designed to consider the ability of the employee to
learn the material and to use it effectively, and to make the most efficient use of
resources possible. It is also important that employees be motivated by the training
experience. Employee failure in the program is not only damaging to the employee
but a waste of money as well. Selecting the right trainees is important to the success
of the program.
Inputs in Training and Development:
Any training and development programme must contain inputs which enable the
participants to gain skills, learn theoretical concepts and help acquire vision to look
into the distant future. The inputs of training and development are as follows:
1) Skills:
Training is imparting skills to the employees. A worker needs skills to operate
machines, and use other equipments with least damage and scrap. This is basic skills
without which the operator will not function. There is also a need of motor skills or
psychomotor skills as they are refer to performance of specific physical activities
.These skills involve learning to move various parts of their body in response to
certain external and internal stimuli.. These skills helps a person understand oneself
and others better and act accordingly.
2) Education :
The purpose of education is to teach theoretical concepts and develop a sense of
reasoning and judgment. That any training and development programme must contain
an element of education is well understood by the HR specialist.

15
 In fact, sometimes, organizations depute or encourage employees to do courses
on a part time basis. Chief executive officers (CEO’s) are known to attend refresher
course conducted in many Business schools. The late Manu Chabria, CMD, Shaw
Wallace, attended such a two month programme at the Harvard business school.
3)Development :
Another component of a training and development programmed is development which
is less skill – oriented but stress on knowledge. Knowledge about business
environment, management principles and techniques, human relations, specific
industry analysis and the like is useful for better management of a company.
Development programme should help an employee to be a self-starter, build sense of
commitment, motivation, which should again helps him being self generating. It
should make their performance result oriented and help them in being more efficient
and effective.
It should also help in making the employee sensitive towards the environment that is
his work place and outside. This programme should keep the employee aware of him
i.e. his potentials and his limitations. Also helps them understand the powers in their
hands and thereby develop leadership styles which inspire and motivate others.
4) Ethics :
There is a need for imparting greater ethical orientation to a training and development
programmed. There is no denial of the fact that ethics are largely ignored in
businesses. They are less seen and talked about in the personnel function this does not
mean that the HR manager is absolved if the responsibility. If the production, finance
or marketing personnel indulge in unethical practices the fault rest on the HR
manager. It is his/her duty to enlighten all the employees in the organization about the
need for ethical behavior.
5) Attitudinal Changes :
Attitudinal represents feelings and beliefs an individual towards others. Attitudes
affect motivation, satisfaction and job commitment. Negative attitudes needs to be
converted into positive attitudes. Changing negative attitudes is difficult because
of[1]Employees refuse to change[2]They have prior commitments And Information
needed to change attitudes may not be sufficient. Attitude must be changed so that the
employee feels committed to the organization and give better performance.

16
 6) Decision making and problem solving skills :
Decision making and problem solving skill focus on methods and techniques for
making organizational decision and solve work related problems. Learning related to
decision making and problem solving skills seeks to improve trainee’s abilities to
define and structure problems, collect and analysis information, generate alternatives.
Training of this type is typically provided to potential managers, supervisors and
professional.

Importance Of Training And Development :

 Optimum Utilization of Human Resources – Training and Development helps in

optimizing the utilization of human resource that further helps the employee to
achieve the organizational goals as well as their individual goals.
 Development of Human Resources – Training and Development helps to provide an
opportunity and broad structure for the development of human resources’ technical
and behavioral skills in an organization. It also helps the employees in attaining
personal grow

17
 Development of skills of employees – Training and Development helps in increasing
the job knowledge and skills of employees at each level. It helps to expand the
horizons of human intellect and an overall personality of the employees.

 Productivity – Training and Development helps in increasing the productivity of the

employees that helps the organization further to achieve its long-term goal.
 Team spirit – Training and Development helps in inculcating the sense of team work,
team spirit, and inter-team collaborations. It helps in inculcating the zeal to learn
within the employees.
 Organization Culture – Training and Development helps to develop and improve the
organizational health culture and effectiveness. It helps in creating the learning culture
within the organization.
 Organization Climate – Training and Development helps building the positive
perception and feeling about the organization. The employees get these feelings from
leaders, subordinates, and peers.
 Quality – Training and Development helps in improving upon the quality of work
and work-life.
 Healthy work environment –Training and Developmenthelps in creating the healthy
working environment. It helps to build good employee, relationship so that individual
goals aligns with organizational goal.
 Health and Safety – Training and Development helps in improving the health and
safety of the organization thus preventing obsolescence.
 Morale – Training and Development helps in improving the morale of the work force
 Image – Training and Development helps in creating a better corporate image.
 Profitability – Training and Development leads to improved profitability and more
positive attitudes towards profit orientation.

Training and Development aids in organizational development i.e. Organization gets

more effective decision making and problem solving. It helps in understanding and
carrying out organisational policies Training and Development helps in developing
leadership skills, motivation, loyalty, better attitudes, and other aspects that successful
workers and managers usually display.

18
 THE FOUR BASIC STEPS IN THE TRAINING PROCESS :

Training is one of the most profitable investments an organization can make. No

matter what business or industry you are in the steps for an effective training process
are the same and may be adapted anywhere.

STEP 1: ESTABLISHING A NEEDS ANALYSIS:-

This step identifies activities to justify an investment for training. The

techniques necessary for the data collection are surveys, observations, interviews, and
customer comment cards. Several examples of an analysis outlining specific training
needs are customer dissatisfaction, low morale, low productivity, and high turnover.
The objective in establishing a needs analysis is to find out the answers to the
following questions:
 “Why” is training needed?
 “What” type of training is needed?
 “When” is the training needed?
 “Where” is the training needed?
 “Who” needs the training? and "Who" will conduct the training?
 “How” will the training be performed?
By determining training needs, an organization can decide what specific knowledge,
skills, and attitudes are needed to improve the employee’s performance in accordance
with the company’s standards.

STEP 2: DEVELOPING TRAINING PROGRAMS AND MANUALS:-

This step establishes the development of current job descriptions and standards and
procedures. Job descriptions should be clear and concise and may serve as a major
training tool for the identification of guidelines. Once the job description is
completed, a complete list of standards and procedures should be established from
each responsibility outlined in the job description. This will standardize the necessary
guidelines for any future training.

19
STEP 3: DELIVER THE TRAINING PROGRAM:-

This step is responsible for the instruction and delivery of the training program. Once
you have designated your trainers, the training technique must be decided. One-on-
one training, on-the-job training, group training, seminars, and workshops are the
most popular methods.
The trainer should have:
- A desire to teach the subject being taught.
- A working knowledge of the subject being taught.
- An ability to motivate participants to “want” to learn.
- A good sense of humor.
- A dynamic appearance and good posture.
- A strong passion for their topic.
- A strong compassion towards their participants.)
- Appropriate audio/visual equipment to enhance the training session..

STEP 4: EVALUATE THE TRAINING PROGRAM:

This step will determine how effective and profitable your training program has been.
Methods for evaluation are pre-and post- surveys of customer comments cards, the
establishment of a cost/benefit analysis outlining your expenses and returns, and an
increase in customer satisfaction and profits.
It is this step that will indicate the effectiveness of both the training as well as the
trainer.
There are several obvious benefits for evaluating a training program. First,
evaluations will provide feedback on the trainer’s performance, allowing them to
improve themselves for future programs. Second, evaluations will indicate its cost-
effectiveness. Third, evaluations are an efficient way to determine the overall
effectiveness of the training program for the employees as well as the organization.

20
 /METHODS:
The method by which training is delivered often varies based on the needs of the
company, the trainee, and on the task being performed.Ideally, the method chosen will
motivate employees to learn, help employees prepare themselves for learning, enable
the trainees to apply and practice what they've been taught, help trainees retain and
transfer what they have learned, and integrate performance with other skills and
knowledge.
Factors affecting the choice of a training method include:

 Age, gender, or level of education of the trainees

 Learning styles of the trainees
 Number of trainees
 Budget
 Trainer's skills and training style

Methods of training:
The most widely used methods of training used by organizations are classified into
two categories: On-the-Job Training & Off-the-Job Training.

On The Job Training:

On-The-Job Training is given at the work place by superior in relatively shorter

period of time. This type of training is cheaper and less time consuming.

The following are the different methods by which training is imparted:

21
1.Coaching –Coachingis learning by doing. In this, the superior guides his sub-

ordinates & gives him/her job instructions. The superior points out the mistakes &

gives suggestions for improvement.

2.Job Rotation-In this method, the trainees move from one job to another, so that

he/she should be able to perform all types of jobs. E.g. In banking industry,

employees are trained for both back-end & front-end jobs. In case of emergency,

(absenteeism or resignation), any employee would be able to perform any type of job.

3.Mentoring-A mentor can tutor others in their learning. Mentors help employees

solve problems both through training them in skills and through modeling effective

attitudes and behaviors. This system is sometimes known as a buddy system.

Pros: It can take place before, during, or after a shift. It gives the trainee individual

attention and immediate feedback. It also helps the trainee get information regarding

the business culture and organizational structure.

Cons: Training can be interrupted if the mentor moves on. If a properly trained

mentor is not chosen, the trainee can pick up bad habits.

When choosing from among these methods, the trainer must decide which one best

suits the trainees, the environment, and the investments available. Many trainers will

choose to combine methods or vary them. Others will select a single method that

works best for them and never vary. With so many options, a trainer is limited only by

his or her creativity.

22
OFF THE JOB TRAINING METHODS:

It is given outside the actual work place.

1. Lectures-This approach is well adapted to convey specific information, rules,

procedures or methods. This method is useful, where the information is to be shared
among a large number of trainees. The cost per trainee is low in this method. A
lecture is the method learners often most commonly associate with college
and secondary education. Yet, it is also considered one of the least effective methods
to use for adult learners. In this method, one person (the trainer) does all of the
talking. He or she may use handouts, visual aids, question/answer, or posters to
support the lecture. Communication is primarily one-way: from the instructor to the
learner.
Pros: Less time is needed for the trainer to prepare than other methods. It provides a
lot of information quickly when it is less important that the trainees retain a lot of
details.
Cons: Does not actively involve trainees in training process. The trainees forget much
information if it is presented only orally.
2. Conference-The conference training method is a good problem-solving approach.
A group considers a specific problem or issue and they work to reach agreement on
statements or solutions.
Pros: There is a lot of trainee participation. The trainees build consensus and the
trainer can use several methods (lecture, panel, seminar) to keep sessions interesting.
Cons: It can be difficult to control a group. Opinions generated at the conference may
differ from the managers ideas, causing conflict.
3. Films –It can provide information & explicitly demonstrate skills that are not easily
presented by other techniques. Motion pictures are often used in conjunction with
Conference, discussions to clarify & amplify those points that the film emphasized.
4. Simulation Exercise- Any training activity that explicitly places the trainee in an
artificial environment that closely mirrors actual working conditions can be
considered a Simulation. Simulation activities include case experiences, experiential
exercises, vestibule training, management games &role-play.

23
5. Demonstration- Demonstration is very effective for basic skills training. The
trainer shows trainees how to do something. The trainer may provide an opportunity
for trainees to perform the task being demonstrated.
Pros: This method emphasizes the trainee involvement. It engages several senses:
seeing, hearing, feeling, touching.
Cons: It requires a great deal of trainer preparation and planning. There also needs to
be an adequate space for the training to take place. If the trainer is not skilled in the
task being taught, poor work habits can be learned by the trainee.
6. Role Play- Its just like acting out a given role as in a stage play. In this method of
training, the trainees are required to enact defined roles on the basis of oral or written
description of a particular situation. During a role play, the trainees assume roles and
act out situations connected to the learning concepts. It is good for customer service
and sales training.
Pros: Trainees can learn possible results of certain behaviors in a classroom situation.
They get an opportunity to practice people skills. It is possible to experiment with
many different approaches to a situation without alienating any actual customers.
Cons: A lot of time is spent making a single point. Trainers must be skilled and
creative in helping the class learn from the situation. In some role play situations, only
a few people get to practice while others watch.
7. Management Games-The game is devised on a model of a business situation. The
trainees are divided into groups who represent the management of competing
companies. They make decisions just like these are made in real-life situations.
Decisions made by the groups are evaluated & the likely implications of the decisions
are fed back to the groups. The game goes on in several rounds to take the time
dimension into account.
8. Seminar-Seminars often combine several group methods: lectures, discussions,
conferences, demonstrations.
Pros: Group members are involved in the training. The trainer can use many group
methods as part of the seminar activity.
Cons: Planning is time-consuming. The trainer must have skill in conducting a
seminar. More time is needed to conduct a seminar than is needed for many other
methods.

24
9. Panel-A panel provides several points of view on a topic to seek alternatives to a
situation. Panel members may have differing views but they must also have objective
concerns for the purpose of the training. This is an excellent method for using outside
resource people.
Pros: Trainees often find it interesting to hear different points of view. The process
invites employees to share their opinions and they are challenged to consider
alternatives.
Cons: It requires a great deal of preparation. The results of the method can be difficult
to evaluate.
10.Case Studies-A case study is a description of a real or imagined situation which
contains information that trainees can use to analyze what has occurred and why. The
trainees recommend solutions based on the content provided.
Pros: A case study can present a real-life situation which lets trainees consider what
they would do. It can present a wide variety of skills in which applying knowledge is
important.
Cons: Cases can be difficult to write and time-consuming to discuss. The trainer must
be creative and very skilled at leading discussions, making points, and keeping
trainees on track.
11. Programmed Instruction (PI)-These devices systematically present information
to the learner and elicit a response; they use reinforcement principles to promote
appropriate responses. When PI was originally developed in the 1950s, it was thought
to be useful only for basic subjects. Today the method is used for skills as diverse as
air traffic control, blueprint reading, and the analysis of tax returns.
12. Computer-Assisted Instruction (CAI)-With CAI, students can learn at their own
pace, as with PI. Because the student interacts with the computer, it is believed by
many to be a more dynamic learning device. Educational alternatives can be quickly
selected to suit the student's capabilities, and performance can be monitored
continuously. As instruction proceeds, data are gathered for monitoring and
improving performance.
13. Audiovisual Techniques-Both television and film extend the range of skills that
can be taught and the way information may be presented. Many systems have

25
 electronic blackboards and slide projection equipment spawned a new term for this
type of training, teletraining.
NEW TRENDS IN TRAINING AND DEVELOPMENT :

The importance of training and development programs for organizational

competitiveness, and highlighting the role of HRM(Human Resource Management
Department or Professional) as its facilitator. To amplify more on the issue, it should
be noted that the HRM is confronted with dynamic changes in approaches and
methodologies in training and development.There are at least six critical trends in
training that should be taken into serious account by HRM professionals and
organizations, to wit:

1. Adopt a Performance Consulting Strategy

2. Measure Results to See Impact
3. Training Delivery Is Changing
4. Training Delivery Systems Are in Transformation
5. Your Customer Is the Individual Employee
6. Training is Delivered Just-in-time, as Needed

 Creating Training Stickiness Before the Employee Training Sessions -You can do
the following in advance of the employee training session to increase the likelihood
that the training you do will actually transfer to the workplace.

 Make sure the need is a training and development opportunity- Do thorough

needs and skills analysis to determine the real need for employee training and
development. Make sure the opportunity you are pursuing or the problem you are
solving is a training issue.
If the employee is failing in some aspect of her job, determine whether you have
provided the employee with the time and tools needed to perform the job.
 Create a context for the employee training and development - Provide
information for the employee about why the new skills, skill enhancement, or
information is necessary. Make certain the employee understands the link between the

26
 training and his job. It's also important to provide rewards and recognition as a result
of successful completion and application of the training.
 Provide training and development that is really relevant to the skill you want the
employee to attain - or the information he needs to expand his work horizons. You
may need to design an employee training session internally if nothing from training
providers exactly meets your needs. Or, seek out providers who are willing to
customize their offerings to match your specific needs.
It is ineffective to ask an employee to attend a training session on general
communication when his immediate need is to learn how to provide feedback in a
way that minimizes defensive behavior. The employee will regard the training session
as mostly a waste of time or too basic; his complaints will invalidate potential
learning.

 Favor employee training and development that has measurable objectives and
specified outcomes- that will transfer back to the job. Design or obtain employee
training that has clearly stated objectives with measurable outcomes. Ascertain that
the content leads the employee to attaining the skill or information promised in the
objectives.

 Provide information for the employee about exactly what the training session
will involve- prior to the training. Explain what is expected of the employee at the
training session. This will help reduce the person's normal anxiety about trying
something new. If she knows what to expect, she can focus on the learning and
training transfer rather than her potential discomfort with the unknown.

 Make clear to the employee that the training is her responsibility and she needs to
take the employee training seriously. This includes completing pre-training
assignments, actively participating in the session, and applying new ideas and skills
upon returning to work.

 Make sure that internal or external training providers supply pre-

trainingassignments. Reading or thought-provoking exercises in advance of the
session promote thoughtful consideration of the training content.

27
 Exercises or self-assessments, provided and scored in advance of the session, save
precious training time for interaction and new information. These ideas will engage
the employee in thinking about the subject of the session prior to the training day.
This supplies important paybacks in terms of his interest, commitment, and
involvement.

 Train supervisors and managers either first or simultaneously so they know and
understand the skills - and information provided in the training session. This will
allow the supervisor to: model the appropriate behavior and learning, provide an
environment in which the employee can apply the training, and create the clear
expectation that she expects to see different behavior or thinking as a result of the
training. An executive, who has participated in the same training as the rest of the
organization, is a powerful role model when he is observed applying the training.

 Train managers and supervisors in their role in the training process-The average
supervisor has rarely experienced effective training during his career. Even more rare
is the supervisor who has worked in an environment that maximized transfer of
training to the actual workplace. Thus it is a mistake to believe that supervisors
automatically know what must happen for effective training to take place.

 You can coach supervisors about their role- Provide a handy tip sheet that explains
in detail the organization’s expectations of the supervisor in support of effective
training. At one General Motors location, the education and training staff provided a
three-hour class called, The Organization and the Training Process. The session was
most effective in communicating roles and responsibilities to supervisory staff.

28
COMPANY PROFILE

29
 1. INTRODUCTION OF CARE HOSPITALS

Care foundation is a registered non profit society with the mandate of making
quality health care affordable and accessible to all through appropriate use of
technology. The foundation has been established by a group of medical scientists and
technologies with the stated mission of making advanced comprehensive healthcare
affordable and accessible to all. The foundation is a non- profit organization and is
registered as a society under Andhra Pradesh Society Act 1365 Falsie.

The patron of the foundation is renowned cardiologist padmashri

DR. B.SOMARAJU and the chairman of the foundation is PROF.P.KRISHNAM
RAJU. The foundation implements its mission of making advanced technology based
care affordable and accessible to common man under a three dimensional programme.
a. Conducting research & imparting specialized education,
b. Developing cost effective medical products, and
c. Providing health care to people from the economically weaker
sections of the society and those living in rural areas.
In 1997, when Dr.B.Soma Raju and Dr.D.Prasada Rao led a team of
medical professionals to set up the first CARE Hospital, it signaled the dawn of a new
era in medical care .At the heart of this movement was a burning desire to practice
medicine with compassion, concern and care, with a single minded objective the
recovery of the patient. Today, with Multi-Specialty Hospital across the state, and a
reputation for humanization and selfless service of the highest order, CARE Hospital
enjoys an unbelievable amount of goodwill. A million smiles will bear testimony to
that.
The organization was incorporated with the main objective of running all
kinds of hospitals, dispensaries ,nursing homes, clinical laboratories carrying out
medical research education and train medical students ,nursing professionals, hospital
administrator, grant diplomas or recognitions as the company may deem fit and to
render professional consultancy and advice to any individual firm, company, Govt etc.
in the fields of research and development relating to medical, pharmaceutical and
chemical industries.

30
 The Care Model:

They operate on physician driven model. This means that all the main
constituents of the CARE movement ,the promoters, administrators and service
providers are physician .The center of the CARE model is the patient and the
overriding motive of all care’s activities is to provide quality medical care at an
affordable cost. Technology training and team work from the every core of the CARE
model which also emphasizes a comprehensive and continuous education and training
of every individual involved in the patient care. Every effort will be taken to ensure
that their growth is decided by the patients needs and not one decided by their
corporate requirements.

Fundamental Reason For Existence:

 To make quality medical care affordable and accessible considering quality, cost,
access.
 Timeless unchanging core values.
 Putting the patient first above ones own interest.

31
 CORE PRINCIPLE

Putting the patient first; above our own interests.

MISSION

To provide the best and cost-effective care, accessible to every patient

through integrated clinical practice, education and research. Delivered with

compassion, care & concern through team spirit & transparency.

VISION

To evolve as a unique university-based health-centre where the quest for

new knowledge would continuously yield more effective and more

compassionate care for all.

To nurture a new generation of professionals of life-long commitment,

dedication, knowledge, skills, wisdom and values.

To strive for public trust and maintain medicine’s humane and noble place

amongst professions.

To be globally competitive in healthcare and related businesses integrating

local culture ethos.

32
 MISSION:

 The mission is more than just a statement; it’s the cornerstone of all efforts. And, of

course a constant reminder of their movement’s founding values.

 To provide quality medical care at an affordable price, delivered with compassion,

concern and care, through team spirit, training and technology.

 To develop a comprehensive healthcare delivery model that suits their population.

 To develop ‘centers of excellence’ in various medical specialties.

 To evolve a holistic approach to healthcare by incorporating the best from various

forms of medicine.

VISION:

To evolve as a unique university-based health-centre where the quest for

new knowledge would continuously yield more effective and more compassionate
care for all.

 To nurture a new generation of professionals of long –life commitment, dedication,

knowledge, skills, wisdom and values.
 To strive for public trust and maintain medicine’s humane and noble place
amongst professions.
 To be globally competitive in healthcare and related businesses integrating local
culture and ethos.
 To promote development of indigenous products and systems, adapting appropriate
technologies generating clinical skills and removing barriers before patients accessing
it through institutional partnership.

33
 OBJECTIVES:

 Upgrade its education and Research wing on par with the international standards and

consequently develop healthcare solutions for under developed and developing areas.

 Register a phenomenal growth by adding 5000 beds in the next five years.

 Offer unique platform to various partners and collaborators, both national and
international, to innovate in healthcare delivery systems, coverage systems like
microfinance/ micro insurance, medical education and research.
 Develop healthcare solutions for underdeveloped and developing countries.
 To develop comprehensive healthcare delivery model that suits our population.

 To develop centers of excellence in medical specialties.

 To compromise the obsolete and seek excellence through effective and up-to-date

technology and service.

 Undertake clinical practice through high-end education and research.

 Create a web of PCD clinics, corporate health plans, and associates program to

leverage the use of technology and gain access to remote areas.

POLICIES:

 Sensitivity to pain and suffering shall be accorded highest priority to every employee.
 Same treatment for same illness, irrespective of ability to pay.
 Tests will be done only when medically necessary
 Selection of all employees shall be on the basis of merit.
 Compulsory continuous medical education to lab health care personnel.
 All departments shall be run by full time consultants.
 Round the clock availability of cardiologists, C.T. Surgeon’s neurologists,
anesthetists, labs and technicians.

34
 MILESTONES:

 CARE Hospital, the Heart Institute established at Hyderabad-200 beds July 1997.
 50 bed cardiac centre established in Secunderabad –June 1998.
 100 bed Heart Institute set up in Vishakhapatnam -April 1999.
 CARE foundation got defense technology spin-off award from Prime Minister-August
1999.
 The Institute of Neuron-Sciences set up in Hyderabad-October 2000.
 The Institute of Medical Sciences with Multi-specialty services with 350 beds at
Banjara Hills (Hyderabad)-October 2000.
 Padmashri awarded to Dr.B.Soma Raju and DR.D.Prasada Rao, the founders of
CARE-January 2001.
 Bharat Ratna, Dr.APJ Abdul Kalam, inducted onto the board –May 2001.
 India’s first V-SAT based public–private Telemedicine system launched by chief
minister of AP-October 2001.
 Established a Community Model Hospital at Amalapuram-Jan 2002.
 Established a Primary Health Care Model Hospital at Lakhavaram-March 2002.
 Set up 150 bedded Mutispeciality |Hospital at Vijayawada – 2006.
 Commissioned a 105 bedded Mutlispeciality Hospital at Nagpur, Maharashtra.Set up
hundred bedded Multispeciality Hospital at Musheerabad, Hyderabad in association
with Gurunanak Trust named Gurunanak Care Hospital – 2007.
 100 bedded Care Hospital established Surat. 75 bedded second unit established at
Vizag. 50 beeded Hospital added to Care Nampally- 2008.
 50 bedded Galaxy CARE at PUNE.70 bedded capacity added at Ramakrishna CARE
– 2009.
 CARE clinic established at Tarnaka Hyderabad . CTOT added at CARE
Musheerabad. Additional blocks added at CARE NAMPALLY -2010.
 GMR Varalakhshmi CARE Hospital set up at Rajam – 2010.

35
 VALUES

VALUES

Practice Practice medicine as an integrated team of

compassionate, physicians, scientists and allied

health professionals.

Education Learn to serve through training and education of

physicians, nurses and allied health professionals.

Research Conduct basic and clinical research programs to

improve patient care and to benefit society.

Mutual Treat everyone with respect and dignity.

Respect
Commitment Continuously improve all processes that support
to Quality
patient care, education and research.

Work Foster teamwork, personal responsibility, integrity,

Atmosphere
innovation, trust and communication, and celebrate

success.

Societal Support the society we live in and assist patients

Commitment
with limited financial resources.

36
 ORGANOGRAM
Corporate

HR
[Chief]

HR
Training
[General
[General
Manager]
Manager]

Coordination
MIS & Evaluation
[Asst. [Asst.
Manager] Manager]

implementatio
Placements Research & Content
Administration n
[AGM] Design Development
[AGM] & Delivery
[AGM] [Sr. Manager]
[Manager]

Performance
Welfare
Payroll Management
Manager Manager Statutory [Asst. Asst. Manager Manager Asst. Manager Sr. Executive
[Executive] [Manager]
[Sr. Executive] Manager]

Documentatio
n Asst.Manager
Sr. Executive Asst. Manager
[Executive]

37
 ORGANISATION STRUCTURE

Patients

Doctors & Nurses

Paramedics and House keepers

Departmental Manager

Support Manager

Directors

In structure, we see patients, are at high priority, at quality care the main

criteria is putting the patient first above one’s own interest.” They are treated as Elite

Group of the organization.

The next preference is given to doctors and nurses; they are the people who

give emotional support and satisfaction to the patients. The more comfort they give

the more satisfied is the patient, here the nurses play a very important and vital role,

they look after every aspect of the patient starting with their food to their medicines,

for this they have to be very patient, humble and pleasing .

38
ORGANIZATIONAL HIERARCHY

39
HR-CAREER PROGRESSION AT CARE HOSPITALS

Career Progression
G11 Chief of HR

G10 General Manager 4 yrs

G9 Dy.General Manager 3 yrs

G8 Asst.General Manager 3 yrs

G7 Sr. Manager 3 yrs

G6 Manager 3 yrs

G5 Dy.Manager 3 yrs

G4 Asst Manager 3 yrs

G3 Sr.Executive 2 yrs

G2 Executive 2 yrs
Senior Management

G1 Jr.Executive 2 yrs Middle Management

Junior Management
Trainee Span 3/6
months
Executive Cadre

Trainee Cadre

40
Training Strategies:

Training Strategy

41
Training Needs:

Training
-It is a learning process that
involves the acquisition of
knowledge, sharpening of
skills, concepts, rules, or
changing of attitudes and
behaviors to enhance the
performance of employees.

-Training is about the

acquisition of knowledge,
skills, and abilities (KSA)
through professional
development.

42
Role of Training:

Role of Training

43
Training Strategy:

Offerings
Training strategy

Processes
People
Tools
Metrics
44
Metrics:

Metrics
Patient satisfaction Score

Level 3-4 Level-5

45
Need Of training:

Need of Training
• To improve work productivity.
• To motivate the people.
• To accommodate the changes in
technology and environment.
• To accommodate the capacity
enhancement.
• To have better and engaged
employees.

46
Instructional Design Process:

Instructional Design Process

ANALYZE DESIGN

DEVELOP IMPLEMENT

EVALUATE

47
Tools:

Tools
• Lecture
• Conference method
• Management games
• Case study
• Sensitivity training
• Programmed instructions. Trainer
• In basket
• Role plays
• Group discussions

48
Process:

Processes

Performance analysis of
current job
Start Review

Task Task Task Task

1 2 3 4
OK ( Up to the Explore requirements
required level for future job

NOT OK Optional Development

Needs

Appraise Identifying the

involvement root causes Suggested method
Out side In house
Lack of competencies training training
Environment Motivational
( skills/knowledge On the job Other
/attitude ) training
Motivate :
Improve Praise,
the recognize, Training
environent delegate, Needs
assist ,etc After Training

49
People:

People

Management Customers

Expectations

Staff

50
Offerings:

Offerings

•Leading Edge(MLM)
•Team Link(JLM)
•PRE Enhancement of skills
•PRE Refresher Competence
ROI
•Supervisor Return On development
•MOD Attitude change
Investment
•TOT
•UNNATI
•CSW

51
 CHAPTER – 4 & 5
DATA ANALYSIS AND INTERPRETATIONS

52
 DATA ANALYSIS AND INTERPRETATION
TABLE: 4.1

RANKING OF TRAINING METHODS BY EMPLOYEES:

Satisfaction level No of Respondent Percentage

Excellent 34 68%

Good 13 26%

Fair 2 4%

Poor 1 2%

Total 50 100%

Chart4.1

Ranking of Training
2%
4%

26% excelle
nt
68% good

fair

Inference:

From the above table it is clear that half of employees 26% are very much satisfied
with the training offered by the Care hospital. Supporting to this majority of
employees (68%) reported they are highly satisfied with the type of training and
feel that the training course given in care hospital is excellent. 4% of the
respondents said that the training is fairly good. 2%were moderately satisfied and
no comments respectively with the training.

53
 TABLE: 4.2

Level of effectiveness after the training:

Option No of Respondent Percentage

Excellent 29 58%

Good 15 30%
Fair 6 12%

Total 50 100%

Chart: 4.2

Inference:

The above table shows that the overall effectiveness of training was excellent. The
overall percentage score of 58% there by reasonably affirming that the company
adopts good trainer and the training programmers’ are very effective. The course
content of few employees shows that there is a scope for improvement in one’s area.

54
 TABLE: 4.3

Increase in confidence level due to training:

Option No of Respondent Percentage

Excellent 33 66%

Good 14 28%

Fair 6 6%

Poor 0 0%

Total 50 100%
.

Chart:4.3

Inference:

From the table it can be inferred that majority (66%) of the employees feel that the
training given in care hospital has increased their confidence level to the
maximum.28% of the employees feel that their confidence level is good and the
other 6% of the employees has no comments and has nothing to say about the
confidence level.

55
 TABLE: 4.4

TRAINERS KNOWLEDGE ABOUT THE TRAINING:

Option No of Respondent Percentage

Excellent 30 60%

Good 16 32%

Fair 3 6%

Poor 1 2%

Total 50 100%

Chart: 4.4

Inference:

As the table proves majority 60% of the respondent has accepted that trainer’s
knowledge was relevant to training subject and they are highly satisfied with the
doubts cleared by the trainer.32% of the respondents feel that the trainer’s
knowledge was good and the others are not satisfied with the trainer’s knowledge.

56
 TABLE: 4.5

Quality Of Training Materials Provided During Training

Program:

Option No of Respondent Percentage

Excellent 35 70%

Good 11 22%

Fair 4 8%

Poor 0 0%

Total 50 100%

Chart 4.5

Inference:

Almost half of the respondents 22% indicated that the material provided for the
training programmes were very good. 70% went a step high and stated that the
material was excellent. And the rest of the 8% respondents reported that it was fair
and no comments.Thus from the above table it is clearly indicating that the materials
provided for the training was very good.

57
 TABLE: 4.6

Co-Operation Level Of Employees After Training:

Option No of Respondent Percentage

Excellent 31 62%
Good 17 34%
Fair 2 4%
Poor 0 0%
Total 50 100%

Chart:4.6

Inference:

From the above table it can be inferred that maximum number of the employee’s
are highly satisfied with their co operation level .Half of the respondents feel that
their cooperation with the other employees after training is good and the rest of the
respondents are not satisfied and has no comments.

58
 TABLE: 4.7

REALTIONSHIP BETWEEN TRAINER AND TRAINEE:

Option No of Respondent Percentage

Excellent 37 74%

Good 12 24%

Fair 1 2%

Poor 0 0%

Total 50 100%

Chart: 4.7

Inference:

Almost majority of the respondent are highly satisfied with their excellent
relationship and half of them feel that their relationship can be better and the rest
few respondents has no comments.

59
 TABLE: 4.8
IMPORTANCE OF CROSS-EXPOSURE FOR TRAINEE:

Option No of Respondent Percentage

Excellent 37 74%

Good 12 24%

Fair 1 2%

Poor 0 0%

Total 50 100%

Chart: 4.8

Inference:

Half of the respondents feel that cross exposure is important. Also supporting to
them the majority (74%) of them indicated that cross exposure training has to be
conducted in an organization and it’s really important and 2% of the respondents felt
it was of no use for them.

60
 TABLE: 4.9

TRANSITION LEVEL OF TRAINEE TO FULL-TIME

EMPLOYEE:

Option No of Respondent Percentage

Excellent 35 70%

Good 10 20%

Fair 5 10%

Poor 0 0%

Total 50 100%

Chart: 4.9

Inference:

The above table shows that majority of the respondent’s level from a trainee to a
full time employee has been really smooth and minority of the respondent feel
that their transition level is good but the rest of the respondents 10% reported
there were no comments. Thus
from the above table it is clear that almost majority of the respondents feel
that their transition level has been smooth’.

61
 Type Of Training Given To Employees:

TABLE: 4.10

OPTION No of Respondent Percentage

40 80%
On the job training

Off the job training 10 20%

Total 50 100%

Chart-4.10

Inference:
80% of the employee stated that the type of training provided to them were On-
The Job Training. And a mere 20% stated Off the Job.

62
 TABLE: 4.11

MOTTO BEHIND TRAINING:

OPTION No.of Respondent Percentage

Learning SOP’S 17 34%

Updating skills and knowledge 30 60%

Others 3 6%

Total 50 100%

Chart:4.11

Inference:

More than half of the respondents 34% indicated that training program given by Care

Hospital is highly useful for self development. Also supporting to it another majority

of 60% indicated that training program helped them update their skills and knowledge

according to the change and requirements of the organizations, the rest of the 6% felt

it was of no use for

63
 TABLE: 4.12

Area in which feedb ack training should focus and why?

OPTION No of Respondent Percentage

Communication effectiveness 28 56%

Setting goals and objectives 21 42%

Others 1 2%
Total 50 100%

Chart: 4.12

Inference:

From the table it can be inferred that, 56% of the employees feels that feedback
training should focus on communication effectiveness.42% of the employees
feels that feedback training should focus on setting goals and objectives and 2% of
the employees feels that they should focus on varies other things also.

64
 TABLE: 4.13

TRAINEES INTEREST IN CROSS-EXPOSURE TRAINING:

Option No of Respondent Percentage

Yes 47 94%
No 3 6%
Total 50 100%

Chart: 4.13

Inference:

From the above table it can be inferred that almost majority of the respondent are
interested in doing cross exposure training and only few are less interested.

65
 TABLE: 4.14

Trainee Was Enabled For Salary And Promotion:

Option No of Respondent Percentage

Yes 46 92%
No 4 8%

Total 50 100%

.
Chart: 4.14

Inference:

Majority of the respondents reported that training given in care hospital enable
them to secure promotion and salary. And the rest of the respondents of 8%
reported that training does not lead to promotion and salary.

66
 TABLE: 4.15

SATISFACTION LEVEL OF EMPLOYEE ON THE TRAINING:

Option No of Respondent Percentage

Highly satisfied 24 48%

Satisfied 25 50%

Not satisfied 1 2%

Total 50 100%

Chart: 4.15

Inference:
From the above it can be indicated that half of the respondents are satisfied with the
training program and majority of them 50% say that they are highly satisfied and only
2% of them say that they are not satisfied with the training programmers’. through
this we come to know that the organization is doing well as per the training programs.

67
 TESTING OF HYPOTHESIS:-

 CHI-SQUARE TEST
 TRAINING Method and satisfaction of employees

To test whether there is any significant relationship between the responses for the
training methods and training satisfaction level of employees.

Ho: There is no significant relationship between the responses for the satisfaction
level towards training methods and employee satisfaction level being provided.

H1: There is significant relationship between the responses for the satisfaction level
towards the training methods and employee satisfaction level being provided.

OBSERVED FREQUENCY:

Particulars SS S SWS DS TOTAL

TRAINING METHODS 32 11 5 2 50

EMPLOYEE 14 17 11 8 50
SATISFACTION LEVEL

TOTAL 46 28 16 10 100

68
 OBSERVED FREQUENCY:
Expected frequency:

E=Corresponding cell’s row total*that cell column total /grand total

O E (O-E) (O-E)2 (O-E)2/E

32 23 9 81 3.52
11 14 -3 9 0.642
5 8 -3 9 1.125
2 5 -3 9 1.8
14 23 9 81 3.52
17 14 3 9 0.642
11 8 3 9 1.125
8 5 3 9 1.8
TOTAL =14.174

RESULT:-

Calculated value = 14.174

Degree of freedom = (Row-1)(column-1)

= (2-1) (4-1)

= 1*3

= 3

Significant level = 5% Tabulated level = 7.81

Reference:-

Since calculated value is greater than table value Ho is rejected, H1 is accepted.

There is significant relationship between the training methods and employees
satisfaction level being rendered by care hospitals.

69
 CHAPTER 5

FINDINGS AND SUGGESSTIONS

70
 FINDINGS

• It is found that care hospitals provide training to all the employees. From
the survey it is clearly indicated, as 100% of the respondents have attended
the training program.

• The organization is very keen towards the training of the employees and
each and every day there is at least 2-3 training sessions which includes:
o Induction
o Training for promotion
o Train the trainer i.e. training the supervisor of each
department

• As per the survey majority of the respondent report that feedback was
given by the trainer at right time.
• The training material provided by care hospitals trust was an
effective one. As the survey indicated 66% of respondents were
happy with the training and training material.

• It is found that the employees of care hospitals are satisfied with the
training provided to them. As the survey clearly indicated that 98%
Satisfied with the present training systems.

• Majority of the respondents strongly agreed that the concept of training is

clear and effective and is very well communicated to the participants.
• The type of training provided by care hospitals are on-the Job Training.
And also the off- the job Training is provided but to some employees. The
survey clearly indicated it as 80% reported the training provided was on the
job training.
• The training program in care hospitals is mandatory for the
promotions and each employee have to complete at least 68 different
training classes per year.
• As a trainer he was always particular in his duty which included-
• Monitor and identify training needs
• Well versed with his operations
• Being the role model
• There was no bias and yardsticks
• Willing to learn and teach

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 SUGGESTIONS
For the betterment of effective operation of the organization, based on finding of the
present study, the following practical suggestion may be considered.

The Researcher found from the research study that, most of the employees are not

very much interested in attending the class room training programmers method of

training programmers.

• Ensure that training programmes are been conducted whenever needed, and increase

the number of programs as there is a change in the environment in today’s world to,

and to better the competitor’s. .

 Clearing of doubts and giving adequate free time to reflect and plan can be improved.

 Periodical evaluation of training programmers of the organization can be suitably

modified.

 The organization has an effective trainers, same thing can be continued for the future

also.

 The organization can review the course content to make the training more effective in

future.

 The course objective is effective in the training programmes. The organization should

sustain the same thing.

 The organization can carry out certain modification as far as course content is

concerned.

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 CONCLUSION

After the identification of training, training goals must be established. Untill goals are
not said it is difficult to design a training program and when training has been
implemented, there will no way of measuring its effectiveness.

Five parameters can be taken to give the project last touch:

• Post training satisfaction

• Enhancement of knowledge
• Empowerment of the employees
• Efficiency of performance
• Alignment of individual and organizational growth

After doing the survey on the effectiveness of the training programme of

the organization we came to the conclusion that:-

The organization is very keen in training the employees according to the needs
and demands and from time to time.
The effectiveness of training can be seen in the daily working schedule of
the employees which includes:-
• Less absenteeism
• More concentration on the work
• Productivity rises
• Better handling of equipments and materials
• Which resulted in the 100% customer satisfaction

In the above given data analysis it is shown that most of the respondents were
very satisfied with the training programmes and the way of training, feedback and
response given by the trainer at the time of the training.

73
 BIBLIOGRAPHY:-

1. Dave Ulrich (2008): HR COMPETENCIES-MASTERY AT THE

INTERACTION OF PEOPLE AND BUSINESS- SOCIETY FOR HR.

2. P.Nick Blanchard(2008): EFFECTIVE TRAINING- EASTERN
ECONOMY EDITION
3. S.P. Gupta(2007): STATISTICAL METHODS-

Journals:-
1. HR Management Manual-Paul Davis

Websites

1. http//www.allbusiness.com

2. http// www.ihrnetwork.com

3. http//www.carehospitals.com

74
 QUESTIONNAIRE ON TRAINING AND DEVELOPMENT

I Guled Abdi Dirie Student of University College of Commerce & Business

management, Osmania University, Hyderabad. I am undertaking this study on
“Training and Development”. I hereby request you to help me complete this study
with substantial findings by filling this questionnaire in full and with your most
honest and spontaneous responses.

Personal details

1. NAME :

2. SEX : MALE ( ) FEMALE ( )

3. AGE : 20 -30 ( ) 41 – 50 ( )

31-40 ( ) Above 50 ( )

4. MARITAL STATUS : Married ( ) Single ( )

5. DESIGNATION :

6. DEPARTMENT :

7. EXPERIENCE : 1 – 5yrs ( ) 6 -10yrs ( )

11- 15yrs ( ) 16 -20yrs ( )

Above 20yrs ( )

8. SALARY : 5000- 10000 ( ) 10001 – 15000 ( )

15000-20000 ( )

75
1. ARE THE RANKING OF TRAINING METHODS BY
EMPLOYEES AT SATISFACTION LEVEL?

A) EXCELLENT
B) GOOD
C) FAIR
D) POOR

2. WHAT IS THE LEVEL OF EFFECTIVENESS AFTER THE

TRAINING?
A) EXCELLENT
B) GOOD
C) FAIR
D) POOR

3. IS THERE ANY INCREASE IN CONFIDENCE LEVEL DUE TO

TRAINING?
A) EXCELLENT
B) GOOD
C) FAIR
D) POOR

4. TRAINERS HAVING KNOWLEDGE ABOUT THE

TRAINING?
A) EXCELLENT
B) GOOD
C) FAIR
D) POOR

5. THE QUALITY OF TRAINING MTERIALS W H I C H T H E Y

PROVIDED DURING TRAINING PROGRAMME ARE AT THEIR
SATISFACTION LEVEL
A) EXCELLENT
B) GOOD
C) FAIR
D) POOR

76
6. WHAT ARE THE LEVELS OF CO-OPERATION OF EMPLOYEES
AFTER TRAINING?
A) EXCELLENT
B) GOOD
C) FAIR
D) POOR

7. HOW IS THE RELATIONSHIP BETWEEN A TRAINER

AND TRAINEE ?
A) EXCELLENT
B) GOOD
C) FAIR
D) POOR

8. WHAT IS THE .IMPORTANCE OF CROSS-EXPOSURE FOR

TRAINEE FOR EMPLOYEES?
A) EXCELLENT
B) GOOD
C) FAIR
D) POOR

9. HOW IS THE TRANSITION LEVEL OF TRAINEE TO FULL-TIME

EMPLOYEE?
A) EXCELLENT
B) GOOD
C) FAIR
D) POOR

10. WHAT ARE TYPES OF TRAINING GIVEN TO EMPLOYEES?

A) ON THE JOB TRAINING
B) OFF THE JOB TRAINING

11. WHAT IS THE MAIN MOTTO BEHIND THE TRAINING?

A) LEARNING SOP’S

77
 B) UPDATING SKILLS AND KNOWLEDGE
C) OTHERS

12. THE AREAS I N WHICH FEED BACK TRAINING SHOULD

FOCUS AND WHY?

A) COMMUNICATION EFFECTIVENESS
B) SETTING GOALS AND OBJECTIVES
C) OTHERS

13. ARE THE EMPLOYEES INTERESTED IN CROSS EXPOSURE TRAINING?

A) YES
B) NO

14. ARE THE TRAINEES ENABLED FOR SALARY AND PROMOTION?

A) YES

B) NO

15. WHAT ARE THE SATISFACTION LEVEL OF EMPLOYEES ON THE

TRAINING?

A) HIGHLY SATISFIED
B) SATISFIED
C) NOT SATISFIED

78