Training and Development Final

CHAPTER -1 INTRODUCTION TO THE COMPANY

FORTIS HEALTH CARE LIMITED

1.1 AN INTRODUCTION:

Fortis Healthcare Limited has been formed with the sole objective of providing total

integrated healthcare by establishing a state of the ART health delivery system. The

vision of the Company is to become the most revered healthcare service provider in

India by 2010.

Fortis Healthcare Limited has collaboration with one of the leading hospital systems

of the world, Partners Healthcare Systems Inc. Massachusetts General Hospital

(MGH) and Brigham & Women's Hospital (BWH) are the founding members of

Partners Healthcare Systems (PHS).

“Team Fortis” is committed to meet all healthcare needs of its customers, starting

from maintenance of good health to providing global standards in Diagnostics,

Therapeutic and Surgical requirements at the time of need. It aims to exceed customer

expectations in terms of quality, service, safety and value for money through constant

innovation and better product delivery.

To achieve the above objectives, the Company plans to set up a Hub and Spoke

Delivery System, starting from Northern India. This will consist of the following

levels for total Healthcare Management:

LEVEL1:

A Hub hospital, a Super-specialty unit equipped with all OPD and IPD facilities.

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LEVEL2:

Medical Centers as stand alone units for providing Ambulatory and Day Care Surgery

along with high-level Diagnostics.

LEVEL3:

Health Maintenance Clinics for providing Preventive Health Maintenance, Wellness

Programmers and Basic Diagnostics.

1.1.1 FOCUS ON INFORMATION TECHNOLOGY

Fortis Healthcare Limited plans implementation of the world's most advanced

integrated Hospital Information System (HIS) and Picture Archiving and

Communication System (PACS).

This system will provide a clear performance edge over other existing facilities in the

country by integrating all hospital functions on line, in real time, creating a seamless

patient work flow in a film less environment.

The HIS will enable us to humanize hospital care in line with the patient-centric

philosophy which is the keystone of the Fortis system. For example, the centralization

and constant up gradation of patient records from all departments by the HIS will

ensure that minimum time is taken on formalities such as patient discharge protocols,

which today is a major source of dissatisfaction.

The HIS integrates all the functions in the hospital, from scheduling of appointments

with consultants, to creating and updating patient records, admissions, reviewing

room options and payment plans, billing and subsequently patient discharge. It also

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integrates all the back office functions covering the pharmacy, kitchens, laundry, O.T.

support systems, inventory management etc.

This system has an advanced decision support system that provides inherent checks &

balances to minimize human errors. The system makes available the status of each

patient to key hospital personnel and will immediately alert the doctor if there are any

drug-drug interactions suggesting alternatives. It prompts the nursing station to ensure

timely drug administration to the patient and will inform the nurses' supervisors of

any slip-ups to enable corrective action.

The system will also make available to the doctor, a complete updated EPR

(Electronic Patient Record) instantly. This EPR will be available to every doctor and

nurse in the hospital campus enabling them to react instantly in an emergency. Being

web enabled, this allows patients and doctors to access the record remotely for greater

patient convenience.

Moreover, HIS is fully integrated with the latest Picture Archiving and

Communication System (PACS) and medical equipment. PACS stores all the images

from X-Rays, CT Scan, MRI, Ultra sound etc in digital form to be available any time

anywhere as a part of the Electronic Patient Record. The Cardiology data is also

available in compressed form.

The system has been created keeping in mind all the possible needs that a hospital will

have not just today but also into the foreseeable future. The software

Created would be constantly upgraded to incorporate advances made by GE

internationally to ensure that the Fortis Heart Institute's cutting edge is maintained.

3

The system will enable doctors at the hospital to refer to and seek second opinions

from the doctors at Massachusetts General Hospital and Brigham and Women's

Hospital, USA, using Telemedicine.

HIS is a powerful interactive tool, which communicates with the latest

communication facilities like cell phones and pagers, to keep in contact with the

doctors attending on the patient. It makes sure that the doctors always receive the

current information by constantly updating patient handling information thereby

ensuring highest standards in patient care and hospital management.

1.1.2 COLLABORATION

Fortis Healthcare Limited has collaboration with one of the leading hospital systems

of the world, Partners Healthcare Systems Inc. Massachusetts General Hospital

(MGH) and Brigham & Women's Hospital (BWH) are the founding members of

Partners Healthcare Systems (PHS). The MGH and BWH are ranked 3rd and 9th

respectively in the best hospitals honor roll of U.S. News and World Report 2000, and

are the leading teaching hospitals of Harvard Medical School. Under this

collaboration, Fortis Healthcare Limited will be an International Scientific Affiliate of

the PHS hospitals, collaborating on patient care, educational and medical research

initiatives.

This partnership with PHS hospitals, brings over 150 years of rich and varied

experience across specialties, high quality standards of patient care, state-of-the-art

medical technology and superior hospital management systems. The alliance will help

in developing the Fortis Heart Institute as a `Centre of Excellence' benchmarked

against the best international medical systems.

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This collaboration will play a pivotal role in the execution of the Fortis plan for

delivery of integrated Healthcare in India. Under the collaboration, PHS will transfer

Clinical protocols and procedures related to cardiac care, quality assurance, training of

hospital personnel, criteria for accreditation in accordance with US hospital standards

and help credentialing protocols for cardiac surgeons and cardiologists based on US

teaching hospital standards. As a continuing relationship with PHS, there will be an

exchange and updates on cardiac care, hospital processes, technology and

postgraduate educational exchange. FHL will get an opportunity to become a

participant in the "Centre for Innovative Minimally Invasive Therapy" (CIMIT) and in

the prestigious "Operating room of the future" project. CIMIT is a medical research

and development consortium comprising the BWH, MGH, Draper Laboratories and

the Massachusetts Institute of Technology (MIT). By working together with the

industry, the goal of CIMIT is to discover, develop and evaluate new approaches and

technologies in minimally invasive diagnosis and treatment

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Award

This design won the Best Design Award '99 of the American Institute of Architecture.

The care and concern for patients starts right from the design of the institute. A design developed for optimum patient care, accessibility and operational efficiency by the hospital design specialists Kaplan McLaughlin Diaz of San Francisco.

1.2 :- INTRODUCTION TO THE TOPIC

1.2.1 DEFINING TRAINING AND DEVELOPMENT

According to Flippo, training is the act of increasing the knowledge and skills of an

employee for doing a particular job. The major outcome of training is learning. A

trainee learns new habits, refined skills and useful knowledge during the training that

helps him improve performance. Training enables an employee to do his present job

more efficiently and prepare himself for a higher level job. Training, thus, may be

defined as a planned programme designed to improve performance and bring about

measurable changes in knowledge, skills, attitude and social behavior of employees.

Basically, it is a learning experience that is planned and carried out by the

organisation to enable more skilled task behavior by the trainee. Training imparts the

ability to detect and correct error. Furthermore, it provides skills and abilities that may

be called on In the future to satisfy the organisation's human resources needs. Training

may be carried out on the job or in the classroom and in the latter case, it may be on

site or off site - perhaps in a motel or a training center - or it may be in a simulated

environment that is thought to be similar to the work environment in important

respects. In any case, trainees are expected to acquire abilities and knowledge that will

enable them to perform their jobs more effectively.

1.2.2 Features of Training

6

This design won the Best Design Award '99 of the American Institute of Architecture.

The care and concern for patients starts right from the design of the institute. A design developed for optimum patient care, accessibility and operational efficiency by the hospital design specialists Kaplan McLaughlin Diaz of San Francisco.

Increases knowledge and skills for doing a job

Bridges the gap between job needs and employee skills, knowledge and

behavior

Job-oriented process, vocational in nature

Short-term activity designed essentially for operatives

NEED FOR TRAINING

Training is the act of increasing the knowledge and skills of an employee for

performing a particular job. It is concerned with important specific skills for a

particular purpose. Training is mainly job-oriented, it aims at maintaining and

improving current job performance. Training is needed to achieve the following

purposes:

1. Newly recruited employees require training so as to perform their tasks effectively.

Instruction, guidance, coaching help them to handle jobs competently, without any

wastage.

2. Training is necessary to prepare existing employees for higher-level jobs

(promotion).

3. Existing employees require refresher training so as to keep abreast of the latest

developments in job operations. In the face of rapid technological changes, this is an

absolute necessity.

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4.Training is necessary when a person moves from one job to another (transfer).

Training is necessary to make employees mobile and versatile. They can be

placed on various jobs depending on organisational needs.

Training is needed to bridge the gap between what the employee has and what

the job demands. Training is needed to make employees more productive and

useful in the long-run.

1.3 OBJECTIVE OF THE STUDY

Generally the training policies are formulated by the HR manager at the request of

line managers. The training objectives are laid .down keeping in view the company's

goals and objectives

To impart the basic knowledge and skill to the entrants and enable them to

perform their jobs well.

To equip the employee to meet changing requirements of the job and the

organisation.

To teach the employees the new techniques and ways of performing the job or

operations.

To prepare employees for higher Level tasks and build up a second line of

competent managers

1.3.1 IDENTIFY TRAINING OBJECTIVES

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Once training needs are identified, objectives should be set to begin meeting these

need.

1.3.2 INNOVATIVE:

Anticipating problems before they occur

Team building sessions with the departments

1.3.3 PROBLEMS SOLVING:

Training clerks to reduce complaints

Training supervisors in communications to reduce grievances

1.3.4 REGULAR:

Orientation

Recurring training of interviewers

Refresher courses on safety procedures

CHAPTER 2: Methodology

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2.1 Research Management

Research Management has been divided into the following stages.

2.1 Research MethodologyThe research methodology stages can be divided and explained below:

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Defining the research problem & objectives

Developing the research plan for collecting information.

Implementing the research plan, collecting and analysis data.

Preparation of the report

1. Defining the research problem and objectives

The first most important step is identifying and defining the research problem and

objective. The feasibility of a particular solution has to be considered before a

working formulation of the problem can be set up. The best way of understanding the

problem is to discuss it with one's own co11eagues or with those having some

expertise in the matter.

The “Training need Evaluation” of Fortis Hospital is defined the research problem

and objective of my study. The research problem was discussed with my HR guide

and the expert Human resource manager.

2. Developing the research plan for collecting the information

In dealing with any real life problem it is often found that data at hand are inadequate,

and hence, it becomes necessary to collect data that are appropriate. There are several

ways of collecting the appropriate data which differ considerably in context to money

costs, time and other resources at the disposal of the researcher. The information are

collected by means of primary as well as secondary data.

Primary data can be collected either through experiment or through survey. On the

other hand, secondary data are collected by means of books.

In my study the survey was conducted with the help of self designed questionnaire

and personal interviews. Relevant data of FORTIS Health Care Ltd. were referred.

These can be divided as:

2.1.1 Primary Source of Data

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Primary data collection was done through questionnaires and personal interviews.

2.1.2 Questionnaire

Self designed questionnaires were issued to interviewers. The questions were open

ended as well as close ended in order to collect data regarding employee's perceptions

and expectations. The questionnaires among the sample employees working at the

different department and office of FORTIS Hospital

2.1.3 Personal Interview

Various employees of FORTIS Hospital were interviewed. Not only the employees

were interviewed but also the fresh candidates were also interviewed.

2.1.4 Trend analysis

Human Resource needs were also forecasted by the past trends. With the aid of past

data the training procedures were carried out.

Job analysis

Along with the trend analysis, .job analysis was also done. The detailed study of jobs

is usually made to identify the qualifications and experience required for them. With

the aid of job analysis, we get JOB DESCRIPTION & JOB SPECIFICATION.

2.2 SECONDARY SOURCE OF DATA

Existing Training need procedure and other relevant official documents. Relevant

Books & Journals were also the source of data.

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2.3 Methods of Evaluation

Various methods can be used to collect data on the outcomes of training. Some of

these are:

Tests:

Standard tests could be used to find out whether trainees have learnt anything

during and after the training.

Interviews:

Interviews could be conducted to find the usefulness of training offered to

operatives.

Studies:

Comprehensive studies could be carried out eliciting the opinions and judgments of

trainers, superiors and peer groups about the training.

Human resource factors:

Training can also be evaluated on the basis of employee satisfaction, which in turn

can be examined on the basis of decrease in employee turnover, absenteeism,

accidents, grievances, discharges, dismissals, ete.

Cost benefit analysis:

The costs of training (cost of hiring trainers, tools to learn, training centre,

wastage, production stoppage, opportunity cost of trainers and trainees) could be

compared with its value (in terms of reduced learning time, improved learning,

superior performance) in order to evaluate a training programme.

ANALYSIS AND INTERPRETATION:

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COMMITMENT

PROCESS INFO

OUTPUT & Q

UALITY

INITIA

TIVE &

CUSTOMER O

RIEN...

TEAM W

ORK

COMMUNICATIO

N

VERSITALITY

APPTITUDE TO LEARN

CONFIDENCE

JOB R

OTATION

CONDUCT

COMPUTER KNOW

LEDGE

PROTOCOLS

LEADERSHIP

& M

ANAGERIAL ...

MOTIVATIO

NAL NEEDS

BEHAVIOURAL N

EEDS

DEVELOPMENT NEEDS

0

20

40

60

80

100

120

40

79

5867

27

52

31

1218 15

37

10 10

27

7165

102

Traning Need Evaluation

num

ber o

f peo

ple

COMMITMENT

PROCESS INFO

OUTPUT & QUALIT

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INITIATIVE & C

USTOMER ORIE...

TEAM WORK

COMMUNICATIO

N

VERSITALITY

APPTITUDE TO LEARN

CONFIDENCE

JOB R

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CONDUCT

COMPUTER KNOWLEDGE

PROTOCOLS

LEADERSHIP & M

ANAGERIAL ...

MOTIVATIONAL N

EEDS

BEHAVIOURAL N

EEDS

DEVELOPMENT N

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5

10

15

20

25

30

35

40

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24 24

28

8

22

12

02

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3

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Nursing

Seri...

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14

Nursing

There are around sixty five staffs working in this department. the main task of

nursing department is patient care. The survey done revealed the following things:

The graphical projections gives the following traning requirements:

1. Development needs:

Thirty nine people requires traning in this area.

2. Motivational needs:

Thirty employees in this department requires traning in this area.

3. Behavioural needs:

Twenty nine people needs traning

Suggestions:

Developments needs are of utmost importance as the skills required in this area must

be adequate. Behavioral needs must be of second imprtance as nursing people must

behave properly with patients. Initiative and customer orientation must be of next

importance as patient care ultimately leads to patient satisfaction.

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COMMITMENT

PROCESS INFO

OUTPUT & Q

UALITY

INITIA

TIVE &

CUSTOMER O

RIENTATIO

N

TEAM W

ORK

COMMUNICATIO

N

VERSITALITY

APPTITUDE TO LEARN

CONFIDENCE

JOB R

OTATION

CONDUCT

COMPUTER KNOW

LEDGE

PROTOCOLS

LEADERSHIP

& M

ANAGERIAL N

EEDS

MOTIVATIO

NAL NEEDS

BEHAVIOURAL N

EEDS

DEVELOPMENT NEEDS

0

2

4

6

8

10

12

14

16

18

20

7

17

10

78

10

65

0

10

0 0

2

12

14

18

Engineering

Series1

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16

COMMITMENT

PROCESS INFO

OUTPUT & QUALIT

Y

INITIATIVE & C

USTOMER ORIE...

TEAM WORK

COMMUNICATIO

N

VERSITALITY

APPTITUDE TO LEARN

CONFIDENCE

JOB R

OTATION

CONDUCT

COMPUTER KNOWLEDGE

PROTOCOLS

LEADERSHIP & M

ANAGERIAL ...

MOTIVATIONAL N

EEDS

BEHAVIOURAL N

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DEVELOPMENT N

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1

2

3

4

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6

0 0

1

4

2 2

0

1

2

0

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0 0

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1

2

materials

Series1

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Materials

There are around eleven people working in the materials department. Their main task

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is to maintain the availability of the materials required in the organisation. The

interviews undertaken reveald the following results:

As per graphical projection following are the traning requirements:

1. Motivational needs:

Around eighty people needs traning in this area.

2. Initiative and Customer Orientation:

Four people in the materials department requires traning in this area.

3. Communication:

Three employees out of a totle of tweleve needs to improve their communication

skills.

Suggestions:

I would suggest that motivational need should be in the first priority as people

working in the materials department doesn't have much variation in their work.

Initiative and customer orientation is also an important factor which needs

improvement. the availibility of materials must be according to customers satisfaction.

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COMMITMENT

PROCESS INFO

OUTPUT & Q

UALITY

INITIA

TIVE &

CUSTOMER O

RIENTATIO

N

TEAM W

ORK

COMMUNICATIO

N

VERSITALITY

APPTITUDE TO LEARN

CONFIDENCE

JOB R

OTATION

CONDUCT

COMPUTER KNOW

LEDGE

PROTOCOLS

LEADERSHIP

& M

ANAGERIAL N

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BEHAVIOURAL N

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0

1

2

3

4

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7

8

9

2

8

5

4

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0 0 0 0

1

0 0

1 1

4

8

Radiology

Series1

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Radiology

There are fifteen people employeed in this department. It comprises of reception

counter, technicians and doctors . the main task of this department is to diagnose

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problems through radiactive equipments. the interviews and survey revealed the

following things:

The graphical projection shows the following traning requirements:

1. Process Information:

Eight people employed in this department requires traning in this area.

2. Development Needs:

Eight employees needs traning in thts area.

3. Output and Quality:

Five people working in this department requires traning in this area.

Suggestions:

My personel suggestions are according to graphical projections. Process information

is highly essential as the technicians must know how to conduct diagnostic work.

Development needs are required as the doctors and technicians must be highly

efficient.

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COMMITMENT

PROCESS INFO

OUTPUT & Q

UALITY

INIT

IATIV

E & C

USTOMER ORIE

NTATION

TEAM WORK

COMMUNICATIO

N

VERSITALIT

Y

APPTITUDE T

O LEARN

CONFIDENCE

JOB R

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CONDUCT

COMPUTER KNOW

LEDGE

PROTOCOLS

LEADERSHIP

& M

ANAGERIAL N

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BEHAVIOURAL N

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0

2

4

6

8

10

12

3

6 6

10

4

5

0

3 3

0

3

0 0

4

7

6

7

Front Office

Series1

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Front Office

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As an organisation is the body of human structure , Front office is the face of that

human structure. The main task of front office is to provide information, direction and

billing. There are around twenty two employees working in this department.

The graphical projection reveals tje following things:

1. Initiative and Customer Orientation;

Around eleven people working in this department requires traning in this area.

2. Development needs:

Eight employees needs traning in this area.

3. Process Information, Output and Quality, Motivational needs, Behavioural needs:

Suggestions:

Initiative and Customer orientation must be in the priority list as the person in the

front office creates maximum impact in the customers mind. Process information is

also an important factor. Apart from these traning must also be provided on

behavioural needs.

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COMMITMENT

PROCESS INFO

OUTPUT & Q

UALITY

INIT

IATIV

E & C

USTOMER ORIE

NTATION

TEAM WORK

COMMUNICATIO

N

VERSITALIT

Y

APPTITUDE T

O LEARN

CONFIDENCE

JOB R

OTATION

CONDUCT

COMPUTER KNOW

LEDGE

PROTOCOLS

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& M

ANAGERIAL N

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BEHAVIOURAL N

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DEVELOPMENT N

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0

0.5

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Human Resources

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HUMAN RESOURCE MANAGEMENT

After employees have been selected for various positions in an organisation, training

them for the specific tasks to which they have been assigned assumes great

importance. It is true in many organisations that before an employee is fitted into a

harmonious working relationship with other employees, he is given adequate training.

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Training is an important activity in many organisations. We generally see that when a

new machine is installed in a factory, it is operated on trial basis before going into

actual production. "Just as equipment needs a breaking in period, a new employee

also needs a training period to adjust to the new environment".

DEFINING TRAINING AND DEVELOPMENT

According to Flippo, training is the act of increasing the knowledge and skills of an

employee for doing a particular job. The major outcome of training is learning. A

trainee learns new habits, refined skills and useful knowledge during the training that

helps him improve performance. Training enables an employee to do his present job

more efficiently and prepare himself for a higher level job. Training, thus, may be

defined as a planned programme designed to improve performance and bring about

measurable changes in knowledge, skills, attitude and social behavior of employees.

Basically, it is a learning experience that is planned and carried out by the

organisation to enable more skilled task behavior by the trainee. Training imparts the

ability to detect and correct error. Furthermore, it provides skills and abilities that may

be called on In the future to satisfy the organisation's human resources needs. Training

may be carried out on the job or in the classroom and in the latter case, it may be on

site or off site - perhaps in a motel or a training center - or it may be in a simulated

environment that is thought to be similar to the work environment in important

respects. In any case, trainees are expected to acquire abilities and knowledge that will

enable them to perform their jobs more effectively.

Features of Training

24

Increases knowledge and skills for doing a job

Bridges the gap between job needs and employee skills, knowledge and behavior

Job-oriented process, vocational in nature

Short-term activity designed essentially for operativesNEED FOR TRAINING

Training is the act of increasing the knowledge and skills of an employee for

performing a particular job. It is concerned with important specific skills for a

particular purpose. Training is mainly job-oriented, it aims at maintaining and

improving current job performance. Training is needed to achieve the following

purposes:

1. Newly recruited employees require training so as to perform their tasks effectively.

Instruction, guidance, coaching help them to handle jobs competently, without any

wastage.

2. Training is necessary to prepare existing employees for higher-level jobs

(promotion).

3. Existing employees require refresher training so as to keep abreast of the latest

developments in job operations. In the face of rapid technological changes, this is an

absolute necessity.

4Training is necessary when a person moves from one job to another (transfer).Training is necessary to make employees mobile and versatile. They can be placed on various jobs depending on organisational needs.

Training is needed to bridge the gap between what the employee has and what the job demands. Training is needed to make employees more productive and useful in the long-run

Traditional Training Methods

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Once you have decided to train employees and what they are to learn, you have to

design the training program. You can create the content and program sequence

yourself, there is also a vast selection of on- and offline content and packages from

which to choose. You’ll find turnkey, off-the-shelf programs on virtually any topic---

from occupational safety to sexual harassment to web design---from tens of thousands

of providers.

On-the-Job Training

On-the-job training (OJT)

On-the-job training (OJT) means having a person learn a job by a!

doing it. Every employee, from mailroom clerk to company president, getl the-job

training when he or she joins a firm. In many firms, OJT is the only Using available.

The most familiar type of on-the-job training is the coaching or understudy

method. Here, an experienced worker or the trainee's supervisor trains employee. At

lower levels, trainees may acquire skills by observing the supervisor. But this

technique is widely used at top-management levels, too. A potential future CEO might

spend a year as assistant to the current CEO, for instance job rotation, in which an

employee (usually a management trainee) moves from job to job at planned intervals,

is another OJT technique. Jeffrey Immelt progressed through such a process in

becoming GE's new CEO. Special assignments similarity give lower-level executives

firsthand experience in working on actual problem.

OJT has several advantages. It is relatively inexpensive; trainees learn while

producing; and there is no need for expensive off-site facilities like classrooms or

programmed learning devices. The method also facilitates learning, since trainees .

26

learn by doing and get quick feedback on their performance. But there are several

points to note when using OJT.

Most important, don't take the success of an on-the-job training program for

granted. Carefully train the trainers themselves, and provide the necessary traing

materials. Trainers should know, for instance, the principles of learning perhaps the

four-step job instruction technique that follows. Low expectation the trainer's part

may translate into poorer trainee performance (a phenomenon researchers have called

"the golem effect"). Those training others should emphasize the high expectations

they have for their trainees' success.

Here are some steps to help ensure success

Step1. Prepare the learner

1. Put the learner at ease-relieve the tension.

2. Explain why he or she is being taught.

3. Create interest, encourage questions, find out what the learner already about this or

other jobs.

4. Explain the whole job and relate it to some job the worker already knows.

5. Place the learner as close to the normal working position as possible.

6. Familiarize the worker with equipment, materials, tools, and trade terms.

Step2. Present the Operation

1. Explain quantity and quality requirements.

2. Go through the job at the normal work pace.

3. Go through the job at a slow pace several times, explaining each step. Between

operations, explain the difficult parts, or those in which errors are likely to be made.

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4. Again go through the job at a slow pace several times; explain the key points.

5. Have the learner explain the steps as you go through the job at a slow pace.

Step3. Do a Tryout

1. Have the learner go through the job several times, slowly, explaining each step to

you. Correct mistakes and, if necessary, do some of the complicated steps the first few

times.

2. Run the job at the normal pace.

3. Have the learner do the job, gradually building up skill and speed.

4. As soon as the learner demonstrates ability to do the job, let the work begin, but.

Don’t abandon him or her.

Step4. Follow Up

1. Designate to whom the learner should go for help.

2, Gradually decrease supervision, checking work from time to time against quality

and quantity standards.

3. Correct faulty work patterns before they become a habit. Show why the learned

method is superior.

4, Compliment good work; encourage the worker until he or she is able to meet the

quality and quantity standards

Apprenticeship Training

More employers are implementing apprenticeship programs, an approach that

began in the middle ages. Apprenticeship Training is a structured process by which

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people become skilled workers through a combination of classroom instruction and

on-the-job training. It is widely used to train individuals for many occupations. It

traditionally involves having the learner/apprentice study under the tutelage of a

master craftsperson.

Adults’ works on the factory floor, receive classroom instruction at Seminole

College, and also study at the plant’s hands –on apprenticeship lab. Graduates receive

Associates Degrees in telecommunications and electronics engineering. High school

students spend two afternoons per week at the apprenticeship lab.

Job Instruction Training

Many jobs consists of a logical sequence of steps and are best taught step-by-step.

This step-by-step process is called job instruction training (JIT). To begin, list all

necessary steps in the job, each in its proper sequence. Alongside each step also list a

corresponding “key point”(if any). The steps show what is to be done, and the key

points show how it’s to be done- and why?

Lectures

Lecturing has several advantages. It is a quick and simple way to provide knowledge

to large groups of trainees, as when the sales force need to learn the special features of

the new product. You could use written materials, but they may involve considerably

29

more production expense and don’t encourage the give-and-take questioning that

lectures do.

Programmed Learning

Whether the medium is textbook, computer, or the Internet, Programmed

Learning (or programmed instruction) is a step-by-step self-learning method that

consists of three parts:

1. Presenting questions, facts, or problems to the learner.

2. Allowing the person to respond

3. Providing feedback on the accuracy of answers

Generally it presents facts and follow-up questions. The learner can then respond,

and subsequent frames provide feedback on the accuracy of his or her answers.

Audiovisual Tools

Audiovisual-based training techniques like films, PowerPoint, video

conferencing, audiotapes, and videotapes can be very effective and are widely used.

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Simulated Training

Simulated training (occasionally call vestibule training) is a method in which

trainees learn on the actual or simulated equipment they will use on the job. It is a

necessity when it is too costly or dangerous to train employees on the job. Putting new

assembly-line workers right to work could slow production, for instance, and when

safety is a concern—as with pilots--- simulated training may be the only practical

alternative.

Simulated training may take place in a separate room with the same equipment

the trainees will use in the job. However, if often involves the use of equipment

simulators. In pilot training, for instance, airlines use flight simulators for safety,

learning efficiency, and cost savings, including savings on maintenances, pilot cost,

fuel, and the cost of not having aircraft in regular service.

ELECTRONIC METHOD

Computerized and Internet-based tools have revolutionized the training process.

Specific methods here include computer based training, electronic performance

support systems, and learning portals.

Computer-Based Training

With computer-based training, the trainees uses computer-based and/or CD-ROM

systems to interactively increase his or her knowledge and skills. For example, one

employer uses computer based training to train interviewers to conduct correct and

legally defensible interviews. Trainees start with a computer screen that shows the

applicant’s completed employment application, as well as information about the

nature of the job. Then trainees then begins a simulated interview by typing in

questions, which a videotaped model acting as the applicant answers, based on

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responses to a multitude of questions already in the computer. Some items require

follow-up questions. As each question is answered, the trainee records his or her

evaluation of the applicant’s answer and makes a decision about the person’s

suitability for the position. At the end of the session, the computers tells the trainee

where he or she went wrong and offer further instructions to correct these mistakes.

Electronic Performance Support System

People don’t remember everything they learn. The same applies to training. Dell

computers, for example, introduce about 80 new products per year, so it’s unrealistic

to expect Dell’s technical support people to know everything about every product.

Dell’s training therefore focuses on the skill they need everyday, such as Dell’s rules,

culture and values, and systems and work processes. Computer based support systems

then delivered rest of what they need to know, When they need it: When a customer

calls about a specific problem, the computerized training aid helps walk the customer

rep through the solution, question by question

Distance and Internet-Based Training

Firms today use various forms of distance learning methods includes traditional

paper-and-pencil correspondence courses, as well as teletraining, videoconferencing,

and Internet-based classes.

Teletraining

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With teletraining, a trainer in a central location teaches groups of employees at remote

locations via television hookups. For example, AMP Incorporated used satellites to

train its engineers and technicians at 165 sites in the United States and 27 other

countries. (The firm makes electrical and electronic connection devices.) To reduce

costs for one training program, AMP supplied the program content. PBS affiliate

WITF, Channel 33 of Harrisburg, Pennsylvania, supplied the equipment and expertise

required to broadcast the program to five AMP Facilities in North America. Macy’s

established the Macy’s satellite Network, in part to provide training for 59,000

employees around the country.

Videoconferencing

Firms use videoconferencing to train employees who are geographically

separated from each other – or from the trainer. Videoconferencing allows people in

one location to communicate live via a combination of audio and visual equipment

with people in another city or country or with groups in several cities. Keypads allow

audience interactivity. For instance, in a program at Texas instrument, the keypad

system lets instructors call remote trainees and lets the latter respond. Management

Recruiters International (MRI) uses the firm’s desktop Confer View system to train

hundreds of employees---- each in their individual offices----simultaneously.

Off-the-Job Training and Development Techniques

There are also many off-the-job techniques for training and developing managers.

The Case Study Method

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As most every one knows, the case study method presents a trainee with a written

description of an organizational problem. The person then analyzes the case,

diagnoses the problem, and presents his or her findings and solutions in a discussion

with other trainees.

Management Games

With computerized or CD-ROM-based management games, trainees are divided

unto five-or six- person groups, each of which competes with the others in a simulated

market place. Each group typically must decide, for example, (1) how much spend on

advertising, (2) how much to produce,

(3) how much inventory to maintain, and (4) how many of which product to produce.

Management games can be good development tools. People learn best by getting

involved, and the games can be useful for gaining such involvement. They help

trainees to develop their problem-solving skills, as well as to focus attention on

planning rather than just putting out fires. The groups also usually elect their own

officers and organize themselves; they can thus develop leadership skills and foster

cooperation and teamwork.

Outside Seminars

Many companies and universities offer Web-based and traditional management

development seminars and conferences. For example, the American Management

Association provides thousands of courses in areas ranging from accounting and

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controls to assertiveness training, basic financial skills, information systems, project

management, purchasing management, and total quality management

University Related Programs

Many universities provide executive education and continuing education

programs in leadership, supervision, and the like. These can range from 1-to 4-day

programs to executive development programs lasting one to four months. An

increasing number of these are offered online.

Role Playing

The aim of role playing is to create a realistic situation and then have the trainees

assume the parts (or roles) of specific persons in that situation

When combined with the general instructions and other roles for the

exercise, role playing can trigger spirited discussions among the role

layer/trainees. The aim is to develop trainee’s skills in areas like leadership and

delegating.

Vestibule training

In this method, actual work conditions are simulated in a. class room, Material, files

and equipment those are used in actual job performance are also used in training. This

type of training is commonly used for training personnel for electrical and semi-

skilled jobs. The duration of this training ranges from a few days to a few weeks.

Theory can be related to practice in this method

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Role Playing

It is defined as a method of human interaction that involves realistic behaviour in

imaginary situations. This method of training involves action, doing and practice. The

participants play the role of certain characters, such as the production manager,

mechanical engineer, superintendents, maintenance engineers, quality control

inspectors, foreman, workers and the like. This method is mostly used for developing

interpersonal interactions and relations.

Lecture method

The lecture is a traditional and direct method of instruction. The instructor organizes

the material and gives it to a group of trainees in the form of a talk. To be effective,

the lecture must motivate and create interest among the trainees. An advantage of

lecture method is that it is direct and can be used for a large group of trainees. Thus,

costs and time involved are reduced. The major limitation of the lecture method is that

it does not provide for transfer of training effectively

Conference/discussion approach

In this method, the trainer delivers a lecture and involves the trainee in a discussion so

that his doubts about the job get clarified. When big organisations use this method, the

trainer uses audio-visual aids such as blackboards, mockups and slides; in some cases

the lectures are videotaped or audio taped. Even the trainee's presentation can be taped

for self-confrontation and self-assessment. The conference is, thus, a group-centered

approach where there is a clarification ot ideas, communication of procedures and

standards to the trainees. Those individuals who have a general educational

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background and whatever specific skills are required - such as typing, shorthand,

office equipment operation, filing, indexing, recording, etc., may be provided with

specific instructions to handle their respective jobs.

Programmed Instruction

In recent years this method has become popular. The subject-matter to be learned is

presented in a series of carefully planned sequential units. These units are arranged

from simple to more complex levels of instructions. The trainee goes through these

units by answering questions or filling the blanks. This method is, thus, expensive and

time-consuming.

Evaluating The Training Effort After trainees complete their training (or perhaps at planned intervals during the

program), the firm evaluates the program to see how well its goals have been met and

whether this is the best method for reaching the goals.

Training and development can be effective. For example, as one study concluded,

“firms that establish work place education programs and reorganize work report

noticeable improvements in their worker’s abilities and the quality of expected

products.” Another study found that businesses operating below their expected labor

productivity levels had significant increases in productivity growth after

implementing new employee training programs. A recent evaluation of a total quality

leadership program at the department of the Navy lead to the conclusion that training

can produce fundamental changes in the way organization perform.

Designing The Study

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Controlled experimentation is the evaluation process of choice. A controlled

experiment uses both a training group and a controlled group that receives no training.

Data (for instance, on quantity of sales or quality of Web designing) are obtained both

before and after the group is exposed to training and before and after a corresponding

work period in the controlled group. This makes a possible to determine the extent to

which any change in performance in the training group resulted from the training

rather than from some organizationwide change like a raise in pay that would have

affected employees in both groups equally.

Training Effects To Measure

You can measure four basic categories of training outcomes:

1. Reaction. Evaluate trainee’s reaction to the program. Did they like the program?

Did they think it worthwhile?

2. Learning. Test the trainees to determine whether they learned the principles,

skills, and facts they were supposed to learn.

3. Behavior. Ask whether the trainee’s on-the-job behavior change

because of the training program. For example, are employees in the

store’s complaint department more courteous toward disgruntled

customers

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4. Results. Probably most important, ask: what final results were achieved in terms

of the training objectives previously set? Did the numbers of customer

complaints about employees drop? Did the reject rate improve? Reaction,

learning, and behavior are important. But if the program doesn’t produce results,

then it probably hasn’t achieved its goal if so, the problem may lie in the

program. But remember that the results may be poor because training in the first

place could not solve the problem.

VIRTUOUS Values

V -   Imbibe and share the Vision.

I -    Lead through honesty and Integrity.

R -   Earn Respect.

T -   Gain Patient Trust.

U -   Commit to compassion, care and Understanding.

O -   Own quality excellence.

U -   Uphold innovation and continuous improvement.

S -   Develop and Share success

Identify training based on needs.

Step 1: programs based on needs

In determining training needs the three major areas that require analysis are:

Organization, task and people. Organizational analysis entails an examination of goals, resources, and social,

technological, economic, and legal environment in which the firm operates. Task

analysis involves assessment of the functions of each job in light of the skills,

knowledge,and behavior required to perform it. People analysis examines the

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individuals in the jobs and their particular skills and abilities, instead of the job itself.

People may need additional training to perform their present or anticipated job

functions effectively.

Assessment of training needs:

Training needs are identified on the basis of organizational job analysis, and staff

analysis. Training programs, training methods and course content are planned on the

basis of training needs.Training needs = job and organizational Requirements

= Employees Specification

Training needs may be discovered in employee counseling, in personnel appraisals, in

selection, or in exit interviews. The methods generally used to identify training needs

are:

Organizational requirements.

Departmental requirements

Job specifications and employee specifications.

Identifying specific problems.

Anticipating specific problems

Managements' requests

Observation

Interviews

Group conferences

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Questionnaire surveys

Test

Checklists

Performance appraisal

Step 2: Develop training objectives.

Two sets of objectives are integrated. It will be desirable to use the

following criteria in setting the training objectives.

i) Specific requirements of the individual and organization to achieve

integration of the two.

ii) Roles and tasks to be carried out by the target group.

iii) Relationship with other positions vertically and horizontally and

technologically imperatives.

iv)Relevance applicability & compatibility of training to work situation.

v)Training as a means of bringing about change in behavior back on

the job.-

vi)Behavior including activities that can be observed, measured and

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recorded.

vii) The expected change in the behavior must be useful closely

related & subject to maintenance in the work environment.

More specifically, the following steps could be involved in setting training objectives;

i) Identification of the behavior where change is required.

ii) Nature and size of the group to be trained in terms of prior tr:aining,

situational factors, formal education

iii)Existing behavior defined in terms of ratio, frequency, quality of interaction and

routineness &repetitiveness, supervision, innovations, omissions, errors etc.

iv) Desired behavior aimed at improving the existing condition stated preferably in

quantitative terms such as ratio, frequency of occurrence reporting by exceptions self

monitoring mechanism etc.

v)Operational results to be achieved through training stated in terms of increase in

efficiency and effectiveness criteria such as productivity, cost, down time, turnover,

time for innovation and creativity

vi) Indicators to be used in determining changes from existing to the

desired level in terms of ratio and frequency.

Step 3: Design training curriculum

Training may range from highly specified instruction in the procedure to be adopted

while performing a particular job to very general instruction concerning the economy

and society. A proper curriculum according to the job requirement and employee's

individual requirement should be prepared. For in-house training programmes or

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external programmes it is essential to secure professional instructor or to provide

special training to those selected as trainers. Trainees must be carefully chosen or they

will gain little from their participation.

Step 4: Design / select Training method

In order to achieve the training objective successfully, it is essential that a

careful choice is made amongst a variety of pedagogical tools, training techniques,

available for facilitating learning.

For adult learners it is imperative to select such training techniques, which

will allow them to:

1. Participate in setting learning goals & get actively involved in the

learning process.

2. Contribute to the learning of others through sharing of experience.

3. Establish relationship between the new knowledge and the work

experience to explore their interconnectedness.

4. Raise their own problems and concerns and initiates search for

alternative solutions within the framework of the content being discussed.

5. Experiment freely with new ideas, approaches & feelings.

SUGGESTION

The following things are suggested:

Training need identification and assessment survey should be

conducted at regular interval say after every 2-3 years so that

any changes in the need of individual and the organization can

be moderated and matched.

More programmes for executives in self-management and subordinate

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development may be organized.

More exposures to supervisors in the areas of managing time, effective

communication, motivation, effective supervision, &feedback system and

problem solving & decision-making are recommended.

Workmen category needs more training programmes on understanding themselves and being more effective in their work.

Programmes on quality management, stress management

Efforts should be made to provide Training as soon as the need for it has been identified while appraising the performance of the employees.

Appropriate and adequate time should be given for the technical training programmes.

Training & Development should be made a regular feature and must be incorporated in the policies of HR.

Tailor made programmes, considering the specific needs of the concerned departments, should be worn. On site training programmes should also be endorsed. The training should be focused on local problems so that the trainees can relate to it. These training should be related to direct work situation.

Efforts should be made to make Training & development Program effective implementing.

Practical experience, case studies etc, should be developed as tools to provide operational training.

Department heads / section In-charges should be made more aware about the importance of training so that the subordinates are sponsored phase wise & recommended as per the job requirement. Activities should be done in time as per the distribution of training calendar.

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RECOMMENDATION

Evaluation of training programs need to be conducted both before, during and after

training to truly access the effectiveness of training. Ideally, more than one evaluation

instrument should be used.

Level 1. evaluation should be done for all courses.

Level 2. evaluations should be done for any courses in which the trainees need to

retain a set of knowledge or apply a specific skill. Level 3. evaluations are necessary

in cases in which the course objective(s) is to change behavior on the job. A

Level 4. evaluation should be done in those cases in which the results represent a top

priority to the company; the evaluation should be able to be realistically linked to hard

financial information.

With all the effort involved, however, it would be impractical for most companies to

conduct Levels 3 and Level 4 evaluation on every single course. Recommendations

include concentrating on the most expensive programs, the strategic value of a course,

or courses that have high priority to upper management.

Training Need Analysis is a well-developed process adopted by Fortis Hospital to

develop each & every Fortis employee to cope with the changing trends. The method

has been incorporated in the policies of HR to make room for the uncertainty of the

future. To achieve organizational effectiveness in order to achievement of goal and to

acquire best from training programmes there are few points to consider

Make learning one of the fundamental values of the company.

Commit major resources and adequate time for training and development.

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Use training and development to bridge the gap with the external world.

Integrate the training and development programmes into initiatives for

change management.

Use training and development programmes as the development tool for

individuals.

Link organizational operational and individual training needs.

Install training systems that substitute work experience.

Ensure that training and development programmes allow the soft skills to

bloom.

Use retraining to continuously upgrade employee's skills.

Avoid the repetition of Same Training programmes.

Design the Training and Development programmes to match job specification.

Make Training and Development programmes more effective by making

Organisation analysis, Task analysis and Man analysis.

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Create a conducive climate for continued learning and growth. This will give

birth to a healthy personal development, as the experience of employees will

get exposed to the climate.

Rely on more informal, unstructured unplanned and easily adaptable training

situations. This will help the employees to develop good interpersonal skills.

Thus resulting in learning of other skills also.

New growth opportunities should be created for the employees so that they

can get new, interesting and professionally challenging work experiences.

These growth opportunities should be prevailed to the employees at all the

levels.

Create a good system to evaluate the effectiveness of training.

More & more INHOUSE Training Programs are required to be imparted for

better operational activities. Calling expert faculties in some specialized field

can be good option to acquaint the training candidates with latest technologies.

Trainees should be given feed back about their performance after training, as

this will allow them to work on their drawbacks.

Case studies, audio-video aids etc. should be used to impart behavioral

training program in an effective way.

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CHALLENGES FACED

Any project that employs questionnaire as an instrument for study is bound to have limitations. These limitations may arise due to sampling size selection, inaccurate responses, or the profile of the sample population. The salient points, which might have contributed to edge effects in the instant study, are summarized as under:

The most important limitation of this analysis is that it has been conducted in only one of the offices of Forts health care Ltd., which employs around 250 employees, whereas Forts health care Ltd is a very big organisation employing number of employees.

The number of people surveyed were only a part of the whole population in the Fortis Hospital, Gurgaon.

The attrition rate of the nurses and doctors are very high that create a problem to identify the training need.

A student has conducted the survey for their educational purposes and not by a professional surveyor.

As the questionnaire and personal interview had been used for the survey, the respondents who lack the learning skills could have revealed the wrong information.

Also the cooperation on the part of the respondents can be difficult to presume.

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CONCLUSION

In the present corporate Olympia, which is characterized by unprecedented

competition to excel & the large-scale changes in organizational strategies to grow?

The Indian organization needs to redraw & revamp their strategies, Organizational

structure, management system, decision-making process & styles for effectively

coping with the global competition.

Today the need of re-examine & reframe the very mode of transacting &

process of organization building to meet complex environmental demands &

challenges is quite high. Gone are the days when management manages business

through transactional' & exchange modes with the unprecedented turbulence today, no

organization can achieve success through the old ways of functioning. They need to

be innovative in order to cope with the uncertainty around.

These are what foreseen in any training program by an organization. On the

defined yardsticks, various trainings are conducted in Fortis Hospital Gurgaon for its

employees effectively. The training activities at Fortis Hospital Gurgaon are adequate.

It is an ongoing continuous process & its possible outcomes can only be met through

proper implementation by the organization. Although work at Fortis Hospital Gurgaon

has a very systematic approach, yet we cannot say that it is free from any loopholes.

To get best of the training programmes, management has to take some initiatives. The

training cell at Fortis Hospital Gurgaon needs to continuously monitor and review its

training programmes to ensure that it remains on stalk.

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ANNEXURE-1

TRAINING FEEDBACK FORM

This feedback form will help us improve the quality of programmes. Please express your thoughts very generously.

1. How will you rate the programme?

Very Useful Useful Partly useful Not Useful

2. What was the most helpful part of the course?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What was the least helpful part of the course?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. How could the instructor have been more effective?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Was enough time dedicated to each subject? If not, what would you recommend we change for future programs?

________________________________________________________________________________________________________________________________________

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Programme Title:Name of the Trainer: Date:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. How will you apply what you learned in this course when you return to your job?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. Is there any follow-up training or assistance that you feel might help you implement what you've learned? If yes, what would you recommend?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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PERFORMANCE REVIEW

Name :

Employee Id :

Designation :

Department :

Location :

Date of Joining :

RATING SCALE FOR “OTHER PERFORMANCE AREAS”

Qualitative Assessment for other Performance Areas

Description for Qualitative Assessment Rating Points

A+ Manifests an extremely high degree of commitment and application at all times. Serves as a role model 5

A Reflects a high degree of commitment and application most of the time. 4

B Substantially meets expectations in terms of commitment and application. Some scope for improvement. 3

C Substantial scope for improvement in commitment and application. 2

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D

Substantial gap in meeting base standards. Needs to be a focused improvement area.

1

FORM - II NON-MEDICAL STAFF PERFORMANCE REVIEW

APRIL 2003 – MARCH 2004(To be filled in by the Reporting Incharge)

Name : «Title»«Name_» Department : «Department» Emp Id : «Emp_ID»

Date of Joining : «DoJ» Designation : «Designation»PERFORMANCE EVALUATION:

PERSONAL CHARACTERISTICS

DEMONSTRATED BEHAVIOURALASPECTS BY THE EMPLOYEE DURING THE PERFORMANCE PERIOD SUPPORTING EVALUATION

OBSERVATION BASED EVALUATION*

JOB KNOWLEDGE

PRODUCTIVITY

(Output/Work)

QUALITY OF OUTPUT/ WORK (Response time & Standard)

ADHERENCE TO PROCESSES / PROCESS ORIENTATION

COST CONSCIOUSNESS

VERSATILITY

(Multi work knowledge / Skills )

SELF DISCIPLINE(Conduct/Discipline)

ATTENDANCE

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INITIATIVE ORIENTATION

CUSTOMER ORIENTATION

APTITUDE TO LEARN

COMMITMENT TOWARDS ORGANISATIONAL VALUES/ NEEDS/ OBJECTIVES

RELATIONSHIP WITH PEERS

RELATIONSHIP WITH SUPERIORS

TEAM WORK

AREAS OF IMPROVEMENTS:

AREASOBSERVED IMPROVEMENT/ DEVELOPMENT NEEDS

SUGGESTED ACTION PLANWHAT IS TO BE DONE BY

WHENBY WHOM

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A+=Exceeds expectations (100%+), A=Meets expectations with high quality (86-99%), B= Substantially meets expectations (71-85%), C=Meets expectations considerably, shortfall in some areas (61-70%), Shortfall in meeting expectations (50-60%), E= Unsatisfactory Performance (Below

50%)

A+=Exceeds expectations (100%+), A=Meets expectations with high quality (86-99%), B= Substantially meets expectations (71-85%), C=Meets expectations considerably, shortfall in some areas (61-70%), Shortfall in meeting expectations (50-60%), E= Unsatisfactory Performance (Below

50%)

OVERALL PERFORMANCE EVALUATION – A+/A/B/C/D/E

SIGNATURE OF THE REPORTING INCHARGE DATE:

COMMENTS OF HEAD OF DEPTT:

BIBLIOGRAPHY

http://www.fortishealthcare.com/india/hospitals-in-delhi-ncr/fortis-memorial-

research-institute-gurgaon accessed on 15-07-2015

http://www.fmri.in/facilities.php?menuid=7 accessed on 16-07-2015

http://www.fortishealthcare.com/india/press?tab_name=press_release accessed on 16-

07-2015

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