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.
1

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

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.

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.
4

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

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

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.
7

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

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

2.1 Research Management

Research Management has been divided into the following stages.

Defining the research
problem & objectives

Developing the
research plan for
collecting information.

Implementing the
research plan, collecting
and analysis data.

Preparation of the report

2.1 Research Methodology

The research methodology stages can be divided and explained below:
10

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
11

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.

12

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:

13

Traning Need Evaluation

120
102

100
80

79

40

58

52

40
27

20
number of people

71

67

60

37

31

27
18 15
12

14

10 10

65

Nursing
45
39

40
35

24 24

25
20

30 29

28

30

22

16

15 16

15
10
employees

12

12
9

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.
15

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.

16

Engineering
20
18

18

17

16
14

14
12

12
10

10
8

10
8

7
6

6
employees

10

4
2

2
0

17

materials
6
5

5
4

4
3

2
employees

1
0

titels

Materials

There are around eleven people working in the materials department. Their main task
18

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.

19

Radiology
9
8

7
6
5

3
employees

2
1

1
0

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

20

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

21

Front Office
12

10

10

8
7
6

6
5
4

em ploye es

Front Office
22

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.

23

Human Resources
2.5

1.5

em ployee s
0.5

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
24

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

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
25

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.
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.
3 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

26

Traditional Training Methods

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. Youll 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
27

programmed learning devices. The method also facilitates learning, since trainees .
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
28

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

29

More employers are implementing apprenticeship programs, an approach that

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

30

the new product. You could use written materials, but they may involve considerably
more production expense and dont 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.

31

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 concernas 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
applicants completed employment application, as well as information about the
nature of the job. Then trainees then begins a simulated interview by typing in
32

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

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 applicants answer and makes a decision about the persons
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 dont remember everything they learn. The same applies to training. Dell
computers, for example, introduce about 80 new products per year, so its unrealistic
to expect Dells technical support people to know everything about every product.
Dells training therefore focuses on the skill they need everyday, such as Dells 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.

33

Teletraining
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. Macys
established the Macys 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 firms 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.

34

The Case Study Method

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
35

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 trainees 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 semiskilled jobs. The duration of this training ranges from a few days to a few weeks.
Theory can be related to practice in this method

36

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
37

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 workers 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

38

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 trainees 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 trainees on-the-job behavior change

because of the training program. For example, are employees in the
stores complaint department more courteous toward disgruntled
customers

39

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 doesnt produce results,
then it probably hasnt 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
40

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
41

 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

42

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
43

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
44

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.

45

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.

46

 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.
47

 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.
48

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.

49

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.
50

ANNEXURE-1
TRAINING FEEDBACK FORM
Programme Title:
Name of the Trainer:

Date:

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
2.

Useful

Partly useful

Not Useful

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?

51

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

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?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________________________________

52

PERFORMANCE
REVIEW
Name

Employee Id

Designation

Department

Location

Date of Joining

RATING SCALE 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

Reflects a high degree of commitment and application most of

the time.

Substantially meets expectations in terms of commitment and

application. Some scope for improvement.

Substantial scope for improvement in commitment and

application.

Qualitative
Assessment for other
Performance Areas

53

Substantial gap in meeting base standards. Needs to be a

focused improvement area.

FORM - II
NON-MEDICAL STAFF PERFORMANCE REVIEW
APRIL 2003 MARCH 2004

(To be filled in by the Reporting Incharge)

Name : TitleName_
Department : Department

Emp Id :
Emp_ID

Date of Joining : DoJ

Designation : Designation
PERFORMANCE EVALUATION:
DEMONSTRATED BEHAVIOURALASPECTS BY THE EMPLOYEE DURING
THE PERFORMANCE PERIOD SUPPORTING EVALUATION

PERSONAL
CHARACTERISTICS

JOB KNOWLEDGE

PRODUCTIVITY
(Output/Work)
QUALITY OF
OUTPUT/ WORK
(Response time &
Standard)

54

OBSERVA
TION
BASED
EVALUATI
ON*


ADHERENCE TO
PROCESSES /
PROCESS
ORIENTATION

COST
CONSCIOUSNESS

VERSATILITY
(Multi work
knowledge / Skills )

SELF DISCIPLINE
(Conduct/Discipline)

ATTENDANCE

INITIATIVE
ORIENTATION

CUSTOMER
ORIENTATION

APTITUDE TO LEARN

COMMITMENT
TOWARDS
ORGANISATIONAL
VALUES/ NEEDS/
OBJECTIVES

A+=Exceeds expectations (100%+),

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

RELATIONSHIP WITH

SUPERIORS

TEAM WORK

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

55

AREAS OF IMPROVEMENTS:
AREAS

OBSERVED
IMPROVEMENT/
DEVELOPMENT NEEDS

SUGGESTED ACTION PLAN

WHAT IS TO BE DONE
BY
BY
WHEN
WHOM

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-memorialresearch-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 1607-2015

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