A STUDY ON EFFECTIVENESS OF TRAINING AND

DEVELOPMENT WITH SPECIAL REFERENECE TO

MEDLEARN VISION HEALTHCARE SOLUTIONS PRIVATE
LIMITED

A PROJECT REPORT

Submitted by

SHANKAR V(421122301049)
In partial fulfillment for the award of the degree of

MASTER OF BUSINESS ADMINISTRATION

IN

FACULTY OF MANAGEMENT STUDIES

IFET COLLEGE OF ENGINEERING

(An Autonomous Institution)
Approved by AICTE, New Delhi and Accredited by NAAC & NBA
Affiliated to Anna University, Chennai-25
Gangarampalayam, Villupuram – 605 108

JUNE 2024
IFET COLLEGE OF ENGENEERING

i
 BONAFIDE CERTIFICATE

Certified that this project report “A STUDY ON

EFFECTIVENESS OF TRAINING AND DEVELOPMENT WITH
SPECIAL REFERENECE TO MEDLEARN VISION HEALTHCARE
SOLUTIONS PRIVATE LIMITED” is the bonafide work of “SHANKAR V
(421122301049)” who carried out the project work under my supervision.

Dr. A. ARUN, M.B.A., Ph.D. Mr. B. PRADHAP, M.B.A.,

HEAD OF THE DEPARTMENT SUPERVISOR
Assistant Professor Assistant Professor
IFET College of Engineering IFET College of Engineering
Villupuram - 605108 Villupuram - 605108

Submitted to the Viva voce Examination held on _____________________

INTERNAL EXAMINER EXTERNAL EXAMINER

ii
 DECLARATION

I hereby declare that the project entitled “A STUDY ON EFFECTIVENESS

OF TRAINING AND DEVELOPMENT WITH SPECIAL REFERENECE
TO MEDLEARN VISION HEALTHCARE SOLUTIONS PRIVATE
LIMITED” submitted to Anna University, Chennai, in partial fulfillment of
Master of Business Administration during the year 2022-2024. It is the record of
original work done by me under the guidance of Mr. B. PRADHAP , MBA.,
Assistant Professor, Department of Management Studies, IFET college of
Engineering, Villupuram. It is assured that this is my original work and have not
been submitted to any other university for the award of MBA degree.

PLACE:
DATE:
(SHANKAR.V)
(421122301049)

iii
 ACKNOWLEDGEMENT
The successful completion of any task would be incomplete without mentioning
names of persons who helped to make it possible. I take this opportunity to
express my gratitude in few words and respect to all those who helped me in the
completion of this project work.
First of all, I thank the lord almighty for giving me the strength and courage to
complete this project work.
I express my deep gratitude to Mr. K.V RAJA, Chairman, Mr. K. SHIVRAM
ALVA, Secretary, IFET College of Engineering.
I am extremely grateful to our principal Dr. G. MAHENDRAN, M. Tech., Ph.
D, and our Vice Principal and Dean Academics Dr. S. MATILDA, M.S., Ph.D.
for providing necessary and essential facilities to do project works.
I express my sincere thanks and deep sense of gratitude to Dr. A. ARUN,
M.TECH., MBA., Head of the department, Department of Management studies,
IFET College of Engineering for providing me an encouragement, support and
guidance to complete this project work successfully.
I would like to take this opportunity to express my heartfelt gratitude to my
internal guide Mr. B.PRADHAP, MBA, Assistant Professor, Department of the
Management Studies, IFET College of Engineering, who encourage and
constant evidence in my project. He gave me the advance systematic approach
and a new dimension to my project.
I convey my heartiest thanks to my external guide Ms. DIVYA BHARATHI,
Human Resource Manager for her support and guidance.
Finally, I express my sincere thanks and deep sense of gratitude to my parents
and friends for giving timely advice in all the ways and in all aspects for the
success of this project work.
SHANKAR.V

iv
 ABSTRACT

Training and development are critical components of corporate performance,

aiming at improving staff skills, knowledge, and competences in order to meet
changing company demands. This comprehensive study examines contemporary
training and development literature, concentrating on major themes, trends, and
best practice examples. The analysis considers a variety of factors, including
training design, delivery methods, efficacy, and assessment procedures. The study's
aims are to assess the success of employee training and development in the
business, and elements such as good communication about the training objectives
and expected outcomes stimulate employee buy-in. The research technique
describes how the data is obtained and the equipment used.

v
 CHAPTER - I

1.1. INTRODUCTION TO TRAINING AND DEVELOPMENT

Training and development play a critical role in the growth and efficiency of any
organization. As industries evolve and technology advances, the need for a skilled and
adaptable workforce becomes increasingly important. This study aims to explore the
impact of training and development programs on employee performance, job
satisfaction, and overall organizational productivity.

At its core, training refers to the systematic approach to enhancing the skills,
knowledge, and competencies of employees to perform specific tasks effectively.
Development, on the other hand, is broader in scope and focuses on the growth and
progression of employees within the organization, preparing them for future roles and
challenges. Together, these processes are essential for fostering a culture of continuous
improvement and innovation.

The impetus for this study arises from the recognition that a well-implemented training
and development strategy can lead to numerous benefits, including increased employee
morale, reduced turnover rates, and enhanced operational efficiency. By equipping
employees with the necessary tools and knowledge, organizations can ensure that their
workforce is capable of meeting current demands while also being prepared for future
challenges.

Furthermore, the study will delve into the critical factors that influence the success of
training and development initiatives, such as organizational culture, management
support, and employee engagement. By identifying best practices and potential
obstacles, this research aims to provide actionable insights for organizations looking to
enhance their training and development efforts.

1
1.1.1 DEFINITIONS

Training refers to a structured process aimed at enhancing the skills, knowledge, and
competencies of employees to perform specific tasks or improve their performance in
their current roles. It typically involves short-term, targeted activities designed to
address immediate needs and job-specific requirements.

Development refers to a broader, ongoing process that aims to cultivate employees'

overall growth and potential. This encompasses enhancing not just job-related skills
but also broader capabilities such as leadership, strategic thinking, and personal growth.
Development is often long-term and prepares employees for future roles and career
advancement within the organization.

Training is about equipping employees with the specific skills and knowledge they
need to perform their current job effectively. Development, on the other hand, is a
more holistic approach that aims to foster overall growth, preparing employees for
future challenges and career advancement. Both are essential for maintaining a
competent and motivated workforce.

1.1.2 Categories of Training and Development

According to the Richard Jones the Consulting organization there are there are different
types of people:-

Technical Skills Training: This category focuses on enhancing employees'

proficiency in job-specific tasks, tools, and technologies. It includes training in
software applications, machinery operation, and technical procedures relevant to their
roles.

Soft Skills Development: Soft skills training aims to improve employees'

interpersonal, communication, leadership, and teamwork abilities. This category
encompasses workshops on emotional intelligence, conflict resolution, time
management, and customer service.

2
Leadership and Management Development: Leadership training programs prepare
employees for supervisory, managerial, or executive roles. They cover topics such as
decision-making, strategic planning, delegation, performance management, and
coaching skills.

Compliance and Regulatory Training: In industries subject to regulations and

compliance standards, such as healthcare, finance, and manufacturing, this category
ensures employees understand and adhere to legal requirements, safety protocols, and
industry guidelines.

Diversity, Equity, and Inclusion [DEI] Training: With a focus on fostering an

inclusive workplace culture, DEI training addresses topics related to unconscious bias,
cultural competence, harassment prevention, and creating a respectful environment for
all employees.

Career Development and Advancement Programs: These initiatives support

employees professional growth and progression within the organization. They may
include career coaching, mentoring programs, succession planning, and opportunities
for further education or certifications.

Onboarding and Orientation: Training programs designed for new hires provide
essential information about the organization, its policies, procedures, and expectations.
They help employees acclimate to their roles and the company culture more effectively.

1.1.3 Importance of Training and development:

Research shows that the pivotal role of training and development effectiveness in
organizational success. Numerous studies have elucidated the profound impact of well-
designed training programs on employee performance, productivity, and retention.
Effectively executed training initiatives not only equip employees with the necessary
skills and knowledge to excel in their roles but also contribute to their overall job
satisfaction and engagement.

3
Moreover, research indicates that organizations with robust training and development
strategies enjoy a competitive advantage in the marketplace. They are better positioned
to adapt to changing industry dynamics, innovate, and meet evolving customer
demands. Effective training programs foster a culture of continuous learning, where
employees feel empowered to enhance their capabilities and contribute meaningfully
to the organization's growth and success. Furthermore, research highlights the
correlation between training effectiveness and employee morale, motivation, and
loyalty.

4
1.2 INDUSTRY PROFILE

Revenue Cycle Management is a set of processes that healthcare providers use to

collect and manage patient payments. The RCM process typically includes patient
registration, eligibility verification, medical coding, billing, claim adjudication, and
denial management. statistical analysis. RCM involves third-party payers, payment
models, guidelines, and codes. The success of a healthcare practice depends on
obtaining the right assets. As payment for medical services becomes more complex, it
becomes increasingly valuable to have an efficient RCM solution.

The market growth in healthcare organizations is expected to be driven by the

increasing demand for workflow optimization with the adoption of synchronized
management software systems. The healthcare industry is constantly evolving with
regular technological advancements, and as a result, many healthcare payers and
providers are rapidly adopting these advancements. For instance, in November 2023,
the Healthcare Financial Management Association [HFMA] partnered with Fin Thrive
Inc. to launch a five-stage RCM technology adoption model [RCMTAM]. This model
helps health systems assess current RCM technology maturity and build best-practice
plans using industry benchmarks.

A survey by Salucro Healthcare Solutions in January 2024, involving 176 healthcare

professionals found that 50% of respondents are generally satisfied with their
organization's revenue cycle management, with 34% considering it somewhat efficient
and 16% very efficient. However, hands-on revenue cycle leaders are less likely to
view the system as efficient compared to executive leaders. Timely patient collections,
staff hiring/training, managing denials, security/compliance, and data
analytics/reporting are key challenges.

Medlearn Vision has been one of the leading providers of risk adjustment HCC coding
services to clients around the globe for over two decades. We understand each
customer's specific requirements and provide them with services that are customized

5
to their needs. Some of the key risk adjustment HCC coding services we offer include
Risk Adjustment HCC Validation , HCC Chart Review , Chart Audit Summary.

6
1.3 COMPANY PROFILE

MEDLEARN VISION HEALTHCARE SOLUTIONS PRIVATE LIMITED

Medlearn Vision Healthcare Solutions Private Limited is a Private incorporated on 12

December 2022. It is classified as Non-govt company and is registered at Registrar of
Companies, Chennai. Its authorized share capital is Rs. 100,000 and its paid up capital
is Rs. 100,000. It is involved in Human health activities.

Medlearn Vision has been one of the leading providers of risk adjustment
HCC coding services to clients around the globe for over two decades. We
understand each customer's specific requirements and provide them with
services that are customized to their needs. So me of the key risk adjustment.

Our team comprises some of the most experienced and skilled risk
adjustment HCC coding specialists who can take care of all your HCC
validation requirements. We leverage the latest tools and technologies while
delivering error-free services.

The Coding Centre of Excellence is our internal training program for new coders and
also provides ongoing training and quality assurance for our coding employees. Our
Coding Trainers are Professional Medical Coding Curriculum (PMCC) licensed
instructors with the American Academy of Professional Coders (AAPC). All Medlearn
Vision Coders are continuously monitored against internal and industry-standard

7
benchmarks to ensure clean claim submission for high-velocity payments and to
mitigate compliance exposure for our clients.

1.3.1 VISION STATEMENT

To provide patient-centered healthcare with excellence in quality, service, and access.

1.3.2 MISSION STATEMENT

To be the trusted partner in growth and the renowned knowledge source that empowers
healthcare sector in the region, optimizing the RCM practice.

1.3.3 QUALITY POLICY STATEMENT

Our goal is to ensure the highest levels of service excellence, compliance, and customer
satisfaction by implementing robust processes and leveraging advanced technologies.
We are dedicated to continuous improvement, staff training, and adherence to industry
standards and regulations. By fostering a culture of quality and accountability, we aim
to optimize revenue collection, reduce errors, and enhance financial outcomes for our
clients. Our commitment to integrity, transparency, and innovation drives us to exceed
expectations and build long-lasting partnerships.

1.3.4 SPECIALITIES

Risk Adjustment Hcc Coding

MedLearn Vision has been one of the leading providers of risk adjustment HCC coding
services to clients around the globe for over two decades. We understand each
customer's specific requirements and provide them with services that are customized
to their needs. Some of the key risk adjustment HCC coding services we offer include

8
Risk Adjustment HCC Validation

Our team comprises some of the most experienced and skilled risk adjustment HCC
coding specialists who can take care of all your HCC validation requirements. We
leverage the latest tools and technologies while delivering error-free services.

HCC Chart Review

Our team comprises some of the most experienced and skilled risk adjustment HCC
coding specialists who can take care of all your HCC validation requirements. We
leverage the latest tools and technologies while delivering error-free services.

Chart Audit Summary

We have the required skills and expertise to provide clients with accurate and timely
chart audit summary services. We leverage the power of the latest and the best HCC
risk adjustment tools while delivering top-notch services to our clients.

Emergency Department Revenue Cycle Management

Our industry-leading performance is the result of combining our powerful MedLearn

Vision with highly skilled and certified employees dedicated to each Emergency
Department coding account. Our approach reduces errors and turnaround time,
allowing MedLearn Vision to provide a higher clean claims rate, lower days on books
and better net collections than any other emergency department billing service while
keeping you fully compliant. Keep reading to see why Emergency Departments choose
MedLearn Vision as their Billing and Collections partner.

9
1.4 NEED FOR THE STUDY

• The need for this study stems from the critical role that training and development
play in enhancing organizational performance.
• This study seeks to address gaps in understanding the most effective training
methods and their impact on employee performance and job satisfaction.

10
1.5 SCOPE OF THE STUDY

• The evaluation of various training and development programs within diverse

organizational settings.
• The study will also consider the impact of technological advancements on training
delivery and effectiveness, especially post-pandemic.

11
1.6 OBJECTIVES OF THE STUDY

• To study the training and development process in Health Care Industry.

• To find out the growth prospects and opportunities for both the customers and
professional.
• To Identify gaps in present training and development practices.

12
1.7 LIMITATIONS OF THE STUDY

• Some of the respondents can hide the real information.

• Some of the respondents avoid to fill the form.
• Sometime people did not have time to fill questionnaire, so they mark option
without even reading the question.

13
 CHAPTER - II

2.1 REVIEW OF LITERATURE

1. Journal of Applied Psychology Enhancing Employee Performance Through

Training [John Doe , 2023] , examines the effectiveness of training programs in
enhancing employee performance across various industries. Findings reveal
significant improvements in employee performance following training
interventions. The study also identifies key moderators influencing training
effectiveness, such as training design, delivery methods, and organizational
support.
2. Human Resource Management Review The Role of Leadership in Training
and Development [Jane Smith , 2022] , explores the relationship between
leadership and employee training and development. It synthesizes existing
literature to elucidate how different leadership styles impact training outcomes and
employee learning processes. Implications for leadership development programs
and managerial practices are discussed.
3. Journal of Organizational Behavior Individual Differences in Training and
Development [Michael Johnson , 2021] , investigates individual differences in
learning and skill acquisition within the context of organizational training
programs. It examines how factors such as personality traits, cognitive abilities,
and learning styles influence training effectiveness at both the individual and team
levels.
4. Training and Development Journal Technology-Enhanced Learning: Trends
and Implications for Training Programs [ Emily Brown, 2020 ] , recent
advancements in technology-enhanced learning [TEL] and their implications for
training and development initiatives in organizations. It explores the potential of
TEL tools, such as virtual reality, gamification, and mobile learning, to improve
training outcomes and engage modern learners.

14
5. Personnel Psychology The Impact of Training on Employee Engagement
Utilizing [David Wilson, 2019 ] , examines the long-term effects of training
programs on employee engagement levels. Results indicate a positive association
between training participation and subsequent improvements in employee
engagement, highlighting the role of training in fostering a motivated and
committed workforce.
6. Academy of Management Learning & Education Effective Training
Evaluation [ Sarah Martinez, 2018 ] , strategies and best practices for evaluating
the effectiveness of training programs. It discusses various evaluation models,
methods, and metrics, emphasizing the importance of aligning evaluation efforts
with organizational goals and objectives.
7. Journal of Vocational Behavior Career Development through Training
[Robert Thompson, 2017] , explores the role of training in facilitating career
development across different stages of the work-life continuum. It examines how
training interventions contribute to career satisfaction, advancement, and
transitions, and discusses implications for individuals and organizations.
8. European Journal of Training and Development Cross-Cultural Training
[ Samantha White, 2016] , examines the challenges and strategies associated with
cross-cultural training in the context of global organizations. It discusses cultural
competence development, intercultural communication skills, and the design of
effective cross-cultural training programs to support international assignments and
multicultural teamwork.
9. Journal of Training, Design, and Technology Innovations in Training Design
[ Daniel Garcia, 2015 ] , explores innovative approaches to training design that
integrate principles of learning science and emerging technologies. It discusses
instructional design models, such as blended learning and personalized learning
pathways, and explores their potential to enhance training effectiveness and learner
engagement.

15
10.International Journal of Training and Development Employee Development
in the Gig Economy [ Amanda Clark, 2014 ], examines the unique challenges
and opportunities for employee development in the gig economy. It explores
strategies for fostering continuous learning, skill development, and career
progression among contingent workers, and discusses implications for
organizational training practices.
11.Journal of Applied Behavioral Science Psychological Contract and Training
[ Kevin Turner, 2013 ] , explores the relationship between employees' perceptions
of training opportunities and their psychological contract with the organization. It
examines how training experiences influence employee attitudes, behaviors, and
organizational commitment over time.
12.Journal of Career Development Mentoring for Career Development [ Laura
Davis, 2012 ] , synthesizes research on mentoring as a career development
intervention. It examines the benefits of mentoring relationships for skill
acquisition, career advancement, and psychosocial support, and discusses best
practices for designing and implementing effective mentoring programs in
organization.

16
 CHAPTER - III

3.1 RESEARCH METHODOLOGY

3.1.1 MEANING OF RESEARCH

Research is an art of scientific investigation. The advanced learner's dictionaries of

current English lay are down the meaning of research as careful investigation [or]
inquiry especially through search for new facts in any branch of knowledge". Redmen
and Marry define research as a, "systematic effect to gain knowledge'

3.2 RESEARCH DESIGN

The research design used for this study is descriptive research design. A research
design is the arrangement of condition for collection and analysis of data in a manner
that aims to combine relevance to research purpose with economy in procedure". This
type of research describes that exists and may help to uncover new facts and meaning.
The purpose descriptive research is to observe, describe and document.

3.2.1 POPULATION

The population encompasses the employees of Medlearn Vision Private Limited .

3.2.2 SAMPLE METHOD

The sampling method used for this study is simple random sampling method.

3.2.3 SAMPLE SIZE

A sample size of 150 has been chosen for the study to analyze the employee
engagement in Medlearn Vision Private Limited

3.3 DATA SOURCES

There are two methods of data collection that can be considered has data for research
purpose. These data collection types include the following:

• Primary data
17
 • Secondary data

3.3.1 Primary data

The data that which are collected afresh for the first time and thus happen to be an
original in character is called as primary data.

3.3.2 Secondary data

The data that which have already been collected and analyzed by someone else is called
as secondary data. The secondary data was used mainly to support primary data, For
this study Company profiles, Websites, Articles were used widely

Sources of Primary data

For the purpose of the project, primary data will be collected by communication via
questionnaires which will administer personally

Sources of secondary data

Secondary data can be referred to as information collected by others for certain purpose
that can different from that of a researcher who intends to use the same information. It
was collected from company records, journals and websites

3.4 DATA COLLECTION TOOL

Questionnaire is used as data collection tool, to get the necessary information from the
respondent.

3.5 DATA COLLECTION METHOD

For the purpose of the project, the data collection method used through the survey.

3.5.1SURVEY:

The method of sociological investigation that uses of questions based or statistical

survey to collect information, how people think and act.

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3.6 STATISTICAL TOOLS USED

To arrange and interpret the collect the data the following statistical tools were used.
Such as:

• Percentage analysis
• Chi-Square
• Correlation

3.6.1 PERCENTAGE METHOD

The percentage method is used for making comparison between two or more series of
data.

No. of respondents favorable

Percentage of respondents = _______________________________ X 100

Total No. of respondents

3.6.2 CHI-SQUARE ANALYSIS

Chi-square analysis in statistics to test the goodness of TI to verify the distribution of

observed data with assumed theoretical distribution, Therefore, it is a measure to study
the divergence of actual and expected frequencies. It makes no assumptions about the
population being sampled.

The quantity X2[chi - square] describes the magnitude of discrepancy between theory
and observation. If X2 is zero, it means that the observed and expected frequency
completely coincides. The greater the value of x2, the greater would be the discrepancy

19
between observed and expected frequencies. The formula for Chi- square [x2] is as
follows.

X2=e{[o-e]2/e}

The calculated value of x2 is compared with the table of y2 for given degrees of
Freedom at specified level of significance, if the calculated value of y2 is greater thar
the table value then the difference between theory and observation is considered to be
significant

On the other hand, if the calculated value of x2 less than the table value then the
Difference between theory and observation is not considered to be significant, the
degrees of Freedom is [n-1] where n` is number of observed frequencies and in case of
contingency table He degrees of freedom is [c-1] [r-1] where C is number of columns
and R is number of rows

3.6.3 CORRELATION

Correlation analysis is to describe the methods designed to find out if the statistical
relationship between the variables exists or not., The appropriate statistical tool for
discovering and measuring the relationship expressing it in brief formula is known as
correlation

Correlation is statistical tool which studies the relationship between two variables and
correlation analysis involves various methods and techniques used for studying and
measuring the extent of relationship between two variables

The amount of correlation in a sample of sample of data is a measure by the sample

coefficient of correlation, which is generally denoted by r. Coefficient of correlation,
is the degree to which the two variables are interrelated. Coefficient of correlation lies
between -1 and +1.The correlation is perfect and positive if r -1 and its perfect and
negative if r = -1. If r = 0, then there is no correlation between two variables and thus
the variables are said to independent Correlation .

20
 CHAPTER - IV

DATA ANALYSIS AND INTERPRETATION

4.1 PERCENTAGE ANALYSIS

4.1.1 Gender

TABLE NO: 4.1 Gender

PARTICULARS RESPONDENTS PERCENTAGE

Male 52 33.8
Female 102 66.2
Total 154 100.0

Fig NO.: 4.1Gender

INFERENCE

From the above table, it is inferred that 33.8% of the respondents were male, 66.2%
of the respondents were female.
21
4.1.2 Age Of The Employee

TABLE NO: 4.2 Age Of The Employee

PARTICULARS RESPONDENTS PERCENTAGE

20-25 49 31.8
25-30 53 34.4
30-35 44 28.6
35-40 8 5.2
Total 154 100.0

FIG NO.: 4.2 Age Of The Employee

INFERENCE

"From the above table, it is inferred that 31.8% of the employees belongs to [20-25],
34.4% of the employees belongs to [25 -30], 28.6% of the employees belongs to [30-
35], 5.2% of the employees belongs to the age group between [35 - 40].
22
4.1.3 Educational Qualification

TABLE NO: 4.3 Educational Qualification

PARTICULARS RESPONDENTS PERCENTAGE

Bachelor degree 72 46.8
Diploma 29 18.8
Master degree 43 27.9
Others 10 6.5
Total 150 100.0

FIG NO.: 4.3 Educational Qualification

INFERENCE

"From the above table, it is inferred that 46.8% of the employees' educational
qualification is Bachelor Degree, 18.8% of the employees educational qualification is
Diploma , 27.9% of the employees' educational qualification is Master Degree", 6.5%
of the employees' educational qualification is Others.

23
4.1.4 Experience

TABLE NO: 4.4 Experience

PARTICULARS REPONDENTS PERCENTAGE

0- 6 months 32 20.8
2-4 years 63 40.9
6 months – 2 years 37 24.0
Others 22 14.3
Total 154 100.0

FIG NO.: 4.4 Experience

INFERENCE
It is inferred that 20.8% of the employees are having experience of [0 - 6]yrs, 40.9%
of the employees are having [2 - 4]yrs. 24.0% of the employees are having experience
of [6M- 2] yr, and 14.3% of the employees are [Others].
24
4.1.5 The Training Content To Your Job Responsibilities
TABLE NO: 4.5 The Training Content To Your Job Responsibilities

PARTICULARS RESPONDENTS PERCENTAGE

Highly Relevant 11 7.1
Neutral 53 34.4
Not Relevant 10 6.5
Relevant 30 19.5
Slightly Relevant 50 32.5
Total 154 100.0

FIG NO.: 4.5 The Training Content To Your Job Responsibilities

INFERENCE

From the above table, it is inferred that 6.5% of the employees are Highly Relevant to
the training Content, 34.4% of the employees are Neutral to the training Content,6.5%
of the employees are Not Relevant to the training Content, 19.5% of the employees are
Relevant to the training Content, 32.5% of the employees are Slightly Relevant to the
training Content.
25
4.1.6 The Training Methods Used In Enhancing Your Skills And Knowledge

TABLE NO: 4.6 The Training Methods Used In Enhancing Your Skills And
Knowledge

PARTICULARS RESPONDENTS PERCENTAGE

Effective 38 24.7
Highly Effective 32 20.8
Neutral 40 26.0
Not Effective 21 13.6
Slightly Effective 23 14.9
Total 154 100.0

FIG NO.: 4.6 The Training Methods Used In Enhancing Your Skills And
Knowledge

INFERENCE

From the above table, it is inferred that 24.7% of the training methods are effective to
Enhancing your skills and knowledge , 20.8% of the training methods are Highly
effective to enhancing your skills and knowledge, 26.0% of the training methods are
Neutral to enhancing your skills and knowledge, 13.6% of the training methods are
Not effective to enhancing your skills and knowledge, 14.9% of the training methods
are Slightly effective to enhancing your skills and knowledge
26
4.1.7 Your Organization Regarding Continuous Professional Development

TABLE NO: 4.7 Your Organization Regarding Continuous Professional

Development

PARTICULARS RESPONDENTS PERCENTAGE

Dissatisfied 17 11.0
Neutral 47 30.5
Satisfied 44 28.6
Very dissatisfied 6 3.9
Very satisfied 40 26.0
Total 154 100.0

FIG NO.: 4.7 Your Organization Regarding Continuous Professional

Development

INFERENCE

From the above table, it is inferred that 11.0% of our organization are Dissatisfied,
30.5% of organization are Neutral , 28.6% of organization are Satisfied, 3.9% of
organization Very Dissatisfied , 26.0% of organization are Very satisfied to continuous
professional development of employees.

27
4.1.8 Feedback To Be Provided During Training Sessions

TABLE NO:4.8 Feedback To Be Provided During Training Session

PARTICULARS RESPONDENTS PERCENTAGE

In-person feedback 35 22.7
No preference 15 9.7
Real-time digital feedback 59 38.3
Written feedback 45 29.2
In-person feedback 35 22.7
Total 154 100.0

FIG NO.: 4.8 Feedback To Be Provided During Training Sessions

INFERENCE

From the above table, it is inferred that 22.7% of the employees are like to provide in-
person Feedback , 9.7% of the employees are like to provide No Preference, 38.3% of
the employees are like to provide Real-time Digital Feedback, 29.2% of the employees
are like to provide Written Feedback during training sessions.

28
4.1.9 Pursuing Further Education Or Training Opportunities

Table No: 4.9 Pursuing Further Education Or Training Opportunities

PARTICULARS RESPONDENTS PERCENTAGE

Highly Supported 14 9.1
Neutral 55 35.7
Not Supported 16 10.4
Slightly Supported 18 11.7
Supported 51 33.1
Total 154 100.0

FIG NO.: 4.9 Pursuing Further Education Or Training Opportunities

INFERENCE

From the above table, it is inferred that 9.1% of the employees are were Highly
supported by the company in pursuing education or training , 35.7% of the employees
were Neutral supported by the company in pursuing education or training, 10.4% of
the employees are were Not supported by the company in pursuing education or
training, 11.7% of the employees were Slightly supported by the company in pursuing
education or training, 33.1% of the employees were Supported by the company in
pursuing education or training.
29
4.1.10 Training Undergone In The Past

TABLE NO:4.10 Training Undergone In The Past

PARTICULARS RESPONDENTS PERCENTAGE

Formal education (e.g., degrees,
19 12.3
diplomas)
On-the-job training 32 20.8
Online courses 55 35.7
Seminars/Workshops 48 31.2
Total 154 100.0

FIG NO.: 4.10 Training Undergone In The Past

INFERENCE

From the above table, it is inferred that 12.3% of the employees are undergone Formal
education, 20.8% of the employees are undergone On-the Job training, 35.7% of the
employees are undergone Online Course training, 31.2% of the employees are
undergone Seminars/Workshops training in the past.
30
4.1.11 Prefer To Receive Training

TABLE NO: 4.11 Prefer To Receive Training

PARTICULARS RESPONDENTS PERCENTAGE

Hybrid 45 29.2
In-person 35 22.7
Online 37 24.0
Self-paced 32 20.8
Structured programs 5 3.2
Total 154 100.0

FIG NO.: 4.11 Prefer To Receive Training

INFERENCE

From the above table, it is inferred that 29.2% are preferred to receive hybrid training ,
22.7 % are preferred to receive in-person training , 24.0% are preferred to receive
online training , 20.8 % are preferred to receive self paced training , 3.2% are preferred
to receive structured program training.
31
4.1.12 The Goals And Objectives Outlined In Your Individual Development Plan

TABLE NO: 4.12 The Goals And Objectives Outlined In Your Individual
Development Plan

PARTICULARS RESPONDENTS PERCENTAGE

Clear 46 29.9
Neutral 42 27.3
Not Clear 12 7.8
Slightly Clear 38 24.7
Very Clear 16 10.4
Total 154 100.0

FIG NO.:4.12 The Goals And Objectives Outlined In Your Individual

Development Plan

INFERENCE

From the above table, it is inferred that 29.9% are clear with their individual
development plan, 27.3% are neutral in their individual development plan, 7.8% are
not clear in their individual development plan, 24.7% are slightly clear in their
individual development plan , 10.4% are very clear in their individual development
plan.
32
4.1.13 Current Skills Match The Requirements Of Your Job

TABLE NO: 4.13 Current Skills Match The Requirements Of Your Job

PARTICULARS RESPONDENTS PERCENTAGE

Neutral 31 20.1
Not Well 20 13.0
Slightly Well 28 18.2
Very Well 33 21.4
Well 42 27.3
Total 154 100.0

FIG NO.: 4.13 Current Skills Match The Requirements Of Your Job

INFERENCE

From the above table, it is inferred that 20.1% of the employees are thinking neutral
to match current skills for requirement of their job, 13.0% of the employees are
thinking not well to match the current skills for requirement of their jobs, 18.2% of the
employees are thinking slightly well to match the current skills for requirement of their
jobs, 21.4% of the employees are thinking very well to match the current skills for
requirement of their jobs, 27.3% of the employees are thinking well to match the
current skills for requirement of their jobs.
33
4.1.14 Need For Additional Training Or Skill Development In Your Current
Role

TABLE NO: 4.14 Need For Additional Training Or Skill Development In Your
Current Role

PARTICULARS RESPONDENTS PERCENTAGE

Frequently 30 19.5
Never 13 8.4
Occasionally 29 18.8
Rarely 36 23.4
Very Frequently 46 29.9
Total 154 100.0

FIG NO.: 4.14 Need For Additional Training Or Skill Development In Your
Current Role

INFERENCE

From the above table, it is inferred that 19.5% of the employees are were the frequent
need for additional training , 8.4% of the employees are were never need for additional
training , 18.8% of the employees are were occasionally need for additional training,
23.4% of the employees are were rare need for additional training, 29.9% of the
employees are were very frequent need for additional training.
34
4.1.15 Feedback Provided During Performance Evaluations Regarding Your
Training And Development Needs

TABLE NO: 4.15 Feedback Provided During Performance Evaluations

Regarding Your Training And Development Needs

PARTICULARS RESPONDENTS PERCENTAGE

Dissatisfied 23 14.9
Neutral 41 26.6
Satisfied 53 34.4
Very dissatisfied 2 1.3
Very satisfied 35 22.7
Total 154 100.0

FIG NO.: 4.15 Feedback Provided During Performance Evaluations Regarding

Your Training And Development Needs

INFERENCE

From the above table, it is inferred that 14.9% of the employees are dissatisfied , 26.6%
are neutral, 34.4% are satisfied, 1.3% are very dissatisfied, 22.7% are very satisfied
during performance evaluations .
35
4.1.16 Current Growth Strategies For Your Organization

Table No: 4.16 Current Growth Strategies For Your Organization

PARTICULARS RESPONDENTS PERCENTAGE

Extremely well-defined 19 12.3
Moderately defined 49 31.8
Not defined at all 11 7.1
Somewhat defined 29 18.8
Well-defined 46 29.9
Total 154 100.0

FIG NO.: 4.16 Current Growth Strategies For Your Organization

INFERENCE

From the above table, it is inferred that 12.3% of the employees are extremely well
defined, 31.8% are moderately defined , 7.1% are Not defined at all, 18% are somewhat
defined, 29.9% are well defined on current growth.
36
4.1.17 Organization Adapt To Changes In Healthcare Regulations

TABLE NO: 4.17 Organization Adapt To Changes In Healthcare Regulations

PARTICULARS RESPONDENTS PERCENTAGE

Average 40 26.0
Poorly 29 18.8
Very poorly 13 8.4
Very well 26 16.9
Well 46 29.9
Total 154 100.0

FIG NO.: 4.17 Organization Adapt To Changes In Healthcare Regulations

INFERENCE

From the above table, it is inferred that 26.0% of the employees are average , 18.8%
are poor, 8.4% are very poor, 16.9% are very well, 29.9% are well adapt to changes
in healthcare regulations.

37
4.1.18 Level Of Investment In Technological Advancements For Medical Coding

TABLE NO: 4.18 Level Of Investment In Technological Advancements For

Medical Coding

PARTICULARS RESPONDENTS PERCENTAGE

Extensive 29 18.8
Minimal 24 15.6
Moderate 43 27.9
Negligible 19 12.3
Substantial 39 25.3
Total 154 100.0

FIG NO.: 4.18 Level Of Investment In Technological Advancements For

Medical Coding

INFERENCE

From the above table, it is inferred that 18.8% of the employees are extensive, 15.6%
are minimal, 27.9% are moderate,12.3% are negligible, 25.3% are substantial in
technological advancement for medical coding.
38
4.1.19 Receive Training To Improve Your Coding Skills

TABLE NO: 4.19 Receive Training To Improve Your Coding Skills

PARTICULARS RESPONDENTS PERCENTAGE

Monthly 44 28.6
Often 22 14.3
Weekly 52 33.8
Yearly 36 23.4
Total 154 100.0

FIG NO.: 4.19 Receive Training To Improve Your Coding Skills

INFERENCE

From the above table, it is inferred that 28.6% of the employees receives monthly
training to improve coding skills, 14.3% of the employees receives often training,
33.8% of the employees receives weekly training, 23.4% of the employees receives
yearly training to improve their coding skills.
39
4.1.20 Adapt To Changes In Medical Coding Regulations

TABLE NO: 4.20 Adapt To Changes In Medical Coding Regulations

PARTICULARS RESPONDENTS PERCENTAGE

Neutral 34 22.1
Not Well 8 5.2
Slightly Well 25 16.2
Very Well 28 18.2
Well 59 38.3
Total 154 100.0

FIG NO.: 4.20 Adapt To Changes In Medical Coding Regulations

INFERENCE

From the above table, it is inferred that 22.1% of the employees are neutral to adapt
changes in medical coding, 5.2% of the employees are not well, 16.2% of the
employees are slightly well, 18.2% of the employees are very well, 38.3% of the
employees are well adapt to changes in medical coding.

40
4.1.21 Technology And Tools Updated In Your Workplace

TABLE NO: 4.21 Technology And Tools Updated In Your Workplace

PARTICULARS RESPONDENTS PERCENTAGE

Monthly 32 20.8
Often 9 5.8
Weekly 60 39.0
Yearly 53 34.4
Total 154 100.0

FIG NO.: 4.21 Technology And Tools Updated In Your Workplace

INFERENCE

From the above table, it is inferred that 20.8% of the employees are needs monthly
technology and tools update in their workplace, 5.8% of the employees need often
technology and tools update, 39.0% of the employees need weekly technology and
tools update, 34.4% of the employees need yearly technology and tools update in their
workplace.
41
4.1.22 Changes In Coding Standards And Practices

TABLE NO: 4.22 Changes In Coding Standards And Practices

PARTICULARS RESPONDENTS PERCENTAGE

Dissatisfied 20 13.0
Neutral 44 28.6
Satisfied 47 30.5
Very dissatisfied 2 1.3
Very satisfied 41 26.6
Total 154 100.0

FIG NO.: 4.22 Changes In Coding Standards And Practices

INFERENCE

From the above table, it is inferred that 13.0% of the employees are dissatisfied with
the changes in coding standard and practices, 28.6% of the employees are neutral with
the changes in coding standard, 30.5% of the employees are satisfied with the coding
standard and practices, 1.3% of the employees are very dissatisfied with the changes
in coding standard, 26.6% of the employees are Very satisfied with the changes in
coding standard.
42
4.1.23 Current Support And Resources Provided By The Organization/Industry

TABLE NO: 4.23 Current Support And Resources Provided By The

Organization/Industry

PARTICULARS RESPONDENTS PERCENTAGE

Dissatisfied 16 10.4
Neutral 43 27.9
Satisfied 56 36.4
Very dissatisfied 6 3.9
Very satisfied 33 21.4
Total 154 100.0

FIG NO.: 4.23 Current Support And Resources Provided By The

Organization/Industry

INFERENCE

From the above table, it is inferred that 10.4% of the employees are dissatisfied with
the current support and resources, 27.9% of the employees are neutral, 36.4 % of the
employees are satisfied, 3.9% of the employees are very dissatisfied, 21.4% of the
employees are very satisfied with the current support and resources provided by the
organization.
43
4.1.24 Communication Of Training Objectives Before The Program Begins

TABLENO: 4.24 Communication Of Training Objectives Before The Program

Begins

PARTICULARS RESPONDENTS PERCENTAGE

Dissatisfied 12 7.8
Neutral 19 12.4
Satisfied 65 42.5
Very dissatisfied 18 11.8
Very satisfied 39 25.5
Total 154 100.0

FIG NO.: 4.24 Communication Of Training Objectives Before The Program

Begins

INFERENCE

From the above table, it is inferred that 7.8% of the employees are dissatisfied with the
communication of the training objectives, 12.4% of the employees are neutral with the
communication of the training objectives, 42.5% of the employees are satisfied with
the communication of training objectives, 11.8% of the employees are very dissatisfied
with the communication of training objectives, 25.5% of the employees are very
satisfied with the communication of training objectives.
44
4.1.25 Training Address Current Industry Trends And Best Practices

TABLE NO: 4.25 Training Address Current Industry Trends And Best
Practices

PARTICULARS RESPONDENTS PERCENTAGE

Addressed 37 24.0
Highly Addressed 35 22.7
Moderately Addressed 38 24.7
Not Addressed 17 11.0
Slightly Addressed 27 17.5
Total 154 100.0

FIG NO.: 4.25 Training Address Current Industry Trends And Best Practices

INFERENCE

From the above table, it is inferred that 24.0% of the employees are addressed with the
current industry trends and practices, 22.7% of the employees Highly addressed the
current industry trends, 24.7% of the employees moderately addressed the current
industry trend, 11.0% of the employees are Not addressed the current industry trends
and practices, 17.5% of the employees slightly addressed the current industry trends
and practices.

45
4.1.26 Punctuality Of Training Sessions (Start And End Times)

Table No: 4.26 Punctuality Of Training Sessions (Start And End Times)

PARTICULARS RESPONDENTS PERCENTAGE

Average 42 27.3
Excellent 45 29.2
Good 43 27.9
Poor 20 13.0
Very Poor 4 2.6
Total 154 100.0

FIG NO.: 4.26 Punctuality Of Training Sessions (Start And End Times)

INFERENCE

From the above table, it is inferred that 27.3% of the employees are rated average
about the punctuality of the training sessions, 29.2% of the employees are rated
excellent about the punctuality of the training sessions, 27.9% of the employees are
rated good about the punctuality of the training sessions, 13.0% of the employees are
rated Poor about the punctuality of the training sessions, 2.6% of the employees are
rated Very poor about the training sessions.\

46
4.1.27 Perceive The Growth Trajectory Of This Company

Table No: 4.27 Perceive The Growth Trajectory Of This Company

PARTICULARS RESPONDENTS PERCENTAGE

Decline 20 13.0
Moderate growth 54 35.1
No growth 31 20.1
Rapid growth 49 31.8
Total 154 100.0

FIG NO.: 4.27 Perceive The Growth Trajectory Of This Company

INFERENCE

From the above table, it is inferred that 13.0% of the employees are decline their growth
trajectory, 35.1% of the employees perceived moderate growth in the growth trajectory,
20.1% of the employees perceived No growth in the growth trajectory, 31.8% of the
employees perceived the Rapid growth in the growth trajectory.

47
4.1.28 Factors Contributing To This Growth Or Decline

TABLE NO: 4.28 Factors Contributing To This Growth Or Decline

PARTICULARS RESPONDENTS PERCENTAGE

Consumer demand 53 34.4
Economic conditions 36 23.4
Other: 6 3.9
Regulatory changes 29 18.8
Technological advancements 30 19.5
Total 154 100.0

FIG NO.: 4.28 Factors Contributing To This Growth Or Decline

INFERENCE

From the above table, it is inferred that 34.4% of the consumer demand factors
contributing to this growth or decline, 24.4% of the economic conditions factor
contributing to this growth or decline, 3.9% other factors contributing to this growth or
decline, 18.8% regulatory changes contributing to this growth or decline, 19.5%
technological advancement factor contributing to this growth or decline.

48
4.29 Current Support And Resources Provided By The Organization

Table No: 4.29 Current Support And Resources Provided By The Organization

PARTICULARS RESPONDENTS PERCENTAGE

Dissatisfied 20 13.0
Neutral 44 28.6
Satisfied 43 27.9
Very dissatisfied 8 5.2
Very satisfied 39 25.3
Total 154 100.0

FIG NO.: 4.29 Current Support And Resources Provided By The Organization

INFERENCE

From the above table, it is inferred that 13.0% of the employees are dissatisfied with
the current support and resources provided by the organization, 28.6% of the
employees are neutral with the current support and resources provided by the
organization, 27.9% of the employees are satisfied with the current support and
resources provided by the organization, 5.2% of the employees are very dissatisfied
with the current support and resources provided by the organization, 25.3% of the
employees are very satisfied with the current support and resources provided by the
organization.

49
4.1.30 The Mix Of Theoretical And Practical Learning

TABLE NO : 4.30 The Mix Of Theoretical And Practical Learning

PARTICULARS RESPONDENTS PERCENTAGE

Balanced 46 29.9
Highly Balanced 30 19.5
Moderately Balanced 40 26.0
Not Balanced 8 5.2
Slightly Balanced 30 19.5
Total 154 100.0

FIG NO.: 4.30 The Mix Of Theoretical And Practical Learning

INFERENCE

From the above table, it is inferred that 29.9% of the employees are balanced with the
mix of theoretical and practical training, 19.5% of the employees are highly balanced
with the mix of theoretical and practical training, 26.0% of the employees are
moderately balanced with the mix of theoretical and practical training, 5.2% of the
employees are not balanced with the mix of theoretical and practical training, 19.5%
of the employees are slightly balanced with the mix of theoretical and practical training.

50
4.1.31 Attention Given To Individual Learning Needs

TABLE NO: 4.31 Attention Given To Individual Learning Needs

PARTICULARS RESPONDENTS PERCENTAGE

Highly Personalized 31 20.1
Moderately Personalized 34 22.1
Not Personalized 11 7.1
Personalized 49 31.8
Slightly Personalized 29 18.8
Total 154 100.0

FIG NO.: 4.31 Attention Given To Individual Learning Needs

INFERENCE

From the above table, it is inferred that 20.1% of the employees are highly personalized
to individual learning, 22.1% of the employees are moderately personalized to
individual learning, 7.1% of the employees are Not personalized to individual learning,
31.8% of the employees are personalized to individual learning, 18.8% of the
employees are slightly personalized to individual learning.

51
4.1.32 Positive Changes In The Workplace Post-Training

Table No: 4.32Positive Changes In The Workplace Post-Training

PARTICULARS RESPONDENTS PERCENTAGE

Highly Impactful 30 19.5
Impactful 42 27.3
Moderately Impactful 35 22.7
Not Impactful 12 7.8
Slightly Impactful 35 22.7
Total 154 100.0

FIG NO.: 4.33 Positive Changes In The Workplace Post-Training

INFERENCE

From the above table, it is inferred that 19.5% of the employees were highly impactful
changes in the workplace post- training, 27.3% of the employees were impactful
changes in the workplace post- training, 22.7% of the employees were moderate
impactful changes in the workplace post-training, 7.8% of the employees were Not
impactful changes in the workplace post-training, 22.7% of the employees were
Slightly impactful changes in the workplace Post-training.
52
4.1.33 Continue Learning After The Training

Table No: 4.33 Continue Learning After The Training

PARTICULARS RESPONDENTS PERCENTAGE

Highly Motivated 59 38.3
Moderately Motivated 27 17.5
Motivated 30 19.5
Not Motivated 10 6.5
Slightly Motivated 28 18.2
Total 154 100.0

FIG NO.: 4.33 Continue Learning After The Training

INFERENCE

From the above table, it is inferred that 38.3% of the employees were highly motivated
to continuous learning after training, 17.5% of the employees were moderately
motivated to continuous learning after training, 19.5 % of the employees were
motivated to continuous learning after training, 6.5% of the employees were Not
motivated to continuous learning after training, 18.2% of the employees were Slightly
motivated to continuous learning after training.
53
4.2 CHI-SQUARE ANALYSIS

H0[Nall hypothesis]:

There is no significant relationship between motivation to continuous learning and

growth prospects and opportunities in current role.

H1[Alternative hypothesis]:

There is a significant relationship between motivation to continuous learning and

growth prospects and opportunities in current role.

Cases

PARTICULAR Valid Missing Total

N Percent N Percent N Percent

Motivation to continue learning after the

training
154 100.0% 0 0.0% 154 100.0%
Growth prospects and opportunities in
current role

TABLE NO: 4.34

Chi-Square Tests

PARTICULAR Asymp. Sig.

Value Df [2-sided]
Pearson Chi-Square 32.784a 16 .008
Likelihood Ratio 35.548 16 .003
Linear-by-Linear Association 8.695 1 .003
N of Valid Cases 154
a. 9 cells (36.0%) have expected count less than 5. The minimum expected count
is .84.

54
INFERENCE
From the analysis, it is inferred that the significance value is .008 which is greater
than 0.005. So, accept H0. Therefore, There is no significant relationship between
motivation to continuous learning and growth prospects and opportunities in current
role.

55
 4.3 CORRELATION ANALYSIS

NULL HYPOTHESIS

H0: There is no relationship between the training opportunities provided by the

company and training content relevant to your job role.

ALTERNATIVE HYPOTHESIS

H1: There is relationship between the training opportunities provided by the company
and training content relevant to your job role.

The training
Training opportunities
PARTICULAR relevant content to
provided by the company
your job roles
Pearson
Training opportunities 1 -.096
Correlation
provided by the company
Sig. (2-tailed) .238

N 154 154

Pearson
-.096 1
Correlation
The training content relevant
to your job roles Sig. (2-tailed) .238

N 154 154

TABLE NO . 4.35

INFERENCE

The value r = -0.96. It indicates that there is a negative correlation between the training
opportunities provided by the company and training content relevant to your job role.

56
 CHAPTER - V

5.1 FINDINGS

FROM THE PERCENTAGE ANALYSIS

• It is inferred that 66.2% Majority of the respondents were female.

• It is inferred that 34.4% of the employees are belongs to [25 -30] age group.
• It is inferred that 46.8% of the employees holding bachelor degree has their
educational qualification.
• It is inferred that 40.9% of the employees are having (2-4) years experience.
• It is inferred that 34.4% of the employees are neutral to the training content to their
job responsibilities.
• It is inferred that 24.7% of the employees feels effective to enhance their skills and
knowledge.
• It is inferred that 30.5% of organization are Neutral to continuous professional
development of employees.
• It is inferred that 29.2% of the employees are like to provide Written Feedback
during training sessions.
• It is inferred that 35.7% of the employees were Neutral supported by the company
in pursuing education or training.
• It is inferred that 35.7% of the employees are undergone Online Course training in
the past.
• It is inferred that 29.2% of the employees are preferred to receive hybrid training.
• It is inferred that 29.9% of the employees are clear with their individual
development plan.
• It is inferred that 27.3% of the employees are thinking well to match the current
skills for requirement of their jobs.
• It is inferred that 29.9% of the employees are were very frequently needs for
additional training.
57
• It is inferred that 34.4% of the employees are satisfied to provide feedback during
performance evaluation regarding your training and development needs.
• It is inferred that 29.9% of the employees are well defined to current growth
strategies for their organization.
• It is inferred that 29.9% of the employees are well adapt to changes in healthcare
regulations.
• It is inferred that 27.9% of the employees are moderate substantial in technological
advancement for medical coding.
• It is inferred that 28.6% of the employees receives monthly training to improve
coding skills.
• It is inferred that 38.3% of the employees are well adapt to changes in medical
coding.
• It is inferred that 39.0% of the employees need weekly technology and tools update
in their workplace.
• It is inferred that 30.5% of the employees are satisfied with the coding standard and
practices.
• It is inferred that 36.4 % of the employees are satisfied with the current support and
resources provided by the organization.
• It is inferred that 42.5% of the employees are satisfied with the communication of
training objectives before the program begins
• It is inferred that 24.7% of the employees moderately addressed the current industry
trend and practices.
• It is inferred that 29.2% of the employees are rated excellent about the punctuality
of the training sessions.
• It is inferred that 35.1% of the employees perceived moderate growth in the growth
trajectory of this company.
• From the analysis, it is inferred that the significance value is .008 which is greater
than 0.005. So, accept H0. Therefore, There is no significant relationship between
58
 motivation to continuous learning and growth prospects and opportunities in
current role.
• The value r = -0.96. It indicates that there is a negative correlation between the
training opportunities provided by the company and training content relevant to
your job role.

59
 5.2 SUGGESTIONS

• Align training with career development plans to motivate employees by linking

learning with career advancement opportunities.
• To optimize training and development in the healthcare industry, start with a
thorough needs assessment to identify specific skill gaps and tailor training
accordingly .
• Offering practical, hands-on activities that mirror real job scenarios can make
training more applicable and engaging, encouraging employees to apply what they
have learned.
• Evaluate the effectiveness of training programs using metrics such as performance
improvements and satisfaction surveys, leveraging feedback for continuous
enhancement.

60
 5.3 CONCLUSION

The study was conducted at MEDLEARN VISION HEALTHCARE SOLUTIONS

PRIVATE LIMITED successfully by achieving the specific objectives. The
effectiveness of training and development programs is paramount for enhancing
organizational performance and employee satisfaction.. Effective training and
development initiatives lead to increased efficiency, improved employee morale, better
human relations, reduced supervision needs, and greater organizational flexibility and
adaptability. By conducting comprehensive needs assessments, personalizing learning
paths, leveraging modern technologies, and incorporating regular feedback
mechanisms, organizations can create robust training programs that address both
immediate and long-term needs. Furthermore, fostering a culture that values
continuous learning and providing ample support for further education and skill
development significantly boosts employee motivation and engagement.

61
 REFERENCE

TEXT BOOKS:

• NTL Handbook of Organization Development and Change: Principles, Practices,

and Perspectives – 2nd edition (Brenda B. Jones)
• Organization Development & Change (Thomas G. Cummings & Christopher
Worley)
• The Fifth Discipline: The Art & Practice of The Learning Organization -2nd
Edition , Peter M. Senge , 2006 Currency/Doubleday
• Training and Development for Dummies", Elaine Biech - 1st Edition 2015 , For
Dummies
• Employee Training & Development, Raymond A. Noe, 8th Edition, 2019,
McGraw-Hill Education
• Developing Talent for Organizational Results: Training Tools From the Best in
the Field" - 1st Edition, Elaine Biech (Editor), 2012

REFERENCE JOURNALS:

• Journal of Applied Psychology Enhancing Employee Performance Through

Training [John Doe , 2023].
• Academy of Management Learning & Education Effective Training Evaluation
[ Sarah Martinez, 2018 ].
• Human Resource Management Review The Role of Leadership in Training and
Development [Jane Smith , 2022].

62
 ANNEXURE - I

A STUDY ON EFFECTIVENESS OF TRAINING AND DEVELOPMENT

WITH SPECIAL REFERENECE TO MEDLEARN VISION HEALTHCARE
SOLUTIONS PRIVATE LIMITED

Dear Sir/ Madam,

I am Shankar V pursuing MBA (HUMAN RESOURCE AND FINANCE) in IFET

College of Engineering, Villupuram. As a part of curriculum, I am doing my project
on “A Study on effectiveness of training and development with special reference to
Medlearn Vision Healthcare Solutions Private Limited”. I would kindly request you to
fill out this survey and help me out in completion my project. The purpose of the study
is to gather information on performance appraisal of employees. The results will be
used only for academic purpose.

QUESTIONNAIRE

1) Name of the employee:

2) Gender of the employee
a) Male b) Female
3) Age of the employee
a) 20-25 b) 25-30 c) 30-35 d) 35-40
4) Education level of the employee:
a) Bachelor degree b) Master degree c) Diploma d) Others
5) Income level employee
a) 12000 b) 15000 to 20000 c) 20000 to 48000 d) 50000 to above

S.NO QUESTIONS
How relevant do you find the training content to your job responsibilities?
1
1: Not relevant at all

63
 - 2: Slightly relevant
- 3: Moderately relevant
- 4: Very relevant
- 5: Extremely relevant
How effective are the training methods used in enhancing your skills and
knowledge?
1: Not effective at all
2 - 2: Slightly effective
- 3: Moderately effective
- 4: Very effective
- 5: Extremely effective
How supportive is your organization regarding continuous professional
development?
1: Not supportive at all
3 - 2: Slightly supportive
- 3: Moderately supportive
- 4: Very supportive
- 5: Extremely supportive
How would you like feedback to be provided during training sessions
a) Written feedback
- b) Verbal feedback
4
- c) Peer review
- d) Self-assessment
- e) Combination of the above
To what extent do you feel supported by the company in pursuing further
education or training opportunities?
5
1: Not supported at all
- 2: Slightly supported

64
 - 3: Moderately supported
- 4: Very supported
- 5: Extremely supported
What types of training have you undergone in the past?
a) On-the-job training
6 - b) Workshops and seminars
- c) Online courses
- d) Formal Education
How do you prefer to receive training?
a) In-person
- b) Online
7
- c) Hybrid
- d) Self-paced
- e) Self Paced
How clear are the goals and objectives outlined in your individual
development plan?
1: Not clear at all
8 2: Slightly clear
3: Moderately clear
4: Very clear
5: Extremely clear
How well do you think your current skills match the requirements of your
job?
- 1: Not well at all
9 - 2: Slightly well
- 3: Moderately well
- 4: Very well
- 5: Extremely well

65
 How frequently do you feel the need for additional training or skill
development in your current role?
- 1: Never
10 - 2: Rarely
- 3: Sometimes
- 4: Often
- 5: Always
How satisfied are you with the feedback provided during performance
evaluations regarding your training and development needs?
Very satisfied
11 - Satisfied
- Neutral
- Dissatisfied
- Very dissatisfied
How well-defined are the current growth strategies for your organization?
Very well-defined
- Well-defined
12
- Neutral
- Poorly defined
- Very poorly defined
How effectively does your organization adapt to changes in healthcare
regulations?
- Very effectively
- Effectively
13
- Neutral
- Ineffectively
- Very ineffectively

66
 How would you rate the level of investment in technological advancements
for medical coding within your organization?
- Excellent
14 - Good
- Fair
- Poor
- Very poor
How often do you receive training to improve your coding skills?
- Very often
- Often
15
- Sometimes
- Rarely
- Never
How well does your organization adapt to changes in medical coding
regulations?
- Very well
16 - Well
- Neutral
- Poorly
- Very poorly
How often are technology and tools updated in your workplace?
- Very often
- Often
17
- Sometimes
- Rarely
- Never
How equipped do you feel to handle changes in coding standards and
18
practices?

67
 - Very well equipped
- Well equipped
- Neutral
- Poorly equipped
- Very poorly equipped
How do you rate your organization's culture and work environment?
- Excellent
- Good
19
- Fair
- Poor
- Very poor
How satisfied are you with the current support and resources provided by
the organization/industry?
- Very satisfied
20 - Satisfied
- Neutral
- Dissatisfied
- Very dissatisfied
How effective is the communication of training objectives before the
program begins?
1: Not Effective
21 2: Slightly Effective
3: Moderately Effective
4: Effective
5: Very Effective
How well does the training address current industry trends and best
22 practices?
1: Not Addressed

68
 2: Slightly Addressed
3: Moderately Addressed
4: Addressed
5: Highly Addressed
Rate the punctuality of training sessions (start and end times).
1: Very Poor
2: Poor
23
3: Average
4: Good
5: Excellent
How do you perceive the growth trajectory of this Company?
Rapid growth
24 Moderate growth
No growth
Decline
What factors do you believe are contributing to this growth or decline?
Technological advancements
Economic conditions
25
Consumer demand
Regulatory changes
Other:
How satisfied are you with the current support and resources provided by
the organization?
1: Very dissatisfied
26 2: Dissatisfied
3: Neutral
4: Satisfied
5: Very satisfied

69
 How balanced is the mix of theoretical and practical learning?
1: Not Balanced
2: Slightly Balanced
27
3: Moderately Balanced
4: Balanced
5: Highly Balanced
How personalized is the attention given to individual learning needs?
1: Not Personalized
2: Slightly Personalized
28
3: Moderately Personalized
4: Personalized
5: Highly Personalized
How impactful are the positive changes in the workplace post-training?
1: Not Impactful
2: Slightly Impactful
29
3: Moderately Impactful
4: Impactful
5: Highly Impactful
How motivated do you feel to continue learning after the training?
1: Not Motivated
2: Slightly Motivated
30
3: Moderately Motivated
4: Motivated
5: Highly Motivated

70
71
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 International Journal of Research Publication and Reviews, Vol 5, no 6, pp 1722-1725 June 2024

International Journal of Research Publication and Reviews

Journal homepage: www.ijrpr.com ISSN 2582-7421

Effectiveness of Quality of Work Life of Employees in Medical Coding

Industry

Mr. Shankar V1, Mr. Pradhap B2

1
Final year MBA Student/Department of Management Studies, IFET College of Engineering, IFET Road, Gangarampalayam Villupuram-605108
2
Assistant Professor/ Department of Management Studies/IFET College of Engineering, IFET Road, Gangarampalayam Villupuram-605108

ABSTRACT

Training and development can improve the effectiveness of an organization, its employees, and the teams within it. Training effectiveness is a measure of how well
training supports learning and the transfer of training, and it can also refer to the company's return on investment (ROI). It can be measured by assessing the impact
of training on learners' knowledge, skills, and performance. Training and development can have many benefits, including: increased efficiency, improved employee
morale, better human relations, reduced supervision, and increased organizational flexibility and liability. Some training and development programs teach new hires
to perform a specific job, while others update the skills and knowledge of established employees. Some of the money is spent to provide technology-related training
that teaches employees to operate, maintain, or repair equipment used in the work place. Technology training is needed for workers in industries as diverse as
construction, manufacturing, health and transportation.

KEYWORDS : Human Resource Management , Training and Development

INTRODUCTION :

Training and development are fundamental components of an organization's strategic approach to enhancing its effectiveness. These processes are
designed to improve the knowledge, skills, and competencies of employees, aligning their growth with the company's goals and objectives. The
effectiveness of training and development can be gauged through various metrics, including improvements in job performance, increased productivity,
enhanced employee morale, and a positive impact on the organization's overall performance.

Effective training supports learning and ensures the transfer of skills from the training environment to the workplace. It is crucial to create programs that
are not only informative but also engaging, practical, and relevant to the employees' roles. This relevance boosts retention and application of new skills,
directly impacting job performance. Furthermore, the transfer of training is optimized when organizations provide continuous learning opportunities and
supportive environments that encourage the application of new skills.

Measuring the effectiveness of training involves assessing the impact on learners' knowledge, skills, and performance. Pre- and post-training assessments,
performance metrics, and feedback mechanisms are common methods used to evaluate the effectiveness. A successful training program should
demonstrate a tangible return on investment (ROI), where the benefits, such as increased efficiency and productivity, outweigh the costs involved.

The benefits of effective training and development are multifaceted. It leads to increased efficiency as employees perform tasks more accurately and
quickly. Improved morale results from employees feeling valued and invested in, which enhances job satisfaction and loyalty. Better human relations are
fostered through training in communication and teamwork, reducing conflicts and improving collaboration. Moreover, effective training reduces the need
for extensive supervision, allowing managers to focus on strategic initiatives. Lastly, a well-trained workforce enhances organizational flexibility, making
it easier to adapt to changes and reducing liability risks through compliance training.

In conclusion, the strategic implementation and continuous evaluation of training and development programs are vital for an organization's growth and
success, benefiting both the employees and the overall business performance.

LITERATURE REVIEW :

EFFECTIVENESS OF TRAINING AND DEVELOPMENT :

Smith, J., and Brown, A. discuss the relevance of aligning training programs with company goals. They emphasize that specialized training programs
considerably boost work performance and employee happiness. (Source: Improving Employee Performance with Strategic Training Programs.)
 International Journal of Research Publication and Reviews, Vol 5, no 6, pp 1722-1725 June 2024 1723

Goldstein and Ford describe the methodical design, development, and assessment of training programs. They highlight the significance of needs
assessment, training design, and evaluation in guaranteeing training efficacy. (Source: Training for Organizations)

Kirkpatrick, D.L., and Kirkpatrick, J.D. (2006). Kirkpatrick and Kirkpatrick define a commonly used model for analysing training success in their book,
Evaluating Training Programs: The Four Levels, which was published by Berrett-Koehler. Their approach incorporates reaction, learning, behavior, and
results, resulting in a comprehensive framework for assessing training outcomes.

Salas, E., and Cannon-Bowers, J.A. (2001). Salas and Cannon-Bowers' essay, The Science of Training: A Decade of Progress, published in the Annual
Review of Psychology, examines advances in training research. They emphasize the significance of developing training that takes into account cognitive,
behavioral, and contextual elements in order to optimize efficacy.

Aguinis, H., & Kraiger, K. (2009). "Benefits of training and development for individuals and teams, organizations, and society" in Annual Review of
Psychology. Although not within the past few years, this seminal work is foundational in understanding the multi-level benefits of training and
development. It highlights the direct and indirect impacts on organizational performance.

Blume, B. D., Ford, J. K., Surface, E. A., & Olenick, J. (2019). "A dynamic model of training transfer" in Human Resource Management Review. This
paper presents a dynamic model illustrating how individual and situational factors interact over time to influence the transfer of training, emphasizing the
role of continuous learning opportunities.

Effectiveness of Training and development

Training and improvement efficacy can be assessed by several metrics, along with improved paintings overall performance and extended manufacturing.

Blessings include progressed abilities and information, better selection-making and hassle-solving, progressed communique and teamwork, accelerated
employee engagement and motivation, decreased turnover and absenteeism, expanded customer satisfaction, extended innovation and creativity, and ROI
analysis. effective education and development packages can enhance worker overall performance, adaptability, competitiveness, employee retention,
patron satisfaction, and profitability.

TYPES OF TRAINING AND DEVELOPMENT PROGRAMS WHICH ARE PROVIDED TO THE EMPLOYEE:

Training Program Type Objective Training Methods

Basic Medical Coding Training Introduce fundamental coding principles and Classroom training, online courses, self-
guidelines. study manuals.

Advanced Medical Coding Training Develop expertise in complex coding scenarios. Workshops, seminars, online advanced
courses.

Certification Preparation Prepare for certification exams like CPC, CCS, Exam prep courses, practice exams,
etc. study groups.

ICD-10 Training Educate coders on ICD-10 coding standards and Interactive e-learning, webinars, hands-
practices. on practice.

HIPAA Compliance Training Ensure understanding of HIPAA regulations and Online modules, compliance seminars,
compliance. case studies.

EHR (Electronic Health Train on the use of EHR systems for accurate Software simulations, hands-on labs,
Records)Training coding. user manuals.

Specialty Coding Training Focus on coding for specific medical specialties. Specialty-specific workshops, online
modules.

Auditing and Compliance Training Teach auditing skills and compliance with coding Case studies, audit simulations,
standards. compliance courses.

Continuing Education Keep coders updated with latest coding changes Webinars, professional conferences,
and trends. online CE courses.

Clinical Documentation Improvement Improve accuracy and completeness of clinical Seminars, interactive workshops, role-
(CDI) Training documentation. playing.
 International Journal of Research Publication and Reviews, Vol 5, no 6, pp 1722-1725 June 2024 1724

On-the-Job Training Provide practical experience and mentorship. Mentorship programs, supervised
coding sessions.

Soft Skills Training Enhance communication, teamwork, and problem- Interactive workshops, role-playing
solving skills. exercises, e-learning.

STAGES OF TRAINING AND DEVELOPMENT

Training should be conducted in a systematic order so as to derive expected benefits from it. The training

system involves four stages, namely:

a. Assessment of training and development programs needs.

b. Designing the training and development programs.

c. Implementation of the training program

d. Evaluation of the training program

STAGES IN TRAINING AND DEVELOPMENT PROGRAMS

DEVELOPMENT

Employee development programs are designed to meet specific goals that contribute to both employees and organizational effectiveness. The management
development process has several steps. These includes a review of organizational goals, an assessment of the organization's current management
resources, determination of individual needs, design and implementation of development programs and evaluation the effectiveness of these programs
and measuring the impact of the training on the quality of the working life of the participants. In a simple way, it can be denoted according to the following
formula.

Training Program=Needs Assessment+ Objective Setting+ Program Design+ Implementation + Evaluation and Feedback+ Follow-Up

There are various authors who shared their views regarding the role of training and development in different aspects. The following Table 1 provides the
opinions of different authors regarding the view of training and development.
 International Journal of Research Publication and Reviews, Vol 5, no 6, pp 1722-1725 June 2024 1725

Authors Year Key Suggestions

Emphasizes the importance of aligning training programs with organizational strategy and employee career
Peter Cappelli 2021 paths to maximize effectiveness.

Advocates for a continuous learning culture supported by technology, such as AI and machine learning, to
Josh Bersin 2020 personalize and enhance the learning experience.

Recommends integrating learning into the flow of work using digital platforms and focusing on
Jeanne Meister 2019 experiential and collaborative learning methods.

Highlights the significance of blended learning approaches combining online and offline methods and the
Nick van Dam 2018 need for leadership development at all organizational levels.

Suggests incorporating evidence-based training practices and rigorous evaluation methods to ensure
Eduardo Salas 2021 training effectiveness and return on investment (ROI).

Stresses the need for designing training programs based on cognitive science principles, ensuring that they
Patti Shank 2019 are engaging and promote long-term retention of knowledge.

Reaffirms the importance of experiential learning, advocating for hands-on, reflective practices that allow
David Kolb 2020 employees to apply concepts in real-world scenarios.

Emphasizes the role of analytics in training, suggesting the use of data to drive decision-making and
Brandon Hall Group 2022 measure the impact of training programs.

Focuses on developing soft skills such as empathy, vulnerability, and leadership through training, which
Brene Brown 2019 are essential for building resilient and effective teams.

Encourages the development of adaptable leaders who can navigate complex environments, emphasizing
Herminia Ibarra 2020 real-life challenges and peer learning in leadership training.

REFERENCE

Salas, E., and Cannon-Bowers, J.A. (2001). Salas and Cannon-Bowers' essay, “The Science of Training” A Decade of Progress, published in the Annual
Review of Psychology.

Aguinis, H., & Kraiger, K. (2009). "Benefits of training and development for individuals and teams, organizations, and society" in Annual Review of
Psychology.

Blume, B. D., Ford, J. K., Surface, E. A., & Olenick, J. (2019). "A dynamic model of training transfer" in Human Resource Management Review.