SUMMER TRAINING PROJECT REPORT
SUMMER TRAINING PROJECT REPORT
ON
ON
TRAINING PROCESS AND EVALUATION
TRAINING PROCESS AND EVALUATION
AT
AT
IND-SWIFT LABS LIMITED
IND-SWIFT LABS LIMITED
(Dera-bassi, dist. Mohali, Punjab)
(Dera-bassi, dist. Mohali, Punjab)
Submitted
Submitted to:
to:
Submitted
Submitted by:
by:
Mr.
Mr. Rajesh
Rajesh Sharma
Sharma
kulvinder
kulvinder kaur
kaur
Deputy
Deputy manager
manager
M.B.A
M.B.A 3
3
rdrdsem
sem
H.R
H.R Department
Department
Punjabi
Punjabi University
University
Ind-Swift
TABLE OF CONTENTS
TABLE OF CONTENTS
•
• AcknowledgementAcknowledgement •
• Executive SummaryExecutive Summary •
• Company ProfileCompany Profile •
• Introduction to the topicIntroduction to the topic •
• Project 1Project 1
Training policy of Ind-SwiftTraining policy of Ind-Swift
Gap Analysis RecordGap Analysis Record
Causes Of VariationCauses Of Variation
RecommendatioRecommendations ns And And SuggestionsSuggestions
ConclusionsConclusions
•
• Research methodologyResearch methodology
•
• Project 2Project 2
Analysis And Analysis And InterpretInterpretationation
FindingsFindings ConclusionConclusion QuestionnaireQuestionnaire • • BibliographyBibliography
ACKNOWLEDGEMENT
Successful results of any work are proof of co- operation, hard work, strong determination and proper guidance. If these are included in any work than it get hundred percent complete and also give reasonable result.
So I am thankful to all those people who are anywhere co- operating me in completing this project. I want to say heartiest thanks to Mr. Atul Kumar Chaubey (AGM HR), Mr. Rajesh Sharma (Deputy manager-HR ), Ms. Sarika Rawal (Office Asstt.) and Mr. Surinder Sharma (Sr. Office Asst.), who always guide & instruct me to proceed in proper way to complete this project.
Heartiest thanks to my HOD and my departmental teachers or university who all gave this golden opportunity to expose my talent outside and to get aware with working culture of companies for the future prospect.
Lastly I want to say thanks to all employees of IND-SWIFT who directly or indirectly co-operated with me anywhere.
EXECUTIVE SUMMARY
The project entitled “Training Procedure at Ind-Swift Laboratories Limited” And
“Review on Techniques adopted by I.S.L.L to Improve the Effectiveness of Training and Development” is an attempt to understand the opinion and attitudes of the various categories of employees of the Ind-Swift Laboratories, Derabassi towards the maintenance of effectiveness of Training services provided by the Company.
It also aims to know and study obstacles in the proper utilization and increase the effectiveness of Training programs and try to suggest remedial measures where possible. The data was collected through well structured questionnaires. About 30 employees were considered for the sample size out of 180 employees, since the researchers are given very limited time. The survey was carried out in various departments of the Company.
In the course of study, it was found that the training programmes analyzed were provided to all the employees of I.S.L.L. and was not specific to particular category of employees. The in depth study of the welfare measures adopted by the company revealed that majority of the employees were fairly satisfied with the training and development programmes.
COMPANY PROFILE
Ind-Swift is one of the leading pharmaceutical grounds in India engaged in manufacturing of bulk drug, formulations and health care products.
The various establishments of the group are located in and around Chandigarh, in Haryana (Panchkula), Himachal Pradesh (Parwanoo) and Punjab (Derabassi).
The group has total strength of trained and motivated manpower of over 1000 person including 250 strong field strength (all over India) and 30 doctorates and post graduates in various fields of science and technology.
The visionary promoters with their techno managerial skills have nurtured the growth and diversification of the group in and around the nucleus of pharmaceutical business. Since its establishment in 1984, Ind-Swift has developed considerable technical expertise and significant experience.
The strength of group is in its strategic and timely diversification, massive infrastructure, physical resources and a team of dedicated professional pursuing higher level of quality, productivity and excellence.
At Ind-Swift the people know that it is through their action that they gain respect and good reputation day after day and for this reason they are practically committed to operate in a manner that provides the highest level of products and reliable supply and cost effectiveness.
ISLL has following units in northern India: • ISLL, Derabassi
• Swift Formulation
• Mukar Pharmaceuticals Limited
• Ind-Swift, Panchkula
ISLL PLANT AT DERABASSI
Ind-Swift Labs has been promoted by Ind-Swift Limited in Joint venture with the Punjab State Industrial Development Corporation (PSIDC). The group has established a strong reputation as innovators in the Indian Pharmaceutical industry.
Ind-Swift laboratories limited went public in 1973 and concentrated on the manufacturing of Active Pharmaceutical Ingredients (API). Its strength in organic synthetic chemical resulted in the company emerging as the pioneer for a number of products both in the National and International markets. As the company built up vast skills in the area of research and development, quality systems as well as matters relating to regulated markets the world
Over a short period of time, Ind-Swift Laboratories Limited has emerged as a respectable and dependable supplier of Bulk – Actives in more than 35 countries. Not only are the company’s plants built as per USFDA, the company employs current Good Manufacturing Practices (cGMP) also, which are recognized and accepted in the stringent regulated markets. This includes a responsible commitment to the environment.
To leverage its quality commitment, the company has drawn out a long term strategy of emerging as a powerful force in the regulated markets as drugs worth over US$ 40 billion goes off patent this decade. The company’s shares are listed on the Mumbai’s, National, Ludhiana and Delhi Stock Exchanges.
DEPARTMENTS AT ISLL DERABASSI
1. HR 2. Purchase 3. Accounts 4. Costing 5. Commercial 6. Quality Assurance 7. Quality Control 8. Research &Development 9. Utility 10. Mechanical 11. Electrical 12. Warehouse 13. Safety
14. Production: It is sub-divided into ten production plants & three solvent recovery plants.
PRODUCTS PRODUCED AT ISLL
Macrolide Antibiotics: Clarithromycin Clarithromycin Granules Roxithromycin Roxithromycin Granules Azithromycin Cardiovasculars: Atorvastatin Anti-allergic Phexophenadina HCL Anti-Ulcerants Pentazocin SteroidsBetamethasone Sodium Phosphate Betamethasone Dipropionate Betamethasone valerate
INTRODUCTION
An organization either Business or Industrial Enterprises, needs many factors for its growth, further development and for its very survival. The most important factors are Capital, Materials, Machineries and Human Resources as the success or failure of any organization depends on the effective combination of these factors. Managing all their factors are comparatively easier than managing Human Resources. The human Resources are most important and need to be handled carefully. Since all the other factors are handled by the human resources, they have to be trained in the effective manner to utilize the resources at optimal level to get the desired output and thereby to reach the organization goals. The effective combination of all these factors results to way for success.
Training is defined as learning that is provided in order to improve performance on the present job. A person’s performance is improved by showing her how to master a new or
established technology. The technology may be a piece of heavy machinery, a computer, a procedure for creating a product, or a method of providing a service.
Oliver Sheldon says ‘No industry can rendered efficient so long as the fact remains unrecognized that the in principally human- not a mass of machines and technical process but a body of men, if manpower is properly utilized it causes the industry to run at its maximum optimization getting results and also work for as an climax for industrial and group satisfaction in the relation to the work formed. Competitive advantage is therefore depend on the knowledge and skill possessed by employee more than the finance or market structure by organization.
The employee training not only serves the purpose to develop their employers but also safe guard organizational objectives of survival and success through competitive advantages. The training function now popularly called as Human Resource
Development coordinates the provision of training and development experiences in organization.
In recent years, the scope of Training and Development has broadened from simply providing training programs to facilitating learning throughout the organization in the wide variety of ways. There is increasing recognition that employees can and should learn continuously, and
that they can learn from experience and from each other as well as from formally structured training programs. Nevertheless, formal training is still essential for most organizations or teaches them how to perform in their initial assignment, to improve the current performance of employees who may not be working as effectively as desired, to prepare employees for future promotions and increased responsibilities.The Computer Application Training and New Employee Training is most popular training topics. Various Management and supervisory skills such as leadership, performance appraisal, interviewing, and problem solving were also commonly taught. Many organizations provide ‘Train-the-trainer’ courses for superiors or peers who will in turn provide on-the-job training to others. Besides being one of the most important HRM functions, Training and Development is also one of the most expensive.
Meaning and Definition
:
After an employee is selected, placed and introduced, he or she needs to be provided with training facilities. The training is the act of increasing the knowledge and skill of an employee for doing the particular job. Training is a short term educational process and utilizing systematic and organized procedure by which an employee is learned the technical knowledge.
Definition:
Staimez defines ‘Training is a short term process utilizing a systematic and organized procedure by which non-managerial personnel to learn technical knowledge and skill”.
Mamoria defines “Development covers not only the activities which improve job performance, but also those which bring about growth of personality, helps individual in the process towards maturity and actualization of these potential capacities so that they become
not only good employees but also both good men and women”.
S.P.Robbins defines “Training is a learning process which seeks a relatively permanent change in behavior that occurs as a result of experience”.
Dale Yoder defines “It is that deals with the effective control and use of manpower as a distinguished from other source of man power”
Meaning:
Training is part of Human Resource Development. It is concerned with training, development, and education. Training has been defined as an organized learning experience, conducted in a definite time period, to increase the possibility of improving job performance and growth. Organized means that it has to be performed in a systematic way. Although learning can be incidental, training is concerned with the worker learning clear and concise standards of performance or objectives.
Training is the acquisition of technology which permits employees to perform their present job to standards. It improves human performance on the job the employee is presently doing or is being hired to do. Also, it is given when new technology in introduced into the workplace.
Development is training people to acquire new horizons, technologies, or view points, It enables leaders to guide their organizations onto new expectations by being proactive rather than reactive. It enables workers to create better products, faster services, and more competitive organizations. It is learning for growth of the individual, but not related to a specific present or future job. Unlike training, which can be completely evaluated, development cannot always be fully evaluated. This does not mean that we should abandon development programs, as helping people to grow and develop is what keeps an organization in the cutting edge of competitive environments. Development can be considered the forefront of what many now call the Learning Organization.
Development involves changes in an organism that are systematic, organized, and successive and are thought to serve an adaptive function. Training could be compared this metaphor – if I miss one meal in a day, then I will not be able to work as effectively due to a lack of nutrition. While development would be compared to this metaphor – if I do not eat, then I will starve to death. The survival of the organization requires development throughout the ranks in order to survive, while training makes the organization more effective and efficient in its day-to-day operations.
Principle of Training:
1. Training Plan: This must be well planned, prescribed and ably executed effective implementation depends to great extend on planning.
2. Organizational objective: T & D program must meet objectives of the organization.
3. Equity and Fairness: T & D program must enjoy equal opportunity to drive benefit out of such training and must have equal chance to undergo such training.
4. Application Specification: Training content is balanced between theory and practical. It must be ‘Application specification.’
5. Upgrading information: T and D program is continuous reviewed at periodic interval as order to make them updated in terms of knowledge and skill.
6. Top Management support: Top management support is essential to make training and Development effective.
7. Centralization:For economy of effective uniformity and efficiency, centralization of training department is found more common and useful.
8. Motivation – Training and Development have motivation aspects like better career opportunity, individuals & skill development etc.
Importance of Training in recent years:
Recent changes in the environment of business have made the Training and Development function even more important in helping organization maintain competitiveness and prepare for the future. Technological innovations and the pressure of global competition have changed the ways organizations operate and the skills that their employee need. The tight labor market has increased the importance of training in several ways. First higher employee turnover means that more new employees need training. Second, it has been suggested that frequent and relevant development experiences are an effective way to gain employee loyalty and enhance retention of top-quality staff.
Need For Training:
Training must be tailored to fit the organization’s strategy and structure. It is seen as pivotal in implementing organization-wide culture-change efforts, such as developing a commitment to customer service, adopting total quality management, or making a transition of self-directed work teams. Pace-setting Human Resource Development departments have moved from simply providing training on demand to solving organizational problems. Trainers see themselves as internal consultants or performance improvement specialists rather than just instructional designers or classroom presenters. Training is only one of the remedies that may be applied by the new breed of Human Resource Development practitioners.
In an age of network organizations, alliances, and long-term relationships with just-in-time suppliers, leading companies are finding that they need to train people other than their own employees. Some organization offer quality training to their suppliers to ensure the quality of critical inputs. Organizations with a strong focus on customer service may provide training for purchasers to their product.
1. Shortage of skill: Skilled and knowledge people are always on short supply, alternatively they are too expensive to hire from outside. The best way is to improve the skill and knowledge of the existing employees through Training and Development.
2. Technological Obsolesce: Growth of technology takes place very fast. This will render current technological obsolesces in the near future.
3. Personal Obsolesce: At the time of recruitment employees posses a certain amount of knowledge and skill. As the time passes their knowledge becomes obsolesce unless it is uploaded by proper training. This happens because of changes take place in product methods procurement of better machines.
4. Organization Obsolesce : Modern management has introduced a number of innovative steps in functioning of management like play organizing, controlling to such change are bound to fail and become obsolete, to prevent obsolesce organization. Employees must be exposed to modern Technology through T&D
5. Increased Productivity: Instruction can help employees increase their level of performance. Increase human performance often directly leads to operational productivity and increase company profits.
6. Coercive Training by Government: In order to provide better employability changes of unemployed youth, certain governments have taken initiatives to mobilize resource available at public/government and private to provide training to outside candidates. One such arrangement is called at “Apprenticeship Training” conducted by Government of India. A part of expenditure incurred for this by the private sectors
is reimbursed by government.
7. Human Capital: The latest thinking is to treat employees as ‘Human Capital’. He expenditure involved in training and development are now being considered as an investment. This is cause in globalization it is the knowledge and skill of employees which determine complete advantages of firm.
TRAINING PROCESS:
Model of the Training Process:
1. Organizational objectives 2. Assessment of Training need 3. Establishment of Training goals 4. Devising training programme
5. Implementation of training programme 6. Evaluation of results
Organizational Objectives and Strategies:
The first step in the training process in an organization is the assessment of its objectives and strategies. What business are we in? At what level of quality do we wish to provide this product or service? Where do we want to be in the future? It is only after answering these related questions that the organization must assess the strengths and weaknesses of its human resources.
Assessment of Training need:
The identification of training needs is the second step in a uniform method of instructional design.
1. Types of Needs Analyses
Many needs assessments are available for use in different employment contexts. Sources that can help you determine which needs analysis is appropriate for your situation are described below.
• Context Analysis. An analysis of the business needs or other reasons the training is
desired. The important questions being answered by this analysis are who decided that training should be conducted, why a training program is seen as the recommended solution to a business problem, what the history of the organization has been with regard to employee training and other management interventions.
• User Analysis. Analysis dealing with potential participants and instructors involved in
the process. The important questions being answered by this analysis are who will receive the training and their level of existing knowledge on the subject, what their learning style is, and who will conduct the training.
• Work analysis. Analysis of the tasks being performed. This is an analysis of the job
and the requirements for performing the work. Also known as a task analysis or job analysis, this analysis seeks to specify the main duties and skill level required. This helps ensure that the training which is developed will include relevant links to the content of the job.
• Content Analysis. Analysis of documents, laws, procedures used on the job. This
analysis answers questions about what knowledge or information is used on this job. This information comes from manuals, documents, or regulations. It is important that the content of the training does not conflict or contradict job requirements. An
experienced worker can assist (as a subject matter expert) in determining the appropriate content.
• Training Suitability Analysis. Analysis of whether training is the desired solution.
Training is one of several solutions to employment problems. However, it may not always be the best solution. It is important to determine if training will be effective in its usage.
• Cost-Benefit Analysis. Analysis of the return on investment (ROI) of training.
Effective training results in a return of value to the organization that is greater than the initial investment to produce or administer the training.
2. Techniques
Several basic Needs Assessment techniques include:
• direct observation • questionnaires
• consultation with persons in key positions, and/or with specific knowledge • review of relevant literature
• interviews • focus groups • tests
• records & report studies • work samples
3. Checklist for Training Needs Analysis
It is helpful to have an organized method for choosing the right test for your needs. A checklist can help you in this process. Your checklist should summarize the kinds of
information discussed above. For example, is the test valid for your intended purpose? Is it reliable and fair? Is it cost-effective? Is the instrument likely to be viewed as fair and valid by the test takers? Also consider the ease or difficulty of administration, scoring, and
interpretation given available resources. A sample checklist that you may find useful appears on the following page. Completing a checklist for each test you are considering will assist you in comparing them more easily.
An analysis of training need is an essential requirement to the design of effective training. The purpose of training need analysis is to determine whether there is a gap between what is required for effective performance and present level of performance.
Why training need analysis?
Training need analysis is conducted to determine whether resources required are available or not. It helps to plan the budget of the company, areas where training is required, and also highlights the occasions where training might not be appropriate but requires alternate action.
Corporate need and training need are interdependent because the organization performance ultimately depends on the performance of its individual employee and its sub group.
Organizational Level – Training need analysis at organizational level focuses on strategic planning, business need, and goals. It starts with the assessment of internal environment of the
organization such as, procedures, structures, policies, strengths, and weaknesses and external environment such as opportunities and threats.
After doing the SWOT analysis, weaknesses can be dealt with the training interventions, while strengths can further be strengthened with continued training. Threats can be reduced by
identifying the areas where training is required. And, opportunities can be exploited by balancing it against costs.
For this approach to be successful, the HR department of the company requires to be involved in strategic planning. In this planning, HR develops strategies to be sure that the employees in the organization have the required Knowledge, Skills, and Attributes (KSAs) based on the future KSAs requirements at each level.
Individual Level – Training need analysis at individual level focuses on each and every individual in the organization. At this level, the organization checks whether an employee is performing at desired level or the performance is below expectation. If the difference between
the expected performance and actual performance comes out to be positive, then certainly there is a need of training.
However, individual competence can also be linked to individual need. The methods that are used to analyze the individual need are:
• Appraisal and performance review • Peer appraisal
• Competency assessments • Subordinate appraisal • Client feedback
• Customer feedback
• Self-assessment or self-appraisal
Operational Level – Training Need analysis at operational level focuses on the work that is being assigned to the employees. The job analyst gathers the information on whether the job is clearly understood by an employee or not. He gathers this information through technical interview, observation, psychological test; questionnaires asking the closed ended as well as open ended questions, etc. Today, jobs are dynamic and keep changing over the time. Employees need to prepare for these changes. The job analyst also gathers information on the tasks needs to
be done plus the tasks that will be required in the future. Based on the information collected, training Need analysis (TNA) is done.
FOUR STEPS TO CONDUCTING A NEEDS ASSESSMENT:
Step 1. PERFORM A "GAP" ANALYSIS.
The first step is to check the actual performance of our organizations and our people against existing standards, or to set new standards. There are two parts to this:
Current situation: We must determine the current state of skills, knowledge, and abilities of our current and/or future employees. This analysis also should examine our
organizational goals, climate, and internal and external constraints.
Desired or necessary situation: We must identify the desired or necessary conditions for organizational and personal success. This analysis focuses on the necessary job tasks/standards, as well as the skills, knowledge, and abilities needed to accomplish these successfully. It is important that we identify the critical tasks necessary, and not just observe our current practices. We also must distinguish our actual needs from our perceived needs, our wants.
The difference the "gap" between the current and the necessary will identify our needs, purposes, and objectives.
What are we looking for? Here are some questions to ask, to determine where HRD may be useful in providing solutions:
Problems or deficits: Are there problems in the organization which might be solved by training or other HRD activities?
Impending change:Are there problems which do not currently exist but are foreseen due to changes, such as new processes and equipment, outside competition, and/or changes in staffing?
Opportunities: Could we gain a competitive edge by taking advantage of new technologies, training programs, consultants or suppliers?
Strengths:How can we take advantage of our organizational strengths, as opposed to reacting to our weaknesses? Are there opportunities to apply HRD to these areas?
New directions:Could we take a proactive approach, applying HRD to move our
organizations to new levels of performance? For example, could team building and related activities help improve our productivity?
Mandated training:Are there internal or external forces dictating that training and/or organization development will take place? Are there policies or management
decisions which might dictate the implementation of some program? Are there governmental mandates to which we must comply?
Step 2. IDENTIFY PRIORITIES AND IMPORTANCE:
The first step should have produced a large list of needs for training and development,
career development ,organization development, and/or other interventions. Now we must examine these in view of their importance to our organizational goals, realities, and constraints. We must determine if the identified needs are real, if they are worth addressing, and specify their importance and urgency in view of our organizational needs and requirements. For example:
Cost-effectiveness: How does the cost of the problem compare to the cost of implementing a solution? In other words, we perform a cost-benefit analysis.
Legal mandates:Are there laws requiring a solution? (For example, safety or regulatory compliance)
Executive pressure:Does top management expect a solution?
Population: Are many people or key people involved?
Customers: What influence is generated by customer specifications and expectations? If some of our needs are of relatively low importance, we would do better to devote our
energies to addressing other human performance problems with greater impact and greater value.
Step 3. IDENTIFY CAUSES OF PERFORMANCE PROBLEMS AND/OR OPPORTUNITIES:
Now that we have prioritized and focused on critical organizational and personal needs, we will next identify specific problem areas and opportunities in our organization. We must know what our
performance requirements are, if appropriate solutions are to be applied. We should ask two questions for every identified need: Are our people doing their jobs effectively?
Do they know how to do their jobs?
This will require detailed investigation and analysis of our people, their jobs, and our organizations -- both for the current situation and in
preparation for the future.
Step 4. IDENTIFY POSSIBLE SOLUTIONS AND GROWTH OPPORTUNITIES.
If people are doing their jobs effectively, perhaps we should leave well enough alone. ("If it ain't broke, don't fix it.") However, some training and/or other interventions might be called for if sufficient importance is attached to moving our people and their performance into new directions.
Once training needs are assessed, training and development goals must be established. Without clearly set goals, it is not possible to design a training and development programme and, after it has been implemented there will be no way of measuring its effectiveness. Goals must be tangible, verifiable, and measurable. This is easy where skills’ training is involved. For example, the successful trainee will be expected to type 55 words per minute with two or three errors per page. Nevertheless, clear behavioral standards of expected results are necessary so that the programme can be effectively designed and results can be evaluated. Training enables employees to develop and train within the organization and increase the market value, earning power and job security. It moulds the employee’s attitude and also helps them to achieve better co-operation with the company and greater loyalty to it. The management is benefited in the sense that higher standard of quality are achieved, a satisfactory organization structure is built up, authority can be delegated and stimulus for progress applied to employees.
• To increase productivity of employees of workers.
• To improve quality of work and product.
• To enhance and update knowledge and skill level of employee in the organization.
• To promote better opportunity for the growth and promotion chances of employees and thereby the employability.
• To secure better health and safety standard.
• To improve quality of life of employees.
• To sustain competitive advantage.
• To impart new entrants of knowledge and skill.
• To build up a sound line of competent efficiency and prepare them as a part of their career progress to occupy more responsible positions.
• To impart customer education, help grading skills and knowledge and employees estimate career planning of the company.
Devising Training and Development Programme
Every training and development programme must address certain vital issues 1. Who participates in the programme?
2. Who are the trainers?
3. What methods and techniques are to be used for training? 4. What should be the level of training?
5. What learning principles are needed? 6. Where is the program conducted?
Who are the trainers: Trainers should be selected on the basis of self-nomination, recommendations of supervisors or by the HR department itself. Whatever is the basis, it is advisable to have two or more target audience. For example , rank-and- file employees and their supervisors or by the HR department itself.
Several people, including the following may conduct training and Development programmes: 1. Immediate supervisors
2. Co-workers, as in buddy systems, 3. Members of the personnel staff,
4. Specialists in other parts of the company, 5. outside consultants,
6. Industry association, and faculty members at universities.
HOW IS T & D RELATED TO HUMAN RESOURCE MANAGEMENT?
An effective use of materials, money, machines and human resource is essential for achieving a high level of productivity in the industry. Whereas other resource have limitation, the human resource has unlimited potential. Moreover this is the only activity resource, other being passive. Its quality of human resource through training input is of vital importance.
• Improves communication between group and individual
• Aids in orientation for new employees and taking new jobs through transfer or promotion
• Provides information on equal opportunity and affirmation action
• Improves interpersonal skill
• Builders cohesiveness in groups
• Provides a good environment for learning, growth and co-ordination
• Improves lab our management relation
• Helps to create better corporate image
• Provides information for further needs in all areas of organization
• Moves a person towards personal goals while improve Human Resource and Organization goals.
Training Methods and Techniques for Employees:
Because of the objective of Human Resource Development is to contribute to the organization’s overall goals, training programs should be developed systematically and with the organization’s true needs in mind. Successful training begins with a thorough needs
assessment to determine which employees need to be trained and what they need to be trained to do,
This section considers the choice of methods for employees training. With training objectives defined and learning principles in mind, the trainer must be choose appropriate training methods and design the sequence of events in the training program. Perhaps the first decision to be made is whether to conduct the training on the job or away from the job. In many cases, the decision is to do some of both.
Training is a set of a systematic processes designed to meet learning objectives related to trainees' current or future jobs. These processes can be grouped into the following phases; needs analysis, design, development, implementation, and evaluation. The phases are sequential, with the outputs of the previous phases providing the inputs to those that follow. Figure 1 depicts the phases and their relationships. Training delivery methods consist of the techniques and materials used by trainers to structure learning experiences. Different training delivery methods are better or worse at achieving various learning objectives. During the design phase the different methods are examined to determine their appropriateness for the learning objectives. Once appropriate methods have been identified, they are applied to the training plan in the development phase.
There are three categories of learning objectives: knowledge, skills, and attitudes (KSAs). Knowledge objectives are of three types: declarative, procedural, and strategic. Declarative knowledge is the person's store of factual information. Procedural knowledge is the person's understanding about how and when to apply the facts. Strategic knowledge is used for planning, monitoring, and revising goal-directed activity. Skill reflects one's proficiency at specific tasks such as operating a piece of equipment, giving a presentation, or making a business decision. Attitudes are beliefs and/or opinions about objects and events and the positive or negative affect (feelings) associated with them. Attitudes affect motivation levels, which in turn influence a person's behavior. Most training programs have learning objectives for knowledge, skill, and attitudes; these programs need to combine several methods into an integrated whole because no single method can do everything well.
The various training delivery methods can be divided into cognitive and behavioral approaches. Cognitive methods provide information orally or in written form, demonstrate relationships among concepts, or provide the rules for how to do something. They stimulate learning through their impact on cognitive processes and are associated most closely with changes in knowledge and attitudes. The lecture, discussion, e-learning and, to some extent,
case studies are cognitive methods. Though these types of methods can influence skill development, it is not their strength.
Conversely, behavioral methods allow the trainee to practice behavior in a real or simulated fashion. They stimulate learning through experience and are best at skill development and attitude change. Equipment simulators, business games, role plays, the in-basket technique, behavior modeling and, to some extent, case studies are behavioral methods. Both behavioral and cognitive methods can be used to change attitudes, though they do so through different means. On-the-job training is a combination of many methods and is effective at developing knowledge, skills, and attitudes, but is best at the latter two. Following are techniques which are progressively being employed in training process to make it more productive.
1. LECTURE METHOD
The lecture is best used for creating a general understanding of a topic. Several variations in the lecture format allow it to be more or less formal and/or interactive. In the pure lecture, communication is one way—from trainer to trainees. It is an extensive oral presentation of material. A good lecture begins with an introduction that lays out the purpose, the order in which topics will be covered, and ground rules about interruptions (e.g., questions and clarification). This is followed by the main body of the lecture in which information is given. The topic areas should be logically sequenced so that the content of preceding topics prepares trainees for the following topics. The lecture should conclude with a summary of the main learning points and/or conclusions.
Another major benefit of the lecture is that it is interactive and that trainees can ask questions or has the presenter change the pace of the lecture if necessary.
2. DISCUSSION METHOD
The discussion method uses two-way communication between the lecturer and the trainees to increase learning opportunities. This method uses a short lecture (20 minutes or less) to provide trainees with basic information. This is followed by a discussion among the trainees and between the trainees and the trainer that supports, reinforces, and expands upon the information presented in the short lecture. Verbal and nonverbal feedback from trainees allows the trainer to determine if the desired learning has occurred. If not, the trainer may need to spend more time on this area and/or present the information again, but in a different manner. .
Both the lecture and discussion method are useful for changing or developing attitudes, though the discussion method is more effective. The lecture, and especially the discussion, modifies employee attitudes by providing new insights, facts, and understanding.
E-LEARNING
Many companies have implemented e-learning, which encompasses several different types of technology assisted training, such as distance learning, computer-based training (CBT), or
web-based training (WBT). Distance learning occurs when trainers and trainees are in remote locations; typically, technology is used to broadcast a trainer's lecture to many trainees in many separate locations. Distance learning provides many of the same advantages and disadvantages as the lecture method. Distance learning can be much less expensive than paying for trainees in multiple locations to travel for a lecture, but it may reduce motivation
to learn because of the remoteness of the trainer.
Computer-based training and web-based training are virtually similar. With this type of training, content is delivered through the computer, using any combination of text, video, audio, chat rooms, or interactive assessment. It can be as basic as reading text on a screen or as advanced as answering quiz questions based on a computerized video that the trainee has viewed..
E-learning is an alternative to classroom-based training, and it can provide a number of advantages. E-learning can:
• reduce trainee learning time, by allowing trainees to progress at their own pace
• reduce the cost of training, particularly by reducing costs associated with travel to a
training location
• provide instructional consistency, by offering the same training content to employees
worldwide
• allow trainees to learn at their own pace thereby reducing any boredom or anxiety that
may occur
• provide a safe method for learning hazardous tasks with computer simulations • increase access to training to learners in locations around the world
E-learning can be effective at developing or modifying attitudes. The factual relationships among objects and events, and the consequences of particular courses of action, can be portrayed in many ways with e-learning technology. How objects, events and their
relationships are perceived can be altered by the visual and textual presented in a CBT. However, since the objects and events are simulated, rather than real, the emotional or affective side of attitudes may not be activated. In addition, there is no opportunity during e-learning to discuss attitudes with others in a setting where a trainer can monitor, direct, and reinforce the discussion to support the desired attitude(s). This may be one reason many adult learners indicate a preference for e-learning to be combined with some form of instructor- based training. Trainees often prefer blended training, which is when both computer and
face-to-face training are combined, and it is used by many organizations.
SIMULATIONS:
Simulations are designed to mimic the processes, events, and circumstances of the trainee's job. Equipment simulators, business games, in-basket exercises, case studies, role playing,
and behavior modeling, are types of simulations.
EQUIPMENT SIMULATORS
Equipment simulators are mechanical devices that incorporate the same procedures, movements and/or decision processes that trainees must use with equipment back on the job. Among those trained with this method are airline pilots, air traffic controllers, military personnel, drivers, maintenance workers, telephone operators, navigators, and engineers. To
be effective the simulator and how it is used must replicate, as closely as possible, the physical and psychological (time pressures, conflicting demands, etc.) aspects of the job site. To facilitate this, the equipment operators and their supervisors should be involved in the simulation design and pre-testing. This reduces potential resistance to the training and, more importantly, increases the degree of fidelity between the simulation and the work setting.
a. BUSINESS GAMES
Business games attempt to reflect the way an industry, company, or functional area operates. They also reflect a set of relationships, rules, and principles derived from appropriate theory (e.g., economics, organizational behavior, etc.). Many business games represent the total organization, but some focus on the functional responsibilities of particular positions within an organization (e.g., marketing director, human resource manager). These are called
functional simulations. Games that simulate entire companies or industries provide a far better understanding of the big picture. They allow trainees to see how their decisions and
actions influence not only their immediate target but also areas that are related to that target. Prior to starting the game trainees are given information describing a situation and the rules for playing the game. They are then asked to play the game, usually being asked to make decisions about what to do given certain information. The trainees are then provided with feedback about the results of their decisions, and asked to make another decision. This process continues until some predefined state of the organization exists or a specified number
of trials have been completed. For example, if the focus is on the financial state of a company, the game might end when the company has reached a specified profitability level or when the company must declare bankruptcy. Business games involve an element of competition, either against other players or against the game itself. In using them, the trainer must be careful to ensure that the learning points are the focus, rather than the competition.
IN-BASKET TECHNIQUE
The in-basket technique simulates the type of decisions that would typically be handled in a particular position such as a sales manager or operations manager. It affords an opportunity to assess and/or develop decision-making skills and attitudes. To begin the exercise, trainees are given a description of their role (a current or future job) and general information about the situation. Trainees are then given a packet of materials (such as requests, complaints, memos, messages, and reports) which make up the in-basket. They are asked to respond to the materials within a particular time period (usually 2 to 4 hours). When the in-basket is completed, the trainer asks the trainee to identify the processes used in responding to the information and to discuss their appropriateness. The trainer provides feedback, reinforcing appropriate decisions and processes or asking the trainee to develop alternatives. A variation is to have trainees discuss their processes in a group format moderated by the trainer. Here the trainer should attempt to get the trainees to discover what worked well, what didn't and why.
Case studies are most often used to simulate strategic decision-making situations, rather than the day-to-day decisions that occur in the in-basket. The trainee is first presented with a history of the situation in which a real or imaginary organization finds itself. The key elements and problems, as perceived by the organization's key decision makers, may also be provided. Case studies range from a few pages in length to more than a hundred. Trainees are asked to respond to a set of questions or objectives. Responses are typically, though not always, in written form. Longer cases require extensive analysis and assessment of the information for its relevance to the decisions being made. Some require the trainee to gather information beyond what was in the case. Once individuals have arrived at their solutions, they discuss the diagnoses and solutions that have been generated in small groups, large groups, or both. In large groups a trainer should facilitate and direct the discussion. The trainer must guide the trainees in examining the possible alternatives and consequences without actually stating what they are.
Written and oral responses to the case are evaluated by the trainer. The trainer should convey that there is no single right or wrong solution to the case, but many possible solutions depending on the assumptions and interpretations made by the trainees. The value of the case approach is the trainees' application of known concepts and principles and the discovery of new ones. The solutions are not as important as the appropriateness with which principles are applied and the logic with which solutions are developed.
b. ROLE PLAY
The role play is a simulation of a single event or situation. Trainees who are actors in the role play are provided with a general description of the situation, a description of their roles (e.g.,
their objectives, emotions, and concerns) and the problem they face.
Role plays differ in the amount of structure they provide to the actors. A structured role play provides trainees with a great deal of detail about the situation that has brought the characters together. It also provides in greater detail each character's attitudes, needs, opinions, and so on. Structured role plays may even provide a scripted dialog between the characters. This type of role play is used primarily to develop and practice interpersonal skills such as communication, conflict resolution, and group decision making. Spontaneous role plays are loosely constructed scenarios in which one trainee plays herself while others play people that the trainee has interacted with in the past (or will in the future). The objective of this type of role play is to develop insight into one's own behavior and its impact on others. How much structure is appropriate in the scenario will depend on the learning objectives.
Whether structured or spontaneous, role plays may also differ based on the number of trainees involved. Single, multiple, and role-rotation formats provide for more or less participation in the role play. In a single role play, one group of trainees role plays while the rest of the trainees observe. While observing, other trainees analyze the interactions and identify learning points. This provides a single focus for trainees and allows for feedback from the trainer. This approach may cause the role players to be embarrassed at being the center of attention, leading to failure to play the roles in an appropriate manner. It also has the drawback of not permitting the role players to observe others perform the roles. Having non-trainees act out the role play may eliminate these problems, but adds some cost to the training.
In a multiple role play, all trainees are formed into groups. Each group acts out the scenario simultaneously. At the conclusion, each group analyzes what happened and identifies learning points. The groups may then report a summary of their learning to the other groups, followed by a general discussion. This allows greater learning as each group will have played the roles somewhat differently. Multiple role plays allow everyone to experience the role play in a short amount of time, but may reduce the quality of feedback. The trainer will not be able to observe all groups at once, and trainees are usually reluctant to provide constructive feedback to their peers. In addition, trainees may not have the experience or expertise to provide effective feedback. To overcome this problem, video tapes of the role plays can be
used by the trainee and/or trainer for evaluation. .
BEHAVIOR MODELING
Behavior modeling is used primarily for skill building and almost always in combination with some other technique. Interpersonal skills, sales techniques, interviewee and interviewer behavior, and safety procedures are among the many types of skills that have been
successfully learned using this method. While live models can be used, it is more typical to video tape the desired behavior for use in training. The steps in behavior modeling can be summarized as follows:
1. Define the key skill deficiencies
2. Provide a brief overview of relevant theory
3. Specify key learning points and critical behaviors to watch for 4. Have an expert model the appropriate behaviors
5. Have trainees practice the appropriate behaviors in a structured role play
6. Have the trainer and other trainees provide reinforcement for appropriate imitation of the model's behavior
Behavior modeling differs from role plays and games by providing the trainee with an example of what the desired behavior looks like prior to attempting the behavior. While this method is primarily behavioral, steps 2 and 3 reflect the cognitively oriented learning features of the technique. Feedback to the trainee is especially powerful when video is used to record both the model's and the trainee's performance. Through split screen devices, the performance
of the model and the trainee can be shown side by side. This allows the trainee to clearly see where improvements are needed.
Simulations are not good at developing declarative knowledge. Some initial level of declarative and procedural knowledge is necessary before a simulation can be used effectively. Although some knowledge development can occur in simulations, usually other methods are required for this type of learning. Simulations provide a context in which this knowledge is applied. Improving the trainees' ability to apply knowledge (i.e., facts, procedures, and strategies) is the focus of simulations. Simulations do a good job of
developing skills because they:
• simulate the important conditions and situations that occur on the job • allow the trainee to practice the skill
Each of the different formats has particular types of skills for which they are more appropriate:
• Mechanical, machine operation and tool-usage skills are best learned through use of
equipment simulators.
• Business decision-making skills (both day to day and strategic), planning, and
complex problem solving can be effectively learned through the use of business games.
ON-THE-JOB TRAINING:
The most common method of training, on-the-job training (OJT) uses more experienced and skilled employees to train less skilled and experienced employees. OJT takes many forms and can be supplemented with classroom training. Included within OJT are the job-instruction technique, apprenticeships, coaching, and mentoring. Formal OJT programs are typically conducted by employees who can effectively use one-on-one instructional techniques and who have superior technical knowledge and skills. Since conducting one-on-one training is not a skill most people develop on their own,train-the-trainer training is required for OJT trainers. In addition to training the trainers, formal OJT programs should carefully develop a sequence of learning events for trainees. The formalized instructional process that is most commonly used is called the job-instruction technique.
JOB-INSTRUCTION TECHNIQUE (JIT):
The JIT was developed during World War II and is still one of the best techniques for implementation of OJT nearly forty years later. It focuses on skill development, although there are usually some factual and procedural-knowledge objectives as well. There are four steps in the JIT process: prepare, present, try out and follow up.
Prepare. Preparation and follow up are the two areas that are most often ignored in OJT programs. Preparation should include a written breakdown of the job. Ignoring this step will prevent the trainer from seeing the job through the eyes of the trainee. When the trainer is
very skilled there are many things he does on the job without thinking about them. This can result in their being overlooked in training without a systematic analysis and documentation of the job tasks prior to beginning training. .
Present. In this stage of JIT there are four activities: tell, show, demonstrate, and explain. When telling and showing, the trainer provides an overview of the job while showing the trainee the different aspects of it. The trainer is not actually doing the job, but pointing out important items such as where levers are located, where materials are stored, and so on. The trainer then demonstrates how to do the job, explaining why it is done that particular way and emphasizing key learning points and important safety instructions. The components of the job
should be covered one at a time, and in the order they would normally occur while performing the job.
Try Out. The trainee should be able to explain to the trainer how to do the job prior to actually trying to do the job. This provides a safe transition from watching and listening to doing. When the trainee first tries out the job the trainer should consider any errors to be a function of the training, not the trainee's learning ability. When errors are made they should be used to allow the trainee to learn what not to do and why. The trainer can facilitate this by
questioning the trainee about his actions and guiding him or her in identifying the correct procedures.
Follow Up. During follow up the trainer should check the trainees' work often enough to prevent incorrect or bad work habits from developing. The trainer should also reassure the
trainee that it is important to ask for help during these initial solo efforts. As trainees demonstrate proficiency in the job, progress checks can taper off until eventually they are eliminated.
APPRENTICESHIP TRAINING:
Apprenticeship training dates back to the Middle Ages, when skilled craftsmen passed on their knowledge to others as a way of preserving the guilds. Today, apprenticeship programs are partnerships between labor unions, employers, schools, and the government. They are most often found in the skilled trades and professional unions such as boiler engineers, electrical workers, pipe fitters, and carpenters. The typical apprenticeship program requires two years of on-the-job experience and about 180 hours of classroom instruction, though requirements vary. An apprentice must be able to demonstrate mastery of all required skills and knowledge before being allowed to graduate to journeyman status. This is documented through testing and certification processes.
a) COACHING:
Coaching is a process of providing one-on-one guidance and instruction to improve the work performance of the person being coached in a specific area. It differs from other OJT methods
in that the trainee already has been working at the job for some time. Usually, coaching is directed at employees with performance deficiencies, but it can also serve as a motivational tool for those performing adequately. Typically the supervisor acts as the coach. Like the OJT trainer, the coach must be skilled both in how to perform the task(s) and how to train others to do them. The amount of time supervisors devote to coaching activities steadily increased during the 1990s and will likely represent more than 50 percent of supervisors' time by the new millennium.
The coaching process, viewed from the coach's perspective, generally follows the outline below. Note the similarities between JIT and this process.
1. Understand the trainee's job, the KSAs and resources required to meet performance expectations, and the trainee's current level of performance.
2. Meet with the trainee and mutually agree on the performance objectives to be achieved.
4. At the work site, show the trainee how to achieve the objectives, observe the trainee's performance, and then provide feedback.
5. Repeat step 4 until performance improves.
MENTORING:
Mentoring is a form of coaching in which an ongoing relationship is developed between a senior and junior employee. This technique focuses on providing the junior employee with political guidance and a clear understanding of how the organization goes about its business.
Mentoring is more concerned with improving the employee's fit within the organization than improving technical aspects of performance, thus differentiating it from coaching. Generally, though not always, mentors are only provided for management-level employees
Evaluation Phase:
Donald Kirkpatrick developed the best-known and most widely used framework
• Reaction: The first level involves reaction measures, or the participant’s feelings about the program. Reaction information is usually gathered by questionnaire during or immediately after the program. At least two aspects of reaction should be assessed: Did the trainee enjoy the program, and do they think the program will be useful to them.
• Learning: The second level of evaluation has to do with learning. Learning measures assess the degree to which trainees have mastered the concepts, information, and skills that the training tried to impart. Learning is assessed during and or at the end of the training program with paper and pencil tests, performance tests and graded simulation exercises.
• Behavior – On-the-job behavior is the third level of evaluation. Behavior measures ask whether employees are doing things differently on the job after training, whether they are visibly using what they have been taught. In essence, this is transfer of training.
• Results: The final level of evaluation involves results measures. At this level, the impact of the training program on the work group or organization as a whole is assessed objectively. The appropriate objective measures to use depend on the content and objectives of the training. Samples measures of results include cost savings, profit, productivity, quality, accidents, turnover, and employee attitude.
RECOMMENDATIONS AND CONCLUSIONS
Information from the training evaluation can be used in making decisions about whether to continue the training program or how to improve it. Modifying the training based on reaction measures is fairly straightforward. A boring speaker can be replaced, a film rates as irrelevant dropped, or a caterer changed, depending on the feedback received. If a sound evaluation design was used additional modification of the training might be suggested by scores on the learning, behavior or results measures.
If insufficient learning occurred, the training presentation itself may have been at fault. Information may have been presented unclearly, or inadequate time and practice may have been allowed for trainees to absorb the materials. Alternatively, trainee readiness or
motivation may be been deficient so that an otherwise well designed training experience had no real impact on the trainees.
If behavior on the job did not improve despite gains in learning, the fault could lie in the needs assessment, the training program itself, or the work environment. If the initial needs assessment was not performed correctly, trainees might have mastered material that was not relevant to the demands of their jobs. Thus while they might have learned something from the training, what they learned is not something that they can use. Another possibility is that the training content might have been appropriate, but there was insufficient emphasis either on transfer of training to the job or on relapse prevention. Finally, the fault could lie in the work environment if supervisors or the environment do no facilitate the use of new skills.
When learning and behavior change but results do not improve, the appropriateness of the training or validity of the result measures should be scrutinized. If people are behaving differently. But the behavior has no impact on the bottom line, from a poor needs assessment. If on the other hand, the trained behaviors are better and more effective than the behaviors used previously, then the problem is simply that the results measures are too coarse or contaminated to register their beneficial effect. Results measures like profit and turnover are affected by many factors outside the organization, such as general economic and labor market conditions. Perhaps a training program does have beneficial impact, but he impact is simply not visible against larger trends in global results measures.
Utility of Training is the net gain realized by an organization as a result of adopting a given Human Resource management practice, and it can be calculated for training programs as well as which jack Philips has championed addition a fifth level to Krikpatrick’s training evaluation hierarchy, return on investment. Phillips believes that the benefits of training should be carefully quantified and compared to the cost of delivering the training in order to justify training expenditures and evaluate the relative work of different training programs.
Calculating utility or return on investment requires both assessing the cost of the training and putting a dollar on the benefits of the training. Some cost categories associated with the training are show in as below. They include one-time costs incurred in developing the program initially, costs that they are incurred each time the program is repeated, and costs incurred for each person trained. It is harder to put in terms of value on the benefits of training that it is to assess the costs. First one must estimate how much better a trained employee will perform than an untrained employee. The money payback of a certain percentage of improvement in performance depends on the importance of the job. It is probably worth more to an organization to increase an executive’s performance by 10% than to increase a secretary’s performance by 10%. He multiplies the amount gained per trainee per year no. of persons trained.
Next the duration of the training impact must be estimated. Because the benefit of training an employee is lot when that employee quits, turnover rates are often built into utility calculations. However, even if an employee stays with the organization, the effects of some kinds of training gradually wear off as trainees forget what they have learned or the knowledge become obsolete. Thus as estimate of the half-life of the training intervention also must be factored in.
COSTS WHICH INCURR DURING THE TRAINING PROGRAMME:
One-Time Cost:
• Needs assessment costs
• Salaries of training designers or consultants
• Purchase for reusable training equipment and materials
Pre-Session Costs
• Trainer salaries, travel and lodging • Facilities rental
Pre-Trainee Costs
• Trainee wages or salary during training
• Transportation, food and lodging for trainees during training • No reusable training materials, handouts etc.
The final step in calculating utility is to subtract the total costs from the total benefits of a particular training program given to a specified number of people. Estimating the necessary parameters and calculating utility can be extremely complex, but by doing so, an employer
can build a solid justification for a training program on purely economic grounds.
Properly conceived and implemented training programs can have definite effects on organization performance and profits. A recent extensive study of the utility of several training programmed in a large pharmaceutical company found that training programs varied widely in their impact, Manager training programs had an average return on investment of 45% whereas sales and technical training had an average return on investment of 156%. Information of this sort can be used to decide where to direct training resources to produce the large impact.
PROJECT UNDERTAKEN
• To study the Training Policy being conducted at Ind-swift laboratories limited and evaluation on the basis of feedback forms filled by the trainees.
SCOPE OF STUDY
• To find out how much employees perceive these training programs to be effective and beneficial.
• To find out to what degree is the Training given to these employees catering to their general as well as specific needs.
• To find out the obstacles in the proper utilization and increase the effectiveness of Training programs and tries to suggest remedial measures wherever possible.
TRAINING PROCEDURE AT IND-SWIFT LABS
OBJECTIVE: To describe a standard procedure for training of all the employees at Ind-swift laboratories ltd.
SCOPE: This procedure is applicable to all the employees working at Ind- swift laboratories limited, Derabassi.
RESPONSIBILITIES: HR head is responsible for explaining the company policies & procedures to new joinee, preparation of quarterly training calendar, conducting trainings related to HR and safety, co-ordination with H.O.D for external trainings, maintaining training records and keeping a check on training gap analysis.
QA dept. is responsible for preparation of quarterly training calendar of QA and company level training , conducting training related to cGMP/regulatory and global standards operating procedures maintaining training records and training gap analysis.
Concerned H.O.D is responsible for preparation of quarterly training calendar, conducting trainings on departmental standard procedures, maintaining training records, recommending the names of departmental personnel for external trainings and making trainings gap analysis record.
ACCOUNTABILITY: QA head, HR head PROCEDURE:
Two types of training is there called internal training and external training.
INTERNAL
TRAINING-Internal training is referring to that type of training which are conducted under various departments by concerned departments in house describing below.
1) HUMAN RESOURCE TRAINING-• Manpower planning • Stress management • Team work • Team building • Time management • Labor laws • Computer skills
• Leading for excellence
2) SAFETY
TRAINING-• Related to safety
3)
PRODUCTION-• Allotment of batch/ lot no.
• No. of API and intermediaries
• In process sampling
• Filling of batch
• Processing record
• Operating procedure of reactor
• Housekeeping and sanitation
• Product change over
• Vessel entry permit
• Operation procedure of sterile tray drier
• Job order
• Cleaning of heat exchanger
• Power failure
• Equipment log book
4) QC &
QA-• Sample entry log book
• Operating procedure of instrument
• Housekeeping and sanitation
• Performing volumetric analysis test
5) STORE & WAREHOUSE
• Cleaning of sample of scoop and scraper
• Deduction of incoming raw/ packaging material
• Return of gas cylinder
• Handling of rejected material
• Temperature and humidity monitoring
• Procedure for unloading of tanker
• Procedure for operation of weigh bridge
• Operation and maintenance of scrubber system
• Handling of hazardous solvent and raw material
6)
PURCHASE-• Vendor validation
• Stress management
• Raw material and packaging material procurement
• Ethics in purchase
• Handling of rejection
• ABC classification
• Inventory control
7) UTILITY (water system, mechanical, electrical, quality engr.,)
• Verification of calibration status of closing pump
• Water quality monitoring
• Testing procedure
• Sampling of water sample
• Preventive maintenance of panel
• Calibration of ph meter
• Preventive maintenance of centrifuge
