Week 1 snapshot

Train the Trainer

Lynne McConnell

June 2014

Central Pharma Investing in Training

Central Pharma continued growth by growing our knowledge and skill base.Growing our knowledge and skills ,means investing in our people.

We invest in our people by investing in our training

WelcomeWelcome to part 1 of the Train the Trainer course. The course is structure into 2 parts

Part 1 - This workshop

A two-day workshop where you have the chance to put into practise what you have learned from the course

Part 2 - Following the course you will have a short on-the-job assessment

A work related assessment assigned by you and/or your manager

The course requires commitment and enthusiasm from you. The more you take part in the course the more you will get from it. The course requires you to

complete tasks and to speak to some of the people within the business.

If you have any worries or concerns about the course or taking on the Certified Trainer role please make sure you speak to your line manager

Workshop Contents – Day 1 / Day 2Introduction

Objectives

Key questions

The Learning Cycle

What is Training and the benefits?

The 4 step plan

Prepare

W-A-T-C-H

Objective setting

Networking

Research

Present

How and Why people learn

Structuring a Training session

Key Training skills

Practice

The practical course

What can I expect?

What do I need to do in preparation?

Feedback is a gift

Put To Work

What happens next

On the job assessment

Continuous Improvement

ObjectiveTraining & Effective Learning

Participants will be introduced to training and learning concepts so that they can be used to design appropriate

training sessions which meet the needs of trainees

Objectives Action PlanPart 1 List below your personal pre-training objectives for this training activity

Name _______________________________________________________

Department ______________________________________________________

Signature ______________________________________ Date __________________

Part 2 List below your personal action plan as a result of this training activity

Key Questions

In this section we are going to look at 4 key questions

• What is Training?

• What are the benefits of effective Training?

• What is the role of a Trainer?

• What are the keys to being a successful Trainer?

The Learning CycleEstablish Needs

List & AnalyseTasks

Analyse Trainees

Write LearningObjectives

DevelopTrainingModules

SelectTraining MethodDevelop

LearningActivities

StructureTraining

ValidateTraining

EvaluateTraining

The Learning Cycle. Establish Needs/TNA

Establish Needs

List & AnalyseTasks

Analyse Trainees

Write LearningObjectives

DevelopTrainingModules

SelectTraining MethodDevelop

LearningActivities

StructureTraining

ValidateTraining

EvaluateTraining

Establishing needs or Training Needs Analysis (TNA)

•Determine if employees have the knowledge and skills to do the job.

•Required performance v’s Actual performance = Needs

4 steps for Training Needs Analysis (TNA)

•Select source of information – How do you know we need this training?

•Determine the stages to analyse – What tasks do we need to train in?

•Select analysis tool – How will you measure the effectiveness of your training?

•Create questions for gathering information – How will you assess the trainees current abilty?

The Learning Cycle. Analyse Trainee/Write Objectives

Establish Needs

List & AnalyseTasks

Analyse Trainees

Write LearningObjectives

DevelopTrainingModules

SelectTraining MethodDevelop

LearningActivities

StructureTraining

ValidateTraining

EvaluateTraining

Analyse the Trainee before the training starts

•Learning is a process where the trainee must be actively involved – Body language, are they picking this up?

•Adults relate learning to what they already know

•Variety stimulates – We all learn differently, what does your trainee need?

•Trainers are change agents – Promote new techniques, new products.

Learning Objectives

• What is the end result the training is intended to achieve?

•Objectives state what the trainee will be able to do at the end of the training – Clear expectations

4 Types of People – Which are you?

ACTIVISTS

REFLECTORS

PRAGMATISTS

THEORISTS

4 Types of People – Which are you?

Name Activist Reflector Theorist Pragmatist

4 Types of People – Which are you?

20

15

10

5

PRAGMATIST 20 15 10 5 5 10 15 20 REFLECTOR

5

10

15

20

ACTIVIST

THEORIST

Plot you scores on the cross below

People type headlines• Activist

• Jumps in at the deep end

• Enthusiastic

• Looks for new experiences

• Likes to be centre of attention

• Reflector

• Chews things over

• Thoughtful and analytical

• Good listener

• Adopts low profile

• Likely to procrastinate

• Theorist

• Logical and objective

• Systematic and analytical

• Thinks things through

• Perfectionist

• Pragmatist

• Experiments with new ideas

• Looks for practical application

• Down-to-earth

• Problem-solver

ActivistsActivists learn best from activities in which there are: • new experiences and challenges from which to learn • short ‘here and now’ tasks involving competitive teamwork and problem-solving • excitement, change and variety • ‘high visibility’ tasks such as chairing meetings, leading discussions and

presentations • situations in which new ideas can be developed without constraints of policy and

structure • opportunities for just ‘having a go’. Activists learn least from, and may react against, activities where: • they have a passive role (lectures, instructions, reading) • they are observers • they are required to assimilate, analyse and interpret lots of 'messy' data • they must work in a solitary way (reading and writing alone) • statements are ‘theoretical’ - an explanation of cause • there is considerable repetition (practising the same skill) • there are precise instructions with little room for manoeuvre • they must be thorough, and tie up loose ends.

PragmatistsPragmatists learn best from activities where: • there is an obvious link between the subject matter and a ‘real life’ problem • they are shown techniques for doing things with obvious practical advantages • they have the chance to try out and practise techniques with coaching or feedback

from a credible expert • they see a model they can emulate, or examples / anecdotes • they are given techniques currently applicable to their own work • they are given immediate opportunities to implement what they have learned • they can concentrate on practical issues, such as drawing up action plans or

giving tips to others. Pragmatists learn least from, and may react against, activities where: • the learning is not related to an immediate need they recognise • organisers of the learning seem distant from reality • there are no clear guidelines • they feel people are going round in circles rather than getting to the point • there are political, organisational, managerial or personal obstacles to

implementation • there is no apparent reward from the learning activity, for example higher grades!

TheoristTheorists learn best from activities where: • what is being offered is part of a system, model, concept or theory • they can explore methodically the associations and interrelationships between

ideas, events and situations • they can question and probe the basic methodology, assumptions or logic • they are intellectually stretched, e.g. by being asked to analyse and evaluate,

then generalise • they are in structured situations with a clear purpose • they see interesting ideas and concepts, whether or not they are immediately

relevant. Theorists learn least from, and may react against, activities where they: • have no apparent context or purpose • have to participate in situations emphasising emotions and feelings • are involved in unstructured activities where ambiguity and uncertainty are high • are asked to act or decide without a basis in policy, principle or concept • are faced with a hotchpotch of alternative or contradictory techniques or methods

without exploring any in depth • doubt that the subject matter is methodologically sound • feel out of tune with other participants, for example when they are with lots of

activists.

ReflectorsReflectors learn best from activities where they: • are allowed or encouraged to watch / think / ponder on activities • have time to think before acting, to assimilate before commenting • can carry out careful, detailed research • have time to review their learning • need to produce carefully considered analyses and reports • are helped to exchange views with other people without danger, by prior

agreement, within a structured learning experience • can reach a decision without pressure and tight deadlines. Reflectors learn least from, and may react against, activities where: • they feel ‘forced’ into the limelight • they must act without time for planning • they are asked for an instant reaction, or ‘off the cuff’ thoughts • they are given insufficient data on which to base a conclusion • in the interests of expediency, they have to make short cuts or do a superficial

job.

Key Questions (What is Training)

What is Training?

Training is defined as the development of:

• Knowledge

• Skills

• Attitudes

• Behaviours

To Bring Performance To the Standard Required

Think of your own role, how do you know what your performance standards are?

• SOP’s

• G&O’s

• 1-2-1’s

Key Questions (What are the Benefits of Training)

What are the benefits of effective training for individuals and for the business?

For individuals, training can:

Improve performance at work

Improve motivation

Increase confidence

Personal development

Improve the ability to handle change

For the business, training can:

Improve performance

Reduce staff turnover

Improve standards

Increase productivity

Increase commercial offerings to customers

Key Questions (The Trainers Role)

What is the role of a Trainer?

• Review training needs• Plan training• Deliver training• Keep attendance logs• Evaluate training• Review trainee’s progress until certified• Update their own knowledge

Key Questions (The Trainers Role)

Review Training Needs

Identifying training needs is about deciding where your trainee needs to be, where they are now and how to

bridge the gap

Planning Training

We will look at tools to help you plan your training session in the “Prepare” section of the workbook

Delivering Training

We will look at the delivery of training in the “Present” section of the workbook and also within the practical section

Keeping Training Records

Why is it important to keep training records?

What could the consequence be of not having training records within our pharma industry?

Key Questions (The Trainers Role)

Evaluating Training

We will explore ways in which you can evaluate the success of your training session in the “Put to Work” section of the

workbook

Reviewing Trainee’s Knowledge

We will cover ways in which you can test your trainees understanding of training received in the “Practice” section of the

workbook

Updating Knowledge

Continuous Improvement in you training techniques will be covered in the “Put to Work” section of the workbook

Key Questions (The Skills of a Successful Trainer)

Think of a training session you have enjoyed and found useful. What was good about it?

What did the trainer do to make it the best training session you have had?

Skills of a Successful Trainer

Subject Knowledge

Communication Skills

Interest and Enthusiasm

Patience

Approachability

Sense of Humour

Trustworthiness

The list is endless but here are some key skills which lead to a successful Trainer

Subject Knowledge

Nothing undermines a trainers credibility more than when they do not know the

subject. If you are unsure of what you are training, it won’t take the trainee long to

realise. Make sure you keep up with all developments within your department

Communication Skills

This includes the ability to get the message across by speaking clearly without any

jargon. Effective communication also means listening carefully to the trainee and

reading all non-verbal communication accurately. Non-verbal communication accounts

or 50% of the message, so make sure you look and read the signs. A trainee may not

tell you that they don’t understand

Interest and Enthusiasm

If you sound interested and enthusiastic about the subject this will be picked up by the

trainee. Beware! The opposite is also true.

Skills of a Successful Trainer

So much lost in jargon……..

Skills of a Successful trainer

Patience

A good Trainer should always be patient, especially with slow learners.

They may be slow due to lack of confidence, to be effective a good

trainer will work to build their confidence

Approachability

Staff must feel that they can come to you with any training problems

they may have.

Sense of Humour

Always useful when running a training session as it can help reduce any

nerves and help build rapport between the Trainer and Trainee

Trustworthiness

Trainers must not betray confidences, e.g. telling one trainee how another did during a training session.

The person you have told will then expect that you will tell others about them

Building the picture….

Identify your TNAKnow the benefitsTrainee – which people typeSuccessful trainer skills

Ready for our 4 Step Plan

The 4 Step PlanPrepare

Who am I training?

What do they know?

What is my training subject?

Training notes/paperwork

Visual aids

Present

Present the training in easy, logical steps

Don’t give the trainee indigestion – Use digestible chunks

Follow your training structure

Practice

Give the trainee a chance to practice

You supervise, give feedback as required

Put to Work

Training records are complete

The trainee begins to do the job

You remain available if there are any problems

The 4 Step Plan (Prepare)

Prepare

Who are you training?

What do they know? – Check their knowledge

What is my training subject? – Do you know enough to carry out the training?

Training notes/paperwork – Do you have everything needed?

Visual aids – Training material is available?

In this section we are going to look at some tools and techniques

to help you prepare well for a training session

• W-A-T-C-H• Objective Setting• Networking• Research

The 4 Step Plan (Prepare)W-A-T-C-H

WHO – are you expected to train?

ACTION - what are you expected to train?

TIME - how much time will you have?

CONDITIONS - what resources will you have?

HOW WELL - to what level of expertise?

It is very important to find answers to all of your WATCH questions before you start

WHO – What is their level of knowledge, check their training record. What are their expectations of you?

ACTION – How good is your subject knowledge? Are there any subject updates you may have missed?

TIME – How much time do you have? How much do you need? When will the training start? Does the trainee know the

arrangements?

CONDITIONS – What resources are available? Where will the training take place? Do you have the right equipment?

Do you need training aids?

HOW WELL – What level of training do they need? What standard are you working towards?

There are many ways to prepare a session, as long as you WATCH you will get along fine.

The 4 Step Plan (Prepare)

Objective Setting

Before any training session it is important to think about your objectives for the session.

Look at the statement below. You have been given this objective by your manager, what is wrong with the statement?

“Train operators in some lot release assays”

The 4 Step Plan (Prepare)

The statement is too vague

• Who are you training?• What is the assay?• How can you measure success?

Using the WATCH technique, re-write the objective (use your imagination to complete the answer)

Read your objective again to make sure you have answered all WATCH questions

The 4 Step Plan (Prepare)Networking

How many people do you know working at BioReliance?

Do you know any people who work in other parts of the company?

When preparing a training session and are clear on your objectives, you then need to ask the following questions:

Is there already a training module that meets my needs?

Is there a module which could be adapted?

Is there anyone that I could talk to who has done similar training?

Think of cooking a curry. If you wanted a great recipe you would probably

go to a recipe book. This is a lot quicker than spending years to perfect by yourself.

A little bit of research could save a lot of time.The wheel has been invented….

The 4 Step Plan (Prepare)

Research

If you can’t use or adapt a suitable course that has been developed then you need to do your own research. Get all of

the pieces in place for your session

Where might you find the information you need?

SOPs Maintenance Records Manuals Library Internet People in the business

Time for you to do some research. Your task is to find out as much as possible about someone in the group.

Questions you might want to ask:

• Type of car they drive?• Favourite colour?

How much can you find out in 10 minutes?

The 4 Step Plan (Prepare)Research Notes

The 4 Step Plan (Present)

Present

Present the training in easy, logical steps

Don’t give the trainee indigestion – Use digestible chunks

Follow your training structure

In this section we will concentrate on:

• How and Why people learn• Structuring Training• Key Training Skills

The 4 Step Plan (Present)

How and Why people learn

We all learn using our senses.

• Which sense or senses do we learn most from?

The 4 Step Plan (Present)

How and Why people learn

80% of information through our eyes

10% of information is retained by telling someone what to do.

30% retained if you tell them and show them at the same time.

60% retained if you tell, show and then they demonstrate.

If you tell someone something they can hear it

If you tell and show someone something they can hear and see it

If you tell, show then let them do it they can hear it, see it, touch it

The 4 Step Plan (Present)

Remember….

How People Learn

Tell – 10%

Tell and Show – 30%

Tell, Show and Do – 60%

The 4 Step Plan (Present)

COLOUR CONCEPT MONOCLE MONDAY INNOVATION TUESDAY

STEEL TELESCOPE FIAT CAR BRASS BINOCULARS

THURSDAY NELSON MANDELA

BRONZE YELLOW ORANGE FORD

ROVER ABSTRACT FRANK BRUNO

IRON INSTRUMENT RED

SPECTACLES METAL SUNDAY IDEA DAYS JAGUAR

You have 2 minutes. Look over the list below and try to remember as many as possible

The 4 Step Plan (Present)

List as many as possible

The 4 Step Plan (Present)

What was your score???

For every word you go right award one point.

Did you remember the first or last word? Did you remember any interesting words or names?

What themes stand out?

It helps to retain words and information if it is grouped into themes, this aids the memory process.

If they were illustrated or in alphabetical order.

The words in the list can be grouped in many ways: Cars, Eyesight, Days, Metals, Colours

The 4 Step Plan (Present)How can we apply these lessons to our training sessions?

Interesting opening – In general people remember interesting openings

Setting the context – If the trainee knows the wider context, learning is easier.

Someone asked you for water, do they mean drinking water or to extinguish a fire??

Logical Order – This way more complex information is held until later. Digestible chunks .

Encouragement – People learn more readily when they are encouraged , feel comfortable without criticism.

Practice – The “DO” part! Get the trainee involved in doing something. If you tried the memory exercise again you would

remember much more?

Feedback – People learn by finding out what they are doing right and wrong.

Remember to Tell, Tell & Show, Tell, Show & Trainee Do

The 4 Step Plan (Present)

Remember….

How People Learn

•Interesting Opening•Setting the Context•Logical Order•Encouragement•Practice•Feedback

The 4 Step Plan (Present)

People learn for many reasons.

What made you decide to learn in the past? List some of the reasons you wanted to train or learn.

The key thing to remember is that most people learn because they want to!

You may have asked in the past “What’s in it for me?” People often want to know the answer to this before starting training,

bear this in mind when running your session, what motivates them to listen to you?

The 4 Step Plan (Present)Structuring a Training Session

The structure must be logical and any session can be divided into 3 parts

• The Beginning

• The Middle

• The End

What do you think should be included in each section?Beginning

Middle

End

The 4 Step Plan (Present)

Beginning

• Put the trainee at ease

• Get them interested by telling them, what’s in it for them

• Have an interesting opening

• Set the wider context so they can see where the task fits in

• Aims and Objectives – Why are you doing the session?

• Outline the training path you will follow

• Check trainees existing knowledge

The 4 Step Plan (Present)

Middle

This is the core………….

Most training takes place here and should be 80% of the session.

• Divided into logical sections, each section should build on what’s gone before

• Use digestible chunks. The trainee must not be given too much in the one go, they may lose confidence as they fail to follow you plan

• Check the trainees knowledge at regular intervals by summarising what’s been covered and asking questions. You can never summaries enough…..

• Tell them, Show them and let them Do.

The 4 Step Plan (Present)

End

• Stress the key point, those the trainee must remember. Summarise in a logical manner

• Check their understanding by asking questions around these key points

• Tell the trainee what happens next, is there a follow up?

• Complete all training records, ensure the trainee signs

The 4 Step Plan (Present)

The Golden Rule

Tell them what you are going to tell them

Tell them

Tell them what you have told them

The 4 Step Plan (Present)

Key Training Skills

In this section we will look at a number of key training skills

• Verbal and Questioning Skills

• Listening Skills

• Non-Verbal Communication

The 4 Step Plan (Present)

Verbal and Questioning Skills

• Closed Questions• These are questions that require only a “Yes” or “No” answer. Did you?, Can you?

• Open Questions• These demand more detail. What do you think about?, How would you?

• Leading Questions• These demand a particular response. You do…don’t you?, You are happy…aren’t you?

• Multiple Questions• When more than one question is used at a time. Do you understand or do you want me to go

through again?

The 4 Step Plan (Present)Have a look at the question types, when might you use each type of question and why?

Closed

Open

Leading

Multiple

The 4 Step Plan (Present)

Verbal Communication

There are 2 key points to emphasis when looking at verbal communication.

• You should always avoid jargon

For a trainee, taking in all of the new information is difficult enough without worrying about jargon.

• You can never summarise enough

This reinforces the main message, clarifies where you have got to in the training and breaks the session into

digestible chunks

Remember to summarise throughout the training and not just at the end

AVOID

The 4 Step Plan (Present) Listening Skills

Summarise regularly what you think the person has said.

Ask questions to check on points that you are not sure about

Concentrate, block out any distracting thoughts.

Don’t jump in too quickly with your comments. Listen and understand what the speaker is

Make listening noises

Keep eye contact with the speaker.

Keep personal feelings out of it. Avoid the temptation not to listen because you don’t like someone

The 4 Step Plan (Present)Non-Verbal Communication

Commonly known as Body Language. Non-Verbal Communication

is a complex area and includes body movements such as:

• Open hands

• Eye contact

• Smiling

• Shrugging shoulders

• Nodding

• Folding arms

Observing your trainees body language will be very useful. If they stop eye contact and start fidgeting they are not listening

to you. In this case get them interested again by getting them to do something or perhaps take a short break.

Remember your body language will give the trainee a message about you. The important message is to keep regular

eye contact with your trainee. Never underestimate the importance of non-verbal communication and the effect it has on

the total message

If you were to split 100% between words, tone of voice and body language in order of

importance in communication, how would you split it??

The 4 Step Plan (Present)

Studies indicate that the relative

importance of different parts of the

message are:

10% Words

40% Tone of Voice

50% Body Language/Non-Verbal Communication

Feedback – Friend or Foe???Think of a time you were given positive feedback and how did it make you feel?

Think of a time you were given negative feedback and how did it make you feel and why?

How could the negative feedback have been delivered more positively?

The 4 Step Plan (Practice)

Feedback??? ….“It’s a gift”

You may find the following tips helpful:

• Be descriptive and not judgemental, say what you like/dislike and not what was right/wrong

• Be specific and not general

• Focus on visible behaviours

• Be cautious of making assumptions

• Describe the impact the behaviour had on others

• Be positive, not negative – emphasis what could be done differently

• Time your feedback appropriately

• Ensure your feedback is something that can be acted upon

• Check the accuracy of your feedback

The 4 Step Plan (Practice)

Receiving Feedback

• Listen

• Check your understanding

• Remember it is for your benefit

• Be proactive in seeking feedback to enhance your performance

• Acknowledge the effort of the giver, thank them!

• Remember you choose whether or not to act, it’s your feedback“Feedback is a gift,

it’s up to you how you use it”

The 4 Step Plan (Practice)

Get better with Feedback

• Give feedback regularly, the more you do the easier it becomes. It doesn’t always have to be formal

• Use a mirror to practice giving feedback. This helps you to monitor your body language, useful if you have to give difficult feedback

• Ask colleagues for feedback on your delivery How am I doing?

Handling Difficult SituationsRunning a training session would be easy if it wasn’t for the trainee. How would you deal with the following situations?

Situation Possible Cause Possible Action

1. Trainee won’t contribute, seems very nervous and forgetting what to “Do”

2. Trainee does not turn up

3. Trainee seems distracted and lacks attention

4. Trainee asks awkward questions which you are not sure of the answer

5. Trainee is forceful and disagrees with what you are saying

Completing the Program

You made it…

You completed the theory workshop.

Ready to put it into practice????

Summary of Day 1

• Prepare• Learning Types• Network & Research• WATCH• Beginning, Middle, End

• Present• Digestible Chunks• Communication• Tell, Tell - how, Tell – Show - Do• Summarise and Summarise

• Practice• The Practice Course• Preparation to Present• Enjoy and Embrace Feedback

The 4 Step Plan (Practice)The Practice Course

“What can I expect?”

Your chance to practice, it is informal and fun.

Every trainee should be allowed to practice in any training context.

Remember Tell, Tell & Show, Tell, Show and let Do.

This section gives you the chance to put into practice what you have learned in an encouraging environment.

There are a number of exercises which are intended to cement your knowledge on areas of the workbook. We will look at

feedback skills and handling difficult trainees

The main part of the session consists of a short training session delivered by yourself. This allows you to give and receive

feedback on your training style and pick up hints and ideas from others in the group

The 4 Step Plan (Practice)

Your Preparation

“What do I need to do in preparation?”

You are required to pull together a short 1-2-1 training session on any topic, ideally not work related. You will have one

trainee from the group (the others will observe and give feedback), you will all get the chance to be both the Trainer and

Trainee.

Use the workbook information to help you Prepare and Present

Be supported by equipment and visual aids – please bring these along to the practice day

The training should be approx 15 minutes long

If you need more information just ask….

Welcome to day 2

• Put to Work• On the Job Assessment• Continuous Improvement

Demonstrate your skills!Put your training into action:

Use the skills you have learned during your training session to prepare and deliver atraining module. Assume the training is being delivered to a novice employee with basic

level knowledge of the job.

AW

TCH

Communication

The 4 Step Plan (Practice)Clear Expectations???

The Practice Course

“What can I expect?”

This is your chance to practice and is intended to be informal and fun. Every trainee should be allowed to practice in any

training context. Remember Tell, Tell & Show, Tell, Show and let Do.

This section gives you the chance to put into practice what you have learned in an encouraging environment. You will get

support from everyone in the group.

There are a number of exercises which are intended to cement your knowledge on areas of the workbook. We will look at

feedback skills and handling difficult trainees

The main part of the session consists of a short training session delivered by yourself. This allows you to give and receive

feedback on your training style and pick up hints and ideas from others in the group

The 4 Step Plan (Practice)

Preparation Complete????

Your Preparation

“What do I need to do in preparation?”

You are required to pull together a short 1-2-1 training session on any topic, ideally not work related. You will have one

trainee from the group (the others will observe and give feedback), you will all get the chance to be both the Trainer and

Trainee.

Use the workbook information to help you Prepare and Present

Be supported by equipment and visual aids – please bring these along to the practice day

The training should be approx 15 minutes long

If you need more information just ask….

WATCH

WHO am I expected to train and what is their level of knowledge?

ACTION – what am I expected to train?Do I have the knowledge?

TIME – how much time will I have? When?How much do I need?

CONDITIONS – what resourcesWill I have? Where? What equipment or aids?

HOW WELL – what level/standard of training?

Feedback/Observation FormINTRODUCTION Y/N LIKES DISLIKES DEVELOPMENTS

Did the trainer put the Trainee at ease?Did the Trainer sell the benefits of training?Was the agenda set out clearly?Did the Trainer set the objectives of training?Did the Trainer check Trainees knowledge?How effective was the introduction?

MIDDLE

Did the session have logical structure?Was the trainee involved? Did they Do?Examples of questions used – where they effective or not?Were appropriate visual aids used?How effective was the middle as a whole?

END

Did the Trainer summarise enough?Did the Trainer check understanding?Was this effective?How effective was the end as a whole?

KEY SKILLS

What evidence of listening did you see?Did the Trainer use questions effectively?What NVC did you see?Was the Trainers voice clear?Did the Trainer use all key skills to their advantage?

The 4 Step Plan (Put To Work)What Happens Next??

On the job assessment

A date and time will be arranged with your department for you to have an on-the-job assessment of your training skills which

you have learned from the course. You will be asked to train someone on a short 15 minute session, this time it will be work

related.

This will be assessed by someone who has been through the course previously and can assess your competency level.

The assessment will be using the same criteria as this course so you will know exactly what is expected.

On completion of this assessment you will become a recognised BioReliance Trainer and receive your training certificate.

Select a Training SubjectChoose one of the following topics to develop a training

module:

• How to prepare a 10-fold serial dilution from neat to 10-8 dilution.

• How to operate a Gilson pipette to aspirate and dispense a set volume.

• Apply the basic principals of aseptic practices during sample manipulation.

• How to set up a meeting invitation in Microsoft Outlook including booking

a conference room.

• How to audit a basic Certificate of Analysis.

• Guidance on basic principals of preparing a memorandum.

The 4 Step Plan (Put To Work)

What Happens Next??

Continuous Improvement

You are expected to keep up to date with the skills you have learned by

• Continually checking which training modules are available in your department

• Highlight any training gaps within your department and ensure modules are available to cover this training

• Being an assessor for others coming through this course

• Undergo a refresher training every 3 years

• Gain as much training experience as you can

BioReliance Train the Trainer

Support is always here for you beyond this course

Hope you have enjoyed the course and enjoy using your new training skills

Thank you….

Course Forms

• The following slides are forms which should be used throughout the course

• Forms can be copied to use when carrying out any training

Train the Trainer Course ReviewThis should be returned to the course tutor on course completion.

What have you learned from the course?

Were all course objective achieved? If not why not?

Were your personal objectives achieved? If not why not?

How effective was the training programme overall?

Train the Trainer Course ReviewThis should be returned to the course tutor on course completion.

How effective was the trainer?

What are the responsibilities as a trainer?

Any other comments

Name ____________________________________________________________________

Department ____________________________________________________________________

Signature ______________________________________ Date __________________

Train the Trainer Action Plan

Part 3 Individual and line manager to complete and retain. Set 5 actions to complete following this course, you should where

possible give planned completion dates.

Task Target Date Achieved

Name ____________________________________________________________________

Department ____________________________________________________________________

Signature ______________________________________ Date __________________

What’s great?• You have established a fabulous business• Business demand is growing• Site expansion to buildings 3 and 4 – Investment.• MHRA result exceptional• Everyone very welcoming• Some great individuals (knowledge, experience, behaviours)• Great first impression……

Below the surface????

Below the surface?Behaviours• Blame culture evident throughout.

• Meeting etiquette is very unprofessional.

• No freedom to make decisions, “Told what to do”.

• Some conduct can be intimidating, “Feel bullied”.

• Unprofessional behaviour/manner from top down

Processes• No ownership of the schedule/plan

• 10 unnecessary changeovers = *40 hrs

• No or incorrect p/w, tooling at production = 48hrs

• Weekend O/T = slow Monday start P/W etc = *3 hrs

• BPR layout and overwrite causes time waste and errors

People Facility• Core team not the strongest in supervision/TL• Temp to perm staff too soon.• PIP’s and disciplinary not enforced, “It switches off.• English understanding, worrying• Training not very effective• No urgency to start up after breaks or holidays• No strong HR policies or support

• Site security not 100%, some doors left opened.

• Looks slightly unloved. (Offices)

• Best use of space in new buildings (breakout and training).

• No project plans in place for major initiatives

• Free pallet storage for some customers?

Root Cause?

• The structure is compressed i.e., MD carrying out line operations

• This compression of roles creates no development opportunities, responsibly or respect

• Widening structure to give freedom to perform the job - accountability

Root Cause Action – step 1• Individual planning control – 1 input and 1 output (tighter control of our true process)

• Identify what talent we have (rank and rate)

• RTW, disciplinary – create formal process (tighter control of our people)

• Supervisors/Team Leaders mentored to perform at a far higher level (define roles and responsibilities)

• Get the right people into the right jobs (additional recruitment to grow the business)

• Slow introduction to WCM (5S, 5Y, LEAN, VSM)

Reactive - Proactive

How we introduce WCM to the team

• Business overview leading to WCM, presented to all operational shift teams

• Rank and rate (production, warehouse, engineering) – what % meets expectation

• Individual 1-2-1’s for rating feedback and PIP for any not meeting expectation

• Managers weekly 1-2-1 with all on PIP

• 5S theory rolled out to 20% of the team (1hr)

• RCA training for customer service and production (5Y’s simple kick off)

• FE process map (customer enquiry to production initiation) – SIPOC visual exercise (2 hrs x 3 small x-function team)

CIP in the background• Line speeds and team sizes to be reviewed and challenged

• Engineering C/O TAT opportunities – improvement projects

• Gowning/GMP standards improved and enforces

• Start to build set of company KPI’s to display

• Plan to 48 hr lockdown? Weekly planning not in control

• Update PBR to help reduce error rate

• T/L ability to be reviewed and true standards set

• Best structure for controlling the plan - Potential new role and better use of resource

• Clearly define roles and responsibilities across operations (op level etc)

• Step by step project plan for buildings 3 & 4 with weekly team meetings

• Look at best layout to accommodate training, archiving etc

Reactive - Proactive

HR questions

• Employee handbook?• Moving from bank holiday to full cover• Absence procedure?

OPERATION INTRO DRAFT

What is WCM?

World Class Manufacturing is a different set of ideas, policies and techniques for managing any production company. It is driven by the results achieved within the Japanese manufacturing resurgence following World War II, and adapts many of the ideas used by the Japanese in automotive, electronics and steel companies to gain a competitive edge. It primarily focuses on continual improvement with KPI’s around quality (Error rate), cost (H/C, RR & C/O), lead time (TAT), flexibility (x-training) and customer service (OTD).

Why choose WCM?

• People who are directly involved in carrying out the processes of additional value are the internal customers. All others support groups derive from their positive influence on the production process.

• WCM drives ownership and the non-acceptance of losses.

• World Class Manufacturing is as physically strenuous, complicated, and demanding as any other form of production, only much more effective because of its completeness, transparency and harmonious coherence between people and processes.

• WCM is more successful, more enjoyable, and healthier for human beings and companies.

• Not working harder, but working smarter, not being obstructive but co-operative as teams, not the customer has to choose what we produce, but "we produce what the customer wants".

• Customers are becoming more and more demanding. Wanting more options, the lowest price and deliver it now. That is why we cannot survive without WCM.

• World Class Manufacturing; Which Manufacturing Company would not want that?

Key steps to WCM

• As a World class manufacturers we will implement best practices and also invent new practices to stay above the rest in the manufacturing sector. The main parameters which determine world-class manufacturers are quality, cost effective, flexibility and innovation.

• KPI’s determine WCM – Quality, Safety, Cost (effectiveness), Delivery (efficiency), People, Innovation

• We will implement robust control techniques through a five step plan, which will make the business efficient.

• Reduction of set up time and in change overs: It is important that we are able to cut back time in setting up machinery and also tune machinery before production.

• Cellular Manufacturing: It is important that production processes are divided into according to its nature, with similar nature combined together. Longer runs, master the process, understand the product

• Reduce WIP material: It is normal tendency of manufacturing to maintain high levels of WIP material. Increased WIP leads to more cost and decreased WIP gives more focus on production and fast movement of goods. JIT mindset

• Removal the trivial many and focus on vital few: It is important for us to focus on production of products which are lined with forecast demand as to match customer expectation.

WCM techniques to help• Make to order

• Streamlined Flow

• Smaller lot sizes

• Collection of parts

• Doing it right first time (RFT)

• Cellular or group manufacturing

• Total preventive maintenance (TPM)

• Quick replacement

• Zero Defects

• Just in Time (JIT)

• Higher employee involvement

• Cross Functional Teams

• Multi-Skilled employees

• Visual Signaling (KPI)

• Statistical process control (SPC)

Reactive - Proactive

How we introduce WCM to the team

• Business overview leading to WCM, presented to all operational shift teams

• Rank and rate (production, warehouse, engineering) – what % meets expectation

• Individual 1-2-1’s for rating feedback and PIP for any not meeting expectation

• Managers weekly 1-2-1 with all on PIP

• 5S theory rolled out to 20% of the team (1hr)

• RCA training for customer service and production (5Y’s simple kick off)

• FE process map (customer enquiry to production initiation) – SIPOC visual exercise (2 hrs x 3 small x-function team)

CIP in the background• Line speeds and team sizes to be reviewed and challenged

• Engineering C/O TAT opportunities – improvement projects

• Gowning/GMP standards improved and enforces

• Start to build set of company KPI’s to display

• Plan to 48 hr lockdown? Weekly planning not in control

• Update PBR to help reduce error rate

• T/L ability to be reviewed and true standards set

• Best structure for controlling the plan - Potential new role and better use of resource

• Clearly define roles and responsibilities across operations (op level etc)

• Step by step project plan for buildings 3 & 4 with weekly team meetings

• Look at best layout to accommodate training, archiving etc

Reactive - Proactive