Professional Documents
Culture Documents
2013
GMP MANUAL
2.C Training
Base Dr. Michael Hiob
Here you will find answers to the following questions:
Why is training necessary?
How should training be planned and organised?
What is to be taught?
What training methods are there?
What makes a good trainer?
How can you check the success of training?
In each case, there will be a gap of varying width between the theoretical requirements profile and the employee's actual qualification. This gap must be
closed through training. To this end, the knowledge and capabilities that the employee still lacks must be determined, so that he can fulfil his
requirements profile. In this way, learning objectives are set, which must be achieved during the training. Learning objectives are usually the acquisition of
knowledge and practical skills.
Content (selection)
Company
introduction
Legal form, company history, product range, business data, working time regulations, employee representation, canteen,
introduction of the departments head
GMP principles/laws GMP Guideline, Drug Law, pharma business regulation, Product Liability Law, finished pack regulation
Quality assurance
concept
Quality term, quality policy, structure of the QA manual, set-up and workflow organisation, continuous improvement process
(CIP)
Documentation
SOP administration, document hierarchies, forms, document handling, approval procedure, archiving, GMP-compliant recording
Sanitation
EDP
Labelling
Labelling of rooms and storage positions, labelling of the operating, cleaning and maintenance status, handling of rejected
material, status labelling on containers
Changes
and deviations
Safety at work
Protective clothing, noise/dust guard, heavy loads handling, monitor workstations, health check-ups
handouts and writing utensils distributed at the start of the training ensures that the participants can concentrate fully on the trainer and their attention is
not compromised through the need to write at the same time.
2.C.6.2 Qualification of the trainer
The trainer should be an expert in the training subject. He should know the plant and the composition of the group to be trained (previous knowledge,
work focuses). External trainers and consultants must be informed accordingly well.
Adults learn independently and according to their own pattern. The trainer should therefore have the didactic ability to support the individual participant in
his learning process, encourage him to extend his knowledge independently and not try to force his learning concept on the participants. For this reason,
the question of the trainers or teacher's qualification must not be taken lightly, as otherwise the training event can easily turn into an aloof self-projection
of the trainer, which is of benefit neither to the plant nor to the participants (cf. Figure 2.C-3).
In order to enable a uniform teaching level, the group to be trained should be composed of people with the same level of education and experience.
Figure 2.C-3 Requirements of a good trainer
What makes a good trainer?
Extensive technical knowledge and experience
Didactic ability, in particular in terms of adult education
Preparation of the training in line with the target group
Clear, comprehensible structure of the presentation
Sensible and experienced use of media
Ability to motivate, humour, creativity
Self-critical control of learning objectives
To assess the effectiveness of the training system, the checklist in Figure 2.C-5 can be used.
Figure 2.C-5 Checklist for reviewing the training system
Checklist for reviewing the training system
1. Requirements profiles
Have requirements profiles been compiled and approved?
By whom and how are they checked for plausibility and for how up-to-date they are?
2. Learning objectives
Are workplace-related learning objectives defined for employees?
By whom and how is the achievement of learning objectives reviewed?
Is there a subject catalogue for basic training of new
employees, tradesmen and visitors?
3. Planning
Have training dates, venues, target groups and training subjects been defined?
By whom and how is compliance with the training plan reviewed?
4. Carrying out
Are suitable rooms and media available for training courses
How is it ensured that the trainers are sufficiently qualified?
Is every training course documented in a traceable manner?
5. Review of success
By whom and how is the success of the training reviewed?
Is a need for additional training recognised and consistently pursued?
2.C.8 Documentation
All training activities are to be documented in a traceable manner. Documentation can be made in paper form or via EDP. Records of the key aspects
mentioned in Figure 2.C-6 should be available.
An evaluation of the training documentation should be possible under the following criteria:
Which (additional) training was carried our per employee in a defined period of time?
When were training courses held for specific subjects?
What training subjects were taught in a specific period of time?
How was the effectiveness of the training measures reviewed?
Figure 2.C-6 Contents of the training documentation
Key aspect
Documentation contents
Training execution
Venue and duration, training contents, list of participants, trainer, reference to resources and materials
Evaluation
Summary
Regular training of employees is a significant requirement for employees being able to complete their tasks in accordance with GMP.
Training events must be planned carefully, be executed in a methodic manner, and be reviewed in terms of their success.