REPORT ON

TRAINING NEED ASSESSMENT OF

SQUARE PHARMACEUTICALS
1
TABLE OF CONTENTS
Title Page
Letter of Transmittal
Acknowledgement
Table of Contents
Executive Summary
1. !ntroduction
1.1 Statement of t"e #e$ort
1.% &ackground of t"e study
1.' Sco$e and (b)ectives of t"e
study
1.* +et"odology of t"e study
1., Limitations of t"e study
%. T"eoretical -ramework
%.1 An (verview of t"e Com$any
%.% !ntroduction to Training and
.evelo$ment attitudes of
S/uare
%.' 0"at is Em$loyee Training
%.* .etermining Training 1eeds
and Priorities
%., Em$loyee .evelo$ment
%.2 Evaluating Training and
.evelo$ment Effectiveness
%.3 Sketc" of Training and
Evaluation Process
'. -indings
'.1 Sectors of S/uare
'.1.1 4enerics
'.1.% P"arma
'.1.' Animal 5ealt"
'.1.* Consumer 5ealt"
'.1., ($tic 6ision
'.% 0orkforce
'.' Training Planning
'.* Training .ivision
'., Training &udget
'.2 Assess t"e Training 1eeds
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3
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7
3
8
8
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11
11
1%
1%
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1,
13
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'.3 Training +et"od 9sed
'.7 +anagement .evelo$ment
Program
'.8 Training Evaluation
'.1 S0(T Analysis of Training
attitudes of S/uare
*. #ecommendations and Conclusion
*.1 #ecommendations
*.% Conclusions
*.' &ibliogra$"y
*.* A$$endices
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%*
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Executive Summary
S/uare P"armaceuticals "as a strong workforce of over 1:* executives: staff
and workers. &esides t"em: t"e com$any "as a significant number of non;regular
day;to;day basis em$loyees.
S/uare P"armaceuticals "as a se$arate de$artment for training. T"is de$artment
is called <5uman #esources Training and .evelo$ment Cell= >5#T.C?.
S/uare P"armaceuticals develo$s "uman resource develo$ment and training
$lanning eac" year for t"e next t"ree;year for all its em$loyees. T"e training
$lanning for an em$loyee is develo$ed by "is immediate su$erior.
At t"e beginning of t"e year su$eriors develo$ $lans for t"eir subordinates t"at
w"at trainings are necessary immediately and w"at trainings can be given later.
S/uare P"armaceuticals "as started a new training $erformance evaluation
$rogram. 0"enever a training is conducted a senior executives or ot"er w"o "as
full knowledge about S/uare P"armaceuticals takes $art in t"e training $rogram
as an assessor. 5e assess t"at w"et"er t"e training is aligned wit" t"e $olicies of
t"e S/uare. T"e senior member also assesses t"e trainers and t"e trainees.
T"e com$any also trains t"e in;"ouse trainers. !t "as se$arate manual and
standardi@ed o$erating $rocedures for t"e training.
T"e com$any assesses t"at its em$loyees need training by observation and
analysis of )ob re/uirement. T"e com$any gets t"e signals w"en t"ere are
decrease in $roductivity: $oor $erformance: new tec"nology and "ig"er re)ect
rate. 0"en t"e com$any introduced its new 0A1> 0ide Area 1etwork? it
$rovided training to t"e em$loyees to co$e wit" t"e new tec"nology. 0"en
S/uare P"arma introduced any new $roduct it also $rovides training to t"e sales
$eo$le about t"e features of t"e $roduct and its marketing strategy. !t "el$s t"e to
convince t"e $"ysicians to $rescribe t"e medicine to t"eir $atients. T"e com$any
uses bot" on;t"e;)ob and off;t"e;)ob met"ods to train its em$loyee
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1.0 Introduction
1.1 STATEMENT OF THE RESEARCH PROBLEM
T"is re$ort is $re$ared as t"e $rere/uisite of t"e course =+anagement= and
assigned by my course coordinator: PROFESSOR DR. KHONDOKER BAZLUL
HOQUE. ! "ave c"osen t"e to$ic <Training;1eeds Assessment of S/uare
P"armaceuticals Ltd.=. T"is $a$er will cover t"e $ractice of training needs
$rocess in S/uare P"armaceuticals in t"e lig"t of t"eoretical data. T"is overview
will contain goals: different sources: activities of recruitment and also draw a
clear $icture of selection along wit" its goals: significance: various a$$roac"es in
a detail glance.
1.2 BACKGROUND OF THE STUDY

As a business students ! "ave to know t"e conce$t and tools of "uman resource
management. T"e a$$lication of different 5#+ $ractices s"ould also be known to
me. Training and develo$ment are very im$ortant $art of 5#+. ! c"oose a
re$uted national $"armaceuticals com$any <S/uare P"armaceuticals Ltd= w"ic"
$ractices most of t"e training met"ods $o$ular in 5#+.
1.3 SCOPE a! OB"ECT#$ES OF THE STUDY
S/uare P"armaceuticals Ltd. is a leading $"armaceuticals com$any of my
country t"at $roduces medicines for bot" local and international markets. All t"e
re/uirements of my $ur$oses will be relatively easy since S/uare
P"armaceuticals is a successful organi@ation and t"erefore: ! believe its activities
are based on rational t"inking.
T"e broad ob)ective of t"e re$ort is to find out t"e training needs assessment of
t"e com$any.
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SPEC#F#C OB"ECT#$ES
T"e s$ecific ob)ectives of t"e re$ort areA
a? To understand t"e signals w"en training is needed.
b? To identify t"e met"ods of training.
c? To evaluate t"e training effectiveness.
1.4 METHODOLOGYOF THE STUDY
T"e following met"odologies will be followed to $re$are t"e re$ortA
a? !nterview +anager of 5# .e$artment.
b? Collect information t"roug" /uestionnaire and face to face interviews.
c? Su$$ort wit" available facts and figures.
d? .raw conclusion wit" comments and suggestions: if necessary.
1.6 L#M#TAT#ONSOF THE STUDY
T"e limitation ! faced to $re$are t"e re$ort is studying organi@ation as a w"ole is
a very extensive to$ic. So: t"e re$ort w"ic" ! $re$ared: "as not encom$assed all
t"e fields of it but em$"asi@ed on training needs $rocess as a $art of organi@ation
ob)ectives.
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.0 T!"or"tic#$ Fr#%"&or'
7
%&' AN O$ER$#E( OF THE COMPANY )S*UARE+
S/uare &anglades": guided by as$irations: believe in ensuring long;term
existence by being $rofitable and sustainable wit" t"e commitment to $roviding
value adding innovative $roducts and services to satisfy t"e needs of t"e
customers in t"e sectors ofA
1. P!#r%#
. ("n"ric)
* .Con)u%"r H"#$t!
+. Ani%#$ H"#$t!
,. O-tic .i)ion
%&% #tr,!ucti, t, Traii- a! Deve.,/met attitu!e0 ,1 S2uare
Every organi@ation needs to "ave !ll;trained and ex$erienced $eo$le to $erform
t"e activities t"at must be done. !f current or $otential )ob occu$ants can meet
t"ese re/uirements: training is less critical. 0"en t"is is not t"e case: "owever: it
is necessary to raise t"e skill levels and increase t"e versatility and ada$tability
of em$loyees.
As )obs "ave become more com$lex: t"e im$ortance of em$loyee tr#inin/ "as
increased. 0"en )obs are sim$le: easy to learn: and influenced to only a small
degree by tec"nological c"anges: t"ere was little need for em$loyees to u$grade
or alter t"eir skills. but t"e ra$id c"anges taking $lace during t"e last /uarter;
century in my "ig"ly so$"isticated and com$lex society "ave created increased
$ressures for organi@ations to reada$t t"e $roducts and services $roduced: t"e
manner in w"ic" $roducts and services are $roduced and offered: t"e ty$es of
)obs re/uired: and t"e ty$es of skills necessary to com$lete t"ese )obs.
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+any of t"e )obs currently being done in t"e 9nited States did not exist "alf a
century ago. !t is becoming increasingly common for individuals to <c"ange
careers= several times during t"eir working lives. T"e $robability of any young
$erson learning a )ob today and "aving t"ose skills go basically unc"anged
during t"e *;odd years of "is or "er career is extremely unlikely. !n a ra$idly
c"anging society: em$loyee training is not only desirable: but also an activity t"at
an organi@ation must commit resources to if is to maintain a viable: u$;to;date:
and knowledgeable work force.
%&3 (4at i0 Em/.,yee Traii-
Training is a learning ex$erience in t"at it seeks a relatively $ermanent c"ange in
an individual t"at will im$rove "is or "er ability to $erform on t"e )ob. ! ty$ically
say training can involve t"e c"anging w"at em$loyees know: "ow t"ey work: t"eir
attitudes toward t"eir work: or t"eir interaction wit" t"eir co;workers or su$ervisor.

-or my $ur$oses: ! will differentiate between em$loyee training and em$loyee
develo$ment for one $articular reason. Alt"oug" bot" are similar in t"e met"ods
used to affect learning: t"eir time frames differ. Training is more $resent;day
orientedB its focus is on individualsC current )obs: en"ancing t"ose s$ecific skills
and abilities to immediately $erform t"eir )obs.
Em$loyee develo$ment: on t"e ot"er "and: focuses on future )obs in t"e
organi@ation. As any career $rogresses and you move u$ in any field: new skills
and abilities are re/uired. As you are <groomed= for $ositions of greater
res$onsibility in t"e com$any: em$loyee develo$ment efforts will "el$ $re$are
you for t"at day.
!rres$ective of w"et"er ! am involved in em$loyee training or em$loyee
develo$ment: t"e same outcome is re/uired; t"at is: t"ese $rograms are
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designed ton en"ance learning: so t"at em$loyees are more effective and
efficient on t"e )ob. Since learning is critical to bot" t"ese efforts: letCs take a look
at w"at ! mean by learning.
%&5 Determii- Traii- Nee!0 a! Pri,ritie0
1ow t"at ! "ave an understanding of w"at training s"ould include: ! can look at
"ow ! assess w"et"er t"ere is a need for training. ! $ro$ose t"at management
can determine t"is by answering few /uestionsA
1. 0"at are t"e organi@ationCs goalsD
%. 0"at tasks must be com$leted to ac"ieve t"ese goalsD
'. 0"at be"aviors are necessary for eac" )ob incumbent to com$lete "is or "er
assigned tasksD
*. 0"at deficiencies: if any: do incumbents "ave in t"e skills: knowledge or
attitudes re/uired to $erform t"e necessary be"aviorsD
T"ese /uestions demonstrate t"e lose link between strategic "uman
resources $lanning and t"e determination of training needs. &ased on my
determination of t"e organi@ationCs needs: t"e ty$e of work to be done: and t"e
ty$e of skills necessary to com$lete t"is work: my training $rogram s"ould follow
naturally. (nce ! can answer /uestion *: ! "ave a gras$ of t"e extent and nature
of my training needs.
%&5&' #!eti1icati, ,1 Traii- Nee!06
T"e identification of a training need means t"at $erformance is not u$ to t"e level
re/uired and t"is in turn means t"at bot" t"e existing level of ac"ievement and
t"at re/uired "ave been measured and assessed.
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Training needs can obviously be many and various de$ending on t"e
nature of t"e )ob to be done and t"e $eo$le w"o "ave to $erform t"e )obs. T"ey
can be ex$ressed generally in terms of skills: attitudes and knowledge. Some
needs may cover t"is w"ole s$ectrum w"ile ot"er: $er"a$s may concentrate on
singular as$ects only.
0"oever may identify t"e training need: t"e $rocess of identification is
similar and can be ex$ressed in t"e model s"own in t"e following figure.
%&7 Em/.,yee Deve.,/met
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(1) Suggestion or suspicion
that a problem exists
(2) ecognition that a
training nee! exists
S"mptoms come to
light
#!enti$ication o$
the problem
(4) %on$irmation o$ the
training nee!
(3)&ata collection
Em$loyee develo$ment: by design: is more future oriented and more concerned
wit" education t"an em$loyee training. &y education ! mean t"at em$loyee
develo$ment activities attem$t to instill sound reasoning $rocesses; to en"ance
oneCs ability to understand and inter$ret knowledge; rat"er t"an im$arting a body
of facts or teac"ing a s$ecific set of motor skills. .evelo$ment: t"erefore: focuses
more on t"e em$loyeeCs $ersonal growt".
Successful em$loyee $re$ared for $ositions of greater res$onsibility "ave
analytical: "uman: conce$tual: and s$eciali@ed skills. T"ey are able to t"ink and
understand. Training: $er se: cannot overcome an individualCs inability to
understand cause;and effect relations"i$s: to synt"esi@e from ex$erience: to
visuali@e relations"i$s: or to t"ink logically. As a result: ! suggest t"at em$loyee
develo$ment be $redominantly an education $rocess rat"er t"an a training
$rocess.
T"e words predominantly an education process s"ould be noted. !n
contrast to w"at ! "ave said above: certain activities t"at em$loyees engage in
are $rogrammable: and for t"ese training can be "el$ful. Potential managers
need good listening skills: interviewing com$etence: and t"e ability to read:
analy@e: and classify ty$es of em$loyee be"avior. Training can im$rove t"ese
ty$es of skills. 9nfortunately: effectiveness in )obs of greater magnitude re/uires
considerably more t"an t"e ac/uisition of any s$ecific or s$eciali@ed skills.
%&8 Eva.uati- Traii- a! Deve.,/met E11ectivee00
!rres$ective of t"e ty$e of training or develo$ment effort underway: t"ey must be
cost effective. (nly by analy@ing suc" $rograms can effectiveness be
determined. ! !re concerned: for exam$le: wit" w"et"er em$loyment tests actually
differentiated between satisfactory and unsatisfactory )ob $erformers. T"is same
concern for effectiveness arises w"en ! discover training or develo$ment
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activities. !t is not enoug" to merely assume t"at any training an organi@ation
offers is effectiveB ! must develo$ substantive data w"et"er my training effort is
ac"ieving its goals;t"at is: if it is correcting t"e deficiencies in skills: knowledge:
or attitudes t"at !re assessed as needing attention. T"e costs incurred alone
identify evaluating t"e effectiveness.
!t is easy to generate a new training $rogram: but if t"e training effort is not
evaluated: it becomes $ossible to rationali@e any em$loyee;training efforts. To
avoid t"e uncontrolled ex$ansion of training costs: management must insist on a
t"oroug" cost;benefit evaluation to ensure t"at training money generates
satisfactory returns.
1. T")t0r"t")t %"t!od
. Pr"0-o)t -"r1or%#nc" %"t!od
*. E2-"ri%"nt#$0contro$0/rou- %"t!od.
To conduct t"is analysis: ! need to generate t"ree measuresA cost: c"ange: and
$erformance results. T"e co)t) are t"ose monetary outlays for $roviding t"e
training;consulting fees: room rentals: su$$lies: salaries of t"e training
de$artment: and over"ead. ! can t"en determine a cost $er trainee. &ut ! must
also be $rudent: for it is estimated t"at more t"an 2 $ercent of my training costs
go for travel: lodging: and room fees. T"e c!#n/" factors looks at t"e difference
between w"at one knows after t"e training com$ared wit" before t"e training.
T"is knowledge c"ange can t"en be ex$ressed as a ratio and can be obtained
t"roug" $re;testing and $ost;testing. T"e c"ange factors could also be ex$ressed
in be"avioral: attitudes: or $erformance terms. T"e last factor: -"r1or%#nc"
results: tries to s"ow w"at c"anges was solely attributed to t"e training $rogram.
%&9 S:etc4 O1 Traii- Nee! A! Eva.uati, Pr,ce006
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Sus$ect existence of a $roblem
Consider )ob descri$tion
Produce )ob s$ecification
Conduct )ob and task analysis
!dentify errors and (missions
E
Training needs
.etermine most effective met"od of learning
Test existing skills: knowledge: attitudes
Conduct training event
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!mmediate reaction testing
Session: section: day reviews
End of course testing of skills: knowledge: attitudes
End of course validation review
+id ; term evaluation follow u$
Long term evaluation follow u$
!dentify control grou$>s?
Test existing skills etc
Second testing of skills etc.
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T"ird testing of skills
-ourt" testing of skills
*.0 Findin/)
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3&' SECTORS OF S*UARE6
3&'&' Geeric0
4eneric is t"e biggest sector of S/uare. S/uare started its generic business from
t"e year 188. T"e growt" of t"e generic business line "as been faster t"an t"e
P"arma line. 4eneric $roducts dominate t"e $"armaceutical market of
&anglades". !t manufactures $roducts t"at are originated by ot"er
$"armaceutical com$anies. 0"en t"e $atent of t"e original com$any ex$ires: t"e
generic sector manufactures t"e $roduct and com$etes in t"e market to meet t"e
local needs.
S(OT Aa.y0i0A
Str"n/t!0 Enormous sco$e for ex$ansion t"roug" t"e manufacturing of $rofit
oriented $roducts.
(ea:e00; T"e manufacturing ca$acity is limited because t"ere is only one
manufacturing $lant of t"e com$any.
O//,rtuity; T"e market is aaready aware of t"e $roduct. Cost is saved in
terms of $romotional activities.
T4reat; Since t"e generic sector does not originate t"e $roduct: it "as to strive to
ca$ture t"e market com$ared to t"e original $"armaceutical com$any w"ic" "as
aaready created t"e $roduct awareness.
3&'&% P4arma
T"e $roduct line of t"e P"arma sector com$rises of its own researc" $roducts.
T"is line of $roducts is also known as t"e s$ecialty line.
T"e researc" are conducted in Swit@erland and America by t"e com$anyCs own
grou$ of $ersonnel. T"e original $roduct molecule is develo$ed and designed
17
abroad and t"en broug"t into &anglades" t"roug" im$ortation. T"e $roduct is
t"en manufactured in t"e com$anyCs own $lant.
S(OT Aa.y0i06
Stre-t4; T"e researc" enables t"e com$any to launc" $rofit earning $roducts
and gives t"em t"e original $atent.
(ea:e00; Considerable amount of time and "eavy investments are re/uired for
conducting #F..
O//,rtuity; !t is t"e market leader of its $roducts.
T4reat; (t"er $"armaceutical com$anies can readily manufacture t"e same
$roducts even before t"e original manufacturerCs $atent ex$ires. T"is increases
t"e number of its com$etitors.
3&'&3 Aima. Hea.t4
Animal 5ealt" &usiness 9nit "as ex$osed itself as a fully inde$endent division
from t"e beginning of 188* taking more res$onsibility on its s"oulders. <9nited
and dedicated efforts are needed to give it a said and strong footing=: !re t"e
words s$oken by t"e divisional "ead of t"e unit. &y t"at time unit started its
o$eration mainly based on rural market of &anglades" and set t"e S&9s to
ca$ture t"e market ra$idly and give t"e ultimate service. Animal 5ealt" &usiness
9nit organi@es ex"ibition on dairy and $oultry to customi@e t"eir service and to be
known in t"e field of t"is market. T"e divisions of Animal 5ealt" 9nit areA i?
"uman: ii? animal and iii? a/ua. T"e animal division consists of two sections
w"ic" are feed and t"era$y feed.
S(OT aa.y0i06
Stre-t4A Provider of innovative animal "ealt" $roducts in t"e customersC eyes.
(ea:e006 !t takes a lot of time to launc" a new $roduct as it "as to go t"roug"
many c"annels before it reac"es t"e final consumers.
O//,rtuity6 Poultry medicines are "aving a satisfactory demand level in t"e
market.
T4reat6 T"e medicines are "aving a negative growt" rate.
3&'&5 C,0umer Hea.t4
Consumer "ealt" "el$s $eo$le to be $roactive about t"eir "ealt". !t is o$erating
into t"ree businesses. T"ese areA
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+inerals and Su$$lements
!nfant and &aby business
1utrition: com$rising 5ealt" and -unctional -ood and
+edical 1utrition.
S(OT Aa.y0i06
Stre-t46 Continuous innovations "el$ to make s$eciali@ed $roducts to ca$ture
a wide target market.
(ea:e006 T"ey do not "ave t"eir own distributorsB some ot"er com$any does
t"is )ob for t"em.
O//,rtuity6 T"ey take u$ $rofitable $roducts t"at are manufactured by ot"er
com$anies. T"is saves t"eir additional costs of conducting customer awareness
$rograms as customers are aaready familiar wit" t"e $roduct.
T4reat6 Com$etition is very "ig": "ence continuous $roduct develo$ment and
$romotional strategies are re/uired to maintain market s"are.
3&'&7 O/tic $i0i,
($tic vision o$erates t"e business of contact lens: lens care and o$"t"almic
surgical. ($tic ;6ision is a se$arate division and works inde$endently wit" t"e
se$arate em$loyees. T"e "ead of t"is division re$orts to t"e country manager of
SG9A#E &anglades". T"e target grou$s are mainly doctors as t"ey are t"e
$eo$le to create awareness about t"e $roduct and "ence advertise.
S(OT Aa.y0i06
Stre-t4A Ex$erienced un$aralleled success wit" innovative tec"nologies.
(ea:e00A As it is based only on im$ortation: $roblems regarding delivery of
su$$lies are fre/uent.
O//,rtuity6 0ide range of $roducts w"ic" "el$ increasing t"e market.
T4reat6 6ery ex$ensive indeedH 6ery "ig" c"ances of losing customers.
3&% (,r:1,rce
19
S/uare P"armaceuticals "as a strong workforce of over 1:* executives: staff
and workers. &esides t"em: t"e com$any "as a significant number of non;regular
day;to;day basis em$loyees.
T"e number of em$loyees of t"e com$any in t"e last five years are s"own in a
tableA
%*;, %%;' %;1 1887;88 1882;83
Executives ,,2 ,18 *7' *%8 '2%
Staff '1* '1% '% %82 %,*
0orkers ,*% ,'8 ,%7 ,17 ,''
-rom t"e above table it is clearly understood t"at t"e number of executives are
gradually increasing over t"e number of years. &ut as t"e com$any didnCt go for
$lant ex$ansion in t"e mentioned year so t"e number of workers didnCt increase
during t"e $eriod. So t"e $roduction $eo$le increase less $ro$ortionately.
S/uare P"armaceuticals considers t"at t"e develo$ment of "uman resource is
t"e key to advancement. As suc" t"e com$any offers regular systematic training
to its officers and workers t"roug" various works"o$: seminar and )ob attac"ment
met"od.
3&3 Traii- P.ai-
S/uare P"armaceuticals develo$s "uman resource develo$ment and training
$lanning eac" year for t"e next t"ree;year for all its em$loyees. T"e training
$lanning for an em$loyee is develo$ed by "is immediate su$erior.
At t"e beginning of t"e year su$eriors develo$ $lans for t"eir subordinates t"at
w"at trainings are necessary immediately and w"at trainings can be given later.
S/uare P"armaceuticals "as started a new training $erformance evaluation
$rogram. 0"enever a training is conducted a senior executives or ot"er w"o "as
full knowledge about S/uare P"armaceuticals takes $art in t"e training $rogram
20
as an assessor. 5e assess t"at w"et"er t"e training is aligned wit" t"e $olicies of
t"e S/uare. T"e senior member also assesses t"e trainers and t"e trainees.
T"e com$any also trains t"e in;"ouse trainers. !t "as se$arate manual and
standardi@ed o$erating $rocedures for t"e training.
!n S/uare P"arma management by ob)ective works for training. Su$eriors and
subordinates sit toget"er and decide w"at inade/uacy t"e subordinates "ave and
w"at training is best fit to fulfill t"e inade/uacy.
3&5 Traii- Divi0i,
S/uare P"armaceuticals "as a se$arate de$artment for training. T"is de$artment
is called <5uman #esources Training and .evelo$ment Cell= >5#T.C?. T"is
de$artment is run by an assistant manager.
T"e com$any always tries to im$rove t"e efficiency level of its workforce.
!n S/uare P"arma training is $rovided for two reasons.
1.Skill develo$ment
.Career develo$ment.
3&5&' S:i.. Deve.,/met6
T"is training is $rovided w"en t"e em$loyees s"ould do t"eir task but fail to do
so. &ecause of skill inade/uacy: if t"ey cannot $erform t"eir task t"en t"e
com$any arranges t"is ty$e of training.
3&5&% Career Deve.,/metA
!t is more of a future;oriented training. (nly executives get t"e o$$ortunity to take
$art in t"is ty$e of training. As t"e com$any "as future $lan and clear knowledge
about t"e $otential vacuum in t"e future it continues to im$rove its workforce.
21
T"e com$any $rovides functional as !ll as general management training.
-unctional TrainingA -unctional training is t"e training w"ic" aimed at develo$ing
t"e functional areas like Sales: Production: +arketing: etc:
4eneral +anagement TrainingA Exce$t functional training all ot"er trainings is
4eneral +anagement Training.
3&7 Traii- Bu!-et6
!n %, S/uare "ad a training budget wort" Tk %, lak" excluding sales training
budget. According to t"e Training .ivision c"ief: <+oney is no matter in S/uare
P"arma for training. !f t"e amount s$ent can be )ustified t"en t"ere is no
$roblem.=
T"e Sales .e$artment "as t"e maximum training in S/uare P"arma. 9nlike ot"er
de$artment sales de$artment "as se$arate budget for t"e training.
3&8 A00e00 T4e Traii- Nee!06
T"e com$any assesses t"at its em$loyees need training by observation and
analysis of )ob re/uirement. T"e com$any gets t"e signals w"en t"ere are
decrease in $roductivity: $oor $erformance: new tec"nology and "ig"er re)ect
rate. 0"en t"e com$any introduced its new 0A1> 0ide Area 1etwork? it
$rovided training to t"e em$loyees to co$e wit" t"e new tec"nology. 0"en
S/uare P"arma introduced any new $roduct it also $rovides training to t"e sales
$eo$le about t"e features of t"e $roduct and its marketing strategy. !t "el$s t"em
to convince t"e $"ysicians to $rescribe t"e medicine to t"eir $atients.
T"e com$any uses bot" on;t"e;)ob and off;t"e;)ob met"ods to train its
em$loyees.
22
3&9 Traii- Met4,! U0e!6
On0t!"03o4 tr#inin/5 A$$rentice Program and Iob !nstruction Training bot" are
used by t"e com$any. T"e com$any also considers t"e drawbacks of t"e )ob
training i.e. low $roductivity and error made t"e trainees.
O110t!"03o4 tr#inin/5 T"e com$any uses all ty$es of off;t"e;)ob training like
lecture or conference: films: simulation exercise: ex$erimental exercise: etc.
+ost t"e training $rovided are formal ty$e in nature. T"e com$any also $rovides
informal training but t"e number is very insignificant and unim$ortant in nature.
3&< Maa-emet Deve.,/met Pr,-ram6
T"e com$any "as management develo$ment $rogram. !t is an ongoing $rocess.
T"e develo$ment $rogram is se$arated in different small modules.
-or t"e management develo$ment $rogram bot" on;t"e;)ob and off;t"e;)ob
met"ods are used.
T"e management develo$ment $rogram is aimed at im$roving managerial
$erformance. !t is mostly educational $rocess and t"e executives "ave gone
t"roug" lots of reading and t"ink about w"at mig"t increase t"eir $roductivity.
T"e $rogram is also come as fringe benefit for t"e executives. Last year t"e
com$any "ad a tremendous sale and it sent some of its executives to C"ina:
T"ailand and 1e$al for training. &ut it is almost a $leasure tri$ in disguise of
trainings. T"e trainings t"ey "ad rage merely attending t"e $rograms and t"ey
"ad lot of time roaming t"e s$ots of t"e countries.
(nly "ori@ontal )ob rotation is used in t"e com$any. T"e met"od is now
discontinuing in t"e com$any. T"e em$loyees donCt feel belongings in t"e new
de$artment. !t results low $roductivity and /uit. As a matter of fact: w"o $osted
under )ob rotation: , $er cent among t"em /uit from t"e organi@ation.
23
T"e com$any "as committee assignment on;t"e;)ob management develo$ment
$rogram met"od. &ut it is not very widely used.
3&= Traii- Eva.uati,6
T"e com$any evaluates t"e training by analy@ing t"e $erformance and c"ange of
$roductivity. !f t"ere is significant c"ange in t"e em$loyees be"avior after getting
t"e training t"en it is considered t"at t"ey "ave effective training. T"e com$any
uses test;$retest and $re;$ost $erformance met"ods to evaluate training. !t never
used <Ex$erimental Controlled +et"od= as it demorali@ed a $ortion of t"e
em$loyees. &ut t"e com$any doesnCt s$ecify w"at c"anges it wants after
training. !t also doesnCt set any training ob)ectives like model setting: goal setting
or o$$ortunity to $erfect skills. Sometimes it creates $roblem assessing training.
Production D"-#rt%"nt5 -or t"is de$artment training evaluation is easier and
very muc" visible. !f t"e trainees can im$rove t"eir ability it is s"own in t"eir
$erformance.
S#$") D"-#rt%"ntA Sales $eo$le get t"e training and "ave to $rove t"at t"ey
"ave effective training by increasing t"e sales. !t is also easy to assess.
("n"r#$ #nd Ad%ini)tr#tion D"-#rt%"ntA 0"en t"ey "ave t"e training it is
difficult to assess. &ecause it is not visible or cannot be measured )ust after t"e
training. !t takes time to understand w"et"er t"ey "ave effective training or not.
3&'> S(OT ANALYS#S OF TRA#N#N#NG AT##TUDES OF S*UARE
STRENGHT6 S/uare P"armaceuticals considers t"at t"e develo$ment of "uman
resource is t"e key to advancement. As suc" t"e com$any offers regular
systematic training to its officers and workers t"roug" various works"o$: seminar
and )ob attac"ment met"od. .uring %*;, t"e com$any $rovided in "ouse
24
training to 137 $ersons and sent 1'* $ersons to local and foreign training
centers: seven ex$atriates were also invited to "old training for t"e em$loyees.
T"e com$any "as establis"ed a contributory $rovident fund sc"eme.
T"e com$any "as also a grou$ insurance sc"eme for its $ermanent em$loyees.
T"e training $lanning for an em$loyee is develo$ed by "is immediate su$erior.
(EAKNESS6 +ost t"e training $rovided are formal ty$e in nature. T"e com$any
also $rovides informal training but t"e number is very insignificant and
unim$ortant in nature.
T"e com$any "as committee assignment on;t"e;)ob management develo$ment
$rogram met"od. &ut it is not very widely used
OPPRTUN#TY6 As because S/uare uses bot" t"e on;t"e )ob and off;t"e )ob
met"od sco$e for im$roving t"e training needs for its em$loyees are enormous.
T
"e com$any "as an unfunded gratuity sc"eme under w"ic" an em$loyee is
entitled to t"e benefits de$ending on t"e lengt" of service.
THREAT6 (nly "ori@ontal )ob rotation is used in t"e com$any. T"e met"od is
now discontinuing in t"e com$any. T"e em$loyees donCt feel belongings in t"e
new de$artment. !t results lower $roductivity and /uit. As a matter of fact: w"o
$osted under )ob rotation: , $er cent among t"em /uit from t"e organi@ation.
25
5&> RECOMMENDAT#ONS a! CONCLUS#ON6

26
5&' RECOMMENDAT#ONS6
0"en a manager is confronted wit" a dro$ in $roductivity: it may suggest
t"at skills need to be <fine;tuned=.
!n addition to $roductivity measures: a "ig" re)ect rate or larger t"an usual
may indicate a need for em$loyee training. A rise in t"e number of accidents
re$orted also suggests some ty$e of retraining is necessary. T"ere is also t"e
future elementA t"e c"anges t"at are being im$osed on t"e worker as a result of
a )ob redesign or a tec"nological breakt"roug". T"ese ty$es of )ob c"anges
re/uire a training effort t"at is a $re$aration for $lanned c"ange rat"er t"an a
reaction to immediately unsatisfactory conditions.
!f deficiencies in $erformance are uncovered: !t doesnCt necessarily follow
t"at t"e manager s"ould take corrective action. !t is im$ortant to $ut training into
$ers$ective. !t "as costs: w"ic" are often "ig": ranging from J', to J1* $er
em$loyee trained: and training s"ould not be dealt as a $anacea.
Training s"ould be )udged by its contribution to $erformance: w"ere
performance is a function of skills: abilities: motivation: and t"e o$$ortunity to
$erform. +anagers must com$are t"e value received from t"e increase in
$erformance t"at can be attributed to training wit" t"e costs incurred in t"at
training. T"e desire for im$roved worker $roductivity cannot be a$$roac"ed in a
vacuum. T"e benefits t"at accrue from training must exceed t"e costs incurred. !
27
must guard against t"ose w"o met about wit" J1: solutions to 1:
$roblems. 0"en inade/uate $erformance results from a motivation $roblem
rat"er t"an a skills $roblem: t"e rewards and disci$linary actions may be grater
relevance. 1or is training t"e answer if t"e $roblem lies outside t"e )ob activity
itself. -or exam$le: if salaries are low: su$ervision is $oor: workers benefits are
inade/uate: or t"e $"ysical work layout is deficient: s$ending on em$loyee
training may "ave little or no effect on $roductivity: since inade/uate $erformance
is due to conditions t"at training cannot remedy.
(nce it "as gone determined t"at training is necessary: training goals
must be establis"ed. +anagement s"ould ex$licitly state w"at c"anges or results
are soug"t for eac" em$loyee. !t is not ade/uate merely to say t"e c"ange in
em$loyee knowledge: skills: attitudes: or be"avior is desirableB ! must clarify w"at
is to c"ange: and by "ow muc". T"ese goals s"ould be tangible: verifiable: and
measurable. T"ey s"ould be clear to bot" management and em$loyee. -or
instance: a firefig"ter mig"t be ex$ected to )um$ from a moving fire truck
traveling at 1, miles $er "r: successfully "ook u$ a inc" "ose to a "ydrant: and
turn on t"e "ydrant: all in less t"an * seconds. Suc" ex$licit goals ensure t"at
bot" management and t"e em$loyee knee w"at is ex$ected from t"e training
effort.
Training needs s"ould be identified at t"e individual and t"e organi@ation level. At
t"e
#!ivi!ua. .eve.A
1. !dentification will need to begin wit" t"e )ob descri$tion. T"is will $rovide a list
of t"e skills and knowledge re/uired. !t can be com$ared wit" t"e actual skills
and knowledge t"at t"e )ob "older $ossesses.
%. Anot"er a$$roac" could be to look at critical incidents over: say: t"e $ast
t"ree mont"s t"at rage $articularly c"allenging or stressful. T"e training can
t"en be directed at t"e areas t"at are most relevant.
28
'. +anagers will also be able to identify training for t"eir subordinates. (ne of
t"e best ways of ac"ieving t"is is t"roug" t"e a$$raisal interview: w"ere
agreed training needs can be identified.
*. !ndividuals may re/uest training t"at t"ey $erceive will e/ui$ t"em for a
c"ange of )ob: eit"er laterally or t"roug" $romotion.
Or-ai?ati,a. .eve.6
1. Training needs may be identified t"roug" t"e $erformance a$$raisal system.
T"is may $rovide t"e key c"annel for feeding back individual needs. T"e
information s"ould be $rocessed by a "uman resource $rofessional in order
to $lan t"e overall needs of t"e organi@ation.
%. T"e management team or a training committee >if one is establis"ed? may
identify areas from t"e cor$orate $lan t"at t"ey want included in t"e training
$lans. So for exam$le: an organi@ation t"at is $lanning to ex$and may want all
su$ervisors to be $ro$erly trained in su$ervisory tec"ni/ues: including
recruitment and selection. Alternatively management may identify a s"ort;term
$roblem in one area and dictate t"at extra training be $rovided. An exam$le
may be of a de$artment t"at is constantly not com$leting tasks due to
overrunning. A s"ort;term res$onse could be $rovide time management
training. T"is may not be t"e com$lete solution as $oor time management may
be a sym$tom of an underlying $roblem: but it will "el$ to make t"e de$artment
more efficient.
29
5&% CONCLUS#ON6
According to S/uare: in t"e big contests of t"e global economy: big brands win.
T"ey want to win and maintain confidence of ma)or customer segments. T"ey
create a strong $resence in significant t"era$eutic areas suc" as trans$lantation:
and invest on t"e scale and in t"e style necessary to turn t"eir $roducts into to$;
notc" brands. T"ey want to make full use of t"e value created in #F. by
marketing t"eir $roducts worldwide.
S/uare values t"eir $eo$le. T"ey want t"eir $eo$le to excel and for t"is reason
t"ey create a motivating environment w"ere t"e $eo$le are recogni@ed:
su$$orted and given o$$ortunity for training and develo$ment.

S2uare i0 a.@ay0 .,,:i- 1,r@ar! t, it0 cu0t,mer0A t, 1i! ,ut @4at t4ey
@atA 0, t4at t4ey are aB.e t, /r,vi!e t4em @it4 /r,!uct0 t4at @i.. .ive
u/ t, t4eir ex/ectati,0 a! eve -, Bey,!& S2uare :ee/0 a c.,0e
eye , it0 c,m/etit,r0A 0u//.ier0A eve c,m/aie0 i ,t4er i!u0trie0A
i 0earc4 1,r e@ i!ea0A tec4,.,-ie0 a! /r,-re00i, met4,!0 it ca
a!,/t a! im/r,ve& A! 4,c S2uare /ut0 .,t0 ,1 it0 em/4a0i0 ,
em/.,yee traii- a! !eve.,/met t, ta:e t4e Be0t ,ut 1r,m t4em t,
e0ure t4e Be0t 2ua.ity 1,r t4e cu0t,mer0&
30
5&3 BiB.i,-ra/4y
1' &a(i! )' &e %en*o + Stephen ,' obbins- .Human Resource Management:
Concepts & Practices/ 4
r!
0!ition- ,rinte! b" 1ohn 2ile" + Sons- #nc' 1994- pp' 254

2' 1ohn 3empton - .Human Resource Management: Current Issues and Themes/-
,ublishe! b" 4acmillan ,ress 5t!.- ,rinte! b" )nton" ome 5t!' 6e7"or8- 9'S'- pp'
112
3' 4ar8 %' :7ei*- .Human Resource Management/- ,rinte! b" 1ohn 2ile" + Sons-
#nc'1989- pp' 92
4' ae- 5aslie- . How To Measure Training Effectiveness/ - publishe! b" ;o7er
,ublishing %ompan" 5t!'- 0nglan! - 1987' pp' 17 < 20- appen!ix'
5' Some han!outs pro(i!e! b" S=uare ,harmaceuticals 5t!'
6' 4s' ,ar(in >u!a- )ssitant >uman esource 4anager o$ S=uare
7' 4r' Sai$ul #slam- ?peration 4anger- S=uare
8' www.squarepharmaceutica!s.org."d
31
5&5 APPEND#CES
*ue0ti,aire
1' >o7 !o !etermine that "our emplo"ees nee! training@
a) ?bser(ation
b) 4anagement an! sta$$ con$erence
c) )nal"sis o$ Aob re=uirements
!) %onsi!eration o$ current an! proAecte! changes
e) Sur(e"s- report an! management in(entories
$) #nter(ie7s
g) ?ther
2' >o7 !o "ou !etermine 7hat 8in! o$ training !o "our emplo"ees nee!@
3' 2hat are the signals "ou get about emplo"ees training nee!s@
a) !ecrease in pro!ucti(it"
b) poor per$ormance
4' >o7 !o "ou e(aluate training
a' %ost
b' per$ormance
c' target achie(e!
5' 2hat metho! !o "ou use $or training
a) ?n the Aob
i) )pprenticeship program
ii) 1ob instruction training
b) ?$$ the Aob
i) 5ecture or con$erence
ii) Bilms
iii) Simulation exercise
i() 0xperiential exercise
() %omputer programming
32
c) ,rogramme! instruction
6' 2hen !o "ou gi(e $ormal training an! in$ormal training
7' &o "ou ha(e an" management !e(elopment program
8' >o7 !o "ou !etermine the 7hat t"pe o$ management !e(elopment program "ou nee!
9' 2hat metho! !o "ou use $or management !e(elopment program
a) ?n the Aob
b) ?$$ the Aob
10' &o "ou per$orm an" test or use an" other metho! to e(aluate training li8e testCretest
metho!- preCpost per$ormance metho!- experimentalCcontrol metho!
11' 2hat are the areas "ou assess to e(aluate training
13' &o "ou ha(e an" separate training !i(ision
14' 2ho hea!s the !i(ision
15' 2hat t"pe o$ inChouse training "ou pro(i!e
16' 2hen !o "ou nee! outsi!e experts $or training
17' 2hich !epartment gets the maximum training
a' 4ar8eting
b' ,ro!uction
c' Sales
18' &o "ou sen! emplo"ees abroa! $or training
19' #$ "es- $or 7hat t"pe o$ training
20' >o7 much "ou spen! on training in a "ear (on an a(erage)
21' &o "ou 8eep a bu!get $or training
22' #n 7hat basis "ou !etermine the bu!get < e=ual amount $or e(er" "ear or proportion
o$ sales D pro!uction
33