Chapter 8: Challenges in adopting advanced training practice

8.1 Cost and Investment:

 High Initial Investment: Equipment, technology (e.g., software for simulation, virtual

reality for sophisticated procedures), well-trained facilitators, and maybe international

certification are linked with higher initial investment.

 Return on Investment (ROI) Rationalisation: There is a challenge to demonstrate a

clear and measurable ROI from training at senior levels in the short term, therefore more

difficult to obtain solid budgetary approval, especially for training aimed at long-term

skill acquisition or innovation compared to short-term productivity improvement.

8.2 Technological Infrastructure and Access:

 Digital Divide: Even if Beximco is a large conglomerate, equal access for all employees

across different premises (factories, sale offices, R&D offices) to a same internet, modern

hardware, and software for online or technology-based training is not straightforward.

 Cybersecurity Challenges: Sophisticated online training centers also introduce

cybersecurity risks that need to be managed with extreme caution in an attempt to protect

sensitive company data and intellectual property.

8.3 Workforce Readiness and Skill Gaps:

 Basic Digital Literacy: Some of the workforce may lack basic digital literacy skills,

which would hinder them from moving to high-end e-learning platforms or interactive

digital training modules.

new, more interactive, or self-learning approaches, which would necessitate a large

change management program.

8.4 Regulatory and Compliance Requirements:

 Regulatory Changes: The pharmaceutical sector is very regulated. Any enhanced training

programme will have to meet with regional and global Good Manufacturing Practices

(GMP), Good Laboratory Practices (GLP), and other regulatory requirements (e.g., US

FDA, EU GMP). This is an ongoing update and specialist content necessity.

 Validation and Documentation: Simulation or technology-based training must have robust

documentation and validation mechanisms to be equipped in fulfilling regulatory audit

standards.

Chapter 9: Conclusion

9.1 Findings

9.1.1 Strategic Relevance of T&D

 Training and development is considered by BPL as being one of the core elements of its

Strategic Human Resource Management. It is not an independent function but an integral

one that is embedded with the company's overall mission, strategic goals, and objectives.

 Entrepreneurial company culture as well as the "Learning Organization" culture are

powerful motivators for continuous skill improvement.

9.1.2 Approach to Training:

 Needs Assessment: BPL has a formal procedure for carrying out training needs

assessment, typically relying on performance appraisals (self-appraisal and Management

requirements. This optimizes training resources as well as impact.

 Objective Setting: Training programs are planned with definite objectives, focused on

improving employees' on-the-job performance capacity, acquiring new

knowledge/skills/abilities, and helping career development and succession planning.

 Budgetary Allocation: There is a standard budget for training but with room for special

and innovative projects that are of value to the business. Costs include trainers' fees,

materials, staff cost, transportation, and refreshment.

9.1.3 Training Methods:

 On-the-Job Training: It is a standard method, such as Job Instruction Training (step-by-

step learning of jobs) and factory overview/tours.

 Off-the-Job Training: BPL has several methods like

 Lectures: For delivery of knowledge to masses.

 No Case Study Method: To facilitate problem-solving and discussion of organizational

problems.

 No Outside Seminars: For overall business and management information.

 Behavior Modeling: The inclusion of modeling, role-playing, and social reinforcement.

9.1.4 Implicit/Explicit Challenges Identified:

 Access to Technology: Making all employees have access to required technology and

resources for learning at a distance may be challenging.

 Employees' willingness: Employees have been willing to adapt learning in a different

way, but regrettably there can be resistance to different ways by traditional means.
  Confidentiality issues: At times employees will not provide truthful feedback as they

might be worried about maintaining confidentiality.

 Time element: Time factors work against one while preparing complete reports as well as

staff providing sufficient time to train.

9.2 Recommendation

9.2.1 Strategic Investment in Emerging Technologies for Training:

 AI-Based Adaptive Learning Platforms: Invest in AI-based platforms with the ability to:

o Personalize Learning Paths: Tailor content and pace based on individual employee's skill

gaps, learning style, and job role.

o Provide Real-time Feedback: Give real-time feedback on performance in simulations or

interactive modules.

o Identify Early Skill Gaps: Leverage learning data to anticipate company-wide skill

shortages due to new technologies or compliance needs.

 Process Training with Digital Twins: Investigate applying digital twins (computer

replicas of physical processes or equipment) to enable R&D and production teams to

model and optimize processes, resulting in quicker development and more efficient

production.

9.2.2 Developing Content and Delivery to Support Higher-Level Skills:

 Cross-functional Training: Understanding the overlap of various functions (e.g., biotech,

data science, AI) in pharma, offer cross-functional training bridging knowledge gaps

across functions like R&D, manufacturing, IT, and commercial.

problem-solving simulation, and "day-in-the-life" scenarios in training programs,

especially for compliance, quality assurance, and high-stakes decision-making functions.

 Microlearning and Blended Learning Strategies: Continue to leverage and grow

microlearning modules as fast, on-demand refresh and update tools, particularly for

product training and compliance. Combine online training with hands-on workshops and

mentorship for a comprehensive approach.

9.2.3 Creating a Culture of Continuous Learning and Innovation

 Committed Learning Time and Materials: Allocate committed time for advanced

development and training, free from distraction from ongoing production needs. Provide

easy access to learning material (e.g., single-point-of-contact online learning portal).

 Leadership as Learning Champions: Encourage senior managers to take an active role in

becoming involved and advocating advanced training schemes. Their backing can more

effectively involve and motivate employees.

 Reward and Gamification: Incorporate elements of gamification (e.g., badges,

leaderboards, in-house competitions) to boost the attractiveness and rewardability of

higher-level training. Create an efficient reward system for employees completing higher-

level training and applying new skills successfully.

 Mentorship and Peer Coach Programs: Organize systematic mentorship programs in

which veteran professionals mentor newer staff or role-changers to advanced-level

positions. Facilitate peer-to-peer knowledge exchange and learning sessions.