This document discusses the training and development policies and processes at Shreya Life Sciences. It provides an overview of the company, its mission to become a top 25 pharmaceutical company in India by 2014-15 through organic and inorganic growth. The training policy focuses on enhancing scientific knowledge and communication skills of field executives, controlling the percentage of untrained field force, and providing special guidance to area managers. The training process involves need analysis, various training methods like classroom and on-the-job training, and evaluation through formative, process, outcome and impact assessments.

1. TRAINING AND
DEVELOPMENT
BY:
Deepa Makhija
Rahul Chaudhary
Manisha Kunwar

2. SHREYA LIFE SCIENCE
 Shreya Life Sciences -
Shreya Group Company – Started in
2001
 Acuqired the Pharma Division of Rallis India Ltd., a TATA
Group company.
 Acquistion of the domestic pharma business of Plethico
Pharmaceuticals Ltd. In 2003
 Today, Shreya Life Sciences Pvt. Ltd., Mumbai - India, operates
through three Strategic Business Units (SBUs).
 Amadeus
 AkuCare
 BioLife

3. MISSION AND VISION
Vision
To be a globally admired Pharmaceutical company for world-class
quality and innovation.
Mission
 To be a 10 billion company by the year 2014-15.
 To be amongst the top 25 Pharmaceutical companies of India by the
year 2014- 15 and to achieve this objective through both organic
and inorganic growth.
 Expand our business to all continents by 2015-16

4. TRAINING POLICY
1. Scientific knowledge enhancement & sharpening
communication skills of field executives.
2. Controlling the percentage of Untrained-field-force in each
and every division of the company.
3. Focus on “Trained-field-force” affectivity by doing joint field
work.
4. Special Guidance to Area-managers in the perspective of
strategy implementation, time management and Target
achievement.
5. Attention on newly launched products for in-clinic
effectiveness of communication for first 6 months.

5. CONTINUED ….
6. Update and review of training needs of newly joined
employees/fresher’s.
7. For advanced -technology based products ensuring
simplification of discussion with customers.
8. Team-building and Team-management guidance at various
levels of organization for increasing managerial affectivity.
9. In the Budgeted Annual-Finance, conducting training-programs
to benefit all zones for all the product-range.
10. Following meticulously the timing-schedule for the stipulated
topics in the Agenda during a training-program.

6. TRAINING PROCESS

8. TRAINING NEED ANALYSIS

9. TRAINING METHODS
- E.G. PHARMA SALES TEAM
 Classroom training: Initial in-house training on disease,
products, company, software, and skills.
 Field training (on-job-training – OJT): Initial field training
with trainer, supervisor, and manager.
 Double calling: Sales calling with senior colleague,
supervisor, or manager.
 New product classroom training: Additional training
before new product, formulation, or dosage launch.

10. CONTINUE D….
 Reminder training: Training coinciding with regular sales
cycle meetings as a refresher course.
 Initial training at corporate headquarters (HQ): Sales
specialist teams invited to corporate HQ for training and
motivation.
 External training: Selling techniques or computer or
presentation skills training by consultants.
 e- Learning: Correspondence or web-based training on
business administration, biology, etc.

11. TRAINING EVALUATION METHODS
The process of examining a training program
is
called training evaluation. Whether candidates are
able to implement their learning in their respective
workplaces, or to the regular work routines.
Evaluation methods can be either qualitative (e.g.,
interviews, case studies, focus groups) or
quantitative (e.g., surveys, experiments)

12. KINDS OF : STANDARD TRAINING
EVALUATION
1.
2.
3.
4.
Formative Evaluation
Process Evaluation
Outcome Evaluation
Impact Evaluation

13. Formative evaluation
provides ongoing
feedback to the curriculum designers and
developers to ensure that what is being created
really meets the needs of the intended
audience.
Process evaluation provides information
about what occurs during training. This includes
giving and receiving verbal feedback.

14. Outcome evaluation determines
whether or not the desired results
(e.g., what participants are doing) of
applying new skills were Achieved in the
short-term.
Impact determines how the results of
the training affect the strategic goal

15. THANK