Training auditors to a new M&S standard - Harper Adams University ...
Training auditors to a new M&S standard - Harper Adams University ...
Training auditors to a new M&S standard - Harper Adams University ...
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<strong>Training</strong> <strong>audi<strong>to</strong>rs</strong> <strong>to</strong> a<br />
<strong>new</strong> M&S <strong>standard</strong><br />
Jim Monaghan
Overview<br />
1. What were we asked <strong>to</strong> do<br />
2. Developing the course structure<br />
3. What do learners do<br />
4. What have we learned
What were we asked <strong>to</strong> do<br />
• Train <strong>audi<strong>to</strong>rs</strong> for M&S suppliers <strong>to</strong> an<br />
accepted level of understanding and<br />
interpretation of <strong>new</strong> code of practice<br />
‘Field <strong>to</strong> Fork’<br />
• Farm based learning<br />
• Accredited<br />
• 3 x UK & 1 x Spain courses of 25 learners
DEVELOPING THE COURSE<br />
STRUCTURE
• Farm based – impractical<br />
• Using images sent by learners <strong>to</strong> discuss<br />
areas of interpretation<br />
• Pilot course showed M&S wanted little<br />
background information (that we wanted <strong>to</strong><br />
do!)<br />
• Practical approach desired<br />
• Draw knowledge from learners vs give<br />
knowledge
Field 2 Fork - Text <strong>to</strong> pix<br />
1. First sessions focus on content of<br />
<strong>standard</strong><br />
2. Three major sessions start <strong>to</strong> look at<br />
interpretation (Food Safety, Pesticide,<br />
Environment)<br />
3. Virtual audit / picture surgery<br />
4. Group work on interpretation of set<br />
images<br />
5. Assignment of 10 images
WHAT DO LEARNERS DO
Day 1<br />
• Role of F2F (M&S)<br />
• QMS procedures (JMM)<br />
• Audit inputs (JMM)<br />
• Quickfire demo (Muddy Boots)<br />
• Food safety (JMM)<br />
• Environment (PL)<br />
• Dinner
Day 2<br />
• Labour <strong>standard</strong>s (JMM)<br />
• Organic and Non-GM (JMM)<br />
• Pesticides (MCH)<br />
• Picture ‘surgery’ (JMM)<br />
• Presentations & discussion (all)<br />
• Launch assignment
Secondary Supplier Supply Chain<br />
• Every Grower and Packer supplying M&S<br />
needs a F2F Audit with a mechanism <strong>to</strong><br />
manage corrective actions.<br />
• M&S Direct Supplier can<br />
a.do the direct audits themselves<br />
b.work through the Secondary Supplier<br />
• If option b) Direct Supplier should undertake a<br />
F2F Audit of the Secondary Supplier.<br />
• It is recommended that 10% of growers are<br />
checked <strong>to</strong> ensure consistency.<br />
• The ultimate responsibility for compliance<br />
lies with the M&S Direct Supplier.
What is the audi<strong>to</strong>r looking for<br />
• Risk assessment team with a range of<br />
experience [1.2] – List of members<br />
• Flow diagrams<br />
– Processes involved [1.3]<br />
– Identifying hazards [1.4]<br />
• Controls linked <strong>to</strong> F2F [1.5]<br />
• Regular reviews [1.6] - documented<br />
• RECORDS, RECORDS, RECORDS
2.14 Only water compliant <strong>to</strong> M&S<br />
guidelines can be used for direct<br />
product contact<br />
• Essential = Only water compliant <strong>to</strong><br />
M&S guidelines can be used for direct<br />
product contact<br />
• What is direct product contact<br />
• What is compliant
Virtual audit<br />
• ~ 3 Pictures sent ahead by each learner<br />
• Quickly accumulated a library of images<br />
• Directed discussion drawing on<br />
experience within the group – not from the<br />
front!
What is the presentation<br />
• Groups of 4-7<br />
• One <strong>to</strong>pic area from Food Safety,<br />
Pesticides, Environment<br />
• 3 slides/scenarios<br />
• Identify<br />
– Relevant audit sections<br />
– Score and give supporting contexts<br />
– Give supported recommendations
Picture A
Picture A - Relevant audit sections:<br />
Score:<br />
Reasoning:<br />
Action Points:<br />
Observations:
Picture B:
Picture B - Relevant audit sections:<br />
Score:<br />
Reasoning:<br />
Action Points:<br />
Observations:
Picture C
Picture C - Relevant audit sections:<br />
Score:<br />
Reasoning:<br />
Action Points:<br />
Observations:
What is the assignment<br />
• Individual work<br />
• 10 pictures of essential and requirement points<br />
• Report on anonymous F2F audit discussing<br />
issues and conclusions <strong>to</strong> include digital images<br />
of areas of discussion (~1000 words)<br />
• Identify<br />
– Relevant audit sections<br />
– Score and give supporting contexts<br />
– Give supported recommendations<br />
• Submitted electronically <strong>to</strong> HAUC
Field <strong>to</strong> Fork assignment<br />
Name:<br />
Date of course:
Instructions<br />
• Your assignment should include 10 pho<strong>to</strong>s in <strong>to</strong>tal<br />
(including the worked example).<br />
• We have provided you with five pho<strong>to</strong>s, with the first pho<strong>to</strong><br />
completed as a worked example. This includes the audit<br />
section it relates <strong>to</strong>, score awarded, reasoning, action<br />
points and observations.<br />
• Find 5 pictures covering any area of the audit. Try <strong>to</strong><br />
select a mix of areas so most chapters of F2F are<br />
covered.<br />
• The pho<strong>to</strong>s do not have <strong>to</strong> be from an official audit.<br />
• 1-2 Paperwork examples are acceptable.<br />
• Examples of Best practice are acceptable but justify why<br />
they are good.
Picture 1: Cleaning equipment
Picture 1 - Relevant audit sections: WORKED EXAMPLE<br />
4.12 (CI), 4.13 (CI)<br />
Score: 4.12 – Poor, 4.13 - Poor<br />
Reasoning:<br />
• Wooden handles are absorbent and hard <strong>to</strong> keep clean (4.12).<br />
• No colour coding used – the same equipment could be used <strong>to</strong> clean<br />
the <strong>to</strong>ilets and the packing/production areas (4.13).<br />
• Cleaning materials have been s<strong>to</strong>red upside down – contaminated<br />
water can run down the handles.<br />
Action Points:<br />
1. Throw away wooden cleaning equipment and replace with metal<br />
handled equipment (within 1 week).<br />
2. Segregate s<strong>to</strong>rage and use colour coding <strong>to</strong> identify area of use<br />
(within 1 week).<br />
Observations:<br />
1. Equipment should be s<strong>to</strong>red off the ground with the brush/mop<br />
hanging down.<br />
2. Are the training records for cleaning staff up <strong>to</strong> date
Picture 2: Harvest hygiene
Picture 2 - Relevant audit sections:<br />
Score:<br />
Reasoning:<br />
Action Points:<br />
Observations:
Well done!<br />
• Please submit your assignment <strong>to</strong>:<br />
Heidi Cunningham<br />
hcunningham@harper-adams.ac.uk<br />
01952 815293<br />
• PLEASE NOTE – I will send you receipt of your<br />
assignment (via email). If you do not hear from<br />
me, please email/phone me. Sometimes files with<br />
a large file size (over 5MB) do not get through.<br />
• Alternatively, save it <strong>to</strong> CD and post it <strong>to</strong>: <strong>Harper</strong><br />
<strong>Adams</strong> <strong>University</strong> College, Newport, Shropshire,<br />
TF10 8NB, UK.
What have we learned<br />
• Focus course on ‘cus<strong>to</strong>mer’ needs rather<br />
than what we want <strong>to</strong> do<br />
• Building on learners’ knowledge means<br />
mix of learners is crucial for success<br />
• Image based learning is very popular<br />
• Marking image based assessments can be<br />
time consuming!