Craft Skills Maturity Matrix

 

Ways to Measure Your Craft Skills Program

Maturity Matrix Elements

Skill and Knowledge Assessments

Task Procedures and "Standard Work"

Gap Awareness

LEVEL 1 NOT ENGAGED

LEVEL 2 EXPERIMENTING

LEVEL 3 ENLIGHTENED

S&K assessment has not been performed. There is little or no formal understanding of the specic requirements for each position beyond a rudimentary job description

Some S&K assessments have been performed, but the results do not seem inected in the design of the training programs for craftsmen.

Formal S&K assessments have been performed for all craft positions with the results of this assessment being fully integrated into the design of the training program. This was a one-time signicant effort.

The organization has placed no emphasis on the concept of standard work and has not documented any of their critical work procedures.

Task procedures exist, but they are informal in nature and consist largely of copies from owners manuals and vendor data. It is clear that these documents do not affect the quality of work being performed.

The organization has started placing an emphasis on the development of standard work and has documented an extensive library of standard task procedures.

The standard work process is well developed with a criticality analysis being applied to identify those procedures deemed most important. Formal active training delivered.

The organization informally solicits training needs (beyond basic craft skills) from employees and supervisors.

Program regularly surveys and reports gaps and provides training and intervention to resolve craft S&K gaps, especially with respect to future workforce needs, ROI from cross-crafting, knowledge capture, while also addresses other gaps such as RCFA, predictive maintenance, etc.

Basic craft skill and knowledge gaps (skill-specic, cross-craft, multi-craft, etc.) are not routinely captured and analyzed for impact with respect to workforce development training.

The standard work process is well developed with an appropriate library of task procedures being developed and formal active training being delivered. These standard procedures are updated and audited.  A standard process (SDCA) is used to routinely assess craft knowledge gaps most critical to business needs --- includes crafts skills and knowledge / cross-craft needs, future workforce needs, and other domains such as RCFA, TPM, Predictive Maintenance, Problem Solving, Planning and Scheduling, etc. Addresses work environment factors affecting trainees.

There are places where some training offerings have included a blended approach of media / modes; however it seems largely attributable to individual training providers or offerings.

Course Development Plans are used prior to course development These list the media / mode strategies for each signicant craftsman training offering. Vendors and in-house training staff consciously decide upon the appropriate blend of media/ modes prior to course development.

Course Development Plans are used both prior to course development and as part of Continuous Improvement. These list the media media / mode strategies for each signicant craftsman training offering. The program utilizes many mixed media such as video, classroom, CBT, and printed material.

Blended: The curriculum has been developed using an appropriate mix of media to include printed word, video, instructor-led, self study modules, hands-on and computer based training. These media are available to personnel on demand with signicant guidance and opportunity for self development evident.

Instructor guides are developed as part of the standard training delivery package - but are seldom used by the instructors - inconsistencies exist from instructor to instructor.

Instructors are required to own their Instructor Guides and to ensure they are up-to-date so that other instructors can teach the same course the same way.

ensure consistency of delivery.

When courseware is developed internally instructor guides are generally developed, but not always. Many courses that are part of the standard catalog do not have instructor guides - especially externally developed training.

Instructor guides that drive consistency in delivery are used to continuously improve the training process and to help new instructors easily learn the required training standards for craftsmen training offerings.

The on-the-job training program is not formally documented and consists primarily of an assignment to accompany another  job incumbent for some period of time. The expectations expectations from the training not clear or dened. No documentation of the process exists.

On-the-job training occurs with multiple incumbents such that a variety of view points and experience levels are leveraged. No formal structure for the process exists and the measures of success are subjective at best. No documentation of the process exists.

The on-the-job training process is structured and formal with a task level listing and performance expectations are dened. Expectations are a pass/fail with subjective feedback given informally. The process is documented with no follow-on actions - everyone passes.

OJT formally dened, but peer feedback process is poor or nonexistent. Performance expectations dened, but are subjective in nature. There is a formal documentation process with candidates required to improve there skills in certain areas - not everyone passes the rst time through.

The OJT process is well dened with expectations and peer feedback occurring based on the OJT performance. Instructor expectations for the OJT are dened. Continual improvement element to the process clearly exists. Quantative performance expectations clearly dened and implemented.

No job aids are delivered. All of the learning and reference material is provided in the classroom with little effect visible on the shop oor.

Job aids are incorporated into the student guides as a reference, but never appear on the shop oor. oor. It is clear that these job aids do not effect the quality of work performed on the shop oor.

Job aids are used extensively and posted on-the-job oor to excess. It is difcult to determine which job aids are important. The job aids are delivered passively on the shop oor with no active communication occurring.

Evidence exists that a robust process of shop oor reinforcement of concepts learned in the classroom being applied via job aids. Active communication exists regarding these documents.

Job aids are develop and exist on the shop oor with the proper priority applied. They are periodically updated and replaced but they are actively delivered to the workforce. It is evident that these job aids have an effect on the quality of work performed. Continuous improvement evident.

Media/Mode

In this category, training offerings may tend to be either heavily on computer-based learning without enough hands-on, or self-study, or lecture, or too generic, or too reliant on unstructured OJT, etc. Course Development Plans are not used or available.

Job Aids

banks usedprograms. to design the training

Job and Task Analyses and S&K gap assessments are routinely analyzed to determine training needs and to anticipate future workforce needs.

Level 4 plus a complete career development path dened and documented for each position to include not only technical skills, but interpersonal, leadership, and problem solving, and analytical skills where appropriate. Applies to new hires, job progression, apprentice-needs where appropriate, incumbent craftsmen, refresher strategies, RCFA, multi-crafting, etc.

Training Objectives, Course Outlines and Curriculum Maps

On-the-Job Training and Job Performance Measures

Job Task Analysis is the method of performing skill assessments, with resultant skill and knowledge

LEVEL 5 BEST PRACTICE

Strategies and curriculum maps are used to guide and manage the training needs of craftsmen whether new hire, a craftsman with a basic level of knowledge wanting to take the next step, predictive technologies training, etc. In all cases, the training interventions are robustly developed with clear linkages to the S&K evident in its development. Properly developed learning objectives and job performance expectations have been dened and are stressed during delivery.

The training program developed is informal, relying largely on publicly available materials, vendor manuals, and rudimentary photocopies of technical information. Applies to new hires, job progression, apprentice-needs where appropriate, incumbent craftsmen, refresher strategies, etc.

Instructor Guides & Participant Guides

Basic craft skill and knowledge gaps are the focus of the training program (technical maintenance skills).

LEVEL 4 GOOD PRACTICE

The curriculum consists exclusively of participant materials and handouts. The materials are informal and few or no instructor guides or notes are provided to

The training program has been largely developed informally, many without learning objectives dened for the training interventions.  Although they many not based on documented learning objectives, Various training offers are provided and there is basic management documentation for craftsmen training (new hires, advancement, advanced, predictive training, RCFA, etc.)

Curriculum (S&K) maps for new hires and for any craftsmen progression program are published and form the basis for the training programs, designed appropriately with linkages to the S&K requirements. Properly developed learning objectives and job performance expectations outlined. Job requirements are tied to training strategies and performance objectives, all linked.

Continued on back... North America • Latin • America • Middle East • Asia-Pacic GP Allied  Asia-Pac  Asia-Pac Level 18, 333 Ann Street Brisbane QLD 4000 o. +61(0)7.3232.1265 f. +61(0)7.3232.1200

World Headquarters 4200 Faber Place Drive Charleston, SC 29405 o. 888.335.8276 f. 843.414.5779 www.gpallied.com

GP Allied EMEA Guldensporenpark 21-Blok C B-9820 Merelbeke, Belgium o. +32(0)9.210.17.20 f. +32(0)9.210.17.28

 

Ways to Measure Your Craft Skills Program

Maturity Matrix LEVEL 1 NOT ENGAGED

LEVEL 2 EXPERIMENTING

LEVEL 3 ENLIGHTENED

Individual Development Plans

No curriculum based approach is applied. Training is delivered delivered in mass to the entire population and

Training maps are developed, but are not specic to the job description. The level of support and coaching provided to the individual

IDPs are developed to the position level but are administered poorly. Some individuals understand and gain benet from the I DP, but they

(IDP) & Training Records

isproblem delivered current of to theaddress day. Nothe day. strategic approach.

is lacking. isDevelopment of skill and knowledge discussed and address infrequently, generally when pressed by an outside function.

are do largely an administrative task and not have a signicant effect on the workforce development efforts.

 A cursory review of the course materials is performed by the job incumbents, but the process is done informally- likely via email with limited feedback and no interaction of the incumbents during the actual pilot delivery.

 A formal course review is often performed for high prole course deliveries, but is not the standard operating procedure. Improvement opportunities for high prole courses are recorded and followed up on, but not universally for all courses.

 A formal review process exists that is applied to all courses, but the follow up on opportunities is spotty and generally a one time effort continual improvement not evident.

The course review and approval process is rigorous and formal. The pilot session is delivered to the most qualied job incumbents with specic and meaningful feedback provided. This feedback is incorporated into the course prior to providing the training to the general population.

No dedicated training facility exists - training is given in any available space - space is largely unsuitable for training delivery (Noisy, temperature, interruptions, etc.)

Dedicated training facilities exist, but they are somewhat neglected and poorly poorly maintained. The training experience suffers due to the condition of the training facilities.

Dedicated training facilities exist, and periodic upgrades exist over the years. The facility periodically becomes outdated and does not support all of the training needs beyond simple classroom instruction. Many interruptions and and derailers to the training experience exist.

Dedicated training facilities exist which are properly designed to support the optimal training delivery. Facilities support both classroom, CBT, and the requisite laboratory exercises. Minimal interruptions derailers to the training experience exist.

Proper dedicated training facilities exist with a dedicated training manager assigned to ensure the continued upkeep and indicated improvements to the training facility.

Instructor qualication is rarely considered. Feedback on instruction is not asked for or given.

Instructor feedback forms are used for training classes, but they are informal and consist primarily of subjective opinions. The results are not recorded or tracked. No actions are taken based on the results of this feedback.

Instructor feedback forms are used with feedback formally tracked and corrective actions taken. Forms consist primarily of subjective opinions.

Learning Contracts and Performance Expectations

Learning contracts are not used in any form. The expectations placed placed on those being trained once they return to the workplace are informal.

Learning contracts are not used, but performance expectations of those attending the training are verbally delivered at the beginning of the training session. The direct supervisors of those being trained are usually not aware or informed of specic training expectations or their role in reinforcing and coaching learned skills on the job.

Exam Evaluation

Examinations or performance tests are not given in any form. The effectiveness of the training is generally not measured. In this category there may be a tendency toward written exams without enough hands-on, practical examination.

Training effectiveness audits not considered or performed.

Elements

Course Validation and Pilot -Testing

Training Environment

Instructor Qualication

Training Effectiveness Audits

New courses added to the curriculum are not reviewed by the  job incumbents and no validation or pilot proof-of-concept process exists.

IDPs are designed to the position level and are delivered to all individuals holding that job position. Some follow-up and coaching is being done.

The instructor certication process exists, but is informal and undocumented and consists primarily of incumbent or peer opinions. Feedback forms used, with corrective actions being taken.

LEVEL 5 BEST PRACTICE IDPs are designed and delivered to the individuals within the workforce. Continual coaching and progress checks applied. needs I DPs vary based on the individual and current skill level.

 A formal instructor certication process exists with an individual task certication process in place with subject matter experts, task qualication, and instructor performance audits being performed. Corrective actions taken to address deciencies.

The direct supervisors of those trained attend the opening of the training session and are part of the discussion regarding the performance expectations upon return to the job.

Learning contracts are developed prior to the execution of the training and reviewed between the trainee and their direct supervisor. supervisor. Clear and measureable performance expectations are established for the trainee upon return to the job.

Learning contracts are used extensively and are properly developed (level 4). Follow up reviews are performed by the trainers or departmental sponsors in order to measure the change in workplace performance, with a feedback loop existing back to the development and execution elements of the model.

Exams are reviewed informally posttraining, but the review is performed in an informal manner and is not documented. Corrective actions are not identied and are rarely followed up on.

Examination reviews are performed and documented, but the follow-up and corrective action process is insufcient. Exams remain largely unchanged through multiple deliveries of the training sessions.

Formal examinations are provided with a single version of the exam existing. Formal exam reviews to the question level exist. The follow up process is somewhat informal and opportunities for improvement are often missed. No statistical data on the examination performance is maintained.

Written and hands-on examinations are provided as part of the training experience with multiple versions of the exam existing. existing. Statistical measures are taken to the question and specic answer level with problem areas addressed and corrected via existing feedback loops to the exam and training delivery process.

Training effectiveness audits performed upon return to the workplace post-training, but they consist largely of subjective opinions provided not only by the participants, but also from the participant's managers.

Training effectiveness audits

Training effectiveness audits

Training effectiveness audits performed upon return to the workplace post-training, but they consist largely of subjective opinions solely from the participants.

performed, with a mixture of subjective and quantitative performance measures (number errors, productivity, etc.). The process to make adjustments to the training based on the audit results is spotty and inconsistent.

performed, with a mixture of subjective and quantitative performance measures (number errors, productivity, etc.). A robust process to make corrections and upgrades to the training delivery based on results exists.

North America • Latin • America • Middle East • Asia-Pacic GP Allied  Asia-Pac  Asia-Pac Level 18, 333 Ann Street Brisbane QLD 4000 o. +61(0)7.3232.1265 f. +61(0)7.3232.1200

LEVEL 4 GOOD PRACTICE

World Headquarters 4200 Faber Place Drive Charleston, SC 29405 o. 888.335.8276 f. 843.414.5779 www.gpallied.com

GP Allied EMEA Guldensporenpark 21-Blok C B-9820 Merelbeke, Belgium o. +32(0)9.210.17.20 f. +32(0)9.210.17.28