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Introduction to ISO 10015
Quality Management – Guidelines for Training
Henry John Nueva, CLSSYB
Content
Premise
Advantages
Purpose & Rationale
Improving Quality by Training
Terms and Definitions
Guidelines for Training
Monitoring & Improving Training Process
Premise
ISO 9001 Sec. 6.2.2 “Competence, Awareness and Training” is
the requirement to ensure that people performing the work in an
organization are competent to achieve the quality of the product or
service . Unfortunately, this section became an issue particularly
among small and medium size organizations.
Due to the greater demand for an appropriate tool for assuring the
quality of training, ISO 10015 was developed, negotiated and
refined by industry experts and issued by the ISO secretariat in
December 1999. ISO 10015:1999 then serves as a guideline to
education and training within organizations. It also ensures that
employees within the organization are well-trained and competent to
meet the organization’s commitment to supply products or services
of required quality.
Advantages
In general, HRD- Human Resources Development professionals
can perform all aspects of the training design process without being
asked by management to exclude any steps. Through this, the
standard ensures that managers remain committed to best practices
in training.
The process oriented concept of this standard can be easily
understood by organizations used to ISO quality management
standard regardless of industry, nature or size. Further, its features
and pedagogical orientation standard offers guidance on the
significant use of training technology and organizational learning.
Purpose &
Rationale
All level employees regardless of the nature, employment status
and role should be trained to meet the organization’s commitment to
supply products or services of a required quality in a changing
market place where customer expectations, needs or requirements
are increasing continuously.
ISO 10015:1999 provides guidelines to assist organizations and
their employees when addressing issues related to training. This
may be applied whenever guidance is required to interpret
references to “education” and “training” within the ISO 9000 family
of quality assurance and quality management standards. Therefore,
any references to “training” in this standard includes all types of
education and training.
The role of this International Standard is to provide guidance that
can help an organization to
Improving
Quality by
Training
This can help an
organization to:
1. Identify and analyze
training need,
2. Design and plan the
training,
3. Provide for the
training,
4. Evaluate training
outcomes
5. Monitor and
improve the training
process.
This International Standard emphasizes the contribution of training to
continual improvement and is intended to help organizations make
their training a more effective and efficient investment.
ISO 10015:1999
Sec. 3 –
Terms and
Definition
3.1 Competence
3.2 Training
The application of knowledge, skills, and
behaviors in performance.
The process to provide and develop
knowledge, skills and behaviors to meet
requirements.
ISO 10015:1999
Sec. 4 -
Guidelines
for Training
4.5
Evaluating
Training
Outcomes
4.4
Providing for
Training
4.3
Designing
and Planning
Training
4.2 Defining
Training
Needs
4.1Training:
A four –
stage
process
ISO 10015:1999
Sec. 4 -
Guidelines
for Training
4.1 Training : A four-stage process
4.1.1 General
MONITOR
1. DefineTraining Needs
3. Provide forTraining
4. EvaluateTraining
Outcomes
2. Design and Plan
Training
Note: Output of one stage will provide the input for the following stage
ISO 10015:1999
Sec. 4 -
Guidelines
for Training
4.1 Training : A four-stage process
4.1.2 Purchase of training-related products and services
It should be the responsibility of the management to decide
if and when the external or internal purchasing and
resourcing of products and services related to any of the
four stages of the training process, and its monitoring,
should occur.
ISO 10015:1999
Sec. 4 -
Guidelines
for Training
4.1 Training : A four-stage process
4.1.3 Involvement of Personnel
Appropriate involvement of the personnel whose competence
is being developed, as part of the training process,
may result in those personnel feeling a greater sense of
ownership of the process, resulting in their assuming more
responsibility for ensuring its success.
ISO 10015:1999
Sec. 4 -
Guidelines
for Training
4.2 Defining Training Needs
4.2.1 General
The purpose of this stage should be to:
a) Define the gaps between the existing and required
competence.
b) Define the training needed by employees whose existing
competence does not match the competence required for the tasks.
c) Document specified training needs.
ISO 10015:1999
Sec. 4 -
Guidelines
for Training
4.2 Defining Training Needs
4.2.2 Defining the Needs of the Organization
The organization’s quality and training policies, quality
management requirements, resource management and
process design should be considered when initiating training, as an
input to 4.2, to ensure that the required training
will be directed toward satisfying the organization’s needs.
ISO 10015:1999
Sec. 4 -
Guidelines
for Training
4.2 Defining Training Needs
4.2.3 Defining and analyzing competence requirements
The definition of an organization’s future needs relative to its strategic goals and quality objectives,
including the required competence of its personnel, may be derived from a variety of internal and
external sources, such as
Organizational or technological
change that affects work
processes or impacts on the
nature of products
supplied by the organization
Turnover or seasonal fluctuation
records involving temporary
personnel
The result of process reviews
and corrective actions due to
customer complaints or reports
of nonconformities
Data recorded from past or
current training processes;
Internal or external certification
needed for the performance of
specific tasks
Legislation, regulations,
standards and directives
affecting the organization, its
activities and resources
The organization’s appraisal of
the competence of the
personnel to perform specified
tasks
Requests from employees
identifying opportunities for
personal development which
contribute to the
organization’s objectives
Market research identifying or
anticipating new customer
requirements
ISO 10015:1999
Sec. 4 -
Guidelines
for Training
4.2 Defining Training Needs
4.2.4 Reviewing Competence
Methods used for reviewing competence
Interviews/
Questionnaire
with
employee,
supervisors,
managers
Observations
Group
Discussions
Input from
Subject
Matter
Experts
ISO 10015:1999
Sec. 4 -
Guidelines
for Training
4.2 Defining Training Needs
4.2.5 Defining Competence Gap
A comparison of the existing competencies with those required
should be made to define and record the competence gaps.
4.2.6 Identifying solutions to close the Competence Gap
Training, Redesigning Processes, Recruitment of fully trained
personnel, Outsourcing, Improving other resources, Job Rotation,
Modifying Work Procedures.
4.2.7 Defining the specification for training needs
The specification for training needs should document the objectives
and the expected outcomes of the training. The input to the
specification for training needs should be provided by the list of
competency requirements, the results of previous training,
current competency gaps and requests for corrective action.
ISO 10015:1999
Sec. 4 -
Guidelines
for Training
4.3 Designing and Planning Training
4.3.2 Defining the constraints
Regulatory requirements imposed by laws
Policy requirements relating to Human Resources imposed by the organization
Financial considerations
Timing and Scheduling requirements
The availability, motivation and ability of the individuals to be trained
Availability of in-house resources or reputable training providers to perform
the training
Constrains on any other available resources
List of constraints should be used in the selection of training methods, training
provider, and development of training plan specification.
ISO 10015:1999
Sec. 4 -
Guidelines
for Training
4.3 Designing and Planning Training
4.3.3 Training Methods and Criteria Selection
Training Methods
Criteria for selection of appropriate
methods or combination of methods
Courses & Workshops (On/Off Site) Date
Apprenticeships Location
On-the-job Coaching Facilities
Counselling Cost
Self Training Training Objectives
Distance Learning Target group of trainees
Duration of training & sequence of
implementation
Forms of Assessment, Evaluation &
Certification
ISO 10015:1999
Sec. 4 -
Guidelines
for Training
4.3 Designing and Planning Training
4.3.4 Training Plan Specification
Training objectives should be based on the expected competence developed in the
specification for training needs in order to ensure the effective delivery of training and
to create clear and open communication. Specification should consider the following:
a) The organization’s objectives and requirements
b) Specification for training needs
c) Training objectives
d) Trainees (Target groups or Target Personnel)
e) Training methods and outline of content
f) Schedule of requirements (Duration, Dates, Significant Milestone)
g) Resource Requirements (Training Materials, Training Staff)
h) Financial Requirements
i) Criteria and methods developed or the evaluation of training
outcomes
ISO 10015:1999
Sec. 4 -
Guidelines
for Training
4.3 Designing and Planning Training
4.3.5 Selecting a Training Provider
 Any potential internal or external training provider should be subject
to critical examination before being selected to provide the training.
 This examination may include the provider's written information
(e.g. catalogues, leaflets) and evaluation reports.
 Examination should be based on the training plan specification and
the identified constraints
ISO 10015:1999
Sec. 4 -
Guidelines
for Training
4.4 Providing for the Training
4.4.2 Providing Support
 Briefing the training provider with relevant information.
 Briefing the trainee on the nature of training and the competence
gaps it is intended to close.
 Enabling contact to be made between the trainer and trainee.
4.4.2.1 Pretraining support
ISO 10015:1999
Sec. 4 -
Guidelines
for Training
4.4 Providing for the Training
4.4.2 Providing Support
 Providing relevant tools, equipment, documentation, software or
accommodation to the trainee and/or trainer.
 Providing relevant and adequate opportunities for the trainee to
apply the competence being developed
 Giving feedback on task performance as requested by the trainer
and/or trainee
4.4.2.2 Training support
ISO 10015:1999
Sec. 4 -
Guidelines
for Training
4.4 Providing for the Training
4.4.2 Providing Support
 Receiving feedback information from the trainee
 Receiving feedback information from the trainer
 Providing feedback information to managers and to the personnel
involved in the training process
4.4.2.3 End-of-training support
ISO 10015:1999
Sec. 4 -
Guidelines
for Training
4.5 Evaluating Training Outcomes
4.5.1 General
The results of training cannot be fully analyzed and validated until the
trainee can be observed and tested on the job. Within a specified time
period after the trainee has completed the training, the management of
the organization should ensure that an evaluation takes place to verify
the level of competence achieved.
LONG TERM: Trainee job
performance and productivity
improvement should be assessed.
SHORT TERM: Trainee feedback
information should be obtained on the
training methods, resources used,
and knowledge and skills gained as a
result of the training.
ISO 10015:1999
Sec. 4 -
Guidelines
for Training
4.5 Evaluating Training Outcomes
4.5.2 Collecting data and preparing an evaluation report
• The occurrence of nonconformities may require procedures for corrective action
• The completion of training should be documented in the training records
Specification
for training
needs
Evaluation criteria &
description of sources,
methods and schedule
for evaluations
Analysis of data collected
and interpretation of the
results
Review of
Training Costs
Conclusions and recommendations
for improvement
ISO 10015:1999
Sec. 5 –
Monitoring
and
Improving
the Training
Process
5.1 General
 The main purpose of monitoring is to ensure that the training
process, as part of the organization’s quality system, is being
managed and implemented as required so as to provide objective
evidence that the process is effective in meeting the organization’s
training requirements.
 Monitoring should be conducted by competent personnel in
accordance with the organization’s documented procedures. Where
possible, such personnel should be independent of the functions in
which they are directly involved.
 Methods for monitoring include: consultation, observation, and
data collection.
ISO 10015:1999
Sec. 5 –
Monitoring
and
Improving
the Training
Process
5.2 Validation of the Training Process
Inputs for monitoring include all the records from all stages in the training
process. Based on these records, a review of the different stages can be
performed to detect nonconformity issues for corrective and preventive
actions. Such inputs can be collected on an on-going basis to provide the
basis of validating the training process, and for making recommendations for
improvement.
IF PROCEDURES ARE
FOLLOWED & SPECIFIED
REQUIREMENTS ARE MET
Personnel competence records
should be up-dated to reflect this
additional qualification
IF PROCEDURES ARE NOT
FOLLOWED & SPECIFIED
REQUIREMENTS ARE MET
Procedures should be revised and
the personnel competence records
should be up-dated to reflect this
additional qualification
ISO 10015:1999
Sec. 5 –
Monitoring
and
Improving
the Training
Process
5.2 Validation of the Training Process
The training process should identify any further opportunities for improving the
effectiveness of any stage of the training process. Appropriate records
should be maintained of the various monitoring and evaluation activities
conducted, the results obtained, and the actions planned.
IF PROCEDURES ARE FOLLOWED & THE REQUIREMENTS ARE
NOT MET
Corrective action may be needed to improve the training process or develop
an appropriate non-training solution
Inputs, Outputs
and Records
(Audit)
Stage Process 1: Defining Training Needs
INPUT OUTPUT RECORD
Defining organization’s
needs (4.2.2)
Decision to initiate
training process
Decision to initiate
training process
Defining and analyzing
competence
requirements (4.2.3)
Competence
Requirements
List of competence
requirements
Reviewing Competence
(4.2.4)
Knowledge of existing
competence
List of existing
competence
Defining competence
(4.2.5)
Knowledge of
competence
List of competence gaps
Identifying solutions to
close the competence
gaps (4.2.6)
Training selected as a
solution
Training selected as a
solution
Defining the
specification for training
needs (4.2.7)
Training needs
specification
Training needs
specification document
Inputs, Outputs
and Records
(Audit)
Stage Process 2: Designing & Planning Training
INPUT OUTPUT RECORD
Defining the constraints
(4.3.2)
Knowledge of
constraints on training
List of constraints
Training Methods and
criteria for selection
(4.3.3)
Knowledge of training
methods
List of training methods
Training Plan
Specification (4.3.4)
Training plan
specification
Training plan
specification document
Selecting a training
provider (4.3.5)
Identified training
provider
Agreement or formal
contract establishing
ownership, roles and,
responsibilities for the
training process
Inputs, Outputs
and Records
(Audit)
Stage Process 3: Providing for the Training
INPUT OUTPUT RECORD
Pretraining Support
(4.4.2.1)
Briefing reports Pretraining briefing
reports
Training Support
(4.4.2.2)
Training support reports Training support reports
End-of-training Support
(4.4.2.3)
Feedback information
reports
End of training feedback
information reports
Inputs, Outputs
and Records
(Audit)
Stage Process 4: Evaluating Training Outcomes
INPUT OUTPUT RECORD
Collecting data and
preparing evaluation
report (4.5.2)
Evaluation report • Evaluation Report
• Training Records
Validation of the training
process (5.2)
Monitoring reports • Monitoring Reports
• Requests for
corrective or
preventive actions
Development &
Updates
ISO 10015:2019 Quality Management
– Guidelines for Competence
Management and People Development

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Introduction to ISO 10015 Quality Management – Guidelines for Training

  • 1. Introduction to ISO 10015 Quality Management – Guidelines for Training Henry John Nueva, CLSSYB
  • 2. Content Premise Advantages Purpose & Rationale Improving Quality by Training Terms and Definitions Guidelines for Training Monitoring & Improving Training Process
  • 3. Premise ISO 9001 Sec. 6.2.2 “Competence, Awareness and Training” is the requirement to ensure that people performing the work in an organization are competent to achieve the quality of the product or service . Unfortunately, this section became an issue particularly among small and medium size organizations. Due to the greater demand for an appropriate tool for assuring the quality of training, ISO 10015 was developed, negotiated and refined by industry experts and issued by the ISO secretariat in December 1999. ISO 10015:1999 then serves as a guideline to education and training within organizations. It also ensures that employees within the organization are well-trained and competent to meet the organization’s commitment to supply products or services of required quality.
  • 4. Advantages In general, HRD- Human Resources Development professionals can perform all aspects of the training design process without being asked by management to exclude any steps. Through this, the standard ensures that managers remain committed to best practices in training. The process oriented concept of this standard can be easily understood by organizations used to ISO quality management standard regardless of industry, nature or size. Further, its features and pedagogical orientation standard offers guidance on the significant use of training technology and organizational learning.
  • 5. Purpose & Rationale All level employees regardless of the nature, employment status and role should be trained to meet the organization’s commitment to supply products or services of a required quality in a changing market place where customer expectations, needs or requirements are increasing continuously. ISO 10015:1999 provides guidelines to assist organizations and their employees when addressing issues related to training. This may be applied whenever guidance is required to interpret references to “education” and “training” within the ISO 9000 family of quality assurance and quality management standards. Therefore, any references to “training” in this standard includes all types of education and training. The role of this International Standard is to provide guidance that can help an organization to
  • 6. Improving Quality by Training This can help an organization to: 1. Identify and analyze training need, 2. Design and plan the training, 3. Provide for the training, 4. Evaluate training outcomes 5. Monitor and improve the training process. This International Standard emphasizes the contribution of training to continual improvement and is intended to help organizations make their training a more effective and efficient investment.
  • 7. ISO 10015:1999 Sec. 3 – Terms and Definition 3.1 Competence 3.2 Training The application of knowledge, skills, and behaviors in performance. The process to provide and develop knowledge, skills and behaviors to meet requirements.
  • 8. ISO 10015:1999 Sec. 4 - Guidelines for Training 4.5 Evaluating Training Outcomes 4.4 Providing for Training 4.3 Designing and Planning Training 4.2 Defining Training Needs 4.1Training: A four – stage process
  • 9. ISO 10015:1999 Sec. 4 - Guidelines for Training 4.1 Training : A four-stage process 4.1.1 General MONITOR 1. DefineTraining Needs 3. Provide forTraining 4. EvaluateTraining Outcomes 2. Design and Plan Training Note: Output of one stage will provide the input for the following stage
  • 10. ISO 10015:1999 Sec. 4 - Guidelines for Training 4.1 Training : A four-stage process 4.1.2 Purchase of training-related products and services It should be the responsibility of the management to decide if and when the external or internal purchasing and resourcing of products and services related to any of the four stages of the training process, and its monitoring, should occur.
  • 11. ISO 10015:1999 Sec. 4 - Guidelines for Training 4.1 Training : A four-stage process 4.1.3 Involvement of Personnel Appropriate involvement of the personnel whose competence is being developed, as part of the training process, may result in those personnel feeling a greater sense of ownership of the process, resulting in their assuming more responsibility for ensuring its success.
  • 12. ISO 10015:1999 Sec. 4 - Guidelines for Training 4.2 Defining Training Needs 4.2.1 General The purpose of this stage should be to: a) Define the gaps between the existing and required competence. b) Define the training needed by employees whose existing competence does not match the competence required for the tasks. c) Document specified training needs.
  • 13. ISO 10015:1999 Sec. 4 - Guidelines for Training 4.2 Defining Training Needs 4.2.2 Defining the Needs of the Organization The organization’s quality and training policies, quality management requirements, resource management and process design should be considered when initiating training, as an input to 4.2, to ensure that the required training will be directed toward satisfying the organization’s needs.
  • 14. ISO 10015:1999 Sec. 4 - Guidelines for Training 4.2 Defining Training Needs 4.2.3 Defining and analyzing competence requirements The definition of an organization’s future needs relative to its strategic goals and quality objectives, including the required competence of its personnel, may be derived from a variety of internal and external sources, such as Organizational or technological change that affects work processes or impacts on the nature of products supplied by the organization Turnover or seasonal fluctuation records involving temporary personnel The result of process reviews and corrective actions due to customer complaints or reports of nonconformities Data recorded from past or current training processes; Internal or external certification needed for the performance of specific tasks Legislation, regulations, standards and directives affecting the organization, its activities and resources The organization’s appraisal of the competence of the personnel to perform specified tasks Requests from employees identifying opportunities for personal development which contribute to the organization’s objectives Market research identifying or anticipating new customer requirements
  • 15. ISO 10015:1999 Sec. 4 - Guidelines for Training 4.2 Defining Training Needs 4.2.4 Reviewing Competence Methods used for reviewing competence Interviews/ Questionnaire with employee, supervisors, managers Observations Group Discussions Input from Subject Matter Experts
  • 16. ISO 10015:1999 Sec. 4 - Guidelines for Training 4.2 Defining Training Needs 4.2.5 Defining Competence Gap A comparison of the existing competencies with those required should be made to define and record the competence gaps. 4.2.6 Identifying solutions to close the Competence Gap Training, Redesigning Processes, Recruitment of fully trained personnel, Outsourcing, Improving other resources, Job Rotation, Modifying Work Procedures. 4.2.7 Defining the specification for training needs The specification for training needs should document the objectives and the expected outcomes of the training. The input to the specification for training needs should be provided by the list of competency requirements, the results of previous training, current competency gaps and requests for corrective action.
  • 17. ISO 10015:1999 Sec. 4 - Guidelines for Training 4.3 Designing and Planning Training 4.3.2 Defining the constraints Regulatory requirements imposed by laws Policy requirements relating to Human Resources imposed by the organization Financial considerations Timing and Scheduling requirements The availability, motivation and ability of the individuals to be trained Availability of in-house resources or reputable training providers to perform the training Constrains on any other available resources List of constraints should be used in the selection of training methods, training provider, and development of training plan specification.
  • 18. ISO 10015:1999 Sec. 4 - Guidelines for Training 4.3 Designing and Planning Training 4.3.3 Training Methods and Criteria Selection Training Methods Criteria for selection of appropriate methods or combination of methods Courses & Workshops (On/Off Site) Date Apprenticeships Location On-the-job Coaching Facilities Counselling Cost Self Training Training Objectives Distance Learning Target group of trainees Duration of training & sequence of implementation Forms of Assessment, Evaluation & Certification
  • 19. ISO 10015:1999 Sec. 4 - Guidelines for Training 4.3 Designing and Planning Training 4.3.4 Training Plan Specification Training objectives should be based on the expected competence developed in the specification for training needs in order to ensure the effective delivery of training and to create clear and open communication. Specification should consider the following: a) The organization’s objectives and requirements b) Specification for training needs c) Training objectives d) Trainees (Target groups or Target Personnel) e) Training methods and outline of content f) Schedule of requirements (Duration, Dates, Significant Milestone) g) Resource Requirements (Training Materials, Training Staff) h) Financial Requirements i) Criteria and methods developed or the evaluation of training outcomes
  • 20. ISO 10015:1999 Sec. 4 - Guidelines for Training 4.3 Designing and Planning Training 4.3.5 Selecting a Training Provider  Any potential internal or external training provider should be subject to critical examination before being selected to provide the training.  This examination may include the provider's written information (e.g. catalogues, leaflets) and evaluation reports.  Examination should be based on the training plan specification and the identified constraints
  • 21. ISO 10015:1999 Sec. 4 - Guidelines for Training 4.4 Providing for the Training 4.4.2 Providing Support  Briefing the training provider with relevant information.  Briefing the trainee on the nature of training and the competence gaps it is intended to close.  Enabling contact to be made between the trainer and trainee. 4.4.2.1 Pretraining support
  • 22. ISO 10015:1999 Sec. 4 - Guidelines for Training 4.4 Providing for the Training 4.4.2 Providing Support  Providing relevant tools, equipment, documentation, software or accommodation to the trainee and/or trainer.  Providing relevant and adequate opportunities for the trainee to apply the competence being developed  Giving feedback on task performance as requested by the trainer and/or trainee 4.4.2.2 Training support
  • 23. ISO 10015:1999 Sec. 4 - Guidelines for Training 4.4 Providing for the Training 4.4.2 Providing Support  Receiving feedback information from the trainee  Receiving feedback information from the trainer  Providing feedback information to managers and to the personnel involved in the training process 4.4.2.3 End-of-training support
  • 24. ISO 10015:1999 Sec. 4 - Guidelines for Training 4.5 Evaluating Training Outcomes 4.5.1 General The results of training cannot be fully analyzed and validated until the trainee can be observed and tested on the job. Within a specified time period after the trainee has completed the training, the management of the organization should ensure that an evaluation takes place to verify the level of competence achieved. LONG TERM: Trainee job performance and productivity improvement should be assessed. SHORT TERM: Trainee feedback information should be obtained on the training methods, resources used, and knowledge and skills gained as a result of the training.
  • 25. ISO 10015:1999 Sec. 4 - Guidelines for Training 4.5 Evaluating Training Outcomes 4.5.2 Collecting data and preparing an evaluation report • The occurrence of nonconformities may require procedures for corrective action • The completion of training should be documented in the training records Specification for training needs Evaluation criteria & description of sources, methods and schedule for evaluations Analysis of data collected and interpretation of the results Review of Training Costs Conclusions and recommendations for improvement
  • 26. ISO 10015:1999 Sec. 5 – Monitoring and Improving the Training Process 5.1 General  The main purpose of monitoring is to ensure that the training process, as part of the organization’s quality system, is being managed and implemented as required so as to provide objective evidence that the process is effective in meeting the organization’s training requirements.  Monitoring should be conducted by competent personnel in accordance with the organization’s documented procedures. Where possible, such personnel should be independent of the functions in which they are directly involved.  Methods for monitoring include: consultation, observation, and data collection.
  • 27. ISO 10015:1999 Sec. 5 – Monitoring and Improving the Training Process 5.2 Validation of the Training Process Inputs for monitoring include all the records from all stages in the training process. Based on these records, a review of the different stages can be performed to detect nonconformity issues for corrective and preventive actions. Such inputs can be collected on an on-going basis to provide the basis of validating the training process, and for making recommendations for improvement. IF PROCEDURES ARE FOLLOWED & SPECIFIED REQUIREMENTS ARE MET Personnel competence records should be up-dated to reflect this additional qualification IF PROCEDURES ARE NOT FOLLOWED & SPECIFIED REQUIREMENTS ARE MET Procedures should be revised and the personnel competence records should be up-dated to reflect this additional qualification
  • 28. ISO 10015:1999 Sec. 5 – Monitoring and Improving the Training Process 5.2 Validation of the Training Process The training process should identify any further opportunities for improving the effectiveness of any stage of the training process. Appropriate records should be maintained of the various monitoring and evaluation activities conducted, the results obtained, and the actions planned. IF PROCEDURES ARE FOLLOWED & THE REQUIREMENTS ARE NOT MET Corrective action may be needed to improve the training process or develop an appropriate non-training solution
  • 29. Inputs, Outputs and Records (Audit) Stage Process 1: Defining Training Needs INPUT OUTPUT RECORD Defining organization’s needs (4.2.2) Decision to initiate training process Decision to initiate training process Defining and analyzing competence requirements (4.2.3) Competence Requirements List of competence requirements Reviewing Competence (4.2.4) Knowledge of existing competence List of existing competence Defining competence (4.2.5) Knowledge of competence List of competence gaps Identifying solutions to close the competence gaps (4.2.6) Training selected as a solution Training selected as a solution Defining the specification for training needs (4.2.7) Training needs specification Training needs specification document
  • 30. Inputs, Outputs and Records (Audit) Stage Process 2: Designing & Planning Training INPUT OUTPUT RECORD Defining the constraints (4.3.2) Knowledge of constraints on training List of constraints Training Methods and criteria for selection (4.3.3) Knowledge of training methods List of training methods Training Plan Specification (4.3.4) Training plan specification Training plan specification document Selecting a training provider (4.3.5) Identified training provider Agreement or formal contract establishing ownership, roles and, responsibilities for the training process
  • 31. Inputs, Outputs and Records (Audit) Stage Process 3: Providing for the Training INPUT OUTPUT RECORD Pretraining Support (4.4.2.1) Briefing reports Pretraining briefing reports Training Support (4.4.2.2) Training support reports Training support reports End-of-training Support (4.4.2.3) Feedback information reports End of training feedback information reports
  • 32. Inputs, Outputs and Records (Audit) Stage Process 4: Evaluating Training Outcomes INPUT OUTPUT RECORD Collecting data and preparing evaluation report (4.5.2) Evaluation report • Evaluation Report • Training Records Validation of the training process (5.2) Monitoring reports • Monitoring Reports • Requests for corrective or preventive actions
  • 33. Development & Updates ISO 10015:2019 Quality Management – Guidelines for Competence Management and People Development