The document assesses the maturity levels of skill and knowledge (S&K) programs across various dimensions, including training needs analysis, job performance measures, and instructor qualifications. It outlines a progression from informal training practices to more structured and formalized approaches, highlighting the importance of standard work procedures, individual development plans, and consistent evaluation mechanisms. Overall, it emphasizes the necessity for continuous improvement, effective job aids, and robust training environments to enhance workforce development.

1. Elements LEVEL 1
NOT ENGAGED
LEVEL 2
EXPERIMENTING
LEVEL 3
ENLIGHTENED
LEVEL 4
GOOD PRACTICE
LEVEL 5
BEST PRACTICE
Skill and Knowledge
(S&K) Assessments
S&K assessments have not
been performed. There is little or
no formal understanding of the
specific requirements for each
position beyond a rudimentary job
description.
Some S&K assessments have
been performed, but the results
do not seem reflected in the
design of the training programs for
craftsmen.
Formal S&K assessments have
been performed for all craft
positions with the results of the
assessment fully integrated into
the design of the training program.
This was a one-time significant
effort.
Job and Task Analysis is the
method of performing skill
assessments, with resultant skill
and knowledge banks used to
design the training programs.
Job and Task Analyses and S&K
gap assessments are routinely
analyzed to determine training
needs and to anticipate future
workforce needs.
Task Procedures and
"Standard Work"
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
is delivered.
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.
Gap Awareness
Basic craft skill and knowledge
gaps (skill-specific, cross-craft,
multi-craft, etc.) are not routinely
captured and analyzed for
impact with respect to workforce
development training.
Basic craft skill and knowledge
gaps are the focus of the training
program (technical maintenance
skills).
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, and
knowledge capture, while also
addressing other gaps such as
RCFA, predictive maintenance,
etc.
A standard process (SDCA) is
used to routinely assess craft
knowledge gaps most critical to
business needs, including craft
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.
Training Objectives,
Course Outlines, and
Curriculum Maps
The training program developed
is informal, relying largely on
publicly available materials,
vendor manuals, and rudimentary
photocopies of technical
information. Program applies
to new hires, job progression,
apprentice needs where
appropriate, incumbent craftsmen,
refresher strategies, etc.
The training program has been
largely developed informally, often
without learning objectives defined
for the training interventions.
Although they may not be
based on documented learning
objectives, various training
offerings 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
are outlined. Job requirements
are tied to training strategies and
performance objectives, all are
linked.
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 defined and are stressed
during delivery.
Level 4 plus a complete career
development path defined and
documented for each position
to include not only technical
skills, but also interpersonal,
leadership, and problem solving,
as well as analytical skills where
appropriate. Applies to new hires,
job progression, apprentice needs
where appropriate, incumbent
craftsmen, refresher strategies,
RCFA, multi-crafting, etc.
Media/Mode
In this category, training offerings
tend to be either heavily computer-
based learning without enough
hands-on application, self-study,
lecture, too generic, or too reliant
on unstructured OJT, etc. Course
Development Plans are not used
or available.
Some training offerings have
include a blended approach of
media/modes; 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 significant
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/mode strategies
for each significant craftsman
training offering. The program
utilizes many mixed media such
as video, classroom, computer-
based training (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
application, and CBT. These
media are available to personnel
on demand with significant
guidance and opportunity for self
development evident.
Instructor Guides and
Participant Guides
The curriculum consists
exclusively of participant materials
and handouts. The materials are
informal and few or no Instructor
Guides or notes are provided to
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 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.
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.
On-the-Job Training
(OJT) and Job
Performance
Measures
The OJT program is not formally
documented and consists primarily
of an assignment to accompany
another job incumbent for some
period of time. The expectations
from the training are not clear or
defined. No documentation of the
process exists.
OJT 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 OJT process is structured
and formal with a task level listing.
Performance expectations are
defined; expectations are a pass/
fail with subjective feedback
given informally. The process
is documented with no follow-on
actions - everyone passes.
OJT is formally defined, but
peer feedback process is poor
or non-existent. Performance
expectations are defined, but are
subjective in nature. There is a
formal documentation process
with candidates required to
improve their skills in certain areas
- not everyone passes the first
time through.
The OJT process is well defined
with expectations and peer
feedback occurring based on
the OJT performance. Instructor
expectations for OJT are
defined. Continual improvement
element to the process clearly
exists. Quantitative performance
expectations are clearly defined
and implemented.
Job Aids
No job aids are delivered. All
of the learning and reference
material is provided in the
classroom with little effect visible
on the shop floor.
Job aids are incorporated into the
student guides as a reference,
but never appear on the shop
floor. It is clear that these job aids
do not effect the quality of work
performed on the shop floor.
Job aids are used extensively
and posted on the job floor to
excess. It is difficult to determine
which job aids are important. The
job aids are delivered passively
on the shop floor with no active
communication occurring.
Evidence exists that a
robust process of shop floor
reinforcement of concepts learned
in the classroom is being applied
via job aids. Active communication
exists regarding these documents.
Job aids are developed and
exist on the shop floor with the
proper priority applied. They are
periodically updated and replaced,
and 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 is
evident.
Continued on back...
ANALYSISANALYSISDEVELOPMENTDEVELOPMENT
LEVEL 1
NOT ENGAGED
LEVEL 1
NOT ENGAGED
LEVEL 2
EXPERIMENTING
LEVEL 2
EXPERIMENTING
LEVEL 4
GOOD PRACTICE
LEVEL 4
GOOD PRACTICE
LEVEL 5
BEST PRACTICE
LEVEL 5
BEST PRACTICE
Ways to Measure Your
Craft Skills Program
Maturity Matrix
North America • Europe • Latin America • Middle East • Asia-Pacific
GPAllied EMEA
Guldensporenpark 21-Blok C
B-9820 Merelbeke, Belgium
o. +32(0)9.210.17.20
f. +32(0)9.210.17.28
www.gpallied.com
World Headquarters
4200 Faber Place Drive
Charleston, SC 29405
o. 888.335.8276
f. 843.414.5779

2. Elements LEVEL 1
NOT ENGAGED
LEVEL 2
EXPERIMENTING
LEVEL 3
ENLIGHTENED
LEVEL 4
GOOD PRACTICE
LEVEL 5
BEST PRACTICE
Individual
Development Plans
(IDP) and Training
Records
No curriculum-based approach is
applied. Training is delivered in
mass to the entire population and
is delivered to address the current
problem of the day. No strategic
approach exists.
Training maps are developed,
but are not specific to the job
description. The level of support
and coaching provided to the
individual is lacking. Development
of S&K is discussed and addressed
infrequently, generally when pressed
by an outside function.
IDPs are developed to the position
level but are administered poorly.
Some individuals understand and
gain benefit from the IDP, but they
are largely an administrative task
and do not have a significant effect
on the workforce development
efforts.
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.
IDPs are designed and delivered to
the individuals within the workforce.
Continual coaching and progress
checks are applied. IDPs vary based
on the individual needs and current
skill level.
Course Validation and
Pilot Testing
New courses added to the
curriculum are not reviewed by the
job incumbents and no validation or
pilot proof-of-concept process exists.
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 profile course
deliveries, but is not the standard
operating procedure. Improvement
opportunities for high profile courses
are recorded and followed up on, but
not universally for all courses.
A formal review process exists
and is applied to all courses, but
the follow up on opportunities is
spotty and generally a one time
effort - continual improvement is not
evident.
The course review and approval
process is rigorous and formal.
The pilot session is delivered to
the most qualified job incumbents
with specific and meaningful
feedback provided. This feedback is
incorporated into the course prior to
providing the training to the general
population.
Training Environment
No dedicated training facility
exists. Training is given in any
available space and the space
is largely unsuitable for training
delivery (noisy, poor temperature,
interruptions, etc.)
Dedicated training facilities exist,
but they are somewhat neglected
and poorly maintained. The training
experience suffers due to the
condition of the training facilities.
Dedicated training facilities exist,
and periodic upgrades occur over
the years. The facility periodically
becomes outdated and does
not support all of the training
needs beyond simple classroom
instruction. Many interruptions and
derailers to the training experience
exist.
Dedicated training facilities that
are properly designed to support
the optimal training delivery exist.
Facilities support both classroom,
CBT, and the requisite laboratory
exercises. Minimal interruptions or
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
Qualification
Instructor qualification 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.
An instructor certification
process exists, but is informal
and undocumented and consists
primarily of incumbent or peer
opinions. Feedback forms are used,
with corrective actions being taken.
A formal instructor certification
process exists with an individual
task certification process in place
with subject matter experts,
task qualification, and instructor
performance audits being
performed. Corrective actions are
taken to address deficiencies.
Learning Contracts
and Performance
Expectations
Learning contracts are not used in
any form. The expectations 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 specific training expectations or
their role in reinforcing and coaching
learned skills on the job.
The direct supervisors of those
trained attend the opening of
the training session and are part
of the discussion regarding the
performance expectations upon
returning to the job.
Learning contracts are developed
prior to the execution of the
training and reviewed between
the trainee and direct supervisor.
Clear and measurable performance
expectations are established for the
trainee upon returning to the job.
Learning contracts are used
extensively and are properly
developed. 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.
Exam Evaluation
Examinations or performance tests
are not given in any form. The
effectiveness of the training is
generally not measured. There may
be a tendency toward written exams
without enough hands-on, practical
examination.
Exams are reviewed post-training,
but the review is performed in
an informal manner and is not
documented. Corrective actions are
not identified and follow up rarely
occurs.
Examination reviews are performed
and documented, but the follow-up
and corrective action process is
insufficient. 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
of 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. Statistical
measures are taken to the question
and specific answer level, with
problem areas addressed and
corrected via existing feedback
loops to the exam and training
delivery process.
Training Effectiveness
Audits
Training effectiveness audits are not
considered or performed.
Training effectiveness audits are
performed upon return to the
workplace post-training, but they
consist largely of subjective opinions
solely from the participants.
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
are performed, with a mixture
of subjective and quantitative
performance measures (number
of errors, productivity, etc.). The
process to make adjustments to the
training based on the audit results is
spotty and inconsistent.
Training effectiveness audits
are performed, with a mixture
of subjective and quantitative
performance measures (number of
errors, productivity, etc.). A robust
process to make corrections and
upgrades to the training delivery
based on results exists.
IMPLEMENTATIONIMPLEMENTATIONEXECUTIONEXECUTIONEVALUATIONEVALUATION
LEVEL 1
NOT ENGAGED
LEVEL 1
NOT ENGAGED
LEVEL 2
EXPERIMENTING
LEVEL 2
EXPERIMENTING
LEVEL 4
GOOD PRACTICE
LEVEL 4
GOOD PRACTICE
LEVEL 5
BEST PRACTICE
LEVEL 5
BEST PRACTICE
Ways to Measure Your
Craft Skills Program
Maturity Matrix
North America • Europe • Latin America • Middle East • Asia-Pacific
GPAllied EMEA
Guldensporenpark 21-Blok C
B-9820 Merelbeke, Belgium
o. +32(0)9.210.17.20
f. +32(0)9.210.17.28
www.gpallied.com
World Headquarters
4200 Faber Place Drive
Charleston, SC 29405
o. 888.335.8276
f. 843.414.5779