Summary

Establish and maintain a training capability to address organizational training needs.

Description

Refer to the Decision Analysis and Resolution (DAR) (CMMI-SVC) process area for more information about analyzing possible decisions using a formal evaluation process that evaluates identified alternatives against established criteria.


Example Work Products



  1. Training materials and supporting artifacts


Subpractices



1. Select appropriate approaches to satisfy organizational training needs.

Many factors may affect the selection of training approaches, including audience specific knowledge, costs, schedule, and the work environment. Selecting an approach requires consideration of the means to provide skills and knowledge in the most effective way possible given the constraints.

 

Examples of training approaches include the following:
  • Classroom training
  • Computer aided instruction
  • Guided self study
  • Formal apprenticeship and mentoring programs
  • Facilitated videos
  • Chalk talks
  • Brown bag lunch seminars
  • Structured on-the-job training



2. Determine whether to develop training materials internally or to acquire them externally.

Determine the costs and benefits of internal training development and of acquiring training externally.

 

Example criteria that can be used to determine the most effective mode of knowledge or skill acquisition include the following:
  • Applicability to work or process performance objectives
  • Availability of time to prepare for project execution
  • Applicability to business objectives
  • Availability of in-house expertise
  • Availability of training from external sources


 

Examples of external sources of training include the following:
  • Customer provided training
  • Commercially available training courses
  • Academic programs
  • Professional conferences
  • Seminars



3. Develop or obtain training materials.

Training can be provided by the work group, support groups, the organization, or an external organization. The organization’s training staff coordinates the acquisition and delivery of training regardless of its source.

 

Examples of training materials include the following:
  • Courses
  • Computer-aided instruction
  • Videos



4. Develop or obtain qualified instructors, instructional designers, or mentors.

To ensure that those who develop and deliver internal training have the necessary knowledge and training skills, criteria can be defined to identify, develop, and qualify them. The development of training, including self study and online training, should involve those who have experience in instructional design. In the case of external training, the organization’s training staff can investigate how the training provider determines which instructors will deliver the training. This selection of qualified instructors can also be a factor in selecting or continuing to use a training provider.



5. Describe the training in the organization’s training curriculum.

 

Examples of the information provided in training descriptions for each course include the following:
  • Topics covered in the training
  • Intended audience
  • Prerequisites and preparation for participating
  • Training objectives
  • Length of the training
  • Lesson plans
  • Completion criteria for the course
  • Criteria for granting training waivers



6. Revise training materials and supporting artifacts as necessary.

 

Examples of situations in which training materials and supporting artifacts may need to be revised include the following:
  • Training needs change (e.g., when new technology associated with the training topic is available)
  • An evaluation of the training identifies the need for change (e.g., evaluations of training effectiveness surveys, training program performance assessments, instructor evaluation forms)