Records in the Training System

Records serve the purpose of controlling and directing the organization, helping to orient personnel to a common goal or purpose. For the purpose of training these records includes a training plan (and its subparts like curricula) and evidence of training performance (e.g.  attendance) and assessment

There are two main audiences for record-keeping: operational staff and various auditors/inspectors. The operational perspective is ideally proactive, while the auditor’s perspective is typically retroactive.

For the training program this breaks down as:

  • Operational staff are interested in the trainee’s currency in their individual training plans for purposes of work assignments. Supervisors need to be sure people are doing the tasks they are trained on. Management is also ensuring they have enough capacity of trained individuals to ensure upcoming activities can be supported.
  • Auditors (internal and external) are interested  in whether the individual who completed a task (e.g. approved a document) was trained to the appropriate process/procedure before doing the task. In this case the training records provide evidence of the organization’s past fulfillment of its regulatory obligations. Auditors will also look at the general health of the training system.

Training records (like all records) must demonstrate that training is implemented, responsible, consistent:

  • Implemented means that training events can be duly recorded in the system.
  • A responsible system’s controlled documents (i.e. procedure for training record-keeping) are written and followed, plus the procedure clearly identifies the responsible party for each task. For example, training is completed within the specified period.
  • Consistent systems ensure identical activities generate identical outcomes. Therefore, we validate Learning Management Systems (LMS)

Documentation of individual training is a captured record (training is captured as it happens), a maintained record (training can be verified after it happened) and a usable record (decisions can be made).

Captured records means the record has the following:

Record Management TermALCOA PrincipleMeans
AuthorizedAttributableCreated by an authorized person, for example a qualified trainer.  
ComprehensiveContemporaneousA record is created for every training event.
IdentifiableAttributableThe created record can be linked to the particular training event  
CompleteAccurateIncludes all information on the training event (who participated, what was covered, who trained and when)

Maintained records means the record has the following:

Record Management TermALCOA PrincipleMeans
InviolateLegibleAny alteration or modification is traceable
AuditableOriginalEvery use of the record leaves an audit trail
Appropriately retainedOriginalTraining records must be subject to a retention schedule and then disposed according to procedure

Usable means the training records can be used by authorized parties to make decisions:

Record Management TermALCOA PrincipleMeans
RetrievableOriginalTraining records are I a form that can be searched and retrieved within a reasonable period of time and expenditure of resources
Accessible to Authorized PartiesLegibleAvailable to those who are authorized to access them

Training Unit as Audience for Records

The training unit is a special case as an audience of documentation that has both operational and audit similarities. Some uses include:

  • Level of effort being applied to training oversight
  • Test and verify accuracy of statements about the benefits and impact of training

Complex Problems, a rant

Inevitably you will sit in on a meeting and hear someone say “We need to find the root cause of this complex problem.”

If you are me, you possibly think one of two things:

  1. Complex problems don’t have root causes. In fact, they don’t even have clear cause-effect paths
  2. That’s not complex. It’s complicated.

Occasionally, I think both.

In my post “The difference between complex and complicated” I went into detail on the differences between the two.

Does it matter? Mostly not, but sometimes very much so. The approach you bring to the two can be very different, and if you think you are tackling the wrong type of problem you could spend some time banging against a wall.

For an example:

  • Wanting to reduce cycle time for release of product is a complicated problem. You can reduce the problems and solve for them (e.g. tackle deviation cycle time, specific areas of deviations, processing in the lab, capacity in the value stream, etc)
  • Ensuring a robust and resilient supply chain is a complex problem. This problem is multifunctional and the system is open.

It is for this reason I continue to use Art Smalley’s Four Types of Problems. This gives a nice setup of language for talking about problems in the organization.

We definitely need a School-House-Rock style song for this, or good rap.

The Subject Matter Expert

A subject matter expert (SME) is typically an expert on a division of a process, such as a specific tool, technology, or set of process steps. A process may have multiple subject matter experts associated with it, each with varying degrees of understanding of the over-arching process.

SMEs should have depth in their subject area. A great way to identify them is to look for individuals who have a proven track record as formal or informal mentors. To be effective, the SME must be approachable and able to show others the “how” and “why” behind their work. Building expertise, and thus building SMEs, is a fundamental part of a learning organization.

The archetype SMEs has the following attributes:

  • Are really, really smart and know more about their subjects than anybody else in your universe
  • Are willing, able, and looking forward to serving as experts
  • Can tell you what they know in a logical way
  • Understand why it is important for other people to know what they know
  • Are approachable and often fun to work with
  • Love to teach their subjects and make great presenters or facilitators
  • Stay current in their areas of expertise
  • Know when to refer you to someone else
  • Possess situational awareness
The Subject Matter Expert

Subject matter experts are a huge part of knowledge capture.

SME’s help drive Innovation through their strong knowledge of what-was and what-is in order to provide a solid foundation to comprehend what-could-be.

Level of Effort for Planning

Risk based approach for planning

In the post “Design Lifecycle within PDCA – Planning” I laid out a design thinking approach to planning a change.

Like most activities, the level of effort is commensurate with the level of risk. Above I provide some different activities that can happen based on the risk inherent in the process and problem being evaluated.

This is a great reason why Living Risk Assessments are so critical to an organization.

Living vs Ad hoc risk assessments

The Process Owner in Change Management

The Process Owner plays a central role as the sponsor of changes. As the process caretaker they ensure the change meets requirements.

Process Owner in Change Management