This standard covers the development, implementation, maintenance and improvement of training strategies and systems that affect the quality of products provided by organizations. This standard applies to any type of organization. This standard is not intended for contracts, regulations or certification. This standard does not add, change or modify the requirements of the ISO 9000 series of standards. This standard is not intended for services provided by training providers to other organizations. This standard can be used when training providers target the training needs of their internal personnel. GB/T 19025-2001 Quality Management Training Guide GB/T19025-2001 Standard Download Unzip Password: www.bzxz.net
This standard covers the development, implementation, maintenance and improvement of training strategies and systems that affect the quality of products provided by organizations. This standard applies to any type of organization. This standard is not intended for contracts, regulations or certification. This standard does not add, change or modify the requirements of the ISO 9000 series of standards. This standard is not intended for services provided by training providers to other organizations. This standard can be used when training providers target the training needs of their internal personnel.

GB/T19025--2001
This standard is one of the 1994 version of GB/T 19000 series standards. It and other standards in the series provide necessary guidance for users. When this standard was formulated, the main standards in the GB/T19000 series were revised from the 1994 version to the 2000 version. Therefore, this standard takes into account the coordination with the new version of the standard to ensure the smooth transition of the GB/T 19000 series of standards. This standard is equivalent to ISO10015:1999 "Quality Management-Training Guide". Appendix A of this standard is a prompt appendix. This standard was proposed and coordinated by the National Technical Committee for Standardization of Quality Management and Quality Assurance (CSBTS/TC151). This standard was drafted by the China Standards Research Center. The drafting units of this standard are: China Standards Research Center, China National Accreditation Service for Conformity Assessment, Beijing Institute of Aeronautical Materials, and China Tianchen Chemical Engineering Company.
The main drafters of this standard are: Li Jing, Yin Xufeng, Zhao Zongbo, Niu Dongbo, He Shukui, Qiao Yuesheng. 117
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ISOForeword
The International Organization for Standardization (ISO) is a worldwide federation composed of national standardization bodies (ISO member bodies). The work of formulating international standards is usually completed by ISO's technical committees. If each member body is interested in a project established by a technical committee, it has the right to participate in the work of the committee. International organizations (official or unofficial) that maintain contact with ISO may also participate in the relevant work. In the field of electrotechnical standardization, ISO maintains a close cooperative relationship with the International Electrotechnical Commission (IEC). International standards are drafted in accordance with the rules given in Part 3 of the ISO/IEC Directives. The draft international standard adopted by the technical committee is submitted to the member bodies for voting. It must obtain the consent of at least 75% of the member bodies participating in the voting before it can be officially released as an international standard. Attention should be drawn to the possibility that some of the contents of this standard may involve patent rights. ISO is not responsible for identifying any such patent rights.
ISO10015 was prepared by the Technical Committee Supporting Technical Subcommittee ISO/TC176/SC3 International Organization for Standardization/Quality Management and Quality Assurance.
Appendix A of this standard is a reminder only. 118
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ISO Introduction
Fundamental principles of quality management As the basis of the ISO9000 family of standards (of which the ISO10000 series is a part), it emphasizes the importance of human resource management and the need for appropriate training. It also recognizes that an organization's commitment to its human resources and its demonstration of strategies to improve employee capabilities are usually concerned and valued by customers. In a rapidly changing market environment where customer requirements and expectations are constantly increasing, in order to meet its commitment to providing products of the required quality, all levels of the organization should receive training. This standard provides guidance to help organizations and their personnel when it comes to issues related to training. It is applicable to all situations in the ISO 9000 family of quality assurance and quality management standards where guidance is required to explain the terms "education" and "training". The term "training" as used in this document includes all types of education and training.
The objectives of an organization for continual improvement, including the performance of its personnel, may be affected by changes in a number of internal and external factors, including markets, technology, innovation and the requirements of customers and other stakeholders. These changes may require the organization to analyze its needs related to competence. Figure 1 shows how to select training as an effective way to meet the needs. Further requirements
New requirements
Other requirements
Other requirements
Competence-related requirements
Figure 1 Improving quality through training
The purpose of this standard is to provide guidance to help organizations identify and analyze training needs, design and plan training, deliver training, evaluate training results and monitor and improve the training process to achieve their objectives. It emphasizes the contribution of training to continual improvement and seeks to help organizations make their training a more effective and efficient investment. 119
1 Fanpu
National Standard of the People's Republic of China
Quality management
Training Guide
Quality management--Guidelines for trainingGB/T19025—2001
idt IS0 10015:1999
This guide covers the development, implementation, maintenance and improvement of training strategies and systems that affect the quality of products provided by an organization. This standard is applicable to any type of organization. This standard is not intended for contractual, regulatory or certification purposes. This standard does not add to, change or modify the requirements of the ISO9000 series of standards. This standard is not intended for services provided by training providers to other organizations. Note: The main standard for reference for training providers is GB/T 19004.2—1994 "Quality management and quality system elements Part 2: Service guidelines" until it is replaced by GB/T19004—2000.
When training providers target the training needs of their internal personnel, this standard can be used. 2 Referenced standards
The clauses contained in the following standards constitute the clauses of this standard through reference in this standard. The versions shown are valid at the time of publication of this standard. All standards are subject to revision, and parties using this standard should investigate the possibility of using the latest versions of the following standards. GB/T6583-1994 Quality management and quality assurance terms? (idtISO8402:1994) 3 Definitions
This standard adopts the definitions of GB/T6583 and the following definitions. 3.1 Competence
The application of knowledge, skills and behavioral performance in work 3.2 Training
The process of providing and developing knowledge, skills and behavioral methods to meet requirements. 4 Training guidelines
4.1 Training: Four-stage process
4.1.1 General
A planned and systematic training process can make an important contribution to helping an organization improve its capabilities and meet its quality objectives. This training process is shown in Figure 2.
To facilitate the understanding of this standard and to clearly distinguish between the guidance and the process model for expressing the guidance, the process model is given in Tables A1 to A5 of Appendix A. wwW.bzxz.Net
In order to select and implement training to fill the gap between the required and existing capabilities, management should monitor the following stages: a) determine the training needs;
b) design and plan the training;
c) provide the training;
① Revised to GB/T19000--2000 (idtIS09000:2000). Approved by the State Administration of Quality and Technical Supervision on March 20, 2001 120
2001-09-01 implementation
d) evaluate the training results.
GB/T 19025—2001
As shown in the figure, the output of one stage will provide the input for the next stage. 1. Identify training needs
4. Evaluate training results
4.1.2 Procurement and monitoring of products and services related to training
3. Provide training
Figure 2 Training cycle
2. Design and plan training
Management should determine whether and when to procure and select products and services related to the various stages of the training process, and monitor them (see Tables A1 to A5).
For example, some organizations may find it beneficial to use external experts to conduct a training needs analysis. 4.1.3 People involvement
Appropriate involvement of people being trained as part of the training process can increase their sense of responsibility for the process, allowing them to take more responsibility for ensuring success. 4.2 Identify training needs
4.2.1 General
As shown in Figure 1 in the introduction, the training process should begin after the organizational needs analysis has been completed and the relevant competence issues have been documented.
The organization shall determine the competence requirements for work that affects product quality, evaluate the competence of the personnel performing the work, and develop plans to fill any gaps in competence that may exist. The determination of requirements shall be based on a comparison and analysis of the organization’s current and anticipated needs with the existing competence of its personnel. The objectives of this phase shall be to:
a) determine the gap between existing and required competence, b) determine the training required due to the mismatch between the existing competence of employees and the competence required for the job; and c) document the specified training needs. The organization shall conduct a gap analysis between existing and required competence to determine whether the gap can be filled through training or whether other measures may be required (see Table A1).
4.2.2 Determine the needs of the organization
When initiating training, the organization should consider its quality and training policy, quality management requirements, resource management and process design as inputs to 4.2 to ensure that the required training can be developed to meet the needs of the organization. 4.2.3 Determine and analyze competence requirements
Competence requirements should be documented. This document may be reviewed periodically or when work is assigned and performance is evaluated. The determination of the organization's future needs related to the organization's strategic goals and quality objectives (including personnel competence requirements) can be based on a variety of internal and external information. For example:
Organizational or technological changes that affect the nature of work processes or products provided by the organization, - data recorded from past or current training processes; assessments of the ability of the organization's personnel to perform specified tasks; - records of personnel adjustments or seasonal fluctuations, including temporary personnel; - internal or external certification required to perform specific tasks; 121
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requirements for personal development opportunities for employees that contribute to organizational goals; results of process reviews and corrective actions resulting from customer complaints or reports of nonconformities, laws, regulations, standards and guidelines that affect the organization and its activities and resources; - new customer requirements identified or predicted in market research. 4.2.4 Review of capabilities
Records that indicate the capabilities required for each process and the capabilities possessed by each employee should be reviewed regularly. Methods used to review capabilities may include:
- interviews and/or questionnaires with employees, managers or supervisors; observations;
- group discussions;
- intervention by relevant experts.
The review is related to job requirements and job performance. 4.2.5 Identify Competence Gaps
Compare existing competences with corresponding requirements to identify and record competence gaps. 4.2.6 Identify solutions to close competence gaps Solutions to close competence gaps are to supplement adequately trained personnel through training or other organizational activities, such as redesigning processes; outsourcing work; improving other resources, rotating jobs or modifying work procedures. 4.2.7 Identify a statement for training needs
When training is selected as a method to close competence gaps, training needs should be specified and documented. The training needs statement should document the objectives and expected results of the training. The input to the training needs statement should be provided by the competence requirements identified through 4.2.3, the results of previous training, current competence gaps and corrective action requirements. This document should become part of the training plan and should include a record of the organizational objectives. These organizational objectives are considered as inputs to the design and planning of training and the monitoring of training processes. 4.3 Design and Planning Training
4.3.1 General
The design and planning stage provides the basis for the training plan. This phase includes:
a) the design and planning of actions to be taken to address the competence gaps identified in 4.2.5;
b) the determination of criteria for evaluating training results and monitoring the training process (see 4.5, Chapter 5 and Table A2). 4.3.2 Identify constraints
Identify and list items that constrain the training process. These items may include:
legal requirements
organizational policy requirements, including those related to human resources; - financial considerations;
timing and scheduling requirements,
the availability, motivation and competence of personnel to be trained; - factors such as the availability of internal resources for training or reputable training providers; - any other constraints on available resources. These constraints are used in the selection of training methods (4.3.3) and training providers (4.3.5) and in the preparation of the training plan (4.3.4). 4.3.3 Training methods and selection criteria
Possible training methods that could meet the training needs should be listed. The appropriate form of training will depend on the resources, constraints and objectives listed.
Training methods may include:
GB/T 19025—2001
On-site or off-site courses and seminars;
Apprenticeship;
Receiving guidance and advice on the job;
Self-study,
-Distance learning.
The selection criteria for the appropriate method or combination of these methods should be determined and documented. These may include:
-Time and place;
Facilities;
-Cost;
-Training objectives;
-Trainee profile [e.g. current or planned professional status, expertise and/or experience, maximum number of participants];
The duration of training and the sequence of implementation; the form of assessment, evaluation and certification.
4.3.4 Training Plan
A training plan should be developed to facilitate consultation with potential training sponsors on specific training processes, such as specific training content. The training plan helps to clearly understand the needs of the organization, training requirements and training objectives. The objectives define the training results that can be achieved by the trainees.
The training objectives should be based on the expected competencies to be achieved as specified in the training plan in response to the training needs to ensure the effective delivery of training and create smooth and open communication. The training plan should consider the following aspects:
a) organizational goals and requirements;
b) a statement of training needs;
c) training objectives;
d) trainees (information about the people receiving the training);
e) an outline of the training method and content;
f) scheduling, such as duration, dates and major stages;
g) resource requirements, such as training materials and instructors;
h) financial requirements;
i) criteria and methods for evaluating the results of the training to measure the following aspects:
the satisfaction of the trainees;
the knowledge, skills and behaviour acquired by the trainees;
the performance of the trainees on the job;
the satisfaction of the trainees' supervisors;
the impact on the trainees' organization;
a procedure for monitoring the training process (see clause 5). 4.3.5 Selection of training providers
Any potential internal or external training provider should be carefully reviewed before being selected to provide the training. This review may include written information from the provider (e.g. relevant catalogues, briefings) and evaluation reports. The review should be conducted in accordance with the training plan and known constraints. The selection should be recorded in an agreement or formal contract that defines the sponsors, roles and responsibilities for the training process. 4.4 Provision of training
4.4.1 General
GB/T 19025—2001
It is the responsibility of the training provider to carry out all the activities specified in the training plan to provide training. However, the organization should also provide the necessary resources to ensure the services of the training provider, and its role in supporting and promoting training also includes: supporting both trainers and trainees;
Monitoring the quality of training.
Note: The trainer is the person who applies the training method. The organization can support the training provider in monitoring the provision of training (see Clause 5). The success of these activities is affected by the effectiveness of the interaction between the organization, the training provider and the trainees. The purpose of the following subclauses is to provide guidance to the organization on how to carry out these activities (see Table A.3). 4.4.2 Provision of support
4.4.2.1 Pre-training support
Pre-training support may include the following activities:
Briefing the training provider with relevant information (see 4.2): - Briefing the trainee on the nature of the training and the competence gap to be filled; - Making contact between the two parties to the training.
4.4.2.2 Training support
Training support may include the following activities:
Providing relevant tools, equipment, documents, software or accommodation to both parties to the training; - Providing appropriate and adequate opportunities for the trainee to apply the developed competence; - Providing feedback on work performance upon request from both the trainer and/or the trainee. 4.4.2.3 Post-training support
Post-training support may include the following activities:
Collecting feedback from the trainees;
Collecting feedback from the trainer;
Providing feedback to managers and those involved in the training process. 4.5 Evaluation of training results
4.5.1 General
The purpose of evaluation is to confirm that the organizational goals and training objectives have been achieved, that is, the training is effective. The inputs to the evaluation of training results are the training needs statement and training plan, as well as the training implementation records. When the trainees are observed and tested at work,The results of training are often not fully analysed and verified. Within a specified period after trainees have completed training, the management of the organization should ensure that an evaluation is carried out to verify the level of competence achieved. The evaluation should be carried out on both a short-term and long-term basis: in the short term, feedback should be obtained from trainees on the training methods, resources used and knowledge and skills acquired in the training; in the long term, an evaluation should be made of trainees' work performance and productivity improvements. The evaluation should be carried out in accordance with established criteria (see 4.3.4). The evaluation process should include the collection of information and the preparation of an evaluation report that provides input to the monitoring process (see Table A4). 4.5.2 Collecting information and preparing an evaluation report The evaluation report may include the following aspects: a statement of training needs; evaluation criteria and a statement of the evaluation sources, methods and schedule; analysis of the collected information and interpretation of the results; review of training costs; conclusions and suggestions for improvement. The occurrence of nonconformities may require a corrective action procedure. The completion of training should be indicated in the training records. 5 Monitoring and improvement of 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 managed and implemented as required so as to provide objective evidence that the process is effective in meeting the organization's training requirements. Monitoring includes reviewing each of the four stages of the entire training process (see Figure 2).
Monitoring should be carried out by competent personnel in accordance with the organization's documented procedures. If possible, these personnel should be independent of the monitored personnel. The methods of monitoring may include: consultation, observation and data collection. The methods should have been determined during the training planning stage (see 4.3.4). Monitoring is a valuable tool for improving the effectiveness of the training process (see Table A5). 5.2 Validation of the training process
The input to monitoring may include all records of each stage in the training process. Based on these records, reviews at different stages can be completed to detect nonconformities and take corrective and preventive actions. These inputs can be collected continuously to provide a basis for validation of the training process and to make recommendations for improvements.
If the procedures are followed and the specified requirements are met, the competence records of the personnel shall be updated to reflect the increased qualification. If the procedures are not followed and the requirements are met, the procedures shall be modified and the competence records of the personnel shall be updated to reflect the increased qualification. If the procedures are followed and the requirements are not met, corrective action may be required to improve the training process or to develop an appropriate non-training solution.
In summary, the review of the training process should seek opportunities to improve the effectiveness of each stage of the training process. Appropriate records of the various monitoring and evaluation activities carried out, the results obtained and the planned actions shall be maintained. 125
Determine the needs of the organization (4.2.2)
Quality policy
Training policy
Quality management requirements
Resource management
Process design
Determine and analyze competence requirements (4.2.3)
GB/T 19025—2001
Appendix A
(Informative Appendix)
Determining Training Needs (4.2)
When training is initiated
For all inputs
Organizational or technological changes that affect the work processes or the nature of the product provided by the organization. Documentation from past or current training processes. Assessment of the ability of the organization’s personnel to perform specified tasks. Records of personnel changes or seasonal fluctuations, including temporary personnel. Internal or external certification required to perform specific tasks. Requests for personal development opportunities for employees who contribute to the organization’s objectives. Requests for customer complaints or reports of nonconformities. Results of process reviews and corrective actions
Statutes, regulations, standards and guidelines that affect the organization, its activities and resources New customer requirements identified or anticipated during market research Review capabilities (4.2.4)
Competence records
Job requirements and job performance data from interviews with employees, managers or supervisors and/or questionnaires Observation
—·Group discussions
Involvement of relevant experts
Determination of capability gaps (4.2.5)
List of required and existing capabilities
Identification of solutions to fill capability gaps (4.2.6) Capabilities Gap list
Determine statement for training needs (4.2.7)
List of competence requirements
List of competence gaps
Results of previous training
Requirements for corrective action
Document competence requirements
Review existing competence
Identify competence gaps
Identify and select training as a solution
Document training objectives and
expected training outcomes
Initiate training
Initiate training|| tt||Determination of the process
Competence requirements
Understanding of existing capabilities
Determination of the process
Competence requirements list
Existing capabilities list
Understanding of capability gapsCompetence gap list
Select training as a
solution
Training needs statement
Select training as a
solution
Training needs statement
Determine constraints (4.3.2)
Regulatory requirements
Policy requirements
Financial considerations
GB/T 19025-2001
Designing and planning training (4.3)
Identifying constraints
Time and schedule requirements; availability of training resources and reputable training providers; Availability, motivation and competence of personnel to receive training; Other logistical factors
Training methods and selection criteria (4.3.3)
Statement of training needs
List of resources, constraints and objectives
List of available training methods
Criteria for selecting training methods
Training plan (4.3.4)
Organizational objectives and requirements
Statement of training needs
Training objectives
Information about trainees
Outline of training approach and content
Schedule
Resource and financial requirements
Criteria for evaluating training results
Monitoring procedures
Selection of training providers (4.3.5)
Written information about potential training sponsors
Evaluation report
Training plan
Identified constraints
Provide support (4.4.2)
Pre-training support (4.4.2.1)
Statement of training needs
Competence gap list
Training plan|| tt||Training support (4.4.2.2)
Opportunities to apply tools, equipment, documentation, software or accommodation
Opportunities to provide feedback on work performance
Identify training methods
Define training plan
Select training providers
Table A3 Provide training (4.4)
Brief introduction to both parties
Provide training to both parties
Understand constraints in training
Understand training parties
Training plan
Identify training providers
Brief introduction report
Training support report
List of constraints
List of training methods
Training plan document
Agreement
or formal contract that specifies the sponsors, tasks
and responsibilities for the training process
Pre-training briefing report
Training support report
Post-training support (4.4.2.3)
Pre-training briefing report
Training support report
Collect information and prepare evaluation report (4.5.2)Statement of training needs
Training plan
Records from the training delivery process
Confirmation of the training process (5.2)
Decision to start training
List of required and existing competencies
List of competence gaps
Statement of training needs
Training plan
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Table A3 (complete)
Get feedback from both parties involved in the training
Provide
Feedback to management and others involved in the
training process
Feedback report
Table A4 Evaluate training results (4.5)
Collect data and evaluate against established
criteria
Analyse data and interpret results
Review budget
Verify that specified competencies were achieved
Propose corrective actions
Evaluation report
Table A5 Monitoring and improvement of the training process (Chapter 5) Process
Provide objective evidence, through consultation, observation, and data collection, that the training process is effective in meeting the organization's training requirements
Monitoring report
Agreement or formal contract that specifies the sponsors and responsibilities for the training process
Records from the training delivery process
Evaluation report
Identify nonconformities
End of training feedback report
Evaluation report
Training records
Monitoring report
Requirements for corrective or preventive actions
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