Start with roles and tasks, not course names.
List the job titles or roles in your pilot area, then identify the tasks people perform. Talk with supervisors about the knowledge needed to do those tasks. Separate common onboarding from role-specific learning so employees do not receive a generic list that hides the important requirements.
Define what completion means.
For each learning requirement, decide whether completion needs reading, a quiz, supervisor sign-off, or a practical demonstration. Record who owns the requirement and how it will be reviewed. A completed course and authorization to perform a task may require different decisions in your process.
Make exceptions visible.
New starters, transferred employees, and people returning after a long absence may have different needs. Review existing records before assuming prior learning applies. Define how overdue work, failed attempts, and any waivers are handled, and who can make those decisions.
Use a small matrix to test the process.
For example, an assembly operator might need general onboarding, an assembly instruction course, and task-specific practice. A quality reviewer may need inspection procedures and review responsibilities. These are planning examples, not universal requirements; build the actual matrix around your operation.
- Role: who performs the work?
- Requirement: what must they learn?
- Evidence: what demonstrates completion?
- Owner: who reviews progress and exceptions?
Review the matrix when the work changes.
A new procedure, equipment change, or job-title change can make yesterday’s training list incomplete. Assign responsibility for reviewing the affected learning. In STRATUM, training tracks and job-title matrix rules help organize assignments, while completion records support follow-up.