Training and Development Maturity Model for business entities

Subject Areas : Instructional Excellence of management

Saeid Safaei Movahhed ^{1 *}

1 - Assistant Professor, Department of Educational Management, Islamic Azad University of Qom, Qom, Iran.

Received: 2025-05-01 Accepted : 2025-06-08 Published : 2025-09-01

Keywords: maturity model, maturity assessment, training, human resource development,

Abstract :

Introduction: Maturity models are among the tools companies use to measure the success of their processes and identify continuous improvement paths. Maturity refers to the degree or level of growth and development, such that it reaches a relative state of completeness. An organization can be defined as a set of consciously aligned processes aiming to achieve a specific goal. This definition emphasizes that maturation processes create and develop process maturity. On the other hand, a maturity model conceptually illustrates the different stages of increasing quantitative or qualitative capabilities of a maturing factor, aiming to assess progress within defined domains. Generally, maturity models are conceptual frameworks that depict the desirable, logical, natural, and predictable path toward maturity. Organizations often use these models to strive for improvement, and fundamentally, these models were created with that primary purpose. Unlike goal-oriented measurement models, maturity models enable companies to analyze qualitative data and clarify their future development path. As their name suggests, a maturity model attempts to show whether an organization is on the path of growth and maturity and whether it is continuously assessing, growing, and improving itself. Such models define different levels of effectiveness and identify the position of a company, organization, group, or project within these levels. The importance of maturity models lies in their ability to facilitate continuous monitoring and provide valuable information about an organization’s health and capacity. The information obtained from an organization’s evaluation based on maturity models can be used to identify inefficient processes/actions and improve them. Therefore, the primary goal of maturity models is learning and continuous improvement (Buckley & Caple, 2009). Although many of these models can be applied across organizational processes, there is a strong need to develop a model specifically covering the training and human resource development domain. Since maturity models guide organizations gradually and continuously through their staged and stepwise structures toward maturity—and training is not an area that organizations can improve all at once—the use of maturity models to improve training management performance is an appropriate and proven method. Training management maturity reflects the extent of an organization’s capabilities and competencies in various dimensions affecting training management. Depending on the activities performed in training management, an organization is positioned at a maturity level indicating its current state. A training management maturity model describes stages of growth that an organization can expect in the path of developing its training management. Therefore, this study aims to design and develop a model for assessing the main processes of training and human resource development and providing an improvement roadmap for organizations by leveraging the logic of maturity models, reviewing Iranian experiences, and studying successful international cases. Accordingly, the main objective of this research is to develop a maturity model for training and human resource development in Iranian organizations. The primary research question is: What levels does a training and human resource development maturity model have, and which processes should be considered when assessing these levels?

This research was conducted within a qualitative framework. To collect data, maturity models from various domains were first analyzed through document analysis, and their main themes identified (such as APQC knowledge management maturity levels, PMI project management maturity model, Capability Maturity Model, etc.) to understand their underlying logic. The logic refers to which dimensions scholars in different fields consider when developing maturity models and how they structure the levels. Thus, the present model aligned with other important maturity models by focusing on two dimensions: process and level.

Next, key annual reports published worldwide on the status of training and human resource development between 2015 and 2021 were reviewed to understand the training status in major global organizations and how others might emulate them. These reports included: LinkedIn Learning Workplace Learning Report; CIPD Learning and Development Survey; ATD Industry Status Report. Then, training managers from 24 industrial, commercial, and service companies within the country were interviewed through semi-structured interviews (maximum variation sampling) to obtain a comprehensive picture of training in Iranian companies.

After analyzing the collected data and identifying themes, the initial training maturity model was developed. Thematic analysis followed the Identity and Kramer (2020) method, where textual data and interviews were analyzed, initial codes created, similar codes merged, and final themes derived. Themes were then organized into a matrix based on the logic of maturity models (process-level).

Since this is a qualitative study, concepts like reliability and validity were not emphasized; instead, member feedback and expert auditing strategies were used. The preliminary model was shared with interviewees for feedback, and maturity measurement experts reviewed the overall framework to ensure alignment with referenced models. After consolidating and applying feedback, the final maturity model was developed.

The model covers four common processes in training and human resource development:

1. Training Needs Assessment: A process to identify gaps between current and desired employee performance and analyze the causes of these gaps (in knowledge, skills, abilities, and related factors).
2. Training Design: A process to develop meaningful learning opportunities aimed at effectively achieving objectives and meeting training needs.
3. Implementation/Development: A process to deliver learning opportunities and develop desired competencies in employees.
4. Effectiveness Evaluation: Activities aimed at ensuring achievement of training objectives and assessing the impact of training on employee performance and organizational indicators.

Based on these four processes, organizations are placed on a four-level maturity spectrum regarding their training activities:

• Level 1: Effort. The organization has taken initial, uncoordinated steps in employee training but lacks a clear, coherent plan for individual development.
• Level 2: Stability/Continuity. Training activities are conducted regularly and systematically, but the organization does not have a positive view of their quality and efficiency.
• Level 3: Acceptance. The organization has developed a positive attitude toward training quality, and various units request training solutions to address some of their problems.
• Level 4: Impact. The effects of training activities on increased profits, improved services, and reduced incidents are tangible and regularly monitored and reported.

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