The overall concept for coaching and training within the D-MINT project aims at providing relevant knowledge and competencies and enables people to apply DMINT technologies within real world projects. It follows an approved three-phase concept:

1. The first phase, web-based training and webinars, aims at providing an understanding for the basics of model based testing. This includes an overview over the basic concepts, methods and technologies. A suitable method for delivery is to provide this knowledge in traditional class-room-based or electronic supported forms. Experience shows that in most cases electronic supported delivery in this phase is more efficient than classroom training, since the slope of knowledge between master and apprentice is relatively high and the amount of interactions needed is relatively low. However this does not mean that the learners have to learn in a pure self-directed way alone in their offices: Experiences in e-Learning courses showed that pure self-directed learning de-motivates learners and is not very effective. This is why so called "blended-learning" as a mix of various electronic and presence-based forms have been established as the silver-bullet over the last years. Such blended-learning combines the best of both worlds and copes with the lonely-learner problem by including classroom-based and electronic mediated forms of communication and personal support. A typical model is to start with some presence workshop followed by a phase of self-directed learning, then with some regular electronic classroom / webinar sessions and finally with some presence workshop to discuss the results.

2. The second phase, classroom training, builds on the basic knowledge and aims at delivering competencies to apply the existing knowledge to solve real-world problems. This means for example that a trainee who learned about the foundations of statistical testing in phase 1 is now enabled to apply this method on a given real-world problem within a hands-on workshop, on a given real-world problem, e.g., an example system from her/his domain that was provided by the trainer. However it can make sense that such examples are also taken from the learners working environment, which means that the trainer somehow needs to analyze and identify suitable - for example in terms of complexity - problems for training the application of the methods. In heterogeneous groups this might not always be possible since people have a different background and work context. In such cases phase 2 can be realized either by using a generic example or by providing an example to each of the learners. Nevertheless, in most cases the later is not feasible due to the amount of effort needed to identify and work out suitable examples.

3. The third phase, the coaching, aims at the full transfer of the methods and technologies to the learners working environment. This means that the learners try to apply the methods and technologies in their real projects. The trainer continuously decreases his support and mainly tries to consult the coachee in terms of how to evaluate if the activities undertaken are appropriate. For example, if a trainee tries to apply statistical testing within a development project, the coach might not be able to help the coachee on concrete tasks (e.g., due to confidentiality); however, the coach supports the coachee in analyzing and evaluating if the testing method is correctly applied, and helps him to formulate her/his experiences. One goal of this phase is that the coachee builds up personal experiences (empirical data) with the given method or technology, and that she/he is able to evaluate its strength and weaknesses.

Figure: Three phase concept to coaching and training