MODULE 2:

CONDUCTING TRAINING NEED

ANALYSIS (CONT.)

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Topic 1

ADMINISTERING TNA INSTRUMENTS

Learning Outcomes:

At the end of this topic, you must be able to:

1. Discuss orientation procedures to identified respondents.

2. Create process flow on how gathering and administering TNA instruments is practiced in
the CBT delivery.

Introduction

One of the pre-training activities in carrying out the delivery of the

competency-based training is preparing and administering Training Needs Analysis
instruments. In the previous lessons information was gathered about the
characteristics of trainees, their current competencies and their training needs.
Different modes and methods of teaching were also presented in the previous
competency of the Teaching Methodology course.

An effective training needs analysis will identify those who need training and
what kind of training is needed. It is counter-productive to offer training to
individuals who do not need it or to offer the wrong kind of training. A Training
Needs Analysis helps to put the training resources to good use.

In this lesson the main concern now is how to make use of this information in
actual training. How do we administer TNA instruments and handle trainees with
varied characteristics and different training needs considering the Principles of
Competency Based Training.

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 WHAT DO YOU NEED TO KNOW?

Information Sheet 2.1

TNA ORIENTATION PROCEDURES

Training Need Analysis (TNA) reveals important data such as the current
competencies and trainees’ characteristics. These are basis for the planning and
scheduling of training sessions.

A. Orientation of Trainees to Competency Based Training

To acquaint trainees of the environment in Competency Based Training, an

orientation program is very important. It is during orientation that trainers motivate
students about the program and its benefits to trainees. This is the time when you get
trainees excited about the prospects of getting real occupational training and confident that
they can succeed in the training program.

There are two levels of the orientation program, the orientation about the
institution and the orientation about your particular qualification.

1. Orientation about the institution

Usually, training institutions that

start qualifications at the same time orient students
about the institution during the Trainees’
Induction Program. It is during this time that trainees
get acquainted with the school faculty and staff,
facilities, programs and services. If arrangements
warrants, this orientation is a responsibility of an
orientation committee preferably headed by the
guidance counselor. But if schedules do not allow for a
mass orientation, It is your responsibility as the Figure 2.1 TESDA RTC 8
assessor to orient them about the institution. Source: TESDA

2. Orientation about the qualification or training program

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 Aside from orienting the trainees about the Competency Based Training System,
the following elements of CBT needs to be discussed before the start of any training
program:

a. The role of the trainee

b. The role of the trainer
c. Basic operations in which the training operates
d. The competencies that has to be covered based on TR
e. The use of the CBLM
f. The CBLM basically has instructions in itself but trainees need to be
acquainted with its parts to ensure that every part will not be neglected.
Orient trainees on the importance of each part in the training.
g. Instructional Facilities and Resources
h. A tour of the workshop during the orientation maybe needed to
familiarize the students about facilities existing in the workshop and how
they will be accessed and returned. Their role in the maintenance of the
tools is reiterated during this time
i. The workshop and its stations
j. The evaluation system
k. The trainees will always be interested on how they will be rated. They
should know what to be and how they will be evaluated, how achievements
will be recorded and what credits to get after the training.

B. Guide Trainees in doing the activities of the session

The trainee is guided by the CBLM about the activities to be undertaken

through the learning activities page. All instruction sheets are also provided with
necessary sections which will serve as a guide in undertaking the activities such as the
Occupational Health and Safety practices, tools and materials needed, standards to be met
and speed.

C. Provide feedback on the on-going activities

Self-Checks, Task/Job Sheet, Operation Sheets, and assignment sheets are provided
with Performance Criteria Checklist or Procedural Checklist to serve as a guide for trainees
in checking their own work but it is also important that trainers check the performance of
each trainee. Always remember that immediate feedback is critical in training.

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D. Provide remedial activities such as lecture/discussions for knowledge or
additional Task/Job Sheets for practice as the need arises.

Since learning is self-paced, trainees are expected to finish at different times and
maybe doing different things at a time. Slow learners would need more guidance than the
others. The trainer should be very sensitive about the needs of trainees with special needs
such that of the slow learners. In some cases, several task sheets to practice would be
needed before they are ready for more complex activities such that in the Job Sheet. The
trainer should use his judgment and ingenuity in providing these to his trainees. This
would eventually increase the materials in the CBLM and improve the efficiency of the
training program.

E. Record achievement of trainees on the Progress Chart and

Accomplishment Chart

A Progress Chart and an Accomplishment Chart are the records of all the
accomplished activities and acquired Learning Outcomes of the trainee. They are
essentially references for both the trainer and the trainee about the on-going training. The
progress chart and the Accomplishment chart reflect important feedback which may be
bases for the adjustments in the teaching learning process. If the progress chart shows that
a trainee is too slow, for example, the trainee would be motivated to catch up with the
others. The trainer, on the other hand, could be alarmed and find ways in guiding the
trainee to achieve better.

F. Evaluate trainees’ performance

The performance of the task and job sheets are venues for practicing a task or a skill
based on the criteria in the Performance Criteria Checklist. The Performance checklist for
the particular Job/Task Sheet is likewise the basis for formative evaluation of the trainee’s
performance. A well prepared Competency Assessment (Institutional) for each
competency is however, encouraged for summative evaluation.

G. Provide Feedback on the result of the evaluation

Results of evaluation should be immediately communicated to the trainees.

H. Decide whether the trainee advances to the next competency or to do more

practice activities

PROCESS OF DISSEMINATING TNA INSTRUMENTS

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 For Trainers Methodology, Plan Training Session is a prerequisite to all other
competencies except the competency in Utilizing Multi-Media Materials in Facilitating
Session. It is therefore, the first competency that trainees should learn. You have to
design your first training sessions for the attainment of the learning outcomes of Plan
Training Sessions.
 Prepare training facilities and resources
 Assign Trainees in their workstations
 Assign trainees depending on Trainees current competencies and the
availability of training resources

GATHERING METHOD FOR FILLED UP TNA INSTRUMENTS

The following paragraphs describe ten important steps in training needs identification and
analysis.
1. Stakeholder analysis
It clearly indicates how important it is to identify all possible stakeholders with an
interest in the training process, including the identification and assessment of the training
needs. Stakeholder analysis will reveal the importance and possible influence of the
stakeholders in TNA, their type of participation, interest and possible impact on them.
2. Selecting and using the research methods to identify training needs
Identifying training needs is a form of research. First, evidence suggests that there is
a basic problem which can be addressed through training. It may also be necessary to
address the problem with non-training measures. So it is important to identify clearly the
training gap. This is found by comparing an existing situation with a future, desirable
situation, and then finding out how training can bring us from here to there. Various
methods may be used to do this, including the following:
 self-report questionnaires
 observation
 individual interviews
 checklist / job description
 diary records
 work sampling
 technical expert conference
 critical incident
 examination of existing records.

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 Interviews are one of the most important methods used in TNA. The choice of
research method will depend on the questions which are to be asked. The questions will
emerge as you consider what needs are being addressed (organizational, job, individual).
One useful tool is to match the questions with the research methodology, as follows:
3. Planning identification of organizational needs
There are two steps:
a. List organizations with a stake in the training.
b. List questions to ask them, e.g. what are the critical changes affecting the work and
operations of the organization? What are the relevant policies within the
organization? What are the current strengths and weaknesses of the organization?
What opportunities and threats are being presented from the external
environment? etc.
4. Planning identification of job needs
This should be carried out using a participatory methodology, ideally with the
trainees themselves, prior to the training, or with other stakeholders who are able to
provide good quality information about the professional activities of the target group.
The following steps are recommended:
 Identify main categories of jobs and make a list of all the tasks associated with a
person in that category of job
 Using interviews, questionnaires or through observation of people performing
tasks, complete this frequency/ importance/ learning difficulty table.
5. Planning identification of individual needs
Here, it is important to estimate the training needs of individuals, by preparing a
variety of questions to them, such as the following:
 What tasks do you do regularly?
 What difficulties do you face when doing these tasks or your job?
 What could help you to do your job better?
 What kinds of knowledge do you need to do your job?
 What skills do you need to do your job?
 What kinds of attitudes do you need to do your job effectively?
 Which of these KSA do you lack now?
 How long have you worked in this job?
 What do you like most about your job?
 What do you like least?
 What would you like to change about your job?

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  Do you think you are doing a good job?
 How do you know if you are doing a good job?
Each of these questions may be followed up with probing (why?, when?, etc.) if necessary
6. Data collection
This is the point when plans become action. If the planning has been effective, then
the data collection should go smoothly, but always expect the unexpected. Flexibility,
commitment, energy, organization and a sense of humour will all be needed during this
period.
7. Analysis of the data collected in the TNA
It is important that data is sorted out as the TNA survey progresses. This has two
advantages. Firstly, it will not be necessary to fight with a huge amount of data at the end of
the survey. Secondly, there will be a better understanding of important issues emerging
during the survey, which may be explored in more detail or clarified in some way. Identify
categories into which data can be inserted
8. Presenting the TNA data
9. Reporting the data
It is essential to prepare a report of the initial consolidated results of the TNA. This
could be organized under the following headings:
 Policy.
 Environment.
 Client organizational issues.
 Tasks and activities (existing and future).
 Training provider organizational issues.
 Individual needs.
 KSA (existing and future/required).
 Curricula which are going to be planned (including time frame, and a rough idea
of content).
10. Sharing the results
All the stakeholders involved in the TNA should have the opportunity to give
feedback on the results. This may be done through a workshop, to which key stakeholders
are invited. The results may be presented, and then participants should have the chance to
discuss the results in detail, either in small groups or in a plenary session. It is not always
possible to invite all stakeholders to a workshop; in this case the results of the TNA should
be disseminated in some other ways (for example, the written report). Where data is
collected from groups or individuals who cannot participate in a workshop to discuss the

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findings and have no access to written reports, it is important to provide opportunity for
their feedback during the data collection process. A meeting could be held, for example,
where the researchers present the findings from the field directly to those who contributed
their ideas. This improves the chance for feedback and validation of the results. It also
emphasizes the importance for the researchers to sort their data as they proceed with the
collection.

HOW MUCH HAVE YOU LEARNED?

Self-Check 2.1
A. DISCUSSION.

Read and analyse the following questions below. Write your answers on the spaces
provided. Use separate sheet of paper if needed.

1. In your own perception, how do orientation procedures help the trainees and the
trainers in the delivery of competency based training.
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2. What do you think is the first task that the trainers should do before giving such
orientation procedures? Explain.
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3. Compare and contrast individual needs from job needs? Cite examples each and
explain their significance in gathering and administering TNA instruments.
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 B. MAKING SYNTHESIS

Synthesize and integrate information and ideas you have obtained from Topic 1.
Make a comprehensive discussion that would explain the importance of administering
training needs analysis instruments in the CBT delivery.

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HOW DO YOU APPLY YOUR LEARNING?

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Task Sheet 2.1
Construct a process flow on your own on how is gathering and administering TNA
instruments is conducted in accordance with appropriate procedures and methods
selected in the CBT delivery. Please refer to rubrics provided for your review.

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 Scoring Rubrics
Criteria Points
Layout
Process flow contains comprehensive and usable layout and
5
diagram of the important elements
Accuracy
All information provided is accurate. 5
Comprehension
Content demonstrates deep understanding of, and engagement
5
with the text.
Organization
Content is well organized and easy to read. Points follow logical
5
progression
TOTAL 20

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