Course Title

Course Code

: Community Education and Training

: SWK 147

IV. The Training process

A. Training Needs Assessment (TNA)

Introduction
https://en.wikipedia.org/wiki/Training_needs_analysis
Training Needs Analysis (TNA) is defined as the Identification of training requirements and the most cost effective means of meeting those requirements.
Training needs analysis is the first stage in the training process and involves a procedure to determine whether training will indeed address the problem which has been identified.
Training can be described as the acquisition of skills, concepts or attitudes that result in improved performance within the job environment.[citation needed] Training needs analysis
looks at each aspect of an operational domain so that the initial skills, concepts and attitudes of the human elements of a system can be effectively identified and appropriate
training can be specified.[1]
Training needs analysis is most often used as part of the system development process. Due to the close tie between the design of the system and the training required, in most cases
it runs alongside the development to capture the training requirements.

A. 1.

The Process of TNA

Training Analysis Process

The task of training can be broken down into a number of discrete (distinct) components, each addressing a different part of the overall learning process. This breakdown is as
follows:

Psycho-motor Skills
Procedural Skills
Knowledge Transfer
Communication Skills
Colossal Thinking
Attitude Learning
Performance Training
Physiological Stresses

The role of training analysis is to build a formal bridge between the available design data and the training media and training objectives, in order to facilitate the transfer of training
elements into the operational environment.
A TNA should always be performed where a major new development in policy, equipment acquisition or procedures is deemed to have potential impact upon the current training
regime.

Benefits

Speed up the transition of adopting change

Reduce the risk and impact on the organization and ensure that your people are not only prepared for the change but fully equipped
Help the trainee to achieve his goals and dreams in life et al

The Training Needs Analysis Process

http://www.aaa.com.kh/pro-zone/36:po-zone/69-tna-process/
Published on: Wednesday, 21 December 2011

The First Step in the Training Process

Performing a training needs analysis is the first step in the training process and is critical for a successful program. The purpose of a needs analysis is to determine that training is
the best solution and identify what training is needed to fill the skill gap. This step is often disregarded for reasons such as time constraints or lack of perceived value by
management. Skipping the training needs analysis, however, can cause major problems later. Time, resources and dollars may be wasted on training that was unnecessary or
ineffective.

A training need exists when there is a gap between what is required of a person to perform their job proficiently and what they actually know or can do.
Why do a TNA?
A TNA will provide you with information from which informed decisions can be made. This is integral to the development of any effective organization.
The reasons for conducting a training needs analysis are:

To determine whether training is needed

To determine causes of poor performance
To determine content and scope of training
To determine desired training outcomes
To provide a basis of measurement
To gain management support
To ensure the continuing motivation, interest and satisfaction levels of organization staff

Performing a training needs analysis is most appropriate when training is requested for a performance issue, when new information systems or business processes are introduced,
and when your organization mandates training.

The TNA Process

Planning is essential to the TNA. There is always a clear plan for the process. For example:

Agree Purpose and Scope

Collect Background Information
Plan the Detailed Investigation
Collect Information about Skills, Knowledge, Attitudes and Behavior
Analyze Data
Communicate the Results

At the end of this process you will have the information you require to prepare a training plan and for subsequent evaluation.
Agree Purpose and Scope

Clarify why you are doing the TNA: what do you want to measure? Knowledge, skills, attitude?
What will you measure these against? Organizational descriptions and analysis, group target feedback on various issues both local and international, management
feedback?
Establish the operational scale: the organizations/departments/categories of staff you are surveying and the budget available
Establish time scale
Establish access to existing data: e.g. statements of aims; objectives and priorities; manpower data; problems (reports); previous TNA reports
Recognize the constraints: who you can/cant see; time and money

Collect Background Information

What are the main issues for your target group right now?
What might future issues be?
Who do you need to consult for clarification on these?
Who do you need to get commitment from for action?

Plan the Detailed Investigation

How will you go about it?

How will you organize/collect data?
Will the method(s) provide you with valid findings?

Collect facts and opinions about priority issues, skills, knowledge, attitudes and behavior.

Use a variety of methods to ensure valid findings

Analyze Data to Determine Priority Training Needs

Bring all information together

Identify key activities and priorities
Check you can get commitment
Consider how you will present the findings
Template for Need Assessment Questionnaire

http://hci.epfl.ch/teaching/assignments/Task%20Analysis/need-assessment-questionnaire.html

This is a questionnaire template for needs assessment. Since it is for the Human Computer Interaction course, this template is more suitable for the needs assessment of a new
software or website. When a new system is being developed, the potential users needs must be carefully analyzed to assure that their requirements are met and their preferred
functions are considered as priorities. In this document, a generic needs assessment questionnaire and a specific sample for a traveling website are provided. You may find it useful
to modify them to meet your particular needs by adding questions and scaling to the instruments or other types of survey instruments.

Structure Guideline of Need Assessment Questionnaire

Firstly, some popular types of questions that can be included in a questionnaire are listed in the following to help you design your own questions. Here, it is merely a brief
summary. You can find more information in the reference listed at the end of this article.

a.Open-ended questions

e.g. What is the type of documentation to which you most frequently refer with an interactive program of this kind?

b.Multiple-choice questions
e.g. Which is your least preferred source of information about a new program?
o
o
o

_on-line documentation
_paper documentation
_interactive multimedia
c.Ratings or rankings
e.g. Rank order the following sources from 1(most effective) to 4 (least effective)
o
o

_on-line documentation _paper documentation

_interactive multimedia _training seminar
d.Likert-scale
e.g. My preferred sources for new product information is a hypermedia program that I ca n use on my own personal computer at home or in the office.
_Strongly agree _Agree _No opinion _Disagree _Strongly Disagree

Usually, a needs assessment questionnaire include five parts:

Part I: Introduce the objective of the survey you are conducting

In the first part of your questionnaire, you should give a brief introduction on why you perform this need assessment, and what it is for. In addition, you should mention what kinds
of information you want to know from participants, and what they will be asked to do when completing this questionnaire or the time that would be probably consumed. If
necessary, you should point out that all the information they give will not be used in other ways and kept as confidential. In some case, this is very important for obtaining honest
answers. In the end, it would be better to express your appreciation of the participants for their time and effort to complete this questionnaire.

Part II: General Information

In this part, you can ask some demographic information and the extent to which the participant is familiar with the context which can be used to estimate whether this participant
would be the potential customer of your new product (or project) and whether the answers are valuable. For example, for a website development project, you would pay some
attention to users online experience.

Part III: Assessment of the current status

Before design a new product (or project), you should know about the merits and problems of the current products (or projects). These problems would be the aspects you will
improve in your new product (or project) and the merits could be the aspects you should keep. For example, you can ask users to briefly describe how they perform the task
currently, what the advantages and disadvantages of the current methods are.

Part IV: Expectations from users you are surveying

This part explores the new functions that users are expecting, but do not yet exist. For example, suppose you are developing a new online travel website, what kinds of services or
information users expect from this website and whether these services are attractive to them. This part will provide concrete guidelines to the detailed design of the functions.

Part V: Any comments about this assessment (optional)

Finally, you would provide some place for users to give their comments on this needs assessment. It can provide supplementary material on any aspects that you maybe not have
considered in your needs assessment questionnaire.

Generic Needs Assessment Questionnaire

As you probably know, we are developing . We request your completion of this questionnaire to help us learn more about your. needs and preferences.
The information you and others provide will assist us .... Your answers will be handled in the strictest confidence.
Your answers will be tabulated with those of others to determine information needs, usage patterns, content requirements, format preferences, and overall quality. Thank you for
your time and assistance.

Demographics, Background and Experience Information

User name: _______________________
Gender: ____ female ____ male
Age Group: ___ under 18 ___ 18-25 ___ 26-35 ___ 36-55 ___56-65 ___ over 65
Profession: ___ student ___ teacher ___ manager ___ worker ___ stay-home ___ retired
education: ___ high school ___ colleage ___ graduate school
(You can add or remove items based on your requirements)
1.Have you performed this task before? (replace this task to your specific task. For questions listed below, it is the same.)
2.How often do you perform this task on average (per year/per month/per week)?
3.Usually, do you perform this task by yourself or ask someone to do it for you, such as your secretary?
3.1.If you prefer someone to help you, whom do you usually ask?
4.Where do you often accomplish this task? (e.g. office/home, online/offline)
5.Could you briefly describe how you perform this task?
(Sometimes, this question could be separate into several sub-questions leading participants to describe the whole process. The design of questions depends on your specific application.)
6.Have you met any problems when you perform this task? What were they?
7.Have you used similar XX systems/products before? If so, please fulfill the following sub-questions.
7.1. How often? Could you list some of them?
7.2. Which function(s) have you used? Were you satisfied with these function(s)? why?

7.3. Considering the features that you prefer in these systems/products. What makes them appealing to you?
7.4. Considering the features that you do not prefer in these systems/products. What makes them not valuable for you?
8. What have you done when things went wrong?

Product Interest and Feature Discovery

9. If there is a system/product which can help you complete this task, which functions do you expect it would have?
10. How long do you think is acceptable to accomplish this task with the assistance of this system/product?
11. What kinds of features do you think would attract you to use this system/product?
12. What do you think would make you give up this system/product?
13. What kinds of information you would like to supply when you use such system/product?
14. What other feedback would you like to give us on this needs assessment questionnaire?

Needs Assessment Questionnaire Sample 1

As you probably know, we are developing______________________ a traveling agent to assist people to arrange their trips. We request your completion of this questionnaire to
help us learn more about your_______________________ needs and preferences on planning a trip online. The information you and others provide will assist us________. Your
answers will be handled in the strictest confidence.
Your answers will be tabulated with those of others to determine information needs, usage patterns, content requirements, format preferences, and overall quality. Thank you for
your time and assistance.

Demographics, Background and Experience Information

User name: _______________________
Gender: ____ female ____ male
Age Group: ___ under 18 ___ 18-25 ___ 26-35 ___ 36-55 ___56-65 ___ over 65
Profession: ___ student ___ teacher ___ manager ___ worker ___ stay-home ___ retired
education: ___ high school ___ colleage ___ graduate school
1. Have you made travel arrangements before, like booking flights, hotels?
2. How often do you perform this task on average (per year)?

Once
Twice
Three times
More than three times

3. Usually, do you make the travel arrangements by yourself or ask someone to do it for you? And whom do you usually ask to help you?
4. Do you prefer going to the travel agency or completing it online, when do you make a travel arrangement?
5. Could you briefly describe how do you make a travel arrangement? The different steps in this process?
6. Have you met any problems when you make a travel arrangement? What were they?
7. Have you used any online travel-assistant systems before?
If so,
7.1. How often?

none

sometimes
often
every time when I plan a travel

7.2. Could you list at least 3 of them?

7.3. If so, which function(s) have you used in these travel-assistant systems? Were you satisfied with these function(s)? why?
7.4. List the features that you prefer in these travel-assistant systems. What makes them appealing to you?
7.5. Consider the features that you do not prefer in these travel-assistant systems. What makes them not valuable for you?
8. What did you do when things go wrong, e.g. you want to cancel your airline ticket or reschedule it?

Product Interest and Feature Discovery

9. If there is a system which can help you make a travel plan, which information do you expect it would provide?

flight info
hotel info
destination introductions, like resorts, climate
other travelers comments
weather
currency info
visa and traffic info
contact info if meeting problems
special activities
others (please list all the information you want to know from the travel-assistant website):

10. If there is a system which can help you to make a travel plan, which functions do you expect it would have?

book flights
book hotels
reserve car rentals
searching tools
publish comments, such as ratings or reviews

recommend personalized travel products

share information about traveling, such photos, travel notes
others (please list all the functions you want to find in the travel-assistant website):

11. How long do you think is acceptable to accomplish booking tickets and hotels with the assistance of the travel-assistant website?

5 minutes
10 minutes
20 minutes
longer than 30 minutes
others:_________

12. What do you think would attract you to use the travel-assistant website?

saving time
saving money
find more useful info like others comments
others(please list all the features which would attract you to use the travel-assistant website ):

13. What do you think would make you give up the travel-assistant website?

it takes time to know how to use the system

It cannot give me some advice based on my special case, like travel agencies do
others (please list all the features which would make you give up the travel-assistant website):

14. What kinds of information you would like to supply when you use this system to arrange your trip?

telephone number
email address
preferences on Airplane Company
preferences on seats
preferences on hotels
others:

15. What other feedback would you like to give us on this needs assessment questionnaire?

-- end of this template ---

B. DESIGNING TRAINING MODULE

B.1 Objective Setting
- Blooms Taxonomy
Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in
education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). It is most often
used when designing educational, training, and learning processes.
Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the cognitive domain in the mid-nineties and made some changes.

changing the names in the six categories from noun to verb forms
rearranging them as shown in the chart below
creating a processes and levels of knowledge matrix

http://www.nwlink.com/~donclark/hrd/bloom.html
Writing Objectives Using Bloom's Taxonomy
http://teaching.uncc.edu/learning-resources/articles-books/best-practice/goals-objectives/writing-objectives
Various researchers have summarized how to use Blooms Taxonomy. Following are four interpretations that you can use as guides in helping to write objectives using Blooms
Taxonomy.
From: KC Metro [old link, no longer functioning?]
Blooms Taxonomy divides the way people learn into three domains. One of these is the cognitive domain, which emphasizes intellectual outcomes. This domain is further divided
into categories or levels. The key words used and the type of questions asked may aid in the establishment and encouragement of critical thinking, especially in the higher levels.
Questions
Level

1: Knowledge

Level Attributes

Exhibits previously learned

material by recalling facts, terms,
basic concepts and answers.

Keywords

who, what, why, when, omit, where, which, choose, find,

how, define, label, show, spell, list, match, name, relate,
tell, recall, select

Demonstrating understanding of
facts and ideas by organizing,
compare, contrast, demonstrate, interpret, explain, extend,
2: Comprehension comparing, translating, interpreting, illustrate, infer, outline, relate, rephrase, translate,
giving descriptions and stating main summarize, show, classify
ideas.

What is ...? How is ...? Where is ...? When did _______

happen? How did ______ happen? How would you explain
...? Why did ...? How would you describe ...? When did ...?
Can you recall ...? How would you show ...? Can you select
...? Who were the main ...? Can you list three ...? Which one
...? Who was ...?
How would you classify the type of ...? How would you
compare ...? contrast ...? Will you state or interpret in your
own words ...? How would you rephrase the meaning ...?
What facts or ideas show ...? What is the main idea of ...?
Which statements support ...? Can you explain what is
happening . . . what is meant . . .? What can you say about ...?
Which is the best answer ...? How would you summarize ...?

Questions
Level

Level Attributes

3: Application
Solving problems by applying
acquired knowledge, facts,
techniques and rules in a different
way.

4: Analysis

Keywords

apply, build, choose, construct, develop, interview, make

use of, organize, experiment with, plan, select, solve,
utilize, model, identify

How would you use ...? What examples can you find to ...?
How would you solve _______ using what you have learned
...? How would you organize _______ to show ...? How would
you show your understanding of ...? What approach would
you use to ...? How would you apply what you learned to
develop ...? What other way would you plan to ...? What
would result if ...? Can you make use of the facts to ...? What
elements would you choose to change ...? What facts would
you select to show ...? What questions would you ask in an
interview with ...?

Examining and breaking

information into parts by
analyze, categorize, classify, compare, contrast, discover, What are the parts or features of ...? How is _______ related
identifying motives or causes;
dissect, divide, examine, inspect, simplify, survey, take part to ...? Why do you think ...? What is the theme ...? What
making inferences and finding
in, test for, distinguish, list, distinction, theme,
motive is there ...? Can you list the parts ...? What inference
evidence to support generalizations.
relationships, function, motive, inference, assumption,
can you make ...? What conclusions can you draw ...? How
conclusion
would you classify ...? How would you categorize ...? Can you
identify the difference parts ...? What evidence can you find
...? What is the relationship between ...? Can you make a
distinction between ...? What is the function of ...? What ideas
justify ...?

Questions
Level

5: Synthesis

Level Attributes

Keywords

build, choose, combine, compile, compose, construct,

create, design, develop, estimate, formulate, imagine,
Compiling information together in a invent, make up, originate, plan, predict, propose, solve,
different way by combining
solution, suppose, discuss, modify, change, original,
elements in a new pattern or
improve, adapt, minimize, maximize, delete, theorize,
proposing alternative solutions.
elaborate, test, improve, happen, change

What changes would you make to solve ...? How would you
improve ...? What would happen if ...? Can you elaborate on
the reason ...? Can you propose an alternative ...? Can you
invent ...? How would you adapt ________ to create a
different ...? How could you change (modify) the plot (plan)
...? What could be done to minimize (maximize) ...? What way
would you design ...? What could be combined to improve
(change) ...? Suppose you could _______ what would you do
...? How would you test ...? Can you formulate a theory for ...?
Can you predict the outcome if ...? How would you estimate
the results for ...? What facts can you compile ...? Can you
construct a model that would change ...? Can you think of an
original way for the ...?

Questions
Level

Level Attributes

Presenting and defending opinions

by making judgments about
information, validity of ideas or
quality of work based on a set of
criteria.

6: Evaluation

Keywords

award, choose, conclude, criticize, decide, defend,

determine, dispute, evaluate, judge, justify, measure,
compare, mark, rate, recommend, rule on, select, agree,
interpret, explain, appraise, prioritize, opinion, ,support,
importance, criteria, prove, disprove, assess, influence,
perceive, value, estimate, influence, deduct

Do you agree with the actions ...? with the outcomes ...? What
is your opinion of ...? How would you prove ...? disprove ...?
Can you assess the value or importance of ...? Would it be
better if ...? Why did they (the character) choose ...? What
would you recommend ...? How would you rate the ...? What
would you cite to defend the actions ...? How would you
evaluate ...? How could you determine ...? What choice would
you have made ...? What would you select ...? How would you
prioritize ...? What judgment would you make about ...? Based
on what you know, how would you explain ...? What
information would you use to support the view ...? How would
you justify ...? What data was used to make the conclusion ...?
Why was it better that ...? How would you prioritize the facts
...? How would you compare the ideas ...? people ...?

Knowledge

Comprehension

List, Name, Identify, Show, Summarize, Explain, Interpret,

Define, Recognize, Recall, Describe, Compare, Paraphrase,
State, Visualize
Differentiate, Demonstrate, Classify

Blooms Ranking of Thinking Skills

Application
Analysis
Analyze, Organize, Deduce,
Solve, Illustrate, Calculate,
Contrast, Compare,
Use, Interpret, Relate,
Distinguish, Discuss, Plan,
Manipulate, Apply, Modify
Devise

Synthesis
Design, Hypothesize,
Support, Schematize,
Write, Report, Justify

Evaluation
Evaluate, Choose,
Estimate, Judge,
Defend, Criticize

Task Oriented Question Construction Wheel Based on Blooms Taxonomy

According to Benjamin Bloom, and his colleagues, there are six levels of cognition:
1.
2.
3.
4.
5.
6.

Knowledge: rote memorization, recognition, or recall of facts

Comprehension: understanding what the facts mean
Application: correct use of the facts, rules, or ideas
Analysis: breaking down information into component parts
Synthesis: combination of facts, ideas, or information to make a new whole
Evaluation: judging or forming an opinion about the information or situation

Ideally, each of these levels should be covered in each course and, thus, at least one objective should be written for each level. Depending on the nature of the course, a few of
these levels may need to be given more emphasis than the others.
Below are examples of objectives written for each level of Blooms Taxonomy and activities and assessment tools based on those objectives. Common key verbs used in drafting
objectives are also listed for each level.
Level

Level Attributes

Keywords

Rote memorization,
list, recite, define,
recognition, or recall
name, match, quote,
of facts.
recall, identify, label,
recognize
1: Knowledge

Example
Objective

Example Activity

Example Assessment

Use the following question on an

By the end of this Have students group up exam or homework. Recite
course, the student and perform simple
Newtons three laws of motion.
will be able to recite experiments to the class
Newtons three laws showing how one of the
of motion.
laws of motion works.

Level

2: Comprehension

3: Application

Level Attributes

Keywords

describe, explain,
paraphrase, restate,
Understanding what give original
the facts mean.
examples of,
summarize, interpret,
discuss

calculate, predict,
apply, solve,
Correct use of the
illustrate, use,
facts, rules, or ideas.
demonstrate,
determine, model

Example
Objective

Example Activity

Example Assessment

By the end of this Group students into pairs

course, the student and have each pair think
Assign the students to write a
will be able to
of words that describe
simple essay that explains what
explain Newtons motion. After a few
Newtons laws of motion mean
three laws of motion minutes, ask pairs to
in his/her own words.
in his/her own
volunteer some of their
words.
descriptions and write
these descriptions on the
board.

After presenting the

kinetic energy equation
By the end of this
in class, have the
On a test, define a projectile and
course, the student
students pair off for just ask the students to Calculate the
will be able to
a few minutes and
kinetic energy of the projectile.
calculate the kinetic
practice using it so that
energy of a
they feel comfortable
projectile.
with it before being
assessed.

Level

Level Attributes

Breaking down
information into
component parts.

Example
Objective

Keywords

classify, outline,
break down,
categorize, analyze,
diagram, illustrate

By the end of this

course, the student
will be able to
differentiate
between potential
and kinetic energy.

Combining parts to
make a new whole.

design, formulate,
build, invent, create,
compose, generate,
derive, modify,
develop

Example Assessment

Present the students with Give the students an assignment

different situations
that asks them outline the basic
involving energy and ask principles of kinetic and
the students to categorize potential energy. Ask them to
the energy as either
point out the differences between
kinetic or potential then the two as well as how they are
have them explain in
related.
detail why they
categorized it the way
they did, thus breaking
down what exactly
makes up kinetic and
potential energy.

By the end of this

section of the
course, the student
will be able to
design an original
homework problem
dealing with the
principle of
conservation of

Tie each lecture or

discussion to the
Give the students a project in
previous lectures or
which they must design an
discussions before it,
original homework problem
thus helping the students dealing with the principle of
assemble all the discreet conservation of energy.
classroom sessions into a
unified topic or theory.

4: Analysis

5: Synthesis

Example Activity

Level

Level Attributes

Keywords

Example
Objective

Example Activity

Example Assessment

Have different groups of

students solve the same
problem using different
methods, then have each
group present the pros
and cons of the method
they chose.

On a test, describe a dynamic

system and ask the students
which method they would use to
solve the problem and why.

energy.

Judging the value or choose, support,

worth of information relate, determine,
or ideas.
defend, judge, grade,
compare, contrast,
argue, justify,
support, convince,
select, evaluate
6: Evaluation

By the end of the

course, the student
will be able to
determine whether
using conservation
of energy or
conservation of
momentum would
be more appropriate
forsolving a
dynamics problem.

B.2.

Module and Session Guides Designing

http://www.slideshare.net/NileshRajput/training-design-9969033