Template for Training Needs Analysis

1. Sultanate of Oman
Ministry of Health
Directorate of Continuing
Education, DGET
TRAINING
NEEDS ANALYSIS
Agnes R. Pampanga
RN, BSN,MA Guidance, Health, Ed.D.

2. Foreword
This booklet is designed to bridge the gap between the theoretical
aspects of conducting training needs analysis and its practical
delivery in Continuing Professional Education activities. This will
also provide the trainers with a methodological toolbox necessary
in analyzing training needs in their respective work place which will
provide the basis for evaluation of CPE activities.
Anwar Al Sketty, MMed Ed., RN. IPN cert.,ST.Dip., RNT
Director
Directorate of Continuing Education
Directorate General of Education & Training

3. 26
Prepared and Presented by:
Agnes R. Pampanga, RN, BSN, MA Guidance, Health, Ed.D.
Specialist and Section Head, CME for Medical and Technical Staff
Directorate of Continuing Education, DGET, Ministry of Health
Sultanate of Oman
Presented during the DCE Regional Visits to all DGHS, DHS and Hospitals, January 21-
March 13, 2007-2008; Training of Trainers Workshop, Sohar Hospital, October 3-31,
2007 and Al Nahdha Hospital, Governorate of Muscat, Sultanate of Oman, February 6,
2008.
Revised: April 2008

4. Contents
Foreword
TRAINING NEEDS ANALYSIS
Introduction 1
Step-wise Questions in Conducting Training 2
Needs Analysis
Common Indicators in Work Areas 4
Sources of Information 4
Methods in Conducting TNA 6
Survey Method Questionnaire 6
Interviews 11
Focus Group 12
Observation 13
Analysis of Data 14
Interpreting Data Analysis 15
Putting the Problem in Order of Priority 16
Communicate Findings 18
Features of Effective Assessment 19
General Principles in Assessment 19
References 20
Appendix A– The Training Cycle 21
Appendix B- Sample Questionnaire 22
25

5. 24
TRAINING NEEDS ANALYSIS
Introduction
Training Needs Analysis (TNA) is the key to reshaping the future
of Continuing Professional Development (CPD) Programme in the
hospital and educational institutes. It is the major component of
training programmes. It is a crucial component of learning for as-
certaining both the needs of the learners and the organization and
as such it provides a fundamental link with relevant and effective
teaching and learning process.
It determines and identifies the existence of a gap between what is
required of a person to perform their duties competently and what
they actually know as a basis for initiating corrective measures and
or remedial education.
Training Needs Analysis can be an overwhelming process. It is a
method that will bridge the gap between the required performance
and the actual performance. It is also a method of determining
whether a training need exists, and if it does, what training is re-
quired to fill the gap.
The essence of TNA is to find out the general areas of work/ health
care where an improvement is needed that would require CPD. It
focuses on identifying needs of the target audience, developing a
rationale for a training programme, identifying needed inputs, de-
termining program content and setting program goals.
To make Continuing Professional Education programmes more
effective, TNA should be done before designing and conducting
any training or workshops and to look into the needs of the organi-
zation, job performance and the staff.
1

6. If training is the chosen solution to address those needs, it is im-
portant to first know the nature of the problem. Without that clari-
fication, training can accomplish absolutely nothing except wasting
time, efforts and resources.
A training programme must be carefully planned and organized
and based on needs analysis.
When deciding whether to conduct TNA, the following basic ques-
tions should be asked, which eventually constitute the steps in con-
ducting TNA:
Step-wise Questions to Ask in
Conducting Training Needs Analysis
Step 2
How should it be assessed?
Step 3
Why should it be assessed?
Step 4
When should it be assessed?
Step 5
Who should be assessed & carry out the assessment?
Step 6
Where will it be assessed?
Step 1
What should be assessed?
2
23

7. Appendix B— Sample TNA Questionnaire
22
What should be assessed?
Existing work conditions based on the common indicators
and other sources of information (page 4).
Determine if there is a need/ problem in the work setting
that has to be addressed.
How should it be assessed?
Decide on the methods and procedures in conducting TNA.
Categorize identified needs/problems according to the needs
of the organization, job performance and staff.
Prioritize identified needs/problems.
Decide on the corrective measures.
Communicate findings.
Why should it be assessed?
Determine which areas need reinforcement, support, assis-
tance, improvement and change.
When should it be assessed?
Decide on the date, time, duration of the conduct of TNA.
Who should be assessed and carryout the assessment?
Identify the target respondents, its categories and size and the
staff who will carry out the TNA.
Where will it be assessed?
Decide on the location where to conduct TNA.
3

8. Common Indicators:
♣ Needs of the Organization: organizational changes, changing
workforce/ large staff turnover, inadequate recruiting process,
new policies/ regulations, new development of services, treat-
ment, procedures, new equipment/ systems, production or ser-
vices, complaints from clients/patients, staff etc.
♣ Specify Job Performance: poor quality of work, frequent errors,
performance dates not met, standards of the job, job description,
perception of those in the job, supervisors and perception of oth-
ers.
♣ Needs of the Staff: value of the job performed, job satisfaction,
knowledge, skills, attitude, conflicts among staff etc.
Sources of Information:
A. Health Workers
♣ Critical Incident Studies (Clinical Audit)
> an incident where a health worker feels he/she did not do
the task well or with unsatisfactory outcome.
♣ Focus Group Discussions
♣ Interviews
♣ Observation
THINK Can you identify and list down at least 5 needs/ problems
in your respective area of work?
4
THE TRAINING CYCLE
CURRICULUM
DESIGNING
(Determine objectives,
content, instructional
methodologies/
resources)
F
E
E
D
B
A
C
K
TRAINING
IMPLEMENTATION
(Presentation &
Facilitation Skills)
MONITORING
and
EVALUATION
TRAINING NEEDS
ANALYSIS (TNA)
(Identify the needs of
the organization, job
performance & staff)
Appendix A
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9. REFERENCES
• Boud, D. (1995). Enhancing Learning through Self-Assessment
• Dent, J & Harden R. (2001). A Practical Guide for Medical
Teachers
• Guide to Managing Continuing Education in the Ministry of
Health, Sultanate of Oman
• Nadler, L & Nadler Z (1994) Designing Training Programs– The
Critical Events Model
• Reece, I. & Walker, S. (1997). Teaching, Training and Learn-
ing—A Practical Guide
• Suvedi, M., Heinze,K. & Ruonavaara, D. (1999) How to Conduct
Evaluation of Extension Programs.
• University of Dundee: Trends in Medical Education—Distance
Learning Course for Master’s Degree in Medical Education.
20
♣ Questionnaires
♣ Test of skills (Checklists)
B. Health System Managers
♣ supervision reports
♣ appraisal reports
♣ discussions
♣ questionnaires
♣ health mgt. information system -reports errors in treatment
♣ quality assurance
C. Documents
♣ that describe changes in health policy, in priorities for health
care or in resources.
D. Epidemiological data/ Management Information System:
♣ What diseases/conditions lead to too many preventable deaths
or too much disability/suffering?
♣ In what way is the health service unsatisfactory?
E. Public
♣ complaints, articles in newspapers, TV/ radio programmes
♣ patient satisfaction survey
5

10. Methods in Conducting TNA:
Survey Method-questionnaires, checklists etc
Informal/Formal Interviews
Observation
Performance Tests
Reports from Superiors– anecdotal, incident reports
Examination of Records, Performance Appraisal, Result of
Patient Satisfaction Survey, Quality Assurance
Management Requests
Formal Research
SURVEY METHOD QUESTIONNAIRE
Before you begin . . .
Make a list of what you want to know and how the informa-
tion will be used.
Check to make sure the information is not already available
somewhere else.
As you write questions try to view them through the eyes of
the respondents.
The aim of a questionnaire’s design is to solicit quality participation.
Response quality depends on the trust the respondents feel for the sur-
vey, the topic, the interviewer, and the manner in which the questions
are worded and arranged. Consider whether the questionnaire is going to
be mailed, given directly to respondents,, used in a telephone survey or
used in personal interviews. Before you begin, it is essential to know what
kind of evidence you need for the TNA and how the information will be
used.
6
Features of Effective Assessment
H Valid Assessment if it actually measures what is intended to measure.
i.e. The task is to advise mothers on the preparation of weaning foods.
The assessment should be based on observing the staff do the task.
H Reliable Assessment if it provides a consistent and accurate judgment
for what it is intended to measure.
General Principles in Assessment
It is important to clearly spell out what it is you are assessing. Define
the intended learning outcomes before you think about choosing the
assessment tool.
The assessment technique which you use should be an effective meas-
ure of whatever it is you wish to assess.
The wider the range of assessment you use, the more confident you
can be in your final judgment.
Use assessment instruments with discernment.
Use the results of your assessment constructively.
Note: Assessment should not only be focused on the organization, trainees but
also on the organizers/ trainers themselves on their self-assessment. Self– assess-
ment is the key to professional growth. It refers to the person’s own assessment of
knowledge, skills, attitudes and judgment level relevant to maintain a competent
practice.
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11. Communicate Findings
Provide stakeholders and other audiences with the results of the
TNA. Needs analysis results should be utilized as basis for design-
ing training curriculum and planning future programmes.
Reporting Tips
Reports that are short, concise and to the point are the ones that get
attention.
Craft the style and content of the TNA report to fit the intended audi-
ence.
Avoid technical terms that your audience/readers may not know.
Use a conversational tone
Use a combination of long and short sentences.
Read report aloud to check for confusing ideas and sentences.
Write in an active voice.
Use a logical structure for your documents.
Allow sufficient time for getting feedback.
Reports should include:
- a brief description of the TNA, purpose, scope, respondents, setting,
methodology/ procedures used, a summary and analysis of findings, con-
clusions and recommendations.
18
Writing the questionnaire
1. The title of the questionnaire should be appealing to the respondents.
2. The type used should be large and easy to read.
3. The questionnaire should appear professional and easy to answer.
4. The introduction should identify the audience and the purpose of the
survey and give directions on how to complete the questionnaire.
5. Questions should not appear crowded.
6. Each question should be numbered and sub-parts of a question should
be lettered.
7. Questions should be arranged in a logical order with general questions
preceding more specific ones. Easy-to-answer questions come first, fol-
lowed by increasingly complex, thought provoking, or sensitive ques-
tions. Personal or potentially threatening questions should be placed at
the end.
8. Be explicit about what is required to answer each question.
9. Sufficient spaces should be left for answering open-ended questions.
10. Clearly indicate where branching occurs and where general questions
resume.
11. Key words should be bold face or capitalized to avoid the possibility
that they are misread.
12. Request for demographic information should be included near the
end of the questionnaire.
13. For mail surveys, remind respondents to return the questionnaire
and provide an addressed, postage-paid envelope.
14. The questionnaire should end with a “Thank you.”
( Sample TNA questionnaire- Appendix B)
7

12. Mailed Questionnaires
The appearance of a mailed questionnaire is of utmost importance. It
must “sell” itself to the respondent to be returned. Therefore, consider-
able care should be taken in designing the format of the questionnaire.
A simple booklet can be constructed by folding an 8 1/2 by 11-inch
paper in half.
Make questions fit the page so that the respondent does not need to
turn the page to answer a question.
Provide easy-to-follow directions on how to answer the questions.
Arrange questions and answers in a vertical flow. Put answer choices
under rather than beside the questions so that respondents move down
the page rather than from side to side.
Designing a Questionnaire Cover Letter
1st paragraph:
Explains the purpose of the study
Describes who will be answering the questionnaire.
Assures confidentiality of responses
2nd paragraph:
Assures the respondent the TNA is useful.
Let the respondent know that he/she is important to the success of
the TNA
8
On the basis of the identified and ranked priority problem, a Train-
ing Needs Analysis Plan in order of priority should be prepared.
THINK Prioritize and rank the identified problem in the previous
activity according to the 3 factors, seriousness, urgency and
gravity using the above table. (page 4)
Identified Problems S
(1-3)
U
(1-3)
G
(1-3)
Total
Rating
Rank
Training Needs Analysis Plan in Order of Priority
Rank Problem/Needs Target Group Corrective
Measures
17

13. Putting the Problem in Order of Priority
There are three factors to consider in prioritizing the problem:
Seriousness of the Problem
- the degree with which the impact, consequence or effect of the
problem hinder the operations of the organization and its subsys-
tem.
Urgency of the Problem
- the length of time available for the problem to be solved in order
not to aggravate the existing situation.
Gravity of the Problem
- the extent to which the problem, if left unattended, will give rise
to other problems.
Each problem can be given a rating of priority on a scale of 1-3 for
each of the three factors mentioned above. The 3 ratings can be
added to get the total rating of each problem, then and only then
the problems could be ranked accordingly.
Rating Scale of the 3 Factors
Seriousness Urgent Gravity
Very serious - 1 Very urgent - 1 Great extent - 1
Serious - 2 Urgent - 2
Less serious - 3 Less urgent - 3
16
3rd paragraph:
Provides directions on how and when to return the questionnaires.
Explains the questionnaire identification number for facilitating fol-
low-up.
4th paragraph:
Reemphasizes the study’s organizational and social usefulness.
Promises a copy of survey results if desired.
Indicates willingness to answer any question.
Includes a statement of thanks, a closing and the sender’s name and
title.
Writing Questions
The questions used in a questionnaire are the basic components that determine the
effectiveness of your survey. Consider what information to include, how to struc-
ture the questions and whether people can answer the questions accurately. Good
survey questions are focused, clear, and to the point.
Every question should focus on a single, specific issue or topic.
Poor: Which type of training do you like best?
Better: Which type of these trainings are you most likely to attend?
The objective of these questions is to measure the participant’s prefer-
ence. The first question lacks focus, participants may like a particular
training, but may not attend because of high registration fees.
The meaning of the question must be completely clear to all respon-
dents. Clarity ensures that everyone interprets the question the same.
Poor: When was the last time you went to the doctor for physical
examination on your own or because you had to?
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14. Better: How many months ago was your last physical examination?
The first question could be interpreted in weeks, months, years, or by
date.
Keep questions as short as possible. Short questions are easier to
answer and less subject to error by interviewers and respondents.
Long questions are more likely to lack focus and clarity.
Poor: Can you tell me how many children you have, whether they’re
boys or girls, and how old are they?
Better: What is the age and sex of your children?
A respondent may answer the first question ambiguously. It is not possi-
ble to determine the ages of each child from this response.
Questions should be written to avoid bias.
Poor: Is it true that our cleaners work long hours?
Better: On average how many hours do cleaners work in their jobs?
Types of Information
Questions can be formulated to elicit four types of information: knowl-
edge/skills; beliefs, attitudes and opinions; behavior and attributes.
Knowledge/skills questions include what people know, how well they
understand something and how they perform certain skills.
Beliefs, attitudes and opinions include people’s perceptions, their
thoughts, feelings, judgments or their ways of thinking.
Behavioral questions ask people about what they have done in the past,
what they do now or what they plan to do in the future.
10
Interpreting Data Analysis
Analysis of data focuses on organizing and reducing information and
making logical or statistical inferences; interpretation on the other hand,
attaches meaning to organized information and draws conclusions. All
interpretations, to some extent, are personal and idiosyncratic. Therefore,
not only interpretations but also the reasons behind should be made ex-
plicit.
The following are useful interpretation methods:
1. Determining whether objectives were met.
2. Determining whether assessed needs have been reduced.
3. Determining the value of accomplishments.
4. Interpreting results in the light of assessment procedures that gen-
erated them.
5. Asking external assessors/ stakeholders/ or other groups to review
the data and to provide their judgments of strengths and weak-
nesses, successes and failures.
Involving and using stakeholders to the interpretation task is one of the
methods that could bring multiple perspectives, cooperation and owner-
ship of the endeavour. Stakeholders can be supplied in advance with
results of the needs analysis before calling them for a meeting. At the
meeting, findings are systematically reviewed in their entirety. Questions
such as: What does this finding mean?, What are its implications? What
should be done? etc. maybe asked during the process of analyzing and
interpreting the results.
15

15. Analysis of Data
1. Quantitative Data
- looks at the incidence and quantity of events
- It is numerical and maybe analyzed by calculating averages, ranges, per-
centages and proportions.
- Simply account for what is happening in numerical terms.
- It can be presented either by graph, bar/pie charts, tables
2. Qualitative Data
- Information that is primarily expressed in terms of themes, ideas,
events, personalities, histories etc.
-Provides information to the people involved in the CPE pro-
gramme/activities.
- Standard of usefulness is important in this analysis.
When Doing qualitative analysis consider:
▪ The words used by the participants and the meaning of those words.
▪ The context. Interpret the comments in the light of the context.
▪ The internal consistencies and inconsistencies. Determine the cause of
the inconsistencies.
▪ The frequency of the extensiveness of comments.
▪ The intensity of comments.
▪ The specificity of response.
▪ Dominant themes
14
Attributes are a person’s personal characteristics, such as age, education,
occupation or income. Attribute questions ask respondents who they
are, not what they do.
Types of Questions:
1. Closed-Ended questions have pre determined categories of responses
from which the respondent can choose. When asking this type of ques-
tion, make sure that all alternative response categories have been in-
cluded.
i.e. To what extent do you agree or disagree with the accreditation sys-
tem?
1. strongly disagree 3. agree
2. disagree 4. strongly agree
2. Open-ended questions allow respondents to answer in their own
words rather than select predetermined answers.
i.e. What new knowledge, skill or training would you suggest to fur-
ther improve your current performance?
INTERVIEWS
Guidelines for conducting Interviews:
Conduct the interview without an audience to avoid distraction.
Respondents of the interview should be made to understand that their
responses are confidential and that the interview is voluntary.
The interview should be conducted in the most convenient time for
the respondents.
11

16. Establish rapport by expressing appreciation of the respondent’s re-
sponses and willingness to participate.
Questions be read ss they appear in the questionnaire and record
answers accurately.
Interviewer’s opinion should not be expressed.
To get a clearer response, the interviewer should probe the question, if
an answer to an open-ended question is incomplete.
The interviewer should not insist if the respondent refuses to answer
the question. It may jeopardize the whole interview.
FOCUS GROUP
It is typically 8-12 small group of people who are relatively homogeneous,
which is selected to discuss a particular topic in a non-threatening atmos-
phere. It is usually moderated and recorded by a skilled interviewer. It
usually measures needs and issues, attitudes, perceptions and opinions on
specific topics and impacts of a particular CPE programme on individuals
and the group.
Focus group is easy to set up, fast and relatively inexpensive, stimulates
dialogue and can generate ideas for evaluation questions to be included
in other survey methods.
On the other hand, focus group could easily be misused that will require
special moderator skills. Avoiding bias and capturing major issues that
emerge can be difficult. Likewise, data interpretation is tedious.
12
How to begin a Focus Group Discussion
The first few hours in a focus group discussion is critical. Initially, the
moderator must create a thoughtful, permissive atmosphere, provide the
ground rule and set the tone of the discussion. In group discussions, the
recommended pattern is to start with the welcome of participants fol-
lowed by the presentation of the objectives, an overview and the main
topic, the ground rules and the first question.
How to ask questions in a focus group
1. Open-ended questions be used to stimulate discussion.
e.g. What did you think of the CPE programme?
2. Dichotomous questions-those that can be answered with a yes or
no be avoided.
3. “Why” questions are rarely asked.
- It can make learners defensive and feel the need to provide an
answer and make them respond with attributes or influences.
4. “Think back” questions maybe used that may remind learner’s of
an experience rather than to speculate on the future.
5. Focus questions should be carefully prepared.
6. Asking focus questions should be sequenced, starting from general
to specific questions.
OBSERVATION
This method provides gathering of information about behavioural actions
and reactions through direct observation, interviews with key informants
and participation in the activities being assessed. It is useful in determin-
ing conflicts or misunderstandings, assessing work needs and problems.
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