LESSON 2: Determining Training Requirements

Site: TESDA Online Program Printed by: Ruby Exconde

Course: Developing Training Curriculum Date: Sunday, 17 May 2020, 2:36 PM
Book: LESSON 2: Determining Training Requirements
 Table of contents
Introduction

TOPIC 1: Bases in Determining Training Requirements

TOPIC 2: Components of Training Requirement

TOPIC 3: Methods for Determining Training Requirements

TOPIC 4: Determining Training Requirements Using the Training Regulations

Preparing the Training Requirements Based on the Training Regulations
 Introduction
After identifying the training aim, you should identify now the training requirements, which can then be identified now through
the use of the relevant Training Regulations. In situations that there is no available Training Regulations the listed methods
below can be used in identifying the training requirements.

To identify the training requirements one must consider defining the target population for training, listing the competencies to
be performed by the target population for a certain qualification, listing the skills and knowledge needed to do the
competencies, and selecting the skills and knowledge to be taught that makes up the training objectives.
 TOPIC 1: Bases in Determining Training Requirements
Before the curriculum stakeholders can identify the training requirements, they should have identified, access and confirm the
relevant documents that will be the bases in the development of training requirements. These are the Training Regulations,
Training Needs Analysis Report, and skills requirements of emerging industry.

Training Regulation

The Training Regulation can be used in developing the training requirements for a training program. The needed information for
the training requirements can be easily captured from the different parts of Training Regulation thru its analysis.

Training Needed Analysis Report

Another basis in developing the training requirements is the training needs analysis report. A training needs analysis report has
comprehensive information for a job description, educational level and experience, responsibilities, ability gaps-self assessment,
preferred areas of training and preferred training duration.

The reasons for doing training needs assessment is:

1. To determine whether any training is needed

2. To determine the areas in which training is needed
3. To determine the gap to be bridged
4. To determine desired training outcomes
5. To provide a basis of monitoring and evaluation

Skills Requirements for emerging industries

Emerging industries usually starts with individuals that usually include the originators of the idea and a few highly qualified or
experienced specialists such as mechanical engineers, physicists, chemists and highly experienced trade persons. The
company often buys in the specialized qualifications, expertise and experience rather than engage in training.

Emerging industries have diverse and important training needs. While much of the higher level training and qualifications
required is generally provided by higher education, vocational education and training also has a role to play in developing further
knowledge and skills once experienced and qualified personnel are hired. The skills requirements that will form part in training
new employees, this will be of great help in improving their knowledge and skills.
 TOPIC 2: Components of Training Requirement
Using the above mentioned methods of gathering training requirements, the stakeholders will work together in identifying the
listed items below to identify the training requirements.

Training Program Title - The training program title is the actual title of a training program designed for training on specific
skills or qualification.

Training Objectives - Training objectives are more specific statements of what the trainees will learn or achieve after the
training program, for example:

“The main objective of this training program is to conduct training on how to raise large and small ruminants, swine and poultry”

Training Participants - The description of the potential participants who can attend the training program.

Training Type - Specify the type of training program to be conducted. It can be a skills upgrading program, a full qualification
training or a community based training. 

Training Content - List down the relevant learning content covered in the training program.

Training Approach - Specify the training approach and methodology to be employed during the training program.

Training Facilities - List down the training facilities to be used for the training program for example audio visual room and
workshop.

Training Resources - List down training resources such as: trainer/facilitators, learning material/modules, equipment, tools,
supplies and materials.

Training Schedule - Specify the proposed training duration of the training program.

Potential employment market - Potential employment market is one the motivating factors that a learner/trainee usually
considers when enrolling in any training program. This specifies the actual list of jobs that a learner/trainee can have after
finishing the training.
 TOPIC 3: Methods for Determining Training Requirements
Identifying the training requirements can be difficult to build a big picture of the job. The “elicitation” step is where the training
requirements are first gathered from the experts. Many techniques are available for gathering training requirements. Each has
value in certain circumstances, and in many cases, you need multiple methods to gain a complete picture from a diverse set of
experts and stakeholders. Here’s a look at some of the approaches you can take.

One-on-one interviews

The most common technique for gathering requirements is to sit down with the experts and ask them the task performed for a
specific job. The discussion should be planned out ahead of time based on the type of requirements you’re looking for. There are
many good ways to plan the interview, but generally you want to ask open-ended questions to get the interviewee to start talking
and then ask probing questions to uncover the training requirements.

Group interviews

Group interviews are similar to the one-on-one interview, except that more than one person is being interviewed — usually two to
four. These interviews work well when everyone is at the same level or has the same job or qualification. Group interviews
require more preparation and more formality to get the information you want from all the participants. You can uncover a richer
set of training requirements in a shorter period of time if you can keep the group focused.

Facilitated sessions

In a facilitated session, you bring a larger group (five or more) together for a common purpose. In this case, you are trying to
gather a set of common training requirements from the group in a faster manner than if you were to interview each of them
separately.

Observing workers around

This technique is especially helpful when gathering information on current work processes. You may find, for instance, that
some people have their work routine down to such a habit that they have a hard time explaining what they do or why. You may
need to watch them perform their job before you can understand the entire picture. In some cases, you might also want to
participate in the actual work process to get a hands-on feel for how the works are being done.

Brainstorming

On some cases, the training requirements are not “uncovered” as much as they are “discovered.” In other words, the
requirements are brand new and needs to be created as a set of ideas that people can agree to. In this type of situation, simple
brainstorming may be the starting point. The facilitator get into a room and start creatively brainstorming what the training
requirements might look like. After all the ideas are generated, the facilitator processes their ideas. The resulting consensus is
used for identifying the training requirements.

Questionnaires

Questionnaires are much more informal, and they are useful tools to gather training requirements from stakeholders in remote
locations. Questionnaires can also be used when you have to gather input from numerous respondents.
 TOPIC 4: Determining Training Requirements Using the Training
Regulations
Using the Training Regulation of a qualification, you can analyze the competency standard to identify the different information to
come up with the training requirements of a qualification. In order for you to use the training regulation in determining the
training requirements, you must first be familiar with its parts.

Parts of a Training Regulation

Section 1: Definition of Qualification

Identifies the package or group of competencies that describe a particular function or job role existing in an industry.
Consists of units of competency or work activities required to undertake a particular job role.
These units of competency are categorized into basic, common, core and elective.

Section 2: Competency Standard

Refers to industry-determined specifications of competencies required for effective work performance. It is:
Composed of individual competency units.
Focused on workplace activity rather than training or personal attributes.
Defined as the ability to apply skills in new situations and changing work organizations.

Section 3: Training Standard

Contains specifications to be considered in designing and implementing a training program

Curriculum design
Training delivery
Trainee entry requirements
Tools and equipment
Training facilities
Trainer’s qualifications
Institutional assessment

Section 4: National Assessment and Certification Arrangements

This section provides information on the:

Benchmark for awarding a National Certificate (NC) or Certificate of Competency (COC).

Process of acquiring the qualification.
Qualification of a candidate who will apply for assessment.
 Preparing the Training Requirements Based on the Training Regulations

The Training Regulation of a qualification, you can analyze the competency standard to identify the different information to
come up with the training requirements of a qualification.

Training   Training   Regulation

Requirements

Training Program This can be the actual title   of the Qualification if the
Title training program is offered in a form of full   qualification.

Example:

Trainer’s Methodology Level I (TM 1) Training

Training State the training objective by considering the summary

Objectives of   competencies to be achieved.

  Example:

The main objective of this training program is to

conduct training on how to deliver Competency-
Based Training, specifically:

1. Train trainers in   the core competencies of

Trainers Methodology level I;
2. Prepare outputs   for the implementation of
CBT; and
3. Train trainers to   be trainers of Trainers
Methodology level I.

Training To identify this, you can   refer to the trainee entry

Participants requirements (Section 3. Training Standards)

Example:

TVET Trainers

  Graduate of baccalaureate degree or equivalent in  

training/experience along the field of    Technical -
Vocational Education    and Training
  Certified at the same or higher NC Level in the  
qualification that will be handled (for technical
trainers)
  Able to communicate orally and in writing
  Physically fit and mentally healthy
  Proficient in quantitative and qualitative   analysis
  Proficient in verbal reasoning.

Training Content List down the all unit of competencies to be covered

Example:

Competencies to be covered   are the following:

1.   Plan Training   Sessions

2.   Facilitate   Training Sessions
3.   Supervise   Work-Based Training
4.   Maintain   Training Facilities
5.   Conduct   Competency Assessment
. Utilize Electronic Media in Facilitating Training
Training Approach Select the training   approach listed from the Training
Delivery of Section 3.

Example:

The competency-based   training approach shall be

used for this training.

Training Facilities List down the facilities to be used based on the Training  
Facilities of Section 3.

Example:

1. Plan Training Session Room

2. Utilize Electronic Media in Facilitating Training  
Room
3. Maintain Training Facilities and Supervise  
Work-Based Training Room
4. Facilitate Learning Sessions Room
5. Conduct Competency Assessment Room
. Institutional Assessment Room

Training This can be taken again from section of 3 of the Training

Resources   Regulation

Example:

1. Trainer/Facilitator
2. Competency Based Learning Materials for 6
TM Level I   core competencies
3. 6 LCD Projectors
4. Internet Connections
5. DVD player
. 2 Video Cameras
7. 2 tripods
. Laptops
9. Supplies and materials

Training Schedule The suggested nominal duration can be found again on

the   Section 3 of the Training Regulation.

Example:

Suggested   Nominal Training Duration: 

  128  hrs. (   Basic Competencies)

  136  hrs. (   Core Competencies)
Potential To identify the potential employment market you can  
Employment simply look at the Training Regulation, specifically at the
Market Section 1 that   defines the qualification, the last part of
that section explicitly enumerate   the potential labor
market for a specific qualification.

Example:

Section 1 of Training Methodology

A person who has achieved this   Qualification is

competent to be:

  TVET Trainer/Technical Trainer

  Training Facilitator/Coordinator
  Competency Assessor