Training Needs Identification

EUROPEAN UNION
Project financed under

Phare MoERI/ NCVETD-PIU
Activity 1
Revision and improvement of

TVET online and e-learning modules
and practice in the field
1.2: Training needs identification and

subsequent development of online
TVET curriculum
Training and Advice for Further Development of the TVET Sector, Romania,
PHARE TVET RO 2006/018-147.04.01.02.01.03.01
2009
Content
INTRODUCTION 3
THEORETICAL CONCEPTS 4
Concept of Training Needs Analysis 4
Organisational Level 7
Team Level 9
Individual Level 11
Prioritising training needs 12
Methods of meeting Training Needs 14
Evaluation of learning 16
RESEARCH 17
Research Content 17
Target group 18
Research Methodology 18
Tools and Instruments 18
Analysis of the Received Data 19
CONCLUSIONS AND RECOMMENDATIONS 20
ANNEXES 23
Training needs analysis (TNA) Blank Questionnaire 23
Blank Questionnaire: The forecasted future 25
Prioritized Training Needs 26
General for all 16 TVET schools 26
Colegiul Tehnic Anghel Saligny, Baia Mare 27
Colegiul Agricol Dr.C.Angelescu, Buzau 28
Colegiul Tehnic, Campulung 29
Grupul Şcolar Electroputere, Craiova 30
Colegiul Tehnic de Electronică şi Telecomunicaţii, Iaşi 31
Colegiul Tehnic de Industrie Alimentara Dumitru Motoc, Bucuresti 32
Colegiul Tehnic de Industrie Alimentara Terezianum, Sibiu 33
Colegiul Tehnic Petru Musat, Suceava 34
Colegiul Tehnic Lorin Salagean, Turnu Severin 35
Colegiul Economic Ion Ghica, Targoviste 36
Colegiul Tehnic Mircea Cristea, Brasov 37
Grupul şcolar industrial Anghel Saligny, Brăila 38
Colegiul Tehnic, Turda 39
Grup Şcolar Industrial Transporturi Auto, Timişoara 40
Colegiul tehnic Matei Corvin, Hunedoara 41
Colegiul Tehnic PTc Gheorge Airinei, Bucuresti 42
The general forecasted future 43
Material produced under Phare 2006 financial support

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INTRODUCTION
The aim of this paper is to analyze training needs in 16 TVET schools in Romania
regarding e-learning: designing e-learning materials, using e-learning materials,
developing e-learning materials, other IT related competencies, team work,
communication skills, designing assessment items and tests, etc – everything that
was considered relevant to successful implementation of e-learning materials in
TVET schools in Romania. Relevance was decided in collaboration of members from
Technical Assistance team and Project Implementation Unit.
The document is structured as following:
Section 1 Theoretical concepts gives some background on the global theory about
training need analysis, levels of analysis and stages of its implementation and
evaluation.
Section 2 Research describes the research that was conducted in 16 TVET schools
in Romania, its target group, methodology used, tools and instruments and ways of
analysis.
Section 3 Conclusions and recommendations summarizes the received data and

gives recommendations for further development and trainings that are needed in
TVET schools to better implement e-learning materials.
In Annexes are presented tools used for this research, results received from 16
TVET schools, general averages, and their prioritization. For the purpose of this
document no individual scores are made public, but they will be available for the
respective school needs.
Annex 1 presents a Blank TNA questionnaire distributed among schools. Guidelines

are to be filled by at least 6 persons from each school.
Annex 2 presents a Blank questionnaire: The forecasted future distributed among

schools. Guidelines are to be filled just one time for each school.
Annex 3 presents a Prioritized training needs prepared after analysis of received

answers. First is general table with prioritized training needs for all schools together,
followed by prioritized training needs for each school separately.
Annex 4 is table with an averaged answers to the questionnaire The forecasted

future received from answers from each of 16 TVET schools.
The present document will reflect the research and analysis carried out on total 99
teachers in 16 TVET schools geographically distributed in all Romanian regions and
in all educational domains.

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THEORETICAL CONCEPTS
Due to the quick development of technologies and societies, organisations are

exposed on changes that need to be incorporated in their lives. Such changes are
implying not only of updates and upgrades of the technology, processes, and
procedures in the organisation, but changes are implying updates and upgrades of
the human resources that are working in that organisation.
Therefore, managers need to take the burden of coping with such challenges. They
must be able to continually adapt employee skills and abilities to changing
requirements. It is the gap between today’s level of skills and competences and
performance and the future demands likely to be made on employees at all levels
that defines training and development needs. Managers that fail in doing so, earlier,
or later, are facing problems in their work, or organisation they are leading are facing
existential problems on the market.
Concept of Training Needs Analysis

A training needs analysis (TNA) is an assessment of needs for staff development in
your organisation. It considers the skills, knowledge and behaviours that your people
need, and how to develop them effectively.
Organisational TNA should ideally be undertaken at 3 levels:
 Organisational level
 Team/departmental level
 Individual level
These three levels are inter-linked, and using this structure will help ensure a
balanced analysis that takes into account the big picture as well as the specific needs
of individuals.
Some of the questions that you might like to ask before undertaking an analysis of
training needs are:
1. Do we have a strategic and organisational plan?
2. Do we have an appraisal system in place?
3. Do all staff have an up to date job description?
4. Do all staff have written objectives?
5. Do we have a competency framework in place?

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6. Do we have a training strategy and/or a stated commitment to the value of learning
and development for our staff/volunteers and trustees?
7. Do we have processes (formal and informal) in place for effective consultation

across the organisation?
The more questions that you can answer positive to, the easier it will be to undertake
training needs analysis.
Your TNA will include answers to these questions:
• What are our business goals?
• What skills do we need to meet these goals?
• Are these new skills or ways of doing the same work better?
• Are these industry-specific or general skills?
• Who will benefit from this training?
• What can we afford - in time and money - to spend on training?
Methods that can be used to identify learning needs include:
• Analysis of existing strategies and plan to identify what skills are needed for
delivery;
• Questionnaires – paper based or online;
• One-to-one interviews;
• Focus groups - facilitated small group discussions with a representative sample of

people.

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Skills
needed
In order not to jump into conclusions before doing all necessary analysis, it is
recommended analysis to be conducted on non-training needs (or on separate
training). Numerous problems concerning productivity can be solved by efficient
training or by developing handbooks and manuals and so on. Other problems can
only be solved by direct action: if the production space is too cold, we must install
heating, if the light in the working areas is not installed in a correct way, etc – we
must improve. Many non-training needs can be solved by efficient allocation of the
available resources.
Next step should be to identify the specific causes of problems in the organisation.
The identification is needed primarily to establish whether the problem is a result of
an organisational or technical/financial resource issue, or an issue of human
resources and to define how it can be treated. Some problems can be solved with
peoples training, but now every problem.
The outcome of your TNA should be a robust learning and development plan, based
on research and linked to organisational, team and individual objectives.

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Organisational Level1
Training needs analysis at the organisational level should start with a review of the
organisation’s strategic and operational plans. The beginning should be by making
organisational SWOT analysis. This is a tool that identifies and presents the
strengths, weaknesses, opportunities and threats facing your organisation.
Recommendation is to involve as many people as possible that can bring a different
perspective and contribute to a deeper analysis.
Strengths
Here you have to explain what are good practises, expertise and resources that
exists in your organization. Try to be realistic, but not modest, present all you real
strengths.
After defining organisational SWOT, this part – strengths should be used to build on
the strengths, skills and knowledge that already exist in the organisation. These
items will be important resources in future development of the organisation.
Weaknesses
In this cell you have to be realistic and identify what are your organisational
weaknesses. These items will be starting points for improvement of the
organisational performance. You should define skills, knowledge or behaviours that
could help you address the identified weaknesses.
Opportunities
Take a look ahead and around to notice all the opportunities in your surroundings. At
first glance it may be difficult to realize every opportunity that is why it is important to
include all possible stakeholders in this analysis. These items will help you define
what skills, knowledge or behaviours that could help your organisation make the
most of the available opportunities?
Threats
What are the threats that can become an obstacle in achieving organizational goals?
With this you will be able to easier define what skills, knowledge or behaviours could
help your organisation manage and overcome the identified threats?
+ -
Strengths Weaknesses
in
Opportunities Threats
out
1Adapted from http://www.ukworkforcehub.org.uk

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From SWOT table is obvious that Strengths and Opportunities are positive items that
can be used for organizational benefits. Weaknesses and Threats in the other hand
are negative items that are challenges to us and therefore they need to be switched
into something that can be positive to the organisation, or somehow beneficial to the
organisation. Strengths and Weaknesses are internal organisational affairs and can
be addressed internally, but Opportunities and Threats are external factors and
different approach for them is necessary.
Strengths and Weaknesses are internal organisational affairs and can be addressed
internally, but Opportunities and Threats are external factors and different approach
for them is necessary. After SWOT table is filled in the first time, reread the items and
try to identify which of them and how can be used/changed during the trainings. What
kind of skills, knowledge or behaviours could be addresses during trainings to use
positive and improve negative factors.

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Team Level
Analysis of training needs should also be undertaken at team level. This means
reviewing the necessary skills needs within your team in order to accomplish the
team’s own objectives. The analysis should take into account both the needs of
individuals, but also anything that can help your team to work together more
effectively. Do this analysis by involving all people in the team.
A key tool for identifying training needs at this level are appraisals or performance
reviews. Appraisal provides an opportunity to review work objectives for the previous
year, and agree objectives for the year ahead. Think about how you can support your
staff (or volunteers if appropriate) in identifying learning needs related to these
objectives. When you are defining objectives think that the objectives should be
SMART. SMART is a way of checking that your objectives are clear. It applies to both
work and learning objectives.
Specific: You know exactly what it is you want to accomplish.
Measurable: There is a clear way to measure it and to know when you have done it.
Achievable: It is achievable within your reasonable control.
Realistic: It is a realistic goal bearing in mind the time and the resources available.
Time-bound: There is a date or deadline for achieving the objectives.
When you identify SMART objectives you can use them to define what kind of skills,
knowledge or attitudes could be addresses during trainings to easier accomplish
determined objectives.
Skills for managers
In order for training needs analysis to be effective, managers will need to have the
necessary knowledge and skills to work with staff and/or volunteers to help them
identify their needs and how to meet them. Managers can also be instrumental in
identifying the broader skills and knowledge resource base that exists within the
organisation. People may well have knowledge and skills that are not fully
demonstrated within their current jobs, but which could be used in other ways – for
example in mentoring new members of staff.
Competency framework may be used as a basis for job design, appraisal and training
needs analysis. Competencies are statements of effective behaviour in meeting a
particular outcome. You can develop competencies internally, or draw on existing
competencies as a starting point.
It may be that many learning needs can be dealt with on a team level, for example
through cascading information at team meetings. However, this is more likely to be
effective if it takes place within a system and culture which makes it easy for people
to identify and ask for support from team members.

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A learning culture is one in which learning is valued and is embedded across an
organisation. It takes time and commitment to establish a learning culture. Here are
some of the ways in which you can encourage and raise awareness of the value of
learning:
• If senior management and line managers can appreciate and become

enthusiastic about the value of learning and development for themselves and
others, this sets the tone for the organisations.
• People learn a lot from teaching others – encourage people to share what
they know with others – in writing, at team meetings, at staff conferences and
events, informally.
• Initiate activities such as Learning at Work day which encourage people to

participate in sessions on topics which may be unrelated to their daily work.
• Allow and support people initiative in deciding about necessary trainings.

Team members will be encouraged for professional development.

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Individual Level2
Appraisal and supervision meetings allow individuals to reflect on their own learning
needs in relation to their work objectives. What additional skills and learning do they
need to improve what they do? It is important to take into account people’s ambitions
and personal development objectives. People are unlikely to remain motivated if
there is no progression or challenge built into their work. If you are asking for
people’s training needs, then as an organisation you need to be able to meet them,
or at least partly meet them, relatively quickly. If people ask for training and don’t
receive it they can get unmotivated and it affects their view of training and the
organisation as whole.
Assessment tools can be helpful in getting a clearer picture of individual

performance, and the impact that people are making at different levels within the
organisation. Identifying training needs at individual level is not just about what needs
to be learnt, it is also about how best to do it. Find out how people have enjoyed and
benefited from learning in the past.
The outcome of training/learning needs analysis at an individual level should be a

personal development plan which outlines personal learning objectives, linking them
to the agreed work objectives. Some questions to ask for your personal development
plan:
1. What do you want to get from your work?
2. What are your strengths?
3. What areas would you like to improve?
4. Where would you like more responsibility?
5. What is preventing you from developing as you would like?
6. Which interests or talents would you like to develop?
7. How do you like to learn?
8. What skills or experience would allow you to feel more confident at work?
The Learning and Development Plan
Once you have reviewed the data gathered at organisational, team and individual
level, bring this together into a learning and development plan.
The plan should not only identify the learning requirements within the organisation,
but should prioritise them and set out the ways in which the requirements can be
met, the resources needed, the timescale, and the way in which the learning will be
evaluated.
2
Adapted from “Personal Development Plans” www.businesslink.gov.uk

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Prioritising training needs
Before we even think of doing the training, it is important to link training to the
organisation priorities based on strategy and other organisation strategic documents.
If for example the quality of a product is too instable due to a worn out machinery, we
must first purchase and install the machinery before we implement training!
The definition and prioritisation of training needs therefore is affected by a number of

critical factors (which can differ from company to company or from situation to
situation):
 Strategic importance
 Cost effectiveness
 Resource availability
 Target group suitability
 Customer expectations
 Distribution system
 Organisational elements
 Legal requirements
 Etc.
It is necessary to define these critical factors prior to the design and use of a training
prioritisation methodology that will support the decision making process.
Once you have identified training needs across the organisation, they need to be
analysed and prioritised. Areas to consider when prioritising:
• What impact will developing these skills have on our performance?
• What would be the cost/benefit of investing in developing these skills?
• Which skills needs are the most important to our long-term success?
• Which skills needs are the most urgent?

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Cost/benefit analysis means assessing the potential costs of learning and
development activity against the potential gains in a quantifiable way. Making the
case for the value of learning interventions to decision-makers and funders for
investment in training is strengthened by a cost/benefits analysis. Potential gains
might include:
• reduced turnover and savings on recruitment costs,
• higher skill levels leading to more efficiency and fewer errors,
• reduced risk of accidents or breaches of legislative requirements,
• higher morale and levels of motivation,
• impact on fundraising capacity through a higher skills base,
• improvements to the quality of your service and reputation,
• sustainability and succession planning.
Of course, training or learning interventions will not always be the appropriate

solution for organisational issues, and the process of undertaking a TNA and a
cost/benefit analysis is likely to highlight areas where other solutions are required.
Based on the priority list the training programme design can be initiated.

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Methods of meeting Training Needs3
There are many ways to meet defined training needs. The methods you choose to
meet the needs will depend upon how people prefer to learn, the number of people
needing training, and of course organisational budget for the training. Depending on
the type of training, own resources and demand for quality etc, it must be decided
whether to implement the training using internal trainers, using trainer from outside or
to hand over the entire training development to an external partner. Think also about
any special needs people may have and how to support them, so that your training is
equally accessible to all who need it. Some of the methods you could consider are:
In-house courses
Developing a course to be run on your premises and tailored especially to the needs
of your staff and volunteers. Useful if the training need is quite specific to your needs,
for example training on a new system or process.
You might solicit an external trainer/organisation to develop and deliver the course,
or ask someone with relevant expertise within the organisation to deliver the training.
If the latter, you might need to ask whether there is a need for some “train the trainer”
training to ensure that they can communicate their knowledge effectively.
Action Learning
Action Learning is a form of learning by doing that most trainers and organisations
are taking as most effective. It involves working in small groups of around 6-8 people
meeting on a regular basis, working through real problems with the support of the
group. Drawing on the skills of listening and questioning, this method helps you to
reach solutions and commit to taking action.
External training courses
Attending external training courses have the advantage of allowing you to network
and learn from people in other organisations. This networking element is one of the
reasons classroom based training remains so popular. External training can be
expensive, but there are many advantages of it.
Conferences and events
Conferences are ideal for getting up to date with developments and for networking
and learning from others. The information on this kind of the events can be found in
professional magazines, news, dedicated web sites etc.
E-learning/Blended Learning
E-learning is increasingly being used to supplement traditional courses. With the

developments in technology, structured e-learning is becoming more sophisticated
and can be tailored to individual and small groups of learners. It can be used to
provide large groups of people with the same material whilst still allow individuals to
learn in their own time.
3 Adapted from http://www.ukworkforcehub.org.uk

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Books and journals
Sometimes the learning need can be met simply by reading a suitable book or buying
an appropriate toolkit. Where the need is to keep up to date with current
developments, a journal subscription and allowing time for reading as part of the
working week can be a simple and effective way to keep learning current.
Coaching
Coaching consists of a series of structured one-to-meetings focused on improving an

individual’s skills and performance, usually for the current job. Coaches seek to bring
an objective perspective to a structured dialogue to help individuals find solutions to
issues they are facing. Sometimes coaches are hired from outside the organisation,
but usually necessary resources are already in place in the organisation.
Mentoring
Typically mentors will be experienced managers who regularly meet more junior
colleagues to help them perform better and develop them for career advancement.
For more senior managers, outside mentors may sometimes be hired.
Shadowing
Shadowing involves spending a short period time with someone in a different job –
either within your own organisation or externally. This might include sitting in on
meetings, observing how day to day tasks are done. Shadowing can be useful as
part of an induction when you shadow more experienced staff. It can also be used as
a development opportunity where both parties can learn from each other, as being
shadowed can help you review the ways in which you habitually work.

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Evaluation of learning
It is important to consider evaluation of learning and development activities at the
planning stage and build this into your TNA. Strong evaluation will help in planning
future training and learning activity that has shown to be effective. The widely used
Kirkpatrick model identifies four levels of evaluation.
1. Reaction
This asks learners how they felt about the learning experience. It is usually assessed
by means of a course evaluation questionnaire or “happy sheet”. There are
alternatives to questionnaire – for example you could end a training session by
asking people to write down answers on post-it notes, for example: What I liked?
What could be improved? What I learnt? What else do I need to learn about the
subject? and then they can be collated on a flipchart.
2. Learning
This will assess what has actually been learnt. If the learning objective was some
essential health and safety information, this could be tested with a quiz. If it was the
ability to perform a particular task such as producing a spreadsheet or chairing a
meeting, this could be tested and observed in the workplace.
3. Behaviour
This looks at the effect the learning intervention has on an individual’s behaviour in
their job. This could be assessed by reviewing changes in knowledge, skills and
competence as part of the supervision and appraisal process. This evaluation should
be done some time after the training, so that trainees will have time to implement
gained knowledge, skill or attitude.
4. Results
This looks at the impact of the learning on organisational performance as a whole. If

the learning objectives are clearly linked to organisational objectives, then data
linking learning to organisational changes will be easier to obtain and analyse.
Directly linking learning and development activity to overall performance is not
always easy to do. However, if you carry out something like a SWOT analysis on an
annual basis, trends can be assessed over time.
Other methods for training assessment can be in five below areas:
 Evaluating the reaction of participants
 Measuring the learning that occurred by training
 Assessing on-the-job-behaviour.
 Identifying business results of training
 Calculation return on investment

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RESEARCH
Research Content
Changes in technology are reflected in everyday life of every individual in the world.
They are influencing first the economy and businesses, but very quickly education
should adapt to the new circumstances. Electronic learning (e-learning) has been a
reaction of educational system to the possibilities that new technologies are opening.
E-learning is ensuring inclusion and access to the education for disadvantaged,
marginalized, displaced people. The advantages of e-learning are enormous. But, to
implement it in the schools, there are some changes that need to be put in place first.
Installation of equipment, its’ maintenance and staff trainings are obvious. The
teacher training and their continuous development are very important topics on which
schools need to focus.
Periodical training need analysis should be conducted in order to receive updated

information about the needs of school staff. The purpose of the Training Needs
Analysis is to identify the training needs and competences of teachers. The
information need to be used to design and provide courses tailored to their needs.
In following chapters the research made for training needs of Romanian TVET
teachers developing and using electronic materials is presented. The findings are
presented after the research done in 16 support centers for TVET in Romania,
statistical analysis conducted and prioritization made.
The findings should be send back to the respective schools, accompanied with the
predicted training courses needed, so that they can adapt own training strategies for
professional development of the teachers. This is the first research that cannot be
done just once and have the results used for a long period. The research similar to
this one should be done regularly, the findings shared between schools, and training
courses tailored accordingly.

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Target group
The target group for this training needs research are teachers from 16 support
centers, also TVET schools which are developing and are implementing e-learning in
their daily teaching activities or as separate modules. At the beginning, during this
research at least 6 teachers from each school will be interviewed. In every support
center/school there is an e-learning team consisting of 3 persons that will be
interviewed. In every school there are at least 3 more persons that are involved in e-
learning, and those will be other 3 persons to be interviewed. In few schools more
teachers have filled the questionnaires and the total number of interviewees is 99.
For future researches this number should be adapted to the number of teachers that
are using or is planned to be using e-learning materials.
Research Methodology
Research methodology can be very different, depending on available time, available
resources and number of people that should be interviewed. This research is using
very simple methods of questionnaire developed especially for the purpose of this
research. The number of teachers that will be interviewed is the number of teachers
that are using e-learning materials in each of 16 support centers (for this moment it is
usually 3 people in e-learning team and 3 more teachers in each school). The
selected target group has filled in the questionnaire that was sent back to the TA. TA
has done statistical analysis, prioritize training needs, make conclusions and write
recommendations.
Tools and Instruments

The TNA questionnaire consists of 24 questions which contain topics related to
developing or using electronic learning materials: designing e-learning materials,
using e-learning materials, developing e-learning materials, other IT related
competencies, team work, communication skills, designing assessment items and
tests. This blank TNA Questionnaire is given in Annex 1. Teachers were asked to
mark with 5 the item that they can perform independently without any help; with 1 the
item that they have no knowledge about, and respectively with 2, 3, or 4, depending
on the level of their knowledge about the topic.
Today’s world is rapidly changing. All changes are influencing education sooner or
later. For some schools one item will influence more in one period of time, for other –
another item will influence harder. Second tool The forecasted future was also
distributed to the schools to collect schools’ views how the changes in own
environment will influence educational future. This blank questionnaire is given in
Annex 2.

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Analysis of the Received Data
The received data from schools were brought into spreadsheet, averages calculated
and sorting/prioritizing made. Further analysis was applied on the forms that have
been submitted. The average figures for each item are calculated and presented in
descended order. The compiled data are presented into a table in Annex 3. The
Annex 3 is presenting prioritized training needs for all schools together – general
view; followed by prioritized training needs for each school separately.
Items that had score 4,5 or higher are marked as strong points for respective
schools. Capacity for those items exists in schools and they can conduct own internal
training if necessary for other colleagues. That is why these strong points are not
considered as something that should be further developed or should have focus on in
respective schools.
Items that have average scores below 3 are considered as weak points in respective
schools and need urgent training in. Obviously there is no capacity in these topics in
the school and external help/trainer should be found. This external help can be a
colleague from different TVET school that have strong knowledge about the topic. In
that way sustainability and collaboration between schools will be strengthen.
Items that have average scores between 3 and 4,5 are not so urgent training needs,
and sometimes existing capacity in school or adjacent school can be used. These
items should be considered as possible training needs on longer term.
In Annex 4 is given average of answers from all 16 schools. Comparison is made

between influence of the item to the school as organization and/or teaching and
learning process. Bigger figure/average means that schools are considering having
bigger influence and is bolded to be more visible. The influence is almost equally
distributed between Technology, Organization and Socio-economic factors. What will
be interesting is to analyze what is the school opinion on which of this items will
influence more to the school as an organization or to the teaching and learning
process, which is presented in Conclusion section.

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CONCLUSIONS AND RECOMMENDATIONS
The tables in Annex 3 are showing big diversity between knowledge distribution in 16
TVET schools. All schools have indicated own strong points and points where
improvement and training are necessary. Positive is that in almost every school there
at least 3-5 topics that are identified as very strong and approximately 3-5 that need
urgent improvement. Teachers from several schools that have presented stronger
results can serve as trainers for other schools that need training in respective topics.
In this way sustainability is getting stronger; schools are collaborating between each
other and are exchanging experience.
The general conclusion is that the necessary capacity exists in Romanian TVET
schools.
Another strong point is that teachers from TVET schools are realistic and can make
self-evaluation and can identify own strong and weak points. Every school have
presented more or less realistic picture of own staff – with several very strong topics
and several topics that need more attention in future period. This shows mature
attitude of school staff to self-evaluation and own/schools’ needs.
Competences that in general are strong in Romanian TVET schools are:
 Communication skills
 Text processing
 Classroom management
 Sharing Information
 Searching information
 Internet and online activities
 Team work.
From the received responses is obvious that the capacity for these topics exists in 16
TVET schools. If other schools will need training in these topics in the future,
teachers from 16 TVET schools with strong knowledge about it can be used as
resource persons and trainers.
Competences that teachers from TVET schools think need to be improved are:
 Proficiency in English language
 Designing e-learning layout
 Developing other multimedia products
 Network support/troubleshooting
 Developing flash animations.

Phare TVET RO2006/018-147.04.01.02.01.03.01 20
A general prioritized table for all schools and specific prioritized tables for each
school separately, divided with bold lines of priorities are given in Annex 3. It can be
advised that every school will develop own training plan and conduct (or ask for)
trainings necessary for them. In general topics that need further development in
several schools can be covered with one external training for all of them. Schools
should be encouraged to organize or apply by themselves.
From Annex 4 – The general forecasted future, it is obvious that teachers think that
there will be changes because of the influences in the schools as organizations in the
same time as changes in teaching and learning process. Influence is almost equally
distributed between Influence of Technology, Influence of changes in the
organization in school and Influence of the social-economic factors.
Important is that teachers from Romanian TVET schools think that changes in
technology and some changes in school organization will have bigger impact on
teaching and learning process:
 Wider use of existing technology in the school
 New equipment in the school
 New additional e-learning modules
 Change in teaching methods
 Change in assessment methods
In the same time, bigger impact of school as organization for education will have:
 Starting the new profiles in the school
 Change in social behaviour
 Changes in environment
 Changes in economy
 Changes in the legislation
The results from this questionnaire should be also presented to the respective
schools, so that the schools will know how and where to focus own training priorities.
From the answers of teachers it is obvious that topics that will strongly impact
teaching and learning process need training for teachers, and topics that will impact
on organizational level need training for management teams of schools.
From answers in Annex 4, training for teachers needs to be organized if there is:
- New teaching/learning methods;
- New assessment methods;
- New e-learning modules;
- New equipment in school;

Phare TVET RO2006/018-147.04.01.02.01.03.01 21
- Wider use of existing equipment.
In 16 TVET support schools there is new equipment and the training are conducted.
Several trainings about new e-learning materials have been conducted as activities
under the Phare 2006 project. The next priority for the teacher training should be in:
- New teaching/learning methods;
- New assessment methods;
Respectively, after analysis of the table it is obvious that training for management
teams should be organized for dealing with changes in:
- Social-economic factors;
- New profiles in school.

Phare TVET RO2006/018-147.04.01.02.01.03.01 22
ANNEXES
Annex 1
Training needs analysis (TNA) blank Questionnaire
5 – I am capable to accomplish without any help
1 – I don’t have knowledge about …..
People Person Person Person

Additional comments
Skills 1 2 3
Team work
Communication skills
Educational planning
Classroom management
Proficiency in English
language
Equipment usage and

maintenance
Network
support/troubleshooting
Working with digital and

web camera
Text processing
Image processing
Working with
spreadsheets
Designing presentations

Phare TVET RO2006/018-147.04.01.02.01.03.01 23
Internet and online
activities
Developing flash
animations
Developing other
multimedia products
Searching for information
Sharing information
Designing e-learning
content
materials
layout
Identifying e-assessment
criteria
Defining e-assessment
questions and documents
Designing and giving

feedback
Developing e-portfolio
Center/School _______________________________
Date _______________________________________

Phare TVET RO2006/018-147.04.01.02.01.03.01 24
Annex 2
Blank Questionnaire: The forecasted future
Out of total 100 points please allocate points to the factors that are projected to
influence the future of your school during the next 5 years (column A).
For each factor indicate afterwards the effect on the school as a whole and actual
teaching and learning process. (column B and C).
Note: Make sure that the total of column B and C equals total of column A. (Total of A
should be 100)
Factors of influence Expected effect on
Points Organisation Teaching and

(school as a whole) learning process
A B C
Technology
Wider use of existing technology in
the school
New equipment in the school
Organisation
New additional e-learning modules
Change in teaching methods
Change in assessment methods
Starting the new profiles in the

school
Social-economic factors
Change in social behaviour
Changes in environment
Changes in economy
Changes in the legislation
TOTAL 100
Center/School __________________________________ Date _________________

Phare TVET RO2006/018-147.04.01.02.01.03.01 25
Annex 3
Prioritized Training Needs
General for all 16 TVET schools
Developing flash animations 2,28
Network support/troubleshooting 2,60
Developing other multimedia products 2,93
Designing e-learning layout 2,94
Proficiency in English language 2,98
Working with digital and web camera 3,30
Working with spreadsheets 3,42
Designing e-learning materials 3,49
Equipment usage and maintenance 3,57
Image processing 3,59
Identifying e-assessment criteria 3,71
Developing e-portfolio 3,80
Designing e-learning content 3,83
Defining e-assessment questions and documents 3,84
Designing and giving feedback 4,13
Designing presentations 4,42
Educational planning 4,43
Communication skills 4,55
Text processing 4,56
Classroom management 4,58
Sharing information 4,58
Searching for information 4,59
Internet and online activities 4,61
Team work 4,69

Phare TVET RO2006/018-147.04.01.02.01.03.01 26
Colegiul Tehnic Anghel Saligny, Baia Mare

Developing flash animations
2,14
Developing other multimedia products
2,57
Network support/troubleshooting
2,57
Working with spreadsheets
2,86
Designing e-learning layout
3,14
Proficiency in English language
3,14
Image processing
3,29
Designing e-learning content
3,57
3,57
Identifying e-assessment criteria
3,57
Equipment usage and maintenance
3,71
Designing e-learning materials
3,86
Defining e-assessment questions and documents
4,00
4,43
4,57
Internet and online activities
4,86
5,00
Designing and giving feedback
5,00
5,00
5,00
Sharing information
5,00
Team work
5,00
Text processing
5,00
Working with digital and web camera
5,00

Phare TVET RO2006/018-147.04.01.02.01.03.01 27
Colegiul Agricol Dr.C.Angelescu, Buzau

Image processing
1,33
1,33
1,50
1,50
1,67
1,83
2,00
2,17
2,17
2,17
2,17
2,33
2,33
2,50
2,50
2,67
2,67
2,83
2,83
3,00
Text processing
3,00
Team work
3,17
3,17
Sharing information
3,33

Phare TVET RO2006/018-147.04.01.02.01.03.01 28
Colegiul Tehnic, Campulung

2,33
2,67
2,83
2,83
2,83
3,00
3,00
3,00
3,17
3,33
Image processing
3,33
3,50
3,67
3,83
4,00
4,17
4,17
4,17
4,33
4,33
Sharing information
4,33
Team work
4,50
4,50
Text processing
4,67

Phare TVET RO2006/018-147.04.01.02.01.03.01 29
Grupul Şcolar Electroputere, Craiova

2,83
4,00
4,17
4,17
4,33
Image processing
4,50
4,50
4,50
4,50
4,50
4,83
4,83
4,83
Sharing information
4,83
Team work
5,00
5,00
Text processing
5,00
5,00
5,00
5,00
5,00
5,00
5,00
5,00

Phare TVET RO2006/018-147.04.01.02.01.03.01 30
Colegiul Tehnic de Electronică şi Telecomunicaţii, Iaşi

1,50
2,00
2,00
2,33
2,67
Image processing
3,00
3,00
Proficiency in English language 3,50
3,50
3,50
3,83
3,83
Developing e-portfolio 3,83
4,67
4,83
Sharing information 4,83
Team work
5,00
5,00
5,00
Text processing
5,00
Internet and online activities 5,00

Phare TVET RO2006/018-147.04.01.02.01.03.01 31
Colegiul Tehnic de Industrie Alimentara Dumitru Motoc,

Bucuresti
1,83
2,00
2,67
2,83
3,00
3,00
Image processing
3,33
3,67
4,17
4,17
Text processing
4,33
4,33
4,50
4,67
4,67
4,67
Defining e-assessment questions and documents 4,67
4,83
Team work
5,00
5,00
Sharing information
5,00

Phare TVET RO2006/018-147.04.01.02.01.03.01 32
Colegiul Tehnic de Industrie Alimentara Terezianum, Sibiu

1,83
2,00
2,50
3,60
3,67
3,83
Image processing
4,17
4,17
Educational planning 4,33
4,33
Communication skills 4,50
4,50
4,50
4,50
Team work
4,67
4,67
4,83
4,83
Sharing information
4,83

Phare TVET RO2006/018-147.04.01.02.01.03.01 33
Colegiul Tehnic Petru Musat, Suceava

2,50
2,50
2,83
3,00
Image processing
3,00
3,17
3,17
3,33
3,67
3,83
4,00
4,00
4,17
Text processing
4,33
4,33
4,67
4,67
4,67
Sharing information
4,67
4,67
Team work
4,83
4,83
4,83
5,00

Phare TVET RO2006/018-147.04.01.02.01.03.01 34
Colegiul Tehnic Lorin Salagean, Turnu Severin

2,50
2,83
2,83
3,00
3,00
3,17
3,33
Image processing
3,67
3,67
3,83
Text processing
4,00
4,17
4,17
4,17
4,17
4,33
4,33
4,67
4,67
Team work
4,83
5,00
5,00
5,00
Sharing information
5,00

Phare TVET RO2006/018-147.04.01.02.01.03.01 35
Colegiul Economic Ion Ghica, Targoviste

2,50
2,67
2,83
3,17
3,67
3,67
3,67
3,67
3,83
4,00
4,00
4,17
4,33
Image processing
4,50
4,50
Team work
5,00
5,00
5,00
5,00
Text processing
5,00
5,00
5,00
5,00
Sharing information
5,00

Phare TVET RO2006/018-147.04.01.02.01.03.01 36
Colegiul Tehnic Mircea Cristea, Brasov

2,00
2,33
2,67
2,83
2,83
3,00
3,00
3,00
Image processing
3,33
3,67
4,00
4,00
4,00
Team work
4,33
4,50
4,67
5,00
5,00
5,00
Text processing
5,00
5,00
5,00
Sharing information
5,00
5,00

Phare TVET RO2006/018-147.04.01.02.01.03.01 37
Grupul şcolar industrial Anghel Saligny, Brăila

1,88
2,00
2,00
2,00
2,13
2,13
2,13
2,38
2,38
2,50
2,50
2,63
2,75
2,88
Image processing
3,00
3,38
3,63
Team work
3,75
3,75
4,00
4,00
Text processing
4,00
Sharing information
4,00
4,25

Phare TVET RO2006/018-147.04.01.02.01.03.01 38
Colegiul Tehnic, Turda

2,50
3,00
3,00
3,17
3,33
3,33
3,83
Image processing
3,83
3,83
4,00
4,17
4,17
Sharing information
4,33
4,33
4,50
4,50
4,50
4,67
4,67
Text processing
4,83
4,83
Team work
5,00
5,00
5,00

Phare TVET RO2006/018-147.04.01.02.01.03.01 39
Grup Şcolar Industrial Transporturi Auto, Timişoara

2,17
2,33
2,67
2,83
3,33
3,67
3,67
3,67
Sharing information
3,67
3,83
4,00
4,17
4,33
4,33
Team work
5,00
Image processing
5,00
5,00
5,00
5,00

Phare TVET RO2006/018-147.04.01.02.01.03.01 40
Colegiul tehnic Matei Corvin, Hunedoara

1,00
1,17
2,00
2,00
2,33
2,50
2,50
2,50
2,67
2,67
2,67
2,67
3,00
Image processing
3,17
3,17
3,67
Text processing
3,83
4,00
4,00
4,33
Sharing information
4,50
Team work
5,00
5,00
5,00

Phare TVET RO2006/018-147.04.01.02.01.03.01 41
Colegiul Tehnic PTc Gheorge Airinei, Bucuresti

2,50
3,17
3,50
3,50
3,50
4,00
4,33
4,33
4,33
4,33
4,67
4,67
4,67
4,67
Team work
5,00
Text processing
5,00
Image processing
5,00
5,00
5,00
Sharing information
5,00
5,00
5,00
5,00
5,00

Phare TVET RO2006/018-147.04.01.02.01.03.01 42
Annex 4
The general forecasted future
Organis Teachin
ation g and
Total (school learning
B+C as a process
whole) C
B
Technology
Wider use of existing technology in the school

15,45 7,12 9,39
New equipment in the school

14,51 6,62 9,36
Organisation
New additional e-learning modules

11,90 5,11 7,23
Change in teaching methods

9,70 5,10 6,37
Change in assessment methods

8,85 4,44 5,57
Starting the new profiles in the school

9,33 5,98 4,88
Social-economic factors
Change in social behaviour

6,98 3,91 3,70
Changes in environment
6,26 3,83 3,00
Changes in economy
8,55 5,48 3,47
Changes in the legislation

8,61 5,94 3,52

Phare TVET RO2006/018-147.04.01.02.01.03.01 43

Training Needs Identification

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Training Needs Identification

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EUROPEAN UNION

Project financed under

Revision and improvement of

1.2: Training needs identification and

Material produced under Phare 2006 financial support

The document is structured as following:

Section 3 Conclusions and recommendations summarizes the received data and

Annex 1 presents a Blank TNA questionnaire distributed among schools. Guidelines

Annex 2 presents a Blank questionnaire: The forecasted future distributed among

Annex 3 presents a Prioritized training needs prepared after analysis of received

Annex 4 is table with an averaged answers to the questionnaire The forecasted

Material produced under Phare 2006 financial support

Due to the quick development of technologies and societies, organisations are

Concept of Training Needs Analysis

Organisational TNA should ideally be undertaken at 3 levels:

1. Do we have a strategic and organisational plan?

2. Do we have an appraisal system in place?

3. Do all staff have an up to date job description?

4. Do all staff have written objectives?

5. Do we have a competency framework in place?

Material produced under Phare 2006 financial support

7. Do we have processes (formal and informal) in place for effective consultation

Your TNA will include answers to these questions:

• What are our business goals?

• What skills do we need to meet these goals?

• Are these industry-specific or general skills?

• Who will benefit from this training?

• What can we afford - in time and money - to spend on training?

Methods that can be used to identify learning needs include:

• Questionnaires – paper based or online;

• Focus groups - facilitated small group discussions with a representative sample of

Material produced under Phare 2006 financial support

Material produced under Phare 2006 financial support

1Adapted from http://www.ukworkforcehub.org.uk

Material produced under Phare 2006 financial support

Material produced under Phare 2006 financial support

Specific: You know exactly what it is you want to accomplish.

Achievable: It is achievable within your reasonable control.

Time-bound: There is a date or deadline for achieving the objectives.

Skills for managers

Material produced under Phare 2006 financial support

• If senior management and line managers can appreciate and become

• Initiate activities such as Learning at Work day which encourage people to

• Allow and support people initiative in deciding about necessary trainings.

Material produced under Phare 2006 financial support

Assessment tools can be helpful in getting a clearer picture of individual

The outcome of training/learning needs analysis at an individual level should be a

1. What do you want to get from your work?

2. What are your strengths?

3. What areas would you like to improve?

4. Where would you like more responsibility?

5. What is preventing you from developing as you would like?

6. Which interests or talents would you like to develop?

7. How do you like to learn?

The Learning and Development Plan

Material produced under Phare 2006 financial support

The definition and prioritisation of training needs therefore is affected by a number of

 Target group suitability

• What impact will developing these skills have on our performance?

• What would be the cost/benefit of investing in developing these skills?

• Which skills needs are the most urgent?

Material produced under Phare 2006 financial support

• reduced turnover and savings on recruitment costs,

• higher skill levels leading to more efficiency and fewer errors,

Center/School __________________ Date _