Developing a Training Needs Analysis for VET Staff

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PROJECT- DEVELOP TRAINING NEEDS
ANALYSIS

Table of Contents
INTRODUCTION............................................................................................................................. 3
TASK 1............................................................................................................................................ 4
PART A....................................................................................................................................... 4
PART B....................................................................................................................................... 8
PART B..................................................................................................................................... 10
CONCLUSION........................................................................................................................... 11
REFERENCES.................................................................................................................................12

INTRODUCTION
Training need analysis emphasizes on the knowledge, attributes and skills that are required to
be developed. It is significant to analyse the best training approach that is appropriate to fill the
learning gap at workplace (Schulze et al., 2017).
The report will make a deep analysis of the training methods used at workplace. It will move on
the approaches that have been chosen by any organization to establish gaps in the skills and
knowledge of a team. The report will also conduct a skill analysis along with developing a
learning plan consists of a session plan for the identified skill gap. At last, the report looks on
the reviews of the team members to monitor workplace learning in order to bring effectiveness
in the team. The report will focus on the training analysis of VET that is Vocational Education
and Training in Australia that mainly focuses on providing skills to the people for working.

TASK 1
PART A
REASONS FOR THE TNA METHOD CHOSEN
The TNA method chosen by VET is the questionnaire where it involves in using a skill audit form
to effectively gather the information. It includes the set of questions on the training and the
people’s career paths which is required to assist them for the professional job. The main
purpose of VET is to provide professional course with a university degree while giving them
proper training and direct them with the world of work (Leong et al., 2017). The questions were
asked to the people relating to the career paths and the professional development.
The major reason of choosing questionnaire is to primarily identify the needs of the training for
the people along with investigating the importance of training with the preferences of location
and time. It is first necessary for VET to determine what type of training is needed to the
individuals for working in a specific area.
HOW WILL VET ESTABLISH GAPS IN THE SKILLS AND KNOWLEDGE OF TEAM MEMBERS
Vocational Education and Training needs to analyse if there are any skill gaps in the team
members and have to address the gap soon (Kim and Jung, 2016). The best way of addressing
the skill gap used by VET is reviewing the competencies standard of the team which is the
easiest and practical way. The competency standards contain the list of outcomes that is to be
achieved by VET along with the criteria that is required to assess the performance of the
individuals (Leong et al., 2017). While appropriately reviewing these standards, a basis of the
training will be formed for VET.
Industry specific competencies help VET in identifying the skills need to be possessed by a
person to be develop. After the identification of need, competency standards help in providing

development program and learning to the individuals that resulted in a formal qualification
under the Australian Qualifications Framework (AQF).
HOW VET WOULD GATHER FEEDBACK ON THE PERFORMANCE OF TEAM MEMBERS
An indicator of the learning needs is the feedback which is received by the team members
about the performance.
The feedback needs to be routinely collected for monitoring the service delivery. There are
number of ways of gathering feedback. It may include formal and informal and also comes from
multiple sources such as the team members, students or anyone external who interacts with
the team (Hsia et al., 2016). The following are the ways of collecting feedback
One-to-one conversations
The members should feel free to talk about
their difficulties and problems at workplace
Comments from others
Students should mark the comments on the
received work from other team members.
For e.g. Noticing a team member’s
presentation may outline the need of
training in presentation skills
Team compliments
A team should complement other team
members (Hsia et al., 2016).
Feedback on poor performance
One may receive feedback on own rude
behavior , poor service or inability to
understand

DETAIL THE SOURCES THAT WOULD BE REFERRED IN ORDER TO SOURCE THIS INFORMATION
It is required to consider the sources of the feedback to check the credibility of it, that is,
whether it is accurate, valid and reliable. Any credible feedback which is received by a team
leader, supervisor or a frontline manager must be passed to the person who is involved on a
one-to-one basis. A manager of VET is responsible to ensure that all the complaint details are
documented and consist of a training need in his team plans (Kim and Jung, 2016).
The information could be sourced by the Google and Scholar articles that would result in
offering accuracy of the information and will provide answers to the specific questions. Also,
the journals, online articles, literature may direct in adding the information sources.
DESCRIBE HOW WOULD THE FEEDBACK WILL BE ANALYSED BY THESE SOURCES AND ALSO
HIGHLIGHT OTHER INFORMATION OBTAINED ABOUT THEIR PERFORMANCE
Poor performance does not mean to learn new skills or develop knowledge. For instance: If the
planning is not effective and lead to the underperformance of the team, the planning would be
focused rather than addressing an individual’s performance (Bannert et al., 2015). Most of the
times, resolving the poor performance needs to build a simple rearrangement of the work or
making interaction with the team members & discuss about the situations and comes to a
conclusion.
DETAILS OTHER INFORMATION REFERRED TO FIND OUT WHERE THE SKILL GAPS ARE
VET has its major focus on identifying the skill gaps among the team members so as to further
think about the skill development. Skill gaps are actually the deficiency in the performance due
to the lack of skill. The best way of analyzing the skill gaps is to compare the actual performance
of team members with the expected and ideal performance. There are five approaches defined
in identifying the skill gaps at workplace, VET can effectively make use of these approaches to
identify where the skill gaps are (Bannert et al., 2015).

 Key Performance Indicators
At VET, the key performance indicators help in determining how a person is contributing to the
organization as its member. These indicators are really helpful in indicating the competency
gaps in the workplace. This mainly focuses on the performance trends so that the issues may
remediated with the suitable interventions (Bannert et al., 2015).
 Team Assessment
Assessments are considered as the best way of identifying the skill gaps. This includes the
practical assessments such as tests, quiz and role-play. The assessments at VET are completely
based on the real work scenario and make use of the strong skill-gap engine (Bannert et al.,
2015).
 360-Degree Reviews
Feedback is considered as the top most approach of analyzing the skills gaps at workplace
(Bannert et al., 2015). In the present case, VET has been involved in routinely analyzing the
team performance which is also helpful in gathering the data. 360 Degree reviews also include
the focused group discussion which is also an effective way of gathering qualitative data.
 Observations
The front line observations are the way of identifying the skill gap as it offers the first-hand
experience of the member’s work environment. Observations also offer the insight on the real
situation. If the skill gaps are not effectively identified by KPI & feedback than observations
stands to be really helpful in finding it.
 Benchmarking Performance
This approach is associated with identifying the skill gaps by bench-marking the performance of
the top performers.

PART B
The skill analysis will be helpful in making the staff members ready and prepare for building
best way of guidance for the students (Robles, 2012). The skill gap analysis includes four major
areas of analyzing the skill gap, identifying the important skills, measuring current skills and
lastly acts on the data. The skill gap analysis is associated with the talent need analysis. The
following steps will effectively analyze the skills in a staff member and help in addressing the
gaps by providing appropriate training.
Step 1: Planning
The first step is to plan and identify what are the actual skills required in a staff and what his
actual skill level. At Vocational Education and Training, it has been analyzed that a staff member
required having the capability of teaching in a practical way for a specific profession (Brock et
al., 2017). The basic skills required are critical thinking, Collaboration across networks, initiative,
accessing information and entrepreneurialism.
At VET, the staff members are not having the complete knowledge about the professional
courses and thus the manager need to be focused on these areas and target the staff training
programs for their skill development (Larsen, 2017).
Step 2: Identify important skills
At VET, some of the staff members having difficulty in filling jobs due to the skill gaps while
some consider it as a product of unrealistic expectations. The staff members at VET must
possess the following skills
 Leadership skills
 Basic life skills
 Basic vocational skills (Robles, 2012)
 Teaching in a practical way (Brock et al., 2017)
 Complete knowledge of professional courses (Schulze et al., 2017)

Step 3: Measure current skills
As it is mentioned above, VET is totally involved in analyzing the skills of the staff members by
reviewing their performance through feedback and assessments. It has been found that the
actual skills of staff members are below than the ideal or expected skills and thus members lack
in the efficiency of performance.
IMPORTANCE LEVEL OF
REQUIREMENT
IDEAL LEVEL
Vocational skills High 5 3
Teaching skills Moderate 3 3
Practical knowledge High 5 3
Step 4: Act on the data
Finally it is the stage of acting on the data. There are two approaches of addressing the skill
gaps in the staff members: Hiring and Training. At VET, training is adopted by the managers to
train the staff members and develop the required skills in them. In order to strengthen the
performance of the staff members, VET applied these approaches at workplace
 Conduct Vocational training programs Provides foundation studies for the particular occupations Provide quality training (Shahbaz, 2016) Issue a nationally recognized qualification Provides educational material and online courses (Brock et al., 2017) Staff mentorship programs Arrange workshop, seminars and training sessions by using professional training firms Offer opportunities to attend conference and events Offers certificate like Professional certified marketer

PART B
At last, the managers of VET are responsible to develop and prepare a long term learning plan
including session plan. It has been found from the above analysis that the staff members are
not having complete knowledge about professional courses while not able to explore their
vocational skills at workplace (Larsen, 2017). Thus, the long term plan will help the organization
in effectively addressing their skill gaps while developing required skills in them.
Long term learning plan for the staff members at VET
DATE Skill Learning needs Outcome/Goal Solution
3 March Working in a
team
Team work is
necessary to
remove the
conflicts and built
cooperative skills
It will lead to a
bring a cooperative
environment at
workplace and
resolve the
conflicts
Attending the
workshops and
training sessions
4 April Vocational Skill The vocational
skills are required
to train the
students with
accurate
knowledge
It will bring
complete
knowledge of the
educational
aspects and built
skills in the
students
Attending
vocational
training programs
12 June Practical skills The important
stage of learning
is to implement
the knowledge
practically
Practical
implementation
will offer accuracy
of the information
and skills
Attend
professional
training
workshops
10 July Performance
appraisal
It is required to
monitor the
performance to
get accurate
outcomes
Good performance
will bring
effectiveness of
outcomes
Attend online
courses on
performance
efficiency

CONCLUSION
The report comes to a conclusion by evaluating each skills required at Vocational Education and
training along with identified the skill gaps between the staff members. The report effectively
discussed about the ways of identifying skills along with the way of addressing them. The report
have covered all the approaches of the training need analysis and gathered the feedback from
the variety of sources to evaluate the performance of the team members.