1. Training Needs Analysis Report Rapid Analysis and Design (RAD)
Reference: Bi-SC 75-7 , Education and Individual Training Directive (Chap 3; Annexes H and I)

2. Lesson Outline This slide is hidden
See speaker’s notes for the outline for this lesson.
Lesson Objectives: see “Lesson Objectives” slide
References: Programme of Classes / lesson specification in POI Doc 3; Bi-SC 75-7 Ch 3, and Annexes H and I
Student Preparation/Reading Assignments: Nil.
Timing:
Amount of Time Required According to the POI
Amount of Time Assigned in the Schedule: 45 mins for lesson
Recommended Amount of Time Required: OK as specified.
Instructor Training Aids: PPT
Student Learning Aids: Nil.
Remarks: Nil.

3. Document History This slide is hidden
See speaker’s notes for a record of the ongoing improvement to this lesson.
LCol Plamondon OPR AO
Updated to include a summary of Analysis phase before going on to the RAD portion, RAD covering both phases Analysis and Design. Update of terminology to reflect current organisation and policies.
Lesson updated following delivery of course serial 49-A-11, Jan 11
Capt Dawn Gillan, CAN A, Supporting Speaker (Instructor, CFTDC)
yymmdd
Insert comment
Your name, rank, position

4. Lesson Objectives Describe the TNA Final Report
Explain the TNA Final Report Structure
Explain Rapid Analysis and Design (RAD)
If NATO E&T is required, then the TNA WG should produce POI DOC I and II Part 1. If the option recommended does not include the creation of a NATO course, then the requirement to produce the POI DOC I and II does not exist.

5. TNA Final Report Prepared by TNA WG Addressed to the RA
Approved by ACOS JETE
Report Template
Bi-SC D 75-7 Annex H
With POI Doc 1, Doc 2 Part 1

6. TNA Final Report Executive Summary Introduction Scope and Purpose
Limitations
Assumptions
Methodology
Findings
a. Performance Gap & Cause analysis
b. Collective Training
c. Target Population Analysis
d. Training Options Analysis
Conclusions
Recommendations
Annexes

7. TNA Final Report Structure
Executive Summary
Introduction
A brief history of the requirement including why the TNA has been conducted
TNA final report is an extension of TNA Scoping report, recapping important information or areas where the TNA diverged from the original plan. The references are usually those documents that relate to the TNA requirement.
EXECUTIVE SUMMARY. Self-explanatory.
2. INTRODUCTION. The introduction provides a brief background of the requirement to include why the TNA has been conducted. It may also provide the context under which the TNA has been conducted such as major stakeholders, level of urgency, political environment, etc.

8. TNA Final Report Structure
Scope and Purpose.
Focused description of the TNA scope, ultimate goals and objectives
Limitations
What limitations were imposed that limit the potential findings/recommendations

9. TNA Final Report Structure
Assumptions
If applicable
Used to identify what assumptions were necessary or have been made
Methodology/Approach
How the TNA was conducted
Briefly describe each method used
5. ASSUMPTIONS. This is different from the Scoping Report. State the actual assumptions that were made in order to execute the TNA.
6. METHODOLOGY. How was the TNA conducted? Each methodology used should be briefly described. Examples include documentation review, questionnaires, interviews, group discussions/brainstorming, etc.

10. TNA Final Report Structure
Findings
Performance Gap and Cause Analysis
From PO to LO
Other causes identified – Action needed in Recommendations section
Collective Training Requirement
Target Population Analysis
Training Options Analysis
Rewrite to match 75-7
7. FINDINGS. should be supported by data. . Just a summary should be in the report;
the details to include matrixes should be included in an annex.
Training need or deficiency:
- Desired level of performance - a description of the desired level of performance as established through the research. This should include a task, skills and knowledge list
or competencies list;
- Current level of performance - a description of the current level of performance as established through the research. This may include a task, skills and knowledge list
- Performance gap - a description of the training gap. Using a table or some graphical representation often helps the reader to understand the extent of the gap (placed in
annex);
- Cause analysis - this should clearly identify that a lack of trainable knowledge, skills, attitudes or competencies is in fact the cause of the training gap. If for some reason
these are not the cause of the gap, then the TNA should be abandoned followed by a recommendation to conduct further research or use another approach that will help in
closing the gap. If there are causes in addition to training gaps, these should be noted in the findings.
Individual Training Requirement (to close the gap) -
This paragraph should explain:
- Task or competency requirements;Skill requirements;Knowledge requirements;Attitudinal requirements;
- Target population analysis;Learner requirements;Quantity requirements (training throughput, normally based on a training year);
- Resource requirements;Organizational constraints and limitations.

11. TNA Final Report Structure
Conclusions
Derived from findings
No new information
Recommendations
Implementation of the programme
Other causes
Specific and concise
Must be recommendations Not conclusions
9. CONCLUSIONS. Conclusions are derived from findings. It is common to provide a conclusion for each major finding. If there is only one feasible option then there is no
requirement to conduct an options analysis. In this case, conclusion should summarize the findings and provide the description of the training strategy that addresses the training
requirements. If an options analysis is conducted, then conclusion may simple summarize the options analysis that was conducted and draw the reader to selected option. A brief description
of the selected option should be included. No new information should be included in the conclusion.
10. RECOMMENDATIONS. Again, no new information should be included. The recommendations should be specific and concise. With training solutions, there are often many
steps to ensure fulfilment of the selected option. Accordingly, an implementation plan often accompanies the TNA. The recommendation should refer to the implementation plan.

12. TNA Final Report Structure
Annexes
Important part of the report
MUST include LOPS and Summary of target audience
Can include:
Research data;
Tables;
Decision matrix; and
Task, Skill, Knowledge lists.
11. ANNEXES. This includes the research results, data analysis or matrixes, tables, decision matrix, task or competency lists and implementation plans which support the main
document. References listed in the heading block are not included here.

13. The Analysis Phase
Go through a summary of the analysis phase on the white board:
Problem perceived
Front end analysis
TNA request
Scoping report
TNA WG
Identify tasks
Write PO s/ LOPS
Describe target population
Identify gap
Prioritization of tasks
Write LO
Write POI Doc 1, Doc 2 Part 1 (Programme of classes, Requirements)
Options analysis – recommended solution
Write TNA Report
OUTPUTS: Report + POI Doc

14. The Analysis Phase Problem perceived Front end analysis TNA request
Scoping report
TNA WG
Identify tasks
Write PO s/ LOPS
Describe target population
Identify gap
Prioritization of tasks
Write LO
Write POI Doc 1, Doc 2 Part 1
Options analysis – recommended solution
Write TNA Report

15. New E&T Global Programming
Political / Military Direction & Guidance
Requirements Authority
Department Head
Strategic Training Plan
Operational Commanders’
Performance Gaps
Training Requirements Analysis (Operationalization)
Training Needs Analysis
Last update: 03APR2012
Training Management System:
ETOC, ITEP, eITEP
ETOC, ITEP, eITEP

16. Rapid Analysis and Design (RAD)
Covers two Phases: ANALYSIS and DESIGN
Lower priority lesson (None yet done since implementation of 75-7) – awareness, may be useful, then Spray and Pray, rather than exercises.
Briefly introduce EO a As lower order objectives to LOs. Do not go into any details yet. Also serves as intro to DESIGN.
Reference: Bi-SC 75-7 , Education and Individual Training Directive (Chap 3; Annex I)

17. Rapid Analysis and Design
Designed for use by staffs experienced with the TNA process, learning domains and instructional methods.
Outlined in Bi-SC 7-57
Annex I
Combines Analysis and Design phases

18. RAD Urgent Operational needs Compressed TNA and Instructional Analysis
RAD is conducted by the design team at a E&T Facility. A TNA has not been conducted. This does not mean that a TNA will not be conducted, just that there is a Urgent Operational training need.
A TNA should always follow RAD.

19. RAD
RISK
May overlook other factors and an E&T solution may not be optimal

20. Statement List First step in the RAD process
Creation of a task list by:
Observing performance
Discussion with SMEs
Build scalar

21. Statement Identification List
The Analysis Phase
Statement Identification List X X X X X X
Form 1 is used first.
The TNA specialist team gathers statements from observing performance, discusses the statements with the performers and SME, and lists them in the "Statement"
column. Next, they determine if the statement is a PO or an EO, relative to one another.
Priorities may be assigned to each objective.
In the case of EOs, consult performers and SME to determine the level for each domain. At the
same time, make a Train/No Train decision for each statement. If a "No Train" decision is
made, then the team determines and indicates one of the following:
S - Selection - candidates must already have the capability;
R - Refresher - refresher may be necessary;
N - No action required; or
O - Other action required (e.g. doctrine, organization, SOPs, equipment, job aids, etc)

22. Objectives Matrix Fast-track instructional analysis process
EOs are matched to LOs

23. Statement Matrix
WARNING: This slide is wrong. Must be replaced by the one in Bi-SC
Form 2 is a fast-track instructional analysis process in which the selected EOs are matched to specific selected POs. In the columns labelled "PO Serial No" and "EO Serial No," the numbers originally listed in Form 1 are retained

24. Instruction/Evaluation Matrix
Identifies
Learning Domain level
Cognitive
Psychomotor
Affective
Instructional Methodology
Assessment Methodology

25. Instruction/Evaluation Matrix
REPLACE WITH THE FORM in Bi SC 75-7 LO s and EOs
In Form 3 the "Train" objectives from Form 2 are listed as POs and EOs. In the case of EOs, the appropriate domain levels from Form1 may be indicated (e.g. C3 M3 A1). The applicable conditions and standards may be included with the statements. As long as the domain levels, conditions and standards are recorded somewhere in these forms, they need not be reproduced
in all three forms.
The next step is to determine the appropriate instructional methodology to be used. This is based on the domains, domain levels, population, and nature of the activities. In the "Evaluation Methodology" the team determines appropriate testing methods for the "PO Test". SMEs or actual performers should be consulted on the estimated time and methods required for individual learning and testing. In the "PO Check” column, the team records the type of test (practical, written, etc) and the test activities or questions. The estimated time required for testing is also listed.
The "Total Time” column represents the time required for instruction and testing for a given objective. The result is a breakdown of objectives and timings that can be converted into a training timetable. The transition from Form 3 to timetable requires the education or trainingfacilities’ or the provider's consideration of course programming issues; Form 3 should not be used as a timetable.

26. Of Note… RAD does not preclude TNAs to be done afterwards
POIs can be amended and created from the RAD information

27. Lesson Summary Discuss the TNA Final Report
Explain the TNA Final Report Structure
Explain Rapid Analysis and Design (RAD)
If NATO E&T is required, then the TNA WG should produce POI DOC I and II Part 1. If the option recommended does not include the creation of a NATO course, then the requirement to produce the POI DOC I and II does not exist.

28. Questions?