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Training Need Analysis (TNA)
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  1. Training Need Analysis (TNA) Presentation number 2 EAMTC MASTER DOCUMENT

  2. Group Member Category - Company Location Thomas Bodner Airline – Air Berlin Germany Thomas Brand MRO - Lufthansa technic Germany Marc Gianola Airline – Air France France Christine Chambrin Airline- Airfrance France Samu Linnimaa Airline - Finncomm airlines Finland Daniela Mohr Airline - Air Berlin Germany Anneke Nabben OEM - Airbus France Pascal Retif OEM - Snecma Services France Mogens Stokholm Airline - SAS Denmark Holger Westerveld Airline – Air Berlin Germany Participants

  3. Necessity • Part 66 will require the part 147 to demonstrate availability of a Training Needs Analysis (TNA) (NPA 2007-XX) • Part 21 will require the manufacturer to perform a TNA (working group 21-039)

  4. Objectives of working group • Definition of TNA • Best Practices for TNA

  5. Before we start • Training needs analyses: analyses of the target group against the competence definitions of their job to determine precise objectives (knowledge, skills, attitudes). • Competencies: are general descriptions of the abilities needed to perform aircraft maintenance. • Competencies are described in terms such that they can be measured. • There are three important factors that have an influence on a person's competency, that is to say: • Knowledge • Skills • Attitude

  6. Before we start • Task families: the page blocks as defined in the ATA 100 • Item:an item maybe be an aircraft or a component. This can be a system, sub-system, sub-sub system, LRU or component • Mode of delivery:the way you deliver the course. • Self Paced (SP), • Instructor Led (IL), • Training Device (TD) • Aircraft (A/C).

  7. Before we start • Performance objective: make a concrete vision of what learners will be able to do as a result of completing the planned instruction (this is the final result of the course) • Terminal objective: state what the student is able to do at the end of a unit • Enabling objective: are statements of the skills, knowledge and attitudes that support a terminal objective

  8. TNA Process

  9. Analysis phase oneStep 1, 2, 3 &4 Select the A/C type List the ATA Chapters belonging to the type List the sub-ATA’s belonging to the ATA-Chapters Select the others items that are part of the (Sub) ATA chapters

  10. Analysis phase oneStep 5 Select the tasks or task families belonging to the different levels Define per level the terminal objectives including its standard enabling objectives

  11. Result of phase one • List of terminal objectives & standard enabling obectives per level 1, 2, 3 Tasks • Tasks / task families listed by level (2 and 3) • List of items to be analysed

  12. Analysis phase twoStep 6 Cat selection (A) B1 B2 C

  13. Analysis phase twoStep 7 Select the items that have differences between types Select the needed terminal objectives by studying the: • tasks / task families, • requirements • feedback per item of the selected A/C type

  14. Result of phase two Per item and training level: • selected terminal objectives belonging to the different tasks/ task families • standard enabling objectives that are linked to the selected terminal objectives • List of items for differences training

  15. Example

  16. Analysis phase twoStep 8 & 9 Customize the standard enabling objectives (that are linked to the selected terminal objectives) with details that have to be known or practiced per item (de-standardization) Determine the practical objectives (tasks) necessary for this sub-ATA /item

  17. Example

  18. Course production PhaseStep 10, 11 & 12 Select the training modes & methods to reach practical and theoretical objectives (including assessment & examination) Define the training breakdown and evaluate the needed time for the training based on training modes & methods Develop the course materials (including assessment & examination)

  19. End result Training based on the knowledge, skill & attitudes the trainee needs to perform his job according quality standards in an efficient & safe way