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

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training need analysis tna

Training Need Analysis (TNA)

Presentation number 2

EAMTC MASTER DOCUMENT

participants

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
necessity
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)
objectives of working group
Objectives of working group
  • Definition of TNA
  • Best Practices for TNA
before we start
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
before we start1
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).
before we start2
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
slide8
TNA

Process

analysis phase one step 1 2 3 4
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

analysis phase one step 5
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

result of phase one
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
analysis phase two step 6
Analysis phase twoStep 6

Cat selection (A)

B1

B2

C

analysis phase two step 7
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

result of phase two
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
analysis phase two step 8 9
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

course production phase step 10 11 12
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)

end result
End result

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