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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



Group Member

Category - Company


Thomas Bodner

Airline – Air Berlin


Thomas Brand

MRO - Lufthansa technic


Marc Gianola

Airline – Air France


Christine Chambrin

Airline- Airfrance


Samu Linnimaa

Airline - Finncomm airlines


Daniela Mohr

Airline - Air Berlin


Anneke Nabben

OEM - Airbus


Pascal Retif

OEM - Snecma Services


Mogens Stokholm

Airline - SAS


Holger Westerveld

Airline – Air Berlin


  • 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


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


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 / 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)




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


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