CC The Journal Vol. 12 Oct. 2016 ISSN 1655-3713
Training Needs Analysis for Non-Teaching Personnel
Dr. Amelia Cecilia S. Reyes
Dr. Carlota A. Aquino
Dr. David C. Bueno
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Abstract - The study focuses on the analysis of training needs of non-teaching personnel towards a
proposed professional development training program for AY2016-2020. The descriptive survey method
of research was used in the study to obtain information concerning the training needs. The respondents
of the study were all the NTS of Columban College as defined in the staff manual during the
Academic Year 2014-2015. An open survey-questionnaire was developed and distributed to all
NTS. The following are possible sources or types of trainings to be conducted for the non-teaching staff:
administrative training/ records/ filing/ recovery/ e-record/ time management/ office procedure;
professional ethics/ customer service/ handling difficult customers/ knowledge on human behavior/
work attitude/ people management skills/ decision-making; teambuilding facilitation skills/ time
management; English proficiency/ communication skills/ effective business communication/ writing;
personality and professional development; basic occupational safety and health; computer skills/
networking skills/ AUTOCAD/ CISCO CCNA training/ microsoft office specialist/ computer
hardware and software training; stress management; networking security/ cyber security; auto-diesel
mechanic, refrigeration and aircon technician skill, electrical skills; advanced software productivity;
computer animation; and hotel operations and advance accounting. The College, through the Human
Resource Department should develop a continuing and functional professional development programs for
the Non-teaching staff. An effectiveness or impact study on the professional development activity should
be conducted.
Keywords- Institutional research, needs analysis, non-teaching personnel, descriptive-survey,
Columban College, Olongapo City, Philippines
INTRODUCTION
The training function is becoming an increasingly important element
of organizational and individual employee success. As jobs become more
technical and organization specific, there are fewer candidates whose
qualifications meet such requirements.
The need for a ‘‘pair of hands’’ is diminishing as the need for
technological knowledge and abilities is increasing. New jobs are continually
being created, and new equipment and systems introduced to existing jobs.
Some jobs are vanishing, and many whose jobs are eliminated do not have the
needed skills for the positions that are now available. In addition, many
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organizations have found it difficult to locate people who possess what were
previously considered the necessary basic English, communication, and
mathematical skills. All of these conditions require the type of expertise,
training can provide, so training is called on to make available the types of
employees required (McConnell, 2003).
Training and development is an issue that has to be faced by every
organization. Cole (1997), states that the amount and quality of training carried
out varies enormously from one organization to another. On the other hand,
Flippo (2004) notes that after an employee has been recruited, selected and
inducted, he or she must be developed to better fit the job and the
organization. He notes that no one is a perfect fit at the time of hiring and
some training and education must take place. No organization has a choice of
whether to develop employees or not; the only choice is that of the method to
be used. A training needs analysis (TNA) is a review of learning and
development needs for staff within an organization. It considers the skills,
knowledge and behaviors that the people need, and how to develop them
effectively. According to Gould (2004), training needs analysis is the initial step
in a cyclical process which contributes to the overall training and educational
strategy of staff in an organization or a professional group. TNA is therefore
not simply about identifying whether there is an actual need or not, but rather
about really understanding the nature of the need and gathering clues on how
to address it. Well planned training programs will return values to the
organization in terms of increased productivity, heightened morale, reduced
costs as well as create greater organizational stability and flexibility to adapt to
changing external requirements. Graham and Bennet (1998) noted that under
favorable circumstances, training has the important dual function of utilization
and motivation. By improving the employees’ ability to perform the tasks
required by the company, training allows better use to be made of human
resources, by giving employees a feeling of mastery over work and of
recognition by management. When circumstances are unfavorable, these results
may not be obtained, for example, when the trainee sees no purpose of
training, when it’s regarded as a punishment or a sign of displeasure or when
the training seems irrelevant to the trainees’ needs.
Cole (1997) asserts that in assessing training in terms of merit and
worth, evaluators are interested in the processes and outcome of training. He
notes that if a trainer is assessing the ultimate outcome of the training, that is,
inquiring “did we do the right thing in the first place” then he is attempting to
evaluate the worth of the activity. This then must imply that a training program
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is set to address a specific need found to be lacking in the staff. According to
Mugwe (1999), training can be very wasteful if it is not carefully planned and
supervised. It should provide opportunities for the development of individual
talent and personality. A systematic approach would be required if training
within organizations is to be effective both in costs and results.
Management is the process of coordination and managing resources in
an efficient and effective manner (Robbins, 2001). According to Mathur,
(2005), management is the act, manner or practice of managing, handling, and
controlling the resources of the organization to achieve the desired output.
Management in education also supposed to manage the resources efficiently in
order to achieve maximum output.
Thus, the school could not just develop any standardized training
system for non-teaching personnel in general without considering inputs from
its employees. The learned societies and other private and governmental
agencies usually arrange training for personnel in various perspectives, but no
specific staff training has been designed for them after hiring and deployment.
Continuing staff development training indicates recognition and strong
commitment of the College to provide training to non-teaching personnel as
per to their job requirements for their capacity building.
Moreover, the advancement in informational technology and
globalization changed the scenario of the whole world. The present era of
information technology and knowledge explosion created a competitive
environment for personnel of educational institutions for producing high
quality of manpower for the job market. In this regard, school personnel have
to play a vital role in the development of the society. This challenging task
cannot be accomplished unless and until a required training facility is provided
to them.
Thus, this study is conducted to analyze the training needs of nonteaching personnel from various perspectives to be an integral of staff
development plan for 2016-2020.
The objectives of this research are to provide personnel with the skills
and knowledge required to ensure optimum performance results, develop a
cache of personnel qualified to meet the organization’s operational needs and
objectives, and contribute to positive morale, personal satisfaction, and
development.
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OBJECTIVE OF THE STUDY
The study focuses on the analysis of training needs of non-teaching
personnel towards a proposed professional development training program for
AY2016-2020.
METHODOLOGY
The descriptive survey method of research was used in the study to
obtain information concerning the training needs. The descriptive research
method describes the nature of a condition as it takes place during the time of
the study and to explore the cause or causes of a particular condition.
According to Creswell (1994), the descriptive method of research is to gather
information about the present existing condition. Since this study is focused on
the analysis of the training needs of administrators of Columban College, the
descriptive method is the most appropriate method to use. The respondents of
the study were all the NTS of Columban College as defined in the staff manual
during the Academic Year 2014-2015. In order to define the needs and goals of
the NTS professional development training activities, an open surveyquestionnaire was developed and distributed to all non-teaching personnel of
the College. The aim was to identify whether there is a need for a development
training program. The researchers took into account the ethical issues such as
the confidentiality of the data gathered and the anonymity of the respondents
in the administration of the questionnaires. The data gathered were recorded,
tabulated, and analyzed by means of the descriptive statistical measure.
RESULTS AND DISCUSSION
1. Perceived Training Needs of Non-teaching Personnel
The perceived training needs of NTS from various groups are
reflected:
Security Department. There are 2 staff from the security department
who are in need AUTOCAD/ Computer skills training; two are on knowledge
about human behavior/ proper work attitude. Others are considering units in
Criminology, security matters and English proficiency.
Maintenance Department. Various trainings are identified, such as
auto-diesel mechanic, refrigeration and aircon technician skill, electrical skills,
and computer skills.
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Office Secretaries. The office secretaries are able to suggest to have
English proficiency skills, tarpaulin lay-outing, office procedure, time
management, personality development. Human relations/ teamwork skills, and
swimming lesson.
Admissions and Registration. Various trainings, such as
administrative training/ records/ filing/ recovery/ e-record/ time management
(9); Professional ethics/ customer service/ handling difficult customers (9);
computer skills/ networking skills (5); People management skills/ decisionmaking (3); stress management (3); Effective business communication/ writing
(2); and legal issues (1) are identified by the ARO staff.
Laboratory Custodian. Several trainings mentioned by the laboratory
custodian are in relations to networking security (2); CISCO CCNA training
(2); miscrosoft office specialist (2); cyber security (2); and virtualization (1).
Library and Instructional Media Center. The staff from the LIMC
are able to identify computer hardware and software training (4); CISCO
networking (1), computer animation (1); front office training (1); and cookery/
bread and pastry (1).
Guidance and Testing Center. The staff from the GTC are
interested in taking personality and professional development (3); English
proficiency/ communication skills (3); teambuilding facilitation skills (2);
human relations (1); and massage therapy technique (1).
CC Hotel Staff. The CC Hotel staffs are interested to have trainings
on electrical installation (2); plumbing (2); welding; automotive, pool attendant,
front office management, housekeeping procedures, hotel operations, and
culinary trainings.
Health Services Department. The health services department staffs
are interested on ECG reading (3); basic occupational health and safety training
(3); first aid (1); and water rescue procedure (1).
Finance Department. The staffs of the Finance Dpertment are
interested in English proficiency skills (2); office related procedures (1); and
advance accounting procedure.
CONCLUSIONS AND RECOMMENDATION
Administrative training/ records/ filing/ recovery/ e-record/ time
management/ office procedure; professional ethics/ customer service/
handling difficult customers/ Knowledge on human behavior/ work attitude/
People management skills/ decision-making; teambuilding facilitation skills/
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CC The Journal Vol. 12 Oct. 2016 ISSN 1655-3713
time management; English proficiency/ communication skills/ effective
business communication/ writing; personality and professional development;
basic occupational safety and health; computer skills/ networking skills/
AUTOCAD/ CISCO CCNA training/ Microsoft office specialist/ computer
hardware and software training; stress management; networking security/ cyber
security; auto-diesel mechanic, refrigeration and aircon technician skill,
electrical skills; advanced software productivity; computer animation; and hotel
operations and advance accounting.
The College, through the Human Resource Department should
develop a continuing and functional professional development programs for
the Non-teaching staff. An effectiveness or impact study on the professional
development activity should be conducted.
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