from the american people afghanistan ...pdf.usaid.gov/pdf_docs/pnady046.pdfusaid from the american...

USAID FROM THE AMERICAN PEOPLE

AFGHANISTAN ENERGY CAPACITY BUILDING PROGRAM

Training Need Assessment Report

OF

VOCATIONAL TRAINING INSTITUTE MINISTRY OF ENERGY AND WATER

GOVT.OF AFGHANISTAN

Training Need Assessment

Contents

1. Introduction ................................................................................... 3

2. Background .................................................................................... 3

3. Objectives ....................................................................................... 3

4. Scope of work ................................................................................. 4

S. Methodology .................................................................................. 4

6. TNA facilitators ............................................................................. 4

7. TNA evaluation results ................................................................ 5

8. Recommendation ........................................................................ 7

9. Annexes ....................................................................................... 9

2

I I I I I I I

I I I I I I I I I I I I I


Introduction USAID/Afghanistan awarded a three·year contract, Afghanistan Energy Capacity Building program

(AECB) to Advanced Engineering Associates International Inc., (AEAI) for recognizing the need to develop

an educational institute for the energy sector and in collaboration with the Ministry of Energy and

Water (MEW), engaged the Afghan Energy Capacity Buitding Program to do a needs assessment and

provide a transitional plan leading to a sustainable training institute. Given the existing conditions in

Afghanistan, it became apparent that MEW's Vocational Training Center (VTC), as suggested by USAID,

would serve as the nucleus for this institute. A strategy was developed involving a multi pronged

approach to address short, mid, and long term capacity building needs, MEW Energy Training Institute

of Afghanistan whom viewed as long term contributors in operating and maintaining of electricity sector

of the country.

Background A Training Need Assessment builds on organizational analysis which already taken place and strategy

plan has been made to implement. Instructors Training Need Assessment is conducted to identify training goals - areas of knowledge or skills that training should accomplish with learners in order that they can meet organizational goals. The first batch consists of ten instructors of VTC Faculty having been trained in Mumbai, India last August. Now the second batch is due for training during their winter break. Director, Deputy Director Administration and a group of technical instructors has been selected to be trained. The Training Need Assessment tool was made in multi lingual English and Dad. Therefore, USAID (Afghanistan Energy Capacity Building Project) and Advanced Engineering Associates

International Inc., In order to determine the current state of skills, knowledge and activities of

instructors! staff members in the contest of organizational goals and constraints a Training Need

Assessment has been conducted to design a course for upcoming Train the trainer in India.

The Training Need Assessment tool was made in multi lingual English and Dari and it is explained in Dari

for the participants .

TNA Objectives The major objectives of the TNA are;

1. To determine the Instructors! Staff needs for particular skills; 2. To identify key strategies that would address these skill requirements in such a way that

Instructors! Staff would constitute a rewarding career; 3. To Assist in the definition of key programs and initiatives that AEAI could take to address the

needs and enhance the group of occupations found the electricity sector;

Scope of the work In order to fully address the purpose and objectives, the scope of the work was extremely broad at the

commencement of the assignment. There were virtually no functional areas within instructing that were

judged to be outside of the scope.

Instructors and related stakeholders were given a Training Need Assessment form to fill at the outset

and the scope of the study compressed as a result of the information secured.

3


Methodology: To carry out the outcome of Training Need Assessment methodology are as below:

1. Job descriptions

2. Questionnaire

3. Direct observation in the working environment.

4. Review of the relevant literature

5. Work samples.

Training Need

Assessment of the

participants.

TNA Facilitator

The Training Need Assessment was facilitated by USAIO Afghanistan Energy Capacity Building program

(AECB) to Advanced Engineering Associates International Inc., (AEAI) training team faculty member and

Mr. G. Abbas Wafa, Senior Educat ional Administrator, AEAI, Kabul.

4


TNA Evaluationl Result

- - -S. # Contents! topic level of Importance

u. Not so Uncertain Important ,,~

import"nt Importi,,",! Important

1 learning Theory 1 10

2 Preparing the training 5 6

3 Training Delivery 1 4 6

, Practical Training session and feedback 3 8

5 Presentation skill 1 2 6

6 Great Leadership Skills 5 6

7 Conflict Handling , 7

8 Project Management 8 3

9 Training & Responsibility- Ownership & 7 , Commitment

10 listening- The core skill 1 7 , 11 Influencing and Inspiring 6 5

12 Principles of Adult Learning 1 , 6

13 Shift from unhealthy patterns to inner 7 , greatness

l' law of Attraction to empower the 3 8

trainers

15 Emotional Freedom Technique to 5 6

liberate potential

16 Designing Sessions and the course with , 7

creativity

17 Methods of training - Discussion, Role 3 , 6

play

18 Appreciation and Gratitude as a vita l 2 6 3

tool

5


1. Are there computer/ Internet accessible in your office?

The data analysis shows that 99% of the participants have not access to the computer and

internet. While only 1% of the participants has access to the computer and internet.

2. Did you participate in any training in the past?

The data collected indicates that 100% of the participant did not get any international "Train the

Trainer", While internally USAID, AECB conducted English language, Computer classes and some

technical courses for the participants.

3. What are your expectations from this training program?

• Capacity building of the instructors.

• To have education visit the Indian Technical educational institution and to learn the practical and theoretical knowledge and techniques.

• Capacity building of the instructors and its implementation in Afghanistan.

• To learn the modern training related preparation, deSign, delivery and evaluation.

• To know the learning technique and to prepare our self as a team of training to train the trainer.

• To know the utilization implementation of computer English language as tool in training preparation and delivery.

• It is one of the needs.

• We are expecting the same training in future.

• To visit the Indian Technical and Educational Institutions.

• Training is the significant activity it needs to be continued.

• To build the capacity of the instructors.

4. What challenges you encounter in teaching and training your students?

• The biggest challenge we are facing in our workshops/ Labs is the lack of practical equipment and teaching models.

• We haven't workshop equipments and play cards to demonstrate to our students.

• Due to lack of practical equipment we can't demonstrate our students practically.

• In the same class students comes with different level of knowledge and it is difficult to teach them the same subject topic.

• The main challenge is to teach students with different level of knowledge.

• Difficulties in teaching techniques.

• The most challenging situation is to understand student's psychology and teaching them according to their mentality.

• I didn't face any difficulty yet.

• Lack of practical equipments.

• Didn't face any difficulty yet.

• Lack of practical equipments.

5. What shift would enable you to be better trainer, leader and teacher?

• Capacity building of the teachers, dealing sympathy with students, understanding of subject and preparation of the lesson.

6


• Having good teaching materials, understanding of subject and topics.

• Preparation of subject and lesson according to the topic demonstrate with videos.

• Having good teaching materials and its implementation in class.

• Preparation and implementation.

• Preparation of educational material and proper demonstration.

• Temporary educational materials and capacity building.

• Good presentation and delivery.

• Planning and implementation. • Preparation planning and delivery.

• To arrange administration and leadership programs.

6. Please suggest/ recommend any improvements/ innovations desired in the training.

• The training program should have practical implication.

• The Training should be designed according to the need ofthe instructors.

• The Training should be participatory.

• The training should be designed according to Afghanistan's culture .

• The training should train the trainer with modern techniques which have practical implication.

• The training should be designed according to contemporary need of VIC.

• Besides the upcoming training, regular training should be designed in local institution.

• The training should be design with different training techniques.

• Understanding of the students and training attraction.

• The training should be participatory.

Recommendations: There were two clear needs that were defined:

1. Improving effectiveness of Instructors, making them as effective as possible as quickly as possible, and

2. Preparing managers for all situations where they must demonstrate leadership

These needs were analyzed and both qualitative and quantitative information was obtained to provide additional insight .

The needs were presented to the Experts: to confirm that these were needs that they felt should be

addressed; and to present possible approaches to responding to these needs. The experts confirmed the need for training of trainer. The Experts also confirmed the need for training of managers. They felt that the First Level Manager training program is very positive step, but that it could be improved. Improvements identified were twofold. Some program design changes are required. tn addition, the Panel defined the need for a train-the-workplace-trainer program that would not only assist first level managers but all employees responsible for the training or coaching of other employees. Throughout the various phases of the project, Instructors consistently stated that manager training must never stop. Institute management positions at all levels constantly require training to keep the Institute competitive. Managers are constantly placed in positions where decisions are required and many of these situations constitute new experiences for managers. To gain positive experiences, managers must be trained so that they possess the requisite competencies for required decision making, even in situations with a high level of uncertainty.

7


The key challenge for all Instructors is to have leaders in place at all times for effective teaching, to motivate students, and to help ensure that the students, the class, and the institute are all successful. This responsibility rests firmly on the shoulders of management and any effective effort made to improve the leadership qualities of managers was viewed as being extremely beneficial. The Experts

summarized this by stating that it was a manager's job to ensure that his/ her associates were competent and performing all tasks required . Essentially, if the manager was a poor leader, then in all likelihood the training and overall direction provided to the associates would be sub-standard and this would have a dramatic effect on the Institute's success.

The program would have the following objectives: 1. To provide participants with basic adult education principles, and to provide them with a variety

of practical ways and means for their use. 2. To provide participants with materials on coaching and feedback that are designed to increase

productivity without discouraging personal initiative. The program should incorporate a blended learning solution.

A potential outline for a train-the-trainer program could be as follows: • Understand the principles of training • learn about the training cycle: what, when, why • Compare the differences between training and teaching • Identify your training style • Determine how to prepare for training

• Discover how to assess learning needs • learn to establish training objectives • Understand how to conduct a training analysis • Select a method, e.g., lecture, role-play, case-study

• Select resources • learn how to organize material • Discover the characteristics of adult learners • Understand the adult learning cycle • Develop verbal and non-verbal communication skills • learn to use audiovisual aids

• Manage the classroom atmosphere • learn to evaluate training • Choose the most appropriate evaluation tool • Increase your effectiveness by using evaluation results • Project a confident image to learners • Encourage discussion in a group through questions • Act assertively without being aggressive • Deliver feedback to learners through faci litation and coaching • Improve self-confidence • Determine personal development objectives

In addition, it was strongly felt by Expert members that a train-the-trainer program should be focused on coaching and facilitation. The coaching modules could include:

• What a coach does • When to coach

8


• Skills you need as a coach • Effective coaching • Communication

The facilitation module could include: • Facilitating a group • Ice-breakers and session-starters • Seating arrangements • Adult learning concepts • Pacing tools • Skills for speaking before a group • Personal lecturing style • Voice/vocabularyjgestures • Transitioning from one topic to another • Guidelines for brainstorming • How to rehearse or prepare • Increasing participation during lectures • Types of questions to pose • Role-playing • Getting feedback/evaluation

These materials could have firm-specific best practices added to help ensure that they are relayed by staff within the organization. This is a manager's responsibility and this program would equip the manager to handle this type of responsibi lity.

Annexes: 1. Job description

2. Training Need Assessment Questionnaire

3. Organizational Goal and Objectives.

9

Annexes-I:

I Position Title:

~ Incumbent:


Position Description Form

T Teacher

-t Obaidullah

J Grade Level:

Salary Range:

l Job Summary: The overall responsibility is to assure that all students learn the basic andJ

essentia l skills at each grade level. Candidate is expected to: ---

Instructional Process

• Plan and implement a program of instruction that adheres to the Institute philosophy, goals and objectives as outlined in the adopted course study.

• Make purposeful and appropriate lesson plans that provide for effective teaching strategies and maximize time on task.

• Plan and implement a program of study designed to meet individual needs of students. • Creates a classroom environment conducive to learning by using a variety of appropriate

teaching strategies.

• Encourage student enthusiasm for the learning process and the development of good study habits.

• Plan and prescribe purposeful assignments for paraprofessionals and tutors as needed. • Recognizes learning problems and make referrals as appropriate. • Demonstrates a strong grasp of subject matter.

• Uses effective ora l and written expression.

Curriculum Development

• Keeps current in subject matter knowledge and learning theory and is willing to share this knowledge for continual improvement of the Institute's curriculum.

• Assists on the ongoing curricu lum revision process, including the revision of wri tten courses of study.

• Become acquainted with additional services beneficial to students as an extension of regular classroom activities.

Classroom Management

• Develop, in accordance with institute guidelines, reasonable rules of classroom behavior and appropriate techniques that are consistently applied.

• Takes necessary and reasonable precautions to protect students, equipment, materials and facilities.

• Shares responsibility during the institute day for the supervision of students in all areas of the institute.

10


• Provides for the supervision of assigned students when circumstances require a brief absence from the assignment.

Public Relations

• Upholds and enforces committee policy, administrative procedures, and institute rules and regulations, and is supportive of them to the public.

• Maintains appropriate work habits, including regular and punctual attendance and appropriate use of conference and planning time.

• Strives to communicate the positive aspects of institute program to the public in word and deed.

• Establishes and maintains cooperative relationships with other staff members.

Professional Growth

• Continues professional growth through attendance at workshops, seminars, conferences, and/or advanced course work at institutions of higher learning.

• Cooperates with the administration in planning appropriate in-service training programs.

• Attends staff, department, and committee meetings as required.

Student Evaluation

• Evaluates accomplishments of students on a regular basis using multiple assessment methods such as teacher made tests, samples of students' work, mastery skills check lists, criterionreferenced tests and norm-referenced tests.

• Make appropriate adjustments in the instructional program r as required by the principal.

• Respects the confidentiality of records and information regarding students, parents, and teachers in accordance with accepted professional ethics, and state laws.

11


Position Description Form

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Training Need Assessment (TNA) Form

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Name ,.....1 , ____________ _ Mobile No ...k~,.. O.lW : _______ _

Position ~" ___________ _ Email_ J,.,1 " __________ _

Department , .:....:..;.J~.,) ________ _ Date of birth .JJ,. ~)I; " _______ _

Period of performance ,;"",.J..:>. "':".l.A " _____ _ Education level ~ ~ ).): ____ _ _

Sex ~ , Male.)"... D Female wj 0

Indicate your English level by ticking (V) the appropriate blank

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English Level Reading Writing

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Computer Skill,;mS .:...)4-0

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Understanding

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• Programs;~ 15lA .... l.iy.: ____________________ _

Please use additional sheets if required.

1. Below is a check list of training areas, please rate the training areas in terms of their importance

and felt need in order for you to better perform your expected duties and responsibilities as

Teacher.

Please rate their importance by circling the appropriate scale below of 1 to 5, where 5 is the highest/

most.

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4. Practical Training session and feedback

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5. Presentation skills (I"' · -il.t:: ".:,:;.l,... .l..) u.l.L..o) 1 2 3 4

6. Great Leadershi,Q Skills (I~~.! .......... ..:..,/.4.0) 1 2 3 4

7. Conflict Handling <..:..l&jL:... I k;) 1 2 3 4

8. Project management <-h .t! ..:..... ~~) 1 2 3 4

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10. Listening - The co re skill (l.pL. .,:.. .l.lt-o - ~~) 1 2 3 4

11. Influencing and tns~irjng(,.~L... .l.t~ .J....ool 2 {.:,:;.L... ~I~) 1 2 3 4

12. Princieles of adu lt Learning (u)'L! ~ t! ~~..J"I t! J~I) 1 2 3 4

13. Shift from unhealth~ uatterns to inner greatness

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14. Law of Attraction to emgower the t rainers

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15. Emotional Freedom Technigue to liberate gotential

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16. Designing se~sions and the course with creat ivity

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17. Methods of training - Discussions, Role glay

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18. Al2l2reciation and Gratitude as a vi tal tool

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

15


1 2 3 4 5

2. Is there computer accessible in your office?

yes..'< D NO~ D 3. Is there internet accessible in your office?

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Training program Organization 1. ____ _

2. ____ _

3. ___ _

4. ____ _

S. What are your expectations from this program?

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6. What challenges you encounter in teaching and training your students?

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7. What shift would enable you to be a better trainer, leader and teacher?

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Training Partner ships

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16

Vision


Minist ry of Energy and Water Ene rgy Training Institute of Afghanistan.

All youth should have equal opportunity to reach their full potential and contribute toward the socio-economic betterment of their communities.

Mission We prepare our students for the greatest challenge in their life: to make decisions. For this purpose as leaders of tomorrow they need to be knowledgeable about various disciplines and skilled in communication and analysis . Only such individuals wilt be best equipped to engage with people and issues from all over the world. The Energy Training Institute of Afghanistan (ETIA) recognizes and addresses these needs by developing intellect and building character of each student through an acclaimed balanced curriculum. We're dedicated to training students using practical hands-on techniques to help them pursue a variety of in-demand career paths in Energy Sector. We provide our students with the skills, knowledge and competencies necessary to meet the entry level needs of the labor market in their chosen technical field. How does (ETIA) accomplish the above?

Objectives 1. To offer quality technical training programs. 2. To provide instructors who have extensive industry experience. 3. To provide both theoretical knowledge and hands-on applications. 4. To provide shops that will simulate the workplace. S. To provide up-to-date tools and equipment for students to practice with. 6. To work closely with business and industry to establish and update curricula . 7. To provide educational training in work readiness skills, such as work habits and

attitude. 8. To assist the students with the development of an "on-the-job" internship to help

with Institute to work transition. 9. To provide the student with job search skills and assistance with job placement.

Phi losophy Through quality technical education, ETIA will provide the trainee with the skills, knowledge and competencies necessary to meet entry level needs of MEW electricity sector and the labor market. ETIA seeks ongoing input from employers and manufacturers into the development of curriculum to ensure their instruction reflects the current state of technology. ETIA programs strive to recreate the work place providing emphasis on good work habits, supervisory evaluations, completion of work orders, etc ... , in order to prepare graduates for expectations of future employers. Through learning a combination of technical skills, proper use of tools and equipment, and knowledge of how to access technical information, graduates will have the potential for growth and continuing productivity to adapt to the changing needs of tomorrow's work place, today.

17


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