Introduction
This report presents a comprehensive Training Needs Analysis (TNA) and an Individual Training Plan (ITP) designed to cater to the unique educational requirements of Sarah, a learner with Autism Spectrum Disorder (ASD). The purpose of this report is to critically examine the current theoretical and methodological approaches employed in learner assessment, feedback, and support. Additionally, it aims to evaluate the impact of methodologies and frameworks used to identify educational and learning needs.
Training Needs Analysis Background
The purpose of a TNA in the context of education and learning is to systematically assess the gaps between the current knowledge, skills, and abilities of learners and the desired competencies. A TNA serves as a diagnostic tool, helping educators and institutions identify specific areas where learners may require additional support (Markaki et al. 2021; Burke and Cocoman 2020). Firstly, it aids in ensuring that educational resources are allocated efficiently and effectively (Dagnew Gebrehiwot and Elantheraiyan 2023). Secondly, it contributes to the development of learner-centered approaches by tailoring instruction to individual needs (Purnell, 2020; Burke and Cocoman, 2020). Moreover, a TNA promotes inclusivity by addressing the diverse learning requirements of students, such as learners with ASD.
The choice of a specific TNA template or model is instrumental in shaping the effectiveness of the analysis. For this report, it has been chosen to utilize the “ADDIE” model, which stands for Analysis, Design, Development, Implementation, and Evaluation (Rusdi, Sirajuddin and Alfah 2022). The ADDIE model is a widely recognized framework in the field of education, allowing for a systematic approach to identifying training needs (Budoya, Kissaka, and Mtebe 2019). Its suitability lies in its flexibility to accommodate various learner profiles’ requirements.
In this report’s TNA, a detailed learner assessment that includes Bloom’s Taxonomy will be employed to define learning outcomes and objectives. This framework, comprising cognitive domains ranging from knowledge acquisition to critical thinking, enables the creation of specific and achievable learning objectives (Mahdzir et al., 2021). This approach was chosen because it aligns with contemporary educational practices, as outlined by Adriani, Lubis, and Triono (2020). Additionally, it allows for the incorporation of adjustments and accommodations for learners with ASD.
Conducting the Training Needs Analysis
Key findings from the TNA include cognitive skills, communication skills, social Interaction, and sensory processing. Table 1 below summarizes the TNA data. The implications of the TNA findings for planning individual training are significant. These findings underscore the importance of developing a personalized training plan that accommodates the learner’s unique needs.
Table 1. TNA Findings
Individual Training Plan
An ITP is a structured and tailored document designed to outline specific learning objectives, strategies, and support measures. It serves as a personalized roadmap to guide the educational journey of the learner, taking into account their unique needs, abilities, and goals (Shareef and Nithyanantham 2022). The ITP plays a pivotal role in addressing the training needs by providing a detailed framework for addressing the learner’s challenges (Pedro et al., 2019). The structure of the ITP typically comprises several key components, including learner profile, learning objectives, support strategies, assessment and progress monitoring, timeline, and stakeholder involvement (Sottilare and Schwarz 2021). The ITP is a dynamic and evolving document, continuously adjusted based on the learner’s progress.
Personalized Individual Training Plan
Table 2 is an example of a detailed ITP for a learner with identified support needs, specifically a student nurse. The learning outcomes for Sarah’s personalized individual training plan, using Bloom’s Taxonomy, are as follows in the cognitive domain. Firstly, Sarah will understand the principles of infection control and effective communication techniques. Secondly, she will be able to explain infection control procedures and concepts to peers.
Thirdly, Sarah will demonstrate proper infection control techniques. Fourthly, she will evaluate communication effectiveness in different patient interactions. Fifthly, Sarah will adapt her communication style to meet the needs of patients with varying conditions. Lastly, she will assess the impact of infection control practices on patient safety.
Table 2. Personalized Learning Plan
There are reasonable adjustments and support needs for Sarah. These include providing visual aids such as diagrams and flowcharts to support comprehension and application of infection control procedures (Avery et al. 2023; Hidayah and Solichah 2022; Liu et al. 2021; Costa et al. 2022). Weekly speech therapy sessions will address communication challenges associated with ASD, focusing on improving verbal and non-verbal communication skills (Gepner et al. 2022; Beiting and Maas 2021; Cho et al. 2022; Scahill et al. 2022).
Regular feedback sessions will be conducted with the clinical instructor to help Sarah recognize her progress and areas for improvement (Långh et al. 2022; McKenzie et al. 2022; Tagavi et al. 2021; Watkins et al. 2023). Moreover, Sarah may be granted extended time for completing written assignments to accommodate processing differences. The inclusion of these adjustments is based on the learner’s unique profile, the TNA findings, and the mentioned research data.
Evaluation of Training Success and Feedback Model
Evaluating the success of training is crucial to assessing the effectiveness of the ITP. To evaluate the success of the training, metrics will include the achievement of learning objectives in the ITP, feedback from clinical mentors, and self-assessment by the learner regarding perceived growth (Hinkle and Lerman 2023; Schaefer and Andzik 2021; Clarke and Fung 2022). The feedback model chosen for this learner is formative feedback, which is well-suited for learners with ASD as it provides ongoing, constructive input throughout the learning process, allowing for adjustments in real-time (Aidonopoulou‐Read 2020; Hampus et al. 2019; Tay and Kee 2019). This model aligns with the learner’s need for clear guidance and continuous improvement, ensuring that any challenges are addressed promptly (Hugh et al. 2023; Aidonopoulou‐Read 2021; Lamash, Gal, and Bedell 2023). Formative feedback is particularly valuable in the healthcare field, where timely adjustments can directly impact patient care.
Conclusion
In summary, this report has outlined the significance of TNA in education, with a specific focus on learners with ASD. It emphasized the importance of individualized training plans and the integration of Bloom’s Taxonomy to define learning outcomes. By employing appropriate adjustments and support strategies, educational institutions can better cater to the diverse needs of learners like those with ASD, ultimately promoting inclusivity and successful learning outcomes.
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