ce1264bc43e7eb07f2061d4ea343367b

8/7/2019 ce1264bc43e7eb07f2061d4ea343367b

1/20

First Version: January 2011

Reviewed: January 2011

OPERATIONAL GUIDANCE NOTE:

SECURITY AND JUSTICE SECTOR

REFORMTRAINING NEEDS ANALYSIS

A security and justice reorm (SSR)1 process will at times lead to a discussion on the

need to change the roles and responsibilities o dierent actors and institutionsinvolved in the provision, management or oversight o security and justice services.

Such changes may result in training gaps or new training needs or demand or new

training programmes. In this context, a undertaking a Training Needs Analysis (TNA)

will contribute to the SSR planning process, help identiy training needs and support a

structured reorm o the security and justice sector.

This note provides guidance on the procedure or conducting an analysis o security

and justice training needs. While it does not ocus on any particular security or

justice actor, or oversight actors, this note highlights the political risks and technical

diculties involved in a TNA in a SSR setting.

SUMMARY OF SECTIONS

SECTION 1: A SYSTEM FOR TRAINING

SECTION 2: OVERVIEW OF TRAINING NEEDS ANALYSIS

SECTION 3: JOB OR TASK ANALYSIS

SECTION 4: JOB SPECIFICATION

SECTION 5: OPERATIONAL PERFORMANCE STANDARDS

SECTION 6: TRAINING OBJECTIVES

SECTION 7: THE TRAINING GAP

SECTION 8: TRAINING RECOMMENDATIONS

ANNEX A: APPLICATION OF TNA TO ORGANISATIONAL DESIGN.

1 The abbreviation SSR is used throughout ISSAT documents to reer to the improvement o service delivery by, and oversight o,

security and justice institutions/actors (both state and non-state). There are many dierent terms adopted by national and international actorsthat encompass these concepts, including and not limited to: Security Sector Reorm, Security System Reorm, Security Sector Governance

Security and Justice Sector Reorm, Security and Justice Development, Security Sector Transormation, Security Sector Management, and

Security and Justice Sector Development. These terms are also used within ISSAT texts and are understood to be synonymous with SSR, as

dened above.

International Security Sector Advisory Team (ISSAT)

8/7/2019 ce1264bc43e7eb07f2061d4ea343367b

2/20

SECURITY AND JUSTICE TRAINING NEEDS ANALYSIS: PAGE 2 OF 20

SECTION 1. A SYSTEM FOR TRAINING

The aim o training is to prepare a person to perorm a real-lie job or duty successully. Trainingshould not be regarded as an end in itsel. Rather it should be seen as a means towards improving

the competence, eectiveness and accountability o an individual, team or organisation. Even

when training has been completed, changes in the pattern o work and the need or reorm new

policies and procedures, new equipment and new people mean that there will always be resh

requirements or training. The very nature o the reorm process will establish new benchmarks and

criteria or training in security and justice institutions. Establishing these new criteria can be a highly

political process with many stakeholders who do not always agree (i.e. inclusion o human rights

components into training) wanting to exert infuence. The planning o training as part o an overall

SJSR process should take ull account o the need or local ownership which must not be compromised

in the pursuit o quick results. Local ownership can be promoted by seeking to design coherent andcontinuous training programmes which contribute to sustainable development. Consideration might

also be given to engaging with a range o local training providers and also relevant regional training

centres o excellence.

Training is oten costly, in terms o time and resources. I these are not to be wasted, and i

perormance in the job is to meet expectations, training must ocus on developing the essential skills

to complete the tasks o a given role, backed by the requisite knowledge and attitude. A systematic

approach to the management o training ensures that training:

Is relevant to the job in hand;

Concentrates on priorities;

Makes eective use o the methods and media available;

Maximises the ecient use o resources;

Is regularly reviewed to take account o changes and shortcomings. This will be o particularimportance in a country undergoing post-confict reconstruction.

A typical approach to systematic training management consists o our distinct but related stages in an

iterative process, which aims to ensure training remains relevant to need:

a) Analysis. An analysis o what needs to be done in relation to the job or duty results in a

detailed specication o the role which may include inormation about the type o person suitable to

carry it out. An inventory o tasks will be created rom which training objectives are derived.

b) Design. The design o training includes conrming the syllabus and timetable and selecting

cost eective methods and media or achieving training objectives. Change management analysis2

should be employed in order to inorm training design and, where appropriate, apply the key

principles o SJSR into security and justice institutions. The imperative to design coherent, long term

training programmes, rather than ad hoc short term interventions, is essential or sustainable capacity

building.

c) Conduct. Training is conducted through learning activities in which the perormance o

trainees is assessed and the structure and content o the programme is validated.

d) Evaluation. Training is evaluated or its eectiveness and relevance in the light o eedback and

2 Je Hiatt, Denition and History o Change Management. Web link: www.change-management.com

In the sections below, potential risks are shown in red boxes. Extended explanations are in blue boxes.

8/7/2019 ce1264bc43e7eb07f2061d4ea343367b

3/20


the impact o change, and is modied or the next iteration.

The iterative process is illustrated in the diagram bellow:

This logical approach does not in itsel produce good training: the experience, imagination and

innovative ideas o those responsible or training will always be critical to its eectiveness.

SECTION 2. OVERVIEW OF TRAINING NEEDS ANALYSIS

Training Needs Analysis (TNA). A TNA is a process concerned with the identication and evaluation

o training needs and cost-eective solutions or meeting those requirements. The TNA relies on

obtaining accurate quantitative and qualitative data rom a variety o sources. This data then needs to

be objectively analysed and logical conclusions drawn. The methods and techniques o TNA are not

prescriptive: other methods may be used or analysis i they will achieve the desired results.

Terms o Reerence (TOR). Work on a TNA project will normally be initiated as the result o a Terms

o Reerence (TOR) or the project issued to the TNAs author by the commissioning authority. The

TOR provides a useul tool or managing the project. The development o TORs should also be a

joint process between donor and recipient. It will be important to encourage the application o SJSR

principles into the process so that training design takes account o the political environment. During

this joint process however, it will be important to reinorce local ownership making sure that national

stakeholders take the lead. Furthermore, it will be important to identiy relevant national (and regional)

training institutions, together with their existing curricula, in order to assess the extent they should be

engaged in the TNA project.

Process Outline. The process or TNA is:

Preliminary work to understand the nature o the project;

An examination o the specic task or job to produce a detailed specication. This can be acapacity building opportunity to re-evaluate traditional security and oversight roles, but once

again, this must be skillully managed, recognising the political environment. Analysis will alsoprovide inormation about the competencies required by those selected or or applying or the

role and who need to be trained;

The creation o a list o core tasks dened by perormance statements, the conditions under whichthey are carried out and the levels o competence or standards required or successul ullment;

The conversion o perormance statements into training objectives, taking into account the gapin reality (i.e. human capital such as illiteracy and lack o management/IT skills) and resourceavailability which in an SJSR setting will likely be limited;

Analysis Conduct

Design

Evaluation

8/7/2019 ce1264bc43e7eb07f2061d4ea343367b

4/20


Recommendations to designers o the new training programme.

Sequence and Outcomes. The sequence and the principal outcomes o TNA are:

Stage Outcome

Scoping Study

Conrm Terms o Reerence or the TNA

Identiy data collection requirements

Conrm the operating context or the role to be analysed

Job AnalysisA comprehensive understanding o the role and duties o the jobholderor which training is required

Job Specication

A detailed statement o the activities involved in the job and theenvironment within which the job is perormed

A personnel specication highlighting the essential and desirablecharacteristics needed to do the job successully

Operational PerormanceStatements

The main operational tasks o the jobholder precisely stated in terms operormance, and the conditions and standards to be achieved

Training ObjectivesA list o objectives derived rom the operational tasks setting out whatthe trainee is to achieve on completion o training.

Training GapIdentication o the gap between what needs to be done in termso operational tasks and what is achievable in training as a result oconstraints on reality and resources

Training Recommendation sOutline recommendations or the designer o the training programmewhich include training priorities and solutions

Timings. Time should be allowed to complete the TNA beore course design commences. When

planning the timing o a TNA in a SJSR setting, there will be many obstacles that are likely to slow

down the process such as poor inrastructure, limited institutional les or research, security concerns,

general low capacity in human resources, and the allowance o time or managing politically dicult

situations.

Adaptability o TNA. Although intended primarily or the management o individual and collective

training programmes, the TNA process is widely applicable to other projects i suitably modied. An

example o how eatures o a TNA can be applied to organisational design within the overall context o

a National Security Sector Transormation Plan is at Annex A.

8/7/2019 ce1264bc43e7eb07f2061d4ea343367b

5/20


SECTION 3. JOB OR TASK ANALYSIS

Job or Task Analysis is the process o

examining a specic job in detail in order

to identiy its component duties and

tasks, the conditions under which the job

must be perormed and the standards to

be achieved or successul perormance

by the job holder. It requires the critical

examination o data to obtain objective and reliable evidence or decisions on what training must be

done, should be done or could be done. Without such a detailed exposition o what the job entails,

the ocus and impact o training will be hostage to subjective and possibly biased opinions, guesswork

and intuition. Be mindul that in a post confict SJSR setting the nature o the job may not be easy to

dene, and job-related inormation dicult to assemble. Going orward there will be a need or an

iterative approach involving constant monitoring and adjusting/adapting to changing circumstances.

Scoping Study. Careul planning is essential or gaining

a productive outcome rom the TNA process. The

person (or group) undertaking the TNA is advised

to carry out his or her own scoping study o the

project; the time spent on this will seldom be wasted.

Preliminary steps include:

Clarication o the aim and expected outcomes ordeliverables o the project;

Gaining an understanding o the scope o the task

and its context;

Identication o any problems and constraintsaecting the investigation;

Planning the inormation requirement (see box);

Identication o the time and resources available to conduct the project, including the existence

o capable local training institutions that could assist with the design and delivery o the training;

Conrmation that there is a justiable basis on which to proceed.

Data or Analysis.The table below lists the type o inormation which will inorm job analysis.

Data Subject ContentJob Content Major job objectives

Major responsibilities o the job

Principal tasks and list o sub-tasks

Importance and requency o tasks perormed

Main Job

Objective Summary o aim and scope o job in all general conditions and circumstances

A short, concise statement o its principal purpose, phrased in terms operormance and dening the main outcomes

Principal

Responsibilities Responsibility upwards to whom? What degree o supervision and direction

and guidance is given? Responsibilities or subordinates or which aspects o their work?

Responsibilities or equipment, material, estate?

Inormation Requirements

What inormation is needed?

Who will provide it?

Where will other inormation be ound?

How can inormation be collected?

How should the inormation be analysed

and interpreted?

Have a communications strategy prepared when

conducting job or task analysis. I not managed

correctly the process might not come across as a

neutral technical process, but rather as a critique o

current job holders.

8/7/2019 ce1264bc43e7eb07f2061d4ea343367b

6/20


Job Tasks Identiy in detail the tasks or the job

Interdependence o tasks

Diculty, importance and requency o tasks

Conditions or

the Perormance

o Tasks

Physical environment and risks

Social: hours o work, teamwork

Psychological: stress, boredom, eect o group behaviours

Standards o

Perormance Standards required on completion o training

Additional on-the job training and experience required

Criteria or assessing eectiveness o perormance

Diculties and

Distastes Job content: tasks which are not perormed well and possible solutions

Job context: legitimate grounds or dissatisaction (lack o guidance,

inadequate acilities) which may aect perormance and motivation

Relationship

with Other Jobs Comparison with similar roles in other organisations to identiy common

eatures and dierences

Data Sources. Inormation can be obtained

rom the ollowing sources:

Current jobholders opinions may

be subjective but will refect reality, inparticular the diculty and requency

o tasks which they carry out as part othe job;

The chain o command or line

managers they will be able to

conrm tasks and identiy those whichare to be regarded as important;

Other stakeholders those whosework is supported by the jobholder in

question, will have a view on the work and its responsibilities;

Documents these may be many and various, providing valuable inormation on detail and

context and an ocial record or comparison with the views o jobholders and managers.

Data Collection. Some o the common methods or the collection o inormation are shown in the box

below.

Data Collection Method Comment

Observation Time consuming and unlikely to cover every aspect o work but will show

how the work is done.

Work Diaries Record o activities in a set period maintained by current jobholder. Provides

a detailed account o what is done.

Interviews With stakeholders. Oers a chance or in-depth explanations with the

fexibility to explore ideas.

Questionnaires Useul or gathering and comparing quantitative data rom a large cross-

section o people. Needs a system or analysing large quantities o data.

In a SJSR setting many data sources will hold

challenges:

Bepreparedforpoorlydraftedornon-existentjob

records;

Inthesecuritysector,bepreparedforchallenges

when trying to incorporate civil society inputs on

reorming roles and training o national actors

Theremaybehighlypoliticisedfactionswithinthe

security sector chain o command who may be

openly hostile and give conficting inormation

about actor roles.

8/7/2019 ce1264bc43e7eb07f2061d4ea343367b

7/20


Focus Group o Stakeholders

and Subject Matter Experts

Eective method or gaining and comparing experience and attitudes. Needs

careul planning and skill in chairing the panel. Can be costly in time when

taking people away rom their work.

Document Search Stakeholders may not be aware o the relative importance o documents and

not disclose their existence. Can be time consuming to read but will provide

an authoritative record.

Factors to Consider. There are a number o actors to consider during the analytical process:

a) Winning Support.Those conducting the analysis need to win the support o those whose

opinions and assistance they seek. A review and the possibility o change can be seen as threatening.

It is important to make clear the purpose o the investigation and to give due acknowledgement to the

contribution o those who are involved in it.

b) Time and Cost.The time and cost o conducting research and o analysing the resultant data

must be kept in mind. Careul planning o the inormation requirement will ensure it is collected in a

quantity and manner which enables adequate and timely analysis within the resources available. An

excess o data may swamp the analysts to the extent that the project cannot be completed in time.

c) Diculty, Importance and

Frequency (DIF) Analysis. Depending on

the extent o the project, a DIF analysis o

the tasks identied may be required:

Diculty i a task is considered

dicult to perorm, it is likely torequire more training;

Importance those tasks which

are critical to successul perormance or would cause serious consequences i not perormedadequately will require a high priority in training;

Frequency a task which is carried out regularly is unlikely to create a problem with skill-ade; but

an inrequently perormed task which is nonetheless important may need an additional trainingocus to ensure the skill is embedded or uture use.

In considering DIF analysis, the TNA author should take account o the need to dene the terms o

description clearly and allocate a scale or measurement. Allowance should also be made or the

unreliability o the personal opinions o respondents.

Interpretation. Interpretation is the process o giving meaning to whatever themes and trends

have emerged rom data analysis. It is important that the ndings o the investigation are based onacts drawn rom quantitative and qualitative research and that there is a clear audit trail which links

conclusions to those acts. A clear audit trail may also save the TNA process rom political manipulation

by stakeholders (spoilers). A lack o clear evidence to support ndings will compromise the authority o

the TNA.

In a post-confict or transitional state, winning

support or a training review may oten be dicult.

There may be many new aspects such as democratic

accountability and human rights that have to be

integrated into training, and which do not have the

supportby all stakeholders.

8/7/2019 ce1264bc43e7eb07f2061d4ea343367b

8/20

SECURITY AND JUSTICE TRAINING NEEDS ANALYSIS : PAGE 8 OF 20

SECTION 4. JOB SPECIFICATION

A Job Specifcation is the principal product o Job Analysis. It provides a detailed description o the

activities involved in a job and the environment in which it is perormed. A task scalar (described

below) which will normally be attached to the job specication will assist with the identication o

the main tasks or duties o the role. A personnel specication describing the core competencies

required o the job holder may be attached as well. An inventory o perormance based main tasks

commonly reerred to as Operational Perormance Statements, which are described in Section 5, will

also be derived rom the Job Specication. In the context o training, Training Objectives are ultimately

derived rom these Statements.

Task Scalar. During the process o compiling the Job Specication, it will be useul to develop a task

scalar. This provides a simple diagrammatic view o the main tasks or duties and the component tasks

(sub tasks and task elements) o each. The relationship and interdependence o the tasks is revealed as

well as any repetitions.

A task scalar looks like this:

The scalar is created by deconstructing the job, breaking down the main tasks or duties into the

component sub tasks which have to be carried out to ull that main duty. When developing the scalar,

it is important to ocus on what the job holder has to do, not what he or she may know or think. Each

o the sub tasks may themselves be made up o a number o task elements. The various components o

the scalar assist the creation o the Operational Perormance Statements.

Job Specifcation Format. A recommended ormat or the Job Specication is shown below. The

sections are completed with inormation researched and analysed during Job Analysis:

Task Element Task Element Task ElementTask ElementTask Element Task ElementTask Element Task Element

Sub Task Sub Task Sub Task Sub Task

Task 1 Task 1

Job

Job Title.

Numbers o people doing the job.

Main job objective a concise statement o the purpose o the job.

Secondary job objectives amplication o the main objective.

Responsibilities to superior managers, to subordinate sta and or real estate and equipment.

The main tasks or duties o the job also showing the component elements, usually in scalar ormat.

A summary o the conditions under which the job is perormed.

A statement o the main diculties and distastes o the job which will indicate areas or modication and or

emphasis in training

8/7/2019 ce1264bc43e7eb07f2061d4ea343367b

9/20

SECURITY AND JUSTICE TRAINING NEEDS ANALYSIS:PAGE 9 OF 20

Personnel Specifcation. Eective perormance in a role

is not solely the product o training: it also depends on

the job holder having certain personal characteristics

appropriate or the role which can be developed, i

required, by training. It is also the case that it will be

important to select or training only those who have

the characteristics to do the job successully, lest

training resources be wasted. A personnel specication

will set out the essential and desirable competencies

(those combinations o skill, knowledge, attitude and

experience) required o trainees, and possibly some disqualiying criteria. This inormation may be

used in designing entry tests or course candidates. Typically, a personnel specication may cover the

ollowing criteria:

SECTION 5. OPERATIONAL PERFORMANCE STANDARDS

An Operational Perormance Standard (OPS) is a precise statement o what the jobholder is

required to do to carry out a task under real-lie working conditions. There is one OPS or each o

the main duties or unctions o a job. Each OPS is derived rom the more general wording o the Job

Specication with the main duties being those identied in the scalar.

The OPS lead directly to the creation o Training Objectives and are written rst or the ollowingreasons:

Each task is explained in operational real-lie working terms;

Training is thereore aligned with actual operational needs;

Changes to operational needs will initiate any changes to training;

The need or training, and in particular resources, is explained and justied.

There are three parts to each OPS:

Performance Statement Conditions Standards

What the jobholder is

required to do

Where, when and with

what resources

How well the job must

be done

In ragile environments with weak

institutions, be alert to inormal networks

and criteria being used or the selection

o personnel or training programmes.

For example, there may be a temptation

or local actors to select relatives, clan

members, and political party members

and/or exclude emale trainees.

Physical actors: or example, health and appearance;

Attainments: educational and training standards and qualications, knowledge andprevious experience;

General intelligence and reasoning skills;

Aptitudes: or example, numeracy, literacy, analysis, creativity and negotiating skills:

Disposition and Attitudes: or example, persistence, resilience, thoroughness and sel-organisation; and or leadership and managerial work: sel-awareness, integrity, political

awareness, strategic thinking, networking, infuencing and decision making competencies;

Personal circumstances may be relevant in some instances as long as there is no risk ounlawul discrimination.

8/7/2019 ce1264bc43e7eb07f2061d4ea343367b

10/20

The key principle or writing OPS is the need to ocus on the ability to do the job. An underlying

knowledge or understanding o the work is a background eature, not a sign o ability.

a) PerormanceStatement. The perormance statement is a brie and precise description o a

complete, unambiguous action with an observable and measurable product or outcome. It comprises

a verb (an action verb expressed in the innitive orm) and an object, with a qualiying description i

required, or example: To operate (verb) a reception centre (object) or ormer combatants (qualier).

Some duties are more knowledge based than skills based and may be more dicult to express as an

observable and measurable outcome. Nonetheless, eective training depends on the job holder being

able to demonstrate learning and words like understand do not convey this.

Examples o verbs or perormance statements are given below.

Skills Verbs Knowledge Verbs Unacceptable Statements

Advise

Assemble

Check

Diagnose

Operate

Perorm

Manage

Support

Test

Write

Assess

Describe

Distinguish

Explain

Identiy

List

State

Appreciate

Be aware o

Know

Understand

b) Conditions Statements. The conditions element o the OPS sets out the context in which the

task is perormed. Conditions might include mention o one or more o the ollowing:

The existence o any risk or threat must be included;

Circumstances there must be a reason or the task;

Physical conditions may include working environment or

physical exertion; Social conditions as a team member or example;

Psychological conditions might include pressure and stress;

Equipment and tools or the job, i inherent to perormance;

Geographical context where this specically aectsperormance;

Time and space may include duration and distance actors;

Reerences where the task must comply with certaininstructions or procedures, these should be reerred to.

The physical, social and psychological conditions are those most usually covered in the conditions

statement. An example o how these conditions might be written (in the context o a new integratedand representative national army) might be:


Conditions:

Physical. Involves long hours training and planning integration programmes where working acilities are

basic and communications are limited and intermittent.

Social. Reporting to a national military integration programme director. Member o the senior regional

DDR management team. Works closely with local government and international humanitarian agencies.

Responsible or a team o national government personnel, locally employed administrative sta and

translators.

Psychological. Will be required to deal with stressul situations involving dicult decisions in the ace osuspicion and ear any hour o the day or night.

Conditions

Reason or task

Risk or threat

Physical, social, psychological

Equipment and tools

Geographical environment

Time and space

Compliance with instructions

8/7/2019 ce1264bc43e7eb07f2061d4ea343367b

11/20

c) Standards. The standards part o the OPS comprises statements which lay out the component

parts o the task (usually identied in the task scalar) which must be completed and the criteria or

successul perormance. They dene the level o competence which the jobholder needs to display

and are likely to include one or more o the ollowing:

Components. The components, sub tasks and even task

elements, and the sequencing o procedures create apicture o the complete task;

Criteria. Criteria may include a specic sequencing oactions i correct procedures are required or saety

reasons, or example. Other criteria might state measureso perormance such as time limits, accuracy, rates o work,

tolerance or errors etc. Where procedures are listed indetail in a separate document, it is recommended that the

use o a reerence is made to the relevant inormation (inaccordance with) so as to keep the Standards statement

to a reasonable length;

Personal Qualities and Attitudes. The perormance osome tasks may require the jobholder to demonstrate

specic attitudes, as identied in the personnelspecication. The problem with such criteria is their subjectivity and the diculty o precise

denition as words to describe qualities may mean dierent things to dierent people. But wherebehaviour is important it may need to be included, or example: ensures that ormer combatants

are treated in an impartial manner at all times. New qualities and attitudes on human rights,gender, and democratic oversight may be particularly dicult to integrate. The key principle o

concentrating on what the jobholder does rather than thinks or believes must be applied. Theremay be occasion too to dene negative standards where a lack o a particular quality may lead to

a ailure o perormance, or example: displays no irrational decision making.

Examples o Standards are as ollows:

SECTION 6. TRAINING OBJECTIVES

A Training Objective (TO) is an exact specication o what a person must be able to achieve in terms

o perormance at the end o training. It should represent an Operational Perormance Standard (OPS),

adapted or training purposes because it is not always possible to replicate real-lie perormance in

the training environment. The compromise which must be made between what is achievable in terms

o creating and developing realistic training (realism) and what is aordable in terms o resources is

known as the Training Gap and its implications are explained in more detail in Section 7 o this OGN.

The ormat o a TO is the same as or the OPS: perormance statement, conditions and standards. The


Standards

Components:

Sub tasks and task

elements, procedures

Criteria:

Sequencing,

measurement, deadlines,

accuracy, work rates,

tolerances

Personal Qualities and Attitudes

On arrival at the Police Integration Centre, ormer combatants are to be registered by name age, gender,

tribal aliation

Medical screening o new arrivals is to be rendered within 2 hours o registration

The daily report is to be passed to the regional co-ordination headquarters at 6pm

A weekly report is to be passed to the National Integration Coordination Special Committee by midday

each Friday...

Continual vigilance is to be maintained over the security o the weapons storage areas...

8/7/2019 ce1264bc43e7eb07f2061d4ea343367b

12/20

perormance statement must be unchanged as the ocus or all training is on perorming the real-

lie job. The conditions statement and standards statement have the same unctions as they do in

the OPS but are described in terms which match the circumstances o the training environment. In

practice, some conditions may vary signicantly, others do not. The standards to be achieved under

training ought to be the same as those demanded or successul perormance o the task but some will

vary.

The actors within conditions and standards which are likely to be stated in diferent terms when

converting the OPS to a TO are listed below:

Conditions Standards

The actual or expected risk or threat

The circumstances making the task necessary

Physical, social and psychological context

Geographical context

Standards which are not achievable without real-lie

experience obtained on the job

Compliance with regulations such as saety

Sub tasks which cannot be included in training

because the conditions cannot be replicated

Standards relating to attitudes which cannot beobserved under training

In the context o the operation o a DDR reception centre, an example o how a conditions statement

(as part o a OPS) might be altered and converted into a TO is shown as ollows:

OPS

Given a population o 200-300 ormer combatants o mixed gender in a state o suspicion and

ear, and exhibiting a variety o behaviours as well as injuries including untreated wounds and

starvation

TO

Given a representative crowd o men and women simulating ormer combatants who demonstrate

suspicion and ear, some o whom will be made up to represent wounded ghters or individuals

suering rom the eects o starvation

SECTION 7. THE TRAINING GAP

The Training Gap represents what is not possible to achieve in training in terms orealism and

resources compared with perormance o the task in real lie. In an SJSR setting this will be a highly

critical component to refect on as there will be many gaps in trying to attain training objectives.

Without identiying the Training Gap, shortcomings in training may not be apparent until there is a

ailure in perormance. A statement o the Training Gap, appended to training objectives, will alert all

stakeholders and allow measures to be put in place to ameliorate or correct deciencies.

The gap in realism is oten created by the inability in training to recreate the physical, social and

psychological conditions under which the real-lie task is perormed. Some reality gaps may be

insignicant whilst others may only be closed with real-lie experience which line managers or the

chain o command will need to be aware o.

Not all training may be aordable or there may be insucient time to achieve some lower priority

objectives. The resources gap is likely to have a urther impact on the reality gap. However, awareness

o the resources gap may prompt the allocation o additional resources where there would otherwisebe a critical deciency in training.

The Training Gap can only be ully analysed during the Design phase o training. It is thereore possible


8/7/2019 ce1264bc43e7eb07f2061d4ea343367b

13/20

that Training Objectives will need to be adjusted. They will only be conrmed on completion o course

design.

SECTION 8. TRAINING RECOMMENDATIONS

The nal output rom TNA will be recommendations or solutions to the training need. These could

include:

The Training Objectives or the programme or course;

A list o tasks or which training is essential (eg. human rights training) and others which are o a

lower priority or or which training is not required;

The location and duration o training as well as the options or on-the-job training or centraltraining;

The ormat o the training, or example, ull-time, part-time, one-o or on-going;

Potential local implementing partners with their strengths and weakness, and possible donor

options or supporting them.

Identication o tasks which are dicult to perorm and which require ormal assessment through

testing;

Recommendations as to the methods and media or achieving training objectives in terms otraining benets and cost-eectiveness.

Presentation o TNA Results and Recommendations. The results o a TNA are likely to be presented

ormally to the authority commissioning the TNA. A suggested ormat or adaptation to either oral or

written presentations is below.

Heading Content

Introduction Set scene, background to study - why report is

necessary. Reer to TORs (attached as an Annex).

Aim and Objective Aim o study

Objectives and outcomes

Assumptions and limitations

Scope and conduct o study

Methodology Methods o research. Emphasis on statistically sound

methods supported by actual evidence to show

rigour. Sources: who interviewed and why; questionsasked; documentary sources; limitations.

Findings - describe actors, acts Present an accurate, clear picture o what was ound.

Include data source, results o questions/interviews.

Conclusions - interpret and discuss ndinds Facts meaning consequences. Explain meaning/

signicance o ndings based on implications rom

so what? Present arguments logically. Compare &

contrast dierent sources as necessary.


8/7/2019 ce1264bc43e7eb07f2061d4ea343367b

14/20

Options

Use existing system

Modiy the existing system

Introduce a new system

Use a combination o existing and new systems

Select the optimum solution

Describe the each option and the estimated costs

o implementation. Assess the advantages and

disadvantages o each option in relation to both

training eectiveness and cost eectiveness. Set out

the risks o each.

Recommendations Derive rom conclusions leading to options and the

selected option. State what needs doing.


8/7/2019 ce1264bc43e7eb07f2061d4ea343367b

15/20

APPLICATION OF TNA TO ORGANISATIONAL DESIGN

Introduction. Although a Training Needs Analysis (TNA) is intended primarily to identiy training

needs based on an evaluation o the tasks to be perormed by individuals and teams in an actual work

role, there are aspects o the TNA concept which lend themselves to a wider application. Within the

environment o Security and Justice Sector Reorm (SSR) there are occasions when an organisation has

to be created rom rst principles or rom the remnants o a pre-confict institution. An example could

be the setting up o a deence academy or training establishment.

Aim.The aim o this annex is to provide a template or developing a training organisation as part o

SSR using some o the methodology rom TNA.

Outline. There are our parts to the process:

A Scoping Study;

Organisational Needs Analysis;

Project Specication;

Review o Options.

Scoping Study. The object o the scoping study is to clariy the aim and outcomes o the development

project through an understanding o its overall purpose, by identiying any constraints in terms o time

and resources and to gain an early idea o the inormation requirements or analysis.

Serial Activity Possible Conclusions

1 Identiy the vision or the training

organisation

Purpose within the SSR context and the level o

importance which will be given to the project by

international and national SSR parties

2 Identiy specic outcomes or deliverables Scope and context o project and identication o

both essential and implied tasks required to completethe project

3 Identiy problems and constraints as well as

reedom o action

Time and resources available and the impact on the

conduct o the analysis.

Stakeholder interests

4 Identiy inormation requirements Sources and methods o collection; early warning o

assistance and availability o resources or analysis

5 Summary o conclusions Conrmation o tasks and plan or analysis including

ready or training date

Organisational Needs Analysis. The analysis phase will consider a wide range o both external and

internal actors which bear upon development o the training organisation. Evaluation o these actorswill lead to conclusions about the tasks and structure o the organisation and about the conditions

which will aect the manner in which it is managed and maintained. From some o these conclusions

a range o options will emerge. A checklist is given in the table on the next page:


Annex A

8/7/2019 ce1264bc43e7eb07f2061d4ea343367b

16/20

Serial Stage Factors Possible Conclusions

1 Strategic

Considerations

Security and Justice Sector Reorm.

Politics and government.

Economics and technology.

Society and the environment.

Military orces and the wider security

environment.

Context, opportunities and limitations.

International and National stakeholder

interests and support, sensitivities,

constraint.

Funding.

Inrastructure/resource capability andlimitations.

Cultural considerations.

Regional geography and communications

system, climatic conditions, proximity tosupply chain and labour pool.

Roles and organisation o military andsecurity orces.

Military capability and doctrine.

Operational tasks.

2 Operational

Considerations

Training doctrine and policy.

Training objectives.

Training organisation.

Training audience/trainees.

Training programmes.

Training methods and media.

Past, present, uture.

Aim, products and requirements, structure,

courses, syllabus, schedules, throughput,capacity, capability.

3 Training Support Research and development.

Training sta.

Classrooms/lecture halls.

Furniture.

Training aids, equipment and IT.

Training estate.

Ranges.

Structure, external support.

Personnel: structure, capability and

qualications, selection, numbers, train-the

trainer programmes.

Location, availability, suitability.

Methods and media or training.

Tools and equipment or the job: weapons/

ammo, transport, communications, stores.4 Logistics and

AdministrationSecurity and provost

Buildings: accommodation, training,

administration, stores, garages, ablutions/toilets, catering, recreation, camp and HQ

support.

Water storage and supply.

Power/electricity.

Fuel storage and supply.

Ammunition and equipment storage

Rations and catering.

Medical.

Health/hygiene and saety.

Pay and records.

Equipment management and maintenance.

Communications.

Welare and recreation.

Contractors and suppliers.

Management capability and systems.

For all:

Tasks and sub tasks, capability and capacity,

volume, time and space, personnel,structure and layout, inter-relationships

and dependencies, eect o uture changes,

priorities.

5 Resources Human

Material

Financial

Command and HQ sta, trainers,

administrators, civilian sta, international

sta

Equipment, plant, tools, urniture, stores, real

estateCapital and maintenance budgets, cost

estimates


Annex A

8/7/2019 ce1264bc43e7eb07f2061d4ea343367b

17/20

Project Specifcation. The outcome o TNA in this context will be a project specication setting out the

role o the training organisation, its principal objectives and the tasks to be carried out to ull its role.

The specication will also set out the ways and means or ullling its role drawing on the conclusions

o the evaluation o actors listed in the needs analysis table above.

Review o Options. The decision on how to give eect to the specication will be based on the

selection o one o several options. These options will include an assessment o their respectiveadvantages and disadvantages with particular reerence to training eectiveness and cost

eectiveness. However, it will also be important to consider strategic actors within each option given

the inherently strategic nature o eective SJSR. The principal options are likely to comprise:

Reliance on an existing organisation an unlikely solution in the probable circumstances.

Adaptation o an existing organisation.

Creation o an entirely new organisation.

A combination o existing and new organisations.

Data Sources and Collection. Sources or inormation and collection methods may be less accessible

than they would be or a standard TNA (as described in the main document above). Much will depend

on the experience and initiative o the author o the study but the ollowing actions are recommended:

a) Sources. Inormation will be obtained rom the ollowing sources where relevant:

Investigate training and development programmes in a similar training institution in the projectauthors home nation or best practice inormation;

Consult international SSR partners in-country: political, diplomatic, military and wider security

representatives;

Consult representatives o the national Deence Ministry: political leaders and ocials;

Consult with the relevant ocers in the national security and deence orces;

In the site area, consult with relevant local ocials to understand local conditions and with localagencies or supply chain advice and support, as necessary;

Documents: background brieng papers and ocial policy (international and national); SSRsituation reports; news media; training doctrine, policy and practice.

b) Collection and Analysis. The most productive methods o data collection will be through

briengs and meetings with stakeholders who will supply or indicate where to obtain relevant

documentary sources. Adequate time needs to be set aside or reviewing notes and documents and

or compiling tables and charts o data or analysis. Interpreter/translation support may be required

and this will add time to research. Personal observation through on-site visits to actual or prospective

training locations is essential as a means to authenticate many o the opinions and acts which will begathered.

c) Winning Support. As with any data collection task, it will be essential to gain the support and

co-operation o those whose opinions and assistance are sought. The SSR process and the changes to

the status quo will be regarded as a threat by some. It is important to make clear the purpose o the

investigation, to extol the benets which will fow rom the project and to emphasise the value and

importance o the contribution o respondents.


Annex A

8/7/2019 ce1264bc43e7eb07f2061d4ea343367b

18/20

NOTES

ISSAT Operational Guidance Notes (OGNs) are operational tools designed to

assist security and justice reform practitioners. The OGNs are designed to be living

documents and therefore your input on the use of OGNs is greatly encouraged. To

provide feedback please register on the ISSAT website at http://issat.dcaf.ch

The point of contact for the ISSAT OGNs on programme implemmentation is Gordon Hughes. To

contact ISSAT please e-mail [email protected]. Other OGNs are available at www.issat.dcaf.ch/toolsandresources

ISSAT OPERATIONAL GUIDANCE NOTES (OGNs) ONLINE

SECURITY AND JUSTICE TRAINING NEEDS ANALYSIS:PAGE 18 OF 20

8/7/2019 ce1264bc43e7eb07f2061d4ea343367b

19/20

NOTES


8/7/2019 ce1264bc43e7eb07f2061d4ea343367b

20/20

Telephone: +41 (0)22 741 7700

Fax: +41 (0)22 741 7705

E-Mail: [email protected]

Website: www.dcaf.ch

GENEVA CENTRE FOR THE DEMOCRATIC

CONTROL OF ARMED FORCES (DCAF)

HOW TO CONTACT US:

THE INTERNATIONAL SECURITY SECTOR

ADVISORY TEAM (ISSAT)

Telephone: +41 (0)22 715 2550

Fax: +41 (0)22 715 2569

E-Mail: [email protected]

Website: http://issat.dcaf.ch

The International Security SectorAdvisory Team (ISSAT)

The Geneva Centre for the Democratic Control of Armed Forces (DCAF)

Date post:	08-Apr-2018
Category:	Documents
Upload:	paulmazziotta
View:	216 times
Download:	0 times