Chapter 1

INTRODUCTION

Background of the Study

According to Zahid Iqbal, M. and Khan, R. (2011), a training need assessment requires

evaluation that defines the present amount of competency, skills or understanding of people in one

or more fields and compares that amount of competency with the necessary competency standard

set for their roles or other jobs within the organization. The distinction between the present skills

and the necessary skills can assist determine coaching requirements. Rather than assuming that all

staff needs training or even the same coaching, also leadership can create educated choices about

the finest ways to solve skill differences between individual staff, particular work classes or groups

/ teams.

Assessments can be performed at any moment, but often after recruiting, during

performance assessments, when performance improvement is required, for career development

plans, for succession planning, or when modifications in an organization also require making

necessary adjustments to the employment of staff. It is useful to conduct these evaluations

periodically to determine the training requirements of an organization, the expertise and abilities of

staff, and also the efficiency of the training program. (Karve, S., & Aggarwal-Gupta, M., 2018)

According Brown, J. (2002), Training evaluation is the first move towards any effective

practice program and is also a critical element of succession planning. Conducting this evaluation

enables an organization to concentrate its attempts on learning fields that are essential for staff to

effectively fulfill the objectives of the organization, create optimal use of the company's training

funds and motivate staff by contributing to their career development. The individual undertaking

the training requirements evaluation must obviously comprehend the general objectives and

objectives of the organization and department so that he or she can correctly evaluate the training

alternatives and define which training possibilities will contribute most to the general achievement.
 A training needs evaluation consists of a sequence of operations undertaken to recognize or

fix issues and to determine whether training is a suitable answer. The TNA is often the first phase to

start change. This is mainly because a needs analysis specifically defines the gap between the

current and the desired individual and organizational performances. For any training needs

analysis to be successful for the organization we need to understand the context. (Zahid Iqbal,

M. and Khan, R., 2011)

According to Goldstoin, I. L., & Buxton, V. M. (2014), One method is to conduct an audit of

the present position, expected work or liability adjustments, and likely technological and

organizational trends. This will provide the data needed to determine what the person, team or

organisation needs. Only when the strategic need and background is grasped can you define

efficiency norms in terms of abilities, connections and practical knowledge. There are many

published leadership skills and norms that can be useful here. The use of the SWOT that was used

for developing the organizations business plan can help set the context too.

Simple questionnaires or instruments can assist you define where people are on a variety of

competencies and cultures. The method of requesting and answering questions and feedback will

lead to self-awareness, particularly if the findings include donations from line managers, colleagues

and immediate accounts. The need for coaching is the distinction between the present results and

the necessary output that can be achieved through practice rather than other modifications.

(Martin, B. O., Kolomitro, K., & Lam, T. C., 2014)

As stated by Goldstoin, I. L., & Buxton, V. M. (2014), The primary aim of any teaching

program is either to impart fresh understanding, skills, and abilities so that the achievement of an

person, a team, or an organisation as a whole can be carried to a fresh aspect, or to behave as a

remedial approach that helps an person, team, or organisation to resolve their faults and transform

their lagging efficiency into an enhanced one. In either manner, the purpose behind every teaching
program is to improve efficiency. So, whenever there is an apprehension that there is a

performance problem or gap or that there will be one in the future, the trigger to perform Training

Needs Analysis (TNA) is pressed.

A TNA will be launched whenever a divide is viewed or assumed between an person, a

squad or an organization's real results and anticipated results. So TNA's first stage will be to

ascertain beyond doubt that there is a real divide. Once this is verified, TNA will now conduct a

systematic assessment to find out the factors behind this divide, what the deficiencies are that

triggered the output decrease. Once the issue regions are recognized, TNA will verify that these

regions can be fixed by undertaking instruction. TNA's outcome will be two categories of needs,

training needs that require help from a training program and non-training needs that cannot be

addressed by imparting training. (Brown, J., 2002)

Zahid Iqbal, M. and Khan, R. (2011), also stated the multiple advantages of undertaking a

TNA are ensuring that instruction is provided for legitimate purposes. Training requires dedication

of cash, time and other assets, so an exercise that is not supported by any specific need will

contribute to a waste of all those. But a training that results after a properly conducted TNA is likely

to be worth resources spent on it. TNA also helps to set the benchmark for training evaluation, as

during evaluation, it becomes easier to check whether the requirements and deficient areas chalked

out by TNA have actually been taken care through the training or not. It is often seen that teaching

respondents demonstrate no willingness to imbibe the learning from the practice as they think that

the coaching material is not applicable to them or that it will not affect their efficiency or work-

related expertise. But since TNA guarantees that instruction is provided for a real efficiency gap or

to improve efficiency in appropriate job fields, it can be presumed that employee motive will be

greater when finding the instruction material useful and helpful. TNA also helps align the teaching

programs with the strategic objectives of the organization.

 According to Anderson, G. (1994), TNA can be performed either proactively or reactively.

Reactive TNA is performed when some discrepancy in results is recognized. On the other side,

Proactive TNA foresees the future–it assesses the organization's potential needs, the needs that

may appear if company development takes place, the need for an employee's autonomy to occupy a

greater role in the future, and defines coaching criteria centered on these potential needs.

As we have already mentioned, TNA looks at the efficiency gap and the need for appropriate

instruction at 3 stages–Organizational level, Job or Operational level and Personal Level. TNA at the

institutional stage requires a critical view at the task, vision, goals and goals of the organization and

how the inner environment and culture of the organization and the skills of the current staff are

conducive to the accomplishment of the organizational goals. So basically it first determines what

kind of competencies, i.e. expertise, skills and abilities are needed to achieve organizational-specific

objectives, and then it seeks to assess organizational efficiency and whether human resources

contain those specific competencies. It also decides whether the organization's inner setting and its

prevailing culture act as a booster or deterrent to organizational success. When evaluating all these

parameters, TNA focuses on what sort of practice is needed to resolve current weaknesses. If the

focus is on the organization's further development and development, then TNA will come up with

the coaching requirements that will equip the organization with skills to deal with potential

problems. So basically it first determines what kind of competencies, i.e. expertise, skills and

abilities are needed to achieve organizational-specific objectives, and then it seeks to assess

organizational efficiency and whether human resources contain those specific competencies. It also

decides whether the organization's inner setting and its prevailing culture act as a booster or

deterrent to organizational success. (Leigh, D., Watkins, R., Platt, W.A., Kaufman, R., 2000)

According to Ferreira, et.al 2015), Operational TNA relies on job analysis and the

identification of key skills needed to conduct a specific work or task organization in a superior

fashion. Information on important competencies can be acquired from Job Description papers, or
from work owners or their managers. Equipped with this data, TNA can identify the gap areas that

are causing inferior performance on that job and determine the skills and knowledge required, if

any, that can bridge the performance gap.

TNA at a personal or personal level assesses the efficiency of an person or whether that

person has needed competencies to fulfill the demands of a fresh or distinct job. If an person shows

bad efficiency, TNA defines whether absence of specific KSAs is the justification for the same and

whether instruction can solve that defect. Knowledge about an individual's competencies can be

obtained from various sources like performance appraisal rating and supervisors' comments,

personal interview, psychometric and proficiency tests, assessment centre data etc. (Martin, 2014)

SIGNIFICANCE OF THE STUDY

The outcome of this study will be of value to the following groups of people:

Administrators. The results of the study would provide the needed information to the top

echelon of the College on the concerns and interest of the faculty that they can use in the

development and conduct of any faculty related program..

Faculty Members. This study will help the faculty to be informed about the collective

concerns of the College which can give them the idea why a faculty development program is being

conducted and prioritized.

Students. This could benefit the students as a whole to perform better and become more

enthusiastic in their studies due to the information on the concerns and interest of their teachers.
 THEORETICAL FRAMEWORK

Figure 1. The needs assessment model. Source: revised version from Hernandez-Plaza et al.
(2004).

The needs assessment model used for this study follows a simplified version of Hernandez-

Plaza, Pozo, and Alonso-Morillejo’s (2004) model, exemplified in Figure 1.First, a ‘needs assessment

plan’ was devised by following an inductive logic of research, whereby the focus on service

providers, often seen in previous studies, shifts to the service users, thereby letting them explain

their needs in their own words. In this regard, qualitative interviews and an exploratory stance

were deemed to be the most appropriate research approaches, and particular attention has been

paid to how to establish rapport with the community, and to integrating the views of community

stakeholders to the research design. The ‘needs analysis’ section directly answers this study’s first

research question, with employees’ needs being identified described and prioritized. The ‘social

resources analysis’ section aims to provide a picture of the structure of welfare services available,

directly answering the second research question. Lastly, the analysis of welfare ‘utilization’ is meant

to assess the ways in which available social resources are able to meet employees’ existing needs,

answering the third research question. This study’s discussion of ‘community’ represents an
attempt to integrate existing discourse with various perspectives on assimilation, acculturation and

multiculturalism at the community level.

SCOPE AND DELIMITATION

The study was conducted in one private higher educational institution in NCR for the First

Semester school year 2014-2015. It sought to get the perception of full-time faculty from four (4)

colleges about their administrators’ leadership professional competencies and level of change

management.

The respondents of this study were full-time faculty members only during the first

semester, school year 2014-2015.

The result of this study was limited only to the responses made by the respondents based

on the variables included in the questionnaire.

DEFINITION OF TERMS

The following terms are operationally defined so that readers would have a better
understanding of the words to achieve clearness and to avoid false impression.

Assessment – it refers to the evaluation or estimation of the nature, quality, or ability of

someone or something.

Benchmark – it is a standard or point of reference against which things may be compared

or assessed.

Competency – an observable behavior supported by specific knowledge, skills, and

attitudes. Each competency has a specific result or output.

Gap Analysis – it is also known as performance analysis; identifies the difference between
current performance and the desired performance.

Proactive – it is creating or controlling a situation by causing something to happen rather

than responding to it after it has happened.
 Probable Technological - supported by evidence strong enough to establish presumption
but not proof.

Reactive – it refers to showing a response to a stimulus.

Succession Planning – it refers to a process for identifying and developing new leaders

Training – it refers to the action of teaching a person a particular skill or type of behavior.

Training Needs Assessment – it pertains to the method of determining if a training need

exists and, if it does, what training is required to fill the gap.

CHAPTER III

METHODOLOGY

This chapter represents the discussion of method to be used, the description of the instrument

needed to gather data, the population and the sampling procedure. Furthermore, it includes the

procedure in conducting the study and the statistical treatment that will be applied in analyzing the

data

Research Design

The objective of this research was to determine the impact of dietary pattern in relation to

the respondents’ athletic performance. Descriptive research design, which is defined by the Center

for Innovation in Research and Teaching (n.d.) as a method of research that describes the

characteristics of the population or phenomenon that is being studied, was used since it is

applicable for quantitative data, specifically for percentage and median values.

Locale of the study

This study was conducted in Lyceum of the Philippines University – Cavite located at

Governor’s Drive, General Trias, Cavite.

Sources of Data
 The primary source of data for this research came from the respondents through the use of

survey questionnaire. On the other hand, secondary sources include articles, journals, books, and

online resources.

Sampling Technique

In this study, total population sampling was used. Total population sampling or complete

enumeration, according to the Australian Bureau of Statistics (n.d.), is a purposive method wherein

every unit in a population is involved and examined. The researchers used this technique for study

to provide true measure of the population because there is no margin of error and present detailed

information about the characteristic of sub-groups within the population.

Respondents of the Study

The respondents of this study were the active Junior Pirates or the Student Athletes of LPU-

Cavite in the junior division who are currently enrolled during the 2nd semester of A.Y. 2018-2019.

Data Gathering Instrument

The researchers used a questionnaire as an instrument to support their study. A

questionnaire is a set of prepared questions with a selection of answers; it is used to acquire

valuable information from the individual resources. The first part of the questionnaire included the

demographic profile of the respondents. The second part included the eating habits while the third

part consisted of questions that are concerned with the respondents’ food choices and lastly, is the

assessment of the athletic performance of the respondents in relation to their dietary pattern. The

questionnaire was subjected to gain a reply which the respondents of the study are qualified to

answer. Some of the questions in section 2 and 3 were lifted from a graduate study entitled “Dietary

Habits and Nutritional Knowledge of College Athletes” by Sarah L. Paugh in California University of

Pennsylvania.
Data Gathering Procedure

In conducting this research, the researchers first formulated a questionnaire that is suitable

for the problem of the study. It was then checked by their Research Instructor, Mr. Regil Vergara.

For validation, it was endorsed to the researcher’s Research Adviser Ms. Marivic Delos Santos

including other research panelist ,Mr. Gilbert Wesley Gallardo. With them is the Dean of College of

International Tourism and Hospitality Management, Dr. Mark Irvin Celis, and other experts and

professionals in the nutrition and athletic field. The approval of the statistician, Mr. Emil L.

Escalante was likewise sought through the conduct of a mock survey with 30 respondents. The

results of the mock survey were subjected to statistical treatment and data analysis to ascertain the

reliability of the questionnaire.

After the questionnaire was formulated and validated, the researchers asked permission

from the head of athletics department, Ms. Mary Rose C. Mojica, to conduct their research in the

athletics department. After the researchers were endorsed by the athletics head, the questionnaires

were then handed to the athletes to answer and fill out. The questionnaires were retrieved by the

researchers after administering the survey. After which, the researchers made an adequate and

accurate interpretation of the data with the use of statistical method to come up with a dependable

result. The study involved the purposive process of gathering, organizing, analyzing, and presenting

the data.

Data Analysis

In order to analyze the results with accuracy, the table below was used to interpret the data

on Section 2 and 3 of the questionnaire where the essence of the questions are concerned with

scaling the responses. The interpretations are based on the following scale:

Statistical Treatment
 The formula in getting the percentage is:

% = / 𝑛 𝑛 100

Where:

% = percentage

f = frequency

n = total number of participants

Moreover, the mean was used to determine the dietary pattern – eating habits and food

choices of the respondents and its impact to their athletic performance.

The formula used was as follows:

𝑛 ̅ = ∑𝑛𝑛 𝑛

Where:

𝑛̅ = mean

f = frequency of each class

x = mid-interval value of each class

n = total frequency

RESULTS AND DISCUSSION

The goal of this study is to determine the needs of the teachers in terms of their professional

growth in order to develop a Faculty Development Program of the School of Education. The results

of the survey instrument were tallied and analyzed. The following tables show the analysis and

interpretation of the gathered data.

Table 1

Level of Concern or Interest of the Teachers as to Personal

 Weighted Description
1. Personal Mean
1.1 Personality enhancement 1.50 Moderate Level of Concern
1.2 Proper decorum 1.50 Moderate Level of Concern
1.3 Getting to know people 1.50 Moderate Level of Concern
1.4 Spiritual growth and development 1.50 Moderate Level of Concern
Moderate Level of
Average Weighted Mean 1.50 Concern

It can be seen from the table that in terms of needs of the teachers as to personal, it showed

that it has gained the average weighted mean of 1.50 interpreted as moderate level of concern or

interest of the teachers. All the items under this area got the weighted mean of 1.50 which indicates

that the faculty members have a moderate level of concern on personality enhancement, proper

decorum, getting to know people, and spiritual growth and development.

Table 2

Level of Concern or Interest of the Teachers as to Professional/Human Resources

Weighted Description
2. Professional/Human Resources Mean
2.1 Payroll, benefits, and investment Moderate Level of Concern
information 2.20
2.2 Certification and tenure requirements 1.80 Moderate Level of Concern
2.3 Teacher performance evaluation system 1.89 Moderate Level of Concern
2.4 Professional development opportunities 2.44 Moderate Level of Concern
2.5 Professional organization 2.20 Moderate Level of Concern
Moderate Level of
Average Weighted Mean 2.11 Concern

Gleaned from Table 2 are the data on the level of concern of the teachers in terms of

professional/human resources. The highest weighted mean of 2.44 which was interpreted as

moderate level of concern was on professional development opportunities. According to teachers,

they still need to attend seminars/coneferences for their continuing professional development.

They added that they need it to be updated in terms of new trends in teaching especially in the use
of technology in teaching. Aside from this, they also need professional development in order to get

credit units for the renewal of their professional license in PRC.

Table 3

Level of Concern or Interest of the Teachers as to Curriculum, Instruction, and Assessment

3. Curriculum, Instruction, and Weighted Description

Assessment Mean
3.1 Local, national and global standards 1.89 Moderate Level of Concern
3.2 Planning for instruction (syllabi-making, Moderate Level of Concern
classroom management, etc.) 2.00
3.3 Building repetoire of instructional Moderate Level of Concern
strategies 1.90
3.4 Differentiation of instruction 1.90 Moderate Level of Concern
3.5 Assessment of student learning Moderate Level of Concern
(formative and summative) 2.00
3.6 Using student work and achievement data Moderate Level of Concern
to inform instruction 1.80
3.7 Developing rubrics for alternative Moderate Level of Concern
assessment 1.90
3.8 Going from rubrics to grade 1.90 Moderate Level of Concern
Average Weighted Mean 1.91 Moderate Level of Concern

An analysis of the data revealed that Planning for instruction (syllabi-making, classroom

management, etc) and assessment of student learning (formative assessment and summative

assessment) got the highest weighted mean of 2.00 under the area of curriculum, instruction, and

assessment. Although, it is only of moderate concern or interest of the teachers, they said that they

need to attend seminars/training regarding these two areas since the curriculum is constantly

evolving and changing. One example that they gave is the format of syllabus which is now an OBE

format.

Table 4

Level of Concern or Interest of the Teachers as to Organizational Systems for the Classroom

Weighted Description
4. Organizational Systems for the Classroom Mean
4.1 Setting up the classroom 1.40 Low Level of Concern
 4.2 Classroom organizational system 1.50 Moderate Level of Concern
4.3 Organizing my time and works 1.40 Low Level of Concern
Average Weighted Mean 1.43 Low Level of Concern

Closer scrutiny of the data shows that the level of concern or interest of the teachers as to

organizational systems for the classroom was low level as indicated by the average weighted mean

of 1.43. This shows that they did not experience any problems in terms of setting up the classroom,

classroom organizational system, and organizing their time and works. They said that

training/seminar is not so much needed to develop the skills under this area since these can be

learned through experience.

Table 5

Level of Concern or Interest of the Teachers as to Getting to Know and Working with Students

Weighted Description
5. Getting to Know and Working with Students Mean
5.1 Getting to know the students 1.44 Low Level of Concern
5.2 Creating a learning community 1.90 Moderate Level of Concern
5.3 Working with students to establish norms and Moderate Level of Concern
rules 1.91
5.4 Diagnosing students needs 1.80 Moderate Level of Concern
5.5 Teaching diverse learners 1.70 Moderate Level of Concern
5.6 Motivating students 1.67 Moderate Level of Concern
5.7 Assisting student with special need 2.00 Moderate Level of Concern
Moderate Level of
Average Weighted Mean 1.77 Concern

Table 5 shows that getting to know the students got the lowest weighted mean of 1.44

interpreted as low level of concern. The highest weighted mean was 2.00 which shows that

teachers have moderate level of concern in terms of training needs on teaching students with

special needs. The teachers said that because Arellano University is providing equitable access to

learning, students with special needs are also welcome to enroll in this institution. Hence, teachers

should be provided with training on how to handle/teach this kind of students.

 Table 6

Level of Concern or Interest of the Teachers as to Collegial Interactions and Collaborations

Weighted Description
6. Collegial Interactions and Collaboration Mean
6.1 Establishing a control and professional Moderate Level of Concern
relationship with my colleagues 1.90
6.2 Establishing a control and professional Moderate Level of Concern
relationship with the administrative staff 1.70
6.3 Establishing a control and professional Moderate Level of Concern
relationship with the administrators 1.80
6.4 Working as member of the college, Moderate Level of Concern
interdisciplinary or departmental team 1.80
6.5 Working with my mentor 1.90 Moderate Level of Concern
6.6 Working with a paraprofessional 1.67 Moderate Level of Concern
Average Weighted Mean 1.79 Moderate Level of Concern

According to the data on Table 6, collegial inetractions and collaborations got the average

weighted mean of 1.79 which shows that teachers have moderate level of concern in the statements

under this area. The data revealed that the teachers did not experience any problem in terms of

their relationship with administrators, teachers, and staff of Arellano University.

Table 7

Level of Concern or Interest of the Teachers as to School and School System Policies and Procedures

7. School and School System Policies and Weighted Description

Procedures Mean
7.1 Understanding my legal rights and responsibilities Moderate Level of
as a teacher 2.22 Concern
Moderate Level of
7.2 School and labor policy handbooks 2.10 Concern
Moderate Level of
7.3 Completing administrative paperwork 1.70 Concern
7.4 Administration of standardized diagnostic tests or Moderate Level of
departmental examination 1.70 Concern
Moderate Level of
7.5Obtaining instructional resources and materials 2.00 Concern
Moderate Level of
7.6 Obtaining materials and supplies 1.60 Concern
7.7 Use of the University library, media and technology Moderate Level of
resources 1.56 Concern
Moderate Level of
Average Weighted Mean 1.84 Concern
 Shown in the data is the level of concern of the teachers as to their interest in developing

their knowledge/skills in school and school system policies and procedures. It was revealed that

understanding legal rights and responsibilities as teacher got the highest weighted mean of 2.22

with a moderate level of concern description. This shows that teachers need a seminar on this area.

They said that they want to be enlightened with their rights and responsibilities as teachers

especially on Education Laws.

Table 8

Level of Concern or Interest of the Teachers as to Parents and Community

Weighted Description
8. Parents and Community Mean
8.1 Establish positive home contact 1.30 Low Level of Concern
Moderate Level of
8.2 Working with parents and partners 1.50 Concern
8.3 Working with parents aof special needs Moderate Level of
students 1.50 Concern
Moderate Level of
8.4 Parent conferences 1.60 Concern
Moderate Level of
8.5 Grading and reporting student learning 1.60 Concern
Moderate Level of
8.6 Working with the barangay officials 1.80 Concern
8.7 Accessibility to the community for student Moderate Level of
service learning 1.70 Concern
Moderate Level of
Average Weighted Mean 1.57 Concern

It was revealed from the data that establish positive home contact got the lowest level of

concern or interest of teachers in terms of seminar about this topic with weighted mean of 1.30.

The highest weighted mean was on working with the barangay officials with 1.80 and describe as

moderate level of concern. The teachers said that they have the skills on how to deal with parents,

stakeholders, and officials of barangay so they did not show interest on developing their skills in

this area.
 Table 9

Summary of the Level of Concern or Interest of the Teachers

Areas on Teachers’ Needs Average Description

Weighted Mean
Personal 1.50 Moderate Level of Concern
Professional/Human Resources 2.11 Moderate Level of Concern
Curriculum, Instruction, and Assessment 1.91 Moderate Level of Concern
Organizational Systems for the Classroom 1.43 Low Level of Concern
Getting to Know and Working with 1.77 Moderate Level of Concern
Students
Collegial Interactions and Collaborations 1.79 Moderate Level of Concern
School and School Systems, Policies and 1.84 Moderate Level of Concern
Procedures
Parents and Community 1.57 Moderate Level of Concern
Grand Weighted Mean 1.74 Moderate Level of Concern

In general, the teachers need the training/seminar in the areas of Professional/Human

Resources (AWM = 2.11), Curriculum, Instruction, and Assessment (AWM = 1.91), and School and
School Systems, Policies, and Procedures (AWM = 1.84) since these got the top three highest

average weighted means among the eight areas. Although, the results show that these areas got

only moderate level of concers, it is suggested that Arellano University administrators must provide

seminar about professional development opportunities, planning for instruction (syllabi-making,

classroom management, etc.), assessment of student learning (formative and summative), and

understanding legal rights and responsibilities as a teacher.

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