Training needs analysis is an essential process to ensure the relevance of training. It helps determine which skills need to be developed and ensures that training activities align with the realities of the job.
First Step in Training Design
One might think that, since pilot training is regulated, a training needs analysis is unnecessary. However, in many cases, and particularly when designing competency-based training and assessment (CBTA) programs, this step is essential. Good training can have a transformative effect on an organization. It can improve human performance, efficiency, and ultimately safety, as well as revenue, by equipping professionals with the necessary skills to succeed. For the course designer, the challenge is to answer several key questions: What competencies (knowledge, skills, and attitudes) need to be developed? How can they be acquired? And with what resources?
The need to develop or modify a training program within an organization can arise from various events (the desire to solve a performance problem, a need for new skills, the delivery of new equipment, the expansion of the scope of missions, regulatory changes, etc.). That being said, whether the designer follows a formal process or not, there are always several input data. Ideally, the designer has a needs assessment or a formal training request. Typically, he needs operational, technical, organizational, and regulatory data. In other words, it is difficult to dissociate a training project from the broader project of the organization expressing the need.
From Training Needs to Competency Needs
Training needs analysis is a step that is often overlooked or implicitly done, meaning without a clearly defined process. The “copy-paste” method can sometimes be useful… However, before starting the creation of training modules and course materials, it is necessary to ask a few questions. Even when there is an explicit request, the expectations are often unclear regarding the effects of the training. There may also be imposed training arrangements due to circumstances or available resources. Thus, analyzing the needs is an opportunity to identify the stakes of the training project. These stakes are not always explicit or clear, even when there is a stated need. For example, how can an organization anticipate the safety stakes of introducing new equipment it does not yet know? The resulting competency need is addressed by the training.
It should be noted that sometimes the expectations of the personnel to be trained are different from those of the organization expressing the training need. As a result, it is prudent to understand the composition of the target population to potentially adjust the content and methods over time. It is easy to understand that personal factors (motivation, availability, expectations, skills, etc.) influence the motivation to undertake a specific training or task. For example, in type rating training, the expectations of young pilots fresh from initial training may be different from those of senior captains or experienced instructors. Consequently, designing and organizing effective training requires understanding both the organization’s and individuals’ stakes. Training needs analysis can facilitate this understanding.
Analyzing Needs in the CBTA Context
In the context of competency-based training and assessment (CBTA) in aviation, analyzing the training needs is an essential step in the training design process. Indeed, training never develops in a vacuum but responds to specific triggers such as solving performance issues, acquiring new skills, or adapting to organizational, technical, or regulatory changes. Therefore, there is a close link between the training project and the organization’s strategic or operational objectives. In the context of competency-based training as defined by ICAO (Doc 9941), a preliminary study is conducted, including two related activities: problem analysis and training needs analysis. It should be noted that, in some cases, training is not the solution to the problem encountered. The preliminary study is followed by a job and population analysis.
As mentioned earlier, the training designer typically requires a set of data to construct relevant and appropriate training. Using this data, the designer must strive to:
Identify the purpose of the training: Based on the initial request, ideally formalized by the organization, it is necessary to clarify why training is needed (initial training, refresher training, recurrent training, etc.), what problem is to be solved, and what outcomes are expected (competencies, qualifications…)
Identify operational needs: such as the list of activities to be completed. This helps understand the competencies required for a given role, the procedures, the operational environment, etc., all elements that can help create realistic training scenarios.
Identify tasks associated with the training: A task list is necessary, which can be extracted from an analysis of existing tasks or based on operational documents (flight manuals, operational manuals, etc.). The goal is to identify “critical” tasks that will receive particular attention in training. This is an opportunity to link training with safety events (Safety Management Systems, Flight Data Monitoring, Mandatory Occurrence Reports, etc.).
Identify technical requirements: such as information related to the use of new equipment (technical guides, user manuals, etc.), the characteristics of training devices such as flight simulators to be used, and any existing gaps, particularly regarding software.
Identify regulatory requirements: when legal or normative developments require updates to skills or professional practices. When a regulatory framework exists (Part-Aircrew, Part-Air Operations, etc.), identify the required training durations, content, and evaluation and certification procedures.
Identify organizational needs: which explain the organization’s internal functioning and any structural changes that necessitate new skills, such as expanding the range of missions (for example, night flying with night vision goggles when changing the fleet).
Thus, the training project must be part of a global vision that takes into account the present and, if possible, future needs of the organization to ensure alignment between the training provided and the realities of professional situations.
Some specific cases
Concrete examples requiring training needs analysis in helicopter aviation:
Integration of new technologies: Operators regularly introduce advanced avionics systems (ACAS, TAWS, autopilot, GNSS, etc.). A training needs analysis determines whether additional training is required to ensure safe and efficient use of these new systems, ensuring that pilots’ skills are up to date with the latest technological advancements.
Training adapted to specific roles: Pilots operate in varied environments (firefighting, medical evacuation, etc.), requiring training programs tailored to specific missions. A needs analysis helps design relevant training, avoiding a one-size-fits-all approach while accounting for technological evolution that influences these roles (e.g., flying with night vision systems).
Addressing performance and safety gaps: In sensitive environments such as offshore or Helicopter Emergency Medical Services (HEMS) operations, safety is paramount. The needs analysis identifies the skills to be strengthened, particularly in decision-making under pressure and automation. This proactive approach, supported by safety analysis and Evidence-Based Training (RMT.0599), aims to improve training and overall safety.
These examples illustrate the importance of conducting a structured needs analysis to create targeted and effective training programs while improving safety in the helicopter industry.
Deliverable of the Training Needs Analysis
The report that concludes this stage of the course design process is intended for the training project stakeholders. Its purpose is to share the understanding of the project and facilitate coordination. It may include the following elements:
| The Content of the Deliverable of the Preliminary Study : |
| 1 – A brief introduction explaining the context of the training need |
| 2 – A precise definition of the stakes of the problem to be solved |
| 3 – A list of the main “symptoms” that indicated the existence of the problem to be solved, and, if possible, an explanation of the causes of the problem |
| 4 – A description of the population to be trained |
| 5 – A concise statement of the general training objective and the expected benefits of the training solution |
| 6 – A statement of the constraints related to the proposed training, |
| 7 – A list of required human and technical resources |
| 8 – A reference list of essential documents for training design |
| 9 – An analysis of the training costs |
| 10 – A course design project planning sheet (roles & responsibilities and Gantt chart, for example) |
| 11 – A plan to evaluate the training effectiveness (Kirkpatrick or Phillips model). |
In conclusion
The training needs analysis is an essential step for any organization seeking to optimize the performance of its professionals. By identifying the skills to be acquired, adapting training to new technologies and specific roles, and addressing or even anticipating safety errors and threats, this approach ensures the development of effective and relevant educational programs. Beyond mere regulatory compliance, it enhances operational safety, ideally within a proactive framework that considers safety events, while providing pilots with the tools necessary to thrive in an increasingly complex environment.
To go further :
ICAO doc9941, ICAO EBT Manual Doc 9995, 2013.