LEARNING AND

DEVELOPMENT
SYSTEM
Learning and Development
Needs Assessment for
Teaching and Non
Teaching Personnel
 Objectives
▸ By the end of this session, the participants
shall appreciate the value of:
▹ Conducting Learning and Development
Needs Assessment;
▹ Utilizing relevant documents, tools,
methods in LDNA; and
▹ Preparing LDNA Plan and LDNA
Report.
 L & D Plan
▸ Document that
sets out how L &
D will support
achievement of
agency’s strategic
goals and
directions
 Annual L and D Plan
Key Steps

1.Assessing
3. Identifying L
Needs 4. Preparing
2. Prioritizing L and D 5. Developing
(Organizational, interventions Implementation
and D needs M and E Plan
Groups, Plan
Individual)

5
7 L&D Subsystems
• LEARNING & DEVELOPMENT GOVERNANCE
1 AND ENABLING MECHANISMS

• LEARNING AND DEVELOPMENT NEEDS

2 ASSESSMENT

• LEARNING AND DEVELOPMENT PLANNING

3
 • LEARNING & DEVELOPMENT PROGRAM
4 DESIGNING

• LEARNING & DEVELOPMENT

5 RESOURCE PACKAGE DEVELOPMENT

• L&D PROGRAM DELIVERY

6 FLOW
• QUALITY ASSURANCE AND MONITORING
7
AND EVALUATION SYSTEM
 Sub- PMG PDC TEACHERS/NON-
system TEACHING
PERSONNEL
LDNA ▪Condu ▪ Reviews and ▪ Participate in
cts approves LDNA individual needs
needs plan, and directs assessments
assess the L&D PMG to activity.
proceed with the ▪ Prioritize
ment; conduct of the individual needs
LDNA assessment for
▪ Reviews and submission to
endorses LDNA PMG.
report to School
Head/Principal/SDS
for approval.
 How is LDNA
observed in your
office/school?
Why LDNA?
Learning Development Needs
Assessment
 The subsystem for determining
the L&D needs of teaching and
non-teaching personnel as basis
for identifying interventions
towards improving the quality of
teaching, learners’ performance
and office personnel's
performance.
LDNA
 Assesses employee
competency gaps
 Identifies learning
needs and
requirements

12
 establishes baseline data on
relevant personal, family, and
work-related circumstances
and their competency levels
as bases for identifying
responsive L&D interventions
and for tracking progress
towards desired levels of
proficiency.
PURPOSE OF
LDNA
It gives direction to
planning and
designing learning
interventions and
activities to close
competency gaps,
improve
performance, and
achieve
educational goals.
▸ LDNA must be conducted
as input to the annual L
and D Planning and
Budgeting process so that
key L and D Programs are
included in the concerned
office’s WFP

14
LDNA Methods
▸ Use combination of methods as appropriate
▹ Interview
▹ Questionnaire
▹ Observation
▹ Focus Group Discussion
▹ Key Consultation
▹ Documents review
▹ Tests
15
LDNA Tools
Method Tools
Interview Interview Guide
Questionnaire Questionnaire (with
scale)
Observation Observation
checklist/guide
Focus Group Discussion FGD Guide Questions
Documents review Checklist
Tests Test items and scoring
protocol
16
“If I had an hour to
solve a problem I'd
spend 55 minutes
thinking about the
problem and five
minutes thinking
about solutions.” 

Albert Einstein
17
 1.
Timeline
6.
Relevant 2. Levels
Documents

LDNA LDNA
GUIDELIN
GUIDELINES ES 3.
5. Element
Conduct s of
of LDNA 4. LDNA
Element Plan
s of
LDNA
Report
 ESAT-
RPMS
/SAT-
RPMS
LDNA
TIMELINE
ID
RPMS
P
Phase III
& IV
20
TIMELINE
 Individual Plan for Development is done
once a year using the ESAT/SAT
 when an employee assumes a position,
is promoted, is experiencing a
performance problem, or when there
are changes in management or
strategic priorities.
 individual LDNA is a basis for the
Individual Development Plan (IDP)
TIMELINE

 common learning needs are collated at the end of

the school year as basis for L&D planning,
designing, and delivery for a 1-to-3-year time
period
 LDNA Plan and Report is included in the Annual
Implementation Plan (AIP) which is adjusted at
the beginning of the school year/fiscal year
 LDNA Plan and the LDNA Report are bases for
monitoring whether the L&D interventions respond
to L&D needs at the end of a school year.
LEVELS OF LDNA

ORGANIZATION

GROUP

INDIVIDUAL
 at
“You will find th What is your
my greatest greatest strength
tI as an employee?
strength is tha
have no
”
weaknesses…

Artist: Naylor, Jim

 Individual LDNA
▸ Individual needs are identified through the
SAT-RPMS as well as other assessment and
data gathering methods.
▸ Part IV of the Individual Performance
Commitment and Review Form (IPCRF)-IDP
contains the identified individual learning
needs and development of action plan.
▸ The IDP is an input to the LDNA for the whole
organization

25
LDNA PREPARATION PROCESS

PMG prepares an LDNA

Individual L&D Needs Assessment
for Employees/Teachers
1.1. Review the IPCRF-RPMS with the
employee/teacher and identify strengths and
development needs.
1.1.1. Review and analyze employee/teacher’s
competencies using other performance data sources.

1.1.2. Review and analyze Classroom Observation

findings to see areas of learning needs that may
have been missed out.
1.1.3. Review and analyze the employees IPR
results to see areas of learning needs that may have
been missed out.
Individual L&D Needs Assessment
for Employees/Teachers
1.2. Focusing on the areas for development, analyze the
knowledge, skills, attitudes (KSA) or learning needs of
teachers by looking into other data sources as follows:
1.2.1. A list of KSA in each competency area to identify
KSA gaps of teacher.
1.2.2. Specific learning need (KSA) of employee/teacher
and support needed to be effective (non- learning need).
1.3. Endorse the findings to the PMG for consolidation
into the group LDNA Report. The Report will be an input
to L&D planning and designing.
Simplified Process for Individual LDNA
 TNA
IDP
30
 PART IV. DEVELOPMENT PLANS OF THE IPCRF (IPCRF-DP)
Strengths Development Action Plan (Recommended Developmental Timeline Resources Needed
Needs Intervention)

Learning Intervention
Objectives
A. Functional Competencies
KRA 1, Objective 3 KRA 1, Objective 3 Enrich skills Attend webinars, Learning and
To apply a range of To apply a range of in developing seminars and Development Team
teaching strategies to teaching strategies various training-
develop critical and to develop critical activities that workshops to Supervisors/School
creative thinking as and creative thinking will promote Equip myself Heads/ Master

P
well as other higher- as well as other with pedagogical Teachers

D
critical and

I
order thinking skill higher-order thinking skills to develop

le
creative activities that will Year-round Local Funds
skill

p
thinking promote critical

Sa m among my
students
and creative
thinking skills of
my students
PPST Resource
Package
 PART IV. DEVELOPMENT PLANS OF THE IPCRF (IPCRF-DP)
Strengths Development Action Plan (Recommended Developmental Timeline Resources
Needs Intervention)
Needed
Learning Intervention
Objectives
B. Core Behavioral Competencies
• Professionalis Innovation; Focus on Coaching HRTD Funds
Incorporating in
m particularly on personal the next in-
and Ethics conceptualizin productivity service
• Teamwork g to create training (INSET)
• Service “Out of the higher value the Regular
training on coaching
Orientation Box” and results
P
conceptualizatio In-service

le
h ID
• Results Focus ideas/approac n
of innovative and
training in
April and

a m p ingenious
methods
May

S and solutions
 GROUP LDNA
▸ The group learning needs may also be determined through
other assessment and data gathering methods.
▸ Group learning needs may also be identified through an
analysis of the employees/teacher’s demographic data and
individual profiles such as
 work assignment  interest  religion
 Gender  difficulty  ethnicity
 interconnectivity  disability  Age
 number and ages of children
distance of school from residence
 means of transportation from residence to school,
33
▸ E-SAT Demographic Summary
and other tools

Internet
connectivity, type
of connections,
service providers,
gadgets, etc..

34
Group L and D Needs Assessment
The key processes for a group level LDNA
are as follows:
▸ 2.1. Identify the purpose of the group level
LDNA, such as, but not limited to any of the
following:
▹ Identify groups that may be targeted for
LDNA
▹ Identify competency problems and learning
needs
▹ Identify common and unique learning needs
of employees/teachers
Group L and D Needs
Assessment
2.2 Gather and assess other
performance data.
2.3 Study Part IV of the RPMS to cull
out Individual Development needs and
employees demographic data of the to
focus the object and subject of the
LDNA identifying common and
unique needs for certain groups.
Group L and D Needs Assessment
2.4 Prepare an LDNA Plan
2.5. Prepare an action plan for LDNA conduct
▹ Identify the steps to be taken to conduct the LDNA.
▹ Identify who will do the steps and by when should it
be done.
▹ Identify the expected output of the step and
resources needed.
Group L and D Needs Assessment
2.6. Implement the LDNA plan
▸ Gather the data through the chosen method
▸ Analyze data by consolidating common learning
needs
▸ Assess data of groups to find out common
learning needs across groups
▸ Identify learning and non-learning needs.
Group L and D Needs Assessment
2.7. Report LDNA findings
▸ Prepare LDNA Report for approval of the
school head
▸ Approved report is used for the preparation
of the L&D Plan
Simplified Process for Group
LDNA
ORGANIZATIONAL LDNA
▸ Organizational learning needs result
from changes in strategic directions and
priorities requiring new or strengthened
competencies to implement
organization- wide reforms or programs.

41
ORGANIZATIONAL L & D
ASSESSMENT
3.1 Organizational LDNA is prompted by new
strategic priorities that require competencies to
implement organization-wide reforms or initiatives.

3.2 Initiatives usually emanate from the Central

Office and arise from national policy changes, such
as the shift to the K to 12 Basic Education Program.
ORGANIZATIONAL L & D
ASSESSMENT
3.3 It may also be done when an
organization/school is experiencing a problem and
immediate solutions are needed. Immediate data
gathering may be done to find out the causes of the
problem and identify groups with learning and
nonlearning needs.
3.4 Group LDNA and organizational LDNA have
similar processes and steps but differ in the scope of
assessment.
ORGANIZATIONAL L & D
ASSESSMENT
3.5 The main reference for organizational LDNA is
the performance requirements of new or future
roles. It may also look at performance gaps in
current roles that will be important in pursuing the
new organizational direction and will have to be
addressed.

3.6 Organizational/school LDNA makes use of the

same methodologies as group LDNA and usually
involves individual LDNA as well
Revisit the Organizational Anchors
FOCUS: ORGANIZATIONAL
ANCHORS
▸ Agency Vision, Mission, Core Values and
Strategies
▸ Quality Policy Statement
▸ Reform Agenda, Strategies and outcomes
DATA SOURCES
Strategic Plan, OPIF, BE-LCP, and other
data sources
OUTPUT
▸ Identify priority goals and outcomes for 45
Conduct Performance Analysis
• Assess performance of offices/agency
1 along performance indicators

• Identify factors that affect or could affect

2 the performance

• Isolate factors related to competencies

3
46
 Prioritizing Competency Gaps
▸ SERIOUSN ▸ URGENCY ▸ GROWTH
ESS ▸ How much POTENTIA
▸ What are the time does the L
current agency have ▸ What will
negative to address this happen if this
effects on before action is not
service targets becomes addressed?
and other irrelevant? ▸ Will this
objectives? ▸ Any set concern be
▸ On clients? deadline? bigger if not
▸ On attended
performance? immediately?
▸ On costs?
47
SUG Table
Identified Learning S U G Total Rank
Need (1-3) (1-3) (1-3) Rating

48
 ELEMENTS OF LDNA PLAN

BACKGROUND
AND
RATIONALE OBJECTIVES TARGET UNIT
AND OR JOB
GROUP
ASSESSMENT
FOCUS
IMPLEMENTATION
DETAILS
DATA
METHODOLOGIES REQUIREMENTS AND
AND TOOLS DATA SOURCES
 BACKGROUND AND
RATIONALE
Clearly presents the context
within which the LDNA is
conducted, purpose of the
conduct, and its importanceDATA REQUIREMENTS AND
DATA SOURCES
OBJECTIVES Describes the nature of
Clearly states what the relevant data to be gathered
and where these can be
LDNA aims to attain obtained
ASSESSMENT FOCUS.
TARGET UNIT Identifies the core emphasis
AND/OR JOB GROUP pertinent to performance
Identifies who are and/or competency areas,
involved in the LDNA including KSAs of teachers
/employees
METHODOLOGIES AND IMPLEMENTATION
TOOLS
DETAILS
Identifies an appropriate
combination of Specifies activities, persons
methodologies to obtain responsible, timelines,
needed data, the sampling resources, and budget
method, and tools to be needed
developed
Executive Deviations from
Summary. the LDNA Plan

Background Attachments
and ELEMENTS OF THE
Rationale LDNA REPORT
Conclusion
Objectives.
Assessment
Profile of results
Methodology
teachers
▸ Executive Summary
▹ Captures the objectives, key findings,
conclusions, and recommendations of the LDNA
▹ Background and Rationale
▹ Discusses the context within which LDNA is
conducted, and its importance.
▸ Objectives
▹ Refers to the objectives in the LDNA Plan.
▸ Methodology
▹ Discusses the processes and tools employed in
gathering data on the learning needs
▸ Profile of Employees/Teachers
▹ Assessment Results
Presents findings and data in a coherent manner:
■ Trends and patterns in the data are described
■ Competency gaps emerging from data are highlighted
■ Competency gaps are prioritized
■ Non-competency related factors that affect the
performance of the target group are isolated and
discussed
■ Charts, graphs, and other visual presentation of data
are used appropriately

▹ Conclusion
Highlights key findings, implications and provides insights or
information that need to be considered in planning and designing
Attachments
Includes relevant supporting
documents and information
LDNA plan
Templates, forms, worksheets
used
List of profile of respondents
Videos / pictures (if any)
others
CONDUCT OF LDNA
▸ The use of technology, such as online LDNA,
is recommended
▸ Safeguards for confidentiality in gathering,
recording, and disseminating data
▸ LDNA Plan provides mechanisms for
meaningful involvement of relevant
stakeholders
▸ LDNA Plan uses inclusive and bias-free
language
RELEVANT DOCUMENTS NEEDED
Sample data from consolidated e-SAT
Priority for
Level of Capability
Development
Objectives
Moderat Hig Very Lo Moderat Very
Low High
e h High w e High

Applied knowledge of
content within and across 18 30 22 20 15 25 25 25
curriculum teaching areas

Plan and deliver teaching

strategies that are responsive
to the special educational
needs of learners in difficult
circumstances, including
geographic isolation, chronic 27 37 26 0 0 28 30 32
illness, displacements due to
armed conflict, urban
resettlement or disasters;
child abuse and child labor
practices
Sample data from consolidated e-SAT
Frequency of
Core Behavioral Competencies Responses
(N=90)
Achieves results with optimal use of time
27
and resources most of the time.
Makes personal sacrifices to meet the
90
organization’s needs.
Willingly does his/her share of
17
responsibility.
Uses ingenious methods to accomplish
responsibilities. Demonstrates
52
resourcefulness and the ability to succeed
with minimal resources.
 Step Teacher prepares her IDP using
1 the following sources to validate
her L&D Needs:
learners performance
Teachers outputs
Teacher assessment result
Classroom observation tool rating

Teacher submits
her IDP to the
leader of the sub-
group Step
2
 Step
3 The core group
consolidates for
inclusion in the
organizational LDNA

PMG ,PDC Consolidate

per department and
generate the
Organizational LDNA
Step
4
Sample LDNA Plan

61
LDNA PLAN SAMPLE
Learning and Development Needs Assessment (LDNA) Plan for Groups

School/Functional Unit: ______________________

I. Background and Rationale

▸ Learning outcomes depend on numerous factors but to a great degree on the ability of
teachers to teach effectively
▸ In order to teach effectively, teachers need to continuously develop their professional
competencies
▸ Teacher professional development can be responded to through an array of learning
interventions
▸ However, learning interventions will only be effective if it addresses directly a teacher’s
learning need
▸ This is a plan for the conduct of a learning needs assessment/validation of learning needs
for all teachers of _____ School.
II. Objectives
This LDNA seeks to
▸ Identify groups with gaps in teaching
competently (performance need)
▸ Identify learning needs (gaps in
knowledge, skills and attitudes) of such
groups
▸ Identify common and unique learning
needs for the purpose of developing
individual and group learning
interventions.
III. Data Gathering Methods and Tools

A. Identify Groups with teaching competency problems and

their learning needs
a. Document Review
▸ Individual Development Plans
▸ Individual LDNA
▸ Teacher Profile
▸ Learning Performance of Students
▸ Classroom Observation Tool (COT) – Comments and Ratings
▸ PPST Competency Assessment Tool (e-sat)
b. ­Interview with the School Head/Department Head/ Master
Teachers /Key teacher to identify/validate KSA requirements
of each PPST competency (Annex D)
B. Validation of the findings of the Document
Analysis and Demographic Profile
▸ Interviews or FGDs may be done to
validate and prioritize findings from
document analysis and demographic profile
analysis on the learning needs of groups.
▸ Identify common and unique learning
needs of groups of teachers
▸ This will include subject area/ content
difficulties of math and science teachers.
IV. Data Analysis

A. Identify Groups with teaching competency problems and their

learning needs

a. Document Review
▸ Teacher Profile – Demographic profile of the school’s teacher
population will be analyzed to identify some factors that may have
impact on their continuing professional development. Examples are:
● The age group of the teachers
● The academic background of the teachers
● Exceptionalities or special needs
● Family life stage
● Distance of school from residence
 ▸ Quantitative analysis in terms of
frequency count and percentage will
be used to identify where most
teachers are in a range of
demographic factor.
20-25 26-30 31-35 36-40 41-55 56-60 61-65 Total
5 25 28 22 15 10 3 108
4.63% 23% 26% 20.37 14% 9% 3% 100%
%
▸ Data above shows that almost half of the
teachers are between 31 to 40 years of
age. This will be matched with their
family life stage to see if they have
families and dependent children. FGD
with this group is needed to find out their
challenges when it comes to their
professional development considering
they have to balance work and family life.
Solutions for learning interventions may
also be explored during the FGD.
▸ Learning Performance of Students –
indicators on student performance specially
in math, science in the formal system and
in the ALS will be gathered to identify
teachers with possible teaching difficulties
(teacher made test or standardized test
materials-NAT, SDO tests)

▸ PPST Competency Assessment Tool – (e-

SAT) -result of the e-SAT will be analyzed
to identify areas of low competence
 ▸ Classroom Observation Feedback and
Ratings – classroom observation sheets
accomplished by School Head or Master
Teacher /key teacher will be content
analyzed for areas of learning needs of
teacher being observed.
 
▸ Findings from all of the above will be
analyzed to find groups of teachers with
teachers’ competency problems and their
learning needs.
 b. Interview with the School Head/
Master Teachers/Key Teacher to
identify KSA requirements of each
PPST competency
▸ School Head and Master Teachers/Key
teacher will be interviewed to get their
perspective of the KSA requirement of
each PPST competency.
▸ They will also be asked to validate the
findings in the document review
regarding the teaching problems of
certain groups of teachers.
B. Assessment of each teacher on gaps in
KSA in each competency area
▸ As follow up of the PPST self-
assessment too (e-SAT) teachers will
answer an instrument that identifies
KSA needed in a competency area. This
is to measure gaps in Teacher’s KSA
along each competency area.
Quantitative data analysis will be used.
C. Identify common and unique learning
needs of teachers
a. For each group classified as having a learning
need (e.g. Math, Science, ALS Teachers,
teachers according to length of service, family
life, etc.) the common and unique learning
needs are identified. Quantitative and qualitative
analysis will be done
b. Assessment of each teacher on gaps in KSA
in each competency area will be analyzed to
identify common and unique needs. Qualitative
data analysis will be used.
V. Persons Involved
The following will participate in this
LDNA
▸ School Head – provide support and
resources for the study and data on the
learning needs of teachers
▸ Master Teachers/key teachers – provide
data on the learning needs of teachers
▸ Teachers – participate in the data
gathering activities as source of data
VI. Resources Needed
▸ Time and presence of the PDC to approve and guide
the study
▸ Time and availability of the Program Management
Team (PMT) to conduct the study
▸ A conference table or room for PMT to work in
▸ Computer and Printer
▸ Internet
▸ Budget for reproducing data gathering instruments,
▸ Budget for snacks for at least 3 meeting with the
teachers (to communicate the conduct of LDNA, to
do data gathering, to present findings of the study)
VII. Findings
A. Priority Groups, Competency Gaps –
Priority groups and their competency
gaps will be identified
B. Common and Unique Learning Needs
per group will be presented
C. Non-learning needs – areas to support
teacher’s ability to teach will also be
identified
Templates

77
 LDNA Action Plan Template
Persons Resources Expected
Activities Objectives Responsi Timeline Needed Output
ble
     
Facilitate By the end of
the October
organizatio 2021,the
n of the school would School Computer *Approved
PDC and have Head 1st week of and designation
PMG organized the October printer  of PDC and
School PDC 2021 Printing PMG
and PMG supplies
       
Orient the By the end of PDC 3rd Week of Computer  Conducted
PDC and October PMG October and orientation
PMG about 2021,the 2021 printer  about L and D
the L&D school would Printing System
System have supplies
organized the Internet
School PDC connectivit
and PMG y

78
LDNA Report Template
EXPECTED OUTPUTS
OUTPUTS LDNA PLAN
FOR LDNA REPORT
SUBSYSTEM (Soft and hard copies)
2 (LDNA)
DATE OF OCTOBER 20, 2021
SUBMISSION (Note: Drop your soft copies
in the Google Drive)
IN-CHARGE RONALD GAMBOSA &
MAVE GUTIERREZ
(HRTDO)
“In order to build a
rewarding employee
experience, you need to
understand what matters
most to your people.”
– Julie Bevacqua 
Thank
You!
83