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  • The resources shared in this Portal were developed by a large group of volunteers. Every effort has been made to contact potential copyright owners. If any have been inadvertently overlooked, we will be pleased to make the necessary arrangements at the first opportunity.

    The Trainer Resources Portal has been co-sponsored by the Eumetcal Programme, with additional generous donation of time by WMO/CGMS VLab and EUMETSAT, as well as other WMO training partners. 

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  • Competency II

    Identify learning needs and specify learning outcomes

    Training resources available in this section focus on the importance of clarifying job competencies and identifying training needs, including resources that present processes for doing these tasks. Also in this section you will find resources to help you to write measurable learning outcomes that address the needs, and how you can use these to drive your choice of learning activities and assessment approaches. 


    • Download all resource files in Competency II

    • Readings

    • The Role of Learning Needs

      Learning Needs are those gaps in knowledge and skill that must be addressed for individuals to be fully competent. This document describes how training requirements are determined by Organizational Goals, Organizational Resources, and the required Job Competencies, and that the quality of training can be measured, ultimately, by how it impacts the ability of the organization to meet its goals.

    • What do competency frameworks mean for training providers?

      This resource explains why WMO technical commissions have been developing competency frameworks for many of the service areas of an NMHS, and what changes in practice they call for in the delivery of training services.

    • Training Needs Assessment

      Training Needs Assessment is the process of determining when and what training is required. It can also indicate what training is of highest priority. A recommended process for Training Needs Assessment is outlined, including sources of data and data collection methods.

    • Learning Outcomes Defined

      Learning outcomes describe what teachers and trainers intend learners to achieve during any particular education or training event. This document explains the reasons for documenting the intended learning outcomes and the importance of writing them in terms of tasks that can be assessed to demonstrate knowing, understanding, and ability to apply skills.

    • Taxonomies of Learning Outcomes

      Taxonomies of Learning Outcomes are systems that help to distinguish learning outcomes based on the cognitive skills required and their level of complexity. This resource describes how to apply Bloom's Taxonomy for defining more complex learning outcomes and assessment approaches, presenting examples from teaching Numerical Weather Prediction to weather forecasters.

    • Think-Do-Feel Table

      The Think-Do-Feel table helps to reflect upon and record what the trainer would like learners to achieve during training. It  describes how the trainer wants the learners’ thoughts and attitudes toward a particular topic or job task to change from before the course to after it. This is a good tool to use in the planning stage of a course.

    • Templates

    • Writing Learning Outcomes - Exercise Template

      This exercise can be used in many ways, both online and in a classroom, in large or small groups, or individually. It works particularly well in collaborative writing exercises, when a shared document can be edited by all course participants. The list can grow as long as participants have ideas to add. As they view each others' ideas, they can also comment and suggest revisions to enhance the benefit of the exercise.

    • Think-Do-Feel Table Template

      This is a template to help you in using the Think-Do-Feel table. The questions in the table will guide you to determine the changes you would like to take place. Three reflection questions also help you consider how you can bring about the intended changes.

    • Examples

    • Think-Do-Feel Table Examples

      A collection of examples is presented in this document showing the application of the Think-Do-Feel Table. Some of these are real examples, others were created to show the wide application of this tool.

    • Needs Assessment Example 1: Competency Needs of CMO Members

      This needs assessment was conducted in 2011 by the Caribbean Institute for Meteorology and Hydrology (CIMH). The assessment included a survey, which was sent to the national directors of the Caribbean Meteorological Organization (CMO) to determine which of the first and second level Aeronautical Meteorology competencies most needed development. The full assessment also included discussions with regional aeronautical forecasters and instructors from CIMH.

    • Needs Assessment Example 2: RA-IV Needs Assessment Descriptions and Questions

      This example presents a needs assessment survey that was implemented in RA-IV in 2016. Its scope is very broad, covering service areas such as general forecasting, aviation services, tropical services and climate services. Different sets of questions were designed for forecasters and managers, and the gathering of data also included interviews.

    • Needs Assessment Example 3: Learning Needs for Using Moodle

      Example 3 is a needs assessment survey that was used to help the planning for a self-directed Moodle course for trainers. The survey was distributed to trainers from all WMO Regional Associations in 2014.