INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,

MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)

ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XII, December 2025

Training Needs Among Barangay Service Point Officers (BSPO)

Jennibeth A. Cañete

Local Government Unit- Baybay City, Leyte

DOI : https://doi.org/10.51583/IJLTEMAS.2025.1412000017

Received: 13 December 2025; Accepted: 20 December 2025; Published: 27 December 2025

ACKNOWLEDGMENT

This study would not have been materialized without the help and support of the following individual who are a

great source of inspiration in pursuing this thesis. The researcher would like to express her utmost appreciation

to the following:

To the Lord God Almighty, for giving the courage and strength to finish this research study successfully. The

hindrances and challenges were overcome through His guidance and presence. Thus, the research study was

fully crafted;

To Dr. Yolanda C. Sayson, Graduate School Dean, University of Cebu, for giving the researcher the opportunity

to go beyond the things that can benefit her towards her growth and future endeavors. The belief and trust she

gave served as her inspiration to pursue and finish the study despite many hurdles;

To Ms. Piluchi Victorina M. Villegas, research adviser, for guiding the researcher in every step towards the

completion of this research work. Thank you for sharing your exemplary research knowledge and skills;

To the panel of examiners, Ms. Maria Estella P. Cabataňa, Dr. Helen C. Estrella and Ms. Marijo V. Garcia, for

sharing their expertise in the field of research during the final defense. Thank you for providing the researcher

needed insights for the betterment and enhancement of this research work;

To the Department Heads of the pilot testing environment and actual research environment, for giving the

researcher the permission to conduct the research process; and

To the BSPO respondents, who provided vital information during the data gathering process, the results and the

conclusion made from this study would not have been feasible without your participation.

The Researcher

DEDICATION

I genuinely dedicate this research paper to my family who stands as my support system in crafting the paper

through the process. They helped me to become motivated, inspired as I went through different phases of

struggles;

I also dedicate this research paper sincerely to my professor and university, for giving me the opportunity to

explore and expand my horizon in discovering things. As the good professionals enlightened me with the process

and understanding of the needs vital in completing this study;

Above all, I dedicate this research study to our Almighty God, His presence filled my journey in crafting the

paper with hope and motivation. Imparting myself in introducing new knowledge and understanding to the

community is a good opportunity that was given to me by the creator.

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ABSTRACT

The needs of employees in the workplace, including those in healthcare organizations, have been universally

regarded as important driver that steer many institutions toward organizational improvement and development.

Training needs assessment in the workplace is generally important for any organization as it helps determine

gaps, which can manifest in terms of employee knowledge, practice or skill, that are preventing the organization

from reaching its desired goals. This study assessed the training needs of barangay service point officers in

Baybay City, Leyte, using a descriptive correlational research design. A researcher-made questionnaire was used

to obtain the profile and assess the training needs of the 110 research respondents.

Majority of the respondents are between the ages of 50 to 59 years old, female, married, high school graduate,

have 5 years and above length of service, and have attended training on responsible parenthood and family

planning and mothers’ class. Overall, the respondents needed training in terms of knowledge and skills. In terms

of the specific training needs, the respondents perceived indicators in knowledge improvement training on

various family planning methods, mechanism, effectiveness, and misconceptions; teaching and client education

methodologies, and creation and development of effective educational materials as highly needed. For skills

improvement training, effective use of communication techniques, effective use of client teaching strategies, and

culture competence and sensitivity training were found to be highly needed. In general, there is no significant

relationship between the

profile of the respondents and their training needs.

The current study adds to the understanding of the different training needs of barangay service point officers in

terms of their knowledge and skills. The findings offered insights on the importance of continuous capacity-

building, which not only addresses current gaps but also prepares BSPOs to adapt to evolving healthcare needs.

This initiative advances the goal of providing high-quality, accessible healthcare to all community members,

ensuring that services are both responsive and sustainable.

Keywords: Training Needs, Barangay Service Point Officers, BPSO, Knowledge, Skills, Baybay, Leyte,

Philippines.

INTRODUCTION

Rationale

The needs of employees in the workplace, including those in healthcare organizations, have been universally

regarded as important driver that steer many institutions toward organizational improvement and development.

McGoldric and Tobey (2016) explained that needs assessment is an essential component of the planning process

and is often used by managers and administrators for employee improvement, education and training, service

quality assurance, program decisions and policy development. Needs assessment is effective in providing clarity

to organizational dilemmas and in recognizing appropriate solutions and interventions (Budie et al., 2019).

According to Christensen et al. (2018), needs assessment in the workplace is generally important for any

organization as it helps determine gaps, which can manifest in terms of employee knowledge, practice or skill,

that are preventing the company from reaching its desired goals. Knowing what is working well and what needs

to be changed is crucial in progressing effectively towards organizational goals and making an organization

successful. Needs assessment addresses these different concerns from different levels down to individual

members of an organization and are particularly useful to arrive at a plan with specific actions for improvement.

In healthcare organizations, needs assessment of employees plays a vital role in ensuring that crucial workplace

needs of healthcare professionals are addressed to consequently ascertain optimal workplace performance among

healthcare personnel (Sadatsafavi et al., 2015). According to Bibi (2019), healthcare organization personnel

often face job burnout and failure of healthcare organizations in recognizing the fundamental needs of its

manpower will likely results to detrimental employee non-performance, work disinterest and demotivation, often

leading to employee attrition. The author also stressed the vital role of employee needs assessment in healthcare

organizations as neglect to observe such will have significant negative impact on patient care.

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ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XII, December 2025

In an attempt to gain a broader understanding of the importance of needs assessment among barangay service

point officers, the researcher conducted a preliminary literature review through online search engines and found

very few studies related to needs assessment in the workplace and only one published study pertaining to

barangay service point persons. Moreover, there were no literature found specific on needs assessment of

barangay point persons. Narrowing the search to identify related studies conducted in the Philippines and in

Leyte using Boolean operators, indicating keywords such needs assessment, barangay service point person,

barangay health workers, employee needs, healthcare personnel needs assessment, and workplace needs

assessment, the researcher found no published studies previously done to in this regard. The researcher of this

study finds the literature gap a very important prompt to conduct this study.

In an informal conversation made by the researcher among different barangay service point officers in the City

Health Office that she is affiliated with, the researcher observed that many barangay service point officers have

expressed workplace needs such as the need for further skills training, continuing education, engagement and

motivation, career progression and personal development. These needs are yet to be addressed by both the

barangay and city health offices. The researcher also observed that the city health office, is yet to establish

comprehensive organizational processes and protocols solely for the improvements of barangay service point

persons’ functions. This could be the primary reason why these expressed needs remained uncontemplated. With

these observations, the researcher, who is one of the supervising personnel of the barangay service point persons,

and a nurse by profession, deems it necessary to investigate on the needs of these healthcare frontliners. The

researcher believes that it is rudimentary to conduct such study that will validate the needs of these employees

through a comprehensive needs’ assessment. Moreover, it is the intention of the researcher to develop an action

plan to address the varied needs of the barangay service point officers based on the findings of the study.

THEORETICAL BACKGROUND

This study is anchored on the Theory of Needs Assessment by Watkins et al. (2012) and supported by the

Expectancy Theory of Vroom (1964) and the Taxonomy of Social Needs by Bradshaw (1972).

The Needs Assessment Theory by Watkins et al. (2012) is a systematic process used by organizations to identify

gaps between current achievements and desired accomplishments in order to determine priorities, make

organizational improvement and allocate resources. Needs, according to the theorists, are simply the differences

between one’s current achievements and desired accomplishments, thus, needs most commonly represent

discrepancies, often deficits between one’s ambitions and the results of current performance (Altschuld et al.,

2018). The proponent of the theory further explained that needs assessment can help improve the quality of

decisions thus leading to improvements in performance and the accomplishment of desired results. Two basic

principles of the theory suggest that needs assessment is substantially different from evaluation and that it rely

on a different knowledge-base and perspective from evaluations (Altschuld & Watkins, 2014).

Needs Assessment direct improved results. Improving results, that is, moving from current to desired

performance is typically a worthwhile and valuable effort. Improvement efforts routinely bring about benefits

for an organization, and they likewise change lives. Improving performance isn’t just about improving

productivity; it can also lead to increased job satisfaction, longer retention, improved quality of life for

employees and others, reduced stress, new social networks, retained knowledge, creative and innovative

thinking, and numerous other benefits that influence the individuals who make up an organization (Watkins et

al. 2012). The value of improving employee ability to achieve results does not end with the organization as

clients, partners, and society at large can all benefit with the accomplish desired results (Trotman, 2020).

The Theory on Needs Assessment elaborated that needs assessment is incorporated in the General Performance

Improvement Framework which posits five steps to achieving employee performance improvement. These steps

include assessing, planning, acting, monitoring and evaluating. With reference to the framework, assessing

involves identifying needs as gaps between current and desired results. It also entails analyzing needs and

potential solutions and deciding which course of action will be best to achieve the desired results. Planning

involves designing and defining the process that ascertains the achievement of the desired results. It also

quantifies and qualifies achievement through goal setting. Acting means implementing the defined processes

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and course of action. Monitoring means ensuring that the planned course of action is consistently implemented

while measuring, learning and improving the process throughout the course of its implementation. Lastly,

evaluating means measuring and reporting whether the desired results are achieved based on the objectives set

during goal setting (Watkins & Kavale, 2014).

Within a performance improvement framework, needs assessments play a critical role in starting the

improvement process. Assessments inform future decisions; at the same time, they are informed by the results

of past decisions. Needs assessments thereby link together past and future performance, guiding decisions

throughout the improvement effort (Watkins & Altschuld, 2014).

The Expectancy Theory by Vroom (1964) postulates that an individual will behave or act in a certain way

because he is motivated to select a specific behavior over others due to what he expects the result of that

selected behavior will be. Such motivation is influenced by needs. This theory explains that individuals can be

motivated towards goals if they believe that there is a positive correlation between efforts and performance, the

outcome of a favorable performance will result in a desirable reward, a reward from a performance will satisfy

an important need, and/or the outcome satisfies their need enough to make the effort worthwhile (Purvis et al.,

2015).

The theory is based upon the three beliefs which include valence, expectancy and instrumentality. Valence refers

to the emotional orientations people hold with respect to outcomes or rewards. This refers to the depth of the

want of an employee for extrinsic reward such as money, promotion, time-off, and other benefits or intrinsic

rewards such as job satisfaction. It is important that management must discover what employees value.

Expectancy relates to expectations. Employees have different expectations and levels of confidence about what

they are capable of doing thus management must discover what resources, training, or supervision employees

need. Instrumentality refers to the perception of employees as to whether they will actually get what they desire

even if it has been promised by a manager. Management must ensure that promises of rewards are fulfilled and

that employees are aware of that. Vroom suggests that an employee's beliefs about Expectancy, Instrumentality,

and Valence interact psychologically to create a motivational force such that the employee acts in ways that

bring pleasure and satisfaction (Rehman et al., 2019).

Vroom (1964) suggested that the relationship between people's behavior at work and their goals was not as

simple as was first imagined by other scientists. Vroom realized that an employee's performance is based on

individual factors such as personality, skills, knowledge, experience and abilities. The theory suggests that

although individuals may have different sets of goals, they can be motivated if they believe that: (a) there is a

positive correlation between efforts and performance; (b) favorable performance will result in a desirable reward,

(c) the reward will satisfy an important need; (d) the desire to satisfy the need is strong enough to make the effort

worthwhile (Lloyd & Mertens, 2018).

When applying Expectancy Theory to training needs, organizations must ensure that each component is

addressed to maximize employee motivation for training programs. Organizations should conduct thorough

assessments to identify skill gaps and training needs. This can be done through performance reviews, employee

surveys, and task analyses. Understanding these needs ensures that training programs are relevant and targeted.

Training should be designed to be achievable and aligned with employees’ current skill levels. By providing

clear learning objectives, necessary resources, and support, organizations can enhance employees' belief in their

ability to succeed in the training (high expectancy). Offering pre-training sessions, mentorship programs, and

continuous feedback can help boost employees’ confidence in their abilities, thereby increasing expectancy.

To ensure instrumentality, employees must see a clear connection between training and improved job

performance. Organizations should communicate how the skills acquired from training will help employees

perform their tasks more effectively and efficiently. Moreover, there should be a transparent and reliable system

for rewarding employees who successfully complete training programs and apply their new skills. Rewards can

include promotions, salary increases, recognition, and career advancement opportunities. Managers and leaders

should consistently reinforce the importance of training and its impact on career growth, ensuring that employees

trust that their efforts will be recognized and rewarded.

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In terms of increasing valence, organizations should take the time to understand what motivates their employees.

This understanding can be gained through surveys, interviews, and informal conversations. Knowing what

employees value helps tailor rewards to their preferences, making training more attractive. Valence can be

increased by offering rewards that are meaningful to employees. For some, this might be financial incentives,

while for others, it could be flexible working hours, additional leave, or professional development opportunities.

Ensuring that training programs align with employees’ career aspirations can significantly increase the perceived

value of training. When employees see that the skills they are developing will help them achieve their personal

and professional goals, they are more likely to engage fully in the training.

To effectively apply Expectancy Theory to training needs, organizations should adopt a strategic approach.

Conducting comprehensive needs assessments to identify specific training requirements. This helps in designing

relevant training programs that address actual skill gaps and performance issues. Establishing clear, achievable

goals for training programs. Employees should know what is expected of them and how the training will help

them meet these expectations. Providing the necessary resources, including time, materials, and support, to

ensure that employees can engage in training without undue stress or distraction. Implementing robust feedback

mechanisms to track progress and provide ongoing support. Feedback helps employees understand how they are

doing and what they need to improve, reinforcing their efforts and boosting expectancy. Developing and

communicating clear incentive programs that reward successful completion and application of training.

Incentives should be meaningful and aligned with what employees’ value.

In summary, Expectancy Theory offers a powerful framework for understanding and enhancing employee

motivation, particularly in the context of training. By addressing the components of expectancy, instrumentality,

and valence, organizations can design training programs that not only meet the identified needs but also motivate

employees to engage fully and apply their new skills effectively. This leads to improved performance, greater

job satisfaction, and overall organizational success. By strategically applying Expectancy Theory, organizations

can ensure that their training initiatives are not only effective but also valued by their employees, creating a win-

win situation for both parties.

A very substantial theory that supports this study is the Social Needs Theory or the Taxonomy of Social Needs

by Jonathan Bradshaw (1972). According to the theory, the concept of social need is inherent in the idea of social

service. The history of the social services is the story of the recognition of needs and the organization of society

to meet them. The theory explained that there are four types of needs: normative, felt, expressed, and comparative

needs.

Normative need, in the seminal work of Bradshaw (1972), is that which the expert or professional, administrator

or social scientist defines as need in any given situation. A ‘desirable’ standard is laid down and is compared

with the standard that actually exists. For example, if an individual or group falls short of the desirable standard

then they are identified as being in need. A normative definition of need is in no sense absolute. It may not

correspond with need established by other definitions. Normative standards change in time both as a result of

developments in knowledge, and the changing values of society (Payne et al., 2014).

Felt need is need equated with want. When assessing need for a service, the population is asked whether they

feel they need it. Felt need is, by itself, an inadequate measure of ‘real need’. It is limited by the perceptions of

the individual, whether he knows that there is a service available, as well as a reluctance in many situations to

confess a loss of independence. On the other hand, it is thought to be inflated by those who ask for help without

‘really needing it’ (Onyenemezu & Olumati, 2014).

Expressed need or demand is felt need turned into action. Under this definition total need is defined as the need

of those people who demand a service. One does not demand a service unless one feels a need, but on the other

hand, it is common for felt need not to be expressed by demand. Expressed need is commonly used in the health

services where waiting-lists are taken as a measure of unmet need (Verdecias et al., 2020).

Lastly, comparative need by this definition is a measure of need is obtained by studying the characteristics of

the population in receipt of a service. For example, if there are people with similar characteristics not in receipt

of a service, then they are in need. This definition has been used to assess needs both of individuals and areas.

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A need established by this method is the gap between what services exist in one area and what services exist in

another, weighted to take account of the difference in cause. This is an attempt to standardize provision, but

provision may still not correspond with need (Payne et al., 2014).

Training needs assessment is a crucial step in the development and implementation of effective training programs

within any organization. It involves systematically identifying the gaps between current performance and desired

performance levels, thereby pinpointing the specific areas where employees require additional knowledge, skills,

or competencies. This process ensures that training efforts are targeted, relevant, and aligned with both individual

and organizational goals, leading to enhanced productivity, employee satisfaction, and overall business success

(Brown, 2012).

Conducting a training needs assessment is essential for several reasons. Firstly, it helps in the efficient allocation

of resources. By identifying the precise areas where training is needed, organizations can avoid the waste

associated with generalized training programs that do not address specific performance issues. This targeted

approach ensures that time, money, and effort are invested in the most impactful areas (Robert & Mori, 2024).

Secondly, a thorough assessment aligns training initiatives with organizational objectives. Understanding the

strategic goals of the organization and how each employee’s role contributes to these goals allows for the

development of training programs that support and drive these objectives. This alignment ensures that employees

are equipped with the skills necessary to meet the evolving demands of their roles and the organization’s future

direction (Machado et al., 2021).

Several methods can be employed to identify training needs effectively. Surveys and Questionnaires are widely

used to gather information from employees about their perceived training needs. These tools can provide insights

into areas where employees feel they lack proficiency or require further development (Alsayed et al., 2024).

Interviews and Focus Groups offer a more in-depth understanding of training needs by allowing for open-ended

discussions. These methods can uncover nuanced issues and provide a platform for employees to express their

views and concerns about their training requirements. Performance Appraisals and Skills Assessments are

critical tools for objectively identifying gaps in performance. By comparing an employee’s current performance

against established standards and job requirements, organizations can pinpoint specific skills that need

enhancement. Observation and job Analysis involve directly examining the tasks and activities performed by

employees to identify areas where efficiency or effectiveness can be improved through training. This method

ensures that training is grounded in the actual demands and challenges of the job. Once training needs have been

identified, the next step is to design and implement training programs that address these needs effectively. This

involves selecting appropriate training methods, such as workshops, e-learning, on-the-job training, or

mentorship programs, depending on the nature of the skills to be developed and the learning preferences of

employees (Alsayed et al., 2024).

Customization is key to the success of training programs. Tailoring training content to the specific needs of

different employee groups ensures relevance and engagement. For example, technical skills training might be

required for IT staff, while leadership development programs may be more appropriate for managerial positions.

Continuous Evaluation and Feedback mechanisms are essential to ensure that training programs remain effective

and responsive to changing needs. Regularly assessing the impact of training on performance and seeking

feedback from participants can help in refining training programs and making necessary adjustments (Drăghici

et al., 2021).

Addressing training needs effectively brings numerous benefits to both employees and organizations. Employees

gain enhanced skills and knowledge, which can lead to increased job satisfaction, motivation, and career

advancement opportunities. For the organization, a well-trained workforce translates into improved

performance, higher productivity, and a competitive edge in the market. Moreover, addressing training needs

fosters a culture of continuous improvement and learning within the organization. Employees are more likely to

embrace change and innovation when they feel supported in their professional development. This culture not

only enhances employee retention but also attracts top talent who seek growth opportunities (Jehanzeb & Bashir,

2019).

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Training needs assessment among frontline healthcare workers is critical for ensuring that these essential

employees possess the necessary skills, knowledge, and competencies to deliver high-quality patient care.

Frontline healthcare workers, including nurses, medical assistants, and community health workers, are often the

first point of contact for patients and play a crucial role in the healthcare delivery system (Czabanowska &

Rodríguez Feria, 2023).

Frontline healthcare workers must keep up with the latest medical knowledge, technologies, and best practices.

A training needs assessment helps identify specific areas where workers need skill enhancement, ensuring they

are equipped to provide the best possible care. Assessing training needs ensures that all workers meet the required

standards of care. This helps in maintaining consistency in the quality of care provided across different healthcare

settings. Healthcare is a highly regulated field. Regular training needs assessments help ensure that frontline

workers are up-to-date with the latest regulations and guidelines, thus ensuring compliance and avoiding legal

issues (Mohamed et al., 2024).

The healthcare landscape is continually evolving, with new diseases, treatments, and technologies emerging. A

thorough training needs assessment allows healthcare workers to stay prepared for these changes and adapt

swiftly to new health challenges. Moreover, by identifying and addressing gaps in knowledge and skills, training

needs assessments help reduce the likelihood of medical errors, which can significantly impact patient safety.

Well-trained healthcare workers are more likely to provide accurate diagnoses, effective treatments, and better

overall patient care. This directly contributes to improved patient outcomes and higher satisfaction rates (Raeisi

et al., 2023).

Training needs assessments can identify the need for cultural competence training, ensuring that healthcare

workers can effectively communicate with and care for diverse patient populations. This leads to better patient

experiences and more equitable care. By identifying training needs, healthcare organizations can create career

development pathways for their frontline workers. This not only enhances the skills of the workforce but also

increases job satisfaction and retention. Investing in training shows employees that their professional growth is

valued. Engaged employees are more likely to stay with their employer and contribute positively to the

workplace environment (Govere & Govere, 2019).

Training needs assessment helps in the efficient allocation of training resources by identifying the specific areas

where training is most needed. This ensures that training efforts are focused and effective. By pinpointing exact

training requirements, organizations can avoid unnecessary training expenditures and invest in programs that

deliver the most significant return on investment in terms of improved performance and patient care. Conducting

a training needs assessment among frontline healthcare workers is essential for maintaining a competent,

adaptable, and satisfied workforce. It ensures that healthcare workers have the necessary skills and knowledge

to provide high-quality care, meet regulatory requirements, and adapt to new health challenges. Additionally, it

supports workforce development, enhances patient safety and satisfaction, and optimizes resource allocation.

Ultimately, a systematic approach to identifying and addressing training needs is crucial for the sustained success

and improvement of healthcare services (Czabanowska et al., 2023).

Training needs assessments have become a fairly common business practice. Consequently, the term needs

assessment has taken on several definitions and has led to a number of related process models or approaches.

Gap analysis, needs analysis, and performance analysis are occasionally used as synonyms for needs assessment,

yet they are more frequently and more accurately defined as needs assessment tools. Other tools such as strategic

planning, focus groups, and multi-criteria analysis have also been borrowed and customized from other

disciplines to improve our ability to inform decisions. By applying these tools, needs assessments have arguably

become part of the science in the art and science of many business decisions (Watkins et al., 2012).

Many employees have probably read needs assessment reports, although they may not be potentially aware that

it is needs assessment. Or they may even have participated in related processes such as a survey or an interview

used to inform a pending decision. Although such reports can provide valuable contexts for understanding the

needs assessment, there are a number of foundational constructs and relationships that are useful in better

understanding the use of needs assessments to achieve desired results (Stefaniak et al., 2015).

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Needs assessments are very familiar processes. It can manifest within less-formal, nonsystematic processes that

are heuristics within many decision-making models. Although potentially less familiar, the more formalized and

systematic needs assessments are also, however, common in most organizations. What differentiates the

systematic needs assessments is its focus on improving performance (Long et al., 2019).

A needs assessment is simply a tool for making better decisions. From choosing a new car or finding a house to

call home, to selecting an appropriate HIV/AIDS intervention or determining when training will build

institutional capacity, needs assessments are used to make informed personal and professional decisions (Gupta

et al., 2014).

Kaufman and Guerra-López (2013) defines a needs assessment in terms of gaps in results. From a performance

perspective, this definition offers two useful formulas for assessing needs. In the first formula, needs are gaps

between current results and desired results. The size and importance of the gaps can then be compared to inform

one’s decisions. This definition also provides a second formula for prioritizing needs. According to the

definition, needs are prioritized through the comparison of (a) costs associated with addressing the needs (or

closing the gap) and (b) costs associated with not addressing the needs (or leaving the gap). This comparison is

the foundation for moving beyond merely identifying problems or opportunities, thereby offering an approach

for using information about the needs to make decisions about what to do next (Watkins & Kavale, 2014).

Needs are simply the differences between current achievements and desired accomplishment. They are the basic

gaps between current and desired performance. Once a need is defined and its priority is set for employees and

the organization, stakeholders would want to look at all of the possible activities that could be done to improve

performance and reach the desired goal. Alternatives for improving performance can be systematically examined

and justified based on criteria related to the results to be achieved. When the need is defined in terms of gaps in

results, manager can consult at different ideas to determine which idea or ideas will best achieve the desired

results. When need is defined in terms of results to be accomplished, one can compare differing combinations

of these activities to determine where the knowledge, skills, and resources of your organization can best be

applied and can partner with other organizations to fill in the remaining gaps (Watkins et al., 2012).

Just like in any organization, healthcare institutions have evident needs that spans across the organization. There

are observable needs for established processes, need for a distinct organizational flow, needs for technology

advancement and many more. Undeniably, the most important resource in all healthcare organization is its

human resource. And the necessity to provide for the needs of its workforce becomes its prime concern in order

to ensure continuing effective and efficient delivery of healthcare services (World Health Organization [WHO],

2016).

Health professionals play a central and critical role in improving access and quality health care. They provide

essential services that promote health, prevent diseases and deliver health care services to individuals, families

and communities, therefore it is very essential that healthcare organizations take considerable efforts in ensuring

the welfare of its healthcare employees. Thus, determining and addressing the needs of healthcare professionals

in the workplace must be dealt with utmost priority (Runciman et al., 2017).

Ferguson (2018) postulated eleven essential needs of every employee. This includes reward and rightful

compensation for work; a sense of vision or long-term career security; having the right tool, training and

resources; loyalty and support from leaders; feeling of value and being appreciated and recognized; teamwork

or a culture that encourages teamwork and support; having competent leaders; equal opportunities for career

growth and advancement; self-development; and having a sense of purpose or creating opportunities for

meaningful job contribution.

McShane et al. (2017) explained that employees expect their employers not only to provide them with a

reasonable remuneration but also to meet their other professional and personal needs. By fulfilling these needs,

employers can continuously keep their staff motivated and productive and promote retention of top employees.

It is essential that management understand employees’ needs and take the right steps to meet them. The authors

pointed out important needs of employees that employers must be aware of.

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First, employees should feel like they receive fair compensation for the work they do. Management must assess

its employees' salaries annually to make sure rates are competitive and reasonable. If an employee has accepted

more responsibilities recently, they might deserve a higher salary. Management may consider giving bonuses

and rewards for exceptional performance. These types of monetary incentives make employees feel valued and

can motivate them to do quality work. Secondly, employees want to know that management care about their

physical and mental wellness and see them as human beings rather than commodities. Healthy employees can

focus on their job duties rather than their well-being. Thirdly, employees need confirmation that if they do their

jobs well, the company will continue to employ them. Job knowledge, job awareness, job stability and job

security are very important to every employee. Fourthly, employees can be highly motivated by opportunities

for career growth and advancement. Management must ensure that such opportunity is equally provided to all

employees. Lastly, employees need a work-life balance (McShane et al., 2017).

To add on the above employee needs, Kljajic-Dervic and Dervic (2017) explained that successful leaders are the

one who continuously motivates employees and maintain high levels of employee work satisfaction. Employees

need validation for doing good work and guidance when areas of their performance need improvement. Leaders

must be able to provide honest feedback to employees so they can focus on meeting and exceeding expectations.

Encourage employees to share ideas and suggestions openly, without judgment. By listening and communicating

with employees about their ideas and performance, leaders can create a stronger and more productive workforce.

Additionally, the authors explained that, employees want to feel like they belong to a supportive, cohesive team.

A sense of belonging meets their social needs and also makes them feel valued by the company. And above all,

every employee wants to be respected at work and be treated as equals with their coworkers. Employees who

feel respected are more likely to respect their supervisors, as well. Within the context of needs as identified

above, the needs of employees can be categorized as needs related to job roles, needs related to organizational

roles, needs related to communication, needs related to motivation, needs related to career development and

needs related to personal development.

Identification of these employee needs is the main aim of needs assessment. Watkins et al. (2012) identified six

organizational benefits of need assessment as follows: (1) needs assessments can be a systematic process to

guide decision making; (2) needs assessments can provide justification for decisions before they are made; (3)

needs assessments can be scalable for any size project, time frame, or budget; (4) needs assessments can offer a

replicable model that can be applied by novices or experts, (5) needs assessments can provide a systemic

perspective for decision makers; and (6) needs assessments can allow for interdisciplinary solutions to complex

problems.

In the dynamic landscape of the modern workplace, organizations face an ever-evolving set of challenges and

opportunities. One crucial aspect of navigating this complexity is understanding and addressing the training

needs of employees. Employee training needs assessment is a systematic process that involves identifying,

evaluating, and responding to the requirements and expectations of individuals within an organization. This

essay explores the importance and benefits of conducting employee needs assessments, shedding light on how

this strategic approach contributes to organizational success and employee well-being (Machado et al., 2021).

A key driver of organizational success is employee engagement. When employees feel that their needs are

acknowledged and met, they are more likely to be engaged in their work. Employee training needs assessments

provide a platform for employees to express their concerns, expectations, and aspirations, fostering a sense of

involvement and commitment (Norfiana et al., 2021).

Understanding and addressing the specific needs of employees contribute to job satisfaction. Satisfied employees

are more likely to be productive, motivated, and committed to their roles. A training needs assessment helps

organizations identify factors that influence job satisfaction, allowing for targeted interventions to enhance the

overall workplace experience. Organizations that prioritize employee needs are more likely to retain top talent.

A needs assessment allows employers to identify factors that contribute to employee turnover, enabling them to

implement strategies to retain valuable team members. Furthermore, a positive workplace reputation resulting

from satisfied employees becomes a magnet for attracting new talent. Employee needs assessment goes beyond

the immediate work environment. It can be a tool for identifying opportunities for personal and professional

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growth. Recognizing the aspirations of employees and aligning them with organizational goals can lead to

tailored development programs, enhancing the skills and capabilities of the workforce (Sesen & Ertan, 2022).

Employee training needs assessments are crucial for staying attuned to changing workplace dynamics. As the

business environment evolves, so do the needs of employees. Organizations that regularly assess these needs are

better positioned to adapt to change and foster a culture of innovation, as they understand the evolving

requirements of their workforce. The well-being of employees is a critical component of organizational success.

Employee training needs assessments can uncover factors affecting mental and physical health, allowing

employers to implement wellness programs and initiatives. Prioritizing employee well-being not only improves

individual lives but also contributes to a more productive and positive work environment (Robert & Mori, 2024).

One of the primary benefits of employee training needs assessment is the ability to identify gaps in skills and

knowledge. This information can be used to design targeted training and development programs that address

specific needs, ensuring that employees have the tools and competencies required to excel in their roles.

Understanding the communication preferences and collaboration needs of employees is essential for building a

cohesive and effective team. Employee needs assessments can reveal communication challenges and

preferences, facilitating the creation of communication strategies that foster collaboration and teamwork.

Organizations often face decisions related to policies, benefits, and work arrangements. Employee needs

assessments provide valuable insights that can inform these decisions, ensuring that they align with the

preferences and expectations of the workforce. Informed decision-making contributes to a positive

organizational culture and employee satisfaction (Javier et al., 2024).

Employee benefits and rewards are more impactful when they align with the specific needs and preferences of

the workforce. Through training needs assessments, organizations can tailor benefit packages and recognition

programs to better meet the diverse needs of their employees, resulting in increased motivation and loyalty.

Identifying and addressing interpersonal conflicts or dissatisfaction among employees is essential for

maintaining a healthy work environment. Employee needs assessments can uncover underlying issues, enabling

organizations to implement targeted strategies for conflict resolution and improve overall employee relations

(Al Qudah et al., 2018).

Meeting the needs of employees contributes to a positive work environment, which, in turn, boosts productivity.

When employees feel supported and valued, they are more likely to invest their energy and effort into their work.

Employee needs assessments pave the way for creating a conducive work environment that fosters high levels

of productivity. Employee needs assessment is a strategic and integral process that directly influences the success

of organizations and the well-being of their workforce. By understanding and addressing the diverse needs of

employees, organizations can cultivate a positive workplace culture, enhance engagement, and boost overall

productivity. The benefits extend beyond individual employees to impact the organization's reputation, talent

acquisition and retention, and adaptability to changing business environments. As workplaces continue to

evolve, the importance of ongoing employee needs assessment cannot be overstated, positioning organizations

to thrive in the face of challenges and capitalize on opportunities for growth and innovation (Yusnita et al.,

2023).

In the dynamic landscape of the contemporary workplace, understanding the diverse needs of employees is

paramount for organizational success. Employees' age, gender, educational attainment, and training history

collectively shape their expectations, aspirations, and requirements within the workplace. By exploring how age,

gender, education, and training attended intersect, organizations can develop more nuanced and targeted

approaches to meet the diverse training needs of their workforce (Balunywa et al., 2024).

Employees' age often reflects generational differences, each bringing unique perspectives to the workplace.

Understanding these generational dynamics is crucial in tailoring needs assessment strategies. For instance,

younger employees might prioritize skill development and career advancement, while older employees may

value work-life balance or flexible arrangements (Gursoy et al., 2013).

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Age is also closely tied to career stages. Entry-level employees may have different needs compared to those in

mid-career or approaching retirement. Needs assessments must be sensitive to these variations, considering

factors such as professional development opportunities, mentorship, or retirement planning (Gursoy et al., 2013).

Gender plays a significant role in shaping workplace experiences. Women and men may have different needs

and expectations due to societal norms and historical workplace inequalities. Needs assessments must consider

these gender dynamics, ensuring that programs and policies address disparities and promote inclusivity. Gender-

related expectations often influence perceptions of work-life balance. Women, especially, may have distinct

needs related to family-friendly policies, parental leave, and childcare support. A needs assessment that

recognizes and addresses these gender-specific requirements contributes to a more equitable and supportive

workplace (Knoke & Ishio, 2019).

Educational background significantly influences the skill set of employees. Those with advanced degrees may

seek opportunities for intellectual challenges, while others with practical training may prioritize hands-on

experiences. Needs assessments should align with the educational backgrounds of employees, offering relevant

development opportunities. The era of lifelong learning is upon us, and employees with diverse educational

backgrounds may have a shared interest in continuous learning. A needs assessment that recognizes the

importance of ongoing education, training, and skill enhancement contributes to the professional growth and

satisfaction of employees (Atalay et al., 2012).

The types of training employees have attended provide insights into their current skill sets and areas for

improvement. Analyzing this data can help organizations identify skill gaps within the workforce, enabling them

to design targeted needs assessments that address specific competency needs. Assessing the effectiveness of past

training programs is crucial. Employees' feedback on the relevance and impact of training helps organizations

refine their approach. Integrating this feedback into needs assessment processes ensures that future training

initiatives are better aligned with employee expectations and organizational goals (Pandita & Usha, 2017).

To account for the diverse needs arising from age, gender, educational background, and training history,

organizations should employ customized surveys and feedback mechanisms. These tools can be tailored to gather

information relevant to each demographic, ensuring a comprehensive understanding of employee needs.

Conducting focus groups that include representatives from different age groups, genders, educational

backgrounds, and training histories fosters inclusive dialogue. This qualitative approach allows for deeper

insights into the nuanced needs of various segments of the workforce, promoting a more holistic needs

assessment (Pandita & Usha, 2017).

Acknowledging and addressing diversity and inclusion concerns is integral to effective needs assessment.

Organizations should incorporate diversity and inclusion initiatives into their strategies, creating an environment

where employees of all backgrounds feel comfortable expressing their needs and expectations. The workplace

is dynamic, and employee needs evolve over time. Therefore, needs assessment should be an ongoing and

adaptive process. Continuous monitoring of demographic trends, feedback loops, and changes in the

organizational landscape ensures that needs assessment strategies remain relevant and responsive. Recognizing

the educational and training background of employees, organizations should design professional development

programs that cater to diverse learning styles and preferences. This might involve a mix of traditional training,

mentorship programs, online courses, and experiential learning opportunities (Trenerry & Paradies, 2012).

Considering the age and career stage variations within the workforce, mentorship and coaching programs can be

instrumental. Younger employees may benefit from guidance on career progression, while more seasoned

employees could contribute valuable insights as mentors. A well-designed needs assessment can identify the

preferences and potential barriers to implementing such programs. Recognizing the impact of gender and age on

work-life balance, organizations should implement policies that promote flexibility and work-life integration.

This might include flexible work hours, remote work options, and family-friendly policies. A needs assessment

can uncover specific requirements and preferences related to these initiatives. Leveraging technology in needs

assessment processes can enhance efficiency and inclusivity. Online surveys, analytics tools, and communication

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platforms can facilitate data collection and analysis across diverse demographics. Additionally, technology-

enabled training methods can cater to various learning preferences (Tao et al., 2016).

Gathering information related to age, gender, education, and training requires careful consideration of privacy

and sensitivity concerns. Organizations must ensure that data collection methods are respectful of individuals'

privacy and comply with applicable regulations. While recognizing demographic trends, it's crucial to avoid

stereotyping employees based on age, gender, or educational background. Individual preferences and needs vary

widely, and assumptions can lead to inaccurate assessments. The needs assessment process should encourage

open communication to capture diverse perspectives (Keppo et al., 2021).

Striking a balance between addressing individual needs and fostering a cohesive organizational culture is

challenging. Needs assessment strategies should account for both individual aspirations and collective goals,

ensuring that organizational priorities are not compromised. Meeting diverse needs may require significant

resource allocation. Organizations must weigh the costs and benefits of various initiatives to ensure that

resources are used efficiently. Strategic planning based on the findings of needs assessments helps optimize

resource allocation (Bühler et al., 2023).

The complex interplay between employees' age, gender, educational attainment, and training attended

significantly influences their needs within the workplace. Organizations that recognize and respond to these

diverse factors through effective needs assessment strategies are better equipped to foster a positive and inclusive

work environment. By embracing tailored approaches, such as customized surveys, inclusive dialogue, and

targeted development programs, organizations can enhance employee engagement, satisfaction, and overall

productivity. As the workforce continues to evolve, the integration of age, gender, education, and training

considerations into needs assessment processes is essential for building resilient and adaptive organizations

(Rosati et al., 2018).

In summary, training needs assessments, either formally as part of a major business decision or informally when

weighing alternatives, can be of value most days. From determining if and how an institutional policy reforms

can be of value to a client, to deciding when to provide performance feedback to staff members and employees,

many decisions can benefit from the collection of additional information and the systematic application of that

information to decision making. Training needs assessments do just that. Because needs assessment help inform

decisions, it can be used proactively to identify opportunities to improve performance, reactively in response to

the consequences of less-than-desirable results, or continuously as an integrated component of an ongoing

improvement program. Hence, needs assessments are a valuable tool for decision makers at all levels of an

organization and in almost any role.

Statement of the Problem

This study assessed the training needs of Barangay Service Point Officers (BSPO) in Baybay City, Leyte. The

findings served as bases for a proposed action plan.

Specifically, the study sought to answer the following:

1. What is the profile of the respondents in terms of:

1.1 . age;

1.2 . gender;

1.3 . civil status;

1.4 . highest educational attainment;

1.5 length of service; and

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1.6 . trainings attended?

2. What are the training needs of the respondents?

3. Is there a significant relationship between profile of the respondents and their training needs?

4. Based on the findings of the study, what action plan may be proposed?

Statement of the Null Hypothesis

The following null hypothesis will be tested at 0.05 level of significance.

Ho: There is no significant relationship between the profile of the respondents and their training needs.

Significance of the Study

This study shall benefit the following:

Barangay Service Point Officers (BSPOs). This study shall serve as an avenue for the determination of the

training needs of the barangay service point officers thus providing opportunities for these training needs to be

appropriately addressed and essential solutions be provided that will certainly lead to the improvement of the

employees’ work performance.

Clients/Patients. The output of the study shall ensure that the training needs of the barangay service point

officers are addressed which will greatly result to increased employee work competence and improved capacity

service delivery, consequently impacting positive patient outcomes.

Barangay Health Centers. The findings of the study shall foster awareness among different personnel of the

barangay health unit regarding the training needs of its service point officers who are frontline to the delivery of

the barangay healthcare programs. This study shall allow them to formulate a comprehensive program plan

geared towards providing interventions that will effectively address employee training needs which will

ultimately ascertain employee development, enhance staff performance, and ultimately enable them to provide

improved quality patient care.

City Population Office. This study shall provide an opportunity to the City Population Office to assure that the

training needs of barangay service officers are timely and properly addressed which will positively influence the

BSPOs growth, motivation, knowledge expansion, skills enhancement, and personal development which in turn

can improve the implementation of community-based programs under their scope of functions.

City Health Office. This study will provide an avenue for the City Health Office to explore the various

knowledge and skills training needs of the BSPO who are the frontline implementers of different specific health

programs directed by the health office. Addressing such needs will ascertain the City Health Office that all BSPO

are ready and prepared with the essential knowledge and skills to successfully implement their roles and

functions for the comprehensive achievement of the office’s health goals. Department of Health. This study

on the training needs of barangay service point officers benefits the Department of Health by identifying skill

gaps, optimizing resource allocation, improving service delivery, enhancing public health outcomes, increasing

officer efficiency, ensuring targeted training programs, boosting community trust, fostering professional

development, and aligning with health priorities.

Local Government Unit. Conducting a study on the training needs of barangay service point officers provides

numerous benefits to the Local Government Unit. It helps identify specific skill gaps and areas for improvement,

leading to more effective and efficient service delivery. The study allows for better resource allocation and

tailored training programs, ensuring that officers are well-equipped to meet community needs. Improved training

enhances officer performance and professionalism, fostering community trust and satisfaction. Additionally, it

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strengthens local governance by aligning services with public health priorities and community expectations.

Ultimately, the study supports sustainable development and promotes healthier, more resilient communities.

Policy Makers. The results of the study shall influence policy makers, both internal and external to the City

Population Office and City Health Office, to review current policies pertinent to the appropriation of resources

to address the training needs of the BSPOs. This will also allow for the review and revisions of stipulated policies

relevant to the scope of work of BSPOs to inform development and improvements that will ascertain that their

needs are aptly and suitably addressed.

Commission on Population Development. Conducting a study on the training needs of barangay service point

officers benefits the Commission on Population and Development by identifying key areas where officers require

skill enhancement, ensuring more effective implementation of population policies and programs. It allows for

the development of targeted training modules, improving officers' competencies in family planning, reproductive

health, and community education. Enhanced training leads to better data collection, informed decision-making,

and more efficient resource utilization. Additionally, it fosters stronger community engagement and trust,

facilitating the achievement of population development goals. Overall, the study supports the Commission's

mission to promote sustainable population growth and improve public health outcomes.

Researcher. Aside from improving the researcher’s adeptness in the conduct of research, this study shall

facilitate increased awareness to the researcher of the different training needs of barangay service point officers

who are directly under her supervision and develop a program that will be primarily aimed towards the unit’s

performance improvement

Future Researchers. The findings of this study shall serve as guide and anecdotal reference to future researches

with broader and more in-depth inclusions related to training needs assessment which can benefit not only the

barangay service point officers and barangay health units but the general healthcare delivery system as a whole.

RESEARCH METHODOLOGY

Research Design

This research utilized a quantitative descriptive correlational research design to assess the training needs of

barangay service point officers of Baybay City in the province of Leyte. The study shall be conducted using the

following research flow:

INPUT

PROCESS

OUTPUT

Descriptive

correlational

research design

Profile

Utilizing researcher

made questionnaire

Proposed Action

Plan

Data gathering

BSPO Training

Needs

Data processing and

statistical treatment

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Research Flow

Research Environment

The study was conducted in Baybay City, Leyte. Officially known as the City of Babay, the research environment

is a first-class component city with a population of 111,848 people. It is Leyte’s second largest city after Ormoc,

with an area of 45,934 hectares. Baybay was once the largest town of Leyte in terms of population and land area,

trailing only Abuyog. The Baybay language, a Visayan language which is distinct from Waray and Cebuano, is

spoken in the city. Baybay is bounded by Camotes Sea to the west, Albuera to the north, Inopacan to the

south, Burauen , La Paz and MacArthur to the northeast, Javier to the east, and Abuyog and Mahaplag to the

southeast.

Generally an agricultural city, the common means of livelihood are farming and fishing. Some are engaged in

hunting and in forestall activities. The most common crops grown are rice, corn, abaca, root crops, fruits, and

vegetables. Various cottage industries can also be found in Baybay such as bamboo and rattan craft, ceramics,

dress-making, fiber craft, food preservation, mat weaving, metal craft, furniture manufacture and other related

activities. In terms of healthcare, the city has five main healthcare facilities with two public hospitals, one private

hospital and two city health units.

The city health units are primarily responsible for overseeing the implementation public healthcare programs.

The unit is composed of the City Health Officers, Public Health Nurses, Midwives, and Barangay Health

Workers and Barangay Service Point Officers (BSPOs). Together with the City Population Office, the two city

health units ensures the implementation of the Responsible Parenthood and Family Planning Program,

Adolescent Health and Development Program, and Population Development Program. It is the primary

responsibility of the BSPO to implement the above programs as frontline implementers under the supervision of

the Public Health Nurses and Midwives tasked to oversee such programs.

Research Respondents

The research respondents were the 110 barangay service point officers of the 92 different barangays of Baybay

City. In order to gather a more inclusive and comprehensive assessment of the various needs of the respondents,

this study shall employ the use of complete enumeration as its sampling technique which means that the entire

population of the barangay service point officers will be asked to participate in the study.

Research Instrument

This study used a researcher – made questionnaire which is divided into two parts. Part one determined the

profile of the respondents in terms of age, gender, civil status, highest educational attainment, length of service,

and trainings attended. Part two consisted of twenty (20) statements that assessed the training needs of the

respondents in terms of knowledge and skills. Ten (10) statements pertained to knowledge and ten (10)

statements pertained to skills.

Scoring Information. Each statement will be rated by the respondents using the following parameters: (4) highly

needed, if the respondents believe the statement to be absolutely necessary; (3) needed, if the respondents believe

that the statement is mostly necessary; (2) less needed, if the respondents believe that the statement is somewhat

needed; and (1) not needed, if the respondents believes that the statement is not necessary. All statements for

training needs assessment will rated using the above parameter.

Reliability Testing. The reliability of the researcher made questionnaire will be tested by asking 30 barangay

service point officers of the Municipality of Hilongos, Leyte to answer the research instrument. The

questionnaire will be tested using Cronbach’s Alpha at 0.05 level of significance to determine its reliability for

use in the study.

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Research Procedures

The research procedures commenced by sending a transmittal letter to the Dean of the University of Cebu

Graduate School asking for approval to conduct the study. Once approved, the next step was to submit the study

to a panel of experts for design hearing and approval. After the approval of the study by the panel, the researcher

subjected the research questionnaire to a content and construct expert for the translation of the statement to the

Visayan language in order for the respondents to acquire better understanding of the questions asked. After

which, the proposal protocol was sent to the University of Cebu Academic Research Committee (UCAREC) for

protocol and ethics review. Once approval was acquired, the reliability testing of the research instrument

commenced.

The researcher then sent out transmittal letters addressed to the Municipal Mayor and Populations Commission

Officer of the Municipality of Hilongos to conduct the dry run procedures to validate the reliability of the

research instrument. Once approved and the reliability of the research questionnaire was established, transmittal

letters were sent to the City Mayor and City Population Officer Designate of the City of Baybay to ask for

permission and approval to conduct the study and distribute the research questionnaire to the actual respondents.

The research respondents were then approached for their consent to participate in the study prior to the actual

data collection.

Data Gathering. The data collection process was done using face-to-face intercept. During data collection, the

informed consent as well as the aim of the study was explained to the respondents. Once consent to participate

in the study was given, the researcher asked the respondents to answer the research questionnaire. The researcher

ensured that the respondents understand the statements in the questionnaire by explaining to them the items that

the respondents found difficult to comprehend. All answered questionnaires was double checked for possible

missed or unanswered items before closing the data collection process to ensure the completeness of information.

The questionnaires were collected and collated and the responses were tallied, tabulated and subjected to

treatments using both descriptive and inferential statistics. After the responses were tabulated, the answered

questionnaires were shredded to maintain respondents’ confidentiality. A soft copy of the tabulated responses

were kept for reference until the study was completed and were deleted thereafter.

Statistical Treatment. The responses of the respondents pertaining to their profile and training needs were

subjected to statistical treatment using different statistical tools. A statistician was commissioned for the

treatment of data while the interpretation was a collaborative effort between the statistician and the researcher.

The respondents’ answers were recorded and grouped according to their category and computed using the

following statistical tools.

Simple Percentage was used to determine the percentage distribution of the respondents’ profile in terms of their

age, gender, civil status, highest educational attainment, length of service, and trainings attended. Weighted

mean was used to determine different needs of the respondents. Chi-square was used to determine the significant

relationship between the profile of the respondents and their needs.

Ethical Considerations

Ethical considerations were strictly followed in the conduct of this research work. There were four ethical

standards that will be followed for this research endeavor. These included the principle of respect,

confidentiality, beneficence and justice. The first principle conformed to the respect of persons. In accordance

to this concept, the respondents were forced or coerced to participate in this study. The respondents exercised

their right to autonomy and self-determination. They have the reserve right to decide what activities they will

partake or will not in the study. The respondents have the right to be informed of what the research undertaking

is all about, they were made to understand what form of information will be collected from them and made

rationale decision on the impact of participating in this study. Their participation was their choice without

coercion, restriction or influence. Their willingness to participate was evidenced by their signed informed

consent.

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The second principle adhered to was confidentiality. The researcher took utmost effort never to share or disclose

any respondent’s pertinent information outside the context of this study. All documented information collected

were used for data tabulation and interpretation only. Any written and electronic documentation related to this

research were appropriately disposed of at the end of the study.

The third principle adhered to was beneficence. The researcher ascertained that this study maximized its benefit

and minimize if not eliminated the related risks. It was rudimentary that the researcher did not cause any harm

to the respondents in the implementation of the research procedures, collection of data and treatment of data.

The last principle was justice which encompassed the equitable selection of the research respondents. This was

ensured by following the protocol set forth in this study. All respondents were subjected to the same data

collection procedure by answering the predetermined research questionnaire. The study ensured that respondents

shall be the primary beneficiary of the research.

Definition of Terms

The following terms are operationally defined for better understanding of how these terms are utilized in the

study.

Profile. This represents the demographic characteristic of the respondents in term of age, gender, civil status,

highest educational attainment, length of service, and training attended.

Proposed Action Plan. This refers to the desired plan of action that will be implemented by the researcher based

on the findings of the study in order to assess the different needs of the respondents.

Training Needs Assessment. This refers to the process of identifying the training needs of Barangay Service

Point Officers in terms of knowledge and skills that are rudimentary in the performance of their roles and

functions as frontline health service providers.

Presentation, Analysis, And Interpretation of Data

This chapter presents, interprets and analyses the data gathered by the researcher which assessed the training

needs of barangay service point officers. This chapter first presents the profile of the respondents in terms of

age, gender, civil status, educational attainment, length of service, and trainings attended followed by their

assessed training needs. Furthermore, this chapter shows the significant relationship between the respondents’

profile and their training needs. Interpretation of the results follows thereafter to expound better the meaning of

the results of the conducted research.

Respondents’ Profile

Table 1 shows the profile of the respondents as to age, gender, civil status, educational attainment, length of

service, and trainings attended.

Table 1 Profile of the Respondents n = 110

PROFILE

FREQUENCY

PERCENTAGE

Age

50 - 59

40-49

18-39

48

20

42

43.64

18.18

38.18

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Gender

Male

1

0.90

Female

109

99.1

Marital Status

Single

16

84

7

14.55

76.36

9.09

Married

Cohabiting

Educational Attainment

College Level

13

50

31

3

11.82

45.45

28.18

2.73

High School Graduate

High School Level

Elementary Graduate

Elementary Level

13

11.82

Length of Service

5 years and above

39

20

33

18

35.45

18.18

30

3 years to less than 5 years

1 year to less than 3 years

6 months to less than 1 year

Training Attended

16.37

Responsible Parenthood and Family

Planning

91

55

82.72

Kalalakihang Tapat sa

Responsibilidad at Obligasyong

Pampamilya

50

Mothers’ Class

96

82.72

Table 1 presents the distribution of the respondents’ profile in terms of age, gender, civil status, educational

attainment, length of service, and trainings attended. The table shows that the majority of the respondents are

between the ages of 50 to 59 years old comprising 43.64% while 38.18% are 18 to 39 years old. Most of the

respondents are female at 99.1% while 0.09% are males. Majority of the respondents are married at 76.36%,

while 9.09% are cohabiting. In terms of educational attainment, 45.45% of the respondents are high school

graduate. Least number of respondents are elementary graduate at 2.73%. In terms of length of service, majority

have 5 years and above length of service at 35.45% while least number of respondents have six month to one

year of service at 16.37%. In terms of trainings attended, 82.27% of the respondents have both attended the

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responsible parenthood and family planning (RPFP) training and mothers’ class training while 50% attended the

Kalalakihang Tapat sa Responsibilidad at Obligasyong Pampamilya (KATROPA) training.

The characteristics of barangay service point officers in terms of age, gender, marital status, and educational

attainment can vary significantly depending mostly on the industry their specific job roles. However, some

general trends and considerations shows that age distribution among barangay service point officers can range

widely.

Frontline healthcare workers such as BSPOs are all adults per requirement. According to Lachman et al. (2018),

chronological age as a marker for the timing of adulthood is usually divided into several periods: young

adulthood (approximately aged18–39), early middle adulthood (40–49), late middle adulthood (50–59) and old

age (60+). For frontline community healthcare workers, there age group often ranges between 50 to 59 years old

due to several factors. One is that older healthcare workers typically possess extensive experience and knowledge

in community health which are crucial for effective delivery of community health care services. Also, many

individuals in this age group have long-term job stability, having built their careers over decades in the healthcare

sector. Additionally, this age group often demonstrate a strong commitment to serving their communities, driven

by years of dedication and personal investment in public health (Charles & Wen, 2021).

Additionally, there are several reasons why many young adults may be found working in the health care sector.

A characteristic developmental task of young adults in terms of employment is establishing a career identity and

achieving financial independence. The community healthcare sector often offer entry-level positions that require

minimal experience or education qualifications, making them accessible to young adults who are just starting

their careers. Many provide opportunities for healthcare training and workshops, which can be attractive to

young adults seeking practical skills and hands-on experience in caring for patient in the community. This may

offer clear paths for career advancement for some, allowing young healthcare providers to grow within the

organization and take on roles with increased responsibility and higher pay overtime (Niyigena et al., 2022).

Several reasons why there tend to be more female frontline community healthcare workers. Traditionally,

caregiving roles have been associated with women in many cultures, leading to a higher representation of females

in healthcare professions. In some regions, women have had greater access to education and training in healthcare

fields, leading to higher participation rates in these roles (Van Wijk et al., 2019). Additionally, women are often

perceived to possess strong empathy and communication skills, which are crucial in frontline healthcare settings,

particularly in patient care and community engagement and programs that pertaing to responsible parenthood

and family planning.

Marital status can vary, and it may not have a significant impact on employment in many cases. Some industries

may have roles that require extensive travel or irregular hours, which could affect the prevalence of married or

single employees. The importance of marital status among employees in the general healthcare sector has

generally decreased over time, with more emphasis on skills, qualifications, and job performance (Tran et al.

2019). Because majority of the respondents are middle adults, this would relate to their civil status as most of

them are married. A significant number are also younger adults. Majority of young adults are career motivated

and while the prospect of marriage is something they would want to have, most of them seek new work

opportunities to earn better and grow professionally and are convinced to enter marriage at a later age when their

career aspirations are already achieved (Vuong & Suntrayuth, 2019). This also explain why many of the

respondents are also single in terms of their civil status.

The educational background of frontline community health care providers varies widely depending on the

specific roles and job requirements. Some roles may require only a high school diploma or vocational training,

while others may demand advanced degrees or specialized certifications (Carnevale et al., 2019). But for

barangay service point officers, the role does not really require one to have higher educational attainment, which

would explain why many people are enticed to the job as it does not require a minimum educational requirement.

In terms of years of service, most barangay service point officers were former entrusted barangay health workers

who have served the community for a long period of time and are given specified tasks as implementers of the

Responsible Parenthood and Family Planning Program (RPFP), Adolescent Health and Development Program,

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and Population Development Program given that they receive the minimum training in RPFP and Mothers’ class.

The trust given to them by the barangay explains why majority of the BSPOs are 5 years and above in service

and have undergone the trainings mentioned above.

It's important to note that these characteristics or profile of community health workers such as the BSPOs can

vary widely in different demographics depending on specific community practices and cultures. Additionally,

employment trends in the healthcare sector may be influenced by economic conditions, technological

advancements, societal changes and industry-specific factors. Many community health care settings may also

have different policies and practices regarding compensation and career progression, thus can also affect the

demographic profile of community health care workers like the BSPOs.

Training Needs of Barangay Service Point Officers

Table 2 present the training needs of barangay service point officers in terms of knowledge and skills training.

Table 2 Training Needs of Barangay Service Point Officers n = 110

INDICATORS

Weighte

d Mean

Interpretation

As a BSPO, I believe I need the following trainings on:

A. KNOWLEDGE IMPROVEMENT TRAININGS

Various

Family

Planning

Methods,

mechanism,

3.48

3.27

3.14

3.16

Highly Needed

Needed

effectiveness, and misconceptions.

Understanding policies and guidelines governing the

implementation of Family Planning services.

Understanding the specific roles and responsibilities of

BSPOs.

Ethical and Legal responsibilities of BSPOs for patient

Needed

privacy, confidentiality and ethical decision – making.

Process flow, referral system, and their utilization.

3.06

3.43

3.35

Needed

Various Teaching and Client Education Methodologies.

Highly Needed

Creation and Development of Effective Educational

Materials for Patient Teaching.

Organization and Management of Population Development

Activities and Services.

2.67

Needed

Data Recording, Reporting, Storing, and Utilization

. Intra- and Inter- Agency Collaboration

AGGREGATE MEAN

2.22

2.25

3.01

Less Needed

Needed

B. SKILLS IMPROVEMENT TRAININGS

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Effective Use of Communication Techniques for Client

Counseling and Education.

3.54

Highly Needed

Effective Use of Client Teaching Strategies

Basic Computer Literacy and Technology Use

Culture Competence and Sensitivity Trainings

Personality Development and Professionalism

Effective Use of Coordination and Team Collaboration

3.37

2.51

3.28

3.18

3.33

3.25

Highly Needed

Needed

Highly Needed

Needed

Highly Needed

Needed

Systematic Problem-Solving Approaches such as Plan-Do-

Study-Act (PDSA) cycle, Root Cause Analysis (RCA),

and the Six Sigma methodology.

Ensuring Patient Safety and Proper Risk Management.

Effective Use of Resources and Innovations

. Effective Use of Conflict Resolution Strategies

AGGREGATE MEAN

2.41

3.17

3.22

3.03

3.02

Needed

NEEDED

OVERALL MEAN

Legend: 3.26-4.00

Highly Needed

Needed

1.76 - 2.50 Less Needed

1.00 - 1.75 Not Needed

2.51 -3.25

Table 2 shows that respondents needed training in terms of knowledge and skills improvement as indicated by

the aggregate means of 3.01 and 3.03 respectively and the overall mean of 3.02. On the specific training needs

in terms of knowledge, the respondents highly needed training on various family planning methods, mechanism,

effectiveness, and misconceptions at 3.48 weighted mean. The lowest of the knowledge improvement training

needs of the respondents were on data recording, reporting, storing and utilization at 2.22 weighted mean, and

inter and intra-agency collaboration at 2.25, which are both perceived as needed by the respondents.

The primary responsibility of barangay service point officers is the implementation of the responsible parenthood

and family planning programs. This could be the primary reason why knowledge training on family planning

methods, mechanisms, effectiveness and misconceptions were perceived by the respondents as highly needed.

Training frontline community healthcare workers on family planning methods, mechanisms, effectiveness, and

misconceptions is crucial for several reasons. It ensures accurate information dissemination, empowering

workers to educate communities effectively. Understanding diverse methods—such as contraceptives, natural

family planning, and sterilization—enables workers to offer personalized advice, enhancing contraceptive

uptake and usage consistency. Addressing misconceptions promotes informed decision-making, reducing

unintended pregnancies and maternal health risks. Moreover, comprehensive training supports culturally

sensitive communication, fostering trust and accessibility in healthcare services. Ultimately, equipping frontline

workers with this knowledge strengthens public health initiatives, promotes reproductive autonomy, and

contributes to overall community well-being (Torres-Pereda et al., 2019).

In order to effectively educate clients on responsible parenthood and family planning, various teaching and client

education methodologies effective educational materials are necessary. This could be the primary reason why

the respondents perceived them as highly needed knowledge improvement training needs.

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Frontline healthcare workers responsible for implementing responsible parenthood and family planning

programs benefit greatly from understanding various teaching and client education methodologies and effective

educational materials. This knowledge enhances their ability to deliver accurate information, support informed

decision-making, and promote health outcomes within communities. Firstly, familiarity with diverse teaching

methodologies—such as participatory learning, group discussions, and interactive workshops—allows

healthcare workers to engage effectively with community members. These methods encourage active

participation, ensuring that information on family planning methods, benefits, and implications is

comprehensively understood and applied (Baynes et al., 2022).

Moreover, frontline workers can tailor educational approaches based on the cultural context and literacy levels

of their audience. This customization is crucial for overcoming language barriers, addressing cultural beliefs,

and ensuring that information resonates with diverse community members. By utilizing culturally sensitive

educational materials and local languages, healthcare workers can foster trust and facilitate meaningful dialogue

about responsible parenthood and family planning (Blanchard & Thacker, 2023).

Effective educational materials play a pivotal role in this process. These include pamphlets, visual aids, videos,

and digital resources that simplify complex information and enhance comprehension. Clear, visually appealing

materials can illustrate contraceptive methods, demonstrate proper usage, and dispel common misconceptions,

empowering individuals to make informed choices about their reproductive health. Furthermore, integrating

technology—such as mobile applications or online platforms—can broaden access to educational resources,

particularly in remote or underserved areas. This approach enables healthcare workers to reach a wider audience

and provide ongoing support and information beyond face-to-face interactions (Solo & Festin, 2019).

By equipping frontline healthcare workers with a repertoire of teaching methodologies and effective educational

materials, responsible parenthood and family planning programs can achieve greater impact. Workers become

not only educators but also advocates for reproductive health, promoting empowerment, equity, and improved

health outcomes within their communities. This comprehensive approach not only supports individual decision-

making but also contributes to broader public health goals, including reduced maternal mortality, improved child

health, and sustainable development (Baynes et al., 2022).

In terms of the specific indicators for skills improvement training, the respondents perceived the effective use of

communication techniques for client counselling and education as highly needed at 3.54 weighted mean. This

skills training is highly relevant and related to the identified knowledge training needs of the respondents of

knowing various teaching methodologies and strategies for patient education. The lowest of the skills

improvement training needs of the respondents was ensuring patient safety and proper risk management which

was perceived as needed by the respondents.

Frontline healthcare workers play a critical role in client counseling and education within healthcare settings.

Training on effective communication techniques, client teaching strategies, and cultural competence is essential

to ensure quality care and positive health outcomes. Effective communication techniques are vital for building

trust and rapport with clients. Skills such as active listening, empathy, and clarity in explanations help healthcare

workers understand client needs and concerns. By fostering open dialogue, workers can address misconceptions,

clarify information about family planning methods, and support informed decision-making (Manortey & Missah,

2020).

Client teaching strategies enhance healthcare workers' ability to educate clients effectively. Tailoring

information to individual learning styles and literacy levels improves comprehension and adherence to family

planning practices. Visual aids, demonstrations, and interactive sessions empower clients to actively engage in

their healthcare decisions, promoting autonomy and self-efficacy (Kingsberg et al., 2019).

Cultural competence and sensitivity training are crucial for navigating diverse cultural beliefs and practices

related to reproductive health. Understanding cultural norms, values, and communication styles enables

healthcare workers to deliver care respectfully and without bias. This training helps mitigate barriers to

healthcare access, such as language differences or mistrust, by promoting inclusive and equitable services.

Furthermore, cultural competence enhances the effectiveness of family planning programs by ensuring services

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align with community preferences and priorities. Healthcare workers trained in cultural sensitivity can adapt

counseling approaches and educational materials to resonate with local beliefs, promoting acceptance and

utilization of family planning services (Sutton et al., 2021).

Skills improvement training tends to be highly needed than knowledge training for community health workers

such as the BSPOs since practical competencies directly impact service delivery and patient outcomes. While

theoretical knowledge is important, it is the ability to apply that knowledge effectively in real-world situations

that ensures quality care. Many barangay health issues require immediate, hands-on intervention, where practical

skills are essential. Moreover, enhanced skills boost worker confidence, efficiency, and community trust, leading

to more effective healthcare delivery. Prioritizing skills development bridges the gap between knowledge and

practice, ultimately improving public health outcomes.

Overall, training frontline healthcare workers on effective communication, client teaching strategies, and cultural

competence is essential for delivering client-centered care. It strengthens healthcare systems by improving client

satisfaction, adherence to family planning methods, and health outcomes. By empowering workers with these

skills, healthcare organizations can foster a supportive environment where clients feel respected, informed, and

empowered to make informed choices about their reproductive health.

Relationship between Respondents’ Profile and Their Training Needs

Table 3 presents the significant relationship between the respondents’ profile and their training needs.

Table 3 Test of Significant Relationship Between the Respondents’ Profile and Their Training Needs

Profiles

Computed

Chi-Square

Df

Critical

Value

P-

value

Cramer’s

Decision

Interpretation

Not Significant

Significant

V

Age

6.34

5.23

3

7.82

0.067

0.245

0.477

0.076

0.0001

0.0003

0.076

0.3938

0.5076

0.3483

0.2153

0.4283

0.5076

0.3976

Accept

Ho

Gender

3

7.82

Accept

Ho

Civil Status

10.26

18.43

42.37

14.54

6.43

6

12.59

25.00

16.92

7.82

Accept

Ho

Educational

Attainment

15

9

Accept

Ho

Length of Service

Reject

Ho

Trainings

Attended

3

Reject

Ho

Significant

Overall Mean

14

27.76

Accept

Ho

Not Significant

P value is significant if it is ≤ 0.05

Table 3 presents the results of Chi-square Test of Independence (x²) conducted to compare the significant

relationship between the respondents’ profile and their training needs. To test the null hypothesis if there is no

significant relationship between the two variables, Chi-square test of independence, P-value and Cramer’s V

value were computed. The table of revealed that there were no statistically significant relationship between

respondents’ profile in terms of age, gender, civil status, educational attainment, and their training needs as

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indicated by the computed values of chi square which are higher than the critical values, and p-values of less

than 0.05. This led to the acceptance of the null hypothesis which means that the respondents’ profile do not

influence to their quality of work life. However, length of service and trainings attended were found to have

statistically significant relationship to their training needs as indicated by the p-value which is lesser than 0.05.

The statistical significance of respondents' profiles to their training needs implies that certain demographic or

professional characteristics do not have notable impact on their overall training needs. This suggests that factors

such as age, gender, civil status, and educational attainment do not significantly influence training needs while

length of service and trainings attended significantly impact the respondents training needs in terms of

knowledge and skills. Understanding these implications would assist stakeholders and organizations to tailor

interventions, policies, and practices to address the specific training needs and concerns associated with the

different demographic profile of barangay service point officers, ultimately enhancing their capacity to perform

their roles and functions in the community.

The length of service and the number of trainings attended by Barangay Service Point Officers (BSPOs)

significantly influence their training needs because both factors shape their competencies, experience, and

readiness to handle diverse healthcare challenges. BSPOs with longer service tend to accumulate practical

experience, which enhances their familiarity with community health issues. However, their training needs may

shift toward more specialized or advanced skills to address evolving healthcare demands and policies.

Conversely, newer BSPOs may require foundational training to build essential competencies and confidence in

delivering basic healthcare services.

Similarly, the number and type of trainings attended play a critical role in determining training needs. Officers

who have participated in frequent, high-quality training programs may have more comprehensive skills and

knowledge, reducing the need for basic training. Instead, they may benefit from continuous professional

development, focusing on emerging healthcare practices, technology, and leadership skills. On the other hand,

BSPOs with limited training exposure are likely to need fundamental and practical workshops to enhance their

service delivery.

Understanding the relationship between service length, training history, and training needs allows stakeholders

to design tailored programs, ensuring that BSPOs at different stages of their careers receive relevant and

impactful training for optimal community health outcomes.

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of the study, the findings obtained, the conclusion made by the researcher

based on the findings of the study and the researcher’s recommendations.

Summary

This study assessed the training needs of barangay service point officers in Baybay City, Leyte. The findings

served as bases for a proposed action plan.

Specifically, this sought to address the following:

1. What is the profile of the respondents in terms of:

1.1 age;

1.2 gender;

1.3 civil status;

1.4 educational attainment;

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1.5 length of service; and

1.6 Trainings attended?

2. What are the training needs of the respondents?

3. Is there a significant relationship between the respondents’ profile and their training needs?

4. Based on the findings of the study, what action plan may be proposed?

The study utilized a quantitative descriptive correlational research design using a researcher made questionnaire

to determine the training needs of barangay service point officers. The study was conducted at Baybay City,

Leyte. The research respondents were the 110 barangay service point officers who gave permission to participate

in the study. Information on the respondents’ profile, and their training needs in terms of knowledge and skills

were gathered. The collected information were then tabulated, statistically treated, interpreted and analyzed. The

profile of the respondents was statistically treated using percentage distribution, while their training needs were

determined using weighted mean. Chi square was used to determine the significant relationship between the

respondents’ profile and their training needs.

FINDINGS

The following are the findings of the study:

1. Majority of the respondents are between the ages of 50 to 59 years

old, female, married, high school graduate, have 5 years and above length of service, and have attended trainings

on responsible parenthood and family planning and mothers’ class.

2. Overall, the respondents needed training in terms of knowledge and

skills. In terms of the specific training needs, the respondents perceived indicators in knowledge improvement

training on various family planning methods, mechanism, effectiveness, and misconceptions; teaching and client

education methodologies, and creation and development of effective educational materials as highly needed. For

skills improvement training, effective use of communication techniques, effective use of client teaching

strategies, and culture competence and sensitivity training were found to be highly needed.

3. There

needs.

is

no significant relationship between the

profile

of the respondents and their training

CONCLUSION

Assessing the knowledge and skills training needs of barangay service point officers is crucial for enhancing

community health services. The study highlights specific areas training areas for enhancement for BSPO. The

findings offered insights on the importance of continuous capacity-building, which not only addresses current

gaps but also prepares BSPOs to adapt to evolving healthcare needs. Ultimately, this initiative advances the goal

of providing high-quality, accessible healthcare to all community members, ensuring that services are both

responsive and sustainable.

RECOMMENDATIONS

Based on the findings and conclusion of the study, the following are recommended:

1. That the proposed action plan be implemented.

2. That the following relevant studies be undertaken by future researchers:

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2.1 Impact of BSPOs Training Needs on the Quality of Service Delivery in the Community.

2.2 Challenges and Strategies in the Implementation of BSPO Training Programs.

2.3 Level of Engagement of Community Health Workers and BSPOs in the Implementation of the RPFP

Program.

Proposed Action Plan

Rationale:

The knowledge and skills of Barangay Service Point Officers (BSPO) in the delivery of essential services in

terms of Responsible Parenthood and Family Planning Program, Adolescent Health and Development Program,

and Population Development Program as frontline care providers are vital in the success implementation of these

various health programs. This proposed Knowledge and Skills Enhancement Program is geared towards the

improvement of BSPOs’ rudimentary capacities for service delivery and enhance their abilities to deal with

patients and clients under their care.

General Objectives:

The proposed Knowledge and Skills Enhancement Training Program shall incorporate teaching and training

activities to assist BSPOs in improving their abilities with an end goal of fostering the positive effects of high-

quality Responsible Parenthood and Family Planning, Adolescent Health and Development, and Population

Development services.

Areas of

concern

Specific

Objective

Scheme of

Implementatio Responsibility

n

Locus of

Time Frame

Evaluation

A. Knowledge

improvement

training on

various family

planning

To augment the Communicate

Researcher

BSPOs

3^rdto 4^thWeek

of August

Knowledge of

the BSPOs on

various family

planning

BSPOs

to stakeholder

the findings of

the study.

knowledge on

the various

family

methods,

planning

methods,

mechanism,

effectiveness,

mechanism,

effectiveness,

and

misconceptions

are enhanced

as evidenced

by their

commendable

achievements

on:

mechanism,

effectiveness,

and

misconceptions and

.

Send Intent

letter to CHO

and PHN of the

planned

Knowledge

Enhancement

Training

CHO, PHNs,

PHMs

misconceptions

.

LGU

Develop the

Program of

Activities for

the Training to

include the

A. Post-

activity

evaluation

(post-test).

following:

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A. Date and

Venue of the

Training.

B. Reflective

Practice

C. Participant

Feedback

Forums

B. Proposed

Budget for the

Activity.

D. Self-

assessment

survey

C. Key

speakers and

trainers for the

activity.

D. Training

Content

1. Rationale of

the Activity.

2. What is

Responsible

Parenthood and

Family

Planning.

3. Benefits of

Family

Planning

4. What are

high-quality

various Family

Planning

Methods.

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a. Natural

versus

Artificial

b. Temporary

versus

Permanent

c. Barrier

Methods

d. Emergency

Contraception

5. What are the

various

mechanisms of

Family

Planning.

6. Differences

in the

effectiveness

of the various

family

planning

methods.

7. Common

misconceptions

about the

family

planning

methods.

B. Knowledge

Enhancement

Training on

Teaching and

Client

To augment the Communicate

Researcher

BSPOs

1^stto 2^ndWeek BSPOs

BSPOs

to stakeholder

the findings of

the study.

of September

demonstrate

knowledge on

the various

Teaching and

Client

knowledge on

the various

teaching and

patient

Education

Methodologies. Education

Methodologies.

education

methodologies.

Send Intent

letter to CHO

and PHN of the

CHO, PHNs,

PHMs

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planned

Knowledge

Enhancement

Training

LGU

Develop the

Program of

Activities for

the Training to

include the

following:

A. Date and

Venue of the

Training.

B. Proposed

Budget for the

Activity.

C. Key

speakers and

trainers for the

activity.

D. Training

Content

a. Rationale of

the Activity.

b. Introduction

to basic

teaching and

patient

education

modalities and

how to

capitalize on

these methods

for more

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effective

patient

education.

c. Teaching

modalities /

methods:

c.1 Lecture and

Presentation

c.2 one-on-one

OR Group

discussions

c.3 health fairs

c.4 home visits

c.5 support

groups

c.6

infographics /

infomercials

c.7 translated

teaching

materials

C. Knowledge

Enhancement

Training on the different

creation and

development of creating a

Effective

Patient

Education

Materials.

To introduce to

the BSPOs the

Communicate

to stakeholder

the findings of

the study.

Researcher

BSPOs

1^stto 2^ndWeek BSPOs

of October

demonstrate

techniques in

enhanced

knowledge on

the different

techniques in

creating a

developing

effective

patient

education

materials.

developing

effective

patient

education

materials.

Send Intent

letter to CHO

and PHN of the

planned

Knowledge

Enhancement

Training

CHO, PHNs,

PHMs

LGU

Develop the

Program of

Activities for

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the Training to

include the

following:

E. Date and

Venue of the

Training.

F. Proposed

Budget for the

Activity.

G. Key

speakers and

trainers for the

activity.

H. Training

Content

Creating and

developing

effective

patient

teaching

materials

involves

several

techniques to

ensure they are

accessible,

understandable

, and

actionable for

patients. Here

are some key

techniques:

1. Understand

the Audience

Assess

Literacy

Levels: Tailor

materials to the

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average

literacy level of

the target

audience.

Cultural

Sensitivity:

Consider

cultural,

linguistic, and

social factors

to ensure

relevance and

respect for

diverse

populations.

Health

Literacy:

Simplify

medical jargon

and use plain

language to

enhance

comprehension

.

2. Content

Design

Clear

Objectives:

Define the

purpose and

key takeaways

of the material.

Prioritize

Information:

Focus on

essential

information,

breaking it

down into

manageable

chunks.

Action-

Oriented

Language: Use

direct,

actionable

language to

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guide patients

on what to do.

3. Visual

Design

Use of

Graphics:

Incorporate

diagrams,

illustrations,

and

infographics to

explain

complex

concepts

visually.

Consistent

Layout:

Maintain a

clean,

consistent

layout with

ample white

space to reduce

clutter and

enhance

readability.

Highlight Key

Points: Use

bullet points,

headings, and

bold text to

emphasize

important

information.

4. Accessibility

Language

Options:

Provide

materials in

multiple

languages to

cater to non-

English-

speaking

patients.

Large Print and

Braille: Offer

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materials in

large print and

Braille for

patients with

visual

impairments.

Digital

Formats:

Ensure digital

materials are

accessible on

various devices

and compatible

with screen

readers.

5. Testing and

Feedback

Usability

Testing:

Conduct

usability tests

with a sample

of the target

audience to

identify and

address

potential

issues.

Patient

Feedback:

Collect

feedback from

patients and

caregivers to

refine and

improve

materials.

Pilot Testing:

Implement a

pilot phase to

evaluate the

effectiveness

and make

necessary

adjustments.

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6.

Collaborative

Development

Multidisciplina

ry Input:

Involve

healthcare

professionals,

educators, and

patients in the

development

process to

ensure

accuracy and

relevance.

Patient

Involvement:

Engage

patients in the

creation

process to

ensure the

materials meet

their needs and

preferences.

7. Iterative

Improvement

Continuous

Review:

Regularly

review and

update

materials to

reflect the

latest evidence-

based practices

and feedback.

Flexible

Formats:

Create

adaptable

templates that

can be easily

updated as new

information

becomes

available.

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8. Technology

Integration

Interactive

Elements:

Incorporate

interactive

elements such

as quizzes,

videos, and

animations to

engage

patients.

Mobile-

Friendly

Design: Ensure

materials are

optimized for

mobile devices

for easy access

on the go.

QR Codes and

Links: Provide

QR codes or

links to

additional

resources and

support

materials

online.

9. Clear

Instructions

and Support

Step-by-Step

Guides:

Provide clear,

step-by-step

instructions for

tasks such as

medication

administration

or wound care.

Contact

Information:

Include contact

information for

healthcare

providers or

support

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services for

follow-up

questions.

10. Evaluation

and

Measurement

Outcome

Measurement:

Track patient

outcomes to

assess the

effectiveness

of the

educational

materials.

Behavioral

Changes:

Evaluate

whether the

materials lead

to the desired

behavioral

changes in

patients.

D. Skills

To augment the Communicate

BSPOs skills in to stakeholder

Enhancement

Training and

Workshop on

Effective Use

of Patient

Communicatio

n Techniques

and client

Researcher

BSPOs

1^stto 2^ndWeek BSPOs

effective

patient

the findings of

the study.

of November

demonstrate

enhanced skills

in effective

patient

communication

and client

teaching

Send Intent

letter to CHO

and PHN of the

planned

communication

and client

strategies.

teaching

strategies.

teaching

strategies.

CHO, PHNs,

PHMs

Knowledge

Enhancement

Training

LGU

Develop the

Program of

Activities for

the Training to

include the

following:

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I. Date and

Venue of the

Training.

J. Proposed

Budget for the

Activity.

K. Key

speakers and

trainers for the

activity.

L. Training

Content

Effective

patient

communication

and teaching

are critical for

improving

health

outcomes,

enhancing

patient

satisfaction,

and ensuring

adherence to

treatment

plans. Here are

some key

techniques:

Techniques for

Effective

Patient

Communicatio

n

1. Active

Listening

Give Full

Attention:

Maintain eye

contact, nod,

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and use verbal

acknowledgme

nts.

Avoid

Interrupting:

Let the patient

speak without

interruption to

fully

understand

their concerns.

2. Empathy

and

Compassion

Show

Empathy:

Acknowledge

the patient's

feelings and

emotions.

Be

Compassionate

: Demonstrate

genuine care

and concern for

the patient's

well-being.

3. Clear and

Simple

Language

Avoid Medical

Jargon: Use

plain language

that is easy to

understand.

Use Analogies:

Relate medical

concepts to

everyday

experiences to

enhance

understanding.

4. Non-Verbal

Communicatio

n

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Body

Language: Use

open and

friendly body

language, such

as uncrossed

arms and

leaning slightly

forward.

Facial

Expressions:

Ensure your

expressions

match the

message you

are conveying.

5. Cultural

Sensitivity

Respect

Cultural

Differences:

Be aware of

and respectful

toward

different

cultural

practices and

beliefs.

Language

Barriers: Use

interpreters or

translated

materials when

necessary.

6. Open-Ended

Questions

Encourage

Discussion:

Ask questions

that require

more than a

yes or no

answer to

gather more

information.

Clarify and

Confirm:

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Summarize and

repeat back

what the

patient has said

to ensure

understanding.

7. Provide

Written and

Visual

Information

Supplement

Verbal

Information:

Provide written

materials or

visual aids to

reinforce

spoken

messages.

Highlight Key

Points:

Emphasize the

most important

information to

focus the

patient’s

attention.

8. Teach-Back

Method

Confirm

Understanding:

Ask the patient

to repeat the

information in

their own

words to

ensure they

understand.

Correct

Misunderstandi

ngs: Clarify

any points the

patient has

misunderstood

or missed.

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To augment the Communicate

E. Skills

enhancement

Training on

Culture

competence

and sensitivity.

BSPOs skills

on Culture

competence

and sensitivity.

to stakeholder

the findings of

the study.

Researcher

3^rdto 4^th

Week of

November

BSPOs

demonstrate

enhanced

skills, culture

competence

and sensitivity.

BSPOs

Send Intent

letter to CHO

and PHN of the

planned

Knowledge

Enhancement

Training

CHO, PHNs,

PHMs

LGU

Develop the

Program of

Activities for

the Training to

include the

following:

M. Date and

Venue of the

Training.

N. Proposed

Budget for the

Activity.

O. Key

speakers and

trainers for the

activity.

P. Training

Content

Module 1:

Introduction

to Cultural

Competence

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Definition and

Importance

Cultural

Competence:

The ability to

understand,

communicate

with, and

effectively

interact with

people across

cultures.

Importance:

Enhances

patient care,

reduces

disparities, and

improves

healthcare

outcomes.

Key Concepts

Culture: The

shared values,

beliefs, norms,

and practices

of a particular

group.

Cultural

Sensitivity:

Being aware

that cultural

differences and

similarities

exist without

assigning them

a value.

Module 2:

Understandin

g Cultural

Diversity

Dimensions of

Culture

Race and

Ethnicity

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Language and

Communicatio

n

Religion and

Spirituality

Gender and

Sexual

Orientation

Socioeconomic

Status

Cultural

Identity

Personal

Cultural

Identity:

Understanding

one's own

cultural

background

and how it

influences

interactions.

Cultural

Identity of

Patients:

Recognizing

and respecting

the cultural

identities of

patients.

Module 3:

Barriers to

Cultural

Competence

Common

Barriers

Stereotyping:

Oversimplified

and

generalized

beliefs about a

group of

people.

Prejudice and

Discrimination:

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Negative

attitudes and

behaviors

towards people

based on their

cultural

background.

Language

Barriers:

Challenges in

communication

due to

language

differences.

Addressing

Barriers

Self-

Awareness:

Reflecting on

personal biases

and prejudices.

Open

Communicatio

n: Encouraging

open and

respectful

dialogue about

cultural

differences.

Module 4:

Communicati

on Skills for

Cultural

Competence

Effective

Communicatio

n Techniques

Active

Listening:

Paying full

attention to the

speaker and

showing

understanding.

Non-Verbal

Communicatio

n: Being aware

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of body

language, eye

contact, and

facial

expressions.

Language

Services

Use of

Interpreters:

Engaging

professional

interpreters

when

necessary.

Translated

Materials:

Providing

educational

materials in

multiple

languages.

Module 5:

Patient-

Centered

Care and

Cultural

Competence

Understanding

Patient

Perspectives

Cultural

Beliefs and

Health

Practices:

Recognizing

how cultural

beliefs

influence

health

behaviors and

decisions.

Patient

Autonomy and

Respect:

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Honoring

patients' values

and

preferences in

their care.

Building Trust

with Patients

Empathy and

Compassion:

Demonstrating

understanding

and concern for

patients'

cultural

contexts.

Patient

Advocacy:

Supporting

patients in

navigating the

healthcare

system and

making

informed

decisions.

Module 6:

Evaluation

and

Continuous

Improvement

Self-

Assessment

and Reflection

Personal

Reflection:

Encouraging

healthcare

providers to

reflect on their

cultural

competence

journey.

Feedback and

Improvement:

Using feedback

to continually

improve

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cultural

competence

practices.

Ongoing

Education

Continuing

Education:

Participating in

ongoing

training and

education on

cultural

competence.

Staying

Informed:

Keeping up-to-

date with

emerging

cultural issues

and trends in

healthcare.

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INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,

MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)

ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XII, December 2025

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