Training Needs in Instructional Supervision

This paper aims to review the relevant training needs of supervisors and faculty in the academe. A focus group discussion, consisting of 1 facilitator and 5 participants was conducted to explore the participants? views and perspectives on three particular questions regarding instructional supervision in fiscal year 2021. From the discussion, the researcher was able to summarize and classify two themes, which are ?hard skills? and ?soft skills?. The participants of this focus group discussion are students taking up Doctor of Philosophy major in Nursing Education at Holy Angel University, Angeles, Pampanga. The subthemes for hard skills include proper training of faculty in their roles, standardized assessment and evaluation, and mentoring of students. Thesubthemes for soft skills include training in emotional competency, effective communication, and power dynamics. The study results suggest that further training in instructional supervision must be pursued, and members of the organization should develop both hard and soft skills. However, it is equally important to first analyze faculty and supervisors' performanceto ascertain their training needs. Conducting a training needs assessment (TNA) can determine whether there is a training requirement, ensure the training will be linked to organizational needs, and identifies the content and scope of training, including examples of what works (Zahid and Khan, 2011). In the light of the foregoing findings and conclusions of the focus group discussion, the following recommendations were advanced:Train members of the organization in training needs assessment; Create a committee for faculty recruitment and develop selection procedure policies; Duplicate the study with more participants to attain greater saturation of data with longer time restraints;Duplicate the study with local participants or within the Philippines to derive faculty/supervisors' training needs within the country.