1. o Situational Analysis and Identifying TA Needs Skills o Facilitation Skills o Coaching Skills o Giving and Receiving Feedback Skills o Monitoring and Analyzing the Progress of TA Provided o Evaluating TA Results Skills in Providing TA

2. 1. Skills on Identifying and Prioritizing TA Needs  Require analytical expertise in probing & interpreting data so that TA provider can identify and prioritize improvement areas that need technical assistance.

3. 2. Facilitation Skills  Include: listening skills, observing skills, questioning skills, attending skills and integrating skills (LOQAI)

4. Listening Skills Put oneself in the shoes of the learner or client to be able to understand the situation confronting him/her. Refrain from listening “autobiographically”, that is, listening from one’s own perspective and immediately making judgments.

5. Observing Skills Keep an open mind; and to record behavioral observations – that can be seen, heard of touched. The use of the “STAR” technique or approach is highly recommended. This refers to: S/T=Situation or Task at hand A=Action Taken (or Inaction) R=Result

6. Questioning Skills  Asks open-ended questions and refrain from posing leading questions or questions that would require one- word answers. It is advisable that questions be layered, which means, listening to the response to one question before asking another question.

7. Attending Skills  Establish and maintain good rapport with the client or learner will enable TA to closely attend to clients’ needs.  Be continuously on the watch to be able to catch any expressed or implied need by the client or learner.

8. Integrating Skills  Synthesize or summarize points or ideas  Help the learner identify what have been learned and prepare and execute a plan to accomplish goals and objectives

9. 3. Coaching Skills  Coaching is a series of one-on-one exchanges between the provider and the client or learner focused on performance or performance-related topics. It is a process that enables learning and development to occur and improve performance.

10. 4. Feedback Giving Stage Criteria in Giving Feedback  Intended to help the recipient  Given directly and with feeling, based on a foundation built on trust.  Descriptive rather than evaluative  Specific rather than general with good, clear and preferably recent examples  Given at a time when the receiver appears ready to accept it  Inclusive only of those things that the receiver can do something about  Not give more than the recipient can handle at one time