Eğitimde İhtiyaçların Belirlenmesi Sürecinde Katılımcı Odaklı Yaklaşımın İncelenmesi

Abstract

Education (training/education) is defined as a series of planned effects that serve to provide certain improvements in people's behavior according to previously determined goals, or education and development in a certain subject, knowledge or science branch. In the process of determining educational conflicts, the participant-centered approach is often based on self-assessment as a source of information. This approach is a bottom-up, individual-oriented approach that puts the needs of employees ahead of business needs by identifying people's own shortcomings through self-assessment. Research findings show that self-assessment can be a true reflection of the development needs of personnel and should be considered as an important component of a valid needs assessment process. On the other hand, the determination of educational needs related to self-assessment is seriously criticized, because participants are likely to reflect their own educational aspirations instead of the actual educational needs. This situation, on the other hand, creates a misleading situation in the achievement of educational success. Participants can make more moderate and biased assessments in determining their own educational needs. In this case, the results that will arise will inevitably undermine the reliability of the data to be used in the analysis of educational needs. When the literature of educational needs analysis is considered, it is quite difficult to say that one of the frameworks of the mentioned approaches is more widespread than the other. While organization representatives tend to use a demand-oriented approach, trainers and trainees may adopt a participant-oriented approach. Trainers are not concerned with personal and organizational level interests, but with the data-based levels and competencies of trainee groups. Its participant-centered approach also means that trainers will take an active role in assessing educational needs. Examples of these methods include interviews or observations, in which trainers play an important role in needs assessment, as well as questionnaires designed by trainers to collect inputs from workplaces in a specific job position. Dec. It can be said that the participant-centered approach is mostly done in order to increase managerial and professional effectiveness in determining the training needs. The determination of the educational need can be macro, i.e. business performance), micro, i.e. individual performance) or somewhere in between. Dec. Key Words: Education, Educational Needs, Participant-Oriented Approach