Training needs assessment: where we are and where we should go

Rodrigo Rezende Ferreira,Gardênia Abbad

doi:10.1590/s1807-76922013000100006

Rodrigo Rezende Ferreira, Gardênia Abbad

Open Access

https://doi.org/10.1590/s1807-76922013000100006

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Abstract

The aim of this article is to systematically review Training Needs Assessment (TNA) scientific literature. Based on two research questions (where are we? where should we go?), we hoped to evaluate the current state of scientific production on TNA and to point out some possible developments. The following databases were consulted: Web of Knowledge, Ovid, Proquest, Wiley Online Library, Emerald, PsycNet, CAPES Database and Scielo. Fifty-One articles were analyzed. The results show that: (a) there is little agreement on how to measure training needs; (b) most of the current TNA models and methods are reactive and do not consider contextual factors and multiple levels of analysis in a proactive way; (c) there are gaps in TNA and a need for theoretical definitions; (d) there is little concern with building theories and concepts related to TNA. Based on these findings, we point out that TNA practice and research should: (a) be based exclusively on measurable human competences gaps, in multiple possible levels of analysis; (b) not focus only on individual professional roles, but also on internal and external contextual factors that can be important in the future; (c) discuss and criticize in depth what work needs, training needs and training needs assessment mean; (d) elaborate and test TNA theories, concepts, models and methods.

Highlights

New workplace demands and requirements are causing major changes in formal education as well as in professional training
The need for workers’ continuous learning is one of the various effects of these pressures. In this context, Training Needs Assessment (TNA) processes have a strategic role because they provide clear guidelines as to which professional skill deficiencies must be remedied and what the profile of future trainees should be
The search for articles was initially performed based on literature reviews about TD&E published in the Annual Review of Psychology (Aguinis & Kraiger, 2009; Latham, 1988; Salas & Cannon-Bowers, 2001; Tannenbaum & Yükle, 1992; Wexley, 1984) and reviews published in Brazilian scientific journals (Abbad, Pilati, & Pantoja, 2003; Borges-Andrade & Abbad, 1996), as well as summaries of dissertations and doctoral theses

Summary

Introduction

New workplace demands and requirements are causing major changes in formal education as well as in professional training. Some factors seem to introduce a new scenario for organizations: the rapid pace of technological change in the information society, the increasing content knowledge required for production, the reduction in the product life cycle, and rapidly changing production processes. The need for workers’ continuous learning is one of the various effects of these pressures. In this context, Training Needs Assessment (TNA) processes have a strategic role because they provide clear guidelines as to which professional skill deficiencies must be remedied and what the profile of future trainees should be. For McGehee and Thayer (1961), training needs come from underdeveloped skills, insufficient knowledge or inappropriate worker attitudes. For McGehee and Thayer (1961), training needs come from underdeveloped skills, insufficient knowledge or inappropriate worker attitudes. Mager and Pipe (1979) define training needs as identified differences between the employees’ current performance and the performance that the organization expects of them

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