Training Needs Assessment Research Articles

Insights into the port training of the new European Union member states 1

The establishment and implementation of a training programme requires a training needs assessment (TNA). Without this approach, more often than not, training programmes have failed to succeed and to make such an assessment the instructional designer, i.e. the person in charge for this work, needs to follow a methodology. Unlike the other industries, the port industry has neglected the use of these methodologies, which is shown by the lack of research work published in academic journals. With a view to fill the existing gap, the paper proposes a five-step TNA methodology to be used in the port industry and applies its first three steps to investigate the port training situation in the new European Union member states. To achieve this objective, the paper is structured in the following way: Section 1 puts the research work into context; section 2 addresses the role of ports; section 3. presents a port TNA methodology; section 4. explains research methodology; section 5 addresses port training issues in the new European-member states; and section 6 presents conclusions and further comments.

Needs Assessment of Spanish Language Training for Psychologists and Other Professionals in a University Community

Needs Assessment of Spanish Language Training for Psychologists and Other Professionals in a University Community

Competancy Mapping Based Training Need Assessment: An Emprical Investigation

Indian industry is passing through the toughest phase of cutthroat competition. Hence, in the given context, tapping on the competencies and enhancing them for the industry does not remain just an issue for effectiveness rather is a necessity for their survival. The main focus of the present research was to develop competency mapping based training need assessment (TNA) system for two levels of hierarchy i.e. scale one and scale two officers, working for a leading Indian bank. For this purpose a scientific competency evaluation tool (psychometric scale) was developed (218-items) to measure 18 behavioral competencies. After the pilot testing of the instrument the data was collected from 1001 officers. This study measured the confidence level of bank managers on critical job functions (a 66-item scale was developed). Organizational climate survey was also done to align the training needs to the organizational requirements. Results were analyzed to assess the presence/absence of these competencies, the confidence level on the job function and also the overall climate perceived and its relationship with the needed competencies. Bank and region-wise training needs were derived. Research also tried to understand the relationship between the training given and confidence level on job function. The detail results and interpretation are presented in the paper.

Assessing the Training Needs of High-Potential Managers

Two important issues prompting the creation of comprehensive management development programs in state government are the promotion of technically competent employees to supervisory positions who have not been prepared to manage, and the impending loss of state managers to retirement and the need for succession planning. With these issues in mind, training needs assessment (TNA) is necessary to understand both the needs of the organization for competent managers and of the individuals who are to be prepared to manage in state government. In this case study, we review the advantages and disadvantages of various TNA techniques and select focus groups to conduct the training needs assessment for a comprehensive management development program. Through several focus group sessions, the perspective of practicing managers was solicited for management training needs throughout the state. Alternatives were widely discussed and a synergy of ideas created through the group discussion format. State managers became more informed about the plan for management development and support for the concept was generated among important stakeholders. State managers clearly wanted training that would be immediately applicable to their job duties and wanted the training delivered in a way that is conducive to adult learning. We found that managers are most concerned with effectively performing their roles and responsibilities as managers, and that they must demonstrate leadership and human relations skills in the performance of their responsibilities.

Continuing Professional Development of Malaysian Academic Librarians

Malaysia is experiencing a period of rapid growth and, thus, Malaysian academic libraries are under increasing pressure to adopt the latest information and communication technology and management techniques to improve their services. In order to cope with these pressures, libraries need to conduct training needs assessments (TNA) and upgrade the knowledge, skills, and attitudes of their staff. A training needs assessment exercise requires a lot of time and effort. It was felt, as a first step, that at least a study of the perceptions of LIS professionals regarding their continuing professional development (CPD) requirements should be undertaken. This article presents the results of a survey of academic librarians' perceptions of their continuing professional development needs in Malaysia. The study concentrates on the continuing professional development environment in academic libraries, constraints affecting participation, suitable period and duration for continuing professional development activities, and potential competencies for developing continuing professional development programmes in the areas of professional, information and communication technology, management, and research skills. Recommendations are made to further develop the continuing professional development programmes.

Training Needs Assessment Data‐gathering Methods:

The fourth in a series of four articles which explores training needs assessment (TNA) data‐gathering methods: survey questionnaires, individual interviews, focus groups, and on‐site observations. Originally presented in a condensed format in an article entitled “Training Needs Assessment: An ‘Open‐systems’ Application” and published in the Journal of European Industrial Training, Vol. 17 No. 1, this article presents the method of using on‐site observations as a means of gathering relevant training needs data. Emphasis is placed on using observations in both production as well as non‐production or administrative environments. Alternatively, presents and discusses the selection and use of subject matter experts (SMEs). Explores the advantages and disadvantages of using internal and external SMEs: stresses analysis of data and recommends that only individuals who are qualified, trained and/or experienced in observations should conduct them. Concludes that a more balanced approach for conducting on‐site observations is in using a combination of both internal as well as external SMEs.

Training Needs Assessment Data‐gathering Methods: Part 3, Focus Groups

Explores four training needs assessment (TNA) data‐gathering methods: survey questionnaires, individual interviews, focus groups, and on‐site observations. Originally presented in condensed format in an article entitled “Training Needs Assessment: An ‘Open‐systems’ Application”, published in the Journal of European Industrial Training, Vol. 17 No. 1, presents the focus group method as a means for identifying organizational training needs. Presents and discusses relevant research into behavioural and group dynamics, moderator skill(s) requirements, group structure, composition, methods of interaction between the moderator and the group, teleconferencing as a variation of the focus group method, and analysis of the data. Concludes with the necessity of using focus groups in conjunction with another more numerically‐oriented method such as survey/ questionnaires in order to produce an objective balance of both qualitative as well as quantitative training data.

Training Needs Assessment Data‐gathering Methods:

The second in a series exploring training needs assessment (TNA) data‐gathering methods, originally published in condensed form in an article entitled “Training Needs Assessment: An ‘Open‐systems’ Application” in the Journal of European Industrial Training, Vol. 17 No. 1. The first presented and discussed the design and use of survey questionnaires. This presents and discusses individual interviewing techniques as well as behavioural implications inherent to the process. Additionally, presents telephone interviews, a variation of the individual interview method. Relevant research supports examples. Presents and discusses advantages as well as disadvantages. Concludes with a summary emphasizing that open‐ended individual interviews will provide the most valuable and relevant data.

Training Needs Assessment Data‐gathering Methods:

The first in a series of articles which further explore four training needs assessment (TNA) research and data‐gathering methods: survey questionnaires, individual interviews, focus groups, and on‐site observations which were first presented in an article entitled “Training Needs Assessment: An ‘Open‐systems’ Application” in the Journal of European Industrial Training, Vol. 17 No. 1. Reviews the types of survey questionnaire most commonly used in the determination of training needs. Emphasizes codes of ethics. Makes comparisons between standardized and custom‐designed questionnaires, with research indicating that the custom approach works best when attempting to identify specific training needs germane to a particular group or organization. Provides various types of question‐response sample along with recommendations for the survey administration and final report preparation. Discusses “E‐Mail” or electronic mail as a variation of the written survey questionnaire. Recommends the custom‐designed survey questionnaire for use as part of a systematic approach to determining and analysing training needs as a result of its flexibility, its yield of quantitative as well as qualitative data, and its results‐oriented format.

Needs assessment for in-service training for community nutrition educators in the kiambu district in Kenya

Nutritional adequacy is an integral part of national and social progress. Nutritional ignorance has been documented as an important contributor to malnutrition in Africa in general, and in Kenya in particular (1-4), where problems of protein energy malnutrition, nutritional anemia, and vitamin A deficiency are especially apparent. After independence was gained in 1963, the Kenya government established a nutrition policy aimed at correcting the malnutrition problems found within the country, with improvement of the nutritional status of the poor as one of its highest priorities (4). Health services were expanded to emphasize preventive and promotive health programs that gave attention to nutrition education and the training of personnel to carry out these programs (5). To implement these programs, an in-service training program was established in 1967, with the first trainees recruited from existing cadres of enrolled nurses and midwives. Upon completion of a nine month in-service course in community nutrition, the trainees were given the title of Nutrition Field Workers (NFWs) and were posted to health centers and hospitals throughout the country. They were expected to assist families by teaching them about the nutritional values and possible uses of available foods and resources. In 1983, as a result of the changing and increased demands on services of the Nutrition Field Workers, the nine month in-service training program was replaced by an expanded two year pre-service training program for high school graduates. Upon completion of the training program they are given the title of Community Nutrition Technicians (CNTs). Like the NFWs, the CNTs work in hospitals and health centers throughout the country. Together, the

Training Needs Assessment: An ″Open‐systems″ Application

Training needs assessments (TNAs) have become a popular and valuable tool in the human resource development profession. When properly designed and administered, a TNA will provide a detailed picture of an organization′s skill, knowledge and talent base while simultaneously focusing attention to areas where training programmes are most needed or, depending on the nature of the business, required. This, in turn, permits the organization to allocate funds for training and development where they will have the greatest impact thereby providing a positive return on the firm′s investment. Focuses on an open‐systems approach to designing and administering a TNA. As such the methodologies described within examine and illustrate a systematic and applications‐oriented process by presenting independent as well as interdependent methods of datagathering and analysis as a means of identifying and addressing training needs.

HIV training and perceived competence among doctoral students in psychology.

A training-needs assessment was conducted California School of Professional Psychology, Berkeley/Alameda, on students' beliefs about clinical competence, past training in human immunodeficiency virus (HIV) issues, and future training needs the school. They perceived themselves to be somewhat competent in providing clinical services to HIV patients and members of groups high risk for HIV A modest correlation was found between the students' total HIV training and perceived competence, but none was found between the multicultural emphasis in HIV education and their perceived competence. These findings suggest an ethical dilemma surrounding inadequately trained psychologists providing services to multicultural populations. Ethical issues concerning training standards and criteria for clinical competency are discussed. Because of the continuing spread of human immunodeficiency virus (HIV) into populations other than those initially considered to be at risk, it is likely that health professionals will encounter someone who is HIV positive some stage of acquired immunodeficiency syndrome (AIDS) or AIDS-related syndrome (ARC), or someone who has a friend or family member who has been affected by HIV As noted by several recent national surveys of doctoral psychology programs, little in the way of doctoral-level classroom training specifically relating to HIV is available for future psychologists. Pingitore and Morrison (1990) reported that only five (4.45%) programs offered a formal course on HIV Sayette and Mayne (1990) reported that only eight programs cited AIDS as a research area in clinical psychology. Campos, Brasfield, and Kelly (1989) re

Management Training in Canadian Organisations

Management training has gained much attention over the past decade with developed countries spending billions of dollars each year in this area. In order to examine management training, a mail survey was conducted of 1,000 randomly selected Canadian organisations having at least 500 employees. Results from the 225 responding organisations yielded findings on management training policies, training needs assessment procedures, training evaluation, and expected future directions in management training among other findings. Overall, Canadian organisations recognise the importance of management training; however, there is a need for better identification of training requirements and evaluation of training.

A Practical Approach to Conducting and Using the Training Needs Assessment

Although training needs assessment (TNA) is essential for effective training efforts, this important component of training and development is often ignored. The authors present a systematic, legally defensible TNA which has proved to be successful. Sample materials for conducting a TNA are included. The use of the TNA as a central data base for other personnel/human resource management activities is also discussed.

Needs Assessment for Staff Training

Needs Assessment for Staff Training

Getting started in the training business Topic 1

In my previous article I emphasised the importance of having a Company Training Plan. I explained that a company training plan attempts to answer certain fundamental manpower questions such as these — in what jobs should we, now and in the future, be training people; how many should be under training within each category; over what period of time should this training be extended and when should it come to fruition? I then invited you to take part in a participative exercise designed to convince you that these matters are not within the competence of the training manager to decide, that the training plan should reflect and implement the overall company objectives and, accordingly, the training plan should be determined by the top management. I also made the point that a company training plan should grow out of the company training needs assessment. I made a distinction between the COMPANY TRAINING NEEDS ASSESSMENT and the COMPANY TRAINING PLAN. CTNA is the aggregate of all identifiable needs of the company irrespective of whether it is possible or desirable to satisfy them; the company training plan is what results from taking the CTNA and fixing the priorities — making a choice of which needs to meet. I made a further point: that in the situation in which you find yourself, you may have to make these managerial decisions yourself, in isolation, in default of their being made by the management. In this case the training manager has no alternative, in the short‐term, but to accept the unsatisfactory situation and work for correct management involvement in the longer term.