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Journal articles on the topic 'Analysis of training needs'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Rahmana, Arief, and Yaya Sukaya. "Training Needs Analysis: Suggested Framework for Identifying Training Need." International Journal of Psychosocial Rehabilitation 24, no. 02 (February 13, 2020): 3861–68. http://dx.doi.org/10.37200/ijpr/v24i2/pr200707.

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2

Vairagi, Nishad Nitin, Smitil Dattatrey Patil, and Pratibha M. Deshmukh. "Training Needs Analysis." International Journal of Trend in Scientific Research and Development Volume-2, Issue-5 (August 31, 2018): 647–48. http://dx.doi.org/10.31142/ijtsrd15759.

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3

Pedder, Lindsay. "Training-needs analysis." Learning Disability Practice 1, no. 4 (January 1999): 30–34. http://dx.doi.org/10.7748/ldp1999.01.1.4.30.c1419.

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4

Pedder, Lindsay. "Training-needs analysis." Nursing Standard 13, no. 6 (October 28, 1998): 50–53. http://dx.doi.org/10.7748/ns1998.10.13.6.50.c2550.

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5

Grace, M. "Training needs analysis." British Dental Journal 190, no. 10 (May 2001): 524–26. http://dx.doi.org/10.1038/sj.bdj.4801023.

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6

Grace, M. "Training needs analysis." British Dental Journal 190, no. 10 (May 26, 2001): 524–26. http://dx.doi.org/10.1038/sj.bdj.4801023a.

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7

Eighteen, Robert. "Training needs analysis for IT training." Industrial and Commercial Training 31, no. 4 (July 1999): 149–53. http://dx.doi.org/10.1108/00197859910275773.

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8

Jaakkola, Eero. "Multimedia training needs analysis." International Journal of Continuing Engineering Education and Lifelong Learning 10, no. 1/2/3/4 (2000): 59. http://dx.doi.org/10.1504/ijceell.2000.000350.

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9

Ferdinand, Bob. "MANAGEMENT TRAINING NEEDS ANALYSIS (TNA)." Industrial and Commercial Training 20, no. 5 (May 1988): 27–31. http://dx.doi.org/10.1108/eb004113.

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10

Chiu, Warren, David Thompson, Wai‐ming Mak, and K. L. Lo. "Re‐thinking training needs analysis." Personnel Review 28, no. 1/2 (March 1999): 77–90. http://dx.doi.org/10.1108/00483489910249009.

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11

Gould, Dinah, Daniel Kelly, and Isabel White. "Training needs analysis: an evaluation framework." Nursing Standard 18, no. 20 (January 28, 2004): 33–36. http://dx.doi.org/10.7748/ns2004.01.18.20.33.c3534.

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12

Denby, Steve. "The importance of training needs analysis." Industrial and Commercial Training 42, no. 3 (April 20, 2010): 147–50. http://dx.doi.org/10.1108/00197851011038132.

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13

SHEPERD, J. C. "Training needs analysis. Necessity or luxury?" Journal of Nursing Management 3, no. 6 (November 1995): 319–22. http://dx.doi.org/10.1111/j.1365-2834.1995.tb00115.x.

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14

Desombre, T. R., L. A. Munro, and R. Priest. "Training needs analysis within the community." Health Manpower Management 21, no. 5 (October 1995): 21–24. http://dx.doi.org/10.1108/09552069510097129.

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15

Smith, Barry, and Brian Delahaye. "TRAINING NEEDS ANALYSIS — A MARKETING VIEWPOINT." Journal of European Industrial Training 12, no. 2 (February 1988): 8–12. http://dx.doi.org/10.1108/eb014244.

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16

Boak, George, and Mac Stephenson. "Training Needs Analysis and Time Management." Industrial and Commercial Training 19, no. 6 (June 1987): 11–12. http://dx.doi.org/10.1108/eb004084.

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17

Clarke, Nicholas. "The politics of training needs analysis." Journal of Workplace Learning 15, no. 4 (July 2003): 141–53. http://dx.doi.org/10.1108/13665620310474598.

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18

Snowden, Austyn, Maria Gilfedder, Elizabeth Ferries, Leigh Bartling, and Derek T. Barron. "Concordance in Action: Training Needs Analysis." British Journal of Mental Health Nursing 1, no. 1 (March 20, 2012): 13–18. http://dx.doi.org/10.12968/bjmh.2012.1.1.13.

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19

Andriyani, Eka, R. A. Murti Kusuma Wirasti, and Suyitno Muslim. "Needs Analysis of Contextual Training for Automotive Technicians." Journal of Education Research and Evaluation 4, no. 4 (November 15, 2020): 352. http://dx.doi.org/10.23887/jere.v4i4.29326.

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The advancement of technology make automotive industry has to improve rapidly, it causes the training for technicians must be update continuously, so it confuses some instructors it caused some of these trainings often ineffective, they are not what the company truly needs. This study aims to analyze the needs to make an effective training in the automotive industry. This method was developed to minimize errors that would occur while develop a training for technicians. This study used a qualitative approach, the data to be studied were collected through interviews with technicians and instructors, literature review also used in this study. The results of this study is to produce a needs analysis method that considers aspects of learning according to context in order to keep up with technology advancement. A training can be effective if the needs of the company were fulfilled, utilizing learning facilities that company already has can also increase the training development process. The contribution of the results of this research to the field of educational technology is a method for analyzing training needs specifically for technicians in order to assist other researchers in field of educational technology to develop training for technicians.

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20

Griffiths, C. W., and Alan Lees. "Training needs analysis—a human factors analysis tool." Quality and Reliability Engineering International 11, no. 6 (1995): 435–38. http://dx.doi.org/10.1002/qre.4680110607.

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21

Rohayati, Y., and S. Wulandari. "Training needs analysis for MSMEs: how to improve training effectiveness." IOP Conference Series: Materials Science and Engineering 277 (December 2017): 012030. http://dx.doi.org/10.1088/1757-899x/277/1/012030.

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22

Rajan, D. "Training needs analysis: A study of managers." Training & Development Journal 9, no. 2 (2018): 144. http://dx.doi.org/10.5958/2231-069x.2018.00018.5.

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23

Nazli, Nik Nadian Nisa Nik, Sapora Sipon, and Husni Mohd Radzi. "Analysis of Training Needs in Disaster Preparedness." Procedia - Social and Behavioral Sciences 140 (August 2014): 576–80. http://dx.doi.org/10.1016/j.sbspro.2014.04.473.

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24

Hartoyo, Rachmat, and Hady Efendy. "Development of Training Needs Analysis in Organization." Journal of Management Research 9, no. 4 (October 5, 2017): 140. http://dx.doi.org/10.5296/jmr.v9i4.11866.

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Competition encourages the organization to always improve its performance, so as to achieve competitive advantage. One of the steps taken is to conduct extensive and continuous training and employee development. A training need assessment is a strategic step to find out the right training program for the organization and employees. In addition, to produce effective training, training professionals need to emphasize doing the right things the first time. The type of data used in this study is qualitative, and the source of data in this study is the source of literature. Data analysis technique used in this research is descriptive analysis technique to describe and describe object to be studied. The purpose of this descriptive is to make the description, description or painting systematically, factually and accurately about the facts, properties and relationships between the phenomena investigated. The study consists of evaluating the components of the training system and planning of training needs based on competence. The evaluation is aimed to find out the training system and human resource development within an organization that includes the components of the training system.

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25

Fyffe, Theresa, and Evelyn Fleck. "Using training needs analysis to implement change." Nursing Standard 12, no. 16 (January 7, 1998): 43–45. http://dx.doi.org/10.7748/ns.12.16.43.s49.

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26

Ofluoglu, Gokhan, and Ahmet Ferda Cakmak. "Techniques of Training Needs Analysis in Organizations." International Journal of Learning: Annual Review 18, no. 1 (2011): 605–14. http://dx.doi.org/10.18848/1447-9494/cgp/v18i01/47456.

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27

Anderson, Geoff. "A Proactive Model for Training Needs Analysis." Journal of European Industrial Training 18, no. 3 (April 1994): 23–28. http://dx.doi.org/10.1108/03090599410056577.

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28

Juracak, Josip, and László Kárpáti. "Agribusiness higher education development – training needs analysis." Applied Studies in Agribusiness and Commerce 2, no. 1-2 (October 31, 2008): 107–20. http://dx.doi.org/10.19041/apstract/2008/1-2/16.

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With the tremendous changes in political and economic systems of the Republic of Croatia after independence, new challenges have been put to the higher education system as well. The system used to be structured to serve a centrally planed economy with predominantly state ownership. Universities were producing graduates to be employed on statefarms,inagri-foodsystems(socalled„kombinats“),the state owned processing industry or cooperatives. The graduates were specialised in particular branches, such as crop production, vegetable production or livestock husbandry. Therefore, they were not educated to understand the whole system of a company or the agri-food system. In one word, they were not prepared to run firms as managers, although they were highly educated. Small and medium size entrepreneurs in agri-food business have been rather an exception than a rule, and prior to the transition there was not to much experience in managing, financing or marketing for such a firms.

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29

Tharenou, Phyllis. "Management Training Needs Analysis by Self-Report Questionnaire: Managers' Identified Needs and Preferred Training Strategies." Academy of Management Proceedings 1989, no. 1 (August 1989): 137–41. http://dx.doi.org/10.5465/ambpp.1989.4980573.

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30

Lim, Se-yung, Sang-bong Won, Heajung Woo, Min-Sub Lim, Jiyoung Kim, and Woocheol Kim. "Training needs analysis for the improvement of vocational teacher training course." Korean Society for the Study of Vocational Education 36, no. 6 (December 31, 2017): 47–68. http://dx.doi.org/10.37210/jver.2017.36.6.47.

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31

Antúnez, Serafín, Blanca Patricia Silva, Juan José González, and Paulino Carnicero. "Training for School Supervisors in Mexico. Needs analysis." Educar 49, no. 1 (February 1, 2013): 83. http://dx.doi.org/10.5565/rev/educar.12.

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32

Bearden, Matthew, Aidan Scribbick, Kristen West, Scott Zapcic, and Jasmine Motupalli. "Optimizing UAS Mission Training Needs Through Tradespace Analysis." Industrial and Systems Engineering Review 5, no. 2 (December 18, 2017): 102–8. http://dx.doi.org/10.37266/iser.2017v5i2.pp102-108.

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The Gray Eagle unmanned aircraft systems (UAS) training program requires the reallocation of multiple fully operational UAS from the operational environment to facilitate training. The UAS Project Management Office (PM UAS) is concerned that this practice lacks efficiency. This study sought to: (1) conduct a comprehensive analysis for resource optimization with respect to achieving essential training tasks across multiple UAS, (2) conduct comprehensive cost-benefit analysis to assess the value of allocating a full-time and Gray Eagle platforms to accomplish training versus part-task trainers, and (3) define and quantify measures of performance and effectiveness. To achieve these objectives, this study implemented a tradespace analysis methodology to produce a discrete-event simulation model and a resource optimization tool. The impacts of this project will result in substantial cost savings per fiscal year, allow the client to forecast the resource needs of the organization effectively, and allow for the proper allocation of these resources.

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33

Yi, Jae Kyung. "Discussions on Training Needs Analysis and Situational Factors." Journal of Educational Technology 13, no. 1 (October 30, 1997): 81–97. http://dx.doi.org/10.17232/kset.13.1.81.

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34

Coffey, Michael, and John R. Billard. "A Comprehensive Needs Analysis Equals Training Department Credibility." Hospital Topics 68, no. 2 (March 1990): 27–29. http://dx.doi.org/10.1080/00185868.1990.9948429.

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35

Sheperd, John. "Analysis of training needs of qualified nurse practitioners." British Journal of Nursing 1, no. 6 (July 9, 1992): 310–13. http://dx.doi.org/10.12968/bjon.1992.1.6.310.

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36

Anshari, Khairul, Kasman Rukun, and Asrul Huda. "Analysis of Micrtoic E-Module Training Development Needs." International Journal of Educational Dynamics 2, no. 1 (January 17, 2020): 77–83. http://dx.doi.org/10.24036/ijeds.v2i1.235.

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The purpose of this study is to conduct a needs analysis for the development and compilation of e- modules. The e- module was prepared to facilitate training in order to improve the competency of informatics engineering teachers in West Sumatra. The development of e- module is using the model ploom and nieveen . The development procedure consists of 3 stages , namely 1) preliminary Research 2) prototyping stage and 3) assessment phase. Research carried out in the period 6 months , to perform the analysis of the needs in some of SMK Negeri Sumatra west who have majors engineering informatics and designing e- module training . Subject of research is the teacher engineering informatics SMK Negeri that exist in West Sumatra. Analysis of the data is done by descriptive with the method of the survey . From the results of the analysis obtained that . From the results of the analysis obtained that Master requires a time that is free to carry out training so as not interfere with the process of learning to teach . Second of all teachers in need of training in the field of competence of each , such as in the field of engineering of computer networks , teachers require training on connecting cable fiber optics , build networks , administer the network and use mirotik and Cisco. Teachers also need the latest developments from the 2013 curriculum , namely materials , modules and teaching materials.

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37

Leat, Michael James, and Murray Jack Lovell. "Training needs analysis: weaknesses in the conventional approach." Journal of European Industrial Training 21, no. 4 (June 1997): 143–53. http://dx.doi.org/10.1108/03090599710171396.

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38

Hanzlick, R. "Coroner training needs. A numeric and geographic analysis." JAMA: The Journal of the American Medical Association 276, no. 21 (December 4, 1996): 1775–78. http://dx.doi.org/10.1001/jama.276.21.1775.

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39

SHEPERD, J. C. "Training needs analysis model for qualified nurse practitioners." Journal of Nursing Management 2, no. 4 (July 1994): 181–85. http://dx.doi.org/10.1111/j.1365-2834.1994.tb00151.x.

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40

Taylor, Paul J., Michael P. O. Driscoll, and John F. Binning. "A new integrated framework for training needs analysis." Human Resource Management Journal 8, no. 2 (April 1998): 29–50. http://dx.doi.org/10.1111/j.1748-8583.1998.tb00165.x.

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41

Howard, Helen. "Carrying out a training and development needs analysis." Nursing and Residential Care 7, no. 10 (October 2005): 467–69. http://dx.doi.org/10.12968/nrec.2005.7.10.19773.

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42

Lount, G. T. M., and O. D. W. Hargie. "Preparation for the priesthood: a training needs analysis." Journal of Vocational Education & Training 50, no. 1 (March 1998): 61–77. http://dx.doi.org/10.1080/13636829800200040.

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43

Grant, Caroline, Terri Scott, and Michael McTear. "A Technology‐Based Approach to Training Needs Analysis." Innovations in Education and Training International 34, no. 3 (August 1997): 188–93. http://dx.doi.org/10.1080/1355800970340304.

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44

Farrell, Maureen J. "National palliative care education and training needs analysis." Contemporary Nurse 7, no. 2 (June 1998): 60–67. http://dx.doi.org/10.5172/conu.1998.7.2.60.

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45

Gould, Dinah, Daniel Kelly, Isabel White, and Jayne Chidgey. "Training needs analysis. A literature review and reappraisal." International Journal of Nursing Studies 41, no. 5 (July 2004): 471–86. http://dx.doi.org/10.1016/j.ijnurstu.2003.12.003.

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46

Naikar, Neelam, Penelope M. Sanderson, and Gavan Lintern. "Work Domain Analysis for Identification of Training Needs and Training-System Design." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 43, no. 21 (September 1999): 1128–32. http://dx.doi.org/10.1177/154193129904302103.

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47

González-Gil, Francisca, Elena Martín-Pastor, Noelia Flores Robaina, Cristina Jenaro Río, Raquel Poy Castro, and María Gómez-Vela. "Inclusion and School Coexistence: Analysis of Teachers Training." European Journal of Investigation in Health, Psychology and Education 3, no. 2 (May 7, 2013): 125–35. http://dx.doi.org/10.1989/ejihpe.v3i2.30.

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In our schools, diversity is reflected in different learning rates, abilities, interests, motivations, expectations, needs, and so on. This situation affects coexistence and demands appropriate educative attention. Inclusive education is the best way to achieve this in that involvement and participation of all people in transforming schools is the only way to achieve and fine-tune coexistence in each educational centre. However, this reality justifies the need for teachers training to meet the challenges of achieving success for all the students. For the current study, an ad hoc survey was developed to assess the perceived training needs of teachers for promoting inclusion. A sample of 400 teachers working in Castilla y León schools was utilized. The results showed several perceived training needs for teachers. These needs related to issues for participating in the processes of transforming schools into inclusive settings. Additional perceived needs related to inclusive methodologies to be implemented in the schools and strategies to improve their coexistence.

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48

González-Gil, Francisca, Elena Martín-Pastor, Noelia Flores Robaina, Cristina Jenaro Río, Raquel Poy Castro, and María Gómez-Vela. "Inclusion and School Coexistence: Analysis of Teachers Training." European Journal of Investigation in Health, Psychology and Education 3, no. 2 (May 7, 2013): 125–35. http://dx.doi.org/10.3390/ejihpe3020011.

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In our schools, diversity is reflected in different learning rates, abilities, interests, motivations, expectations, needs, and so on. This situation affects coexistence and demands appropriate educative attention. Inclusive education is the best way to achieve this in that involvement and participation of all people in transforming schools is the only way to achieve and fine-tune coexistence in each educational centre. However, this reality justifies the need for teachers training to meet the challenges of achieving success for all the students. For the current study, an ad hoc survey was developed to assess the perceived training needs of teachers for promoting inclusion. A sample of 400 teachers working in Castilla y León schools was utilized. The results showed several perceived training needs for teachers. These needs related to issues for participating in the processes of transforming schools into inclusive settings. Additional perceived needs related to inclusive methodologies to be implemented in the schools and strategies to improve their coexistence.

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49

Herlinawati, Herlinawati, Indina Tarjiah, and Murti Kusuma Wirasti. "Blended Learning for Medical First Responder Training: Needs Analysis." Jurnal Pendidikan dan Pengajaran 54, no. 1 (March 19, 2021): 160. http://dx.doi.org/10.23887/jpp.v54i1.29221.

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The rapid development of technology demands a fast, easy, cheap, effective, and efficient system and can be accessed anytime and anywhere, including education and training. In the world of education, technological progress is marked by the number of people using the blended learning model. This study aims to obtain and collect information, data, and opinions from stakeholders and training participants at the Training Center of National Search and Rescue Agency to develop a blended learning model for Medical First Responder Training for responders. This study uses the Research and Development (RnD) method with the Integrative Learning Design Framework development model and the PEDATI development strategy. This research is limited only to the initial analysis stage, namely in the form of field studies and literature studies to determine the needs of the Medical First Responders Education and Training and the needs of students who will be the first steps in developing blended learning of MFR training for rescuers within the National Search and Rescue Agency. This study indicates that the National Search and Relief Education and Training Center needs an effective and efficient learning model, coupled with the training participants' responses indicating that they wish to have alternative learning sources. The results of this need analysis research can serve as the basis for the development of blended learning training in Medical First Responder.

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50

Guerci, Marco, and Marco Vinante. "Training evaluation: an analysis of the stakeholders' evaluation needs." Journal of European Industrial Training 35, no. 4 (May 10, 2011): 385–410. http://dx.doi.org/10.1108/03090591111128342.

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PurposeIn recent years, the literature on program evaluation has examined multi‐stakeholder evaluation, but training evaluation models and practices have not generally taken this problem into account. The aim of this paper is to fill this gap.Design/methodology/approachThis study identifies intersections between methodologies and approaches of participatory evaluation, and techniques and evaluation tools typically used for training. The study focuses on understanding the evaluation needs of the stakeholder groups typically involved in training programs. A training program financed by the European Social Fund in Italy is studied, using both qualitative and quantitative methodologies (in‐depth interviews and survey research).FindingsThe findings are as follows: first, identification of evaluation dimensions not taken into account in the return on investment training evaluation model of training evaluation, but which are important for satisfying stakeholders' evaluation needs; second, identification of convergences/divergences between stakeholder groups' evaluation needs; and third, identification of latent variables and convergences/divergences in the attribution of importance to them among stakeholders groups.Research limitations/implicationsThe main limitations of the research are the following: first, the analysis was based on a single training program; second, the study focused only on the pre‐conditions for designing a stakeholder‐based evaluation plan; and third, the analysis considered the attribution of importance by the stakeholders without considering the development of consistent and reliable indicators.Practical implicationsThese results suggest that different stakeholder groups have different evaluation needs and, in operational terms are aware of the convergence and divergence between those needs.Originality/valueThe results of the research are useful in identifying: first, the evaluation elements that all stakeholder groups consider important; second, evaluation elements considered important by one or more stakeholder groups, but not by all of them; and third, latent variables which orient stakeholders groups in training evaluation.

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