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The training needs assessment is a significant activity for the training and development function. A human resource generalist or a specialist should be proficient in performing a training needs assessment. The purpose of this paper is to explain the training and development function in the Islamic banking sector and how the needs assessment of Islamic banking fits into the process, followed by an in‐depth look at the core concepts and levels involved in conducting a training needs assessment.

A research design is the structure for investigation and way of answering the research question. The authors have conducted this research under the umbrella of quantitative paradigm, using the cross‐sectional way of obtaining responses as it saves time and cost, and the strategy adopted for data collection was “survey questionnaire technique”. In this study, Performance Analysis. Job Analysis, Career Development and Knowledge, Skills, and Abilities were taken as independent variables and Training Needs Assessment as the dependent variable. The sample size of 100 employees was selected without any preference among the employees. Random sampling technique was used and appropriate stratification was undertaken to represent both male and female.

This study was conducted to know about training need assessment in Islamic banking in Pakistan. The authors found that the process of needs assessment identifies more than one training need; the training manager, working with management, prioritizes the training based on the urgency of the need (timeliness); the extent of the need (how many employees need to be trained); and the resources available. Also, the authors learned that training needs assessment is more crucial for performance analysis and for job analysis. Based on this information, the training manager can develop the instructional objectives for the training and development program.

The paper's findings will be beneficial for the training and development sector of Islamic banking. The results of the study would help training and development practitioners, showing how better planning and implementation of the training need assessment process could save their costs and time.

The objective of this paper is to explore how learning needs of physicians are best achieved when planning for appropriate continuing medical education activities.

This paper examines the informal types of needs‐assessment as opposed to formal types when identifying the learning needs of physicians.

This paper projects how informal types of needs‐assessment probe more deeply into the opinions and perceptions of physicians, thus complementing with formal methods when planning appropriate academic activities.

Informal types of needs‐assessment show promise in deriving a physician's individual learning needs, but has limitations as the educational activities proposed and undertaken would not necessarily benefit a larger group and, as they are usually unshared, would result in unimpressive utilization of educational resources.

Although the method of informal needs‐assessment is noteworthy, when planning academic activities on a larger scale and for wider gain, the formal methods of needs‐assessment are to be preferred.

This paper establishes that the informal method of needs‐assessment is significant in obtaining the true learning needs of the physicians but should always be complemented by formal methods.

Assessing learners with extensive support needs has traditionally been rooted in deficit perspectives, in which student incapacities are highlighted. We start this chapter with an overview of this historical view and identify its shortcomings. Next, we identify alternate assessment and progress monitoring as key efforts for shifting the lens from deficit-oriented assessment toward more grade-aligned, inclusive-, and strengths-based strategies. We also identify strategies for comprehensive assessment that can continue this shift in approach. Finally, we conclude with ideas for future directions in assessing learners with extensive support needs.

The goal of this research is to demonstrate how web‐based applications improve the effectiveness of a very important human resource (HR) function. It proposes a framework of a web‐based training needs assessment system for HR professionals to effectively assess employee needs for competency‐based training.

A conceptual framework of a survey‐based training needs assessment using the Internet was developed. A use case detailing a walkthrough of a prototype system developed under this proposed framework was created to illustrate how this system works. A two‐phased operation test of the prototype system was then conducted to assess how well human resource (HR) managers would accept and adopt this technology to develop organizational competencies. The first phase involved demonstrating the use case to a group of experienced HR managers and polling their opinion toward the system. The second phase involved one‐on‐one interviews with three select HR managers who were asked to experience the prototype system hands‐on.

HR managers from both phases of validation demonstrated positive acceptance of both the needs assessment model and the process improvement generated from the web‐based prototype system.

The qualitative validation test was conducted to a small sample of Taiwan's HR managers. Caution is advised when generalizing the positive results to other regions or countries with more advanced IT applications in HR practices.

This study contributes to the HR practice in several ways. First, it qualitatively confirms that HR professionals accept a competence‐based approach to build company's training curriculum. Second, it observes a lack of effective tools to help HR professionals in the task of training needs assessment. Third, it shows that HR professionals do recognize the power of web technology in helping them become more efficient.

Formal competency‐based training programs are rarely implemented in the real world because the process required is both tedious and time‐consuming. This paper adopts Internet technologies in a conceptual model for effective competency‐based training needs assessment, and presents an efficient web‐based tool to assist HR professionals in the needed analysis.

Summarizes experience gained from implementation and review of the needs assessment process in 12 client‐driven applied research studies and puts it forth as a set of propositions which relate to decisions concerning organization and societal economic development projects. Suggests that a needs‐assessment process must be client‐owned, pragmatic and result in outcomes which are usable and perceived by stakeholders to be important. As well as being grounded in economic and research theory, a needs assessment must contain definable data sets comprising skill/knowledge profiles categorized into some usable format. The 12 studies provide support for these ideas, validating models characterized by intensive involvement and topdown/bottom‐up consultation developed in the authors′ previous publications.

Reports a British Library Research and Innovation Centre funded research project which aims to develop a method for assessing preservation needs in UK libraries and archives, and to develop the method in such a way as to facilitate an assessment of national preservation needs and priorities. Discusses what is meant by a preservation needs assessment, provides an overview of recent and ongoing preservation surveys and presents preliminary findings relating to key practical issues. Highlights the primary importance of good preparation and planning, the need to concentrate on “asking the right questions” to meet stated aims and objectives and the need to ensure that the assessment is not planned and carried out in isolation. The development of a national preservation needs assessment ‐ fundamental to the development of a UK national preservation strategy ‐ is considered in the light of these findings.

The purpose of this paper is to address the fact that under current Education Skills Funding Agency (ESFA) funding guidelines, diagnostic assessments for apprentices with additional learner needs are deemed an ineligible cost, which has the potential to reduce access to additional funding and support.

The approach of this paper is to critically evaluate the surrounding literature, government reports and Mencap review produced since the apprenticeship levy and present the implications of these funding guidelines relating to access to apprenticeships and the practical effects of apprentice’s experience and development.

The finding presented by this paper is that the definition of diagnostic assessments as an ineligible cost reduces the quality of training delivered by providers and assurances to apprentices that they will be fully supported from the start of their training.

The limitation of this research was the minimal amount of government/ESFA documentation addressing this subject within apprenticeships.

The practical implications of this paper relate to the on-going delivery of apprenticeship training in the UK, and the detrimental effect of reducing access to diagnostic assessments for apprentices with undiagnosed additional learner needs under the current wording of the Education Skills Agency guidance.

The government policy is currently under review to address this area which is considered an ineligible cost for supporting apprentices with recognised additional learner needs.

The value of this paper is to align with recent Mencap review and collaboratively readdress the ESFA’s current positioning of diagnostic assessments for apprentices with undiagnosed learning difficulties and disabilities as an ineligible cost and non-standardised requirement.

How often have you witnessed the design and administration of a training programme because the “manager” of a department thought training was needed? Or, the training department offered courses because it was “traditional” and the organisation needs to train because other organisations are offering the programmes. It is my estimation that this approach to training often tends to be the rule rather than the exception.

This paper aims to review the relevant literature on training needs assessment (TNA) with an objective to provide users/beneficiaries of TNA with the understanding of its growing concept, multiple uses (outcomes), and valuing these uses (antecedents).

To conduct the literature review on uses of TNA, the authors used the systematic search comprising four stages: selection of appropriate search terms such as training, needs assessment, needs analysis, training needs assessment, and training needs analysis; carrying out search in established databases such as EBSCOhost, Emerald, JSTOR, SpringerLink, and Wiley‐Blackwell; initial sample filtering (relevance‐based); and further sample filtering (access‐based). Based on this review, a conceptual framework for examining the forward and backward linkages between TNA and nine human resource management and development areas is proposed for further examination.

This paper highlights training plans, goal setting, employee development, managing change, career development, knowledge, skills, and attitude, learning motivation, cost effectiveness, and performance appraisal as nine major human resource management and development areas revealing different uses of TNA. This gives an appropriate place to the expanding view of TNA.

This paper offers important implications for human resource professionals. Their learning about multiple uses of TNA can help them attain comprehensive solutions of varied organisational problems.

This paper attempts to make a significant contribution towards understanding the growing concept of TNA by expanding the long‐established way of looking at it through increasing its potential effects and subsequently enhancing its purposes and uses for both training and non‐training initiatives.

This article introduces a practical model of training and development needs assessment for partner institutes. A detailed description of the model’s components is presented with a suggested implementation sequence in order to successfully overcome obstacles. The literature revealed no solutions for the unique problems faced by partner institutes when conducting training needs assessment exercises. The proposed model is competency‐based, which allows for the incorporation of various data gathering techniques, the elimination of redundancies and role conflict, and therefore, the integration of the partner institute with member organization’s infrastructure to systematically and effectively assess the actual training and development needs of the industry to which they belong.