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In this study of 815 military personnel, the purpose of this paper is to examine how perceived leader behaviors are related to trainee perceptions of leader training priorities and to trainee priority for training, and whether trainee motivation to transfer of training moderated the relationship between trainee perceptions and trainee priority for training.

Participants who were experienced job incumbents responded to a survey related to foreign language usage, training, and policy.

When leaders showed support for training through their actions, trainees were more likely to perceive their leaders as placing a higher priority on training. Leader behaviors predicted trainee priority to train, because trainees believed their leaders set a higher priority for training. The leader behaviors that were important for trainees’ priority to train were discretionary behaviors, not those leader behaviors mandated by the organization. Trainee perceptions of leader priority were more positively predictive of trainees’ priority to train for trainees with less motivation to transfer of training.

Supervisor support is an important predictor of training outcomes. The authors expand this literature by focussing on the signals that leaders send to their subordinates regarding training priority. Leaders who exhibited discretionary behaviors in support of training appeared to create an environment in which trainees placed greater importance on training. Organizations need to be aware that mandating training activities might not be as important as encouraging leaders to place value on discretionary activities.

With rapid industrialization and population growth in the urban and rural areas in India, the demand for public transport has risen sharply. In the fast changing scenario in the public transit sector, the role of a bus depot manager (DM) has also undergone substantial transformation. This paper aims to identify and gauge the organizational and individual training needs of DMs, necessary to design and delivery of effective training.

Primary data were collected by visiting three bus depots, nine in‐depth interviews with the top management team, 15 in‐depth interviews with DMs, performance data of 15 DMs and a survey of 114 DMs, using open ended questions. After primary analysis a ranking order instrument was designed and administered to 114 DMs.

The results explored current and future training requirements for the role of bus DMs based on their preference and priority. Seven differentiating competencies and ten priority training areas were identified using “priority index”. Further suggestions have been made for enhancing training effectiveness.

The paper provides practical insights into how to conduct training needs analysis for bus DMs using differentiating competencies and priority index. Training managers may use such tools to identify training gaps in different roles while designing effective training strategies. It provides insights into the role of bus DMs, current and future role requirements, seven differentiating competencies and training gaps in the role of a DM.

The findings are presented based on one single role in one organization only, i.e. DMs of Gujarat State Road Transport Corporation (GSRTC). Replication studies should examine different roles across different functions.

This paper investigates how to identify training needs for depot managers using differentiating competencies and priority index. It provides inferences on how to align business objectives, individual performance and training needs. The tools used are ready‐to‐use and replicable for different roles in medium and large MNCs.

In the context of the transfer of the responsibility for prison health from the Prison Service to the National Health Service, a survey of doctors working in prisons reveals doctors’ own high priorities for training in the distinct patient contexts found in prison as well as in certain clinical conditions. The analysis identifies exclusive competences required only for doctors working in prisons and special interest competences that although applicable to practice in the community are particular strengths of doctors working in prisons because of the prevalence of conditions they are required to address.

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 study identifies the policing pre-deployment training content for Korean experts based on needs assessments. Korean policing is at an excellent level to transfer knowledge and skills. Pre-deployment training should be designed systematically and training of trainers approaches should be implemented.

This study used T-tests, Borich needs assessments, and Locus for Focus model analyses to determine the priorities of needs for pre-deployment training in policing. A survey of 116 experienced experts was conducted, with 87 responding (75%).

The study identified 26 factors that deployed law enforcement professionals want to learn from pre-deployment training. These factors were categorized into three areas: research, training design and methods and understanding of partner countries and international development cooperation. The nine highest priorities for training needs were related to understanding the status and conditions of police training in the country to which policing experts are deployed.

This study was limited to Korean policing experts. And the study did not evaluate the validity of the training curriculum or indicators.

Technical assistance in international policing development cooperation aims to train future trainers who can train local police. This study found that limited learner information and poor communication skills can lead to ineffective technical assistance.

This study highlights the importance of knowledge transfer and effective pre-deployment training for policing. The findings can be used to improve training programs and police human resource development.

The purpose of this paper is to document augmentative and alternative communication (AAC) training provision by clinical services in England.

A questionnaire was used to obtain the following information concerning AAC training provision; frequency, length, type, content and cost, trainee occupations and numbers, and future training priorities, and information concerning training providers – service type, geographical area.

In total, 98 clinical service training providers in England responded. Services commonly reported providing AAC training to speech and language therapists, teaching assistants and teachers. Training around “use of specific AAC products, systems and technology” and “introducing/awareness raising of AAC products” were rated as high priority for future training and were two of the three subject areas where services reported the highest percentage of training. Training was predominantly provided at a foundation (basic) level.

There is no consensus on the amount or content of AAC training which professionals in England must receive. Evidence suggests that AAC training for pre-qualification professionals is limited and this paper has identified variation in the amount and type of post-qualification AAC training. While knowledge concerning specific AAC systems is necessary, focussing training primarily on this area may not address critical gaps in knowledge. There is a need for specific recommendations regarding AAC training for professionals in this field, to ensure professionals can fully support people who use AAC.

One of the major problems that any training manager has to face is deciding which training projects to carry out — or frequently, which projects not to carry out. The manager's situation is seldom a simple one, since he has to balance the availability of his resources—in particular, his staff—against the demands for training that may arise, often foreseen but also unexpectedly, from all levels and departments of an organisation. Sometimes, indeed, the instruction is to redirect resources from whatever is in progress (and how often does the originator of the instruction know what is in progress?) to another training priority with overriding urgency.

This study aims to develop a systematic approach for assessing local training needs in order to reskill liaison librarians for new roles in scholarly communication and research data management.

This study followed a training needs assessment approach to develop a survey instrument that was administered electronically to liaison librarians. Survey data were analysed to create an overall prioritization score used to rank local training topics in terms of need. Additional data will inform the design, including formats, of a training agenda to meet these needs.

Survey results indicated that training for research data topics should be prioritized and addressed using hands‐on methods that would allow liaison librarians to develop tangible skills directly applicable to individual outreach activities.

Training priorities often involve factors beyond the scope of this training needs assessment methodology. This methodology also presupposes a list of potential training topics. All training efforts resulting from this study will be assessed in order to determine the effectiveness of the initial interventions and inform the next steps in this iterative training agenda.

Involving potential trainees in the prioritization and development of a training agenda provides valuable information and may lead to increased receptivity to training.

This study provides a model for academic libraries to use to assess training needs in order to reskill current staff to adapt to a rapidly changing research and scholarly communication landscape.

This paper aims to describe the approach taken by a staff development committee at a large academic library in New Zealand to reinvigorate professional and personal development. It seeks to examine the processes used, projects carried out and to highlight the outcomes.

To identify training needs, a skills and attributes matrix was developed to which current courses were mapped. Priorities identified in the matrix informed the creation of a programme for which courses were commissioned. An orientation programme for new staff was re‐introduced which included the creation of a new staff development and training web site.

The approach taken by the Library Staff Development Advisory Group created a sustainable process, whereby staff development could periodically be reviewed. A relevant staff development programme could be created to meet the most important current training needs of staff. Reintroducing an orientation programme was successful – it was well attended and favourably received by staff.

An in‐depth needs analysis for specialist tasks to identify specific training needs for those areas could be conducted. Measuring the impact of training on services or behaviour has not yet been attempted.

This paper may be useful to any group deciding to review staff development in any workplace and is not restricted to libraries.

Based on a background paper on the same subject, written on invitation by the World Bank, as a contribution to a general policy review on vocational and technical education and training. Draws primarily on the practical experience of the author and several of his colleagues in the International Training Service during the period 1961‐87 and on his personal consultancy activities since 1987 in a wide range of developing countries in addition to the UK. Pursues the following main themes: practical guidelines for developing enterprise training strategies and policies; the role and training of the enterprise trainer and the industry level training adviser; criteria for determining the location of training and the resources needed for it inside and outside the enterprise; financing training and measuring its results; and the special problems of training in the small enterprise. Focuses throughout on case examples and practical experience rather than on other people’s theories.