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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.

The problems of One‐Man‐Bands (OMBs) began to be taken seriously in the early 1980s when the Aslib OMB group was formed. The group received considerable attention in the professional press, and became the object of a study by Judith Collins and Janet Shuter who identified them as “information professionals working in isolation”. Many of the problems identified in the Collins/Shuter study remain — not least of these being the further education and training needs of OMBs. These needs are studied in this report. The author has firstly done an extensive survey of the literature to find what has been written about this branch of the profession. Then by means of a questionnaire sent to the Aslib OMB group and the National Council for Voluntary Organisations (INVOG), training and education needs have been pinpointed. Some of these needs have then been explored in greater detail by means of case studies. The author found that the most common deterrents to continuing education and training were time, cost, location, finding suitable courses to cover the large variety of skills needed and lastly, lack of encouragement from employers. The author has concluded by recommending areas where further research is needed, and suggesting some solutions to the problems discussed.

Since the 1960s Jordan has witnessed efforts of administrative reform to increase the efficiency and effectiveness of its administrative system. Management training is considered a very viable approach to such reform. Assessing training needs is a very critical process in management development. This article discusses assessment of training needs as a process within the context of administrative training and reform. Fifty‐seven officers of Administrative Development and Training Units (ADTUS) in Jordan were interviewed and the findings of the study indicated that assessment of training needs is done in an impressionistic way. The article ends by recommending better selection of ADTUS officers and effective development programmes for them, including formal and on‐the‐job training. Assessment of training needs should be emphasised in the development programmes. It is recommended also that other areas of management training, such as designing training programmes and evaluating them, ought to be empirically researched by other students of management.

The present project concerned the assessment of senior and middle level managers′ training needs by self‐report questionnaire, and the link between such identified needs and managers′ preferences for training strategies. It was found that senior‐and middle‐level managers rated the degree of training they needed as less than their supervisors rated for their positions. Self‐reported training needs could be described by an overall general management dimension, whereas managers′ preferred training strategies were separate and specific. Managers′ preferred training strategies and attitudes towards training were not related to their training needs.

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.

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 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.

The purpose of this paper is to examine how the eThekwini Municipal Academy (EMA) conducts training needs assessments for vocational skills training for unemployed and disadvantaged youths, KwaZulu-Natal province. By examining the process of training needs assessment (TNA), the focus was on determining how it might influence the success in employment outcomes of the graduates.

The researcher used mixed research methods of qualitative and quantitative approaches. The quantitative research method was a survey questionnaire. The survey questionnaire helped produce a detailed description of respondents' opinions and experiences. The qualitative method in the form of semi-structured interviews helped to present the data from the perspective of the training managers on the process of TNA and opportunities in accessing employment for the graduates. Purposive sampling was used to select 24 training centre managers and 512 trainees. The quantitative data were analysed using SPSS software, and data from interviews were analysed using thematic analysis.

The findings revealed that the most important aspect of the TNA process was that the EMA managers selected and design a training course after consulting and engaging the stakeholders who were also prospective employers to identify needs and job availability within the companies or government departments. The author concludes that the process of TNA involving all stakeholders helped to provide vocational training programmes, which were demand-driven. The process also might promote the best and most promising practices enhancing the transition from skills acquisition to skills utilisation in the labour market.

The results of the study have shown the three main factors that affect the TNA process, which are an individual or person analysis, consulting key stakeholders and labour market assessment. It is hoped that the results of the study can be used by training practitioners for better understanding of factors that can contribute to the effectiveness of vocational skills training for unemployed youth.

The paper is unique because it contributes to the knowledge by explaining the link between the effectiveness of vocational skills training and a proper TNA for unemployed youth. It also provides knowledge on key factors in conducting the TNA process by involving all stakeholders. Existing TNA research focuses on competency-based need analysis for employees of companies, organisations and institutions. Therefore, this paper is significant because it helps to understand the role of TNA in enhancing the effectiveness of vocational skills training for unemployed and disadvantaged youths.

Reports on a study of current and past training literature which suggests that, to be effective and to isolate both training needs and those problems having other, non‐trainable solutions, training must be preceded by a needs analysis. Proposes a needs assessment model to illustrate an optimum needs assessment process, and compares this model with the Ontario Government′s “Ontario Skill” (OS) programme, a multi‐million dollar, provincially‐funded training scheme. If, as the literature suggests, needs assessment must preclude training, then it is likely that OS monies are being wasted, as under the current administrative system it is virtually impossible to conduct in‐depth assessments. Suggests ways in which needs assessment can be improved, by shifting the burden from the Government′s consultants onto specially‐trained employer representatives. It is felt that such a shift would enable sufficient time to be spent on the thousands of needs assessments conducted every year under the auspices of this massive training initiative. The methodology suggested here would be applicable to any large‐scale provincial or state‐run industrial training programme.

This paper seeks to provide an overview of the concept of training needs analysis (TNA), current practice, models and the impact that training needs analysis currently has on nurses in public hospitals in Australia. Thus, the paper should aid future research in the area of TNA of nurses through helping researchers to clarify the conceptual boundaries of training needs of nurses; providing a theoretical framework that could help researchers in framing their research efforts in the area; and establishing a research agenda and identifying the impact this research will potentially have on Human Resource managers in hospitals across Australia.

This paper examines the TNA process by examining literature regarding the importance and benefits of TNA, issues relating to TNA and current practice and models. This paper then looks at how TNA applies to, and is currently practised within, the healthcare industry, specifically amongst a group of nurses. This paper also addresses how TNA tools relate to healthcare workers, particularly nurses, within Australia and how it may be able to improve the current TNA process for nurses in Australia.

The specific contribution of the current paper is in developing a logical model of TNA for nurses employed in healthcare organizations in Australia. In so doing insights are drawn from a number of discreet literature bases.

Research in this area has been carried out primarily in the UK, in the USA, and in other countries. Unfortunately, TNA for nurses in Australia is very much an under‐researched topic. Equally, there is scant research available into the importance and benefits of conducting appropriate TNA for nurses in Australia. The research that has been conducted involving training needs of nurses in Australia has not been focused on a TNA using a psychometrically valid tool, nor has the research considered the factors that may influence the training needs of particular nurses or organizations.