Re‐thinking training needs analysis

Abstract

This paper reviews the literature on training needs analysis with the intention of organising conceptually the various approaches. It offers a way of going beyond simple descriptions to a quantitative approach. A simple yet comprehensive model is proposed which consists of four aspects focusing on four related questions: Who are the key initiators of the TNA studies? What are the levels of interest in the studies (i.e. organization, process, group and individual)? What methods of analysis are used? What is the intended outcome of the analysis? Based on these, four hypotheses are proposed. A literature search produced a total of 118 articles, of which 44 were randomly picked for detailed review. As expected, the literature was dominated by "supply-led" players, i.e. trainers and academics, but with an unexpectedly strong emphasis on the "demandled" aspects of the organisation, especially its business results and growth.

Principals’ Role in Managing Teacher Professional Development Through a Training Needs Analysis

“…To identify teachers' professional development needs, it is imperative that principals should conduct a TNA properly and thoroughly. It is also vital that managers should gather as much information as possible about performance problems that can be addressed through training (Chiu et al, 1999). However, the research findings indicate that in South African schools, TNA is conducted in an ad hoc and uncoordinated fashion, usually through IQMS, a performance appraisal system for teachers.…”

“…However, the main weakness of this approach is that trainers do not incorporate teachers' training needs stated in the PGPs and SIPs in their training content. Training is often supply-led or trainer-driven and not informed by ISSN 1822-7864 (Print) ISSN 2538-7111 (Online) https://doi.org/10.33225/pec/19.77.758 teachers' expressed training needs (Chiu et al, 1999). In this authority-oriented approach, the content and scope of training are determined by the DBE officials mostly around policy issues, and not necessarily on matters related to content knowledge or pedagogical practices.…”

“…This indicates how crucial it is to ensure that a professional development needs analysis of each teacher is done to determine whether he or she is able to fulfil all the roles of the teacher outlined above. Some Approaches to Training Needs Analysis Chiu, Thompson, Mak, and Lo (1999) identified two broad categories of training needs, namely supply-led approach and demand-led approach. The supply-led approach, which is described as 'pedagogical', is trainer-driven and authority-oriented in the sense that it is directed by the vested interests of trainers.…”

“…The demand-led approach can be either business-oriented, process-oriented or trainercentred. The business-oriented approach emphasizes 'bottomline', profitability and growth (Chiu et al, 1999). It uses an organization's business plan as one of the sources of information about training needs.…”

“…However, one criticism of this approach is that it is top-down and emphasizes the business outcomes more than the trainee's development needs. Similarly, the process-oriented approach focuses on a division or department rather than the whole organization (Chiu et al, 1999). Training is dictated by new processes like technology or a new curriculum in schools.…”