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094313 1 (1979-06-01)

handle is hein.gao/gaobacuhw0001 and id is 1 raw text is: Task/Competency Based Training Needs Assessment1 Gerald J. Organt II1lllilllll1I INilllllll U.S. General Accounting Office 094313 The defined purpose or goal of a successful training effort is not oriented at producing a well-educated work force. Rather, the proper role of training is to assist in providing a competent work force by satisfying job-specific needs. There is no justification for expenditures on training programs that do not increase the efficiency and/or effectiveness of the workforce. In other words, training should not be an end in itself, but a service that enables indi- vidual employees to make greater contributions in their various missions. Training must be directed at specific individual and organizational needs. Such training needs analysis is a function recognized as an integral part of any well-designed training program by training theorists and academicians (Moore, 1978). Its logic is simple. To utilize training dollars and resources most effectively, one must first determine the location, scope, and magnitude of the training need. This is the basic purpose of training needs assessment (TNA). In spite of this, training needs analysis is seldom the carefully developed and systematic investigation that the professionals in the employee development field propose. There are many ways for a manager to become convinced that an adequate 'i6 training needs assessment is routinely being conducted in his organization when, in fact, it is not. First, the existence of some training needs is obvious and can be accepted on the basis of common sense and reason. Secondly, it is not at all difficult for someone to get opinions about needed training. Everyone con- tacted in an organization will give some kind of response to inquiries about training and development. Expressions of needs by managers, supervisors, and employees, gathered in this way tend to reflect the broad attitude that train- ing is good, with little regard for its relationship to definitive needs of the organization (DUEL, 1970). You may get, for example, I had lunch yesterday with John Spike. He tells me his unit is giving all supervisors a course in public speaking. I think all of our supervisors could use that too. It could just as well be sensitivity training, creativity training, speed-reading or any other fads which seem to continuously sweep across the training scene. What must be recognized is the difference between training needs and training wants. It is the wants, not needs which are generally first expressed by supervisors and employees. Finally, the basic process for identifying training needs appears quite simple: Determine what is required or expected in the job. De- termine the degree to which this requirement or expectation is being met. If it is not being met, find the reasons. Then, to the extent that these reasons in- volve deficiencies in knowledges, skills or abilities in the workforce, a need has been identified which training can probably help meet (USCSC, 1961). The simplicity of this process is exceedingly deceptive because so many complex determinations, many of which are necessarily subjective, must be made. Ade- quate training needs assessment must reduce this subjectivity to the extent possible by taking a formal approach. 1Presented conference of the IISLA Assessment Council; San Diego, California, June, 1979., 7 / 2, s) DOCUMENAT AVAILAOLE

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