Needs assessments are traditionally based on an optimals-actuals deficiency model that is utilized before instruction is implemented. However, in some cases an existing training program may be reassessed to determine what training needs still exist. These situations could benefit from an excess-based model, where the assessment effort is designed to iden-t~y instructional excesses as well as deficiencies. This article explains the theory and procedures for an innovative needs reassessment approach, the CODE system. The article also provides some empirical data on the potential value of the CODE process for decisions about the realtocation of instructional resources in existing training programs. Two exploratory studies were conducted that provide evidence of the validity of the CODE system: (a) a needs reassessment of a corporate training program, and (b) a medical training program reassessment.[] This article outlines a theoretical and procedural model for conducting a special type of needs assessment, which we call needs reassessment. Needs reassessment is a hybrid process, one that has the purposes of needs assessment and the timing of summative evaluation. The model can be used to upgrade existing instructional programs by helping designers identiby needs that can be met by instructional and noninstructional interventions. Kaufman and English (1979) have defined needs assessment as a: tool for determining valid and useful problems which are philosophically as well as practically sound. It keeps us from running down more blind educational alleys, from using time, dollars, and people in attempted solutions which will not work. (p. 31)
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