Linking Training Evaluation to Training Needs Assessment: A Conceptual Model

Ford, J. Kevin; Sego, Douglas J.

doi:10.21236/ada228116

Cited by 5 publications

(2 citation statements)

References 4 publications

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“…To reduce survey length and increase the potential for a high response rate, we used a stratified sampling plan. The plan resulted in the selection of 34 of the 99 trained tasks (Ford & Sego, 1990) that differed in terms of task difficulty (Christal, 1974).…”

Section: Methodsmentioning

confidence: 99%

Impact of task experience and individual factors on training-emphasis ratings.

Ford

Smith

Sego

et al. 1993

Journal of Applied Psychology

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This study included 2 sets of analyses examining the impact of task experience and individual factors on task ratings of training emphasis. Aerospace ground equipment mechanics in the U.S. Air Force completed surveys 8 months and 12 months after formal training. Mechanics rated how much formal training they would recommend for a sample of tasks. In the cross-sectional analyses, with tenure constant at 12 months, an individual's breadth of experience (number of tasks performed) and level of self-efficacy were found to have significant effects on training-emphasis ratings. The change analyses examined factors influencing changes in ratings of training emphasis from 8 to 12 months on the job. Results indicated that mechanics whose breadth of experience or self-efficacy perceptions increased over time tended to increase their ratings of training emphasis. Implications for understanding the task analysis rating process are discussed.

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Section: Methodsmentioning

confidence: 99%

Impact of task experience and individual factors on training-emphasis ratings.

Ford

Smith

Sego

et al. 1993

Journal of Applied Psychology

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“…A crucial determinant of excesses and deficiencies is training emphasis, often measured as the time allocated to a given training task (Ford & Sego, 1990;Ford & Wroten, 1984;Teachout et al, 1997/98). For example, the number of class hours devoted to a task or topic is a measure of training emphasis.…”

Section: General Assumptionsmentioning

confidence: 99%

Reassessing training programs: A model for identifying training excesses and deficiencies

Tessmer

McCann

Ludvigsen

1999

ETR&D

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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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Factors Affecting the Opportunity to Perform Trained Tasks on the Job

Ford

Quiñones

Sego

et al. 1992

Personnel Psychology

369

259

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One factor that can affect the transfer of technical skills to the job is the extent to which the trainee is given the opportunity to perform trained tasks on the job. The opportunity to perform trained tasks was conceptualized as consisting of three dimensions: breadth, activity level, and type of tasks performed. Graduates from an Air Force technical training program and their supervisors (N= 180) responded to questionnaires measuring these three dimensions and various organizational, work context, and individual factors 4 months after the airmen had completed the training program. The results indicated that airmen obtained differential opportunities to perform trained tasks and that these differences were related to supervisory attitudes and workgroup support as well as the trainee's self‐efficacy and cognitive ability. Implications for training research and practice are discussed.

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Linking Training Evaluation to Training Needs Assessment: A Conceptual Model

Cited by 5 publications

References 4 publications

Impact of task experience and individual factors on training-emphasis ratings.

Impact of task experience and individual factors on training-emphasis ratings.

Reassessing training programs: A model for identifying training excesses and deficiencies

Factors Affecting the Opportunity to Perform Trained Tasks on the Job

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