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

Abstract

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)

Secondary school teachers perceptions regarding the process of teaching sustainable agriculture in the agricultural education curriculum

“…This is in line with the report by Williams (1997) Tessmer et. al (1999) believed that an inservice education program is vital to any profession.…”

A living-systems design model for web-based knowledge management systems

“…This ongoing evaluation is at the heart of the system's capability to accommodate changes in user needs and requirements. Tessmer, McCann and Ludvigsen (1999) described how a needs reassessment, conducted after training has been delivered, makes it possible to determine if the training need was met or if the instruction resulted in overtraining or undertraining. This phase of the design model, following the same spirit as the needs reassessment, is concerned with the assessment of whether the needs of the organization and of individual users have been underserved or overserved in order to allow the developers to modify the system accordingly.…”

“…In many models, the results of the needs analysis are used as input for several other phases of the design process, but are not reassessed or updated after they are initially obtained. In our approach of treating the system we develop as constantly changing, we follow the idea of a needs reassessment outlined by Tessmer, McCann and Ludvigsen (1999) by recognizing that key outcomes of this analysis have to be reviewed frequently and updated in order to provide valid input for the next phases.…”

Triangulating Perspectives: A Needs Assessment to Develop an Outreach Program for Vulnerable and Underserved Populations

“…Tessmer, McCann, and Ludvigsen () suggest that upon completing data collection, researchers should be able to define the following: What are the needs? How serious are they? Can they be solved by training or some other intervention? How should we allocate our resources to solve the needs? (p. 87) …”

“…Data collection techniques and sources should be utilized to steer the development of interventions to align with actual needs versus felt needs (Kaufman & Guerra-Lopez, 2013). Tessmer, McCann, and Ludvigsen (1999) suggest that upon completing data collection, researchers should be able to defi ne the following: a) What are the needs? b) How serious are they?…”