Training Needs Assessment: Where We Are and Where We Should Go
| Autor | Rodrigo Rezende Ferreira - Gardênia Abbad |
| Cargo | Universidade de Brasília, UnB, Brasília, DF, Brazil - Universidade de Brasília, IP/UnB, Brasília, DF, Brazil |
Available online at
http://www.anpad.org.br/bar
BAR, Rio de Janeiro, v. 10, n. 1, art. 5,
pp. 77-99, Jan./Mar. 2013
Training Needs Assessment: Where We Are and Where We
Should Go
Rodrigo Rezende Ferreira *
E-mail address: ferreirarods@gmail.com
Universidade de Brasília - UnB
Brasília, DF, Brazil.
Gardênia Abbad
E-mail address: gardenia.abbad@gmail.com
Universidade de Brasília – IP/UnB
Brasília, DF, Brazil.
* Corresponding author: Rodrigo Rezende Ferreira
Campus U niversitário Darcy Ribeiro, Instituto Central de Ciências, Departamento de Administração, Brasília,
DF, 70910-900, Brazil.
Received 21 January 2012; received in revised form 13 August 2012; accepted 27 September
2012; published online 17 December 2012.
R. R. Ferreira, G. Abbad 78
BAR, Rio de Janeiro, v. 10, n. 1, art. 5, pp. 77-99, Jan./Mar. 20 13 www.anpad.org.br/bar
Abstract
The aim of thi s article is to systematically revie w Training Needs Assessment (TNA) scientific literature. B ased
on two research questions (where are we? where should we go?), we hoped to evaluate the current state of
scientific production on TNA and to point out some possible developments. T he following databases were
consulted: Web of Knowledge, Ovid, Proquest, Wiley Online Library, Emerald, PsycNet, CAPES Database and
Scielo. Fifty-One articles were analyzed. The results show that: (a) there is little agreement on how to measure
training needs; (b) most of the current TNA models and methods are reactive and do not consider contextual
factors and multiple levels of analysis in a proactive way; (c) there are gaps in TNA and a need for theoretical
definitions; (d) there is little concern with building theories and concepts related to TNA. Based on these
findings, we point out that TNA practice and research should: (a) be based exclusively on measurable human
competences gaps, in multiple po ssible levels of analysis; (b) not focus only on individual professional roles, but
also on internal and external contextual factors that can be i mportant in the future; (c) discuss and criticize in
depth what work needs, tr aining needs and training needs assessment mean; (d) elaborate and test TNA theories,
concepts, models and methods.
Key words: literature review; training needs; work relations; learning at work; personnel management.
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