Most mainstream schools of thought during the 1900s kept education and profession de facto well distinct and separated moments of personal growth, as if the only purpose of the first was to introduce an individual to the latter, with no...
moreMost mainstream schools of thought during the 1900s kept education and profession de facto well distinct and separated moments of personal growth, as if the only purpose of the first was to introduce an individual to the latter, with no other chance whatsoever for the unfortunate rookie than sink or swim in the new work environment. Self-learning and professional updating used to be either relegated to a guilty personal initiative or put forward by big, mass designed corporate programs, too often insensible to real individual needs. The situation changed radically for the best at the turn of the millennium, in the sign of an increasing compenetration of these two crucial moments and continuous feedback and adjustment of skills and professional needs Modern Learning and Development aims to improve group and individual performance by increasing skills and knowledge. LD forms part of an organisation's talent management strategy and is designed to align group and individual goals and performance with the organisation's overall vision and goals. Practically speaking, individuals in charge of talent development are asked to identify skills gaps among groups and teams (often through SMART objectives, one-to-one interviews and performance appraisals) and then finding suitable training to fill these shortcomings. Trainers must be cost-effective and appropriate for the organisation's needs. Good training gives individuals tools and skills, but it also shows them how to apply these new tools and skills within their own company and position. LD is mostly about creating the culture and environment for individuals and organisations to learn and grow. Awareness of the current and future capability needs of the organisation, as well as of how to create a learning culture, drives engagement in continuous professional development. Learning design and delivery requires a blend of learning approaches, including face-to-face, digital and coaching, as well as the application of behavioural science. How effectively learning is transferred to the learner is key to understanding its impact at an individual and organisation level. TNA is an ongoing process of gathering data to determine what training needs exist so that training can be developed to help the organization accomplish its objectives. Conducting needs assessment is fundamental to the success of a training program. Often, organizations will develop and implement training without first conducting a needs analysis. These organizations run the risk of overdoing training, doing too little training, or missing the point completely. Training needs analysis is the initial step in a cyclical process which contributes to the overall training and educational strategy of staff in an organisation or a professional group. The cycle commences with a systematic consultation to identify the learning needs of the population considered, followed by course planning, delivery and evaluation. Though much has been written about training needs analysis in relation to post-registration nursing education, there is disagreement concerning its impact on the training cycle and its potential to influence service delivery. This started up the literature review presented below. Initial searches of nursing databases identified 266 works. Twenty three (roughly 8.6%) contained findings relating to post-registration nursing education in which assessment of training needs was presented as the major goal. Most of these accounts were concerned with the training needs of nurses in more than one organisation and were classified as macro-level training needs analysis. However, seven studies were concerned with a single, specific organisation (micro-level training needs analysis). Despite their smaller scale and more
