This is a NEEDS ASSESSMENT study that aimed to develop an integrated model for insurance industry employees. The model was supposed to overcome shortcomings involved in NEEDS ASSESSMENT including costly and time-consuming processes and a lack of clarity in terms of tasks and administrative procedures. To this end, a company with 6 departments and 295 employees was approached. Initially, two models were combined to provide an integrated model for NEEDS ASSESSMENT. Then, job descriptions in various departments were considered along with required knowledge, attitude, and skills for each position. Data analysis revealed TRAINING NEEDS of employees in different categories including instant, strategic, continuous, and neutral. Finally, the integrated model was revised and finalized based on findings.

In order to reach to global standards, TRAINING in conducting EIA is essential and one pererequisite for effective TRAINING is NEEDS ASSESSMENT. In this research, the TRAINING NEEDS of EIA investigators in Iran’s Environment Protection Organization were assessed to increase their efficiency. We used a questionnaire to collect the information whit 180 questionnaires sent to EIA offices, committee and also the headquarters in all provinces of Iran of which 113 questionnaires were completed. After surveying the result, the average of scores was classified. The TRAINING NEEDS of EIA were determined after carrying out statistical analysis and tested according to the given percentages according to the 50% and 75% of responders who had chosen the best answer. In the percentage given by 75%, all of the questions failed in the statistical test. In the percentage given by 50%, 8 out of 19 questions passed the statistical test. The results indicate the EIA investigators in Iran need to be trained, retrained and upgraded in many stage of the EIA process.

Hajj and Pilgrimage is the most important source of providing human resource forpilgrimage caravans. Without a doubt, the heads of this organization need to be trained. Based on this need, this study seeks to identify and rank the TRAINING NEEDS of Hajj caravanactors. The population of this study includes all the managers/administrators of Hajjcaravans in 2013. A sample of 222 managers/administrators was selected based on the twostagesampling method and 25 TRAINING experts in Hajj and pilgrimage organization wereselected as the sample through judgmental method. The research instrument wasquestionnaires and documents. The results demonstrate that the TRAINING classes have beenuseful and effective in action for the trainees. Result show that Arabic conversation is thefirst priority in all courses. Beside, Delphi results suggest that first; the following are therequired courses of elementary level: Arabic conversation1and2, computer operator, hajjtravel preparation, geography, map reading, and Saudi Arabia regulation system. Second; regarding re-TRAINING, Arabic conversation4, commandments and rituals of Hajj, exchangeof successful experiences, regulation system of Saudi Arabia, safety during travel, communication skills, English learning, job description, executive instructions, health, safety, first aid, and introduction to Islamic fields were believed to be essential. Othersuggested classes were removed out of the headlines.

Given the importance of TRAINING in organizations to adapt to environmental change, the main purpose of this study was TRAINING NEEDS ASSESSMENT of technical and vocational instructors in order to extract appropriate TRAINING courses for instructors. The research was selected based on the symbolic interpretive-paradigm, qualitative method and exploratory strategy. Necessary data was collected through in-depth interviews with 40 instructors. By content analyzing the data based on DACUM technic, 23 job tasks including preparation and compilation of educational topics, design and planning, participation in exams, course evaluation, comprehensive ASSESSMENT, mastery of teaching methods and techniques, classroom management, modeling best practices, research and study, being responsive, helping to engage learners, transferring views, criticisms and suggestions to organization officials, TRAINING coaching, managing the purchase of TRAINING course items, managing workshop safety and health, field development, consulting and expertise, communicating with experts, development of communications outside the province, holding excellent classes, introducing organization and new tools and models, were extracted. In addition, instructors need 67 components of competence to perform these tasks. Based on these competencies, 110 TRAINING modules required by instructors were extracted. Finally, strengthening coaches' knowledge and communication skills were identified as the most important TRAINING NEEDS.

The present research aims at providing a framework for selecting the methods and models in consistent with the TRAINING NEEDS ASSESSMENT based on influential factors and criteria. Given the purpose, an applied method of research is used. To collect data, a survey descriptive method of research is used. Statistical population includes all executives and experts in the field of educational need ASSESSMENT. To select sample members, Purposive Sampling is used. Data collection is performed using both library method to review literature and filed study (distribution and collection of questioner). The validity of the questioner has been assessed and also approved by the experts due to its consistency with the literature. The reliability of the questioner has been approved by its inconsistency rate and repeat testing. Analytical Hierarchy process (AHP) as well as Expert choice software have been used for analyzing data and determining the coefficiency of influencing criteria of NEEDS ASSESSMENT methods and identification of their priorities. TOPSIS technique and Excel have been also used to determine Closeness Coefficient and the priority of each TRAINING NEEDS ASSESSMENT method. The results of this study showed that the DACUM technique, Job Analysis technique and, in general, Agreement based, are the most appropriate methods for TRAINING NEEDS ASSESSMENT.

Introduction: The expansion and development of biomedical sciences and their complexity and specialization have brought about the need for TRAINING competent specialists to carry out research in this field. The present study aimed to perform a NEEDS ASSESSMENT and determine the objectives of biomedical research TRAINING course.Methods: This qualitative NEEDS ASSESSMENT was carried out through semi-structured interviews with ten experts in biomedical-related sciences who were selected by purposive sampling. Qualitative content analysis was used to analyze the results. In order to verify the accuracy of data, an investigative method was used by the subjects.Results: Most interviewees acknowledged the necessity of designing such a course. Data analysis resulted in the extraction of 75 codes and 7 main themes including: necessity of course designing, course objectives, course content, content organization, learners’ characteristics, time of course offering, and certification.Conclusion: The study led to the extraction of educational NEEDS of a biomedical research TRAINING course which could become the basis of developing such a curriculum. Drawing on these basic data developed by applying proper scientific principles, it is expected that the implementation of this course may train competent learners who will be responsive to stakeholders’ expectations.

Improvement and equipping of manpower and especially knowledge management, New information and skills, to comply with changes in the world and the development of skills needed to create an environment in order to maximize potential, Knowledge and skills appropriate for the educational NEEDS of these people. This study examines the management skills of high school in Qom situation will determine their TRAINING NEEDS. This skills Consists of 14 skills, skills of Wilson (1980) in 3 Skills Robert Katz (1974) has been prepared after consideration of Scientific theories. Methods of research, descriptive and objective from type of application. The questionnaire was distributed among 302 teachers in 27 public high School objective has been to explore in the city of Qom in Iran. Firstly, a T-test to test the skills of existing managers, Friedman's test was then to prioritize these skills from the perspective of a high school teacher, Finally, to evaluate the correlation between the skills discussed.

Introduction: effective planning depends on NEEDS ASSESSMENT and determines preference, in this context research projects under the above two questions is to enforce, TRAINING and educational NEEDS what are? These NEEDS with what are those priorities? Method: this study descriptive and analytical, which a combination of techniques is used in the ASSESSMENT. Tool is Questionnaire, is. Cluster sampling and sample 3500 people have been mobilized from the members. Validity and content validity of the questionnaire to determine the type of credit through the calculation of the 94 alpha Kerenbakh. Is calculated for the entire questionnaire. Data collected using statistical tests such as Friedman coefficient and Chi square and. Analysis has been.Results: The most important TRAINING and educational NEEDS of mobilization in order of preference are: 1) Believe - cultural, 2) Defense - Security, 3) psychological, 4) scientific, 5) political insight, 6) Social 7) organization and management.Discussion: These findings can be concluded that managers in the field of education and TRAINING programs with giving priority to the educational NEEDS of the concepts and knowledge transfer and creation of learner's has emphasized behavioral skills through various educational and TRAINING NEEDS , beliefs and cultures are the first priority.