training needs analysis: an empirical study of the abu dhabi police

264 Pages·2014·2.45 MB·English

TRAINING NEEDS ANALYSIS: AN EMPIRICAL
STUDY OF THE ABU DHABI POLICE

A Thesis Submitted For the Degree of Doctor of Philosophy

By:

ALI HAMAD BADI GHUFLI

Brunel Business School
Brunel University London

June 2014
Abstract 2014

ABSTRACT

Training Needs Analysis (TNA) is often considered the most important step among
the stages in the training cycle and, therefore, should precede any training
intervention. However, in spite of the importance of TNA, the literature contains
little empirical work on the topic. This study investigates the current practice of
TNA within the Abu Dhabi Police (ADP), in order to identify the different barriers
to its effective implementation, and to develop a suitable framework that can not
only be applied ‎to the Abu Dhabi Police, but also has wide applicability to other
public sector ‎organisations. Four areas are examined, these being: current practices
of TNA, training decisions, effectiveness of TNA, and the barriers to its
implementation. The study adopts a phenomenological approach, using inductive
qualitative data in the main. The research population is categorised into three groups:
a) policy-makers, top management, and academics, b) trainers, and c) trainees. In
total, 51 individuals from the ADP are interviewed.

The results show that TNA in the ADP is generally conducted formally on a regular
basis. To a certain extent, all the methods are in use by the ADP in identifying its
training needs, and the overall perceptions of the respondents regarding TNA
practices are high. However, the study has identified some barriers to the
implementation of effective TNA practices in the ADP. It is to be noted here that
lack of expertise of the trainers; nepotism, kinship and personal relations between the
supervisors and the employees, disrupt the training selection process in the ADP.

Based on the findings this study has suggested some recommendations. This study
hopes to contribute to, and extend, the body of knowledge on TNA by developing a
novel, holistic conceptual framework, which provides general guidelines for TNA
practitioners in the public sector of the UAE to ensure the successful and effective
implementation of TNA. Additionally, it will contribute to the body of knowledge of
TNA in the Middle East generally, and TNA in the Middle Eastern public sector,
being the first exploratory empirical study conducted in the United Arab Emirates
(UAE) as far as the author believes.
I
Acknowledgements 2014

ACKNOWLEDGEMENTS

First and foremost, praise to Allah Almighty for his blessings and guidance in giving
me the strength, courage, patience and perseverance to endure this long and
challenging study journey.

I am so grateful for the wise council of my ‘super’ supervisor, Professor Zahir Irani
(Head of Brunel Business School). I have been fortunate, privileged and honoured to
know and work under the supervision of such an academic. Simply, I could not wish
for a better supervisor. Many thanks Zahir for your invaluable guidance,
inspirational support and encouragement, as well as your patience in respect of my
shortcomings. I am also thankful to my former supervisor, Professor Adrian Woods
for his useful suggestions, insightful comments and constructive feedback during the
early stage of my PhD.

I would like to express my deep appreciation and gratitude to H.H. Lt. General
Sheikh Saif bin Zayed Al Nahyan, Deputy Prime Minister and Minister of Interior of
the UAE, and the Abu Dhabi Police General Headquarters (ADPGHQ) for providing
scholarship for doctoral studies. Also, I am particularly grateful to Major General
Nasser Lakhrebani Al Nuaimi, Secretary General of the Office of the Deputy Prime
Minister and Minister of Interior for offering me this opportunity to accumulate and
enhance my knowledge and academic professionalism. I would like also, to thank all
the participants from Abu Dhabi Police GHQ who participated in the field study.

Finally yet importantly, a great expression of thanks goes to my father and my
mother, who have given me exceptional love, constant care, emotional support and
encouragement throughout my life, and who continue to do so, and to my beloved
wife and my daughter for their unconditional love and endless support. Words are
not enough to express my gratitude and thanks to you. Thank you for your loving
support, sacrifices, prayers, and endless encouragement. Special thanks and sincere
gratitude are due also to my brothers and sisters, who encouraged and gave me all
the support I needed to finish my research.
I
Declaration 2014

DECLARATION

This is to declare that this thesis is my original work and written by me. I am solely
responsible for the whole work. All the verbatim extracts have been distinguished
and the sources have specifically acknowledged in the thesis. I also declare that this
thesis has not been submitted to any other institution within a degree programme and
any mistakes in this thesis are of my sole responsibility.

(ALI HAMAD BADI GHUFLI)

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Dedication 2014

DEDICATION

This thesis is dedicated to the memory of my late Brother Salem Hamad AlGhufli
(Allah May Have Mercy on Him) whom I sadly lost during my PhD studies. Without
his encouragement and support during my life, I would not have been capable of
achieving anything today. May Allah rest his soul in heaven. This thesis is also
dedicated to my parents, father, mother, wife, daughter, (who gave me all the way
mental support to come and finish my PhD in London), brothers and sisters, and to
all my family members for their love, prayers, and endless support.

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Contents in Brief 2014

CONTENTS IN BRIEF

Page No
Abstract I
Acknowledgements II
Declaration III
Dedication IV
Contents In Brief V
Contents in Detail VI
List of Tables IX
List of Figures XI
Abbreviations XII

Chapter One Introduction 1
Chapter Two Training and Training Need Analysis:
An Analytical Review 13
Chapter Three Conceptual Framework of the Study 58
Chapter Four Abu Dhabi Police: A Brief Overview 75
Chapter Five Research Methodology 92
Chapter Six Data Presentation, Discussion, and Analysis 121
Chapter Seven Research Contributions, Recommendations
and Conclusions 171
References and Bibliography 183
Appendices 209
IV
Contents in Details 2014

CONTENTS IN DETAIL
Page No

CHAPTER ONE: INTRODUCTION 1
1.1 Introduction 2
1.2 Training and Training Needs Analysis 2
1.2.1 Training 3
1.2.2 Training Needs Analysis 4
1.3 Different Training Needs Analysis Models 4
1.4 Research Problem 5
1.5 Aim and Objectives of the Study 7
1.6 Research Questions 8
1.7 Significance of the Study 8
1.8 Rational of the Study 9
1.9 Organisation of the Thesis 10

CHAPTER TWO: TRAINING AND TRAINING NEEDS
ANALYSIS: AN ANALYTICAL REVIEW 13
2.1 Introduction 14
2.2 Training: Definitional Issues 14
2.2.1 Types of Training 16
2.3 Training Process 17
2.4 Training Needs Analysis 20
2.4.1 The Key Concept of Training Needs Analysis 20
2.4.2 The Purposes of Training Needs Analysis 24
2.5 Training Needs Analysis Models 27
2.5.1 Mcgehee and Thayer’s Frameworks 29
2.5.2 Content-Levels Approach 31
2.5.3 Latham’s Model 32
2.5.4 Goldstein and Ford’s Model 32
2.5.5 Hierarchy of Needs Assessments Approaches 33
2.5.6 Kissack and Callahan’s Model 34
2.6 Comparative Overview of the Existing Training Needs Analysis
Models 34
2.7 Sources and Methods of Data Collection in
Training Needs Analysis 36
2.7.1 Sources of Data in Training Needs Analysis 36
2.7.2 Methods of Data Collection in Training Needs Analysis 39
2.7.2.1 Criteria in Choosing Methods 42
2.8 Early Studies on Training Needs Analysis Practices 43
2.8.1 Comparative Discussions 48
2.9 The Gaps in the Literature 53
2.10 Conclusions 54

CHAPTER THREE: CONCEPTUAL FRAMEWORK OF
THE STUDY 58
3.1 Introduction 59
3.2 The Importance and Benefits of Training Needs Analysis 61
3.3 Training Needs Analysis Failure 62
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Contents in Details 2014

3.4 Development of the Conceptual Framework 63
3.4.1 Training Needs Analysis Stakeholders 64
3.4.2 Training Needs Analysis Models 67
3.4.3 Barriers to Training Needs Analysis 68
3.4.4 Utilisation of Training Needs Analysis 70
3.5 Conclusions 73

CHAPTER FOUR: ABU DHABI POLICE: A BRIEF OVERVIEW 75
4.1 Introduction 76
4.2 Geographical Location of the UAE 76
4.3 Basic facts about the UAE 77
4.4 The National Economy 79
4.5 Political and Social Stability 80
4.6 Abu Dhabi 81
4.6.1 Governance and Political Structure Abu Dhabi 83
4.6.2 Government Structure and System of Administration of
Abu Dhabi 84
4.7 Abu Dhabi Police: General Directorate 87
4.7.1 Establishment of Abu Dhabi Police 88
4.7.2 Organizational Structure of Abu Dhabi Police 89
4.8 Conclusions 91

CHAPTER FIVE: RESEARCH METHODOLOGY 92
5.1 Introduction 93
5.2 Research Philosophy 94
5.2.1 Justification for the Selection of the Phenomenology
As Research Philosophy 95
5.3 Research Strategy 96
5.3.1 Justification for the Using Case Study as Strategy 98
5.4 Method of Analysis 99
5.4.1 Justifications for the Adoption of the Qualitative
Analysis Method 100
5.5 Research Design and Data Collection Methods 102
5.5.1 Research Design 102
5.5.2 Data Collection Methods 104
5.5.3 Data Analysis Techniques 109
4.5.3.1 Steps of Data Analysis 110
4.5.3.2 Use of NVivo Software Package 113
5.6 Case Study Protocol 114
5.6.1 Overview of the Case Study Project 114
5.6.2 Field Procedures of the Research 115
5.6.3 Questions in the Case Study 117
5.6.4 Output Format of the Research 118
5.7 Conclusions 119

CHAPTER SIX: DATA PRESENTATION, DISCUSSION
AND ANALYSIS 121
6.1 Introduction 122
6.2 Data Presentation 122
6.2.1 Presentation of Primary Data of Sample Group One:
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Contents in Details 2014

Senior Executives 122
6.2.2 Presentation of Primary Data of Sample Group Two:
Trainers 131
6.2.3 Presentation of Primary Data of Sample Group Three:
Trainees 137
6.3 Discussion and Analysis of Data 142
6.3.1 Demographic Characteristics of the Participants 143
6.3.2 Current Practices of Training Needs Analysis 144
6.3.3 Training Decisions 156
6.3.4 Effectiveness of Training Needs Analysis 160
6.3.5 Barriers to Training Needs Analysis 162
6.4 The Revised Framework for the Practice of TNA at ADP 165
6.5 Conclusions 168

CHAPTER SEVEN: CONTRIBUTIONS, RECOMMENDATIONS
AND CONCLUSIONS 171
7.1 Introduction 172
7.2 Research Overview and Summary of the Major Findings 172
7.3 Recommendations 174
7.4 Research Novelty 178
7.4.1 Contribution to Theory 178
7.4.2 Contribution to Policy and Practice 179
7.5 Limitations of the Study 180
7.6 Directions for Future Research 181
7.7 Conclusions 181

REFERENCES AND BIBLIOGRAPHY 183

APPENDICES 209

APPENDIX (A): Semi-structured Interview Schedule for
Senior Executives/Manager /Trainers
(English Version) 210
APPENDIX (B) Semi-structured Interview Schedule for
Trainees (English Version) 222
APPENDIX (C) Semi-structured Interview Schedule for
Senior Executives/ Manager /Trainers
(Arabic Version) 231
APPENDIX (D) Semi-structured Interview Schedule for
Trainees (Arabic Version) 243
VII
List of Tables 2014

LIST OF TABLES

Page No
Table 1.1: Thesis Outline 10
Table 2.1: The Common Definitions of Training 15
Table 2.2: Key Terms of TNA and their Definitions 20
Table 2.3: Level of Analysis of TNA 30
Table 2.4: Sources of TNA Data 38
Table 2.5: Advantages and Disadvantages of Needs Assessment
Methods 40
Table 2.7: Various Research on TNA Practice 43
Table 3.1: Stakeholders’ Contributions and Expectations
in the TNA Process 66
Table 5.1: Contrasting Implications of Positivism and
Phenomenology 95
Table 5.2: Characteristics of Case Study Research 97
Table 5.3: Features of Quantitative and Qualitative
Research Methods 100
Table 5.4: Research Questions 118
Table 5.5: Levels of Case Study Questions in
Multiple Case Investigations 118
Table 6.1: Name of the Sample Groups and Size of the Samples 122
Table 6.2: Educational Background – Sample Group One 123
Table 6.3: Age Group - Sample Group One 123
Table 6.4: Methods of Assessing Training Needs 124
Table 6.5: Criteria for Selecting the TNA Data Collection Methods 125
Table 6.6: Sources of Data in Different Levels 125
Table 6.7: Perceptions of TNA Practices 126
Table 6.8: Methods of Selecting Employees for Training 127
Table 6.9: Criteria for Selecting employees for training 127
Table 6.10: Effectiveness of Training Needs Analysis 130
Table 6.11: Educational Background - Sample Group Two 131
Table 6.12: Age Group - Sample Group Two 131
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