needs assessment materials based on smith & ragan (2007), instructional analysis: analyzing the...

71
NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Upload: deirdre-franklin

Post on 29-Dec-2015

256 views

Category:

Documents


4 download

TRANSCRIPT

Page 1: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzingthe Learning Context

Page 2: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Needs Assessment

Page 3: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Needs Assessment

Analysis of the learning context involves two steps:

1. justification of a need for instruction to help learners reach learning goals and

2. description of the learning environment in which the instruction will be used.

Page 4: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Needs Assessment

Designers conduct a needs assessment to find out:

Whether instruction should be designed/developed.

if there actually is a need for new instruction to be developed.

Page 5: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

When Should a NeedsAssessment Be Conducted?

Common reasons for NA:

I. No big problem is apparent, but organization wishes to evaluate its training program.

2. There's a problem: Clients not satisfied; products defective; and so on.

3. There is something new (innovation) that learners need to learn: New equipment is added that employees need to operate; new employees who require remediation to do their jobs; and so on.

Page 6: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Approaches to Needs Assessment

1. Discrepancy-Based Needs Assessment

2. Problem-Finding, Problem-Solving

3. Innovation

Page 7: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

DISCREPANCY-BASED NEEDS ASSESSMENT

Page 8: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Discrepancy-Based Needs Assessment

Key ideas:1. List the goals/needs. Ask yourself the

question, "what should learners be able to do at the end of the instruction."

2. Determine to what extent the goal/need you identified in step 1 is being met.

3. Determine the discrepancy between "what is" and "what should be“. If there is a discrepancy, then you have a need.

Page 9: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Discrepancy-Based Needs Assessment4. Prioritize discrepancies or needs.

Rate how important or critical the needs are. The following questions can be asked:

What are the biggest gaps/needs? What goals and associated needs are most important? How many individuals are affected by the need? How much is it costing to not reduce or eliminate the

discrepancy/need? What are the consequences of not meeting the goal or

eliminating the need? How probable is it that you can reduce/eliminate the

discrepancy/need?

Page 10: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Discrepancy-Based Needs Assessment

5. Determine which discrepancy/need requires instruction.

There are numerous reasons why learners may not be performing well and not all of those reasons required training or the development of an eLearning program.

Page 11: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Discrepancy-Based Needs AssessmentSolutions other than training that might solve performance problems:

job redesign, recruitment (selection), job reassignment, organizational development, selling (motivation), incentive and feedback systems, facilities design, and tools design.

Thiagarajan (1984)

Page 12: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Discrepancy-Based Needs Assessment

In what environment will the e-Learning program be placed.

Instructional programs are made up of and affected by many factors including learners, instructional materials, trainers, instructional equipment and facilities, and the organization (school, company).

Think about the environment in which the program will be used (e.g., Web).

If there is a learning need:

Page 13: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

PROBLEM-FINDING, PROBLEM-SOLVING

Page 14: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Problem-Finding, Problem-Solving Model The "crisis" model. Someone in management or

administration has identified that a problem exists in the organization's achieving its mission.

Page 15: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Problem-Finding, Problem-Solving Model

Key ideas:1. Determine whether there really is a

problem. 2. Determine whether the cause of problem

is related to employee performance in training environments.

3. Determine whether the solution should be training.

4. Determine whether instruction for these learning goals is currently offered.

Page 16: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Problem-Finding, Problem-Solving Model

I. Determine whether there really is a problem.

The keys to success of this activity are to ask the right questions of the right people and to get complete answers.

The goal of this investigation is to clarify the problem and determine how serious it is.

Page 17: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Determine whether there really is a problem.

Some questions to ask: Who says there is a problem? Why do they say there is a problem? Do others perceive it to be a problem? Who does not agree that there is a

problem? Why? When was the problem first noticed? Who is affected by the problem? How pervasive is the problem?

Page 18: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Problem-Finding, Problem-Solving Model

2. Determine whether the cause of the problem is related to employee performance in training environments.

Employee performance may not be the cause of a problem but malfunctioning equipment or other work conditions may be.

Page 19: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Determine whether the cause of the problem is related to employee performance in training environments.

Some questions to ask: How does employee performance relate to the

problem identified in step I? When performance improves, does the problem

get better? Does performance appear to be impacted by other

factors that causes both the problem and, the performance deficits?

What evidence is there that suggests that performance deficits cause the problem or affect it?

If problem appears to be caused by employee performance the designer can move on to step 3.

Page 20: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Problem-Finding, Problem-Solving Model3. Determine whether the solution to

the performance problem is learning.

"Could employees demonstrate that they have achieved the learning reflected by this goal, if their lives depended on it?”

Are problems caused by motivation, incentives, facilities' design, tools design, the climate of the agency, the interaction with peers, policy decisions, or other nonlearning factors?

Page 21: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Problem-Finding, Problem-Solving Model Instructional designers should not

immediately assume that poor performance on learning tasks implies a need to correct or revise instruction.

The designer must become a detective who delays determination that instruction is the solution to performance problems until the problem has been thoroughly investigated.

Page 22: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Problem-Finding, Problem-Solving Model

4. Determine whether instruction for these learning goals is currently offered.

Page 23: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

INNOVATION MODEL

Page 24: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Innovation Model

Innovation Model examines changes or innovations in the organization and determines if new learning goals should be added.

As this process may add or change goals in an organization, stakeholders, (trainers, managers, administrators, clients) should be involved in this process.

Page 25: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Innovation Model

Key ideas:1. Determine the nature of the innovation

or change.2. Determine the learning goals that

accompany this innovation.3. Determine whether these goals are

appropriate and high priority in the learning system.

4. Begin learning environment analysis design activities.

Page 26: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Innovation Model

1. Determine the nature of the innovation or change.

Has there been a change in the composition of the learner population?

  Has there been a significant change in the tools,

policies, or the organization?

Has there been a significant change in the training philosophy of the organization?

How will the innovation affect the mission of the organization?

Page 27: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Innovation Model

2. Determine the learning goals that accompany this innovation.

  How will innovation affect what is expected

in employees' performance?  Does this effect significantly change what

employees must understand, know, or do?  Can these new understandings, knowledge,

or actions be taught?

Page 28: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Innovation Model

3. Determine whether these goals are appropriate and high priority in the learning system.

  Are resources available to support this new

instruction? Are they adequate to design and develop this

instruction? Do these goals conflict with existing goals? How will these goals be interpreted by affected

groups (e.g., trainers, managers/administrators, clients)?

Do these goals represent partisan positions or vested interest groups?

Page 29: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Innovation Model

4. Begin learning environment analysis design activities

Page 30: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Techniques for Data GatheringData can be acquired through a

variety of techniques: analysis of extant data, analysis of subject matter, interviewing, observing, focus groups, and questionnaires and surveys.

Page 31: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

SUMMARY

Page 32: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Models

Identified Need/Problem

Page 33: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Models

Identified Need/Problem

Is this a learning problem?

Page 34: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Models

Identified Need/Problem

Is this a learning problem?

If yes then…

Page 35: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Analysis

• Analyze the learning context

•Describe the environment

•Describe the learners

• Analyze the learning context

•Describe the environment

•Describe the learners

Page 36: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Need Assessment: Description of the Learning Environment

In what environment will the instructional program be placed.

Programs affected by many factors including learners, instructional materials, trainers, equipment and facilities, and the organization.

Study the environment in which the program will be used (e.g., Web).

If there is a learning need:

Page 37: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Need Assessment: Description of the Learning Environment

Questions to guide you in understanding the environment:

What is the organizational culture – how does it perceive training?

Will media be central to the instruction or will it be peripheral and how do instructors and learners feel about this?

What are facilities like?

Page 38: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

LEARNERS

Page 39: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Analysis

• Consider the characteristics of target audience or population such as:

• Gender, ethnicity, age• Prior learning• Cognitive style, learning style

• Consider the characteristics of target audience or population such as:

• Gender, ethnicity, age• Prior learning• Cognitive style, learning style

Page 40: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Analysis of Learners

1. Study the characteristics of audience or population

2. Not all learners are alike.

Page 41: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Analysis of Learners

Must examine the diversity and commonalities of target audience

…to design effective instruction…

Page 42: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Analysis of Learners: Stable Similarities

Page 43: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Analysis of Learners: Stable Similarities

Stable similarities among people that are unchanging over time – memory 7 (+ or – 2)

Page 44: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Analysis of Learners: Stable Similarities

Stable similarities among people that are unchanging over time – memory 7 (+ or – 2)

e.g., Knowledge of information processing characteristics can help avoid problems due to limited capacity of memory.

e.g., Knowledge of information processing characteristics can help avoid problems due to limited capacity of memory.

Page 45: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Analysis of Learners

Miller’s '7 plus or minus 2' idea

Individuals only have the capacity to store roughly seven pieces of information in STM at a given time.

Page 46: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Try to remember as many numbers as possible

89671234159607

Page 47: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Try to remember as many numbers as possible –easier when grouped

89671234159607

896 – 712 – 341 – 59607

Page 48: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Memory

Hierarchical Model

Sensory

Short Term

Long Term

Practice and effort needed to make this transfer

Page 49: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Magic Number 7 +/- 2

Value of “ chunking”

2125685382

Page 50: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Magic Number 7, + - 2

Value of “ chunking”

2125685382 vs. 212DanHome

10 chunks vs. 3

Page 51: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

How many chunks in . . .

www.bestbookbuys.com 20? Not really:

www. best book buys .com

Page 52: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Recognition vs. recall

Why is a multiple choice test easier than an essay test? Multiple choice: you can recognize the

answer Essay: you must recall the answer

Computer with a GUI allows us to recognize commands on a menu, instead of remembering them as in DOS and UNIX

Page 53: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Memory aids

In Windows ctrl- N (New) ctrl- C (Copy) ctrl- S (SSave)

Favorites List and bookmarks to store URLs

Hyperlinks-if wording indicates content of the target page. (“Click here” is not a memory aid.)

Page 54: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Memory aids

In your design, give cues or memory aids for resuming tasks:

Back button Followed links change color

Page 55: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Memory aids

Consistency in design helps users learn an interface.

May reduce cognitive load.

Page 56: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Analysis of Learners: Stable differences

Stable differences among people that are unchanging over time – Cognitive style

Page 57: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Analysis of Learners: Stable differences

Stable differences among people that are unchanging over time – Cognitive style

Knowledge of one’s cognitive style can help determine types of information to present.

Knowledge of one’s cognitive style can help determine types of information to present.

Page 58: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Field Dependence/Field Independence

Group Embedded Figures Text

Page 59: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Field Dependence/Field Independence

Page 60: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Field Dependence/Field Independence

Page 61: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Field Dependence/Field Independence

Page 62: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Field Dependence/Field Independence

Page 63: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Field Dependence/Field Independence

Page 64: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Field Dependent Learner

Experiences in a global fashion, adheres to structures Learns material with social content best Attends best to material relevant to own experience Requires externally defined goals and reinforcements Needs organization provided More affected by criticism Uses observational approach for concept attainment

[learns best by using examples]

Page 65: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Field Independent Learners

Perceives analytically Makes specific concept distinctions; little

overlap Impersonal orientation May need explicit training in social skills Interested in new concepts for their own

sake Has self-defined goals and reinforcement Can self-structure situations

Page 66: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Analysis of Learners

Changing similarities among people that change over time, Language

Page 67: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Analysis of Learners

Changing differences among people that change over time, Prior learning

Page 68: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Learning Styles

http://www.engr.ncsu.edu/learningstyles/ilsweb.html• SENSING INTUITIVE LEARNERS

• VISUAL VERBAL LEARNERS

• SEQUENTIAL GLOBAL LEARNERS

Richard M. Felder

Page 69: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Analysis of Learners

• Other things to consider

• Gender, Ethnicity, Age• Prior learning

Page 70: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Analysis of Learners

• Ways to find out about learner characteristics

• Interviews• Observe members of target

population• Assessment instruments (GEFT)• Review job descriptions

Page 71: NEEDS ASSESSMENT Materials based on Smith & Ragan (2007), Instructional Analysis: Analyzing the Learning Context

Analysis of Learners

Learner characteristics can impact:• Pace of the learning• Number of practice examples given to

learners• Strategies for helping learners focus• Amount of structure and learner control• Response mode, visual, auditory• Amount of reinforcement• Time allowed for learning• Amount of guidance, cues, prompting, etc.