Front-End Analysis & Identification of Instructional Goals
Objectives 1.Define performance analysis, needs assessment, needs statements, and instructional goals. 2.Identify an instructional goal that meets the criteria for initiating the design of effective instruction. 3.Write an instructional goal that meets the criteria for initiating the development of instructional materials. 4.Evaluate instructional goals for congruence with learner characteristics, learning and performance contexts, and tools available for learners. Introduction The needs assessment phase of instructional design is critical in that it investigates the extent to which instructional problems may exist, and determines whether or not an instructional solution can or should address these problems. Keep in mind that not all “problems” identified through a needs assessment may be effectively dealt with through the instructional design process. In fact, one outcome of the needs assessment may very well be that there is not an instructional solution to a particular problem. The needs assessment also provides evidence to better describe an instructional problem. When determining when to conduct a needs assessment, three assessment approaches may be employed: (1) Discrepency-Based Needs Assessment; (2) Problem-Finding-Problem Solving Assessment; and (3) Innovation Needs Assessment.Conducting the needs assessment will typically take place in four general stages: planning, collecting data, analyzing data and preparing the final report (Morrison, Ross & Kemp, 2004). There are six types of needs and data sources that can be addressed through the needs assessment process. They are Normative Needs, Comparative Needs, Felt Needs, Expressed Needs, Anticipated or Future Needs, and Critical Incident Needs (Morrison, et al., 2004). 1.Functions of Needs Assessment (Morrison, et al., 2004). a.To identify the needs relevant to a particular job or task, what problems are affecting performance. b.Identifies critical needs. Critical needs have significant financial impact, safety, or disrupt the work or educational environment. c.Sets priorities for selecting an intervention. d.Provides baseline data to assess the effectiveness of instruction.
2.General Types of Needs Assessments
a.Discrepancy-Based Needs Assessment – needs are defined as the difference between expected or desired levels of performance and actual performance. i.Discrepancy Evaluation – to determine the effect of current strategies and practice on achievement. ii.Defining current expectation iii.Determining the depth and scope of any discrepancy between performance and expectations iv.Using discrepancy information to decide on changes to expectations or to teaching/learning strategies. (Adapted from http://www.schoolofed.nova.edu/gtep/ProjectGuide/needs.html)
c.Innovation Needs Assessment i.Provide an overview of best practice in business innovation ii.Identify opportunity to improve practices in organization iii.Prioritize potential improvements iv.Develop an action plan for immediate implementation. (Adapted from http://www.osborneassociates.com/serv05.htm)
3.Types of needs a.Normative - Comparing target audience against a national standard i.E.g., SAT, ACT, GRE ii.Major Facets 1.Obtain normative data 2.Collect data from target audience for comparison b.Comparative – comparing the target group to a peer in another company or school i.E.g., Two sixth grade classes ii.Major Facets 1.Determine areas of comparison (e.g., math scores, facilities, management development) 2.Collect data from comparative audience c.Felt – a desire to improve performance of an individual or target group i.E.g., gaps between current performance/skill and desired performance/skill ii.Major Facets 1.Identify felt needs a.Interviews b.Questionnaires d.Expressed – a felt need turned into action i.E.g., students placed on waiting list for training course ii.Major Facets 1.Identify Expressed Need (e.g., more training courses) 2.Data can be gathered from variety of sources (e.g., enrollment data, performance reviews, suggestion boxes) e.Anticipated/Future – identifying changes that will occur in future i.E.g., implementing a new instructional technique next year ii.Major Facets 1.Anticipated need 2.Identified through interviews, and questionnaires with the particular emphases on “what future changes are needed…” f.Critical Incident – failures that are rare but have significant consequences i.E.g., chemical spills, nuclear accidents, medical treatment errors, natural disasters ii.Major Facets 1.Planned reaction to possible failures 2.Analyze potential problems 3.“What if” scenarios
4.Stages of Needs Assessment a.Planning i.Define target audience ii.Develop strategy for collecting needs data iii.Identify study participants (e.g., interviewees) iv.Determine what data to collect (e.g., questionnaires, rating scales, interviews, small-group meetings) v.Determine how to collect data (e.g., sending questionnaire via email)
b.Collecting Data i.Sample Size ii.Scheduling
c.Data Analysis i.Analysis 1.Delphi Method
a.Iterative ranking of goals b.Prioritization of needs 2.Input to Goal Analysis
d.Final Report i.Summary of the study’s purpose ii.Summary of the process (how it was done and who was involved) iii.Summary of the results with tables, figures and narratives iv.Necessary recommendations based on data
Front-End Analysis & Identification of Instructional Goals
Objectives
1.Define performance analysis, needs assessment, needs statements, and instructional goals.
2.Identify an instructional goal that meets the criteria for initiating the design of effective instruction.
3.Write an instructional goal that meets the criteria for initiating the development of instructional materials.
4.Evaluate instructional goals for congruence with learner characteristics, learning and performance contexts, and tools available for learners.
Introduction
The needs assessment phase of instructional design is critical in that it investigates the extent to which instructional problems may exist, and determines whether or not an instructional solution can or should address these problems. Keep in mind that not all “problems” identified through a needs assessment may be effectively dealt with through the instructional design process. In fact, one outcome of the needs assessment may very well be that there is not an instructional solution to a particular problem. The needs assessment also provides evidence to better describe an instructional problem. When determining when to conduct a needs assessment, three assessment approaches may be employed: (1) Discrepency-Based Needs Assessment; (2) Problem-Finding-Problem Solving Assessment; and (3) Innovation Needs Assessment.Conducting the needs assessment will typically take place in four general stages: planning, collecting data, analyzing data and preparing the final report (Morrison, Ross & Kemp, 2004). There are six types of needs and data sources that can be addressed through the needs assessment process. They are Normative Needs, Comparative Needs, Felt Needs, Expressed Needs, Anticipated or Future Needs, and Critical Incident Needs (Morrison, et al., 2004).
1.Functions of Needs Assessment (Morrison, et al., 2004).
a.To identify the needs relevant to a particular job or task, what problems are affecting performance.
b.Identifies critical needs. Critical needs have significant financial impact, safety, or disrupt the work or educational environment.
c.Sets priorities for selecting an intervention.
d.Provides baseline data to assess the effectiveness of instruction.
2.General Types of Needs Assessments
a.Discrepancy-Based Needs Assessment – needs are defined as the difference between expected or desired levels of performance and actual performance.
i.Discrepancy Evaluation – to determine the effect of current strategies and practice on achievement.
ii.Defining current expectation
iii.Determining the depth and scope of any discrepancy between performance and expectations
iv.Using discrepancy information to decide on changes to expectations or to teaching/learning strategies. (Adapted from http://www.schoolofed.nova.edu/gtep/ProjectGuide/needs.html)
b.Problem-Finding-Problem Solving Needs Assessment
c.Innovation Needs Assessment
i.Provide an overview of best practice in business innovation
ii.Identify opportunity to improve practices in organization
iii.Prioritize potential improvements
iv.Develop an action plan for immediate implementation. (Adapted from http://www.osborneassociates.com/serv05.htm)
3.Types of needs
a.Normative - Comparing target audience against a national standard
i.E.g., SAT, ACT, GRE
ii.Major Facets
1.Obtain normative data
2.Collect data from target audience for comparison
b.Comparative – comparing the target group to a peer in another company or school
i.E.g., Two sixth grade classes
ii.Major Facets
1.Determine areas of comparison (e.g., math scores, facilities, management development)
2.Collect data from comparative audience
c.Felt – a desire to improve performance of an individual or target group
i.E.g., gaps between current performance/skill and desired performance/skill
ii.Major Facets
1.Identify felt needs
a.Interviews
b.Questionnaires
d.Expressed – a felt need turned into action
i.E.g., students placed on waiting list for training course
ii.Major Facets
1.Identify Expressed Need (e.g., more training courses)
2.Data can be gathered from variety of sources (e.g., enrollment data, performance reviews, suggestion boxes)
e.Anticipated/Future – identifying changes that will occur in future
i.E.g., implementing a new instructional technique next year
ii.Major Facets
1.Anticipated need
2.Identified through interviews, and questionnaires with the particular emphases on “what future changes are needed…”
f.Critical Incident – failures that are rare but have significant consequences
i.E.g., chemical spills, nuclear accidents, medical treatment errors, natural disasters
ii.Major Facets
1.Planned reaction to possible failures
2.Analyze potential problems
3.“What if” scenarios
4.Stages of Needs Assessment
a.Planning
i.Define target audience
ii.Develop strategy for collecting needs data
iii.Identify study participants (e.g., interviewees)
iv.Determine what data to collect (e.g., questionnaires, rating scales, interviews, small-group meetings)
v.Determine how to collect data (e.g., sending questionnaire via email)
b.Collecting Data
i.Sample Size
ii.Scheduling
c.Data Analysis
i.Analysis
1.Delphi Method
a.Iterative ranking of goals
b.Prioritization of needs
2.Input to Goal Analysis
d.Final Report
i.Summary of the study’s purpose
ii.Summary of the process (how it was done and who was involved)
iii.Summary of the results with tables, figures and narratives
iv.Necessary recommendations based on data
e.Outcomes