Kathy Porter. Identifying the problem is to determine whether instruction should be part of the...

CHAPTER 2IDENTIFYING

THE NEED FOR INSTRUCTION

Kathy Porter

IS INSTRUCTION THE SOLUTION? Identifying the problem is to determine

whether instruction should be part of the solution.

Sometimes a problem requires a change in policy and procedure as well as in the work environment.

Once you know the root cause of the problem you can determine whether an instructional intervention will solve the problem.

THREE TOOLS TO IDENTIFY THE PERFORMANCE PROBLEMS

Needs assessment Goal analysis

Performance assessment

Once the problem is identified the instructional designer must determine the most appropriate intervention.

NEEDS ASSESSMENT Needs assessment is used to identify

gaps in performance and then determine whether the gaps are worth addressing through an intervention.

If the gap is worth addressing then recommendations are made to improve performance through some type of intervention.

4 FUNCTIONS OF THE NEEDS ASSESSMENT PROCESS It identifies the needs relevant to a

particular job or task. It identifies critical needs. It sets priorities for selecting

intervention. It provides baseline data to assess the

effectiveness of the instruction.

TYPES OF NEEDS & DATA SOURCES Normative needs are identified by

comparing the target audience against a national standard.

Examples are SAT, GRE, (Terra Nova is what we use in Fort Benning)

COMPARATIVE NEEDS These are similar to normative needs in

that they both are defined by comparing the status of the target audience to an external measure or status.

A comparative need is identified by comparing the target group to a peer group.

Example - Comparing my 2nd grade class to another equivalent 2nd grade class.

FELT NEEDS This is a desire or want that an

individual has to improve either his or her performance or that of the target audience.

It express a gap between current performance or skill level and desired performance or skill level.

EXPRESSED NEEDS Expressed needs is a felt need turned

into action. People are often willing to pay to satisfy expressed needs.

Example – The list of teachers who are waiting for a school media course. The expressed desire to enroll in the course and willingness to wait for an opening.

ANTICIPATED OR FUTURE NEEDS Anticipated needs are a means of

identifying changes that will occur in the future.

Example – Our principle knows that the teachers at our school will have to use a new approach called Differentiated Instruction next year so he arranged for appropriate training before the teachers start the new year with difficulties with the new method.

CRITICAL INCIDENT NEEDS These needs are failures that are rare

but have significant consequences.

Example: chemical spills , nuclear accidents, medical treatment errors

CONDUCTING A NEEDS ASSESSMENT

Phase I Planning

Phase IICollecting

Data

Phase IIIData

Analysis

Phase IV Final Report

SIX STEPS OF GOAL ANALYSIS

Identify an Aim Set Goals

Refine GoalsRank Goals

Refine Goals AgainMake Final Ranking

COMPARING GOAL ANALYSIS AND NEEDS ASSESSMENT

Goal Analysis Needs Assessment

Takes less time Focus is narrower Starts with a problem

someone has identified, and then focuses on a solution to the given problem

Conducted with a few individuals who are knowledgeable about the problem

Takes more time Focus is broader Gathers a variety of

data from a number of sources

Is reserved for projects that can justify the time and cost involved.

PERFORMANCE ASSESSMENT This helps determine whether the goals

of the training program actually address a training problem or another intervention would be more appropriate.

THE ID PROCESS The problem-identification process may

require multiple techniques to refine the problem.

Example you might start with a needs assessment or performance assessment and then use a goal analysis to refine the problem.

SOURCE

Kemp, J.E., Morrison, G.R., & Ross, S.M. (6th Edition, 2011). Designing effective instruction. New York, New York: John Wiley & Sons, Inc