Ch2. Is Instruction The Answer? (Notes)

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Needs Assessment (Notes)

  • Fundamental Step:
    • Gathering data to determine gaps between current performance and desired outcomes.
  • Types of Needs:
    • Normative, comparative, felt, expressed, anticipated, and critical incident needs.

Types of Needs

Normative Needs

  • Definition: These are based on established benchmarks or standards, often set by authoritative bodies or through industry norms.
  • Identification: They are identified by comparing current performance data against these established norms.
  • Example: If a particular school’s test scores are below the national average, there would be a normative need to improve educational outcomes to meet or surpass that standard.

Comparative Needs

  • Definition: These needs arise when comparing performance or conditions between similar groups or entities.
  • Identification: Determined by analyzing how one group’s performance stacks up against a peer group.
  • Example: Comparing the efficiency of two different manufacturing plants in the same company to determine where improvements could be made.

Felt Needs

  • Definition: These are perceived needs, as expressed or felt by individuals or groups.
  • Identification: Gathered through surveys, interviews, or feedback mechanisms where individuals articulate their own needs.
  • Example: Employees expressing a desire for more training on a new software tool that they feel would enhance their productivity.

Expressed Needs

  • Definition: When felt needs are acted upon, they become expressed needs, which are more concrete.
  • Identification: Evident when individuals take steps toward addressing their felt needs, such as enrolling in training programs.
  • Example: A significant number of employees signing up for a voluntary advanced Excel course indicates an expressed need for such training.

Anticipated Needs

  • Definition: These are future-oriented and relate to changes that are expected to occur, requiring preparation now.
  • Identification: Forecasting and planning tools, as well as trend analysis, are used to predict these needs.
  • Example: An IT department anticipating the need for cybersecurity training due to upcoming changes in technology and threat landscapes.

Critical Incident Needs

  • Definition: Needs that are identified following an unforeseen event or incident that has significant consequences.
  • Identification: Often recognized in hindsight or through risk analysis, leading to the establishment of preventative measures.
  • Example: After a data breach, a company may identify a critical incident need for comprehensive IT security training for all staff.

Each type of need requires different methods of assessment and different strategies for addressing it within an instructional design framework. Identifying the correct type of need is essential to creating effective educational programs and interventions.

Goal Analysis

  • When Needed:
    • When a training need is suggested, goals need to be defined.
  • Process:
    • Identifying broad aims, setting specific goals, refining, and ranking them.

Performance Assessment

  • Purpose:
    •  To determine if problems are training-related or if other interventions are required.
  • Focus:
    • Ensuring training targets the right problem.

Quality Management

  • Verification:
    • Ensuring the correct identification of the problem and appropriateness of instructional solutions.

Instructional Design Decisions

  • Choices:
    • Making critical decisions about the methods to address identified needs effectively and efficiently.

Practical Applications

  • Real-world Scenarios:
    •  Validation of actual training needs versus perceived needs through scenarios like fire emergency procedure training.

Problem-Solving Models

  • Utilization: Employing problem-solving models starting with the identification of the training problem.

Political and Social Considerations

  • Dynamics: Considering the political and social dynamics within an organization for successful training implementation.

Training Justification

  • Balance: Ensuring the cost of training is justified by the benefits like improved safety and compliance.

Purpose of Instructional Design

  • Cost and Time: Considering the implications of cost and time before initiating a design project.

Situations Warranting Instructional Intervention

  • Performance Gap: Addressing when actual performance falls short of expected standards.
  • Work Environment Changes: Responding to changes that necessitate new knowledge or skills.
  • Industry Expansion: Catering to the need for training due to rapid growth and inexperienced hires.

Benefits of Training Interventions

  • Improvement: Enhancing productivity and achieving desired outcomes.
  • Optimization: Making existing training more effective and cost-efficient.

In-House Instruction Consideration

  • Internal vs. External: Evaluating the benefits of developing training in-house versus outsourcing.

Evaluating the Need for Instruction

  • Appropriateness: Assessing if instruction is the right solution for the problem.

Analyzing the Environment

  • Environmental Factors: Considering if environmental factors contribute to performance issues.

Misguided Training Solutions

  • Root Cause: Ensuring training addresses the actual problem, not unrelated issues.

Alternative Solutions

  • Beyond Training: Exploring changes in policy or environment as potential solutions.

Use of Data in Analysis

  • Data Insights: Utilizing data to understand problem causes and decide on the need for training. 

Instructional Design Process

  • Problem Identification: Starting with pinpointing the problem or need.
  • Root Cause Analysis: Determining if instructional intervention is suitable.

When to Conduct Assessments

  • Opportunities: Identifying performance problems during various operational stages like new product rollouts.

Developing People to Match Growth

  • Skill Upgrades: Addressing the need for skill updates due to technological changes.

Changing Needs and Priorities

  • Evolving Needs: Recognizing that organizational and individual needs are dynamic. 

Needs Assessment and Analysis

  • Performance Gaps: Identifying and addressing performance gaps through needs assessment and analysis.

Problem Identification in Needs Assessment

  • Effective Intervention: Accurately identifying the actual problem for successful intervention.

Functions of Needs Assessment for Instructional Designers

  • Identification and Prioritization: Identifying and prioritizing needs relevant to specific jobs or tasks.

Challenges in Gathering Baseline Data

  • Feasibility: Recognizing when it may not be practical to collect baseline data.

Defining a ‘Need’ in Instructional Design

  • Performance Gap: Focusing on significant gaps where actual performance is below expectations.

Planning and Conducting Needs Assessment

  • Execution: Outlining the steps for planning and carrying out a needs assessment.

Types of Needs and Data Sources

  • Categories: Discussing six categories for planning needs assessments. 

Role of Needs Assessment

  • Problem-Solving Tool: Utilizing needs assessment as a tool for problem identification and selection of interventions. 

The chapter emphasizes a data-driven and structured approach to instructional design, focusing on accurately identifying problems and engaging stakeholders to develop effective training solutions.

Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. (2010). Designing Effective Instruction (6th edition). Wiley.

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