Front End Analysis (Needs Assessment & Learner Analysis)

1. Front End Analysis(Needs Assessment & Learner Analysis) EDU 553 – Principles ofInstructional Design Dr. Steve Broskoske

2. Outline • Review of remote activities. • What is front-end analysis? • Needs assessment. • Learner (audience) analysis.

3. Review of Remote Activities • Thoughts/ideas/what you learned about: • Design positive emotion into your application. • Designing for emotion. • Reducing cognitive load.

4. What Is Front-end Analysis? • Essential part of systematic design of instruction. • Impacts all aspects of instruction (approaches, media, assessment, level and type of language, examples, overall look and feel of instruction). • Makes for more effective instruction. • Allows you to “sell” your proposal for instructional intervention.

5. Instructional Design Process • Needs assessment. • Learner analysis. • Task analysis. • Objective formulation. • Method and activity selection. • Evaluation. High-levelDesignDocument

6. Needs Assessment

7. Needs Assessment • The systematic design of instructionbegins by conducting a detailed analysis of the instructional needs of a particular audience. • Should be an objective evaluation of the performance deficiencies of a target audience. • Culminates in a needs assessment report (contained in the high-level design document).

8. Performance Deficiencies • A performance deficiency exists when a learner lacks a skill that is necessary to perform a task. • Learner’s background or initial instruction is insufficient. • Changes occur after a learner has received instruction. • Changes in equipment, methods, standards, or content can require new abilities for which the learner has not been instructed.

9. Purpose of Needs Assessment • Identifies what problems are affecting performance. • Prioritizes critically needed interventions. • Provides a baseline to assess effectiveness of instruction (“Here’s where we started.”).

10. About Needs • Needs: Gap between expected and existing conditions. • Normative needs: Against national standard. • Comparative needs: Against similar institutions. • Felt needs: Desire of target audience to improve. • Expressed need: Felt need turned to action. • Anticipated needs • Critical incident needs

11. Types of Needs Assessment Discrepancy Analysis • desired performance: Being by describing the desired performance in as much detail as possible, making clear exactly what the learner should be able to do. • current performance: Next, describe exactly what the learner is able to do now. Try to point out weakness and missing capabilities. Your description may also describe confusions or inappropriate behaviors.

12. Types of Needs Assessment Input – Output Analysis • input: Describe exactly what sort of training and preparation learners are provided now in terms of teaching them the desired performance. • output: Describe the learners’ current performance (i.e., exactly what the learners are able to do now as a result of the training provided to them).

13. Types of Needs Assessment Cost – Benefit Analysis • cost: Describe exactly what is presently invested in training learners to realize the desired level of performance. • Amount of instructor time, learner time, and facilities time invested. • Quantity of materials consumed. • Nature of facilities required. • Other investments/costs involved in providing the present training. • benefits: Describe exactly what the learners are able to do in terms of the desired performance as a result of their present training.

14. Steps in a Needs Assessment • Define the scope of the work. • Problem identification • Implement strategies for gathering information. • Focus groups • Interviews • Observations • Surveys • Existing data reviews

15. Steps in a Needs Assessment • Implement strategies for quality assurance. • Performance checks • Assessments • Identify assumptions. • Existing relevant conditions • Constraints • Opportunities • Schedule the analysis tasks. • Process steps • Time allocations

16. Steps in a Needs Assessment • Report the results. • Overview • Needs matrix (immediate, one year, five years) • Data gathered • Inferences • Recommendations • Instructional goals/objectives

17. Strategies for Collecting DataInside Organization • Analyze performance measures. Compare to desired performance ratings. • Talk with teachers/trainers and appropriate staff to gather impressions of the status quo. • Talk with former students concerning what they feel they got or should have gotten out of training. • Seek recommendations from administrators (management) or examine requests from them for training. • Examine organizational records for data to support the benefit of improved training. • Academic: GPA’s and college admissions, higher graduation rates, better discipline. • Business: Higher production and sales records, higher graduation rates, improved safety records.

18. Strategies for Collecting DataOutside Organization • Interview instructional staff at other comparable organizations and ask them to rate the effectiveness of instructional techniques they are using. • Identify appropriate instructional materials and approaches used by other organizations and determine how well you think they would fulfill your organization’s needs. • Survey present practices and identify needs that professionals in the field recognize. • Compare with existing standards.

19. Deeper Analysis for a Company • Identify which needs can benefit from an instructional intervention, and which needs require other types of intervention. • System discrepancies. • Management discrepancies. • Motivational discrepancies. • Environmental discrepancies. • Interpersonal discrepancies. • Health discrepancies. • Skill and knowledge discrepancies. Needs other intervention. Can benefit from training.

20. Needs Assessment Report • Needs assessment report: The final product of the needs assessment. • Goal: Present and analyze the collected data in a clear and focused manner, so that evaluations of present instruction and recommendations for future instruction are readily apparent.

21. Needs Assessment Report • The report should: • Review the data collected in order to: • Evaluate existing instruction. • Prioritize topics for future instructional development. • Describe changes and problems that are suggested by the analysis. • Discuss any discrepancies uncovered by the follow-up activities.

22. Putting It All Together:Needs Assessment Report • Perform a needs analysis in order to justify training needs and to sell your training solution. • Describe the need for training (the “problem”). • Choose an analysis strategy: • Discrepancy, input-output, cost-benefit analysis. • Research and present data: • Test scores, results of a survey, institutional records, comparative data.

23. What topic will you teach? • Remember for the final project: • High-level design for an instructional module. • Computer-based training stand-alone PowerPoint designed for remedial, practice, or advanced student (individual or group) work.

24. What topic will you teach? Discussion • Topic should be… • Definable. • Narrow in focus. • Task/procedure that can be taught.

25. Needs Assessment Discussion • What is the current and desired performance? • What can you say about this situation? • How will training help? • How badly is training needed? • Choose an analysis strategy: • Discrepancy, input-output, cost-benefit analysis. • How can you justify the investment in training?

26. Learner (Audience) Analysis

27. Learner (Audience) Analysis • Conducting a learner analysis is an essential part of designing instruction.

28. Learner (Audience) Analysis • Products of the learner analysis affect all aspects of instruction. • Objectives must be made realistic and compatible with the entry skills of the learners. • Content and starting point of instruction depend on what the learners already know. • Learner characteristics determine the media and method of instruction used in the product.

29. Answers Two Questions • In conducting a learner analysis, ask the following questions: • For whom is the instruction created? • What are the implications?

30. Purpose • Learner analysis is used to identify: • Range of possible solutions. • Relative budgets for solutions. • Possible constraints. Planning!

31. Steps in Learner Analysis • Analyze previous performance and existing performance. • Interview associates regarding learner expertise (if in a company). • Consult subject matter experts. • Seek input from potential learners. • Examine previous efforts at instruction.

32. How to Report Learner Analysis • General Description • Discuss characteristics such as age, educational level, achievement, rank, grade level, etc. • Intention: To provide a general description of the characteristics of the learners. • You will ultimately use this information to make decisions about aspects of the educational intervention.

33. How to Report Learner Analysis • Strengths • Describe those characteristics of the learners that might be viewed as enablers, or characteristics that may help them to learn the material under study. • Strengths may include items such as: • Previous pieces of knowledge. • Previous performances in learning. • Ways that learners were selected. • Attitudes or habits of the learners.

34. How to Report Learner Analysis • Weaknesses • Discuss the characteristics of the learners that might be viewed as dis-enablers, or characteristics that impede their learning the material under study. • Areas of Potential Difficulty • Describe the particular areas of the material under study that learners with these general characteristics and strengths and weaknesses may have particular trouble with. In effect, you are considering where learners’ strengths and weaknesses interact with the material under study.

35. How to Report Learner Analysis • Potential Strategies • Present a list of strategies that you propose to use to: • Take advantage of the learners’ strengths. • To minimize their weaknesses. • To resolve areas of potential difficulty. Don’t forget about brain research and how you can incorporate that into your design document.

36. Some Learner Characteristics • Basic demographics of learners: • age and maturity • attention span • gender • demographic/social economic status • cultural focus • interests • anxieties • health • perceptual abilities (ability to grasp new learning) • culturally diverse learners • learners with special needs

37. Some Learner Characteristics • Existing knowledge or skills in subject area: • previous experiences in subject content • existing conceptual knowledge • misconceptions that need to be unlearned • entry skills that may interfere with acquisition of new skills

38. Some Learner Characteristics • Attitudes toward instructional content: • positive/negative attitudes toward entire content • positive/negative attitudes toward parts of content • motivation

39. Some Learner Characteristics • Language: • language levels • reading level, comprehension level, expressive language skills • language preferences • style, vocabulary (including jargon), sentence types, length of sentences and paragraphs

40. Some Learner Characteristics • Learning skills • note taking, outlining, memorizing, test taking • Learning preferences • media choices, mode preferences (self-instruction, small group, teacher-mediated) • Learning style(s) • convergers: abstract conceptualization and active experimentation • divergers: concrete experience and reflective observation • assimilators: abstract conceptualization and reflective observation • accommodators: concrete experience and active experimentation

41. Adult Learners • Highly motivated • Need to see the benefit • Time is a factor • Instructor must be competent • Work experience • Self-directed and independent • Want to participate in class decision making • Less flexible in changing habits • Cooperative work can be more successful

42. Putting It All Together:Learner Analysis • Define your audience. • Describe the characteristics of audience. • Describe strengths. • Describe weaknesses. • List areas of potential difficulty. Ultimately, what does this mean for training? Learner analysis should have implications for training (methods, approaches, examples, motivation, etc.).

43. Learner Analysis Discussion • Who will your audience be? • What are the characteristics of your audience? • What are their strengths? • What are their weaknesses? • What are the areas of potential difficulty for these learners?

44. Learner Analysis Discussion • What strategies do you propose to use to: • Take advantage of the learners’ strengths? • To minimize their weaknesses? • To resolve areas of potential difficulty?

45. Review • Importance of front-end analysis. • Needs assessment. • Learner (audience analysis).

46. Review: Needs Assessment Report • Report should: • Review the data collected in order to: • Evaluate existing instruction. • Prioritize topics for future instructional development. • Describe changes and problems that are suggested by the analysis. • Discuss any discrepancies uncovered by the follow-up activities.

47. Review: Learner Analysis Report • General Description • Strengths • Weaknesses • Areas of Potential Difficulty • Potential Strategies

48. Next Steps • Select a topic to teach (if you have not already done so). • Start preparing the front-end analysis: • Needs assessment. • Learner (audience) analysis. • Reminder: Final project information. • High-level design for an instructional module. • Computer-based training stand-alone PowerPoint designed for remedial, practice, or advanced student (individual or group) work.