Needs Assessment Report
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Course: INSDSG 642 - Assessment and Evaluation in Instructional Design
Assignment Description: This assignment required the learner to identify and analyze an organizational problem, conduct a needs assessment interview, and formulate outcome-based learning objectives to write a final needs assessment proposal that includes evaluation strategies.
Competencies
| Theory into Practice | 1.1 Complete scholarly research including searching, locating, and analyzing literature in the field. 1.3 Apply interdisciplinary research findings to the solution of performance problems. 1.4 Critically assess reliable publications, literature, trends, theories, data, and tools used in the field of instructional design. |
| Analysis | 2.1 Seek multiple data and information points when conducting analysis. 2.2 Apply tools of analysis including task and needs analysis. 2.3 Analyze performance gaps. 2.4 Identify causes of performance gaps. 2.5 Use analysis to recommend instructional and non-instructional solutions. 2.6 Report analysis and proposed solutions in a clear, concise manner so that others can understand and evaluate proposed solutions. |
| Design | 3.1 Develop performance outcomes that are measurable, have a specific action, and have specific conditions stated. 3.2 Use evidence-based instructional strategies to maximize learning. 3.3 Design appropriate multimodal instructional delivery, including face-to-face, online, blended, and emerging modes. 3.4 Develop formative and summative learner assessments. 3.5 Draw on a range of instructional design models to craft effective instructionalinterventions. 3.6 Design effective formal and informal learning solutions. |
| Implement | 5.1 Develop implementation plans, taking into consideration social, organizational, and technical implications. 5.2 Facilitate instruction using multiple delivery modes including face-to-face and distance learning. 5.3 Apply effective practices that encourage learner interaction, engagement, and learning. 5.5 Manage the implementation process. |
| Evaluate | 6.2 Use learner assessment data to improve instructional solutions. 6.3 Accurately measure targeted performance outcomes identified by stakeholders. 6.4 Produce a comprehensive report of evaluation findings to aid in future program improvement. |
| Reflective Practice | 7.1 Act in ethically sound manner while executing all duties. 7.4 Communicate clearly, collegially, and credibly in written and verbal discourse. 7.6 Consider connections between instructional design and other disciplines to inform the instructional design process. |
| Leadership | 8.1 Justify the need for specific educational and training programs. 8.6 Provide leadership throughout different functions and levels of an organization. |
Introduction
The beauty of instructional design is that it is as much a science as an art. It is quite an adventure to build a learning experience based on learning theories, with effectively written objectives and content structured to keep learners engaged while using various tools and technology that allow much freedom to be creative. It is a great time to enjoy being an instructional designer! However, the instructional design process only has meaning and value if it succeeds in solving the performance problem for which it was designed.
Over the years of being in the Training & Development field, I have witnessed countless times how organizations want to solve most performance problems with training, even when training is not going to solve the problem or produce the desired results. As a professional, it would not be right to merely produce training whenever I am asked for, knowing the cost, time, and effort involved in creating and implementing training (7.1). Therefore, an instructional designer's essential skill is conducting a needs assessment as the first step in understanding a performance problem and identifying solutions.
I included this artefact in my portfolio because of the crucial aspect of the needs assessment in the instructional design process. According to Knirk & Gustafson (1986), if the designers do not understand what the real problem is, they cannot solve it. A performance problem may have a straightforward solution that could or could not be training related. Still, it is essential to understand the problem to identify all possible solutions.
Reflection
As stated by Seel, N.M. & Dijkstra, S.(2004), the entire instructional design process is followed only when a performance problem can be solved by training or instruction. A needs assessment is conducted as the first step of the process to make this determination. This artefact was the last step of a needs assessment process in which I was required to write a needs assessment report that included evaluation strategies. To write the report, I first identified and analyzed an organizational problem, which was a problem I was addressing for the organization I was working for at the time. The challenging part of this process was that the problem had to be grounded in relevant academic research. Thus, it was not simply to identify and evaluate the problem but to search the literature seeking insights into the particular problem (1.1, 1.3, 1.4). I admit that I have a love-hate relationship with academic research.
On the one hand, I find the process of reading and analyzing research articles arduous. On the other hand, it is fascinating to discover that we do not have to invent many solutions to our problems because they already exist. We can find solutions we might never have considered by searching existing literature related to the problem. Using existing literature as a starting point after analyzing the problem was a valuable exercise to see the problem from other perspectives and broaden all possible solutions (2.1, 7.6).
After identifying and analyzing the problem, the next step was to collect data related to the problem. While the first step identified a gap in performance or area for improvement, the focus in this next step was to gather sufficient data to determine what was contributing to the gap in performance. "Understanding what factors are supporting or inhibiting a situation can help the instructional designer identify sustainable solutions that will hopefully eradicate the existing gap in performance" (Stefaniak et al., 2021, p.43). To gather as much data as possible, I did a task analysis, observed the task while it was being performed, evaluated documentation related to it, and conducted individual and focus group interviews (2.2, 2.3, 2.4). These exercises allowed me to learn about the task's knowledge and skills required to perform it. Also, to understand the effect of factors like availability of materials and tools, communication, the environment where the task is performed, interruptions, and the operator's perception of their capability on the performance of the task. Using multiple sources to gather information is key to identifying all possible factors affecting performance and making more accurate recommendations (2.5, 2.6, 8.1).
One of the most exciting and challenging activities in the data collection process was interviewing. The interviewing process requires preparing to determine what type of information one wishes to obtain and remaining neutral in the middle of the interview. It is important to phrase the questions so one does not influence the answer and, above all, to promote an atmosphere that makes the interviewees feel comfortable during the interview. It was a precious exercise. After taking the Communication Theory and Practice course (INSDSG 604) and doing an introspective exercise such as the Positionality Statement, I am better prepared to handle an interviewing process.
Once I completed the data collection and identified that among the factors affecting performance was the need to create an instructional process, I then proceeded to formulate the learning objectives and write the proposal with the recommendations and evaluation strategy (2.5, 2.6, 3.1, 3.2). The recommendations included non-training solutions such as improving the task instructions, incorporating cross-checks at critical points, and creating materials kits to minimize confusion and simplify the process.
Although the scope of the assignment was limited to writing a needs assessment report, it was the starting point of a project that resulted in the creation of a training program that required the development of materials such as presentations and manuals, as well as practice activities, job aids, and evaluations at different stages of the program (3.3, 3.4, 3.5, 3.6, 6.2, 6.3, 6.4). The project was a collaborative effort. I had the opportunity to lead and define the implementation plan that included both instructional facilitation and coordination of activities (5.1, 5.2, 5.3, 5.5, 7.4, 8.6).
"A needs assessment identifies not only what the performance problem is but also whom it affects, how it affects them, and what results are expected from the training. Needs assessment drives all the following steps in instructional systems design" (Brandon, 2022).
Application
Every request to design a learning experience should begin with a needs assessment to identify skills, knowledge, and performance gaps and to determine if they are best addressed through training or other means.
There are several ways to conduct a needs assessment.
- Survey the learning audience
- Observe the execution of the task
- Interviews
- Analysis of task documentation
- Analysis of errors made by performers
- Evaluation of:
- Tools & Resources
- Attitudes & Capacity
- Expectations & Feedback
- Consequences & Incentives
The results of these interventions will point us to the root of the problem and lead us to solutions that may or may not be the design of a learning event.