Instructional%20Design%20The%20ID%20Process:%20Needs%20Analysis%20

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Instructional%20Design%20The%20ID%20Process:%20Needs%20Analysis%20

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Title: Instructional%20Design%20The%20ID%20Process:%20Needs%20Analysis%20

1
Instructional DesignThe ID ProcessNeeds
Analysis Task Analysis (EDER 673 L.91
)From Calgary With Asst. Professor Eugene G.
KowchFeb 27, 2003(A synchronous meeting
usingVclass Real-TimeAudioConference
Technology WebCT Course SpacesThe World
Wide Web
Check your connection speed
2
Agenda Feb 27

Update Where we are in the course
Housekeeping
Posting your ID Model for Peer Review Feedback
How is the technology working at your place?
Needs Analysis Seeing the Views from Several
Theorists
Dick Carey / Rossett / Magliaro / Smith and
Ragan / Reigeluth
(from EDER 673 WebCT, WWW, Vclass Materials)
Task Analysis
(from EDER 673 WebCT, WWW and Vclass Materials)
Other optional resources (Views) on job analysis,
content analysis and competency analysis

3
Poll 9
4
Posting Your ID model for Peer Review

Refer to my WebCT Email (Feb 26) for a guide
Random Groups
Press private in a discussion thread Group
(Group 01 to Group 06) to find your group.
Post your ID Model stuff (attachments are
possible) for others to review.
Use the Guide to provide Peer feedback,
hopefully by March 15th, to all others in your
group.
After all members have provided quality feedback
to each group member model (as designers helping
development), the Groups could then open up so
everyone can provide feedback.
This is practice for creating and reporting your
final ID model (major assignment).
(Generous) development/design feedback offered in
a group setting can really help an instructional
designer grow. This is a core competency that all
Instructional Designers require (AECT, 1994).

5
Update EDER 673
History of ID
ID Terminology
Instructional Design Philosophies
SMCR/Feedback Communication Model
Learners and Learning Theories
Context based designs
ID Models A peek
Needs Analysis
Media Selection
Task Analysis
Ordering Content (elaboration)
Evaluation
Motivation
6
Rossett/ Tessmer/ SmithRagan/ Reigeluth/ Kazanas/
Shaumbagh Magliaro/ Dick Carey/
7
Needs Analysis (Rossett in Anglin, 1995)

A pound of analysis is worth a ton of solutions
(Dr. B. Clarke, 2003).
Needs Analysis is an (ID persons) first response
to a problem.
A problem is a gap between what is and what
should / could be

Ought
Is
Gap
8
Needs Analysis (Rossett in Anglin , 1995)

Design -gt Development -gt Use -gt
Evaluation
Analysis serves all stages in this Instruction
Systems development model.
Five Purposes for Needs Assessment
Optimal Performance How should they do X best?
Actual Performance Why do they do X lt best?
Feelings/Attitude Why do they dislike/like doing
X?
Causes (for the Gap in learning or performance)
Lack of skill or knowledge
Environment / Organizational barriers
No incentives
No motivation
Values (lacking)
Confidence (lacking)
Solutions Instructional Interventions to close
the gap.

9
How to conduct a Needs Analysis ( 5 steps)
(Rossett in Anglin, 1995)

Determine the causes
Performance problems
Affective problems
Directives
Identify Sources (of the information you need)
Select Tools (to find the exact causes)
Interview (supervisors, workers/teachers,
learners)
Observe (learners, workers do actualsoptimals?)
Cognitive perspective are outcomes what we
expect?
Examine records (about performance / achievement)
Focus Groups (get an org. culture accord on
optimals)
Surveys (cost effective measures.. Seek needs,
proof of need, feelings, demographics).
Conduct a Staged Needs Assessment
Meet with management / administration
Meet with the SME (subject matter expert)
Observe steps in the work flow / learning process
Meet with the solution - seeker to check your GAP
determination

10
How to conduct a Needs Analysis ( 5 steps)
(Rossett in Anglin , 1995)

5. Use findings to create a foundation for
Instructional Design
Is training appropriate here (to fill this gap?)
Will it fit for this culture/group/person?
Other interventions that might work?
Job aids
Supervisor training
Expert systems
Workstation redesign
Incentives
Restructuring
How will training / teaching be received?
Is the cost prohibitive?
Who will be responsible?

11
Needs Analysis (Shambaugh Magliaro, 1997).

An analysis activity that examines the
instructional problem, intended learners, and
learning context.
(Smith and Ragan cited in Shambaugh Magliaro,
1993)
Is done before Design begins
.. Is an ongoing process

12
Needs Analysis (Shambaugh Magliaro, 1997).

Functions of a Needs Assessment
Confirm that the problem is an ID opportunity
Is this project idea an instructional problem?
Discover the nature of what is to be learned
Is there a solution embedded in MY idea?
Learn more about the learners in context
Do you know all you need to know about your
learners?
Understand the realities of the instructional
context
What are the realities surrounding the
instructional problem?
Explore the issues surrounding the instructional
problem
What are some possible solutions?
Generate the (instructional and learning outcome)
goals that will guide designing.
Based on this data, what should be done (to fill
the gap)?

13
Needs Analysis 3 Steps (Shambaugh Magliaro,
1997).

Describe your intent The IDEAL
Gather Information REALITY
What is known about the learning task?
Task analysis
Ethnography
Structured questions, protocol analysis,
displays, stats, docs
Who are your learners?
Data analysis tools
Learner profiles
What are your resources and constraints?
Summarize and Revise your intent GOALS

14
From Tessmer, M (1990). Environmental Analysis
A neglected stage of instructional design. In
Educational Technology Research Development,
38(1), 55-64.
Resources Constraints

Use Factors
Instructional Environment
Patterns of Use
Reasons for Use
Student-User characteristics
Leadership Characteristics
Supportive Environment
Production Services
Storage Delivery Services
Dissemination resources
Support Resources

Physical Factors
Instructional Environment
Facilities
Equipment
Instructional Lifespan
Supportive Environment
Site distribution
Management Coordination
Seasons Climate

15
Needs Analysis 3 Steps (Shambaugh Magliaro,
1997).

Outline of a Needs Assessment (Report -)
Summarize your instructional problem
Confirm the problem
Describe the major issues characterizing the
problem
Cite the resources of information and the tools
used
Describe your instructional solution (set)
List features addressing learning task or content
Include a learner profile
Include a context analysis
Identify Major Goals that address the problem
Identify and prioritize goals
What really needs to be done to fill the gap?
Prioritize the list and get buy-in from the
leadership.

Adieu for this week, EDER 673 !Instructional
Design (iD) Next Week (March 6- March 13)
Ordering and sequencing content Elaboration
Theory (blueprinting)Readings due for Next
Class (March 6, 2003) 1. The Elaboration
Theory Guidance for Scope and Sequence
Decisions. In C. Reigeluth (Ed.), Instructional
Design Theories and Models - An Overview and
Current Status (pp.425-454).2. Read / Use The
Interactive Powerpoint on this topic, available
from the Course Home Page.From, Culnan, A.
(2003). Elaboration Theory. Unpublished M.Ed. Ed
Technology Assignment.See the Home Page by
Friday, 7 PM Feb. 28th for more detail and
reading resources on this topic -- beyond the
class material covered tonight.See the New
Discussion Thread (Groups) in WebCT for your ID
Model Peer Feedback(Rubrics are attached in your
email and in the new Thread)http//www.ucalgary.
ca/ekowch/673/673home.htmlEugene G.
KowchAssistant Professor of Educational
Technology

17
Needs Analysis (Leshin, Pollock Reigeluth,
1992).

Analyze the problem
Figure out the purposes for instruction, if any
Analyse the domains
Figure out the specifics about the kinds of
problems you have, the tasks that are involved in
the learning problem, and set performance
objectives to create instruction that will solve
the problem (close the gap)

If this all seems terribly systematic, well.. It
is a systems approach. The research is developing
in many ways, depending on the research approach
and philosophical approach used (see Jan 30
notes!).
18
Needs Analysis (Leshin, Pollock Reigeluth,
1992).

Analyze the problem
Define the problem
Describe the nature of the (training or
education) problem
Training find the performance gap
Education find the knowledge gap
Identify the source of the problem
Is the cause of the gap organizational or
individual?
Education What is the rationale for the learner
to acq. Knowledge?
Training What might be causing the gap? What is
expected?
Data gather Focus groups, observation, surveys..
Interpret the data to find problem elements
Determine possible solutions
Find a way to answer the questions asked in 1.2
(above)
From the data decide if instruction can solve
the problem (or not)
From the data Is instruction needed with other
solutions?
Analyse the risk, success est., cost, development
pragmatics and implementation pragmatics for
these solutions.
Communicate the results
Identify problem areas, alternatives where inst.
Could help. Support your findings with your data,
descr. Of solutions, rationale for your
decisions, a comparison of benefits and costs,
give alternate solutions

19
Needs Analysis (Leshin, Pollock Reigeluth,
1992).

Analyze the Domains (job or subject areas)
(if you have determined that instruction would
help (fill the gap), you want to identify and
precisely state what the learner should be able
to do or accomplish at the end of the instruction
or task. Here performance objectives are written
to provide the foundation for
Determining what skills and mental models need to
be used
Selecting the tasks to be taught
Developing measures that indicate whether the
desired learning has taken place
The steps can be
Identify the tasks comprising each domain
Define the domain. Training Welder, artist/Educ
understands economics
Identify all tasks that comprise the domain
Training Responsibilities, job descriptions /
Job Analysis
Education Subject area content and mental models
recommended (curriculum)
Identify the performance deficiencies associated
with each task
Training observe output deficiencies / interview
target learners
Education Interview masters, interview teachers,
administrators
Write the performance objectives for each task
Gives you a focus for selecting content, media,
and instructional tactics
Gives you a focus for assessing knowledge / skill
acq. After the learning event.
Alerts learners to the task at hand within
instruction itself.
Develop the performance measures for each task

20
Rossett/ Tessmer/ SmithRagan/ Reigeluth/ Kazanas/
Shaumbagh Magliaro/ Dick Carey/
Kazanas/Rothwell Leshin, Pollock Reigeluth/
21
PERFORMING JOB, TASK AND CONTENTANALYSISOnce
the Need is Known, we figure out the processes
and tasks that may or may not allow the
sub-optimal or GAP learning / performance
situation(focus on the Task Analysis, the rest
is extra information for your resource
library)A Yellow Bar at the bottom means this
is a resource page only

Most of the information in this section is
summarized from a collection of the following
sources
Kazanas, W., Rothwell, W. (1998). Mastering the
Instructional Process, (2nd Ed.). San Francisco
Jossey-Bass.
Dick, W., Carey, L. (1996). The Systematic
Design of Instruction. (4th Ed.). New York
Harper-Collins

22
Update EDER 673
History of ID
ID Terminology
Instructional Design Philosophies
SMCR/Feedback Communication Model
Learners and Learning Theories
Context based designs
ID Models A peek
Needs Analysis
Media Selection
Task Analysis
Ordering Content (elaboration)
Evaluation
Motivation
23
Tasks occur in an organization how well do
designers know that which surrounds our
prospective instruction.
Workplace Setting Analysis

Ed Admin. 700 on one slide
Is the administration / work flow integrated or
hierarchical?
Bureaucratic - or less than bureaucratic?
Division of labor
Technocratic - or less technocratic?
Division of expertise and related power regimes
Is the organization open or closed?
Is the organization pro-change or change averse?
Is this a learning community or a production
community?
Is there a cultural component that is important?
Do clear values support the mission/goals/policies
?
Who leads?
Employees
Supervisors
Committees

After Sergiovanni, 1990, Drucker, 1997
Kazanas, W., Rothwell, W. (1998). Mastering the
Instructional Process, (2nd Ed.). San Francisco
Jossey-Bass. Dick, W., Carey, L. (1996). The
Systematic Design of Instruction. (4th Ed.). New
York Harper-Collins
24
The Main Instructional Development Concern about
the Work Environment is..
Workplace Setting Analysis
Optional Reading

The total surrounding context for the person or
subject of interest.
Because
The instructional design process is a change
effort that is intended to meet or avert
deficiencies in knowledge, skills or attitudes.
(Kazanas, 1998, p. 103).
Considering
Organization resource constraints (time, money,
people, ) and culture affect
The length of time a project can take
Which media can be used
Which instruction testing strategies can be
used

Kazanas, W., Rothwell, W. (1998). Mastering the
Instructional Process, (2nd Ed.). San Francisco
Jossey-Bass. Dick, W., Carey, L. (1996). The
Systematic Design of Instruction. (4th Ed.). New
York Harper-Collins
25
Workplace Setting Analysis How to Identify
which factors matter..
Workplace Setting Analysis
Optional Reading

Environments affecting ID development, delivery
and application matter - especially if you are
have a constructivist / inquiry designer
epistemology.
Focus on 3 environments
1. Development Environment
2. Delivery Environment
3. Application Environment

Kazanas, W., Rothwell, W. (1998). Mastering the
Instructional Process, (2nd Ed.). San Francisco
Jossey-Bass. Dick, W., Carey, L. (1996). The
Systematic Design of Instruction. (4th Ed.). New
York Harper-Collins
26
Organization / ID Environment Assessment
Characteristics
Workplace Setting Analysis
Optional Reading

Some High Performance Workplace Characteristics
for Instructional Development (Work)
Training and continuous learning
Information sharing
Employee participation
Organization Structure
Worker - Management partnerships
Rewards systems exist and are understood
Employee job security
Supportive Work Environment

(Dubois and Rothwell, 1996)
Kazanas, W., Rothwell, W. (1998). Mastering the
Instructional Process, (2nd Ed.). San Francisco
Jossey-Bass. Dick, W., Carey, L. (1996). The
Systematic Design of Instruction. (4th Ed.). New
York Harper-Collins
27
Setting Analysis Quality CheckAs a Developer,
Did I Get it Right?
Workplace Setting Analysis
Optional Reading

Was the analysis conducted?
Was the analysis conducted at the proper time?
Place?
SWOT Analysis Is instruction right for this
organization?
Strengths of this org for T D
Weaknesses of this org for T D
Opportunities for T D
Troubles foreseen with T D in this context
Designer Competency Check
Is the designer capable of explaining why they
conducted a setting analysis and the reasons they
chose to focus on certain features of the design,
delivery and application environments?

Kazanas, W., Rothwell, W. (1998). Mastering the
Instructional Process, (2nd Ed.). San Francisco
Jossey-Bass. Dick, W., Carey, L. (1996). The
Systematic Design of Instruction. (4th Ed.). New
York Harper-Collins
28
Work Analysis in Context Job, Task and Content
Analysis in a Training Setting
Optional Reading
Needs Assessment (finds the gap)
Learner Analysis (finds learner Characteristics)
Organization Analysis (Identifies Training
Constraints)
Work Analysis (procedures in the Org.) Identify
what worker does, how they do it, what mental and
physical Requirements exist,what kinds of tasks
are done, what Constitutes mastery or low
performance,
Create Perform. Objectives
Kazanas, W., Rothwell, W. (1998). Mastering the
Instructional Process, (2nd Ed.). San Francisco
Jossey-Bass. Dick, W., Carey, L. (1996). The
Systematic Design of Instruction. (4th Ed.). New
York Harper-Collins
29
Job Analysis (Planning for one)(good for
job-specific training/instruction needs)
Job analysis
Optional Reading

Who will do conduct it?
Why do it?
How will the results be used?
Who depends on these results?
What data collection analysis methods should
be used?

Kazanas, W., Rothwell, W. (1998). Mastering the
Instructional Process, (2nd Ed.). San Francisco
Jossey-Bass. Dick, W., Carey, L. (1996). The
Systematic Design of Instruction. (4th Ed.). New
York Harper-Collins
30
Job Analysis (Implementing the Plan or Doing
It)(good for job-specific training/instruction
needs)
Job analysis
Optional Reading

Do the plan steps (previous) to collect info.
About jobs under investigation
THE RESULTS
A Job description
A job specification
A task listing

2 Types of Tasks
Cognitive Task (Mental performance).
Unobservable performance. (Knowing cannot be
observed by Kazanas Do not follow a prescribed
order. IE Choose a personal computer.
Also called a transfer task
Goal Find a personal computer.
Action Task (physical performance). Observable
performance. Action causes change. Often a
prescribed order. IE Change a light bulb.
A series of behaviors involving person/person or
person/object interaction
A series of behaviors that changes the person in
some way
A series of behaviors that accomplishes a goal.
CRITERIA for evaluating an action task
Task has a beginning and an end
Task is performed in relatively short time
periods
Task can be observed
Task can be measured
Task is independent of other actions

Knowing what they do,
how they do it,
why they do it
A task analysis is an intensive examination of
how people perform work activities.
Tasks A discrete unit of work performed by an
individual, it has a beginning and an ending.
Subtasks the smallest step into which a work
activity can be divided.
Elements a step within a step separate
time-motions
Task listing A list of actions done in work.

To determine the components of competency
(competent performance)
To identify activities that may be SIMPLIFIED or
IMPROVED
To determine exactly what a worker must
KNOW
FEEL
DO to learn a specific work activity
To clarify resources /conditions needed for job
competency
To establish minimum standards (expectations) for
each task appearing in a job description.
There are many techniques for Task Analysis
See Leshin Pollock, Riegeluth, Dick and Carey,
Smith and Ragan, Kazanas. And so on

Identify Jobs or tasks to be analyzed
Clarify the desired results
Prepare a Plan to do the Analysis
Implement the Plan
Analyze the results
Break down the Task into component parts if need
be.
Restructure the parts if necessary to achieve
(learning / skills) outcomes

Procedural observable action processes (people
machines)
Example Filling a gas tank
Process partly observable, bound to a particular
process (people people)
Example Equitable hiring practices
Troubleshooting observe an outcome trace it
back to the observable action that led to the
outcome ( people machines or people people)
Example I always get 2 copies of email from her.
Mental Unobservable cognitive tasks
(abstraction, compare/contrast). Sequences may be
predictable. (person)

Ask yourself What do you want from this task
analysis?
Watch that your level of detail is not too fine.
Jackson (1986) suggests
1. Find a task input
2. Find a task output
3. Figure out the steps between!
Results can be application of an intellectual
skill (comparison), a cognitive strategy
(memory), verbal information, motor skill or
attitude.

3 Questions to guide your Task Analysis Plan
1. Who will do it?
2. What task performance will be examined?
3. How will I collect Analyze data?
Remember the TIME and it will take to analyze
a task.
Will INSIDE ID people or EXTERNAL ID people do
the analysis?
Sources of Information to consider when Planning
a Task Analysis
Performers (master, average, low)
Nonperformers (managers, people affected,
resource people, SMEs, future performers)
Documents (reference by performers to do tasks
(manuals, online guides often list the tasks
quite welloften)
Environmental features The conditions of
instruction and learning

1. Break the job down into its component parts
2. Compare the parts with correct performance
criteria.
3. Restructure the parts to create an improved
task performance
OUTLINE THE TEACHING AND LEARNING REQUIREMENTS
To summarize To design OJT,
Do a task list
Analyze the task list
Use the task list to become the basis for
performance objectives
Generate the instructional intervention to
improve GAP tasks.

We are still looking for a way to design
instructional interventions that improve
performance or learning.
This is the process of braking large bodies of
subject matter or tasks into smaller
instructionally useful units. Can be called
Chunking.
Focuses on the information or knowledge
requirements rather than on sequences or
procedures --- FOCUSES ON EXPERTISE OR EXCELLENT
PRACTICE, then backs out the criteria for an
optimal task
Åssumptions
Learners must know before they can do
Work tasks might not be a good basis for
instruction-- do all tasks boil down to a single
set of tasks?
Different instructional content might apply for
different tasks.

Identify the subject
Identify what subject experts know
See how people perform the mental activity by
Asking them
Observing work related activity
Using other methods
Conduct a lit search on the subject
Develop a model of the subject
Describe the subject
There is an idea that if you study the content of
a mental process or job, you will likely find an
order or sequence that dictates what part of the
content must be known before others, and known
well for subsequent learning to occur.

Step 1 Identify the Subject (ie teaching
writing skills).
use databases
Step 2 Investigate what Expert performers
(master teachers) know
use interviews, questionnaires, observations,
docs, internet to explain what a subject is and
how it relates to the work, and how they would
orient a new person to the work.
Step 3 Investigate how people perform the
activity
Check mental performance by job shadowing, other
methods (see Leshin).
Clarify what knowledge is applied in what
setting, how people organize that knowledge.. Sit
with performers while they work.
Step 4 Conduct a lit search on the subject ID
research too.
Step 5 Create a model that fits the subject onto
a performance plane flowcharts, events networks,
graphic models organize information visually. You
want to know what is done, when, and how well it
must be done to design interventions for
performance improvement. (Dick and Carey, 1994).
Step 6 Describe the subject in a way that will
facilitate learning by others. Present what must
be known my experts. THIS IS GROUND FOR SETTING
PERFORMANCE OBJECTIVES. NEXT.

Kazanas, W., Rothwell, W. (1998). Mastering the
Instructional Process, (2nd Ed.). San Francisco
Jossey-Bass. Dick, W., Carey, L. (1996). The
Systematic Design of Instruction. (4th Ed.). New
York Harper-Collins
42
Competency AssessmentAnother kind of Thinking
about PerformanceParticularly skills-based
performance
Optional Reading

Supplants Task Analysis today at times
Competency can mean
Knowledge
Skills
Attitude
Competency is a degree of excellence in
performance, using exemplars as excellence
criteria.
Competency assessment is the process of
discovering the competencies of exemplars.
Competency models are derived from competency
assessment. They can be created for job
categories, departments or organizations.
Organizational competencies can be defined too.

Is popular as it is a more holistic way to
approach training, as minute tasks and processes
are less of a focus.
A focus on knowledge, skills and attitudes is
thought to be enough for the complex work world
today.
It is a model of intangibles (Kazanas
Rothwell, 1998).
Approaches include borrowed (from another org.),
process driven (doing a content and task analysis
on a specific org. unit), isolating
characteristics of exemplar performers and
verifying the model.
MINIMUM competencies are assessed via focus
groups with both expert and non experts.
There are trends driven approaches, and rapid
assessment approaches where outputs, competencies
roles and quality requirements from work
functions, responsibilities and behaviors emerge.
Gaps are filled by working on the gestalt by
using behavioral interviewing in the group.
(Delphi).

Adieu for this week, EDER 673 !Instructional
Design (iD) Next Week (March 6- March 13)
Ordering and sequencing content Elaboration
Theory (blueprinting)Readings due for Next
Class (March 6, 2003) 1. The Elaboration
Theory Guidance for Scope and Sequence
Decisions. In C. Reigeluth (Ed.), Instructional
Design Theories and Models - An Overview and
Current Status (pp.425-454).2. Read / Use The
Interactive Powerpoint on this topic, available
from the Course Home Page.From, Culnan, A.
(2003). Elaboration Theory. Unpublished M.Ed. Ed
Technology Assignment.See the Home Page by
Friday, 7 PM Feb. 28th for more detail and
reading resources on this topic -- beyond the
class material covered tonight.See the New
Discussion Thread (Groups) in WebCT for your ID
Model Peer Feedback(Rubrics are attached in your
email and in the new Thread)http//www.ucalgary.
ca/ekowch/673/673home.htmlEugene G.
KowchAssistant Professor of Educational
Technology