Needs Analysis: (Leshin, Pollock

1
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!).
2
Needs Analysis (Leshin, Pollock Reigeluth,
1992).

1. Analyze the problem
2. Define the problem
3. Describe the nature of the (training or
   education) problem
4. Training find the performance gap
5. Education find the knowledge gap
6. Identify the source of the problem
7. Is the cause of the gap organizational or
   individual?
8. Education What is the rationale for the learner
   to acq. Knowledge?
9. Training What might be causing the gap? What is
   expected?
10. Data gather Focus groups, observation, surveys..
11. Interpret the data to find problem elements
12. Determine possible solutions
13. Find a way to answer the questions asked in 1.2
    (above)
14. From the data decide if instruction can solve
    the problem (or not)
15. From the data Is instruction needed with other
    solutions?
16. Analyse the risk, success est., cost, development
    pragmatics and implementation pragmatics for
    these solutions.
17. Communicate the results
18. 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

3
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

4
Rossett/ Tessmer/ SmithRagan/ Reigeluth/ Kazanas/
Shaumbagh Magliaro/ Dick Carey/
Kazanas/Rothwell Leshin, Pollock Reigeluth/
5
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

6
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
7
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
8
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
9
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
10
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
11
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
12
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
13
Job Analysis (Planning for one)(good for
job-specific training/instruction needs)
Job analysis
Optional Reading

1. Who will do conduct it?
2. Why do it?
3. How will the results be used?
4. Who depends on these results?
5. 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
14
Job Analysis (Implementing the Plan or Doing
It)(good for job-specific training/instruction
needs)
Job analysis
Optional Reading

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

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
15
Task Analysis Task Language
TASK analysis

• 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

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
16
Task Analysis
TASK analysis

• 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.

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
17
Task Analysis The Results
TASK analysis

• 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

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
18
Task Analysis 5 Steps
TASK analysis

• 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

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
19
Step One Identify the Task to be Analyzed by
identifying the KIND of task
TASK analysis

• 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)

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
20
Step 2 Clarifying the Desired Results
TASK analysis

• 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.

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
21
Step 3 PLAN to do the Task Analysis
TASK analysis

• 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

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
Steps 4 and 5 IMPLEMENTING the Task Analysis
TASK analysis

• 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.

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
23
Another approach to Task Analysis CONTENT
Analysis
CONTENT analysis
Optional Reading

• 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.

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
A 6 Step Content Analysis
CONTENT analysis
Optional Reading

• 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.

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
Content Analysis
CONTENT analysis
Optional Reading

• 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
26
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.

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
Competency Assessment
Optional Reading

• 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).

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

• 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