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Week
2
Research
and Needs Assessment
- Examine
research and needs assessment methodology
Research
and Needs Assessment
A needs assessment is a study or evaluation that is conducted
to determine the scope of a problem and to identify possible solutions
to resolve the problem. It's important to note here that a needs
assessment may not always lead to a training solution. Instruction
can be costly and it should only be chosen when other solutions
can not rectify the performance gap. However, for the scope of
the Capstone Project, you need to choose a performance gap or
problem that requires a training solution.
There
are different types of needs:
-
Normative need. An
individual or group that falls below established expectations.
- Felt
need . Someone feels something should change.
- Expressed
need or demand. There is a greater need for a good
or service than there is a supply.
- Comparative
need. There is a need to keep up with the "Jones's."
- Anticipated
or future need. A need does not exist at this time,
but a need is predicted for the future.
Steps
to Conduct a Needs Assessment
Following
are the steps you may follow in performing a needs assessment:
- Define
or identify the problem.
- Identify
the audience's background, skill, knowledge, and motivation
level.
- Define
the environment
- Identify
performance gap(s).
- Classify,
analyze, and interpret the information gathered.
- Prioritize
the needs.
- Identify
possible, cost-effective solutions.
Methods
of Gathering Information
Purposes
of Needs Assessment
- Identifies
areas of needed improvement and possible solutions
- Establishes
the starting point or focus for curriculum development (if curriculum
is necessary.
- Helps
to justify beginning a program or training
- Helps
to modify existing programs or curriculum
- Evaluates
the goals or mission of a program oran institution
Adult
Learners and Contexts
A
typical adult learner is:
- Over
23 years of age
- Enrolled
in a course of study to develop new skills or qualifications
- Enrolled
in a course of study to improve existing skills or qualifications.
Adult
learners are generally more internally motivated, mature, have a
strong sense of accountability, are optimistic and curious, are
achievement and goal oriented, and have had prior success in education.
What
are some of the key principles of adult learning?
- Amount
of previous learning affects readiness to learn. New learning
should be integrated into the learner’s past experiences.
-
Adults have intrinsic motivation. Adult learner must feel the
need to learn.
-
Adults need positive reinforcement and immediate feedback. Self-evaluation
should be encouraged in the learning environment.
-
Teaching/learning materials need to be presented in an organized
manner.
-
Learning is enhanced by repetition.
-
Immediate application. Meaningful tasks are more easily learned
if they are immediately applied, and if the information to be
learned is directly relevant to the learner’s environment/situation.
-
Active participation in learning improves retention. Learner shares
in the planning of his/her learning. Environmental factors affect
learning. The learning environment needs to be physically comfortable
and psychologically safe.
Assess
adult learner characteristics and determine their impact on instructional
plans
- Determine
what learner characteristics should be assessed
-
Learners' prerequisite knowledge and skills (use later in
developing objectives)
-
Learners' prior knowledge and skills (related to goals) [skills
(use later in developing objectives)]
-
Reading level
-
Age, grade, and/or career level
-
Other characteristics, such as attitudes, interests, demographics,
aptitudes, experience, physiological characteristics, learning
style, geographic location, cultural issues, language, job,
possible disabilities, etc.
-
Determine how characteristics will be assessed
-
Prior knowledge/diagnostic measures
-
Interviews, surveys and/or observations (sample learners,
instructors, trainers, and managers)
-
Consult readings and/or respected sources about the audience
-
Use available existing instructional/training materials, courses,
aids as references
-
Develop a profile/description of learner characteristics
-
Determine how to use the information gathered about learners in
designing the instructional plan (i.e., impact on design)
-
Impact on goals and objectives
-
Impact on selection of instructional strategies, media, and
development of plans
-
Impact on sequencing/pacing
-
Impact on implementation and evaluation
If
you follow these steps and take into consideration the audience
and context of the problem, your needs assessment will produce a
clearer picture of what the problem really is and how best to address
it.
Week
Two Discussion Questions:
Pick
one question to respond to from each catagory. In other words,
pick one individual question and one learning team question:
Individual
Post
on Thursday: |
1.
What are the dangers associated with not being allowed
to conduct a needs assessment? Why?
2. What are the challenges associated with conducting
a needs assessment in or for an electronic environment?
Why?
Post
under WK2DQ1 or 2 |
Learning
Team:
Post
on Sunday: |
3.
How is online learning and instruction different than
face-to-face?
4.
How you will modify your training or teaching materials
to best meet the needs of adult learners? How will you
modify your training or teaching materials to meet the
needs of adult learners in an online environment?
Post
under WK2DQ3 or 4 |
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