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ANALYSIS (BRANCH (Performance Gap (Performance gap is caused by a lack of…
ANALYSIS
ROTHWELL
Characteristics
Learner Analysis
Learner Characteristics resemble segmentation; categorize consumers by similar features. Learners are consumers of services provided by instructional designers.
Instructional designers should be able to summarize the results of a learner assessment in a learner profile.
Three basic ways to develop a profile of learner characteristics:
Normative Profile - summarizes characteristics of desired learner
Descriptive Profile - examination of existing group
Historical Profile -summarizes characteristics of the historical learner.
Situation-related characteristics stem from events surrounding the decision to design and deliver instruction (Rothwell, 2016, p. 63).
Decision-Related Characteristics pertain to those deciding about learner participation in instruction. Instructional designers should ask the who decides on participation and preparing the target group (Rothwell, 2016, p. 63).
Learner-Related Characteristics stem from the learners themselves. Looks at prerequisite knowledge, skills. Often a trail and error process (Rothwell, 2016, p. 64).
Setting Analysis
Performed before instructional objectives and materials are selected or written.
Importance of physical settings in planned organizational change efforts. Physical system forms part of the context for the social system (Rothwell, 2016, p. 78).
Instructional Designers should make systematic examinations of the development, delivery and application environments(Rothwell, 2016 p. 79).
Begin a setting analysis by focusing initial attention on the development environment; it affects how the project proceeds. List the characteristics of the setting that may affect the ID assignment (Rothwell, 2016, p. 79).
Six Key Issues:
1.) What business are we in?
2.) How is work divided up?
3.) Do all needed tasks have incentives?
4.) Does organization possess coordinating technologies?
5.) How is conflict among people and technologies managed?
How are issues kept in balance?
Needs Assessment
Identifies gaps in results, places them in order of priority and selects the most important (Rothwell, 2016, p. 24).
A needs assessment can focus on several levels of organizational results.
The strategic level - external factors
The tactical level - overall results of the organization
The operational level - examine internal deliverables
A needs analysis discovers the underlying causes of gaps between the ideal and the actual (Rothwell, 2016, p. 25).
A training requirements analysis can be useful in design that will apply to your needs after you have defined them (Rothwell, 2016, p. 26).
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Needs assessment focuses on the development of a blueprint for collecting needs assessment information
Identify target audiences. Target audiences are performers and decision makers.
Analyzing Data
Data must meet three basic characteristics:
1.) Relevancy - Data must directly related
2.) Reliability - Data must be consistent
3.) Validity - Data must have intent
Quantitative versus Qualitative Approaches. Qualitative research relies on constructivist approach; a general approach (Rothwell, 2016, p. 43).
What research question are we trying to answer?
Do we already have data we can use to answer our research question?
What data to we need vs. data can we access?
How much time have we been given to conduct the analysis.
Sampling Procedures/groups are used for quantitative data collection and analysis.
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Four types of sampling groups:
Judgmental is fast and inexpensive.
Simple Random is probability sampling of equal chance.
Stratified sampling is key with subgroup populations, such as job classes.
Systematic sampling looks at random order sampling using mathematical procedure.
Analytical Techniques
Establishing proper groundwork. Establish close working relationship with key stakeholders
Subject Matter Experts (SME)
If systematic approach is used, Instructional Designers will prepare a checklist for use by SME's to review objectives and content (Rothwell, 2016, p. 93).
Sequencing
Follow approaches to sequencing performance objectives and skills and knowledge planned to meet those objective (Rothwell, 2016, p. 93).
Intended to representative of possible ways to sequence instruction
Chronological, Topical, Whole-to-part, Part-to-Whole, Known-to-unknown, Unknown-to-Known, Step-by-Step, Part-to-part-to-part, General-to-Specific
Emerging Technologies
No one solution is always best with instruction. Business goals and context for learning must be factored into any delivery decision (Rothwell, 2016, p. 99).
E-Learning used both real time (synchronous) learning and self-paced (asynchronous) learning. They can be combined or used separately.
Four Levels of Interactivity with E-Learning:
Passive Interactions - learner has no control over progress
Limited Interactions - learn has control over sequence of program
Complex Interactions - Learner control, including scenarios and problem solving.
Real-Time Interactions - includes all characteristics; good for complex problem solving.
Computer-Based Learning (CBT): Training programs delivered through computer.
Web-Based Training (WBT): internet and can be both real-time or self-paced.
Blended Learning is a combination of technology based and instructor-led training. Should result in a return-on-investment.
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Mobile and Social Media Learning
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Wikis allow for collaboration on website
Mobile Learning incorporates smartphones and tablets and allows for access anywhere
Wide variety of tool.
Twitter is a common tool because of it's unlimited possibilities. A trainer can manage discussions and assignments in real time (Rothwell, 2016, p. 107).
Effectiveness:
Important to look at what research indicates in selection, application and effectiveness (Rothwell, 2016, p. 110).
E-Learning is more efficient than classroom training because it saves on travel expense, but effectiveness can only be measured through evaluation.
BRANCH
Performance Gap
Close the performance gap and propose degree to which instruction will close the gap.
Performance gap is caused by a lack of knowledge and skill, then proceed to propose instructional options (Branch, 2009, p. 23).
Lack of knowledge and skill, develop a Purpose Statement
Purpose Statement defines the explicit terms for the instructional program and the context in which instruction occurs.
Analyze the reason for the performance gap. This is done through a performance assessment
Three main causes for a performance gap:
1.) Lack of Resources - resources are unavailable to perform the desired tasks.
2.) Lack of Motivation - someone has the capacity to perform the desired task, but chooses otherwise.
3.) Lack of Knowledge and Skill - individual has resources and will, but skill is not evident.
Instructional Goals
Identify the essential components of guided learning. Apply an interactive planning process to the development of learning resources.
Instructional Goals are valuable for describing the training project to the client during the Analysis Summary (Branch, 2009, p. 36).
Consider the different types of learning that will be needed to achieve the instructional goals.
Confirm the Intended Audience
Collect data that assist you in confirming the members of the intended student audience (Branch, 2009, p. 37).
Types of Data:
Group Identification
General Characteristics
Numbers of Students
Location of Students
Experience Levels
Student Attitudes
Skill Impacts
Each represent the minimally acceptable learner analysis
Identifies the ability, experiences, preferences and motivation of the student audience
Identify Required Resources
Identify all types of resources that will be required to complete the entire ADDIE process (Branch, 2009, p. 43).
Four Common Resource Types:
Content Resources - used for references for learning strategies
Technology Resources - technology that is available to your learning environment.
Instructional Facilities - Rooms available and student accommodations.
Human Resources - Design, Development and Implementation.
Delivery System
Recommend the best option that has the greatest potential to close the performance gap. Commonly use items such as face-to-face and computer-based (Branch, 2009, 47).
Nine-Step Estimation Procedure:
1.) Identify the delivery options
2.) Length of time
3.) Compute Cost for Analyze Phase
4.) Estimate cost for the Design Phase
5.) Estimate cost for the Develop Phase
6.) Estimate cost for the Implement Phase
7.) Estimate cost for the Evaluate Phase
8.) Total the estimated costs for all five
9) Provide an estimated cost range.
Use cost estimates of the potential delivery systems to determine which options to move from the Analyze to the Design phase.
Project Management Plan
Create a consensual document that confirms the expectations of all parties involved in the project.
Two rules of project management:
1.) A project has a beginning, middle and an end.
2.) A project is measured in terms of quality, time and money.
(Branch, 2009, p. 52).
Project Management Institute (PMI) defines four major project phases:
1.) Initiation
2.) Planning
3.) Execution
4.) Closure
Plan:
ID Members, Significant Constraints, Schedule Tasks, Final Report.
Confirm the expectation of all of the main stakeholders before your team begins to earnestly consume resources. Document the expectation on the project plan (Branch, 2009, p. 56).
Analysis Summary
Brings together the seven featured components. Client can request changes to the analysis or be satisfied with results. Repeat Analyze Phase if necessary.
BRANCH AND ROTHWELL
Similarities on Analysis
Closing the Performance Gap where it exists
Instructor looks at background knowledge and takes into
consideration any possible learning constraints that may exist or arise during the lesson
Looking at
the learner’s existing knowledge to organize information into a
format that is meaningful and useful to the learner.
Characteristics of the learner group
Looking at
the learner’s existing knowledge to organize information into a
format that is meaningful and useful to the learner.
Use of E-Learning and the location of students
Change and adjust with Project Planning and Education
Analyzing Data for Delivery
JEFFRIES.ID560.ANALYSIS_CONCEPT_MAP