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Need Analysis - Coggle Diagram

- - - - • What is the purpose of the course?
      - • What are the performance issues?
      - • What are the root causes for performance issues?
      - • Is training solution to the problem?
      - • Next, you will look at the data by answering these questions:
      - • What is the training need?
      - • Who needs this training?
      - • What are some of the strategies for designing and delivering this training?
  - - - • Overview of the project
      - • Performance analysis
      - • Tools used to collect data
      - • Training needs analysis, and
      - • Conclusions or Recommendations made based on the analysis
- - - - it is best to limit focus groups to ten participants
  - - - • The Likert Scale
        
        Likert Scale ranges from 1 to 10 with 1 being the worst and 10 being the best possible option
      - • Dichotomous questions
        
        are yes/no questions
      - • Multiple-choice questions
      - • Semantic differential
        
        Semantic Differential is a type of survey used to measure the meaning of concepts, events, and objects based on peoples’ perceptions and attitudes. This scale typically provides two or more contrasting ideas and asks people to rate them as important – not important, valuable – useless, interesting – boring, and so on
      - • Open-ended questions
- - - - • Who is the target audience for this course? Is it for college students? Entry-level employees? Experienced professionals? Or just for managers?
      - • What is the average age of learners? Is it mostly for younger or older generation?
      - • Are learners mostly men or women?
      - • What is their cultural background? Do they speak English well?
      - • What is their education level? Is your course mostly for educated people or is it for people who just barely got through high school? The type of language and vocabulary you use will strongly depend on this.
      - • What experience do learners have? Do they have some background knowledge about the subject you are teaching or is it brand new to them?
      - • What is their motivation level? Do they want to take the course? If so, why do they want to take it? Are they interested in obtaining new knowledge or skill or they want to advance in their career? It is also possible that learners are forced to take your course by their management.
      - • Why do learners need this course? What is it going to do for them? Will they be able to get a new position within their company? Do they need it in order to keep their current job?
      - • How much time can they devote to training? When can they take the course? During the day, in the evening? Are they allowed to take a day off for training or maybe they’ll have to squeeze it in their busy schedules.
      - • Do they have any specific needs?
      - • What is their learning preference? Are they mostly auditory, visual or kinesthetic learners? Do they like watching videos or actively participating in their learning?
  - - - The essence of this technique is to keep asking the Why questions until you arrive at the root cause of the problem
        
        lack necessary skills or knowledge
        
        lack necessary skills or knowledge
        
        Training is the solution
        
        the lack of motivation
        
        if the problem is with motivation, lack of tools, or organizational support, then it is a performance improvement issue, and training will not solve the problem.
  - - - list of questions that should be considered during the task analysis.
        
        • What is the complexity of the task? If the task is difficult to perform, you may want to include additional practice. If on the other hand, the task is relatively simple, one or two exercises may be enough. The complexity of the task can also help you figure out whether a blended learning approach needs to be considered.
        
        • How often is the task performed? If the task is rarely performed, there is a possibility that learners may forget the steps needed to complete it, so you may decide to include a job aid with step-by-step instructions.
        
        • Is the task critical to the performance of the job? What is the risk associated with not being able to perform the task? What is going to happen if the learners will not learn how to perform the task correctly? What are the consequences? Is it something that people must be able to do well or just need to have some basic understanding of how to perform the task?
        
        • Is this task performed separately or as part of other tasks? Do the learners need to have some background knowledge about the topic? Do they need to possess certain skills prior to taking your course? This information will help you determine whether you can make assumptions about learners’ prior knowledge or have to teach everything from scratch.
        
        • What is the relationship between all the tasks? Are the tasks you are teaching related? If so, what do you need to teach first?
  - - - The instructional analysis breaks down the tasks of each goal and helps designers eliminate extraneous information. To conduct an instructional analysis, you should work together with the Subject Matter Expert designated for the course
    - - The resource analysis collects information on the learning context to ensure that the instructional designer does not go beyond the available resources dedicated to the project.
    - - The environment analysis looks at the environment in which the learning should occur. It can range from watching an instructional video to listening to an educational podcast.
    - - Technical analysis reviews technical specifications needed to develop and implement the course.
    - - • Is your content already available?
      - • Do you have any materials developed?
      - • How many SMEs will work on this project, and what is their availability?
      - • Do you have already existing visuals that you would like to include in the course?
      - • How long do you expect this course to be?
      - • Do you want to include assessments?
      - • Do you have a Learning Management System? We will cover Learning Management Systems in the future lesson.