Needs

=Needs Assessments =

Importance
The needs analysis process affects every stage of the ID process that follows it. Without the needs analysis, problems may be analyzed without using the proper source behavior, environments may be mismatched, and therefore, the end product may fail to meet any of the initial causes of the instructional problem.

A needs analysis involves the following instructional variables: (Brown and Green, 88)
 * the requested change
 * who wants the change to occur
 * what environment the change should occur in

Key Elements
(University of Arizona)
 * Identifying the customer or customer group
 * Ascertaining what the customer wants (planning for data collection)
 * Collecting the data
 * Analyzing the data
 * Implementing or acting on the findings
 * Identifying the target customer:** This stage appears within Phase I of the Morrison, Ross, and Kemp approach, and in Step one of Mager's Performance Analysis. This stage allows the ID process to evaluate the target of potential training, or the person who would be targeted with an intervention method. This could be a specific person (in the case of task-based employees), or a group or category of people (3rd graders, or all Account Executives).


 * Customer wants (to target data collection):** If the customer is aware of the aspirational state, this phase is largely unneeded, but is necessary in cases where the ideal state is part of the "discovery" process. The customer needs are important to define what specific area (or category of people) are appropriate to develop data collection from (i.e., if the target category is rising third graders, data collection, in the form of surveys or pretests should target that age group). In the Smith and Ragan model, this stage is used to define the learning outcomes of the training program as they relate to the targeted population, allowing the remaining stages of the needs assessment to relate directly to the end-defined goals.


 * Data Collection:** The data collection process is part of Phase II within the Morrison, Ross, and Kemp approach, and is implicit within the "people" in Step one of Mager's Performance Analysis. The data collection can take many forms, including reviewing existing materials, completing surveys, questionnaires, or focus groups. These steps, assuming a representative sample of the targeted population, allow the ID process to target the correct group of people, and evaluate probable causes and solutions in the next phase (within the Morrison, Ross, and Kemp approach). In Mager's model, the data collection and evaluation process are combined into a pragmatic string of questions, narrowing down the solution through logical deduction. In the Smith and Ragan model, this stage would include the collection of data relating to enforcement of defined learning goals, to define which goals should be pursued according to a prioritized list.


 * Data Analysis:** In the data analysis process, the needs identified by the data collection process can be analyzed and prioritized based on a variety of criteria. This ranking will be used to evaluate whether the proposed cause is cost-effective, the frequency of occurence, or several other criteria. Within Mager's Performance Analysis, Steps 4-12 are, in part, a reflection of data analysis, although the data collected in that case is a generalized, ad hoc method of collection. In Smith and Ragan's models, this data analysis is performed during the Gap Analysis, analyzing the current state and desired state, and finding the solution to bridge those two paradigms.


 * Implementation:** The final stage, once the proposed causes have been identified, and the target population and environment have been targeted, is to implement the proposed solution by handing the findings off to the rest of the ID process. The needs analysis takes place within the Analyze phase of the ADDIE process, and in the opening 2-3 steps of the Dick and Carey system.

The findings of this crucial analysis process help to define the success of the ID process at large. Faulty findings at this stage can result in inadequate or incorrect solutions at the summative evaluation. A thorough treatment of the needs analysis will ease the design and development process, by enabling targeted learning objectives and entry behaviors to be created earlier in the process, informing the following stages.

Application & Comparison
Within my current job, I use a needs analysis (or more commonly within the corporate training industry, a gap analysis) on a regular basis to analyze client needs, and report the information back to them in an easy to understand format. Most often, I will create a matrix detailing the current state, aspirational (or desired state), and then the gap between these states. Within corporate training, this method can easily be used to evaluate service behaviors, training certifications, job qualifications, change management needs, and a multitude of other issues encountered on a day-to-day basis.


 * <  ||< Current State ||< Aspirational State ||< Gap ||
 * < 1 ||< We say "Thanks" to our guests when we greet them in the hallway. ||< We say "Thank you for staying with us, [insert guest name]." ||< Training program to teach the associate what to say to the guest ||
 * < 2 ||< Perform a managerial task (no instructions or rubric to gauge progress) ||< Perform a managerial task, using a job aid or checklist to track progress. ||< Create a checklist or job aid to track the progress of the managerial task ||

The perspectives in the chapter were helpful to compare analytically against my experience. Smith and Ragan's model fit most closely within my experience, since most of my clients have a clear idea of what the "expected" service behavior should be when we are hired. Generally, we are establishing the gaps, not empirically discovering the learning goals. In many ways, this makes the process much more straight-forward, although it can result in poor follow-through if the original goals were incorrect or incomplete.

Reference
Brown, A. & Green, T.D. (2006). The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice. Upper Saddle River: NJ: Pearson. Cognitive Design Solutions. 17 September 2008. . University of Arizona. Needs Assessment Tutorial - UA Library. 17 September 2008. .