1. Kathy Porter

2.  Identifying the problem is to determine whether instruction should be part of the solution.  Sometimes a problem requires a change in policy and procedure as well as in the work environment.  Once you know the root cause of the problem you can determine whether an instructional intervention will solve the problem.

3.  Needs assessment  Goal analysis  Performance assessment  Once the problem is identified the instructional designer must determine the most appropriate intervention.

4.  Needs assessment is used to identify gaps in performance and then determine whether the gaps are worth addressing through an intervention.  If the gap is worth addressing then recommendations are made to improve performance through some type of intervention.

5.  It identifies the needs relevant to a particular job or task.  It identifies critical needs.  It sets priorities for selecting intervention.  It provides baseline data to assess the effectiveness of the instruction.

6.  Normative needs are identified by comparing the target audience against a national standard.  Examples are SAT, GRE, (Terra Nova is what we use in Fort Benning)

7.  These are similar to normative needs in that they both are defined by comparing the status of the target audience to an external measure or status.  A comparative need is identified by comparing the target group to a peer group.  Example - Comparing my 2 nd grade class to another equivalent 2 nd grade class.

8.  This is a desire or want that an individual has to improve either his or her performance or that of the target audience.  It express a gap between current performance or skill level and desired performance or skill level.

9.  Expressed needs is a felt need turned into action. People are often willing to pay to satisfy expressed needs.  Example – The list of teachers who are waiting for a school media course. The expressed desire to enroll in the course and willingness to wait for an opening.

10.  Anticipated needs are a means of identifying changes that will occur in the future.  Example – Our principle knows that the teachers at our school will have to use a new approach called Differentiated Instruction next year so he arranged for appropriate training before the teachers start the new year with difficulties with the new method.

11.  These needs are failures that are rare but have significant consequences.  Example: chemical spills, nuclear accidents, medical treatment errors

12. Phase I Planning Phase II Collecting Data Phase III Data Analysis Phase IV Final Report

13. Identify an Aim Set Goals Refine Goals Rank Goals Refine Goals Again Make Final Ranking

14. Goal AnalysisNeeds Assessment  Takes less time  Focus is narrower  Starts with a problem someone has identified, and then focuses on a solution to the given problem  Conducted with a few individuals who are knowledgeable about the problem  Takes more time  Focus is broader  Gathers a variety of data from a number of sources  Is reserved for projects that can justify the time and cost involved.

15.  This helps determine whether the goals of the training program actually address a training problem or another intervention would be more appropriate.

16.  The problem-identification process may require multiple techniques to refine the problem.  Example you might start with a needs assessment or performance assessment and then use a goal analysis to refine the problem.

17.  Kemp, J.E., Morrison, G.R., & Ross, S.M. (6 th Edition, 2011). Designing effective instruction. New York, New York: John Wiley & Sons, Inc