1. Needs Assessment EDTC 5335

2. General Definition The process of comparing a desired goal state with existing conditions Data is fundamental to all decision making Needs assessment requires considerable preplanning An understanding of the various dimensions of needs assessment is essential for effective planning and implementation

3. Atsusi Hirumi (University of Houston) writes: “Systematic process of identifying alternative solutions to performance problems and/or opportunities” Allison Rossett (1982) writes: A typology for generating needs assessments. Journal of Instructional Development, 6 (1), 28-33, Fall 1982. “Needs assessment is a technique to understand a performance problem before trying to solve it. Also called front-end analysis, needs assessment is what developers undertake to find out what learners think and feel. It is a plan to find a solution to a given problem or to meet a need.”

4. History = Kaufman and English (1979) and Dewey (1939) emphasized the importance of determining learner needs prior to developing curriculum for that learner. Needs assessments are useful in every organizational environment: education, business & industry, military, government agencies, public & private institutions. Instruction is not the answer to every challenge (performance problem) in the workplace. A wide variety of interventions can be used to enhance performance, including, but not limited to instruction (job aids, selection strategies, incentive programs, job redesign). Matching the appropriate interventions to the challenge/opportunity/problem is based on analysis. Analysis is the best (most persuasive) manner in which to influence the organization.

5. 5 Types of Needs (Burton & Merrill, 1977) Normative An individual or group has a deficiency and falls below the norm or expectations of some established group Felt Someone with financial backing and/or influence, "feels something ought to be done" Expressed (Demand) There is more "need" for the good, service, or article than there is supply Comparative No existing facilities or provisions (someone else has it and you don't) Anticipated (Future) A needs that does not exist at the current time, but is predicted for some future date

6. Phases of needs assessment 1. Identify and prioritize future goals What SHOULD BE 2. Determine existing conditions and goals What IS 3. Identify discrepancies between #1 and #2 These are the NEEDS 4. Prioritize #3

7. When is Needs Assessment Warranted? A needs assessment is warranted when there is a difference between what IS and what SHOULD BE. Reasons for needs assessment: Learning/performance/skill/KSAs (knowledge/skills/attitudes) goals not being met Inefficiency of current instruction/performance Lack of appeal/effectiveness/efficiency of current instruction/performance Ineffective instruction/performance in an area Change in learner/client/management in work group population or external organizational environment New technology/strategy/management Before completing a strategic plan

8. Before beginning, it is wise to make a business case (rationale) for the investment required to conduct a needs assessment. Develop option scenarios, and if possible, include non-training interventions. Estimate costs associated with developing and delivering the appropriate training program(s). Assess the benefit to be derived from closing the performance gaps identified previously. Prepare a cost-benefit analysis to show how the expected contribution of your intervention solution supports the business objectives. Needs assessments are useful in every organizational environment: education, business & industry, military, government agencies, public & private institutions.

9. How to select the needs? Size of discrepancy Pick the biggest problem - a comparison between optimal and actual gives the magnitude of the problem Attainability Can we do it? - the likelihood of success is an important criteria for prioritizing Perceived value What does everyone else think is important? - perceived value through rating and ranking

10. Why conduct needs assessment? Needs assessment are effective and efficient for addressing relevant components of problematic system that are affecting results. Usually organizations start with a solution based on faulty assumptions of the problem without a complete understanding of the dynamics of the entire system.

11. Methods of Data Gathering The methods of data gathering are based on qualitative research principles!qualitative research Key consultations Specific interviews, usually w/managers. Beware of bias Interviews Gives a more broad perspective than key consultations, but time consuming Group discussion Facilitate focus groups or organizational groups to seek information and disseminate findings Questionnaire Course evaluations, surveys, input in the form of attitudes and beliefs Specific directive Written materials Professional or company publications, records, absenteeism records, employee records, standardized test scores Records/reports company files Observation The researcher skilled in observation watches work performance

12. Assessment Question Types This is defined by Rossett as a typology. The type of questions that need to be answered determine the type of questions the developer puts on an assessment instrument. Type 1: Problem finding "Is there a problem?", "If so, what is its nature?" Type 1 questions get at finding problems and finding details of particular problems Type 2: Problem selecting "What are the priorities within the problem?" ‹ Prioritize identified problems Type 2 questions press respondents to prioritize and select from among several needs or facets of one need.

13. Type 3: Knowledge/skill proving Corroborate self-report information; ask about content related to the problem Type 3 questions ask learners to perform as if there were no problem, as if they already knew how to accomplish something. Think of it as a pre-test Type 4: Finding feelings Type 4 questions ask learners about their feelings and attitudes toward the problem and/or training. The developer is trying to figure out the emotions and attitudes held by the learner. Type 5: Cause finding Type 5 questions ask the learner for the cause of the problem. This is the chance for the developer to find out what or who is contributing to the problem.