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Needs analysis

Needs analysis. Johnny roche Dr. timothy Strafford St. Thomas universtiy. WHAT IS NEEDS ANAYSIS?. A needs analysis is a process for determining an organization’s needs. This process may consist of three main parts: Initiation Data Collection & Analysis Final Production. Initiation:.

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Needs analysis

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  1. Needs analysis Johnny roche Dr. timothy Strafford St. Thomas universtiy

  2. WHAT IS NEEDS ANAYSIS? • A needs analysis is a process for determining an organization’s needs. This process may consist of three main parts: • Initiation • Data Collection & Analysis • Final Production

  3. Initiation: • The initiation started out by identifying the frame factors otherwise known as limiting factors for the needs assessment which the college was being analyzed for. The consultant created a proposal which and both the college and the consultant agreed into a written contract. After this task was completed, we had a staff meeting which initiated the next steps.

  4. Data Collection & Analysis: • After the initiation stage followed the data collection & analysis stage. The consultant advised us that we would perform PEST (political, economic, social, and technological) analysis and SWOT (strengths, weaknesses, opportunities, and threats) analysis, and collect data. The PEST analysis was conducted first which examines the external environment of the organization. Then SWOT analysis was conducted which examines the internal environment of the organization. The date is then collected for both PEST and SWOT and everything is reviewed to determine the areas of success and the areas of success.

  5. Final Product: • The final phase of the need’s assessment is the final product which includes a summary of the data that was collected, migration strategy detailing what driving forces should be reinforced and which should be limited, and a final report with all recommendations. By designing learning experiences with relevance and authenticity, teachers can plan occasions for all three of these goals to be realized, allowing teachers to become ‘coaches of understanding, not mere purveyors of content or activity’ (Wiggins and McTighe, 2011).

  6. References: • Barnes, J, Shirley, I 2007, ‘Strangely familiar: crosscurricular and creative thinking in teacher education’, Improving Schools, vol. 10, no. 2, pp.162–179. Dewey, J 1915, The School and Society, U of Chicago, Chicago, IL. Lombardi, M 2007, 1st ed. [ebook], available at https://net.educause.edu/ir/library/pdf/ELI3009.pdf, accessed April 2019. • Brown, A., & Green, T. D. (2016). The Essential of Instructional Design. (Third Edition). Routledge Taylor & Francis Group. New York, NY • McTighe, J 2010, Understanding by Design Stage 3: Teaching for understanding 1st ed. [ebook] p.2, available at: https://www.nesacenter.org/uploaded/conferences/ FLC/2010/spkr_handouts/McTighe_Workshop_-_NESA. pdf [Accessed 4 April. 2019]. ‘New methods and new aims in teaching’, 1964, New Scientist, pp. 122. • Nicaise, M, Gibney, T, Crane, M, 2000, ‘Toward an Understanding of Authentic Learning: Student Perceptions of an Authentic Classroom’, Journal of Science Education and Technology, vol. 9, no. 1, pp. 80. • Steventon, G 2016, ‘Authentic Learning. A route to student attainment?’, in: G Steventon, D Cureton and L. Clouder, (eds.), Student Attainment in Higher Education: Issues, Controversies and Debates, 1st ed, Routledge, New York, p.98. • Wiggins, G, McTighe, J 2011, The understanding by design guide to creating high-quality units,Alexandria, Va, ASCD

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