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Conducting a Needs Assessment

Conducting a Needs Assessment. Lynn Clark Educ. 533 Spring 2010. Needs Assessment Models . Discrepancy-Based Needs Assessment Problem-Finding, Problem-Solving Model Innovation Model . Discrepancy-Based Needs Assessment.

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Conducting a Needs Assessment

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  1. Conducting a Needs Assessment Lynn ClarkEduc. 533 Spring 2010

  2. Needs Assessment Models • Discrepancy-Based Needs Assessment • Problem-Finding, Problem-Solving Model • Innovation Model

  3. Discrepancy-Based Needs Assessment • The model being used: Discrepancy-Based Needs Assessment (No big problem is apparent, but the organization wishes to or is required to engage in developing a new learning/training program). • The reason for using this model : An existing Unit of a required online Senior Business English course needs new development & redesigning to enhance student learning and make it more engaging.

  4. Discrepancy……… Rationale……… • The current discrepancy is the traditional learning approach versus designing “instruction” of this Unit to be more interactive. (Instructor desire to improve course content and presentation. ) • The reason or rationale for engaging in modification of this Unit is to increase student interest , enhance learning and promote content application.

  5. Instructional Needs……… Validating Data……… • Instructional training need that will result in closing the identified discrepancy via Unit revision : Students will move from traditional classroom standard reading of a novel and answering questions to employing online technology and various media formats to submitted assignments ; as well as applying theory into real life practice.Validating Data • Quantitative: Condense course from 21 days (3 weeks) to 15 days (or 2 weeks). This allows approximately 2 days per Habit. • Qualitative: Instructor observations from previous course indicated students may get more out of this Unit were it presented in a more modern, technologically challenging format versus the standard “read a Chapter, write and your answers” format. • Qualitative: Learning goal / desire to engage students in creative online learning strategies will lead to better retention and application of practices and overall enjoyment of specific course and online learning environments in general.

  6. Non-instructional interventions Description of Non- instructional interventions: • Non- instructional address performance that is not skill and knowledge based. Examples are better lighting in the workplace, upgrades to technology, business process re-engineering, workspace redesign, or changes in compensation. • Non-instructional interventions need to take into account the individual worker, the processes associated with the job, and the organizational infrastructure internal to the company. They also have to address external factors such as client needs, and the impact of the company's culture, people, and products on the immediate community and society as a whole.

  7. Instructional Interventions: Description of Instructional Interventions: • Instructional Interventions address a deficiency in skills, knowledge, or attitudes. They might include computer-assisted instruction, a web-based lesson, a workshop, a classroom session, a training manual, a procedural job performance aid, or an electronic performance support system.

  8. Non Instructional Interventions • Student motivation is the primary non- instructional intervention and is a huge factor for Online Learning to be successful. Students involved in online learning need to be self starters with a strong desire to succeed. • Students who don’t have access to computers & online services at home will have to go elsewhere to work. ( libraries, schools, or government run facilities.)

  9. The Learning Environment • Teachers/ trainers who will be facilitating the course have already taught it in a regular classroom environment. Teachers have (or will have) training in virtual learning environments specifically BlackBoard Educational Software. • The existing curricula into which this Unit falls is a Senior Business English course. Curriculum is created in-house and aligned to state standards. • The strategy : Various types of business communication media are covered. This course also develops an awareness of the importance of written expression to modern business communication. Many of the assignments are to be keyboarded. • Each student needs access to a PC or laptop. Windows XP or greater and a high-speed Internet connection is recommended. In addition, they will need access to Blackboard via a student log on. Finally they will need a copy of the text The 7 Habits of Highly Effective TEENS by Sean Covey.

  10. The Learning Environmentcontinued… • Characteristics of the course: It is designed to give students a comprehensive view of communication, its scope and importance in business, and the role of communication in establishing a positive relationship outside the office, as well as an effective internal communications program. • The characteristics of the school system in which the new instruction will take place: Spokane Virtual Learning (SVL) is a Web-based educational project providing instructor-led online courses to students in Spokane Public Schools and across Washington state. With over 47 courses developed, Spokane Virtual Learning has options for almost every middle and high school student.

  11. The Learning Environmentcontinued… • Subjectively speaking it appears Spokane Public Schools and the surrounding community supports Web based instruction as a learning strategy. • The SVL philosophy- “In the 21st century, the ability to be a lifelong learner, for many people, will be dependent on their ability to access and benefit from online learning.” Michael Flanagan, Time, 12/18/06 • The Reason -Founded by Spokane Public Schools, Spokane Virtual Learning began in 2005 to fulfill the needs of students who required a non-traditional learning environment. Because of the unique nature of online learning, students are able to take classes online that they might not be able to access at their home school due to scheduling problems. It also allows students who may be in need of credit recovery to access those classes while staying on track to graduate. • Taboos – None per se, only casual discourse that online courses are impersonal in nature and could begin to eliminate regular classroom teacher positions.

  12. Learner Characteristics • The learners are Seniors in High School. • Students are required to pass course in order to graduate. (This definitely impacts learner motivation since it is a requirement in order to graduate.) • Majority are ages 17 and 18 years old. • Have different learning styles or a combination of styles. • Most have access to online learning environments and are adept in technology and standard computer applications.

  13. The Novel

  14. References • Gagné, R. M. (2005). Principles of instructional design (5th ed.). Belmont, CA: Thomson/Wadsworth. • Collaboration with Cheryl Gould, NBCTJoel E. Ferris High SchoolSpokane Virtual Learning • http://www2.spokaneschools.org/OnlineLearning • http://www.axiomrm.com/services/services_instructional.htm

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