Training and Instructional Design

1. Training and Instructional Design Unit 2: Needs Analysis Lecture a This material (Comp20_Unit2a) was developed by Columbia University, funded by the Department of Health and Human Services, Office of the National Coordinator for Health Information Technology under Award Number 1U24OC000003. This material was updated by Columbia University under Award Number 90WT0004. This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/4.0/.

2. Needs Analysis Learning Objectives • Objective 1: Identify an instructional problem • Objective 2: Plan and implement an instructional needs assessment • Objective 3: Analyze learner, task, and situational characteristics • Objective 4: Compare the methods used to collect data in a needs assessment • Objective 5: Select appropriate data collection methods to meet different needs analysis situations

3. Needs analysis: ADDIE 2.1 Figure (Hall, M.V. and Zimmerman, J., 2012).

4. Defining need • A need is a discrepancy or gap between a desired state of affairs and the current state of affairs (Kaufman, 1976) • If employees lack the knowledge or skills needed to successfully perform the various tasks that comprise their jobs, a training need is identified

5. Why needs analysis? • Training may focus on the wrong content • Training may be incomplete, redundant, or incorrect • Training may be too easy or too difficult for learners • Training may not address the organization’s business needs

6. Questions answered about the learner • What is the learning problem? • Who is the learning audience? • What do the members of the learning audience already know? • What new content do they need to learn? • How will success for both the learner and the project be defined? • What are the goals and objectives for this training project?

7. Questions answered about the organization • What organizational constraints exist? • When is the project due? • How do the learning outcomes connect to the organizational goals? • What resources are already available? • What is the budget? • What are the training delivery options?

8. Conducting a needs analysis 2.2 Figure (Hall, M.V. and Zimmerman, J., 2012).

9. Sources of information • Literature research • Analyze budget and quality control documents, goal statements, evaluation, scheduling and staffing reports, or other documents • What is the learning problem? • Observations and immersion • Work with the employees to gain an understanding of the challenges and opportunities they face on a daily basis, and watch the job or task being performed

10. Sources of information (Cont’d – 1) • Surveys • Send out written questionnaires • Focus groups • Lead a group discussion composed of employees and / or their managers • Interviews • Talk to key stakeholders such as supervisors, managers, Subject Matter Experts (SME), and target employees and their functional heads, tech support personnel and clients

11. Discovery questions • Questions for target employee • What prevents you from performing a prescribed task to standards? • Why do you think training is needed? • What prevents you from performing a prescribed task to standards? • Questions for supervisor • Describe specific instances of how workplace productivity has been affected by lack of training • Give specific examples of how performance deficits have affected organizational goals • What specific things would you like to see your employees do, but do not?

12. Sample assessment goals • Goal 1: Assess the organizational climate to determine any potential obstacles to the needs assessment or to the training • Goal 2: Determine the specific training needs of key job tasks (as determined from the discovery process) • Goal 3: Develop an understanding of what the training should accomplish

13. Needs analysis methods • Different methods can be used to meet the defined goals • Organizational analysis • Learner analysis • Job and task analysis • Instructional analysis

14. Organizational analysis • An organizational analysis is conducted to define those components of the organization that may affect the delivery of a training program (Goldstein, 1993) • The focus is on factors such as organizational goals, available resources, constraints, and support

15. Case study training scenario • A community clinic was recently taken over by a larger hospital corporation and the staff has to be trained on a new EHR system • It is important to understand the previous organization and the new corporation

16. Case study questions • What were their priorities and how did the employees work together? • Look at their communication strategies. It is direct or through formal hierarchies? • Does the organization embrace the change and the new system? • Were there past implementations that did not go well? • Does the organization value learning and provide sufficient resources for training, including release time for the clinical staff?

17. Learner analysis • What is the learning or performance problem? • Who is the learning audience? • How many employees should be trained? • What do the members of the learning audience already know? • What new content do they need to learn? • How will success for both the learner and the project be defined?

18. Instructional analysis 2.3 Figure (Hall, M.V. and Zimmerman, J., 2012).

19. Job analysis 2.4 Figure (Hall, M.V. and Zimmerman, J., 2012).

20. Conducting a job analysis • Document analysis: • Required knowledge and skills determined from operating procedures, manuals, administrative procedures, job descriptions • Observing the expert: • Observer records an expert performing a task • Job inventory questionnaire and interviews: • Individually or in groups subject matter experts are interviewed

21. Job analysis questions • List all your major responsibilities and prioritize them • Why are these responsibilities important to your job? • Describe some specific duties or tasks that you perform in your job • What knowledge do you require to perform your job successfully? • What prior knowledge, skills, or abilities did you bring to your position that helped make you successful in your job? • Describe any other contributing factors that you feel have made you successful in your job

22. Conducting a task analysis 2.5 Figure (Hall, M.V. and Zimmerman, J., 2012).

23. Task analysis case study • Goal • The learner will be able to register a new patient accurately • Definition of learning • The learner will be able to perform the step – by – step process of registering a new patient accurately in the Electronic Health Record (EHR)

24. Simple task analysis 2.6 Figure (Hall, M.V. and Zimmerman, J., 2012).

25. Process – based training • Training should address complex team – based clinical operations • If the clinic recently implemented a colon cancer screening program, the patient advocate would have to involve the call center, nursing staff, and patient schedulers to assure the smooth referral of the patient information and needs • Needs analysis would focus on the clinic workflow and all jobs in the process, not just one job function or person’s tasks

26. Subordinate skill analysis • To be able to register a new patient accurately, an employee will need to know how to operate a keyboard and mouse • These are not really sub – tasks in registering a new patient, but required subordinate tasks

27. Classifying tasks and learning • In 1956, Benjamin Bloom headed a group of educational psychologists who identified three domains of educational activities: • Cognitive: mental skills (Knowledge) • Affective: growth in feelings or emotional areas (Attitude) • Psychomotor: manual or physical skills (Skills)

28. Cognitive domain 2.7 Figure (Bloom, 1956).

29. Revised Bloom’s cognitive domain 2.8 Figure (Hall, M.V. and Zimmerman, J., 2012).

30. Affective domain 2.9 Figure (Hall, M.V. and Zimmerman, J., 2012).

31. Psychomotor domain 2.10 Figure (Hall, M.V. and Zimmerman, J., 2012).

32. Gagné’s learned capabilities • Intellectual skills • Learning how to do something, also known as procedural knowledge • Includes: discrimination, concrete concept, rule using, and problem solving • Cognitive strategy • Process by which the learner controls own learning, remembering, and thinking behavior

33. Gagné’s learned capabilities (Cont’d – 1) • Verbal information • Knowing that something “is,” e.g. labels and facts, also known as declarative knowledge • Attitude • Internal stat which affects an individual’s choice of action toward some object, person, or event • Motor skills • Refers to bodily movements involving muscular activity

34. EHR intake task analysis 2.6 Figure (Hall, M.V. and Zimmerman, J., 2012).

35. EHR intake task analysis (Cont’d – 1) 2.11 Figure (Hall, M.V. and Zimmerman, J., 2012).

36. EHR intake task analysis (Cont’d – 2) 2.12 Figure (Hall, M.V. and Zimmerman, J., 2012).

37. Other EHR intake skills • If training staff to work in the emergency room • Are there special protocols for when there is an emergency and the triage is flooded with new patients? • How do the HIPAA privacy and confidentiality affect the patient registration process? • Communicating with the patient in a public setting • Computer screen orientation • Logging out when leaving the computer terminal

38. Sample learning objectives • Recall the steps of the intake process • Assist patients who have incomplete information • Resolve any potential complications adequately • Select the appropriate registration protocol given the intake environment • Apply HIPAA regulations to the registration process

39. Training format and budget • Training format • Instructor – led • In classroom or computer lab • Online and self – directed • One – on – one tutorials • Blended learning • Other questions • Should consultant subject matter experts be hired? • How many sessions? • How should training be tailored for different personnel?

40. Unit 2: Training Needs,Summary – Lecture a 2.13 Figure (Hall, M.V. and Zimmerman, J., 2012).

41. Unit 2: Training Needs,Summary – Lecture a (Cont’d – 1) 2.14 Figure (Hall, M.V. and Zimmerman, J., 2012).

42. Needs Analysis References – Lecture a References: Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Carkhuff RR, Fisher SG. (1984). Instructional systems design: volumes I & II. Amherst, MA: Human Resource Development Press. Carliner S. Training Design. (2003). Danvers, MA: American Society for Training and Development. Clark DR.(2004). Bloom’s Taxonomy Big Dog & Little Dog’s Performance Juxtaposition. Retrieved on June 2010 from: http://www.nwlink.com/~donclark/hrd/sat.html Fleming M, Levie WH. (1978). Instructional Message Design. Englewood Cliffs, NJ: Educational Technology Publications, Inc. Gagne RM, Wager WW, & Golas K. (2004) Principles of Instructional Design (5th ed.). California: Wadsworth Publishing. Molenda, M. (2003). In search of the elusive Addie model. Performance improvement, 42(5), 34. ReigeluthCM. (1999). Instructional-design Theories and Models: A new paradigm of instructional theory. New Jersey: Lawrence Erlbaum Associates, Inc.

43. Needs Analysis References – Lecture a (Cont’d – 1) References: Rouiller, J.Z., & Goldstein,I.L. (1993). The relationship between organizational transfer climate and positive transfer of training. Human Resource Development Quarterly, v4:4, p.377-390. Taxonomy of educational objectives: the classification of educational goals; Handbook I: Cognitive Domain New York, Longmans, Green, 1956. Watkins, R., Kaufman, R. (1996). An update on relating needs assessment and needs analysis. Performance Improvement, November, vol35:10.

44. Needs Analysis References – Lecture a (Cont’d – 2) Charts, Tables and Figures: 2.1 Figure: Hall, M.V. and Zimmerman, J., 2012 2.2 Figure: Hall, M.V. and Zimmerman, J., 2012 2.3 Figure: Hall, M.V. and Zimmerman, J., 2012 2.4 Figure: Hall, M.V. and Zimmerman, J., 2012 2.5 Figure: Hall, M.V. and Zimmerman, J., 2012 2.6 Figure: Hall, M.V. and Zimmerman, J., 2012 2.7 Figure: Hall, M.V. and Zimmerman, J., 2012 2.8 Figure: Hall, M.V. and Zimmerman, J., 2012 2.9 Figure: Hall, M.V. and Zimmerman, J., 2012 2.10 Figure: Hall, M.V. and Zimmerman, J., 2012 2.11 Figure: Hall, M.V. and Zimmerman, J., 2012 2.12 Figure: Hall, M.V. and Zimmerman, J., 2012 2.13 Figure: Hall, M.V. and Zimmerman, J., 2012 2.14 Figure: Hall, M.V. and Zimmerman, J., 2012

45. Unit 2: Needs Analysis, Lecture a This material (Comp 20 Unit 2a) was developed by Columbia University, funded by the Department of Health and Human Services, Office of the National Coordinator for Health Information Technology under Award Number IU24OC000013. This material was updated in 2016 by Columbia University under Award Number 90WT0005.