Instructional goals are general learning outcomes that break down into specific measurable skills, for instance, learning to speak conversational French. Before identifying the instructional goal, you must first define the actual problem. You can gather the information for defining the problem and identifying the instructional goal through a needs assessment.
A needs assessment is a method for determining the actual problem, rather than the symptoms of a problem. For example, an individual may refuse to use the computer system because the “program doesn’t work”. In this case, the symptom (refusing to use the computer) may be hiding the real problem, which might be a fear of the technology, or of change.
A needs assessment is a valuable tool for:
- gathering information;
- understanding potential users;
- consulting users; and
- ensuring involvement, ownership, and fewer surprises for all affected individuals.
Note
Be sure that you define the real problem rather than a symptom of the problem.
Needs Assessment Tools and Techniques
Needs assessment tools and techniques include interviews, observations, surveys, group meetings, and a review of any existing documentation. You will need to decide on the best way to get accurate information, given limitations such as time and money. While conducting the needs assessment, avoid letting preconceived ideas, one particular idea, or too many ideas overly influence the problem definition or any step in the instructional design process.
Interviews
During interviews, consider asking people to:
- share problems they have experienced;
- rank a list of skills that can make them more effective;
- describe feelings or impressions pertaining to certain skills; and
- identify the best solution to a problem.
Phone interviews can be convenient, though person-to-person interviews are often preferred because body language can provide critical information. It takes skill to determine the truth, as Robert Orben noted: “Smart is when you believe half of what you hear. Brilliant is when you know which half.”
Observations
When making observations, ask people to demonstrate particular tasks. A task analysis, or complete step-by-step breakdown of the duties needed to perform a task, can provide important information about what actually happens. Watch for problems caused by inefficiencies. Determine the difference between actual and optimal performances. Be careful of the halo effect in which people behave differently because they are being observed. Determine what you can do when people do not want to be observed. Another observation technique is to analyze work products. Defects can show where problems occur in the process.
Note that existing reports, records, and statistics often contain relevant information.
Surveys
Surveys can be more effective if the survey is based on earlier observations, which might provide useful information about what questions to ask. In the survey, try to determine feelings. Attitudes can play a major role in job performance. Consider whether the provided information will be accurate. Will everyone fill out the survey honestly? Provide incentives to encourage participants to complete the surveys.
Group meetings
Group meetings can be an economical way to gather information. Before the meeting begins, carefully plan how you expect the meeting to proceed, but be flexible enough to allow the meeting to flow in other useful directions. Note that it is important to prevent discord between group members, and to prevent one or two individuals from influencing the group unduly.
Reviewing existing documentation
Existing documentation could provide a list of existing goals or even reveal that the problem is already documented. It may state that there is a requirement for new instruction (e.g., learning how to use or repair new equipment or technology) or that there is a new mandate that requires an instructional solution. Documentation can be problematic if the goals and learning outcomes are non-existent or vague, there are contradictions between what is asked for and what is needed, or goals and learning outcomes shift.
Needs Assessment Results
Most importantly, your needs assessment should result in a precise definition of the problem. There should be a clear distinction between “what is” and “what should be”. Be sure that the real problem has been identified, rather than a symptom of the problem.
Sometimes the problem can be linked to:
- environmental issues, or technical problems such as worn or outdated equipment;
- lack of motivation, including low morale;
- poor incentives that can range from lack of recognition to undesired consequences such as extra work, or responsibilities, or an unwanted transfer; • communication weaknesses;
- illiteracy or lack of knowledge; or
- a combination of these problems.
Remember that a simple approach such as a job aid, perhaps a checklist, a print-based package, or a trainer hired for a short time, may be the most reasonable solution.
Note
Remember that many problems can be solved with simple solutions.
A needs assessment can also result in a statement of:
- the difference between wants and needs;
- the range of skills and knowledge that are available, and the range needed;
- how to bridge the gap between optimal workers and the less-accomplished workers;
- individual opinions and feelings;
- any factors that can interfere with learning;
- potential solutions for problems; and
- ideas for meaningful examples, cases, problems, and questions for use in the instructional solution.
Any resulting clearly defined instructional goal(s) should be:
- cost-effective;
- reached by consensus; and
- achievable with respect to time and resources.
