How I used needs and task Analysis

Needs analysis

When reading about needs analysis I was thinking about all the different needs that my clients, who are really my students, have. They have so many different needs that change from year to year but, they also have some that remain the same. Each year there are certain areas that the students always need to improve. Is this because of the difficultness of the topic or is it because we have never designed an effective teaching method for that topic?

One specific topic that I conducted an informal needs analysis for is adding rational functions. This topic is important because it is used throughout my class and into their next level math class. Actually, the calculus teachers have asked that we work on this topic because they are finding that their current students struggle with it. If I had to pick a method that I think I was closest to using it would be Rossett’s. I went through a few steps that mirrored that process: 1) How does a student who is good at this know what they are doing? 2) How are my students currently performing on this topic? 3) Are they confident with this topic or clueless? 4) What about it aren’t they understanding? 5) How can I teach it in a way that everyone will be able to do it because there are a few methods that will get the job done?

Myself and another teacher had a discussion based on these questions and developed a few lessons based on our answers. The student’s skills improved but we will see if they really did improve next year.

Task Analysis

Task analysis is a very natural thing for me. Being a math teacher, I always separate topics into the little tasks that make up the big one. Often I start the class off with a drill of what seems like easy math topics. When we finish the drill, I say ‘if you can do that drill, you can do our lesson today.’ I feel it gives them a little confidence boost and provides for a better learning attitude.

The other day, my precalculus class was solving right triangles. To do this they only needed to be able to solve two different types of equations and to be able to use inverse functions to find an angle. So I decided for the begging of the lesson we were going to practice solving those basic types of equations and use inverse functions. They were not given a triangle so they did not know what it would lead to. Later, when they were shown the triangle and asked to solve it, they did it with ease after setting up the appropriate equations. They actually said to me, ‘This is what we did on the drill. It’s easy.’ Good day in my classroom. Although, this task analysis was in my head, the most closely related approach was Smith and Ragan’s. Theirs is a very systematic approach and very to the point. My thoughts and planning resembled that the most.

Billie's Journal #2

Needs analysis, task analysis, and analyzing the learning are processes that are commonly used among educator on a daily basis. However, after reading the assigned chapters it has become apparent that is a more meaningful purpose to each of the components individually. Often an educator's behavior become routine or habit and the tasks we do on a daily basis are just done, forgetting the purpose for each.

Rosette's Five Step Approach seems to be the best approach for for needs analysis within the classroom. The five questions: what does the learner know, how is the learning preforming, what is the attitude of the learner, what is the reasoning for not preforming, and what is the solution are often used when creating daily lesson plans. I constantly try to tap into a learners background knowledge in the classroom through the use of drills, graphic organizers (KWL charts), and asking what do you already know. Pre-assessments also give me some documentation about what a student knows. Mini-assessments (formative evaluation) can be given to track what they know after each experience. Examples of a formative assessment might be: exit ticket, reading/answering questions, or listing.

After reading each of the models used for task analysis I found the best approach for me is the Dick, Carey, and Carey's Instrutional Analysis. First I define a goal. What specifically do I want the learners to gain knowlegde about or accomplish. Then I identify the appropriate steps to get there. For example I might look at the Unit Assessment and determine what I want to to know, then I would teach each of the experiences so that concepts the concepts are introduced to the learner.
Once I am done teaching each experienc then assess the learner. This is similar to a heiarchical approach.

Paying attention to your learners can often times determine if they are engaged. When a learner is not preforming we will discuss these issues at our team meeting. In middle school we teach with a team of teachers which is good for learners at this age. It can be determined by a group of educators that there is a problem. Sometimes this is documented and other times we decide in our classroom what we can do to make the learner successful.

Analyzing learners is continously being done though the first two analysis. Along with needs and task as and educators I also have to factor in the age and maturity of the learners, especially 7th grade. What motivastes them at theis age and do they have an special talent that ccould help them to becaome better learners.

Learning Blog #2 - Needs and Tasks Analysis

My first teaching experience came roughly 11 years ago at Havre de Grace Middle School. I was a recent hire in the mathematics department and I was asked to teach two periods of 8th grade Physical Science. I agreed because I had always liked science and had taken several science related classes in college but I did not realize that I may be unprepared for teaching Science. I was unprepared for the amount of preparation required nor the curriculum. My problem was how to teach Science given that my training was in mathematics. My needs analysis began with identifying my critical needs; material, resources, curriculum guides, lab procedures and assessment guidelines. I sought the help of highly qualified Science teachers who helped me collect materials for my class and introduced me to available resources. I studied curriculum guides, assessment materials and started completing lab experiments under the watchful eye of the Science department head. At schools end of the first year I was comfortable in the science room and was looking forward to the upcoming year.
Looking back I can see elements of needs analysis and task analysis similar to those we are studying today. Needs analysis was pretty simple, I had to learn how to teach Science. My approach was like Rossett’s Five-Step Approach. I looked for optimal performance. The other 8th grade science teacher was experienced, established and considered one of the best science teachers in the county. I decided to do whatever he wanted me to do. Actual performance was easy. I had no experience teaching science, therefore, my performance was lacking. My feelings were that I knew I could teach science and that I would like teaching it. Identifying causes was another easy step. I knew I lacked some skills, the science lab was unfamiliar territory and I was unsure I could motivate the science students.
Task analysis of my science teaching evolution is much like Jonassen, Hannum and Tessmer’s Approach because it was a ‘process of analyzing and articulating the kind of learning that you expect the learners to know how to perform.’ Tapping into the expertise of my SME, the other 8th grade science teacher, I inventoried tasks that needed to be developed for instruction. After identifying the inventory tasks I broke them down into curriculum areas, assessment areas, laboratory areas and procedural areas. Basically, I described them, prioritized them and sequenced them according to content level and academic level.
I taught 8th grade Physical Science for three years before I was given a schedule of all math classes and I really enjoyed the experience. I could not have done it without the help of Mr. Ray Hebert who I believe was the best science teacher in Harford County. I continue to use my science experience in my math classes by having my students conduct experiments and collect data, then make predictions using math concepts. It was fun.

Phil Holliday Journal Entry #2

I recently performed a needs and task analysis when I was creating a training course for one of our commercial banking departments. We are rolling-out a new investment management application in early April, and all of our portfolio managers (PM’s) will be upgraded to a new platform to track and maintain client accounts. In order to decide whether or not training was necessary, we had to learn as much as possible about the upgrade and compare it to the current system configuration. I setup meetings with our IT and production departments to discuss all of differences between the old and new systems. They helped me chart out all of the major procedural changes that will result from the new system, while also explaining the processes and functions that will remain the same. I took that information to the PM supervisors and asked them to rate the changes based on the level of impact they will have on their staff. Because the feedback from the supervisors was fairly consistent, I was able to pinpoint the key procedures that would be affected by the upgrade. I also sent surveys to the portfolio managers and their supervisors to find out what kind of questions or problems they were having with the current system. I wanted to see if there was any current training or procedural issues that could be addressed if we decided to implement a training program for the upgrade.

In order to understand the impact of the software upgrade, I also analyzed the staff that will be affected and the tasks that they perform within the application. I gathered lots of information about the tool through informal discussions with PM’s. They explained the importance of the data retrieved and showed me how financial decisions are made based on the figures that the application produces. At this point, I was unknowingly performing a task analysis as I compared that information to all of the actions that PM’s make on an account each day. I had to understand whether or not every PM managed accounts in a similar fashion, or do they each have investing ideologies that they apply to their job? Did this software’s usefulness depend on the PM’s investing styles? I wanted to know exactly what the participants would need to understand about the application if we decided to offer training on it. What did they need to be able to do within the application in order to do their jobs successfully? In order to analyze the task at hand, I set up additional meetings with the supervisors, and spoke to experienced PM’s to better understand the tasks that ALL portfolio managers have to perform within this tool. I also needed to identify the level of impact the new application would have on the way they currently performed each task and begin listing the knowledge and skills they had to have to perform certain functions.

Once I compiled and organized all of my feedback and research, I met with my supervisor to discuss training options. We needed to decide if this upgrade warranted classroom training, a web-based tutorial, or a detailed email explaining the changes. Because we were dealing with a tool that controlled client assets, and because there was going to be new functions in different screens within the application, we decided that a web-based, self-guided training module would be the most effective solution. Since I didn’t receive any feedback from the PM’s that would warrant training on existing issues, I could focus the lesson on the upcoming upgrades and create a training course that provided detailed illustrations on how the changes will affect their daily transactions.

Erin - Journal #2

As teachers, I believe we constantly do needs and task analyses without even thinking about it most of the time. I most commonly do a needs analysis before starting a new story in the Anthology. I need to look over the story and the teaching materials to see what concepts are taught in the story, and then choose one or two to focus on with my students. I think about what skills the students still need to learn or need more practice with, and what background knowledge they need before starting to read. Looking at the needs analysis models in chapter 5, I believe this most closely corresponds to the Rossett’s Five-Step Approach because it involves looking at already-created materials, seeing what the students know about a concept before beginning a unit, and look for or create any other needed materials.

One time I completed a task analysis was before starting the first full-process writing assignment this year. I needed to analyze the steps I would need to take with the students to complete a well-written paper. The goal was a 5 paragraph “Response to Literature” essay, which is a difficult skill at the beginning of the year. I needed teach the students how to choose text support, create a thesis statement, and write an interesting beginning, among other things. Then, I needed to decide how to teach each so that the students could write these essays, but also understand how to apply this technique to similar essays they may have in the future. This relates to the Dick, Carey, and Carey model because I looked at the subordinate skills the students needed to complete the larger project.

I believe that learner analysis is closely related to task and needs analyses, and that all three are necessary for effective instruction. In looking at chapter 7, one question that arose for me was: Can motivation be both intrinsic and extrinsic? For example, completing my master’s degree will help me further my career, but I also chose a path that seemed interesting to me.

School children are definitely a captive audience, and I wonder if there isn’t a way to allow middle and possibly elementary school students to at least have choice in one class, such as an elective. I know this is something that comes up every time I work on persuasive essays with students – they want to get to choose a class that they take. Maybe if they were able to choose just one, it would make them more willing participants in their other, required classes.

Regarding the different approaches, Mager’s approach seemed very involved to me and almost like you could end up with too much information. Smith and Ragan’s was confusing at first with the stable and changing similarities and differences, and took some rereading before I felt like I began to understand it.

Journal Reflection 2

After reading through chapters 5-7, I learned that there are varying differences between the needs, task, and learner analyses. I was under the assumption that these analyses were far more complicated and quantitatively driven. I wondered how often these analyses were conducted in classrooms as I believe they are great tools for educators.

As I read through the chapters a second time, I was able to place an instance in which each particular analysis could’ve been used to assist me in the classroom or as an IEP case manager. I did find it tough, however, to remember each analysis and the steps that went along with them. Even after summarizing the steps and writing them in my own words, I found it difficult.

I was able to reflect on the readings and considered a situation in which I’ve been in for two years where I’ve informally implemented a needs and task analysis. My experience is below:

I act as the IEP SuperUser in my building. I’m responsible for disseminating information provided by county representatives about IEP changes and regulations to my team at the school. In addition, I’m the first point of contact when troubleshooting is needed with our IEP program.

This is my second year acting as the SuperUser. Last year I quickly learned the differences in each case manager’s skills with maneuvering through the online program and writing effective IEPs. I began to notice the large number of errors in IEPs we had as a department. Quarterly, error lists are distributed to the entire county for everyone to see. At the end of last year, I knew the following year had to be different.

In the beginning of this school year, I quickly and informally assessed the skills and knowledge of my team members. I found that one department member has difficulty with maneuvering through the program, has no troubleshooting skills, and has very little understanding of how to write an IEP. Another department member is skilled in the program as well as troubleshooting, but has very little knowledge of how to write an effective IEP. A third team member is shaky on all grounds.

By November, after fixing over 100 errors in the IEP system, I realized I had to act fast. So, I created a training session for the two individuals that needed extra assistance with troubleshooting and maneuvering. In addition, I came up with a cheat sheet to keep at their desks that outlined the most common trouble shooting instances.

I found it difficult to broach the topic of how to write an effective IEP with a particular team member. Instead of meeting one-on-one and singling anyone out, I prepared examples of properly written IEPs and provided copies to each member of the team at a department meeting. I shared that a suggestion was made to all SuperUsers that we review the example IEPs with our teams to ensure that everyone is on the same page.

If I had used Mager’s Performance Analysis when conducting my needs analysis, I would’ve taken the 12 steps to determine if a difference existed between what the team members are currently doing and what they should be doing and then find the reason for it. Additionally, if I had used the Dick, Carey and Carey’s Instructional Analysis as my task analysis, I would’ve identified the subordinate skills needed to achieve the goal of 100% compliance.

Neelam - Learning Journal 2

While reading the chapters on needs, task and learner analysis, I found myself to be revisiting some of the concepts and information I had learned previously through training and practice in my own field. These three types of analysis are used in various fields such as science, engineering, and economics; however they do have different terminology. For example, consultants in various fields frequently use a needs analysis tool known as the “Voice of the Customer Table” in various formats to understand the needs of their clients. Similarly there are countless number of approaches and tools available to conduct task and learner analysis in other fields. While conducting these analysis, my experience has been that it is very important to have subject-matter-expertise (SMEs) from diverse background. Previously, I have come across projects where despite conducting thorough needs analysis, some aspect of the requirement was somehow overlooked and many times it turns out that valuable baseline data can be overlooked if analysis are based on SMEs from same background. Needs analysis is basically the process of identifying the problem and learners analysis is the process of determining who is having the problem. If large numbers of SMEs and learners are involved, I think statistical technique should be used so that problem can not only be identified more thoroughly but the perspectives of the interested parties are also captured which may end up useful in the task analysis or the design itself. Overall, I think these three analysis are probably the most important steps in the instruction design process since coming up with the solutions is really not possible until the true nature of the problem is known. The nature of the problem will vary depending on situation, learners, learning environment, resources etc. That’s where the various approaches (Mager’s, Smith & Ragan, Dick / Carey / Carey) for conducting these analysis can come into play. Each instructional problem will have a goal that require proper tools and approaches. In my opinion, I found many of the approaches to overlap each other. I believe that instructional designer should have the flexibility to choose the components of various approaches and I would say that this skill can sharpen as more experience is gained through designing instructions of varying needs.

My past experiences connected highly with the last 3 lessons since all my engineering project have started with these three analysis. In my current field, instead of designing instructions I design various types of products from new materials and ingredients. There are many similarities in the process since at the end of the day a product (new instruction or new physical material) is being designed. In my line of work, various parties or SMEs are involved in the needs and learner analysis stage such as the soldiers in the field, program managers, other agencies, the congress, the tax payers etc. The results of these analyses are set of requirements of the new products that are approved by the end-user (usually the solider). The product requirement are compared with the set of existing performance data (example Rossett’s Five Step Approach), based on this the technology gaps, problems and the goals are identified. The task analysis in our case is generally the scientific approach of coming up with best set of solutions to fill the technology gaps. These solutions are further prioritized based on their success rating, which is generally also a systematic process. There are so many approaches available for conducting these analyses in my line of work but currently the Six Sigma Design Processes are being recommended as these have been highly successful in the industry specifically in the new product development, prototyping and manufacturing environment. In fact, some of the standardized testing in education may have been influenced by the industrial practices. Trend of current education system is towards producing citizens similar to producing products in factory with certain qualities. In case of educational system, these citizens need to have certain behavioral and intellectual qualities which are measured by the test standards.

The major question that was raised for me was in terms of generalization. Since many of these approaches described in the chapters did overlap, I wonder if any researchers in the field have made efforts to combine the various approaches and prepared a generalized version which maybe applicable in any situation. Additionally, I am also curious to find out to what extent six sigma processes have been used in designing instructions. One of my colleagues recently completed her PhD in the field of Education. She also has background in the field of Chemical Engineering and in application of Six Sigma. She did use some Six Sigma tools while working on her thesis through I do not have all the details of how these tools were used. Future discussions with her will probably answer some of these questions that have come up for me during the recent class reading.

Christine Forrester's Learner Analysis Blog # 2

The three chapters that I have read in our textbook, The Essentials of Instructional Design, are so relevant to what I do every day in my classroom, on my team, and in the professional learning community I am a part of at Bel Air Middle School. I am continually doing needs analysis in an informal manner. Needs analysis can be as simple as evaluating student responses to a drill or closure activity. Analyzing pre and post test scores also forces me to conduct a needs analysis for my students.
As I read chapter 6, on task analysis, It became apparent that this part of the ID process is a crucial part of the instructional planning I do for every unit and every lesson I teach. Again, I do not do a formal task analysis, using one of the defined models in chapter 6, but I do determine the type of content and skills that need to be included in my instruction.

Analyzing learners is also something that any teacher does, but to be truthful I am still trying to digest what I read in chapter 7. I never really gave any thought to analyzing the learners in my classroom - I always assumed that they are who they are and I need to figure out how best to teach them. When I really think about learner analysis as it applies to my job, I think that analysis of individual learners that I teach occurs on my team during team meetings with my team mates, special educators, administration, and guidance counselors. We have the opportunity, once a week, to examine the human needs of our students as they are outlined in Maslow's Hierarchy of Needs. My team is also given the opportunity two-three times a week to examine the academic needs of our students. When I sit down to do my weekly planning, I am unconsciously using parts of some of the models outlined in chapter 7; such as step three in Mager's Approach, and all of the steps as they are written in Heinich, Molenda, Russell, and Smaldino's Approach.

I am not sure that I have ever really given "real" conscious thought to needs, task, or learner analysis and I don't ever recall formally learning about the various approches to these steps of the ID process. I am a approaching this class, what I am learning, and the semester project lightly. I am not too sure how to apply all of this new information and hope that by working in class with Dr. Lohnes and my project group that I can somehow sort through all of this new information and then choose the best approaches to use with my project. All I know is that I am going to need a lot of guidance while working on my instructional design project this semester.

Christine Forrester

Learner Analysis

I feel that in order for successful instruction to take place you have to beware of your target audience. I find myself dealing with this all the time when I am doing my instructional planning for the week. As a media specialist I work with different grade levels so I present different skills different ways depending on the age and capablities of the group I am working with. There are certain concepts or library skills that are taught at each different grade level, so what is developmental appropriate for each grade level is considered as well. I travel between four different schools and so deal with different types of population that bring to the table different experiences. A learner analysis, although not an exact science ,is important. You don't want to present concepts that is above your target audiences head or that they can't relate to in any way. You have to be aware of how the learner may react to the instruction or apply or use it. I never thought about making sure the basic human needs of the learner take place before any instruction is begun. I know this is why schools offer breakfast and reduced school lunches. You can't keep your mind on what is to be learned if you are hungry or thirsty. I like Mager list for collecting data on the target audience. It is understandable and easy to follow. I never thought about considering why someone is taking a course(their motivation). In the school population you mainly deal with I have to take this as opposed to I took it for my own enrichment or because it would move me up in my career. If I consider the main reason I took this course is because it is a required course within my program and the reason I'm in the program is to move up in my career choice. There is a lot to consider when you consider your target audience, but they are important to keep in mind in order to make your instruction successful.

Tracie - Learning Journal #2

As I read through these three chapters on needs, task, and learner analysis, I realized how much we as teachers do this on a daily basis, albeit informally. I remember learning about needs analysis in my curriculum grad class about fifteen years ago. I don't, however remember task or learner analysis. This made we wonder if they were even used then, and when I checked the dates in the book, they were all 1997 or later. This would have been well after my Master's work was complete, but I'm not sure if the book simply used the latest research to cite.
I found the chapter on learner analysis (Chap. 7) very interesting. Maslow's hierarchy on p. 124 reminded me that many of our students come in with the bottom two sections unmet. They are needing breakfast, or witnessed an ugly fight between their parents, and this reminded me that until those needs are met, the student is very much a captive audience. Then again, so are all teachers at most of the inservices we attend!
I have to admit, I really did not understand the distinctions being made in Smith and Ragan's approach (p. 129-131). I am hoping we can talk about this at class on Thursday. Okay, as I sit and reread to write this, I think I'm starting to get it - I was comparing them wrong. Stable similarities are the things all humans have - eyes, ears, etc., and changing similarities are those physical things that can change - physical dexterity, intellect, etc. Stable differences are things like learning style - it is different among people but doesn't generally change. Changing differences are things like skills, beliefs etc. that are different among people but can still change over time.
I was excited to see the sections on Universal Design. I am part of a professional learning community using UD to create lessons that are accessible for all students. We are uploading them to SharePoint so teachers around the county can use them. It's good work.
I did an informal needs assessment when trying to determine what teachers in our school need/do to try to achieve Green School status. I sent out a survey to all teachers with questions such as, "Do you know what a Green School is?", and "Have you ever taught a lesson that promotes Green School ideas?", and "Would you be willing to learn more about Green schools?". From the answers to this survey, we were able to form a Green School comittee with people who were interested, and start the training for people who had never heard of it before. I think this is most in line with Rossett's five step approach, since we conducted the needs assessment in stages, then used the findings for decision making (p. 97).
My task analysis example is actually from my classroom. In 5th grade, students are supposed to receive an introductory lesson on microscopes. First I do an informal needs assessment by giving a pretest, then I try to determine which steps students are the weakest in. From there, I have to break down the steps for using a microscope into sections. We start with everyone having a microscope in front of them and pointing to the parts. Then, they practice the steps to correctly focus with nothing on the stage. Then, I give them a prepared slide to practice on, because the objects they are looking at do not move. Finally, I give them a live culture to try to focus on and draw. With some students, we may have to repeat tasks until they can complete them successfully, but by midyear, all students are using microscopes independently - even my special education kids. I think this is most similar to Dick, Carey, and Carey's Instructional Analysis since this has a very specific goal - focusing the microscope - and a specific set of subordinate skills necessary to perform the instructional goal.

Jen's Blog 2

A time that I have done an informal needs analysis was when I start a new math unit. I give a pretest before starting any unit. I identify the objectives that students seem to have a difficult time with. I look at the question. I try to determine why the students did not get this problem. Often I know that reason is simple formatting or exposure. I know students will get the skill once I have model those types of problems. Sometimes I know it is a skill that students just do not have and will struggle with. I think that my process most closely coincides with Rossett’s Five-Step Approach. The questions on the pre-test represent skills students should be able to complete by the end of the unit. This is determining the optimal performance. By giving the students the pretest I am able to examine how they approached the problem and any misconceptions they may have. I am determining their actual performance at that given time. I do not take in consideration the third step which is feelings. To me feelings are more a learner analysis piece. When I analyze the learner I want to know their interest and learning styles to make the instruction match them best. I do try to examine the causes. The common errors or knowing my students’ skills before the test indicate the cause to me. Last step is solutions. My question is the solution your instructions and how you approach it? That is how I interpret it in my classroom. Knowing my students, their misconceptions, and the skills needed I think about how I going to teach this unit. It seems to me that need analysis, task analysis, and learner analysis all overlap each other. To have the big picture you need to have all three. As I read the chapter one thing I wondered was is my objective, the voluntary state curriculum, or is my assessment my end goal. The assessment and the objective match but as I stated earlier often problems arise in formatting. First graders can verbalize more than they can write but we assess them in reading on their written responses. I find myself questioning do I want my students to able to summarize or write a summary. Is their written summary a writing goal or a reading goal? An example of task analysis I completed informally was when teaching place value. Students need to see 6 +7 = 13 is the same as 10 + 3 =13. This concept proved to be very difficult for my students. I broke the task down to showing teen number with ten sticks and one blocks. Then we used the maniplatives to show number equations. Then we moved on to exchanging ones for tens and extra ones. We would then show equations and exchange if necessary. I think that my step match most closely with Dick, Carey, and Carey. I thought about what they had to do at the end and backwards mapped. I also thought about subordinate skills they needed such as exchanging ones for ten sticks. As I have read through these chapters each time one particular approach seems to make more sense to me and seems to be more applicable to my classroom. I wonder if that is because they are the approaches that most resemble my own approach to creating my instruction. Is there one approach for each situation and each time I happen to be working with the same learners in the same environment?