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.