Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

10 – General Principles of Instructional Design
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.
Tip
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 personto-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-bystep
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;
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