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Performance Context Analysis

Information Categories / Data Sources / Performance Context Characteristics / Implications
1. Managerial/ supervisory support / Questionnaire
Follow-up interview / The target learner will have the support of their supervisors and upper management.
The target learner will have easy access to databases containing data relevant to the grant application process. / Support from upper management will place learners working on the processes more at ease and thus they will get more out of the learning experience. Supervisory support also increases the likelihood that learners will be able to devote the necessary time to the lesson, and be more motivated to complete it.
2. Physical aspects of site / Questionnaire
Follow-up interview / The target learner will be working in an office environment with full access to computers, internet, copy machines.
The target learner will have easy access to databases containing data relevant to the grant application process. / The availability of computers and internet allows for the use of computer-based as well as print-based lessons.
The ease of access to relevant organizational data will significantly decrease the amount of time allotted for data compilation for each lesson. The onset of instruction will need to stress the importance of learners having already secured ready access to relevant background material.
3. Social aspects of site / Questionnaire
Follow-up interview / The target learner will be working with fellow workers in both a team and an individual environment. Coworkers would be supportive and would provide adequate resources. / The support of coworkers may make the learner feel less rushed and thus more able to focus on the material. Coworker support will also increase the increase the motivation for learners to complete the lesson, as well as their satisfaction on doing so, e.g. success amongst their peers.
4. Relevance of skills to workplace / Questionnaire
Follow up interview / Grant writing skills would be relevant to the workplace for the target learner. / Learner motivation, and the subsequent success of the learning materials, is increased if the lesson material is relevant to a current or future need.

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Performance context analysis questionnaire

A questionnaire was used to determine the primary aspects of the performance context analysis. The four questions used were based on the Performance Context Analysis categories found in DCC Table 5.2, Example Form for Analyzing Performance Context. A copy of the questions used in the questionnaire follows:

  1. What sort of support do you believe you will have from upper management and supervisors? Will they be supportive? Neutral? Against?
  2. Describe the physical characteristics of your work site. Will you be in an office environment? Easy access to office equipment? An at-home office? Will you have access to the equipment, tools, and other resources to properly work on your grant application?
  3. Describe the social characteristics of your work site. Will you work in an office setting? Alone? As a team? Will you have easy access to coworkers and other departments?
  4. In your opinion, once you complete grant application training, will you then be able to complete an application at your place of work? What roadblocks, if any, will exist based on your workplace?

A follow-up interview was then accomplished with each of the employees completing the performance context questionnaire. The purpose of the follow-up interview was to get a clearer picture of the performance context that target learners will be influenced by. The interview questions were unscripted and were, again, based on the information categories found in DCC Table 5.2. Performance context follow-up interviews were done over the course of several days.

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Learning Context Analysis

Information Categories / Data Sources / Learning Context Characteristics / Implications
1. Number/nature of sites / Interview / Number: The majority of learners will have a single office building where their company is housed.
Facilities: Each office building will have either a training room with computer and internet access, or a separate office that the learner can use during the training period.
Equipment: All learners will have access to a computer, internet, paper and writing instruments.
Resources: Administrative support will be available including a secretary and technical support when needed.
Constraints: Supervisory support will not be a problem. However, upper management support was mentioned as being a possible source of conflict, depending on the workload and other deadlines. / The availability of computers, internet access, paper, writing utensils, and other grant writing paraphernalia will lessen the number of materials that will comprise the learning packet, thus cutting down on materials for inclusion in each learning packet.
Learners completing the lesson via internet and print-based learners who may have difficulty in accessing Web-based grant materials (delete comma) will have ready access to technical support.
Workload and time constraints underscore the need for relevant, streamlined instructional materials. In case learners have to interrupt the lesson mid-stream, it must be designed so that it can be interrupted and resumed later, if necessary
2. Site compatibility with instructional needs / Interview / Instructional strategies: Based on the different types of learning styles, the content could be effectively delivered by either computer-based or print methods.
Delivery approaches: Print and computer-based can be supported.
Time: Time would be limited and be based on other activities scheduled throughout the day, both for the facilities being used and the workload of the employee.
Personnel: It is believed that all worksites will have support personnel available including administrative, technical, and supervisory. / With the availability of computers and the internet, the lesson can be delivered either by print or over the internet. Lessons may need to be created in both formats to cover both delivery mediums.
Since lessons will be completed during the workday, lessons may need to be created in relatively short modules to accommodate learners that are called away for work-related issues.
Learners may need to move if room meeting schedules overlap with the learner. Portability of learning materials must be an instructional design consideration.
3. Site compatibility with learner needs / Location: Location would typically not be an issue since delivery methods would be self-paced using paper or computer.
Conveniences: The same as those of the office building of the worker
Space: Space requirements are minimal, with classroom or office desk providing sufficient room for self-paced instructional materials.
Equipment: Desktops or laptops can be used, typically available at either the learner’s office desk or at the training classroom, if used. / No special requirements for learning materials will need to be considered. Learners will have access to surroundings conducive to a successful learning environment.
4. Site compatibility for simulating workplace / Supervisory characteristics: High. Supervisors will be at the learning site.
Physical characteristics: High. Learning will take place at the actual place of work. This may be within a training room or within the office.
Social characteristics: Similar to workplace. Learners will be within the same building as coworkers and management. / With lesson completion taking place at the organizational site, tryout learners will be in the same environment as target learners, thus getting an excellent representation of the actual learning site.

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Learning Context Analysis Interview

An interview process was used to determine the learning context and the characteristics of the typical learner. Employees from various organizations that represented the target learner were interviewed individually over the course of several days. Each of the employees interviewed have attributes similar to those of the learner population being targeted for the learning material. The questions asked of these employees were based on the learning context information categories found in DCC Table 5.3., Example Form for Analyzing the Learning Context. A summary of the findings appears in the Learner Context Analysis table above.