R621: Needs Analysis and Assessment (Sections 22111 & 12440)

IST@IUB

R621: Needs Analysis and Assessment (Sections 22111 & 12440)

Fall 2010

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Class Time: Aug 30 (Mon) – Dec 11(Sat) (No class during Thanksgiving Day holidays)

Instructor:Dr. Yonjoo Cho (EDUC 2232)

Weekly Chat Sessions:Wednesdays at 8:00 pm

Communications:

Office Hours:Mondays at 1:30 – 3:00 pm (appointment requested for other times)

Teaching Assistants:Clare Chen ()

Course Access:

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Course Description

This course centers on theories, cases, and practices of analyzing needs in organizations. The identification of needs is a starting point for organizational and instructional development activities. The process of conducting needs analysishas a greater impact on performance improvement by attending to the context in the organization. Included are the frameworks and methodology for carrying out needs analysis including three levels of analysis, learner analysis, task analysis, and organizational analysis as well as needs analysis methods including PEST and SWOT, and Force-Field Analysis.

Course Goals

The goals of the course include:

1. To identify theories and cases of needs analysis in organizations
2. To carry out needs analysis including learner analysis, task analysis, and organizational analysis
3. To useneeds analysis methods(PEST, SWOT, and Force-Field Analysis) toa real organization’s performance needs

Core Competencies

By the end of the semester, the students will be able to:

1. Set needs analysis withinone of the four sociological paradigms of organizational analysis (Brains, Machines, Psychic Prisons, and Flux) to identify the role and functions of needs analysts in the organization
2. Locateperformance needs in the organization by analyzing example cases
3. Position needs analysis within the process of three level of analysis including learner analysis, task analysis, and organizational analysis
4. Explaindata collection(interviews and survey) and data analysis (qualitative and quantitative) methods for needs analysis
5. Explain needs analysis methods including PEST, SWOT, and Force-Field Analysis
6. Useneeds analysis methodsto create a completereport ofa select organization’s performance needs
7. Reflecton theoriesof needs analysis on the basis of field experience

Textsbooks and Resources

Required Textbooks

Morgan, G (2006). Images of organization (updated edition). Thousand Oaks, CA: SAGE.

Recommended Textbook

Pershing, J. A. (Ed.) (2006). Handbook of human performance technology (3rd ed.). San Francisco: Pfeiffer.

Synchronous Chats

We will have weekly synchronous chats using Breeze (Adobe Connect) to discuss course content and issues.

Course Assignments

Students will complete five assignments during the semester:

1. [Organizational analysis] A groupproject for which the class is divided into four groups. This involves reading and preparing for a presentation (of 10 slides). Each of four groups will choose one of the four paradigms of organizational analysis (Brains, Machines, Psychic Prisons, and Flux). Students show how they captured the author’s sociological perspective to theneeds analyst perspective.
2. [Case study] Groups of students will prepare for a presentation on a case study of needs analysis practiced in various organizations. In their presentations, students are expected to show their mastery of basic concepts and knowledge of needs analysis.
3. [Needs analysis report] Teams ofstudents work on the needs analysis project which identifies performance needs in the organization, collects and analyzes data, draws conclusions, and makes recommendations in the final report. The project consists of an actual needs analysis, carried out for a “real world” client organization.Outside organizations, profit or non-profit, are preferred for the student’shands-on field experience.
4. [Reflection] Individual students are required to write areflection paper. Thisend-of-class reflection paper reflects on the needs analysis process from a perspective of what learning and changes have occurred in line with the field and team work experiences.

Weekly Participation

Each week you are expected to participate in the Oncourse discussion forum. The forum will be used to establish various viewpoints of the field and to post discussions. To do this, you are expected to post “questions for discussion” (ONE on a required reading). What it means is that you read the required readings carefully and create pointed and thoughtful questions so that you can have meaningful discussions with your classmates.

In addition, you are expected to provide your comments and feedback (ONE) on other class members' questions. It is highly recommended that you post your questions for discussion no later than Thursday of each week, allowing you and others to view and react to all initial inputs.

Your weekly participation grade will be based on the quality AND the quantity of your online discussionsthroughout the course. Our TA and I will assign "value points" each week based on the quality and the quantity of discussions. See “discussions” for detailed criteria in the web-based syllabus in Oncourse.

Grading Criteria and Due Dates

Four deliverables plus weekly participation are required in this course. Please see each assignment and schedule for more specific information. Post your deliverable in the Oncourse Assignments by Sunday 11:55 pm EST.

Each student or group will be given a feedback sheet informing them of the strengths and weaknesses revealed in group and individual assignments.No incompletes will be awarded unless there is an emergency.

Grading Policy

The following grading policy has been adopted for graduate courses in the School of Education ( The percentages in parentheses were added by the instructor.

Be certain that you understand the evaluation criteria before you begin any of the projects. The side headings in the feedback sheets are both the criteria for the deliverables and checklist for contents to be included in all assignments.

Plagiarism and Original Work

We expect that you will turn in original work (your own or that of your team) for every part of every deliverable in this course. We also expect that you make every effort to acquaint yourself with both the IU Code of Student Rights, Responsibilities and Conduct, the concept of plagiarism (start with the required departmental tutorial "Understanding Plagiarism"), and the ways in which you must both credit the work of others and avoid presenting that work as your own (start with the resources from the Campus Writing Program and reference the APA style guide).

Team project work containing plagiarized material will be awarded a grade of F. At the discretion of the instructor, the project may be turned back to the team for correction of the problem before a specified deadline and re-graded for a grade equivalent to or lower than the grade the project would have otherwise received. If your individual work is discovered to be plagiarized or to contain plagiarized material, you will receive a failing grade for the course. These policies cover written and graphical work, and all work assigned in the course.

Required Readings

Week 1

Cho, Y. (2002). Needs assessment of KAIST MBA and areas of improvement. The Self-Evaluation Report by the AACSB Business Accreditation (pp. 69-83). Seoul: KAIST Business School.

Week 2

Altschuld, J. W., & Lepicki, T. L. (2010). Needs assessment. In R. Watkins & D. Leigh (Eds.), Handbook of improving performance in the workplace, vol. 2: Selecting and implementing performance interventions (pp. 771-791). Silver Spring, MD: International Soceity for Performance Improvement.

Morgan, G (2006). Images of organization (updated edition). Thousand Oaks, CA: SAGE. (Select one chapter)

Sleezer, C. M., & Russ-Eft, D. (2010). Needs assessment. In J. L. Moseley & J. C. Dessinger (Eds.), Handbook of improving performance in the workplace, vol. 3: Measurement and evaluation (pp. 97-112). Silver Spring, MD: International Soceity for Performance Improvement.

Week 2 - Optional

Aguinis, H., & Kraiger, K. (2009). Benefits of training and development for individuals and teams, organizations, and society. Annual Review of Psychology, 60, 451-474.

Moore, M. L., & Dutton, P. (1978). Training needs analysis: Review and critique. Academy of Management Review, 3, 532-545.

Week 3

Altschuld, J. W. (2004). Emerging dimensions of needs assessment. Performance Improvement, 43(1), 10-15.

Morgan, G (2006). Images of organization (updated edition). Thousand Oaks, CA: SAGE. (Work on one chapter)

Warner, J. M., & DeSimone, R. L. (2009). Assessing HRD needs. In Human Resource Development (4th ed.) (pp. 104-137). Mason, OH: Thomson South-Western.

Week 3 - Optional

Noe, R. A. (2008). Needs assessment. In Employee training and development (4th ed.) (pp. 89-122). New York: McGraw-Hill.

Week 4

Morgan, G (2006). Images of organization (updated edition). Thousand Oaks, CA: SAGE.

Week 5

Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. K. (2007). Task analysis. In Designing effective instruction (5th ed.) (pp. 74-101). Hoboken, NJ: John Wiley & Sons.

Week 5 – Optional

Bell, H. H., Andrews, D. H., & Wulfeck II, W. H. (2010). Behavioral task analysis. In K. H. Silber & W. R. Foshay (Eds.), Handbook of improving performance in the workplace, vol. 1: Instructional design and training delivery (pp. 184-226). Silver Spring, MD: International Soceity for Performance Improvement.

Villachica, S. W., & Stone, D. I. (2010). Cognitive task analysis. In K. H. Silber & W. R. Foshay (Eds.), Handbook of improving performance in the workplace, vol. 1: Instructional design and training delivery (pp. 227-258). Silver Spring, MD: International Soceity for Performance Improvement.

Week 6

Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. K. (2007). Learner and contextual analysis. In Designing effective instruction (5th ed.) (pp. 52-73). Hoboken, NJ: John Wiley & Sons.

Week 7

Pershing, J. L. (2006). Interviewing to analyze and evaluate human performance technology. In J. A. Pershing (Ed.), Handbook of human performance technology (3rd ed.) (pp. 780-794). San Francisco: Pfeiffer.

Marrelli, A. F. (2010). Data collection. In R. Watkins & D. Leigh (Eds.), Handbook of improving performance in the workplace, vol. 2: Selecting and implementing performance interventions (pp. 792-816). Silver Spring, MD: International Soceity for Performance Improvement.

Week 8

Lee, S. H. (2006). Constructing effective questionnaires. In J. A. Pershing (Ed.), Handbook of human performance technology (3rd ed.) (pp. 760-779). San Francisco: Pfeiffer.

Ritter, L. A., & Sue, V. M. (2007). Introduction to using online surveys. New Directions for evaluation, 115, 5-14.

Week 9

Gilmore, E. R. (2006). Using content analysis in human performance technology. In J. A. Pershing (Ed.), Handbook of human performance technology (3rd ed.) (pp. 819-836). San Francisco: Pfeiffer.

Pershing, J. A., Warren, S. J., & Rowe, D. T. (2006). Observation methods for human performance technology. In J. A. Pershing (Ed.), Handbook of human performance technology (3rd ed.) (pp. 795-818). San Francisco: Pfeiffer.

Week 10

Lin, H. (2006). Ethical applications of technology in HRD: A PEST analysis and implications. Performance Improvement Quarterly, 19(4), 91-106.

Schildhouse, J. (2006, Winter). An interview with Willis D. Pugh. The Journal of Supply Chain Management, 2-3.

Week 11

Leigh, D. (2010). SWOT analysis. In R. Watkins & D. Leigh (Eds.), Handbook of improving performance in the workplace, vol. 2: Selecting and implementing performance interventions (pp. 115-140). Silver Spring, MD: International Soceity for Performance Improvement.

Week 11 - Optional

Chermack, T. J., & Kasshanna, B. K. (2007). The use and misuse of SWOT analysis and implications for HRD professionals. Human Resource Development International, 10(4), 383-399.

Week 12

Aquila, A. (2004). Let the force be with you. Accounting Today, 18(10), 8-9.

Schwering, R. E. (2003). Focusing leadership through force field analysis: new variations on a venerable planning tool. Leadership & Organization Development Journal, 24(7), 361-370.

Week 12 - Optional

Baulcomb, J. S. (2003). Management of change through force field analysis. Journal of Nursing Management, 11, 275-280.

Thomas, J. (1985). Force field analysis: A new way to evaluate your strategy. Long Range Planning, 18(6), 54-59.

Case Studies

Bates, R. A., & Holton, E. F. III. (2002). Art and science in challenging needs assessments. Performance Improvement Quarterly, 15(1), 111-130.

Brush, T., Sugar, W., & Brush, J. (2007). Andrew Brown and Deborah Frye: Evaluating online instruction. In P. A. Ertmer & J. Quinn (Eds.), The ID casebook: Case studies in instructional design (3rd ed.) (pp. 248-253). Upper Saddle River, NJ: Pearson.

Casey, M. S., & Doverspike, D. (2005). Training needs analysis and evaluation for new technologies through the use of problem-based inquiry. Performance Improvement Quarterly, 18(1), 110-124.

Clarke, N. (2003). The politics of training needs analysis. Journal of Workplace Learning, 15(4), 141-153.

Peterson, T. O., & Peterson, C. M. (2004). From felt need to actual need: A multi-method multi-sample approach to needs assessment. Performance Improvement Quarterly, 17(1), 5-21.

Sleezer, C. M., & Spector, M. (2006). Assessing training needs of HIV program providers. Performance Improvement Quarterly, 19(3), 89-105.

Sleezer, C. M., Kelsey, K. D., & Wood. T. E. (2008). Three reflections on assessing safety training needs: A case study. Performance Improvement Quarterly, 21(2), 103-118.

Swart, W., & Kaufman, R. (2009). Developing performance data for making useful faculty and leadership decisions: Needs assessment as a vehicle. Performance Improvement Quarterly, 22(3), 71-82.

R621 Proposed Course Schedule

1

Name: ______Grade:

R621 FEEDBACK SHEET: ORGANIZATIONAL ANALYSIS(20%)

1. Clarity of goals of organizational analysis

1. Effectiveness of introduction

1. Clarity of theoretical basis of paradigm

1. Clarity of paradigm and its characteristics(i.e. how you would recognize the paradigm)

1. Effectiveness of examples of paradigm at work

1. Clarity of conclusions and relation to needs analysis

1. Meshing of paradigm to concerns of needs analysts

1. Interactive discussion points (new)

1. References/Bibliography

1. Professionalism of presentation

1. General remarks

(Note: Sections in bold type are key to grade.)

Name:______Grade:

R621 FEEDBACK SHEET: NEEDS ANALYSIS REPORT(40%)

1. Transmission letter (paper-clipped to the front of report)

1. Report - format and professional appearance

1. Title page, table of contents, executive summary and acknowledgments

1. INTRODUCTION

1. AIM (Scope)

1. BACKGROUND of organization/department as context of problem(s) (PEST Analysis)

1. FRAME FACTORS (NA project, organization, and consultant)

1. PROJECT METHODOLOGY

1. DATA ANALYSIS (Using the information gathered from project methodology)

1. Internal and External Analysis (SWOT Analysis)

1. FINDINGS (including reasons, interactions, and data tables)

1. MIGRATION STRATEGY (i.e.,Force Field Analysis including figure with title, key, scale, and options)

1. Current State (with current core competencies and capabilities)
2. Future State(s) - needs identified (with future core competencies and capabilities)

1. RECOMMENDATIONS each with their own rationale, CSFs, and implementation phases

1. Appendices (as necessary) all directly referred to in body of report

1. General comments on the Report as a whole

(Note: Sections in bold are key to grade.)

Name: ______Grade: ____

R621 FEEDBACK SHEET: CASE STUDY ANALYSIS(10%)

1. Title Page

1. Table of Contents

1. Introduction

1. Explanation of analysis process

1. Results of the case

1. Discussion points

1. Conclusion(s)

(Note: Sections in bold are key to grade.)

Name: ______Grade: ____

R621 FEEDBACK SHEET: REFLECTION PAPER (10%)

1. Title Page

1. Introduction and aim of the paper

1. Key points made

1. Conclusion(s)

1. References if any

(Note: Sections in bold type are key to grade.)