Training Instructional Design Needs Analysis Lecture b This
Training & Instructional Design Needs Analysis Lecture b This material (Comp 20_Unit 2 b) was developed by Columbia University, funded by the Department of Health and Human Services, Office of the National Coordinator for Health Information Technology under Award Number 1 U 24 OC 000003.
Needs Analysis Learning Objectives • Compare the methods used to collect data in a needs assessment (Lecture b) • Select appropriate data collection methods to meet different needs analysis situations (Lecture b) Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training & Instructional Design Needs Analysis Lecture b 2
ADDIE Evaluate Analysis Implement Design Develop Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training & Instructional Design Needs Analysis Lecture b 3
Data Collection The needs analysis stage of your training is likely to be successful if quality methods are used to collect data Different workplace and training situations require different data collection methods Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training & Instructional Design Needs Analysis Lecture b 4
Strategy Identify the purpose and audience Select your method and develop instrument Pilot test your instrument Revise and retest if needed Implement your instrument Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training & Instructional Design Needs Analysis Lecture b 5
Identify the Purpose & Audience For example, organizational analysis • Need information about organizational goals, available resources, constraints, and support • By assessing the attitudes and perceptions of staff and clinicians, and reviewing company documents Audience to target • Senior clinicians who can speak accurately about the organization’s goals • All employees? A cross-section of the workforce to get a holistic view Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training & Instructional Design Needs Analysis Lecture b 6
Data Collection Methods Survey Observation Health IT Workforce Curriculum Version 3. 0/Spring 2012 Focus/Discussion Group Interview Document Review Training & Instructional Design Needs Analysis Lecture b 7
Surveys Description and Purpose • A way to get lots of information quickly and/or easily from a group of people individually • Can be in-person, written, or by telephone Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training & Instructional Design Needs Analysis Lecture b 8
Surveys Advantages Disadvantages • Can reach large numbers of people • Questions can focus responses as either very specific or open-ended • Can establish relationships among indicators. • Can complete anonymously • Inexpensive to administer • Easy to compare and analyze • Many sample questionnaires already exist • No in-depth responses on issues • Does not allow respondents to exchange ideas • Limited to specific questions • May not reach people who are hard to reach • Wording can bias client's responses • Are impersonal • May not get full story Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training & Instructional Design Needs Analysis Lecture b 9
Survey Writing Tips Use simple language Make the survey short Avoid double negatives Avoid open-ended questions Don't write leading questions Avoid double-barreled questions Offer an “out” for questions that don't apply Table 1. 1 Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training & Instructional Design Needs Analysis Lecture b 10
Interviews Description and Purpose • Formal or informal discussion with an individual to gather in-depth information on specific topics • When want to fully understand someone's impressions or experiences or learn more about their answers to questionnaires Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training & Instructional Design Needs Analysis Lecture b 11
Interviews Advantages Disadvantages • Can get in-depth information • Questions can be flexible and be tailored to each person • Can get spontaneous responses • Can get honest opinions, individual perspective • Can get to questions that people are uncomfortable answering in a group • Can get ideas or opinions that never occurred to you • Can be done in a setting familiar to participant • Time consuming to administer • Interviewers needed and can be costly • Interviewer can bias client's responses • Not efficient for reaching a large number of people • Not useful if trying to get answers to specific questions from people or get consistent answers Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training & Instructional Design Needs Analysis Lecture b 12
Interview Guide Types of Questions Description Experience Questions Deals with actions or experiences Opinion Questions Deals with opinions or beliefs Feeling Questions Deals with emotions, feelings, like happiness, fear, anxiety, and confidence Knowledge Questions Deals with factual information, not opinion or feeling Sensory Questions Deals with what respondents see, smell, hear, touch, or taste Background Questions Standard questions that describe the respondent's background Table 1. 2 Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training & Instructional Design Needs Analysis Lecture b 13
Focus groups Description and Purpose • Small group discussions around a set of questions guided by a moderator • To explore a new topic, get in-depth knowledge, ask questions about � “how and why, � ” understand a gap in understanding between groups of people, or prepare for a survey Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training & Instructional Design Needs Analysis Lecture b 14
Focus Groups Advantages Disadvantages • Participants can build on each other’s comments • Can be quicker than a survey • Can be less costly • Can reach more people than interviews • Can hear a variety of ideas and opinions • Participants can take advantage of the shared experience • Need a good facilitator for safety and closure • Difficult to schedule 6 -8 people together • A group or an individual can dominate the session • Information gathered may not represent the larger community • Smaller numbers reached • Can be hard to analyze responses Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training & Instructional Design Needs Analysis Lecture b 15
Observation Description and Purpose • Observer records an expert performing job natural or structured setting • To gather accurate information about how a program actually operates, particularly about processes Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training & Instructional Design Needs Analysis Lecture b 16
Observation Advantages Disadvantages • Can view operations of a program as they are actually occurring • Can adapt to events as they occur • Can be difficult to train observers • Can be difficult to interpret seen behaviors • Can be complex to categorize observations • Can influence behaviors of program participants • Can be expensive Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training & Instructional Design Needs Analysis Lecture b 17
Document Review Description and Purpose • When want impression of how program operates without interrupting the program • Analyze budget documents, quality control documents, goal statements, evaluation reports, scheduling and staffing reports, or other documents for existing problems, such as testimonials from other organizations Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training & Instructional Design Needs Analysis Lecture b 18
Document Review Advantages Disadvantages • Can get comprehensive and historical information • Doesn't interrupt program or client's routine in program • Information already exists • Often takes a lot of time • Information may be incomplete • Need to be clear about what looking for • Not a flexible means to get data • Data restricted to what already exists Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training & Instructional Design Needs Analysis Lecture b 19
Pilot Test Your Instrument Pilot test if possible • Identify and eliminate problems that might occur • Keep practice exercises realistic • Try out survey or interview tool on a few persons Pilot test results • Make changes prior to actual data collection • If changes are drastic, another pilot test again and/or re-train data collectors Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training & Instructional Design Needs Analysis Lecture b 20
Implement Your Instrument Here are some guidelines to keep in mind during implementation Keep survey instruments short, one or two pages if possible Provide directions on how to return the survey. Prepare online surveys is possible Always let people how you will use the data Always find a way to report the information back to the participants Offer incentives, such as like lunch for focus groups and interviews Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training & Instructional Design Needs Analysis Lecture b 21
Implement Your Instrument Confidentiality should always be foremost in your mind Inform respondents about your confidentiality guidelines when you begin data collection Make surveys anonymous Assign fictitious names to respondents or provide answers in categories rather than by respondent Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training & Instructional Design Needs Analysis Lecture b 22
Case Example Meaningful Use Clinical Quality Measure: The percentage of patients 18 years of age and older who were current smokers or tobacco users, who were seen by a practitioner during the measurement year and who received advice to quit smoking or tobacco use or whose practitioner recommended or discussed smoking or tobacco use cessation medications, methods or strategies. Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training & Instructional Design Needs Analysis Lecture b 23
Needs Analysis Summary • Choose the method that is most appropriate for your audience and the type of information to be collected. Ultimately, the decision of data collection method will take into account the validity of the responses collected, balanced with budget and efficiency concerns. Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training & Instructional Design Needs Analysis Lecture b 24
Needs Analysis References – Lecture b References 1. Clark DR. Bloom’s Taxonomy [monograph on the Internet]. Big Dog & Little Dog’s Performance Juxtaposition; c 2004 [cited 2010 Jun 21]. Available from: http: //www. nwlink. com/~donclark/hrd/sat. html. 2. Clark DR. Instructional System Design (ISD). Big Dog & Little Dog’s Performance Juxtaposition; c 2004 [cited 2010 Jun 21]. Available from: http: //nwlink. com/~donclark/hrd/ahold/isd. html. 3. Carkhuff RR, Fisher SG. Instructional systems design: volumes I & II. Amherst, MA: Human Resource Development Press; 1984. 4. Carliner S. Training Design. Danvers, MA: American Society for Training and Development; 2003. 5. Gagne RM, Wager WW, & Golas K. Principles of Instructional Design (5 th ed. ). California: Wadsworth Publishing, 2004. 6. Reigeluth CM. Instructional-design Theories and Models: A new paradigm of instructional theory. New Jersey: Lawrence Erlbaum Associates, Inc, 1999. Charts, Tables & Figures 1. 1 Table: Zimmerman, J. (2010). Survey writing tips. Department of Biomedical Informatics, Columbia University Medical Center. New York, NY 1. 2 Table: Zimmerman, J. (2010). Interview guidelines. Department of Biomedical Informatics, Columbia University Medical Center. New York, NY Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training & Instructional Design Needs Analysis Lecture b 25
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