Part 1. Content
The reading emphasized the critical event of identifying instructional goals using front-end analysis. The four common methods are: subject-matter expert approach, the content outline approach, the administrative mandate approach and the performance technology approach.
The chapter stated that every reader of this book is a Subject-Matter Expert (SME, or smee). It “emphasizes the communication of information from instructor to student in the instructional process.” The second method, the content outline approach deals with performance problems on the basis that the students did not learn the “right type or amount of content. This approach is problematic because it assumes that instruction, new or more instruction is the solution to performance problems. The third approach, the administrative mandate approach deals with goals mandated by administrative authority. In public education, the “student performance standards enacted by state legislatures” is a good example of true mandate. Last but not the least is performance technology method. In this case, instructional goals are based on problems and opportunities to meet productivity goals and needs. Overall, identifying any problem using these different methods is not easy. Thus, to solve the problem effectively, an instructional designer should implement performance analysis and needs assessment to identify problem(s), then, he/she should use a diverse approach to solve the problem effectively.
Front-end Analysis
Front-end analysis is the analytical work involve in the design, development, and revision of instruction. This work has three planning processes: performance analysis, needs assessment, and job analysis.
The reading emphasized the critical event of identifying instructional goals using front-end analysis. The four common methods are: subject-matter expert approach, the content outline approach, the administrative mandate approach and the performance technology approach.
The chapter stated that every reader of this book is a Subject-Matter Expert (SME, or smee). It “emphasizes the communication of information from instructor to student in the instructional process.” The second method, the content outline approach deals with performance problems on the basis that the students did not learn the “right type or amount of content. This approach is problematic because it assumes that instruction, new or more instruction is the solution to performance problems. The third approach, the administrative mandate approach deals with goals mandated by administrative authority. In public education, the “student performance standards enacted by state legislatures” is a good example of true mandate. Last but not the least is performance technology method. In this case, instructional goals are based on problems and opportunities to meet productivity goals and needs. Overall, identifying any problem using these different methods is not easy. Thus, to solve the problem effectively, an instructional designer should implement performance analysis and needs assessment to identify problem(s), then, he/she should use a diverse approach to solve the problem effectively.
Front-end Analysis
Front-end analysis is the analytical work involve in the design, development, and revision of instruction. This work has three planning processes: performance analysis, needs assessment, and job analysis.
Performance Analysis in a Business Setting (Public and Private Organizations)
During this planning process instructional designers “must cultivate critical thinking mind-set to be effective performance analysts.” The chapter showed a “performance relationship map” created by Robinson and Robinson (1995). In this case, performance analysis gathered information to “verify problems and identify solutions.”
During this planning process instructional designers “must cultivate critical thinking mind-set to be effective performance analysts.” The chapter showed a “performance relationship map” created by Robinson and Robinson (1995). In this case, performance analysis gathered information to “verify problems and identify solutions.”
Performance Analysis in a Public-School setting
This planning process is not often used in public schools. However, the same critical thinking skills should be utilized to solve problems involving administrator, teacher and student performance. The chapter talked about an example involving an elementary principal and assistant principal conducting an in-service training for fifth-grade teachers and media specialist. Overall, these examples of performance analysis in public school and business settings illustrated that instruction was not the “primary solution” to the problem.
Needs Assessment
Needs assessment is an “important tool for getting the instructional design process on track for effective results.” Thus, when an instruction is truly the solution to a problem, needs assessment should be used. In conducting performance analysis, Needs Assessment Logic should be utilized. This has three components: desired status, actual status and need. The first component deals with establishing a standard or goal. Actual status refers to determining the existing level of performance on the standard or goal. The third component deals with the “gap between the desired status and actual status.” Thus, the “logic of needs assessment can be summarized as a simple equation:
desired status -- actual status = need.” This chapter emphasized that “needs assessment is a critical component of the total design process.”
This planning process is not often used in public schools. However, the same critical thinking skills should be utilized to solve problems involving administrator, teacher and student performance. The chapter talked about an example involving an elementary principal and assistant principal conducting an in-service training for fifth-grade teachers and media specialist. Overall, these examples of performance analysis in public school and business settings illustrated that instruction was not the “primary solution” to the problem.
Needs Assessment
Needs assessment is an “important tool for getting the instructional design process on track for effective results.” Thus, when an instruction is truly the solution to a problem, needs assessment should be used. In conducting performance analysis, Needs Assessment Logic should be utilized. This has three components: desired status, actual status and need. The first component deals with establishing a standard or goal. Actual status refers to determining the existing level of performance on the standard or goal. The third component deals with the “gap between the desired status and actual status.” Thus, the “logic of needs assessment can be summarized as a simple equation:
desired status -- actual status = need.” This chapter emphasized that “needs assessment is a critical component of the total design process.”
Job Analysis
Job analysis is a managerial activity which is a process of “gathering, analyzing, and synthesizing the descriptions of what people do in their jobs.” Job analysis has “evolved to serve many roles within the human resource development function” such as:
Human resource forecasting and planning, selecting and recruiting personnel, ensuring equality of employment opportunity, designing performance reviews, developing compensation plans, designing and redesigning jobs and planning training, job aids, performance support systems, and employee development.
Job analysis is a managerial activity which is a process of “gathering, analyzing, and synthesizing the descriptions of what people do in their jobs.” Job analysis has “evolved to serve many roles within the human resource development function” such as:
Human resource forecasting and planning, selecting and recruiting personnel, ensuring equality of employment opportunity, designing performance reviews, developing compensation plans, designing and redesigning jobs and planning training, job aids, performance support systems, and employee development.
Part 2. Reflection
I would like begin my reflection with a common question voiced by most training organizations…"If we know that a front end analysis works, then why do we not use it?" What type of training should I deliver? Is this training really necessary? Am I just wasting time and money designing an instruction? I think these are questions I’ve asked so many times as a library manager. When a library is implementing an integrated library system, the library administrator needs a staff training program that applies management concepts to the overall strategic plan. After reading this chapter, I thought of how I can apply the Front-End Analysis to solve this problem. I wish I knew then how to be able to design and train users by conducting a front-end analysis.
In my profession, our main goal is to become effective libraries in the context of information literacy. Have we achieve this goal or do we need better skills or instruction to be effective? When I think of the information literacy world, there’s always room for improvement. I think we can do better.
The expectations are very high for many learning organizations. After reading this chapter, I am convinced that it is critical to use front-end analysis to avoid wasting tremendous amount of money and time in any organization. Do we really an instruction to solve the problem? If not, then we should take a different approach to solve the problem. There is an old adage in the training industry that states, "An ounce of analysis is worth of pound of objectives" (Harless). Thus we need to use front end analysis to focus on the problem to be fixed. In my opinion, a Front End Analysis is a needed approach to filter most requests for training.
References
Dick, W., Carey, L., and Carey, J. O. (2005). The systematic design of instruction (6th ed.). Boston: Allyn & Bacon.
The Handbook of Human Performance Technology (2006).
I would like begin my reflection with a common question voiced by most training organizations…"If we know that a front end analysis works, then why do we not use it?" What type of training should I deliver? Is this training really necessary? Am I just wasting time and money designing an instruction? I think these are questions I’ve asked so many times as a library manager. When a library is implementing an integrated library system, the library administrator needs a staff training program that applies management concepts to the overall strategic plan. After reading this chapter, I thought of how I can apply the Front-End Analysis to solve this problem. I wish I knew then how to be able to design and train users by conducting a front-end analysis.
In my profession, our main goal is to become effective libraries in the context of information literacy. Have we achieve this goal or do we need better skills or instruction to be effective? When I think of the information literacy world, there’s always room for improvement. I think we can do better.
The expectations are very high for many learning organizations. After reading this chapter, I am convinced that it is critical to use front-end analysis to avoid wasting tremendous amount of money and time in any organization. Do we really an instruction to solve the problem? If not, then we should take a different approach to solve the problem. There is an old adage in the training industry that states, "An ounce of analysis is worth of pound of objectives" (Harless). Thus we need to use front end analysis to focus on the problem to be fixed. In my opinion, a Front End Analysis is a needed approach to filter most requests for training.
References
Dick, W., Carey, L., and Carey, J. O. (2005). The systematic design of instruction (6th ed.). Boston: Allyn & Bacon.
The Handbook of Human Performance Technology (2006).
Part 3. Extended Knowledge
I found this project on "library media skills for middle school students." The target audience is sixth grade, but the lesson plan may be easily adapted to seventh and eighth grade students. The instructional problem is locating, evaluating, and sharing print resources in the media center. The project talked about the Smith and Regan (1999) discrepancy-based needs assessment model as the appropriate tool to use for the needs analysis. I think it helps me learn the concepts of this chapter and its application to my profession.
I found this project on "library media skills for middle school students." The target audience is sixth grade, but the lesson plan may be easily adapted to seventh and eighth grade students. The instructional problem is locating, evaluating, and sharing print resources in the media center. The project talked about the Smith and Regan (1999) discrepancy-based needs assessment model as the appropriate tool to use for the needs analysis. I think it helps me learn the concepts of this chapter and its application to my profession.