Florida State University

Instructional Systems
Open & Distance Learning Program

Moderately Skilled

Analysis Examining complex functions or procedures in order to identify and understand the fundamental elements and their relationships as an initial step in solving human and organizational performance problems.

1. Designs needs assessment plan or proposal.

 

In EME 5601: Introduction to Instructional Systems, I researched and wrote a Needs Assessment Proposal for implementing web-based instruction in the Naval Aviation Survival Training Program (NASTP). Within this document, I described the "need" for a needs assessment (i.e., the rationale); discussed the assessment's feasibility; and provided a complete description of the needs assessment plan, including assessment objectives, target audience, sampling procedures, data collection methods, data collection instruments and protocols, and implementation procedures. Ultimately, this proposal laid out a plan for conducting a concise and focused needs assessment to help ensure the NASTP develops and delivers survival training based on clearly defined aircrew needs, rather than outdated, best-guess requirements.

2. Identifies gaps between actual and desired performance.

 

While writing my ISD Process Model paper for EME 5601, I reviewed the instructional design process currently in place at the Naval Survival Training Institute (NSTI) and identified gaps between the organization's actual and desired performance. On page 5 of that report, in the section entitled Problem Analysis: Gaps in Current Education and Training Process, I detailed the actual performance resulting from NSTI's use of the ADDIE ISD model, discussed the problems inherent with that model, and then recommended revisions to help close identified gaps. Specific recommendations included the use of the Human Performance Process Model and detailed instructions to ensure the analysis and evaluation steps are included in NSTI's ISD process.

3. Identifies appropriate data-gathering techniques to gain insight into causes of gaps in performance.

Within my Needs Assessment Proposal written for EME 5601, I identified two data-gathering techniques that would give insight into the causes of performance gaps that exist among naval aviators. On page 9 of that report, I discussed my data collection strategy, which included two primary data gathering techniques - aircrew questionnaires and a mishap/hazard report review. Later in that same report, I discussed specific instruments and protocols that would be used to gather this data.

In EDF 5461: Introduction to Program Evaluation, I also identified data-gathering techniques for a report entitled Evaluation Study Design. These techniques are designed to identify the causes of performance gaps within the NASTP. On page 8 I described the data collection strategy, which included a curriculum review, interviews, post-course questionnaires, and pre/post-course testing. In table format I detailed the types of data to be collected, the sources of that data, the analysis and reporting procedures.

4. Proposes solutions that are appropriate to closing an identified performance gap.

The performance gap identified in my ISD Process Model paper for EME 5601 stemmed from a lack of systematic design. Specifically, NSTI was in the habit of excluding analysis and evaluation from their ISD process. After identifying the problem, I proposed the use of the Human Performance Process Model - a more holistic approach to education and training. On page 16, in a table labeled Process Model Comparison, I showed how this new model could be used to close identified performance gaps. This table illustrates the differences between NSTI's current model and the proposed Human Performance Process Model.

5. Conducts learner analysis prior to designing training.

 

In EME 5457: Introduction to Distance Learning, I wrote a final report entitled Implementing Web-Based Instruction in the Naval Aviation Survival Training Program. On page 5 of this document, I performed a learner analysis which described, in detail, the characteristics of the average Naval Aviator. Using this analysis, I then discussed, on page 6, how to design web-based instruction that matches these characteristics.

6. Determines the knowledge, skills and attitudes required to master a specific job, task or role.

In EME 5601 I performed a job task analysis (JTA) for an NASTP Instructional Systems Specialist (ISS). To accomplish this JTA, I interviewed NSTI's current ISS, Mr. Brian Swan, and determined that an ISS has five primary functions: 1) designs and develops new curricula, 2) revises and standardizes existing curricula, 3) transitions existing face-to-face, instructor-led courses to web-based instruction, 4) interprets proper schoolhouse implementation of existing curricula, and 5) designs and develops graphics for use on all NSTI products. In a Job Analysis Table on page 4 of this report I detailed these five functions, as well as the duties associated with each function. I also performed an Instructional Analysis on page 7 where I list the knowledge, skills, and attitudes necessary for two of the duties identified in the Job Analysis.

7. Determines required resources and constraints for a solution or solution system.

The process of implementing a new ISD model into an organization's existing structure is difficult; it requires additional resources and includes inherent constraints. On page 17 of a paper I wrote for EME 5601 entitled ISD Process Model, I identified additional staffing requirements that must be considered in order to successfully implement the solution. Later in that same report, I identified solution constraints in a section entitled Obstacles to Change. These included personnel "buy-in" and the additional monetary costs associated with hiring outside expertise.

8. Identifies relationships of systems and subsystems within an organization.

In EME 5601 I described, in detail, the systems and subsystems that make up a military education and training organization in a paper entitled A Systems Analysis of the Naval Survival Training Institute. For example, on page two I displayed a System Interactions Diagram that shows all of NSTI's systems and subsystems, and how those systems and subsystem interact with one another and the environment. Additionally, on page 7, I presented a Subsystem Diagram that shows the day-to-day activities of one of the subsystems, the Aviation Survival Training Center.