Educational Needs Assessment - Annotated Bibliography Example

Educational Needs Assessment Annotated Bibliography Brown, Judith (2002). Training Needs Assessment: A Must for Developing an Effective Training Program. Public Personnel Management. Retrieved 23 Feb 2013 from http://www.owlnet.rice.edu/~antonvillado/courses/09a_psyc630001/Brown%20(2002)%20PPM.pdf. This article outlines the four basic reasons why training needs assessment is crucial. Firstly, it guides the company in identifying certain issues in the workforce. Secondly, it allows the company to gain managerial support which could help in the strategic of its programs. Thirdly, it develops pertinent employee data that are usually needed during evaluation. And lastly, provides a cost-benefit analysis in doing activities related to training needs assessment. 2) Cekada, Tracey (2011). Conducting an Effective Needs Assessment. Retrieved 23 Feb 2013 from http://www.asse.org/education/seminarfest13/docs/PSJ%20Articles/Sem%2052/Conducting%20an%20effective%20needs%20assessment_Cekada_1211Z.pdf. The article highlights the connection between proper implementation of needs assessment and enhanced productivity of employees. In this regard, it looks at needs assessment as a tool that could “help determine current performance or knowledge levels related to a specific activity, as well as indicate the optimal performance or knowledge needed” (p. 29). Aside from this, the article also defines and describes the three levels that often guide top management in identifying training needs, establishing learning objectives, and developing the actual training program. Some of the questions that arise when evaluating effective needs assessment are: “(1)asking why helps to tie the performance deficiency to a business need and examines whether the benefit of the training is greater than the cost of the current deficiency; (2) asking who is involved in the performance deficiency will reveal the target audience and help the trainer customize the program accordingly; (3) asking how the performance deficiency can be corrected helps determine whether training is the correct solution; and (4) asking what is the best way to perform a specific job task will help achieve desired results” (p. 32). 3) Global Education Cluster (2010). The Joint Education Needs Assessment Toolkit. Retrieved 23 Feb 2013 from http://www.globalpartnership.org/media/library/Global_Ed_Cluster-The_Joint_Education_Needs_Assessment_Toolkit.pdf. This article provides an in-depth review of what a joint education needs assessment is and how is usually conducted in line with the goals of a certain educational institution. As such, it begins with a definition of joint education, which is “a toolkit has been developed to address the constraints posed by the lack of reliable, comparable and agreed-upon data points across education ministries and agencies for use in improving quality, coordinating emergency responses and increasing accountability to learners” (p. 4). After this, it then describes the intended audience of the toolkit, which are often education cluster coordinators and other ministry officials. 4) Grant, Janet (2001). Learning Needs Assessment: Assessing the Need. BMJ Group. Retrieved 23 Feb 2013 from http://www.bmj.com/content/324/7330/156. This study opines that “learning needs assessment is a crucial stage in the educational process that leads to changes in practice, and has become part of government policy for continuing professional development”. As such, the development of more customized tools can help in strategically addressing the issues and problems that are specific to each employee in the company. It also states some tools that are often used in conducting learning needs assessment, such as: gap or discrepancy analysis; reflection on action and reflection in action; self-assessment by diaries and journals; peer review; and observation. 5) Hasan, Saleem (2007). How to Conduct a Training Needs Analysis. Retrieved Feb 27 2013 from http://www.dirjournal.com/guides/how-to-conduct-a-training-needs-analysis/. This article provides concrete ways on how to conduct training needs analysis in relation to the type of employee in the organization. For introducing new hires, apart from discussing the job description and expectations, an orientation on the company’s history, its framework and policies, and its culture must also be considered. For retaining and upgrading veteran employees, critical assessment and examination of their current performance and their career plans must be tackled. For pipelining employee requirements, a ‘stretch program’ must be initiated in order to enhance the employees’ competencies within a given time. Aside from these points, this article tackles the specific ways to conduct training needs analysis, which include observation, interviews, and survey. 6) Kieran, Walsh (2006). How to Assess your Learning Needs. Journal of the Royal Society of Medicine. Retrieved 23 Feb 2013 from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1325078/. The article opines the advantages of assessing one’s learning needs for his area of expertise as opposed to getting a ‘one size fits all’ training. Through the personal evaluation of one’s key strengths and weaknesses, he is able to identify topics or subjects that he needs more help on. In effect, learning becomes self-initiated and creates value to the learner himself. Self-motivation and commitment are therefore honed through the learning areas identified. Assessing one’s learning needs is one thing, and doing something to address them is another. This is the reason why it is vital for the learner to equip himself with the right tools and methods that will guide him in this activity. For one, the learner can conduct a 360-degree appraisal which involves asking his colleagues to give feedback on his work performance. Another method is to review critical incidents in the past to highlight what went wrong and what insights can be gleaned from those experiences. As the article continues, it provides specific modules that can aid the administrator in conducting the joint education needs assessment. Such attachments are discussed in relation to the objectives these tools aim to answer or address. 7) McCawley, Paul (2009). Methods for Conducting an Educational Needs Assessment. University of Idaho. Retrieved 26 Feb 2013 from http://www.cals.uidaho.edu/edcomm/pdf/BUL/BUL0870.pdf. This article gives a thorough discussion on the benefits of conducting educational needs assessment, which are: (1) impact—insights on how education and training can help the employees; (2) approaches—knowledge about educational approaches that may be most effective; (3) awareness—on existing programs and gaps; (4) outcomes—information about the status quo that need to be changed; and (5) demand—reasons on why educational needs assessment is vital. Aside from this, it also differentiates direct from indirect educational needs assessment. Direct educational assessment pertains to the formal gathering of data from the employee through structured and time-bound tools and methods. Indirect educational assessment, on the other hand, is informal in nature as it can be conducted anytime and usually does not deal with great amount of research investments. 8) Miller, Janice & Osinski, Diana (2002). Training Needs Assessment. SHRM Training and Development Committee. Retrieved 23 Feb 2013 from http://www.ispi.org/pdf/suggestedReading/Miller_Osinski.pdf. This paper intensively discusses what training needs assessment is and how it must be properly done. It emphasizes on the vitality of conducting this activity appropriately in order to get its intended results. As for the processes, the first step pertains to the definition of needs assessment which can be conducted through: (1) competencies and performance of work teams; (2) problem solving and productivity issues; and (3) need to prepare for future changes in the company. The second step pertains to the setting of objectives by the HR personnel or manager which usually comes as a result of the previous step. The third step is on the actual designing of the training and development process which can be successfully attained though: (1) selecting the internal or external person who will design and develop the training; (2) selecting the design and its content; and (3) selecting the techniques used to facilitate learning.The fourth phase pertains to the actual implementation of the training needs assessment and ways to measure the results. 9) Musser, Terry, Hoover, Tracy, & Fernandez, Marcos (n.d.). Needs Assessment for Adviser Development. Clearinghouse Academic Advising Resources. Retrieved 26 Feb 2013 from http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Needs-Assessment-for-Advisor-Development.aspx. This article specifically explores the advantages that needs assessment can bring to the advisor or mentor. In this light, it starts by enumerating the valuable information that the advisor can obtain, such as: meaning of advising; advising techniques and resources being used effectively; advising techniques and resources not being used effectively; professional development needs of the advising population; and additional resources needed by advisors. Although the article provides a list of recommended steps in conducting needs assessment (just like in other works), it more importantly establishes the tools that should be utilized in performing each step. By reinforcing this discipline, results that emanate from the study becomes truly effective and strategic in answering the issues posted in the beginning. 10) Office of Migrant Education (2001). Comprehensive Needs Assessment. Retrieved 23 Feb 2013 from http://www2.ed.gov/admins/lead/account/compneedsassessment.pdf. This toolkit contains a detailed discussion on what an effective comprehensive needs assessment program must have. Furthermore, needs assessment is claimed to have three phases, namely: (1) exploring ‘what is’; (2) gathering and analyzing data; and (3) making decisions. 11) Rouda, Robert & Kusy, Mitchell (1995). Needs Assessment: The First Step. Retrieved 23 Feb 2013 from http://alumnus.caltech.edu/~rouda/T2_NA.html. This article starts by discussing the benefits of conducting a needs statement on employees. It then outlines the four steps which are: (1) perform a gap analysis; (2) identify priorities and importance; (3) identify causes of performance problems and/or opportunities; and (4) identify possible solutions and growth opportunities. As strongly posited in this article, conducting needs assessment can help improve employees’ profitability which can contribute in the increasing of the company’s bottom line. Through this mindset, such activity becomes a strategy that aims at delivering operational and sales targets. 12) Society for Human Resource Management (n.d.). Conducting Needs Assessment. Retrieved 23 Feb 2013 from https://www.google.com.ph/url?sa=t&rct=j&q=&esrc=s&source=web&cd=17&cad=rja&ved=0CFYQFjAGOAo&url=http%3A%2F%2Fwww.shrm.org%2FEducation%2Fhreducation%2FDocuments%2FConducting_a_Needs_Assessment_Final.ppt&ei=_3guUfu5Ec6QiAf2n4HICw&usg=AFQjCNHUbicT_CoHGnUNpHsEgbjM1_Fwfg&sig2=pf0enaEs5cUWCqS-mEBjrQ&bvm=bv.42965579,d.aGc. This article exposes the necessity in conducting needs assessment in relation to the functions of a human resource department. As such, it begins with an updated discussion on what needs assessment is and how it must be used to attain specific corporate goals. After this, it outlines the tools that are often used in conducting needs assessment and how it must be implemented in relation to the objectives set. 13) Swist, Jeannette (2001). Conducting a Training Needs Assessment. AMX International Incorporated. Retrieved 28 Feb 2013 from http://www.business.mnsu.edu/mfox/class%20items%20445/Conducting%20a%20Training%20Needs%20Assessment.htm. This article outlines the primary reasons why conducting a training needs assessment is important in any work situation as it: (1) determines the kind of training that is relevant to the employees’ jobs; (2) defines the kind of training that will improve performance; (3) if training will make a difference; (4) distinguishes training needs from organizational problems; and (5) links job performance with the organization’s goals and financial objectives. Training needs assessment, as further highlighted in this article, consists in the proper consultation with a variety of people in the organization through surveys and interviews to assess one’s job performance vis-à-vis his job expectations and key ‘results areas’. By collecting and analyzing the gathered data, the employee’s strengths and weaknesses are pinpointed, and forwarding actions are drawn. 14) Wilson, Laura. Conducting an Educational Needs Assessment. Surround Health. Retrieved 28 Feb 2013 from http://surroundhealth.net/Topics/Education-and-Learning-approaches/Adult-learning-principles/Articles/Conducting-an-Educational-Needs-Assessment.aspx. This article is hinged on the premise that educational needs assessment is intended to uncover the discrepancies between what the employee currently knows and what he ought to know. As such, educational needs assessment helps ‘fill the gap’. As for the recommended steps in conducting an educational needs assessment, the article presents eight: (1) determine purpose and objectives; (2) plan the person/s in-charge as well as the activity’s timeline and budget; (3) discuss data collections logistics; (4) choose respondents that represent target audiences; (5) select data collection techniques; (6) collect data from respondents; (7) analyze data; and (8) communicate findings, implications and recommendations for program design. Through the systemized way of doing the study, results are captured in a more effective and strategic manner. 15) Wynne, Rhonda (n.d.). Learning Needs Analysis. Learner Centered Methodologies. Retrieved 28 Feb 2013 from http://www.assetproject.info/learner_methodologies/before/learning_analysis.htm. This article starts with the objective of a learning needs analysis, which is “to determine the gap between the existing skills, knowledge and abilities of staff and those that are needed for the organization to function at the desired level”. It then provides three crucial steps in doing learning needs analysis. The first step is designing which is aimed at defining the problem, underscoring the areas that need training or learning, evaluating the existing training programs, and ascertaining possible learning solutions. The second step is conducting the actual learning needs analysis through interviews, focus-group discussions, survey, or observation. The last step is sorting and analyzing the data gathered in order to conclude topics or issues that need more priority. Read More