Lecture-6 Learning needs assessment PDF

PLANNING AND CONDUCTING Health Education CLASSES (Part 2) Learning need& assessment Dr. Nahla Shehabelden Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com.  Learning Outcome...

PLANNING AND CONDUCTING Health Education CLASSES (Part 2) Learning need& assessment Dr. Nahla Shehabelden Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com.  Learning Outcome Identifying the Types of learning needs Apply learning needs assessment plan Differentiate between experiential, conventional and Student-centered learning  Out Line Definition of learning need Types of learning need Learning need assessment Steps of learning need assessment The differences between experiential, conventional and Student-centered learning  Learning need The traditional definition of learning needs refer to an observable gap between the individuals' or groups' present knowledge or competence and the standards identified as necessary to do the job effectively.  Types of learning need Type of learning need Description and example Core capabilities learning needs Developing those skills and behaviors required by or generalist learning needs all employees irrespective of what they do or where they work. Examples: ▪ Interpersonal or team work skills ▪ Client service skills ▪ Communication and writing skills ▪ Negotiation skills, and ▪ Leadership and management skills. Functional learning needs Functional learning needs are those which tend to be specific to a particular occupation. Not everyone in a workplace will require these skills. Examples: ▪ Contract management skills ▪ Specialist human resource management skills. Workplace specific learning needs Workplace specific learning needs tend to be those which are required in one specific workplace. They are usually specific to a discrete function or business application used in that workplace. Examples: ▪ Procedures for processing travel requisitions ▪ Procedures for emergency evacuation  Activity zone: Matching Types of learning need Statement Learning n 1- Skills tend to be specific to a particular occupation. A. Core capabilities 2- Skills and behaviors required by all employees irrespective of B. Functional learning needs what they do or where they work. C. Workplace specific 3- They are usually specific to a discrete function or business learning needs application. 4- Specialist human resource management skills. 5- Communication and writing skills needed by all employee. 6- Procedures for processing travel requisitions.  Activity zone: Matching Types of learning need Statement Learning n 1- Skills tend to be specific to a particular occupation. B A. Core capabilities 2- Skills and behaviors required by all employees irrespective of B. Functional learning needs what they do or where they work. A C. Workplace specific 3- They are usually specific to a discrete function or business learning needs application. C 4- Specialist human resource management skills. B 5- Communication and writing skills needed by all employee. A 6- Procedures for processing travel requisitions. C  Learning need assessment A learning needs assessment is a systematic process of obtaining information in order to determine learning goals to close the gap between what the student currently knows and what they need to know in order to achieve competency The Important of learning needs assessment Why do we need training? Learning needs can result from: 1. Lack of skills or knowledge, or experience 2. Not having the right equipment or resource 3. Being new to a job 4. New technology being introduced 5. New processes and procedures being introduced 6. A change in workplace priorities 7. New responsibilities being assigned. 8. Same job with a new role.  Steps of Learning Needs Assessment 1- Identify 2- Design of problem and needs 3- Collect data needs assessment 4- Analyze 5- Provide data feedback  Step 1: Identify Problem and Needs The first step is to identify problems and needs. It is important to identify organizational context in such aspects as policy, goal, roles and responsibilities. Then identify the current performance and knowledge to describe the gap between performance and knowledge. After identifying the problems and needs, set up overall objectives for a training course.  Step2: Design of needs assessment The second step is to determine the following: 1. Target groups to be trained 2. Interviewees 3. Survey methods 4. Survey plan including schedule to be conducted. Those items become the basis for a training course designer to either create a new training course, identify an existing one that can fulfill the need, or obtain one externally.  Step3: Collect Data The third step is to collect data. Methods of data collection 1. Structured interview 2. Semi structured interview 3. Observation 4. Questionnaire survey 5. Focus group discussion 6. Workshop  Step3: Steps of Collect Data It is important to note that the survey team should: 1. Introduce yourself 2. Explain the objectives and contents of the survey 3. Explain the reasons for selecting interviewees 4. Show appreciation for taking their time 5. Obtain permission to record the interview In doing so, the interviewees can be prepared and feel more conformable to answer questions.  Step4: Analyze data The fourth step is analyzing the data to determine the following: Psycho-motor Skills Procedural Skills Knowledge Transfer Communication Skills Colossal Thinking Attitude Learning Performance Training  Step 5: Provide feedback Feedback should be obtained from all stakeholders to determine program and instructor effectiveness and also knowledge or skill acquisition. Analyzing this feedback will allow the organization to identify any weaknesses in the program. At this point, the training program or action plan can be revised if objectives or expectations are not being met.  Activity Zone: Write Steps of Learning Needs Assessment The survey team should Allow the Identify the organization to Explain the current identify any objectives and performance and weaknesses in contents of the knowledge the program survey Determine Determine the Target groups to be Psycho-motor Skills trained  Activity Zone: Write Steps of Learning Needs Assessment Step 3- Step 5- Step 1- identify Collect data Provide the problem feedback and need The survey team should Allow the Identify the organization to Explain the current identify any objectives and performance and weaknesses in contents of the knowledge the program survey Step 4- Determine Step 2- Analyze Determine the Design the the data Target groups to be need Psycho-motor Skills trained assessment  The difference between experiential, conventional and Student-centered learning The experiential learning  Experiential Learning Experiential Learning is the process of learning by doing. By engaging in hands-on experiences and reflection, they are better able to connect theories and knowledge learned to real-world situations.  Kolb’s Model of Experiential Learning 1. Concrete Experience (CE): feeling 2. Reflective Observation (RO): watching 3. Abstract Conceptualization (AC): thinking 4. Active Experimentation (AE): doing  Kolb’s Model of Experiential Learning 1. Concrete learning occurs when a learner has a new experience or interprets a previous experience in a new way. For example, a nursing student has to learn a new procedure as part of their clinical education.  Kolb’s Model of Experiential Learning 2. Reflective observation – the learner reflects on the new experience to understand what it means. For example, the nursing student might think about how they could have done the procedure better.  Kolb’s Model of Experiential Learning 3. Abstract conceptualization – the learner adapts their thinking or constructs new ideas based on experience and reflection. For example, the nursing student realizes they need to have all their materials ready before starting the procedure.  Kolb’s Model of Experiential Learning 4. Active experimentation – the learner applies their new ideas to real-world situations to test whether they work and see if any changes need to be made. This process can happen quickly or over an extended time. For example, nursing student might note how smoothly things go consistently when they have everything ready for a procedure in advance.  Activity zone: Matching Kolb’s Model of Experiential Learning Statement Learning n 1-The learner reflects on the new experience to understand what it A. Concrete means. Experience B. Reflective 2- The learner has a new experience or interprets a previous Observation experience in a new way. C. Abstract Conceptualization 3- The learner applies their new ideas to real-world situations D. Active Experimentation 4- The learner adapts their thinking or constructs new ideas  Activity zone: Matching Kolb’s Model of Experiential Learning Statement Learning n 1-The learner reflects on the new experience to understand what it A. Concrete means. B Experience B. Reflective 2- The learner has a new experience or interprets a previous Observation experience in a new way. A C. Abstract Conceptualization 3- The learner applies their new ideas to real-world situations D. Active D Experimentation 4- The learner adapts their thinking or constructs new ideas C Conventional learning  Conventional learning Conventional learning involves a mentor or a teacher, a confined facility, and a group of students that meet together at a fixed time. This system follows the trend of testing the knowledge of students through exams.  Conventional learning The conventional learning also known as traditional learning, often referred to as “chalk and talk” method, involves direct instruction by the teacher whose primary role is to pass knowledge to students and conduct testing and assessment. Conventional learning materials Traditional resources: Textbooks, reference books, lesson plans, workbooks, flashcards, charts and supplemental reading materials. Graphic and interactive materials: Physical objects, photographs, illustrations, charts, graphs, maps, multimedia, movies and games.  Student-centered learning Student-centered learning gives students the opportunity to decide two things: what material they learn and how they learn it.