data-based decision making

Value the use of data as the starting point for professional work.

ED 795A Client Project: Initial Needs Assessment Report

Reflection

For my 795A seminar project, I was assigned as a consultant to SPAWAR Systems San Diego. I spent over 75 hours analyzing and designing ways to improve an eight hour Train-the-Trainer class for teaching Subject Matter Experts (SMEs) to train a new Employee Resource Planning rollout. My needs assessment artifact documents the initial analysis conducted prior to jumping to solution systems. The importance displayed in my findings is the use of data as the starting point for professional work.

Using audience, subject matter, and extant data analysis ensured a better understanding of my opportunities. Valuing data as the starting point provided me a better understanding of the training needs. Data, such as my interviews and literary review identified key barriers and drivers that SPAWAR encountered in the last SME Train-the-Trainer and areas to focus on improving. I came up with a variety of blended learning ideas that could be incorporated into the upcoming training. My ideas included a training web site data base, hands-on activities, smaller value enhancing training modules, and e-coaching follow-up.

I encountered a small issue early on in my data gathering. The issue was that my client really wanted me to “produce” something, rather than conduct analysis. Because of our solid working relationship from the very first meeting, it was quickly resolved and we agreed on the role of analysis and needs assessment to best understand the whole situation and tailor meaningful training solutions, such as ways to incorporate hands-on participation to the former instructor dominated training delivery. With my findings at hand, Dr. Rossett supported my role of identifying three to five key “nuggets” that SMEs really need as trainers. The role with part-time SMEs as instructors was often an issue of cognitive overload where they received too much information on training. What they needed was key presentation skills, evaluating learning, hands-on practice. I then worked on one small definable project that will help train one of the areas in my allotted hours. My end result was I designed a 15 minute self-assessment/survey exercise as my solution system project (discussed in my Interpersonal Reflection).

I was surprised at the amount of data I collected that focused squarely on training SMEs as trainers. I discovered a key fact in the literature review discussing the role of using SMEs as part-time trainers is not without certain risks. SMEs are not full-time trainers, and the issues with confidence in training in front of crowds matched similar issues I uncovered in my audience analysis. Rather, I uncovered that the past training focused more on learning theory than hands-on practice instructing within the context of the real software training. In addition to the extant data and interviewing SMEs, I used my knowledge of the Prism of Perspective to get different views of training concerns, including talking to trainers, supervisors. I also discovered during my presentation that my findings helped my client understand the training needs better.

As I reflect on my initial analysis and needs assessment, I realize it helped me to build confidence in my EDTEC skills. It also built upon the analysis skills I acquired in my first courses, EDTEC 540 & 541, and ED 690. I was challenged acting as a consultant with only having three summer courses completed. I was happy to discover that my needs assessment helped my busy client look at different solution system angles to improve the forth coming training, including blended learning applications, extending the learning environment, and incorporating non-training performance support tools. I also learned first hand the value of communicating my data (analysis and needs assessment) in a brief and professional manner. I put need to know information first, and ancillary information in the appendices. Analysis can be fast and focused, but how you provide the data can be equally important. I was surprised to learn in my recent 700 course on Business and Learning, that in a study of four analysis projects, only an average of 20% of the time was devoted to analysis.

Secondary Artifact

Coast Guard job aid (and report) for weapons training (EDTEC 540-Summer 2006). A two page job aid on assisting law enforcement officers with weapon training qualification.

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