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The basics of needsassessment
Joe McVeigh
Middlebury, Vermont, USA
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The basics of needs assessment
No, really. Basics.
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Contexts
In what type of situations do you need to
perform needs assessments?
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What is needs assessment ?
. . . The systematic collection and analysisof all subjective and objective informationnecessary to define and validate
defensible curriculum purposes that satisfythe language learning requirements ofstudents within the context of particularinstitutions that influence the learning andteaching situation.
(Brown 1995)
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What is needs assessment ?
Needs assessment is figuring out whatyou need to teach.
(McVeigh today)
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So . . .
How do we do needs assessment?
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The process of needs assessment(Graves 2000)
Decide what information to gather and why
Decide the best way to gather it: when,
how, and from whom Gather the information
Interpret the information
Act on the information Evaluate the effect and effectiveness of
the action
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The process of needs assessment
Involve the right people
Pose the right questions
Use the right instruments Analyze and interpret the data
Construct the course
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An example
We have a communications problem.
Its a question of phraseology.
The problem is their accent.
The presenting problem.
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Involving the right people
Target group
The learners or students who will be takingthe course or training.
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Involving the right people
Audience
The people who will eventually be required toact upon the analysis or make decisions.
Teachers, teacher aides, program
administrators, senior administration or officials,supervisors, managers.
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Involving the right people
Needs analysts
The persons responsible for conductingthe needs analysis.
Teachers, course designers, consultants,materials writers.
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Involving the right people
Resource group
Any people who may serve as sources ofinformation about the target group.
Parents, financial sponsors, employers,future teachers, clients.
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Example
Target group: call center trainees
Audience: senior executives (VPs, CEO) trainingdepartment, consultants, materials development
team Needs analysts: Consultant (external),
consultant (internal), training staff
Resource group: Senior managers, line
managers and supervisors, trainers, currentemployees, current trainees, human resourcespersonnel, clients.
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Needs analysts
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Pose the right questions
So, what exactly seems to be the
problem?
Is it the same as the presenting
problem?
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Pose the right questions
What is the current level of language
ability of the students who will enter the
course?
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Pose the right questions
What are the issues, attitudes, and
underlying concerns of
The future students ?
The teachers ?
The sponsor ?
Do people get paid to learn? Time off? Is
there a financial incentive? Do they care?
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Pose the right questions
What resources are available to make this
happen? What are the constraints?
Money ?
Time ?
Human resources & personnel ?
Funds for materials/curriculum development ?
Assessment concerns ?
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Pose the right questions
Other questions to ask?
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Example
What is the current level of trainees English and wheredo they need to go?
What aspects of their language need improvement?
How much time is available for training before they beginworking?
What types of language do trainees need to use in theirwork?
How much experience does the training staff have?
What type of training delivery should be used? Howmuch technology?
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Use the right instruments
Existing information
Tests
Interviews and meetings Questionnaires
Observations
Discourse analysis
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Use the right instruments
Other instruments or methods of obtainingdata?
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Example
Existing information: phraseology summitdata, existing curriculum & assessment
Interviews and meetings: execs, sr.managers, line managers, call centerassociates, training staff, trainees
Observations: existing classes, barging
phone calls Discourse analysis: notes on calls,
transcriptions of L1 to L1 calls
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Discourse Analysis
* * *
AGENT: So it should be coming tomorrow ortomorrow.
CUSTOMER: Tomorrow?
AGENT: Right.
CUSTOMER: OK. Is there a tracking number oranything, so we can track it?
AGENT: Sure, um, one second please.
CUSTOMER: Sure.AGENT: OK. You ready?
CUSTOMER: Yup.
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AGENT: Your tracking number is, 11 Its a longnumber ha ha ha
CUSTOMER: OK
AGENT: Ill start over uh huh 1101
CUSTOMER: OK
AGENT: 9008CUSTOMER: Nine -- No, let me just ask you something, the oh -
oh. . . are those zeros or
AGENT: Zeros
CUSTOMER: Zeros, OK, 008
AGENT: 8223
CUSTOMER: Wait a minute, now theres two 8s in a row?
AGENT: Right, two 8s in a row.
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CUSTOMER: 223
AGENT: 121
CUSTOMER: 121
AGENT: 80
CUSTOMER: 80
AGENT: 59
CUSTOMER: 59
AGENT: 9
CUSTOMER: 9
AGENT: Yes sir
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CUSTOMER: Let me read it back to you11019008822312180599.
AGENT: That is correct sir
CUSTOMER: OK and that would be RPS orFed Ex?
AGENT: Yes sir, its RPS, do you havethe number if not I can give thatto you.
CUSTOMER: Yeah, if you would please AGENT: OK
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Analyze and interpret the data
What does the data mean ?
How precise do you need to be?
Do you need a formal report? Who makes the decisions?
Dont discount your experience
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Analyze and interpret the data
Other issues in data analysis and
interpretation ?
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Example
Accent problem? Yes, but . . .
Keep it quick and dirty
Time is of the essence Lets not forget culture and sociolinguistics
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Example
Accent problem? Yes, but . . .
Keep it quick and dirty
Time is of the essence Lets not forget culture and sociolinguistics
A variety of business processes
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Selected call center business processes
(Inbound: customer service)
Appliance repair (warranty or no ?)
Insurance claims processing (car accidents)
Department store customer service
Home center customer service
Credit card customer service
Vehicle rental
Medical equipment servicing
B2B parts and inventory control
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Selected call center business processes
(Outbound: collections)
Debt collection for credit cards
Debt collection for office equipment rental
Special sales offers for stores & creditcards
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Construct the course
(Graves 2000)
Determine the organizing principle(s)
Identify course units based on the
organizing principles Determine unit content
Organize unit content
Sequence the units
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Construct the course
Other issues in course construction?
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Example
Pronunciation, idioms and expressions,
listening, grammar, culture
General telephone etiquette and skills withmodules for specific business processes
Incorporate authentic materials
Materials writers become skills area
experts
Ongoing piloting
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Every unit should contain:
Welcome Relaxation exercise (first 10 days)
Affect work help learners with confidence,feelings, etc.
Check home work (pertaining to previous dayslearning)
Introduce the topic of the day
Pretest to raise awareness
Discuss pretest results and ask trainees theirperceptions about the topic.
Explain the topic supporting theory with practicalexamples.
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Every unit should contain
Explain to the trainees how topic will enhancetheir performance on the floor.
Give models & examples of the language pointfor presentation
Controlled practice of the language point
(Repetition, reading scripts, listening andresponding with short answers)
Semi-controlled practice (cued dialogs, shortcontrolled role plays)
Free practice (role plays, mock calls,discussions, debates)
Post-test
Give home work
W
rap up
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Units should contain some of the
following
Consonant routine or vowel routine
Drill on the expressions of the day
Syllable stress practice.British, Indian, and American English
differences (5 min)
A short listening exercise withcomprehension questions.
A brief (5 min) American culture capsule
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Resources
Brown, J.D. (1995). The elements of languagecurriculum: A systematic approach to programdevelopment. Boston: Heinle & Heinle.
Graves, K. (2000). Designing language courses: A guidefor teachers. Boston: Heinle & Heinle.
Hutchinson, T. &Waters, A. (1987). English for specificpurposes: a learner-centred approach. Cambridge:Cambridge University Press.
Munby, J. (1978). Communicative syllabus design.Cambridge: Cambridge University Press.
Reeves, N. &Wright, C. (1996). Linguistic auditing: Aguide to identifying foreign language communicationneeds in corporations. Clevedon, UK: MultilingualMatters.
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Resources
Other resources ?
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What is needs assessment ?
Needs assessment is figuring out whatyou need to teach.
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The basics of needs assessment
Questions and discussion.
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The basics of needs assessment
Thanks for coming.
Joe McVeigh
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Six stages in the linguistic audit
Preliminary: Initiate the audit
Integrate the audit into the planningprocess
Understand the organization
Analyze postholders foreign language useand needs
Assess postholders foreign languageskills
Report back (Reeves &Wright 1996)