Needs assessments are one of the first things we learn about in Instructional Design education and certification programs. But I’ve come to realize that many of my training industry colleagues have not had the luxury of formal education. Often they are developers, HR professionals or subject matter experts who are thrown into the instructional design world through interest or necessity.
How does a professional in this position know what they don’t know? Savvy folks often figure out a needs-assessment-like process along the way. But for the absolute beginner? Where do they even start?
When asked for advice, I always tell new IDs that basic needs assessment looks like this: start with the end in mind. I feel like this is a great reminder, even for seasoned designers. After all, it’s easy to get sidetracked from the original intent of training when we’re presented with a client’s or employer’s epic training wish list!
Starting with the end in mind simply means: what should learners be able to do, that they couldn’t do before, when they have completed the training? If we don’t have a specific, focused answer to that question, we are not on track.
On the other hand, knowing very clearly the knowledge we expect learners to gain means we can easily reverse engineer the design process. In other words, if I want learners to know how to perform “skill XYZ,” then I must present them with “instruction A,” “activity B,” and “quiz C” in order to facilitate that result.
I realize this simplistic approach to instructional design may not fully stand the test of formal learning evaluation models (sorry Dr. Kirkpatrick!), but it’s a solid rule of thumb that sure beats the disorganized and overly complex courses I’ve seen throughout corporate America.
Bottom line, we serve learners when we design educational content. If they walk away from a course without new skills because they were confused, or were presented with material that was irrelevant, we simply haven’t done our job!