Needs Assessment Versus Needs Analysis

The terms, “Needs Assessment” and “Needs Analysis” are often used interchangeably. How are they similar? What makes them different? 

This is a question that comes up often in my conversations with both new and experienced instructional designers. There are many views and perspectives about the correct answer. It doesn't help that we have different types of analysis including performance analysis, task analysis, context analysis, audience analysis, etc. 

So, here's my response. 

Given a business problem or an opportunity:
Needs Assessment is the identification of the gap that exists between the current state and the desired state.

 
Needs Analysis (or Gap Analysis) is the identification of the root cause of the gap. 

When applied to training, we also see it being referred to as Training Needs Analysis (TNA). In the context of TNA, there is a performance gap in terms of the underlying knowledge, skills or practice.

But a performance gap may also occur due to poor environment, inadequate processes, lack of tools or resources, lack of motivation, absence of performance standards, etc. Training is not the right choice given these gaps and that's when one would use Performance Analysis. The scope of Performance Analysis is much wider than that of Training Needs Analysis.

Both Training Needs Analysis and Performance Analysis require gathering information about the learners/employees (Audience Analysis), the tasks/work they are expected to perform (Task Analysis), and the context in which the task/work is performed (Context Analysis).

Clear as mud? :)

Adopting an Anti-Racist Pedagogy in Teaching and Learning

I am always trying to find the 'intersections' in which we exist and become more 'human'. In learning more about how we learn, I am able to find things that truly unify us. In addition, using a diversity, equity and inclusion lens on my own work in the practice of instructional design has aided in that introspection and reflection. But this year, I have also made a conscious effort to think about and commit to extending this individual reflection and learning collaboratively. 

My 'formal' learning journey started in March 2021 with reflecting on "Integrating Human Rights into Learning Design" (Webinar by I4PL). In May, I undertook the Universal Design for Learning (UDL) FLO course by BCcampus. In July, I attended the "The Accessible & Inclusive Design Conference 2021" by The Training, Learning, and Development Community (TLDC). Through July, Aug, Sep and Oct, I applied UDL principles in a course I was teaching at UVIC, and in November, I led a session for I4PL on UDL in the workplace and shared my experience of incorporating the UDL strategies in an Instructional Design course I was teaching at UVIC. Here's December and I just completed a FLO course with BCCampus to learn how to incorporate an anti-racist pedagogy into my teaching and consulting practice.

At the end of the FLO course, I had to share a reflection on some of the principles that might guide me in my anti-racist work and in my goal to adopt an anti-racist pedagogy in teaching and learning. This is what I shared with my peers:
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As I begin to think about my principles for anti-racist work, it is important for me to ask myself two questions: what is motivating me to be anti-racist? And why am I doing this work?
As an educator and a learning experience designer, it is critical that I reflect on my own practice of teaching and learning. I came to the FLO course to learn more about anti-racist teaching practices and associate myself with a community that wants to make its anti-racists efforts more visible.

I am inspired by Kyoko Kishimoto who shares that “Anti-racist pedagogy is not about simply incorporating racial content into courses, curriculum, and discipline. It is also about how one teaches, even in courses where race is not the subject matter. It begins with the faculty’s awareness and self-reflection of their social position and leads to the application of this analysis not just in their teaching, but also in their discipline, research, and departmental, university, and community work. In other words, anti-racist pedagogy is an organizing effort for institutional and social change that is much broader than teaching in the classroom” Anti-racist Pedagogy: from Faculty’s Self-reflection to Organizing within and beyond the Classroom”.

Given that definition of anti-racist pedagogy, some of the principles that I think will guide me in my learning journey are:

1. I must intentionally prioritize anti-racist work by allocating the time and resources it needs. I must consciously make a choice to offer safe spaces within and outside my courses and make an ongoing commitment to engage from a strength-based perspective rather than a deficit-based perspective. I will be guided by this statement by Dr. Ibram X. Kendi who says, “Anti-racist is a verb, defined by the action one is taking.”

2. I must accept my prejudices and recognize my biases and work towards reducing/ eliminating those. This is a journey that I must undertake which will no doubt push me into an uncomfortable zone. But beyond that discomfort lies true learning and growth. Given that, being an anti-racist to me means taking an active stance and moving along the continuum of fear, learning and growth.

"Becoming Anti-Racist"

Created by Andrew M. Ibrahim MD, MSc, a House Staff Surgeon at the University of Michigan and Chief Medical Officer at HOK, this image is free to use, copy and share.

3. In one of the course resources, Jessica Rowland Williams highlighted how institutions can harness technology to address systemic inequities through digital learning but also spoke about various myths related to digital environments and racism. Given that, I must strive to create anti-racist equity in digital learning environments by critically evaluating the curriculum for lack of inclusiveness and by understanding the impact of tools and technology on different student groups. In doing so, I hope to raise accountability for the digital learning provider(s) to build more equitable solutions for all.

Through this course, I have found that being an anti-racist appears different for white people and people of color. I find myself questioning how I may have internalized racism (Singh, A. 2019) and how as an anti-racist, I stand united in solidarity with other people of color.

“We all have a sphere of influence. Each of us needs to find our own sources of courage so that we can begin to speak. There are many problems to address, and we cannot avoid them indefinitely. We cannot continue to be silent. We must begin to speak, knowing that words alone are insufficient. But I have seen that meaningful dialogue can lead to effective action. Change is possible.” ― Beverly Daniel Tatum

Universal Design for Learning (UDL) for Workplace Training and Learning with I4PL

I was recently invited by The Institute for Performance and Learning (I4PL) - Vancouver Island Chapter, to facilitate a session on "Universal Design for Learning (UDL) for Workplace Training and Learning."

The goal for the session was to identify how Universal Design for Learning (UDL) can be used to help reduce barriers and maximize learning opportunities to support the needs of diverse learner populations. In this session, I explored the use of the Universal Design for Learning (UDL) framework and the associated principles, guidelines and checkpoints as applied to workplace training and learning experiences. 

Some of the key items that I presented included:

• My understanding of the UDL Framework including the principles, guidelines and checkpoints
• Examples of how the principles may be applied to workplace learning initiatives
• My understanding of the difference between UDL and other concepts including differentiated instruction, accessibility and inclusive design
• My recommendations on how to implement UDL
• Key resources to learn more about UDL

Resources for further reference included:

• CAST UDL Guidelines http://udlguidelines.cast.org @CAST_UDL
• Katie Novak and Kristan Rodriguez, authors of Universally Designed Leadership: Applying UDL to Systems and Schools (CAST, 2016) @KatieNovakUDL
• Andratesha Fritzgerald author of Antiracism and Universal Design for Learning: Building Expressways to Success @FritzTesha
• Katie Novak and Kristan Rodriguez: UDL Progression Rubric http://castpublishing.org/novak-rodriguez-udl-progression-rubric/
• Melissa Toland: UDL Implementation Rubric https://theudlapproach.com/wp-content/uploads/UDL_Implementation_Rubric_-Melissa_Toland.pdf
• Universal Design for Learning (UDL) by John Spencer https://youtu.be/NL2xPwDrGqQ
• What is UDL? Katie Novak, Educational Consulting https://youtu.be/eYN-qrKIIYI
• When "Choice Gives Voice"- Universal Design for Learning, Taruna Goel https://tarunagoel.blogspot.com/2021/09/when-choice-gives-voice-universal.html
• Integrating Human Rights into Learning Design, Taruna Goel https://tarunagoel.blogspot.com/2021/03/integrating-human-rights-into-learning.html
• * Updated: Nov 12, 2021: Universal Design for Learning (UDL) for the Irish Further Education and Training Sector https://www.ahead.ie/udlforfet-guidance

The link to the slide deck from the session is provided below:

(Google Drive link)

UDL for Workplace Learning and Training - Taruna Goel