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Contents
Introduction..................................................................................................................2
Target audience...............................................................................................3
Topic of Instruction....................................................................................3
Requirements..............................................................................................3
Formats...........................................................................................................4
Information gathered..................................................................................5
Task analysis.....................................................................................................8
Procedural analysis......................................................................................................8-9
Assessment..................................................................................................................9
Introduction
Sunway Airlines is based in the Caribbean island of Trinidad & Tobago. The airline flies to
eighteen destinations and employs approximately one thousand five hundred (1500) persons. The
Training department is a division within Sunways Airlines which is responsible for training
employees; there are a total of ten (10) training officers and one training manager. These training
officers conduct mandatory training of the front-line and technical employees in various
The Civil Aviation Authority evaluates the training officers instructional skills and technical
The trainers are also evaluated by the staff of Sunways Airlines at the conclusion of every
Recently, the training officers have complained to the training manager of a high staff
dissatisfaction feedback rate with the training provided. Staff members instead of being active
participants, are passive participants in class. Theyre not asking questions during training, and
some have said the training material presented was not applicable to their job function.
This feedback by students indicates a weakness in the training material presented by the training
officers.
Mini-Project Face to Face Instructional Design Unit 3
Purpose To conduct a needs assessment on the Sunways Airlines Trainer and identify any
weaknesses in their knowledge, skills and attitudes that are necessary to provide training
programme effectiveness.
Target audience The audience will comprise of eleven (11) persons. Eight (8) males and three
(3) females.
Sunways Airlines
Training officers
Topic of Instruction
Formats
A face to face two day workshop. The training methods that will be used in the 2 day
Lectures
Demonstrations
Group discussion
Case studies and Brainstorming
Role plays
Exercises
Games
Incorporating the use of the training methods above will encourage the trainer to learn active
learning which will then be used on the staff. Felder & Brent (2009) define active learning as
"anything course-related that all students in a class session are called upon to do other than
Interviews
Review of the training departmental records and documents
Direct observations
Questionnaire (please refer to Appendix A)
Information
Interviews with the Manager of the training department and training officers. This
gives an overview of the existing state of the training department and training offered
Review of the departments training records for a 6 month period : completed
evaluation reports and staff exam scores
Observe the trainers in class over a 1 week period
Questionnaires sent to the staff members who have attended training and their
respective managers.
The needs assessment or analysis phase is important to understanding the aims and objectives or
any training program (Noe, 2010). The information provided will be evaluated for any
indication if the training officers need training, or if its a case of recommending an intervention.
Mini-Project Face to Face Instructional Design Unit 6
Using Rossettss (1987) Training Needs Assessment Model, the information sought for this
Optimals
All Trainers are able to create and develop a project plan for a task analysis
All Trainers are proficient in gathering data for task analysis Identify and describe the requirement
Actuals
Trainers do not know the various methods for collecting task analysis data
Feelings
Trainers believe the courses should be reviewed to ensure the learning outcomes match the
course objectives.
Causes
A cause of the performance problems can be lack of knowledge or skills. The Trainers do not
have the knowledge needed to create a task analysis. The PowerPoint slides have not been
changed in the last couple of years. The trainers are therefore unable to analyze and articulate the
Solutions:
The solution would be mandatory training sessions for all Trainers and the Manager of the
After undertaking the contextual analysis (see appendix b) it indicated the participants age,
motivation would impact the learning process and this aided in influencing the teaching strategy.
Terminal Learning Objective: At the conclusion of this workshop, the Trainers and their Manager
will be able to describe what a needs analysis is, conduct a task analysis, and define the essential
Enabling Learning Objective 1: After attending the workshop, the learner will be able to identify
and describe the requirements needed for a needs analysis and list requirements for a template.
Enabling Learning Objective 2: After attending the workshop the learner will be able to identify
Enabling Learning Objective 3: After attending the workshop the learner will be able to describe
the purpose of the task analysis, including task selection, criteria, and procedures for conducting task
selection
Mini-Project Face to Face Instructional Design Unit 8
Enabling Learning Objective 4: After attending the workshop the learner will be able to
demonstrate the ability to complete a task analysis by creating a mock task analysis document
Task analysis
The tasks to be performed were identified using the task selection worksheet (see
PROCEDURAL ANALYSIS
Organization
1. Analyze the department which initiated the request
2. Select methodology for obtaining information
3. Determine if problem/issue can be appropriately addressed by training
4. Define goals and objectives that should be addressed by training
5. Identify the profile of the target audience (e.g., education levels, learning styles,
motivation, past experience with subject matter)
Assess Performance
1. Assess performance results
2. Suggest recommendations
Assessment
The participants age, learning styles and experience in the airline industry were considered
when creating these assessments. The aim was to engage the participants in each lesson. At the
end of workshop participants knowledge will be assessed by them creating and doing a
presentation of a task analysis document. Assessment items can be seen in table 1 below,
Assessment Items
Multiple Choice questions Formative
Short Answer questions Formative
Presentation Summative
The instructional strategies which will be utilized in this workshop are direct instruction, hands-
on-learning, demonstration and problem based learning. The strategies were selected based on
the work experience level of the students and taking into consideration they were all adult
learners. The course outline and lesson plan will have a mixture of these strategies. Please see
appendix G.
Mini-Project Face to Face Instructional Design Unit 10
Reflective Writing
The audience I selected were experienced training officers in an airline who all had over an
average of 5-20 years experience in the Airline industry. Two key attributes were they were
adult learners and were not exposed to task analysis and how to create one. My misconception in
regard to this assignment was misjudging its level of difficulty in regard to creating sound
objectives and using those objectives to create lesson plans. The instructional strategies were all
selected based on the principles of adult learners. Previously I used the use of instructional
material and supporting items to expand on, but based on the mock situation, a task analysis was
the best solution to figure out what issues the training department and students faced. This
change made me revisit the assignment and start from scratch. What I would have done
differently, nothing, while the signment was at time tedious, I learnt a lot.
The peer group gave prompt feedback, and there are 5 teachers in my group. However, because
we were all in the same boat in regard to lack of experience, some of the suggestions given
when compared to suggestions by Mr Hill, were incorrect. I would suggest a stronger teacher
presence in the group forum to lend additional guidance to students. The peer feedback should be
eliminated as in my opinion, its unfair to ask a student who is trying to complete an assignment
to review an assignment that will ultimately be reviewed by the teacher. As the peer feedback
does not have a grading I was at a lost for its true purpose.
Mini-Project Face to Face Instructional Design Unit 11
References
Felder, R.M. & Brent, R. (2009). Active learning: An introduction. ASQ Higher Education Brief, 2(4).
Noe, R. A. (2010). Employee training and development (5th ed.). New York, NY: McGraw Hill.
Rosner, R. (1999, May). Training is the answer but what was the question? Workforce, 78,
42-50.
Stolovitch, H. D., & Keeps, E. J. (2011). Telling ain't training (2nd ed.). Alexandria, VA: ASTD Press.
Mini-Project Face to Face Instructional Design Unit 12
Appendix A
Please select the rating for the each section based on the following criteria:
5=excellent 4=good 3=average 2=fair 1=poor
11. What can be improved with regard to the structure, format, and/or materials?
Appendix B
Criteria for Task Criticality Universality Frequency Standardization Difficulty Total Notes Priority
Selection
Worksheet
TASKS #1 #2 #3 #4 #5 #6 #7 #8
Conduct a task
analysis, and 40 7 10 9 30 96 5
define the
essential tasks
that must be
incorporated into
a training
program
Assess and
determine the 25 5 4 4 20 58 2
airlines training
needs of
individual
employees
Contribute to the
development and
implementation
of Airline 40 6 10 8 30 94 5
training
programmes and
materials and
conduct training
on same
Mini-Project Face to Face Instructional Design Unit 15
Criteria for Task Criticality Universality Frequency Standardization Difficulty Total Notes Priority
Selection
Worksheet
To monitor,
evaluate and 30 5 8 6 20 69 3
review the
effectiveness of
training
conducted
Contribute to the
development and 25 5 2 4 10 46 3
implementation
of an Airline
training calendar
to meet the
Airlines learning
and development
needs.
Strong written
and verbal
communication 40 6 10 8 30 94 5
skills, including
the ability to
develop training
materials
Ability to
contribute to the 35 5 8 8 25 81 4
development of
training
programs
Mini-Project Face to Face Instructional Design Unit 16
Criteria for Task Criticality Universality Frequency Standardization Difficulty Total Notes Priority
Selection
Worksheet
(Dangerous
Goods, Policies &
Procedures,
Weight & Balance
etc) and
strategies,
undertaking
training needs
analysis and
delivering
training to
individuals and
small groups
Exercises a sound
operational
knowledge of the
Airline industry,
processes and
policies, as well
as, IATA/ICAO
certifications to
training and 40 6 10 8 30 94 5
manual creation
Importance Scale
How important is this task to the job?
0 = Not Performed
1 = Not Important
2 = Somewhat Important
3 = Important
4 = Very Important
5 = Extremely Important
Mini-Project Face to Face Instructional Design Unit 17
Appendix C
-2 Greatly impedes
-1 Slightly impedes
+1 Slightly facilitates
+2 Greatly facilitates
Orienting Context
Learner Factors
Educational level_______________________________________ -2 -1 +1 +2
Motivation to learn______________________________________ -2 -1 +1 +2
____________________________________________________ -2 -1 +1 +2
____________________________________________________ -2 -1 +1 +2
____________________________________________________ -2 -1 +1 +2
Mini-Project Face to Face Instructional Design Unit 18
Organizational Factors
Time time allocated and staff getting the time off to attend _____ -2 -1 +1 +2
Programme Commitment________________________________ -2 -1 +1 +2
____________________________________________________ -2 -1 +1 +2
Instructional Context
Learner Factors
____________________________________________________ -2 -1 +1 +2
____________________________________________________ -2 -1 +1 +2
Organizational Factors
____________________________________________________ -2 -1 +1 +2
____________________________________________________ -2 -1 +1 +2
Mini-Project Face to Face Instructional Design Unit 19
Transfer Context
Learner Factors
______________________________________________ -2 -1 +1 +2
Organizational Factors
_______________________________________________ -2 -1 +1 +2
_______________________________________________ -2 -1 +1 +2
________________________________________________ -2 -1 +1 +2
Mini-Project Face to Face Instructional Design Unit 20
Appendix D
Start
Format Objectives
Select task
to analyze
Topic of
instruction Procedural
analysis
Select
audience
Select Needs
Prerequisite
methodology Assessment
analysis
Compile
results
Student
Assessments
YES
Instructional
Training
Strategies
Required
Lessons
no
END Results
/feedback
from training
Mini-Project Face to Face Instructional Design Unit 21
Appendix E
Select
audience
Selcect
Select task to audiience
timeframe to
analyze characteristics
complete
Select Determine if
Learner
Topic of methodology training is
charateristics
instruction required
Appendix F
Assessments
1. A new trainer has been assigned to you for training, youve been tasked to create an
instructional manual, objectives for this manual are the first things students see when they
Question
Describe the meaning of learning objectives and its importance in the classroom to the
Scenario
2. Youve been told by your manager youll be training a class of 20 adults in customer
service in 2 weeks time. She has requested you send her an email on your planning
procedure for this class. (3 marks)
Question
In your email to her, summarize what a training cycle is and explain why a needs
assessment is important to this process.
Question
Explain why a questionnaire may produce more reliable information than a traditional interview.
(2 points)
Appendix F contd
Multiple choice
1. Needs analysis and task analysis are conducted primarily to address an organizations (3 marks)
a) Task of employees
b) Learning objectives
c) Job descriptions
d) Management style
Appendix F contd
The final day of the train the trainer class will consists of all the participants giving a 30 minute
Score
Students then view the youtube video below What is a task analysis and the lecturer uses the white
board to give examples. The lecturer also ask students to work in groups to come up with what they think
are the steps a task analysis for a case study.
https://www.youtube.com/watch?v=AG4c4vW-i_k
Day 2
Mini-Project Face to Face Instructional Design Unit 27
Task Analysis work sheet please insert and arrange the steps of the task in order of
importance
Individual presentations students are given the rubric and advised they have 1 hour to work
on their individual presentations. After class resumes from lunch, the individual presentations
commence.