Taking time to conduct a needs analysis in creating an online course.
Barger, Bonita
ABSTRACT
How do you design an online International Management course that
simulates the issues global managers face in managing and motivating
virtual teams? How do you incorporate stakeholder feedback (i.e.
students, faculty, university administrators, etc.) to ensure that you
produce a quality product? This paper presents the theoretical
underpinning and practical issues of "taking time" to conduct
a needs analysis to design an online technology mediated learning (TML)
environment for an undergraduate International Management course.
Various models are reviewed, and an overall model design for creating an
online course is presented with a brief sample of a needs analysis; also
discussed are the choices made during the process.
INTRODUCTION
Business faculty today face increased momentum to teach online
using technology mediated learning (TML) programs such as WebCT,
Blackboard, Elluminate, and Virtual Classroom. While recent
publications--such as Digital Technology in Teaching International
Business: Is a Tradeoff Between Richness and Reach Required? Wymbs, C.
& Kijne, H., (2003)--attest to some of the issues that exist,
empirical evidences are mixed as to the positives (Parker & Gemino,
2001) and negatives (Arbaugh, 2000) of these programs to outperform traditional teaching. Nevertheless, more than their counterparts in
other colleges, Business School faculty are encouraged to create
e-commerce courses and teach online using TML programs.
Approaching the task of creating an online International Management
course draws into question not the content which is readily available
online through various textbook authors websites, but rather a whole
series of questions. How does one simulate the issues of constant
assessment and appraisal that occurs in working across borders without
face to face contact? How can students, many of whom have not traveled
outside of the United States, understand the issues created in managing
virtual relationships? How can one create curiosity? This paper presents
a model I used, focusing on the application of a needs analysis to
gather key stakeholder input in the design of an International
Management online course. In addition, I describe the choices I made in
my role as needs analyst? (See Table B)
THE MODEL AND MODELS CONSIDERED
Upon review of course design literature on International Management
courses, it was obvious that there was a knowledge void. Thus, a model
was constructed that integrated three models and formed the foundation
of the course design. Nadler (1989) stated that "developing a model
is not a unique experience reserved for the privileged few. All of us
are constantly "designing models" as we try to make sense of
the everyday world around us. Without those models, it is doubtful if we
could solve the problems that are a constant part of daily life"
(p. 4). The model presented here was adapted from L. Nadler (1989),
Chalofsky and Reinhart (1988), and Brinkerhoff (1991), and laid the
foundation for a process to design the online course.
[FIGURE 1 OMITTED]
THE NEED FOR NEEDS ANALYSIS
The design model highlights the macro and micro levels of planning,
managing, and evaluating for effectiveness. The first step requires an
organizational needs analysis. With the demand to create an online
course by the next semester, and the literature stating that it can take
up to 1,000 hours to create online courses with accompanying CD's,
the last action faculty consider is conducting an organizational needs
assessment. There just is not time to ask questions such as, "Does
the administration want or need an online International Management
course?" or "What are the students needs as they relate to
working virtually with complex subject matter?" The tendency, then,
is to respond with, "I don't have time for a needs analysis.
Just take the WEBCT/Blackboard training and create the course." Or
the response is something like: "Why should I do a needs analysis?
A needs analysis, while it works in theory, takes too much time in
actual practice. A needs analysis is for training programs. Will it add
value in designing an online course?" In reality, the resistance is
strong to "cut to the chase and produce the product without prior
analysis." Slowing down the process becomes an obstacle versus
value added.
Ensuring that the right programs, services, and outcomes are
offered at the right time for the best value is a key role of any
business professional. The creation of cost-effective, value-adding
services and programs involves planning to meet the business needs.
Needs analysis serves as the cornerstone of effective planning and is
one of the foremost activities to accomplish this (Tracey, 1992).
Evaluating needs and goal setting establish evaluation criteria
(Brinkerhoff, 1991). A needs analysis begins to lay the groundwork for
student and administration commitment, sponsorship, and ownership of
course or program.
Although needs analysis is perceived as an important activity in
planning, ownership, and the criteria for goal setting and evaluation,
less than half of Human Resource Development (HRD) programs are preceded
by an analysis (Meigs-Burkhart, 1986, in Brinkerhoff, 1991). Brinkerhoff
(1991) contended that the HRD practitioner does not conduct regular
systematic needs analysis because of time and resource limitations, and
he called for "at least some evaluation prior to all HRD
efforts" (p. 54). This fact was evident, for there was a knowledge
void from a review of the literature in design creation of online
courses in International Management.
A study of HRD in Fortune 500 companies revealed that when a needs
analysis was used, informal discussions (63%) and observation (53%) were
the methods of choice (Ralphs & Stephan, 1986). The authors argued
that "with all the emphasis on more 'scientific' needs
analysis methods, one would have expected to see other methods rate
higher than the informal methods" (Ralphs & Stephan, 1986, p.
74). They addressed the informal and infrequent use of needs analysis
and conjectured:
It is our experience that the need for training in many
organizations is so strong-and in some cases so obvious--that often
there is no justification for a more formal needs analysis method.
In addition, even when a more formal needs analysis is used,
seasoned training professionals realize that the informal
discussion is often needed to gain the necessary commitment from
the clients to accomplish a project or program. (p. 74)
THE ROLE OF NEEDS ANALYST
The role of needs analyst is defined as the "identification of
ideal and actual performance and performance conditions and determinant causes of discrepancies" (Rothwell & Sredl, 1992, p. 130).
This description of the role of needs analyst is one of four needs
assessment methods presented by Tracey (1992). It is defined as a
discrepancy need, the difference between "an ideal, normative, or
expected level of performance and an actual level of performance"
(Tracey, 1992, p. 71). The definition was reported by Brinkerhoff from
the work of Daniel Stufflebeam of Western Michigan University at
Kalamazoo in 1977 (in Tracey, 1992).
ONLINE BUSINESS COURSE-A NEEDS ANALYSIS
Education expects prophets, educators that can prepare students for
the world in 20-30 years. Industry expects profits. It wants
organizations that can produce quality results that add to the bottom
line in the next quarter. In order to achieve these results, however, a
needs analysis is requisite. The literature shows that less than half of
the Human Resource Development programs are preceded by a needs
analysis; a knowledge void also existed for online creation of
International Management courses. Nevertheless, time, effort, and
resources were used to conduct an analysis of student needs before
creating an online course.
NEEDS ANALYSIS MEASUREMENT TOOL: A METHOD FOCUSING ON HUMAN
RESOURCE MANAGEMENT PRACTICES
Multiple methods exist that can be used to gather data for
analysis. The selection or creation of the right analysis tool that will
provide valid and reliable data is one of the basic challenges posed for
educators and business professionals working in the role of needs
analyst. The Human Resource Management Practice Orientations (HRMPO) was
chosen as the measurement tool. The orientation instrument was adapted
from Schuler (1987) and Cyr (1994). The HRMPO is a method of measuring
discrepancy between the desired and the current state of human resource
practices using a semantic differential scale (L. Nadler, 1989). The
survey is intended to supplement individual interviews and serve as a
visual vehicle for needs analysis. The data received is a static
snapshot in time, while the instrument is multidimensional. HRMPO serves
as a data collection method and also a needs analysis tool that can be
used by management for business planning in the future.
The following considerations were reviewed and discussed in the
selection and adaptation of HRMPO for an analysis of stakeholders (past,
current, and future students):
(a) Is it easy to use for the university administrators, current,
and future students?
(b) How much time and knowledge are required to accurately complete
it?
(c) Are the concepts and language familiar to the stakeholders?
(d) Are the data trackable over time?
(e) Does it allow for creating ownership of findings and
implementation action?
IMPLEMENTATION FORMAT, BRIEF SAMPLE OF THE SURVEY, CHOICES MADE
Students who had completed the on-ground International Management
course were asked to assist in designing an online version. The
instrument took about five minutes to deliver. A sample size of 80
students from three on-ground courses over three semesters was used. In
addition, students were asked to provide written feedback during the
final course evaluations on how to deliver the content, group process
dynamics, and interactions online. The written suggestions were
incorporated into the online component.
A brief sample of the survey and simulated findings can be found in
Table A below. The X's represent Current State of Affairs and
O's represent Desired State of Affairs. The amoebae-like structures
provided a visual summary. Table B highlights choices I made supported
by the literature.
SUMMARY
When creating an online course for the first--or even second--time,
pressures exist. There are pressures to create and produce, learn the
technology, review the literature, and meet with publishers to determine
what electronically exists to support the course. These pressures take
priority over asking students what they would like to see if they were
taking the course online. But taking the time to do so added value to
the overall design. In addition, the needs analysis instrument became a
discussion trigger on course improvement with students. They appreciated
the opportunity to have input and to have their thoughts heard.
REFERENCES
Arbaugh, J.B. (2000). Virtual classroom characteristics and student
satisfaction with Internet-based MBA courses. Journal of Management
Education, 24, 32-54.
Borg, W. R. & Gall, M. D. (1989). Educational Research (5th
ed.). New York: Longman.
Brinkerhoff, R. O. (1991). Achieving results from training: How to
evaluate human resource development to strengthen programs and increase
impact. San Francisco: Jossey-Bass.
Chalofsky, N. E. & Reinhart, C. (1988, August). Your new role
in organizational drama: Measuring effectiveness. Training and
Development Journal, 42(8),30-37.
Cyr, D. J. (1994). International joint ventures: The strategic
human resource management dimension (joint ventures). Unpublished
doctoral dissertation, University of British Columbia, Vancouver.
Nadler, L. (1989). Designing training programs: The critical events
model. Reading, MA: Addison-Wesley.
Parker, D. & Gemino, A. (2001). Inside online learning:
comparing conceptual and technique learning performance in place-based
and ALM formats. Journal of Computer Assisted Learning, 5, 64-74.
Ralphs, L.T. & Stephan, E. (1986, October). HRD in the Fortune
500. Training and Development Journal, 69-76.
Rothwell, W. & Sredl, H (1992). The ASTD reference guide to
professional human resource development roles and competencies, (2nd
ed.) Amherst, MA: HRD Press.
Schuler, R. S. (1987). Human resource management practice and
choices. In R. S. Schuler & S. A. Youngblood (Eds.), Readings in
personnel and human resource management (3rd ed.; p 211). St. Paul, MN:
West.
Schuler, R. S. (1992, Summer). Strategic human resource management:
Linking the people with strategic needs of the business. Organizational
Dynamics, 18-32.
Tracey, W. R. (1992). Designing training development systems. (3rd
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Wymbs, C. & Kijne, H., (2003) Digital Technology in Teaching
International Business: Is a Tradeoff Between Richness and Reach
Required? Journal of Teaching in International Business, 14(2/3).
Bonita Barger, Tennessee Technological University
Table A: Brief Survey Sample
PLANNING
How important is planning (creating a project management plan)
when applied to
strong moderate slight both
Onground Classes X
Online Classes
slight moderate strong
Onground Classes O
Online Classes
ASSESSMENT
How important is peer assessment when applied to Assessment
strong moderate slight both
Onground Classes X
Online Classes
slight moderate strong
Onground Classes O
Online Classes
How important is self assessment when applied to
strong moderate slight both
On ground Classes X O
Online Classes
slight moderate strong
On ground Classes
Online Classes
How important is instructor assessment when applied to
strong moderate slight both
On-ground classes X
Online Classes
slight moderate strong
On-ground classes O
Online Classes
COMMUNICATION
How important is instructor communication when applied to
strong moderate slight both
Onground Classes X O
Online Classes
slight moderate strong
Onground Classes
Online Classes
Note: X = Current State; O = Desired state. Adapted from
Schuler (1987) and Cyr (1994).
Table B: Choices, Principles/Theories, and Theorists/Mentors
for the Role of Needs Analyst
Choice made Principles/theory Theorist/mentor
Chose to do a needs Completed a needs L. Nadler,
analysis analysis based on 1989
information from
administrators
Chose to identify gaps Identified ideal and Rothwell & Sredl,
in ideal and actual actual performance, 1992
states performance conditions
and recommendations.
Chose to adapt an Adapted the instrument Cyr, 1994
existing instrument from work by Schuler
from prior research on and Cyr outlining HRM
joint ventures and and HRD indicators.
applied it to the
creation of an online Strove to include Schuler,
class strategic human 1992, p. 365
resource management as
"all those activities
affecting the behavior
of individuals in their
efforts to formulate
and implement the
strategic needs of the
company" such as
competencies and the
role of the HRM/HRD
functions.
Chose to use semantic Used a semantic L. Nadler,
differential scales in differential scale much 1989, p. 67
the adaptation and like a Likert scale. It
creation of the needs is "usually presented
analysis instrument with words that are
diametrically opposed,
with a line between
them".
Chose to give needs For surveys to be Borg & Gall,
analysis survey to valid, the sample must 1989
three on ground classes be large enough to
with a response rate of generalize to the
80 students. larger population. In
addition, the return
rate must be adequate.
Chose to follow Created consent forms Borg & Gall,
extensive ethical outlining the project, 1989
standards in confidentiality, and
implementation of the how the information was
needs analysis to be used.
implementation.