Challenges Faced by Certified Performance Technologists in Conducting Needs Assessment

Adams, Christopher D.; Baaki, John; Stefaniak, Jill E.

doi:10.1002/piq.21329

Cited by 5 publications

(7 citation statements)

References 28 publications

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“…While it is generally expected that stakeholders were aware of the importance of needs assessment, far fewer studies examined the implementation of needs assessment in technical and vocational higher education due to the lack of resources including budgets, time, expertise, and knowledge [6], [8]. The most frequently described challenge was time, budgets constraints and resources [4], [49]. Therefore, authentic data measured through reliable instruments are key predictors in ensuring accuracy in the presentation of the results.…”

Section: Input For Needs Assessmentsmentioning

confidence: 99%

“…Needs assessments, which are generally incorporated into duties of planning, are usually utilized in strategic planning and decision-making. Nowadays, due to the proliferation of cross discipline or interdiscipline, a variety of performance improvement needs using needs assessments are required [4]- [8].…”

Section: Introductionmentioning

confidence: 99%

“…Studies found that proper planning is focused on sustainability and long term profitability rather than just solving current problems [9], [10]. Needs assessments determined how Int J Eval & Res Educ ISSN: 2252-8822  success and goals were met as the focus of the problem solving is on achieving the goal in toto [4], [9], [11]- [13]. In other words, projects began with needs assessments that provided justifiable performance data and gaps between current and prospective functions of needs assessments.…”

Section: Introductionmentioning

confidence: 99%

“…Nonetheless, there is a dearth of studies that deals with the needs assessment in higher education projects that could be attributed to four factors, namely, the lack of resources, time, expertise, and knowledge [6]. Thus, the models of needs assessments function differently to varying needs, purposes, goals, and organization-dependent contexts [4], [13], [28], [29].…”

Section: Introductionmentioning

confidence: 99%

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Trends and patterns of needs assessments in technical and vocational education: A thematic review

Ibrahim

2022

IJERE

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<span>It is theoretically acknowledged that needs assessments generally present holistic views in new, quality improvement or extension of projects. Although previous studies demonstrated the significant contributions of approaches and methods, reviews of the literature on needs assessments describing formal and non-formal technical and vocational higher education were excluded. Therefore, a thematic review of patterns and trends concerning on the needs of needs assessments in technical and vocational higher education between 2016 and 2020 was reported. Guided by the systematic review process and thematic analysis by using ATLAS.ti of Scopus, ScienceDirect and EBSCOhost identified 21 related articles. Further review of these articles produced conceptual framework with two main themes: i) “What is?” and “what should be?” to the project; and ii) Needs of needs assessment including input of needs assessment (experts, resources, time, innovative approaches, knowledge and authentic data) and method of needs assessment as preliminary studies tools, needs identification tools, evaluation tools and decision-making tools. Conceptual framework that synthesizes and uses the findings in organizing and categorizing the needs of needs assessment. Significant contributions for practical, multidisciplinary approaches in technical vocational education were presented as implications for prospective research.</span>

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Section: Input For Needs Assessmentsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Trends and patterns of needs assessments in technical and vocational education: A thematic review

Ibrahim

2022

IJERE

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“…They are sometimes deemed inconvenient or unfeasible due to the constraints of time or the perceived drain on resources (Cervero & Wilson, 2006;Zemke, 1998). In fact, they are often avoided or relabeled with other names (Adams et al, 2021;Watkins et al, 2012) to diminish misconceptions of burden (Pinckney-Lewis, 2021b) This research seeks to explore these perceptions of the NA process but also to fill a gap in the literature (e.g., Altshuld & Witkin, 2000;Guerra-Lopez, 2018;Kaufman & Guerra-López, 2013;Stefaniak, 2020;Watkins, 2014;Wedman, 2014), which most often explores NA challenges from the practitioner point of view (Bates & Holton, 2002;Zemke, 1998). This research centers the actual lived experience of NA participants and addresses the dearth of literature focusing on their perceptions of burden.…”

Section: Introductionmentioning

confidence: 99%

Participants' Perceptions of Burden During the Needs Assessment Process

Pinckney-Lewis¹

2022

JAID

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Needs assessments are avoided due to perceptions of burden associated. While most research focuses on the facilitators, this research leverages the Perceived Burden in Needs Assessment Participant Scale (a= 0.86) to explore the participant perspective. Most participants reported low levels of burden (n = 244, M = 2.97, SD = 0.88), debunking the myth of severe levels of needs assessment burden. The results also yielded implications for NA practice, including that practitioners should: 1) make use of extant data, 2) ensure tasks and recommendations are reasonable, 3) minimize what participants must give up, 4) remain flexible, and 5) seek understanding.

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Crafting Digital Micro-Storytelling for Smarter Thai Youth: A Novel Approach to Boost Digital Intelligent Quotient

Sriwisathiyakun

2024

JITE:IIP

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Aim/Purpose: To conduct a needs assessment and subsequently create micro-storytelling media aimed at enhancing the Digital Intelligence Quotient (DQ) skills of young individuals. Background: In today's digital society, DQ has emerged as a vital skill that elevates individuals in all aspects of life, from daily living to education. To empower Thai youth, this study seeks to innovate DQ content by adapting it into a digital format known as micro-storytelling. This unique approach combines the art of storytelling with digital elements, creating engaging and effective micro-learning media Methodology: The methodology comprises three phases: 1) assessing the need for digital micro-storytelling development; 2) developing digital micro-storytelling; and 3) evaluating the DQ skills among young individuals. The sample group consisted of 55 higher education learners for needs assessment and 30 learners in the experiment group. Data analysis involves PNI modified, mean, and standard deviation. Contribution: This research contributes by addressing the urgent need for DQ skills in the digital era and by providing a practical solution in the form of digital micro-storytelling, tailored to the preferences and needs of Thai youth. It serves as a valuable resource for educators and policymakers seeking to empower young learners with essential digital competencies. Findings: The findings demonstrate three significant outcomes: 1) The learners wanted to organize their own learning experience with self-paced learning in a digital landscape, and they preferred digital media in the form of video. They were most interested in developing DQ to enhance their understanding of digital safety, digital security, and digital literacy; 2) according to a consensus of experts, digital micro-storytelling has the greatest degree of quality in terms of its development, content, and utilization, with an overall average of 4.86; and 3) the overall findings of the assessment of DQ skills indicate a favorable level of proficiency. Recommendations for Practitioners: Align materials with micro-learning principles, keeping content concise for effective knowledge retention. Empower students to personalize their digital learning and promote self-paced exploration based on their interests. Recommendation for Researchers: Researchers should continuously assess and update digital learning materials to align with the evolving digital landscape and the changing needs of students and investigate the long-term effects of DQ improvement, especially in terms of online safety and digital literacy in students' future lives and careers. Impact on Society: This study's impact on society is centered around fostering a DQ, promoting innovative educational approaches, and elevating Thai youth with essential digital skills. It contributes to a safer, more informed, and digitally literate generation prepared for the challenges of the digital era. Future Research: Undertake comparative studies to analyze the effectiveness of different digital learning formats and methodologies. Comparing micro-storytelling with other approaches can help identify the most efficient and engaging methods for enhancing DQ.

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Challenges Faced by Certified Performance Technologists in Conducting Needs Assessment

Cited by 5 publications

References 28 publications

Trends and patterns of needs assessments in technical and vocational education: A thematic review

Trends and patterns of needs assessments in technical and vocational education: A thematic review

Participants' Perceptions of Burden During the Needs Assessment Process

Crafting Digital Micro-Storytelling for Smarter Thai Youth: A Novel Approach to Boost Digital Intelligent Quotient

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