Running head: IDD ANALYSIS WORKSHEET 1

IDD Analysis Worksheet

Filling out this worksheet should help you to organize your initial insights and analysis about
your individual instructional design (ID) topic.
As you fill in information in response to the prompts in this worksheet, you will be learning how
to do the analysis toward creating your final IDD.
Please keep the headings and instructions intact as you’re writing.
Note: For each section of this worksheet, be sure to refer to the 00 Support for Individual
Assignments document and the samples from former students to assist you.
Note: Except for the first table, and for any notes about information that does not apply to your
specific project, I’m expecting to see sentences and paragraphs.
Note: Be sure to turn in your worksheet in MS Word. This makes it much easier to provide
feedback on your assignment.

Brief Introductory Info

Provide information in this table to give the briefest idea about your topic.
Your Name Heather Rougeot

Your IDD Topic OASIS Maintain Applications and Admissions Coding

Organization (Where the learning
solution will be implemented)
Learners (Target Audience—it’s
possible that you’ll have both a
primary audience and a secondary
audience)
California State University Monterey Bay Office of
Admissions department
The target audience of this training is new and current
Office of Admissions staff members, specifically
Admissions Evaluators, Counselors, Specialists, and
Coordinators

Needs Assessment
Data Collection. Briefly describe how you collected data about your situation. Possible sources
and methods include: interviews, observation, surveys, reviewing work products or reports. You
may include questions and raw data in an appendix.
Note: I’ve set up the paragraphs after the worksheet prompts to be in normal APA Style (1/2-
inch indent for the first line and double-spaced lines). This will make it easier for you to cut and
paste paragraphs into your final IDD document, which will be in APA Style. This also makes it
easier for your professor to read your document, so please do not alter the paragraph settings.
(Be kind to your professor.)
IDD ANALYSIS WORKSHEET 2

First Source
The primary source of information comes from my observations as an Admissions

Coordinator in the Office of Admissions and California State University Monterey Bay

(CSUMB). I have first-hand experience with knowledge gaps created by the unstructured, on the

job training model and incomplete documentation for using the PeopleSoft CMS OASIS

platform, specifically the Maintain Applications section, and meeting the coding requirements. I

have also dealt with incorrect admissions coding that due to lack of knowledge which resulted in

reporting errors during the census reporting cycles and were labor-intensive to review and

correct.

Second Source
I conducted several informal interviews with several Admissions Coordinators,

Specialists, and Evaluators in the Office of Admissions about their experiences with using the

Maintain Applications section of the OASIS software and understanding which codes should be

applied to the range of applicants we support. The consistent feedback from these staff members

focused on software knowledge gaps and coding errors that require correction during census

reporting. Additionally, they have expressed the need for easier access to appropriate support or

documentation resources for coding applicants or finding application information when

unfamiliar situations arise. None of the people I spoke with complained about providing training

to others, but they were sensitive to the demands placed on others when they needed to seek

training or guidance from their co-workers.

Third Source (if Needed)

I met with the Director of Admissions and the Assistant Director of Admissions for their

perspectives, and they shared their concerns with census coding errors and the gap between
IDD ANALYSIS WORKSHEET 3

current training approaches in relation to the job demands for new and experienced staff

members. They expressed a desire to improve coding performance within the department and

acknowledged that a more structured training program would support their departmental goal of

taking a proactive approach to process improvement.

Problem or Opportunity. Based on the data you collected, describe the issue you want to
improve, whether solving a problem or taking advantage of an opportunity.

Here’s Where We’d Like to Be

The goal for the Office of Admissions staff is to know where to find detailed applicant

information in OASIS Maintain Applications for review and evaluation. They should be able to

identify which Maintain Application fields and panels are required for admitting applicants based

on their applicant type, program, academic level, and admissibility status. Staff should be able to

apply all applicable admissions codes according to the university and Chancellor’s Office

standards without generating excessive census reporting errors. Staff would not be pulled from

their regular job tasks to train their peers.

Here’s Where We Are Instead

There is a wide range of fields and codes that must be correctly entered based on the

program and the applicant’s status. Coding errors result in missed or incorrect communication to

applicants, labor intensive reviews, manual error corrections for census reporting to the

Chancellor’s Office, and potentially inaccurate admissions decisions that impact an applicant’s

ability to participate in the program and term of their choice.

It takes a considerable amount time to become proficient in these areas, and few people

know how all areas of Maintain Applications function, or which codes to use in Maintain

Applications for admitting all of the types of applicants we support. The majority of the staff

have a good working knowledge of the information and fields they work with most for the
IDD ANALYSIS WORKSHEET 4

applicant populations they support. Challenges arise when new staff members require training or

when individual applicants require information or coding outside of the normal, standard

processes. The volume of applicants to review and time constraints of the admissions cycles limit

the ability for staff to devote time to exhaustive training. When staff lack information and are

unable to fully investigate the nuances of special situations, they rely on their professional

judgment and experience to process the coding to the best of their understanding.

This Is the Gap We’d Like to Fill (The Difference Between What Should Be and What Is)
In order to improve efficiency, decrease the amount of time to reach proficiency, and

reduce errors during the admissions processes, the information about OASIS Maintain

Applications and coding should be gathered in a well-organized, user-friendly format. This

information would be found in a structured, online training course that includes short videos,

software simulation, and supporting documentation designed to meet users’ needs, such as

coding charts workflows, and job aids. These components should be available in a manner that

allows a new user to gain knowledge and proficiency, and current users can access resources

when they need it. The result would be for applicants to possess the knowledge and resources

needed to perform their admissions processing tasks quickly and correctly without generating

significant errors.

Cause(s) of the Gap. Explain what’s causing the gap. You may not have all three of the major
causes shown below. If not, indicate which ones don’t apply to your project. For those that apply,
write a few sentences to describe the cause.
Note: A lack of training is not a cause for a performance gap. A lack of knowledge, skills, or
attitudes (which are all about deciding to make good choices) is a cause that can be solved by
training (or some other learning solution).

Lack of Knowledge, Skills, and/or Attitudes

Inefficient and incomplete training strategies have led to knowledge gaps about

information contained in Maintain Applications and which code fields should be updated during
IDD ANALYSIS WORKSHEET 5

the admissions process. Office of Admissions staff are proficient with the basic coding

requirements but may not be familiar with requirements for applicant types outside of their area

of responsibility or with special circumstances. The Office of Admissions department culture

tends to function reactively to situations as they arise, rather than proactively seeking to find

effective solutions, so knowledge gaps are passed on from existing staff to new staff during

unstructured, on the job training.

Lack of Motivation
Most of the Office of Admissions staff have a desire to do their work in an accurate and

timely manner. However, a lack of motivation exists to a certain degree for individual staff

members to proactively seek additional training as a result of heavy workloads and limited

support resources.

Issue(s) in the Organization or Environment

The Office of Admissions handles over 16,000 applications, processes over 45,000

transcripts, and admits over 6,000 applicants each year. The Office of Admissions has only 10-

12 full-time staff dedicated to the processing of these applications and documents, a fairly small

number relative to the volume of work and the detailed, manual processes required to achieve the

department's core responsibilities.

Major new software system upgrades and rollouts have diverted attention and resources

away from making process improvements to support our core departmental functions and

increasing efficiency. Prioritization is given first to high profile and time-sensitive projects, so

smaller projects such as developing structured training programs or creating updated, user-

focused job aids do not have adequate support and resources to move forward.
IDD ANALYSIS WORKSHEET 6

Initial Solution(s). Briefly describe your initial ideas for removing the gap. We’re studying how
to do instructional design in IST522, so we’re hoping that there’s a gap in knowledge and/or
skills that you will want to close with a learning-oriented solution. Many times, there are other
gaps that you should consider (or point out to someone in your organization), even if you will not
try to conquer them with your IDD project.

Learning Solution
The learning solution is to create an online training course to walk users through the

OASIS Maintain Applications software, explaining the information it contains, the fields to be

updated at admission, and the proper codes to use for all applicants supported by the Office of

Admissions. Asynchronous training will allow new staff to become knowledgeable about the

software with content that is thorough and consistent, without relying on in-person, peer-to-peer

training. It will also allow current staff to brush up on areas where they are unfamiliar or need a

refresher. Supporting resources such as workflows, charts and job aids can be included for quick

references so that staff can accurately and efficiently process applicants without having to

memorize the information for all possible applicant situations.

The instruction will include three main sections: 1) Maintain Applications general

information, 2) admissions coding requirements, and 3) references and resources. The first

section will begin with an overview of OASIS Maintain Applications and then continue on to

small, individual modules for each Maintain Applications tab. Each module would highlight the

applicant information contained in the tab, as well as an explanation of the editable fields in that

tab.

The second section will contain an overview of the purpose and importance of

admissions coding and census reporting. The subsequent modules will cover the coding

requirements for each of the main applicant types (first-time freshmen, upper division transfer,

graduate, and second post-baccalaureate applicants). Additional modules will address

IDD ANALYSIS WORKSHEET 7

information specific to special populations such as international applicants, athletes, programs

with teaching credentials, self-support programs, and so forth. An interactive component at the

end of the section will incorporate user interaction and assessment of the learner’s understanding

of the coding processes.

When the learner has completed the training modules, they will have the opportunity to

practice their skills in a software simulation that will mimic the live OASIS Maintain

Application environments. Applicants will be provided with an applicant scenario, and they will

need to enter the correct codes to admit that specific type of applicant. When they submit their

answers, they will receive feedback regarding their responses and which areas they may have

omitted or incorrectly coded each field.

The final section will contain helpful resources for staff to refer back to as needed after

completing the courses. Examples of possible documentation included in this section would be

step by step job aids, charts containing coding requirements for each applicant situation,

workflows for processing that is coordinated by multiple staff, etc.

Other Possible Solutions

Another possible solution would be to use a structured, on the job training approach. This

strategy would continue to use peer-to-peer training but with a defined structure to guide the

trainer through the material to be covered. It would still allow subject matter experts to share

their feedback and best practices. Trainees would have the benefit of asking questions as they go

and developing a connection with their peers so that they can feel comfortable approaching them

at a later date for help and support.

The drawback to this approach is that it pulls staff from their tasks to train and support

their peers. There is no single subject matter expert for the various types of applicant and
IDD ANALYSIS WORKSHEET 8

admissions coding, so learners would need to work with multiple people to receive the full

training. If an expert in a certain area is unavailable or leaves the department, their institutional

knowledge is lost and may be difficult to rebuild without them.

Goals for Your Project. Organizational goals often include things like saving money,
increasing customer satisfaction, improving quality, increasing the percentage of students
reading at grade level, decreasing the dropout rate, or providing personnel who have reached a
certain level of fluency in key languages. Learner goals are less formal and precise than learning
objectives. Often, they are not particularly measurable. For a learner goal, we’re looking for a
broad statement about what the learners will learn. See Piskurich, pages 130 to 131, for
definitions and examples.

Main Organizational Goal(s)

There are several organizational goals for this project. The first is to decrease the amount

of time required for new staff to achieve proficiency in using the OASIS Maintain Applications

software and coding applicants for admission. The second is to minimize time spent by current

Office of Admissions staff providing on the job training to their peers. The third goal is to reduce

the number of coding errors requiring corrections for census reporting. And the final goal is to

improve efficiency by providing timely access to training and supporting documentation.

Main Learner Goal(s)

The main learner goals would be to be more accurate in completing admissions coding,

and reduce the amount of time spent correcting errors or searching for information.

Learner Analysis
Data Collection. Write a sentence or two to describe how you collected data about your learners.
Possible methods include: observation, interviews, focus groups, surveys, and reviewing work
products or reports. (You might, at this point, have only one source, or you might have more than
IDD ANALYSIS WORKSHEET 9

three. The headings are there to provide structure for your answer.) You may include questions
and raw data in an appendix.

First Source
In my experience as an Admissions Coordinator, I needed to work with a variety of other

Admissions staff members to learn what tools were available to me through Maintain

Applications, to know what codes to use and when to use them, as well as how to make

corrections to errors. I have also acted as a subject matter expert for my co-workers when they

were new or needed support with applicants within my area of expertise. I learned the

shortcomings of the current situation, both as a learner and as a trainer.

Second Source
In searching for short and long-term solutions to the knowledge gaps associated with

reviewing and admitting applicants, I have worked with my peers to understand their

perspectives on the subject. I learned the various ways they interacted with applicant information

in Maintain Applications and how they made updates to the admissions codes throughout the

admission cycle. I also received feedback about what worked for them and where they wanted

additional support and training.

Third Source (if Needed)

Learner Profile. Describe your typical learners (they will often possess a range of knowledge,
skills, and other characteristics). Include additional information if you have a secondary audience
for your learning solution. Most important will be information about relevant experience, prior
knowledge (what they already know about your topic), tool skills, aptitudes, attitudes, and
motivation for learning what you want to teach them.
Note: Please do use learning styles as a factor in your learner analysis. (These will not help you
to make design decisions.) Also, be extremely cautious about making assumptions about
generational differences. Some young people have no clue about technology. Some older folks
invented the technology that we use today.
IDD ANALYSIS WORKSHEET 10

What Work or Study They Are Doing Now

Learners that are experienced in their positions are sometimes faced with special

applicant situations or are asked to process admissions for applicants outside of their primary

population. Reporting requirements may change and require admissions staff to review new or

additional information in Maintain Applications. Often, coding issues are not discovered until

errors arise during census reporting. In these situations, staff turn to their peers for guidance and

feedback on how to find the information and properly code applicants with unfamiliar

requirements.

New Office of Admissions staff receive basic, on the job training from their peers, but it

does not cover all potential situations that may occur. They are required to be self-motivated to

track down the appropriate subject matter expert to coach them through finding important

applicant information and coding them correctly for admission.

Prior Knowledge About This Topic

Current Office of Admissions staff know how to use the main components of Maintain

Applications and have knowledge and experience coding admissions for their designated

applicant populations. They have had experience correcting errors for census reporting.

New Office of Admissions staff may not have any experience with admissions coding or

with the OASIS platform. It is unlikely that they would have experience making error

corrections.

Tool Skills
Current Office of Admissions staff have experience using the OASIS platform and have

varying degrees of familiarity with the Maintain Applications section. They are proficient with
IDD ANALYSIS WORKSHEET 11

the basic coding requirements but may not be familiar with applicant types outside of their area

of responsibility or with special circumstances.

Expected Ease or Difficulties in Learning

The course should be relatively easy for current Office of Admissions staff because they

have familiarity with the basics of the systems and processes being covered. New staff may need

information to scaffold as they become acclimated to new software, terms, and requirements.

Motivation for Learning About This Topic

Learners would be motivated to learn about admissions coding and information in

Maintain Applications because it will potentially reduce the amount of time spent looking for

information and reduce the number of error corrections they will need to make after admission.

An asynchronous, online training will also reduce the amount of time they would be expected to

spend training their peers.

Other General Characteristics That May Impact Their Instructional Experience

Prerequisites or Entry Requirements. If applicable, note any requirements that your learners
must meet before they are eligible to take the learning solution that you will offer. (If not
relevant, say so.)

Prerequisites (Courses)
None

Entry Requirements (Everything Else)

Learners should have access to a computer with internet connectivity, have a csumb.edu

user account, and access to the iLearn learning management system. Account access should be

set up to the OASIS platform and the Maintain Applications section of the software prior to

starting the training.

IDD ANALYSIS WORKSHEET 12

Context (Workplace/Environmental/Setting) Analysis

Data Collection. Write a sentence or two to describe how you collected information about the
context of your situation. Possible methods include: observation, interviews, surveys,
organization records. You may include questions and raw data in an appendix.

First Source
I work in the environment where the training will be used, and the context for the

situation is primarily based on my personal experiences and observations.

Second Source
I conducted informal interviews with representatives from the main job types in the

targeted audience to solicit their feedback about the processes,

Third Source (if needed)

Numbers & Locations. How many people are in your target audience, and where are they?

Number of People in Your Target Audience

The estimated number of Office of Admissions Staff that could benefit from the training

is approximately fifteen people.

Location(s) of People in Your Target Audience

All members of the target audience are located on-site in the Office of Admissions in

Seaside, California.

Work Setting Logistics, Resources, Constraints. This might include instructors, classrooms,
and availability of tools, equipment or technology.

Classroom Instruction Considerations (If Applicable)

As an asynchronous course, classroom instruction is not required.
IDD ANALYSIS WORKSHEET 13

Online Instruction Considerations (If Applicable)

Users will need to have access to a computer and have permissions to access the

csumb.edu network. Account access should be set up to the OASIS platform and the Maintain

Applications section of the software.

Content (Task) Analysis

Data Collection. Write a sentence or two to describe how you collected information about the
content for your learning solution. Possible methods include: interviews with subject-matter
experts (SMEs), documentation, observation of master performers (or others), existing courses,
and articles, video tutorials, etc. You may include questions or other details in an appendix.

First Source
I have started reviewing archived documents on the Office of Admissions shared drive

that relate to Maintain Applications and admissions coding. The majority of the documents I

have located are several years old and need to be vetted against the current versions of the

software and coding practices.

Second Source
I have personal notes and documentation that were created at various points in my

training. The content for my areas of expertise will be based on the combined personal

experience as an Admissions Coordinator and these personal notations of the admissions coding

practices and the Maintain Applications software.

Third Source (if needed)

The Admissions Analyst indicated in our discussions about my proposed training that

there is a manual created by the Chancellor’s Office that documents many of the codes used by

the Office of Admissions. This manual is a reference guide, rather than a training guide but it

may contain information that is otherwise undocumented.

IDD ANALYSIS WORKSHEET 14

Content to Include. Describe the main tasks, content, or procedures that you intend to include in
your module. Your earlier analyses should help you to decide the level and depth of these tasks.
Include citations for your content descriptions if you consulted written sources. Include general
statements about how well your learners should be able to master the content.

Main Tasks to Master (Overview of the Content)

Learners will be able to navigate OASIS Maintain Applications to find the information

necessary for reviewing applicants and the fields required for admissions coding. They will

understand the relationship between application status coding and census reporting. Learners will

be able to accurately enter all required coding for admitting applicants based on their individual

situations.

Essential Declarative Knowledge (Things People Should Be Able to Talk or Write About)
Learners will be able to locate the correct section of OASIS Maintain Applications to find

self-reported applicant information. They will be able to identify the basic admissions codes

required for all admitted applicants, as well as the additional admissions codes required for

specific majors, and locate those code fields in OASIS Maintain Applications.

Essential Procedural Knowledge (Things People Should Be Able to Do)

Learners will be able to assign basic admission codes for applicants based on their

evaluated admission status. They will be able to navigate the Maintain Applications section of

OASIS, its tabs, and their purposes.