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Points Description Notes

10/10 Introduction Good

24/25 Needs Assessment: Good. You refine the goal and current state so that you
Data, problem, causes, are able to write the gap.
solutions, goals

20 /20 Learner Analysis: Very well done.

Data, profile, entry
requirements

15/15 Context Analysis: Good. Pay attention to where the employees will attend
data, numbers & the training. Physical location can influence training
locations, work setting design decisions.

20/20 Content Analysis:

clear differentiation
between declarative &
procedural knowledge
reasonable chunks of
topics, content, and/or
procedures, mastery
generally defined

8/10 APA, grammar, usage, Okay. There are some places where the sentences are
MS Word not clear or they are awkward to read. Keep working on
improving the clarity of the sentences.

97/100 You did a good job with this. Be careful to not focus too much on the training
design. All the analysis data should help you make design decisions.
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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 05 IDD Analysis Worksheet
Instructions and the samples from former students to assist you. These are all in Google Drive.
Note: Except for the first table, and perhaps a list you might make, please write 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 on the right side of this table to give the briefest idea about your topic.
Your Name May Matti
Your IDD Topic Instructional training module using “Explorance Blue” as a
questionnaire tool

Organization (Where the learning Language Proficiency Assessment Directorate at

solution will be implemented)
Learners (Target Audience—it’s
possible that you’ll have both a
primary audience and a secondary
audience)
Department of Defense (LPAD) division
Faculty in the Language Proficiency Assessment
Directorate at Department of Defense (LPAD) division
who need to develop surveys and offer expertise to other
departments in the organization, and those who are
working on research.
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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.)

An Introductory Note

The Language Proficiency Assessment Directorate (LPAD) at Defense Language

Institute for Foreign Language Center (DLIFLC) adopted Explorance Blue a new tool approved

by the US army. Employees use this tool to develop surveys that are used to collect data about

organizational needs and research projects.

The Explorance Blue platform is used to collect data and generate reports regarding

feedback from both students and employees to optimize the performance of DLIFLC

organizations and to evaluate and improve educational programs.

The new tool Explorance Blue, has many features that faculty are not aware of, or they

only use a limited portion of the features. This is due to the lack of knowledge and skills;

therefore, training is necessary to overcome this issue.

First Source

The first source for collecting information is from direct observations at work, where the

designer was able to identify that the faculty are struggling to construct surveys and generate

result reports using the Explorance Blue.

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Upon discussing the current issue with my supervisor, the need for more training was the

only solution we agreed on. Because of the different work schedules, instructional training

module will be a great solution to offer the learners a chance to increase their knowledge and

improve their skills and performance.

Second Source
During an unstructured interview with the faculty who are supposed to use Explorance

Blue to create surveys, they expressed their interest and motivation to improve their

performance. Their main concern was that they are not comfortable utilizing this new tool, also,

because the time constraint to attend in-person training sessions is preventing them from

acquiring the knowledge and skill needed to improve their performance.

Third Source (if Needed)

The designer developed a short survey questionnaire (utilize scale response) to collect

data from the target audience. This data is used to assess the need for developing this

instructional training module. See Appendix A.

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 chief goal for the organization is to utilize Explorance Blue as a primary tool to

collect feedback for training sessions held in the organization and administrate the Interim

Student Questionnaire (ISQ)/End of Program Student Questionnaire (ESQ) to evaluate and

improve educational programs.

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Here’s Where We Are Instead

Not all faculty at our organization are familiar with the new survey software “Explorance

Blue”, which affects achieving the organizational goal to implement this tool in building all the

surveys.

This Is the Gap We’d Like to Fill (The Difference Between What Should Be and What Is)
The lack of knowledge of the new software and how to use it to build surveys.

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

The deficiency of knowledge and skill will impact the performance. The lack of

knowledge and skill is attributed to the fact that:

 The tool is a new software adopted by the organization.

 The new software compiles several features with different functionalities. Training and

using these features by employees require continuous communication with a limited

number of subject matter experts (SMEs) who are not always available upon request in a

timely manner to complete the task.

 This new software is still in the process of trial and implementation at the same time to

produce a high-quality product.

The above-mentioned factors contributed to the deficiency of knowledge and skill of those

faculty newly introduced to the adopted tool.

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Lack of Motivation
There is no issue with motivation.

Issue(s) in the Organization or Environment

This new software is still in the process of trial and implementation; thus, it will impose a

sort of stressful environment to complete the tasks and meet the deadlines. Moreover, the time

constraints to meet the deadline for the assigned task will affect experimenting the new features

of the software at the individual's own pace.

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
To overcome the lack of knowledge and skills of the faculty, instructional training

module will be developed on using Explorance Blue as a tool to build questionnaires. The

learning solution focuses on the faculty's needs to optimize their performance in utilizing,

developing, and analyzing surveys successfully.

This training solution will consist of two modules, the first module addresses how to

develop different types of questionnaires using the “Explorance Blue” survey tool. The second

module demonstrates how to generate a report of the collected data using the “Explorance Blue”

survey tool. Each module will consist of a presentation, practice, and assessment quiz with

immediate feedback to ensure that learning takes place, and the learners acquire new knowledge

and skill.

Other Possible Solutions

N/A
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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)

The main goal of the organization is to ensure that all faculty use this software effectively

and efficiently when evaluating the educational and training programs.

Main Learner Goal(s)

 The faculty will increase their knowledge of the various features of the

functionality of “Explorance Blue”.

 The faculty's ability will increase in utilizing this software for designing,

managing surveys.

 The faculty skill will improve in generating result reports for the surveys

successfully.

For all the above, the faculty overall performance will be enhanced in utilizing, developing, and

analyzing surveys successfully

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

First Source
The target audience is faculty in the Language Proficiency Assessment Directorate at the

Department of Defense (LPAD) division. Data collected from learners’ analysis was provided
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from Peer-Peer observation during trying to build surveys using “Explorance Blue”, the designer

was able to recognize a lack of knowledge in utilizing the different features of it which required

providing continuous instruction and discussion among the team. Consequently, affecting the

quality of the product and time management to meet required deadline.

Second Source
From a short survey questionnaire (Appendix A), using “Explorance Blue” software, the

designer collected data from the audience. This data was used to assess the Learner needs for

developing an instructional training module.

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.

What Work or Study They Are Doing Now

The demographic information of the target audience that participated in the needs

assessment survey revealed that the target audience in this instructional module includes both

male and female faculty members. The experience of the audience at the Defense Language

Institute Foreign Language Center (DLIFLC) varies between 10-20 years (66.67%) and more

than 20 years (33.33%). The educational level of the target audience ranges from 4-years college

degree (BA/BS) to a Doctoral degree and working in various LPAD divisions.

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The needs assessment survey conducted to the target audience consisted of 10 questions

addressing the audience familiarity level regarding: developing surveys, analyzing responses,

and the use of software in a general and specific survey “Explorance Blue” (Appendix A).

The experience of the audience in developing surveys and using different tools depends

on their knowledge and skills. The analysis of the data collected revealed (11.11%) of the

participants are extremely familiar with developing surveys while (55.56%) are somewhat

familiar with developing surveys and (33.33%) are not familiar with developing surveys. In

addition, (22.22%) of the participants were found to be extremely familiar with analyzing data

collected in a survey, and (44.44%) are somewhat familiar, however (33.33%) are not familiar

with analyzing the survey responses collected.

The data collected about developing surveys using software tools showed (11.11%) is

extremely familiar with using software tools but (44.44%) somewhat familiar and (44.44%) not

familiar with using software tools to develop surveys.

In addition, the collected data showed that none of the participants are extremely familiar

with the “Explorance Blue” tool, navigating its platform, and the function of the various Tabs

available on the platform. On the other hand, (22.22%) of the participants are somewhat familiar,

and the remaining of the participants (77.78%) are not familiar with the “Explorance Blue” tool.

Regarding the development of open-ended questionnaires using “Explorance Blue”, only

(11.11%) of the participants are extremely familiar and the remaining (88.89%) of participants

are not familiar. As for developing multiple-choice questionnaires using the “Explorance Blue”

survey tool, it was found that none of the participants is extremely familiar and (22.22%) are
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somewhat familiar. Also, the data showed that (77.78%) are not familiar with using this tool to

develop multiple-choice questionnaires.

When addressing developing questionnaires with the Likert scale using the “Explorance

Blue” survey tool, none were extremely familiar and (25.00%) are somewhat familiar while the

majority (75.00%) are not familiar. Finally, all the participants in this survey are not familiar

with creating result reports for questionnaires developed using the Explorance Blue survey tool.

Prior Knowledge About This Topic

The data collected showed that the target audience has prior knowledge on how to

develop surveys in general, but they have a deficiency of knowledge in how to develop survey

and generate result reports using the Explorance Blue.

Also, they have somewhat knowledge on how they can develop surveys using online

software tools. However, the learners lack knowledge of the different features and functionality

of “Explorace Blue” platform.

Tool Skills
The participants have a varying levels of computer skills and the ability to use certain

software tools related to their work.

Expected Ease or Difficulties in Learning

In general, most of the participants have various experiences in building surveys and

analyzing the result, therefore the designer is not expecting difficulty in writing the survey

questions. But the designer expects that learners will face challenges in creating different types

of questionnaires utilizing the new tool and high difficulties in generating result reports.
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Motivation for Learning About This Topic

Enhancing the learners’ motivation towards the use of this new tool, the designer will

provide sufficient content learning with challenges to increase their confidence, and this may

stimulate learners’ internal motivation. Also, designing self-paced training will provide a

positive learning environment that leads to an increase in learners’ motivation and learning. In

addition, this self-paced training will be presented to the adult learners in a way that respects and

engages the autonomy, readiness, action, and experience those adult learners bring to a learning

environment (Stolovitch & Keeps, 2011).

Finally, this proposed training will be a sort of external motivator through increasing the

quality of learners’ products and decreasing the estimated timeline, hence exceeding their

performance.

Other General Characteristics That May Impact Their Instructional Experience

The designer believes these above characteristics are the most important traits that apply

to the learners.

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)
This learning solution does not need a prerequisite. All the specific information will be

provided during instruction.

Entry Requirements (Everything Else)

There are no entry requirements.
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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

During the interview with the supervisor regarding the delivery setting. I got approved to

represent the training learning online setting.

Second Source

During the interview with the participant faculty, they mentioned that they prefer self-

paced training so they can learn on their time.

Third Source (if needed)

N/A

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

Number of People in Your Target Audience

The number of participants is nine, and they all work in The Language Proficiency

Assessment Directorate at the Department of Defense (LPAD). Also, the training will be

beneficial for newcomers.

Location(s) of People in Your Target Audience

The target audience is the faculty who work at The Language Proficiency Assessment

Directorate at the Department of Defense (LPAD).

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

Classroom Instruction Considerations (If Applicable)

Not Applicable
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Online Instruction Considerations (If Applicable)

“Explorance Blue” survey tool is an officially approved new software tool by the US

Army and is intended to provide high security for the collected data. The proposed training

module is self-paced; therefore there will be no time constraint that will affect the working

schedule of the audience. In addition, the trainer was approved to conduct the training thus will

not violate any of (LPAD) security regulations.

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
During the trial and implementation of utilizing the software tool “Explorance Blue” to

perform assigned tasks the designer was able to collect specific information for the content of the

learning solution that will assist learners to perform their task successfully.

Second Source
Observing subject matter experts (SMEs) to collect specific information about the content

for developing the learning solution.

Third Source (if needed)

N/A

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)

The proposed training module will provide the learner with understanding on how to

create different types of questionnaires using the Explorance Blue survey tool and how to use
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this tool to generate the result reports. This module consists of two modules and each one is 30-

minute long. The first module addresses how to develop different types of questionnaires using

the Explorance Blue survey tool. The second module is how to generate a report of the collected

data using the Explorance Blue survey tool.

Essential Declarative Knowledge (Things People Should Be Able to Talk or Write About)
LPAD faculty (Learners) should be able to recognize the functionality of specific tabs in

“Explorance Blue”, the benefits of creating different types of questionnaires, and should be able

to identify quantitative and qualitative questionnaires efficiently. This will assist faculty in

LPAD in understanding the ability to utilize the new survey tool in building surveys according to

required specific tasks.

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

Learners should be able to apply the required steps to create questionnaires and generate

reports successfully using the “Explorance Blue”, which will ensure that surveys are created and

delivered in a timely manner, the results are computed correctly, and the reports are generated

accurately.
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References:

Stolovitch, H. D., & Keeps, E. J. (2011). Telling ain’t training. ASTD Press.
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Appendix-A
Survey Questionnaire

1 not familiar 3 somewhat familiar 5 extremely familiar

1. How familiar are you with developing surveys? 1 3 5
2. How familiar are you with analyzing data collected in a
survey? 1 3 5

3. How familiar are you with using software tools for developing
surveys? 1 3 5

4. How familiar are you with the “Explorance Blue” survey tool? 1 3 5
5. How familiar are you with navigating the “Explorance Blue”
platform? 1 3 5
6. How familiar are you with the function of the various tabs in
the “Explorance Blue” platform? 1 3 5

7. How familiar are you with developing open-ended

questionnaires using the “Explorance Blue” survey tool? 1 3 5

8. How familiar are you with developing multiple-choice

questionnaires using the “Explorance Blue” survey tool? 1 3 5

9. How familiar are you with developing questionnaires with the

Likert scale using the “Explorance Blue” survey tool? 1 3 5

10. How familiar are you with creating result reports for
questionnaires developed using the “Explorance Blue” survey 1 3 5
tool?
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