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Final Part II Needs Analysis

The needs analysis identified that a training program was needed for a playspace area in online classes at the University of Phoenix. Questionnaires, observations, interviews, group sessions, and performance reviews provided evidence that adult learners wanted more opportunities to interact and communicate in a relaxed environment. The key techniques showed the playspace would benefit learners by increasing motivation and creating a fun space. As technology advances, the university needs to update to retain students. The needs analysis concluded the playspace training program should be developed.

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108 views5 pages

Final Part II Needs Analysis

The needs analysis identified that a training program was needed for a playspace area in online classes at the University of Phoenix. Questionnaires, observations, interviews, group sessions, and performance reviews provided evidence that adult learners wanted more opportunities to interact and communicate in a relaxed environment. The key techniques showed the playspace would benefit learners by increasing motivation and creating a fun space. As technology advances, the university needs to update to retain students. The needs analysis concluded the playspace training program should be developed.

Uploaded by

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© © All Rights Reserved
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Part II Needs Analysis

The identified educational need in my workplace is a training program for a


playspace area in the online environment at the University of Phoenix.
A needs analysis was administered to verify that the University of Phoenix
needs the playspace training program using the key techniques listed below.
The needs analysis supports a positive impact on adult learning because the
analysis addresses if the training program is needed. The needs analysis shows that
the playspace is a success with a quality training program. The training program will
assist facilitators on how to create and interact in the playspace. When the
facilitator has a playspace in their online class the class with feel like a positive
impact and it will make the environment inviting to the adult learners. The
relationships that develop in the playspace support a positive impact on the adult
learning.
Needs Analysis: Often the first sign that education and training programs are
warranted is a specific idea, need, problem, or opportunity that surfaces from one of
these four primary sources: (Caffarella & Ratcliff, 2013, p. 136).
o

People:
All individuals around the world are interacting using the Internet, and
technology advances are not going to slow down. A playspace area for
people to interact online with others in their classes would benefit the
adult learners and is more educational.
Adult learners are complaining about the lack of interaction with their
trainer or facilitator at the University of Phoenix. A playspace would
offer the opportunity to interact more and in an entertaining manner.
Responsibilities and Tasks of Adult Life:
Adult learners are losing motivation and need a break from always
working, so the need of a playspace is important to help their outlook
Adult learners may have some difficulties in their life; the playspace
encourages communication with others, and there may be other adult
learners that can relate to the situation. It is a nice break from all of
the stress in adult learners lives to smile for a second either way.
Organizations:
Universities are not keeping up with the technological advances we
have every day, and it becomes a problem because some of them are
very behind technologically.
The idea of a playspace can help employees at the University interact
to get practice before implementing it into the classrooms.
Communities and Society:
Society feels like it has to interact with technology, so most of our
society is on social media networks constantly for a mind break. They
can get lost in the social media world, and it is becoming a problem
that a playspace area on the website could help.
Diversity is a major opportunity to learn from others in classes, but the
lack of interaction and communication because of their differences

according to society creates communication barriers. The playspace


would be a comfortable and safe place to go to interact with the
diverse individuals that could teach each other a lot.

Key Techniques for Determining the


Need for the Training Program &
Evidence for Support
Statements About Key Techniques
Technique

Questionn
aires

Quote
Gathering opinions,
attitudes,
preferences,
perceptions,
knowledge,
practices, and other
desired information
through a question
and answer format.
(Caffarella & Ratcliff,
2013, p. 140)

Observatio
ns

Watching people
individually or in
groups doing actual
or simulated tasks
and activities.
(Caffarella & Ratcliff,
2013, p. 140)

Interviews

Conversing with
people individually or
in groups, in person,
by phone, or online.
(Caffarella & Ratcliff,
2013, p. 140)

Group
Sessions

Identifying and
analyzing ideas,

Description
They show how diverse each individual is in
life, but all of the answers are grouped into
percentages for determining the need for the
training program. A playspace creates a
positive, safe, and mind and body alleviation
for regular online adult education discussions
or interactions. Adult learners need that
creative break from the normal participation
posts. The questionnaires cover all of this
material and then more material.
The playspace can be viewed by the
facilitator, adult learners, and departments
gathering data and assisting in the training
program. The playspace has to be analyzed
and validated, and the online playspace can
be approved by the observations of how
successful they were with the information
from the training program. The online
environment helps the observations because
the playspace can be analyzed at any time.
The adult learners involved in the playspace
should all be interviewed for an
encompassing view on the perspectives and
opinions of the training program. The
interviews will be done online or over the
phone because the online adult learners do
not have a physical campus. Open-ended
questions will give a more detailed view on
how the employees at the University of
Phoenix should have a playspace in their
online classes.
Group sessions will point out that the idea of
a playspace in the online classes at the

problems, and
issues. Start with an
idea, problem, or
issue known to be of
concern to those in
the group. May be
conducted face-toface, via a
conference call, or
online. (Caffarella &
Ratcliff, 2013, p.
140)

Performan
ce Reviews

Review of specific
skills, procedures,
actual performance,
or tangible items
that potential
participants are
currently doing or
have produced.
(Caffarella & Ratcliff,
2013, p. 140)

University of Phoenix is a good training


program. The session shows that not every
employee knows what a playspace is
supposed to be, but the group tackles the
problems that arise with a new program. The
group session is conducted online for
convenience because they are online classes,
and that is a big reason to create a
playspace. The adult learners do not get
enough time in class to interact socially in a
relaxed and fun environment.
A performance review will be done on the
playspace that the stakeholders created to
keep the interaction and communication
going in class. The playspace will show how
the adult learners performance was while
they were in the playspace, and analyze them
with a checklist for the review. The adult
learners will show the diverse employees, and
how and if they interact in the playspace
each week with a checklist for the review. The
performance review can be conducted at any
time because the playspace is online.

Evidence and Support for the Need of a Training Program:


Technique

Questionn
aires

Observatio
ns

Interviews

Group

Evidence
The questionnaires will give
a numerical value, as
evidence, to each topic for
the needs analysis for
facilitators creating a
playspace in each class.
The observations can be
seen at any time to analyze
and evaluate, as evidence,
in the online environment
and creating a playspace in
classes at the University of
Phoenix.
The interviews can be
accomplished online with
unique answers, as
evidence, from each adult
learner about having the
playspace.
The group sessions can

Support
Questionnaires support a positive
impact on adult learning by gathering
unique information from each adult
learner. The questionnaire is also just a
question and answers form, so they are
simple and easy for the adult learners.
Observations support a positive impact
on adult learning by letting the adult
learners interact in the playspace
naturally without seeing that they are
being observed.

Interviews support a positive impact on


adult learning by having a one-on-one
with a professional where the answers
are original, honest, and on-the-spot.
Group sessions support a positive

Sessions

provide immediate
evidence because the idea
of a playspace is discussed
in real time synchronously.

impact on adult learning by


communicating and working together
with other about the playspace design.

Performan
ce Reviews

The performance review


can show evidence with a
checklist of the adult
learners interactions in the
playspace.

Performance reviews support a positive


impact on adult learning because the
checklist can be given to them after
the review. The checklist will give the
adult learner something to refer to for
reminders or their memory.

The needs analysis on the idea of creating a playspace training program


showed that there is a need, and it is a problem the employees do not have access
to one yet. Their playspace will benefit all of the adult learners including the
employees and students at the University of Phoenix. The playspace training
program will increase productivity and motivation while creating a fun and exciting
space to retreat to during the adult learners time on the website. The key
techniques showed evidence that the playspace training program was needed, and
adult learners wanted to participate in the new technology. Updates need to be
frequently made to technology, especially in an online university, because if they
get behind then, they can lose potential adult learners. So, the playspace training
program plan will continue to be developed because a need was apparent to the
University of Phoenix.

References
Caffarella, R. S., & Ratcliff Daffron, S.(2013). Planning programs for adult learners: A
practical guide (3rd ed.). San Francisco, CA: Jossey-Bass.

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