MODULE 2: READY, SET, INVESTIGATE!

Table of Contents
MODULE 2: READY, SET, INVESTIGATE! ......................................................................................................................... 1
Module 2 Overview ........................................................................................................................................................ 2
Module 2, Task 1: Brainstorm- Identify Possible Professional Development Topics................................................ 3
Module 2, Task 2a: What is a Needs Analysis? ......................................................................................................... 4
Module 2, Task 2b: Quiz ............................................................................................................................................ 7
Module 2, Task 3a: Needs Analysis Tools.................................................................................................................. 7
Module 2, Task 3b: Quiz .......................................................................................................................................... 17
Module 2, Task 4: OPTIONAL Create a Needs Analysis Tool ................................................................................... 18
Module 2, Task 5a: Tips on Conducting a Needs Analysis ...................................................................................... 20
Module 2, Task 5b: Quiz .......................................................................................................................................... 22
Module 2, Task 6a: Interpreting Needs Analysis Data ............................................................................................ 22
Module 2, Task 6b: Quiz .......................................................................................................................................... 28
Module 2, Task 7: Needs Analysis Submission ........................................................................................................ 29
Module 2 Task 7 Sample Needs Analysis ................................................................................................................ 34
Module 2, Task 8: Conclusion.................................................................................................................................. 35

© 2020 by Arizona State University. Professional Development for Teacher Trainers Module 2
Downloadable Packet for the Online Professional English Network (OPEN), sponsored by the U.S.
Department of State with funding provided by the U.S. government and administered by FHI 360. 1
This work is licensed under the Creative Commons Attribution 4.0 License, except where noted. To
view a copy of this license, visit [Link]
Module 2 Overview

Welcome to Ready, Set, Investigate! Doing a comprehensive needs analysis

In this module, you will investigate the context and needs of your training participants. This investigation helps you
to plan a training that will be engaging and useful. At the end of the module, you will submit a needs analysis plan
with a checklist for your investigation including steps and tools for needs analysis.

Learning Objectives
By the end of this module, you will be able to:

• describe a needs analysis and its purpose

• decide what to include in a needs analysis
• plan a needs analysis for your context
• conduct a needs analysis in your own context
• collect and interpret data from your needs analysis
• identify the needs to be met in a teacher training

We have created a glossary for you to use as you take the course. In the glossary you will find words and
definitions that will help you in the course tasks. You can find the glossary in the Module 1 Overview on Canvas.

Below is a schedule for Module 2:

Task Description Time to Complete

1 Brainstorm Topics 15-25 minutes
2a Watch a Video 10-25 minutes
2b Take a Quiz 15-25 minutes

3a Read and Review 30-60 minutes

3b Take a Quiz 15-25 minutes

4 OPTIONAL: Create a Tool 30-45 minutes
5a Watch a Video 10-25 minutes
5b Take a Quiz 15-25 minutes
6a Read and Analyze 45-90 minutes
6b Take a Quiz 15-25 minutes

7 Submit a Needs Analysis 60-180 minutes

8 Watch a Video 5-10 minutes

PDTT, Module 2, Page 2

M O D U LE 2 , T A S K 1 : B R A IN S T O R M - I D E N T IF Y P OS S IB L E
P R O FE S S I ON A L D E V E L OP ME N T T O P I C S

Brainstorm: What are some possible professional development topics? (15-25

minutes)
Take a moment and think about your teaching context. Think about the students in your classes, the other
teachers in your school, and your school. What areas of your teaching practice would you like to develop? What
kinds of professional development topics do you think other teachers in your school could use? Which topics
would help you in the classroom?

Instructions:
Make a list of five possible topics of professional development and post them on the discussion board. (You’ll get
one point for each of the five topics you list.)

Later on, you can use this list to choose a topic to design your teacher training workshop.

Below is an example from John:

These are important professional development topics to me:

1. developing relevant lesson content
2. how to communicate with challenging students
3. using an online portfolio for assessment
4. using technology in the classroom
5. creating student-centered lessons

OPTIONAL: After you write your own post, you can also comment on your peers' ideas.

Do NOT copy language directly from the example. If you copy language directly it is considered plagiarism. See the
plagiarism policy on the Home page and send your instructor a Canvas message if you have any questions.

Your discussion post will be graded using the rubric below:

Module 2, Task 1 Discussion Rubric

Identify Possible Professional Development Topics
Criteria Ratings Points
5 pts 3 pts 0 pts

Full Marks Half Marks No Marks

Completion 5 pts
Participant wrote 5 Participant wrote 3-4 Participant did not
topics for professional topics for professional reply to the
development. development. discussion.
Total Points: 5

PDTT, Module 2, Page 3

M O D U LE 2 , T A S K 2A : WH A T IS A N E E D S A N A L Y S IS ?

Watch a Video (10-25 minutes)

In this video, John and Emilia meet to talk about how to conduct a needs analysis.

Here is the transcript:

Emilia: Welcome back to Ready, Set, Train! I’m here with John to talk about the next step in
our teacher training journey.

PDTT, Module 2, Page 4

John: It’s great to be back, Emilia. I really enjoyed the activities and readings in the first module
and now I’m ready to take that next step. So, last time you mentioned something pretty
interesting….something about investigating?

Emilia: That’s right - our next step is an investigation to find out more about our participants so
we can design our training especially for them.

John: I love that idea. That way the participants will really find it helpful.

Emilia: Yes, this step is very important and it is also something that you do as a classroom
teacher. So, you know how as classroom teachers we give our students a diagnostic or a pre-
test?

John: Yes. I always do that so I can find out more about my students. I can use the results of the
diagnostic to find out which areas I need to spend more time on, which areas I should review,
and what my students need. This helps me plan out my lessons and it helps me when I am
developing teaching materials and tests.
Emilia: Exactly. That is the perfect example of a needs analysis. Well, as a teacher trainer, we
do the same thing, except we conduct the investigation, or the needs analysis, with our
participants. We explore several different areas related to our participants to find out more
about what they need.

John: Okay, So what are these areas that we need to explore?

Emilia: Well, first of all, we need to think about their educational setting or environment. This
involves the instructional goals of the program, department, or school. Educational setting also
includes the physical condition and the resources of the school.

John: That makes sense because all of those factors can affect the teachers and what types of
trainings will be appropriate for them in their educational setting.

Emilia: Yes. And we also need to find out about the participants’ class characteristics, such as
the size of their classes and the background of their students.

John: Okay, find out more about class characteristics, what kind of students the participants
are teaching and maybe what a typical class looks like for my participants. Got it. What else?

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Emilia: Next, you need to find out about who has control over the participants’ course content
or curriculum. I mean, who decides on the content of what the participants are teaching? Does
the government decide? Does each school decide on the curriculum?

John: Oh, I see. Do the participants get to select what they teach? Do they have the flexibility
(freedom) to choose their teaching materials? Can they try something new or do they need to
use a standardized curriculum?

Emilia: Exactly. All of those questions are related to who has control over the curriculum.

And lastly, we need to think about how participants will be assessed and how our training will
be evaluated. This is especially important if we have to meet specific assessment requirements.

John: Oh right! For example, my school wants me to give a test at the end of my training before
my participants can receive a certificate.

Emilia: After we finish exploring these areas, we have a better idea of what the participants
need. Then we can design our training to fill those needs. It helps us decide on the purpose for
the training.

John: Okay, so now I understand what it is and why we do it, but HOW do I do it? What is the
best way to collect all of the information from these areas?

Emilia: Good question! There are lots of different tools to collect this information. You can use
surveys, interviews, observations, and focus groups. Also, you can get information from more
casual conversations. You’re going to read about all of these needs analysis tools and you’re
going to see some examples.
John: Good! I’m really curious about what some of these needs analysis tools look like and how
I should use them.

Emilia: You’ll find out in the reading! Don’t worry--I’ll also meet up with you later to give you
some tips for conducting your own needs analysis.

John: Thanks! I could really use your tips. I’m so happy that you’re here to guide me. This is all
new to me, but your tips and advice are helping me every step of the way.

PDTT, Module 2, Page 6

M O D U LE 2 , T A S K 2B : QU I Z
Take a Quiz (15-25 minutes)
Now you will take a quiz on the video you just watched or the transcript that you read.

<<This quiz can only be taken online.>>

M O D U LE 2 , T A S K 3A : N E E D S A N A L Y S IS T O OL S
Read about Needs Analysis Tools and Review Samples (30-60 minutes)

What is a needs analysis?

Normally, as classroom teachers, we give our students a diagnostic or a pre-test. Then we use the results of this
diagnostic or pre-test to inform our curriculum. This helps us to decide what we will spend more time on, which
areas we should review, and what our students’ needs are. We use the results of this diagnostic when we are
developing teaching materials and tests. This is an example of a needs analysis.

As teacher trainers, we do the same thing, except we conduct the needs analysis with our participating teachers in
order to inform us as we are designing relevant teacher trainings.
A needs analysis involves collection and examination of the objective and subjective needs of the
participants. Objective needs are needs that are easily measured or quantified by administrators and teachers,
while subjective needs are “needs as seen through the eyes of the learners themselves” (Brown, 2007).

Why do we conduct a needs analysis?

What is the purpose of conducting a needs analysis? When we conduct a needs analysis, it helps us to decide on
the purpose and set goals for the training. We need to consider the opinions, requests, and requirements from
administration, participants, and trainers giving the course. Then we can design our training to fill those needs.

How do we conduct a needs analysis?

We use a combination of tools to get a complete picture of our participants’ needs. For example, you could use a

PDTT, Module 2, Page 7

survey to collect information about participants’ technology needs. Then you could interview some of the
participants to find out more details about their goals for improving their technology skills. Below are some
common tools for conducting a needs analysis.

Surveys
Trainers can collect information through a written survey, which is a series of questions. The questions are
designed to get information about participants’ objective and subjective needs. For example, the survey could ask
participants about their educational background and experience (objective needs) like in this Sample Demographic
Survey.
Surveys are also good to get information about subjective needs like the participants’ goals and preferences. In
this Sample Goals and Preferences Survey you can see questions that ask participants what specific skills they
would like to improve and how they think they learn best.
You can use one survey that includes questions about both objective needs and subjective needs. However, you
may only need one type. For example, if you are planning a training for a small group of teachers in your school
and you already know about their demographics and teaching contexts, you can just do a survey about their
interests.

Also, you can see that the surveys can include different types of questions (multiple choice, ranking/scales, and
open-ended). You should choose the question type that works best for collecting your information. There are
advantages and disadvantages to all the types. For example, in an open-ended question the participant can
provide information specific to their needs, but these questions usually take more time to answer.

Interviews
Similar to using surveys trainers can conduct interviews with participants to find out about their objective and
subjective needs. Interviews can be conducted in person, by email, or through a video chat service.
An interview could be used to measure an objective need like language proficiency. Your interview would not be
an official language exam, but rather a tool for you to know what level to prepare your training for. There are
many strategies for a language proficiency interview including a simple conversation, a role play or scenario, a
picture description, or a narrative. The most important thing to remember is that you should have a rubric or
criteria in order to determine the participant's level.
Trainers also conduct interviews with participants to ask about their attitudes, experience, interests, goals, and
opinions (objective and subjective needs). Talking with the teacher and using open-ended questions can get more
detailed information specific to the participant being interviewed. An interview also can give you information you
didn't even know to ask for! You can read a Sample Experience and Interests Interview here.

Observations
Trainers can create an observation form to use when they take notes on teachers’ classes. This observation form
could have different categories, or areas that the observer will focus on. After observing classes, trainers can use
that information to plan their training. You can see a Sample Observation Form here.

Focus Groups
Trainers can ask a small group of their participants to meet with them for a guided discussion on potential topics
for teacher training. Trainers can get more detailed information about participants’ needs and interests from the
guided discussion. This approach will take more time because you will have to coordinate with the group to set up
a time and guide the group during the discussion. However, you can also learn more about the participants from
observing their facial expressions and body language during the discussion than you can from written responses to
a survey. Focus groups and surveys can be used together to get a better idea of participants’ needs. You can review
some advice and example questions in this Sample Focus Group.
You also do not need to plan a structured focus group and instead can gain information from informal
conversations. For example, maybe you are eating lunch in the teachers’ lounge at your school with a group of
your peers. During lunch everyone is talking about a specific problem in their teaching. After lunch you might take
a few notes to use in designing a training or workshop that will focus on the problem your peers discussed.

PDTT, Module 2, Page 8

Who is involved in a needs analysis?
We should collect information from participants and stakeholders. In this case, stakeholders are people who are
affected by the training. In addition to the participants, stakeholders also include administrators, parents, and
students. We can get information about their needs using the same tools described above. For example, you can
conduct interviews with administrators or focus on student behavior in an observation.

Reference
Brown, D. H. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy. White Plains, NY: Pearson Education, Inc.
(The content of this reference is copyrighted, and cannot be adapted, or distributed after the end of this course. It is not Public or Creative
Commons-licensed, and therefore not for public use.)

MODULE 2 Task 3 Tools for Needs Analysis

One tool trainers can use for Needs Analysis is a written survey, which is a series of questions.
The sample below is designed to get information about some of the participants’ objective
needs.

In preparation for our training session, I would like to know more about your teaching background and experience.
This information will help me to design the training to best meet your needs and interests. The survey should only

SAMPLE Demographic Survey

take 2-5 minutes, and your responses are completely anonymous.

Thank you for your participation!

INSTRUCTIONS: Please mark your answer with an (X).

ex. What is your favorite color?
o blue
o orange
Xo yellow

1. What is your current teaching assignment?

o Full-time English teacher
o Subject-area Teacher (not English) and part-time English Teacher
o Not currently teaching (skip to question 5

2. What grade do you teach?

o University (ages 18+)
o High School (ages 14-18)
o Middle School (ages 10-14)
o Elementary/Primary (ages 5-12)

PDTT, Module 2, Page 9

3. What type of school do you work in?
o Public school
o Private school

4. Do you have an administrative role in the place where you teach?

o yes
o no

5. How many years of teaching experience do you have?

o 0 to 2 years
o 3 to 5 years
o 6 to 10 years
o more than 10 years

6. What is the highest level of education that you possess?

o High School degree
o Bachelor’s degree
o Master’s degree
o Doctoral degree
o Other: _______________________

MODULE 2 Task 3 Tools for Needs Analysis

One tool trainers can use for Needs Analysis is a written survey, which is a series of questions. The
sample below is designed to get information about some of the participants’ subjective needs.

SAMPLE Goals and Preferences Survey

In preparation for our training session, I would like to know more about your interests, goals, and learning
preferences. This information will help me to design the training to best meet your needs and interests. The survey
should only take 5-10 minutes, and your responses are completely anonymous.

Thank you for your participation!

INSTRUCTIONS: Please mark your answer with an (X).

ex. What is your favorite color?
o blue
o orange
Xo yellow

1. What do you think is your strongest skill area as a teacher?

o listening
o speaking

PDTT, Module 2, Page 10

 o reading
o writing

2. What do you think is your weakest skill area as a teacher?

o listening
o speaking
o reading
o writing

3. How interested would you be in attending a training on the following topics? Please rate your level of interest:

No interest Some interest High interest

classroom
management

project based
learning

using technology

teaching
pronunciation

developing critical
thinking skills

4. How would you describe yourself as a learner? Please rate the following statements as they apply to your
learning preferences:

Never Sometimes Often

I prefer explanations with visual
aids (graphs, pictures, etc.).

I like to use my hands and make

something in class.

PDTT, Module 2, Page 11

 I prefer to read a textbook rather
than listen to a lecture.

I remember something better if I

repeat it out loud than write it
down.

I like to draw pictures and graphs

when I take notes.

INSTRUCTIONS: Please write your answers to the questions.

5. What do you think is the biggest challenge in your teaching?
_____________________________________________________________________________________
_____________________________________________________________________________________

6. What is one of your goals for improving your teaching in the next semester or school year?
_____________________________________________________________________________________
_____________________________________________________________________________________

MODULE 2 Task 3 Tools for Needs Analysis

Trainers can also interview participants in their Needs Analysis. An interview can be used to find out
about the participant’s English language proficiency (objective needs). Below is a sample of language
proficiency interview questions.

INTRODUCTION SCRIPT: In preparation for our training session, I would like to know more about your English
language ability. Please don’t be nervous! This information is to help me to design the training to best meet your
needs. The interview should only take 10-20 minutes.

Thank you for your participation!

SAMPLE Language Proficiency Interview

QUESTIONS:
1. Tell me about yourself. Where are you from? What do you like to do in your free time? Why did you become a
teacher?
2. What is your daily routine?

PDTT, Module 2, Page 12

3. Can you tell me about an important event in your life? What happened? Why was it so important? (past
question)
4. What will you be doing five years from now? Where will you be working, living, etc.?
5. If you had a difficult student in class, what would you do? (If you had a student misbehaving, not paying
attention, disrupting, etc.)
6. Would you rather teach children, teenagers or adults?

MODULE 2 Task 3 Tools for Needs Analysis

Trainers can also interview participants in their Needs Analysis. An interview often includes
questions that are similar to survey questions, but talking with the participant can give the trainer
more detailed information. Below is a sample of interview questions.

INTRODUCTION SCRIPT: In preparation for our training session, I would like to know more about your experience,
interests, and goals as a teacher. This information will help me to design the training to best meet your needs and
interests. The interview should only take 10-20 minutes.

SAMPLE Teaching Experience and Interests Interview

Thank you for your participation!

QUESTIONS:
1. Are you currently teaching? Yes / No (skip to question 3)
2. Tell me about your teaching position. What type of school or organization do you teach in? What grade level are
the students? How many classes do you have / what types of classes do you teach?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

3. How long have you been teaching? (less than 1 year, 3 years, 15 years, …)? ______________________
4. What is the highest level of education that you possess? (high school, some college, graduate degree, etc.)?
________________________________________________________________________________

5. What do you think are some of the biggest challenges to teaching in your context?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
6. Have you attended any professional development conferences or workshops recently? (If no, skip to question 7).
What were the topics of the conference sessions or workshops? Which sessions did you like best, and why? Which
did you like least, and why?
_____________________________________________________________________________________
_____________________________________________________________________________________

PDTT, Module 2, Page 13

_____________________________________________________________________________________
_____________________________________________________________________________________
7. What professional development topics interest you the most? What is a challenge, skill, or aspect of teaching
that you would like to work on?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
8. What other goals do you have for improving your teaching?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

MODULE 2 Task 3 Tools for Needs Analysis

One method trainers use in Needs Analysis is participant observation. Trainers can create a form to use
while observing the participant’s class. The trainer can create different categories and write questions to
give them a focus in their observation. Below is a sample with general categories and questions for
taking notes during the observation.

SAMPLE Observation Form

Teacher: __________________________ Date of Observation: ______________

Observer: __________________________ Length of Observation: ______________

Class Name / Level: __________________________ Number of Students: ______________

Specific Topic of Class and Teaching Objectives:

_____________________________________________________________________________________
_____________________________________________________________________________________

Observation Focus: Describe the following teaching characteristics and procedures.

Student Participation

PDTT, Module 2, Page 14

 • Does the teacher elicit participation from all students?
• How does the teacher encourage student participation?
• Does the teacher maintain a balance between instruction, facilitation, and student participation?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Presentation and Delivery

• Teacher speaks audibly and uses language appropriate to students’ level and age?
• Does the presentation style express enthusiasm and engage students?
• Are instructions clear and understandable?
• Does the teacher allow for students to respond to questions?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Instructional materials
• How are materials (blackboard, handouts, books, media, realia, etc.) used?
• Are materials used effectively?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Organization and Time Management

• Is the lesson organized for the content being taught?
• How does the teacher transition between activities?
• Does class begin on time?
• Are activities well-paced (pacing/timing of activities maximizes student interest and involvement)?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

PDTT, Module 2, Page 15

_____________________________________________________________________________________

Classroom Environment
• How are feedback, praise, corrections, etc. given?
• Does the teacher know students’ names and responds to students as individuals?
• Is mutual respect encouraged?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Additional Comments and Notes:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

MODULE 2 Task 3 Tools for Needs Analysis

Trainers can also do a focus group in their Needs Analysis with a small group of participants. In a focus
group you ask the participants questions and facilitate a discussion. Below is a sample of discussion
questions on the topic of student-centered learning and some advice for facilitating the discussion.

SAMPLE Focus Group

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INTRODUCTION SCRIPT: In preparation for our training session, I would like to know more about your
experience with and opinions of student-centered learning. This information will help me to design the
training to best meet your needs and interests. I will ask you a few questions about the topic to discuss
with your peers. There are no right or wrong answers. The discussion should only take 15-30 minutes.
Thank you for your participation!

QUESTIONS:
1. How do you define “student-centered learning?” What does a student-centered class look
like?
2. How often do you assess the needs of your students? How do you assess their needs?
3. What do you do to check your students’ understanding?
4. How important is student participation in your teaching? What do you look for in student
participation?
5. What are some challenges to student participation and engagement?
6. How much class time do your students spend working in pairs or groups?
7. What are some challenges to pair and group work?
8. Do you let students make decisions about assignments, grading, pair/group members,
materials, etc.?

ADVICE for FACILITATON:

• select a small group of 5-10 people
• meet in a quiet, comfortable space where participants can sit together (and face each other)
• establish “ground rules” or guidelines for a respectful and balanced discussion
• take notes on participant verbal and nonverbal responses (facial expressions, gestures, etc.)
• allow participants to lead the discussion themselves, but interrupt as needed with comments and
questions for changing the topic or discussing something in detail

M O D U LE 2 , T A S K 3B : QU I Z
Take a Quiz (15-25 minutes)
Now you will take a quiz about the reading on needs analysis tools.

<<This quiz can only be taken online.>>

PDTT, Module 2, Page 17

M O D U LE 2 , T A S K 4 : OP T I ON A L C R E A T E A N E E D S A N A L Y S IS
TOOL

OPTIONAL: Create a Needs Analysis Tool (30-45 minutes)

Below is an optional task to apply all that you have learned so far about needs analysis tools. In this task, you will
create your own needs analysis tool. In Module 2, Task 7 you will use this tool to conduct your needs analysis. If
you are unable to create a tool, we will provide a tool for you to use in Task 7.

Instructions:
1. Think about your teaching context. Choose one type of needs analysis tool and create that tool for your teaching
context. Remember that you can choose from:
• Surveys
• Interviews
• Observations
• Focus groups
2. After you have created one needs analysis tool, submit it for your instructor to review. You can submit by
uploading a file, pasting a link, or writing in a text box.
3. Your instructor will review your tool using the rubric below.

See the Tips for Using Likert Scale Questions (PDF) below for more information about using Likert Scale Questions
in your needs analysis surveys.

Module 2, Task 4 Rubric

Needs Analysis Tools
Criteria Ratings Points
10 pts 5 pts
0 pts
Full Marks Half Marks
No Marks
Completion Participant created Participant created 10 pts
one type of needs one needs analysis Participant did not
analysis tool based on tool, but there is create one needs
his/her teaching missing or incomplete analysis tool.
context. information.
5 pts
10 pts 0 pts
This criterion is linked
Half Marks
to a Learning Full Marks No Marks
OutcomeMeasures 10 pts
Objective and/or Needs analysis tool
Needs analysis tool Needs analysis tool
Subjective Needs measures objective
effectively measures does not address the
and/or subjective
objective and/or participants' objective
needs of the

PDTT, Module 2, Page 18

 subjective needs of participants and/or subjective
the participants. somewhat effectively. needs.
Total Points: 20

<<This assignment must be submitted online.>>

<<This is an OPTIONAL assignment. You do not need to submit a tool to pass the course.>>

Tips for Using Likert Scale Items in Needs Analysis and Course Evaluation
Surveys

General Introduction to Likert Scale Survey Items

Likert (pronounced with a short “i”) questions or items have two parts: a stem and an answer scale. The
stem is usually a statement. The answer scale is used to show agreement with the statement in the
stem.
In the example below, I like mathematics, is the stem. To answer, you circle a number on the scale to
show if you strongly disagree, disagree, neither disagree / agree, agree, or strongly agree.
Strongly Disagree Neither Agree Strongly
Disagree Disagree / Agree
Agree
I like mathematics 1 2 3 4 5

Now let’s look at some tips for writing Likert Questions or Items.

Avoid asking about more than one issue.

First, when you are using a Likert scale in surveys avoid questions or items that ask about more than one issue or
topic but only allow for a single answer. In other words, do not include two attitude questions within the same
item. For example:

Receiving high grades without working hard and work that is too difficult decrease motivation.

By using the word and in this question, it can be hard to understand if the survey taker agrees with the part before
and, (1) Receiving high grades without working hard, or the part after and, (2) work that is too difficult decreases
motivation, or (3) both parts. In this example, it is best to make two different items or questions.

Make sure items are neutral.

PDTT, Module 2, Page 19

When writing Likert items, avoid using personal views to lead the survey taker towards an answer
option. Make sure your questions are neutral and do not encourage your survey taker to answer in a
certain way. Making sure questions are neutral makes sure that your survey is accurate.

Be careful with different scale items.

Items that make comparisons using words like worse or better can cause confusion in using the scale of
strongly disagree to strongly agree to answer. For example, statements like:
Private schools are better than public schools.

If you look at the example, it needs different answers than the scale of strongly disagree to strongly
agree. Instead using much worse to much better as a scale would make more sense.

Items that use adverbs of frequency like always and never can also cause confusion in using the scale of
strongly disagree to strongly agree to answer. For example, statements like:
Students who argue with others should always be disciplined.

If you look at the example, it needs different answers than the scale of strongly disagree to strongly
agree. Instead using always to never as a scale would make more sense.

M O D U LE 2 , T A S K 5A : T IP S ON C ON D U C T IN G A N E E D S
A N A LY S I S
Watch a Video (10-25 minutes)
In this video, Emilia gives John some tips on conducting a needs analysis.

Transcript for the video below:

Emilia: Welcome back, everyone. Good to see you. And great to see you again, John.

John: Thanks! I’ve been pretty busy reading about needs analysis tools and then creating my
own. Whew! Lots of work, but I know that it will be worth it.

Emilia: Yes, it is a lot of work, but your participants will thank you for finding out more about
their interests and needs and then using that information to design the training to fit their
needs.

John: Exactly! So, now that I have my own needs analysis tools, I wanted to get some tips from
you before I actually carry out my needs analysis.

PDTT, Module 2, Page 20

Emilia: Great. I’m glad that you asked me because I can give you some tips based on mistakes
I’ve made in the past. You can learn from my mistakes!

John: Sounds good to me! So what’s the first tip?

Emilia: The first tip is to consider the size of your group and plan accordingly. For instance,
let’s say you have a group of 50 participants and you want to interview them to find out about
their attitudes towards technology.

John: Wow. That would take a long time to interview 50 people!

Emilia: Exactly! So, instead of interviewing all 50 people, you choose 10 people randomly, for
no specific reason, and interview them. This technique is called random sampling.

John: Okay, let me make sure that I understand this. So instead of interviewing my whole
group, I can choose a part of my group and interview them. What percentage of my group
should I choose?

Emilia: That’s a great question! 20% of your group is a good general rule. So, if you have 100
people, you should choose 20 people randomly to interview.

John: Got it! Okay, what’s the next tip?

Emilia: My next tip is to consider the time involved for you and the participants when
conducting your needs analysis. For example, if you are observing participants when they are
teaching, how much time will you spend in the classroom?

John: Yes, if I’m spending an hour in each classroom and I have 10 people to observe, that will
take up quite a bit of time. That doesn’t even include the time that I would be looking over my
notes after the observation.

Emilia: Right. So you definitely need to think about the amount of time involved from you AND
from the participants. If you’re interviewing participants, how much time will you spend with
each participant? Remember that participants are also really busy and their time is valuable.

PDTT, Module 2, Page 21

 John: Good point. I’ll keep track of the time during the interview. If it’s too long, I’ll shorten it.

Emilia: Yes, you’ve got the right idea. Okay, on to the last tip. The last tip is also related to
time. Make sure that you allow enough time to collect the information and interpret the
results before you plan the training.

John: Okay, yes, after I interpret the results, I will need time to plan the curriculum for the
training. That makes sense. Wow, thanks. This has been really helpful.

Emilia: Glad to hear it. So before you conduct your needs analysis, let's review the tips.

John: Ok, first you need to consider the size of your group, then think about the time involved
for you and the participants. Lastly, you should allow enough time to collect the information
and interpret the results before you plan the training.

Emilia: That's right, sounds like you're ready! Good luck, John! I’ll check in with you again later
to see how everything is going. Goodbye for now.

M O D U LE 2 , T A S K 5B : QU I Z
Take a Quiz (15-25 minutes)
Now that you've watched the video, it's time to take a quiz on what you learned.

<<This quiz must be taken online.>>

M O D U LE 2 , T A S K 6A : IN T E R P R E T IN G N E E D S A N A L Y S IS D A T A
Read about how to interpret needs analysis data (45-90 minutes)
Below Emilia and John talk about the next steps in Needs Analysis - interpreting your data. Read their conversation
to learn about compiling your data, identifying patterns, creating and implementing follow-up tools, and
prioritizing the needs. This final step leads into selecting the topic for your training, which we'll talk about more in
Module 3.

PDTT, Module 2, Page 22

Hey John, how's it going?

It’s going well, Emilia. I just completed my needs analysis. I used a survey to ask my participants
about their educational background, teaching experience, teaching contexts, and interests.
Then I observed two of my peers teaching their class.

“Class, Discussion Girls” by Andros 1234 on Pixabay is licensed under

CC0

That’s great John. So now you have to interpret your data.

Ok… How do I do that?

PDTT, Module 2, Page 23

Well, your first step is to compile or group your data together in a way that you can use it. Let’s
start with the objective needs data you collected in your survey.
After you receive responses to your survey you want to organize them all together. For
example, you could make a table or spreadsheet where you list all the different responses to
one question or category of questions.

I used an online survey tool actually, and I think it already created a spreadsheet with the
results.

That’s great John! Yes, one advantage to using an online survey tool is that it probably will
create a table, spreadsheet, or some other document with all your results already compiled.
And then you want to also compile the responses to the subjective questions in your survey.

Or have the online tool do it for you!

Ha! Right, John. Ok and how about the observations? You used an observation form, right?

Yes, I used a form where I took notes on the student participation, the teacher’s presentation
and delivery, instructional materials, organization and time management, and the classroom
environment.

PDTT, Module 2, Page 24

Ok, so now to compile this data you should review your notes and highlight, or find things you
noticed that could be improved.

Right, so like when I observed Alexandra, I noticed that not all students were participating and
that just one or two students would dominate, or control the discussions.

Yes, that definitely sounds like a challenge the teacher could work on improving.
Great! I think you’re ready for the next step. Now that you have compiled all your data, you
want to identify patterns, or things that are common among all the participants. Let’s look back
to your survey responses.

Ok, here’s my spreadsheet again with the information I learned about my teacher’s educational
background, teaching experience, language proficiency, and teaching contexts.

Good, now you should look at that information and summarize it into a description of your
participants. Reviewing your chart, how would you describe your participants?

PDTT, Module 2, Page 25

Well, it looks like they all have high school degrees, they’re mostly new teachers with less than
5 years of experience, they mostly are intermediate level English speakers, and they all teach
high school EFL.

That sounds like a good description. Now let’s look at your data for their problems, challenges,
interests, and goals. What were the most common responses?

Well three teachers said teaching classes with multi-level proficiency was a challenge, there
were several different problems relating to student engagement and participation, and some
problems with classroom management in general.

And their interests and goals?

Well several teachers said they want to improve their own level of English. Five teachers have
goals in improving their students’ grades. And a lot of teachers want to use more technology in
class.

PDTT, Module 2, Page 26

 Ok, and did you notice any patterns or similarities in your observations?

Yes, I did notice that in both classes not all the students were
participating. But actually, Emilia, I have some more questions about that
and would love to know what the teachers think about engaging
students.
Me too, and that leads me to our third step! So, you don’t always have to
do this step, but sometimes you might want to create and implement
another Needs Analysis tool. If you want more information or have some
more questions you can do a follow-up tool.

Oh yeah, I bet if I did a focus group I could learn more about the teachers’
thoughts and opinions about student participation and engagement.

“Innovation Discussion” by ASU on Flickr is licensed under CCBY 4.0

That’s a great idea! A focus group could give you some ideas to help you plan
your training. But again, this step is optional. If you have compiled your data,
identified patterns, and still have questions, you might want to design a
follow-up tool, a survey, interview, focus group, or observation to get more
information. But if you think you have enough information already, you can
skip this step.
Excellent! We’re almost done. Our last step is to prioritize the needs you
found in your analysis.

Hmm, what does that mean?

Well, you found several needs that could lead to training topics and activities, but you
can’t do it all, right?

PDTT, Module 2, Page 27

 Right, there’s no way I could plan a training on everything!

Yeah, so you’ll have to prioritize, or put the needs in order of what is the most
important or most common among your participants.
Review the patterns you identified, and now try to select just 2 or 3 of the needs that
were the most common.

Ok, well as we already talked about student participation and engagement is definitely one, and
then there was a lot of interest in using more technology in class.

Great, looks like you have some ideas for selecting your training topic! But… don’t worry about
that just yet. We’ll talk more about that next time!

M O D U LE 2 , T A S K 6B : QU I Z
Take a Quiz (15-25 minutes)
After reading about interpreting your Needs Analysis results, answer the questions to test your understanding.

<<This quiz can only be taken online.>>

PDTT, Module 2, Page 28

M O D U LE 2 , T A S K 7 : N E E D S A N A L Y S IS S U B M I S S I ON
Submit your Needs Analysis (60-180 minutes)

In your next assignment for this course, you will use the template provided to conduct your needs analysis and
reflect on the experience. This assignment will allow you to practice using this template, which you can add to your
Training Toolbox for Cascading New Knowledge. In the future this template will help you in conducting needs
analysis as you plan trainings and can be shared with participants to use in their own teaching context.

In this assignment you will conduct your needs analysis and collect information about your training participants.
This process may take extra time, therefore please send your instructor a Canvas message to ask for an extension if
needed. Or if you are not able to collect data for your needs analysis, please send your instructor a Canvas
message to discuss other options.

Instructions:
• Download a Word file of the template for Task 7 here. You can also download a PDF of the template for
Task 7 here.
• Use the template to conduct your needs analysis and reflect on the process.
• In Step 1: Plan, you should provide a clear and detailed response that answers all of the
questions.
• In Step 2: Conduct, you conduct your needs analysis and collect your data. You will use the tool
you created in Task 4 or you can use the survey tool that can be downloaded here [file link].
• In Step 3: Share and Reflect, your response should be at least 4-10 sentences long and include
specific, detailed ideas about your experience and what could be improved for your next needs
analysis.
• Submit your completed needs analysis.
• Save the file with your name, ex. John Lastname_Needs Analysis. Upload the file to the assignment
submission.
-OR-
• Type (or copy and paste) your reflection into the text entry box.

Your instructor will grade your assignment using the rubric below.

Module 2, Task 7 Rubric

Needs Analysis Submission
Criteria Ratings Points
5 pts 3 pts
0 pts

Full Marks Half Marks

No Marks
Plan 5 pts
All questions are All questions are
Plan is missing
answered clearly. Plan answered, but
information. Most
shows understanding participant's plans are
questions are not
of module content not clear or do not

PDTT, Module 2, Page 29

 and is appropriate to demonstrate answered clearly or at
participant teaching understanding of all.
context. module content.
10 pts 5 pts
0 pts

Full Marks Half Marks

No Marks

Reflection All reflection 3 reflection questions 10 pts

Less than 2 reflection
questions are fully are answered and
questions are
answered with detail sufficient number of
answered. Less than 4
and explanation. 4-10 sentences written, but
sentences have been
sentences have been answers may be
written.
written. unclear or lack detail.
Total Points: 15

<<This assignment can only be submitted online.>>

MODULE 2 TASK 7 NEEDS ANALYSIS TEMPLATE

In your next assignment for this course, you will use this template to conduct your needs
analysis and share your experience. You can use the tool provided or if you created a tool in
Task 4, please use your tool to get the data. In the future, this template will help you in
conducting needs analysis as you plan trainings and can be shared with participants to use in
their context.

Step 1: Plan
Plan how you will conduct your needs analysis. Think about what you have read about the
process and Emilia’s tips for John. As you read in Task 3a, we want to get data from all of our
stakeholders, but for this template you will just practice getting information from teachers.

Answer the questions below to describe your plan.

1. Will you use the Needs Analysis Survey Tool provided or a tool you created? If you are
using your own tool, what type of tool will you use?

2. Will you get data from all of your teachers or a random sample? How many teachers will
you survey (interview, use in a focus group, or observe)?

PDTT, Module 2, Page 30

 3. When and how will you conduct your needs analysis? (ex. In our weekly teachers’
meeting I will ask the teachers to complete the survey. Or ex. I will distribute the survey
to all the teachers on Monday and ask them to return it to me no later than
Wednesday).

Step 2: Conduct
Conduct your needs analysis. Now that you have planned, you're ready to conduct your own
needs analysis.

Use your needs analysis tool that you created or the provided survey tool in your teaching
context. For example, if you are using the provided survey, give the survey to the teachers in
your school and collect the results.

Step 3: Share and Reflect

Share and reflect on your experience conducting your Needs Analysis.

Think about the questions below and write your answers. Write 4-10 sentences.

• How would you describe your experience with conducting your needs analysis?
• What went well with your needs analysis?
• What would you do differently next time?
• Would you make any changes to the tool you used?

MODULE 2 Task 7 Needs Analysis Survey

PDTT, Module 2, Page 31

In preparation for our training session, I would like to know more about your teaching background and
experience and your interests, goals, and learning preferences. This information will help me to design
the training to best meet your needs and interests. The survey should only take 5-15 minutes, and your
responses are completely anonymous.

Thank you for your participation!

INSTRUCTIONS: Please mark your answer with an (X) or write your answers on the lines provided.
ex. What is your favorite color?
o blue
o orange
Xo yellow
1. Please describe your current teaching assignment (full-time/part-time, grade level, type of school/program,
etc.):
_____________________________________________________________________________________________
_____________________________________________________________________________
2. How many years of teaching experience do you have?
o 0 to 2 years
o 3 to 5 years
o 6 to 10 years
o more than 10 years

3. What is the highest level of education that you possess?

o High School degree
o Bachelor’s degree
o Master’s degree
o Doctoral degree
o Other: _______________________

4. What do you think is your strongest skill area as a teacher?

o listening
o speaking
o reading
o writing

5. What do you think is your weakest skill area as a teacher?

o listening
o speaking
o reading
o writing

6. How interested would you be in attending a training on the following topics? Please rate your level of interest:

No interest Some interest High interest

PDTT, Module 2, Page 32

 classroom
management

project based
learning

using technology

teaching
pronunciation

developing critical
thinking skills

7. How would you describe yourself as a learner? Please rate the following statements as they apply to your
learning preferences:

Never Sometimes Often

I prefer explanations with visual
aids (graphs, pictures, etc.).

I like to use my hands and make

something in class.

I prefer to read a textbook rather

than listen to a lecture.

I remember something better if I

repeat it out loud than write it
down.

I like to draw pictures and graphs

when I take notes.

8. What do you think is the biggest challenge in your teaching?

_____________________________________________________________________________________
_____________________________________________________________________________________

9. What is one of your goals for improving your teaching in the next semester or school year?
_____________________________________________________________________________________
_____________________________________________________________________________________

PDTT, Module 2, Page 33

M O D U LE 2 T A S K 7 S A M P L E N E E D S A N A L Y S IS
In your next assignment for this course, you will use this template to conduct your needs
analysis and share your experience. You can use the tool provided or if you created a tool in
Task 4, please use your tool to get the data. In the future, this template will help you in
conducting needs analysis as you plan trainings and can be shared with participants to use in
their context.

Step 1: Plan
Plan how you will conduct your needs analysis. Think about what you have read about the
process and Emilia’s tips for John. As you read in Task 3a, we want to get data from all of our
stakeholders, but for this template you will just practice getting information from teachers.

Answer the questions below to describe your plan.

4. Will you use the Needs Analysis Survey Tool provided or a tool you created? If you are
using your own tool, what type of tool will you use?

I will use my own tools. I like using surveys, questionnaires, and interviews

5. Will you get data from all of your teachers or a random sample? How many teachers will
you survey (interview, use in a focus group, or observe)?

I will get data from around 20% teacher or more if I am using interviews. I can get
more than 80% teacher to do the surveys and questionnaires which equals
around 12 teachers from every group I teach.

6. When and how will you conduct your needs analysis? (ex. In our weekly teachers’
meeting I will ask the teachers to complete the survey. Or ex. I will distribute the survey
to all the teachers on Monday and ask them to return it to me no later than
Wednesday).

I teach monthly around 4 groups of teachers in my workshops in TEFLship (my

start up for qualifying English teachers). But I also have their contacts and
database so I will ask them to do it in the workshops and do them online.

Step 2: Conduct

PDTT, Module 2, Page 34

Conduct your needs analysis. Now that you have planned, you're ready to conduct your own
needs analysis.

Use your needs analysis tool that you created or the provided survey tool in your teaching
context. For example, if you are using the provided survey, give the survey to the teachers in
your school and collect the results.

Step 3: Share and Reflect

Share and reflect on your experience conducting your Needs Analysis.

Think about the questions below and write your answers. Write 4-10 sentences.

• How would you describe your experience with conducting your needs analysis?
• What went well with your needs analysis?
• What would you do differently next time?
• Would you make any changes to the tool you used?

I enjoyed checking the statistics and learning more about my audience. Every time I do
needs analysis in any form, I feel I learnt more about the characteristics of the teachers
I am training. What goes well is that the teachers felt that I am trying to help them more
by learning about them. Using online forms also facilitate gathering and analyzing the
data a lot for me. I would like to include more detailed subjective and objective
questions for later times. I would definitely keep making changes to the tools I used.
Somehow, the more I apply a technique or a tool, the better I get in using it and that
makes me want to modify it for better use later on.

M O D U LE 2 , T A S K 8 : C ON C L U S I O N
Watch a Video (5-10 minutes)
In this video, Emilia and John discuss this module and preview the next module. Here is a transcript of the video:
Emilia: Welcome back everyone. I hope you’ve enjoyed creating and conducting your own
needs analysis. I’m sure that you’ve learned a lot during this process.

PDTT, Module 2, Page 35

John: I know I have! At the beginning of this module, I didn’t even know what a needs analysis
was and now I have carried out my own! I learned about so many different types...surveys,
interviews, observations, and focus groups. So many tools to choose from!

Emilia: Yes. You have a variety of ways to learn about the participants’ objective and
subjective needs.

John: Right. And I learned about creating follow-up tools after analyzing the results. That was
really helpful when I met with a focus group.

Emilia: Absolutely. Now that you have gathered and prioritized some valuable information
about your participants’ needs, you’re going to use it in the next module.

John: I figured that it was all part of the plan. What are we doing next?

Emilia: We’re going to use the information from your needs analysis to create learning
objectives.

John: Sounds exciting! I can’t wait to find out more.

Emilia: You won’t have to wait long! See you soon.

PDTT, Module 2, Page 36