Module 4: Needs Assessment

.title[
# Module 4: Needs Assessment
]
.subtitle[
## EME5601: Introduction to Instructional Systems
]
.author[
### Dr. Bret Staudt Willet
]
.date[
### October 2, 2024
]

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**View the slides:**

[bretsw.com/eme5601-fs23-module4](https://bretsw.com/eme5601-fs23-module4)

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### <svg aria-hidden="true" role="img" viewBox="0 0 384 512" style="height:1em;width:0.75em;vertical-align:-0.125em;margin-left:auto;margin-right:auto;font-size:inherit;fill:#782F40;overflow:visible;position:relative;"><path d="M192 48a48 48 0 1 1 96 0 48 48 0 1 1 -96 0zm51.3 182.7L224.2 307l49.7 49.7c9 9 14.1 21.2 14.1 33.9V480c0 17.7-14.3 32-32 32s-32-14.3-32-32V397.3l-73.9-73.9c-15.8-15.8-22.2-38.6-16.9-60.3l20.4-84c8.3-34.1 42.7-54.9 76.7-46.4c19 4.8 35.6 16.4 46.4 32.7L305.1 208H336V184c0-13.3 10.7-24 24-24s24 10.7 24 24v55.8c0 .1 0 .2 0 .2s0 .2 0 .2V488c0 13.3-10.7 24-24 24s-24-10.7-24-24V272H296.6c-16 0-31-8-39.9-21.4l-13.3-20zM81.1 471.9L117.3 334c3 4.2 6.4 8.2 10.1 11.9l41.9 41.9L142.9 488.1c-4.5 17.1-22 27.3-39.1 22.8s-27.3-22-22.8-39.1zm55.5-346L101.4 266.5c-3 12.1-14.9 19.9-27.2 17.9l-47.9-8c-14-2.3-22.9-16.3-19.2-30L31.9 155c9.5-34.8 41.1-59 77.2-59h4.2c15.6 0 27.1 14.7 23.3 29.8z"/></svg> **A Climber's Survival Tale**

<br>

Source: [**NPR: Day to Day, March 4, 2009**](https://www.npr.org/2009/03/04/101420504/redux-a-climbers-survival-tale)

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# <svg aria-hidden="true" role="img" viewBox="0 0 640 512" style="height:1em;width:1.25em;vertical-align:-0.125em;margin-left:auto;margin-right:auto;font-size:inherit;fill:#fff;overflow:visible;position:relative;"><path d="M32 64c17.7 0 32 14.3 32 32l0 320c0 17.7-14.3 32-32 32s-32-14.3-32-32V96C0 78.3 14.3 64 32 64zm214.6 73.4c12.5 12.5 12.5 32.8 0 45.3L205.3 224l229.5 0-41.4-41.4c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0l96 96c12.5 12.5 12.5 32.8 0 45.3l-96 96c-12.5 12.5-32.8 12.5-45.3 0s-12.5-32.8 0-45.3L434.7 288l-229.5 0 41.4 41.4c12.5 12.5 12.5 32.8 0 45.3s-32.8 12.5-45.3 0l-96-96c-12.5-12.5-12.5-32.8 0-45.3l96-96c12.5-12.5 32.8-12.5 45.3 0zM640 96V416c0 17.7-14.3 32-32 32s-32-14.3-32-32V96c0-17.7 14.3-32 32-32s32 14.3 32 32z"/></svg> <br><br> Gap = <br><br> [What is] - [What should be]

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**Clear from the start:** What is the purpose of the needs assessment?

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Needs assessment is the **first step** in an iterative design cycle:

<div class="caption">
Figure 2.1 from Rothwell et al. (2016, p. 20)
<br><br>
</div>

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<div class="caption">
Table 2.1 from Rothwell et al. (2016, p. 23)
<br><br>
</div>

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- **Need:** performance gap

- **Needs Assessment:** strategic level, tactical level (day-to-day operations), operational level

- **Needs Analysis:** underlying causes

- **Training Requirements Analysis:** If you know that training is the solution, why do a needs assessment? Which training is necessary? (p. 26)

- **Needs Assessment Planning:** comprehensive or situation-specific

- **Alignment:** between training assets and business goals

- **Position Road Map:** audiences you serve, tasks they perform, outcomes of their jobs, desired behaviors, job constraints

- **Needs Assessment Plan:** (like a research plan) objectives, target audience, sampling, data collection, instruments and protocols, data analysis, how decisions will be made based on the data

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1. Establishing objectives

2. Identifying the target audience: Whose instructional needs are to be addressed?

3. Specifying instruments and protocols

4. Assessing the feasibility of the needs assessment plan

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### "Can the needs assessment withstand charges it was not cost-effective, timely, or rigorous?" (p. 38)

<hr>

### <svg aria-hidden="true" role="img" viewBox="0 0 640 512" style="height:1em;width:1.25em;vertical-align:-0.125em;margin-left:auto;margin-right:auto;font-size:inherit;fill:#782F40;overflow:visible;position:relative;"><path d="M88.2 309.1c9.8-18.3 6.8-40.8-7.5-55.8C59.4 230.9 48 204 48 176c0-63.5 63.8-128 160-128s160 64.5 160 128s-63.8 128-160 128c-13.1 0-25.8-1.3-37.8-3.6c-10.4-2-21.2-.6-30.7 4.2c-4.1 2.1-8.3 4.1-12.6 6c-16 7.2-32.9 13.5-49.9 18c2.8-4.6 5.4-9.1 7.9-13.6c1.1-1.9 2.2-3.9 3.2-5.9zM0 176c0 41.8 17.2 80.1 45.9 110.3c-.9 1.7-1.9 3.5-2.8 5.1c-10.3 18.4-22.3 36.5-36.6 52.1c-6.6 7-8.3 17.2-4.6 25.9C5.8 378.3 14.4 384 24 384c43 0 86.5-13.3 122.7-29.7c4.8-2.2 9.6-4.5 14.2-6.8c15.1 3 30.9 4.5 47.1 4.5c114.9 0 208-78.8 208-176S322.9 0 208 0S0 78.8 0 176zM432 480c16.2 0 31.9-1.6 47.1-4.5c4.6 2.3 9.4 4.6 14.2 6.8C529.5 498.7 573 512 616 512c9.6 0 18.2-5.7 22-14.5c3.8-8.8 2-19-4.6-25.9c-14.2-15.6-26.2-33.7-36.6-52.1c-.9-1.7-1.9-3.4-2.8-5.1C622.8 384.1 640 345.8 640 304c0-94.4-87.9-171.5-198.2-175.8c4.1 15.2 6.2 31.2 6.2 47.8l0 .6c87.2 6.7 144 67.5 144 127.4c0 28-11.4 54.9-32.7 77.2c-14.3 15-17.3 37.6-7.5 55.8c1.1 2 2.2 4 3.2 5.9c2.5 4.5 5.2 9 7.9 13.6c-17-4.5-33.9-10.7-49.9-18c-4.3-1.9-8.5-3.9-12.6-6c-9.5-4.8-20.3-6.2-30.7-4.2c-12.1 2.4-24.7 3.6-37.8 3.6c-61.7 0-110-26.5-136.8-62.3c-16 5.4-32.8 9.4-50 11.8C279 439.8 350 480 432 480z"/></svg> Discuss in groups...

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### Are people on the train rude?

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- **Data:** relevancy, reliability, validity (p. 42)

- **Open process:** iterative, evolving based on feedback and revision

- **Paradigm:**

--
  - Quantitative vs. qualitative approaches

- if vs. how and why

- worldviews and assumptions

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<div class="caption">
Table 3.1 from Rothwell et al. (2016, p. 44)
<br><br>
</div>

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- Convenience or Judgmental sampling

- Simple random sampling

- Stratified sampling

- Systematic sampling

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- Interviews

- Direct observations

- Indirect observations

- Questionnaires

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- Key Informant Groups or Focus groups

- Delphi procedure

- Critical incident method

- Root Cause Analysis (beware bias: recency, availability, anchoring, confirmation)

- Competency assessment

- Assessment center

- Exit interviews

- Performance records

- Work samples

- Process mapping

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- Unobtrusive measures (because many collection methods are reactive: inherently biased by their altering the situation being studied)

- Data Analytics

- Data mining

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<div class="caption">
Table 3.3 from Rothwell et al. (2016, p. 57)
<br><br>
</div>

<hr>

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- Historical

- Descriptive (mean, mode, median)

- Fancy math (sophisticated statistical techniques)

- ANOVA

- chi-square

- t-test

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### This might be the most important slide of Module 4!

1. What are needs this project is attempting to satisfy?

2. What data or information will I need to clarify these needs?

3. How will I need to analyze this data to arrive at a reliable and valid conclusion?
 
(p. 59)

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### Who is the intended learner?

### What learner characteristics should be assessed?

- **Situation**-related characteristics:

- **Performance Analysis:** What are the possible relationships between the performance problem and the learner?
  
--

- **Decision**-related characteristics

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- **Learner**-related characteristics:

- Prerequisite knowledge, skills, and attitudes

- Physical traits

- Demographic characteristics

- Learner sensitivity

- Physiological characteristics

- Aptitudes (future capabilities to perform in certain ways)

- Experience

- ~~Learning styles~~

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- **Learner**-related characteristics:

- Geographical location

- Job category

- Interests

- Personal benefit to learning

- Culture

- Life cycle stage

- Career stage and/or career prospects

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- **Environmental** characteristics:

- Physical

- Social

- Political

- Cultural

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**Learner Profiles:** normative, descriptive, historical

<div class="caption">
Exhibit 4.1 from Rothwell et al. (2016, p. 72)
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</div>

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<div class="caption">
Exhibit 4.1 from Rothwell et al. (2016, p. 72)
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</div>

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<div class="caption">
Table 4.2 from Rothwell et al. (2016, p. 77)
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</div>

### Key question: Is the learner assessment free of bias and stereotyping?

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- physical system

- environment (developmental, delivery, application)

- context

- situation

- **Whole Task Instructional Design**

- **Universal Instructional Design:** inclusive rather than exclusive perspective

- class climate

- interaction

- physical environments and products

- delivery methods

- assessment and feedback

- accommodation

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### UID <svg aria-hidden="true" role="img" viewBox="0 0 448 512" style="height:1em;width:0.88em;vertical-align:-0.125em;margin-left:auto;margin-right:auto;font-size:inherit;fill:#782F40;overflow:visible;position:relative;"><path d="M438.6 278.6c12.5-12.5 12.5-32.8 0-45.3l-160-160c-12.5-12.5-32.8-12.5-45.3 0s-12.5 32.8 0 45.3L338.8 224 32 224c-17.7 0-32 14.3-32 32s14.3 32 32 32l306.7 0L233.4 393.4c-12.5 12.5-12.5 32.8 0 45.3s32.8 12.5 45.3 0l160-160z"/></svg> Culturally Sustaining Instructional Design

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<div class="caption">
Table 4.3 from Rothwell et al. (2016, p. 80)
<br><br>
</div>

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### Key questions:

- Based on what is known about the organization, how many of these characteristics relate to the present assignment?

- How are the characteristics relevant? What is known about how each characteristic effects on-the-job performance?

- How should information about these characteristics subsequently be used in the instructional design process to improve the chances that learners will apply on the job what they learned during instruction?

- How should this information influence subsequent steps in the instructional design model?

(p. 87)

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- **Synthesize** (bring together) pieces of the puzzle in an efficient manner

- **Ask**: Do the instructional products appear to meet the organization's needs?

- **Sequence** the instruction: What should be addressed first?

- Chronological

- Topical

- Whole-to-Part

- Part-to-Whole

- Know-to-Unknown

- Unknown-to-Known

- Step-by-Step

- Part-to-Part-to-Part

- General-to-Specific

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- Analyze content through thematic analysis:

- "goodness of fit" to meet performance standards

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# <svg aria-hidden="true" role="img" viewBox="0 0 512 512" style="height:1em;width:1em;vertical-align:-0.125em;margin-left:auto;margin-right:auto;font-size:inherit;fill:#fff;overflow:visible;position:relative;"><path d="M176 88v40H336V88c0-4.4-3.6-8-8-8H184c-4.4 0-8 3.6-8 8zm-48 40V88c0-30.9 25.1-56 56-56H328c30.9 0 56 25.1 56 56v40h28.1c12.7 0 24.9 5.1 33.9 14.1l51.9 51.9c9 9 14.1 21.2 14.1 33.9V304H384V288c0-17.7-14.3-32-32-32s-32 14.3-32 32v16H192V288c0-17.7-14.3-32-32-32s-32 14.3-32 32v16H0V227.9c0-12.7 5.1-24.9 14.1-33.9l51.9-51.9c9-9 21.2-14.1 33.9-14.1H128zM0 416V336H128v16c0 17.7 14.3 32 32 32s32-14.3 32-32V336H320v16c0 17.7 14.3 32 32 32s32-14.3 32-32V336H512v80c0 35.3-28.7 64-64 64H64c-35.3 0-64-28.7-64-64z"/></svg> <br><br> Expanding the <br> ISD Analysis Toolbox

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- Systems Analysis
- Performance Analysis
- Needs Assessment / Needs Analysis
- Training Requirements Analysis
- Root Cause Analysis
- Competency Assessment
- Learner Assessment
- Setting Analysis
- Developmental Setting Assessment

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# <svg aria-hidden="true" role="img" viewBox="0 0 512 512" style="height:1em;width:1em;vertical-align:-0.125em;margin-left:auto;margin-right:auto;font-size:inherit;fill:#fff;overflow:visible;position:relative;"><path d="M128 32h32c17.7 0 32 14.3 32 32V96H96V64c0-17.7 14.3-32 32-32zm64 96V448c0 17.7-14.3 32-32 32H32c-17.7 0-32-14.3-32-32V388.9c0-34.6 9.4-68.6 27.2-98.3C40.9 267.8 49.7 242.4 53 216L60.5 156c2-16 15.6-28 31.8-28H192zm227.8 0c16.1 0 29.8 12 31.8 28L459 216c3.3 26.4 12.1 51.8 25.8 74.6c17.8 29.7 27.2 63.7 27.2 98.3V448c0 17.7-14.3 32-32 32H352c-17.7 0-32-14.3-32-32V128h99.8zM320 64c0-17.7 14.3-32 32-32h32c17.7 0 32 14.3 32 32V96H320V64zm-32 64V288H224V128h64z"/></svg> <br><br> Looking ahead

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# <svg aria-hidden="true" role="img" viewBox="0 0 448 512" style="height:1em;width:0.88em;vertical-align:-0.125em;margin-left:auto;margin-right:auto;font-size:inherit;fill:#fff;overflow:visible;position:relative;"><path d="M128 0c17.7 0 32 14.3 32 32V64H288V32c0-17.7 14.3-32 32-32s32 14.3 32 32V64h48c26.5 0 48 21.5 48 48v48H0V112C0 85.5 21.5 64 48 64H96V32c0-17.7 14.3-32 32-32zM0 192H448V464c0 26.5-21.5 48-48 48H48c-26.5 0-48-21.5-48-48V192zm80 64c-8.8 0-16 7.2-16 16v96c0 8.8 7.2 16 16 16h96c8.8 0 16-7.2 16-16V272c0-8.8-7.2-16-16-16H80z"/></svg> Semester Schedule

- **Module 1:** Introduction to Instructional Systems Design

- **Module 2:** Systems Analysis

- **Module 3:** ISD & HPT

- **Module 4: Needs Assessment**

- **Module 5:** Work Analysis

- **Module 6:** Design & Development

- **Module 7:** Evaluation

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# <svg aria-hidden="true" role="img" viewBox="0 0 512 512" style="height:1em;width:1em;vertical-align:-0.125em;margin-left:auto;margin-right:auto;font-size:inherit;fill:#fff;overflow:visible;position:relative;"><path d="M40 48C26.7 48 16 58.7 16 72v48c0 13.3 10.7 24 24 24H88c13.3 0 24-10.7 24-24V72c0-13.3-10.7-24-24-24H40zM192 64c-17.7 0-32 14.3-32 32s14.3 32 32 32H480c17.7 0 32-14.3 32-32s-14.3-32-32-32H192zm0 160c-17.7 0-32 14.3-32 32s14.3 32 32 32H480c17.7 0 32-14.3 32-32s-14.3-32-32-32H192zm0 160c-17.7 0-32 14.3-32 32s14.3 32 32 32H480c17.7 0 32-14.3 32-32s-14.3-32-32-32H192zM16 232v48c0 13.3 10.7 24 24 24H88c13.3 0 24-10.7 24-24V232c0-13.3-10.7-24-24-24H40c-13.3 0-24 10.7-24 24zM40 368c-13.3 0-24 10.7-24 24v48c0 13.3 10.7 24 24 24H88c13.3 0 24-10.7 24-24V392c0-13.3-10.7-24-24-24H40z"/></svg> Module Structure

- <svg aria-hidden="true" role="img" viewBox="0 0 640 512" style="height:1em;width:1.25em;vertical-align:-0.125em;margin-left:auto;margin-right:auto;font-size:inherit;fill:#782F40;overflow:visible;position:relative;"><path d="M88.2 309.1c9.8-18.3 6.8-40.8-7.5-55.8C59.4 230.9 48 204 48 176c0-63.5 63.8-128 160-128s160 64.5 160 128s-63.8 128-160 128c-13.1 0-25.8-1.3-37.8-3.6c-10.4-2-21.2-.6-30.7 4.2c-4.1 2.1-8.3 4.1-12.6 6c-16 7.2-32.9 13.5-49.9 18c2.8-4.6 5.4-9.1 7.9-13.6c1.1-1.9 2.2-3.9 3.2-5.9zM0 176c0 41.8 17.2 80.1 45.9 110.3c-.9 1.7-1.9 3.5-2.8 5.1c-10.3 18.4-22.3 36.5-36.6 52.1c-6.6 7-8.3 17.2-4.6 25.9C5.8 378.3 14.4 384 24 384c43 0 86.5-13.3 122.7-29.7c4.8-2.2 9.6-4.5 14.2-6.8c15.1 3 30.9 4.5 47.1 4.5c114.9 0 208-78.8 208-176S322.9 0 208 0S0 78.8 0 176zM432 480c16.2 0 31.9-1.6 47.1-4.5c4.6 2.3 9.4 4.6 14.2 6.8C529.5 498.7 573 512 616 512c9.6 0 18.2-5.7 22-14.5c3.8-8.8 2-19-4.6-25.9c-14.2-15.6-26.2-33.7-36.6-52.1c-.9-1.7-1.9-3.4-2.8-5.1C622.8 384.1 640 345.8 640 304c0-94.4-87.9-171.5-198.2-175.8c4.1 15.2 6.2 31.2 6.2 47.8l0 .6c87.2 6.7 144 67.5 144 127.4c0 28-11.4 54.9-32.7 77.2c-14.3 15-17.3 37.6-7.5 55.8c1.1 2 2.2 4 3.2 5.9c2.5 4.5 5.2 9 7.9 13.6c-17-4.5-33.9-10.7-49.9-18c-4.3-1.9-8.5-3.9-12.6-6c-9.5-4.8-20.3-6.2-30.7-4.2c-12.1 2.4-24.7 3.6-37.8 3.6c-61.7 0-110-26.5-136.8-62.3c-16 5.4-32.8 9.4-50 11.8C279 439.8 350 480 432 480z"/></svg> Meet: **Wednesdays 3:05-5:40pm ET**

- <svg aria-hidden="true" role="img" viewBox="0 0 576 512" style="height:1em;width:1.12em;vertical-align:-0.125em;margin-left:auto;margin-right:auto;font-size:inherit;fill:#782F40;overflow:visible;position:relative;"><path d="M64 64C28.7 64 0 92.7 0 128V384c0 35.3 28.7 64 64 64H512c35.3 0 64-28.7 64-64V128c0-35.3-28.7-64-64-64H64zm16 64h32c8.8 0 16 7.2 16 16v32c0 8.8-7.2 16-16 16H80c-8.8 0-16-7.2-16-16V144c0-8.8 7.2-16 16-16zM64 240c0-8.8 7.2-16 16-16h32c8.8 0 16 7.2 16 16v32c0 8.8-7.2 16-16 16H80c-8.8 0-16-7.2-16-16V240zm16 80h32c8.8 0 16 7.2 16 16v32c0 8.8-7.2 16-16 16H80c-8.8 0-16-7.2-16-16V336c0-8.8 7.2-16 16-16zm80-176c0-8.8 7.2-16 16-16h32c8.8 0 16 7.2 16 16v32c0 8.8-7.2 16-16 16H176c-8.8 0-16-7.2-16-16V144zm16 80h32c8.8 0 16 7.2 16 16v32c0 8.8-7.2 16-16 16H176c-8.8 0-16-7.2-16-16V240c0-8.8 7.2-16 16-16zM160 336c0-8.8 7.2-16 16-16H400c8.8 0 16 7.2 16 16v32c0 8.8-7.2 16-16 16H176c-8.8 0-16-7.2-16-16V336zM272 128h32c8.8 0 16 7.2 16 16v32c0 8.8-7.2 16-16 16H272c-8.8 0-16-7.2-16-16V144c0-8.8 7.2-16 16-16zM256 240c0-8.8 7.2-16 16-16h32c8.8 0 16 7.2 16 16v32c0 8.8-7.2 16-16 16H272c-8.8 0-16-7.2-16-16V240zM368 128h32c8.8 0 16 7.2 16 16v32c0 8.8-7.2 16-16 16H368c-8.8 0-16-7.2-16-16V144c0-8.8 7.2-16 16-16zM352 240c0-8.8 7.2-16 16-16h32c8.8 0 16 7.2 16 16v32c0 8.8-7.2 16-16 16H368c-8.8 0-16-7.2-16-16V240zM464 128h32c8.8 0 16 7.2 16 16v32c0 8.8-7.2 16-16 16H464c-8.8 0-16-7.2-16-16V144c0-8.8 7.2-16 16-16zM448 240c0-8.8 7.2-16 16-16h32c8.8 0 16 7.2 16 16v32c0 8.8-7.2 16-16 16H464c-8.8 0-16-7.2-16-16V240zm16 80h32c8.8 0 16 7.2 16 16v32c0 8.8-7.2 16-16 16H464c-8.8 0-16-7.2-16-16V336c0-8.8 7.2-16 16-16z"/></svg> Create

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# <svg aria-hidden="true" role="img" viewBox="0 0 576 512" style="height:1em;width:1.12em;vertical-align:-0.125em;margin-left:auto;margin-right:auto;font-size:inherit;fill:#fff;overflow:visible;position:relative;"><path d="M64 112c-8.8 0-16 7.2-16 16V384c0 8.8 7.2 16 16 16H512c8.8 0 16-7.2 16-16V128c0-8.8-7.2-16-16-16H64zM0 128C0 92.7 28.7 64 64 64H512c35.3 0 64 28.7 64 64V384c0 35.3-28.7 64-64 64H64c-35.3 0-64-28.7-64-64V128zM176 320H400c8.8 0 16 7.2 16 16v16c0 8.8-7.2 16-16 16H176c-8.8 0-16-7.2-16-16V336c0-8.8 7.2-16 16-16zm-72-72c0-8.8 7.2-16 16-16h16c8.8 0 16 7.2 16 16v16c0 8.8-7.2 16-16 16H120c-8.8 0-16-7.2-16-16V248zm16-96h16c8.8 0 16 7.2 16 16v16c0 8.8-7.2 16-16 16H120c-8.8 0-16-7.2-16-16V168c0-8.8 7.2-16 16-16zm64 96c0-8.8 7.2-16 16-16h16c8.8 0 16 7.2 16 16v16c0 8.8-7.2 16-16 16H200c-8.8 0-16-7.2-16-16V248zm16-96h16c8.8 0 16 7.2 16 16v16c0 8.8-7.2 16-16 16H200c-8.8 0-16-7.2-16-16V168c0-8.8 7.2-16 16-16zm64 96c0-8.8 7.2-16 16-16h16c8.8 0 16 7.2 16 16v16c0 8.8-7.2 16-16 16H280c-8.8 0-16-7.2-16-16V248zm16-96h16c8.8 0 16 7.2 16 16v16c0 8.8-7.2 16-16 16H280c-8.8 0-16-7.2-16-16V168c0-8.8 7.2-16 16-16zm64 96c0-8.8 7.2-16 16-16h16c8.8 0 16 7.2 16 16v16c0 8.8-7.2 16-16 16H360c-8.8 0-16-7.2-16-16V248zm16-96h16c8.8 0 16 7.2 16 16v16c0 8.8-7.2 16-16 16H360c-8.8 0-16-7.2-16-16V168c0-8.8 7.2-16 16-16zm64 96c0-8.8 7.2-16 16-16h16c8.8 0 16 7.2 16 16v16c0 8.8-7.2 16-16 16H440c-8.8 0-16-7.2-16-16V248zm16-96h16c8.8 0 16 7.2 16 16v16c0 8.8-7.2 16-16 16H440c-8.8 0-16-7.2-16-16V168c0-8.8 7.2-16 16-16z"/></svg> Major Assignments

- **Assignments** (70%)

- Module 2 Assignment: Systems Analysis paper (150 points)

- Module 3 Assignment: Annotated Bibliography 1 (50 points)

- **Module 4 Assignment: Needs Assessment paper (150 points)**

- Module 5 Assignment: Annotated Bibliography 2 (50 points)

- Module 6 Assignment: Work Analysis paper (150 points)

- Module 7 Assignment: ISD Process Model paper (150 points)

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# <svg aria-hidden="true" role="img" viewBox="0 0 320 512" style="height:1em;width:0.62em;vertical-align:-0.125em;margin-left:auto;margin-right:auto;font-size:inherit;fill:#fff;overflow:visible;position:relative;"><path d="M80 160c0-35.3 28.7-64 64-64h32c35.3 0 64 28.7 64 64v3.6c0 21.8-11.1 42.1-29.4 53.8l-42.2 27.1c-25.2 16.2-40.4 44.1-40.4 74V320c0 17.7 14.3 32 32 32s32-14.3 32-32v-1.4c0-8.2 4.2-15.8 11-20.2l42.2-27.1c36.6-23.6 58.8-64.1 58.8-107.7V160c0-70.7-57.3-128-128-128H144C73.3 32 16 89.3 16 160c0 17.7 14.3 32 32 32s32-14.3 32-32zm80 320a40 40 0 1 0 0-80 40 40 0 1 0 0 80z"/></svg> <br><br> Questions

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