Hierarchical Approach
The hierarchical approach is used to analyze the individual steps in the analysis of goals involving intellectual or psychomotor skills.
Procedural Analysis
The process of listing chronologically, in a step by step manner, all the sub steps required to perform an instructional goal.
Cluster Analysis
A technique used with goals in the verbal information domain to identify the specific information needed to achieve the goal and the ways that information can best be organized or grouped.
Analysis Techniques for Attitude Goals
The purpose of the goal is to get the learner to choose to do either psychomotor or an intellectual skill.
The first half of the analysis for an attitudinal goal requires hierarchical analysis techniques. The second part of the analysis is usually verbal information. The verbal information may either be analyzed using a separate cluster analysis or it may be integrated, as verbal information, into the basic hierarchical analysis that was done for the first half of the analysis. The verbal information constitutes the persuasive part of the attitude shaping, along with modeling and reinforcement and it should be included as an integral part of the instructional analysis.
Instructional Analysis Diagrams
• The diagramming procedures for doing an instructional analysis are:
- classify your instructional goal and perform the goal analysis
- select the appropriate technique(s) for identifying the subordinate skills.
Type of Goal or Step Type of Subordinate Skills Analysis
Intellectual skill Hierarchical*
Psychomotor skill Hierarchical*
Verbal information Cluster
Attitude Hierarchical* and/or cluster
* Note that hierarchical analyses can contain sequences of procedural steps.
• As the designer proceeds with the analysis, the subordinate skills are visually display in diagrams.
• When diagrammed, any particular set of sub-skill require o reach a terminal objective can have a variety of structural appearances.
Entry Skills
Specific competencies or skills a learner must have mastered before entering a given instructional activity.
The Tentativeness of Entry Skills
• The entry line sometimes is uncertain. The dotted line might drawn too high or
too low.
• The dotted line is drawn too high:
- suggest that learners already have mastered most of the skills.
- instructional materials lose their effectiveness.
• The dotted line is drawn too low:
- presume the learners have few or none of the skills required to achieve the
instructional materials
-developing unnecessary instructional materials
- wasting the learners time to study skills they have already mastered.
• If specific content being taught, the instructor will find a group of learners with a
right entry behavior for the instruction.
• The purpose is to teach a specific group of learners, the instruction must be modified to fit in with the right entry behaviors of the learners.
Subordinate Skills Analysis of a Psychomotor Skill
The purpose of the goal is to get the learner to choose to do either a psychomotor or an intellectual skill.
The first half of the analysis for an attitudinal goal requires hierarchical analysis techniques.- The second part of the analysis is usually verbal information. The verbal information may either be analyzed using a separate cluster analysis or it may be integrated, as verbal information, into the basic hierarchical analysis that was done for the first half of the analysis. The verbal information constitutes the persuasive part of the attitude shaping, along with modeling and reinforcement and it should be included as an integral part of the instructional analysis.
Subordinate Skills Analysis of an Attitudinal Goal
The purpose of the goal is to get the learner to choose to do either a psychomotor or an intellectual skill.
The first half of the analysis for an attitudinal goal requires hierarchical analysis techniques.- The second part of the analysis is usually verbal information. The verbal information may either be analyzed using a separate cluster analysis or it may be integrated, as verbal information, into the basic hierarchical analysis that was done for the first half of the analysis. The verbal information constitutes the persuasive part of the attitude shaping, along with modeling and reinforcement and it should be included as an integral part of the instructional analysis.
Identification of Entry Skills
To identify the appropriate entry skills depends on the current skill level of the learner.- Psychomotor instructional analysis.
Hierarchical Analysis of an Intellectual Skill
A technique used with goals in the intellectual skills domain to identify the critical subordinate skills needed to achieve the goal and their interrelationships. For each subordinate skill in the analysis, this involves asking “What must the student know how to do in order to learn the specific sub-skills being considered?
Cluster Analysis for Verbal Information Subordinate Skills
A technique used with goals in the verbal information domain to identify the specific information needed to achieved the goal and the ways that information can best be organized or grouped.
Identification of Entry Skills
- Necessary specific skills that students must have prior to beginning the instruction
- Not a list of things that students can do, but the specific skills that must be able to do in order to begin
- It is also important to identify any learner characteristics that may be important to consider in the design of the instructions
The determination of pertinent characteristics of member of the target population. Often includes prior knowledge and attitudes toward the content to be taught, as well as attitudes toward the organization and work environment.
Data for Learner Analysis
Structured interviews to view valuable information about leaners entry skill, personal goals, attitudes about the content and training organization. Output (1)Entry skills and prior knowledge of the topic (2) attitude toward the content and potential delivery system, (3) academic motivation, (4) prior achievement and ability levels, (5) learning preferences (6) general attitudes toward the organizational providing training, and (7) group characteristics. Good instruction that precisely fits the learners’ needs and characteristics will be in vain, however, if performance context does not enable and support application of the new skills.
Performance Context Analysis
Creating appropriate elements of learning environment and enabling the learner to build optimal conceptual frameworks for learning and remembering.
Data for Performance Context Analysis
Gather data from potential learners and managers and to observe the work environment where the new skills will be used. Output A description of the physical and organizational environment where skills will be used and (2) a list of any special factors that may facilitate or interfere with the learners use of new skills.
Learning Context Analysis
The actual physical location in which the instruction that is under development will be used. The focus is on the following elements: 1) the compatibility of the site with instructional requirements.(2) the adaptability of the site for simulating aspects of the workplace or performance site, (3) the adaptability of the site for using a variety of instructional strategies and training delivery approaches, and (4) the constraints present that may effects the design and delivery of instruction
Data for Learning Context Analysis
Output A description of the extent to which the site can be used to deliver training on skills that will be required for transfer to the workplace and , a list of any limitations that may have serious implications for the project
