Phases 3 and 4 for Mini Case Assignment for EDID6507 Chosen Case Study: Harvesting Corporation Needs Assessment Jabel Erica O. Bercasio 315104634 University of the West Indies, Open Campus Phases 3 and 4 Due Date: April 1, 2017
The affected population/audience of this case study would then be the FAYAP as it attempts to become relevant again by being updated in technology. It, after all, “wasn't sure it could provide the same level of service for which it had become known” (Hrabe, Marti, Kinzie, & Kovalchick, Welcome to Harvesting Corporation Daily Press, 1997).
The case study also affects the Hispanic youth of Boone Valley, who may potentially find a way to make use of the technology, which FAYAP had been bestowed with, to improve themselves through workshops and possibly even mentoring. Franklin State University’s College of Agriculture is also a stakeholder because it will be providing the needed materials for the Farming and Management course via distance learning.
Problem While FAYAP Director Recinos has finally achieved what he wanted in terms of computer hardware and software, it is unclear as to what learning workshops should be implemented. There is also the desire to provide mentoring to marginalized Hispanic youth, who may not even speak English fluently and who may not even have regular access to computers. This was the premise at the beginning of the discussions.
Other suggestions were more in keeping with what the Agricultural College is all about – teaching farming management. The distance learning that computers and the Internet can provide may give potential learners with more information backed up by flexible time and convenient location.
Franklin State University Agricultural College’s Sam Kellerman and Joe Dagsworthy and Director Jorge Recinos all desire a wider scope for the online workshops. However, the suggestion of teaching Technology and Farm Management by Recinos himself, with a specific pilot topic and a beginning class of only ten, seemed more doable than the more idealistic but scattered targets of the group. The certificate of completion is a wise added bonus.
Based on the University of Virginia’s own needs analysis summary, the main cause of the confusion is the lack of experience that all involved have in terms of the task at hand (Hrabe, Marti, Kinzie, & Kovalchick, Harvesting Corporation, 1997). The group is new to using technology, and Franklin State University does not even have strong ties with the Hispanic youth in the Boone Valley area. The said targeted group will be benefited but the potential uncomfortable setup should be addressed, as well as the possibility of language barriers. Language barriers can be further aggravated by distance learning, which may possibly take away gestures and facial expressions. During the time of the study, bandwidths will not be able to accommodate present day speeds. Video tutorials could be very limited in scope, number, and length. The observed students showed sufficient language skills, but will the program be able to control who gets into the program beyond limiting the students at ten at a time?
Based on the discussion above, the problem is in the technological details of the pilot implementation of the Farming and Management distance learning workshop, its instructional design, and meeting the expectations of the stakeholder all at the same time.
Performance Gap An environmental scan is conducted, with the help of the existing team, to provide some clarity as to what should be done to make the best use of the grant received by FAYAP. i.Optimals: The FAYAP’s Recinos seeks to provide not just a means to relearn agricultural concepts via online workshops, but also to mentor Hispanic students in the area. ii.Actuals: The FAYAP provides an Agricultural programme via distance learning to a limited number of ten students at a time. The programme is provided through Internet connections that have limited bandwidths. iii.Feelings: Recinos believes that the new funding that he has received is a means to invest in the youth of Boone Valley as much as it is possible. Meanwhile, the representatives of Franklin State University’s Agricultural Department, Kellerman and Dagsworthy are more interested in offering a wider scope of online courses. iv.Causes: Those who are involved in the project hoped to have many results right away due to the long period in which FAYAP had been stagnant in terms of producing important projects.
Learning and Performance Gaps of the Harvesting CorporationCase Study: Actual Performance Desired Performance Performance Gap What if gap is ignored? Methods of Gauging the Gap 1. The target students know how to speak English but cannot cope with impromptu communication using English farming jargon. The target students must be able to communicate or discuss agriculture and farming management. ***The target students do not know how to communicate using English farming management/agricultural jargon. The target learners will struggle with communicating using farming jargon, which may affect not just management in the future, but also their education via distance learning. -Focus groups -Interviews regarding farming management, incorporating jargons. 2. The target students are attending a regular college, with courses that they had to take over a period of time/over a term at a time. In relation to this, it takes years to move up in the farming management hierarchy. The students need some flexibility that will help them move up in the farming management hierarchy as quickly as possible. **The students do not have any flexibility in taking their courses. The students, even after graduating from their agricultural/farming course, will still take a long time to move up in the hierarchy. -Interviews with experts and students 3. Computer knowledge is limited, with lost files and not even saving those files mentioned as real instances. Computer knowledge must be enough to study via distance learning (use of email, Internet, etc.) ***Training in using web browsers, chat rooms, spreadsheet app and word processor. The distance learning setup may be wasted as students get lost or confused. -Survey 4. The program is already crowded with possible agricultural courses. Cross cultural exchange and mentoring is incorporated in distance learning. **Lack of means of emotional support in the distance learning format The distance learning setup is dry and merely academics-focused. -Survey -Interviews -Focus Groups 5. Farming management is traditional and passed on to the next generation. Farming management is brought to the current modern times, with use of existing technology. **Lack of updating and reliance on existing systems Farming techniques and management strategies will be stagnant. -Interviews with Experts, Authoritative figures -Surveys 6. Interesting and vital farming history and management texts are not available at the college. Complete and updated collection of farming and farming management references are provided to the students. **Important but rare farming and farming management references are not available. As above, farming techniques and management strategies will remain stagnant. -Survey -Interviews with College Administration -Focus Groups made up of students
Note: (***) – High Priority, (**) – Medium Priority, (*) Low Priority
Questions for Confirming a Gap (for Data Collection)First Target Audience: Hispanic Students of the Agricultural CollegeGap #1: The target students do not know how to communicate using English farming management/agricultural jargon. 1. How long have you been speaking English? a. Less than a year b. 1 to 4 years c. 5 or more years d. all my life 2. On a scale of 1 – 10, with 1 being the least comfortable, how comfortable are you with speaking in English farming jargon? a. 1 to 3 b. 4 to 6 c. 7 to 9 d. 10 (very comfortable) 3. How often do you communicate using English farming jargon? a. Never b. Very rarely c. Sometimes d. Often Gap #2: The students do not have any flexibility in taking their courses. 1. Do you take the prescribed college timetable? a. Yes b. Sometimes c. No 2. Are you able to request a slower or faster pace in your studies? a. Yes b. Sometimes c. No Gap #3: Training in using web browsers, chat rooms, spreadsheet app and word processor. Choose the most appropriate level of proficiency in the given software or application, with 10 being the highest. 1. Word processor a. 1 to 3 b. 4 to 6 c. 7 to 9 d. 10 2. Chat rooms a. 1 to 3 b. 4 to 6 c. 7 to 9 d. 10 3. Web browser a. 1 to 3 b. 4 to 6 c. 7 to 9 d. 10 Gap #4: Lack of means of emotional support in the distance learning format 1. Do you need any emotional support as a student at your college? a. Yes b. Sometimes c. No 2. Do you think you would need any human interaction as a student in a distance learning setup? a. Yes b. Maybe c. No 3. How would you describe yourself: a. Content/Happy b. Stressed/Nervy c. Problematic d. None of the above The above questions for the students will be supported by interviews with focus groups (students) and the college administration). Second Target Audience: Authoritative Voices and/or Administration via InterviewsGap # 5: Lack of updating and reliance on existing systems 1. Do you think that it is time to move on to the use of modern farming techniques? (Yes/No) Why or why not? 2. Have you seen any problems or issues with the current techniques? (Yes/No) If yes, please cite them. 3. If you were to upgrade your farming management strategies, how would you do it and why? Gap # 6: Important but rare farming and farming management references are not available. 1. Are your references updated regularly? 2. What are the publication dates of your current references? (ask for an official library list) 3. Do you think that the students will benefit from updated references? (Yes/No) Why or why not? 4. Do you think that the students will benefit from rare references? (Yes/No) Why or why not? 5. Do you think that the students will benefit from farming history textbooks? (Yes/No) Why or why not? Data That Supports the Gaps (Data Collection) For this study, the respondents are the accessible population of the college. Accessible population refers to “the portion of the population to which the researcher has reasonable access. (University of Missouri - St. Louis, 2017)” In Penn State College of Agricultural Sciences today, for example, the approximate graduate enrollment is currently at about 3000 (Penn State College of Agricultural Sciences, 2017). This means that at the time of the study, an agricultural college may have a population range of 1000 to 3000. A sample of 100 will then be a good representation of the college. Typically, however, a population size of 1000 would require at least 278 respondents for a confidence level of 95% and a margin of error at 5%, which are typical values used (Raosoft, 2004). Gap #1: The target students do not know how to communicate using English farming management/agricultural jargon. 1. How long have you been speaking English? b. Less than a year b. 1 to 4 years c. 5 or more years d. all my life 2. On a scale of 1 – 10, with 1 being the least comfortable, how comfortable are you with speaking in English farming jargon? b. 1 to 3 b. 4 to 6 c. 7 to 9 d. 10 (very comfortable) 3. How often do you communicate using English farming jargon? b. Never b. Very rarely c. Sometimes d. Often
This section suggests that the students, although fluent enough in English, are not comfortable with speaking in English farming jargon. This means that online instruction would have to take this in consideration, providing assistance along the way. Gap #2: The students do not have any flexibility in taking their courses. 1. Do you take the prescribed college timetable? b. Yes b. Sometimes c. No 2. Are you able to request a slower or faster pace in your studies? b. Yes b. Sometimes c. No
This section suggests that students have no choice in terms of the subjects that they had to take per term. If there are no changes in the setup, then the students would have no choice but to follow the farming management hierarchy after graduation. This, however, is not a high priority concern due to the fact that the focus is what is still happening within the physical university or via the distance learning setup. Gap #3: Training in using web browsers, chat rooms, spreadsheet app and word processor. Choose the most appropriate level of proficiency in the given software or application, with 10 being the highest. 1. Word processor a. 1 to 3. b. 4 to 6 c. 7 to 9 d. 10 2. Chat rooms b. 1 to 3 b. 4 to 6 c. 7 to 9 d. 10 3. Web browser b. 1 to 3 b. 4 to 6 c. 7 to 9 d. 10 Figure 3.1 Line Graph of Computer Application Proficiency in Franklin State University, College of Agriculture
Figure 3.2 Bar Graph of Computer Application Proficiency in Franklin State University, College of Agriculture
This section shows that most of the students do not excel in the software or application required to enroll into or participate in distance learning. This is one of the most immediate concerns because the students will not be able to study via distance learning without website browsing, email sending, and chat room or forum posting skills. Gap #4: Lack of means of emotional support in the distance learning format 1. Do you need any emotional support as a student at your college? b. Yes b. Sometimes c. No 2. Do you think you would need any human interaction as a student in a distance learning setup? b. Yes b. Maybe c. No 3. How would you describe yourself: b. Content/Happy b. Stressed/Nervy c. Problematic d. None of the Above
This section suggests that although there are some students who can cope with distance learning without emotional support, there are others who need it to succeed or to at least to move forward. The mentoring feature of distance learning does have its benefits, but it will not be a total loss not to have it. Students under the Agricultural College of Franklin State University are more focused on getting their degrees. That focus may be enough to steer most of them from trouble. Gap # 5: Lack of updating and reliance on existing systems 1. Do you think that it is time to move on to the use of modern farming techniques? (Yes/No) Why or why not? 2. Have you seen any problems or issues with the current techniques? (Yes/No) If yes, please cite them. 3. If you were to upgrade your farming management strategies, how would you do it and why? Based on transcript of responses: 1. The consensus is that it is time to move on to the use of modern farming techniques because what is learnt in school should be applied in real life, and real life farming is moving forward. However, the old strategies will remain as part of farming history, and should still be taught, especially since they present their own benefits (L.E.A.F.), such as presenting less environmental concerns or hazards. 2. There are problems with the current techniques. They worked for a certain period of time, but there is a need now to compete with modern farms. Outdated techniques sometimes contribute to deforestation as there is fewer strategies known that could utilize what could be thought of as significantly overused plots of land. They also offer up smaller yields when compared to modern farming (Petit). Gap # 6: Important but rare farming and farming management references are not available. 1. Are your references updated regularly? 2. What are the publication dates of your current references? (ask for an official library list) 3. Do you think that the students will benefit from updated references? (Yes/No) Why or why not? 4. Do you think that the students will benefit from rare references? (Yes/No) Why or why not? 5. Do you think that the students will benefit from farming history textbooks? (Yes/No) Why or why not? Based on transcript of interviews: References are updated regularly, but some books are outdated to the point that some textbooks go back to the 1970s, but there are some that are only a year old. The students will benefit from updated references in farming management and agriculture, as with other subjects. These updated references will keep them aware of recent changes and technological advances. Similarly, farming history textbooks – even those that are rare – will provide better perspective. II– Methods (Proposed Solutions will be included here) The methods and solutions are presented for each of the identified gaps. Gap #1: The target students do not know how to communicate using English farming management/agricultural jargon. - Special training in English farming jargon, without the added tuition - Constant use in the distance learning setup, but with clickable interpretations for those who are still struggling with Gap #2: The students do not have any flexibility in taking their courses. - Self-paced enrollment via distance learning - Allowing overloading per term for those whose GPAs are above 3.5 Gap #3: Training in using web browsers, chat rooms, spreadsheet app and word processor. - Availability of new computers to the students, with specific schedules for each student so that everyone gets an opportunity - Introductory tutorials to the different software required should be offered via distance learning but with the assumption that the students already know how to use the web browser - Availability of a printed manual or two in the computer laboratory for those who would like to self-teach Gap# 4: Lack of means of emotional support in the distance learning format - Incorporation of a forum for assignments where students can exchange ideas and offer support - Adding a chat room where more informal conversations can be facilitated Gap # 5: Lack of updating and reliance on existing systems - Implementation of new systems based on the field’s updates - Employing professors who have industry experiences Gap # 6: Important but rare farming and farming management references are not available. - Buying of textbooks that have been most requested by the students and/or recommended by the administrators. Proposed Solutions Non-instructional interventions, like instructional interventions, are “deliberate, conscious acts that facilitate change in performance” (Van Tiem et al., 2012, p. 195). These are the interventions that will be applied to this particular case study. The gaps indicate the need for administrative changes. Table of Performance Gaps and Their Proposed Solutions Gap Intervention Type of Intervention/Proposed Solution Priority Level The target students do not know how to communicate using English farming management/agricultural jargon. - Introductory training in English farming jargon, without the added tuition - Constant use of jargon in the distance learning setup, but with clickable interpretations for those who are still struggling with
Learning Medium The students do not have any flexibility in taking their courses. - Self-paced enrollment via distance learning - Allowing overloading per term for those whose GPAs are above 3.5 Human Factors Intervention (Medium) - Not immediate need Training in using web browsers, chat rooms, spreadsheet app and word processor is required to make distance learning proceed is planned. - Availability of new computers to the students, with specific schedules for each student so that everyone gets an opportunity - Introductory tutorials to the different software required should be offered via distance learning but with the assumption that the students already know how to use the web browser - Availability of a printed manual or two in the computer laboratory for those who would like to self-teach
Human Factors Intervention
Personal Development Intervention - High There is a lack of means of emotional support in the distance learning format. - Incorporation of a forum for assignments where students can exchange ideas and offer support - Adding a chat room where more informal conversations can be facilitated
Organizational Communication Intervention - Low The agricultural college is still dependent on old farming strategies. - Implementation of new systems based on the field’s updates - Employing professors who have industry experiences Human Factors Intervention - Medium Important but rare farming and farming management references are not available.
- -Buying of textbooks that have been most requested by the students and/or recommended by the administrators.
Personal Development Intervention - Medium
Based on the above table, there are many performance gaps that have arisen from the surveys and focus group consultations. However, the main and most immediate gap recognized is the lack of proficiency in the simplest computer applications that the students would require knowledge of to be able to participate in a distance learning course. The bandwidth is limited enough as it is, without the students having problems with the actual usage. Administrative Changes The students of Franklin State University – Agricultural College – can now be equipped with the computers that were donated to FAYAP. They may be able to practice the use of the most common applications by being provided with a time slot for computer usage. If the students cannot afford extra computer classes, then a provision of printed manuals and time to use their computers on their own time may help them. Much of the other gaps in the table above III – Conclusion FAYAP has received a grant that provides it with the use of $6000 worth of computer software and hardware. This has made the organization head Recinos eager and ready to ensure that the new equipment be put to good use. The initial goals were too numerous, however, that there was a need to focus on a few, or even just one, doable goal. Without a focus, there may be too many tasks to fill, thus raising the chances of failing instead or tackling things in a subpar manner. However, tackling the high priority gap does not mean to say that the other gaps should be completely taken for granted. It only means that there should be a starting point, which the others could follow. Because FAYAP and Franklin State University are venturing into new territory, it is easy to imagine that there will be a long and continuous process of improvements that are to follow.
References: American Association of Colleges of Nursing . (n.d.). Sample Needs Assessment Report Outline. Retrieved from American Association of Colleges of Nursing : www.aacc.nche.edu/Resources/.../Plus50_SampleNeedsAssessmentReportOutline.doc Child Welfare Resource Center. (2009, May 15). MICHIGAN CHILD WELFARE NEEDS ASSESSMENT . Retrieved from Children's Rights: http://www.childrensrights.org/wp-content/uploads/2009/07/2009-05-14_needs_assessment.pdf Hrabe, B., Marti, J., Kinzie, M., & Kovalchick, A. (1997). Harvesting Corporation. Retrieved from University of Virginia Curry School of Education: http://curry.virginia.edu/go/ITcases/Harvest/Timeline/HCframe.html Hrabe, B., Marti, J., Kinzie, M., & Kovalchick, A. (1997). Welcome to Harvesting Corporation Daily Press. Retrieved from University of Virginia Curry School of Education: http://curry.virginia.edu/go/ITcases/Harvest/Timeline/Links/dailypress.html L.E.A.F. (n.d.). Problems Associated with Conventional Farming. Retrieved from L.E.A.F.: http://leafcertified.org/the-apparel-industry/faqs/problems-associated-with-conventional-farmingPro Office for Victims of Crime. (n.d.). Sample Community Needs Assessment Report. Retrieved January 31, 2017, from Office for Victims of Crime: www.ovc.gov Penn State College of Agricultural Sciences. (2017). About the College. Retrieved from Penn State College of Agricultural Sciences: http://agsci.psu.edu/about Petit, M. (n.d.). The Benefits of Modern Agriculture. Retrieved from Mediterranean Agronomic Institute of Montpellier: http://www.iamm.ciheam.org/ress_doc/opac_css/doc_num.php?explnum_id=8988 Raosoft. (2004). Sample Size Calculator. Retrieved from Raosoft: http://www.raosoft.com/samplesize.html The University of Tennessee Martin. (n.d.). http://www.utm.edu/departments/rgc/problemstatement.php. Retrieved February 11, 2017, from University of Tennessee Martin. University of Missouri - St. Louis. (2017). Populations and Sampling. Retrieved from University of Missouri - St. Louis: http://www.umsl.edu/~lindquists/sample.html V – Appendices Appendix A Below, you will see a sample needs assessment outline from the American Association of Colleges of Nursing.
Introduction and Background
This section describes the purpose of the needs assessment and the specific questions the needs assessment investigate.
Methods
This section describes the methods used to collect the data and information presented in the “Key Findings” section of the report. a.Data Collection You should briefly describe each data collection method used. ·Survey – include a description of who is in your survey sample, and how representative the sample is of your target market. ·Focus Group – include a description of the group(s) that participated. ·Market Sizing ·Secondary Data Sources (e.g., other internet research) b.Strengths and Limitations Here you should describe the main strengths of your research, as well as any considerations that you want your audience to be aware of as they read and interpret the key findings. An example of a strength may be that there are many sources of information included in your Needs Assessment. An example of a limitation may be that due to resource constraints, you were unable to send the survey to members of the local plus 50 population beyond existing students.
Key Findings
This section summarizes the findings elicited from the data collected. Below are some you might include: a.Local Employer Needs and Growth Occupations This section summarizes the local employer needs, growth occupations, and necessary workforce skills gathered from publicly available data sources. b.Potential Plus 50 Learners in your College’s Area (Market Size and Description) This is where you include the summary of information calculated using the Market Sizing Tool. c.Competitor/Collaborator Information You may want to include a table listing other local organizations and agencies that provide workforce development or support services for the plus 50 population. This information is also sometimes referred to as an Asset Map. d.Plus 50 Learner Interests This section describes the following types of findings as collected by survey and/or focus group data: ·Workforce Training Courses ·Career Services and Supports
Recommendations for Program Planning
This describes the implications from the data and suggests next steps for your college. These suggestions should include recommendations for programs and ways to increasing access to your college among the plus 50 population.
Appendices
You should include in the appendix the data collection instruments used, such as the survey and focus group questions.
Root and Cause Analysis Van Tiem et al. describe cause analysis/root analysis as a means of determining “why the performance gap exists leading to the real issues and not the superficial ones. (Van Tiem, Moseley, & Dessinger, 2012)” According to the text, there are steps that must be followed in conducting cause analysis: 1. Identifying the performance gap’s cause 2. Classifying aforementioned cause (world/workplace/work/worker) 3. Prioritize it as high or low impact in terms of the performance environment 4. List cause examples 5. Verify causes Watkins et al. had mentioned the inadequacy of relying on performance gaps alone (Watkins, Weiss Meiers, & Visser, 2012). A closer look at the causes will ultimately help the team performing the analysis to create an action plan. Because a project may be too close to someone’s heart, it is vital for the team in charge of the analysis to seek the help of outside persons to comment and provide some feedback on the matter. It would help if they are in the same field, but not in the same team. Problem Statement: The teaching at the University of Michigan is not inspiring young people to learn and to apply themselves. Questions Used to Collect Data: 1. Do the students in your college/university have their personal learning strategies that aid them beyond their lectures? 2. What are the shortcomings of instruction in your university/college? 3. Will the university/college be able to accommodate changes in teaching strategies?
Collected Data Using Above Questions Various Responses from Current University Students Other Strategies: · Watching Internet tutorials - III · Creating visuals and mnemonics · Classmate support/study groups Shortcomings · Obsolete lessons (no longer used in the industry) · Too fast-paced and lacking in focus - II · Not the best computers · Lack of materials · Poor industry exposure of students/poor preparation for jobs How the University can accommodate Changes in Teaching Strategies · Hiring part-time instructors, who are also working in the industry and experiencing the fast changes · By adapting to new technology · Maybe, but the school prioritizes the wrong things · It really is up to the university The Performance Gap Causes Performance Gap Causes Classification High or Low Impact Cause Examples Verification Outdated classroom environment Workplace High - Computers are not updated. - Setup is not flexible.
- Visual observation - Interview with students and faculty members Outdated skills Worker High - Certifications are obsolete - There is not enough industry background for skills-based courses - Teachers’ records and/or resumes Too Fast-paced Workplace Low - Trimestral setup - Saturated curriculums - Departmental records and curriculum - School calendar
Root Cause Analysis Objective: To increase the levels of participation and application among students in the College of Education in the University of Michigan
Decades’ old school carries on using traditional setups
Students are not very participative, and would take too long to do anything.
The university mostly hires tenured professors with very little experience outside of the campus, and with less our outdated training in technology.
The university follows traditionally paced education, with few or none of the industry-inspired fast pace and flexibility needed today.
Root Cause
The classrooms are outdated.
References: American Society for Quality. (2017). What is RCA (Root Cause Analysis)? Retrieved from ASQ: http://asq.org/learn-about-quality/root-cause-analysis/overview/overview.html Rooney, J. J., & Vanden Heuvel, L. N. (2014). Root Cause Analysis for Be2004ginners. Quality Progress, 45-53. Van Tiem, D. M., Moseley, J. L., & Dessinger, J. C. (2012). Fundamentals of Performance Improvement, 3rd Edition. New Jersey: Pffeifer Publishing . Watkins, R., Weiss Meiers, M., & Visser, Y. (2012). A Guide to Assessing Needs : Essential Tools for Collecting Information, Making Decisions, and Achieving Development Results. Washington DC: The World Bank.