Needs Analysis

Introduction

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Choosing the format of your needs analysis

This can be done using any one or a combination of the methods listed below:

• Work shadowing
  This is where the trainer observers the learner(s) in situ at their workplace. It is the most expensive and the most time-consuming way of performing a needs analysis. To be most effective the trainer needs to have a reasonable knowledge of the native language used in the workplace. The trainer may also feel very much 'on display' or may feel as if they are in the way. It can, however, be an effective way of getting to know the learner(s) and of seeing how they perform tasks in English on a practical level. Time constraints usually mean that this is not a practical method of assessing large groups of learners.
• Group Discussion
  Students discuss their needs and expectations as group, led by the trainer. The trainer directs the discussion and notes down information as it is forthcoming.
• Diagnostic test
  This is used to establish which linguistic areas the learners need to develop. It may be a standardised test or have been designed specifically for the circumstances. It more often than not takes the form of a multiple-choice test, which, while quick, convenient and easy to correct and analyse, it must be remembered that this type of test examines recognition skills rather than productive skills.
• Questionnaire
  Again, this can be standardised or designed specifically for the circumstances. Although you might also opt to include a diagnostic test in your needs analysis, completion of a needs analysis questionnaire itself will provide you with an indication of the students' level of English as well as giving essential background information about the learners. A questionnaire can be particularly effective when combined with a one-to-one interview (see below).
• One-to-one interview
  As above, while you may opt to include some form of diagnostic test in your needs analysis, using a questionnaire to form basis of an oral interview will provide you with a good indication of the student's level of English. It will also give you essential background information about the learner. In giving the answers to the questions you ask, the learner will also be demonstrating his level of spoken English as well as some of his areas of strengths and weaknesses. It also provides an opportunity to get to know the learner on a more personal level. However, it is often impractical to use this method for groups of more than three or four learners due to obvious time constraints.
• Telephone interview
  This is a useful alternative when it is not possible to arrange a personal interview with a one-to-one learner. It should be remembered however that, due to a lack of non-verbal communicative features (facial expressions, body language etc), most learners find conversations more difficult on the telephone. Nor is it quite as personal or informal.

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To decide on the format which would be most effective for your learners, you need to obtain some general information about the customer. You need to know something of the organisational structures and corporate culture of the company. This might effect your choice of teaching strategies. You also need to know what kind of management structure the company has, and the role of each of the course participants within this structure, as this will effect the dynamics of the class. Information on the background, education and work experience of each participant would also be helpful. It is also important to know whether all classes are compulsory for all participants as this will effect both the time frame of the course and the desired language learning outcomes. This type of background information will effect your choice of needs analysis and can be obtained by visiting the company, by meeting with the head of the company or simply by asking for relevant information to be sent to you by post.

Writing a needs analysis

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It is clearly important to make an assessment of the language skills of all the course participants and to decide which linguistic areas the learners need to develop.

However, an effective needs analysis not only establishes which linguistic areas the learner needs to work on but also ascertains why the learners need to improve their English and how they might need to use the language in a practical way in theworkplace. There is little point in teaching the language of report writing to a learner who does not have to write reports. It is also important to establish what the customer (who might not actually be one of the participants of the course) would like to achieve from the course.

The needs analysis should ideally also give the trainer some information about the nature and background of the learner's company. This will enable the trainer to incorporate the specific lexis related to that particular industry into the course. The lexis which a learner needs to participate in a meeting about improving the design of lift hoists will not be the same as that required by a learner involved in the paper industry, for example.

Learning Styles

Motivation

While we don't know exactly what determines a language learner's success, motivation appears to be one of the many factors which has a strong effect on this. Motivation can be essentially instrumental or integrative. Instrumental means that the learner is studying the language in order to achieve a set goal in study or at work, eg to gain a particular qualification or to attain promotion. Integrative motivation comes from a learner's desire to join and integrate into a target culture.

Cognitive Styles

Individuals process information in various different ways. The most common set of terms for these cognitive styles are visual, aural/oral, and kinaesthetic. While some learners may prefer a mixture of all three styles, others might have a predisposition for one or another in particular.

Visual

This particular learning style means that the learner prefers to see new language in its written form, finding it easier to absorb in this way. This type of learner has a tendency to write things down (even during oral tasks) because they need to see the language, and they will often ask the teacher to write new lexis on the board, for the same reason. This learner is unlikely to fare well when following an essentially audio-lingual syllabus. (Types of syllabus will be discussed in depth later on in the course.)

Aural/Oral

A learner who has a tendency towards this cognitive style will prefer to hear and to speak new language. This is the learner who you are most likely to catch practising new language under his or her breath! Drilling (when the teacher models the target language and the student repeats) will prove particularly effective with this type of learner. This type of learner will do well when following an audio-lingual or communicative syllabus.

Kinaesthetic

'Learning by doing.' This type of learner likes to actually do what they learn. In practical terms, this translates into language learning through such methodologies as Total Physical Response (TPR) or through more everyday activities such as role-plays and debates.

The learner's own characteristics will also affect how successful they may be in the target language, and should therefore be taken into consideration by the teacher. Learners may be introverts or extroverts, tolerant or intolerant of ambiguity, teacher-dependent or teacher-independent, risk-avoiders or risk-takers, and syllabus-bound or syllabus-free. All learners fall somewhere on a scale between being analytic and being communicative, and all of the above will affect how they learn a language and how best they might therefore be taught.

How would you categorise the learners who made the following comments?

A. I want my teacher to correct all my mistakes.

B. I want to be in an easier class so I can understand everything.

C. I want to do everything in the coursebook.

D. Teacher, teacher, I've finished!

E. I want to speak more in class because I can study grammar at home.

F. Why do we say 'raining heavily' and not 'raining fiercely' ? Please explain the rule.

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What would it be helpful to know about your learner/group of learners?

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Extra information, such as the age of the learners, how long they have been studying English, including where and when, will give you further guidance as to how to pitch the lessons and what kind of expectations your learners might have from the course. Remember, a learner who has worked or studied in an English speaking country will probably have progressed much faster than a learner who has only studied English in their home country. It is also important to establish the learners' own perceptions of their language skills and their desired learning outcomes, as these might well differ to your own and could cause problems later on, if not dealt with tactfully, but realistically, at the start of the course. Finding out what the learners may wish to do in the future will again affect what you choose to cover in your lessons, as will knowing whether the learners intend to take any examinations in English. Knowledge of the learners' backgrounds, families and spare time activities can help you to incorporate topics of interest and relevance into your lessons. Remember, the more detailed your needs analysis, the more information you will have to work with when you come to plan your course later.

Task 1

Evaluate the following example of a needs analysis, identifying its strengths and weaknesses. Suggest how it might be improved.

If you have any questions or comments on this task, please post them on the notice board.