In one part of this weeks reading, The Application of General Systems Theory to Instructional

Development, Thomas (1972) introduced a lot of new terms in general systems theory which are
helpful in the identification of instructional problem and the analysis of setting. Additionally, in
each Guidepost, some basic concepts of system theory have been mentioned. Some highlights of
those concepts are the relative and all-at-once characteristic of the system, the importance of
separating the symptoms from the problem during problem definition, the concept of open and
closed systems, two basic influential factors (functional and human) operating in instructional
system, the influence of decision-making characteristics in functional relationships and lastly the
problem of control in the system. A lot of these terms and concepts would make more sense if
more specific examples are provided.
Another reading, Identifying Instructional Goals using Front-End Analysis by Dick and Carey,
discusses three important planning processes in front-end analysis before instructional design.
Those include performance analysis, needs assessment and job analysis. Performance
analysis is important in verifying the problem, identifying the real causes of the problem and
determining whether or not the instruction is necessary. The text mentions a couple times that
instruction is not always the solution to the problem, and alternatives should be considered.
Needs assessment, which is also used in performance analysis, will only occur when the
solution to the problem is training. (It is called training needs assessment). Needs assessment is
the identification of need(s) through the comparison of the desired status and actual status.
Needs assessment is very important in identifying instructional goals and the whole design
process, and careful descriptions of desired status and actual status which lead to a precise
need/gap must be emphasized. Job analysis is the process of collecting and analyzing the tasks
that people do in their jobs. The importance of job analysis is to identify the tasks that are crucial
in the job performance and to help prepare necessary training to assure the productivity and
satisfaction in the performance in such tasks, which also leads to the satisfaction of the job
performance. In the later part of the reading, the author introduces the criteria in establishing
clear and complete instructional goals, and these are much more understandable through
examples and case study. The processes in front-end analysis in this reading, particularly
performance analysis, reminded me of a training workshop I attended in my previous workplace
which failed to solve the problem it intended to. The workshop was conducted to help improve
the teaching performance of the lecturing staff who had received a below-standard evaluation
from the students. The desired status was 85% of students satisfaction, and the actual status of
about 25% of the lecturing staff was in average 65% of students satisfaction. This means the
gap is 20% of students satisfaction. The program coordinator decided to put together the
workshop in which a high performing lecturing staff shared the successful tools and techniques
he used in his classes. The workshop failed to solve the problem because the cause of the
problem didnt lie in the knowledge of using the teaching tools and techniques, but the
motivation in using such tools and techniques. Secondly, the workshop was attended by only
those who were already performing well in their job, and it failed to capture the
attention/participation of those who performed worse and who were the target audience in the
workshop.
In the same text, Identifying Instructional Goals Using Front-End Analysis, Dick and Carey often
introduced and gave examples of instructional design as a way to solve existing problems such
as customer service problems, teachers performance problems, etc. Can instructional design be
used in different situations where problems dont really exist? For example, the Masters program
in the English Department would like to develop and include a new course for the students in
their program. Is the process of developing such a course called instructional design? Can the
concepts of front-end analysis be applicable in this case? What can be the ways to assess the
needs, which leads to identifying the instructional goals?