1. Case Study : Group Leadership Training
Learner and context analyses are critical in instances where heterogeneous groups of learners
who are not known to the instructional designer will be learning in unfamiliar contexts and
performing their news skills in self-regulated contexts. This would be the case in the group
leadership training example in this case study. You may want to refer back to the Case study
section of Chapter 2 in order to refresh your memory of the neighborhood crime watch scenario.
Table 5.2
Table Contoh formulir untuk menganalisis konteks kinerja
5.2 Information categories Data sources Performance site characteristics
1. Managerial/supervis Interviews: current persons holding Reward system (intrinsic-personal
ory support position, supervisors, administrators growth opportunities, extrinsic-
financial, promotion, recognition)
Organization records
Amounts (time) and nature of direct
supervision
Evidence of supervisor commitment
(time resources)
2. Physical aspects of Interviews: current persons holding position, Facilities
site supervisors, administrators
Resources
Observations:
Observe one to three sites considered typical Equipment
Timing
3. Social aspects of Interviews : Supervision:
site current persons holding position,
supervisors, administrators Interaction :
Observations: Others effectively using skills:
Observe typical person performing skills at
sites selected
4. Relevance of skills Interviews : Meet identified needs
to workplace current persons holding position,
supervisors, administrators Currents applications:
Observations: Future applications
Observe typical person performing skills at
sites selected
Performance context analysis
A performance context analysis is shown in Table 5.5. again, information categories are listed in
column 1, data sources are included in column 2, and performance site characteristics are
described in column 3. Gathering such information about the arena in which NCW leaders work
will aid designers in choosing the best instructional strategies to use for maximizing the transfer
of skills to the performance site. In this case, the leaders will be working in a public arena
gathering information, organizing meetings and programs, and performing group management
tasks during formal and informal meetings. They are unsupervised and receive little support

2. excepts for the country NCW coordinator and the assigned local police support person. Providing
these supports individuals with information and strategies for supporting the NCW leaders in
their communities could prove very beneficial for enhancing each leader‟s effectiveness in the
community.
Table 5.3
Table Example Form For Analyzing Performance Context
5.3 Information Categories Data Sources Learning Site Characteristics
1. Number/ nature of Interviews: Number
sites Managers Facilities
Site visits: Equipment
Observations Resource
Constraint:
2. Site compatibly Interviews: Instructional strategies:
with instructional Managers, instructors Delivery approaches
needs Site visits: Time
Observations Personnel
Other
3. Site compatibly Interviews: Location (distance)
with learner needs Managers, instructors, Conveniences:
Learners Space:
Site visits: Equipment :
Observations Other:
4. Feasibility for Interviews: Supervisory characteristics:
simulating work Managers, instructors, Physical characteristics:
place Learners Social characteristics
Site visits: other
Observations
LEARNING CONTEXT ANALYSIS
Table 5.6 contains a learning context analysis for the group leadership instructional goal. A list
of the information categories appears in the first column, the data sources in the second column,
and learning context characteristics in the third column. From this information, we can infer that
the design team has a very good instructional situation. The importance of the neighborhood
crime problem and the political/social priority currently attached to it has created the financial
and professional resources, facilities, equipment, and personnel to provide quality instructional
products and training sessions. The only apparent limitations placed on the designers are those
related to balancing learning efficiency and cost effectiveness.
For additional learning support and a school curriculum example of analyzing learners and
contexts, be sure to go to the Course Management site materials for chapter 5.

3. Table 5.4
Table Description Of Learner Characteristics For Newly Appointed
5.4 Neighborhood Crime Watch (NCW) leaders
Information Categories Data Sources Learner Characteristics
1. Entry Interviews and Performance setting:
behaviors Observations Learners have no prior experience as
Three current and Neighborhood Crime Watch chairpersons, and
three newly elected most have no prior experience in serving as the
NCW chairs, the leader in problem solving discussions
county NCW
supervisor, three Learners have served as members in work or
police liaison officers community related committee meetings;
however most have had no formal training in
Test data: problem solving through interactive discussions
Posttest performance
from group
membership training
2. Prior Interviews and Learners have general knowledge of the group
knowledge of Observations leadership area from participating as members
topic area Three current and in group discussions and from observing
three newly elected different leaders they have had through the
NCW chairs, the years. As adults who have interacted more or
county NCW less successfully with colleagues, they possess,
supervisor, three at least at an awareness level, many of the skills
police liaison officers required to be effective discussion leaders.
Test data:
Posttest performance
from group
membership training
3. Attitudes Interviews and Learners believe the group problem solving
toward content Observations skills they will learn are beneficial and will help
Three current and them become good, contributing members of
three newly elected team efforts. They also believe that acquiring
NCW chairs, the the upcoming group leadership skills will help
county NCW them ensure that their committee meetings will
supervisor, three be effective and productive
police liaison officers
Test data:
Posttest performance
from group
membership training
4. Attitudes Interviews and Learners have experience learning through live
toward Observations lectures, web based instruction, and live group
potential Three current and problem solving simulations as a result of the
delivery three newly elected prior instruction.
system NCW chairs, the They liked the convenience of the web based
county NCW instruction, and they believe that simulations
supervisor, three were helpful
police liaison officers
Test data:
Posttest performance
from group
membership training

4. 5. Motivation for Interviews and Learners are positive about their selection of
instruction Observations leaders, and are anxious to develop/ refine their
(ARCS) Three current and leadership skills. They believe the leadership
three newly elected skills are relevant to their jobs as Neighborhood
NCW chairs, the Crime Watch chair persons, and they are
county NCW confident they can become effective group
supervisor, three discussion leaders.
police liaison officers These factors, along with the interactive nature
of the instruction, should help ensure that
Test data: learners are attentive during instruction.
Posttest performance
from group
membership training
6. Educational Interviews and Education levels : learners vary in their formal
and ability Observations education with some completing high school,
level Three current and some college, and some graduate degrees
three newly elected
NCW chairs, the Ability levels: besides academic progress,
county NCW learners‟ interpersonal skills are a concern.
supervisor, three Based on experience in the prior “group
police liaison officers member” training, it seems that learners are
heterogeneous with some high in interpersonal
Records: skills, some moderate and some low
Biographical data
from NCW
Chairperson
Application Form
Test data:
Posttest performance
from group
membership training
7. General Attitude data : Learners are experienced with a variety of
learning Questionnaire from learning formats: however, they prefer not to be
preferences group membership publicly “put on the spot” until they are
training completely clear about trainer and group
expectations and the skills they are to
Interviews and demonstrate in a group setting. In workshop
observations: setting, they prefer a short cycle of (1)
All 16 learners in presentation (what do you expect of me?), (2)
group membership private rehearsal (how can I best accomplish
training session this?) and then (3) interactive “on the spot”
simulations (can I manage group
interactions/progress with real people and
problems?). they like simulations and like to be
involved
8. Attitudes Interviews: Respondents have positive feelings about the
toward training NCW Supervisor, organization developing the materials, bout web
organization police liaison officers, base instruction delivered via the Internet, and
current NCW leader about the county learning center they used
during prior training. All think the training is a
good idea for helping them become acquainted
with other NCW leaders from across the county
and that these relationship. They also believe
the training is helping them become acquainted
with other NCW leaders from across the
country and that these relationships will help
them build an interpersonal network of support.

5. Interview : Heterogeneity : Learners are extremely
NCW supervision, heterogeneous in that they come from various
police liaison officer neighborhood throughout a country ;come from
NCW Records : a wide variety of work settings and areas of
Needs assessments, expertise ;have varying years of work
9. General group history with NCW experience ;and represent a mix of age, gender,
characteristics leaders, biographical and cultural backgrounds.
a. Heterogeneity
forms for leaders Size: There will be a total of twenty learners
b. Size
c. Overall Observations : per training site to maximize learning efficiency
impressions Three current NCW for live group interactive work.
leaders conducting Overall impressions: Instruction will need to be
neighborhood efficient, effective, and convenient or
meeting. „volunteer‟ participants may choose not to read
materials, complete computer-based activities
independently, or attend all group sessions.
Table Description of Performance Context for Neighborhood Crime Watch (NCW) Leaders
5.5 Information Categories Data Sources Learner Characteristics
1. Managerial Interview : Supervision of NCW chairperson is minimal.
/supervision Three current Supervision mainly takes the form of providing
support Neighborhood Crime current information. For example, they receive
Watch (NCW) organizational bulletins, materials, and
chairpersons ;3 police information from NCW web site. They receive
support /liaison immediate notification of current crimes
persons ;and the committed in their neighborhood, details of
country NCW those crimes, and statistical summaries of local
program administrator and area crimes on NCW web site from
Records : assigned police liaison person. Police liaison
Studied NCW charter person also serves as on-call resource person
and literature ;studied for chairpersons seeking information, and
records for NCW attends NCW meeting as resource person for
leaders (function, total group questions.
duties, etc)
2. Physical Interview : Facilities: There are no facilities provided by
aspects of site Three current NCW Association or police for scheduled
Neighborhood Crime NCW meetings. Meetings typically occur
Watch (NCW) within the neighborhood in a committee
chairpersons ;3 police member‟s home or in a neighborhood
support /liaison association facility
persons ;and the Resources: No money is provided for NCW
country NCW member meetings. Any resources required
program administrator (meeting announcement, materials distributed
Records : to attendees, refreshments, act) for operating
Studied NCW charter the meetings are sponsored by participating
and literature ;studied NCW members.
records for NCW Equipment :No particular equipment is required
leaders (function, for the NCW meetings
duties, etc)
Observations :
Attended 3 NCW
meetings in different
regions of the country
3. Social aspects Interview : Supervisions : the chairperson has no
of site Three current supervision during the conduct of the meeting
Neighborhood Crime
Watch (NCW) Interaction : the chairperson is actively

6. chairpersons ;3 police interacting with community members who
support /liaison attend the NCW meetings. This interaction is a
persons ;and the leader to manage the work of the group. The
country NCW chairperson has a police officer at meetings to
program administrator serve as a content expert on crime and the law,
Records : and can invite other experts to meetings as the
Studied NCW charter topic to be discussed warrants
and literature ;studied
records for NCW Others effectively using skills: there are no
leaders (function, others effectively using discussion leadership
duties, etc) skills in the meetings because the chairperson is
Observations : the single designated NCW leader for the
Attended 3 NCW community. Others in the group may have
meetings in different discussion leadership skills developed in the
regions of the country workplace or in other community settings.
4. Relevance of Interview : Meet identified needs: the leadership training
skills to Three current should meet NCW‟s identified needs of
workplace Neighborhood Crime improving the effectiveness of NCW
Watch (NCW) chairpersons in the problem solving/solutions
chairpersons ;3 police meetings. New chairpersons will be able to use
support /liaison the skills for their first neighborhood meeting
persons ;and the session, and the skills will serve them well in
country NCW the future meetings.
program administrator
Records :
Studied NCW charter
and literature ;studied
records for NCW
leaders (function,
duties, etc)
Observations :
Attended 3 NCW
meetings in different
regions of the country
Records:
Reviewed needs
assessment study
describing
characteristics of
effective/ineffective
NCW leader
Table Description of Learning Context for Neighborhood Crime Watch (NCW) Chairpersons
5.6 Information Categories Data Sources Learner Characteristics
1. Number/nature Interview : Number : one site per county in each of fifty
of sites counties across state
managers Facilities : the web based instruction will
occur over the Internet and be delivered
Site visits directly into the new NCW leaders‟ homes
Observations: The group instruction is to occur in each
county‟s government training facility. Typical
facilities across the state contain one lecture
hall for eighty to one hundred persons, three
to five classrooms for twenty to twenty five
persons, one conference room for sixteen to

7. twenty persons, one learning center open 8:00
a.m until 8:00 p.m with one to two managers
available for materials distribution ,
equipment assistance, and learner guidance,
one administrative office. Depending on
scheduling conflicts, all facilities are available
for the NCW chairperson training.
Equipment: typical centers contain
chalkboards, overhead projection screens and
projectors, LCD projector for computer
display projection onto screens; newsprint
pads and stands, five to six multimedia
computer workstations.
Resources: a state grant is provided to create
centrally the web base instruction that will be
distributed statewide. In addition, the grant
will fund for each county a group instructor,
instructional materials, mailings and
secretarial assistance (scheduling/
communication)
Constraints:
1. The learning center is busy.
Scheduling instruction may be
difficult; however, there is less use
evenings and weekends when planned
training will occur for community
volunteers.
2. The regular instructors available in
each site are not content experts in
group discussion leadership. Instructor
training will need to be developed and
implemented. One expert trainer may
need to be available for
troubleshooting across the sites.
2. Site Interview : Instructional strategies: a variety of
compatibility instructional strategies can be employed
with instructional managers including self-study print materials,
needs computers based instruction, classroom
Instructors presentations and discussion, and simulated,
small-group discussion sessions in conference
Site visits rooms.
Observations: Delivery approaches: support is available for
production and use of all typical print and non
print materials. Support is also available for
newer technologies such as WWW and other
computer based, multimedia formats. The
training center is also wired and equipped for
local area and wide area telecommunications
and teleconferencing.
Time: instructional time in the center is
limited to fifteen hours for project due to

8. constraints placed by volunteer NCW
chairpersons. This time is typically divided
into ten weekly, ninety-minute periods.
Independent study time is possible off site
between these scheduled sessions.
Personnel: Each site has an administrator,
several trainers, technicians, and secretaries.
There are no trainers present who have
provided small group leadership instruction
for NCW volunteers, although they have
provided leadership training for city and
county government employees.
3. Site Interview : Location (distance): the learning centers are
compatibility located centrally within each county area,
with learner managers making transportation for group sessions
needs convenient.
Instructors, learners
Conveniences: restaurants are located in the
Site visits areas, and there is a coffee shop within most
of the centers.
Observations:
Space: the classrooms can be used for group
simulations and the conference rooms for
smaller group “meeting” rehearsals.
Equipment: if needed, the five to eight
computer workstations can be scheduled to
avoid time conflicts with NCW leaders.
4. Feasibility for Interview : Supervisory characteristics: this cannot be
simulating work- simulated since leaders will have no
place managers supervision and little support in their
neighborhoods (county NCW coordinator and
Instructors, learners local police officers)
Site visits Physical characteristics: within the
neighborhood, learners will work as the
Observations: leaders of Neighborhood Crime Watch
interactive group discussions. These
discussions with learners as leaders can
readily be simulated in the centers.
SUMMARY
To begin this stage of instructional design, you should have completed or be working on the goal
analysis and the subordinate skills analysis including the identification of entry behaviors. You
should also have general ideas about the target population for which instruction will be
developed. These ideas usually include general descriptions such as kindergarten children,
seventh graders, college freshmen, ambulance drivers, or automobile operators convicted of
reckless driving following a serious accident.

9. The first task is to identifying the general characteristics that members of the target population
bring to the instruction. These characteristics include descriptions such as reading levels,
attention span, previous experience, motivation levels in previous instructional situations.
Another important characteristic is the extent and context of related knowledge and skills that
members of the target population already possess. One outcome from these target group analysis
activities is a description of the learners‟ characteristics that will facilitate later design
considerations such as appropriate contexts, motivational information and activities, materials
formatting, and the amount of material to be presented at one time.
The second task is to describe the performance context, or environment, where learners will
assume their natural roles as students, employees, citizens, or clients and actually use the
information and skills prescribed in the instructional goal. Categories of information about the
performance site that are important to describe include whether the learner will receive
managerial or supervisory support in the performance context, the physical and social aspects of
the information and skills to be learned to the performance site.
The final task in this section is to describe the learning context. Critical issues in the learning
context are discovered through a review of resources that could support instruction and
constraint that could inhibit instruction or limit instructional options. Both resources and
constraints are usually analyzed in categories such as finances, personnel, time, facilities,
equipment, and local culture. In addition, you should describe the compatibility of the learning
site with your instructional needs and the learners‟ needs. Finally, you should describe the
feasibility of simulating the performance site within the learning site. The closer you can
simulate the performance site, the more likely learners will be able to transfer and implement
newly acquired skills.