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I have also found this website helpful as I muddle through understanding things.
https://learningspacetoolkit.org/needs-assessment/index.html

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As I have been trying to get our department to have a more process oriented design function I have been doing different searches for what others are doing.  Here's one link I have found helpful.
https://tdmaryland.org/Resources/Documents/Program%20Documents/Needs_Assessment_Questions_Managers.pdf

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Humanitarian Emergencies Questionnaire Design -  Needs Assessment

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Humanitarian Emergencies Questionnaire Design -  Needs Assessment

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Contributed by TM Warner
Even though Humanitarian Emergencies is not necessarily an interest of mine, I think this resource is an excellent resource and is actually a current concern due to the issues with illegal immigration. On page 3, ACAPS provides a questionnaire design checklist that could be adapted for multiple contexts.  The annexes of the needs assessment design process is also helpful in determining best practices for creation.

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Needs Assessment regarding Data Governance

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Needs Assessment regarding Data Governance

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Contributed by TM Warner
A growing field in the study of Library and Information Science is Data Content Managing and Metadata Designing and Architecting (designing frameworks for such immense levels of content). This article lays the groundwork for organizations and how they could assess their data management practices.

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Organizations considering a new approach to enterprise data management frequently wonder about the current state of their data management efforts. They don't know where to start, what should be repaired, what should be left intact, and how to align the changes and continuing tasks into a cohesive practice. In this confused state, organizations embark on less productive and sometimes conflicting paths, making data management improvement a synonym for "failed initiative".

In the financial and accounting disciplines, audits are seen as a way to assess the current state of financial health and the solidity of the accounting practices used in the organization. Usually, financial governance is the foundation on which the audit and subsequent improvements are built. Similarly, an assessment of the organization's data governance efforts and practices is considered a proper first start in developing a valid representation of the data management practices and areas of strength and weakness.

The most general definition of an audit is an evaluation of a person, organization, system, process, project or product. Audits are performed to ascertain the validity and reliability of information, and also provide an assessment of a system's internal controls. The goal of an audit is to express an opinion on the system under evaluation based on work done in the past. Conversely, an assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs about a topic. Since assessments can be objective or subjective, the optimal assessment combines attributes of an audit while maintaining the assessment qualities of documentation and impressions.

An assessment can help an organization measure its growth and maturity in a particular area of data management or prepare the organization for a new effort. Many companies request a data managment asssessment to determine:

readiness for developing a data warehouse or other business intelligence initiative

state of business and technology capabilities for meta data management

current state of enterprise data / information management capabilities, including data governance and stewardship

readiness for embarking on a technical or organizational change involving information management

current state and desired direction for infrastructure or enterprise architecture

Rather than fear the assessment process or dismiss its possibilities, organizations should embrace the concept of an independent assessment of their data management practices. A good assessment would include a review of the implementation of data governance and enterprise data management concepts and techniques. This enables companies to learn what is working, what is not working, the reasons for each and how to improve their data management efforts.

Each assessment should be tailored to the organization's needs, but all data management assessments should include the following points:

1. Review existing key documentation concerning data management (data governance, meta data management, data warehousing, enterprise data modeling and architecture, etc). Some assessments will include all of these areas, other will focus on a subset.

2. Conduct interviews with stakeholders.

3. Assess current business needs for the selected areas of data management under review, including regulatory or compliance requirements as well as preferred business goals.

4. Assess technical architecture and infrastructure for the selected areas:

Business architecture

Data architecture and data models

Meta data architecture

Data integration architecture

Data delivery methods and tools

Technical architecture

Project architecture

Organization architecture

Security architecture, not limited to data security

5. Develop future architectures as needed (see above list).

6. Develop phased implementation plan for the selected areas of data management under review.

7. Align the areas' plans for a unified enterprise approach to data management.

8. Recommend an overall strategy for delivering the desired state for the selected areas, including project scope, overall methodology, and guidance on appropriate items, based on best practices and industry standards.

9. Present results, begin detailed project planning for initial phase - frequently focused on implementation of data governance.

In conclusion, an assessment of the current state of data management for an organization will provide an objective review, offer an approach to improvement using best practices and industry standards where applicable, facilitate the development of business goals for data and its management, and provide impetus for refining the various architectures that affect data management.
About the Author Anne Marie Smith is a leading consultant in Information Management and is a frequent contributor to various IS publications. Anne Marie has over 20 years experience in information management for several corporate entities and has successfully led the development of data resource management departments within corporations and consulting organizations. Anne Marie is active in the local chapter of DAMA and serves on the board of directors of DAMA International, and is an advisor to the DM Forum. She has been an instructor of Management Information Systems (MIS) with Philadelphia, PA area colleges and universities. Anne Marie has taught topics such as: data stewardship and governance, data warehousing, business requirements gathering and analysis, metadata management and metadata strategy, information systems and data warehouse project management. Anne Marie's areas of consulting expertise include metadata management including data stewardship and governance, information systems planning, systems analysis and design, project management, data warehouse systems assessment and development, information systems process improvement and information resource management/data resource management. Anne Marie holds the degrees Bachelor of Arts and a Master's of Business Administration in Management Information Systems from La Salle University; she has earned a PhD in MIS at Northcentral University. She is a certified logical data and process modeler and holds project management certification. Anne Marie can be reached at amsmith@ewsolutions.com

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Data Governance Assessments - An Opportunity to Discover - Enterprise Information Management Institute

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Organizations considering a new approach to enterprise data management frequently wonder about the current state of their data management efforts. They don't know where to start, what should be repaired, what should be left intact, and how to align the changes and continuing tasks into a cohesive practice.

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Contributed by TM Warner
As a graduate student with an interest in Library and Information Science, this provided me with insight on the LIS in other countries. There seems to be an expansion of the pathways that a person interested in MLIS could take and this seems to be a trend on a global level as well.

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The date on your computer is in the past. If your computer's clock shows a date before 1 Jan 1970, the browser will automatically forget the cookie. To fix this, set the correct time and date on your computer.

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This is an interesting read for understanding needs assessments and learning gaps. It shares how to gather information and how to analyze it. It does it for an educational setting and for a professional setting. It also had several resource links to click on.

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I wanted to see an example of needs assessment in a school setting, since corporate matters often confuse me. This one relates to school counseling and the application of it seems much more relevant to me.
Lisa M.

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Conducting a school counseling needs assessment is a vital step in running a successful counseling

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Lindsey Mitcheff
Believe it or not The US Dept. of Agriculture has a whole page devoted to explaining what a needs assessment is and when to conduct one. They also give some example forms and examples of when conducting a comprehensive needs example would be appropriate. This site really helped me to wrap my head around the process.

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Foundations of Learning and Instructional Design Technology 

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Foundations of Learning and Instructional Design Technology 

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Lindsey Mitcheff
This is an openly licensed e-book that can be found on the website below. In this book Richard West goes through foundations of instructional design. In addition to his writing, he lists many other helpful resources, articles, and websites that go along with his research in the field.

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The Past, Present, and Future of Learning and Instructional Design Technology

Richard E. West

Like most, I had a serendipitous beginning to my career in this field. I knew I loved to teach but did not know what subject. I loved to read and study theory as a literature major but did not want to spend my life writing another literary analysis of Chaucer. I loved to write as a former newspaper reporter and use visual design technologies to lay out newspapers but knew that was not quite right either. What was the answer? Luckily for me, a colleague mentioned instructional design, and I jumped feet first into a field that I knew very little about.

I've learned over the years that my experience is more common than not, as there is not "a proper way" (see Lloyd Rieber's Peter Dean lecture, republished in this book) to come into this field. People with a wide rainbow of academic and professional backgrounds come into this field and leave to occupy a similarly wide variety of employment options. For this reason, many have called our field a "meta" field that is integrated into many other disciplines. For what could be more ubiquitous than the need to educate? And where there is education, there must be designers to create it.

Because we work in a meta-discipline, editing a book on the "foundations" of the field is very difficult. No matter how many chapters are included, inevitably there will be important topics left out. For this reason, curious readers are recommended to seek out any of the other excellent foundation textbooks available, including the following:

I repeat, this book will not cover everything a student in the field should know. No book will. What I do hope, however, is that this book will provide enough of an overview of the key topics, discussions, authors, and vocabulary in the field that you will be able to start navigating and understanding other books, articles, and conference presentations as you continue your educational journey. I also hope to spark an interest in studying more on any one of these topics that may be interesting to you. There are rich bodies of literature underneath each of these topics, just waiting to be explored.

Scholars disagree on what we should even call our field. In the textbooks I mentioned above, our field is called educational technology, instructional design, and instructional design and technology. My academic department is called the Department of Instructional Psychology and Technology, although it used to go by the Department of Instructional Science. In this book I have sought for what I considered to be the most inclusive name: learning and instructional design technology (LIDT). I chose this also to emphasize that as designers and technologists, we not only affect instruction but also learners and learning environments. In fact, sometimes, that may be our greatest work.

This book reflects a suggested strategy for teaching new graduate students in the LIDT field. First, the book begins with definitions about what the LIDT field is. Second it surveys some key historical concepts that lay the foundation of the field, including an overview of learning theory and some brief history of the LIDT field and of the Association for Educational Communications Technology (AECT)-a main professional organization for the field. This section also provides some key concepts in design, programmed instruction, and instructional media.

The third section of the book focuses on current trends and issues, using the concept of "current" fairly liberally. Here we review topics such as the learning sciences, online learning, design-based research, K-12 technology integration, instructional gaming, and school reform. The fourth and fifth sections of the book I consider to represent the future of the field-or the future of you, the student just beginning your career! You are the future of the field, so this section of the book is dedicated to you. In it, you will find chapters related to successfully navigating graduate school, launching your career, and integrating yourself into the professional community.

Because this is an openly licensed book, it is meant to be shared. Because it is an online book, it is meant to be continually updated. However, in order to maintain organization of the material, this book will pass through versions or editions, like any other textbook. Each new edition will contain updated chapters as well as new contributions. Recommendations for content to be considered for inclusion can be emailed to me at rickwest-at-byu.edu. Material to be considered must be available under an open license or have copyright clearance.

As an open book, my assumption was that other instructors might remix the content to fit their course. Readers may notice that there is a strong Brigham Young University influence in my version of the book, and other departments may want to emphasize their departments in versions of the book for their students. In fact, I believe it is good for students to become well acquainted with the foundations of their own department, and the current trending topics among their own faculty.

I ask that in any remixing of the book, that you please acknowledge the original version of the book and follow the individual copyright license for each chapter, as some chapters were only published in this version of the book by permission of the copyright holders. Finally, I would be interested in hearing about any great new content that you find or develop for your versions of the book too.

The following is potential wording you could use in your remixed version of the book: "This textbook is a revision of Foundations of Learning and Instructional Design Technology, available at http://lidtfoundations.pressbooks.com, edited by Dr. Richard E. West of Brigham Young University."

Reflection

What do you hope to learn from this textbook? Write down any questions you have about the field and as you read through the chapters, note any answers you may have found or add any additional questions.

I have enabled web annotation, commenting, and highlighting through Hypothes.is. Sign up for a free account, and then notice the options in the upper right of the web book, which allow access to the Hypothes.is features.

Please note that while the book is designed to be as open as possible, finding open and appropriate content for each topic was not always possible. Thus each chapter in this book has a different copyright license, reflecting the permissions granted by the authors or the publishers, if the material was previously published. I am deeply grateful to the publishers who agreed to have their material republished in this book.

For the reader's information, all articles from Educational Technology magazine are republished by permission of the editor and publisher, who holds the rights to the material. Some material was available open access, but not with a Creative Commons license, and we have been granted permission to republish these articles. Other articles were already available under various Creative Commons licenses. ERIC Digest material is licensed public domain. As a reader, please notice and honor these various licenses and permissions listed for each chapter.

To cite a chapter from this book in APA, please use this format:

Authors. 2018. Title of chapter. In R. West (Ed.), Foundations of Learning and Instructional Design Technology (1st ed.). Available at https://lidtfoundations.pressbooks.com/.

If you are an instructor who has adopted this book for a course, or modified/remixed the book for a course, please complete the following survey so that we can know about your use of the book and update you when we push out new versions of any chapters.
Survey to Receive Updates: http://bit.ly/BookUpdates
If you are willing, I would appreciate your feedback on the quality of this textbook, along with a short review paragraph that we can use in promoting this book. To contribute your review, go to this survey: http://bit.ly/LIDTBookEval.

To contribute a resource to a chapter (e.g. multimedia element, quiz question, application exercise), fill out this survey.

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Foundations of Learning and Instructional Design Technology

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Like most, I had a serendipitous beginning to my career in this field. I knew I loved to teach but did not know what subject. I loved to read and study theory as a literature major but did not want to spend my life writing another literary analysis of Chaucer.

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Lindsey Mitcheff
http://www.instructionaldesignexpert.com/index.html
This website goes through different adult learning theories that instructional designers could use in their instruction to best reach their audience. Also, the website provides different strategies instructional designers could use with their students/employees.

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Instructional Design: Information to help you build successful educational programs

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Creating the perfect course for your audience involves sound instructional design principles. Whether online or in the class, this information will help you to be successful.

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If anyone is interesting in further training or courses, ATD offers their own training and courses including some online and self-paced courses

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With more than 75 education programs to attend at locations across the U.S., bring on-site to your organization, or access online from the convenience of your computer, let ATD be your resource for world-class professional development.

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http://www.instructionaldesign.org
I found this site which has resource for learning theories, models, jobs in the field, and much more!

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What is the difference between instruction and instructional design?

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What is the difference between instruction and instructional design?

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ATD Media library includes thousands of videos and webinars. Find a video/webinar that is particularly relevant to what you are doing in your workplace