We all want to believe we’re tackling the right problems in our work — but too often, we skip straight to solutions without understanding what’s really going on. In this episode of The Learning and Performance Podcast, I sit down with Dr. Tom Brush, Professor of Instructional Systems Technology at Indiana University Bloomington, to explore why needs assessment is the overlooked key to effective performance improvement.
With decades of experience teaching and conducting needs assessments across K–12, higher education, the military, and grant-funded projects, Tom blends academic expertise with real-world know-how. Together, we unpack the difference between needs assessment and needs analysis, why training isn’t always the answer, and how to approach performance problems with an open, systematic, and evidence-based mindset.
You’ll hear practical steps for conducting an assessment (even on a tight budget), stories that illustrate why rushing to solutions can backfire, and advice for making the case for analysis to leaders who just want to “get on with it.” Whether you’re a designer, educator, leader, or consultant, this episode will help you stop wasting time on the wrong fixes and start solving the problems that really matter.
About the Guest
Dr. Tom Brush is a Professor of Instructional Systems Technology at Indiana University Bloomington. Over the past two decades, he has trained hundreds of master’s and doctoral students in instructional design, needs assessment, and program evaluation, while leading research on inquiry-based learning, collaboration, and real-world problem solving.
Tom has authored more than 70 publications and served as PI, co-PI, or evaluator on numerous projects funded by the National Science Foundation, the Google Foundation, and the National Endowment for the Humanities. His work spans K–12, higher education, the military, and large-scale educational initiatives.
Key Topics Covered
What a “need” really is
The difference between needs assessment and needs analysis.
The two types of needs assessments: general vs. training.
Why training is not always the right solution to a performance problem.
How to approach assessments with an open, unbiased mind.
A systematic process for identifying problems, collecting data, and prioritizing causes.
The role of both people-related and environment-related factors in performance.
How to present findings when they’re politically sensitive or unpopular.
Common mistakes to avoid (bias, rushing, skipping the process entirely).
How to start small with minimum viable data collection.
Tools and Practices Mentioned
Detailed Show Notes and Transcript
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Connect with Pat
Looking to elevate your own learning and performance? I help individuals and organizations learn faster and perform better through coaching, consulting, and learning design.
- Email: pat@patrickjhealy.com
