Analysis and Planning: Technical and Media Specifications Analysis

A technical and media specifications analysis should identify the technical, graphical, and media-based requirements and constraints to assure eLearning delivery is compatible with the hardware and software requirements of the stakeholder’s learning base. Graphic look, feel, and specifications should be identified. Requirements should be mapped into courseware development. Summaries for technical and media specifications should be submitted. Data collected at this stage should:

• Identify infrastructure capabilities for courseware delivery
• Identify requirements for optimal delivery media
• Identify stakeholder standards for text, graphics, media, and branding

Risks if not conducted or conducted improperly:

• Graphics and media that do not meet the standards and satisfaction of the stakeholder
• Incorrect delivery formats
• Product failure due to incompatibility of delivery medium and/or components to the hardware and software requirements of the stakeholder and/or the stakeholder’s customers
• Missed deadlines and extended project plans that do not meet stakeholder expectations

In the end, all analysis data (organizational, task-KSA, learner, and technical/media specifications) should be used to design a learning solution that:

• Is based on the needs of the organization/department
• Addresses the gap between the required task-KSAs and what’s actually done by the learner on the job
• Is delivered using the appropriate mediums and technologies that map to learner profiles

Enough with Analysis. We move to the Design phase next.

Analysis and Planning: Learner Analysis

The Learner Analysis identifies what is actually done on the job and required in the real world. A learner analysis (also known as a Person Analysis) should identify the range of learner needs based on the differences between job demands and role characteristics to assure coverage of the gap between actual learner skill sets, the expectations and standards established during the organizational analysis, and the criteria set from Task-KSA Analysis. Based on subsequent technical and media specification analysis, large differences in learner groups such can be leveraged into an appropriate medium through design and delivery supports or facilitated through blended delivery media. Learner analysis role-summaries should be submitted. Data collected at this stage should:

• Identify logistics of the base learning pool
• Detail role characteristics for learner profiles
• Gauge current performance measures and characteristics for comparison against what is required in training
• Develop an approach to providing targeted recurrent training based on identified performance gaps as required by stakeholder
• Ensure training program complements activities relating to recruitment and performance appraisal as required by stakeholder

Risks if not conducted or conducted improperly:

• Not understanding the learner - your customer
  
• A course that does not focus on the gap between tasks/KSAs assessed as required in “a perfect world” and task/KSAs the learner was doing before the learning event in “the real world”
• Delivery modalities that do not meet the differing needs of course participants
• Training that does not result in improved on the job performance criteria
• Dissatisfied course participants and a dissatisfied stakeholder

We will review technical and media requirements next.

Analysis and Planning: Task-KSA Analysis

The Task-KSA Analysis identifies what should be done on-the-job in the ideal world. A task-knowledge-skill-ability (Task-KSA) analysis targets the critical tasks, knowledge, skill-sets, and criteria required for performance-based behavior and outcomes resulting from courseware delivery. Task-KSAs are commonly referred to as competencies, and should be obtained from:

• Existing courseware provided by the stakeholder when possible
• Supporting documentation as provided by the stakeholder when possible
• Information as solicited through Subject Matter Experts (SMEs) provided by the stakeholder

This data should support the training content for design and courseware development. Criteria from identified tasks and required KSAs should be mapped to the learning objectives of the course design and testing criteria for evaluation as facilitated by the learning management solution. Task-KSA documents should be submitted, which will be used to support design documentation. Data collected at this stage includes:

• Identification of critical tasks, knowledge, skills, and abilities
• Identification of critical success factors for training outcomes
• Review of existing curriculum and suggest necessary modifications
• Specification of information sources/references
• Development of parameters for on-the-job training
• Development of parameters for training targeted to specific technologies/equipment
• Development of performance metrics and standards to govern the training process, as well as learner performance

Risks if not conducted or conducted improperly:

• Coverage of material already mastered by course participant/learners
• Missing coverage of material required on the job for course participant/learners based on material not captured during the Task/KSA Analysis
• Loss of internal and predictive validity as there is no baseline for success comparison
• A course that does not focus on the gap between tasks/KSAs assessed as required in “a perfect world” and task/KSAs occurring in “the real world”
• Delivery modalities that do not meet the differing needs of course participants
• Training that does not result in improved on the job performance criteria
• Inhibited transfer of training due ignorance of group perceived function and/or climate issues not planned for during training design (e.g. The difference between how upper management perceives what is required for sales database training and what sales people out in the field perceive as required)
• Dissatisfied course participants and a dissatisfied stakeholder

We talk about Learner Analysis next.

Analysis and Planning: Organizational Analysis

Organizational Analysis:

This sub-phase identifies organizational readiness for the learning solution. The organizational analysis validates and aligns the stakeholder’s mission and objectives with strategic delivery of a courseware solution, as mutually confirmed by stakeholder decision makers and the delivery team. The organizational analysis identifies critical information for the developed courseware solution, which should be mapped to criteria for behavior-based learning outcomes, performance outcomes, learner characteristics, and return on investment measures. Data should be mapped to the design phase as appropriate. An organizational analysis summary should be submitted.

Data collected at this stage includes:

• Critical success factors for synchronous and/or asynchronous training
• Confirmation of mission objectives
• Identification of training goals, expectations, and success measures
• Identification for points-of-contact
• Identification of systemic support factors
• Identification of constraining variables
• Confirmation that the problem to be addressed is based on a skill deficit vs. a performance or systemic deficit
• Paralleling project charter and planning

Risks if not conducted or conducted improperly:

• The solution does not meet expectations of decision-makers
• Misalignment of the course expectations with organizational or departmental goals, values, mission, and vision
• Support factors, external constraints, and climate related factors that do not facilitate transfer of training and thus result on project failure
• Losses of internal and predictive validity as benchmarks are not tailored to organizational needs for predicting success. (Internal validity looks at if training made any difference at all. Predictive validity is how training should predict success on the job based on criterion measures.)
• Miscommunication between the various constituencies of the stakeholder and the development team
  
• Development of a training solution for an outcome-oriented problem that requires a systemic or motivational solution
• Missed deadlines - extended project plans, and unforeseen obstacles to product success that do not meet stakeholder expectations due to a lack of proactive planning
• A dissatisfied stakeholder due to misdirected planning

We will discuss Task-KSA Analysis next.

Analysis and Planning

The first phase of ADDIE is the Analysis and Planning. This is the phase where we we gather information and identify requirements for a course or curriculum (a learning path to a set of courses based on roles). The Analysis phase is also known as Needs Analysis or Needs Assessment. The goal is to establish requirements for success by targeting outcomes and setting up the design for a training curriculum and subsequent courseware solution. This phase entails an examination of mission-critical needs; identification of required skill-sets mapped to respective performance criteria; an assessment of the learner’s actual competencies (Task-KSAs), performance measures, demands, role characteristics; and lastly, the training delivery media requirements.

The Analysis and Planning phase should include some level of the following sub-phases:

• Organizational Analysis
• Task-KSA Analysis
• Learner Analysis
• Technical and Media Specifications Analysis

We will break each sub-phase of analysis down in subsequent entries. Although Analysis is the most important phase, it is at times overlooked or not given the attention it deserves. This is most evidenced when training solutions and learning events appear ineffective or seem to "miss the mark." In my next entry, I will commence our breakdown of the Analysis Phase by examining Organizational Analysis.