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: 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.