Analysis Checklists
Figure 5.1
Problem Analysis Checklist
Question
Answer
What is the problem?
What caused the problem?
Where is the problem (certain department, entire organization, etc.)?
When did the problem begin?
Is the problem consistent?
Has the problem ever occurred before?
What are the issues that surround the problem?
Has anyone tried to fix the problem before? If yes, how did they try to
fix it and what was the outcome?
How was the problem discovered?
What are the consequences if the problem continues?
What are the benefits if the problem is solved/lessened?
Are there legal or compliance issues involved?
© 2011 Artisan E-Learning
This guide may be printed, copied, and distributed
www.elearninguncovered.com.
Analysis Checklists
Figure 5.2
Business Analysis Checklist
Question
Answer
What is the business (retail, manufacturing, etc)?
What types of tasks do the employees do?
What are the job classes (manager, associate, etc.)?
How many locations are there?
How spread out are the locations? Different countries? Time zones?
What are the different departments?
How many employees are there?
What is the business culture?
What is the turnover rate for the organization?
Who are the decision-makers in the organization?
Are there corporate communication guidelines you need to adhere to
(fonts, colors, logo usage)?
© 2011 Artisan E-Learning
This guide may be printed, copied, and distributed
www.elearninguncovered.com.
Analysis Checklists
Figure 5.3
Learning Environment Analysis Checklist
Question
Answer
How is training perceived in the organization?
- By upper management?
- By the target audience?
- By the supervisors of the target audience?
What types of training have been used before?
What types of training have been successful?
What learning incentives have been used in the past – positive and
negative?
What disincentives to completing training might exist?
Are there limitations on who can take classes (for example, by job
function or job title)?
Who is in charge of training?
How much money is in the budget for training?
Who is most likely to develop the training: training department,
contractors, subject-matter experts?
How often will the material change/need to be updated?
Do you have mandatory training requirements? Self-imposed
requirements?
Do you have mandatory testing requirements? Self-imposed
requirements?
Do you need to prove to anyone that the training was completed?
Passed?
Are grades important?
In what ways is training tied to performance (such as bonuses,
appraisals, etc.)
How long can the target audience typically get away for when they
need training?
Should a student pick and choose courses?
Should a student pick which sections of a course to take?
Do the students need to take the training even if they know the
information?
Has e-learning been introduced to the organization? With what
reaction and result?
What tracking and reporting needs do you have?
Do you have certain training that must be taken again annually?
© 2011 Artisan E-Learning
This guide may be printed, copied, and distributed
www.elearninguncovered.com.
Analysis Checklists
Figure 5.4
Audience Analysis Checklist
Question
Answer
Demographics
What are the different age groups?
What are their educational backgrounds?
What is their English proficiency (reading, writing, listening)?
What other languages are spoken that might be preferable for the
training?
Are there literacy issues?
What is the reading level of the group?
Work Environment
Will students be taking courses from home?
Will students be taking courses while traveling?
Does the environment have interruptions?
Does the environment have noise?
Will noise disrupt their environment?
What shift(s) do they have?
When will they take the training?
Computer Knowledge
Are they comfortable using computers?
- What is their computer proficiency?
- How is it different within the target audience?
Are they comfortable with the e-learning format?
Subject Matter
What level of knowledge do they already have?
What experiences have they had with subject?
Are they likely to need to refer to the material again after training is
complete?
Are they likely to have trouble understanding the information?
Are they likely to have trouble applying the information?
Motivation
How receptive are the learners to training in general?
How receptive are the learners to THIS topic?
Are they being forced to go to training?
© 2011 Artisan E-Learning
This guide may be printed, copied, and distributed
www.elearninguncovered.com.
Analysis Checklists
Question
Answer
Have you had situations where the students tried to “get around”
completing mandatory training?
Are there concerns about cheating?
Disabilities/Special needs
Is there anyone in the target audience with special auditory needs?
Is there anyone in the target audience with special visual needs?
Is there anyone in the target audience with special motor skills
needs?
© 2011 Artisan E-Learning
This guide may be printed, copied, and distributed
www.elearninguncovered.com.
Analysis Checklists
Figure 5.5
Technology Analysis Checklist
Question
Answer
Technology for Student Computers
Do they have speakers/headphones?
Do they have a sound card?
What is their processor speed?
What operating system are they using?
Do they have Internet access?
What is the browser type and version?
What is the connection speed?
What is the screen size?
How much memory do they have?
What are their screen colors (number the monitors support)?
Is video input available?
Do they have video playback capability?
What drives are available (CD, floppy, DVD)?
Is a printer available?
Do they have a microphone?
What version of the Flash player is installed?
Restrictions
What is their bandwidth?
Is there a firewall?
Can they download/install files?
Are their guidelines for individual file sizes?
Miscellaneous
Will anyone be accessing the courses through a remote network
(such as Citrix)?
Would any information need to move between your course and
other systems?
Would your courses need to be SCORM or AICC compliant?
© 2011 Artisan E-Learning
This guide may be printed, copied, and distributed
www.elearninguncovered.com.