Front-end analysis (FEA) is the “blueprint” for creating instruction. A FEA, conducted early in the process, will save time and money. A FEA defines project requirements, describes the ideal performance or instruction to meet the project requirements, and identifies acceptable alternatives.
- Part 1
- Part 2
Well-defined requirements at the beginning of a project usually produce an excellent product. Subject-matter experts (SMEs), instructional systems designers (ISDs), workers, and instructors are some of the potential participants in a FEA. FEA is a process that determines whether a problem may be amenable to solution by training, or whether you need a different solution.
In this two-part presentation of Front-end Analysis, I will show you:
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The FEA process and its rationale, outcomes, and benefits (Part 1)
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An explanation of the many elements that may be part of an FEA (Part 1)
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Methods for gathering information (Part 2)
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How to conduct an FEA (Part 2)
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Producing the FEA Report (Part 2)
[Note from the Editor: This is a bit different from tutorials we have run in the past. You might consider this article and the next as checklists, or as a summary of items to consider in the design process, after you have determined that instruction is the appropriate course of action, rather than or in addition to task redesign, a job aid, reference materials, or other interventions. Although we have many more ways to support learning, top-down design is still effective for many requirements, and in fact front-end analysis may help the designer determine the optimum blend of learning pathways. If you are new to eLearning design, look on what you find here as more tools in your kit, not as an obstacle course.]
The FEA process, rationale, outcomes, and benefits
Use the following processes to identify the current learning or performance status of your students or trainees:
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Define the learning or job as it exists now
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Define the best possible learning or job outcome after training or other solutions
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Rank the new goals in order of importance
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Identify discrepancies between “what is” and “what should be”
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Determine positive areas of learning or job performance
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Set priorities for actions
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List all possible solutions along with the impact of not providing any solution
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Define the impact of each solution with regard to time, money, and customer satisfaction
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Make recommendations, based upon learning or performance goals, desired results, financial resources, and other relevant factors
Rationale
The FEA process provides the who, what, when, why, and how of instruction:
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Who – Identify your real client (decision-maker rather than an intermediary.)
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What – Determine the reason for this instructional or training request.
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Mandated training
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Orientation training for new hires
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Instruction or training based upon the need to fix performance deficiencies
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Other
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When – Examine training requirements and identify alternative approaches to training job tasks.
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Why – Provide the client with enough information to meet training needs within budget, time, and personnel constraints. The FEA offers options with different training potentials and cost estimates.
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How – Determine methodologies to gather your data – questionnaires, interviews, and job observation.
Outcomes
The outcome or results of FEAs include:
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Improves ability to produce “on-target” courses effectively
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Facilitates the design and development of instruction to satisfy the needs, goals, and objectives of the target audience
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Enables students to enroll in appropriate content rather than the total instructional package
Benefits
Benefits of an FEA include:
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Improving cost estimates
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Collaborating to identify and quantify project requirements
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Developing, evaluating, and cost estimating “alternatives to instruction”
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Identifying and mitigating risks at an early stage of the project when revisions are easier and less costly.
