Part 1 – Learner Analysis.

1. Entry Skills and Prior Knowledge – Basic programming principles, Quality Assurance Principles
(both manual and automation), Basic programming skills in the chosen programming language.
2. Attitudes towards content and delivery – employees should be receptive and willing to ask
questions in order to participate and establish communication and feedback.
3. Academic Motivation – main motivation for employees is to ease their own transition period,
however, case could be made for performance based increase in compensation when yearly
reviews come up.
4. Prior Achievement and Ability Levels – students should be able to read and write code in the
projects selected programming language, students have to have a basic grasp of programming
fundamentals.
5. Learning Preferences – hands on learning is preferred, this will provide practice as well as
reference points for later review as well as source of starting code for certain situations.
6. General Attitudes towards the organization providing training – because of nature of reason of
participating in such a class, ie primarily beneficiating the student in short term as they are in
the middle of a promotion, attitudes should be positive and reinforcing interest in material and
expertise of the instructor.
7. Group Characteristics – because of the nature of the office being completely remote, there will
be only one class running concurrently, however, break out groups should be limited to no more
than 4 people to keep all members of the group engaged. However, half of the class time will be
spent in “lab mode” where students are working on a project/topic and instructor will assist on
individual basis.

Part 2 – Performance Context Analysis

1. Description of physical and organizational environment where skills will be used – Skills will be
used on the job, during and past transitional training while onboarding to new projects.
2. Special factors that may facilitate or interfere with learners use of skill – Day to day work
activities as well as unforeseen work load changes, and time off will affect students schedules
greatly. Make up sessions may have to be established on individual basis.

Part 3 – Learning Context Analysis

1. Description of the extent to which the site can be used to deliver training on skills that will be
required for transfer to workplace – all employees are remote, all interaction will be remote via
Zoom or Slack huddle calls – will be used to handle attendance of class.
2. List of limitations that may have serious implications for the project – Students may find that
they are unable to attend or complete projects due to work loads, sicknesses, time off etc. This
has proven to be the most problematic issue that could easily decrease the size of class greatly,
without any notice.