analysis

Re: Audience analysis Process

Understanding one’s audience is one of the most important elements of effective communication. Audience analysis can help you gain valuable insight about your readers, which can help you to choose and develop a relevant, meaningful topic. It can also help you to create a writing plan that is tailored effectively to your reading audience, with appropriate tone, style, language and content.

There are three main areas to consider when analyzing your audience: demographics, dispositions and knowledge of the topic. For each of these areas, there are a set of questions to answer which will help stimulate your thinking about your audience. In addition to the questions below, you should consider how each of these factors (age, socio-economic status, etc.) affect your readers’ attitudes, expectations and opinions about you and your topic.

Demographic Analysis

      -Is my reading audience homogeneous or heterogeneous? If homogeneous, how are the readers alike? What do they have in common? If heterogeneous, how are the readers different from one another? What do readers have in common despite their differences?

 

      -What is the average age of my readers? What range of ages is represented?

 

      -In terms of socio-economic status, how would I describe my reading audience? Where do they fit in society’s social and economic status?

 

      -What occupations are represented in my reading audience?

 

      -What are my readers’ political and religious affiliations?

 

      -What ethic, racial and cultural groups are represented in my reading audience?

 

    -What is my role in relationship to my reading audience? Are we status equals or re we of mixed status?

Disposition Analysis

      -What might my reading audience expect from this document?

 

      -What might I expect about my readers’ attitudes toward me (the writer) and my topic?

 

      -What concerns or problems do my readers have?

 

      -What interests and goals do my readers have?

 

      -What will motivate my readers? What types of needs do they have?

 

    -What biases or preconceived ideas might my readers have about me and my topic?

Knowledge Analysis

      -How much does my reading audience already know about my topic? What, specifically, do my readers already know about the topic?

 

      -What can I inform my readers about that they do not already know? What new information would my readers benefit from? How could they use this new information?

 

      -At what point of sophistication will I be “talking over the heads” of my readers because my information is too complex? At what point of sophistication will I be “insulting the intelligence” of my readers because my information is too simplistic?

 

    -What questions might my readers have about my topic?

Conduct an Audience Analysis

An audience analysis is a task that instructional designers and training developers perform in the initial phases of planning a training project. Completing an audience analysis is critical because in order to communicate information effectively, you need to understand who your learners are. Depending on the project, you might have more than once audience.

To complete your audience analysis, you will need to interview and observe the employees and management to gather information about your learners. Once you have identified your specific audiences, you can tailor your courses so they are pertinent to the different background, education levels, etc.

Here’s an example of how audiences can vary widely, even within one organization: you are developing software training for a large organization with a manufacturing facility. Some of your learners are engineers who work in software development. They are technically savvy, work at a computer all day and are already familiar with the software you are training them on. Meanwhile, your second audience is the workers from manufacturing facility. They work with machinery all day and barely use the computer. This will be their first time ever seeing this software. You can already see that, even though these two audiences may need to be trained on the same software, very different approaches will be required for different audiences.

Here’s a list of 20 audience analysis questions to get you started.

General

Who is your primary audience?
Are there potential secondary audiences?

Demographics

What is the average age of the learner?
Are the learners mostly men, women or an equal mix?
What is the educational background (high school diploma, PhD)?
What is their cultural background, race, ethnicity?

Knowledge & Experience

What is their level of work experience?
What is the reading level of the audience?
How much do they already know about the subject at hand?
What tone or attitude is appropriate for your audience?
Are the learners highly motivated?

Technical

What hardware and software will the learners have?
How technically savvy are the learners?
What resources do the learners have at their disposal?

Expectations

What level of participation can you expect?
What kind of syntax or writing style are your learners comfortable with?
Why are the learners taking the training?
What will the audience expect to learn?
What amount of time do learners have available to devote to training?
Do any of the learners have special needs? (visual or audio impairment)

15218 Conduct an Analysis

15218 Conduct an Analysis

COURSE SUMMARY

  • Short name:    Conduct an Analysis
  • Full description:  15218 Conduct an analysis to determine outcomes of learning for skills development and other purposes
  • Accredited: Yes, ETDP SETA NQF Accredited
  • SETA: Education, Training, Development & Practices Sector Education & Training Authority (ETDP Seta)  www.etdpseta.org.za
  • NQF: 6
  • Credits:  4
  • Duration: 1 day
  • Re-Assessment fees: None
  • Hidden fees: None
  • Recognition: Based on the National Qualifications Framework that is Nationally Accepted in South Africa
  • Success rate of learner: Our success rate for complete assignments and certified learners currently is estimated at 99%.
  • Short-cuts: We don’t take any short-cuts such as POE building in the class and follow all the guidelines stipulated by SAQA and the SETA.
  • BOOKINGS: Book online through our booking site www.coursesdirect.co.za here.

    SUPPORTING STRUCTURES

    Currently we have the following supporting structures in place for our members:

    • Telephone support.
    • Whatsapp –
      • Cell. 0825507946 Tel. 0867227014 English, Tel. 0318115749 English/Zulu.
    • Helpdesk – www.trainyoucansupport.co.za – 7 days a week (integrated email and sms notifications).
    • Members private forum with model answers to all  activities including JOB opportunities.
    • Check-out our reviews: www.trainyoucanreviews.co.za

    BOOKINGS: Book online through our booking site www.coursesdirect.co.za here.

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COURSE DETAIL

  •  This course is based on the Unit Standards 15218  – click here to read more
  • People credited with this unit standard are able to:
    • plan, organise a skills analysis process
    • conduct an analysis to determine outcomes of learning needed for formal recognition
    • produce and verify a matrix of outcomes.
  • Purpose of the course:
    • This Unit Standard is for people who intend to conduct an analysis to determine outcomes of learning for the purposes of defining skills needs at organisational level and/or to identify assessment standard titles at industry or sub-sector level. The Unit Standard will be especially useful to skills development facilitators, training managers and human resource development practitioners
  • Each learner will receive a learner guide and workbook during the contact session that will assist them with the building of their POE (Portfolio of Evidence).
  • Learner will receive full instruction from us before the course to assist with the preparation of the course. Where possible additional resources will be provided to learners who are not able to get there resources.
  • Learners are required to apply skills and knowledge obtained on the course in the workplace. As learners apply these skills, they produce evidence, which needs to be compiled into a portfolio of evidence (POE). This POE is submitted to Trainyoucan for assessment. Learners will receive a workbook and portfolio guide, which will guide them through the process. Any additional resources required will be provided by Trainyoucan to the learner, free of charge.

WHO SHOULD ATTEND

  • Training Manager
  • Mentors & Coaches
  • HR Persons
  • Managers who need to assess their staff
  • Persons with no formal experience of the SETA and the NQF
  • Recruitment Staff
  • Learning material developers looking to enhance their programmes
  • Anyone else who can benefit from assessment methodologies
  • New training providers applying for accreditation
  • Employers running learnerships

Also learners who study towards their ODETDP SETA Qualification. Click here for more detail

ENROLMENT REQUIREMENTS

  • The credit calculation is based on the assumption that learners are already competent in the learning area in which they will provide training. (Have scope or experience to train in a specific field.)
  • Minimum of 14 days workplace experience in training or facilitation. (part time or full time)
  • Basic communication skills (English = reading and writing skills on a NQF level 4 (Grade 12 or equal))
  • Able to attend the contact session and any of our workshops offered.
  • Access to email and where possible to the internet for research.

Learner preparation for the contact session (Classroom Training)

a) COMPULSORY:

  • Attending the full contact session. (Classroom Session)
  • Certified copy of ID and a detailed CV for registration purposes. (Indicating previous workplace experience)
  • Large A4 lever arch file.
  • Organisation or Provider policies where available or at least knowledge of the organisations assessment policy if any. These might include: *The assessment Policy of your organisation, The Moderation Policy of your organisation, The RPL Policy of your organisation, The re-assessment policy of your organisation, The appeals policy of your organisation. Where possible will TRAINYOUCAN provide template policies to learners who do not have access to these policies.
  • Copy of your organisations Assessment Guides if any implemented.
  • Visit your SETA’s website and determine if they have any policies or rules of contact for their assessors available. Where not possible will TRAINYOUCAN provide a copy of this.
  • Visit any SETA of your choice and obtain a copy of the Assessors Registration template that you must complete on completion and submit to your SETA. This is very helpful if you have any questions or answers regarding the completion of this document. (Where possible will TRAINYOUCAN provide copies of this.
  • Research the meaning and purpose of RPL.
  • Research the meaning and purpose of OBE Education in South Africa.

b) OPTIONAL: (Not required but for those who want to start with the research)

  • Laptop, I-Apple, I-Pot or I-Orange : Please bring! We will provide FREE WIFI Spot.
  • Internet access to view additional support on our Forum

How do we comply with the Unit Standards and Credits

PROCESS FLOW  for the TRAIN THE TRAINER or FACILITATORS course.

ACCREDITATION AND QUESTIONS YOU SHOULD ASK

The criteria for the accreditation of training providers define a number of requirements that include:

  • Administrative procedures and record keeping and policies.
  • Management review
  • Authorization of affiliates
  • Tutor selection, training and performance review
  • Issuance of training certificates
  • Learner Support
  • Delivery, Assessment and Moderation practices

NOTE: There are basically two different types of accreditation:

  1. The training provider or the institute must be accredited by a SETA. “ETQA” (Their offices, policies and procedures. This can be any SETA = does not matter what type of courses they offer.)
  2. Each learning programme or qualification is accredited with the relevant SETA “ETQA” who is responsible for this programme. Also note that the word “accreditation” does not mean they SETA accredited. It must say “NQF Accredited”.

How to confirm that you are not caught in a SCAM!

Before you can start with any course you should ask the following questions:

  • Is the course accredited and with what SETA? (Phone the SETA and ask to speak to the ETQA Manager or check their website for detail.
  • What is the process and duration from start to completion?
  • Are there any additional fees for support to re-submission?
  • Entry Requirements? Do you charge for registration and why?
  • What discount can I get if I do more courses with your institute?
  • What after support and resources to you offer?
  • Can you provide a list of references or reviews of learners who completed these courses before?
  • Is this course even the correct course for what I’m trying to do?