It is very common for stakeholders including subject matter experts (SMEs) to have a content-first approach to learning design. In the workshops and meetings with them, it is not always easy to guide the conversations to focus on target tasks/behaviours. At the same time, we don't want to spend too much time explaining the learning design principles and bore them to tears before even starting the needs analysis.

One practical way that I have found quite useful, is using situational statements. Inspired by the Understanding by Design (UbD) model and ABCD (Audience, Behavior, Condition, and Degree) approach: These are simple task-based statements that help SMEs to focus on target behaviours without getting too distracted by the content that they want learners to 'know' or 'be 'aware of'.

Here is the format of a situational statement:

If/when (situation) then (who?) (do/don't do what?) (how?) {optional- with the help of this learning experience providing them with (knowledge/skills/motivation)}.

I usually create a table and ask SMEs to enter as many situational statements as they find necessary and to be specific as much as possible.

Although situational statements look very simple, they, in fact, highlight the most important components of a learning design scoping: Who the learner is, what they need to do, and what they need to be able to do it.

As mentioned, it also helps SMEs to keep their focus on the actual required behaviours and tasks rather than content.

The results have been very interesting and surprisingly good. We usually end up with a concise, clean and focused needs analysis.

Here is a brief explanation of each component of a situational statement and its importance:

Situation: Helps to focus the attention on real-life situations and tasks required from each role. It protects from being distracted and becoming too bogged down with unnecessary content.

Who (learner): Helps to have the learner in mind at all times. Who are they? What do they need and how can we support them? It protects us from confusing the roles too (for example organisation's role with the learner's).

What: This clarifies if we are going to promote or discourage a specific behaviour. This is the heart of the whole analysis and helps to identify what a learner needs to do in a real-life situation.

How: Is there any quality standard to be met? Is there any policy or guideline to be used?

Knowledge/skills/motivation: Now this defines the gaps. What is missing and why the learner doesn't do what they need to do. This section also defines our role: What are we doing here? How could we support the learner to perform the desired actions? Do they need to 'know' something? Do they need to acquire any skills to be able to demonstrate the desired actions? Or, if this is about attitude and motivation?

Situational statements can also be useful to identify the evaluation factors as they make it very clear what we are after. And, how we can consider the learning experience successful.