Online course for change and research practitioners
Course status: Available
Behavioral Analysis
Identify what is preventing a target behavior before deciding what to change.
Learn to define the behavior, choose a diagnostic framework, collect relevant evidence, and analyze barriers with COM-B and the Theoretical Domains Framework.
The same intervention can fail for different reasons. This course shows how to distinguish capability, opportunity, and motivation barriers using evidence rather than assumption.
Online course in diagnosis, data collection, coding, and analysis.
- Intro + 3 modules
- Models, collection, analysis
- COM-B + TDF
- Diagnostic frameworks
- Online
- Course platform
The problem
A behavior can stall for reasons that require different responses.
Training may be appropriate when people lack skill or knowledge. It will not repair a workflow, permission, resource, norm, or consequence that makes the behavior difficult. Diagnosis is the work of separating those explanations.
The behavior is not defined closely enough.
A broad outcome such as adoption or engagement leaves the actor, action, and context unclear.
The available data answers a different question.
Usage data can show where a pattern occurs without explaining the conditions shaping it.
Evidence is collected without an analysis plan.
Interviews and surveys produce material, but the route from response to barrier diagnosis is left implicit.
What you will build
Build a diagnosis that can guide intervention choice.
You will move from a defined behavior to a framework, data-collection plan, coding approach, and barrier analysis. The result is a traceable explanation of what the evidence supports and where uncertainty remains.
Behavioral barrier analysis
A structured record connecting a target behavior, the evidence collected, COM-B and TDF coding, and the barriers and facilitators that should inform the response.
- Define the target behavior and the context in which it occurs
- Use COM-B and TDF as diagnostic structures rather than labels
- Choose interviews, surveys, or existing data for the question at hand
- Develop interview prompts and survey items that surface barriers
- Code qualitative and quantitative evidence consistently
- Distinguish stronger findings from plausible but untested explanations
- Driver
- COM-B domain
- TDF domain
- Evidence
- Frequency
- Impact
- Total score
What you will learn
From behavior definition to barrier analysis
The course separates framework choice, data collection, and analysis so that each decision can be inspected and improved.
- Intro
Introduction
What is being analyzed? - 01
Models and frameworks
Which structure will help organize the diagnosis? - 02
Data collection
What evidence could distinguish the explanations? - 03
Data analysis
What does the evidence support? - Bonus
COM-B and journey mapping
Where do diagnosed barriers appear in an existing journey?
What is included
Models and frameworks
Use COM-B and the Theoretical Domains Framework to organize a diagnostic question.
Data-collection methods
Plan interviews, surveys, and the use of existing evidence around a defined behavior.
Coding and analysis
Work with qualitative and quantitative material and connect it back to the diagnosis.
Applied course materials
Use interview prompts, survey items, worksheets, reference sheets, and the barrier-analysis materials supplied with the course.
The toolkit
Materials for collecting and analyzing evidence
The course platform describes a practical set of research and analysis materials. Use each one in relation to a defined behavior and diagnostic question.
- Material 1
Interview prompts
Supports conversations about capability, opportunity, motivation, and relevant contextual conditions.
- Material 2
Survey item bank
Provides a starting point for questions tied to COM-B and TDF domains.
- Material 3
COM-B and TDF reference sheets
Keeps framework definitions available while planning collection and coding data.
- Material 4
Barrier-analysis materials
Organizes evidence, coding, barriers, facilitators, and implications for intervention choice.
The method underneath
COM-B and TDF as working diagnostic structures
COM-B groups the conditions around behavior into capability, opportunity, and motivation. TDF provides more detailed domains for collecting and coding evidence. The course uses both to make the path from research question to barrier diagnosis explicit.
- Define the behavior and context
- Choose the diagnostic framework
- Plan and collect evidence
- Code qualitative and quantitative material
- Compare barriers and facilitators
- Use the diagnosis to inform intervention choice
A framework organizes the evidence; it does not turn an assumption into a finding.
Who it is for
For practitioners who need to explain why behavior is not changing
The course is relevant when your work includes research, diagnosis, change, policy, service, product, or communication decisions.
- Behavioral and user researchers
- Change and transformation practitioners
- Product and service teams
- Policy and communications professionals
- People moving into applied behavioral work
It is not: a shortcut from framework labels to certainty. You will need a defined behavior, relevant data, and a documented analysis.
Full syllabus
Every unit, in order
- Intro
Introduction
What is being analyzed?Define behavioral analysis, specify the target behavior, and set the scope of the diagnosis.
- 01
Models and frameworks
Which structure will help organize the diagnosis?Use COM-B and the Theoretical Domains Framework to distinguish types of barrier and facilitator.
- 02
Data collection
What evidence could distinguish the explanations?Choose methods and develop interview and survey materials tied to the target behavior and framework.
- 03
Data analysis
What does the evidence support?Code and compare qualitative and quantitative evidence, identify patterns, and document uncertainty.
- Bonus
COM-B and journey mapping
Where do diagnosed barriers appear in an existing journey?Connect behavioral analysis to journey-mapping practice without treating the journey as the diagnosis itself.
Who is behind this
Course author
Robert Meza
Founder, Aim For Behavior
Robert Meza is a behavioral strategist who works with teams on behavioral diagnosis and intervention design. He built this course to make the research and analysis behind a diagnosis usable in applied work.
The point of a framework is to help distinguish explanations, not decorate the one you already prefer.Connect on LinkedIn
What is included
Format and access
Individual access
€250Online course · COM-B and TDF · research and analysis materials
Buy the course · €250Organization access
Let us talkTeam or organisation licensing available
Book a callFinish with a certificate
Complete the course and receive a Behavioral Analysis certificate — with a unique ID, the course name, and the date awarded — that you can add to your LinkedIn profile.
Questions, answered
Who is the course for?
It is for practitioners who need to explain why a target behavior is or is not occurring before choosing an intervention.
Which frameworks does it cover?
The course uses COM-B and the Theoretical Domains Framework as working structures for research, coding, and barrier analysis.
Does it cover data collection?
Yes. It addresses method choice and the development of interview and survey materials tied to the diagnostic question.
Does it cover analysis?
Yes. It includes qualitative and quantitative analysis, coding, and the connection from evidence to barriers and facilitators.
Will I receive a certificate?
The course platform includes a completion certificate.
What is the refund policy?
The course platform offers a 14-day guarantee, provided you have not already completed a substantial part of the course. Check the purchase page for the current terms before buying.
What you will build
Build the diagnosis before selecting the response.
Use COM-B and TDF to plan the research, code what you find, and show which barriers the evidence actually supports.
Buy the course · €250