This document discusses training needs analysis (TNA), which is the first step in instructional systems design (ISD) and the ADDIE model. It describes the three components of a TNA: job-task analysis, learner analysis, and context analysis. A job-task analysis involves breaking down tasks into steps and sub-tasks, and identifying the knowledge and skills required to complete the tasks. A learner analysis gathers information about learners' characteristics, knowledge, skills, and other attributes in order to design effective instruction. Context analysis examines environmental factors like resources, equipment, and budgets that may impact training design. The results of a TNA can be presented visually using a value-add training framework

1. Title
Subtitle

2. The first step in ISD (or in the ADDIE Model) is the
Training Needs Analysis.
The TNA consist of:
A. Job-Task Analysis
B. Learner Analysis
C. Context Analysis or Environmental Analysis
Analyzing the Training Need (TNA)

3. A. Job – Task Analysis
Task Analysis involves determining the steps in performing the given output effectively.
These steps may be broken down into sub-tasks depending on the complexity of each task
The knowledge and skills required to complete the tasks are then enumerated
The Simplified Job-Task Analysis Process:
1. Identify the main outputs of a of being analyzed.
Narrow this down based on the situation.
2. Identify the tasks needed to achieve an output
Optional:
3. If the tasks are complex, break these down further into sub-
tasks.
4. Identify the knowledge areas required to complete the sub-
tasks.

4. Sample Job-Task Analysis
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5. B. Learner Analysis
Learner Analysis is the process of gathering relevant information about the learners. This
is vital information that will affect the design of instruction and may include:
Learners Characteristics
- General characteristics, entry competencies, learning styles.
Academic Information
- Educational attainment, academic degree, special courses taken.
Personal and Social Characteristics
- Age, special talents, previous or current employment/work experience.
Other considerations
- Cultural background, disabilities/special needs.
Learners’ Knowledge and Skills Level
- These are what the target learners know or can do in relation to the required
performance.

6. Sample Learner Analysis
Learner Characteristic Description Design Impact
Current Knowledge
Current Skills
Age
Educational Level
Academic Degree
Job Position

7. Sample Learner Analysis Form
Learner Characteristic Description Design Impact
Job Level
Reading Level
Computer Skills
Language/Dialect
Cultural Sensitivities
Special Needs

8. C. Sample Context Analysis Form
I. Learner-Oriented Aspects
1. Why are learners in the training program?
Implications
2. How do learners perceive the program’s value?
Implications
3. How will learners apply what is learned?
Implications

9. C. Sample Context Analysis Form
II. Environmental Aspects
1. How much budget will be needed?
Implications
2. What venue will be used?
Implications
3. What equipment and resources will be available?
Implications

10. Presenting TNA Results
Arising from working with both instructional
Designers and Clients who both value simplicity
and speed, Treñas adopted her Value-Add Training
Framework as a way to briefly and visually present
TNA results to stakeholders.

11. The TNA Results using the VAT Process
Identify:
• Goals
• Strategy
• Resources
GAP
Describe:
Desired Performance
Describe:
Actual Performance
Identify:
Training-Treatable
Areas (K&S)
Identify:
Non-Training
Treatable Areas
SCOPE Desired K&S
(Task or Goal
Analysis)
Current K&S
(Learner Analysis)
Context Analysis