This document discusses the analysis phase of the instructional design process. It explains that the analysis phase involves conducting a training needs analysis through various types of analysis like context analysis, user analysis, work analysis, and content analysis. The purpose of needs analysis is to identify performance gaps, set training priorities, and inform training decisions. Needs assessment techniques may include observation, questionnaires, interviews, and focus groups. The output of the analysis phase is a job analysis report containing training recommendations and course content.

1. ANALYSIS PHASE…
WHY YOU NEED TO ANALYSE?
DR. PEEYUSH VERMA
Instructional Design ProcessAnalysis Phase
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2. First Step In The ISD Process
Performance
Problem
Analysis
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3. Analysis Phase
• Training Needs Analysis
• Seven types of analysis
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• Output of analysis
• Evaluation
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4. Instructional Design ProcessAnalysis Phase
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5. Instructional Design ProcessAnalysis Phase
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6. Instructional Design ProcessAnalysis Phase
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7. Instructional Design ProcessAnalysis Phase
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8. WHY TRAINING??
WHOSE NEED IS THIS?
TRAINING SHOULD BE
MEANINGFUL
PURPOSEFUL
FOCUSSED
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9. TRAINING INTERVENTIONS
Is it a formal need- found through proactive
analysis
Is it a response to request- found through
reactive analysis
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10. EXTERNAL ENVIRONMENT
ORGANISATIONAL
INPUT
PROCESS
OUTPUT
INTERNAL ENVIRONMENT
EXTERNAL ENVIRONMENT
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11. CHANGING ORGANISATIONAL CLIMATE
POLICY
CHANGE
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12. TRAINING NEEDS
A needs assessment is a
systematic & scientific set of
procedures undertaken for the
purpose of setting priorities and
making decisions about program
for organizational improvement
and allocation of resources.
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13. TRAINING NEEDS
Needs assessments enable you to
identify and measure gaps
between what is and what ought to
be, from which program goals and
objectives can be identified. Needs
assessments ultimately address
questions about the future (What
should be done?).
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14. E
GAP
P
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15. TRAINING NEEDS
In the broadest sense, needs assessment is
concerned with policy and programs, not
individual diagnosis. If a needs assessment
is done well, however, it should lead to
actions that will directly benefit those with
the needs.
Needs assessment should progress through
a defined series of phases that involve
preparing for the assessment, implementing
the assessment, and then applying the
results to improve theDesign ProcessInstructional program.
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Analysis Phase

16. WHY CONDUCT NEEDS ASSESSMENT?
Reduces uncertainty about a specific issue or
problem. While we might think we already know
what the needs are, usually our knowledge may be
based on impressions, or experiences of limited
situations or of observations of only a few persons
who may not be representative of the population we
are concerned with.
Identifies both program strengths and weaknesses.
Can be used as a baseline against which to
compare future changes in the program status.
Facilitates your ability to plan, make better informed
decisions, set priorities about your program
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development and improvement needs.
Instructional Design ProcessAnalysis Phase

17. WHY CONDUCT NEEDS ASSESSMENT?
• Whether can be conducted with limited
resources and time.
• Facilitates your ability to more effectively
and efficiently allocate and use program
resources.
• Adds credibility to your program.
• Educates others about your program.
• Garners additional resources and funding.
• Address the perceived changes in the
existing system, processes or products.
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18. Analysis of the existing situation?
Analysis of the existing situation with reference
to work environment may include
 Work culture,
 Job descriptions
 Nature of duties
 Type of personnel
 Resource Utilisation
 Constraints
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19. What does perceived situation include?
Perceived situation with reference to work
environment include
 Change in work culture,
 Change in duties, roles, responsibilities,
 Change in policies and address socital issues
 Additions and alterations in type of personnel
 Additions and change in resource provision
 Measures to address constraints
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20. TYPES OF TRAINING NEEDS ANALYSIS
Context Analysis. An analysis of the business needs or
other reasons the training is desired. The important
questions being answered by this analysis are who decided
that training should be conducted, why a training program is
seen as the recommended solution to a business
problem, what the history of the organization has been with
regard to employee training and other management
interventions.
User Analysis. Analysis dealing with potential participants
and instructors involved in the process. The important
questions being answered by this analysis are who will
receive the training and their level of existing knowledge
on the subject, what is their learning style, and who will
conduct the training.
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21. TYPES OF TRAINING NEEDS ANALYSIS
Work analysis. Analysis of the tasks being performed. This
is an analysis of the job and the requirements for performing
the work. Also known as a task analysis or job analysis, this
analysis seeks to specify the main duties and skill level
required. This helps ensure that the training which is
developed will include relevant links to the content of the
job.
Content Analysis. Analysis of documents, policies, plans
& procedures used on the job. This analysis answers
questions about what knowledge or information is used on
this job. This information comes from
manuals, documents, or regulations. It is important that the
content of the training does not conflict or contradict job
requirements. An experienced worker can assist (as a
Instructional Design Process21
subject matter expert) in determining the appropriate
Analysis Phase

22. TYPES OF TRAINING NEEDS ANALYSIS
Training Suitability Analysis. Analysis of whether
training is the desired solution. Training is one of
several solutions to employment problems.
However, it may not always be the best solution. It
is important to determine if training will be effective
in its usage.
Cost-Benefit Analysis. Analysis of the return on
investment (ROI) of training. Effective training
results in a return of value to the organization that
is greater than the initial investment to produce or
administer the training.
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23. WHO CONDUCTS NEEDS ASSESSMENT?
Depending on your experience and the
complexity of the assessment, could
plan and conduct the assessment on
your own.
Consider utilizing an internal, in-house
evaluator.
Consider hiring a consultant to
conduct part or all of the needs
assessment activities.
Obtain technical assistance from
CENTRES Instructional Design ProcessOF EXCELLENCE.
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Analysis Phase

24. HOW TO CONDUCT NEED ASSESSMENT?
Several basic Needs Assessment techniques include:
Direct observation
Questionnaires
Consultation with persons in key
positions, and/or with specific knowledge
Review of relevant literature
Interviews
Focus groups
Tests
Records & report studies
Work samples
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25. SAFEGAURDS AGAINST NEED ASSESSMENT?
IMPERCEPTIONS
ASSUMED VALUES OR ROLES
BIASES
WRONG PERSON CONDUCTING TNA
USING INAPPROPRIATE TOOL
IMPROPER RECORDS OR
INSUFFICIENT DATA
INCOMPLETE OBSERVATIONS
WRONG INTERPRETATIONS
FAKING THE DATA
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26. Seven Types of Analysis
Resource analysis
Constraints analysis
Job analysis
Task analysis
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27. Seven Types of Analysis
Problem analysis
Goal analysis
Audience analysis
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28. Output: Analysis Phase
• JA Report with…
– Training recommendations (performance
requirements)
– Course content
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29. Analysis Phase
A Problem
Analysis
Phase
Instructional Design ProcessAnalysis Phase
Job Analysis
Report
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30. Model of TNA for Competency Development Requirements
ASSSSMENT OF TRAINING
INTERVENTIONS
THROUGH FORMAL
INSTRUMENTS
ELEMENTS OF
TRAINING
INTERVENTIONS
ASSESSMENT OF
TRAINIGNG
INTERVENTIONS
THROUGH INFORMAL
SESSIONS
TNA
KNOWLEDGE
COMPONENTS
COMPETENCY
DEVELOPMENT
REQUIREMENT
S
ATTITUDE
DEVELOPMENT
TRAINING DESIGN
TRAINING
RESOURCES
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TRAINING PLAN
FOR LEVEL
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