The Analysis Phase of the ADDIE (Analyze, Design, Develop, Implement, and Evaluate) instructional design model is the basis for all other phases of instructional design. This phase can be broken down into Performance Analysis, Instructional Analysis, Audience Analysis, and Delineate Objectives. This article discusses conducting an instructional analysis.
Following a performance analysis where it has been determined that training is the solution, an instructional analysis is conducted. The purpose of conducting an instructional analysis is to define training content, goals, and objectives. Its objective is to break down the instructional goal into its component parts.
Creating an Instructional Analysis
During the instructional analysis step, the instructional designer might conduct a task analysis and create a competency map for learners. These tools help the instructional designer define what learners must be able to do once they have completed the training.
Learners rely on the instructional designer to provide them with an accurate information and steps. An instructional analysis ensures that the course will:
- Incorporate all information and steps that learners will need to know
- Leave out information and steps that learners already know
- Leave out information and steps that learners don’t need to know
The more accurate the instructional analysis, the easier the training will be for the learners.
Look at Training from the Perspective of the Learner
If a subject matter expert were consulted to make a list of steps for a task, many steps they intuitively perform would most likely be left out. This is because the subject matter expert has knowledge of which he or she may be unaware. This rather implicit type of knowledge is known as tacit knowledge. Tacit learning involves knowing how to do something rather than knowing who, what, or why. It involves learning and skill but not in a way that can be easily written down. A subject matter expert can perform the right steps without consciously thinking about each one. When an instructional designer conducts an instructional analysis, they observe the process from a new perspective. They look for “tacit” knowledge and steps that the subject matter expert never knowingly thinks about.
Imagine you work in a manufacturing plant and you want to teach someone how to use sweeping compound when sweeping the floor. You probably perform this task every day, so you don’t consciously think about all of the monotonous details it takes to effectively use the sweeping compound. You’re a subject matter expert who is instinctively capable of performing the task. If you were to write down each step in detail, you would actually have to stop and think about each step that you perform:
- Scoop sweeping compound
- Spread sweeping compound
- Sweep sweeping compound, dirt, and debris
That’s a basic task analysis, but there are some assumptions here that could cause problems for someone just learning how to use sweeping compound:
- With what do you scoop the sweeping compound?
- How and with what do you spread the sweeping compound?
- Where should you begin sweeping?
- Where should you finish sweeping?
Summary
If a learner doesn’t know about a step or how to properly perform a step, it could mean the difference between successfully completing the task and a gap in performance. The instructional analysis assures that the training content exactly matches what learners need to know so that they will be able to do what the training was designed to teach them.
By Shirley J. Caruso, Ed.D.
It is important in the instructional anaylsis that the designer makes sure that steps are detailed so that the learner is sucessful with what the training is teaching them.
I do agree that in order to design an effective, efficient, and appealing training program, one needs to conduct an accurate instructional analysis. Understanding what needs to be included, and what can be omitted in trainig session will most definitely help in creting an interesting and effective training. No one wants to be told for the thousand time how to do what he/she already knows. On the other hand, if some information is left out, and the learner does not have this infor, he/she may get lost and find the training too complicated and not clear. Moreover, to successfully design and develop trainig we do need to put ourselves in the learners’ shoes to be able to include all necesary steps and details in the training session.
Creating a task analysis will be very beneficial in determining where your subjects skill level is. Once this has been figured out it will be very helpful for the instructional designer to know how to teach and present the information that is most important in order to close the performance gap.
The biggest mistake an intsructional designer can make is not placing themselves in the shoes of the learner. It is crucial not to assume learning steps, they must be detailed and specific in a way it can be visualized, this will esnure zero gap in performance.
An instructional analysis is a road map or guide that’s necessary to follow in order to complete a particular task. Each step leads to another step so all steps are important. You really need to step back and analyze the procedures carefully to ensure not to miss any steps along the way.
I think creating an Instructional Analysis is very important because it will help lay out the steps on what will be covered. It will also help the instructional designer to apply and become part of the steps and learn.
I agree the instructional analysis is great model to identify training goals and objects. It is a great way to categorize the instructional goals. The steps that are given will give learners great information.
It is good to follow instructional analysis if an instructioanl designer wants to successfully complete their training session. The training session should include the ADDIE – ANALYSIS, DESIGN, DEVELOP, IMPLEMENT AND EVALUATE.The instructional designer should train the learners thinking themselves in place of the learners.