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Analysis, often referred to as “front-end analysis,” is the first step or phase of many, if not all, instructional design models. According to its definition, analysis is a process of breaking something into its various parts in order to better understand the whole. In instructional design, analysis is performed in order to understand the full context of an instructional effort: the need for instruction is established, the goals are ascertained, and the characteristics of the learner and the learning environment are examined. This fuller understanding of the total instructional environment becomes the basis for the further phases of design, development, implementation, and evaluation of an instructional plan.
One or more of the following modes of analysis may be done as part of a front-end analysis:
- Needs assessment: Typically, a concern, problem, or change prompts a request for instruction. An instructional designer conducts a needs assessment to compare the current state against the ideal state in order to determine whether there is a need for instruction (training). This “gap” between the current and the ideal could be identified in terms of any of the following: improved efficiency, reduced error rate, improved attendance, introduction of new procedures, or acquisition of new equipment. In conducting a needs assessment, the perceived ideal performance helps to identify the specific goals or objectives that can be met through appropriate training. However, at times the needs assessment indicates that instruction is not, in fact, the appropriate solution to the identified problem; the problem may have been identified, for example, as a management issue, a compensation issue, or a motivation issue—none of which would be solved by presenting instruction.
- Learner analysis: Ideally, an instructional designer has access to information about the intended recipients of the instructional unit. What do I need to know about the learners to customize the instruction to best meet their needs? Learner characteristics of interest would include gender, age, educational level, ethnic diversity, access to the learners, and some measure of their current knowledge, skills, or attitudes. For example, an instructional unit developed for university professors (say, for teaching online courses) would be written differently than an instructional unit for high-school educated employees on a factory assembly line (say, on a new procedure). In an increasingly global environment, cultural differences, use of colors and their various interpretations, and language/translation are some of the special considerations that require sensitive attention.
- Context analysis: A context analysis examines the environment in which the instruction will be developed and implemented. Context includes the available options for delivering the instruction (e.g., online, classroom, computer-based), resource availability or constraints (e.g., time, people, money, technology), and the reason for the instruction (e.g., legal requirement, performance improvement, safety).
- Content/Task analysis: This analysis investigates what the learner needs to be able to learn or do as a result of the instruction. A detailed task analysis of a procedure, for example, examines the sequence of steps that are required. Often an instruction designer may not be familiar with the particular procedure or knowledge area; the designer partners with a subject-matter expert (SME) or a knowledgeable employee to perform a task/content analysis. It is important to consider any existing materials that have been developed for the particular content/task; it may be more efficient to revise, reuse, or repurpose existing materials.
Tools for Analysis
An instructional designer can use one or more of the following tools in conducting a front-end analysis:
- Surveys or questionnaires completed by representatives of the target audience
- Interviews with subject matter experts, managers, or current employees
- Focus groups
- Review of company records or artifacts (attendance records, accident reports, training records, current procedure manuals)
Front-end Analysis and Return on Investment
In order to determine the impact of an instruction, the initial state of the learners should be documented. Front-end analysis provides a baseline of the learner’s knowledge, skill, or attitude that can be compared to the learner’s achievement following the instruction. For example, a pretest for current knowledge can be compared to a posttest given after the instruction; likewise, observation of an employee performing a particular task can be compared to the employee’s skill following a training unit.
In an environment where return on investment is used as a measure of the value of the instruction, it would be impossible to show an improvement without comparison to initial scores or measures.
Some Useful Online Resources for Further Information
- http://www.nedc.nrcs.usda.gov/isd/index.html This web site offers an excellent overview of the analysis phase of instructional design and describes each component of the front-end analysis in more detail. The site includes a number of excellent (PDF) job aids for each type of analysis. This National Resources Conservation Service web site is part of their National Employee Development Center. It is based on Mastering the Instructional Design Process by William J. Rothwell and H. C. Kazanas (1998).
- http://www.grayharriman.com/ADDIE.htm “E-Learning Resources” GrayHarriman.com
This site has a comprehensive examination of the ADDIE model; it details the five components of ADDIE and links to full descriptions and methods for implementing each component.
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