The A in ADDIE stands for Analyze. In this section we will look at the various ways in which Instructional Designers analyze training requirements. The purpose of this phase is to collect as much information as possible, in order to help you make good design decisions and create course materials.

The beginning of the process starts with a request for training.

Information sources for the analysis phase include interviewing stakeholders and subject matter experts as well as collecting existing resources such as documentation and existing learning materials.

The first thing to document is organizational context which is shown as above and across all other aspects of the analysis. It is needed for whomever is reading the instructional design document to understand what is to follow. It is also needed in order to ensure that there is agreement on context between the stakeholders and the instructional designer.

The next three items included in the analysis phase can happen in any order: performance environment, options for the training environment, and learner characteristics.

There is also an aspect of the analysis that happens in a specific order because the result of one thing provides the input to the next.

We begin with a needs analysis, figuring out what the instructional need is. This ends with a goal statement.

The goal statement is then analyzed to determine the specific tasks.

The tasks are then analyzed to determine what knowledge and skills are required.

After completing the analysis phase, you are able to document the following sections in the Instructional Design Document.

• Organizational Context
• Information Sources
• Organizational Need & Instructional Goal Statement
• Description of Performance Environment
• Options for Training Environment
• Description of Learners
• Goal Analysis
• Task Analysis
• Prerequisite Knowledge and Skills