Introduction

The instructional design (ID) process involves going through several phases, either chronologically or in an order that best satisfies the ID project goals and context, depending on the ID model used.

Arguably, all ID projects follow the ADDIE framework. We might consider that each ID model differs from each other by uniquely implementing ADDIE.

Because ADDIE is so influential and ubiquitous, this article will be focusing on the detailed implementation of ADDIE—specifically its Analysis Phase.

Overview of the Analysis Phase

The Analysis phase is mainly concerned with gathering information that can be used to find out the best way to solve the identified problem.

Since this phase is called ‘Analysis,’ you can probably guess that a lot of analyses will be performed here. Some analyses include learner analysis, context analysis, gap analysis, content analysis, needs assessment,  and task analysis. Project goals are also set during this phase, based on the results of the various analyses, and will guide the task analysis and the succeeding phases of ADDIE.

The information that instructional designers (IDers) gather in this phase is related to the following:

1. Learner characteristics and background
2. Target outcome
3. Instructional and learning constraints
4. Instructional scope and options
5. Optimal Instructional theories to utilize
6. Project Timeline

The succeeding sections will discuss each analysis in this phase.

Learner Analysis

The learner analysis is part of a wider-scope analysis called needs analysis (AKA training needs analysis), together with context analysis, gap analysis, and content analysis.

The learner analysis aims to gather more information about the learners. Some of the information gathered by IDers during this analysis includes the following:

1. Learner characteristics
2. Prior knowledge
3. Demographics
4. Access to technology

I have included below some specific information about the learners that an IDer could collect during this analysis:

1. Number of attendees?
2. Different organizations, groups, sub-groups, teams, or departments they belong to
3. Age distribution
4. Educational attainment and background
5. Skill level
6. Sex and gender distribution
7. Cultural background
8. Socio-economic background
9. Language proficiency
10. Employment information and history
11. Geographic information
12. Technological competency
13. Access to the internet
14. Access to digital devices
15. Motivation for attending the training
16. Learning preferences (e.g. video, audio, ebook, individual, group, hybrid, online, face-to-face, etc)
17. Other needs

Context Analysis

Another analysis included in the needs analysis is context analysis. This analysis involves finding out the resources available to the learners during their training.

Some of the information IDers seek during this analysis are the following:

1. Time allocation
2. Schedule allocation
3. Space allocation
4. Budget allocation
5. Hardware and software allocation (e.g. devices, LMSs, connectivity, apps)
6. Venue (e.g. on-site, hybrid, or online)
7. Mode of delivery (e,g, instructor-led, self-paced)

Gap Analysis

The third type of analysis done during the needs analysis is gap analysis.

If you have read my post about front-end analysis (FEA), you may remember that a gap analysis is part of FEA. In reality, this gap analysis is a second instance of this analysis. The difference in the second gap analysis, however, is that the IDer only specifically focuses on finding the optimal solution for the instruction-related problem.

Like in the first gap analysis during the FEA, the IDer seeks three pieces of information about each of the instruction-related problem(s):

1. What is the current situation?
2. What is the target situation?
3. What is the optimal means to get from the current situation to the target situation?

The solution(s) recommended per problem has to, of course, take into consideration the constraints of the project and the stakeholders e.g. budget, deadline, and priorities. If there are multiple solutions available to address each problem, the IDer may have to include an impact analysis for each of the proposed solutions. Doing so may inform the stakeholder(s) about the potential costs (time and money) and benefits of each proposed solution, guiding them on which ones to pursue.

Content Analysis

The last type of analysis done during the needs analysis is content analysis.

Here, the IDer goes over the instructional content the stakeholder needs to include in the training. This may entail discussions with the subject matter expert (SME) and scanning the material the SME thinks is important to include. The IDer scans through the various content that might be included in the training to have an estimate of the time it will need to prepare and deliver the training.

An example would be having a senior-aged SME who has all their materials in acetate transparency form designed for overhead projectors. If the training would require hybrid delivery using an LMS, then the SME’s materials would need to be converted into a digital form that can be handled by available technologies e.g. Powerpoint and the LMS. The process of converting the materials will have a time impact, which the IDer has to communicate to the stakeholders to manage their expectations.

Needs Assessment

Needs assessment involves understanding what the stakeholder or the client needs and its context.

The IDer identifies the specific requirements, goals, and expectations of stakeholders or clients beyond what was identified during the gap analysis. While the gap analysis focuses on identifying the differences between the current state and the desired state, the needs assessment digs deeper into understanding the broader context of the problem, including the stakeholder’s or client’s priorities, constraints, and vision for the future.

The needs assessment involves the following tasks:

1. Clarification of goals and expectations beyond the results of the gap analysis
2. Understanding organizational context (e.g. culture, technological capacity, budget, resources, time)
3. Priority of needs (e.g. arrangement based on urgency, impact, benefits)

The insights derived from the needs assessment allow the IDer to ensure that the solutions are relevant and are closely aligned with stakeholder expectations and the context of the organization.

Task Analysis

The last type of analysis to consider in the Analysis Phase of ADDIE is the task analysis.

The task analysis involves identifying the different tasks that learners have to perform to overcome the deficiencies that were identified during the gap analysis. This analysis is critical because the tasks that we identify here will be used later during the define phase (using ADDIE framework) to guide the setting of learning objectives, teaching and learning content, assessment, and evaluation. This analysis is a little complex and deserves its own article, for which I must write a different post.

Let me show an example to explain more clearly how task analysis is done and what the result may look like.

We first begin by looking at the results of the second gap analysis. For this, let us consider a hypothetical scenario where the stakeholders we are interviewing have reported that many of their employees are unsure of the specific tasks required to manage customer interactions within their customer relationship management (CRM) software, resulting in mistakes and inefficient processes.

Looking at the gap analysis for this case, one of the target situations that the stakeholder wants to attain is that their customer support staff should be able to use the CRM system correctly and efficiently while minimizing errors and improving customer satisfaction.

From that target, we identify the top-level tasks that the staff should perform to meet the target.

1. Be familiar with the CRM system
2. Manage customer profiles
3. Record customer interactions
4. Manage customer tickets
5. Generate and analyze reports
6. Utilize automation features
7. Comply with data security

From the top-level tasks we identified, we can now drill down to the specific tasks required to perform the high-level tasks. The specificity of our tasks and how low we need to drill down will depend on a case-to-case basis e.g. if the stakeholder is in a hurry, we may decide to remove some less important tasks.

If we drill down these high-level tasks up to two levels, we might come up with a task list similar to this:

1.0 Be familiar with the CRM system

1.1 Understand the overview of the CRM System Interface

• 1.1.1 Understand the layout of the CRM home screen.
• 1.1.2 Identify and locate main navigation elements (e.g., menu, search bar, profile settings).

1.2 Navigate the Dashboard

• 1.2.1 Learn how to switch between different dashboard views.
• 1.2.2 Customize dashboard widgets based on user preference.

1.3 Understanding Key Features and Functions

• 1.3.1 Learn the purpose of each CRM module (e.g., Contacts, Sales, Support).
• 1.3.2 Understand the differences between account types and statuses.

2.0 Manage customer profiles

2.1 Create a New Customer Profile

• 2.1.1 Click on the “New Profile” button in the Contacts module.
• 2.1.2 Fill out required fields such as name, contact details, and company information.
• 2.1.3 Save the new profile and verify it appears in the database.

2.2 Edit and Update Existing Profiles

• 2.2.1 Search for the customer profile using the search bar.
• 2.2.2 Click “Edit” to modify existing fields as needed.
• 2.2.3 Save changes and check for accuracy.

2.3 Merge Duplicate Profiles

• 2.3.1 Identify potential duplicates flagged by the system.
• 2.3.2 Compare profiles and confirm duplicates.
• 2.3.3 Merge profiles and resolve any data conflicts.

3.0 Record customer interactions

3.1 Log Incoming Calls

• 3.1.1 Open the customer’s profile during or after the call.
• 3.1.2 Click on “Add Interaction” and select “Phone Call.”
• 3.1.3 Enter call details and outcomes, then save.

3.2 Document Customer Emails

• 3.2.1 Open the email module linked to the CRM.
• 3.2.2 Select “Log Email” and choose the associated customer profile.
• 3.2.3 Copy email content into the system and categorize it accordingly.

3.3 Add Notes and Comments to Profiles

• 3.3.1 Navigate to the notes section within the customer profile.
• 3.3.2 Click “Add Note” and enter the relevant information.
• 3.3.3 Save the note and ensure it is linked correctly to the customer interaction history.

4.0 Manage Customer Tickets

4.1 Create a New Support Ticket

• 4.1.1 Access the “Support” module and click on “New Ticket.”
• 4.1.2 Enter customer details and issue description.
• 4.1.3 Assign a priority level and save the ticket.

4.2 Assign and Reassign Tickets to Team Members

• 4.2.1 Use the “Assign” dropdown to select a team member.
• 4.2.2 Reassign tickets by selecting a different team member when necessary.
• 4.2.3 Notify the assigned team member of the new ticket.

4.3 Update Ticket Status and Priority

• 4.3.1 Open the ticket and change the status as progress is made (e.g., Open, In Progress, Closed).
• 4.3.2 Adjust the priority if the customer’s needs change or escalate.

5.0 Generate and Analyze Reports

5.1 Select Report Parameters

• 5.1.1 Navigate to the “Reports” module.
• 5.1.2 Choose relevant data fields and date ranges.

5.2 Run Predefined Reports

• 5.2.1 Select from a list of predefined reports (e.g., Sales Trends, Customer Feedback).
• 5.2.2 Generate the report and review the data.

5.3 Customize and Save Reports

• 5.3.1 Modify the report by adding or removing data fields.
• 5.3.2 Save customized reports for future use.

6.0 Utilize Automation Features

6.1 Set-Up Automated Email Responses

• 6.1.1 Go to the “Automation” settings within the CRM.
• 6.1.2 Create a new automated email response template.
• 6.1.3 Define triggers for when the email should be sent.

6.2 Create Workflow Automation Rules

• 6.2.1 Access the workflow automation module.
• 6.2.2 Design a workflow rule based on common tasks (e.g., assigning tickets, sending follow-ups).
• 6.2.3 Test the workflow to ensure it functions correctly.

6.3 Monitor Automated Processes for Errors

• 6.3.1 Check automation logs regularly for any errors or issues.
• 6.3.2 Adjust settings or workflows as needed to correct errors.

7.0 Comply with Data Security

7.1 Understand Data Security Protocols

• 7.1.1 Review company policies on data security.
• 7.1.2 Complete mandatory security training modules.

7.2 Implement Data Access Controls

• 7.2.1 Set up role-based access within the CRM system.
• 7.2.2 Regularly review and update user permissions.

7.3 Report Data Breaches or Security Incidents

• 7.3.1 Follow the standard operating procedure for reporting breaches.
• 7.3.2 Complete an incident report and notify the IT security team.

At this point, we have identified the different and specific tasks necessary for an employee to “use the CRM system correctly and efficiently while minimizing errors and improving customer satisfaction.” Of course, we can further drill down the tasks if we want to depending on the project considerations. We can also assign value criteria to each of these tasks based on urgency, importance, cost, complexity, difficulty to learn, or time, which we can use later on to decide which of these tasks to exclude from the training if in case there is a need to shorten the implementation of the training.

Concluding remarks

The analysis phase is crucial in the ID process since it allows IDers to produce insights that can be used in later phases.

The needs analysis provides information about the learners, the training delivery and venue, details about what the stakeholders need, and how much content will be covered. The needs assessment further informs us about stakeholder expectations that were not captured by the gap analysis.

Lastly, we can break down the specific tasks required for trainees to bridge the difference from their current state to the target state through task analysis. The approved list of tasks will then be used for the next phase in ADDIE which is the design phase.

Sources

Design for Learning

The Instructional Design and Development Process: A ‘How To’ Guide for Practitioners

HR-Guide.com

 

 

After obtaining approval for the results of the analyses and the instructional goals from deciding stakeholders, the Design Phase of ADDIE begins.