The analysis phase simply identifies the gap between actual behaviors against desired outcomes, and obtains information about the learner, environment, and technology that are relevant to closing the gap. This phase is the first and most crucial phase, with all subsequent work based on the outcomes of the analysis. Despite this fact, the analysis phase frequently is omitted from the process because it is perceived as unnecessary or too time-consuming.

Many corporate training managers or executives believe that they intuitively know what students need in a training program. Their preconceptions are expressed in statements such as, "Our employees are conservative; don't use any games or themes." Or "Our students really don't have any experience with this topic, so we'd better cover everything." Or "We all love the Internet. Let's put everything online." The danger with assumptions such as these is that programs will be rolled out that are boring, too long, or technically flawed. Even if time is limited, an expedited analysis phase will uncover and document key items about learners, content, and technology.

Some of the tools that can be used to gather analysis information include:

• Survey or questionnaire is the most commonly used method in which specific questions are posed to a representative sample of the student population. Survey results are reviewed and summarized.

• Direct observation has the designer personally observe employee tasks taking place in the workplace.

• Indirect observation involves examining relevant performance data such as safety records, error rates, help desk call reports, sales data, or customer satisfaction surveys.

• Interviews put the instructional designer in touch with experts and/or a random sample of students through one-on-one interviews.

• Focus groups are similar to interviews only the designer poses questions to a group of experts or students. Data comes from direct answers, as well as from conversations among the focus group participants.

Evaluate Business and Instructional Goals

The first step in analysis is determining or clarifying the goals or desired outcomes. There are entire systems developed just to handle goal analysis, but in simplified terms, you need to answer the question: What are we really trying accomplish? The goal need not be stated in behavioral terms, but rather in the context of big-picture impact. Examples of various goals include:

• Improve sales among new representatives by 30%.

• Reduce the defect rate of widgets by 10%.

• All administrative assistants should be at an intermediate competency level with their computer applications.

• Deli workers need to master the safe operation of the meat slicer.

Business goals need to be further analyzed to select the proper intervention. In the first example above, there may be non-training solutions to the problem. Perhaps increasing the sales representatives' commissions or changing to a team selling system would have the desired impact on sales. If a training intervention is appropriate, the goal needs to be modified into an instructional outcome such as: "New representatives must be able to demonstrate each products' features and benefits."

Analyze Required Tasks and Behaviors

After understanding the business or instructional goal, further analysis is required of all the subordinate skills required to achieve the goal. This is a critical step toward developing behavioral learning objectives, and becomes the foundation for all of the content.

For example, the goal to have all deli operators properly operate a meat slicer can be broken into more specific tasks such as:

• Set the blade to the desired thickness of cut.

• Turn the slicer on.

• Place the food on the slicer and lock it in place.

• Safely cut the meat or cheese.

• Turn the slicer off.

• Clean the blade after each use.

Assess Learners

After understanding the desired goals and subordinate tasks, the target audience has to be analyzed. Learner information impacts everything from appropriateness of metaphor to selection of content. Topics to be explored in assessing learners include:

• Demographics. What are the general characteristics of the audience? Is there uniformity to gender, age, or educational background?

• Psychographics. What is the psychological makeup of the target audience? Do they want the information provided in a very direct manner or do they prefer a more time-consuming but engaging game format?

• Attitude. What are the learners' attitudes towards the content or to training itself? What is the attitude toward the use of technology-based training?

• Experience with technology-based training. Will this be the first experience using the corporate Intranet for learning or are they already accustomed to navigating online material?

• Motivation. What are the learners work and career goals? How can the training program assist them with the realization of those goals?

• Prior knowledge and experience. What will the learners bring to the training in terms of skills and knowledge? To what extent are they currently working toward achieving the desired business goals?

The audience profile can be used to direct both the interface as well as instructional design. For example, an older workforce might not respond well to a music video theme or review questions embedded within an arcade game. Students who do not speak English as their first language typically prefer audio narration over on-screen text. A young student audience may not understand allusions to historical events that occurred before they were born.

Conduct a Technology Assessment

Finally, investigate the technology available to the student audience. What type of computers do they have? What kind of software is installed? What kind of network connection exists? What limitations will the information technology department put on the program? Specifications should include the following (with examples in parenthesis):

• The speed and processor type (200 MHz Pentium).

• The amount of memory or RAM available (64 megabytes).

• The type of operating system (Windows 3.1, Windows 95).

• Whether or not CD-ROMs are available.

• Whether or not there is audio capability.

• The screen resolution available (800 x 600).

• The video standards available? (Windows AVI, MPEG, QuickTime).

• Whether or not there is an Intranet or Internet connection.

• Whether the connection is high bandwidth (Ethernet) or low bandwidth (dial-up modem).

• The browser and version that is available (MS Internet Explorer 4.0).

• Browser plug-ins available (Shockwave, Flash, RealVideo).

Instructional designers should consult with the programmers or other technical supervisors to gain an understanding of the limitations of the technology. Some common limitations include:

• Without speakers or headphones, the training program will not be able to use audio narration as the primary teaching media.

• Without a fast enough processor or enough RAM, complex animations may not run smoothly.

• With Windows' standard AVI video format, video windows will be small and the video itself may be choppy and grainy.

• Web-based training is possible, of course, only if there is some type of connection to an Intranet or the Internet.

• If the connection is low-bandwidth, the time it takes to download big files -- large graphics, animations, audio, and video -- will be prohibitively long. Designers will have to stick to text and simple graphics.

• Web-based multimedia is possible with use of certain plug-ins.

• Complex activities, like drag and drop exercises, can only be implemented using later versions of popular browsers, using more advanced technologies like DHTML, Java, and Javascript.

Analysis Data

After completing a thorough analysis, the instructional designer has a series of worksheets, questionnaires, and other information that can be used to determine the most effective design.