The analysis phase is required in any training program. It may be performed through asking the detailed questions; for instance, who must be trained, what must be trained, when and where the training will take place, and how the training can be accomplished. First of all, essential knowledge, skills, and attitudes must be identified. All of them have to ensure a successful job performance.
A detailed analysis of both the tasks in the job specifications and of the job or occupational analysis data may be necessary to provide the information essential to making decisions about the need for training. The results of this analysis will be training objectives which apply to the cognitive, affective and/or psychomotor aspects of the required performance. Going beyond ATP-3.8.1, also the social elements could be identified[i]. They refer to soft skills of a learner, such as decision making, or cooperation. As of ATP-3.8.1, these objectives describe “what the trainee has to do”, the conditions under which the performance must be completed, and the standards of performance.
The outcomes of the analysis include minimum
acceptable standards of performance expected of the trainee, essential
guidelines to ensure that user needs are met, a description of the planning
factors, resource requirements and constraints, as well as a statement of the
general aim of the training relative to operational needs.
[i] Gawlik-Kobylinska, M. (2018). The Four-Dimensional Instructional Design Approach in the Perspective of Human-Computer Interactions. In APPIS (pp. 146-156). https://ebooks.iospress.nl/volumearticle/50875