learning-needs-analysis
Conduct comprehensive learner audience analysis, identify performance gaps, and determine instructional requirements using surveys, interviews, and data analysis
Best use case
learning-needs-analysis is best used when you need a repeatable AI agent workflow instead of a one-off prompt.
Conduct comprehensive learner audience analysis, identify performance gaps, and determine instructional requirements using surveys, interviews, and data analysis
Teams using learning-needs-analysis should expect a more consistent output, faster repeated execution, less prompt rewriting.
When to use this skill
- You want a reusable workflow that can be run more than once with consistent structure.
When not to use this skill
- You only need a quick one-off answer and do not need a reusable workflow.
- You cannot install or maintain the underlying files, dependencies, or repository context.
Installation
Claude Code / Cursor / Codex
Manual Installation
- Download SKILL.md from GitHub
- Place it in
.claude/skills/learning-needs-analysis/SKILL.mdinside your project - Restart your AI agent — it will auto-discover the skill
How learning-needs-analysis Compares
| Feature / Agent | learning-needs-analysis | Standard Approach |
|---|---|---|
| Platform Support | Not specified | Limited / Varies |
| Context Awareness | High | Baseline |
| Installation Complexity | Unknown | N/A |
Frequently Asked Questions
What does this skill do?
Conduct comprehensive learner audience analysis, identify performance gaps, and determine instructional requirements using surveys, interviews, and data analysis
Where can I find the source code?
You can find the source code on GitHub using the link provided at the top of the page.
SKILL.md Source
# Learning Needs Analysis Conduct comprehensive learner audience analysis, identify performance gaps, and determine instructional requirements using surveys, interviews, and data analysis. ## Overview This skill enables systematic analysis of learning needs to inform instructional design decisions. It encompasses audience analysis, performance gap identification, and requirements determination to ensure training and education programs address real needs effectively. ## Capabilities ### Audience Analysis - Identify learner demographics and characteristics - Assess prior knowledge and skills - Determine learning preferences and styles - Analyze motivation and attitudes - Map learner contexts and constraints ### Performance Gap Analysis - Define desired performance outcomes - Assess current performance levels - Identify gaps between current and desired states - Distinguish training from non-training solutions - Prioritize gaps by impact and feasibility ### Data Collection Methods - Design and administer surveys - Conduct stakeholder interviews - Facilitate focus groups - Analyze performance data - Review existing documentation ### Requirements Documentation - Document instructional requirements - Define learning objectives - Specify constraints and resources - Identify success metrics - Create analysis reports ## Usage Guidelines ### Analysis Process 1. Define scope and purpose of analysis 2. Identify data sources and stakeholders 3. Design data collection instruments 4. Collect and analyze data 5. Synthesize findings 6. Document recommendations ### Data Collection Best Practices - Use multiple data sources - Balance qualitative and quantitative methods - Ensure representative sampling - Maintain objectivity - Validate findings with stakeholders ### Documentation Standards - Clearly state methodology - Present findings with evidence - Distinguish facts from interpretations - Provide actionable recommendations - Include supporting data ## Integration Points ### Related Processes - ADDIE Model Implementation - Action Mapping - Kirkpatrick Evaluation ### Collaborating Skills - learning-objectives-writing - assessment-item-development - learning-analytics-interpretation ## References - Mager and Pipe performance analysis - Rossett needs assessment framework - ATD competency model - Instructional design methodologies
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