Introduction

Problem analysis (PA) is used to determine the structure of a problem, root causes, performance gaps, possible solutions, and opportunities. Therefore, PA skills and existing frameworks in the literature are germane to instructional design (ID). We cover the heuristics for solving ID, human performance technology, and organizational problems, as these affect instructional designers in the workplace (Tracey & Morrison, 2012).

How can we best address work-related issues? A problem is a conundrum with multiple pathways to arrive at a solution(s). The word has a negative connotation. Problems are defined as a failure to meet organizational goals and take advantage of existing or unknown opportunities. The ability to solve problems depends on the nature of the problem (Jonassen, 2004). It could be ill-structured or well-structured. According to Dick et al. (2009), an ill-structured problem is a situation where neither the exact rules to be applied nor the whole nature of the solution is identified in the problem statement, while a well-structured problem refers to one with a preferred set of rules for a recognizable solution.

For ID, problems are the initial state of a situation to be resolved, whether negative, positive, or neutral. This monograph describes various problem analysis techniques for instructional designers such as critical thinking processes: modeling expert approaches, defining problems, front-end analysis, and rapid analysis techniques. To fully understand an issue, various frameworks for root cause analysis are described. Instructional designers focus on the performer, their performance context, and tasks. Therefore, goal analysis, performance analysis models, and job analysis are also addressed.