I. The tasks or topics to be learned. Job analysis (or subject analysis) together with a gross analysis of the target population, its needs and present level of preparation, lead us to defining the tasks (or topics) that are 'worth teaching'. The nature of these tasks and topics may suggest that certain methods of instruction and certain forms of learning group structure should predominate in the final instructional system. One may see the need for individual self-instruction, or for 'group dynamics' learning methods, or for a mixture of approaches to cater for different types of learning. Much basic learning of facts and concepts can be achieved in the individual self-instructional situation (indeed, in part at least, must be achieved by the individual on his own). However, the application of that knowledge to the development of skilled activity often benefits from the group learning situation (indeed some skills can only be learned under group learning conditions). Thus, the nature of the final objectives may indicate the types of learning structures that should, in general, be employed. 2. The analysis of needs (that is the quantitative aspect of the gross target population analysis) also provides much information regarding the geographical location of the target population (concentrated or scattered), distribution according to needs (large groups at a given time of year or a constant dribble of trainees) and the life-style and preferred (customary) study styles of the potential students.