To help you understand what a performance analysis is and to provide you with some examples of performance analyses, the following links are resources you can access.

Cognitive Approaches to Instructional Design

At the end of this article is a glossary with definitions related to performance analysis and instructional design.
The definition for performance analysis given is:  A specific, performance-based needs assessment technique that precedes any design or development activities by analyzing the performance problems of a work organization.

This site, from the Georgia Tech Research Institute, provides five steps for using a goals analysis tool.

The purpose of this site is to give a glossary of terms related to instructional design.
The definition of performance analysis is the process by which professionals partner with clients to identify and respond to opportunities and problems, and through study of individuals and the organization, to determine an appropriate cross-functional solution system. Performance analysis is a systematic and systemic approach to engaging with the client. It is the process by which we determine when and how to use education and information resources.

This site from Big Dog's Human Resource Development Page, Training and Development, explains the Analysis Phase of Instructional System Design.

Assess the Situation
        --Is it a "training" problem?
        --Before you do anything else, make sure that the solution to your
            problem can be provided by some sort of training: many
            performance problems do not have training solutions.
        --The best way to determine the answer is to change the question to:
                --Does the performance problem involve something that
                    the learners should already know how to do?
                --If the answer is "yes," than more training probably will
                    not help: look for organizational or motivational remedies.
                --If the answer is "no," than a training solution is called for.
                --Example:  v.5.0 is a new revision of an existing software
                    application. Obviously (in this case, but not always),
                    the learners will need some level of instruction to use
                    the new version.

This site presents Step One out of the five basic steps in the Instructional Design Process.
        1.  Analysis
             --What is this course/training topic about?
             --Who is the intended audience?
                    --What is their current knowledge level?
                    --At what point in their education/training does this
                        course/training occur?
            --What are the desired objectives?
            --What materials does the subject matter expert already
                have in hand?
            --What does the subject matter expert expect that design and
                technology might do to enhance the course/training?
            --What can the technology infrastructure of the organization
                support?
            --What is the timeframe for design, development and
                implementation?