The purpose of this research is to investigate what are the competencies and their composing factors that a e-learning instructional designer must have planning and analysis stage of e-learning content development, using it for the education, training, and evaluation of e-learning instructional designers. The research procedure was composed of seven phases. First, literature review and case analysis, second, Behavioral Event Interview(BEI), third, “journals” recording designers' every job and task for e-learning design, fourth, qualitative data from phase two and three were gathered and analyzed, fifth, categorized themes were named and filtered by as factors of competencies of e-learning instructional designers, sixth, competency statements which specifies sub-factors were developed, and finally, survey to verify the outputs of phase five and phase six. As results of the analysis of qualitative data, four main competencies for the ‘planning and analysis competencies’ of e-learning instructional designers were categorized: ‘planning?analysis?information’, ‘course development strategies and models’, ‘learning content analysis’, and ‘need analysis competencies’ were specified. Survey results showed that the average appropriateness of factors and their level for the sub-competencies of planning and analysis competencies-cluster was more than 3.5 which means that e-learning instructional designer's statement for planning and analysis competency model is proper. Competencies model statement is composed of competency name, definition of the competency’s concept, low-rank essential common factors, and composing factors by KSA(Knowledge, Skill, Attitude) levels.