2. What is a Goal Analysis
A goal analysis is the technique used to
analyze a goal to identify the sequence of
operations and decisions required to achieve
it. (Dick, 2009)
There are 2 fundamental steps
Classifying
the goal statement
Identify and sequence the major steps
After the goals are set, it must be determined
what skills must be learned in order to
complete the goals. The Domain of Learning
is the outcome.
4. Gagne’s Domains of Learning
Intellectual Skills
Skills that require the learner to
perform some unique cognitive
activity.
Gagne divides Intellectual Skills into
the following subcategories,
depending on the complexity of the
mental processing involved.
This is a hierarchy, which means that
each higher-level skill requires the
lower skills as a prerequisite
Discrimination - The ability to distinguish one
feature of an object from another based on
one or more physical dimensions
Distinguishing differences in colors of
socks by pulling out a matching pair
Justice, Energy, or Family
Rules - Rules make it possible for us to do
something, using symbols, and for us to respond
to a class of things with a class of performances.
Arranging a group of different sized straws
from largest to smallest.
Defined Concepts - Concepts that cannot be
identified by pointing them out and must be
defined.
Types of Intellectual Skills
Concrete Concepts - Concrete concept learning
involves learning to identify a stimulus as a
member of a class having some characteristic in
common.
Creating a sentence such as, "The boy
went to the store.”
Higher-order Rules - Involves applying complex
combinations of simpler rules in order to solve
problems, perform tasks, or explain, describe, and
predict phenomena or events.
Planning a balanced budget, given fixed
income and fixed expenses.
5. Gagne’s Domains of Learning
Cognitive Strategies
Refers to the metaprocesses we use
to govern our own attending,
learning, remembering, and thinking.
Similar to other intellectual skills, but
focus on the learner's own cognitive
processes as opposed to external
objects and events.
Examples are
Rehearsal strategies
Elaboration strategies
Organizing strategies
6. Gagne’s Domains of Learning
Verbal Information
Skills that require the learner to
perform some unique cognitive
activity.
Verbal information often serves as a
perquisite for further learning,
provides labels required for everyday
communication, and functions to
provide a vehicle for thought.
Examples are
Stating the requirements for achieving
an A grade in a given course.
Reciting the state capitals.
Stating the date Columbus landed in
America.
Stating the rules for scoring a tennis
match.
7. Gagne’s Domains of Learning
Attitudes
An attitude is an acquired internal
state that influences the choice of
personal action toward some class of
things, persons, or events.
Attitudes represent intrinsically
motivated choices people make.
Examples are
Choosing to eat healthy.
Preferring to read science fiction over
other types of stories.
Choosing to camp rather than stay in
motels during a cross-country trip.
8. Gagne’s Domains of Learning
Motor (Psychomotor) Skills
Motor skills represent physical
activities requiring movement and
coordination of all or part of the body
Examples are
Learning to ride a bicycle.
Changing a flat tire.
Drawing a straight line.
9. Gagne’s Domains of Learning
Motor (Psychomotor) Skills
Motor skills represent physical
activities requiring movement and
coordination of all or part of the body
Examples are
Learning to ride a bicycle.
Changing a flat tire.
Drawing a straight line.
10. Goal Analysis
This is done by describing, in step-by-step fashion, what a person would be doing
while performing the goal.
It is important to determine if the designer of the analysis has all information
necessary to perform the analysis. The may require a Subject Matter Expert (SME)
it is not all available.
Next it would be important to list the steps in an outline or bullet format. List on the
important steps and fill in any additional steps that may be needed to close the gaps.
From this point, it is recommended that a flowchart of the information that has been
listed and sequenced. The steps need to be charted in the most efficient order.
The goal statement should be listed at the top.
12. Goal Analysis con’t
Two goals don’t follow the traditional step-by-step method
Verbal Information goal analysis don’t require linking since it is achieve by topic and
by step.
Attitudinal goal analysis requires identifying the behavior that will be exhibited when
the attitude is demonstrated
13. Goal Analysis con’t
Once the main steps are down, you must determine if there are substeps that are
required to perform the step. If so, those steps are listed on the flowchart as such.
14. Goal Analysis con’t
To bring this all together, goal analysis for intellectual and psychomotor skills is an
analysis of the steps to be performed, whereas for a verbal information goal, it is a
list of the major topics to be learned; either approach can be used depending on the
nature of an attitudinal goal.
15. Goal Analysis Example
I found this flowchart to be great, yet simple, example of goal analysis.
The goal statement is written with an exact goal with the detailed step-by-step
instructions used to achieve the goal.
16. Summary
The goal analysis process can not start without having a clear statement.
There are two steps to in the process
Classifying the goal into one of the domains of learning.
Identifying the major steps that must be learned to achieve the goal.
The steps should include the skill performed and relevant content.
The should also be in the most sequential efficient order.
It must be remember that charting for psychomotor and intellectual skills differs from
verbal information and attitudes.
Perfection is least likely met on the first attempt. Look at is a draft that will need
refining and evaluating.
During evaluation is most often the time find problems that do not fit in the sequence
flow of the analysis.
17. Reference
Dick, Walter, Lou Carey, and James O. Carey. The Systematic Design of Instruction.
Upper Saddle River, NJ: Merrill/Pearson, 2009.
