Conducting a Goal Analysis

1. Conducting a Goal
Analysis
By: Angel Jones

2. What is Goal Analysis
The technique used to analyze a goal to identify the sequence of
operations and decisions required to achieve it.

3. Two Fundamental
Steps
.
1. To classify the goal statement
according to the kind of
learning that will occur
2. To identify and sequence the
major steps required to perform
the goal.

4. Educational Goal
Statements that describe the competences, skills and attitudes
that students possess upon completion of a course or program.
Ex. Apply properties of operations as strategies to add,
subtract, factor, and expand linear expressions with rational
numbers.

5. Educational Objective
Shorter term goals which successful learners will achieve
within the scope of the course itself.
Ex. Combine like terms with rational coefficients.

6. Differences and Similarities Between a Goal
and Objective.
• Goals are broader than objectives. Goals are general intentions and are not specific
enough to be measured, Objectives are specific statements
• Goals are general while objectives are specific.
• Goals are intangible while objectives are tangible.
• Both have a certain time frame; however, goals usually have a longer time frame
than objectives.
• Goals are abstract and objectives are concrete
• Goals are hard to measure and objectives are measureable

7. Describe the relationships among educational goal,
human capabilities, objectives, courses and instruction.
Educational goal is the aim or desired outcome.
Human capabilities is the ability to reach the goal and objectives
Goal and objectives both are closely related we use the objective to define the
mastery of the concept.
Course will be the path of direction we follow to get the instruction for the
objective that is defined from the goal.

8. Robert Gagne has had considerable influence on education and training in corporate and government sectors as well as
some influence in public schools. A clear contribution of Gagne was the field of instructional design that seeks to take
what is known about human learning and apply it to instruction. He is generally regarded as the "father" of
instructional design. He had wide influence on people who follow a systematic approach to designing instruction.
Two contributions of Gagne stand out: his ideas about domains of learning and his concept of instructional events.
Educators widely agree that we can't teach all content the identical way. We recognize that teaching students how to
solve problems or use concepts is different from teaching information. This follows directly from Gagne's domains of
learning. Many educators also develop their teaching plans around Gagne's instructional events by starting lessons by
gaining the learners' attention, informing them of the objectives and continuing through practice and assessment. This
is pure Gagne!
Gagne is recognized among educators for his accomplishments and his influences. He holds a lofty status in the field of
instructional design. Many, if not most, corporate training programs are based on his work.

9. Gagne’s Five Categories of Learning

10. Verbal Information
Stating facts, names, label, or describing, organized bodies of knowledge
Condition
1. Provide a meaningful context
2. provide opportunity for practice storing and retrieving information in memory
3. stress relationships among content to be learned
4. provide additional practice over time
Ex. Naming the three branches of government

11. Intellectual Skills
Problem solving, discrimination, concepts and principles
Condition
1. recall of specific prerequisite intellectual skills
Ex. applying a rule to determine something like calculating the distance it will take a car to stop

12. Cognitive Strategies
An internal process by which the learner controls their way of thinking and learning.
Condition
1. provide opportunities to work with novel problems
2. have students monitor their cognition
3. allow students to observe expert problem solvers at work
Ex. Determining how to approach a new learning situation; deciding how to go about learning
a long list of items; creating a way to remember the names of several people you just met

13. Attitude
An internal state which affects and individual’s choice of actions toward some object, person,
or event.
Condition
1. observation of a model who shows the desired choice and is reinforced as a result
2. making the desired choice and receiving direct reinforcement as a result
Ex: Being open to new ideas by allowing someone to express his suggestion from
accomplishing a work task when it differs from your suggestion

14. Motor Skills
Bodily movements involving muscular activity.
Condition
1. observation of a model performing skill in a correct manner
2. opportunity to practice performing the skill
3. receiving feedback on your performance that shows you what to change and how
Ex. Holding a pencil or writing your name with a pen

15. Gagne’ Nine Steps

16. Summary
When objectively analyzing the condition for learning Gagné says: “Since the purpose of
instruction is learning, the central focus for rational derivation of instructional techniques is the
human learner. Development of rationally sound instructional procedures must take into
account learner characteristics such as initiate capacities, experimental maturity, and current
knowledge states. Such factors become parameters of the design of any particular program of
instruction