"What exactly would learners be doing if they were accomplishing the goal successfully?" I think this question provides a great start in conducting a goal analysis. Let's see Dick and Carey's model below.
Concept
What is 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. Thus, the goal analysis process can not start without having a clear statement. There are 2 fundamental steps: First, classifying the goal statement. Second, 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 steps should include the skill performed and relevant content. Thus, they 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.
The Domain of Learning is the outcome. Gagne’s Domains of Learning Intellectual Skills. These are the 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.
What is 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. Thus, the goal analysis process can not start without having a clear statement. There are 2 fundamental steps: First, classifying the goal statement. Second, 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 steps should include the skill performed and relevant content. Thus, they 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.
The Domain of Learning is the outcome. Gagne’s Domains of Learning Intellectual Skills. These are the 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.
How do we determine what skills must be learned in order to achieve a goal? Overall, the task of
the learner is to store the information in memory during the instruction and
remember it for when it is time to test. This chapter reviews each one of them as follows:
VERBAL INFORMATION --This skill requires the learner to provide specific response to relatively specific questions. This can be spotted by the types of verbs that are used e.g.: state, list, or provide specific information or describe something.
INTELLECTUAL SKILLS –This means expertise in a certain field defined as skills that require the learner to do some unique cognitive activity that is classified into four common types: Discrimination, Forming Concepts, Applying Rules, and Solving Problems.
PSYCHOMOTOR SKILLS –This Involves the coordination of mental and physical skills. It is characterized by learners executing physical action, with or without equipment to achieve specific results. Thus, for purpose of instructional analysis, if the learner must learn to perform new, valuable motor skills or performance depends on the skillful execution of a physical skill.
ATTITUDES--Attitudes are described as the tendency to make particular choices or decisions. Instructional goals that focus on attitude can be viewed as influencing learners to choose. An acquired internal state that influence the choice of personal action toward some class of things, persons, or events. Attitudes represent intrinsically motivated choices you make and they long - term goals.
COGNITIVE STRATEGIES--These are the meta-processes that we use to manage our thinking about things and manage our own learning. Some strategies are as straight forward as mentally repeating the name on new acquaintances several times while visualizing their faces. A more complex cognitive strategy will be figuring out: a) How to organize b) Cluster c) Remember d) Apply new information
VERBAL INFORMATION --This skill requires the learner to provide specific response to relatively specific questions. This can be spotted by the types of verbs that are used e.g.: state, list, or provide specific information or describe something.
INTELLECTUAL SKILLS –This means expertise in a certain field defined as skills that require the learner to do some unique cognitive activity that is classified into four common types: Discrimination, Forming Concepts, Applying Rules, and Solving Problems.
PSYCHOMOTOR SKILLS –This Involves the coordination of mental and physical skills. It is characterized by learners executing physical action, with or without equipment to achieve specific results. Thus, for purpose of instructional analysis, if the learner must learn to perform new, valuable motor skills or performance depends on the skillful execution of a physical skill.
ATTITUDES--Attitudes are described as the tendency to make particular choices or decisions. Instructional goals that focus on attitude can be viewed as influencing learners to choose. An acquired internal state that influence the choice of personal action toward some class of things, persons, or events. Attitudes represent intrinsically motivated choices you make and they long - term goals.
COGNITIVE STRATEGIES--These are the meta-processes that we use to manage our thinking about things and manage our own learning. Some strategies are as straight forward as mentally repeating the name on new acquaintances several times while visualizing their faces. A more complex cognitive strategy will be figuring out: a) How to organize b) Cluster c) Remember d) Apply new information
REFLECTION
Accomplishing a goal is a milestone for everyone. How did I succeed? Why did I fail? As I think about conducting a goal analysis, I can't help but think of these questions. I've set a lot of my goals in my life and achieving a masters degree is one them. Do I have a clearly defined goal? Is this a priority goal? Have I written all the necessary steps to achieve my goal? I've often go back to the training I had about setting goals such as this one known as the Five Golden Rule go Goal Setting:
1. Set Goals that Motivate You
When you set goals for yourself, it is important that they motivate you: this means making sure that they are important to you, and that there is value in achieving them. If you have little interest in the outcome, or they are irrelevant given the larger picture, then the chances of you putting in the work to make them happen are slim. Motivation is key to achieving goals.
Set goals that relate to the high priorities in your life. Without this type of focus, you can end up with far too many goals, leaving you too little time to devote to each one. Goal achievement requires commitment, so to maximize the likelihood of success, you need to feel a sense of urgency and have an "I must do this" attitude. When you don't have this, you risk putting off what you need to do to make the goal a reality. This in turn leaves you feeling disappointed and frustrated with yourself, both of which are de-motivating. And you can end up in a very destructive "I can't do anything or be successful at anything" frame of mind.
2. Set SMART Goals
You have probably heard of "SMART goals" already. But do you always apply the rule? The simple fact is that for goals to be powerful, they should be designed to be SMART. There are many variations of what SMART stands for, but the essence is this – goals should be:
Specific.
Measurable.
Attainable.
Relevant.
Time Bound.
Set Specific Goals
Your goal must be clear and well defined. Vague or generalized goals are unhelpful because they don't provide sufficient direction. Remember, you need goals to show you the way. Make it as easy as you can to get where you want to go by defining precisely where you want to end up.
Set Measurable Goals
Include precise amounts, dates, and so on in your goals so you can measure your degree of success. If your goal is simply defined as "To reduce expenses" how will you know when you have been successful? In one month's time if you have a 1 percent reduction or in two years' time when you have a 10 percent reduction? Without a way to measure your success you miss out on the celebration that comes with knowing you have actually achieved something.
Set Attainable Goals
Make sure that it's possible to achieve the goals you set. If you set a goal that you have no hope of achieving, you will only demoralize yourself and erode your confidence.
Set Relevant Goals
Goals should be relevant to the direction you want your life and career to take. By keeping goals aligned with this, you'll develop the focus you need to get ahead and do what you want. Set widely scattered and inconsistent goals, and you'll fritter your time – and your life – away.
Set Time-Bound Goals
You goals must have a deadline. Again, this means that you know when you can celebrate success. When you are working on a deadline, your sense of urgency increases and achievement will come that much quicker.
3. Set Goals in Writing
The physical act of writing down a goal makes it real and tangible. You have no excuse for forgetting about it. As you write, use the word "will" instead of "would like to" or "might." For example, "I will reduce my operating expenses by 10 percent this year," not "I would like to reduce my operating expenses by 10 percent this year." The first goal statement has power and you can "see" yourself reducing expenses, the second lacks passion and gives you an excuse if you get sidetracked.
4. Make an Action Plan
This step is often missed in the process of goal setting. You get so focused on the outcome that you forget to plan all of the steps that are needed along the way. By writing out the individual steps, and then crossing each one off as you complete it, you'll realize that you are making progress towards your ultimate goal. This is especially important if your goal is big and demanding, or long-term. Read our article on Action Plans Add to My Personal Learning Plan for more on how to do this.
5. Stick With It!
Remember, goal setting is an ongoing activity not just a means to an end. Build in reminders to keep yourself on track, and make regular time-slots available to review your goals. Your end destination may remain quite similar over the long term, but the action plan you set for yourself along the way can change significantly. Make sure the relevance, value, and necessity remain high.
Reference:
https://www.mindtools.com/pages/article/newHTE_90.htm
Overall, I think it's important to evaluate each goal. As such, I have to ask myself the following questions, what do I really want to accomplish? What steps should I take to be successful? As I think about this chapter, I learn that it's important to classify my goal into a domain of learning and identify major steps required to perform the goal.
Accomplishing a goal is a milestone for everyone. How did I succeed? Why did I fail? As I think about conducting a goal analysis, I can't help but think of these questions. I've set a lot of my goals in my life and achieving a masters degree is one them. Do I have a clearly defined goal? Is this a priority goal? Have I written all the necessary steps to achieve my goal? I've often go back to the training I had about setting goals such as this one known as the Five Golden Rule go Goal Setting:
1. Set Goals that Motivate You
When you set goals for yourself, it is important that they motivate you: this means making sure that they are important to you, and that there is value in achieving them. If you have little interest in the outcome, or they are irrelevant given the larger picture, then the chances of you putting in the work to make them happen are slim. Motivation is key to achieving goals.
Set goals that relate to the high priorities in your life. Without this type of focus, you can end up with far too many goals, leaving you too little time to devote to each one. Goal achievement requires commitment, so to maximize the likelihood of success, you need to feel a sense of urgency and have an "I must do this" attitude. When you don't have this, you risk putting off what you need to do to make the goal a reality. This in turn leaves you feeling disappointed and frustrated with yourself, both of which are de-motivating. And you can end up in a very destructive "I can't do anything or be successful at anything" frame of mind.
2. Set SMART Goals
You have probably heard of "SMART goals" already. But do you always apply the rule? The simple fact is that for goals to be powerful, they should be designed to be SMART. There are many variations of what SMART stands for, but the essence is this – goals should be:
Specific.
Measurable.
Attainable.
Relevant.
Time Bound.
Set Specific Goals
Your goal must be clear and well defined. Vague or generalized goals are unhelpful because they don't provide sufficient direction. Remember, you need goals to show you the way. Make it as easy as you can to get where you want to go by defining precisely where you want to end up.
Set Measurable Goals
Include precise amounts, dates, and so on in your goals so you can measure your degree of success. If your goal is simply defined as "To reduce expenses" how will you know when you have been successful? In one month's time if you have a 1 percent reduction or in two years' time when you have a 10 percent reduction? Without a way to measure your success you miss out on the celebration that comes with knowing you have actually achieved something.
Set Attainable Goals
Make sure that it's possible to achieve the goals you set. If you set a goal that you have no hope of achieving, you will only demoralize yourself and erode your confidence.
Set Relevant Goals
Goals should be relevant to the direction you want your life and career to take. By keeping goals aligned with this, you'll develop the focus you need to get ahead and do what you want. Set widely scattered and inconsistent goals, and you'll fritter your time – and your life – away.
Set Time-Bound Goals
You goals must have a deadline. Again, this means that you know when you can celebrate success. When you are working on a deadline, your sense of urgency increases and achievement will come that much quicker.
3. Set Goals in Writing
The physical act of writing down a goal makes it real and tangible. You have no excuse for forgetting about it. As you write, use the word "will" instead of "would like to" or "might." For example, "I will reduce my operating expenses by 10 percent this year," not "I would like to reduce my operating expenses by 10 percent this year." The first goal statement has power and you can "see" yourself reducing expenses, the second lacks passion and gives you an excuse if you get sidetracked.
4. Make an Action Plan
This step is often missed in the process of goal setting. You get so focused on the outcome that you forget to plan all of the steps that are needed along the way. By writing out the individual steps, and then crossing each one off as you complete it, you'll realize that you are making progress towards your ultimate goal. This is especially important if your goal is big and demanding, or long-term. Read our article on Action Plans Add to My Personal Learning Plan for more on how to do this.
5. Stick With It!
Remember, goal setting is an ongoing activity not just a means to an end. Build in reminders to keep yourself on track, and make regular time-slots available to review your goals. Your end destination may remain quite similar over the long term, but the action plan you set for yourself along the way can change significantly. Make sure the relevance, value, and necessity remain high.
Reference:
https://www.mindtools.com/pages/article/newHTE_90.htm
Overall, I think it's important to evaluate each goal. As such, I have to ask myself the following questions, what do I really want to accomplish? What steps should I take to be successful? As I think about this chapter, I learn that it's important to classify my goal into a domain of learning and identify major steps required to perform the goal.
Extended Knowledge
As a professional librarian, whenever I think of goals, I think of the library's mission statement and my role in accomplishing that vision. Here is a sample mission statement from my library:
The mission of the Library is to:
As a professional librarian, whenever I think of goals, I think of the library's mission statement and my role in accomplishing that vision. Here is a sample mission statement from my library:
The mission of the Library is to:
- Advance the instructional, scholarship, and community service mission through the development of on-site collections, access to off-site resources, personalized assistance in the use of library and information resources, and instruction on research strategies and tools.
- Assess the services we provide and the relevancy and use of the collections and use assessment outcomes to continually improve our resources and services.
I found this interesting article on sociocultural ID model. It compares views of learning, roles of learners and teachers, instructional strategies, and the use of tools with the traditional ID approach.
http://ascilite.org/archived-journals/e-jist/docs/vol10_no1/papers/full_papers/grabinger.htm
Here is a Circular Causality Model for Human Performance. The chart below helps you to evaluate your results after the plan is put into action — this is known as circular causality. Start at the top left-hand corner and then follow the arrows:
A Circular Causality Model for Human Performance
A Circular Causality Model for Human Performance
In sum, "Analysis is the study we do in order to figure out what to do." Allison Rossett & Kendra Sheldon (2001)