10.3: Conduct A Goal Analysis

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A goal analysis results in a visual statement of what the learner will be able to do. Consider the goal of a learner who wants to learn how to film with a camcorder. Figure 10.2 illustrates how this general goal can be broken down into specific learner requirements.

10.3.1.jpg — Figure \(\PageIndex{1}\): Goal analysis for operating a camcorder

To analyze a goal, describe in detail the consecutive steps the learner will complete to achieve the goal. As a rule of thumb the task should involve five to 15 steps. If there are more than 15 steps, the goal is either too big or the steps are too detailed. Some of these steps may be intangible, such as making an estimate of materials needed. Some steps may require a decision that results in two or more alternate paths. Focus on what learners need to do or perform, rather than what learners need to know.

Goal analysis includes classifying the goal into the domain, or kind of learning that will occur. The domains can be verbal information where learners state, list, describe, name, etc., intellectual skills such as learning how to discriminate, identify, classify, demonstrate, generate, originate, create, etc., psychomotor skills where learners make, draw, adjust, assemble, etc., and attitudes such as making choices or decisions [see Fenrich (2005) for details on these domain classifications]. Establishing the domain is important in determining what instructional strategies to use in subsequent steps.