Conducting a Goal Analysis

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Conducting a Goal Analysis

• Instructional Design Analysis Phase

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Session objective by the end of this session you
should be able to-

• Classify instructional goals into intellectual
  skills, verbal information, psychomotor skill ,
  and attitudes.
• Perform a goal analysis to identify the major
  steps required to accomplish an instructional goal

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Conducting a Goal AnalysisA way to identify
Instructional /training content

• Id all skills knowledge to be include in the
  instruction
• Too Little?
• Too Much?

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Instructional Analysis

• Is a set of procedures applied to an
  instructional goal results in the identification
  of the relevant steps for performing the goal.
• Is a visual representation of what the learner
  should be doing to learn the goal.

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Goal Analysis - Two Steps

• 1. Classify according to the type of learning
  outcome (domain of learning)
• psychomotor, intellectual, verbal information,
  attitudes
• 2. Describe exactly what a students will be
  doing when performing the goal
• using observable verbs like moving, painting, etc.

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Verbal Info. Vs Intellectual Skills

• Verbal Information (facts)
• declarative knowledge, knowing that
• is added to information already in memory
• Intellectual Skills
• knowing how as opposed to know that

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Psychomotor Skills

• The learner must use muscular action
• With or without equipment
• To reach specified results

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Affective Skills - Attitudes

• Learners will choose to do something
• A tendency to make particular choices
• Probably will not be achieved at the end of the
  instruction
• Evaluation by doing something

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Goal Analysis continued

• Decide if substeps (subgoals) are necessary
• complexity of the task
• target audience
• Finally, formulate a test item that would show
  that learners can perform the skill?

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Goal analysis

• Once your design team has conducted and analyzed
  your needs assessment you will need to conduct
  what is referred to as a Goal Analysis. A Goal
  analysis is simply an analysis of your
  instructional goal considering such elements as
  learning domains, and the identification of all
  the skills and knowledge needed in the
  instruction to accomplish the goal.

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Cont.

• Since goals are usually written as broad
  encompassing statements, the instructional design
  team needs to look carefully at the goal and
  identify what measurable or observable behaviors
  would demonstrate the meeting of the
  instructional goal. To accomplish this task the
  design team will need to consider various
  learning domains psychomotor, intellectual (or
  cognitive), verbal, and attitudinal. Not all
  goals will contain all of the domains, but the
  designer needs to consider them in the context of
  the goal itself.

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• The key to analyzing any goal, step, or task, is
  to recognize that the task must be presented in
  outcome behavioral terms. There needs to be some
  type of behavior to demonstrate that the goal has
  been met

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Task analysis

• The analysis (task analysis) of the instructional
  goal presents a series of steps needed to be
  taken in order for the goal to be realized. Once
  the basic analysis is completed, and various
  decisions points are recognized and accounted
  for, an analysis of the "steps" or tasks is then
  required (sub-task analysis or subordinate skills
  analysis ). It is similar to completing a goal
  analysis except the designer is now analyzing
  each individual step or task. What are the
  sub-steps needed to complete this one step

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Procedural analysis
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Subordinate skills analysis
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Hierarchical approach

• Hierarchical approach is used to analyze goals
  that are identified as being intellectual or
  psyomotor skills
• Foundational knowledge or rules need to be
  taught/learned before the steps are taught
• Subordinate skills are analyzed for the skills
  and know ledges needed to meet them, then those
  skills are further analyzed. What must a learner
  know or be able to do in order to accomplish the
  subordinate skill
• The hierarchical approach is a top down model,
  each lower step supports the skills required by
  the steps above it.

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Cluster analysis

• Cluster analysis is used with the verbal domain
  (information)
• Goals where no logical order is required to meet
  the goal
• Designer needs to identify the clusters or
  categories of information in each goal

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Instructional Analysisfor Attitude Goals

• A combination of both hierarchical and cluster
  analysis