Conducting a Goal Analysis

Conducting A Goal Analysis
Definitions:

• Goal:  A broad, general statement of an instructional intent, expressed in terms of what learners will be able to do.
• Objectives: A statement of what the learners will be expected to do when they have completed a specified course of instruction, stated in terms of observable able performances.
• Human capabilities: A talent or ability that has potential for development or use.
• Courses: program of study: a program of study or training, especially one that leads to a degree or certificate from an educational institution.
• Instruction: A set of events or activities presented in a structured or planned way, through one or more media, with the goal of having learners achieve prespecified behaviors.
• Verbal information: Requirement to provide a specific response to relatively specific stimuli; involves recall of information.
• Motor skill: is a function, which involves the precise movement of muscles with the intent to perform a specific act.
• Attitude: An internal state that influences an individual’s choices or decisions to act under certain circumstances. Attitudes represent a tendency to respond in a particular way.
• Psychomotor Skills: Execution of a sequence of major or subtle physical actions to archive a specified result. All skills employ some type of physical action; the physical action in a psychomotor skill is the focus of the new learning, and is not merely the vehicle for expressing an intellectual skill.
• Intellectual skill: are critical, analytical, synthesizing and problem-solving capabilities.
• Cognitive strategy: Metaprocesses used by an individual to manage how he or she thinks about things in order to ensure personal learning.
• Goal Analysis: The techniques used to analyze a goal to identify the sequence of operations and decisions required to achieve it.
• Gap Analysis: A technique that businesses use to determine what steps need to be taken in order to move from its current state to its desired, future state.
• Bloom’s Taxonomy: refers to a hierarchy of question stems that teachers use to guide their students through the learning process.
• Adult Learning Theory: Adult learning theory mainly focuses on how adults learn. It is based on the assumptions that adult learners focus more on the processes rather than contents. This is because adults bring in real life experiences to the learning environment. Thus, strategies like collaborative learning, role-play, simulations, case study and self-evaluations are useful to help facilitate adult learning.