| 1. |
State your goal — what you hope to achieve intent.
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| 2. |
How do you feel about this goal, why is it important to achieve?
What are the differences between the existing situation and the changes
you want to see? Rank and prioritize.
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| 3. |
Is it intended to correct a problem? Describe those differences,
and the changes you want to see. What information, instruction or other
course of action would bring about the desired changes.
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| 4. |
Who or what caused the problem? — Analyze for signs of scapegoating.
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| 5. |
Needs Analysis — why are the targeted behaviors or performances
different than they should be? Who is the target audience? Do they know
what is expected of them? Have they received appropriate training and education. |
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| 6. |
If they know what is expected of them why don't they do it. What
steps will you take to overcome their resistance and motivate to them to
make the desired changes?
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| 7. |
Have you told them what you expect of them in terms that they
could understand. Have you provided them opportunities and materials for
learning and continuing education that is suited to their learning styles.
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| 8. |
Have you created an atmosphere that is conducive to learning
— one that makes allowances for errors and is tolerant, and not overly
critical. Are you open to compromise or do you insist on "having your way?"
What do you do to accommodate them and their concerns and fears?
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| 9. |
How are you affected by the problem? Be specific. List concrete ways
in which the problem affects you.
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| 10. |
When did the problem, start? Has it been a continuing problem? Is it
worse at certain times?
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| 11. |
What started the problem, made it worse or caused you to notice the
problem?
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| 12. |
What kinds of changes would solve the problem? Think of several alternatives.
Task analysis — describe the observable behaviors and actions that would
solve the problem.
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| 13. |
Identify the manner and extent of each important performance
that will satisfy your intent of your goal.
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| 14. |
What has been done to address the problem so far? What happened as
a result of this? Should this be continued or does something else need
to be tried? What?
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| 15. |
By what date should the problem begin to be resolved? How long
should this process take?
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| 16. |
If the problem is not solved, how will that affect you? |
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| 17. |
What are the specific components (objectives) of your goal. Which
observable behaviors, would represent the embodiment of your goals.
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| 18. |
Identify your audience and analyze their attitudes toward your goals
and their instructional needs. What objections might they express toward
your goal? How will you persuade them to support your goal?
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| 19. |
Litmus Test — If you observed the behaviors or actions you have described
in your goal statement, in a way you have described them, would you agree
that your goals have been met? If you answered "yes," congratulations
your goal has been achieved. If you answered "no," your goal has not been
achieved, back to the drawing board.
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Back to Goal
Setting Questionnaire
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Information on this
page Adapted from,
Goal Analysis, by Robert
Mager, with permission from Center for Effective Performance,
Atlanta, GA 30338
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206-621-8558
