Goal analysis is a procedure for defining goals and refining their meaning. This procedure will help you describe the meaning of your goals. It will prepare you to understand your own goals better, by helping you say what you mean, and mean what you say. Additionally, it will help you hold others accountable for what they say, and what they say they mean. Such a foundation will enable you to make better decisions about your goals. Additionally, it will provide a yardstick by which you can track and measure the results of your efforts toward your goals. 

Goal analysis will help you answer questions such as: 
 

Goals come in all shapes and sizes and are wrapped in all sorts of words. Some are stated briefly; others are not. One thing they have in common is that they tend to be stated in abstract or vague terms. Sample the following vague goals that were extracted from the questions listed above:

    Once you have identified the problem and its major components; the next questions become what to do about it and why? If problem solving is to be successful there must be a connection between the problem and the solution. That is, you must carefully analyze the situation that you hope to change before selecting a remedy, otherwise, you efforts could be wasted. In that case the question becomes: what is the difference between the observed performance and the ideal performance? 

   Additionally, you must analyze your target audience and carefully assess their instructional requirements. Time constraints, learning styles, motivation, disposition, proximity, and attitude toward learning are important considerations in this matter. In other words, know your audience and respect their needs and plan accordingly. 

     In this regard it is important to cultivate an environment that is conducive to learning.  That is, one that allows for mistakes, provides interesting, and novel opportunities for learning, and feeds them useable information in digestible chunks.  Typically human beings are reluctant to move outside of their "comfort" zone.  That is, over the course of  time they have learned certain "comfortable" behaviors, notions and actions. In this regard, patience and sensitivity is key to success of your goals

        A essential consideration is motivation. Since many human behaviors are driven and sustained by emotions, it becomes important to get clear about what motivates your desire for change. Many people are unwilling or unable to confront the source of their problems, so they scapegoat innocent by-standers or other convenient targets. Consequently, the change or goal that they seek fails to remedy the problem. Do not fall into the trap of being led by your emotions. Effective problem solving requires the ability to honestly face facts, and to work diligently to conclusion.

   This section will prepare you to define and analyze your goals so that you will be able to identify your needs and have them met. If you follow the steps in this section you will: 

        As a test of success with the procedure, select a goal, carry out the procedure, and then answer the question. If a person exhibited the behaviors or actions I have described in a way I have described would I agree that my goal  has been achieved?  When you are able to answer yes, you will be finished with the analysis. If you answer no, further analysis would be indicated. A goal analysis form has been provided to guide you, step-by-step through the procedure. 

      Because goals are commonly stated in general, abstract terms, they need to be broken down into specific doable, functions that represent your goals. Typically, goals are stated in abstract terms, that is they, are unobservable. As such, they are not measurable.

         The question then becomes how do you measure the unobservable? The answer is; you measure the unobservable by breaking it into its individual components. The next question would be, what are its individual components. The final question, the test of success, the litmus test is: the actual performance of the behaviors and actions described in your goal statement. The following list outlines components of goal setting. 
 

  A.   From their behavior toward me it has become painfully clear to me that they do not appreciate the difficulties that have resulted from my brain injury. I want them to be less critical of me; and more patient with me. Among other things I want them to realize that I now need more time to do things that I used to do with little or no effort. 

  A.   "I feel that no one understands my needs, and that I'm not being heard. Information and instruction would be appropriate."

  A.  "Brain injury caused the underlying problem; insensitivity and lack of information caused secondary problems."

  A.   "I believe, that they do not know what to do, they have not received any training. My head injury was sudden and unexpected, even then none of my doctors has suggested that family education might be necessary. 

  A.   "They don't know what is expected of them, I will rely on our mutual regard and love to motivate them to change.

  A.   Not yet.

  A.   Not yet, but I plan to employ humor and flexibility in my efforts to educate and sensitize them. I will be tolerant of their mistakes and gently correct them. I plan to look for teachable moments and keep a variety of materials or hand to facilitate learning. I intend to be sensitive to their learning styles and act accordingly. I will make a point of extending myself to them in matters that are important to them. I will continue to keep up with relevant developments and share that information with them. I will remain open to constructive criticism from them. I intend to continue to work hard to manage my impairments and carry my share of responsibilities. On the days when I am bedridden I will explained to them that such episodes are temporary and that I will be able to resume my normal activities.

  A.   Their lack of empathy is destroying our relationship, and damaging my self-esteem.

  A.  It began shortly after I was released from the hospital following my brain injury. It becomes worse when we are tired, and when we are under pressure.

   A.  They would allow me to work at my own pace and in my own style. They would give me more lead time to meet deadlines. They would present realistic and balanced criticism. They would avoid ridicule and abusive joking. They would commit to a set number of hours each week to provide the help that I need. They would allow me to determine the quality and quantity of help that I need. They would participate in training and maintain productive working relationships. They would identify and present new opportunities for learning and growth. And, they would engage in open honest communication.

   A.  The behaviors stated in question 7 above would become the norm, they would be permitted only occasional transgressions.

   A.  Crying, whining, shouting and withdrawing have been tried before without success. It is time to take a different approach. "This time I will attempt mediation and negotiation. Additionally, I will engage a knowledgeable advocate, one whom they respect, to help me prepare for this process. Then I will learn and practice self-advocacy skills to enforce the changes.

   A.  The mediation has been scheduled for next week, I expect to see the implementation of the desired changes immediately afterwards."

   A.  It will destroy our relationship and result in substantial emotional upheaval."

   A.  "See number 11 above."

   A.  My audience is my family members. They need to learn more about Post Concussion Syndrome. Their objections will be based on out dated notions regarding brain injury and will be reinforced by their normal resistance to change of any sort. I will rely on their compassion and feelings of mutual respect as well as my right to self-determination to persuade them to support my goal.

   A.  "Yes!"