1. The "Goal Analysis Tool" is based upon the work of Robert Mager. For more direction in this area, please refer to the following books:

   Mager, R. F. (1984). Goal analysis (2nd ed.). Belmont, CA: Lake.

   Mager, R. F. (1984). Preparing instructional objectives (2nd ed.). Belmont, CA: Pitman.

2. The procedures included in this tool should not be applied in a lock step manner. Instead, they simply provide a starting point for this extremely difficult and politically challenging task of getting people to agree upon a set of goals for a multimedia program. Modify the steps as needed.

Use what ever words are comfortable, regardless of how fuzzy or vague they be. This is the place for such words. You are just getting started and this step will help you remember where the analysis started in the first place.

It is politically useful to have the goals written down because you can get people (clients, instructors, workers, students, etc.) to reflect upon the goals and provide you with some indication of the degree to which they share them. Eventually you will want them to agree upon the specific performance objectives that represent the operational definitions of the goals. At this point, the major task is to get people talking about the goals.

Make sure your statement describes an intended outcome rather than a process. Make your statement say "have a favorable attitude toward safety in the workplace" rather than "learn to have a favorable attitude toward safety in the workplace."

Step 2 - Write down everything someone would have to say or do for you to agree that the someone has achieved the goal.

Write down everything that comes to mind, and don't worry about being neat at this point. First get it down, then get it good. The reason you must complete this step without being judgmental is because it is difficult to search through the cloud of fuzzy ideas for the specifics you are looking for. Here are four strategies that you might try:

1. Answer the question, "What will ____ take as evidence that the goal has been achieved?"

2. Answer the question, "Given a room full of people, what is the basis on which I would separate them into two piles - those who achieved my goal and those who have not?"

3. If you were going to tell another person what to look for to determine that the goal had been achieved, what would you tell them to look for?

4. Think of someone who has achieved the goal and write down everything they do.

Step 3 - Sort the items Listed in step 2.

1. Cross out duplications and items that, on second thought, do not represent the meaning of the goal.

2. Place check marks beside the items that do not qualify as performances; that is check for "fuzzies."

3. Treat the "fuzzies" like new goals or subgoals and repeat step 2. Iterate until all "fuzzies" have been clarified.

Step 4 - Write a complete sentence to describe each of the items on your final list.

Each sentence should describe an outcome that must be achieved before you are willing to say that the goal has been achieved. These statements should say:

1. Who is to do some thing.
2. What are they to do.
3. Under what conditions they are expected to do it.
4. How well are they expected to do it.

Step 5 - Test the sentences for completeness.

Test the collection of sentences to to see if you are finished with the analysis. Ask yourself the question, "If all these things occurred as described, would I be willing to say that the goal has been achieved?" If the answer is no, ask yourself the question, "What else would have to be achieved before I could agree the goal has been achieved?"