1. State your goal — your general intent.

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.

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?

4. Who or what caused the problem? — Analyze for signs of scapegoating.

5. Needs Analysis — Why are the targeted behaviors or performances different from what they should be? Do they know what is expected of them? Have they received appropriate training and education?

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 them to make the desired changes?

7. Have you told them what you expect of them in terms that they are able to understand? Have you provided them opportunities and materials for learning and continuing education that is suited to their learning styles?

8. Have you created an atmosphere that is conducive to learning — one that makes allowances for errors and is tolerant, i.e., 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?

9. How are you affected by the problem? Be specific. List concrete ways in which the problem affects you.

10. When did the problem start? Has it been a continuing problem? Is it worse at certain times?

11. What started the problem, made it worse or caused you to gain notice of it?

12. Task analysis — Describe the observable behaviors and actions that would solve the problem. What kinds of changes would solve the problem? Think of several alternatives.

13. Identify the manner and extent of each important performance that will satisfy your intent of your goal.

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?

15. By what date should the problem begin to be resolved? How long should this process take?

16. Consequences — Could solving the problem lead to another problem? Any safety concerns or other possible subsequent criticisms to consider?

17. If the problem is not solved, how will that affect you?

18. What are the specific components (objectives) of your goal. Which observable behaviors would represent the embodiment of your goals?

19. 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?

20. Litmus Test — If you were to observe the behaviors or actions described in your "goal statement" (#1 above) in exactly the way you have described them, would you then agree that your goals had been met?

    • “Yes” — Congratulations! Your goal has been achieved.
    • “No” — Your goal hasn't been achieved; back to the drawing board.

 

National Institutes of Health Traumatic Brain Injury Rehabilitation Consensus Statement, October 1998. Download from the internet or request your free copy by toll free telephone: 888-644-2667.

The above is an adapted version of Goal Setting: Goal Analysis Questionnaire. Reprinted with special permission from Head Injury Hotline's headinjury.com.