Problem and Goal Analysis Name: Rajab El Nabih ID : Supervisor : Miss Yasmine El bubo

Problem Analysis 2

3 Purpose of the Problem Analysis  Understand how different problems affect differ ent stakeholders and their priorities in addressin g them  Analyse the situation in which the agency will b e working  Identify a suitable area or sector to work in  Understand the complexities of a problem, its c auses and how it is already being handled  Analyse the constraints and opportunities for de velopment work

4 Formulate the Problem  Brainstorm suggestions to identify a focal pro blem i.e. the central point of the overall probl em  Record suggestions and present to group e. g. on butchers paper or post-it notes  Discuss each suggestion and agree on a sin gle focal problem to be addressed

5 Identify Cause & Effect: The Problem Tree

6 Develop the Problem Tree 1. Identify immediate and direct causes of the focal problem 2. Identify immediate and direct effects of the f ocal problem 3. Construct a problem tree showing the caus e and effect relationships for the problem 4. Review the problem tree and verify that it is complete and valid.

7 Case Study Part 1: Samoa Immigration Problem Tree Analysis

8 Develop the Objective Tree 1. Reformulate the elements in the problem tre e into positive desirable conditions 2. Review the resulting means-ends relationsh ips to assure the validity and completeness of the Objective Tree 3. If necessary: Revise statements Delete unrealistic or unnecessary objectives Add new objectives if required

9 Case Study Part 2: Samoa Immigration Objective Tree Analysis

10 Alternative Analysis 1. Identify alternative cause & effect ladders or 2. diagrams, as possible alternative options or activity co mponents 3. Eliminate objectives that are obviously not desirable or achievable (the “sore thumb”) 4. Eliminate objectives being pursued by other projects o r agencies 5. Discuss the implications for affected groups

11 Develop a Conceptual Model A conceptual model explains how: The project will achieve the desired results in theoryThe project will achieve the desired results in theory The strategy will make the desired changeThe strategy will make the desired change Clarify the relationship between the strategy, theClarify the relationship between the strategy, the expected results and the goal (or outcome) of the expected results and the goal (or outcome) of the projectproject

12 Example of a Conceptual Model For example: Strategies / Interventions Intermediate Results Goal / Outcome Increased Knowl edge Change in Attitu des Change in practi ces

13 Evaluating the project feasibility A Project can be evaluated on:  Technical feasibility- appropriateness, use of resources, mar ket suitability, etc.  Financial (cost/benefit) feasibility- set-up/ recurrent costs, fin ancial sustainability  Social implications- distribution of benefits, gender issues, so cio-cultural constraints.  Environmental issues- environmental costs vs. benefits.

Goal Analysis 14

What is goal analysis  Goal analysis: is a procedure for defining go als and refining their meaning.  This procedure will help you describe the me aning of your goals. It will prepare you to und erstand your own goals better

Concepts  An instructional analysis is a set of procedures that, when applied to an instruction goal, results in the identification of the relevant steps for performing a goal.  The overall process will be referred to as instructional analysis a goal analysis : to classify the goal statement according to the kinds of learning that will occur subordinate skills analysis: to identify and sequence the major steps required to perform the goal.

Concepts  Each goal should be classified into one of the domains because of the implications for the goal analysis and the selection of the appropriate sub skills analysis techniques.  Verbal Information Basically there is only one answer for each question and only one basic way to ask each question

Concepts  Intellectual skills Rules that concepts ware combined Problem solving that involves applying a number of concepts and rules to solve a problem. Well-structured : the learner is given a lot of details about a situation, a suggestion of what rules and concepts might apply, and an indication of what the characteristics of solution will be. Ill-structured: all the data required for a solution are readily available to the learner, and even the nature of the goal is not clear

Goal Analysis Procedures  The best technique for the designer to use in analyzing a goal is to describe, in step-by-step, exactly what a person would be doing when a performing the goal  You may find that one of the steps requires a decision followed by several alternate paths that can be followed.  Goal analysis is the visual display of the specific steps the learner would do when performing the instructional goal

Goal Analysis Procedures  The statement of each step must include a verb that describes an observable behavior Each step should have an observable outcome.

Goal Analysis Procedures  Analysis of substeps The goal analysis process has one more step, which is to examine each of the key steps in the goal and imagine performing the step or explaining it to a learner. There is not need to identify substeps separately unless there are at least two substeps. How do you know if you should break down a step into substeps. There is no exact answer to this question, but should think about the complexity of the step for the learners.