Page 61 - Making Instruction Work

chap 5 3/11/97 4:49 PM Page 49

goal analysis 49

Your definition of safety-consciousness would be different,
of course, because your situation and environment are differ-
ent. But that doesn’t matter. What matters is that you describe
what it would take for the goal to be accomplished. Only then
will you know what action to take to accomplish it.
The final step was simple. When my friend said,“Yes, if peo-
ple did those things on the list, I’d be willing to say they were
safety-conscious,” we were done with the analysis.

Example #2: While working with the training staff of an auto-
mobile manufacturer, I was told that one company goal was to
improve customer service over the coming year.

“No,” the training director said after thinking about
it,“that isn’t quite it. What we want to do is to pro-
vide quality service.”
“Where?” I asked.

“In auto service,” was the reply.
It was important to determine just what part of the business
he was talking about, because the definition of “provide qual-
ity service” would be different in the bookkeeping department
(or most anywhere else) than it would in auto service.
After working through the first four steps described above,
we had a list of performances that looked like this:

• Customer complaints are written down.
• Service reps refrain from arguing with customers.

• Service reps smile when talking with customers.
• Service reps listen carefully (i.e., do not have to ask
customers to repeat things they have already said).
• Repaired autos are ready when promised.

• Repaired autos are returned to customers without
dirt or grease, either inside or outside the car.