Goals-plans-action theory explains the process by which people produce messages to change another person’s beliefs, attitudes, or actions. The theory views message production as a three-step sequence: goals, plans, and action. Goals are the outcomes that an individual is committed to achieve or maintain. The theory suggests that interpersonal interactions are goal-directed behaviors, and people consider both primary and secondary goals when attempted to influence others. Primary goals are the ones that initiate the communication process, and they are about what a person is trying to do in the interaction. For example, a person might have the primary goal of asking for help, giving advice, obtaining permission, or changing the status of a relationship. Secondary goals are the constraints or other considerations that influence how people pursue their primary goals. Secondary goals are typically concerned with relational issues, such as whether the speaker (a) projects desirable self-image (identity goals), (b) acts in a socially appropriate and competent manner (interaction goals), (c) maintains the relationship with the other person (relationship goals), (d) gains or retains personal assets (personal resource goals), or refrains from getting too emotional (arousal management goals). Once people have figured out what they are trying to accomplish, they think about and plan how to produce verbal and nonverbal behaviors, which is the second step in the theory. People may consider what strategy to use, what to say exactly, and how to deliver the message. Finally, action is the messages people actually produce to achieve a goal. The theory argues that messages can vary in terms of how transparent the intention is (e.g., “I need your help with this assignment” vs. “I’m struggling with this assignment, and I’m not sure what to do”), how much power they convey (e.g., “Do as I say” vs. “If it is not too much trouble for you, could you please do this?”), and how convincing the argument is (e.g., “A good night’s sleep before the exam can help clear your mind” vs. “You should go get some sleep before the exam”). The goals-plans-action theory has been applied to investigate students’ confrontation and whistle-blowing of a peer’s academic misconduct to a faculty member (Henningsen et al., 2013), college students’ interventions to prevent or reduce peers’ misuse of prescription stimulants (Labelle & Ball, 2019), and emerging adults’ use of sexual scripts to delay or abstain from sexual intercourse (Coffelt, 2018), to name a few. The theory sheds light on the process through which people produce messages to persuade and influence others.  

References and other suggested readings:  

Coffelt, T. A. (2018). Sexual goals, plans, and actions: Toward a sexual script emerging adults use to delay or abstain from sexual intercourse. Western Journal of Communication, 82(4), 416–438. https://doi.org/10.1080/10570314.2017.1400095 

Dillard, J. P. (2015). Goals-plans-action theory of message production: Making influence messages. In D. O. Braithwaite & P. Schrodt (Eds.), Engaging theories in interpersonal communication: Multiple perspectives (pp. 63–74). SAGE. 

Dillard, J. P., Segrin, C., & Harden, J. M. (1989). Primary and secondary goals in the production of interpersonal influence messages. Communication Monographs, 56(1), 19–38. https://doi.org/10.1080/03637758909390247 

Henningsen, M. K., Valde, K. S., & Denbow, J. (2013). Academic misconduct: A goals-plans-action approach to peer confrontation and whistle-blowing. Communication Education, 62(2), 148–168. https://doi.org/10.1080/03634523.2012.752509 

Labelle, S., & Ball, H. (2019). College student goals in the context of prescription stimulant misuse: An application of goals-plans-action theory. Communication Quarterly, 67(1), 76–99. https://doi.org/10.1080/01463373.2018.1533485 

Wilson, S. R., DeBeck, D. P., Worwood, J. V., Scacco, J. M., Anderson, A., McCormick, M., & Margulies, S. (2024). A goals-plans-action model analysis of messages encouraging hesitant family members in the United States to get vaccinated for COVID-19. Communication Monographs, 91(2), 193–216. https://doi.org/10.1080/03637751.2023.2275632