2. Objective of the Unit
Upon completion of this unit, you should be able to:
describe the meaning and the need for having
training objectives;
discuss the factors to consider in selecting
objectives;
explain the framework for writing objectives;
write clear objectives of a training program; and
communicating training objectives to others.
3. Introduction
Among the topics that need to be covered in
this unit are:
importance of defining objectives
factors to consider in selecting objectives
ways to state objectives clearly (framework
and the format)
examples
4. Objectives: What are they?
Expectations:
◦ to learn
◦ to be able to do
Outcomes:
◦ from the learning experience
Effecting change:
◦ cognitive
◦ affective
◦ psychomotor
Measurable:
◦ quantitatively or qualitatively
5. Objectives: Why do we need them?
1) Provides a basis for selection or designing
of training content and procedures.
2) Provides basis for evaluating or assessing
the success of the training program.
3) Serves as a basis for improving the
existing training program
4) Provides basis for organizing trainee’s own
efforts and activities for the
accomplishment of the important training
intentions.
6. Frameworks in stating objectives:
The issue of how to formulate useful, clear
objectives was addressed by the following:
1) Ralph Tyler in the 1940s:
◦ published Basic Principles of Curriculum and
Instruction (1949)
◦ addresses the following issues: educational
purposes, educational experiences to be
provided to attain the purposes, organizing
effectively the educational experiences and
determing whether these purposes are being
attained.
7. Frameworks (Con’t.)
2) Bloom (1956), Krathwohl (1964), Simpson
(1972) and their committees:
developed Taxonomy of Educational Objectives
divided into three parts : cognitive domain,
affective domain and psychomotor domain
comprise of general and specific categories
3) Robert Mager: tackled how to write
objectives
published Preparing Objectives for
Programmed Instruction (1962), revised
(1975) Preparing Instructional Objectives
books are short, practical and entertaining
8. I. Setting Learning Goals
1) Should learning goals statements articulate
the outcomes we want to achieve?
2) Recognize that some types of learning differ
from others: affective, behavioral and cognitive
learning?
3) Is it possible to design the training program
with only one of these types of learning or
design a program that incorporates all?
4) Are the objectives a response to specific
organizational program?
9. Affective Learning:
formation of attitudes, feelings and
preferences.
Goal: when there is a lack of desire to use
new knowledge or skills (“won’t do” situation)
◦ want learners to value a certain situation,
procedures, or product or be more aware of
feelings and reactions to certain issues and
new ideas.
◦ Example of affective learning:
◦ in a bank: managers examine to what
extent their orientation is customer-focused
or inward looking
10. Psychomotor Learning:
actual performance of procedures, operations,
methods and techniques.
Goal: when there is a lack of skill (“can’t do”
situation)
◦ want the learners to practice skills that were
demonstrates and receive feedback on the
performance.
Example of behavioral learning:
◦ in research and development seminar:
participants practice creative thinking
techniques by applying them to problems
back on the job
11. Cognitive Learning:
acquisition of information and concepts related
to course content.
Goal: when there is a lack of knowledge
(“don’t know” situation).
◦ want the participants not only to comprehend
the subject matter but also to analyze and
apply it to new situations.
Example of cognitive learning:
◦ “The Law and the Workplace” seminar:
participants learn the legal definition of
sexual harassment and apply it to issues at
their jobs.
12. Training Program that Incorporates All
the Learning Goals:
lasting change.
Example: A short course on understanding
group dynamics that devote a session on to
the task and maintenance roles that members
need to play in groups.
The goals are:
◦ identify the current and future preferences
for task maintenance roles in a group
(affective)
◦ utilize new task and maintenance behaviors
when conducting meetings (psychomotor)
◦ differentiate between task and maintenance
behaviors exhibited by colleagues at a group
meeting (cognitive)
13. II. Selecting Objectives
Consider the following:
Comprehensiveness and representativeness of the
learning outcome: proper balance among the
three learning types.
basic principles of learning especially adult
learning needs: readiness, motivation, retention
and transfer value.
philosophy of the organization.
14. III. Specifying Objectives
How do we specify objectives?
A set of learning goals (general) - break down
into specific training objectives: each learning
goal will have one or more specific objectives
Why do we need to specify
objectives?
◦ Specify objectives -managing, monitoring
and evaluating the training.
◦ specific criteria - technical in nature: state
what , under what conditions and according
to what standards.
15. IV. Stating and Expressing Objectives
Written - easy to understand and straight to
the point.
Select verbs that most clearly convey the
intent, specify the learner behavior and avoid
commonly misinterpreted terms.
Use a format: “upon completion of the course,
the participants will be able to …. (list specific
objectives)”
Mager-Type Behavioral Objectives:
◦ clarity and communication.
◦ Statements of objectives should include three
components: the behavior, the conditions and
the criterion
16. The Behavior Component
Describes in clear terms, what a learner has to
do to demonstrate successful learning ---
terminal behavior.
Concern about some words used (e.g. know,
understand, appreciate) that describe mental
operations which cannot be observed but have
to be inferred from behavior.
Need to describe the activities which
demonstrate understanding and appreciation,
using words which are open to fewer
interpretations.
Examples of behavior are ???
17. The Conditions Component
Not sufficient to describe the terminal behavior
only but we need to state the conditions or
limitations under which they need to perform.
Need to specify any tools or equipment
available to aid the task, or the range of
problems to be solved or equipment to be
mastered.
If it is desired that the learners use a particular
method, then this should be stated, together
with any special requirements about place.
Examples of conditions ???
18. The Criterion Component
Provides the standard of performance: how
well the learner has to do to be considered
successful.
Concerned with speed, quality or accuracy.
Can be conveyed by specifying how many
questions, problems or tasks have to be
answered, solved or completed correctly.
Examples of criteria are ???
19. Common Errors and Ways in Stating
Learning Objectives
1) Describing trainer’s behavior rather than
the learner’s behavior.
2) Stating the learning objective -process
rather than as learning product.
3) Listing - subject matter to
be covered.
4) Including more than one type of learning
outcomes
5) Over specifying training objectives,
(nontechnical training like management
skills ( see handout)
20. V. Communicating Training Objectives
to Others
Communicating objectives effectively to others
is an important skill to develop.
Problems encountered are:
◦ confused with language; jargon
◦ put off with the format
◦ difficult to read and comprehend
◦ lengthy - over specification of training
objectives (see handout for example of
technical and nontechnical training
objectives)
Guideline for defining training objectives in
behavioral terms (see handout)
21. Guideline for defining training objectives:
1) State the general training objective (goal)
as expected learning outcomes.
2) Place under each general training objective
a list of specific learning outcomes.
a) Begin each specific learning outcome
with a verb that specifies definite,
observable behavior.
b) Keep the specific learning outcomes
free of course content so that the list
can be used with different units of
training.
22. Guideline (con’t)
c) each specific learning outcome is relevant
to the objective it describes.
3) When defining general objective (goal) in
terms of specific learning outcomes,
revise and refine the original list of
objectives as needed.
4) Be careful not to omit complex objectives
(e. g. critical thinking, appreciation)
5) Consult reference materials for help in
identifying the specific types of behavior that
are most appropriate for defining the complex
objectives.
23. Worksheet1: Developing training
Objectives
Try your hand at specifying objectives. Take the
content of this unit and state the objectives for
the unit in this worksheet.
Upon completion of this unit, students will be
able to:
24. Worksheet2: Developing Training
Objectives
Design that incorporates all three learning
types result in more lasting change. For the
following training programs, write the goals
and specific objectives (affective, behavioral
and cognitive).
1) 2-day workshop on computer technologies to
the academic staff of the university
2) 2-day managerial skills workshop for SALCRA
scheme managers
3) 2-day research and development
workshop for academic staff of the university
4) 2-day communication skills workshop for top
level supervisors
25. Eg: workshop on interactive multimedia
technologies, i.e. designing courseware.
cognitive learning goal - understand design
issues in multimedia development and
production.
Specific training objectives:
26. Upon completion of the workshop, students will be
able to:
1) identify key design issues in multimedia
development and production.
2) name basic development tools in multimedia
production.
3) name the techniques in crafting multimedia
documents.
For the affective goal??? Objectives ???
For the psychomotor goal ??? Objectives ???