Formulation of Training

Objectives

At the end of this session, participants will be able to :

i. Describe the meaning and the need for training objectives

ii. Explain the framework in writing objectivesiii. Explain the factors to be considered when

selecting objectivesiv. Write clear objectives for a training

programv. Communicate the training objectives

W h e n t h e n e e d f o r t r a i n i n g h a s b e e n established and agreed, then we are now in a position to start designing our training program

Formulating objectives is one ingredient which should not be ignored.

LC1What

are training

objectives?

TNA Goal Training Objectives

Relationship between TNA, goal and

training objectives

• Expectations:–to learn–to be able to do

• Outcomes: –from the learning experience

Objectives: What are they?

• Cognitive (knowledge)

• Psychomotor (skills)• Affective (interest,

atitudes, values, emotions)

Why do we need

objectives?

• Provides basis for selecting or designing training materials, content and methods.

• For organizing the trainees' own efforts and activities for the accomplishment of the important training events.

• For evaluating or assessing the success of training

• Provides feedback for improving existing training programmes

S •SPECIFIC

M •MEASURABLE

A •ACHIEVABLE

R •REALISTIC

T •TIMELY

LC2 Objectives Framework

LC2

Objective Frameworks

Ralph Tyler

(1949)

Benjamin Bloom et. al (1959)

Robert Mager (1975)

• Basic Principles of Curriculum and Instruction (1949) – Ralph Tyler– Addresses educational purposes, educational

experiences to be provided to attain the purposes, effective organization of educational experiences & determining whether these purposes are attained.

3 Domains of Learning:

1. Cognitive domain – recall or recognition of knowledge & development of intellectual abilities and skills

2. Affective domain – changes in interest, attitudes & values and development of appreciation and adequate adjustments

3. Psychomotor domain – changes in movement, coordination and use of motor-skill areas

Taxonomy of Educational Objectives (1956) – Benjamin Bloom et.al

• In groups of six, identify the educational objectives

in the learning domain assigned to you.

*Clues: Cognitive Domain (6)Affective Domain (5)

Psychomotor Domain (5)

• Preparing Instructional Objectives 2nd ed. (1975) – Robert Mager– Proposed useful objectives to possess 3

components – Performance, Condition & Criteria

– Performance-based learning objective

PERFORMANCE

CRITERIA

CONDITIONS

1) Be able to write a news article.2) Be able to develop an appreciation of music.

• Given 100 toothpicks and some glue, construct a suspension bridge.

• Perform the multiplication tables up to 20 without a calculator.

• Run a 100-yard dash on a muddy field.

• Identify four out out five product defects on a moving manufacturing line.

• Close ten boxes in a minute.

At the end of the training program, the trainee can walk as far as 1000 meters in less than 5

minutes on the jogging track

Performance - walk as far as 1000 meters Condition- jogging track Standard- less than 5 minutes

• Distinguish between objectives that would be nice to achieve and those that are necessary.

• Consider the following factors:– Comprehensiveness and representativeness of the

learning outcome: proper balance amongst the three learning types.

– In harmony with the basic principles of learning especially adult learning needs: readiness, motivation, retention and transfer value.

– In harmony with the philosophy of the organization.

1) Written in a style that is easy to understand (CLEAR) and and straight to the point (CONCISE)

2) Use verbs that must clearly convey the intent, most precisely specify the learner’s behavior and avoid commonly misinterpreted terms.

3) Use a format: “Upon completion of the course, the participants will be able to ……..(list specific objectives)”

“At the end of the session, the trainees will be able to ….”

• State the specific behavior or task that the learner must demonstrate after completing the learning activity.

• The behavior or task must be observable and measurable. • Use an appropriate action verb to describe the desired

behavior or task.

Define what the learner must do.

• Standards/Criteria are values such as frequency, accuracy, volume, amount, etc.

• Only include time limits if they are required on the job.

Determine how well the learner must

perform the task or behavior to achieve

competency.

• Conditions can be tools or resources that the learner can use. Eg. “using the job aid” or “referring to the chart”

List all conditions that explain how the

learner must perform.

• Make sure learning activities are appropriate for the objectives.

Revisit training objectives as you

continue developing the training program and course materials.

Readings, lectures, discussions, activities, and exams should

be consistent with the course learning objectives

Avoid verbs like ”imagine”, “understand”, “comprehend”,

“discover” as they are not specific or measurable. Use

words like “identify”, “describe” and “design”

COMMON ERRORS

Stating the learning objective in terms of the learning process rather than in terms of the learning result

Listing simply the subject matter to be

covered

Including more than one type of learning

outcome

Over-specifying the training objectives

Describing the trainer’s behavior

rather than the trainee’s behavior

Confusion with language

or jargon

Put off by the format

Difficult to read or

comprehend

Lengthy / over-

specification