FORMULATING TRAINING OBJECTIVES

By Thanziza Samsudeen

History
Objectives were conceptualized and used during

WWII as a way to make teaching and learning more efficient. In the late 1950s and in the 1960s this approach was applied to the public schools. By the 1960s health professions schools were developing behavioral objectives. 1962 = publication of Preparing Instructional objectives by Robert F. Mager

What is an Objective?
Objectives are statements which describe

what the learner is expected to achieve as a result of instruction. Because they direct attention to the student and the types of behaviors they should exhibit, sometimes these statements are called behavioral objectives.

Some other names you will see for behavioral objectives include:
Learning objectives Outcomes

Enabling objectives
Terminal objectives Educational objectives Performance objectives Instructional objectives Aims Competencies

Goals vs Objectives
Course goals Describe the overall purpose of the course within the larger curriculum Course objectives Break down goals into measurable behaviors that demonstrate competency Ensure successful accomplishment of course goals

Characteristics of Goals
Broad, vague

General intentions or observations

Intangible Abstract Cannot be validated

Characteristics of Learner Objectives

Narrow, limited

Precise
Concrete Measurable Competency based Always stated in terms of the learner

Begin with the end

in mind
Stephen Covey

The Seven Habits of Highly Effective People

Learning Objectives are

Cognitive (knowing)

Psychomotor (doing)
Affective (feeling)

Statements of affective outcomes include: show sensitivity to accept responsibility demonstrate commitment to

Components of an Objective
Audience

Observable Behavior
Condition of performance Degree/criteria

Audience
The learner who will be doing the behavior Undergraduate students Graduate students Professionals Government personnel

Observable Behavior
What will the learner be able to do as a result of learning?

Example: The learner will define math terms

Condition
What are the conditions under which the learners must

demonstrate their mastery of the objective?

Example: The student will be provided with a list of 200 math terms, no references and a timed test after instruction.

Degree or Criteria
What are the standards of acceptable performance -

Quantity, quality, efficiency durability?

Example: Performance will be satisfactory if all 200 terms are defined consistent with the text in 100 minutes.

Guidelines for Writing Objectives

Use action verbs to specify student

behavior Keep statements short and focused on a single outcome Explain expectations for student behavior, performance & understanding Use specific terminology that has limited interpretation to ensure that all students understand the same interpretation.

Measurable Action Verbs

Analyze

Describe
Prioritize Identify Define

List
Apply

More Measurable Action Verbs

Compare

Contrast
Summarize Design Predict

Evaluate
Others????

Checklist
Is the learning objective written in terms of

observable, behavioral outcomes? Is the learning objective clear and concise? Does the learning objective describe expectations of student performance at the completion of instructional activity? Does the learning objective utilize an effective action verb that targets the desired level of performance?

Checklist
Are the learning objective aligned with the instructional

activities and assessments? Does the learning objective specify appropriate conditions for performance? Is the learning objective written in terms of observable, behavioral outcomes? Is the learning objective clear and easily understood by the learner? Are the learning objectives identified and reinforced in each module or learning unit?

Guidelines in Defining Training Objectives

Training Objectives are set in the perspective of the

Learner Objectives should be specific Objectives should be realistic Not to over promise & under deliver Objectives should be time bound

Blooms Taxonomy of Learning

In 1956, Bloom developed a continuum of the levels of learning from the low level, simple, concrete to the higher level, complex, abstract learning. He theorized six levels: Knowledge - identification and recall of information Comprehension - understanding (not parroting) Application - use of knowledge, concepts, rules, principles to solve problems Analysis - breaking down the whole into its parts Synthesis - pulling together divergent pieces to create a new whole Evaluation - judgment of value based on criteria or standards

Sequencing the Training Programme

Balance the activity in terms of Intensity of

participation Move from simple to complex Move from Known to the Unknown Move from Generic to Specific Maintain momentum of the program Provide opportunity to recap and reflect Establish common terminology