Learning Objectives in Instructional Design
In the analysis phase, you discovered what needs to be trained. In this phase, writing clear learning objectives answers the question, "What will the learners be able to do when they finish the training program?" Of all the activities within the ISD process, this is normally one of the more critical steps. For without well constructed learning objectives, instructors don't know what is to be taught, learners don't know what they are supposed to learn, and managers don't know what they are investing their training dollars in. Learning objectives form the basis for what is to be learned, how well it is to be performed, and under what conditions it is to be performed.
A learning objective is a statement of what the learners will be expected to do once they have completed a specified course of instruction. It prescribes the conditions, behavior (action), and standard of task performance for the training setting. The objective is sometimes referred to as performance or behavioral objectives. For example, knowledge is a state of mind which cannot be directly measured. This requires an indirect method of evaluation, that of observing behavior or performance.
Also, there is a difference between goals and objectives. Goals describe a learning outcome in general, for example, "the learner will successfully complete the supervisor course, before moving on to the leadership course." Notice that this is so general that it provides no guidance about how to achieve it. On the other hand, an objective is a specific statement of instructional intent which attempts to change knowledge, skills or attitudes as a result of a learning experience, for example, "the learner will use Maslow's Hierarchy of Needs when deciding upon motivators."
Specific terminal learning objectives (Mager, 1975) must be developed for each of the tasks selected in the learning program. A terminal learning objective is at the highest level of learning (KSA) appropriate to the human performance requirements a student will accomplish.
Each terminal learning objective is analyzed to determine if it needs one or more enabling learning objectives, that is, if it needs to be broken down into smaller, more manageable objectives. An enabling learning objective measures an element of the terminal learning objective.
A learning objective has three main parts:
Observable Action (task)
This describes the observable performance or behavior. An action means a verb must be in the statement, for example "type a letter" or "lift a load." Each objective covers one behavior, hence, only one verb should be present. If the are many behaviors or the behaviors are complicated, then the objective should be broken down into one or more enabling learning objectives that supports the main terminal learning objective.
At Least One Measurable Criterion (standard)
This states the level of acceptable performance of the task in terms of quantity, quality, time limitations, etc. This will answer any question such as "How many?" "How fast?" or "How well?". For example "At least 5 will be produced", "Within 10 minutes", "Without error". There can be more than one measurable criterion. Do not fall into the trap of putting in a time constraint because you think there should be a time limit or you cannot easily find another measurable criterion — use a time limit only if required under normal working standards.
Conditions of performance (usually) (condition)
Describes the actual conditions under which the task will occur or be observed. Also, it identifies the tools, procedures, materials, aids, or facilities to be used in performing the task. This is best expressed with a prepositional phase such as "without reference to a manual" or "by checking a chart".
Examples of Learning Objectives
- Example 1: Write a customer reply letter with no spelling mistakes by using a word processor.
- Observable Action: Write a customer reply letter
- Measurable Criteria: with no spelling mistakes
- Conditions of Performance: using a word processor
- NOTE: If more that one type of word processor or computer is used in the organization, then it should be more specific. For example: Given a personal computer, Word for Windows, and printer, create a printed customer reply letter with no spelling mistakes. The conditions of performance are "Given a personal computer, Word for Windows, and printer". Generally speaking, the larger the organization or the more technical the task, the more specific the conditions of performance must be spelled out.
- Example 2: Copy a table from a spreadsheet into a word processor document within 3 minutes without reference to the manual.
- Observable Action: Copy a table from a spreadsheet into a word processor document
- Measurable Criteria: within 3 minutes
- Conditions of Performance: without referencing the manual
- Note: The Conditions of performance may also include a variable as shown in the next example.
- Example 3: Smile at all customers, even when exhausted, unless the customer is irate.
- Observable action: Smile
- Measurable Criteria: at all customers
- Conditions: even when exhausted
- Variable: unless the customer is irate
- Note: Sometimes its helpful to start with the phase "After training, the worker will be able to..."
- Example 4: After training, the worker will be able to load a dumptruck within 3 loads with a scooploader, in the hours of darkness, unless the work area is muddy.
- Observable Action: load a dumptruck
- Measurable Criteria: within 3 loads
- Conditions: with a scooploader in the hours of darkness
- Variable: unless the work area is muddy
The learning objective spells out the exact training requirement. Without them, time and money could be wasted by training workers to type at 65 WPM when all that is required is to be able to type at 35 WPM, or training employees to sell an item to an easy going customer when what they really need to know is how to sell an item to a skeptical customer, or training them to enter data into a spreadsheet application when the actual job requires them to enter data into a customized database package.
A clearly formulated objective has two dimensions, a behavioral aspect and a content aspect. The behavioral aspect is the action the learner must perform, while the content is the product or service that is produced by the learner's actions. For example, "the student will learn forklift operations by studying the operator's manual" refers not to an outcome of training but to an activity of learning. If you observed the student reading, you could make no judgment if he or she was actually learning (behavioral aspect) and there is no service produced by the learner's action (content aspect).
A better example would be "Given a forklift, load a pallet onto a trailer without any safety errors." In this example, the behavioral aspect is loading a trailer, while the content aspect is a pallet placed on the trailer.
Notice that learning objectives look a lot like tasks. A task analysis itemizes each discrete skill found in a job, but it provides only end goal statements. While learning objectives spell out the prerequisite skills and makes them the course objectives.
Using the Correct Verb
The type of verb that is used in the task statement, determines the level or of learning (or degree of difficulty) that must achieved. For example, being able to criticize a process shows a much more complex behavior than simply being able to identify a process. Bloom's Taxonomy (also know as "Learning Domains") can assist you in choosing the correct verb for the task you want to train.
References
Brown, Frederick, G. (1971). Measurement and Evaluation. Itasca, Ill.: F.E. Peacock
Krathwohl, David R., Bengamin S. Bloom, and Bertram B. Mesia (1964). Taxonomy of Educational Objectives (two vols: The Affective Domain & The Cognitive Domain). New York: David McKay.
Mager, Robert, F. (1975). Preparing Instructional Objectives (2nd ed.). Belmont, CA: Fearon.
Wolansky, William, D. (1985). Evaluating Student Performance in Vocational Education. Ames, Iowa: Iowa State University Press.
Next Steps
For more information and examples, see Objectives.
For a job performance aid, see a A Quick Guide to Learning Objectives.
Go to the next section: Identify the Learning Steps
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