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WRITING

LEARNING
OBJECTIVES
What is a
learning objective?
•An explicit statement that clearly
expresses what the participant will be able
to do as a result of a learning event.
•It contains action verbs that are observable
and measurable.
•It identifies what behaviors a participant
must demonstrate in order to confirm the
intended learning took place.
Why have learning objectives?
1. Provides direction for the learning experience
2. Gives the learners a clear picture of what to expect and what is
expected of them
3. Helps ensure that the performance outcomes are connected to the
learning activities
4. Guides selection of learning activities
5. Connects content and assessment
6. Forms the basis for evaluating the effectiveness of the session
TYPES OF OBJECTIVES

Feel Do Think
WHERE DO YOU GET YOUR
OBJECTIVES
Mandate and Needs
Rationale
Functions Assessment

Competency Job
Profile Descriptions
REVISED BLOOM’S TAXONOMY
ESSENTIAL CHARACTERISTICS
OF OBJECTIVES
SPECIFIC LEARNING
OBJECTIVES
Knowledge-development objectives
Attitude Development— deals with
have to do with content or cognitive
attitudes, values, or feelings. These
learning. They relate to the ability
objectives are appropriate when you
to demonstrate acquired
want to change people’s attitudes or
knowledge, to comprehend
increase their awareness of or sensitivity
information, and to analyze
to certain issues or ideas.
concepts

Skill Development—deals with behavior. These


are much easier to identify and to determine
whether they have been met. They focus on a
person being able to perform a task or
procedure.
VERBS
ASSOCIAT
ED WITH
LEARNING
TYPE
COMPONENTS OF AN
OBJECTIVE
Performance

Condition

Criteria
Components of Learning Objectives
Components of Learning Objectives
PERFORMANCE/TASK

Indicates what participants


are expected to as a result of
the learning activity
Task or Performance
States what the participant will
be doing and how he or she
will demonstrate the
knowledge, skill or behavior
Components of Learning Objectives
CONDITION

Specifies under what


conditions should the
participants perform
Condition
Specifies under what
conditions the participants
should perform the task
Components of Learning Objectives
CRITERIA

Identifies how well the


participants have to perform to
satisfy the requirements
Well-written Learning Objectives
1. are participant-centered
2. Have specific action verbs
3. Are observable and measurable
4. Have appropriate assessment
methods
5. State desired performance criteria
Well-written Learning Objectives are…
Written in terms of learning
outcomes(what the participant
will be able to do as result of
the session)
Well-written Learning Objectives are…
Not about what information
the instructions can provide,
but rather what the audience
can demonstrate at the
completion of the activity.
Well-written Learning Objectives are…
Statements that provide a clear
picture of the expected
outcome or performance as a
result of the learning activity.
Two Categories of Learning Objectives
1. Terminal
Objective(Performance)
2. Enabling
Objectives(Supporting)
Terminal or Performance Objective
A statement in specific and
measurable terms that
describes what the learner will
be able to do as a result of
engaging in a learning activity.
Terminal or Performance Objective
Should be created for each of
the tasks addressed in the
learning program
Terminal or Performance Objective
Should be focused at the
highest level of learning an
individual will accomplish by
completing the learning event.
Terminal or Performance Objective
Each written objective should
include a task/performance,
condition and a standard.
Terminal Objectives
Describe results and not
processes.
The objective should be written
from the perspective of what the
learner will be able to do at the
end of the session, and not what
the instructor will teach.
Enabling Objectives
Are supporting objectives for
Terminal Objectives.
Enabling Objectives
They are created by analyzing
Terminal Objective.
Enabling Objectives
They allow the Terminal
Objective to be broken down
into smaller, more manageable
objectives.
Features of Enabling Objectives
1. State the expectations of the
learner’s performance.
2. Define the skills, knowledge,
behaviors the learner must
reach in order to successfully
complete the Terminal
Objectives.
Features of Enabling Objectives
3. Addresses a component of
the Terminal Objective and
helps track the learner’s
progress towards that
objective.
Features of Enabling Objectives
4. Should outline a sequence of
learning activities for the
instruction phase of the lesson
plan.
Vertex
Terminal and enabling
Objectives are both written
from the perspective of the
learner and what he or she
must do to accomplish the
Terminal Objective.
Sample Enabling Objectives
The learner will be able to:
1. distinguish a credit from debit
2. identify the correct columns for
each entry
3. enter the data in the correct
columns
Steps in Learning Objectives
1. Make it a participant centered

(Participant Learning, rather


than instructor’s teaching)
Steps in Learning Objectives
1. Make it a participant centered
“ By the end of the course, the
learner will be able to….”
“By the end of the session,
participants will be able to….”
Steps in Learning Objectives
2. Use an observable and measurable
action verb
(Blooms Taxonomy)
Steps in Learning Objectives
3. Describe under what conditions the
actions must be performed

A learning objective should describe


conditions under which the participants
will perform the behavior. These
conditions typically addresses time,
place, resources and circumstances.
Steps in Learning Objectives
Step 4. Set a required criteria
The objective should describe the
criteria that will be used to evaluate
performance to determine what is
acceptable. The criteria should
communicate the level of proficiency
that is expected.
Steps in Learning Objectives
Step 4. Set a required criteria
Often it describes how the learner
will be able to perform in terms of
quality, quantity and time
measurements
PROGRAM
OBJECTIVES
• This training activity is aimed at strengthening the competencies of
NEAP technical staff in training design and session guide writing. At
the end of this training, the participants will be able to:
1. Recognize their level of proficiency along NEAP core and technical
competencies
2. Update their knowledge and skills in program designing and session guide
writing
3. Practice developing training designs and session guides
SESSION
OBJECTIVES
• Terminal Objective: Write rationale, training objectives and identify
corresponding output following the standard.

• Enabling Objectives:
• Discuss how to write rationale of a training program using a set of
guidelines
• Differentiate objectives according to type and level
• Identify the different components of objectives in a given practice set
• Explain how outputs connect with objectives
EXAMPLES OF OBJECTIVES
• Using brochures and desk-top charts (condition), customer-service
representatives will answer (performance) all customer questions
about standard products and services (criteria).”

• Employees will answer the telephone (performance) within three rings


(criterion) using the standard identification message and greeting
(condition).”

• Following prescribed bank procedures (condition), employees will


balance the teller windows (performance) each day within twenty
minutes (criterion).”
EXAMPLES OF OBJECTIVES
• “Using PowerPoint® software (condition), employees will
create (performance) a thirty-minute presentation that
includes animation and sound (criteria).”
• “Managers will write (performance) a two-page, error-free
request proposal (criteria) following the proposal format
introduced in the business writing workshop (condition).”
• Using the prescribed template (condition), the SG writers will
write SGs (performance) that highlight what is important to
the trainers (criterion).
SHORT WORKSHOP
• Formulate your own objective that contains the three components:
CONDITION
What participant will be given
Tools, supplies, equipment
Use of notes, simulated situation

BEHAVIOR/ PERFORMANCE
What participant will be doing
Emphasis on verb
What can be observed

CRITERIA
What standards apply
Time limits
Degree of accuracy
Level of performance