Formulation of training Goals and objectives

Goals
These are concise statement of the purpose or intent of the training. It answers the following questions
(a) Who is the training for?
(b) What is the training about?
(c) Why is the training being conducted?
Goals establish the overall aim of the training. They are directed at a broader level than objectives and should be
aligned with the organizations strategic plan.
For example, if the organizations strategic plan indicates that the organization will expand its facilities across
national boundaries within the next three years, an appropriate training goal may be:
The training is designed to increase employee understanding of cultural differences that may be encountered as
the organization expands into other countries.
Notice that the goal statement answers all three questions.
SHRM Learning System. (2008). Human Resource Development, 3-86 3-87.
Objectives
These are the results that the participants will be able to perform at the end of the training. They serive the
following purposes;
(a) Provides a focus for training design.
(b) Tells participants what they should know at the end of the program.
(c) Assists in knowledge and skills transfer.
(d) They establishes parameters for evaluation
Objectives are based on the goals articulated for the training program. They break the goals down into specific
task activities related to what skills must be learned by the trainees and how those new skills will be
demonstrated and evaluated at the end of training.
Continuing the same example from the previous slide, an appropriate training objective may be: At the
completion of the training, supervisors will conduct performance appraisals that reflect the cultural differences
found in employees who are dispersed geographically across the globe.
SHRM Learning System. (2008). Human Resource Development, 3-86 3-87.
Components of a training objective
A training objective has three components:
(a) Performance outcomes: A statement about what the employee is expected to do. This is a task or an
observable action.
(b) Criterion: A statement about the level of performance that is acceptable.
(c) Conditions of performance: A statement about the conditions under which the trainee is expected to
perform.
Training objectives must describe conditions that can actually be observed. Objectives that use phrases like the
employee will understand are not appropriate because to understand is not observable. Good objectives are
clear about what the trainee is expected to do and should contain standards for performance that can be
measured. They should also identify the conditions under which performance is expected.
A learning objective contains three parts.
 (a) Performance outcome: This is the task or observable action the learner is expected to accomplish.
(b) Criterion: This describes the acceptable level of performance. It answers questions such as how many,
how fast, or how well.
(c) Conditions of performance: Describes the actual conditions under which the task is to be performed. If
there are tools used or other parameters of performance, they should also be described.
Source: Don Clark.com, www.nwlink.com/~donclark/hrd/sat3.html.

The learning process for instruction

To learn effectively, what do employees need? Employees need:
(a) To know why they should learn.
(b) Meaningful training content.
(c) Opportunities to practice.
(d) To commit training content to memory.
(e) Feedback.
(f) Opportunity for observation, experience and interaction with others.
(g) Training to be properly coordinated and arranged.
SHRM Learning System (2008). Human Resource Development, 3-87.
LEARNING DOMAINS
There are three learning domains
1. Cognitive
2. Psychomotor
3. Affective
The cognitive domain is knowledge or mind-based and conveys concepts, ideas and facts. It is the most
commonly used domain and is easily measured.
The psychomotor domain is skill-based. Training in this domain results in a change in the learners ability to do
something. It focuses on being able to perform a task or procedure and requires practice and feedback for
learning to occur. Learning here is more difficult to measure than in the cognitive domain.
The affective domain is related to learners beliefs and values. Learning in this domain is based on changing the
behavioral aspects of beliefs. This requires the learner to evaluate and synthesize information, and it is the most
difficult to assess.
Source: Honolulu Community College,
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/domains.htm.
Blooms Taxonomy / Cognitive

Blooms original Revised (Anderson &

Krathwohl)

Benjamin Bloom developed a hierarchy of thinking/cognitive skills; each area is of equal importance. Blooms
taxonomy was revised by Anderson and Krathwohl (2001). Evaluation, the highest level in Blooms taxonomy,
is the fifth level on the revised hierarchy. The highest level, creating, was called synthesis on the original
Blooms taxonomy.

Level 1 Knowledge: The recall of previously learned material. I know.

Level 2 Comprehension: The ability to grasp the meaning. I understand.

Level 3 Application: Applying knowledge to a new situation. I can demonstrate.

Level 4 Analysis: Breaking things down into component parts. I can see relationships.

Level 5 (6 in Blooms taxonomy) Evaluation: Ability to assess the value of something. I can judge.

Level 6 (5 in Blooms Taxonomy) Create/Invent (Synthesis in Blooms Taxonomy): The ability to

formulate a new idea. I can invent.

Source: Old Dominion University, www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm.

Psychomotor Domain
 (a) Imitation: Observes skill and attempts to repeat it.
(b) Manipulation: Performs skill according to the instruction rather than observation.
(c) Precision: Reproduces a skill with accuracy, proportion and exactness. Usually performed independent of
the original source.
(d) Articulation: Combines more than one skill in sequence with harmony and consistency.
(e) Naturalization: Completes one or more skills with ease and skill becomes automatic.

(Krathwohl and Anderson, 2001)

Affective Domain

(a) Receiving: Being aware of or attending to something in the environment. The learner willingly hears or
reads.
(b) Responding: Showing some new behaviors as a result of experience, albeit with minimal participation.
 (c) Valuing: Showing some definite involvement or commitment, sensing worth in a value.
(d) Organizing: Integrating a new value into ones general set of values. Giving it some ranking among ones
general priorities. Development of a value system.
(e) Characterizing: Acting consistently with the new value. The learner consistently behaves in a manner
that predictably reflects the value system.

(Krathwohl and Anderson, 2001)

www.learningandteaching.info/learning/bloomtax.htm

http://access.nku.edu/oca/SLO/graphics/bloomaff.gif

Objectives and Learning Domains

Learning objectives can be written for all three learning domains:

1. Cognitive: Knowledge, mental skills.

2. Affective: Attitudes, growth in feelings or emotional areas.
3. Psychomotor skills: Manual or physical skills.

The cognitive domain involves knowledge and the development of intellectual skills. The ability to recall data
or facts is an example of cognitive domain learning. Examples of verbs for writing cognitive objectives : define,
describe, recall, explain, compute, operate, shows, etc.

The affective domain includes how individuals deal with emotions, values, appreciation and attitudes. Verbs for
writing affective domain learning objectives include: differentiates, justifies, proposes, selects, discriminates,
influences, questions, etc.

The psychomotor domain includes physical movement and the use of motor-skill areas. Development of
psychomotor skills requires practice and is measured in terms of techniques in execution, such as speed or
performance of procedure. Verbs for learning objectives in the psychomotor domain would include: displays,
moves, reacts, responds, sketches, fixes, mends, etc.

For additional information on the three learning domains and writing objectives within Blooms taxonomy see:

Learning Domains or Blooms Taxonomy: The Three Types of Learning,

www.nwlink.com/~donclark/hrd/bloom.html.

Assignment

Writing Learning Goals and Objectives

(a) Write a learning goal for your training project.

(b) Write learning objectives that address the three components of training objectives and apply to all three
learning domains.
LEANING RESOURCES