HRMN 406: Training Program

Chapter 5

Learning Objectives

Achieving is the sign of successful learning.

Chapter Five Learning Objectives

Readers will achieve the following learning objectives after reading Chapter Five.

1 Define learning objectives and explain the benefits of using learning objectives in training programs.

2 Describe and explain the relationship between training program goals and training program learning objectives.

3 Identify and describe the four major components of a learning objective.

4 Identify and explain the levels of learning objectives based on Bloom’s taxonomy of cognitive learning.

5 Identify, describe, and compare the difference between cognitive- based learning objectives, skills-based learning objectives, and abilities- based learning objectives.

6 Describe the relationship between the needs assessment and learning objectives.

7 Describe the relationship between learning objectives and instruc- tional methods.

8 Describe the relationship between learning objectives and the subject matter of a training program.

9 Explain the relationship between learning objectives and assessment methods.

10 Identify and explain the reasons non-homogeneous groups of trainees require different types of learning objectives.

C o p y r i g h t 2 0 1 9 . R o u t l e d g e .

A l l r i g h t s r e s e r v e d . M a y n o t b e r e p r o d u c e d i n a n y f o r m w i t h o u t p e r m i s s i o n f r o m t h e p u b l i s h e r , e x c e p t f a i r u s e s p e r m i t t e d u n d e r U . S . o r a p p l i c a b l e c o p y r i g h t l a w .

EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 8/31/2022 9:47 AM via UNIVERSITY OF MARYLAND GLOBAL CAMPUS AN: 1881039 ; Stanley C. Ross.; Training and Development in Organizations : An Essential Guide For Trainers Account: s4264928.main.eds

Book: Stanley C. Ross. (2019). Training and Development in Organizations: An Essential Guide For Trainers. Routledge.

Link: https://eds-s-ebscohost-com.ezproxy.umgc.edu/eds/ebookviewer/ebook?sid=8ba61b60-aa87-4a2e-a911-705283260beb% 40redis&ppid=pp_51&vid=0&format=EB

52 Learning Objectives

Learning Objective #1: Define Learning Objectives and Explain the Benefits of Using Learning Objectives in Training Programs

A training program learning objective represents a statement of what the trainee will know or be able to do by the end of the training. Learning objec- tives provide a focus for the trainee and trainer. Both the trainee and trainer know the expectations and their roles to achieve the learning objectives.

Learning objectives need to have a narrow focus to avoid creating any possible confusion that can obfuscate the purpose of the objective. The intent in creating a successful training program is to begin by creating learn- ing objectives that present observable and measurable behavioral outcomes. Behavior is measurable (and described using verbs such as “demonstrate,” “explain,” “perform,” etc.), whereas concepts are non-measurable and open to misinterpretation of the results (and described using terms such as “create a positive environment,” “learn the concepts,” “be satisfied,” etc.).

Learning objectives are similar to SMART goals. SMART goals share many of the same characteristics as a well written learning objective. SMART goals are: S(specific), M(measurable), A(achievable), R(realistic), and T(time-limited). Specificity is important to ensure that the objective is concise, because learning objectives shape other important components of the training program (e.g., instructional methods, subject matter, etc.). Measurement is important because of the need to assess success. Training is always time-limited and the training program designers need to write learn- ing objectives that are attainable, realistic, and achievable during training if the program is to be successful. Because training is time-limited, learning objectives cannot be so ambitious that the trainee is likely to fail. Failure in achieving the learning objectives is antithetical to designing and imple- menting a successful training program.

In writing learning objectives, the author(s) needs to understand that the underlying principle in writing them is to create learner-centered learning objectives that are simple, measurable statements which contribute to trainee success and to achieving the training program goals.

Well-designed learning objectives offer several important benefits.

• Trainers and trainees keep focused because the learning objectives repre- sent the agenda for training.

• Successful achievement of learning objectives serves as a form of intrin- sic reward for the trainees and can result in extrinsic rewards from the organization.

• Successful achievement of the learning objectives often contributes to boosting trainee self-esteem (Ross, 2015) which contributes to more productive employees.

• Success in achieving the learning objectives reinforces the values associ- ated with the training program and the organization’s culture at large.

EBSCOhost - printed on 8/31/2022 9:47 AM via UNIVERSITY OF MARYLAND GLOBAL CAMPUS. All use subject to https://www.ebsco.com/terms-of-use

Learning Objectives 53

• Successful achievement of the learning objectives benefits the organiza- tion’s efforts in accomplishing the training program goals and the overall goals of the organization.

Examples of poorly stated learning objectives include:

• Trainees learn the organization’s policy on sexual harassment. • Trainees learn how to provide good customer service. • Trainees are able to order supplies. • Trainees can create an organized work area. • Trainees learn the new hiring process.

Examples of well written learning objectives include:

• At the completion of training, trainees can state the five major parts of the organization’s sexual harassment policy.

• At the completion of training, trainees can define the organization’s pol- icy on providing good customer service.

• At the completion of training, trainees can list the sequence of steps in the supply ordering process.

• At the completion of training, trainees can list and describe the five major characteristics of a work area.

• At the completion of training, trainees can label, describe, and explain each of the steps in the new hiring process.

Learning Objective #2: Describe and Explain the Relationship between Training Program Goals and Training Program Learning Objectives

Learning objectives originate indirectly from an organization’s efforts to bring about change within the organization’s operations. Organizations develop strategic goals that represent targets to accomplish to realize the organiza- tion’s long-term vision. An organization’s strategies are a catalyst for the type of changes the organization identifies as representing the best ways to achieve the strategic goals. Strategic goals and the strategies have an effect on the choice of operational goals. One category of operational goals is training goals. Training goals are necessary for the people responsible for implement- ing the changes initiated by the strategic goals and strategies, because where there is change, employee job descriptions can change, requiring employees to perform in new ways. Figure 5.1 shows the series of cause and effect rela- tionships that evolve from the vision and strategic goals.

Vision Strategic

Goals Strategy

Training Goals

Training Strategy

Learning Objectives

Figure 5.1 The Relationship between an Organization’s Vision and Learning Objectives

EBSCOhost - printed on 8/31/2022 9:47 AM via UNIVERSITY OF MARYLAND GLOBAL CAMPUS. All use subject to https://www.ebsco.com/terms-of-use

54 Learning Objectives

Learning objectives and training goals communicate performance expec- tations which provide the focus for the training programs. Training goals can directly and indirectly benefit the organization’s efforts at achieving the strategic goals. For example, a direct benefit is training that covers the stra- tegic plan, roles of key personnel, new responsibilities, etc. Training that provides an indirect benefit could cover a new hiring process, sexual harass- ment policy, new performance appraisal process, etc. Indirect benefits focus on creating a work place free of distractions and disruptions that can interfere with employee performance.

Success in achieving the learning objectives contributes to success in achieving the training goals. Learning objectives are a necessary comple- ment to training goals because learning objectives differ from training goals. Training goals represent broad statements of purpose that are often stated in measurable terms. Below are several examples of training goals.

• Training supply-chain managers on how to increase cost savings from suppliers.

• Training sales managers on how to improve sales force sales. • Training leads to more positive employee attitudes. • Training results in an improved work environment. • Training achieves the goal of strengthening the new product develop-

ment process.

Even if a training goal is measurable, such as “training will lead to a 10% decline in supplier costs within six months,” these training goals are broad statements of intent. Learning objectives provide the focus and specific outcomes associated with achieving the training goal. There are three categories of learning objec- tives. First, there are informational learning objectives that focus training on providing trainees with needed knowledge. Second, there are skills-based learn- ing objectives. These objectives focus on getting trainees to be able to perform some action. Third, there are learning objectives that emphasize developing a trainee’s abilities. Abilities development emphasizes such personal attributes as problem-solving, analytical abilities, categorizing, identifying important issues among an assortment of issues, value development, etc.

Examples of learning objectives can illustrate how learning objectives evolve from a training goal. Using the training goal of training supply-chain managers to increase cost savings from suppliers as an example, below are some examples of possible learning objectives.

• Knowledge-based learning objectives

a Trainees are able to cite major contract terms. b Trainees are able to define the policy on offering early shipping

terms to suppliers.

EBSCOhost - printed on 8/31/2022 9:47 AM via UNIVERSITY OF MARYLAND GLOBAL CAMPUS. All use subject to https://www.ebsco.com/terms-of-use

Learning Objectives 55

c Trainees are able to identify and describe the new supply-chain negotiating process.

• Skills-based learning objectives

a Trainees are able to demonstrate how to use the new order entry system.

b Trainees are able to document the major supplier costs. c Trainees are able to input supplier data using the new order entry system.

• Abilities-based learning objectives

a Trainees can cite the benefits associated with reducing supply costs. b Trainees demonstrate the use of cost-saving strategies. c Trainees demonstrate negotiating abilities associated with reducing

supplier costs.

Achieving learning objectives strengthens the talents of employees, which ben- efits the organization and the organization’s efforts at achieving strategic goals.

Learning Objective #3: Identify and Describe the Four Major Components of a Learning Objective

Learning objectives need to be precise because the purpose of training is to enable trainees to learn about a subject that benefits the organization and the trainee. All other components of the training program, i.e., the instructional methods, subject matter of the training program, and assessment methods, are selected to accomplish the learning objectives. Precise learning objectives are essential for a training program to be well designed.

There are four elements that define an effective learning objective. Action verbs represent one element of an effective learning objective. An action verb expresses an action towards a subject. A subject could either be a cognitive activity or a physical activity.

Examples of action verbs include:

Achieved Documented Produced Advised Encouraged Reduced Briefed Formed Revised Consulted Generated Selected Contributed maintained Tested

Passive verb use describes the action and minimizes the active role of the subject in a statement. Examples of passive verb use include:

Will be watched To be documented Was shown Will be closed Is fragmented Are always answered

EBSCOhost - printed on 8/31/2022 9:47 AM via UNIVERSITY OF MARYLAND GLOBAL CAMPUS. All use subject to https://www.ebsco.com/terms-of-use

56 Learning Objectives

Another element of an effective learning objective is the subject of the objec- tive. There are three categories of subjects. These are: cognitive subjects, skills (psychomotor), and abilities (affective). The cognitive basis for the subject originates from Bloom’s taxonomy of cognitive learning. Bloom’s taxonomy of learning and the relationship with learning objectives is covered under learning objective #4.

Content is the focus of the learning objective subject. Subject issues need an exactness in phrasing to ensure that the designers of the training program cover that specific subject. Examples of each category of subject follow.

Cognitive Subjects

• Policy on bullying • Hiring process • Promotion process • Policy on dealing with angry customers • Accounts receivable policy

Skill Subjects

• Operate hydraulic lift • Assemble computer box • Cut granite counter tops • Lay down a tile floor • Install light fixtures

Abilities (affective)

• Problem-solving • Value creation • Value development • Analytical skills • Categorizing • Process management

The third element of an effective learning objective is performance criteria. Performance criteria refer to how well trainees need to know or do some- thing. Performance criteria reflect the expectations trainees need to meet. Performance criteria are commonly phrased in quantitative terms. Examples of performance criteria follow.

• Trainees will know all the important parts of the sexual harassment policy. • Trainees will gain 70 or higher in the Series Seven exam. • Trainees need a score of 90 or higher to pass the exam covering basic

accounting subjects. • Trainees need to solve 9 out of 10 problems on the test covering the new

hiring process.

EBSCOhost - printed on 8/31/2022 9:47 AM via UNIVERSITY OF MARYLAND GLOBAL CAMPUS. All use subject to https://www.ebsco.com/terms-of-use

Learning Objectives 57

• Trainees are able to identify 8 out of 10 problems on the problem identification test.

The last element of an effective learning objective relates to the conditions or circumstances that trainees need to accommodate in order to demonstrate results. The examples mentioned in describing the third element cover con- ditions as well as numeric performance criteria. “Will know,” “will earn,” “need a score of,” “need to solve,” and “are able to identify” are all examples of conditional-type statements conveying to the trainee the expectations for successfully achieving the learning objective. The conditions, along with the performance criteria, represent what trainees need to do to show they have achieved the learning objectives.

Learning Objective #4: Identify and Explain the Levels of Learning Objectives Based on Bloom’s Taxonomy of Cognitive Learning

Bloom’s taxonomy of cognitive learning offers a paradigm for understanding adult learning and the associated levels of learning that are possible. Levels refer to the range of cognitive complexity associated with learning. An indi- vidual’s intellectual and physical limits represent constraints to learning at higher levels, though individuals can underperform as well.

Conceptualizing the learning process using levels of learning as the basis for developing the trainee’s learning process is a useful paradigm because levels provide a framework for dividing the learning process into blocks of learn- ing. Each block uses the preceding block(s) to advance the trainee’s learning capabilities. Maximizing learning is always the trainer’s goal. Levels of learning offer the designers of the training program a conceptual framework for organ- izing the learning process into homogeneous learning blocks, each block asso- ciated with a qualitatively different form of intellectual thinking.

Another way to understand the purpose of Bloom’s taxonomy of cogni- tive learning is to think of levels as levels of competencies. Competency does not imply incompetency, so much as whether the trainee’s ability to understand a subject in a particular way is limited or non-existent. Training is meant to build competency in some subject. A training program might have no restrictions on understanding subject matter prior to the start of training, or there may be pre-requisites prior to entering a training program. For example, students may need Principles of Management as a pre-requisite, to take an advanced course such as Organizational Behavior. The Principles course had no pre-requisite course because the course is introductory and the emphasis is on knowledge acquisition. Knowledge acquisition is the basic level in Bloom’s taxonomy of cognitive learning.

Learning objectives can and should follow the model of levels of intellec- tual thinking presented in Bloom’s taxonomy, with the achievement of each

EBSCOhost - printed on 8/31/2022 9:47 AM via UNIVERSITY OF MARYLAND GLOBAL CAMPUS. All use subject to https://www.ebsco.com/terms-of-use

58 Learning Objectives

objective(s) functioning as a building block to the next level. After all, an individual learning how to swim does not begin by swimming immediately. There are prior stages to the learning to swim process to build on as the indi- vidual moves towards the swim stage. This learn to swim program can serve as a basic building block to achieve an advanced level of swimming. Bloom’s taxonomy helps to understand how the model can apply within a program and among several related programs (e.g., advanced swimming, special swim- ming techniques, etc.).

Bloom’s taxonomy encompasses three categories of learning, referred to as domains. These are the cognitive domain, the psychomotor skills domain, and the affective domain (which is referred to as the abilities domain to provide a clearer understanding of the subject matter associated with this domain).

Tables 5.1, 5.2 and 5.3 provide details describing each of the domains covered in Bloom’s taxonomy of cognitive learning, with brief explanations

Table 5.1 An Overview of the Cognitive Domain Using the Strategic Management Course as an Example

Level Ranking1 Focus Example

Knowledge 6 Basic concepts Pre-requisite courses Comprehension 5 Explain basic concepts Tell what concepts mean such as

the term “strategy” Application 4 Demonstrate use of

concept Use concepts in correct context

Analysis 3 Interpret the use of concepts in a real-life situation

The organization needs to pursue a growth strategy in an expanding domestic economy

Synthesis 2 Combine concepts within a larger category

Conduct comprehensive industry study

Evaluation 1 Make assessments or evaluations

Draw conclusions from a comprehensive industry study

1 Low to high.

Table 5.2 An Overview of the Psychomotor Skills Domain Using the Renovation of a Bathroom as an Example

Level Ranking1 Focus Example

Imitation 5 Copying someone Apprentice to a plumber who renovates bathrooms

Manipulation 4 To control with some skill To perform basic bathroom renovations independently

Precision 3 Accuracy of work is important

The ability to do detailed work with few errors

Articulation 2 The ability to show or direct others

Explain to subordinate apprentice the work to do/give directions

Naturalization 1 Demonstrates mastery The ability to design and renovate a bathroom with no guidance

1 Low to high

EBSCOhost - printed on 8/31/2022 9:47 AM via UNIVERSITY OF MARYLAND GLOBAL CAMPUS. All use subject to https://www.ebsco.com/terms-of-use

Learning Objectives 59

describing each level along with examples to demonstrate how each level forms and evolves.

Learning Objective #5: Identify, Describe, and Compare the Difference between Cognitive-Based Learning Objectives, Skill-Based Learning Objectives, and Abilities-Based Learning Objectives

Cognitive-based learning objectives emphasize the intellectual development of the trainee. Table 5.4 identifies and describes the primary cognitive com- petencies that serve as the foundation of the cognitive domain referred to in Bloom’s taxonomy of learning. Intellectual cognitive learning objectives are achievable based on the ability of the learner to learn how to use these capa- bilities along with the relevant instructional methods.

Table 5.3 An Overview of the Abilities Domain (Affective Domain) with Examples for Understanding Its Development

Level Ranking1 Focus Example

Personal 3 Talent, expertise or mastery that comes naturally

Organizing, problem-solving, communicating

Professional 2 Talents, expertise or mastery that comes from being proactive in self-development

Taking courses, specialized workshops, unique instructional methods all intended to develop abilities to strengthen work performance

Ethical 1 Active development and extension of moral code of conduct

Creating personal code of conduct or moral compass through value-creating or value-building activities

1 Low to high

Table 5.4 Primary Cognitive Capabilities and Important Themes Associated with these Capabilities

Cognitive Capabilities Theme

Perception • Awareness using senses Attention • Focus on a subject Memory • Process of storing information, categorizing and

retrieving information Language • Communication functions Visual and spatial processing • Intellectual capability to process information by

manipulating and differentiating visually, and thinking about objectives multi-dimensionally

Executive functions • Goal-oriented with the ability to plan and implement the plan to achieve the goal

EBSCOhost - printed on 8/31/2022 9:47 AM via UNIVERSITY OF MARYLAND GLOBAL CAMPUS. All use subject to https://www.ebsco.com/terms-of-use

60 Learning Objectives

Table 5.5 identifies and describes the primary skills that serve as the basis for psychomotor domain skills. Skills-based learning objectives emphasize one or more of these skills. Higher-order skills-based learning objectives are achievable only if the trainee has the capacity and motivation to learn the skill.

Table 5.6 identifies the personal abilities of the learner and the focus of each ability. These are merely examples, as there are others. Learning objec- tives that emphasize the development of the individual focus on these types of abilities.

Cognitive capabilities, skills, and personal abilities are presented separately to illustrate each domain’s unique characteristics. However, there is often an interdependency among the three areas that training program designers expect when creating the learning objectives. Learning objectives can empha- size cognitive learning, skill learning or abilities development, but each type of learning objective depends on the other categories for support to enable the trainee to achieve the objective. In short, learning is mutually supportive among the three categories, even if the focus of an objective is just one of the categories. For example, if the focus of training is to learn how to design a new bathroom, the trainee needs analysis and synthesis learning objectives,

Table 5.5 Primary Skills Capabilities and Important Themes Associated with These Skills

Skills Theme

Communication skills • Listen, process information, and respond Capacity to learn1 • Intellectual and psychological factors Team skills • Work with others to coordinate Planning skills • Identify a project to complete and identify the

process or sequence of steps to follow Dexterity of fine motor skills • Use of small muscles to perform tasks that require

hand-eye coordination Dexterity of gross motor skills • Use of major muscle groups to perform tasks that

require successful use of these muscles 1Though not a skill, capacity represents the extent to which a learner can develop advanced skills.

Table 5.6 Examples of Personal Abilities and Important Themes Associated with These Abilities

Abilities Theme

Intellectual capacity • Native intelligence to learn and conceptualize in abstract terms Values • Learned factors that influence behavior Psychology • Development of sense of self-worth Communication skills • Native ability to listen, process information, and respond Self-motivation • Ability to achieve through self-initiative Dexterity • Fine motor • Gross motor

• Native ability with hand/eye coordination • Natural muscular strength

EBSCOhost - printed on 8/31/2022 9:47 AM via UNIVERSITY OF MARYLAND GLOBAL CAMPUS. All use subject to https://www.ebsco.com/terms-of-use

Learning Objectives 61

articulation learning objectives, and problem-solving and communication skills learning objectives. Trainees need to know how to break down the project into stages in a process, linking the stages in sequence, and then pre- sent a model of the finished product by writing a proposal with a diagram(s).

Learning Objective #6: Describe the Relationship between Needs Assessment and Learning Objectives

A needs assessment and learning objectives represent important steps in the training program design process. These are important because each contrib- utes to achieving the training goals linked to the organization’s strategic goals. Decision-makers initiate the process by indicating that employees or a sub-set of employees need to advance their development to further the interests of the organization. As described previously, the first step in the design process is to conduct a needs assessment. A needs assessment can either be a formal or informal process, as determined by the circumstances. However, what is essential during this step is the necessity to know all about the audience for training purposes, the learning requirements, and the capabilities of the trainees. Learning requirements refer to the types of instructional methods to use during training. Capabilities refer to the intellectual capacity, skill level, as well as prior experiences that serve as a foundation to build upon during the learning process. For example, if knowledge is lacking and knowledge is a necessary pre-condition for further learning, then providing the knowl- edge is a necessary pre-condition for further learning. If a skill is lacking, then developing rudimentary skills is a necessary pre-condition to advance skill development. Personal abilities often are present in some form with the learner, but the need to understand how to build on or advance that ability is a necessary pre-condition for advanced training sessions.

After successfully completing the needs assessment, the next stage in the design process is to identify the training goals that decision-makers expect the training program to accomplish. Achieving the training goals is impor- tant because these goals benefit the organization in directly or indirectly enabling the organization to achieve its strategic goals. Training goals, broad in focus, directly influence the selection of learning objectives, which is the next stage in the design process. The learning objectives provide the focus that the training program designers and trainers require to achieve the training goals.

The remaining steps of the training program design process include identi- fying the instructional methods to use, developing program content, selecting the assessment methods to use to assess whether the trainees have achieved all of the learning objectives, as well as post-training reflection for the design- ers and trainers to use in evaluating the program. Reflection should focus on program strengths, areas for improvement, and to determine the extent to which the program achieved the training program goals.

EBSCOhost - printed on 8/31/2022 9:47 AM via UNIVERSITY OF MARYLAND GLOBAL CAMPUS. All use subject to https://www.ebsco.com/terms-of-use

62 Learning Objectives

Learning Objective #7: Describe the Relationship between Learning Objectives and Instructional Methods

The next step in the training program design process following the selection of the learning objectives is the step for choosing instructional methods. Two primary factors influence the selection of instructional methods. Andragogy, the theory on adult learning, describes adult learners as individuals who learn best through the use of particular instructional methods. The second important factor is to match the instructional methods with learning objectives that enable trainees to achieve the learning objectives. The instructional methods selection process is the logical next step for identifying ways to achieve the learning objectives.

Instructional methods facilitate the achievement of the learning objectives. Because of the important role of instructional methods, training program designers need to be aware of how the adult learner learns best. All adult trainees need to be motivated in particular ways during the training process to ensure trainees work to learn the subject matter. Identifying the instruc- tional methods best suited to motivate trainees is a vital contributing factor in trainees achieving the learning objectives.

Adult learners prefer to draw from their personal experiences as a connect- ing bridge to learning something new. The use of instructional methods that draw on personal experiences is the preferred way for adults to learn. Adult learners also prefer learning new subjects through the process of identifying and solving problems. Working with problems is a familiar process to the adult learner, who has experienced numerous work-related types of problems in the past, solved these problems, and developed a problem-solving process to use in future situations.

The adult learner is inherently practical, and this practicality means that learning is strengthened when the subject matter is relevant to the learner’s job and career. The choice of instructional methods serves as the “best” means for maximizing learning in regard to the learner’s self-interest. Instructional methods perceived as serving the interests of the trainee motivate the trainee, whereas those perceived as not useful are shunned or resisted.

Adult learners enjoy learning with and from others, preferably peers. Adults relate better with other adults perceived as having similar types of experiences. In short, they know that each peer shares experiences with- out really knowing each person personally. Furthermore, adults are open to learning from other adults because they believe that other adults can share strategies that worked in similar situations and/or can offer insights on how a learner can deal with a problem or situation differently.

Adult learners prefer to learn through the use of a variety of instructional methods, in particular methods where the trainee is an active participant involved in the learning process and not in a passive learning role (e.g., the use of lectures). Chapter Six identifies and describes different instructional methods and provides numerous examples of the instructional methods pre- ferred by the adult learner. Designers need to be cognizant of the importance

EBSCOhost - printed on 8/31/2022 9:47 AM via UNIVERSITY OF MARYLAND GLOBAL CAMPUS. All use subject to https://www.ebsco.com/terms-of-use

Learning Objectives 63

of selecting a variety of relevant instructional methods to keep the attention of the adult learner, motivate the adult learner to want to learn, and represent the best ways to maximize learning by the adult learner.

Learning Objective #8: Describe the Relationship between Learning Objectives and the Subject of the Training Program

The next step in designing the training program is the content or subject matter step. The subject represents the content for the trainees to learn and achieve the learning objectives. Designers need to be alert to the time con- straints as well as other constraints when developing the content. At the same time, the designers need to ensure that the range and depth of the subject mat- ter is sufficient. Trainees need to be able to achieve the learning objectives.

Excess information discourages trainees because of the perceived and felt stress associated with too much information. Insufficient information is equally stressful for trainees, knowing that this negatively impacts their job performance.

Table 5.7 provides an example of the association between a number of learning objectives linked with the goal of re-designing the hiring process,

Table 5.7 The Relationship between Learning Objectives and the Subject Matter for a Training Program Covering a New Hiring Process

Learning Objectives Subject Matter

1 Trainees are able to demonstrate the correct method for using the Prospective Employee I.Q. test

• Purpose of the I.Q. test • Process for administering the I.Q. test

2 Trainees are able to explain and interpret the Prospective Employee I.Q. test

• I.Q. test score interpretation and the pass rate required

• Sub-categories test scores interpretation • Limitations of test score

3 Trainees are able to describe the process for conducting the Telephone Role Play test

• Process for using the Telephone Role Play test • Providing directions for using the Telephone

Role Play test • Practice administering the Telephone Role Play

test 4 Trainees are able to cite and

explain the purpose for using a formal process for checking references

• Trainees review the reference check questions • Trainees review the process to follow in

asking references to answer the reference check questions

5 Trainees are able to describe and demonstrate the new hiring process

• Trainees review the process and form for presenting the responses from the reference check process

• Trainees learn how to objectify the resume screening process

• Trainees learn how to objectify the information generated during the interview process

EBSCOhost - printed on 8/31/2022 9:47 AM via UNIVERSITY OF MARYLAND GLOBAL CAMPUS. All use subject to https://www.ebsco.com/terms-of-use

64 Learning Objectives

and the specific subjects associated with each learning objective. Aiming to fill financial advisor positions through recruitment, the financial service firm’s HR department introduces use of the Prospective Employee I.Q. test, the Telephone Role Play test, standardized reference check questions, and the reporting process to follow when presenting the responses from references. Finally, trainees learn about the new process designed to implement the mod- ified hiring process.

The subjects covered need to match against the learning objectives to ensure that the trainees receive the information needed to achieve each of the learning objectives. Lack of coverage or insufficient coverage can lead to results that fail to meet expectations.

Learning Objective #9: Explain the Relationship between Learning Objectives and Assessment Methods

The assessment step of the training program design process is important because assessment determines if the trainees have achieved the learning objectives. Achieving the learning objectives is simple if achievement is defined as either all or nothing. For example, “trainees are able to identify and describe each step in the new hiring process.”

However, there are variations within learning objectives, in terms of whether achieving defined levels of performance are associated with achiev- ing the objective, or whether there is a minimum pass rate that indicates what is necessary to achieve the learning objective. For example, a learning objec- tive might state that “trainees are able to demonstrate the ability to assemble a 3-speed bicycle within 30 minutes or less.” This is an example of a level of performance. The same learning objective can be used to state that “trainees must demonstrate the ability to assemble a 3-speed bicycle within 30 minutes or less to become certified as a bicycle assembler.” This is an example of a required pass rate. The examples show how to write a level-of-performance learning objective and a required-pass-rate learning objective.

There are two broad categories of assessment methods: informal types of assessment methods and formal types of assessment methods. There are no narrowly defining criteria that guide program designers in terms of select- ing methods from one or the other category, or both. Often, when train- ers require immediate feedback, the preference is for informal methods, and some of the most common informal methods include Q&A, taking train- ees aside to question them, an unplanned quiz, or contests used to motivate trainees but which also serve the purpose of providing feedback on whether trainees are learning the subject matter.

Formal assessment methods are necessary if quantifiable forms of feedback are necessary. One of the circumstances where formal methods are neces- sary occurs when the learning objectives follow a sequence. Trainers need to complete the basics so as to move forward to advanced levels. Trainees need

EBSCOhost - printed on 8/31/2022 9:47 AM via UNIVERSITY OF MARYLAND GLOBAL CAMPUS. All use subject to https://www.ebsco.com/terms-of-use

Learning Objectives 65

to demonstrate or show performance proficiency prior to moving forward towards achieving the next learning objective(s). The objectives incorporate performance criteria because of the need for quantifiable feedback. Trainers need to learn if the trainees are performing relative to the expectations framed by the performance criteria of each learning objective. Formal assessment methods that generate quantifiable information to be used also help to justify the value of a training program to the organization. The organization needs to know if the training goals have been achieved.

Learning Objective #10: Explain the Reasons Non-Homogeneous Groups of Trainees Require Different Types of Learning Objectives

Trainees are often grouped together for practical reasons, but the grouping typically encompasses a heterogeneous mix of individuals. The problem with this approach is that many trainees’ motivation will vary, because the mixed grouping constrains learning the subject matter, since the information pre- sented is either too advanced or repetitive. Expediency is therefore offset by less than optimal training results.

It is important for designers to understand how trainees can differ. First, aptitude or capacity for learning is an important differentiator because each trainee’s learning ability is constrained by their capacity limitations. A second issue is prior experience. Trainees with lots of experience need advanced training, while those with less experience require training commensurate with their level of experience. Finally, trainees can differ according to varia- tions in their personal abilities. These include personal values, physical capa- bilities, psychological abilities, and social skills.

In designing a training program for a heterogeneous group of trainees, information from the needs assessment provides the designers with fore- knowledge of the group’s differences so as to design the program to meet the needs of all the participants.

Designers can identify universal learning objectives that apply to the entire group, and learning objectives for each of the sub-groups identified prior to training. Designers need to screen trainees during the needs assessment process, directly or indirectly, to learn if the group of trainees is sufficiently different to warrant designing a training program organized to focus on each sub-group of trainees.

Other stages in the design process are equally impacted by a heterogeneous group of trainees. Instructional methods need to be relevant for when train- ees are disaggregated into sub-groups. Likewise, the subject matter needs to be relevant for each sub-group along with the choice of assessment methods used to evaluate trainee learning. Training can succeed with a heterogeneous group of trainees, but the designers need to understand that designing a pro- gram for a heterogeneous group requires a complex training program.

EBSCOhost - printed on 8/31/2022 9:47 AM via UNIVERSITY OF MARYLAND GLOBAL CAMPUS. All use subject to https://www.ebsco.com/terms-of-use

66 Learning Objectives

An example will help the reader understand the issue associated with learning objective #10. Financial firms employ financial advisors. There are novice financial advisors, experienced financial advisors and sophisticated financial advisors: three primary groups of advisors. If the subject matter of the training program is sales training, then novices require a more basic form of sales training that is equivalent to a college introductory course. Experienced financial advisors require the equivalent to coursework beyond the intro- ductory course. Finally, sophisticated financial advisors benefit most from a graduate-level course equivalent to advanced sales training. The training pro- gram needs to meet the needs of each sub-group to provide the foundation for a successful training outcome.

Questions

1 Describe the link between learning objectives and a training program. 2 What is the source of learning objectives? Explain. 3 Identify and describe the three types of learning objectives. 4 Explain what is meant by levels of cognitive learning. 5 Identify and describe the four attributes of a learning objective.

Bibliography

Acito, A. (2002). Learning objectives: A practical overview. Praxis Learning Networks (online). Available at: https://clt.odu.edu/ofo/assets/pdf/Learning_Objectives.pdf. 1–3.

Adams, N.E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of Medical Library Associations. 103(3): 152–153.

Allan, L. (2008). Writing learning objectives. Business Performance (online). Available at: http://www.businessperform.com/workplace-training/writing_learning_objectives. html. 1–3.

Bonner, S.E. (1999). Choosing teaching methods based on learning objectives: An integrative framework. Issues in Accounting Education. 14(1): 11–39.

Center for the Enhancement of Learning & Teaching. (2009). Learning objectives. 1–6. Gamarra, F., Noel, J.L., Brunelli, A., Dingmany, A.M., Felip, E., Mina, G., Bogdan,

D.G., Hardavella, G., Huber, R.M., Janes, S., Massard, G., Martin, P., Sculier, J.P., Schnabel, P.A., Ramella, S., Raemdonck, D.V., & Meert, A.P. (2016). Thoracic oncology HERMES: European curriculum recommendations for training in thoracic oncology. Breathe. 12(3): 249–255.

Golia, J. & Katz, R.M. (2017). Crafting effective learning objectives (online). Available at: TeachArchives.org. May 5. 1–3.

Huitt, W. (2014). Bloom et al.’s taxonomy of the cognitive domain. Available at: www. edpsycinteractive.org/topics/cognition/bloom.html. August 24. 1–4.

Learning Management Corporation. (2008). Developing clear learning outcomes and objectives (online). Available at: http://www.csu.edu/CTRE/pdf/developingclear- outcomesandobjectives.pdf. 1–6.

Martin, H. (2007). Constructing student learning outcomes. NACADA Clearinghouse (online). Available at: http://www.nacada.ksu.edu/Resources/Clearinghouse/View- Articles/Constructing-student-learning-outcomes.aspx. 1–9.

EBSCOhost - printed on 8/31/2022 9:47 AM via UNIVERSITY OF MARYLAND GLOBAL CAMPUS. All use subject to https://www.ebsco.com/terms-of-use

Learning Objectives 67

McNamara, C. (2012). Designing training plans and learning objectives. Free Management Library (online). Available at: https://managementhelp.org/training/systematic/ guidelines-to-design-training.htm. 1–11.

Michelon, P. (2006). What are cognitive abilities and skills, and how to boost them? Sharp Brains Virtual Summit (online). Available at: https://sharpbrains.com/blog/2006/12/18/ what-are-cognitive-abilities/.

Osters, S. & Tiv, F.S. (2013). Writing measurable learning outcomes. 3rd Annual Texas A&M Assessment Conference. Available at: http://www.gavilan.edu/research/spd/ Writing-Measurable-Learning-Outcomes.pdf.1–10.

Park, C. (2004). Writing quality learning objectives (online). Available at: Captain Park. edu. 1–7.

Ross, S. (2015). The Road to Self-Leadership Development: Busting Out of Your Comfort Zone. Bingley: Emerald Group Publishing.

Sullivan, A.G. (2015). Writing GME goals and objectives: A toolkit. University of Wisconsin Hospital and Clinics GME Office. Available at: https://www.uwhealth. org/files/uwhealth/docs/pdf2/GME_Core_Toolkit.pdf. 1–7.

Wong, H. & Wong, R. (2011). Learning objectives: The heart of every lesson. Effective Teaching. 1–11.

EBSCOhost - printed on 8/31/2022 9:47 AM via UNIVERSITY OF MARYLAND GLOBAL CAMPUS. All use subject to https://www.ebsco.com/terms-of-use