Guidance Note 01/06

Aims & Objectives for training

Introduction

This is the first of a series of guidance notes that the Judicial Studies Board (JSB) Monitoring and Evaluation (M&E) team will
issue periodically on key training topics. The target audience for this guidance note is primarily aimed at training ‘professionals’,
for example Justices’ Clerks, Legal Advisers and Training Managers. The note is written as a practical tool and provides
working examples.

Why care about aims and objectives?

Aims and objectives are essential for designing effective training. Without understanding the purpose and expected results of
the training, things can go badly wrong. If clearly defined aims and objectives are lacking, there is no sound basis for the
selection or design of materials, content and methods. A clear statement of what is to be achieved through the training will
provide a sound basis for choosing appropriate evaluation methods. In other words learners will know precisely in which
direction they are travelling and trainers will know whether or not they are getting there. As a result evaluating training becomes
a much easier process within the four main areas identified in the JSB M&E Evaluation Guidance (on the JSB M&E website).

Thus, aims and objectives play a vital role in planning:

• a training programme
• a course
• a short training event for individual learners
• evaluation methods.

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Tackling terminology

Aims and objectives are often used loosely (and sometimes incorrectly) although they are very different. Other words are also
used such as goals, purposes (rather like aims) and learning outcomes (similar to objectives). The terminology has become a
minefield, but there is no need to get too bogged down in fine differences.

Aim Objective

An aim is a general statement of intent. It An objective is a more specific statement

describes the direction in which the learner about what the learner should, or will be able
will go in terms of what they might learn or to do, after the training experience.
what the training will do.

Purpose of an aim

Aims are very important tools in the design, implementation, and evaluation of training. Simply put, an aim gives a general
indication of what may be learnt and what the benefits are from attending the training. However, aims do not give any details or
means of assessing whether the learning has been successful. Objectives are used for this purpose.

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The qualities of well-formed learning objectives

Objectives are very important tools in the design, implementation, and evaluation of training. Simply put, a usefully stated
objective is one that succeeds in communicating an intended result to the learner.

Unfortunately, there are many slippery words that are open to a wide range of interpretation when writing objectives.

Consider the following phrases in this light:

Words open to many interpretations Words open to fewer interpretations

to know to describe
to understand to state
to appreciate to sort
to grasp the significance of to solve

What is meant by, to know something? Does it mean learners have to recite, or to solve or to read aloud to a group? The word
in itself can mean different things to people. Until the definition is understood in terms of what learners ought to be able to DO,
very little has been said.

A well-formed learning objective contains all of the following elements.

• Performance. An objective always says what a learner is expected to do and must be measurable; the objective
sometimes describes the product or result of the doing (for example to make a presentation, state the actions to take).
Words such as state, describe, list, compare, and explain all describe things that people might do.

• Conditions. An objective always describes the important conditions (if any) under which the performance is to occur (for
example with reference to the course notes, in the court environment).

• Criterion. Wherever possible, an objective describes the criterion of acceptable performance by describing how well the
learner must perform in order to be considered acceptable (for example correctly, accurately, according to the Adult Court
Bench Book).

The Framework of Standards for Magistrate Training and Development refers explicitly to aims and objectives at stages 2:1 and
2:2.
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Example of an aim and a well-formed learning objective

Bearing this in mind, let’s examine an existing aim and objective from the Magistrates National Training Initiative (MNTI2) core
training materials, to see whether this meets the definition of an aim and the qualities of a well-formed learning objective. It is
also important to look closely at the style of writing and how this comes across to the learner.

Example of an aim

Existing aim Revised aim

To provide an overview of the training and
development framework for magistrates.
To provide an overview of the training and
development framework, in order to equip you
with the knowledge and understanding of the
purpose of the Magistrates National Training
Initiative (MNTI).

The aim now gives an indication of how learners

might benefit from this module.

When writing an aim that a delegate will read, try try

and use an “enabling voice”
(e.g. ‘in order to equip you….’ rather than ‘for
magistrates’). This expresses an aim in a more
personal manner.

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Example of a well-formed learning objective
Existing objective
By the end of the session, delegates will be
able to:
• explain in outline the six key qualities
required of a magistrate, the undertaking,
and the judicial oath.
Other examples of aims and well-formed learning objectives are provided at Annex 1.
Guidance Note 01/06
Revised objective
Key code
The objective is coded for ease of reference.
- Performance is in bold
- Condition is underlined
- Criterion is in italics.
By the end of the session, you will be able to:
• describe, accurately, using your
Induction Pack the six key qualities
required of a magistrate, the undertaking,
and the judicial oath.
When writing an objective that a delegate will
read try and use an “enabling voice”
(e.g. ‘you will be able to ….’ rather than
‘delegates will be able to ….’). This
expresses an objective in a more personal
manner.
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Practical tips

• Always spend time considering what the aim and objectives of the training are before designing the programme. In this
way well written aims and objectives will help to provide a sound basis for identifying the purpose, content and learning
methods required. They will also be key in evaluating whether the training has been successful. See Framework of
Standards for Magistrate Training and Development.

• Think of objectives in terms of the outcome of the training, that is what do you want the learner to differently as a result of
attending the training?

• Use a checklist (example at Annex 2) to see whether performance, condition and criterion are included in all learning
objectives. If the condition and criterion apply to all of the objectives, consider including these in the stem sentence for the
objectives (for example ‘By the end of the session you will, with the use of your handouts, be able to correctly:’).

• Constantly refer to the aims and objectives when designing materials/exercises and ensure that learners are fully aware
of them throughout the event.

• Refer specifically to the aims and objectives when designing evaluation methods. You can find detailed guidance in the
JSB M&E Evaluation Guidance on the JSB M&E website.

Further information

If you would like the JSB M&E team to provide additional support or advice on this topic (for example quality assurance of
existing Area training materials) please do not hesitate to contact Peter Robinson, Monitoring & Evaluation Manager – tel: 0113
200 5131 or email peter.robinson@jsb.gsi.gov.uk.

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References

Preparing Instructional Objectives, RF Mager (1991) ISBN -0-8224-4341-4

The Complete Learning Evaluation Toolkit, Frances & Roland Bee (2000)
ISBN –0-85292-871-8

Aims, objectives and learning outcomes, Training the trainer resource pack www.archive-skills.com

Aims & Objectives, Scottish Council for Postgraduate Medical Dental Education,
EA Hesketh & JM Laidlaw

JSB Magistrates National Training Initiative (MNTI) Core Training Materials

JSB M&E website www.jsboard.co.uk/mande/index.html

Chartered Institute of Personnel and Development www.cipd.co.uk

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Annex 1

Example 1

Aim: To introduce the concepts of judicial decision-making, bias and fairness so that you understand and apply these principles
in court.

Key code

The objectives are coded for ease of reference.

- Performances are in bold

- Conditions are underlined
- Criteria are in italics.

Objectives:

By the end of the session, you will be able to:

• describe using suggestions from within syndicate groups, three reasons for, and elements of, the structured decision
making process, as outlined in your pre-course reading pack

• name correctly five different types of question style, without using your course notes

• summarise accurately, by reference to your pre-course reading pack, the concepts of bias, impartiality and fairness as
applied in the magistrates’ court.

Note: These are only illustrative examples.

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Annex 1 (cont’d)

Example 2

Aim: To explain the concept of case management and the role you play; and to identify and explore the key preliminary stages
in a criminal prosecution.

Key code

The objectives are coded for ease of reference.

- Performances are in bold

- Conditions are underlined
- Criteria are in italics.

Objectives:

By the end of the session, with reference to your course notes and/or Adult Court Bench Book, you will be able to correctly:

• describe what case management is and why it is important

• state four actions to consider when dealing with the impact of delays in court proceedings

• explain the procedure for making adjournment and remand decisions and the key issues to consider when making
bail/custody decisions.

Note: These are only illustrative examples.

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Annex 1 (cont’d)

Example 3

Aim: To examine the key reforms within the Criminal Justice Act (CJA) and provide you with the knowledge and skills needed to
apply the new sentencing provisions.

Key code

The objectives are coded for ease of reference.

- Performances are in bold

- Conditions are underlined
- Criteria are in italics.

Objectives:

By the end of the session, you will be able to:

• describe, using suggestions from within syndicate groups, the structured approach to sentencing within the CJA
ensuring this accurately covers the Sentencing Guidelines Council (SGC) requirements

• list the correct steps to consider from case study exercises, in accordance with the SGC and course material, using the
new structured decision making form

• name correctly at least five requirements that can be attached to a community order without reference to your course
notes.

Note: These are only illustrative examples.

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Annex 2

Checklist for testing well-formed learning objectives

Characteristics of objectives Met Comments

( or x)
Performance

Do the objectives state what the learner is able to do?

Examples in the form of doing words such as describe,

name, write, list, summarise or explain.

Condition

Do the objectives state the specific conditions under

which the performance is expected to occur?

Examples such as with or without reference to course

materials, to a group of people, or given a list of.

Criterion

Do the objectives state the quality or level of

performance that will be considered acceptable?

Examples such as according to specific references,

accurately or correctly.

Training programme/course: …………………………………………………………………….

Name: ………………………………………….. Date: ………………………………..

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