Topic 2 - Learning Objectives Basic Guidelines (and Examples) for riting Learning Objectives

!escription of Learning Objectives and T"eir #urpose Training programs should be designed by trainers and/or learners to achieve certain overall goals for the learner. Programs should also include various learning objectives that when reached culminate in the learner achieving the overall goals of the training program. Learners implement one or more learning strategies/methods/activities to reach learning objectives. When designing a training plan, each learning objective should be designed and worded to the extent that others can clearly detect if the objective has been achieved or not. rom reading the learning objective, readers should be able to answer the !uestion" #What will the learner be able to do as a result of the learning activities/methods/strategies$# %s much as possible, learning objectives should also be written to be &'%(T an acronym for $pecific, %easurable, &cceptable to you, 'ealistic to achieve and Time)bound with a deadline*.

or more guidance, see +oals and ,bjectives &hould -e &'%(T. Examples to (onve) *ature of ell- ritten Learning Objectives

To help learners understand how to design learning objectives, the following examples are offered to convey the nature of learning objectives. The examples are not meant to be offered as examples to be adopted word)for)word as learning objectives. Trainers and/or learners should design their own learning objectives to meet their overall training goals and to match their preferred strategies for learning. ./,T0" The following learning objectives were developed by a client of mine.* The topic of the learning objective is included in bolding and italics. Learning objectives are numbered directly below. Topic+ (ommunication 1. 0xplain four basic principles of communication .verbal and non)verbal* and active, empathetic listening. 2. ,utline four barriers and bridges to communication 3. List at least four ways communication s4ills which encourage staff involvement will help create a positive wor4 environment.

Topic+ %entoring 1. explain basic job duties and standards from job description to staff 2. outline at least five specific learning goals with staff by comparing performance with job duties 3. develop a yearly plan with staff to accomplish learning needs, supervision plan and rewards Topic+ Effective coac"ing 1. state at least three job expectations for staff that focusing on meeting resident5s needs 2. plan five strategies to give fre!uent verbal and non) verbal encouragement and rewards 3. identify specific performance concerns with staff as4ing for possible solutions and decide together methods of measuring successful outcomes Topic+ (ultural !iversit) 1. plan wor4able strategies for incorporating new staff into the wor4 team 2. select their own means to exhibit an appreciation of how values and perceptions affect communication 3. ma4e available for staff a series of learning opportunities for increased world 4nowledge and cultural information Topic+ Time %anagement 1. list job expectations of staff 2. tools to use in prioriti6ing tas4s of resident care 3. create with staff a tentative schedule for cares based on these facts Topic+ (onflict resolution 1. explain at least five basic principles of empathetic communication to handle conflict 2. develop policy that gives current front)line leaders the permission and expectation to wor4 with other staff on conflict resolution 3. develop policy for progressive discipline and explain how this wor4s to current front line leaders Topic+ $tress %anagement 1. 2. 3. 7. list and recogni6e major symptoms and behaviors related to too much stress outline three to five stress management strategies list !uic4 strategies staff can use during wor4 shift as well as at home to reduce stress level educate staff about basic guidelines to build support wor4 teams

Topic+ (ommunication s,ills-(ultural &pproac"es 1. teach each other and staff about different cultural approaches and living styles 2. identify three steps to foster a climate where differences in cultures are reviewed as positive and additive

3. learn at least three methods of problem solving when cultural differences and practices interfere with necessary resident care. Topic+ .ob expectation-(oordination including aut"orit) and responsibilit) 1. learn three approaches to problem solving which includes identification of the underlying problem 2. ma4e staff assignments based on input from staff 3. evaluate approaches and ma4e corrections based on outcomes Topic+ Team /or,-#ositive /or, environment-#ositive 'e/ards 1. identify characteristics of an effective team 2. describe four s4ills leaders can use to foster commitment and collaboration 3. develop at least five guidelines to treating staff with respect and helping staff learn from each other Topic+ Goal $etting-#erformance 'evie/s 1. develop guidelines to set specific goals with staff and help them plan to meet these goals 2. develop policy that encourages staff to see4 education goals through career ladders 3. develop guidelines for effective observation and feedbac4 toward goal achievement .by staff* Topic+ (onstructive (riticism-(onse0uences 1. establish clear standards of behavior, and that recogni6e and reward staff when they meet the standards 2. list ways to approach staff whose performance is a concern .with a win)win frame of mind* 3. describe how learning empathetic communication will help front line leaders handle conflict/constructive communication and help plan for solutions 'eferences "ttp+--management"elp1org-trng2dev-lrn2objs1"tm

3o/ to /rite great learning objectives b) 4evin 4ruse (obert 'ager is the third titan of instructional design, and his 1892 boo4, Preparing Objectives for Programmed Instruction, influenced school systems for decades and continues to shape the vast majority of corporate training programs developed today. 'ager argued for the use of specific, measurable objectives that both guide designers during courseware development and aid students in the learning process. These instructional objectives, also 4nown as #behavioral# and #performance# objectives, can be applied directly in +agne:s second event of instruction, which is to inform learners of objectives. %ager5s T"eor) of Be"avioral Objectives ;n the design of instructional materials, training needs are first analy6ed and the learning goals of the program are determined. 'ager:s central concept is that a learning goal should be bro4en into a subset of smaller tas4s or learning objectives. -y his definition, a behavioral objective should have three components" 1. Be"avior1 The behavior should be specific and observable. 2. (ondition1 The conditions under which the behavior is to be completed should be stated, including what tools or assistance is to be provided. 3. $tandard1 The level of performance that is desirable should be stated, including an acceptable range of answers that are allowable as correct. <onsider the following be"avioral objective" Given a stethoscope and normal clinical environment, the medical student will be able to diagnose a heart arrhythmia in 90% of effected patients This example describes the observable behavior .identifying the arrhythmia*, the conditions .given a stethoscope and a normal clinical environment*, and the standard .8=> accuracy*. Today, the performance objectives in most training programs ignore an indication of the conditions and standards. When these are omitted, it is assumed that the conditions involve normal wor4place conditions, and standards are set at perfection. What is always included, however, is the most important criteria for a valuable objective ) a written indication of the behavior using measurable or observable verbs. %ccording to 'ager, vague verbs such as #understand,# #4now,# or #learn about# should be replaced with more specific verbs. The list that follows provides some of the verbs appropriate for use with the statement #%t the conclusion of this lesson you will be able to"# list identify state describe define

solve compare and contrast operate

or an example of how behavioral objectives can be developed, let:s assume that we are creating a training program for receptionists. The goal of the program is simply to train people in proper phone use. What might the specific tas4s and associated learning objectives include$ %n example of a poorl) defined objective is" In this course you will learn how to operate the phone and properly communicate with callers This statement is not an objective but a description of the course contents. ,ther examples of poorly written objectives are" !fter completing this course you will be able to" operate your phone #now how to greet callers understand the procedure for transferring a call

These objectives do not indicate observable behaviors, ma4ing assessment of their mastery impossible. ?ow does one 4now if someone 4nows or understands something$ What does it really mean to operate the phone$ The following performance objectives are good examples of the use of observable behaviors. !fter completing this course you will be able to" place a caller on hold activate the spea#er phone play new messages on the voice mail system list the three elements of a proper phone greeting transfer a call to a re$uested e%tension

These objectives are built around very discrete tas4s. ;nstead of the vague objective to #operate the phone,# the learner 4nows exactly what is expected for successful operation ) namely, using the hold feature, spea4erphone, and voice mail system. 'ore importantly, these behaviors are observable. % student can be watched as he activates the spea4erphone or listened to as she describes the elements of a good phone greeting. -ecause there is no ambiguity, learner expectancy is achieved and a proper evaluation can be made.

'eference http"//www.e)learningguru.com/articles/art3@7.htm

Guidelines for

riting Learning Objectives

The following guidelines are provided to assist in the development of appropriate learning objectives for a proposed educational experience.

$tep 6 Aescribe the information, s4ills, behaviors, or perspectives participants in the session will ac!uire through attendance and participation.

$tep 2 <learly identify the outcomes or actions participants can expect to demonstrate as a result of the educational experiences. &ee the action words below.

$tep 7 Write the learning objectives that relate to these outcomes and that reflect the content of the session. ,bjectives describe the behavior of the learner, and" are stated clearly define or describe an action %re measurable, in terms of time, space, amount, and/or fre!uency. ords (examples) Aemonstrate Aifferentiate ;dentify %naly6e Aescribe Aesign ormulate /ame Aefine Aiscuss %ssess List

%easurable &ction 0xplain <ompare 0valuate

'eference http"//apha.confex.com/apha/learningobjectives.htm