Objective Setting

Importance of Objectives
Trainees know what is expected of them from
training
Supervisors know whom they have to nominate to
the program
Management knows what it gets from its investment
Conveys training means business

Importance of Objectives (Contd.)

Training design
> Guide the course content
> Guide the course sequence
> Help in selection of appropriate training
techniques
> Help in deciding the time required
> Help in incorporating the appropriate learning
principles

Importance of Objectives (Contd.)

Delivery
> Instructors can better control the stimuli they
use on participants
Evaluation
> Provide basis for evaluation
> The supervisors have a tool for motivating and
they can establish accountabilities

Blooms Taxonomy
Cognitive
Affective
Psychomotor

Cognitive Domain
2.
COMPREHENSION

Recall, or recognition of terms, ideas,

procedure, theories, etc.
Translate, interpret, extrapolate, but not
see full implications or transfer to other
situations, closer to literal translation.

3. APPLICATION

Apply abstractions, general principles, or

methods to specific concrete situations.

1. KNOWLEDGE

4. ANALYSIS

5. SYNTHESIS

6. EVALUATION

Separation of a complex idea into its

constituent parts and an understanding of
organization and relationship between the
parts. Includes realizing the distinction
between hypothesis
Creative, mental construction of ideas and
concepts from multiple sources to form
complex ideas into a new, integrated, and
meaningful pattern subject
To make a judgment of ideas or methods
using external evidence or self-selected
criteria

Affective Domain
LEVEL OF EXPERTISE
PERCEPTION
SET
GUIDED RESPONSE
MECHANISM
COMPLEX OVERT
RESPONSE
ADAPTATION

ORGANIZATION

DESCRIPTION OF LEVEL
Uses sensory cues to guide actions
Demonstrates a readiness to take action to
perform the task or objective
Knows steps required to complete the task or
objective
Performs task or objective in a somewhat
confident, proficient, and habitual manner
Performs task or objective in a confident,
proficient, and habitual manner
Performs task or objective as above, but can
also modify actions to account for new or
problematic situations
Creates new tasks or objectives incorporating
learned ones

Psychomotor Domain
PERCEPTION

Uses sensory cues to guide actions

SET

Demonstrates a readiness to take

action to perform the task or
objective

GUIDED RESPONSE

Knows steps required to complete

the task or objective

MECHANISM

COMPLEX OVERT RESPONSE

ADAPTATION

ORGANIZATION

Performs task or objective in a

somewhat confident, proficient, and
habitual manner
Performs task or objective in a
confident, proficient, and habitual
manner
Performs task or objective as above,
but can also modify actions to
account for new or problematic
situations
Creates new tasks or objectives
incorporating learned ones

Classification of Objectives(Cont.)
Performance objectives (Mager)
prescribe what can employees perform after
training that they could not do before

Flexible objectives
allow each trainee to learn some thing from
training and apply if possible

How To Write Performance Objectives

Performance (observable action)
What a learner is expected to be able to do
ex; take temperature of a patient

Condition (conditions of performance)

Under which conditions the performance is to occur
ex; with a digital oral thermometer

Criterion (measurable criterion)

Acceptable performance
ex: within 0.1 degree of accuracy

Flexible Objectives Address:

Individual differences
Element of choice
Broad boundaries and long term changes
The process as objective
They begin with the words such as
encourage, explore, explain, enhance etc

Objective Setting : Action Plan1,2&3

Action Plan

1. Pick up the training

needs with which you
are comfortable to
design training
program/s
2. Set performance
objectives for the
program/s following
Magers model
3. You may set a few
flexible objectives