TRAINING

OBJECTIVS
Dr. Faisal Asghar Imam
What would an alien see???
 What is an OBJECTIVE?

 Learning

A demonstration that learning has

occurred

 Objectivesmakes a documented
statement to the organization that
training means business and that learning
is work
How to Write Learning Objectives
 Performance (behavioral, specific)
 After training, the manager will be able to
ask open questions
 Criterion/ Standard (measurable)
 Which cannot be answered yes or no
 Conditions
 When employee seems angry, frustrated,
confused, or tense
 Pro/Con Analysis of Learning Objectives
 You just can't define some jobs
 Then how does this job survive during a crisis?
Who would miss it if it were eliminated?
 One way to determine the learning
(behavioral) objective for an ambiguous task is
to identify the product (or "accomplishment")
resulting from successful completion of that
task. Example: Managers are decision makers;
therefore the product of that process is a
decision. What are the qualities of effective
decisions in their organization? The objective of
the training program would be to produce
decisions that meet those criteria.
 There are no standards to work from
 Then how do you now know when the work is
okay? When it should be rejected? When to
insist that the work pace be accelerated?
Whom to promote?
 When standards do exist, that's where learning
objectives start! Thus learning objectives may be
a way to validate existing standards—and to
generate them when they're missing
 Sometimes standards "Vanish" because nobody
ever enforces them, because there is no steady
feedback about their achievement—or
because they are not realistic and people
conveniently "rise above them"!
 We've been getting along just fine without them

 Areany of your people getting by with less than

good on-the job performance? Well, maybe
that's what we've been doing by not trying to
define the output of our training

 Resistance to change is one of the perpetual

realities with which T&D specialists learn to cope
in themselves as well as in others
The Case for Writing Learning
Objectives
 Learning

 Attention
 Motivation: Goal Setting theory- Trainees who
know precisely what is expected of them are
much more inclined to invest energy in pursuit of
the goal
 Reduce anxiety
 Focus on the learner- "After training, the worker
will be able to ..."
The Case for Writing Learning
Objectives
 The managers will have a tool for communicating
expectations. They can establish accountabilities
for the learning and for applying it on the job
after the training
 The T&D department can more honestly evaluate
its own achievements
 Clear statements of learning accomplishments
can validate performance standards, or set them
if there are none
SPECIFIC OUTCOMES IN WHICH
AREA???

 KSA

 SOME OVERLAPPING
BLOOM’s TAXONOMY

 Three Domains

 Set learning objectives in domains

 Set learning objectives WITHIN domains

THE COGNITIVE DOMAIN
1. Knowledge: list,define,recall ( quote a theory or
procedure)
2. Comprehension: explain, reiterate, review,
summarize ( quote examples, explain a theory)
3. Application: use,apply,solve (problem solving
activities and projects/role play)
4. Analysis: analyse,catalogue,compare &
contrsat,examine (case studies, long term
projects)
5. Synthesis: develop, plan, design, formulate
(creative projects)
6. Evaluation: justify, defend, present a case for..
SOME KLPS……
 What level of development you want
learners to be at,,,and how to describe
learning objectives for that level?

 People can not go to higher levels without

prior level understanding

 Background probing
SOME KLPS……
 people cannot make evaluations without
having analyzed, and they cannot
analyze without possessing knowledge.
Yet one wonders about all those people
who constantly make judgments based
on no facts at all. The point is that
educated minds do insist upon facts first
 Will have knowledge of three types of active
listening

 Will
be able understand the stages of
development of an effective team

 Will be able to apply theories of motivation to

different situations

 Willbe able to recognize and identify different

personalities, and know how to motivate them
THE AFFECTIVE DOMAIN
1. Receive: acknowledge, awareness(listen, attend,
take notes, interest)
2. Respond: clarify, accept responsibility (role plays,
questions, group discussion)
3. Value: commitment, challenges, (socialization,
outdoor activities)
4. Organize and Conceptualize: determine the
interrelationship between different values
,formulates, modifies, will be able to revise
judgments and change behaviors in light of new
evidence (EDP, group discussion)
5. Characterize: displays, practice the dominant
values ( MENTOR)
SIMPSON’s PSYCHOMOTOR
DOMAIN

1. Perception: notice, hear, touch

2. Set: prepare, get set
3. Guided Response: imitation, trial and error
4. Mechanism: perform, complete
5. Complex Overt Responses: co ordinate
6. Adaption: adjust, solve, trouble shoot
7. Origination
THE CRAMP MODEL

 COMPREHENSION
 REFLEX DEVELOPMENT
 ATTITUDES
 MEMORY
 PROCEDURAL LEARNING
ASSIGNMENT
 Active listening
 Building effective teams
 21st century customer service
 Conflict management
 Occupational stress
 From managers to leaders