Writing learning objectives as the first step in the course development process will help ensure that the course content addresses performance gaps.

For course developers struggling to determine what content should be included in training sessions, writing learning objectives as the first step in the course development process can help. In her article “Jump Start Your Learning Objectives,” Deborah Laurel writes, “Learning objectives create the framework on which many other training design decisions are based” because they define what learners will be able to accomplish after the course and the types of knowledge and skills needed to get them there.

Defining Learning Objectives

In his work, The Instructional Design Principles, Robert Gagne writes that “What will these learners be able to perform after the lesson that they couldn’t (didn’t) do before?” or How will the learner change after the lesson?’ The replies to these questions serve as the foundation for developing learning objectives, which explicitly identify the desired change in the learner.

Objectives should be, according to Laurel, “specific, observable, and measurable” and specify what the learner must be capable of doing after the particular unit, lesson, course or program. Well-written objectives go beyond outcomes that suggest students will “know” or “understand” a broad overview of a topic. Instead, goals start with action verbs to specify how the students will demonstrate that they understand the material. For example, the only way to see that a student understands how mail merges work in MS Word is to either have the student explain the process or perform a mail merge from beginning to end without reference material.

Conducting a Needs Assessment

Several pieces of information about the need, the learners, the content, and general logistics must be gathered, analyzed, and validated before writing objectives. During this process, typically called a needs assessment, the ultimate goal is to identify the subject matter, the knowledge and skill level the learners currently have, and the knowledge and skill level the learners need to have. The learning objectives should address the gap between your learners and where they should be.

There are several sources from which the course developer can get the information they need, but it’s never an easy process. Focus on the required information rather than the people. For example, when developing customer service training, talking to the team’s manager may not be the best strategy because they may be too far removed from the day-to-day frustrations of his team to provide the information needed. Instead, going directly to the team for information may be the best option.

Classifying Objectives

A variety of learning outcomes are needed to increase knowledge and skill. In their book, Designing Effective Instruction, Morrison, Ross, and Kemp write that learning objectives are typically grouped into three categories:

• Other intellectual goals are in the cognitive sphere.
• The psychomotor domain encompasses tasks like performing, manipulating, and building that require skeletal muscular usage and coordination.
• Assertions in the emotional realm include: enjoying, preserving, and respecting.

The objective’s domain dictates what can reasonably be accomplished in a class and, therefore, how the aim itself is structured.

Writing Objectives

There are many formulas for writing learning objectives. However, most of the models include at least two primary elements:

• Action verb: Describes the action required the learner – recite, name, describe, compare.
• Subject content: Describes the content manipulated by the act – Recite the Pledge of Allegiance.

For objectives in the psychomotor domain (and some in the cognitive part) where the level of learner achievement can be measured against a performance criterion, the learning objective should also include:

• Level of achievement: Standard or benchmark for the minimum level of performance – in proper order, at least 8 out of 10
• Conditions: what equipment is required – using Microsoft Word 2007

For objectives in the affective domain, it may be difficult to quantify a level of achievement or conditions – difficult, but not impossible.

Once all of the information is gathered, write the learning objectives and secure agreement from your subject matter experts. Here’sHere’s a sample objective for each domain:

• Cognitive: Describe the purpose of styles in Microsoft Word.
• Psychomotor: Create three heading styles using the Organize Styles feature in Microsoft Word.
• Affective: Agrees to use classes instead of modifying text when possible.

Objectives are Essential to Course Development

When creating learning objectives, focus on the learning outcomes and the learner’s information to achieve those outcomes. Here’sHere’s a summary of the processes needed to ensure learning objectives are focused and effective:

• Assess the targeted learning outcomes.
• Determine the domain for each purpose to ensure that the goals are written in the proper format.
• Write learning objectives that contain at least an action verb and subject content.

While writing learning objectives can be challenging, reasonable goals based on a solid needs assessment makes the rest of the course development process more straightforward because the learning outcomes shape the content of the course. Also, because the objective’s domain specifies the type of actions the learners will need to complete when the system is over, identifying the field helps developers determine the types of activities included in the course. Writing practical learning objectives is a powerful tool for any course designer’s toolkit.

There are dangers in designing or purchasing generic training not customized to the audience. Risks include reduced learner retention and engagement.

Some training managers and designers purchase training activities or design generic presentations to deliver them to multiple general audiences. However, when a display has not been customized to the audience, it can lead to poor learner engagement and poor retention of training content.

While it is tempting and sometimes cost-saving to purchase a generic training program, activity or tool kit, learners will not appreciate the general nature of the content as They will be unable to discern how the information connects to the tasks at hand.

Audience Engagement and Participation Suffers

When training fails to be relevant to the work being performed, it fails to engage the learner. A fundamental adult education principle ensures that training is designed so that the learning can be applied on the job. Drop out rates can increase dramatically if one learner is vocal about the misalignment with the content taught and the work performed.

To customize the training to engage the learner, start by finding relevant, industry or company-specific case studies and examples from actual work situations. In addition, if the learner is actively involved in solving the case study or discussing solutions, they are more likely to be engaged in the learning process. Simulation exercises where the learner is expected to duplicate what will be done on the job is another excellent way to show a direct correlation between the content and the work performed.

Poor Content Retention by Learners Leads to Poor Application of Learning

Learning outcomes will not be met if the material is not customized to the audience. Retention is a metric that indicates how much learning is retained after the training is completed. Retention and the job application of the teaching is the actual return on investment of training initiatives.

To improve content retention by learners, customize generic training presentations to quiz participants on how the learning can be applied on the job during and after the training. Another option is to consult with the participants’ supervisors, letting the supervisors review the generic training presentation to identify content areas that could be specialized to the company or industry.

For example, content retention with a generic training presentation on occupational health and safety could be improved if the participants are tested on their knowledge of safety regulations that apply to the specific company activities and processes involving commonly used chemicals.

Customize generic training by finding ways to make the learning relevant to participants to ensure learner engagement, participation and content retention.

Donald L. Kirkpatrick proposed four stages of training assessment to demonstrate the benefit of training from the learners’, supervisors’, and organizational perspectives.

Donald L. Kirkpatrick, in the late 50s, described a four-level or four-step process to evaluating training. The four-level system demonstrates that training effectively meets the four primary objectives:

• Satisfying the learner
• Increasing knowledge and skill-building
• Causing behavioural changes and showing results or outcomes

Kirkpatrick’s Level One Training Evaluation – Reaction

The first level of evaluation is to determine if the learner was satisfied with the training or learning event. It typically takes the form of an end of a course or workshop evaluation form where participants evaluate the experience, including the instructor’s presentation and facilitation style, the handouts or other learning materials, the relevance or usefulness of the content, the catering or other services, the room set up and location, and so on.

The reaction from the learner to these factors is recorded and analyzed. While this sort of evaluation is commonly used as it is quick and easy and, in some cases, the only type of evaluation a training program or department uses, it is a very one-dimensional view of the value of the training event.

Kirkpatrick’s Level Two Training Evaluation – Learning

Level two training evaluations evaluate if learners have acquired knowledge, skills or attitudes (KSAs) by participating in the training event. An example of an adequate level two evaluation would be a quiz or test on the course content before and after the training event. A test at the end of a workshop or course would not be a complete level two evaluation as it misses the assessment of the learner’s prior learning before the training event.

Kirkpatrick’s Level Three Training Evaluation – Behavior

Level three training evaluations look at what behavioural changes have happened on the job, i.e. if the learning has been applied or transferred to the job duties. In a nutshell, this level of evaluation looks at whether the learners are using or applying what they have learned. The challenge with assessment at this level is that behaviour changes can take time to appear – sometimes weeks or months after the training event.

Level three evaluations, to be effective, need to remain objective. Ideally, level three evaluations require input from the learner, their supervisor, and their customers/clients and peers. It completes a full 360-degree evaluation of their performance changes. Training professionals can interview supervisors and ask learners to self assess their knowledge transfer. Building training evaluation questions into an employee performance appraisal form where the supervisor and employee comment on the knowledge transfer against predefined benchmarks can be a practical level three evaluation.

Kirkpatrick’s Level Four Training Evaluation – Results

Level four evaluations involve an examination of learning outcomes from the training event or post-training reinforcement and their impact on business operational performance. Performance indicators or metrics are established for many departments within an organization. For training managers to clearly show the value of training, training outcomes must affect desired business outcomes. Often scorecards or other similar metric measuring tools are used to align and measure training and business metrics. Scorecards and the like are examples of level four training evaluation tools.

Training managers who build training evaluation processes that encompass the four levels described by Kirkpatrick’s model demonstrate that the training has value beyond entertaining employees. Connecting training effectiveness to the business objectives will ensure upper management buys into the training initiative.

Clever tips for maximizing your brainstorming brainpower and creative thinking. Training tips for writing, art, teaching and relationships.

We’ve all experienced the ‘Brick Wall’ that stops us in our tracks. Whether agonizing over a title, the perfect name for a new business, the subject of the next painting, tackling a new project, or asking for a first date, most of us have felt the agony of defeat by our lack of imagination. As a writer, teacher and artist, I’ve discovered several ways to either get around the brick wall, climb over it, or just cut my losses and turn around.

Since, right this second, I’m trying to build an income stream from writing, let’s begin there. To even get a glimpse of the Brick Wall, I started walking. I knew I’d smack into it eventually, but I was still merely hoping to make something of my love affair with words, not even flirting. It brings us to STEP 1:

• Do something

Get out your paints, find your toolbox, open a blank document, send a funny story or comment (that you made up) to a trusted friend. Even if your first strokes are weak or hesitant, there’s always the delete key, spellchecker and/or more paint. If they’re a trusted friend, they’ll be truthful and as kind as possible without letting you make an idiot of yourself. So, here’s STEP 2:

• Allow yourself to err.

One of the most formidable talents to master as an artist was to look at each fresh sheet of paper as an opportunity rather than a duty to create a masterpiece. We know as much from our catastrophes as from our brilliant successes. And if your experience parallels mine, the embarrassing performances outnumber the Oscars by a long shot. At the very least, every mistake means that you tried. You took a risk. You couldn’t have failed if there hadn’t been a risk. Count them and congratulate yourself for at least giving it a try. Let someone else be your worst critic for a change! So here’s STEP 3:

• Listen to the feedback from your friend and proceed with that in mind

Please take it in, but remember your own best judgment. It’s only a second opinion, not the only one.

So, hopefully, you’ve managed to gather a bit of momentum with these first three steps and are toddling off on your own now. But, be prepared; toddlers fall on their asses all the time. The trick is to take a breath and realize you’re not hurt, and you can get up and keep on truckin’. The other toddler metaphor that comes to mind is that Mom’s on the phone, anyway, and can’t hear all that crying. All happy toddlers know this (all happy speed-daters, as well, for that matter.) And on to STEP 4:

• Proceed, for Pete’s sake!

Regardless of what you may be attempting, you probably do not know everything already. It must be my favourite mistake since I make it all the time. Take stock; you probably have a favourite mistake, too. If you did know everything already, you’d be rich and famous or whatever else you want out of life and have people to do the icky stuff on your payroll. Learn everything you can about accomplishing your goal and then actually try putting some of it into practice.

BRICK WALL

And there it is. You might be able to pretty it up with a mural or cool philosophical graffiti, but this is your brick wall; no one else will ever see it. What has helped me with mine?

• Recognize your favourite mistake. (addressed previously)
• Take off your ‘Black Hat“

People wear all manner of “hats” when they come to a meeting. Some are “white” – every idea is excellent. Some are “red” – sounding the alarm at each new suggestion, finding fault and worst-case scenarios. But the worst is the “Black Hats” – sucking the wind out of everyone’s sails with consistent and premature criticism. Take off your black hat for a while. On it will go again at the perfect time. Removing it allows your ideas to flow. Get them all down. Sort them out later. One stupid one may be the seed for a perfect one.

This board meeting is a meeting of your mind. Don’t squash the part of you that barely has its hand in the air. Ask it to “stand and deliver”. Be sensitive and take notes. Let this timid little piece of your mind have its say, too. In advertising, they say, “there are no bad ideas”. If you approach your brick wall this way, you may find you’re a regular McGyver when the going gets tough.

• Sort and stimulate

Once you’ve got some thoughts collected, take a minute or two. Then, walk away and return with fresh eyes. For me, words almost always spark my imagination. For you, it might be music, a shape in the clouds, or a picture book. Which ones do you like? Which ones spook you?

• Make connections. Build the bridge to your solution

Start connecting the dots. Which ones go together? What rhymes with food? What’s my favourite song about chocolate? Is there a superhero related to that? My point is that once you set your mind free, you never know where it will take you. But, unfortunately, the rules we impose on the value of our thinking stand in our way.

• Make your pile of bricks.

I mean by this: begin to make a pile of your very own bricks stand on. It is all you know how to do. Go ahead, find a room where no one can see you and remind you of humility’s great virtue. If you’re short on compliments, quote your dog. Does he welcome you? He knows a lot about you.

Start small, if it helps—especially you girls out there. We’re never supposed to talk ourselves up. If you’re old like me, you never got the opportunity to excel or build your character through team sports. If you kept home for any length of time, you measured your success by the successes of those you cared for. So this step could be pretty tough. So start small; just because you didn’t earn a paycheck for doing something or behaving a certain way doesn’t mean the experience or quality is without value. Far from it! And this goes for you guys and young people, too. Here are some examples:

• I can fix a toilet = Risk-taker, problem-solver, crisis management, will take on jobs no one else wants, work well alone, self-starter.
• I kept my baby alive till it could walk = dedication, commitment, patience, adaptability this list might go on indefinitely, but you get the picture)
• I’m a good cook = creative, able to follow directions, put out fires, problem-solve when I have to make “spaghetti and something” from the recipe I don’t have the macaroni for.
• I accessorize well = understanding of colour, design, fashion.
• I recognize a bad haircut when I see one = Human Resources, Public Relations, Social Networking Skills, Career Counseling.

See what’s evolving? Gradually, you will get to the bigger things; skills and qualities that translate into applicable bricks in your pile. So the next time you hit the Wall, and until you figure out how to handle it, you can stand on your bricks and maybe get a peek at the other side. The beauty of this brick pile is that it never changes. Once you’ve collected them, you know what each one looks like without ever having to pick it up again. They’re at your disposal for every foundation you begin to lay. Here’s what led to the name of my catering business a few years back. Catering means portable food (i.e. Meals on Wheels). That doesn’t conjure up a pretty picture, but it was a seed. Food for Thought (taken), Catering Cart, Meat Wagon (another awful image), 10 or 20 more and then… Eureka! Ernest Hemingway… A Moveable Feast! Perfect.

I’m still searching for a name for my writing business… Finally, doing it and earning money. The following is my train of Thought: incredible/notorious/famous writers – Lois Lane, Perry White. Comic books aren’t only for high school dropouts. Hmmm, the Daily Comet.…? No, I found out that’s a Louisiana newspaper after a little Googling. The Daily PLANET (copyrighted). Superman: justice, truth, and America! Was Steve Reeves creepy or what? How about the DALAI PLANET*? Close enough to Daily Planet to bring Lois and Clark to mind, but also that know-it-all, teacher-of-truth-justice and the Tibetan Way – THE DALAI LAMA! Perfect! There are several levels of meaning and interpretations. Great. Mine. I smile every time I see it. I’m using it, and I hope I’m accepted because it’s stupid or too cryptic. And even if you don’t get it, it’s a proven fact that misspelt words attract attention. Toys R Us, to name just one self-explanatory one.

I’ve been staring at that brick wall for close to a year (perhaps, most of my life) and finally licked it by taking stock of who I am, what I’m good at and what makes me feel good. Try it. You’ll like it. And if you don’t figure out a better way to ask for a first date, at least you’ll know it wasn’t for lack of imagination.

*Don’t try to find it: it doesn’t exist yet. It came to me barely five minutes ago. However, since this format doesn’t allow the little R in a circle for trademark, if you steal it, I may have to hunt you down and become rich and famous from the lawsuit. It’s mine.