Training: Behavioral Objectives -- HRDNotes.htm (Wilf Ratzburg)

HRDNotes.htm by Wilf Ratzburg

BEHAVIORAL OBJECTIVES

Instructional objectives... directly guide instruction and testing...

objectives specify

how the learner will show learning,
identify the relevant conditions under which the behaviors are to be exhibited, and
specify standards used to measure adequate performance.

After needs assessment and analysis, the development of behavioral training objectives is arguably the most important phase in the training process. Without adequate training objectives, trainers will not know what is to be taught, trainees won't know what will be learned, and managers won't know what their training dollars are invested in. The use of measurable training objectives ensures consistency between identified needs, course content, what is actually learned, and test items. This consistency or congruity reduces the amount of irrelevant course material.

From a motivational perspective, it has been shown that when course materials include training objectives, then learner confidence improves and anxiety decreases.

In essence, the learning objectives constitute a contract between the trainer and the trainee. To be useful as a contract, these objectives must specify, in exacting detail: (1) what is to be learned, (2) how well it is to be performed, and (3) under what conditions it is to be performed. At this point it is important to note that objectives articulate what it is the trainees will be able to do at the end of a specified period of training time. Objectives are not about what the trainers intend to do or get out of the training process.

In writing training objectives, the instructional designer must ensure that there are three distinct parts.

Part 1: Observable Action.

The objective must contain a verb which describes the desired behavior or performance. For example, "change a sparkplug", "format a harddrive", "thread a pipe", or "differentiate between ghee and solid butter", are statements which specify one behavior that is to exhibited by the trainee.

Note that an objective specifies only one behavior. In developing objectives, instructional designers must scrutinize all objectives to determine whether or not more than one behavior is specified. If that is the case, then the objective needs to be broken down into smaller or more specific objectives. The existence of more than one verb is a sure clue that too many behaviors are being addressed by one objective.

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Part 2: Measurable Criteria.

The training objective, as a contract between the trainer and the trainee (and, of course, the client organization), must indicate not only "what" behaviors will be exhibited by the trainee, but also the "quality" of those behaviors. In other words, the objectives must state what level of performance is acceptable or constitutes a "pass" on those objectives.

For example, "identify three Pacific Coast shellfish", "match a list of component names with pictures in a parts catalogue with at least 80 percent accuracy", "type a three page essay at a minimum of 50 words per minute", or "make a California Roll to the trainer's satisfaction", are all parts of objectives which provide criteria for the measurement of successful completion.

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Part 3: Conditions under which the Objective is Measured.

To clarify exactly what the trainee is expected to perform, the objective must state what tools, procedures, materials, aids, or facilities are to be used. "...in a simulated, role-play exercise..." represents the kind of statement which details the conditions under which the behavior or performance will be measured.

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When writing objectives, it may be useful to keep in mind the nature of the behavior changes desired. For example, it may be useful to consider whether or not cognitive, affective, or psychomotor behavioral changes are expected.

In the cognitive domain, the trainee may be expected to exhibit changes in the realm of knowledge, comprehension, application of knowledge, analysis of situations using knowledge, synthesis of subject matter, and evaluation of situations related to the subject matter. While these behavioral changes are all in the cognitive domain, they represent increasing levels of complexity; analysis, synthesis, or evaluation, represent significantly higher levels of cognitive activity than the simple "display" of knowledge.

The chart below indicates the nature of the behavior changes one might expect at different levels of the cognitive domain.

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KNOWLEDGE:

knows common terms

knows specific facts

knows methods & procedures

knows concepts or principles

COMPREHENSION:

interprets verbal material

interprets charts, graphs

translates material from one symbolic system to another

makes estimates based on data provided (interpolates/extrapolates)

justifies use of specifics methods or procedures

APPLICATION:

applies concepts or principles to new situations

applies theories to practical situations

solves problems

constructs charts/graphs

demonstrates correct use of procedures

ANALYSIS:

recognizes unstated assumptions

recognizes logical fallacies

distinguishes between facts and inferences

evaluates relevancy of data

SYNTHESIS:

writes a well organized paper (gives organized speech)

writes a creative story

proposes a plan for an experiment

integrates learning from different areas

formulates a new scheme

EVALUATION:

judges logical consistency

judges adequacy of conclusions based on given data

judges the value of work (art, music, writing)

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In the affective domain, the trainee may be expected to exhibit changes in the realm of receiving or showing an awareness of a topic, responding by actually participating, valuing by adopting a problem-solving attitude or by committing to improvement, organization by acceptance of responsibility for their own behavior, and "characterization by a value" by displaying a consciousness of the learning material. Often, the affective domain is concerned with the change of attitudes and values by the trainees. Again, these levels of behavioral changes represent increasing levels of complexity.

The chart below indicates the nature of the behavior changes one might expect at different levels of the affective domain.

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RECEIVING:

listens attentively and is attentive to classroom activities

shows awareness of the importance of learning the material

accepts differences (i.e. cultural)

RESPONDING:

completes assigned work

participates in classroom activities

volunteers for special tasks

shows interest in subject

VALUING:

demonstrates a problem-solving attitude

demonstrates a commitment to improvement

appreciates the role of the subject matter to everyday life

ORGANIZATION:

recognizes the role of systematic planning in problem-solving

accepts responsibility for own behavior

understands own strengths and limitations

formulates a life plan

CHARACTERIZATION BY A VALUE:

displays consciousness of material learned

works independently

demonstrates self-reliance

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The psychomotor domain has to do with physical behavioral changes. The concerns here are over recognition of the need for improvement by the trainee, demonstration of correct methods, performance according to demonstrated methods, actually performing the physical act smoothly, showing skillful demonstration of correct form, adjusting performance to adapt to changing circumstances, and, finally, being able to create a new or improved sequence of physical actions.

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PERCEPTION:

recognizes malfunction or incorrect usage

recognizes need for improvement

SET:

knows appropriate methodology

demonstrates correct method

shows a desire to excel in the area being learned

GUIDED RESPONSE:

performs as per demonstration

is able to determine the best sequence of events

MECHANISM:

performs smoothly

COMPLEX OVERT RESPONSE:

operates skillfully

demonstrates correct form

ADAPTATION:

adjusts movements to the requirements of the situation

is able to adapt to modifications to the environment

ORIGINATION:

creates a new sequence of actions

designs a new procedure

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The following list of action verbs might help you as you write training objectives:

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COGNITIVE DOMAIN

KNOWLEDGE:

defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states

COMPREHENSION:

converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, paraphrases, predicts, rewrites, summarizes

APPLICATION:

changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses

ANALYSIS:

breaks down, diagrams, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, points out, relates, selects, separates, subdivides

SYNTHESIS:

categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes

EVALUATION:

appraises, compares, concludes, contrasts, criticizes, describes, discriminates, explains, justifies, interprets, relates, summarizes, supports

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AFFECTIVE DOMAIN

RECEIVING:

asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, sits erect, replies, uses

RESPONDING:

answers, assists, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes

VALUING:

completes, describes, differentiates, explains, follows, forms, initiates, invites, joins, justifies, proposes, reads, reports, selects, shares, studies, works

ORGANIZATION:

adheres, alters, arranges, combines, compares, completes, defends, explains, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes

CHARACTERIZATION BY A VALUE:

acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, uses, verifies

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PSYCHOMOTOR DOMAIN

PERCEPTION:

chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects, separates

SET:

begins, displays, explains, moves, proceeds, reacts, responds, shows, starts, volunteers

GUIDED RESPONSE:

assembles, builds, calibrates, constructs, dismantles, displays, dissects, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches, works

MECHANISM:

same as guided response

COMPLEX OVERT RESPONSE:

same as guided response

ADAPTATION:

adapts, alters, changes, rearranges, reorganizes, revises, varies

ORIGINATION:

arranges, combines, composes, constructs, creates, designs, originates

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Updated: 99/05/14 01:32:06 PM