Chapter 10: Self Study Training on Objectives

Train the Trainer
Chap 10- TRAINING ON
OBJECTIVES
self study
www.mmcafrica.com
1
4/22/2021
MMCL/INTAS TOTTraining

TRAINING ON OBJECTIVES
• At this stage we should have collected a
considerable amount of information
about the target group and their training
needs.
• Now we can look at the development of
objectives and detailed session content.
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Target Group Training Need Objectives
Session Content
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• We now need to use this information to guide
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the process of selecting what we will include in
the Training Programme.
• Planning training is like planning for a
journey.
• The first thing you need is a destination.
• With a destination:
a. You can choose a route
b. You can decide the best method of transport
(car, ship, air etc)
c. You can plan detail like timing and what
preparation you need to make
However, if you have no destination, any route,
transport and preparation will do.

•In training, we can compare a destination with
what we want our trainees to achieve at the end
of the training input.
• We call this our objective.
• A training session without an objective is the
same as a journey without a destination and
any content and approach will do.
• As we have seen above we must define our
objectives before we can select the content.
• This is done by referring to the TNA Sheets for
statements of what we want our trainees to
achieve.
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What are objectives?
•Objectives are statements of what the trainees
should be able to do as a result of the training
they receive.
EXAMPLE of an objective
The trainee will describe the steps in
calibrating monitoring and measurement
equipment and demonstrate the calibration
process
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•When you are constructing objectives you
should concentrate on finding the verb which
best describes what you want your trainees to be
able to do after training.
•We usually describe activity by usingAction
Verbs
•Some examples of suitable action verbs are:
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• Identify, explain, define, assess, list,
name, compare, measure, calculate, select,
demonstrate, use, adjust, diagnose, evaluate,
apply.

• Some more examples of objectives
1.The trainee will identify and name the main
parts of a chill blaster.
2.The trainee will explain how the main parts of
the chill blaster operate.
3.The trainee will identify and describe the
main symptoms of the most common hazards
in tomatoes preparation .
4.The trainee will sort samples of diseased
tomatoes into specific common hazards types.
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•Writing objectives
•Remember that you are trying to design
objectives that reflect the training needs you
have identified in the Training NeedsAnalysis
process.
•Some key points when designing objectives.
•The objectives must be a statement of an activity
that you can observe and assess if it is being
done to the standard required.
•Don’t use verbs such as “understand”
“appreciate” or “know” as they tend to take
place in the trainees head and are difficult to
observe and verify.
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•Objectives must be realistic in terms of what we
can expect a trainee to do at that stage of
training and what we are able to observe and
evaluate.
•Also remember that knowledge, skills and
attitudes are often applied together when people
are carrying out their work.
•In training we separate them because it helps us
to make sure we are aware of what we are trying
to help the trainees to do or achieve.
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•Example
•Use the simple table layout below to help you to
select and describe the knowledge (K), skills (S)
and attitudes (A) that the trainee must have to
achieve the objective below.
•Objective
The trainee will describe the steps in calibrating
the chill blaster and carry out the volume rate
calibration process effectively and safely.
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Action verb from Objective
(what the trainee will do)
Content
(what you need to teach)
Explain the steps in volume rate calibrating  The main parts of the sprayer
 Purpose of calibration
 Steps in the process and key points
 Nozzle selection
 Fill sprayer with water to mark
 Mark out 100m2
 Spray area with water
 Measure water used and multiply by 100 to give
Volume rate
 Calculate tank dose and add to tank water
 Accuracy and care in calculations
 Attention to safety needs
Demonstrate the calibration process and achieve the
correct dosage rate and operate safely
 Demonstration of the tasks in each of the practical
steps in the process and emphasizing the key
points in each step and safety rules.
 How to make the correct calculations.
 Achieving correct application rate.
 Individual practice by all trainees 12
 Observing safety procedures. 4/22/2021

•If we look at this example we can see that
learning is progressive.
•We start with the simple aspects like the parts of
the sprayer and the principles of calibration.
•We then build on this by identifying the main
steps in calibration and explaining what we do in
each step.
•When we move to the second part, which is how
we calibrate, we are linking the practical steps
with the knowledge by demonstrating them and
getting the trainees to practice them.
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Remember to structure the training content so
that you go from:
The simple to the complex
The easy to the difficult
The known to the unknown
Each learning cycle should be planned to take
the learner to a higher level of knowledge, skill
and positive attitude. Just like progressing up a
spiral stairway. (check in the hard copy notes)
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• A final point in selecting the content of your
training
• Most trainers try to include more that they
should for the time available so it is a good
idea to set targets.
1.Decide what you must achieve
2.Then decide what you should achieve
3 Lastly consider what you could achieve if there
is enough time
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•Try to keep a good balance between the needs
of Knowledge, Skills andAttitudes.
•Too much lecturing and talking will mean that the
trainees will not be given enough time to watch
demonstrations and practice new skills.
•Leaving no time for discussion will mean that
trainees do not have the opportunity to discuss
misunderstandings or develop positive attitude to
new methods and ideas through reflection and
discussion.
•Failure to provide enough information will lead to
misunderstandings.
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•Some key points to remember:
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•Your own attitude and approaches to work can
have a big impact on your trainees. If you are
enthusiastic, motivated, interested and
professional in your approach then your trainees
are also likely to learn these from you
•To define the content of a session you must
always start by stating what you want you
trainees to do as a result of your training. This
statement is called an objective
•The objective indicates the content (knowledge,
skills and attitudes) of the session. The objective
also directs the trainer to what training methods
could be used

•Building Objectives
Category Capability and associated
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action verbs
1.Knowledge Ability to recall or recognize items
of information, ideas etc.
Define underline
state
Recall identify
write
select
name
list
label
Reproduce
measure

2.Comprehension Ability to show
understanding of ideas, e.g. by expressing
ideas in own words or transposing into
alternate forms:
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Identify explain justify
Judge illustrate select
Contrast indicate formulate
represent
name
classify

3.Application Ability to apply knowledge in
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order to meet the demands of situations or
problems which are new to the learner.
Predict choose construct
select
Find
Use
compute
explain
assess
perform
show
demonstrate

4.Analysis Ability to deal with situations
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or problems which demand more than the
straightforward application of ideas, i.e.
situations where elements have to be
analyzed and reconstructed before relevant
ideas can be applied.
Analyse select justify
Separate resolve conclude
Compare criticize contrast
identify
break down
differentiate

5.Synthesis Ability to put ideas together in
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new ways that reach beyond what
has been specifically taught.
Combine argue
Discuss relate
Precise derive
select
summarise
conclude
restate
organize
generalise

6.Evaluation Ability to judge the quality or
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value of material by reference to
appropriate criteria.
support identify
avoid determine
recognize choose
Judge
evaluate
Defend
attack
Select
criticize

EDUCATIONAL OBJECTIVES IN
PSYCHOMOTOR DOMAIN
1. Imitate Objectives skill and tries to repeat
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Repeats duplicates
copies
Replicates reproduce
imitates
recreate re-
do
Mimic emulate

2.Manipulation Follows instructions to
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perform skill
Act
Handle
follow
Control
manipulate
use

3.Precision
Accurate exact
correct
Sure proper
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Reproduce a skill with
accuracy
precise
unerring perfect

4.Articulation
Consistent
balances
Flows
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Combines different skills
smoothly
harmony combines
continuing seamless

5.Naturalization Effortless and automatic
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combination of skills
Routine invariable constant
automatic
Unwavering consistent innate
instinctive
Spontaneous smooth

4/22/2021
1.
2.
3.
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Exercise
Write three Objectives for a technical subject
that you are familiar with and underline the
Action Verb in each one.

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Benefits of using objectives in training
MMCL/INTAS TOTTraining 4/22/2021
Trainers are encouraged to make sure that the
training content is relevant to the needs of the
trainees.
They encourage trainers to make the intentions
of the training clear to the trainees.
They make the learning outcome clear and
provide a sound basis for evaluating learning.
They improve the communication of the content
of training programme to trainees, other trainers
and employers.
They set targets for the trainees.
They provide a basis for setting levels and
standards of performance.

31
Translating objectives into content
•The content of training sessions can be divided into
three parts;
•Knowledge: Facts, names, rules, procedures,
structures, analyses, solve
etc
MMCL/INTAS TOTTraining 4/22/2021
•Skills :
•Attitudes:
well,
relations with
Ability to do things – select repair,
diagnose, identify.
positive attitude mean trainees;
-Pay attention to detail,
-Demonstrate a desire to do the job
-Pay attention to safety,
-Develop and maintain good
colleagues etc.

•When planning the content of training, the trainer
must select the knowledge, skills and positive
attitude required to achieve the objective (s) of
the session.
•Also remember that knowledge, skills and
attitudes are often applied together when people
are carrying out their work.
•In training we separate them because it helps us
to make sure we are aware of what we are trying
to help the trainee to do or achieve.
32
4/22/2021

•Example
•Using the simple table layout below to help you
select and describe the knowledge (K), skills (S)
and attitudes (A) that the trainee must have to
achieve the objective below.
•Objective
•The trainee will describe the steps in washing a
production floor and carry out the washing
process effectively and safely.
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4/22/2021

4/22/2021
Action verb from objective
(what the trainee will do)
Content
(what you need to teach)
Describe the steps in washing  The main parts of the production floor
 Purpose of washing
 Steps in the process and key points
 Choice of washing agents
 Their advantages and disadvantages
 Frequency of washing
 After washing procedures
 Attention to safety needs
Carry out the washing process
effectively and safely
 Demonstration of the tasks in each of the practical steps in
the process and emphasizing the key points in each step and
safety rules
 How to mix the correct washing agent
 Ensuring coverage and drainage
 Putting equipment away
 Individual practice by all trainees
 Observing safety procedures
34

•If we look at this example we can see that
learning is progressive.We start with the simple
aspects like surveying the features of the floor to
be cleaned, and the principles of washing.
•We then build on this by identifying the main
steps in washing and explaining what we do in
each step.
35
4/22/2021

•When we move to the second part, which is
how to mix the agent, how we achieve
effective coverage and removal of agent and
surplus water, we are linking the practical
steps with the knowledge by demonstrating
them and getting the trainees to practice
them.
Remember to structure the training content so
that you go from:
•The simple to the complex
•The easy to the difficult
•The known to the unknown
36
4/22/2021

•Each learning cycle should be planned to take
the learner to a higher level of knowledge, skills
and positive attitude. Just like progressing up a
spiral stairway.
•A final point in selecting the content of your
training
•Most trainers try to include more that they should
for the time available so it is a good idea to set
targets.
•Decide what you must achieve
•Then decide what you should achieve
•Lastly consider what you could achieve if there
is enough time 37
4/22/2021

•Try to keep a good balance between the needs
of Knowledge, Skills andAttitudes.
•Too much lecturing and talking will mean that the
trainees will not be given enough time to watch
demonstrations and practice new skills.
•Leaving no time for discussion will mean that
trainees do not have the opportunity to discuss
misunderstandings or develop positive attitude to
new methods and ideas through reflection and
discussion.
•Failure to provide enough information will lead to
misunderstanding.
38
4/22/2021

• Some key points to remember
• Your own attitude and approaches to work can
have a big impact on your trainees. If you are
enthusiastic, motivated, interested and
professional in your approach then your
trainees are also likely to learn these from you
• To define the content of a session you must
always start by stating what you want you
trainees to do as a result of your training. This
statement is called an objective
39
4/22/2021

Chapter 10: Self Study Training on Objectives

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Chapter 10: Self Study Training on Objectives