Managing Cyber Threats Training

Running Head: ADDIE Worksheet- HRMN 406 1
ADDIE Worksheet- HRMN 406
2
ADDIE worksheet – HRMN 406
Student Name and Number
Institutional Affiliation
Course Name and Number
Instructor’s Name
Assignment Due Date
1. Analyze
What is the learning need? The main need for this learning is to
subject employees to training on how to manage cyber threats
within the organization. The rate of cyber threats has increased,
and therefore it is important to develop proactive measures to
protect the organization (Ross, 2019).

Who are your learners? What are their backgrounds? What do
they already know? My learners are the organization’s
employees. They understand their responsibilities within the
organization. For instance, they know it is their duty to ensure
they have achieved the organization's objectives.
What do the learners need to know? Summarize the content of
your training program. Employees will get to know dozens of
things at the end of this training. First, they will know the main
cyber threats the organization is likely to face. Secondly, they
will learn how to prevent these threats from occurring (Ross,
2019). For example, they will learn how to examine software
and determine whether viruses infect them, install firewalls in
the computer system, and store data in the cloud, among others.
Delivery/Resources/Timeline. What is the delivery method?
What resources will you need? What is your timeline? There are
two strategies I will use to deliver the training. The first method
is a physical interview whereby I will interact with the trainees.
Secondly, I will use virtual training for those who cannot attend

a physical interview. In order to deliver the interview, resources
such as internet connection, computers, and writing materials
(Ross, 2019). The training program will run for one week.
2. Design
Outcomes. At the end of the training, the learners will be able
to: 1) run antivirus software in the computer system to detect
whether viruses have infected the system. 2) Develop antivirus
software. 3) Install a firewall in the system in order to prevent
unauthorized access. 4) Update computer software (Ross, 2019).
Instructional methods. Describe activities and how learners will
engage with the material: learners will engage with training
resources through practicing using computers. For example,
they will use computers to develop firewall software which they
will later install in the system to enhance the system's security.
Assessment: What can the learners do/show/present/submit to

show they have learned the content? There are several things
that learners will do to show they have learned the content.
First, they will install software on the computer system 2)
Install firewall 3) Penetration testing to determine whether the
software developed has weaknesses or not 4) Run antivirus
software in the system to eliminate threats such as viruses. Once
the learners are able to do these things, it shows they have
achieved the training’s objective
Reference
Ross, S. C. (2019).
Training and Development in Organizations: An
Essential Guide for Trainers. Routledge.
3. Develop
This is where you will actually develop the material that goes
into your course. Include at least:
1. Overview or introduction

2. Content of course
3. Assessment
4. Opportunity for learner feedback
4. Implement
This is where you will upload the content and materials into
your Articulate Rise trial.
This will be considered your PROTOTYPE.
Here you will also CALIBRATE by asking 2-3 colleagues to go
through your course and give you feedback (also known as
USABILITY TESTING).
5. Evaluate
How will you evaluate the effectiveness of your training
program?

Chapter 11
Designing Online Training Programs
You can lead a horse to water but can you make the horse
drink?
Chapter Eleven Learning Objectives
Readers will achieve the following learning objectives after
reading
Chapter Eleven.
1 Identify and discuss the major benefits of online training
programs.
2 Identify and describe the important factors that contribute to a
suc-
cessful online training program experience.
3 Identify, describe, and explain the major challenges in
creating suc-
cessful online training programs.
4 Identify and discuss the reasons to focus on designing a
training
program that motivates trainees.
5 Identify, discuss, and explain, with examples, effective types
of
synchronous and asynchronous instructional methods to use in
an
online training program.
6 Identify, discuss, and explain, with examples, formative
assessment

methods to use in an online training program.
7 Identify and describe effective communication methods to use
in an
online training program.
8 Identify and describe the important personal attributes of an
online
training program trainer.
9 Identify, describe, and explain the methods to use to
overcome
trainee resistance to learning through an online training
program.
10 Discuss the application of the RISD and the RISDP models
in
designing trainee-centered online training programs.
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Designing Online Training Programs 159
Designing Online Training Programs
Learning Objective #1: Identify and Discuss the Major
Benefits of Online Training Programs
Online training programs offer a number of benefits that make
designing
and implementing online training programs advantageous for an
organiza-
tion to consider under the right circumstances. These
circumstances include
the following.
• Cost-effective: there are the initial costs in developing an
online training
program, But after the initial cost, the cost of repeating the
same training
program is inconsequential. Trainees work at their personal
work stations
or at a community work station.
• Standardized format: designing a uniform training program
means that the
program offers a consistency that ensures covering all the
important issues
in the way the training program designers want the issues

covered. This
includes the use of particular instructional methods and
assessment meth-
ods along with instructions to accompany each method other
than lectures.
• Technology: the use of technology and a course management
system
(CMS) offers the organization the chance to reach large
numbers of peo-
ple efficiently and enables trainees to pursue the training in
their own
time if the training is largely asynchronous.
• Live: if training is live the trainer is at a central location able
to reach a
large number of trainees. Alternatively, the training program’s
trainer
utilizes video for instructional purposes. In either instance, a
limited
number of trainers is sufficient.
• Two-plus rule: online training programs can easily implement
the two-
plus rule of being able to utilize two or more instructional
methods.
Online training can leverage a wider variety of instructional
methods that
are both synchronous and asynchronous.
• CMS: the use of CMS enables the trainers to monitor
individual par-
ticipation by activity and aggregate participation rates for all
the trainees.
This enables trainers to track trainee participation efforts and
helps train-

ers evaluate various aspects of the training program.
• Asynchronous instructional methods: online training
programs enable
designers to incorporate the use of asynchronous instructional
meth-
ods more easily into the training program. This is advantageous
to the
trainees as trainees have the flexibility to respond when and
how they
prefer within the guidelines of the program. This approach is
practi-
cal and supported by the learning theory of andragogy.
Andragogy (or
constructionism) posits that adult learners prefer to be in
control of their
learning experiences.
• Emails: a log of email exchanges between the trainer and
individual
trainees provides a useful historical record that trainers,
administrators,
and trainees can reference as needed.
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160 Designing Online Training Programs
• Reference material: online training enables trainers to more
easily
post reference material and links to outside sources of
information that

trainees can access electronically. Trainers have access to a
wide vari-
ety of instructional material and can select relevant items to
download
and print.
• Instructional planning: online training programs include
instructional
plans that serve as a learning process guide for trainees to
follow.
Learning Objective #2: Identify and Describe the Important
Factors that Contribute to a Successful Online Training
Program Experience
A successful training program is determined to be a success
when trainees
achieve the learning objectives, which means the program has
achieved the
training goals. Identifying the important factors contributing to
the program
success is important to ensure that these factors remain on the
checklist of
what to do when designing and implementing new training
programs.
One factor is that the trainer of an online training program
needs to have
experience in online training. An experienced online trainer
possesses the
knowledge and skills that can only come from participating in
an online
training program. There are the features of the program to know
and a pro-
cess to follow that is unique for online training, but it is the
subtleties associ-

ated with conducting an online training program that are
important to know
and which can make the difference between a successful
program and an
unsuccessful program.
Another factor is knowing how to engage a learner. Engaging
the learner
(or trainee) is always a trainer’s goal because an engaged
learner is motivated to
learn and learning leads to achieving the learning objectives.
There are factors
that are essential to perform in fostering the development of an
engaged trainee.
• Frequent communication from the trainer to trainees
demonstrates an
interest in the subject and the trainee’s learning about the
subject. A
trainer’s interest in the trainees’ learning is shown through
proactive
communication efforts that demonstrate an interest in a
trainee’s success
in learning the training program subject matter.
• Brief learning modules make learning the subject of each
module easier
for the trainees. More learning modules with less to learn
enables the
trainee to cognitively process the subject matter more easily and
also
work within the trainee’s cognitive limitations.
• The choice of instructional methods and the order of
presentation of
the instructional methods can impact a trainee’s engagement to

learning.
Training program designers need to know when instructional
methods
work best in an online training program and vary the order of
the instruc-
tional methods used to maintain the interest level of trainees.
Using the
same instructional method continuously leads to a familiarity
that can
lead to a diminished interest in learning.
• Asynchronous types of instructional methods are important to
include in
an online training program because these methods engage the
trainees in
ongoing learning without them needing to be actually online.
Think of
this as homework assignments that a trainee can do when under
preferred
learning conditions. Trainees will perform the assignments
when ready
to give their best effort.
• Objective-based grading rubrics are very important to the
online trainee
because of limited communication time. Objective criteria
reduce the

chance of confusion in performing the assigned work
successfully. Also,
objective criteria enable the trainer to provide concise and
relevant
feedback to trainees who want to succeed and need to know that
their
efforts are not at variance with the criteria. For example, if the
rubric
asks for two or more correct tables, the trainees need to know
how
“correct” is defined in objective terms; two or more is an
obvious
objective measure.
• Online training programs enable trainers to use technology to
track the
participation rates of all the trainees (and establish baseline
measures). This
simultaneously enables monitoring of individual trainee rates
(and any
participation rate below the baseline) so that the trainer can
reach out to
trainees with low attendance in an effort to engage these
trainees in the
learning process.
• An organized, process-oriented training program provides
consistency
and familiarity to a trainee who wants to work within their
comfort
zone. A trainee’s comfort zone refers to the need for a trainee to
reduce or
eliminate all the unknowns that can create learner stress.
Though research
indicates some level of stress promotes active learning, a
trainee’s comfort

zone is programmed to eliminate all forms of stress. Also,
research tells us
that too much stress leads to diminished learning. Feelings of
stress affect
the trainee’s comfort zone and engage the trainee to initiate
actions to
eliminate the stress.
Learning Objective #3: Identify, Describe, and Explain
the Major Challenges in Creating Successful Online
Training Programs
For trainees, a successful online training program is one where
the train-
ees achieve the learning objectives. To achieve the learning
objectives
the trainees need to learn the subject matter or demonstrate the
skills
required. For learning to occur, the training program designers
need to
design a program that engages the trainees in the learning
process. To
ensure an engaged learner, there are several challenges that
designers need
to overcome.
• Designers need to know the learning styles of the trainees and
design the

program that appeals to the trainees’ learning styles.
• An engaged learner is an active learner and to engage the
trainees the
program needs to appeal to the trainees’ cognitive abilities and
feelings of
self-worth (e.g., the program needs to be meaningful).
• Designers need to provide examples of subjects that are
useful to the
trainee sufficient for trainees to gain value from the examples.
• A trainer’s communication skills are essential throughout the
training
program, but of particular importance when providing feedback
to the
trainees. The trainer needs to provide clear, concise, and useful
feedback.
• Trainers need to leverage the strengths of the course
management system
(CMS) and offset the limitations associated with the use of CMS
technology.
• Designers need to include instructional methods most likely
to lead to an
engaged learner.
• Customizing the ability to assist individual trainees is a major
challenge
because trainees are all different and with different needs.
Therefore, the
greater the number of trainees, the greater the challenge in
meeting the
needs of each trainee.

• Training by definition involves teaching subject matter that
trainees do
not know. There is always some degree of resistance to learning
some-
thing new unless the trainees’ motivation to learn exceeds their
resistance
to being pushed outside of their comfort zone.
• Time management skills vary among trainees and designers
need to
account for this when designing the training program.
• Working with self-motivated trainees is easier than working
with train-
ees who need to be motivated. Designers need to account for
these two
types of trainees in designing a training program.
• A heterogeneous group of trainees requires that both program
designers
and the trainer accommodate the disparate abilities of trainees
in design-
ing and implementing the training program.
Learning Objective #4: Identify and Discuss the Reasons to
Focus on Designing a Training Program that Motivates
Trainees
An engaged learner (i.e., trainee) is an individual primed to
learn the subject
of a training program. However, designers and trainers cannot
always count
on a self-motivated trainee. Designers and trainers need to
assume responsi-
bility for motivating trainees. Designers motivate trainees
through the design

of the training program. A trainer motivates trainees by their
method of
delivering the training program.
A motivated trainee demonstrates three important
characteristics. First,
a motivated trainee is engaged intellectually. Cognitive
involvement means
that the trainee is intellectually primed to learn. An
intellectually committed
trainee means that the trainee has already made an emotional
commitment
to the training. Emotions or feelings are always the first step in
triggering a
motivated trainee. After gaining an emotional commitment, the
intellectual
or cognitive commitment follows as the trainee begins to
consider how to
commence the learning process and succeed at learning. Finally,
the adult
trainee prefers learning within a social context that can include
peers. This
insight comes directly from the learning theory of andragogy.
The challenge for both designers and trainers when designing an
online
training program and implementing the online training program

is knowing
how to engage trainees emotionally, cognitively, and socially.
The starting point in creating an online training program that
motivates
is the needs assessment. Knowing the trainee is critical in
finding the best
approach to design a motivating online training program. There
are several
important issues to consider in this process.
• Trainees’ views on training: the trainees’ views on training
are important
because a positive bias means trainees are going to be receptive
to train-
ing; a negative bias challenges designers to overcome this
perception.
• Subject interest: it is important to know the subject interest of
the trainee.
Subjects that trainees show little interest in learning about
means design-
ers need to approach covering the subject in a way that
encourages the
trainees to want to learn the subject matter.
• Diversity: it is important to learn about the diversity of the
trainee group
as a more diverse group of trainees requires designers to
develop a pro-
gram that responds to the broader interests of the trainee group.
For
example, age is an indicator of potential motivation; the older
the trainee
the more self-motivated to want to learn.

• Learning style preferences: it is important to gain insights
about the learn-
ing style preferences of trainees. Designers need to consider the
optimal
ways trainees prefer learning to ensure that the program appeals
to the
learning styles of trainees.
• Readiness to learn: learner readiness to learn the subject is
important. A
subject which is too advanced or too simplistic discourages the
learner
from actively participating in the training program.
There are three tactics that designers can use to have a positive
impact on the
motivation of trainees: learning modules, instructional methods,
and assess-
ment methods. Online learning is often impersonal and a
trainee’s oppor-
tunity for seeking clarification is limited. The subject of a
training program
is divided into parts just as in a textbook with chapter subjects.
For online
training purposes, the learning modules (each equivalent to a
chapter) are
further divided into learning modules that have a narrower
focus. This makes
learning easier because there is less to learn in each module and
the coverage
of the information is not as detailed.

Instructional methods are the means for facilitating learning.
Instructional
methods need to engage the learner to want to learn. Games,
contests, goal-
oriented activities, asynchronous activities, extra credit
assignments; these
examples represent some of the more engaging forms of
instructional meth-
ods. One important concern is to avoid having winners and
losers, as the
potential for losing can discourage trainees. Any competitive
instructional
method should ensure that everyone has the potential to win.
Also, the rewards
must be relevant to the trainee to encourage active participation.
Instructional
methods need to be clear and easy to perform successfully.
Finally, assessment is the third important issue the designers
need to
consider. Evaluation exercises motivate trainees by creating
some degree of
stress associated with being evaluated. Frequent assessments –
one per learn-
ing module – mean trainees do not need to learn as much to
demonstrate
learning. Also, offering different forms of assessments gives all
trainees the
opportunity to excel using a preferred assessment method.
Frequent email exchanges with trainees fills the void where peer
interac-

tion is non-existent or limited. Trainers can anticipate trainee
needs, respond
to trainee concerns, and answer trainee questions proactively. A
proactive
communication approach by trainers aims to provide the social
contact train-
ees prefer when participating in a training program.
Learning Objective #5: Identify, Discuss and, Explain, with
Examples, Effective Types of Instructional Methods to Use
in an Online Training Program
With approximately 150 different types of instructional methods
available,
the designers of online training programs have a wide range of
instructional
methods to choose from. However, there are actually fewer
choices because
online training is a different medium from face-to-face types of
training pro-
grams. Limited choices and a goal of engaging the trainee
makes designing
an online training program more challenging. Designers need to
be careful in
the selection of instructional methods.
There are three criteria designers can use in selecting
instructional methods.
• Easy to use for both the online trainer and the online trainee.
• Easy to understand because the online trainer needs to be
judicious in the
detail involved in explaining a method, as online trainees often
speed-read
instructions and frequently do not ask questions before starting

an exercise.
• Trainee involvement. The instructional methods must require
the trainee
to do something because this pushes the trainee’s motivation
button, and
in the process of doing the trainee becomes an engaged learner.
Instructional methods fall into two broad types: synchronous
and asynchro-
nous methods. Synchronous methods involve the trainees in
doing something
in real time. The most common method is a discussion board
where all train-
ees are on at the same time. The trainer can lead a discussion of
subjects
that includes asking trainees questions and responding to trainee
questions.
Trainers can prompt trainee involvement by requiring each
trainee to ask
one or more questions about a subject. To ensure a trainee is at
the discus-
sion, trainers can record attendance, and to ensure some level of
participa-
tion, trainers can assess trainee responses. Frequent use of real
time methods
is optimal to engage the trainee but challenging because of

finding ideal times
for everyone to meet.
The use of asynchronous instructional methods is more common
in online
training and actually represents the preferred type of methods to
use because
trainees can decide the best time and circumstances to
participate. Within the
limits of the training program’s time constraints, trainees prefer
this type of
flexibility. There are three criteria to use in selecting
asynchronous instruc-
tional methods.
• Select simple to use instructional methods to encourage the
trainee to
participate on a regular basis and not at particular moments
during the
training process.
• Use applied types of instructional methods to involve a
trainee’s cogni-
tive information processing faculties because trainees need to
know how
to apply a subject. A trainee’s emotions get tapped because of
the need to
avoid abstract thinking in applying a subject.
• Give trainees a choice of instructional methods and/or
subjects if possible
so trainees can select the preferred instructional methods and
subjects of
interest (the emotional element applies here).
Varying the types of instructional methods used keeps the

trainee interested,
involved, and learning because of the need to meet the
program’s expecta-
tions. Variety reduces the use of methods that might be of less
interest to
trainees, because chance dictates that some methods will
interest the learner
more than others. Varying the methods can also minimize but
not eliminate
cheating. Cheating is going to be an issue but should not be a
major concern
for training designers. Trainees should want to learn.
Below is a list of examples of asynchronous instructional
methods that
work well in an online training program.
• Trainees provide chapter summaries written in their own
words to dem-
onstrate understanding of the subject.
• Games tap into a trainee’s competitive spirit, but the games
should be
designed to avoid winners and losers. All should be able to win.
• Simulations are an excellent example of modeling an action.
• Extra credit assignments that trainees need to respond to
within a day,
where all who respond correctly earn points.

• Contests where everyone can be a winner, which tap into a
trainee’s
competitive nature.
• Applied projects where trainees select from a list of topics
and choose a
topic to write about in an applied way (e.g., select the topic
“customer
theft” and design a training program to teach employees
company poli-
cies about dealing with customer theft).
• Assessment methods are often just as useful as instructional
methods in
engaging trainees, as long as the assessment method involves
learning too.
For example, writing a report describing a training program
dealing with
customer theft means the trainee needs to learn about company
policies
covering customer theft, how to design a training program, and
how to
write a report describing the training program.
Learning Objective #6: Discuss and Explain, with Examples,
Formative Assessment Methods to Use in an Online
Training Program
Formative assessments have already been discussed under
learning objec-
tive #4 in regard to identifying and describing methods to
motivate trainees.
Formative assessments provide evaluative feedback concurrent

with the train-
ing program. The purpose of formative assessment is to generate
evaluative
information for the trainee to gain insight into how well
learning is occurring
and for the trainers to learn if trainees are grasping the subject
at a rate that
meets the expectations of the training program designers.
The trainers learn if trainees are “active learners” by assessing
the extent
to which trainees are achieving the learning objectives or
moving towards
achieving the objectives. The issues associated with the use of
formative
assessments in online training programs are similar to face-to-
face training
programs. However, because online training basically involves
limited direct
contact (if it is a hybrid program then there is some face-to-face
contact)
between the trainer and the trainee, and infrequent direct email
exchanges,
the trainer needs to use different types of assessment methods
and vary the
methods used to avoid complacency. In addition, it is necessary
to use short
but frequent assessments to ensure trainees are successful
learners, and if not,
to utilize intervention strategies to rectify the situation.
Communication between the trainer and the trainee is always
important,
and clear communication is the best but always a challenge. In
online training
programs clear communication is a greater challenge because

often there is
insufficient feedback between the trainer and trainees. There are
two impor-
tant strategies designers can apply to facilitate communication
associated
with assessment. Designers can design a structured, objective
scoring rubric
that outlines the assessment method and the process for using
the assess-
ment method. The second strategy is to design a structured,
objective grading
rubric that provides guidance to the trainee on the type of
output expected
when using the assessment method. For example, in the use of
case analysis, a
checklist can be used to identify if the trainee has identified two
problems, has
conducted a complete SWOT analysis, and has identified five or
more solu-
tions. These represent examples of objective evaluative criteria.
Examples of assessment methods to use during training include
the following.
• Open-ended, focused questions requiring trainees to
demonstrate in
their own words their understanding of the subject of the

question.
• Case analyses, which have no right or wrong answers but can
show high
levels of cognitive processing to demonstrate understanding of
the sub-
ject of training.
• Applied types of reports represent another means for
demonstrating
cognitive information processing abilities that cover a specific
subject
and adhere to a structured, objective reporting process.
• Using a physical model or prototypes represents the ability to
demon-
strate learning in a 3-D manner.
• Team-oriented assessment can involve requiring trainees to
coordi-
nate their efforts in a structured, objective way to demonstrate
group
learning and the individual contributions of team members.
• A trainee can create a formal video presentation that
conforms to a
checklist of objective criteria (e.g., facing forward, no use of
note
cards, voice audible, use of PowerPoint slides, etc.).
• A trainer can create a formal instructional video presentation
that
demonstrates what the trainees need to understand about the
subject
and for the evaluation use a checklist approach to have the
trainees

assess the presentation for content-specific issues.
Learning Objective #7: Identify and Describe Effective
Communication Methods to Use in an Online Training
Program
Communication between the trainer and the trainee in a face-to-
face train-
ing program is a challenge for a variety of reasons. Limited
time, shy trainees,
trainees not wanting to sound dumb, and trainees not paying
attention are
among the major reasons. Communication in an online training
program is
even more challenging because the trainer is not present and the
trainee must
expend additional effort to reach out to a trainer who is not
likely to respond
immediately, and trainees often seek immediate responses.
There are several methods a trainer can use to facilitate the
trainer-trainee
communication process short of generating a 100% response
rate. Any com-
munication method needs to meet certain criteria.
• Brevity: trainee attention spans vary between trainees but
there is always
a limit, especially online.
• PowerPoint bulleted responses: these help increase readability
as brief
bullets are easier to follow.

• Brevity: short presentations are preferable to encourage
reading and lis-
tening if using a video.
• PowerPoint headings: bullet presentations should always use
large font
headings with each grouping of bullets so the trainees know the
subject
for each group.
• Large font: large font size print is more readable and less
intimidating to
the reader.
• Non-technical: written communication must be written using
non-
technical terms or use technical terms accompanied by brief
explanations.
• Frequent: regular contact between the trainer and the trainee
is optimal,
acting as a reminder to the trainee and to keep trainees focused
and
involved in the training program.
• Interactive: communication is effective if it requires trainees
to respond,
but it should use positive reinforcers to encourage
responsiveness, such
as bonus points if there is a contest.

• Clear feedback: feedback to trainees needs to be clear,
concise, and
detailed, and it should be organized by following a systematic
approach
that is easy for a trainee to follow.
There are several types of communication methods to use within
a course
management system (CMS).
• Announcements under the Announcement section. These
should follow
the recommended communication criteria.
• CMS programs offer email capabilities. Emails need to adhere
to the
communication criteria for optimal results.
• Program handouts provide additional information to
supplement infor-
mation embedded in the CMS program. Handouts are easy to
copy and
used frequently as reference material.
• Short videos offer another medium to engage the learner.
Brief videos
are preferable in order to minimize a trainee’s loss of interest.
• Submitting questions frequently and requiring a trainee
response can
help assess trainee involvement and trainee understanding of the
subject
matter. Responding to trainees with questions immediately
demonstrates
interest in the trainee and reinforces the importance of a quick

response
in either direction. Trainers should consider sending the
response to one
trainee’s question to other trainees who might have a similar
question but
hesitate to ask.
Learning Objective #8: Identify and Describe the Important
Personal Attributes of an Online Training Program Trainer
The personal attributes of a trainer can often represent the
difference between
a successful training program and training that minimally
impacts trainees and
leaves trainees dissatisfied. Trainers can have the training and
experience from
conducting prior training programs, but a trainer’s personal
abilities are the
differentiators that can make a trainer valuable to an
organization. Below are
the more important types of trainer abilities.
• Comfortable using course management systems (CMS) in
conducting
online training.
• Organizational skills are essential to keep the flow of the

training pro-
gram moving forward and on track.
• Excellent written communication skills, as this represents the
primary
method of communication with trainees; the ability to be clear,
concise,
and detailed is essential to aid in facilitating trainee learning.
• Self-discipline because it is important to keep focused and
ensure that
trainees stay focused on the training.
• Socially oriented is an important quality because the trainer
needs to
be comfortable working with people without the benefit of
person-to-
person contact.
• Trainees benefit from examples that the designers can include
in the pro-
gram. However, these may be insufficient and so the trainer
needs to be
able to offer other types of examples to help trainees understand
the issue(s).
• Trainers need to be comfortable working with diverse trainee
learner
types without the benefit of face-to-face interaction.
• A trainer needs a goal-orientation because training is all
about achiev-
ing training goals and learning objectives. The online
impersonal form
requires a strong commitment to achieving.

• Learning requires trainees to push outside of their comfort
zone. This
often leads to some form of resistance among trainees. A trainer
needs
to recognize the signs of resistance and demonstrate the ability
to utilize
strategies for overcoming trainee resistance.
• Problems are inevitable, even with the best designed training
program. A
trainer needs to be an active problem-solver and adept at
responding to
technology and non-technology types of problems successfully.
• A positive attitude is essential for a trainer to fuel trainees
with enthusi-
asm for learning.
• A self-motivated trainer is proactive in anticipating the needs
of
trainees and provides solutions to meet trainee concerns and
training
program problems.
Learning Objective #9: Identify, Describe, and Explain
the Methods to Use to Overcome Trainee Resistance
to Learning in an Online Training Program
The preferred way to dealing with resistance in an online
training program is
to begin by anticipating that resistance will occur. Training
program designers

can expect resistance because learning something new always
results in some
form of resistance. This is because learning requires a trainee to
move outside
of their comfort zone. What the designers must know is the
reason for the
resistance, as the cause(s) can differ under different
circumstances. The poten-
tial severity of the problem can vary as well.
By anticipating that resistance will occur, the designers can
draft a needs
assessment that includes questions which can provide clues to
the potential
causes. Designers need to know the reason(s) for resistance, the
severity of the
potential problem without intervention, and possible solutions
that trainees
and other stakeholders might provide.
Online training will only exacerbate the feelings of a trainee
who perceives
themselves to be a weak self-learner because of the impersonal
nature of
online training. Possible solutions include the following.
• Matching a self-doubter with a trainee who views themselves
as a
strong self-learner.
• Varying the range of content of the program with a minimum

and
maximum amount of information to learn, to match each
trainee’s per-
ceived capabilities.
• Design the training program to allow for greater potential but
without
the need for contact between the trainer and trainees.
Unfortunately, with the use of CMS, any personal dislike of
technology being
used for learning, and the impersonal nature of online learning,
can contribute
to resistance to learning. Possible strategies to reduce this
include the following.
• Provide a brief tutorial on the use of the CMS program.
• Use instructional methods that minimize the use of
technology as part of
the learning process.
Adult trainees dislike learning independently. Andragogy refers
to the impor-
tance of learning with others for adult learners. Designers can
consider the
following strategies to overcome this cause of resistance to
learning.
• Design the training program so that trainees work together at
a computer
work station.
• Design the training program to facilitate trainees working
together on
projects that they can coordinate among themselves.

• Select instructional methods that require trainees to interact
with other
individuals though not necessarily other trainees (e.g., conduct
inter-
views, activities that involve contact with people, etc.).
Trainees’ fear of the unknown often results in some resistance
to learning
and this feeling becomes exacerbated by participating in an
online learning
program. Strategies to consider in overcoming extreme
cautiousness include
the following.
• Send out a brief letter of introduction to the training to
introduce the
trainer and training program along with describing the training
pro-
gram goals.
• Begin training with a simple to perform warm-up exercise.
• Start the training program with a short video with the trainer
explain-
ing the purpose of the training program and providing an
explanation of

what the trainees can expect during the training process.
A trainee’s learning style may challenge the trainee’s ability to
achieve the
training program’s learning objectives. Designers can consider
the following
strategies to optimize learning and overcome this type of
resistance.
• During the needs assessment process attempt to learn the
dominating
learning styles in order to then select a variety of instructional
methods
that emphasize the use of these learning styles.
• Select a group of instructional methods and allow the trainees
to choose
which method(s) to use to learn the subject matter.
Trainee resistance can sometimes occur because the trainees do
not under-
stand the subject matter’s relevance. Strategies to consider
include the
following.
• Provide the trainee with a brief overview explaining the
relevance of the
subject to the trainee prior to the start of the training program.
• Anticipate in advance possible questions trainees can have
about the sub-
ject matter and provide responses to these questions.
• Ask the trainees to offer ideas on why the organization
selected the sub-
ject matter for trainees to learn.

• Provide examples that show the relevance of the subject
matter to
the trainee.
Resistance to learning can occur if trainees consider the subject
matter too
challenging for the trainee to learn or the material too easy. If
trainees per-
ceive the subject matter to be too difficult, possible strategies to
use to over-
come this type of resistance include the following.
• Trainees’ perceptions are often based on false impressions
about the sub-
ject matter. Educate the trainees about the subject matter prior
to train-
ing to change their perceptions.
• Simplify the training process by creating fewer, less complex
learning
modules for each stage of the training process.
• Sub-divide the original training program into more learning
modules,
covering less material in each learning module.
• Design the training program so the trainee has more control

over the
pace of the learning process.
If trainees perceive that the subject matter is too simplistic,
designers can
consider the following strategies to modify this perception.
• Design the training program so the trainee can accelerate the
training
process to complete the training program more quickly.
• Offer supplemental learning modules associated with the
subject matter to
allow trainees to access more information associated with the
subject matter.
• Design the training program to incorporate the use of
sophisticated forms
of instructional methods that require the trainee to demonstrate
a greater
understanding of the subject matter.
Learning Objective #10: Discuss the Application of the RISD
and the RISDP Models in Designing Trainee-Centered Online
Training Programs
The goal in designing an online training program is to create a
program
that engages the trainee, leading to successful learning. Success
occurs when
trainees achieve the learning objective, which means success in
achieving the
training program goals.
The design of any training program originates from the
influence of learning

theory, motivation theory, instruction theory, systems theory,
and pragmatism.
Theory is insufficient alone because theory requires guidance in
the selection of
a theory and knowing how to apply theoretical concepts in
designing a train-
ing program. This is important in designing a face-to-face
training program.
Designing an online training programs offers a unique design
challenge because
of the unusual aspects of online training and the challenges that
confront the
trainee in an online training program.
The Ross Instructional Systems Design model (RISD model)
and the Ross
Instructional Systems Design Process model (RISDP model)
were developed
specifically to guide training program designers, first in
identifying the critical
components of a training program, then in how the components
fit together
(using the RISD model), and finally the process to follow (using
the RISDP
model) in actually designing the online training program (this
process can be
followed for face-to-face training programs too). Both models
exemplify the
application of the Quality Matters Rubric, which highlights the
important
components to include in the design of any training program.
Both the RISD
and RISDP models were described in a previous section.
Here we look at the benefits in applying the RISD and RISDP
models in

designing an online training program.
• Creates a learning process that is easily followed by trainees.
• The guidance ensures that the design of the training program
meets
trainee needs and the expectations of decision-makers.
• The program benefits from the influence of theory and
experience in
the design.
• The program offers a diversity of instructional methods that
leverage
trainee learning styles.
• The models assume an organized approach in designing the
training
program.
• All the important components of a training program are
included in
the training program and linked together to ensure a
comprehensive
approach in facilitating trainee learning.
• The designers use the models to ensure the engagement of the
trainees’

cognitive processes.
• Because adult learners can profit from asynchronous
instructional meth-
ods, designers can easily incorporate these methods within an
online
training program.
• Online training programs benefit from using different types of
asyn-
chronous instructional methods sequenced in ways to ensure
that certain
types of trainee responses follow.
Questions
1 Identify and briefly describe the major benefits of online
training programs.
2 Identify and briefly describe three factors that contribute to
the success of
online training programs.
3 Identify and briefly describe the major challenges that can
lead to an
unsuccessful online training program.
4 What are synchronous and asynchronous instructional
methods? Which
type is best to use in online training? Explain.
5 Identify and describe three personal attributes of a trainer of
online
training programs. What makes these important to the success of
online training?

6 Discuss the use of RISD and RISDP models in creating online
train-
ing programs.
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https://elearningindustry.com/best-
Chapter 5
Learning Objectives
Achieving is the sign of successful learning.
Chapter Five Learning Objectives
reading
Chapter Five.
1 Define learning objectives and explain the benefits of using
learning
objectives in training programs.

2 Describe and explain the relationship between training
program
goals and training program learning objectives.
3 Identify and describe the four major components of a learning
objective.
4 Identify and explain the levels of learning objectives based on
Bloom’s taxonomy of cognitive learning.
5 Identify, describe, and compare the difference between
cognitive-
based learning objectives, skills-based learning objectives, and
abilities-
based learning objectives.
6 Describe the relationship between the needs assessment and
learning
objectives.
7 Describe the relationship between learning objectives and
instruc-
tional methods.
8 Describe the relationship between learning objectives and the
subject
matter of a training program.
9 Explain the relationship between learning objectives and
assessment
methods.
10 Identify and explain the reasons non-homogeneous groups of
trainees
require different types of learning objectives.

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Account: s4264928.main.eds
Book: Stanley C. Ross. (2019). Training and Development in
Organizations: An Essential Guide For Trainers.
Routledge.
Link: https://eds-s-ebscohost-
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52 Learning Objectives
Learning Objective #1: Define Learning Objectives and
Explain the Benefits of Using Learning Objectives in
Training Programs
A training program learning objective represents a statement of
what the
trainee will know or be able to do by the end of the training.
Learning objec-

tives provide a focus for the trainee and trainer. Both the trainee
and trainer
know the expectations and their roles to achieve the learning
objectives.
Learning objectives need to have a narrow focus to avoid
creating any
possible confusion that can obfuscate the purpose of the
objective. The
intent in creating a successful training program is to begin by
creating learn-
ing objectives that present observable and measurable
behavioral outcomes.
Behavior is measurable (and described using verbs such as
“demonstrate,”
“explain,” “perform,” etc.), whereas concepts are non-
measurable and open
to misinterpretation of the results (and described using terms
such as “create a
positive environment,” “learn the concepts,” “be satisfied,”
etc.).
Learning objectives are similar to SMART goals. SMART goals
share
many of the same characteristics as a well written learning
objective.
SMART goals are: S(specific), M(measurable), A(achievable),
R(realistic),
and T(time-limited). Specificity is important to ensure that the
objective
is concise, because learning objectives shape other important
components
of the training program (e.g., instructional methods, subject
matter, etc.).
Measurement is important because of the need to assess success.
Training is

always time-limited and the training program designers need to
write learn-
ing objectives that are attainable, realistic, and achievable
during training if
the program is to be successful. Because training is time-
limited, learning
objectives cannot be so ambitious that the trainee is likely to
fail. Failure
in achieving the learning objectives is antithetical to designing
and imple-
menting a successful training program.
In writing learning objectives, the author(s) needs to understand
that the
underlying principle in writing them is to create learner-
centered learning
objectives that are simple, measurable statements which
contribute to trainee
success and to achieving the training program goals.
Well-designed learning objectives offer several important
benefits.
• Trainers and trainees keep focused because the learning
objectives repre-
sent the agenda for training.
• Successful achievement of learning objectives serves as a
form of intrin-
sic reward for the trainees and can result in extrinsic rewards
from
the organization.
• Successful achievement of the learning objectives often
contributes to
boosting trainee self-esteem (Ross, 2015) which contributes to

more
productive employees.
• Success in achieving the learning objectives reinforces the
values associ-
ated with the training program and the organization’s culture at
large.
Learning Objectives 53
• Successful achievement of the learning objectives benefits the
organiza-
tion’s efforts in accomplishing the training program goals and
the overall
goals of the organization.
Examples of poorly stated learning objectives include:
• Trainees learn the organization’s policy on sexual
harassment.
• Trainees learn how to provide good customer service.
• Trainees are able to order supplies.
• Trainees can create an organized work area.
• Trainees learn the new hiring process.
Examples of well written learning objectives include:
• At the completion of training, trainees can state the five
major parts of
the organization’s sexual harassment policy.

• At the completion of training, trainees can define the
organization’s pol-
icy on providing good customer service.
• At the completion of training, trainees can list the sequence
of steps in
the supply ordering process.
• At the completion of training, trainees can list and describe
the five major
characteristics of a work area.
• At the completion of training, trainees can label, describe,
and explain
each of the steps in the new hiring process.
Learning Objective #2: Describe and Explain the Relationship
between Training Program Goals and Training Program
Learning Objectives
Learning objectives originate indirectly from an organization’s
efforts to bring
about change within the organization’s operations.
Organizations develop
strategic goals that represent targets to accomplish to realize the
organiza-
tion’s long-term vision. An organization’s strategies are a
catalyst for the type
of changes the organization identifies as representing the best
ways to achieve
the strategic goals. Strategic goals and the strategies have an
effect on the
choice of operational goals. One category of operational goals
is training
goals. Training goals are necessary for the people responsible

for implement-
ing the changes initiated by the strategic goals and strategies,
because where
there is change, employee job descriptions can change,
requiring employees
to perform in new ways. Figure 5.1 shows the series of cause
and effect rela-
tionships that evolve from the vision and strategic goals.
Vision
Strategic
Goals
Strategy
Training
Goals
Training
Strategy
Learning
Objectives
Figure 5.1 The Relationship between an Organization’s Vision
and Learning Objectives
Learning objectives and training goals communicate

performance expec-
tations which provide the focus for the training programs.
Training goals
can directly and indirectly benefit the organization’s efforts at
achieving the
strategic goals. For example, a direct benefit is training that
covers the stra-
tegic plan, roles of key personnel, new responsibilities, etc.
Training that
provides an indirect benefit could cover a new hiring process,
sexual harass-
ment policy, new performance appraisal process, etc. Indirect
benefits focus
on creating a work place free of distractions and disruptions
that can interfere
with employee performance.
Success in achieving the learning objectives contributes to
success in
achieving the training goals. Learning objectives are a
necessary comple-
ment to training goals because learning objectives differ from
training goals.
Training goals represent broad statements of purpose that are
often stated in
measurable terms. Below are several examples of training goals.
• Training supply-chain managers on how to increase cost
savings
from suppliers.
• Training sales managers on how to improve sales force sales.
• Training leads to more positive employee attitudes.
• Training results in an improved work environment.
• Training achieves the goal of strengthening the new product
develop-

ment process.
Even if a training goal is measurable, such as “training will lead
to a 10% decline
in supplier costs within six months,” these training goals are
broad statements of
intent. Learning objectives provide the focus and specific
outcomes associated
with achieving the training goal. There are three categories of
learning objec-
tives. First, there are informational learning objectives that
focus training on
providing trainees with needed knowledge. Second, there are
skills-based learn-
ing objectives. These objectives focus on getting trainees to be
able to perform
some action. Third, there are learning objectives that emphasize
developing a
trainee’s abilities. Abilities development emphasizes such
personal attributes as
problem-solving, analytical abilities, categorizing, identifying
important issues
among an assortment of issues, value development, etc.
Examples of learning objectives can illustrate how learning
objectives
evolve from a training goal. Using the training goal of training
supply-chain
managers to increase cost savings from suppliers as an example,
below are
some examples of possible learning objectives.
• Knowledge-based learning objectives
a Trainees are able to cite major contract terms.

b Trainees are able to define the policy on offering early
shipping
terms to suppliers.
c Trainees are able to identify and describe the new supply-
chain
negotiating process.
• Skills-based learning objectives
a Trainees are able to demonstrate how to use the new order
entry
system.
b Trainees are able to document the major supplier costs.
c Trainees are able to input supplier data using the new order
entry system.
• Abilities-based learning objectives
a Trainees can cite the benefits associated with reducing supply
costs.
b Trainees demonstrate the use of cost-saving strategies.
c Trainees demonstrate negotiating abilities associated with
reducing
supplier costs.

Achieving learning objectives strengthens the talents of
employees, which ben-
efits the organization and the organization’s efforts at achieving
strategic goals.
Learning Objective #3: Identify and Describe the Four Major
Components of a Learning Objective
Learning objectives need to be precise because the purpose of
training is to
enable trainees to learn about a subject that benefits the
organization and the
trainee. All other components of the training program, i.e., the
instructional
methods, subject matter of the training program, and assessment
methods, are
selected to accomplish the learning objectives. Precise learning
objectives are
essential for a training program to be well designed.
There are four elements that define an effective learning
objective. Action
verbs represent one element of an effective learning objective.
An action verb
expresses an action towards a subject. A subject could either be
a cognitive
activity or a physical activity.
Examples of action verbs include:
Achieved Documented Produced
Advised Encouraged Reduced
Briefed Formed Revised
Consulted Generated Selected
Contributed maintained Tested

Passive verb use describes the action and minimizes the active
role of the
subject in a statement. Examples of passive verb use include:
Will be watched To be documented Was shown
Will be closed Is fragmented Are always answered
Another element of an effective learning objective is the subject
of the objec-
tive. There are three categories of subjects. These are: cognitive
subjects,
skills (psychomotor), and abilities (affective). The cognitive
basis for the
subject originates from Bloom’s taxonomy of cognitive
learning. Bloom’s
taxonomy of learning and the relationship with learning
objectives is covered
under learning objective #4.
Content is the focus of the learning objective subject. Subject
issues need
an exactness in phrasing to ensure that the designers of the
training program
cover that specific subject. Examples of each category of
subject follow.
Cognitive Subjects

• Policy on bullying
• Hiring process
• Promotion process
• Policy on dealing with angry customers
• Accounts receivable policy
Skill Subjects
• Operate hydraulic lift
• Assemble computer box
• Cut granite counter tops
• Lay down a tile floor
• Install light fixtures
Abilities (affective)
• Problem-solving
• Value creation
• Value development
• Analytical skills
• Categorizing
• Process management
The third element of an effective learning objective is
performance criteria.
Performance criteria refer to how well trainees need to know or
do some-
thing. Performance criteria reflect the expectations trainees
need to meet.
Performance criteria are commonly phrased in quantitative
terms. Examples
of performance criteria follow.
• Trainees will know all the important parts of the sexual
harassment policy.

• Trainees will gain 70 or higher in the Series Seven exam.
• Trainees need a score of 90 or higher to pass the exam
covering basic
accounting subjects.
• Trainees need to solve 9 out of 10 problems on the test
covering the new
hiring process.
• Trainees are able to identify 8 out of 10 problems on the
problem
identification test.
The last element of an effective learning objective relates to the
conditions
or circumstances that trainees need to accommodate in order to
demonstrate
results. The examples mentioned in describing the third element
cover con-
ditions as well as numeric performance criteria. “Will know,”
“will earn,”
“need a score of,” “need to solve,” and “are able to identify” are
all examples
of conditional-type statements conveying to the trainee the
expectations for
successfully achieving the learning objective. The conditions,
along with the

performance criteria, represent what trainees need to do to show
they have
achieved the learning objectives.
Learning Objective #4: Identify and Explain the Levels of
Learning Objectives Based on Bloom’s Taxonomy of
Cognitive Learning
Bloom’s taxonomy of cognitive learning offers a paradigm for
understanding
adult learning and the associated levels of learning that are
possible. Levels
refer to the range of cognitive complexity associated with
learning. An indi-
vidual’s intellectual and physical limits represent constraints to
learning at
higher levels, though individuals can underperform as well.
Conceptualizing the learning process using levels of learning as
the basis
for developing the trainee’s learning process is a useful
paradigm because levels
provide a framework for dividing the learning process into
blocks of learn-
ing. Each block uses the preceding block(s) to advance the
trainee’s learning
capabilities. Maximizing learning is always the trainer’s goal.
Levels of learning
offer the designers of the training program a conceptual
framework for organ-
izing the learning process into homogeneous learning blocks,
each block asso-
ciated with a qualitatively different form of intellectual
thinking.
Another way to understand the purpose of Bloom’s taxonomy of

cogni-
tive learning is to think of levels as levels of competencies.
Competency
does not imply incompetency, so much as whether the trainee’s
ability to
understand a subject in a particular way is limited or non-
existent. Training
is meant to build competency in some subject. A training
program might
have no restrictions on understanding subject matter prior to the
start of
training, or there may be pre-requisites prior to entering a
training program.
For example, students may need Principles of Management as a
pre-requisite,
to take an advanced course such as Organizational Behavior.
The Principles
course had no pre-requisite course because the course is
introductory and
the emphasis is on knowledge acquisition. Knowledge
acquisition is the basic
level in Bloom’s taxonomy of cognitive learning.
Learning objectives can and should follow the model of levels
of intellec-
tual thinking presented in Bloom’s taxonomy, with the
achievement of each

objective(s) functioning as a building block to the next level.
After all, an
individual learning how to swim does not begin by swimming
immediately.
There are prior stages to the learning to swim process to build
on as the indi-
vidual moves towards the swim stage. This learn to swim
program can serve
as a basic building block to achieve an advanced level of
swimming. Bloom’s
taxonomy helps to understand how the model can apply within a
program
and among several related programs (e.g., advanced swimming,
special swim-
ming techniques, etc.).
Bloom’s taxonomy encompasses three categories of learning,
referred to as
domains. These are the cognitive domain, the psychomotor
skills domain, and
the affective domain (which is referred to as the abilities
domain to provide
a clearer understanding of the subject matter associated with
this domain).
Tables 5.1, 5.2 and 5.3 provide details describing each of the
domains
covered in Bloom’s taxonomy of cognitive learning, with brief
explanations
Table 5.1 An Overview of the Cognitive Domain Using the
Strategic Management
Course as an Example
Level Ranking1 Focus Example

Knowledge 6 Basic concepts Pre-requisite courses
Comprehension 5 Explain basic concepts Tell what concepts
mean such as
the term “strategy”
Application 4 Demonstrate use of
concept
Use concepts in correct context
Analysis 3 Interpret the use of
concepts in a real-life
situation
The organization needs to
pursue a growth strategy in an
expanding domestic economy
Synthesis 2 Combine concepts within
a larger category
Conduct comprehensive
industry study
Evaluation 1 Make assessments or
evaluations
Draw conclusions from a
comprehensive industry study
1 Low to high.
Table 5.2 An Overview of the Psychomotor Skills Domain
Using the Renovation of a
Bathroom as an Example

Imitation 5 Copying someone Apprentice to a plumber who
renovates bathrooms
Manipulation 4 To control with some skill To perform basic
bathroom
renovations independently
Precision 3 Accuracy of work is
important
The ability to do detailed work
with few errors
Articulation 2 The ability to show or
direct others
Explain to subordinate apprentice
the work to do/give directions
Naturalization 1 Demonstrates mastery The ability to design and
renovate
a bathroom with no guidance
1 Low to high
describing each level along with examples to demonstrate how

each level
forms and evolves.
Learning Objective #5: Identify, Describe, and Compare
the Difference between Cognitive-Based Learning Objectives,
Skill-Based Learning Objectives, and Abilities-Based
Learning Objectives
Cognitive-based learning objectives emphasize the intellectual
development
of the trainee. Table 5.4 identifies and describes the primary
cognitive com-
petencies that serve as the foundation of the cognitive domain
referred to in
Bloom’s taxonomy of learning. Intellectual cognitive learning
objectives are
achievable based on the ability of the learner to learn how to
use these capa-
bilities along with the relevant instructional methods.
Table 5.3 An Overview of the Abilities Domain (Affective
Domain) with Examples for
Understanding Its Development
Personal 3 Talent, expertise or mastery
that comes naturally
Organizing, problem-solving,
communicating
Professional 2 Talents, expertise or
mastery that comes
from being proactive in
self-development

Taking courses, specialized
workshops, unique
instructional methods all
intended to develop abilities to
strengthen work performance
Ethical 1 Active development and
extension of moral code
of conduct
Creating personal code of
conduct or moral compass
through value-creating or
value-building activities
1 Low to high
Table 5.4 Primary Cognitive Capabilities and Important Themes
Associated with these
Capabilities
Cognitive Capabilities Theme
Perception • Awareness using senses
Attention • Focus on a subject
Memory • Process of storing information, categorizing and
retrieving information
Language • Communication functions
Visual and spatial processing • Intellectual capability to
process information by
manipulating and differentiating visually, and thinking
about objectives multi-dimensionally

Executive functions • Goal-oriented with the ability to plan and
implement
the plan to achieve the goal
Table 5.5 identifies and describes the primary skills that serve
as the basis
for psychomotor domain skills. Skills-based learning objectives
emphasize
one or more of these skills. Higher-order skills-based learning
objectives are
achievable only if the trainee has the capacity and motivation to
learn the skill.
Table 5.6 identifies the personal abilities of the learner and the
focus of
each ability. These are merely examples, as there are others.
Learning objec-
tives that emphasize the development of the individual focus on
these types
of abilities.
Cognitive capabilities, skills, and personal abilities are
presented separately
to illustrate each domain’s unique characteristics. However,
there is often
an interdependency among the three areas that training program
designers
expect when creating the learning objectives. Learning

objectives can empha-
size cognitive learning, skill learning or abilities development,
but each type
of learning objective depends on the other categories for
support to enable
the trainee to achieve the objective. In short, learning is
mutually supportive
among the three categories, even if the focus of an objective is
just one of
the categories. For example, if the focus of training is to learn
how to design
a new bathroom, the trainee needs analysis and synthesis
learning objectives,
Table 5.5 Primary Skills Capabilities and Important Themes
Associated with These Skills
Skills Theme
Communication skills • Listen, process information, and
respond
Capacity to learn1 • Intellectual and psychological factors
Team skills • Work with others to coordinate
Planning skills • Identify a project to complete and identify the
process or sequence of steps to follow
Dexterity of fine motor skills • Use of small muscles to
perform tasks that require
hand-eye coordination
Dexterity of gross motor skills • Use of major muscle groups to
perform tasks that
require successful use of these muscles
1Though not a skill, capacity represents the extent to which a
learner can develop advanced skills.

Table 5.6 Examples of Personal Abilities and Important Themes
Associated with These
Abilities
Abilities Theme
Intellectual capacity • Native intelligence to learn and
conceptualize in abstract terms
Values • Learned factors that influence behavior
Psychology • Development of sense of self-worth
Communication skills • Native ability to listen, process
information, and respond
Self-motivation • Ability to achieve through self-initiative
Dexterity
• Fine motor
• Gross motor
• Native ability with hand/eye coordination
• Natural muscular strength
articulation learning objectives, and problem-solving and
communication
skills learning objectives. Trainees need to know how to break
down the
project into stages in a process, linking the stages in sequence,
and then pre-
sent a model of the finished product by writing a proposal with

a diagram(s).
Learning Objective #6: Describe the Relationship
between Needs Assessment and Learning Objectives
A needs assessment and learning objectives represent important
steps in the
training program design process. These are important because
each contrib-
utes to achieving the training goals linked to the organization’s
strategic goals.
Decision-makers initiate the process by indicating that
employees or a sub-set
of employees need to advance their development to further the
interests of
the organization. As described previously, the first step in the
design process
is to conduct a needs assessment. A needs assessment can either
be a formal
or informal process, as determined by the circumstances.
However, what
is essential during this step is the necessity to know all about
the audience
for training purposes, the learning requirements, and the
capabilities of the
trainees. Learning requirements refer to the types of
instructional methods to
use during training. Capabilities refer to the intellectual
capacity, skill level,
as well as prior experiences that serve as a foundation to build
upon during
the learning process. For example, if knowledge is lacking and
knowledge
is a necessary pre-condition for further learning, then providing
the knowl-
edge is a necessary pre-condition for further learning. If a skill

is lacking,
then developing rudimentary skills is a necessary pre-condition
to advance
skill development. Personal abilities often are present in some
form with the
learner, but the need to understand how to build on or advance
that ability is
a necessary pre-condition for advanced training sessions.
After successfully completing the needs assessment, the next
stage in the
design process is to identify the training goals that decision-
makers expect
the training program to accomplish. Achieving the training
goals is impor-
tant because these goals benefit the organization in directly or
indirectly
enabling the organization to achieve its strategic goals. Training
goals,
broad in focus, directly influence the selection of learning
objectives, which
is the next stage in the design process. The learning objectives
provide the
focus that the training program designers and trainers require to
achieve the
training goals.
The remaining steps of the training program design process
include identi-
fying the instructional methods to use, developing program
content, selecting
the assessment methods to use to assess whether the trainees
have achieved all
of the learning objectives, as well as post-training reflection for
the design-
ers and trainers to use in evaluating the program. Reflection

should focus on
program strengths, areas for improvement, and to determine the
extent to
which the program achieved the training program goals.
Learning Objective #7: Describe the Relationship between
Learning Objectives and Instructional Methods
The next step in the training program design process following
the selection
of the learning objectives is the step for choosing instructional
methods. Two
primary factors influence the selection of instructional methods.
Andragogy, the
theory on adult learning, describes adult learners as individuals
who learn best
through the use of particular instructional methods. The second
important factor
is to match the instructional methods with learning objectives
that enable trainees
to achieve the learning objectives. The instructional methods
selection process
is the logical next step for identifying ways to achieve the
learning objectives.
Instructional methods facilitate the achievement of the learning
objectives.
Because of the important role of instructional methods, training

program
designers need to be aware of how the adult learner learns best.
All adult
trainees need to be motivated in particular ways during the
training process
to ensure trainees work to learn the subject matter. Identifying
the instruc-
tional methods best suited to motivate trainees is a vital
contributing factor in
trainees achieving the learning objectives.
Adult learners prefer to draw from their personal experiences as
a connect-
ing bridge to learning something new. The use of instructional
methods that
draw on personal experiences is the preferred way for adults to
learn. Adult
learners also prefer learning new subjects through the process of
identifying
and solving problems. Working with problems is a familiar
process to the
adult learner, who has experienced numerous work-related types
of problems
in the past, solved these problems, and developed a problem-
solving process
to use in future situations.
The adult learner is inherently practical, and this practicality
means that
learning is strengthened when the subject matter is relevant to
the learner’s
job and career. The choice of instructional methods serves as
the “best” means
for maximizing learning in regard to the learner’s self-interest.
Instructional
methods perceived as serving the interests of the trainee

motivate the trainee,
whereas those perceived as not useful are shunned or resisted.
Adult learners enjoy learning with and from others, preferably
peers.
Adults relate better with other adults perceived as having
similar types of
experiences. In short, they know that each peer shares
experiences with-
out really knowing each person personally. Furthermore, adults
are open to
learning from other adults because they believe that other adults
can share
strategies that worked in similar situations and/or can offer
insights on how a
learner can deal with a problem or situation differently.
Adult learners prefer to learn through the use of a variety of
instructional
methods, in particular methods where the trainee is an active
participant
involved in the learning process and not in a passive learning
role (e.g., the
use of lectures). Chapter Six identifies and describes different
instructional
methods and provides numerous examples of the instructional
methods pre-
ferred by the adult learner. Designers need to be cognizant of
the importance

of selecting a variety of relevant instructional methods to keep
the attention
of the adult learner, motivate the adult learner to want to learn,
and represent
the best ways to maximize learning by the adult learner.
Learning Objective #8: Describe the Relationship
between Learning Objectives and the Subject of
the Training Program
The next step in designing the training program is the content or
subject
matter step. The subject represents the content for the trainees
to learn and
achieve the learning objectives. Designers need to be alert to
the time con-
straints as well as other constraints when developing the
content. At the same
time, the designers need to ensure that the range and depth of
the subject mat-
ter is sufficient. Trainees need to be able to achieve the learning
objectives.
Excess information discourages trainees because of the
perceived and felt
stress associated with too much information. Insufficient
information is equally
stressful for trainees, knowing that this negatively impacts their
job performance.
Table 5.7 provides an example of the association between a
number of
learning objectives linked with the goal of re-designing the
hiring process,

Table 5.7 The Relationship between Learning Objectives and
the Subject Matter for a
Training Program Covering a New Hiring Process
Learning Objectives Subject Matter
1 Trainees are able to demonstrate
the correct method for using the
Prospective Employee I.Q. test
• Purpose of the I.Q. test
• Process for administering the I.Q. test
2 Trainees are able to explain
and interpret the Prospective
Employee I.Q. test
• I.Q. test score interpretation and the pass
rate required
• Sub-categories test scores interpretation
• Limitations of test score
3 Trainees are able to describe
the process for conducting the
Telephone Role Play test
• Process for using the Telephone Role Play test
• Providing directions for using the Telephone
Role Play test
• Practice administering the Telephone Role Play
test
4 Trainees are able to cite and

explain the purpose for using
a formal process for checking
references
• Trainees review the reference check questions
• Trainees review the process to follow in
asking references to answer the reference
check questions
5 Trainees are able to describe
and demonstrate the new hiring
process
• Trainees review the process and form for
presenting the responses from the reference
check process
• Trainees learn how to objectify the resume
screening process
• Trainees learn how to objectify the
information generated during the interview
process
and the specific subjects associated with each learning
objective. Aiming to

fill financial advisor positions through recruitment, the
financial service firm’s
HR department introduces use of the Prospective Employee I.Q.
test, the
Telephone Role Play test, standardized reference check
questions, and the
reporting process to follow when presenting the responses from
references.
Finally, trainees learn about the new process designed to
implement the mod-
ified hiring process.
The subjects covered need to match against the learning
objectives to
ensure that the trainees receive the information needed to
achieve each of
the learning objectives. Lack of coverage or insufficient
coverage can lead to
results that fail to meet expectations.
Learning Objective #9: Explain the Relationship between
Learning Objectives and Assessment Methods
The assessment step of the training program design process is
important
because assessment determines if the trainees have achieved the
learning
objectives. Achieving the learning objectives is simple if
achievement is
defined as either all or nothing. For example, “trainees are able
to identify
and describe each step in the new hiring process.”
However, there are variations within learning objectives, in
terms of
whether achieving defined levels of performance are associated

with achiev-
ing the objective, or whether there is a minimum pass rate that
indicates what
is necessary to achieve the learning objective. For example, a
learning objec-
tive might state that “trainees are able to demonstrate the ability
to assemble
a 3-speed bicycle within 30 minutes or less.” This is an example
of a level of
performance. The same learning objective can be used to state
that “trainees
must demonstrate the ability to assemble a 3-speed bicycle
within 30 minutes
or less to become certified as a bicycle assembler.” This is an
example of a
required pass rate. The examples show how to write a level-of-
performance
learning objective and a required-pass-rate learning objective.
There are two broad categories of assessment methods: informal
types of
assessment methods and formal types of assessment methods.
There are no
narrowly defining criteria that guide program designers in terms
of select-
ing methods from one or the other category, or both. Often,
when train-
ers require immediate feedback, the preference is for informal
methods, and
some of the most common informal methods include Q&A,
taking train-
ees aside to question them, an unplanned quiz, or contests used
to motivate
trainees but which also serve the purpose of providing feedback
on whether
trainees are learning the subject matter.

Formal assessment methods are necessary if quantifiable forms
of feedback
are necessary. One of the circumstances where formal methods
are neces-
sary occurs when the learning objectives follow a sequence.
Trainers need to
complete the basics so as to move forward to advanced levels.
Trainees need
to demonstrate or show performance proficiency prior to
moving forward
towards achieving the next learning objective(s). The objectives
incorporate
performance criteria because of the need for quantifiable
feedback. Trainers
need to learn if the trainees are performing relative to the
expectations framed
by the performance criteria of each learning objective. Formal
assessment
methods that generate quantifiable information to be used also
help to justify
the value of a training program to the organization. The
organization needs
to know if the training goals have been achieved.
Learning Objective #10: Explain the Reasons
Non-Homogeneous Groups of Trainees Require

Different Types of Learning Objectives
Trainees are often grouped together for practical reasons, but
the grouping
typically encompasses a heterogeneous mix of individuals. The
problem with
this approach is that many trainees’ motivation will vary,
because the mixed
grouping constrains learning the subject matter, since the
information pre-
sented is either too advanced or repetitive. Expediency is
therefore offset by
less than optimal training results.
It is important for designers to understand how trainees can
differ. First,
aptitude or capacity for learning is an important differentiator
because each
trainee’s learning ability is constrained by their capacity
limitations. A second
issue is prior experience. Trainees with lots of experience need
advanced
training, while those with less experience require training
commensurate
with their level of experience. Finally, trainees can differ
according to varia-
tions in their personal abilities. These include personal values,
physical capa-
bilities, psychological abilities, and social skills.
In designing a training program for a heterogeneous group of
trainees,
information from the needs assessment provides the designers
with fore-
knowledge of the group’s differences so as to design the
program to meet the

needs of all the participants.
Designers can identify universal learning objectives that apply
to the entire
group, and learning objectives for each of the sub-groups
identified prior
to training. Designers need to screen trainees during the needs
assessment
process, directly or indirectly, to learn if the group of trainees
is sufficiently
different to warrant designing a training program organized to
focus on each
sub-group of trainees.
Other stages in the design process are equally impacted by a
heterogeneous
group of trainees. Instructional methods need to be relevant for
when train-
ees are disaggregated into sub-groups. Likewise, the subject
matter needs to
be relevant for each sub-group along with the choice of
assessment methods
used to evaluate trainee learning. Training can succeed with a
heterogeneous
group of trainees, but the designers need to understand that
designing a pro-
gram for a heterogeneous group requires a complex training
program.

An example will help the reader understand the issue associated
with
learning objective #10. Financial firms employ financial
advisors. There are
novice financial advisors, experienced financial advisors and
sophisticated
financial advisors: three primary groups of advisors. If the
subject matter of the
training program is sales training, then novices require a more
basic form of
sales training that is equivalent to a college introductory course.
Experienced
financial advisors require the equivalent to coursework beyond
the intro-
ductory course. Finally, sophisticated financial advisors benefit
most from a
graduate-level course equivalent to advanced sales training. The
training pro-
gram needs to meet the needs of each sub-group to provide the
foundation
for a successful training outcome.
Questions
1 Describe the link between learning objectives and a training
program.
2 What is the source of learning objectives? Explain.
3 Identify and describe the three types of learning objectives.
4 Explain what is meant by levels of cognitive learning.
5 Identify and describe the four attributes of a learning
objective.
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Chapter 8
Training Program Assessment
How do you know? Because! But how do you really know?
Assume?
Chapter Eight Learning Objectives

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