This document provides guidance on setting objectives for training. It discusses the importance of setting a clear direction and target for training. It also discusses different types of objectives like general objectives, specific objectives, instructional objectives, and the different domains of learning including cognitive, affective, and psychomotor. It provides examples of objectives for each domain and level within the cognitive domain. The document emphasizes that objectives should be specific, measurable, achievable, and time-bound to guide training design and evaluation.

1. PPP BY S. S. KEDAR, ASSTT. PROF. ,
MODIFIED BY PEEYUSH VERMA, JULY 2005.

2. SET DIRECTION
“IF YOU ARE NOT
SURE WHERE YOU
ARE GOING YOU ARE
LIABLE TO END UP
SOME PLACE
ELSEWHERE AND
NOT EVEN KNOW
WHERE YOU ARE?”
R.F. MAGER

3. KNOW THE TARGET
NO TARGET…???
WHERE TO SHOOT
AT……?????

4. KNOW THE CONTEXT
I TAUGHT
MY PARROT TO
WHISTLE
I SAID I TAUGHT HIM
I NEVER SAID HE
LEARNED
IT.
BUT I
NEVER
HEARD IT
WHISTLING

5. KNOW THE LEARNERS’ PERCEPTION
The whole concept of
selective perception is
very much connected
with all aspects of our
lives. We think, we
listen, what other
people say, but do we
hear all of that or we
hear only what we
really want to hear? Do
we see the world that
is there or we see what
we really are used to,
our world?

6. PROCESS OF TRAINING
FEEDBACK
TRAINEES
LEARNING
EXPERIENCES
LEARNING
OUTCOMES
(PROCESS)
(PRODUCT)

7. LEARNING OUTCOMES
Learning Outcome = Result or product of
T-L Process
Unintended
Intended
Learning
Intended
Learning
that did
not occur
Positive
Learning
INTENDED
LEARNING
Objectives=
Expected
Learning
Outcomes
TRAINING PROCESS
Unintended
Negative
Learning
Actual
Learning
Outcomes

8. Some Terms generally used to focus direction
VISION
MISSION
GOAL
PURPOSE
TARGET
OBJECTIVES
Where my
organisation is
going?

9. AIM
EXAMPLES
• LETS GROW TOGETHER.
• WE BELIEVE IN QUALITY.
• OUR 6C’S: CUSTOMER CARE, COMFORT,
COMPETITIVENESS, CAPABILITY,
CHAMPION, COLLABORATION.
OBJECTIVE
GIVEN A COMPETENCY DEVELOPMENT
TRAINING IN MEDIA DESIGN, THE TRAINEE
WILL BE ABLE TO DESIGN REQUISITE MEDIA
FOR THE GIVEN SITUATION OF THE TRAINING.

10. COMPARING BETWEEN AIM AND OBJECTIVES
AIM
OBJECTIVES
 IT IS A GENERAL
 IT IS AN EXPLICIT
STATEMENT.
 IT IS VAGUE.
 IT INDICATES
VISION.
 IT PROVIDES A
DITECTION.
 IT IMPLIES
PROCESSES.
STATEMENT WITH
DEFINED OUTPUT.
 IT IS PRECISE.
 IT HELPS THE
PERFORMER TO
SELECT THE
REQUISITE
PROCESSES FOR THE
DEFINED OUTPUT.

11. DISTINCTION BETWEEN AIM AND OBJECTIVES
AIM
OBJECTIVES
IT DOES NOT
IT HELPS IN
CLEARLY TELLS AS
HOW PROCESSES
ARE USED?
IT DOES NOT
INDICATE THE FORM
OF EVALUATION
MECHANISM FOR THE
PROCESSES OR
PRODUCT.
DERIVING QUALITY
INDICATORS FOR
PROCESSES.
IT HELPS IN
APPROPRIATE
EVALUATION OF
PROCESSES OR
PRODUCT.

12. INSTRUCTIONAL OBJECTIVES
GENERAL
OBJECTIVES
SPECIFIC OBJECTIVES
• RELATED TO BEHAVIOURAL ASPECTS
• RELATED TO PERFORMANCE ASPECTS
• RELATED TO MEASUREMENT ASPECTS
• RELATED TO LEARNING OUTCOMES
• RELATED TO OPERATIONAL ASPECTS

13. EXAMPLE : GENERAL OBJECTIVES
THE TRAINEE WILL BE ABLE TO
“UNDERSTAND MAINTENANCE PROCEDURE, FOR
VARIOUS PARTS OF AIR BRAKE SYSTEM”
EXAMPLE : SPECIFIC OBJECTIVES
THE TRAINEE WILL BE ABLE TO,
1. IDENTIFY IMPORTANT PARTS OF AIR BRAKE SYSTEM
2. STATE WORKING OF AIR BRAKE SYSTEM
3. DESCRIBE MAINTENANCE PROCEDURE FOR EACH
COMPONENT OF AIR BRAKE SYSTEM.

14. ELEMENTS OF OBJECTIVES
SUBJECT – TRAINEE
ACTION VERB
FOR TERMINAL
BEHAVIOUR
CRITERION
CONDITION

15. VERBS USED FOR
GENERAL
OBJECTIVES
VERBS USED FOR
SPECIFIC
OBJECTIVES
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
APPRECIATE
KNOW
UNDERSTAND
REALISE
COMPREHEND
APPLY
JUDGE
CALCULATE
DRAW
DESIGN
CLASSIFY
DISTINGUISH
IDENTIFY
OPERATE
SELECT

16. EXAMPLES OF CRITERION
S.NO.
EXAMPLE
1.
WITHIN 15 MINUTES
2.
CORRECT TO THE
THIRD PLACE OF
CRITICAL FACTORS
EFFICIENCY OR SPEED
QUALITY OR ACCURACY
DECIMAL
3.
AT LEAST 5
COMPONENTS
4.
AT LEAST 75%
5.
9 TIMES OUT OF 10
RELIABILITY
6.
AFTER LAPSE OF A
YEAR
DURABILITY OR
RETENTION
QUALITY OR ACCURACY
QUALITY OR ACCURACY

17. FLOW CHART FOR OBJECTIVE
START
IS IT A STATEMENT
i. e. DOES IT HAVE VERB ?
NO
YES
DOES IT HAVE AN
INSTRUCTIONAL INTENT?
YES
A
NO
IT IS NOT AN
OBJECTIVE

18. A
PROCESS
IT IS NOT AN
OBJECTIVE
DOES IT DENOTE
PROCESS OR PRODUCT ?
PRODUCT
WHO IS THE SUBJECT
OF THE STATEMENT ?
TEACHER OR OTHER
STUDENT
NO
DOES THE VERB INDICATE
OBSERVABLE ACTION ?
YES
B
IT IS A
GENERAL
OBJECTIVE

19. B
WILL INCLUSION OF CONDITION
ADD TO THE CLARITY OF
LEARNING OUTCOME ?
NO
YES
IS THE CONDITION
MENTIONED ?
YES
IT IS AN
INCOMPLETE
BEHAVIOURAL
OBJECTIVE
NO
IS CRITERIA
ESSENTIAL ?
YES
IS CRITERIA
SPECIFIED ?
THE STATEMENT
NO IS A COMPLETE
BEHAVIOURAL
OBJECTIVE
YES

20. COGNITIVE DOMAIN
THIS INCLUDE THOSE OBJECTIVES WHICH
DEAL WITH THINKING OR WHICH HAVE
SOMETHING TO DO WITH HEAD.
OBJECTIVES RELATED WITH KNOWING, UNDERSTANDING
AND APPLYING FACTS AND INFORMATION.
EXAMPLES
DEFINE THE FOLLOWING TERMS ………..
IDENTIFY THE FOLLOWING PARTS OF ………..
COMPARE THE PROPERTIES OF ………..
DETERMINE BY USING METHOD OF ………..
CALCULATE THE FOLLOWING QUANTITY ………..

21. MAJOR CATEGORIES IN THE COGNITIVE DOMAIN
APPLICATION
USE INFORMATION IN A SITUATION
DIFFERENT FROM ORIGINAL LEARNING
CONTEXT REQUIRES COMPREHENSION
OF INFORMATION IN ORDER TO APPLY
IN NEW SITUATION.
COMPREHENSION
INTERPRETS, TRANSLATES, SUMMARIZES
OR PARAPHRASES GIVEN INFORMATION
REQUIRES KNOWLEDGE IN ORDER TO
DEMONSTRATE COMPREHENSION.
KNOWLEDGE RECOGNITION AND
RECALL OF FACTS AND SPECIFICS.

22. COGNITIVE
DOMAIN
CREATION
INVOLVES ACT OF GENERATING
NEW IDEAS, THOUGHTS & PONT OF
VIEWS BASED ON CRITERIA TO
VIEW THINGS DIFFERENTLY.
EVALUATION
JUSTIFY THE ACTION TAKEN OR THE
COURSE OF ACTION THROUGH CRTIQUE,
JUDGEMENT & HYPOTHESIS TESTING.
ANALYSIS
A
C
K
COMPARE, ORGANISE & DECONSTRUCT THE
WHOLE IN TO PARTS TO APPLY
INFORMATION IN ORDER TO ANALYZE &
DIFFERENTIATE BETWEEN CONSTITUENTS
PARTS.

23. KNOWLEDGE
• REMEMBERERING PREVIOUSLY LEARNED
MATERIAL
• RECALL OF INFORMATION
COMPREHENSION
• GRASPING MEANING
APPLICATION
• APPLY IN NEW SITUATION
ANALYSIS
• BREAKING IN TO COMPONENT PARTS, TO
UNDERSTAND STRUCTURE
ASSESSMENT
• PUTTING PARTS TOGETHER
EVALUATION
• JUDGING VALUE BASED ON CRITERIA/CONDITION

24. KNOWLEDGE LEVEL OBJECTIVES :
1. DEFINE THE TERM ADDITIVE GIVING
EXAMPLES.
2. LIST OUT VARIOUS PARTS OF A 50 T
HAUL DUMPER.
3. GIVEN A DIAGRAM OF KE DISTRIBUTOR
VALVE, IDENTIFY THREE IMPORTANT
PARTS.

25. COMPREHENSION LEVEL OBJECTIVES :
1.
EXPLAIN THE SIGNIFICANCE OF QUALITY
OF FUEL IN THE PROCESS OF THERMAL
POWER GENERATION.
2.
DISTINGUISH BETWEEN “KE” AND “C3W”
DISTRIBUTOR VALVE ON THE BASIS OF
THEIR PRINCIPLE OF WORKING.
3.
WRITE THE PROCEDURE FOR STARTING
AND STOPPING A GENERATOR IN A
SIMPLE LANGUAGE.

26. APPLICATION LEVEL OBJECTIVES :
1.
COMPUTE VARIOUS PARAMETERS
REQUIRED FOR MANAGING EFFICIENCY
OF THERMAL GENERATION.
2.
DEVELOP POWER POINT PRESENTATION
TO EXPLAIN THE PRICIPLE OF WORKING
OF A THERMAL INSULATOR.
3.
EXPLAIN HOW OPERATION OF A SLACK
ADJUSTER CALIBRATION SYSTEM BE
SUPERVISED TAKING THE WEAR OF
REPLACEABLE COMPONENTS INTO
ACCOUNT.

27. ANALYSIS LEVEL OBJECTIVES :
1.
GIVEN
THE
DESCRIPTION
OF
A
PARTICULAR PROBLEM IN THE BALL MILL
IDENTIFY THE REASONS FOR SUCH A
SITUATION.
2.
DESCRIBE THE CONSEQUENCES OF
VARIOUS ADDITIVES ON OPERATION OF
BALL MILL GRINDING SYSTEM.
3.
GIVEN
THE
DESCRIPTION
OF
MAINTENANCE ACTIVITIES FOR A KILN
SYSTEM, ANALYSE THE RISKS FOR
DAMAGE TO THE SYSTEM..

28. EVALUATION LEVEL OBJECTIVES :
1.
DESCRIBE THE OPERATION OF A MILL
SYSTEM
GIVEN
INPUTS/VARIABLES
/CONSTRAINTS.
2.
GIVEN
THE
DESCRIPTION
OF
A
PARTICULAR DISTURBANCE IN THE MILL,
OUTLINE ALTERNATIVE MEASURES TO
TACKLE THE SITUATION.
3.
PREPARE A PLAN OF OPERATION OF
REPAIRING
A
KILN
WITHIN
THE
STIPULATED
TIME,
GIVEN
THE
DESCRIPTION OF ITS CONDITION.

29. CREATION LEVEL OBJECTIVES :
1.
GIVEN THE ALTERNATIVES MEASURES
FOR
TACKLING
A
PARTICULAR
DISTURBANCE IN THE MILL, GENERATE
SOLUTIONS FOR LONG AND SHORT-TERM
CONSEQUENCES.
2.
DESIGN A PREVENTIVES MEASURE PLAN
FOR THE KILN MAINTENANCE TO
MITIGATE
SUDDEN
FAILURE
OR
UNCALLED FOR BREAKDOWNS.

30. PSYCOMOTOR DOMAIN
DEAL WITH DOING OR WHICH HAVE TO DO
WITH HAND AND/ OR FEET.
OBJECTIVES RELATED WITH PERFORMING
PHYSICAL OR MOTOR SKILLS
EXAMPLES
SET UP THE INSTRUMENT ………..
CALIBRATE THE INSTRUMENT ………..
ASSEMBLE OR DEASSEMBLE THE PART ………..
SKETCH THE GIVEN PART ………..
TYPE A LETTER ………..

31. PSYCHO
MOTOR
DOMAIN
NATURALIZATION COMPLETES
ONE OR MORE SKILLS WITH EASE AND
BECOMES AUTOMATIC WITH LIMITED
PHYSICAL OR MENTAL EXERTION
ARTICULATION COMBINES MORE
THAN ONE SKILL IN SEQUENCE WITH
HARMONY AND CONSISTANCY
PRECISION REPRODUCES A
SKILL WITH
ACCURACY, PROPORTION AND EXACTNESS,
USUALLY PERFORMED, INDEPENDENT OF
ORIGINAL SOURCE
MANIPULATION PERFORMS SKILL ACCORDING
TO INSTRUCTION RATHER THAN OBSERVATION
IMITATION OBSERVES SKILL AND ATTEMPTS
TO REPEAT IT.

32. AFFECTIVE DOMAIN
DEAL WITH FEEING OR WHICH HAVE TO
DO WITH HEART
OBJECTIVES RELATED WITH EMOTIONS,
INTEREST, VALUES AND ATTITUDES
EXAMPLES
• SHOW CONCERN FOR SAFETY.
• DEMONSTRATE AN ATTITUDE OF ENQUIRY.
• TAKE RESPONSIBILITY FOR CLEANLINESS
IN THE SHOP.
• WORK AS A LEADER OF A TEAM.

33. AFFECTIVE
DOMAIN
CHARACTERISING TOTAL
BEHAVIOUR CONSISTENT WITH
VALUES INTERNALIZED
ORGANISING COMMITTED TO
SET OF VALUES AS DISPLAYED BY
BEHAVIOUR .
VALUING DISPLAY BEHAVIOUR
CONSISTANT WITH SINGLE BELIEF OR
ATTITUDES WITH SITUATIONS WHERE HE IS
NOT FORCED TO COMPLY OR OBEY
RESPONDING COMPLIES TO GIVEN
EXPECTATION BY REACTING TO STIMULI OR
PHENOMENA i.e. INTEREST
RECEIVING AWARE OF PASSIVELY ATTENDING TO
CERTAIN PHENOMENA STIMULI i.e. LISTENING

34. OVERLAP OF DOMAINS
COGNITIVE
CP
PSYCO
MOTOR
CAP
AC
PA
AFFECTIVE

35. FOR TRAINERS OBJECTIVES;
 GUIDE IN PREPARING LESSON PLAN,
SELECTING APPROPRIATE CONTENT,
INSTRUCTIONAL METHOD, MATERIAL, AND
MEDIA.
 PROVIDE BASIS FOR PLANNING
APPROPRIATE LEARNING ACTIVITIES FOR
TRAINEES.
 PROVIDE BASIS FOR CONSTRUCTING
RELIABLE AND VALID ASSESSMENT
INSTRUMENTS.

36. FOR LEARNERS OBJECTIVES;
 HELP TO EVALUATE THE EFFECTIVENESS
OF INSTRUCTION.
 SPECIFY WHAT IS EXPECTED FROM THEM.
 HELP THEM IN MAKING EFFORT TO
ACHIEVE THESE.
 PROVIDE BENCHMARK FOR SELF
ASSESSMENT.

37. I KNOW, I CAN DO IT !!!

38. ONCE YOU SET A DIRECTION AND
DECIDE TO REACH THE TOP, YOU
WILL.
THANKS FOR SHARING YOUR
EXPERIENCES