The document discusses how to properly structure learning objectives for training activities. It emphasizes that objectives should be based on the overall learning goal and translated into specific, measurable steps. Learning objectives should use action verbs from Bloom's Taxonomy to clearly define what knowledge and skills participants will develop. Well-structured objectives ensure the content, methods, and assessments used are tailored and effective for helping participants achieve the desired competencies.

1. What for?
“If one does not know to which port one is sailing, no wind is
favorable.” Seneca
When we design a learning activity we
must start from the end: what is our final
goal?

2. • Our learning goal is what we want to accomplish
overall. For instance, “have more efficient HR management”.
The learning goal is our vision, our final destination.
• To be able to reach our goal, we need to translate it into specific
learning objectives, in steps we need to take and competencies
we need to develop.

3. • Why are learning objectives important? Because they define
how we go from where we stand to our destination. They are
our compass in moving from the competency gaps we have
identified to successful capacity development. They guide our
choices, our selection of content, and our methods and
assessment tools. Well-structured learning objectives ensure:

4. • tailored and relevant content is presented during the learning
activity;
• tailored and efficient methods are used to support learners in
developing their competencies;
• effective tools of assessment and indicators are in place;
• learners have a clear idea of the purpose of the learning activity
and can self-direct their efforts.

5. • Learning objectives are concise and specific statements
describing what our trainees will know and be able to do—
measurable knowledge and observable behaviors—when
they complete the learning activity.
• The objectives should be shared with learners (remember, adult
learners like to know WHAT they are learning and WHY they
are learning it). It also crucial to clearly relate objectives to the
bigger picture: how is the lesson relevant in the learners’ daily
lives? Do not simple share the learning objectives on a slide
with the trainees, do take the time to explaine the objectives
and put them in context

6. Competencies: Knowledge, Skills and
Attitudes
Tips:
• Refer to the learning needs assessment to identify the key competencies that
need to be learned through the activity.
• Answer the questions, "What do you want to have happen?” and “What is
expected to change as a result of this learning activity?
• Focus on the results of the learning experiences not on what the participants will
do during the activity. Explicitly state what the participant will be able to do as a
result of instruction.
• Ask yourself what you participants will learn and what they will be able to do after
the training.
• Consider how you will evaluate whether the learning objective was met.
• If your objective is that the participants will be able to apply the new knowledge in
their context, you need to plan follow-up activities (coaching, peer support, etc.)
after the face-to-face event to facilitate and evaluate this application.

7. Competencies: Knowledge, Skills and
Attitudes
• A competency is commonly described as a combination of
skills, knowledge and attitudes that enable an individual to
perform a task or an activity successfully within a given
context.
•

8. Writing the learning objectives
How to write your learning objective? There are two fundamental
tools we use:
The revised Bloom’s taxonomy
The S.M.A.R.T. Model

9. • The Bloom’s taxonomy will help you identify what kind of level
of learning you aim to have your learners acquire. It also helps
you use the correct action verbs to define it in the learning
objectives—it is one thing is to be able to describe a procedure
to handle employee grievances, it is another thing entirely to be
able to assess if a grievance was or was not effectively
handled.
• The S.M.A.R.T. model will ensure your learning objectives are
well-formulated, giving a clear sense of direction to your
learning activity.
• Once you familiarize yourself with these two tools, we’ll get
down to the business of writing your learning objectives:
1.Identify what you want trainees to learn.

12. Food for thought!
- How are the learning objectives designed and formulated in
your learning offers?
- Are they written using the action verbs of Bloom’s taxonomy?
- Can your learning objectives be improved? If yes, how?

13. Tools: The revised Bloom’s taxonomy
• The revised Bloom’s Taxonomy by Anderson and Krathwohl is a
useful tool to understand and consider different levels of
thinking when designing educational activities and writing
learning objectives. It helps us identify the right objectives
depending on the learning needs and learning goals, and to
derive the proper assignments and instruction in each stage of
the process.

14. The three domains of learning: cognitive,
affective, and psychomotor
• The taxonomy is divided into three distinct domains of learning: cognitive, affective, and
psychomotor. We were introduced to these three areas in the previous section about
competencies: Knowledge (cognitive), Skills (psychomotor), and Attitudes (affective).
• Let’s focus for now on the cognitive domain. The taxonomy is a hierarchical model that
categorizes cognition according to six levels of complexity. Each stage lies on a
continuum: when learning we build our way up from the base level of the pyramid to the
top by gaining a deeper knowledge of the subject and developing different skills. We need
to master a level before moving to the next one.
• The six levels are:
• remembering
• understanding
• applying
• analyzing
• evaluating
• creating

16. The six levels are critical when writing
learning objectives. The questions they pose
are:
• What level of cognition on a specific subject do our learners already
control?
• What level of cognition do we expect learners to master by the end
of the learning activity?
• What are the appropriate verbs at each level to point out and
describe such outcomes?
• The taxonomy offers us a framework to create structured and
achievable learning objectives and by so doing, it informs our
decision on how to meet them.
• Let’s have a look at the six levels of cognition and the action verbs
connected to each:
•

19. Tools: The SMART
Model