The document discusses how to write effective learning objectives. It explains that learning objectives should be specific, measurable, achievable, realistic, and time-bound (SMART). Objectives should also align with Bloom's Taxonomy and follow Mager's theory, which specifies that objectives have a clear audience, observable behavior, conditions, and degree of acceptable performance. Overall, the document provides guidance on crafting objectives that clearly define the intended learning outcomes of instruction.

1. Writing Effective Learning
Objectives
Module 3:
Training Analysis & Learning Objects
Course Title:Designing and Delivering Successful Training Programs

2. 2
What are Learning Objectives?

3. • Statements that describe what the learner
is expected to achieve as a result of
instruction.
• Intended resultsof instruction
▫ NOTthe processof instruction
3
What are Learning Objectives?

4. • Define factors of success of the
proposed solution
• Communicate an intended learning
outcome
• Guide the design, development,
implementation, and evaluation of training
4
Significance

5. 5
How can we Write
Effective Learning Objectives?

6. 6
How to Write Effective Learning Objectives
1. Based on the SMART Criteria

7. Specific Defines a clear and specific outcome
should specify what you want to achieve
Measurable Contains a metric or key indicator consistent with an outcome
should be able to measure outcome
Achievable Contains actions to be taken to achieve the outcome
should be attainable
Realistic Is challenging yet still achievable given the available resources
should be realistically achieved with the resources you have
Time-
specific
Has a specific timeframe or deadline for when the outcome will be
achieved
should be able to be achieved within the specified timeframe
7
What are the SMART Criteria?

8. Specific Defines a clear and specific outcome
should specify what you want to achieve
Measurable Contains a metric or key indicator consistent with an outcome
should be able to measure outcome
Achievable Contains actions to be taken to achieve the outcome
should be attainable
Realistic Is challenging yet still achievable given the available resources
should be realistically achieved with the resources you have
Time-
specific
Has a specific timeframe or deadline for when the outcome will be
achieved
should be able to be achieved within the specified timeframe
8
What are the SMART Criteria?

9. Specific Defines a clear and specific outcome
should specify what you want to achieve
Measurable Contains a metric or key indicator consistent with an outcome
should be able to measure outcome
Achievable Contains actions to be taken to achieve the outcome
should be attainable
Realistic Is challenging yet still achievable given the available resources
should be realistically achieved with the resources you have
Time-
specific
Has a specific timeframe or deadline for when the outcome will be
achieved
should be able to be achieved within the specified timeframe
9
What are the SMART Criteria?

10. Specific Defines a clear and specific outcome
should specify what you want to achieve
Measurable Contains a metric or key indicator consistent with an outcome
should be able to measure outcome
Achievable Contains actions to be taken to achieve the outcome
should be attainable
Realistic Is challenging yet still achievable given the available resources
should be realistically achieved with the resources you have
Time-
specific
Has a specific timeframe or deadline for when the outcome will be
achieved
should be able to be achieved within the specified timeframe
10
What are the SMART Criteria?

11. Specific Defines a clear and specific outcome
should specify what you want to achieve
Measurable Contains a metric or key indicator consistent with an outcome
should be able to measure outcome
Achievable Contains actions to be taken to achieve the outcome
should be attainable
Realistic Is challenging yet still achievable given the available resources
should be realistically achieved with the resources you have
Time-
specific
Has a specific timeframe or deadline for when the outcome will be
achieved
should be able to be achieved within the specified timeframe
11
What are the SMART Criteria?

12. 12
How to Write Effective Learning Objectives
1. Based on the SMART Criteria
2. Using Bloom’s Taxonomy

13. 13
Bloom’s Taxonomy
Original Version Revised Version

14. 14
Bloom’s Taxonomy – Revised Version
Creating: Putting things together to make something new. In order
to accomplish the creation of tasks, students generate, plan, and
produce.
Evaluating: Involves students checking, critiquing the value of a
work, and justifying a stand or decision.
Analyzing: Breaking knowledge down into its constituent parts
by differentiating, organizing, and attributing.
Understanding: Making meaning from educational material
through interpreting, exemplifying, classifying, summarizing,
inferring, comparing, and explaining.
Applying: Using a learned procedure either in a familiar or
a new situation.
Remembering: Recognizing and recalling relevant
information from long-term memory.

15. 15
Creating assemble, construct, create, design, develop, formulate,
write
Evaluating appraise, argue, defend, judge, select, support, value,
evaluate
Analyzing appraise, compare, contrast, criticize, differentiate,
discriminate, distinguish, examine, experiment,
question, test
Applying choose, demonstrate, dramatize, employ, illustrate,
interpret, operate, schedule, sketch, solve, use, write
Understanding classify, describe, discuss, explain, identify, locate,
recognize, report, select, translate, paraphrase
Remembering define, duplicate, list, memorize, recall, repeat,
reproduce state
Appropriate Action Verbs to Use at Each Level

16. 16
How to Write Effective Learning Objectives
1. Based on the SMART Criteria
2. Using Bloom’s Taxonomy
3. Using Mager’s Theory

17. • A learning objective should be broken into
a subset of smaller tasks or learning
objectives.
• Vague verbs such as “understand”,
“know”, or “learn about” should be
replaced with more specific verbs.
17
Mager’s Theory of Behavioral Objectives

18. • An objective should have four components (ABCDs):
▫ Audience: the “who”
▫ Behavior: the performance, what a learner is expected
to be able to do; should be specific and observable.
▫ Conditions: under which the behavior is to be
completed, including the tools or assistance to be
provided.
▫ Degree: the criterion of acceptable performance that
the learners should exhibit. Examples of degrees
include time limits, accuracy, and quality.
18
Mager’s Theory of Behavioral Objectives

19. Given a specific case study, the student will be
able to successfully conduct needs analysis.
19
Example of ABCD Method
Condition Audience
Degree Behavior