Techniques of Setting Training Objectives

M. Sanwar Jahan Bhuiyan

Director, BPATC

1. Introduction

After analyzing Training Needs, under the training cycle, the second most important step is to set
objectives of the training program. What will be the results (output, outcome and impact) of particular
training program, these must be articulated in the form of objectives. After completion of the training
program what capabilities or capacities or competencies or abilities or skills or knowledge or attitudes
are supposed to be attained by the trainees are called training objectives.

After completion of the TNA, the HR manager obtains a list of training needs and on the basis of those
training needs objectives of the programme can be crafted. It is better to craft SMART objectives
because after completion of the training programme, the HR expert can measure it unbiased way.

The effectiveness of the instructional system depends on the efficiency of the trainer in selecting and
writing meaningful objectives.

2. Uses of Objectives

Training objectives provide the basis for all the remaining steps in the development of an instructional
system. They constitute the real heart of a training program. The quality of other instructional decisions
rests heavily on the adequacy of statements of objectives. In addition, training objectives serve certain
administrative purposes. Some of the more important uses of training objectives follow.

2.1 Consistency in the Design of the Training System

Training systems are composed of several interacting and integrated sub systems. There are the human
elements-the instructors and the trainees. There are the material elements-the equipment, training aids,
texts, handouts, and the like. And there are the organizational and strategy elements-the methods,
techniques, systems of trainee and instructor organization, and media. To make sure that all these
elements dovetail and support each other, they must be selected and used on the basis of a set of
objectives that are common to all sub-systems.

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2.2 Effective Communication

The main function of statements of objectives is communication. Instructional objectives that are sent
clearly by the sender and received ungarbled by the receiver are more likely to be achieved than
objectives that are not clearly communicated. In short, with clearly stated objectives, instructors can do a
better job of instructing and trainees can do a better job of learning. The instructors know precisely what
they are attempting to do, and trainees know what is expected of them in terms of behavior or
performance as a result of training. Statements of objectives are therefore useful to instructors to develop
means of checking on their own and the trainees’ performance. Instructors may also use objectives to
inform their colleagues, substitute instructors, department heads, training supervisors, managers, and
executives about the content of the program and to tell them how trainees will be able to perform when
they have completed the training system.

2.3 Selecting Appropriate Course Contents

Well-stated objectives provide a practical direction of the program. The well articulated objectives also
means of determining the specific facts, principles, concepts, and skills that must be included in a
training program. They take much of the guesswork out of deciding what content is pertinent and what is
extraneous. Objectives represent the skeleton or framework of a training program. Judicious choice of
objectives permits the selection of the right kind and amount of content and helps avoid the dangers of
both under training and overtraining.

2.4 Selecting the Most Suitable Instructional Strategy

Well-stated objectives provide a clear description of job requirements regarding training management.
Because objectives can be written in a fashion that avoids equivocation and ambiguity, the process of
selecting the optimum method, medium, and system of organization is greatly simplified. An instructor
who knows precisely what the trainee must be able to do upon completion of the instructional block or
unit can accomplish his duties in a focused way about selecting the strategy that will help obtain the
training goal.

2.5 Provide Sense of Direction for both the Instructor and Trainee

Training objectives permit both the instructor and the trainees to know precisely what is required of the
student at the end of any instructional unit or course. This knowledge provides the trainee with a sense
of direction, and enables him or her to determine progress toward the attainment of the goal. Such
knowledge is, in itself, a strong motivating factor. Knowledge of goals helps the instructor to avoid gaps

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and unnecessary duplication in instruction. In short, well-stated objectives make learning more effective
and more efficient.

2.6 Basis for Developing Criterion Measures

Training objectives are essential to the construction of valid and reliable criterion tests. Valid tests are
difficult to construct under any conditions, but with-out well-stated objectives as a foundation, the
validity of criterion tests and measures is likely to be questionable.

2.7 Go, no-go Standards

Precisely stated objectives make it relatively easy to determine at what points in a course or program
trainees must demonstrate that they have acquired the knowledge and skills needed to progress further in
the program. Such actions as analysis of trainee difficulties, provision of remedial instruction, and
elimination from the program are more easily and more objectively accomplished when well-stated
objectives are available.

2.8 Objectives Evaluation of Instruction

Precisely stated objectives provide the ingredient that has been missing in instructor evaluation program-
--agreement between the evaluator and the one evaluated about what the instruction should accomplish.
With well-stated objectives both the instructor and the evaluator know what the outcome of the
instruction should be. This permits objective evaluator of the instructional program in action---and
acceptance by the instructor of the validity of the comments of the evaluator.

3. Classification of Objectives

Objectives may be classified in many different ways. For purposes of this discussion, however, they will
be divided into two categories: primary and derived.

3.1 Primary objectives: A primary objective is one of the core learning’s of a training program or a
major unit of that program. It is an objective of central and dominant importance in an instructional -
system. It gives meaning, clarity, and unity to all learning activities in the training program. A primary
objective may deal with the development of a manipulative skill, such as the repair of equipment; it may
involve the development of complex problem-solving skills in a managerial role.

The attainment of the primary objective often hinges us the development of contributory knowledge and
skills. Certain fundamental understandings, concepts, principles, or elements of skill are often required
to support the attainment of the primary objectives. These are not mere steps toward the primary
objective; they are integral or closely related elements of the primary objectives.
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3.2 Derived objectives: Usually, derived objectives are the heart of an individual lesson. For example,
if the develop of skill in repairing equipment is the primary objective, derived objectives might involve
the skill of soldering the use of mathematical questions, the use of the test equipment, and a host of other
integral skills, abilities, and knowledge supports. In employment interviewing, derived objectives might
involve the ability to use probes, to prepare a rating scale, to establish rapport, and the like.

4. Types of Training Objectives

Crafting and articulating training objectives is a professional exercise but many training institutions
articulate training objectives very loosely and non-professional ways.

Morrison, James H. (1976) ascribed five kinds of training objectives:

i. Operational Objectives

ii. Performance Objectives

iii. Instructional Objectives

iv. Reaction Objectives

v. Personal Growth Objectives

i. Operational Objectives: These are measured in terms of organizational outputs, such as

increased sales, reduced costs and improved productivity.

• Example: after completion of the course, the participants will be able:

• to assemble correctly 40 CPU (current status is 30 per day) of desktop computer

per day.

or

• to increase sales volume from existing 10,000 bags per months to 12,000 bags
per month.

ii. Performance Objectives: Performance objectives are on individual performance such as being
the in-charge of a department achieving higher departmental efficiency, as an office incumbent
motivating all the subordinates being punctual in office, being a team leader of a software
development team successfully leads 10-member team and achieve target of software
development within stipulated time with acceptable accuracy.

• Example
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 a. After completion of the course, the participants will be able:

i. to lead 8-member software development team successfully and achieve target of

10 customized software development within 6 months with acceptable accuracy.

iii. Instructional Objectives: Instructional objective is as like as module specific objective. After
completion of a training course what specific type of learning can be acquired by the participants
is instructional objective. It can be measured by objective test.

• Example: After completion of the course, the participant will be able

a. To explain Newton’s Gravitation Theory clearly with acceptable example;

b. To distinguish clearly between corporate strategy and operational strategy with valid
examples.

iv. Reaction Objectives: These are the happiness reactions to training programme. After
completion of the training program, what would be the level of satisfaction and motivation of
participants to the programme are reaction objectives. It is, of course, subjective in nature but
important to convince the higher authority providing immediate reactions.

• Example: After completion of the course,

a. the participants will rate their level of achievement and satisfaction on the purpose of
the course atleast 80%.

v. Personal Growth Objectives: This objective is strategic in nature. To what extent the training
programme fulfils the personal growth prospect of individual is personal growth objectives. It is
closely related to executive/management development programme. These objectives have to do
with feeling of self-confidence, self-competence, enhanced self-image, and other aspects of self-
realization.1

• Example: After completion of the leadership development program, the participants will be
able

a. to demonstrate leadership capacity for managing change in own organization as a

change champion.

b. to show assertiveness as an innovative leader for designing exceptional product for the
firm in order to create competitive edge over the rival organization.

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Morrison, James H. (1976). Determining Training Needs, Training and Development Handbook, American Society for
Training and Development, McGRAW-HILL BOOK COMPANY, New York.
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An Example of Course Objectives of a ToT

Box-1
Course Objectives of TOT Course of BPATC

• Program Objectives of TOT

– The specific objectives of the course are:
– After completion of the course, the participants will be able
• to internalize and explain clearly the most recent concept,
principles and methods of training;
• to utilize updated techniques and methods of training effectively as
a professional trainer.
• To develop and review curriculum for particular course
professionally;
• To demonstrate confidently professional level of instructional skills
and manage training program successfully in their own
organizations.

For articulating performance-centred objectives, it is better to use countable adjectives such as ‘to
calculate, to assemble, to repair, to type, to classify, to print’ etc. For example: one of the typical
objectives of a ‘Computer Operating Course’ can be written following way:

After completion of the course, the participants will be able to entry data at the rate of 60 wpm with less
than 2% error for a period of consecutive 10 minutes.

Training objectives are the basis of program design considering the questions i.e what will be the
curriculum, what will be the method of training, how the training will be delivered those technical
questions can be answered.

5. Forms of Statement of Objectives

Both primary and derived objectives should be stated in a form that will make them most useful in
selecting methods and materials, in guiding training activities, and in evaluating results. Objectives can
be stated in many ways, but few of the traditional approaches to objectives statements meet the
requirements of effective and efficient instruction. Four of the most common forms are:

1. Instructor-centered

2. Subject-matter-centered

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 3. Trainee-activity-centered, and

4. Trainee performance-centered

Only the last form provides the precision required for adequate planning, conduct, and evaluation of
instruction.

5.1 Instructor Centric Objectives

Objectives can be stated in the form of activities that the instructor is to perform. Here are some
examples of instructor-centered objectives.

 To demonstrate the operation of a turret lathe

 To discuss the need for identifying gaps in the work history of a job applicant prior to the
employment interview'

 To develop in the trainee an appreciation of the need fro teamwork.

 To demonstrate the proper method of inserting a hypodermic syringe.

These are Statements of what the instructor does, but they really are not Statements of training of
training objectives or of the desired changes in the behavior or performance of the training. For this
reason, they are totally inadequate as guides for planning, conducting or evaluating instruction.

5.2 Subject-Matter Centric Objectives

Objectives can also be stated in the form of topics, concepts, principles, or other elements of the content
to be taught in a training program. Here are a few example of objectives state in terms of the subject
matter to be taught concerning the operation of the 10-kw power generator:

 Nomenclature

 Preventive maintenance

 Starting and warm-up procedures

 Refueling procedure

 Emergency procedure

 Close-down procedures

 Safety precautions

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This form of objectives statement identifies the area of content to be taught and learned, but it does not
indicate what the trainees are to be able to do after training. What are they to be required to do with
power generators? Memorize the content of the lessons? Apply principles? Operate the equipment?
Operate it how well? Operate it under what conditions? The objectives as stated not provide the answers
to these or to a lot of other critical questions.

5.3 Trainee-Activity-Centric Objectives

Objectives can also be stated in terms of what the trainee is to do during the training period; that is, the
objectives describe trainee activities. For example, following objectives are set forth in terms of trainee
activity:

 To learn to operate a forklift

 To learn company cost-accounting procedures

 To learn to adapt procedures and routines to the needs of operative employees

 To learn the principles of magnetism

 To disassemble a carburetor

 To learn PERT

Here again, the form of the objectives statement does not specify very clearly what the trainee is to be
able to do after the training, nor does it establish a criterion or standard of acceptable performance.

5.4 Trainee Performance Centric Objectives

Last, training objectives can be stated in terms of what the trainee is to be able to do upon completion of
training---or at any point during the training---including how well he or she is to be able to perform.
This form is illustrated as follows:

 The trainee will be able to type at the rate of 40 words per minutes with less than 2 percent error
for a period of consecutive 10 minutes.

 The trainee will be able to assemble 3 CPU of desktop computer within a period of 60 minutes.

 The trainee will be able to bind up 200 books within a period of 8 hours.

This form of statement of objectives expresses the desired changes in behavior---the learning outcome –
in terms of skills and abilities. After completion of the course, the trainee is required to perform or do
something at a certain level of proficiency.

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6. Categories of Objectives on the basis of Learning Domain

Training objectives can further be categorized on the basis learning domain. There are four categories of
learning objectives:

 Information,

 Mental skills,

 Physical skills, and

 Attitudes.

Differentiation of these categories is essential when writing statements of objectives. It is also necessary
when learning strategies and activities are selected later in systems development.

6.1 Information

Under this category, learning objectives require the trainee to recall knowledge to accomplish some
task. For example, the trainee may be asked to recall the formula of Ohm’s Law in order to calculate
their resistance in an electric circuit. Information objectives involve recalling rules, facts, names, places,
nomenclature, titles, formulas, definitions, concepts or principles.

6.2 Mental skills

Mental skills learning objectives require the trainee to identify, classify, or solve problems that involve
cognitive process. For example, the trainee may be asked to analyze a case study of an automobile
assembly line operation to determine the cause of a labor-management confrontation. Mental skills
objectives involve identifying symbols; classifying objectives, symbols, and concepts; using principles
and rules; discriminating or detecting differences; using verbal information; making decisions; and
solving problem.

6.3 Physical skills

Physical skills learning objectives require the trainee to perform some physical or manipulative
activity. For example, the trainee may be asked to install a car radio antenna. Physical skills objectives
involve performance of gross motor skills; steering, guiding, and positioning movements; and voice
communicating.

6.4 Attitudes

Attitudes leaning objectives are usually not observable but are reflected in the decisions or choices the
participant make. Therefore, this type of learning objectives usually requires the trainee to make
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decisions and choices. For example, the trainee may be asked to choose between two marketing
strategies, one ethical and the other unethical. The trainee who chooses the ethical strategy can be said to
have displayed a positive attitude toward ethical behavior.

7. Vague Terms Vs. Precise Terms

As pointed out earlier, personnel engaged in education and training have customarily used words and
phrases in writing objectives that have no universal meaning. Their products deserve the label
“pedagese.” Consider the following example of vague of pedagogical terms and the clearer expression
of learning goals in these two listing’s.

Vague terms Precise terms

To provide a general knowledge of To calculate

To provide a working knowledge of To repair, To adjust

To qualify To classify, To install

To know about To construct, To select

To understand To differentiate, To assemble

To develop an appreciation for To operate, To organize

To be familiar with To state

To perceive To list

To be aware of To demonstrate

To comprehend To solve

8. Characteristics of Performance-centered Objectives

A performance-centered objective is a statement that clearly communicates an instructional intent; that

is, it describes precisely a desired change in the behavior of a trainee. Manager has identified three
essential characteristics of performance objectives:

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8.1 They identify the terminal behavior. The statement of an objective must identify exactly what
trainees must be able to at the end of an instructional unit or complete course of instruction to
demonstrate that they have achieved the desired behavior. The learned behavior may involve the
application of knowledge or demonstration of a specific skill or constellation of skills.

8.2 They describe the conditions of performance. The statement of a performance objective must
describe clearly and complete the conditions under which trainees must be able to demonstrate the
behavior. That is the conditions of the objectives identify what trainees will be given to use in doing
the job (tools, equipment, job aids, reference, materials), what they will be denied (tools, equipment,
and the like), what assistance they will have (if any), what supervision will be provided, and the
physical environment in which they must perform (climate, space, light, and the like).

8.3 They set a criterion of acceptable performance. The statement of a performance objective must
describe how well trainees must be able to perform. The criterion or standard establishes the
minimum performance requirements for a duty, task, or job element. To do this, the objective
statement must prescribe the quality of the work product or service product (accuracy, completeness,
clarity, tolerances, and the like); the quantity of work products produced (the number of work units
completed); the time allowed to complete the job, duty task, or element; or any combination of
quality, and time standards.

9. Writing Performance-centered Objectives

Step-1: Identify the desired behavior

The essence of a performance objective is found in the description of observable, end-product behavior.
By definition, performance objectives are statements that describe behaviours that are to become
establish either during or at the end of a sequence of instructions. That can be seen and measure.

To meet this standard, the behavioral statement must begin with verb, completely describe the
performance, describe a meaningful unit of performance, be highly relevant to the job or task, be
accurate and precise, and avoid overlapping other behaviors.

Although many learning outcomes are by nature abstract it is also true that these learning’s have some
outward manifestation that makes the understanding or appreciation observable. If an attempt were made
to determine the behavioral requirement hidden in the objective as stated, it might be established that the
trainee really must be able to

1. identify and list down the functions of the parts of a diesel engine of a bus.
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 2. develop salary sheet using MS Excel of Widows 2007version.

It should be apparent that these statements are eminently more precise in communicating the behavior
that the trainee is really expected to acquire.

Here are some examples of acceptable statements of behavior.

 Translate any decimal number into its binary equivalent.

 Locate any malfunctioning component in a standard superheterodyne radio receiver.

 Identify and select all defective line bearings from a mixed sample of line bearings.

 Connect and solder a wire to a terminal lug.

 Energize a radar.

 Code and de-code a message.

 Test an inductor.

 Plan a lesson

 Calculate a value

 Identify the windings on a multi-cap transformer.

 Calculate the magnetic azimuth between any two map points.

 Adjust head bolts.

 Construct an organization chart.

Step-2: State the required conditions under which the behavior will be performed

Another essential part of a complete and explicit statement of an objective is the specification of the
conditions that will ordinarily be present in the situation and that are, in fact, directly associated with the
desired behavior. The conditions are the environmental factors surrounding the behavior or the resources
the learner must use in performing. The environment encompasses such elements as climatic or
geographic conditions-for example, temperature, humidity, light, location, terrain, distances, time of
day, and presence of precipitation. Resources include hardware and software, such as tools, equipment,
references, and work aids, and the critical element of supervision of assistance received during the
performance. To measure up, the conditions portion of the statement of the objective must:

 Specify exactly what trainees will be given or provided when they demonstrate the behavior,

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  Specify restrictions or limitations imposed (if any),

 Identify the tools equipment, and clothing used (where applicable),

 List the references and job aids to be used (if any),

 Describe special physical or environmental conditions (if applicable)

Here, there are some poorly stated examples

i. The soldier will be able to run 12 Kilometer per our;

ii. The technician can assemble 30 CPU within a period of 8 hours;

iii. The pilot can fly 1200 Kilometer per hour.

The followings are the improved version of objective-statements

i. The soldier will be able to run 12 Kilometer per hour in weather where the temperature will 25
degree Celsius with ……. Humidity level.

ii. Given the set of operating manual and in case of IBM PC Model G 470, the technician can
assemble 30 CPU within the period of 8 hours.

iii. Given the sunny weather and in case of Model Booing 0010, the pilot can be able to fly 1200
Kilometer per hour.

Step-3: State the criterion of acceptable performance.

When the required behavior and conditions of performance have been specified, the ability of the
objective to communicate can be increased by stating how well the trainee must be able to perform. This
is done by defining the criterion or standard of acceptable performance. The criterion consists of words
that describe minimum acceptable performance, set a time limit where appropriate, or define quality
and/or quantity standards for the work product or service produced. To be completely usable, criterion
statements must:

 Be realistic and attainable.

 Be relevant to the job or task.

 Specify clearly the minimum acceptable level of achievement.

 Avoid the use of imprecise words such as "effective," "acceptable," "proper," and "average. "

 Be measurable.

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 Example of verbs appropriate for use with the four categories of learning objectives:

Information Mental Skill Physical Skill Attitude

Brief Define Administer Modify Adjust Fix Accept Adopt

Delimit Depict Analyze Monitor Align Gather Advise Advocate

Describe Audit Organize Arrange Inspect Approve Bargain

Explain Budget Plan Assembly Install Choose Cooperate

Express Calculate Prescribe Build Inventory Coordinate

Identify Catalog Program Cheek Join Counsel

Inform Classify Proofread Collect Layout Decide Defend

Interpret Compile Regulate Conduct Maintain Determine

Itemize Compute Report Connect Manipulate Direct

Label List Design Requisition Construct Observe Endorse

Name Orient Develop Research Demonstrate Overhaul Guide

Outline Devise Review Detach Perform Facilitate

Recite Estimate Schedule Detect Pilot Judge Justify

Record Evaluate Score Draft Process Mediate

Recount Forecast Study Edit Remove Negotiate

Relate Formulate Supervise Erect Repair Persuade

Specify Instruct Survey Examine Replace Prescribe

State Tell Interview Teach Execute Sketch Recommend

Transmit Investigate Train Experiment Sort Resolve

Verbalize Lecture Translate Fabricate Test Select

Word Write Manage Tutor File Transmit Suggest

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