Writing Better Learning Objectives
In the previous article, we looked at the problems associated with writing low-level objectives. The conclusion was to use Bloom’s Taxonomy to write objectives based on the level of learning required to achieve the target training outcomes. Instead of writing objectives centered on just knowing or understanding, write objectives that focus on application or analysis or evaluation.
Sounds good, right? Except, how can you actually write better objectives? That is what we will focus on here.
Writing Better Objectives
If you are not already writing learning objectives, hopefully this is a good opportunity for me to convince you to start.
Adult learners need the overall context of a training before jumping in. This isn’t accomplished through the agenda or the purpose statement (even though these can help), but rather straight forward bullet point statements listed somewhere near the beginning of the training course. Learning objectives carry a greater impact than the agenda or purpose statement because they inform the learner of what the intended outcomes will be. You shouldn’t abandon the other two things if you really like including them, but I would say that these are optional whereas learning objectives should not be optional.
So, if you are now committed to them (or already were), then let’s look at how you can make them better.
Determine Target Outcomes
The starting place is to determine the actual outcomes before trying to craft your learning objectives. You can’t hit a target you haven’t determined yet. So, start by asking questions like:
What does it look like when a learner has successfully been trained?
What will they do differently?
What will they start or stop doing?
You can also think of it like this: let’s assume you walk into a room where half of the people have completed your training, and the other half has not—how can you distinguish between the trained and untrained workers? That’s what you need to be thinking about.
Determine Level of Learning Required to Accomplish Outcomes
Next, think about what level of learning is required to convert the content into the required level of action. This was covered in greater detail in the former article, so if you haven’t read it yet, you can do so by clicking HERE.
In short, most outcomes require at least the application level of Bloom’s Taxonomy, but maybe you are shooting for higher goals. For example, salespeople will often need to overcome objections when working with potential buyers. This requires not only knowing and understanding a lot of product knowledge, as well as the application of solid objection handling techniques, but also the evaluation of the buyer’s concern and the correct usage of technique. It’s certainly more complex than memorizing a script!
Once you have determined your outcomes and the levels of learning, it’s time to write the objective statements.
Use Verbs
One pet peeve I hope you will share with me after reading this article is the use of the words “to know” at the beginning of any learning objective. Think about it—what level is that? It is Level 1— remembering. Obviously, learners need to know the content, but that is too low-level. You’re better than that! Instead, you are going to use action—verbs—that better align with higher levels of learning. And here is the best part, I have a cheat sheet for you!
Let’s practice.
We are going to assume Customer Service workers need to do a better job fielding complaints and recommending solutions. Let’s assume you have all the content you need. Now, look at the diagram provided and find the “Analysis” section. Review the verbs in the middle section—which ones stand out to you and seem related to your outcomes? Maybe, analyze, examine or explain? Let’s combine analyze and explain. Your learning objective could be: Analyze customer complaints and explain appropriate solutions. That sounds a lot better than: Know how to handle customer complaints.
Make Objectives Measurable
When you begin with verbs, you end up making objectives that are actionable—and objectives that are actionable, are also measurable.
Before I go on, I already know what some of you are thinking: Can we make them S.M.A.R.T.? Yes, you can, but slow down, grasshopper. For now, let’s just make them actionable and measurable. We can build on this down the road.
How do we make objectives measurable? Think about the Customer Service Rep example above. By this point you will have already determined the target behavior changes and outcomes, but now you’ll start thinking about data. Measurable characteristics might be accuracy, speed, quality, or something else entirely. So, wordsmith your learning objective until you can ensure that it is measurable. If it’s too vague, then make it more specific until it’s good.
Let’s use the example we came up with above: Analyze customer complaints and explain appropriate solutions. If I want to make this measurable, I can expand it to:
Improve Customer Satisfaction ratings by analyzing customer complaints and explaining appropriate solutions.
If it seems too wordy, then you can certainly break it down into two learning objectives:
Analyze customer complaints and explain appropriate solutions
Improve Customer Satisfaction ratings by 10% in the first quarter
Summary
To summarize, you can create better learning objectives by assessing what the target behavior is and then determining what level of learning is required to meet your target. When you have identified the learning level, select a good verb that characterizes the action and aligns with the learning level (use the cheat sheet). Finally, write the learning objective in a way that is easily measurable.
