DEVELOPING TRAINING OBJECTIVES

A training objective is defined as a statement indicating what the participant will know or be able to do after completion of training.

Example:

After attending this session of the Norplant implants training course, the participant will be able to identify indications and precautions (warnings) for Norplant implants use. Competency will be demonstrated by scoring at least 85% on the Indications and Precautions section of the midcourse questionnaire.

Participants reading this objective will have a clear understanding that the focus of the training session will be indications and precautions for use of Norplant implants. They also know what will be expected of them on completion of the session. The trainer reading this objective knows that s/he must select appropriate methods and materials to support the presentation and write questions focusing on this session for the midcourse questionnaire.

Example:

A trainer receives two requests to design training sessions focusing on infection prevention. The question is posed: “What is the expected outcome of this training?” The first clinic manager replies, “Better infection prevention practices.” The second clinic manager, responding to the same question, answers, “We are working on improving the quality of our family planning services and are concerned about protecting nurses, physicians and clients against infection from dirty needles. We

specifically want to focus on disposal of needles after Norplant implants procedures.”

The first manager is not providing the trainer with sufficient direction to begin the design process. The second manager, however, is providing more useful information by focusing on a specific objective for the training.

The development of precise and measurable training objectives is a key step in course design. Course goals and objectives outlined in the course description provide direction for the trainer, assist in identifying training outcomes and clearly define the trainer’s responsibility for the training. Objectives also ensure that participants are aware of what will occur during training and provide a detailed picture of what participants will be able to do upon completing the course. In addition, objectives serve as the basis for evaluation of the course, the participants and the trainer(s).

Trainers using existing training packages and materials should carefully review and modify, if necessary, the objectives appearing in existing materials to meet the needs of the current training situation. It is critical that clear objectives be written for all training courses.

Levels of Objectives

This reference manual uses two levels of objectives: primary and

enabling. The instructional designer should be aware that different terms

may be used to describe these objectives (as noted below) but that regardless of terminology, each level of objective has a distinct purpose. A primary objective (also known as a terminal objective, course objective or participant learning objective) describes what the participant will know or be able to do after completing a section of training.

Example:

After completing this session, the participant will be able to demonstrate the recommended infection prevention practices to use when inserting Norplant capsules.

An enabling objective (also known as a secondary, specific or instructional objective) supports the primary objective and outlines the knowledge and skills required to achieve the primary objective.

Example:

Each chapter in this manual is based on a chapter (primary) objective (see page 5-1). If a training course is divided into a series of sessions, then primary objectives could be session objectives. When lesson plans are used as the basic training document, lesson objectives are written. Regardless of how a course is divided (chapter, session or lesson), there will always be primary objectives.

Writing Primary Objectives

There are four basic components that make up a primary objective: ! When the knowledge or performance is to be demonstrated

Primary objectives should specify the section of training to be completed in order to demonstrate the expected level of knowledge, behavior or performance.

Examples:

• After completing this chapter • After completing this module • After completing this course

• After completing these four sessions • After completing this lesson

! Who is to demonstrate competency

The exhibitor of performance is stated as part of the primary objective.

Examples:

• The participant • The clinician • The trainer

! A description of the performance expected

This portion of the objective states what the individual will know or be able to do. These are the major knowledge, skills and attitudes identified during a needs assessment (Chapter 3) and analyzed during instructional design analysis (Chapter 4). The statement should begin with an action verb which is followed by the object of that action.

Examples:

• Remove Norplant implants • Counsel a client

• Insert an IUD

• Sterilize instruments using dry heat • Identify indications and precautions

! How well the performance must be demonstrated

When participants will be tested or evaluated to measure their acquisition of the knowledge and skills presented in the section of training, a standard for performance must be included in the objective.

Examples:

• With 90% accuracy

• As outlined in the competency-based checklist

• By scoring 85% or more on the midcourse questionnaire

The part of the objective indicating the standard typically begins with the following statement:

“Competency will be demonstrated by. . . .”

Example:

After completing this session, the participant will be able to demonstrate the recommended infection prevention practices to use when inserting Norplant capsules. Competency will be demonstrated by correctly performing all infection prevention tasks outlined in the Checklist for Norplant Implants Clinical Skills.

When participant competency will be assessed through both performance- and knowledge-based tests, the measurement standard for each must appear in the objective.

After completing this session, the participant will be able to demonstrate skills and knowledge needed to use recommended infection prevention practices when inserting the Copper T 380A IUD. Competency will be demonstrated by correctly performing all infection prevention steps outlined in the competency-based checklist and by scoring at least 85% on the session post-test.

If there is no formal assessment, the primary objectives will not contain a standard.

All four components can be found in the following objective:

After completing this Norplant implants training course, the clinician will be able to insert and remove Norplant implants. Competency will be demonstrated by correctly performing the steps outlined in the checklist and by scoring at least 85% on the midcourse questionnaire.

Consider this objective from the participant’s viewpoint. It appears that the trainer will present information on and demonstrate Norplant implants insertion and removal techniques. The participant will be expected to competently perform the steps of the procedure and achieve a minimum score on a knowledge assessment. This objective provides valuable direction for the trainer and important information for the participant.

Writing Enabling Objectives

As noted earlier, enabling objectives are training-related and typically accompany a primary objective. They outline the knowledge, skills and attitudes that the participant must acquire during training in order to achieve the primary objective. In order to insert an IUD, for example, the clinician also must be able to identify the indications and precautions for IUD use. Achieving this enabling objective (along with many others) will “enable” the participant to reach the primary objective (i.e., to insert an IUD). Enabling objectives also form the basis for knowledge and skill assessments.

Example:

Primary objective: After completing this training course, the

participant will be able to provide IUD services to a client.

Enabling objectives:

• List three benefits of IUDs. • List three limitations of IUDs.

• List five precautions for IUD use.

• Put in order the steps of the IUD insertion.

• Demonstrate how to insert an IUD using a model.

• Demonstrate giving instructions to clients regarding followup care.

Enabling objectives are written in the same way as primary objectives. The format for enabling objectives is not as complex, however. There are two basic components that make up enabling objectives:

! Specific action to be taken

The specific action describes what the participant must do to demonstrate understanding of the content or demonstrate competence in performing the skill. These actions may represent all three learning areas. Common action verbs for enabling objectives are shown in

Table 5-1. Words or expressions to avoid because they are open to

interpretation and are difficult to measure also are shown in this table.

Table 5-1. Action Verbs for Enabling Objectives

KNOW LEDGE AREA SKILL AREA ATTITUDE AREA W OR DS T O A VO ID