Training objective is intended end result of the training program. It should be:
- expressed in terms of:
- desired behavior,
- desired skill level,
- conditions under which that should occur,
Moreover, the objectives should be smart, which means that apart from measurable factor the aim should be (Rae L., p. 75):
- Time bound
Setting training objectives is essential in order to achieve real development, not only on paper. For example, setting training objective "train employees in project management" doesn't explain much for coach and doesn't give any method of verification.
The training objective could be: "improve ability to use project management methods (list of methods here) in simple projects". Then the coach knows that he has to teach several methods and focus on practicing those methods. The inspector knows that he/she should check whether employees used those methods in projects properly. Thus verification of training objectives is not always possible just after the training ends. It can take time.
People are unique which means that they have natural things and behaviors that help them learn. However, there are some similarities with regard to the training process. They are related to as domains of training and learning, and they are extremely crucial to the process of learning. They need to be understood in order to truly design effectively training that is more than repetition of the norms. The four domains of learning are (Miller L.K., p. 167):
- Intellectual or Cognitive
- Affective (verbal)
- Affective (attitude)
The purpose of training objectives
The aim of training objectives has been justified already; however the words learning, instructional, terminal and behavioural are frequently used as prefixes and need to be explained. The words ‘learing’ and ‘instructional’ are alternatives for the ‘training’ word. In the other hand ‘behaviour’ word is used to emphasize the key point that the trainees performance need be clarified in behavioural terms; that is explained in such a way that look-out man can see or has some visible sign to show that they have already learned. Terminal objective words are used to show that the output which has been explained is what is anticipated at termination of training and differentiates between aims which have to be reached en route (Buckley R., Caple J., p. 117).
Structure of objectives
The resolution of complete goal will indicate that it has three crucial parts – the output which intern are hope to display at the end of their practice. The circumstances under which they will execute and the norms which they are expected to achieve. For simplicity of use and for simplicity reference they are very often tabulated in three main columns. There is also other format that is suggested by Romiszowski. He emphasizes the significance of measuring the criteria or the norms of output expected by containing a column to clarify the method of testing or measurement which should be used. Moreover, the headline to his columns are statements rather than one word. This gives a flow to the recipient which helps ‘objective’ word gives a sense (Buckley R., Caple J., 119).
A training objective should specify (Rae L., p. 75):
- What knowledge the learners could gain or what they are able to do at the end of the training in a different methods from that at the beginning of the training - outcomes
- The norms the learners will need to reach to confirm their new skills – standards
- Any time compulsions that could be imposed to reach the objectives - conditions
- Bose C.D., (2012), Principles of Management and Administration, Second Edition, PHI Learining Private Limited
- Caple J., (2009), The Theory and Practice of Training, Kogan Page
- Carnes B., (2010), Making Learining Stick - 20 Easy and Effective Techniques that That transfer training, ASTD
- Miller L. K., (1998), Objective-Based Safety Training, Lewis Publishers
- Melton L., (2014), Objectives, competences and learining outcomes Developing Instructional Materials in Open and Distance Learning, Routledge
- Nadler L., Nadler Z, (2011), Designing Training Programmes, Routledge
- Noe, R. A., & Peacock, M. (2002). Employee training and development.
- Rae L., (1997), Planning and Designing Training Programmes, Gower
- Wathern P., (2013), Environmental Impact Assessment Theory and Practice, Routledge
Author: Aleksandra Jóźwik