Training objective
Training objective is intended end result of the training program. It should be:
- measurable,
- expressed in terms of:
Moreover, the objectives should be smart, which means that apart from measurable factor the aim should be (Rae L., p. 75):
- Specific
- Achievable
- Relevant
- 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
- Psychomotor
- 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
- Conditions
- 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
Examples of Training objective
- To increase customer service skills for customer service representatives by 10%
- To improve the accuracy of accounting data entry by 5%
- To enhance the communication skills of sales team members by 15%
- To reduce the time spent on administrative tasks by 20%
- To increase employee engagement by 15%
- To improve the customer satisfaction ratings of customer service representatives by 10%
- To increase the accuracy of sales forecasts by 10%
- To reduce customer complaint resolution time by 15%
- To increase the customer acquisition rate by 20%
- To reduce the time taken to process orders by 10%
Advantages of Training objective
Training objectives provide a roadmap for both the trainer and the trainees, ensuring that everyone is on the same page with regards to what is expected from the training program. Here are some advantages of setting training objectives:
- Training objectives provide a clear understanding of what is expected from the training program, ensuring that the training program is relevant and effective.
- Training objectives also help to measure the success of the training program, allowing trainers to make necessary adjustments if needed.
- Training objectives also help to focus the attention of the trainees, aiding them to stay on track and better understand the training content.
- Setting training objectives also helps to ensure that the training program is well-structured and organized, making it easier for trainers to plan and execute the program.
- Training objectives can also motivate the trainees to strive for better results, as they will have a specific goal to achieve by the end of the training program.
Limitations of Training objective
Training objectives provide guidance for designing and delivering effective training programs. However, there are several limitations that need to be considered when establishing training objectives:
- Training objectives must be realistic and achievable, taking into account the resources, time, and skills of the participants.
- Training objectives must be measurable and measurable outcomes should be identified to assess the effectiveness of the training program.
- Training objectives should address the needs of the organization and its employees.
- Training objectives should be tailored to the individual needs of the participants.
- Training objectives should be flexible and be adjusted based on the results of the program.
- Training objectives should be regularly reviewed to ensure they are still relevant and achievable.
The Training objective is the intended end result of the training program, and there are several other approaches to training that can help to achieve this goal. These include:
- Task Analysis: analyzing the tasks to be completed in order to identify the necessary knowledge, skills, or abilities required for successful completion.
- Needs Assessment: evaluating the current skills, abilities, and knowledge of a team or organization in order to identify areas of improvement.
- Instructional Design: designing a plan for presenting the content in a way that is meaningful and effective for the learners.
- Testing and Evaluation: developing tests and other assessment methods to measure the progress of the learners towards the training objectives.
- Follow-up: providing follow-up support to ensure that the objectives of the training are met.
These approaches are all important components of a successful training program, as they help ensure that the training objectives are achieved. By utilizing these approaches, organizations can ensure that their training programs are effective and successful.
| Training objective — recommended articles |
| Success criteria examples — Short-term objectives — Objective setting — Levels of maturity — Evaluation criteria — Quality policy — Result orientation — Management functions — Skill test |
References
- 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
