Components of good learning objectives

What are good learning objectives?

Good learning objectives are specific, measurable, and aligned with overall learning goals. They
focus on the desired outcomes and help guide both educators and learners throughout the
learning process.

Here are the key components of well-crafted learning objectives:

Clear and Concise Language:

❖ Learning objectives should be written in clear and straightforward language.
❖ Avoid ambiguity or vague terms that could lead to misunderstandings.

Measurable:
❖ Objectives should include specific criteria that can be measured.
❖ This allows for clear assessment of whether the objective has been met or not.

Observable and Verifiable:

❖ The desired outcome or performance should be observable and verifiable.
❖ This makes it easier to assess whether the objective has been achieved.

Specific and Precise:

❖ Learning objectives should focus on a specific skill, knowledge, or behavior.
❖ Avoid overly broad statements that are difficult to assess.

Time-Bound:
❖ Include a timeframe for achieving the objective.
❖ This helps in setting realistic expectations and managing resources efficiently.

Relevant:
❖ Learning objectives should be relevant to the overall goals of the course or training
program.
❖ They should contribute directly to the learner's ability to apply knowledge or skills in
real-world situations.

Attainable:
❖ Ensure that the objectives are achievable within the given context, considering the
resources and constraints in place.

Aligned with Overall Goals:

❖ Learning objectives should align with the broader goals and outcomes of the course or
program. This ensures that the objectives contribute to the overall success of the
educational initiative.
Action-Oriented Verbs:
❖ Use action verbs that describe observable and measurable behaviors.
❖ Common action verbs include "analyze," "synthesize," "create," "apply," "evaluate," etc.

Adaptable:
❖ Learning objectives should be adaptable to different learning styles and levels.
❖ They should accommodate diverse learners and allow for flexibility in achieving the
desired outcomes.

Motivating:
❖ Craft objectives that inspire and motivate learners.
❖ Clearly communicating the relevance and benefits of achieving the objective can
enhance learner engagement.

Learning objectives should be listed from the simple to the complex or in the
order in which the task is performed. They should state any prerequisite that must
be met before or at the time of attending the training.

The ABCD Formula

Every learning objective should state what the trainee should be able to do upon completion of
the training. It should include four essential components (Heinich et al., 1999, 36–38):

❖ Audience
❖ Behavior
❖ Condition
❖ Degree

Audience
The target audience should have been characterized during the needs assessment and
recorded in the first part of the training plan. At a minimum, you should know the trainees’ job
functions, experience, education background, gender, approximate age group, and if anyone in
the group is not fluent in the language to be used for the training. The learning objectives and
contents of training on the same topic would be quite different for an audience that is new to the
job, compared with an audience that has years of experience. If there is a language barrier, you
may need to apply special techniques. With regard to accommodation, usually it is sufficient to
include in the training announcement the contact information for anyone in need to submit a
request in advance of the scheduled training.

Behavior
What do you want the audience to do or what is the trainee behavior that you will attempt to
change with the training? The answer to this question guides you in the choice of action verbs in
the learning objectives.
Some action verbs can be used for more than one domain of learning objectives or more than
one level within a domain. In particular, in the psychomotor domain many words directly
describing the action may be used, such as “assemble,” “load,” or “operate.”

Condition
What is the condition under which the audience will demonstrate its ability to perform the
desired behavior? The condition may be a constraint such as time limit, or if resources will be
provided. It may influence whether a trainee meets the ­criteria for successful completion of the
training course. Suppose after the training, ­trainees are expected to perform a task with all the
steps in the correct sequence. A trainee who is able to do this using a checklist may not be able
to do it without the ­checklist. The condition, whether a checklist can be used, must be stated in
the learning objective. Another example is when a trainee must complete a task within a certain
amount of time.

Degree
What level of performance will be acceptable? The degree of mastery may be expressed in
terms of quality, quantity, time, cost, accuracy, consistency, and other parameters. The degree
applied in the training should be the same as or closely related to the expected job
performance. For agents being trained in outbound sales, the degree may be the number or
dollar amount of sales closed. In training employees in the fast-food industry, the degree may be
the amount of time to prepare a particular menu item. In a written test, the degree may be the
percentage of correct answers.

Examples
The following examples illustrate how learning objectives may be structured with the “ABCD”
formula. Different font styles are used to indicate the parts of each objective that are related to
the audience (underlined), behavior (italic), condition (bold), and degree (bold italic).

•Cognitive—knowledge: The medical assistants will be able to recite the steps of patient
assessment from memory with 100% accuracy.
•Cognitive—application: Based on information provided by the client, the tax preparers will be
able to identify and explain to the client the applicable forms and schedules for a federal income
tax return within three minutes.

•Affective—responding: The managers will explore the power of emotional intelligence by

reading additional materials on their own within a week after the initial training.

•Affective—characterized by value: The rehabilitated persons will refrain from illegal drug use all
the time whether they are alone or in the­company of others.

•Psychomotor—imitating: The trainees in emergency response will put on the self-contained

breathing apparatus using the exact method as the trainer while they follow the trainer
step-by-step.

•Psychomotor—practicing: The new operating engineer will be able to perform emergency

generator testing according to standard operating ­procedures without referring to the user
manual.

The SMART Principle:

The SMART acronym is used frequently in goal setting, emphasizing the importance of having
goals that are specific, measurable, action-oriented, realistic, and time- bound. Similarly,
learning objectives should be SMART, with a slightly ­different meaning:

❖ Specific
❖ Measurable
❖ Actionable
❖ Results-oriented
❖ Trainee-centered

Specific
A learning objective should state clearly what the trainee will be able to do after the training;
otherwise misgivings may arise as to expectations.
For example, a poorly written learning objective may use a vague term such as “familiarize.”
More specific verbs could be “describe” or “identify.” Lack of specificity means that the outcome
will be difficult to measure.

Measurable
A learning objective should reference an outcome that is measurable and ­observable.
When an outcome can be measured and observed, the performance standard and the testing
are less likely to be subjective and biased.
Earlier discussions have pointed out that learning outcomes in the affective domain are hard to
observe as they encompass changing values.
Granted that some learning outcomes are easier to observe than others, all of them should be
measurable directly or through an ­appropriate surrogate (Johnston, 1999).

Actionable
A learning objective should have an action verb that relates to the behavior. A ­learning
objective can be intermediate or final; thus, the action verb sometimes reflects part of the
learning process instead of the final outcome.

Consider a leadership training workshop on negotiation skills that has an intermediate and a
final learning outcome:

❖ Intermediate: Without referring to the course materials, participants will

discuss all the reasons why a win-win situation is desirable.

❖ Final: In a 15-minute role-playing, each pair of participants will negotiate

a hypothetical business contract to arrive at a win-win situation, based on
scenarios to be provided by the trainer.

Whereas the intermediate learning objective serves as a check for comprehension of the
advantages of a win-win situation, the final learning objective reveals that the trainer wants the
trainees to demonstrate their ability to use the negotiation skills learned. Comprehension is part
of the learning process before the application level is accomplished.

Results-Oriented
The ultimate purpose of training is to transfer knowledge, teach skills, or transform behavior in
support of the achievement of an organization’s goals. When ­writing a learning objective,
always keep in mind the results to be accomplished—the trainees’ demonstration of having
acquired the knowledge, skills, or behavior after the training course.

Trainee-Centered
Learning objectives are trainee-centered because they are statements of what the trainees will
be able to do as a result of what they learn in the training. The objectives should not describe
what the trainer plans to do during the training event. This aspect of learning objectives is
probably the one that incidental trainers most often forget.
You can overcome this challenge with practice and by applying the “ABCD” formula
and the “SMART” principle.

Why good learning objectives?

Well-defined learning objectives serve as a roadmap for both educators and learners, guiding
the learning process and providing a basis for assessment and evaluation.
Good learning objectives are crucial in education and training for several reasons. They provide
a clear and concise roadmap for what learners should achieve, and they offer several benefits:

1. Clarity and Focus:

- Learning objectives clarify the purpose and focus of the educational or training activity. They
guide both instructors and learners by clearly stating what is expected to be achieved.

2. Guidance for Instructional Design:

- Learning objectives serve as a foundation for designing instructional materials and activities.
They help educators select appropriate content, develop assessments, and choose instructional
strategies that align with the intended outcomes.

3. Alignment with Assessments:

- Learning objectives guide the development of assessments by specifying what learners are
expected to know or be able to do. This alignment ensures that assessments are relevant and
accurately measure the intended outcomes.

4. Motivation and Engagement:

- Clearly stated objectives can motivate learners by providing a sense of purpose and
direction. When learners understand what they are working towards, they are more likely to stay
engaged and motivated throughout the learning process.

5. Communication with Learners:

- Learning objectives communicate expectations to learners, helping them understand the
purpose of the learning experience and what is expected of them. This transparency fosters a
positive learning environment.

6. Efficient Resource Allocation:

- Well-crafted learning objectives help in efficient resource allocation. Educators can focus on
delivering content and activities that directly contribute to achieving the specified outcomes,
maximizing the use of instructional time and resources.

7. Adaptability:
- Learning objectives provide a basis for adapting instructional strategies if needed. If it
becomes apparent that learners are not meeting the objectives, educators can make informed
adjustments to better address learning needs.

8. Accountability:
- Learning objectives create accountability for both educators and learners. Educators are
accountable for designing effective instruction, and learners are accountable for actively
engaging in the learning process to achieve the stated objectives.

9. Continuous Improvement:
 - Learning objectives contribute to a cycle of continuous improvement. By regularly assessing
whether objectives are being met, educators can identify areas for enhancement and refinement
in their instructional practices.

In summary, good learning objectives are essential for effective teaching and learning. They
provide direction, facilitate assessment, and contribute to a positive and purposeful learning
experience.