Step 6: Write learning objectives

Learning Objectives state what the learners (participants, students, trainees, etc.) will be able to do as a result of the learning intervention. Learning objectives are based on the essential skills and knowledge identified for each major job task. They are used in the following ways:

Process

Use one copy of Tool #9 Instructional Planning Worksheet for each major job task from Tool #7 Job Responsibilities and Tasks Worksheet.

  1. Write one or more learning objectives for each major job task by focusing on the essential skills and knowledge. Learning objectives should describe what the learner does, not what the trainer or course does. (See Box 12: Useful verbs for writing performance goals and objectives)
  2. Make sure learning objectives have the following SMART characteristics:

    Specific: using an action verb that describes the behavior precisely

    Measurable: using a verb that describes an observable/measurable action

    Attainable/achievable: realistic given the circumstances and resources

    Relevant: pertaining to the job tasks and work setting of the learner

    Timely/time-bound: specifying a realistic timeframe for performance when appropriate
  3. Make sure learning objectives have the following components:
    • a performance that is observable/measurable--what the learners will do
    • conditions of performance--circumstances under which the learners will perform the objectives
    • criteria or standards for measuring acceptable level of performance--how well the learners must carry out the objective (See Box 11: Sample learning objectives)

Box 11: Sample learning objectives
Learning Objective
(The learner will be able to...)		 Observable/measurable
performance		 Conditions of
performance		 Criteria
On a written test, list at least 2 ways to maintain privacy for women receiving reproductive health care. list ways to maintain privacy for women receiving reproductive health care on a written test at least 2 correct responses
During a role play that simulates counseling a family planning client, demonstrate use of effective verbal and non-verbal communication skills by scoring at least 20 of 24 points on the "using interpersonal communication skills" checklist. demonstrate use of verbal and non-verbal communication skills during a role play that simulates counseling a family planning client by scoring at least 20 out of 24 points on the "using interpersonal communication skills" checklist
From the signs and symptoms described, decide correctly in at least 4 out ot 5 case studies if you can treat the woman or she needs to be referred to a higher service delivery level. decide if you can treat the woman or she needs to be referred to a higher service delivery level from the signs and symptoms described in case studies correctly in at least 4 out of 5 case studies
While conducting a home visit, demonstrate the ability to follow the guidelines for planning and conducting home visits to promote maternal and infant health care. demonstrate the ability to follow the guidelines for planning and conducting home visits to promote maternal and infant health care while conducting a home visit follow the guidelines
Given a selection of equipment and supplies, some necessary, some not, assemble a standard tray for performing an IUD insertion. assemble a standard tray for performing an IUD insertion given a selection of equipment and supplies, some necessary, some not standard
During supervised clinical practice, provide care according to the standards for women experiencing a non-life-threatening complication in the postpartum period. provide care for women experiencing a non-life-threatening complication in the postpartum period during supervised clinical practice according to the standards
During demonstration on an anatomical model, perform a physical assessment for a pregnant woman, completing all critical tasks on the clinical checklist. perform a physical assessment for a pregnant woman during demonstration on an anatomical model completing all critical tasks on the clinical checklist

  1. Revise objectives as needed. Compare the objectives with the essential skills and knowledge. Check for gaps and duplicates. Remove objectives if they describe what should happen during training (e.g., watch a video, read certain pages, practice with a model).
  2. Sequence your learning objectives in the most logical and feasible way to determine the basic structure and sequence of the learning intervention.
    • Objectives should be grouped logically so that tasks, topics or problems that are closely related will be taught together.
    • The order should help learners learn. For example, the knowledge required to perform a task should be learned before the skill. The proper sequence can also affect motivation to learn. If learners understand why information is important, they may be more motivated to learn it and to perform tasks correctly on the job.
    • Simpler skills and information that is used in many situations (foundations) should be taught before complex or specialized tasks. This may also encourage learners to see how new skills and knowledge are related to what they already know or do.
    • Where a step-by-step order is important, the sequence of steps should be clear.

Helpful Hints


Box 12: Useful verbs for writing performance goals and objectives
accept contribute identify monitor resist
adjust control illustrate name resolve
adopt cooperate implement negotiate restate
advise correspond improve notify revise
agree counsel examine observe schedule
apply create execute obtain score
analyze critique exercise offer secure
appraise defend expedite order select
argue define experiment organize share
arrange delegate explain operate show
ask demonstrate express participate sign
assemble describe follow perform sketch
assess design formulate place solve
assist determine furnish plan sort
assure develop help practice specify
attend to devise indicate praise sterilize
avoid diagram initiate predict submit
calculate differentiate insert prepare suggest
categorize direct inspect proceed summarize
choose discriminate instruct promote supervise
classify discuss interpret propose support
collaborate display inventory provide synthesize
collect dispose join question tabulate
compare disseminate judge rate tell
compile distinguish label recall test
comply disribute list recite train
compute draft listen recognize transcribe
conduct dramatize locate recommend translate
conform duplicate maintain remove use
consolidate engage in make repeat verify
consult establish manage report volunteer
construct estimate match reproduce wash
contrast evaluate model research write
Verbs to avoid when writing performance goals and objectives
appreciate comprehend develop an awareness of internalize realize
believe consider know understand

Tools

  1. Instructional Planning Worksheet -- /