Learning Objectives tell what tasks the learners need to be able to perform in order to succeed at the work activity training addresses.  (See page 1 of Don Clark's ISD chapter 3, "Design Phase" for key terms -- entry behaviors, learning objectives, learning steps, performance test, sequenced outline, KSA.)

A. Types of Objectives

1. intermediate (in the training sessions)

2. terminal (on job)

B.  Form of Objectives (ideal)  "At the end of this unit, the trainee will  [ observable action (verb) (content) ]  [ measurable criteria ]  [conditions of performance ]  ( MC Consulting often omits conditions of performance in written objectives. )

EXAMPLE:    At the end of Unit Two, the trainee will be able to distinguish statements reflecting "interests" from statements reflecting "positions" with 80% accuracy during initial negotiating sessions.

B. Be specific.  Use behavioral/action verbs such as … (Terms like know, understand, or appreciate are NOT behavioral.)

1. instead of "understand" use "identify, reproduce or recognize" 

2. instead of "appreciate" try "have experienced"

3. "can do" ... specify the exact nature of the skill

4. "feel" (very weak) - try "Evaluate according to ..." instead

C. Be trainee-centered.

D. Omit directions, instructions in phrasing objectives.

E. Good objectives can be measured!

F. Good objectives refer to the conditions in which behavior occurs.

In the world of training and development the acronym SMART is widely used.  Good Learner Objectives are

SMART:   Specific, Measurable, Achievable, Realistic, Timely

Go to the "Writing Objectives for the Cognitive Domain" page (at the Cal State Teach site)