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For each of the following goals, write one lower-level objective and one higher-level objective. Module 03 – Creating Instructions: Planning and Designing There is no point in creating instruction without first deciding on what message you want to get across–in other words, your goals and objectives. specify the outcomes for the training and for the target learner. They outline what is expected when the students exit the training. They answer the question, “Where are we going?” answer the question, “What do we do to get to the destination specified in the goals?” Objectives define learning outcomes in a way that can be measured with some objectivity. The key verbs in your objectives relate to doing, and they establish learning areas for learners’ growth (and change) in their knowledge, skill, behavior, and attitudes. An instructional goal is a general statement of what you want to accomplish, while an instructional objective has more measurable characteristics. F

or example a goal may read as follows, “Participants will learn to use the new HR system,” whereas an objective reads as this, “In this morning’s HR System Training, the objective is to have each of the participants create requests for vacation and sick leave.” Although the objective sounds challenging, it is clear what the expectations of the learner are after the training is complete. The approach to developing learning objectives most often used by instructional designers was created by . Mager’s approach is to create objectives that ensure the participant achieves measurable and observable performance. Mager recommends using three components in writing learning objectives (when possible): It is important to set clear and concise for your trainings, so both you and the learner know what to expect. When you write objectives: Be sure that your objectives are related to the goal. Following Bloom’s Taxonomy can help you write clear, specific, and measurable goals.