Components of a useful objective
Kinds of objectives
The difference between goals and objectives
Creating your own objective
Problems when writing objectives
Who is suppose to do the task? What exactly needs to be done? What can they use to complete the task? How fast does it need to be completed?
Unless you can specify answers to these types of questions, it will be hard to determine if your learner has met your expectations, if you have been successful in developing your instruction, or if the program has met its needs.
This lesson will help you learn to write meaningful instructional objectives. Objective writing occurs after you have identified the performances you wish to change. These performances should have been identified during either the needs assessment or the goal/performance analysis. During those analysis phases you probably identified one or more barriers that were preventing learners from attaining the desired performance. These barriers may have included a lack of skills, a flawed environment, ineffective incentives, or low motivation.
If a lack of skills was the cause, potential solutions include the creation of job aids, mentoring, coaching, or training. Regardless of the intervention, however, objectives should be drafted to describe the outcomes intended to be accomplished by that intervention.
How will this lesson help you? At the end of this lesson you should be able to complete the following activities without any help:
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