Posted: February 28th, 2023

training project

MGMT 4650 Human Resource Development

Training Project (340 points)

PROJECT COMPONENTS

1. Executive Summary (20 points) – Due with completed project

· Highlights of the project. Maximum of two pages. Introduces the organization, summarizes the overall “problems,” and explains how this training program has addressed those problems.

1. Training Objectives (20 points) – Due 2/21

· Develop 2-3 training objectives that meet professional standards. See pp. 177-179 and D2L.

1. Lesson Plan and Outline (15 points) – Due 3/14

· Create an appropriate title for the program.

· Describe the overall purpose(s) of the program.

· Create an outline for delivering the program that includes which content/topic is being delivered when, where each objective is being covered in the schedule, etc. See p. 227 for an example, although this example does not include where each objective is covered.

1. Needs Assessment (NA; 15 points) – Due with completed project

· Describe how the needs assessment
would have been conducted if you had been able to do a thorough one. Introduce this section with a statement such as, “Due to time constraints, completing a thorough needs assessment was not possible. Team XYZ would have…” Your only method is interviewing the manager, so you will be doing more of a rapid needs assessment in reality.

· Briefly mention the organization, task, and person analysis. Describe the two other NA methods, besides interviewing the manager, you would have used and why. Explain how you would have administered these methods and describe the results you think you would have received. Conclude with a concise explanation of the performance problems/gaps as you understand them. This part will be about a page.

1. Instructor’s Guide (75 points) – Due with completed project;
individual component due 3/28.

· All activities, exercises, handouts, visual aids, etc. will be included here in the order provided by the outline you develop.

· Minimums:
Two audiovisual aids (PowerPoint, white board, movie clip, props, etc.),
one experiential exercise/activity (role play, simulation, game, etc.), and
two meaningful handouts for participants (concept map, agenda, recommended resources page, skill application plan, etc.) are required. Doing more than these minimums is fine.

· Each student will choose either the audiovisuals, the exercise, or the handouts as their individual component (100 individual points – not a team effort!). For teams of four people, two students will develop handouts (one will do a concept map and skill application plan; the other will do the agenda and recommended resources page). This portion is due on 3/28. Students will receive feedback in time to collaborate and improve these portions for the final project.

· Reference list: Cite your work and include an APA-style reference list. Any sources used, including images, exercises, etc., to develop this program must be cited within the program and included in the reference list. You must (1) revise/edit/adapt any materials you find in order to include them in your program, (2) identify the original source on the page where it’s used, and (3) include the source in your reference list. The APA-style reference list should be placed after the training evaluation in the program document and before any appendices.

1. Training Evaluation (25 points) – Due with the completed project

· Summarize a plan for how the organization could effectively evaluate this training program should it ever be implemented. Include your rationale. Every objective should be addressed (how/when/etc. the objective would be evaluated). This section should be about a page.

· Develop a realistic and appropriate evaluation that could be used at the conclusion of your program to evaluate two levels/training outcomes for your training program (see pp. 259-266 for more details and examples). Reaction level must be addressed, and teams must choose one other level.

1. Supplemental Material (10 points) – Due with the completed project

· One supplemental document is required (more than one may be used). Include this portion at the end of the project document as an appendix. Supplemental documents include things like a suggested reading list, useful websites for the topic, etc.

Training Delivery Presentation (60 points: 20 team and 40 individual)

Client(s) will determine the date you present (4/4-4/20).

· Every member of the team must participate in delivering a portion of the training program. Teams will deliver 60 minutes of content, concluding with the Q&A portion and evaluation. The presentation must treat the audience as if they are actually participating in the training.

· Criteria for a quality demonstration:

· The relevance of the information to the audience is clear (“what’s in it for me”).

· Learners are engaged and encouraged to interact.

· Communications are clear; instructions are sufficient; presentation skills will be graded individually using a rubric to be shared by 3/28 (no reading to the audience, minimal distractors – pacing, um/ah/nonwords, swaying, etc., enthusiasm/energy, etc.).

· Appropriate professional appearance (graded individually).

· Content is well-organized, accurate, and appropriate given the topic.

· Visual aids/exercises/activities/handouts are relevant and polished/professional.

· Preparation and practice are evident.

DELIVERABLES AND FORMATTING

· An electronic copy is required in D2L.

· Clients will receive an electronic copy on a flash drive or shared drive AND a hard copy in a binder of some sort. Do not spend $ on professional binding; a notebook is fine, and I have extras if you need one.

· Please use 12-point, Times New Roman font for text (charts, figures, graphics, etc. are your choice).

· 1” margins

· The text within the report must be double-spaced.

· Charts, figures, exercises, tables, etc. are students’ choice in terms of formatting.

IMPORTANT NOTES

· Students are strongly encouraged to create a completely original program. Any sources that are used must be cited/quoted and referenced properly.
Remember that phrases of four words or more must be quoted, but paraphrasing is preferred. When an exercise or other source material is adapted for the project, submit the original as a PDF or MS Office file type with your assignment. Submissions that do not properly cite or quote sources will be penalized beyond the scope of this rubric following the MTSU academic conduct policy.

· Your content must be your original work or cited from a quality source. ChatGPT and similar tools are not acceptable. Any content found to be generated by ChatGPT or a similar tool will be considered plagiarized (see the syllabus for details on academic misconduct).

· Students are expected to produce a program that is free of formatting, grammar, and spelling errors. Two points will be deducted for every error (up to 15 errors/30 points). Proofread!

· Following instructions is important. Every component of the project must be completed.

· The project will also be graded based on how well the program addresses the client’s need.

· The project must reflect a team effort. The peer evaluation may result in a severe penalty for students who do not contribute significantly. Students may decide to dissolve the team relationship if one or more students are not contributing equally, meeting deadlines, etc. In these instances, documentation of
a minimum of three attempts to correct the behavior are required. Reminders of meetings are not considered attempts to correct the behavior. Documentation may include emails or text messages. The other student(s) must be given at least 48 hours to respond in each of the 3+ attempts. I will follow-up with everyone to verify the communication attempts (document your own engagement and contributions to the project!). If a team dissolves, the separated members will be expected to develop the entire training program and present separately. Likewise, if your peers evaluate your contributions as not meeting expectations, then you will receive a proportionate deduction to your project grade.

PROJECTS AS OF 2/14/23

Ascend Federal Credit Union – Managing for Retention

Community Health Systems – Managing for Retention or Engaging Remote Employees

Federal Reserve – Building Trust or Communicating Across Generations

Middle TN Electric – TBD by Thursday morning

United Way – Leading a Multi-Generational Workforce

#6 Needed?

Writing a Training Objective

Business Objective

_____________________________________________________________________________________________________________________________________________________________________________________________________________________

Learning Objectives

Main goal of the course: ___________________________________________________
_______________________________________________________________________
Main Objective 1: ________________________________________________________
Supporting Objectives:
· ____________________________________________
· ____________________________________________
· ____________________________________________
· ____________________________________________
· ____________________________________________
Main Objective 2: ________________________________________________________
Supporting Objectives:
· ____________________________________________
· ____________________________________________
· ____________________________________________
· ____________________________________________
· ____________________________________________

Checking the Objectives

Make sure that each objective has:
· Observable and measurable behavior
· Conditions / Environment
· Level of acceptable performance (if other than 100 percent)

Evaluation

Have you prepared assessments of:
· Level 1 (satisfaction / reaction)?
Yes No
· Level 2 (learning)?
Yes No
· Level 3 (behavior / transfer)?
Yes No
· Level 4 (results / outcomes)?
Yes No

Adapted from Carliner 2003

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WRITING INSTRUCTIONAL OBJECTIVES

Kathy V. Waller, PhD, CLS(NCA)

NAACLS Board of Directors

Educators have used instructional, or behavioral, objectives for at least four decades. Robert
Mager’s little text, Preparing Instructional Objectives, first printed in 1962, assisted many
instructors in formulating and writing objectives. Since then, the use of objectives has become
commonplace in education. The National Accrediting Agency for Clinical Laboratory Sciences
(NAACLS) also affirms the value of objectives. Specifically, Essentials 12 and 13 address the
importance of incorporating objectives within the curriculum and specific units of study.

The purpose of this unit is to assist the educator in writing objectives using a standard protocol.

Objectives are not difficult to write if one follows the guidelines noted below.

Instructional objectives are written for the student and they state what the student is expected to
do following instruction. Objectives are specific, observable, and measurable learning
outcomes. In contrast, goals are general and non-specific. Goals are appropriate for an entire
course or a curriculum of study, while objectives are written for individual units of study.

There are benefits to incorporating objectives within our coursework. Objectives emphasize
major points and reduce non-essential material. Objectives simplify note taking and cue the
students to emphasize major points. Objectives assist students in organizing and studying
content material. They guide the students to what is expected from them and help them to study
important information. Objectives assist the student in studying more efficiently. Finally, when
examination items mirror objectives, students can use the objectives to anticipate test items.

There are four components of an objective: 1) the action verb, 2) conditions, 3) standard, and 4)
the intended audience (always the student). The action verb is the most important element of an
objective and can never be omitted. The action verb states precisely what the student will do
following instruction. Verbs are categorized by domains of learning and various hierarchies.
Benjamin Bloom and his colleague, David Krathwohl, were pioneers in categorizing the
domains and levels.

The three domains of learning are the cognitive domain that emphasizes thinking; the affective
domain highlighting attitudes and feelings; and the psychomotor domain featuring doing. The
first domain that was characterized by Bloom was the cognitive, which is further divided into six
levels or hierarchies.

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Cognitive (Thinking) Domain

Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

Sometimes the six hierarchies or levels listed above are grouped into three categories:

Level 1. Recall – Knowledge and Comprehension
Level 2. Interpretation – Application and Analysis
Level 3. Problem-Solving – Synthesis and Evaluation

Recall objectives are at the basic taxonomic level and involve recall or description of
information. Interpretation is a higher level of learning and involves application and
examination of knowledge. Problem-solving skills test the highest level of learning and involve
construction and assessment of knowledge. Examples of appropriate verbs for use with each of
the three domains follow.

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Writing Objectives: Key Verbs
Cognitive (Thinking) Domain

The following key verbs will help to write good objectives and also establish a relative “taxonomic level” for each

Objective.
EVALUATION
Appraise
SYNTHESIS Approve
Assess
Arrange Choose
Assemble Conclude
ANALYSIS Build Confirm
Combine Criticize
Analyze Compile Critique
Appraise Compose Diagnose
APPLICATION Audit Conceive Evaluate
Break down Construct Judge
Adapt Calculate Create Justify
COMPREHENSION Apply Categorize Design Prioritize
Catalogue Certify Devise Prove
Arrange Chart Compare Discover Rank
Associate Compute Contrast Draft Rate
Clarify Consolidate Correlate Formulate Recommend
KNOWLEDGE Classify Demonstrate Criticize Generate Research
Convert Develop Deduce Integrate Resolve
Cite Describe Employ Defend Make Revise
Choose Diagram Extend Detect Manage Rule on
Define Draw Extrapolate Diagram Organize Select
Label Discuss Generalize Differentiate Plan Support
List Estimate Illustrate Discriminate Predict Validate
Locate Explain Infer Distinguish Prepare
Match Express Interpolate Examine Propose
Name Identify Interpret Infer Reorder
Recall Locate Manipulate Inspect Reorganize
Recognize Outline Modify Investigate Set up
Record Paraphrase Order Question Structure
Repeat Report Predict Reason Synthesize
Select Restate Prepare Separate
State Review Produce Solve
Write Sort Relate Survey
Summarize Sketch Test
Transfer Submit Uncover
Translate Tabulate Verify
Transcribe
Use
Utilize

Level 1: Recall Level 2: Interpretation Level 3: Problem-solving g

Note: Some verbs may be applicable within more than one category: for example. depending on the situation, “calculate” may
fit under application or analysis.

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Writing Objectives: Key Verbs

Attitudinal or Affective (Valuing) Domain

CHARACTERIZATION
BY A VALUE OR
VALUE COMPLEX

Act
ORGANIZATION Administer
Advance
Anticipate Advocate
Collaborate Aid
VALUING Confer Challenge
Consider Change
Adopt Consult Commit (to)
Aid Coordinate Counsel
RESPONDING Care (for) Design Criticize
Complete Direct Debate
Agree Compliment Establish Defend
Allow Contribute Facilitate Disagree
RECEIVING Answer Delay Follow through Dispute
Ask Encourage Investigate Empathize
Accept Assist Endorse Judge Endeavor
Acknowledge Attempt Enforce Lead Enhance
Attend (to) Choose Evaluate Manage Excuse
Follow Communicate Expedite Modify Forgive
Listen Comply Foster Organize Influence
Meet Conform Guide Oversee Motivate
Observe Cooperate Initiate Plan Negotiate
Receive Demonstrate Interact Qualify Object
Describe Join Recommend Persevere
Discuss Justify Revise Persist
Display Maintain Simplify Praise
Exhibit Monitor Specify Profess
Follow Praise Submit Promote
Give Preserve Synthesize Promulgate
Help Propose Test Question
Identify Query Vary Reject
Locate React Weigh Resolve

Notify Respect Seek
Obey Seek Serve
Offer Share Strive
Participate (in) Study Solve
Practice Subscribe Tolerate
Present Suggest Volunteer (for)
Read Support
Relay Thank
Reply Uphold
Report
Respond
Select
Try

The affective domain in concerned with changes (growth) in interests. attitudes and values. It is divided into five major
classes arranged in hierarchical order based on level of involvement (from receiving, to characterization by a value).

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Writing Objectives: Key Verbs
Psychomotor (Doing or Skills) Domain

Absorb
Add
Adsorb
Adjust
Aliquot
Apply
Aspirate
Assemble
Balance
Bind
Blend
Build
Calculate
Calibrate
Centrifuge
Change
Choose
Classify
Clean
Collate
Collect
Combine
Connect
Construct
Control
Combine
Confirm
Connect
Construct
Control
Cool
Correct
Count
Create
Crush
Cut
Decant
Demonstrate
Describe
Design
Dialyze
Differentiate
Dilute
Discard
Dismantle

Dispense
Dispose
Dissect
Dissolve
Drain
Draw
Dry
Elute
Employ
Estimate
Evacuate
Examine
Expel
Fasten
Fill
Filter
Fractionate
Frame
Freeze
Grade
Grasp
Grind
Group
Guide
Handle
Heat
Hemolyze
Identify
Illustrate
Incubate
Inject
Input
Insert
Invert
Investigate
Isolate
Label
Locate
Localize
Lyse
Maintain
Make
Maneuver
Manipulate
Mark

Macerate
Measure
Mix
Moisten
Mount
Observe
Obtain
Open
Operate
Pack
Palpate
Participate
Perform
Pick
Pipet
Place
Plate
Plot
Position
Pour
Prepare
Press
Process
Produce
Program
Pull
Puncture
Push
Read
Record
Release
Remove
Replace
Resuspend
Retest
Rinse
Roll
Rotate
Save
Scan
Score
Screen
Seal
Select
Sensitize

Separate
Set
Sever
Shake
Sharpen
Ship
Siphon
Spin
Spread
Squeeze
Stain
Standardize
Start
Stick
Stir
Stop
Stopper
Store
Suspend
Take
Test
Thaw
Thread
Tilt
Time
Tip
Titrate
Trim
Touch
Transfer
Troubleshoot
Turn
Type
Use
Utilize
View
Warm
Wash
Watch
Weigh
Withdraw
Wipe
Wrap

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Writing Objectives

The ABCD method of writing objectives is similar to the theory explained here; the terminology
is just slightly different. A is the audience, always the student. B is the behavior or the action
verb. C is the condition for the objective and D is the degree of achievement or acceptable
criteria.

Conditions

Conditions describe the relevant factors associated with the desired performance. For example:

1. after attending a lecture. . . .
2. following review of a demonstration. . . .
3. given a case study. . . .
4. after completing the assignment. . . .
5. given a specific instrument. . . .

Criteria

The criteria are specified as the acceptable level of achievement desired. They tell how well the
learner must perform. This part of the objective may be omitted when there is no deviation from
standard procedures or protocols. For example:

1. percent of correct responses
2. within a given time period
3. in compliance with criteria presented by the faculty

Order and Tense

There is a preferred order when writing objectives. The condition is usually placed first,
followed by the behavior or verb, and then the criteria. Objectives are written in the future tense.

For example:

Recall: After attending lecture and reading the assigned materials, the student will state
the function of a thermometer.

Interpretation: After attending lecture and studying the assigned materials, the student
will demonstrate how a thermometer works.

Problem-Solving: After attending lecture and studying the assigned materials (including
problem sets), the student will formulate the degrees in C given the degrees in F, or vice
versa.

To avoid redundancy in writing objectives an educator often lists a single condition with the
objectives underneath.

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After attending lecture and studying the assigned materials, the student will:

1. . . . . .
2. . . . . .
3. . . . . .

Nonfunctional Verbs

The following verbs cannot be measured or are redundant. They should be avoided when writing
objectives.

able to shows interest in
appreciation for knows
awareness of has knowledge of
capable of learns
comprehend memorizes
conscious of understands
familiar with will be able to

Examples of Objectives for the Cognitive Domain

Poor To increase the student’s ability to visually identify white cells on a differential.
Better The student will identify correctly all white cells on a differential.

Poor The student will gain knowledge of automated chemistry tests.
Better The student will state the principle for each automated chemistry test listed.

Poor The student will be familiar with red blood cell maturation in the bone marrow.
Better The student will diagram the maturation of red blood cells.

Poor The student will understand the interpretation of hemoglobin electrophoresis

patterns.
Better Given several electrophoretic scans, the student will correctly diagnose each

normal or abnormal pattern.

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Levels Within the Cognitive Domain

LEVEL #1. KNOWLEDGE

Knowledge involves recognition or recalling of

• definitions
• specifics

Here, one is expecting learners to:

• remember an idea, phenomenon, or a fact in somewhat the form in which it
was presented.

For example, one might design an activity that requires a learner to:

• write the formula for ethyl alcohol
• define diuresis
• list the six levels in the cognitive domain of Bloom’s taxonomy

Generally, KNOWLEDGE encompasses the cognitive process of remembering learned material

LEVEL#2. COMPREHENSION

Comprehension usually involves

• translation
• associations

Here, one is expecting the learner to:

• communicate an idea or thing (event) in a new or different form (translation)
• see relationships among things or events (associations)

For example, one might design an activity that requires a learner to:

• describe three distinguishing features of the Lewis blood group system
• explain the rationale for using “selective media” in microbiology

Generally, COMPREHENSION encompasses the cognitive process of explaining material that
has been learned.

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LEVEL #3 APPLICATION

Application is described by Bloom as “the use of abstract forms in particular and concrete
situations. The abstractions may be in the form of general ideas, rules or procedures, generalized
methods.”

In application, one expects the learner to

• relate or apply ideas to new situations
• use what he/she comprehends from a variety of areas to solve problems

For example:

• when given the clinical situation of a patient needing a transfusion, submit the
most suitable blood product to be used

• apply Universal Precautions to establish and maintain a safe laboratory
environment

Generally, APPLICATION involves using knowledge to find or develop new solutions.

LEVEL #4 ANALYSIS

Analysis involves examining

• elements
• relationships
• organizational principles

Here, one is expecting the learner to:

• break “things” down into their component parts
• uncover the unique characteristics of a concept or event

For example,

• when given a patient’s hematologic data, appraise that data to ascertain
whether they are internally consistent and can be reported

• when given various cell panels, analyze the results to identify an unexpected
antibody(s)

Generally, ANALYSIS involves the ability to break down material into component parts so that
its organizational structure may be understood.

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LEVEL #5 SYNTHESIS

Synthesis involves an ability to

• generate a set of abstract relations (to “hypothesize”)
• create a plan or propose a set of operations

Here, one is expecting the learner to:

• take “things “ and reorganize them in a new way
• create new or original concepts

For example,

• prepare appropriate financial statements for decision-making
• propose a “core laboratory” structure to optimize efficiency and effectiveness

Note: the processes with SYNTHESIS involve inductive, not deductive reasoning. This can be
difficult when one considers that the profession of clinical laboratory science usually uses
information to arrive at conclusions. (We are skilled deductive thinkers, but may not be as
skilled inductive thinkers.) Thus, preparing objectives at this level may be difficult.

LEVEL #6 EVALUATION

Evaluation includes the ability to judge, using

• internal standards and
• external criteria

to bring about informed decisions

Here, one is expecting the learner to:

• make judgments about “things” or events based on internal and external
criteria

• accept or reject “things” or events based on established standards

For example:

• evaluate and select a chemistry automated system in view of costs, personnel,
productivity and space available

• validate all of the laboratory data received from a patient with a recent bone
marrow transplant

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Generally, this cognitive function involves the ability to judge the value of some thing for a
given purpose.

The educator should use a combination of all three levels of cognitive verbs when writing
learning outcomes. The test question should reflect the level of the objective; thus if an objective
is recall, then a similar verb like “state” should be used in the test question. If the objective is
problem solving, then the test question might use a verb such as “diagnose” or “evaluate.”

Additional Examples of Objectives

Lecture Objectives (Hemolytic Anemias)

After attending the lecture, reading the assignment, and performing the tests in the laboratory,
the student will:

1. Define the term hemolytic anemia. (recall)

2. Classify the major hemolytic anemias by their intrinsic or extrinsic causes. (recall)

3. Summarize each disease discussed in lecture including distinguishing characteristics,
clinical manifestations, laboratory findings, pathology, and treatment. (recall)

4. For each disease discussed in lecture, determine the appropriate tests to resolve the

problem. Include the principle and mechanism of each test in the evaluation.
(interpretation)

5. Given a set of laboratory data and patient history, correctly diagnose the disease.

(problem-solving)

Affective Objectives

After attending a lecture on Essential Functions, the student will exhibit the following behaviors:

1. Communicate effectively in written and spoken English.

2. Appropriately assess nonverbal and verbal communication.

3. Follow written and verbal directions.

4. Work independently and with others under time constraints.

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5. Prioritize requests and work concurrently on at least two different tasks.

6. Maintain alertness and concentration during a normal work period.

7. Apply knowledge, skills, and values learned from course work and life experiences to
new situations.

8. Show respect for self and others

9. Project an image of professionalism including appearance, dress, and confidence.

Psychomotor Objectives

Upon completion of the laboratory exercise the student will:

1. Correctly perform the electrophoretic procedure and obtain a satisfactory pattern that
could be accurately interpreted by both the student and the faculty member.

2. Interpret normal and abnormal electrophoretic patterns with 100% accuracy as compared

with patterns interpreted by the CLS.

3. Using a densitometer, obtain the concentration of each protein fraction within 10% of
faculty member’s results.

4. Perform calcium determinations on serum using a direct spectrophotometric method

within 10% of the reported result.

5. Demonstrate skill in using micropipetting devices to the satisfaction of the faculty
member.

References

Bloom, Benjamin S., (Ed.), Taxonomy of Education Objectives: Handbook I: Cognitive Domain,
N.Y., David McKay Company, Inc. 1956.

Mager, Robert, Preparing Instructional Objectives, Palo Alto, California, Fearon Press, 1962.

Krathwohl, D.R., Bloom, B.S. and Masia, B.B. Taxonomy of Educational Objectives: Handbook
II. The Affective Domain. N.Y., David McKay Company, Inc. 1964.

Harrow, A. J. A Taxonomy of the Psychomotor Domain. N.Y. David McKay Company, Inc.
1972.

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Ford, Charles W., (Ed.), Clinical Education for Allied Health Professions, St. Louis, C.V./
Mosby Company, 1978.

Karni, Karen, Writing Great Objectives and Exam Questions. Presented at the Clinical
Laboratory Educators Conference, Salt Lake City, UT. 2000

NAACLS Board of Directors

Writing Learning Objectives

Creating learning objectives can be a challenging process. Properly specifying learning objectives for each
lecture or learning activity provides direction for you as the instructor for the development of instructional
content and also provides a clear understanding for the student regarding your expectations for their
learning. Objectives may relate to material not only from your lecture but also from preparatory work or post-
lecture work, within reason.

Characteristics of well-written learning objectives:

• Measureable
• Specific
• Focus on learner

Learning Objectives Provide Learners…. Learning Objectives Provide Educators…
• Guide what is important and what is trivial/ cue

note taking
• Assist in organizing information
• Set expectations
• Used as test preparation/study guide

• Easy to determine appropriate learning
methods/activities

• Assist with evaluating the effectiveness of the
program

• Building blocks for assessment (i.e. inform
writing exam questions)

There are 3 domains of learning objectives (cognitive, psychomotor, affective). Your course/lecture/learning
activity may have a mix or just focus on one domain.

Cognitive:
What do I want learners to know?

The learner will be able to list all of the bones in the
skull

Psychomotor:
What do I want learners to be able to do?

The learner will be able to locate the radial pulse on
a patient and accurately determine the pulse rate

Affective:
How do I want them to feel or behave?

The learner will display commitment to ethical
practices

Not All Well-Written Objectives Are Created Equal: The Taxonomy of Objectives
When writing learning objectives it is very important to select the right behavior or action verb that you would
like the learner to be able to achieve. Having a learner “define” a disease is very different than having them
“create” a treatment plan. Be as specific as possible when writing learning objectives so it is clear what you
want your learners to be able to do.

Educators have put together taxonomies of verbs to help with the process. The levels build in increasing
order of difficulty from basic, rote memorization to higher (more difficult and sophisticated) levels of critical
thinking skills.

Words/Phrases to Avoid:
These words or phrases are vague and don’t help you or the learner:

• Understand….
• Know….
• Be familiar with….
• To review the causes of….

Poor:
• Understand circulatory shock

Better:
• Define circulatory shock in terms of expected changes

from normal of the following parameters: cardiac
output, heart rate, systemic vascular resistance, &
oxygen consumption

• List the top 3 causes of circulatory shock
Poor:
• Be familiar with the heart

• Draw a diagram indicating the 4 chambers of the heart
• Predict how occlusions to specific coronary arteries

might manifest as ischemia on an ECG

Poor:
• Know synaptic transmission

Better:
• Differentiate the various types of receptors and

transmitters involved signaling at the synaptic junction.

Taxonomy of Objectives:

Connecting Learning Objectives to Assessment:
Think about the objective, “The learners will know CPR” – how would you begin to create an assessment to
test if your learners mastered it? What about CPR did you teach them?

Now, think about the following objectives:

• The learners will be able to restate, in order, the steps on CPR
• The learners will be able to demonstrate the appropriate CPR techniques, as defined by the Red

Cross, on a mannequin
• The learners will be able to determine if CPR is necessary in a given situation

The later objectives are specific and measurable. It would be easy to see how you could test your learners.

Remember
Can the learner recall or remember the information?

Example: List the muscles of the rotator cuff
Verbs: List, label, name, state, define, recall, match, describe, identify, recite, draw

Understand
Can the learner explain ideas or concepts?

Example: Explain how the rotator cuff helps you raise your arm
Verbs: Explain, describe, discuss, distinguish, classify, compare, contrast, estimate, interpret, translate

Apply
Can the learner use this information in a new way?

Example: Infer how throwing a curve ball causes a rotator cuff injury
Verbs: Apply, solve, predict, use, infer, show, demonstrate, examine, locate, order

Analyze
Can the learner distinguish between the different parts?

Example: Diagram how the throwing motion stresses each component, in turn, of the rotator
cuff

Verbs: Break down, diagram, differentiate, discriminate, deconstruct, integrate, inspect,
separate, criticize

Evaluate
Can the learner justify a stand or a decision?

Example: Evaluate another health professional’s plan to strengthen a rotator cuff
Verbs: Critique, judge, evaluate, recommend, defend, appraise, justify, support,

prescribe, manage

Create
Can the learner create a new product or point of view?

Example: Design a therapy program to strengthen each component of the
rotator cuff

Verbs: Design, construct, produce, invent, hypothesize, compiles, compose

Writing Learning Objectives:

There are two major parts of an objective:

1. Content for the students to learn [noun]:
• Examples: cells in the body, part of the body, disease processes, history taking and physical

exam techniques, procedural skills
2. Process or skill for the students to learn [verb]

• Examples: recall, recite, locate, create, examine, define, categorize

When writing your objectives always go back and make sure you have both of these key components. There
are also some other ways to think about writing objectives: the Kern and Thomas approach is one way to
easily write objectives.

The Kern and Thomas Approach to Writing Objectives
This model is presented in: Kern, D. E., Thomas, P. A. & Hughes, M. T. (Eds.). (2010) Curriculum
development for medical education: a six-step approach. Johns Hopkins University Press.

When using this model, one seeks to create an objective using the following framework:

[Who will do how much (how well) of what by when?]

Using this template facilitates the construction of a measurable objective with an important “noun” and “verb”
as discussed above.

Example 1:
Learners will be able to draw the pathway of the Kreb’s cycle with every intermediate and enzyme by the
end of the lecture.

Example 2:
Learners will be able to identify the major vessels in the pelvis on a CT image during the end of the module
exam.

WHO WILL DO HOW MUCH
(HOW WELL)

OF WHAT BY WHEN

What level are your
learners?

What is their
current knowledge
level?

What can we
expect from them?

What do you want
them to be able to
do

VERB!

How well should
the behavior be
demonstrated [if
applicable]

What is it you want
them to learn?

NOUN!

When does this
need to occur by-
end of lecture, end
of course?

Complex Learning Objectives:
“Laundry list” objectives are common. If you do have a list of diseases/procedures/medications/etc. make
sure to be specific about what it is you want them to be able to do at the end.

Poor Better
The learner will be able to understand the following
diseases:

• Valvular heart disease
• Aneurysm
• Hypertension
• Peripheral arterial disease
• Coronary heart disease
• Stroke

By the end of the rotation, each learner will have
demonstrated, at least once, the proper techniques,
as defined by practice guidelines, the following
procedures:

• IUD insertion and removal
• Vaginal delivery
• Speculum examination

One Page Quick Guide To Writing Objectives

Well-written learning objectives are: Measureable, Specific and Focus on Learner

STEP 1: Decide which domain your objective falls within

3 Domains of Learning Objectives

Cognitive:
What do I want learners to know?

The learner will be able to describe the
mechanism of action of various anti-arrhythmic
medications

Psychomotor:
What do I want learners to be able to do?

The learner will be able to perform a focused
cardiovascular examination.

Affective:
How do I want them to feel or behave?

The learner will show respect while others are
talking

STEP 2: At what level to I want the learner to perform at- choose your VERB

Create:
Can the learner create a
new product or point of
view

Formulates a new plan

Composes, designs, invents,
constructs, compiles,

Synthesis
Can the learner
integrate information to
solve a problem

Gives a well organized presentation
Integrates learning from different areas into
a plan for solving a problem

Categorizes, combines, devises,
rearranges, reconstructs,
summarizes, supports

Evaluate:
Can the learner justify a
stand or decision

Judges the adequacy with which
conclusions are supported by data
Judges the logical consistency of data

Appraises, compares, concludes,
contrasts, critiques, criticizes,
discriminates, justifies, summarizes

Analyze:
Can the learner
distinguish between
different parts

Recognizes unstated assumptions
Distinguishes between facts and inferences
Evaluates relevancy of data

Breaks down, diagrams,
differentiates, discriminates,
distinguishes, identifies, illustrates,
infers, outlines, separates

Apply:
Can the learner use the
information in a new
way

Applies concepts/principles to new situation
Demonstrates use of a procedure
Applies laws and theories to new situation

Changes, computes, demonstrates,
discovers, manipulates, modifies,
operates, predicts, prepares, solves

Understand:
Can the learner explain
ideas or concepts

Explains facts and principles
Interprets verbal material
Interprets charts and graphs

Converts, defends, estimates,
distinguishes, explains, gives
examples, summarizes, predicts

Remember:
Can the learner
remember the
information

Remembers common terms or specific facts
Remembers methods or procedures
Remembers basic concepts
Remembers basic principles

Define, describe, identifies, labels,
lists, matches, names, outlines,
reproduces, selects, states

STEP 3: Writing the objective

The Kern and Thomas Approach to Writing Objectives:

[Who will do how much (how well) of what by when?]

Example 1:
Learners will be able to draw the pathway of the Kreb’s cycle with every intermediate and enzyme by the
end of the lecture.

Example 2:
Learners will be able to identify the major vessels in the pelvis on a CT image during the end of the module
exam.