Chapter 6 Summary Decision Maker

Part C Decision Maker Summary

Performance objectives are commonly used to help people achieve goals. Determining clear performance expectations helps ensure that everyone understands what is expected and what the end results should be. The process of setting performance objectives also helps stimulate conversations during which key stakeholders can agree upon goals. The format for written performance objectives can vary widely. Some companies have detailed forms to capture performance objectives. Others use part of their performance review documentation to create performance objectives. Smaller companies often create performance objective documents from scratch as part of their performance review and/or compensation planning processes.

          Once you have a general idea of what you wish learners to know and be able to do, the next step is drafting the text that will clearly and specifically tell them what they can expect to learn. Experience indicates that the text of effective instructional objectives includes three parts. These parts are best described in the work of training and human performance:

·        Description of a performance - what the learner is to be able to do. Example: be able to write a news article. The performance must be observable. Question to ask when writing this part: What do I want students to be able to do?

·        Conditions - important conditions under which the performance is expected to occur Examples: Given a list of... (Sort into stacks); when provided with standard tools... (Construct a table); without using references... (know the state capitols) Questions to ask when writing this part: What are the important conditions or constraints under which I want them to perform? What the learner will be provided? What will the learner be denied? Are there special conditions which occur on the job or when performing?

·        Criterion or standard - (the quality or level of performance that will be considered acceptable). Examples: include measures of speed (in less than 30 minutes...), direction (according to manufacturer’s specifications...), and accuracy (without error...), and quality (all cuts must be smooth to the touch). Question to ask when writing this part: How well must learners perform for me to be satisfied they've accomplished the objective?

          Performance objectives should focus on the end result of an activity. This end result can be described in terms of products created, services provided, or accomplishments achieved. Because objectives are either quantifiable or verifiable, someone should be able to easily determine whether or not the objectives have been obtained. Objectives are not always products. They can also focus on intangible results. For example, higher quality intelligence is an important objective that can be verified by the consumer. In addition to indicating to learners what they will know and be able to do at the successful completion of a course, well-crafted learning objectives are also the touchstones guiding the rest of the course development process. The choice of course materials, assignments or activities, and assessments should all reflect the learning objectives.
          The question to consider when building a course from learning objectives is: How does this element of the course relate back to one or more of the learning objectives? For example, learners should not be asked to read or review material that is not relevant to one of the objectives. Nor should they be assessed on skills or knowledge which is not specifically outlined as important in one or more of the objectives.