How do you create learning objectives for different delivery modes?

Learning objectives is necessary to be defined and guided by workable frameworks such as SMART. That enables the Trainer to tailor specific usable contents for the trainees which effect and progress is measurable after achievable set goals. Retaining the productivity level has to do with how realistic the goals are and within a specified duration. This helps to train effectively in a direction of desire result.

I highly recommend using ABCD Model instead. ABCD model is a training model used as a framework to develop training objectives. Objectives must include an Audience, Behavior, Condition, and Degree. Audience describes who is the target audience you are looking to train. Behavior describes the work that is accomplished by the learner and should be observable and measurable. Condition describes what is provided to the trainee and what resources they should use to obtain mastery. Degree describes to what extent the behavior should be performed by completion of training course to exhibit satisfactory expectations.

By applying SMART criteria, you steer clear of vague or unrealistic learning objectives that might confuse or frustrate learners. It's not merely a framework; it's a thoughtful strategy that ensures training objectives are clear, measurable, and conducive to effective learning outcomes. In essence, SMART isn't just a tool; it's a mindset that elevates the precision and impact of training initiatives.

A Learning Objective is a specific, measurable and observable Outcome which the learners will achieve at the end of the course or training program. I use the Blooms Taxonomy to create my learning outcomes. Depending on the duration, level of audiences' knowledge and prior experience, I decide whether to take the audience through all the 6 levels, i.e. Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Using Action Verbs help me create content and activities that further aid in effective knowledge transfer as well as measuring whether the audience has absorbed the content and are able to apply the learning back at their work place. This framework helps create effective learning objectives overall.

Creating learning objectives for different delivery modes involves understanding the unique characteristics and requirements of each mode and tailoring objectives accordingly. For traditional classroom settings, objectives may focus on knowledge acquisition and application through lectures, discussions, and hands-on activities. In online or remote delivery modes, objectives should consider factors like learner autonomy, engagement strategies, and technology integration. Virtual learning objectives may emphasize self-paced learning, multimedia resources, and interactive elements to facilitate effective comprehension and retention.

Learning objectives should reflect the task a person is expected to learn. The action verb in the objective implies how it will be measured. Every objective used MUST be measured as part of the task and in away that demonstrates competency. For instance, if you use "discuss" or "explain" in an objective, does the task really require the person to discuss or explain what they are doing? In customer service, most likely. Putting nuts on bolts? Not really. Second, you have to measure each person discussing or explaining the task. You should not measure "discuss" or "explain" in a group, it must be individually, otherwise you really haven't measured competency. This is how you determine whether the objectives work within any constraints.

In all training, I find it useful to think of learning objectives in terms of what can I observe a learner doing that will help the trainer know that the learner has "got it". So the learning objective needs to be an observable verb. The observable verb needs to be learner focussed (what can the learner do now which they were not able to do before). The observable verb also needs to be relevant to the learning that is taking place. For example, "After this training, learners will be able to demonstrate 3 techniques for facilitating meetings". A learning objective crafted this way is SMART by its nature. As a trainer, it is clear what learners should be able to do.

Using the examples in the "Face-to-face" section above, the objectives matter for what a participant is actually going to do and wether the objective can be measured. It is exceptionally common for eLearning to have "discuss" and "explain" as objectives, which are exceptionally difficult to measure without a lot of complexity or logistics, and thus wholly inappropriate for eLearning. Instead, look at what the task is that is being trained and determine objectives that actually apply to the training and what can be measured. Too often, designers use multiple-choice tests for all eLearning measurement. There are much better ways to measure competency and higher-order objectives, but it takes creativity and effort.

As stated in the previous two sections, the objectives are dictated by the task and they dictate the measurement. Blended learning provides for some great opportunities to increase the difficulty and complexity of the objectives, but often, when blended learning is designed, the objectives are siloed into the different modes and measured poorly. Instead, the different modes should be seen as opportunities to maximize the effectiveness of each mode while mitigating each mode's limitations. eLearning objectives can include action verbs that wouldn't work in an eLearning alone, but could be measured in the face-to-face time and vice versa.

When crafting Learning Objectives, it's important to consider the audience and time you have available. What is possible in the time available with the people who will be trained. For example, there's no point in delivering expert level training to an entry level audience. Likewise, it is unlikely that in a 30-minute training session, you will be able to meet lots of learning objectives. Think of your audience and the constraints that you have, define appropriate learning objectives, and focus on the need-to-knows.

In my experience many trainers make the mistake of confusing goals with objectives. A goal is the big picture of desired behavioural outcomes; objectives are the measurable steps we take to get there. Measurability is the key. If we don’t set a benchmark for success, how will we know when we’ve reached it, and if we haven’t reached how far are we away from the mark.

I create learning objectives tailored to diverse delivery modes with a strategic approach. In traditional classrooms, I emphasize comprehensive understanding and interactive engagement. For virtual settings, I use clear communication and multimedia elements to maintain engagement. For hands-on workshops. I prioritize practical application and skill mastery. I align objectives with participants' needs and learning styles. I consistently assess and adapt them to optimize the learning experience. I use the experiential learning process where I put them into an experience, make them reflect, Make them understand abstract concepts and ask how they can take it to their real world and apply. I Integrate New Knowledge with their existing.

Don't forget to identify the core content and skills that need to be conveyed or developed, regardless of the delivery mode, otherwise all your hard work will be for nothing.

Regardless of the method of delivery, learning outcomes are crucial. Take the time to outline what skills, knowledge, or attitudes you want your learners to come away with and clearly articulate this at the start of the learning design process. Keep any learning outcomes in mind throughout the rest of the process. This will ensure that anything you build serves a purpose. If a piece of content doesn't support a learning outcome, it probably doesn't belong in the training.