8 responses to “Learning objectives

  1. People have reasons to be there, not learning objectives.

    Right, like: Breakfast is really great in the training rooms!
    or: It’s great to catch up with my buddies from the other offices.
    or: Parking is so much easier at HQS.
    or: You can just relax in training. It’s a great break.
    or: That instructor is a hoot! I love the stories she tells!

    Without learning objectives, it’s very easy to be derailed by unrelated “learners’ reasons.”

    Or am I missing something?



  2. True, but…
    Learning objectives can be a vehicle for alignment between the reason the students are there, the strategies you use for teaching and learning, and the assessments you use to determine if real learning occurred. If the reason to be there is that you are entertaining, you (and they) are also missing the point.


    • “If the reason to be there is that you are entertaining, you (and they) are also missing the point.”
      And that’s exactly what explicit Learning Objectives are good for.
      Designing a learning activity comes after Assessment/Analysis, which identified the stakeholders’ requirements/needs/”reasons”, and translated those into business-aligned Learning Objectives.
      The Design is built around the Learning Objectives, with activities designed to guide learners to proficiency. And Assessment to measure their proficiency, in the KSA’s in the Learning Objectives.
      Without explicit Learning Objectives and assessment of achievement, and this happens frequently, “Training” devolves into unintended consequences–entertainment, happy hour, networking, etc. (Not that any of those are bad things, but they are if they are not the objective of the learning activity.)
      Without a destination, how do you know if/when you arrive?


  3. Not sure why,if you say, they have reasons to be there already you would want to give them a reason? Not sure what you mean by that.


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