Course Project - Goals, Objectives, and Delivery Method

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Yvfn73

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Business Finance

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For this course project assignment, design the goal(s), objectives, and delivery method for your training project. Make sure your objectives follow Bloom's taxonomy.

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Develop at least 3 goals for your training. Then develop 3-5 objectives of your training for each of your goals. Remember, the objectives should:

1- Have a specific and measurable outcome.

2- Have a specific deadline.

3- Be relevant to the participants' job.

4-Be relevant to the overall goals of the organization.

1- Example Objective: The participants of this sales training will be able to utilize 5 different closing techniques by the last day of this training.

2- Example Objective: One hundred percent of the nursing staff will perfectly implement the new kidney dialysis procedure by June 30, 20xx.

While more than one delivery method often works for a training project, pick the training method that is best suited to the tasks, objectives, and learners. Detail why you selected this delivery method.

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As you've seen in your reading, there are two general categories of training delivery methods: • Traditional training methods • Technology-based training methods Traditional Training Methods Traditional training methods require an instructor or a facilitator, and they involve face-to-face interaction between trainees. These methods are broken into three general types: • Presentation Methods. Trainees are presented information through lecture, audio visuals, or discussion techniques to get them actively involved in the learning. • Hands-on Methods. These methods include on-the-job training, apprenticeships, case studies, simulations, and role-playing. • Group Building Methods. These include such things as team training, leadership training, and adventure training. Technology-Based Training Methods With technology-based training, technology is used for the delivery and the instruction. Some of the traditional methods, for example, case studies and simulations, can also be used in technology-based training. The technologies include: • Computer-based training, online learning, e-learning, and web-based training. All these refer to training that is done on a computer through the Internet • Social Media. This training takes place through wikis, blogs, and social networks. • Mobile Technology. This is learning delivered over mobile devices such as a smart phone, notebook or iPad. Technology-based training is being used more and more, but it is not likely to totally replace face-to-face instruction. Instead, both are often being combined to form blended learning, which offers the benefits of both the traditional training methods and the technology-based training methods. Reference Noe, Raymond A. (2017) Employee Training & Development, 7th ed. McGraw-Hill Education. NY. If you had never been close to a horse before, how comfortable might you be if someone instructed you to get in the saddle, gallop across a field, and jump a fence at the other end? Chances are that you might be a bit nervous about this because you don't have the knowledge and skills that form the foundation for such a request. In this scenario, there is a big difference between "Name the steps for mounting a horse" and "Stay aboard a horse jumping a large obstacle," and recognizing that people learn best when they go through levels of learning in order is key in writing solid objectives. What Is Bloom's Taxonomy? Perhaps one of the most accepted methods for writing instructional design objectives is Bloom's Taxonomy. Bloom set up a taxonomy - or learning map - to show that people learn best when they go through levels of learning in order - from knowledge to understanding, to application and analysis, and then to evaluation and creation. Blooms' taxonomy moves from the bottom to the top, from lower-level (remembering, understanding) to higher-level thinking skills (evaluating, creating). Bloom's Taxonomy Directions: Click or tap each level to learn more Create Evaluate Higher-Order Learning Analyze Lower-Order Learning Apply Understand Remember (Anderson & Krathwohl, 2001, pp. 67-68) As you become familiar with Bloom, you will learn to apply his verbs throughout your process of writing objectives! Download the document below to help you write and evaluate objectives that are in keeping with each of Bloom's levels. Bloom's Taxonomy Verbs Reference Anderson, L. W., & Krathwohl, R. D. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman. There is no point in creating instruction without first deciding on what message you want to get across--in other words, your goals and objectives. Goals specify the outcomes for the training and for the target learner. They outline what is expected when the students exit the training. They answer the question, "Where are we going?" Objectives answer the question, "What do we do to get to the destination specified in the goals?" Objectives define learning outcomes in a way that can be measured with some objectivity. The key verbs in your objectives relate to doing, and they establish learning areas for learners' growth (and change) in their knowledge, skill, behavior, and attitudes. An instructional goal is a general statement of what you want to accomplish, while an instructional objective has more measurable characteristics. For example a goal may read as follows, "Participants will learn to use the new HR system," whereas an objective reads as this, "In this morning's HR System Training, the objective is to have each of the participants create requests for vacation and sick leave." Although the objective sounds challenging, it is clear what the expectations of the learner are after the training is complete. Setting Goals and Objectives The approach to developing learning objectives most often used by instructional designers was created by Robert Mager. Mager's approach is to create objectives that ensure the participant achieves measurable and observable performance. Mager recommends using three components in writing learning objectives (when possible): Component Action Example You will able to write measureable objectives. Condition Description Identify the action the learner will take when he or she has achieved the objective. Describe the relevant conditions under which the learner will act. Specify how well the learner must perform the action. Criterion You will analyze the needs, tasks, and learners for your course training project. Customer service representatives will decrease their call time in the next quarter by 15%. It is important to set clear and concise learning outcomes for your trainings, so both you and the learner know what to expect. Tips for Writing Objectives When you write objectives: • List objectives in bulleted series form followed by a period. . Try to avoid using the same verb more than once in one set of module objectives. • Relate objectives to the subject matter in a way that is relevant to the learners. Be sure that your objectives are related to the goal. Following Bloom's Taxonomy can help you write clear, specific, and measurable goals.
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