Key Design Considerations
Topics covered:
• The learning outcomes:
Benefits of learning outcomes
• Hierarchy of learning outcomes
• Behavioural and non-behavioural learning outcomes
• Program and session learning outcomes
•
• Transfer of training/learning
Learner characteristics
• Training design
• Work environment characteristics
•
Learning Outcomes
• After studying this topic you should understand:
• how to write learning outcomes for an entire training program and
for the individual sessions within the training program;
• the key factors that facilitate transfer of learning from the training
environment to the work environment.
Benefits of Learning Outcomes
(LO)
•
Guides trainer in developing instruction.
•
Helps motivate trainees and focuses
their learning.
•
Used to evaluate effectiveness of
training.
•
Informs potential trainees and their
direct managers about capabilities a
trainee will develop.
Needs analysis and LOs
Needs analysis
Closed or open
skills?
Behavioral or
non-behavioural
LOs?
Closed
skills
Open skills
LOs tied to learning
specific skills that are to
be applied identically in
the workplace as in the
learning context.
LOs tied to learning
principles and concepts
that are to be applied
flexibly in the
workplace.
Often involves
relatively simpler motor
skills and trainee is
often given opportunity
to apply learned skills
immediately on the job.
More difficult to train,
require higher-level
cognitive components
and are subject to more
rapid decay.
(See Blume et al., 2010)
(See Krathwohl, 2002).
Components of Behavioural Learning
Outcomes (BLOs) (1/2)
Has three components:
•
•
•
•
what someone should be able to do (do what)
conditions under which ‘doing’ will occur (with
what)
criteria by which performance will be judged (how
well)
(See Noe, 2017)
Components of BLOs (2/2)
• Performance component:
Specifies what the person will be able to do as
a result of training. It must therefore contain an action orientated verb,
e.g.: Make, Operate, Construct, Complete.
• Condition component:
Describes the conditions under which the person
will be able to carry out the performance component. For instance, factors
such as: Using certain equipment, Using certain materials, Given certain
information, Within a certain environment.
• Standards component:
Specifies the level of performance, how well the
person is expected to perform. It focuses on factors such as: Speed,
Amount, Accuracy, Time.
Sample BLO – Basic Selling Skills
• Given a model 678 vacuum cleaner, be able to
follow the steps for closing a sale.
• Criteria:
Customer needs accurately identified; all
product features and benefits correctly described;
each objection effectively dealt with; no errors in
product demonstration.
Sample BLOs – Effective
Presentation Skills
•
Given a speech topic, be able to organise your speech in
a logical manner.
• Criteria: Speech uses a basic three-part format:
• Opening
• Body
• Conclusion
•
Given technical material, be able to convey technical
information to a general audience.
• Criteria
• Material is tailored to the needs, interests and
knowledge levels of the audience
• Use of technical jargon is minimised
• Material is presented clearly and logically
Non-behavioural LOs
• Tend to be more flexible and open-ended.
• Allow for broader notions of learning to be used,
not just behaviour change.
• Are used when intended learning is:
• more complex or less specific
• developmental
• difficult to view in terms of behaviour
• Still need to be expressed clearly and simply.
Sample Non-Behavioural LOs
• At the completion of the training course, trainee managers should
be able to:
•
Resolve interpersonal conflict among parties
• At the completion of the training session, trainee managers should
be able to:
Identify sources of interpersonal conflict in organisations
• Describe the conflict handling styles
• Recognise their own preferred conflict handling style
•
Program and Session LOs
• LOs must be written for the entire training program. For
example:
At the completion of the training program, trainees should be able
to:
• Recognise how perceptual problems can affect performance
appraisals.
• LOs must also be written for each session within a training
program. For example:
At the completion of this session, trainees should be able to:
• Identify attribution errors in conducting performance
appraisals.
• Distinguish between primacy and recency effects.
Summary
Learning outcomes arise from needs investigation.
Learning outcomes have several benefits, but they can be difficult to write.
Learning outcomes can be tied to ‘closed’ or ‘open’ skills.
Learning outcomes can be ‘behavioural’ or ‘non-behavioural’.
Behavioural learning outcomes have three components: do what, with what,
how well.
‘Non-behavioural’ learning outcomes are more open-ended and allow for
broader notions of learning.
Learning Activity
• Write 5-8 learning outcomes for a two-day training program that
will be attended by 10 line managers. The title of the training
program is “Conducting effective performance appraisals”.
• The learning outcomes must include knowledge outcomes and
behavioural skill outcomes.
• The proper format is: After completing the training program,
trainees will be able to: Describe.., Demonstrate…, Justify…,
Develop…Apply… and so forth. Each learning outcome must start
with an action verb.
Key references
• Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank,
K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A
taxonomy for learning, teaching, and assessing: A revision of Bloom’s
Taxonomy of Educational Objectives (Complete edition). New York:
Longman.
• Bloom, B.S. (Ed.), Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl,
D.R. (1956). Taxonomy of educational objectives: The classification of
educational goals. Handbook 1: Cognitive domain. New York: David
McKay.
• Delahaye, B. & Choy, S. (2018). Human resource development: Learning
for innovation and productivity (5th edition.) Prahran, Victoria, Australia:
Mirabel Publishing.
• Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview.
Theory into practice, 41(4), 212-218.
• Noe, R. A. (2017). Employee training and development (7th ed.). New
York: McGraw-Hill Irwin.