Learning objectives are the backbone of any training program, serving as the guiding force that directs instructional design and learner outcomes. Despite their crucial role, defining effective learning objectives can be a challenging task. From vague statements to unrealistic expectations, trainers and instructional designers must navigate numerous pitfalls. Let’s look at some common mistakes made while defining learning objectives for training and explore strategies to avoid them.
1. Don’t skip the Training Needs Analysis
“Oh, I know what training we need to focus on, no need for spending time on a training needs analysis.” Don’t do this! Skipping needs assessments is where many businesses go wrong. This could be your biggest mistake when it comes to creating learning objectives. Without analyzing the knowledge, skills, and abilities your employees need to achieve organizational goals, you are making assumptions that could cost you money, time, and employee dissatisfaction.
Solution
Do your due diligence: perform a training needs analysis. Look at your overall organizational goals and consider what skills your workforce needs to meet these goals. Then look closer at the specific types of training you can provide to improve these skills. Doing so:
- Helps you plan your training approach.
- Identifies training needs your leadership team may have missed.
- Focuses training in the areas it’s most needed.
Training programs require a significant investment of time, money, and effort. It may seem counterproductive creating a training needs analysis, but without one you may invest in irrelevant or redundant training programs. Without it, you risk developing and delivering training programs that don’t support your organizational needs, don’t deliver value.
2. Lack of Specificity
Another common mistake in defining learning objectives is a lack of specificity. Avoid using vague words such as “understand,” “learn,” or “know,” as in “understand the topic” or “learn new skills.” Such objectives fail to provide clear guidance to both learners and instructors. Measuring unspecific learning outcomes and designing effective instructional materials for such objectives is difficult at best.
Solution
Avoid this mistake by using the SMART (specific, measurable, achievable, relevant, and time-bound) method when creating learning objectives. For example, instead of stating “knowing the product,” use “After this training, individuals on the sales team will be able to pinpoint the differences between our new line of products and our competitors’ products.” That’s much more specific and meaningful than “knowing the product.”
3. Don’t Confuse Business Goals with Learning Objectives
Business goals and learning objectives are certainly connected, but they are not the same. Business goals tend to be broad but specific aspirations for the company as a whole. Let’s say a company goal is to “Increase sales by 20 percent.” That’s a good goal, and achievable, but if the team uses that same goal as a learning objective, it seems a bit nebulous. What skills does the sales team need to learn or refresh to meet this goal? Are other departments involved, and how?
Solution
Learning objectives help you meet your business goals by determining the skills needed to reach that goal. Our goal, “Increase sales by 20 percent,” will probably affect the sales team most, but other departments should be included – customer service and marketing, for example. Perhaps one sales associate is a new hire and needs a comprehensive understanding of products. A customer service representative may require a refresher on time management. Refer to your training needs analysis to create the initiatives needed to meet those business goals. Remember: A goal is where you want to arrive, learning objectives are how you get there.
4. Neglecting to Consider Context and Audience
Failure to consider the context and characteristics of your target audience is another common pitfall in defining learning objectives. What works for one group of learners may not be suitable for another, and objectives must be tailored to the specific needs, backgrounds, and learning styles of the audience.
Solution
Before finalizing learning objectives, trainers should conduct a thorough analysis of the target audience, including their prior knowledge, skills, attitudes, and cultural background. This information can drive the design of objectives that are relevant, meaningful, and engaging for learners. Additionally, considering the context in which the training will be delivered (e.g., online, in-person, blended) can help tailor objectives to the available resources and instructional methods.
5. Overly Ambitious Objectives
Setting unrealistic learning objectives is another frequent mistake in training design. While challenging learners is essential, setting objectives that are too ambitious can lead to frustration and disengagement. Unrealistic goals may also undermine the credibility of the training program. Unrealistic goals can increase stress and burnout, demotivate your employees, and erode trust. Setting them too low often leads to complacency, stunting growth and decreasing job satisfaction.
Solution
Your training needs analysis results will help you gauge the knowledge level of each individual employee. Adjust learning objectives accordingly. Find that middle ground between challenging and discouraging employees. Be careful about how much information you introduce in a module, as too much can be overwhelming and counterproductive. Breaking down larger objectives into smaller, manageable tasks can facilitate mastery and progress.
6. Neglecting Assessment and Evaluation
Learning objectives are the basis for assessing learner progress and evaluating the effectiveness of the training program. However, some trainers make the mistake of defining objectives without considering how they will be assessed or measured. Doing so may result in your assessments not aligning with your objectives, undermining both employee learning and motivation.
Solution
Decide what assessments you will use when you are creating learning objectives, not after the fact. By integrating assessment into the objective-setting process, trainers can ensure that learning goals are not only achievable, but also measurable and actionable. How you will assess progress. Will you use a direct measure such as pre- and post-training quizzes, or perhaps indirect measures like on-the-job observation? Will you use true/false, multiple choice, matching games, or a combination? What will be the minimum passing score? Does the learner need to retake the training and pass to move on to the next course? Answering these questions in the beginning allows you to later follow the map you’ve already created. One of the best resources for measuring training success is Bloom’s Taxonomy, which is a classification of learning goals based on the cognitive process involved. You can learn more about it here.
Final Thoughts
Defining learning objectives is a critical step in developing successful training programs. By avoiding these common mistakes, trainers and instructional designers can create objectives that guide learners toward meaningful and measurable outcomes. By embracing best practices and continuously refining objectives based on feedback and evaluation, training programs can maximize their impact and empower learners to achieve their full potential.
Related Blogs
Mastering Kirkpatrick: Unleashing Training Excellence
From Concept to Completion: Microlearning Design Best Practices
The Importance of using Bloom’s Taxonomy when Creating eLearning Courses
Resources
Andriotis, Nikos. “How to Write Learning Objectives For Employee Training: A Practical Guide for Beginners.” 8/23/19. Accessed 5/7/24. eLearning Industry. https://elearningindustry.com/how-write-learning-objectives-employee-training
“Effective Teaching and Successful Learning Quotes.” Goodreads. Accessed 5/8/24. https://www.goodreads.com/work/quotes/51562915-effective-teaching-and-successful-learning-bridging-the-gap-between-res
Ellis, Ryann K. “Needs Assessment Obstacles to Avoid.” ATD. 6/20/18. Accessed 5/8/24. https://www.td.org/insights/needs-assessment-obstacles-to-avoid
“The Importance of Using Bloom’s Taxonomy When Creating eLearning Courses.” MATC Group. Accessed 5/8/24. https://www.matcgroup.com/instructional-design/the-importance-of-using-blooms-taxonomy-when-creating-elearning-courses/
“Training Quotes to Motivate You Towards Professional Growth.” Indeed (Canada). 7/9/22. Accessed 5/8/24. https://ca.indeed.com/career-advice/career-development/training-quotes
“Why should assessments, learning objectives, and instructional strategies be aligned?” Eberly Center, Carnegie Mellon University. Accessed 5/8/24. https://www.cmu.edu/teaching/assessment/basics/alignment.html
