Abstract
Assessing needs and planning resources for learning and development efforts are no match for positive and sustained change in employee behavior. Today, workers must do their jobs differently—working smarter and with a broader array of talents and tools. Anticipatory and accreditation-worthy training providers work to capitalize on employee talent, introduce new tools, and produce employees ready for change. Chapter 7 focuses on the need for learning and development programs to achieve learning outcomes based upon goals for workplace change and objectives for improved employee performance.
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References and Additional Resources
Bloom, B. S. (Ed.), Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives, Handbook I: The cognitive domain. New York: David McKay Company. www.cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.
Brown, A., & Green, T. D. (2016). The essentials of instructional design: Connecting fundamental principles with process and practice (3rd ed.). New York: Routledge.
Dave, R. H. (1975). Psychomotor levels. In R. J. Armstrong (Ed.), Developing and writing behavioural objectives (pp. 33–34). Tucson, AZ: Educational Innovators Press.
Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives, Handbook II: Affective domain. New York: David McKay Company. ISBN 0-679-30210-7, 0-582-32385, 1.
Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of educational objectives, the classification of educational goals, Handbook II: Affective domain. New York: David McKay Company. www.nwlink.com/~donclark/hrd/Bloom/affective_domain.html.
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Appendices
Manager Tips
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A.
Write only a few goals, but focus them on the change needed—the gap identified in the needs assessment.
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B.
Don’t address as a goal, nor accept as a directive, a problem that training cannot fix.
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C.
Goals are broad statements of proposed problem resolution across bands of workers.
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D.
Objectives are specific employee behaviors that will result from learning events.
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E.
Know the distinction between performance objectives and instructional objectives.
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F.
Make sure every performance objective fully depicts a behavior and a level of precision for work deemed adequate on the job.
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G.
Combine related objectives into one learning event or course, outlined in an Instructional Plan (Storyboard), to meet the training goal.
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H.
Use both the training goal and the performance objectives as promotional tools to explain the influence and value of training to line managers and the benefits of training to learners within the organization.
Supplement
Supplement Tool 7A: Instructional Objectives Worksheet
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Rothwell, W.J., Williams, S.L., Zaballero, A.G. (2020). Intended Learning Outcomes. In: Increasing Learning & Development’s Impact through Accreditation. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-14004-5_7
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DOI: https://doi.org/10.1007/978-3-030-14004-5_7
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