Development of Learning Objectives

DOE-HDBK-1200-97

4. DEVELOPMENT OF LEARNING OBJECTIVES

In the analysis phase of the training program development process, tasks are selected for

training from the facility task list. In the design phase, learning objectives are created from

that task list with consideration for the categories (types of objectives) discussed in the

previous section and the setting required to train for effective task accomplishment (e.g.,

classroom, laboratory, simulator, OJT, etc.). In any setting, training should prepare the

trainee for final job performance.

4.1 Sources for Determining Learning Objectives

Sources for determining learning objectives are those activities and products used to

determine the knowledge and skills required for the mastery of the tasks identified and

selected for training in the task list. The following are typical sources used as the basis for

the development of objectives:

Task Lists

Task lists contain task statements that must describe an observable and measurable

performance so that the mastery of the task can be evaluated. Task statements are written

according to established guidelines and have action verbs that describe performance. Task

statements are the primary source for the establishment of learning objectives.

Task Analysis

Task analysis identifies the elements, standards, conditions, knowledge, skills, and abilities

required to assess and document adequate performance of a task. When a task statement

is analyzed correctly, the supporting learning objectives are created from the knowledge and

skills (other than entry-level requirements) specified in the task analysis.

NOTE: For certain subject matter, analysis results may not serve as the basis for objectives.

An example is fundamentals training, in which analysis of a task may not identify

fundamental (e.g., physics, chemistry, math) knowledge unless the analysis is

performed to an extremely detailed level. Objectives for fundamental training are