[This is the fourth in a series of posts about learning objectives. We’ve now compiled all the posts into a single downloadable guide to writing learning objectives PLUS you can check out our Introduction to Learning Objectives recorded discussion with learning researcher Dr. Patti Shank.]
A simple way to make sure you’re building a useful learning objective is to use the ABCD method. Each letter in ABCD stands for a different part of your learning objective. These different parts answer four questions about your objective: who, what, how, and how well.
We’ll spell it all out for you below. Then you can use this information to create better learning activities as part of your workforce training program (or similar learning program).
Let’s take a brief moment to explain what a learning objective is and why it’s worth knowing how to write them well for job training and skill development.
Before you begin designing training, it’s important to ask yourself what the purpose of the training is. Presumably, that purpose includes:
Your learning objectives for training are centered around point 2, above: what skills employees have to be able to perform when the training is done. And that’s so they can then perform those skills on the job.
Once you’ve identified the learning objective(s) for your training, you’ll use them to:
If you don’t write good learning objectives before you design, deliver, and evaluate your training, you’re the proverbial ship sailing the ocean without a compass.
A classic way to think about constructing a learning objective is that it should have four parts. It’s not always the case that you’ll need each of the four parts, but it’s definitely a good idea to at least consider the need for each to ensure the learning objective is as clear, actionable, and measurable as possible.
The four parts can be remembered with the simple acronym ABCD, which stands for:
Let’s take a closer look at each.
Every learning objective should state something that the learner should do. Sometimes, your objective may refer to the “actor” in general terms such as “the learner” or “you.” Other times, you may identify the actor by his or her job role, such as “the customer service representative” or “the press operator.” Regardless, remember that each learning objective states something that the actor must be able to do after the training. This is the “WHO?” of your objective.
Note: In courses with multiple learning objectives, it’s fine to begin a list of objectives with something like “the learner must:” written only one time. In other cases, you can leave the actor implicit and not state this directly, but be certain to keep the actor in mind when writing the objective. Remember that your goal is to help real people perform necessary tasks on their real jobs.
Every learning objective should state something that the learner must do—a behavior of some sort. And these behaviors should duplicate or closely resemble the task the employee will have to perform on the job. So, for example, if your training is designed to teach a machine operator to operate a machine, the behavior in your learning objective would be something like “operate the machine” and not something like “explain the steps of operating the machine.”
Ideally, the behaviors of your learning objectives will mirror the real tasks the workers will actually perform on the job. That’s the point of workforce training, after all–to teach people to perform their job tasks.
A final note–be careful not to write objectives about employees “knowing” or “understanding,” because (1) in most cases, people don’t get paid to simply “know” or “understand” on the job, (2) it’s impossible to observe if someone knows or understands, and (3) reasonable third parties can disagree if an employee knows or understands. Yes, we do use knowledge on the job, but we use it to make decisions or perform tasks–focus your objectives on the things we do with knowledge on the job.
Note: People sometimes refer to this as the “observable verb” step because behaviors must be stated as a verb that you can observe: define, state, build, construct, change, etc.
Many times, the learner will have to perform the learning objective’s behavior within a set of given conditions. For example, you might say “given a list of words, circle the ones that are part of a given machine,” or “given a wrench, tighten this bolt,” or “given a schematic diagram, correctly identify the machines in a work area.” This is the “HOW?” of your objective.
Note: There may be times when a condition is not necessary, but always check to see if it’s appropriate to add one.
This part of the learning objective explains the criteria for performing the task well enough. Examples here include “in less than ten minutes,” or “with 90% accuracy,” or “90 times an hour.” This is the “HOW WELL?” of your objective.
Note: There may be times when a degree is not necessary, but always check to see if it’s appropriate to add one.
A, B, C, D–four easy steps for building a learning objective that includes all the information it should. Create learning objectives following this model and you’ll have a solid blueprint for your learning assessments, learning content, learning activities, and learning evaluations as well.
How could you NOT like a simple tool like this? Try the ABCD method the next time you create some learning objectives and you’ll notice how it keeps you focused on the things you really need to include in the objective (and helps you weed out the stuff you shouldn’t include).
To learn more about this, check out our recorded discussion with evidence-based learning researcher Dr. Patti Shank on Learning Objectives.
Still curious? If you’re really interested in learning about learning objectives, try these articles too:
And don’t forget to download the free guide to writing learning objectives below!
Get this free guide to learn all you need to know to write learning objectives, create better training, and help improve workplace performance.