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Training Tip 48: Writing Learning Outcomes

By Edwin Pauzer posted 07-05-2017 08:23

  

Here are some guidelines for writing your learning outcomes:

1.    It is about what you want the learner to be able to do back on the job. That means it describes a skill not an attribute.
       “Classify inmates according to prescribed category” is an example of a skill. “Develop team players” is an attribute.

2.   The performance statement, (what you want the learners accomplish) should be clear and not open to interpretation e.g.
      walk, talk and write, shoot, as opposed to understand, to become acquainted with, to appreciate, know, or learn. The rule of
      thumb is if you cannot hear it or cannot see it, it is open to interpretation e.g. the word identify cannot be seen or heard,
      but can be if you write identify in writing or identify verbally. The word discuss can be heard, but it describes a process
      rather than a result and it is open to interpretation and cannot be measured.

3.   It should have a standard or standards, meaning how well the performance is supposed to be done. You can describe the
      standards in one or more of the following: quantity, quality, sequence of actions, accuracy or time limitation.

4.  Often neglected is the condition or circumstances under which the performance is supposed to be accomplished. This is
     very important because it should reflect the environment in which the task has to be performed. These are stated in terms
     of resources, tools or equipment, personnel, temperature or even weather, available or not e.g. a pilot who has to land a
     plane in the dark or during a storm.I have seen condition statements described as: “After hearing a lecture and conducting
     a role play,” and “By the end of this training, the learner will be able to….” These are not the circumstance of the workplace
     and should be avoided.
 
Your test questions will mirror your learning outcomes.

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