Learning tool M1T2: Set up the trainees learning outputs_en

Module I: Organizing the training
program
PreparingTutorsfor
WorkBasedLearning
Developed in the framework of the Erasmus+ Project 2018-1-RO01-KA202-049191
TOTVET - Training of Tutors and VET professionals for high quality in Work
Based Learning and Dual Learning
This publication reflects the views only of the author(s), and the Commission cannot be held
responsible for any use which may be made of the information contained therein.

Summary
 In this leaning tool you will learn to select the most relevant information and legal
regulations that are required to build a curriculum of the general profession and to
describe the learning outcomes of learners in terms of knowledge, skills and attitudes.
You will learn to understand how to apply the regulation to the needs of trainees and to
the internship objectives of the company concerned and to describe the trainees’
professional profile in accordance with national and regional regulations. You shall
become able to establish learning outcomes based on learner needs, taking into account
psychological and personal information as well as attracting goals and specific
environments of society.
Main issues covered:
Set learning objectives for the trainee
Learning goals and objectives in course design
Formulate learning objectives
From goal/objective to goal/ objective agreement
2TOTVET - Training of Tutors and VET professionals for high quality in Work Based Learning and Dual Learning

Set learning objectives for the
trainee
Being able to identify the learning needs of the future apprentice also
provides an opportunity to move to the next stage of creating a quality
apprenticeship experience, by defining the concrete learning objectives.
It would be advised to carry out this activity together with the apprentice,
so that they develop a sense of ownership, which is a key ingredient for
sustainable learning motivation.
One proven method to help you in this stage is the SMART formulation
of learning objectives.
TOTVET - Training of Tutors and VET
professionals for high quality in Work Based
Learning and Dual Learning 3

The method is based on the classical SMART model of objectives setting,
placed in the learning context. Each learning objective should bear
several characteristics, i.e. to be:
• Specific (simple, sensible, significant)
• Measurable (meaningful, motivating)
• Achievable (agreed, attainable)
• Relevant (reasonable, realistic and resourced, results-based)
• Time bound (time-based, time limited, time/cost limited, timely, time-
sensitive)
These objectives should be based on the learning needs identified in the
previous step. It is important to also take the learning preferences and
“speed” of each learner into consideration, which can be mapped through
direct interviewing.

SMART learning objectives
The main aim of this tool is to formulate a clear vision for the
apprentice to be followed and for progress and performance at high level.
This method is also important for embedding any company’s expected
outcomes into the learning objectives in compliance with national
legislator provisions.
Steps for using the tool
This method is applicable once the apprentice’s learning needs have been
identified and analyzed and synthesized into his/her (learning) profile.
The trainer should invite the apprentice to a working meeting and
together draft the learning objectives moving through the following
stages:

 Define а learning objective, which is specific. The guiding
questions are: What do we want for the apprentice to achieve
during the apprenticeship period? Where? How? When? With
whom? What are the conditions and limitations?
 Define а learning objective, which is measurable, by adding
measurable elements.
 Define а learning objective, which is achievable. It is important
that the objectives the apprentice sets are realistic and have a
chance of being completed within the period of the
apprenticeship.
 Define а learning objective, which is relevant. The objectives
should be something the apprentice sees the value in learning.
 Define а learning objective, which is time-bound. First, make
sure your objective is something the apprentice will have to use
in a timely manner, for example tomorrow or next week instead
of next year.

An Example of a SMART objective:
 To improve my skills in assembling IT equipment by increasing my
assemble speed twice during the 2 (two) months of the
apprenticeship/WBL.

Usefulness of the tool
 The tool allows for further building of a collaborative atmosphere
between you and the trainee.
 The tool offers a clear picture of objectives, hence assessment criteria
and serves as a working and ongoing reference list for you as a trainer.
Strengths of the tool
 The tool can recognize the trainee’s participation in the process of
shaping the apprenticeship/WBL experience.
 The tool ensures objective and transparent approach of task allocation
and performance evaluation.
Limitations of the tool
 It can takes time to produce. It might be a good solution for the trainer
with the support of other staff members to draft a list of SMART
objectives first and then present it as a starting point for discussion
during the meeting with the trainee. In light of the changing
conditions in the world of work, the list of SMART objectives might
need continuous updating.

Learning goals and objectives in
course design
Learning goals are broad, general statements of what we want our
students/trainees to learn and provide:
 Direction,
 Focus and
 Cohesion
Setting goals gives us a real road map to where we want to go. The same
when we provide goals to learners. Learning goals are the heart of a
course design and need to be made clear at the planning stage.
A trainer can use those goals as a roadmap to prepare a WBL. We are
going to explore in-depth the role of Learning Goals and Objectives in
course design and how to prepare a lesson plan based on them.

Defining learning objectives
The best way to use goals as a roadmap for a course design is to make
them more clear and concise by determining specific learning
objectives.
 Learning objectives are measurable subgoals of a lesson and
inform particular learning outcomes.
Writing learning objectives keeps you focused and helps you in planning.
This is easily achieved with the use of action verbs that describe learner
capabilities at the end of a course.
From the learners’ point of view, objectives help them understand what
the trainer expects of them and what they must expect of themselves.

What is the difference between goals and
objectives?
Many people confuse the definitions of goals and objectives, and often
confuse the terms.
 Learning goals are long-term, broad, and achievable, but not
necessarily measurable.
 Learning objectives are also referred to as learning outcomes
because they are immediately linked to the expected outcomes, what
we can expect learners to be able to do by the end of the course.

Learning objectives can then be broken down into small learning
activities, or assessments.
Changing one of these three components greatly affects the other two.
So, this process is dynamic while planning course content. The table
below can help you understand how goals differ from objectives:
Goals Objectives
(Assessment)
Activities

Goals Objectives
Express
Your hopes and values
regarding the overall
educational experience.
Your choices on learning
strategies, lesson material
and instructional
activities.
Represent
Your perspective on the
course, describing what
the course will do.
What your learners will
be capable of by the end
of the course.
Describe
Your long-term aims that
are not directly
measurable.
The assessments
(questions, assignments)
with which you evaluate
your learners.
Convey
The kind of experience
you want to create for
your students.
What are your standards
and expectations for the
course.

Why is it important to set objectives?
When setting learning objectives:
 You can adequately organize the course material because you can
establish a logical sequence of learning milestones.
 You can immediately align objectives with evaluation methods.
 You communicate expectations to your learners, so you help them
evaluate themselves.
 Finally, learners can interconnect goals through your courses.
Objectives tell the learner/trainee how they will be able to know, not
merely quess, whether or not they have learned and understood the
lesson.

How should objectives be formed?
A carefully formulated learning objective consists of three parts, the
 final behavior (what)
 conditions (how)
 scale (how much)
Final Behavior (what)
The description of the end behaviour expected by learners must be
expressed in clear terms. An observable behaviour must be described.
Final behaviour is the behaviour of the learner after the learning process
has been completed. A learning objective such as "Learners develop
competence in dealing with WORD" does not designate the final
behaviour, but the process, namely the development.
Formulate learning objectives

 Conditions (how)
Describes the conditions and the means which learners may or may not use,
or under which the behaviour turns out to be the desired and behaviour. Are
they allowed to use manuals or talk? Does a certain solution, a certain
program have to be used? Must formal guidelines be adhered to?
 Scale (how much)
The last thing to do is to establish an evaluation yardstick for the quality of
behaviour. Standards can be set in terms of quality, quantity or time. How
long do learners have to solve the tasks? Do all tasks have to be solved? How
much deviation or how many mistakes are allowed? What exactly must the
result look like? When is a problem considered solved? When is a solution
considered correct?
For example:

Formulation of learning objectives
Learning objectives can be set in the areas of knowledge, skills/ability
and attitudes/behaviour. Goals can be formulated with the following
sentences:
 I will know something after the learning process
 I will be able to do something after the learning process.
 I will behave in a certain way after the learning process

Learning objectives should provide information about what learners/
trainees should know (KNOWLEDGE), understand (SKILLS) and be
able to do (ATTITUDES) after the (WBL) learning process.
 It forces to formulate a final state when the sentence begins with
"learners/trainees can/understand" or "learners/trainees are able to".
 Activity words (verbs) should be used to describe what the learner/
trainee should do. All verbs in learning objectives from which a clear
test item can be constructed are suitable.
 When formulating learning objectives, verbs should be used which are
tailored to the learner/trainee in terms of intensity level. The verbs (see
next page) determine the level of difficulty.

Knowledge, Skills Comprehension Application
to indicate
to state
to perform
to recite
to write
to enumerate
to list
to express
to state
to name
to report
to describe
to tell
to name
to write
to sketch
to draw
to derive
to determine
to state
to present
to define
to demonstrate
to interpret
to explain
to highlight
to identify
to interpret
to present
to draw
conclusions
to translate
to summarize
apply
search
fill
edit
calculate
print
setup
enter work
create format
design
find
configure
delete
use
plan
save

Some important tips
 Consider developing 2-3 learning objectives for each section of
the WBL
 If the objectives are several, organize them into subcategories.
 Use simple language, speak personally (ex. ‘You will be able to’)
and keep objectives short.
 Don’t use more than one sentences to express your objectives.
 Don’t list multiple verbs in one objective – since every action will
be measured and assessed differently, each verb should be in a
separate objective.
 Communicate your objectives to the trainees.

Types of learning objectives
Three types of learning objectives can be distinguished:
 Cognitive objectives
 Psychomotor objectives
 Affective learning objectives
Cognitive objectives
… are learning goals in the area of knowledge, knowing, understanding.
They are developed in the mind. (Cognition = knowledge)
 For example: The trainees are able to create a table with 4 columns and
10 lines using the word processing program.

Psychomotor learning objects
… are learning goals in the area of ability and action. They are practiced
with the hands (motor skills = movement sequence) and considered
(thoughtful action, therefore psychomotoric). In the case of final
apprenticeship examinations, we know how to check the psychomotor
learning objectives from the practical part of the examination. It normally
requires tools and material.
 For example: The trainees are able to make a wood joint without nails,
staples and screws.

Affective learning objectives
… are learning goals in the area of feelings, attitudes and values. They are
practiced through reflection, exchange and practical application
(affective = emotional). Affective learning goals are in the foreground in
the areas of education, political education, but also social skills.
In continuing vocational training, affective goals are rarely explicitly
stated. Much more often they are implicitly pursued (examples: Lead to
a cooperative style of leadership, improvement of persuasiveness in sales
talks, adjustment performance in team development, discipline among
young adults, willingness to perform among the unemployed, etc.).
 For example: The trainees are able to conduct a conflict discussion in
role play in compliance with defined discussion rules.

From goal/objective to goal/
objective agreement
What needs to be considered?
 Are my learning goals really goals or is it a collection of content?
Contents are content descriptions such as 'knowing the most important
functions of a program' or 'having an overview of a topic', etc.
Formulations with 'less, more, dealing with, overview, insight,... are
contents and/or processes.
 Do I check the achievement of the goals/objectives? How?
 Are the goals/objectives visible to trainees throughout the WBL?

Agree learning goals/objectives
 Present your goals
 Ask the trainees what their expectations and ideas are when they come
to WBL.
 Show which objectives/goals you want to reach and which you don't
(Who has a goal that is well compatible with WBL? Are there goals that
nobody is interested in? How is the achievement of a goal checked? ...)
 Ask learners if they agree with these goals/objectives
 Hang up the agreed goals in a clearly visible position
 Adhere to the agreed targets

Summary
 Consider the criteria of the learning objective formulation shown
here and design your learning objectives. Break down your goals
to form more specific and measurable learning objectives. Link
those objectives to the corresponding sections.
 Consider: For whom are you writing your learning objectives?
Analyze your target audience and their pre-existing knowledge.
 Keep overall course objectives to no more than a dozen—this will
keep you focused on the essentials.
 Don’t exaggerate trying to write even more precise learning
objectives—the main point is to express as clearly and plainly as
possible.

Leading tips and ressources
 APP & TEACH, IO2 – Training modules on management of
apprenticeship programmes for SMEs: Analysing learning needs and
training environments (https://www.appandteach.com)
 https://arbowis.ch/images/downloads/material-zu-lehren-kompakt-1-
2004/3_1_Beispiele_Ziele.pdf
 https://www.edglossary.org/learning-objectives/
 https://www.learnworlds.com/learning-goals-objectives/
 https://wb-web.de/material/methoden/lernziele-formulieren-leicht-
gemacht.html
 https://www.youtube.com/watch?v=g_Xm5IljYKQ

Learning tool M1T2: Set up the trainees learning outputs_en

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