“What exactly should change as a result of this training?”
This question is at the beginning of every project for us, and honestly: often again in the middle. And at the end. Because it determines whether a learning measure was just nice or actually had an impact.
We are talking about: learning objectives.
They are to learning what a compass is to seafaring; you can set sail without one, but the chance of reaching anything meaningful drastically decreases.
Why Learning Objectives Are (Almost) Everything
Learning objectives provide guidance: for design, for content selection, for method choice, and last but not least, for evaluation.
No goal, no success measurement.
No goal, no clear decision on what to include and what to exclude.
No goal, no shared understanding.
Therefore: A training without clearly formulated learning objectives is like a meeting without an agenda. It takes place – but what exactly comes out in the end is a matter of luck.
The Classics: Bloom’s Taxonomy as a Solid Foundation
To systematically capture learning objectives, one model has proven its worth for decades: Bloom’s Taxonomy. It distinguishes three types of objectives:
- Cognitive learning objectives – knowledge, understanding, application
- Affective learning objectives – attitudes, values, mindset
- Psychomotor learning objectives – skills, abilities, physical proficiency
In a corporate context, it’s often about the cognitive level. But this is precisely where a common misconception occurs: formulations like “understand,” “know,” “be aware of” sound good – but they are not verifiable.
Example:
Not good: “Employees know how the new software works.”
Better: “Employees can independently and correctly apply at least three new software functions in the workplace.”
SMART Meets Bloom: How to Make Learning Objectives Concrete
A good tip from practice: Combine Bloom’s Taxonomy levels with the SMART model.
This means:
- Specific – clear and unambiguous
- Measurable – verifiably assessable
- Achievable – comprehensible and relevant for participants
- Relevant – attainable within the available framework
- Time-bound – related to a specific point in time
Another example:
Not good: “Participants know communication techniques from our guide.”
Better: “Participants can confidently apply a feedback technique according to the XYZ model in a role-play with a seminar actor.”
Our favorite phrase at edutrainment:
“How do I recognize in practice that someone is applying what they have learned?”
If you can answer that, you have formulated a good learning objective.
From Practice: How to Succeed with Learning Objectives in Your Project
Start with a goal workshop.
Don’t ask “What should people learn?” but rather:
“What should they do differently after the training?”
This change in perspective changes everything.
Involve managers.
Learning objectives only make sense if they are integrated into daily work. Managers are key through support, follow-up, or active transfer discussions.
Formulate one objective per module.
Not ten objectives at once; rather fewer, but clear. Each learning unit needs its own “common thread.”
Measure goal achievement regularly.
For example, with short entry and exit measurements, micro-tests, or reflection questions.
And please: Share the learning objectives with the participants!
They are not an internal planning tool, but a guide. Those who know why they are learning something learn with more motivation and effectiveness.
Conclusion: Learning Objectives Are Not Formalism – They Are Strategy
Those who take learning objectives seriously plan better, train more purposefully, and ultimately measure more effectively. They transform gut feelings into a reliable concept.
From activism to a strategic learning approach.
Or – freely adapted from Antoine de Saint-Exupéry:
“A goal without a plan is just a wish.”
And a training without a goal… well, you know.
Curious?
Do you want to set up your next learning projects more purposefully?
Feel free to contact our Learning Designer Ellen Herschel: e.herschel@edutrainment.com
