1. Essential Instructional Skills for Professional Driver Trainers UNIT 3: Learning Objectives

2. 3-2 Lesson Objectives You ’ ll be able to: 1.Analyze a job for training needs 2.Write clear instructional objectives 3.Identify the three major types of objectives and give examples of each North American Transportation Management Institute, 2014

3. 3-3 Task Analysis The blueprint for training Provides effective measurement of performance of every aspect of a particular job Sets expectations for the employee and shows where performance can be improved Areas for improvement create the goals for the training program North American Transportation Management Institute, 2014

4. 3-4 Task Analysis Includes: Job title Major tasks of the job Sub-tasks Qualitative standards Quantitative standards Skills and educational requirements North American Transportation Management Institute, 2014

5. 3-5 Task Analysis Includes (Cont’d): Materials and instruments needed Time-frames, deadlines Limitations anticipated and to be overcome Resources Preferred methods Other considerations North American Transportation Management Institute, 2014

6. 3-6 Task Analysis Provides: Efficient measures of production Accurate indicators of training needs Instruments for forecasting future production and needs Sets expectations for each employee Opportunities for employees to think about their job North American Transportation Management Institute, 2014

7. 3-7 Task Analysis Provides (Cont’d): Fair methods of evaluating performance Simple ways of documenting reports Handy devices for filling vacancies Elimination of “buck-passing” Writing of instructional objectives North American Transportation Management Institute, 2014

8. 3-8 Job Safety Analysis (JSA) A written procedure designed to review job methods, uncover hazards, and recommend safe job procedures North American Transportation Management Institute, 2014

9. 3-9 4 Steps in Developing the JSA 1. Selecting the job 2. Breaking down the job into a sequence of steps 3. Identifying potential hazards of each step 4. Recommending safe job procedures North American Transportation Management Institute, 2014

10. 3-10 The JSA Process Includes: A listing of how the person performs the job one step at a time A listing of potential hazards for each job step What the person must do to avoid the hazard or accident North American Transportation Management Institute, 2014

11. 3-11 The JSA Process Includes (Cont’d): A series of reviews by the operator, supervisor, and other operators plus supervisors with similar jobs Specific recommendations for performing the job safely North American Transportation Management Institute, 2014

12. 3-12 Training and the JSA The list of recommendations for performing the job safely form a set of goals for training sessions to be held Problems to be resolved through training may be ranked in sequence based on:  potential hazard  liability  productivity or  greatest cost North American Transportation Management Institute, 2014

13. 3-13 Performance Objective An objective is the desired outcome of a learning situation, stated in terms of observable behavior of the learner The observable behavior is the exact performance that the learner is able to display as a result of a particular training process North American Transportation Management Institute, 2014

14. 3-14 Preparing Performance Objectives Decide upon the goals to reach at the end of the program Select procedures, content and methods that are relevant to the objective Measure or evaluate the trainee’s performance according to the objectives or goals originally selected North American Transportation Management Institute, 2014

15. 3-15 4 Parts of an Objective 1. Learning 2. Behavior 3. Conditions 4. Performance level North American Transportation Management Institute, 2014

16. 3-16 Examples of Objectives GOOD: “The trainee will be able to correctly convert ten decimal numbers into the binary system in one minute.” BAD: “The trainer will lecture on the number system.” GOOD: “The trainee will be able to compose one business letter every 15 minutes, with no grammatical errors.” BAD: “The 20 minute video will teach ‘How to Compose Better Letters’.” North American Transportation Management Institute, 2014

17. 3-17 Instructional Objectives: Tell both teacher and examiners what is to be learned Give directions to both teacher and students Give the teacher a specific target North American Transportation Management Institute, 2014

18. 3-18 Statements of Objectives Prepared statements of objectives are crucial to the success of training programs When objectives are clear, the chances of misunderstanding are greatly reduced North American Transportation Management Institute, 2014

19. 3-19 3 Types of Objectives Knowledge Attitudes Skills North American Transportation Management Institute, 2014

20. 3-20 Knowledge Objectives Acquire knowledge Comprehend Apply Analyze or Evaluate North American Transportation Management Institute, 2014

21. 3-21 Attitude Objectives Values Beliefs Appreciations Interests North American Transportation Management Institute, 2014

22. 3-22 Skills Objectives Application of knowledge and attitudes through behavior North American Transportation Management Institute, 2014

23. 3-23 Measure of a Good Objective If you provide another teacher with an objective, and he or she then teaches students to perform in a manner that you agree is consistent with what you had in mind, then you have effectively communicated your objective. North American Transportation Management Institute, 2014

24. 3-24 Wording of Objectives The best statement of objective is one that excludes the greatest number of alternatives to your goal. North American Transportation Management Institute, 2014

25. 3-25 Words Open to Many Interpretations to know to appreciate to grasp the significance of to enjoy to believe to have faith in to understand North American Transportation Management Institute, 2014

26. 3-26 Words Open to Fewer Interpretations to write to recite to identify to differentiate to solve to construct to list to compare to contrast North American Transportation Management Institute, 2014