Bloom’s Taxonomy and Writing Job Objectives


“Fight like you train and train like you fight.”
“Training and Job Performance is all about building bridges”
 

As a teacher, Bloom’s taxonomy was not a new concept. At the beginning of each class, I would have students read the objective “I will create a model of the layers of the sun”.   Just as in the educational environment, Bloom’s Taxonomy of Educational Objectives are the key learning outcomes desired from the instruction allow us learning professional to create content accordingly to enhance and develop learner’s current cognitive abilities

In the educational arena, the goal of teaching is to effectively provide students with learning activities to increase their knowledge in a set of standards determined by national and state standards (and hopefully along the way increasing the critical thinking, creativity, and technological skills as well).  In the business world, instructional designer it is not sufficient to just impart knowledge.  We must provide content that gives participants the knowledge and skills for job transfer.  As instructional designers, we must write  well-crafted job focused objective in order to optimize the impact of training

This week in my Foundations class we learned the importance of appending the three magic words “on the job” to the behavior, conditions, and criteria portions of an instructional objective in order improve job performance in measurable ways.

Classically, instructional objectives have three elements: conditions, performance, and standards

Instructional Objectives

Given an error message CONDITION
a systems engineer can troubleshoot software issues PERFORMANCE
with 100% accuracy” STANDARD

In my Foundations class, my instructor Carol Porter gave three reasons for the importance of performance based objective

1. They act as a contract among the training department who created them, the training sponsor, and the training stakeholders. Training  accountability begins with objectives describing exactly how trained people should be performing their jobs upon returning to the workplace.

2. They act as a compass for instructional designers creating lean and effective training. Objectives guide instructional designers as they determine what to include and exclude from a training program. Objectives focused on job performance help instructional designers omit irrelevant content and activities that will require time and money to create but will not increase learning or improve job performance.

3. They facilitate the transfer of learned performance to the job.  Training departments promote transfer of learning when they create learning environments that resemble the job—the closer, the better.  An important adage to live by is to remember that transfer depends on the number of identical elements between the two settings (Thorndike
& Woodworth, 1901).

Ultimately as instructional designers, our goal is always to remember that our job is to create authentic learning or “What they do on the job is what they do in the learning environment.”

References

Thorndike, E. L., & Woodworth, R. S. (1901). The influence of improvement in one mental function upon the efficiency of other functions. Psychological Review, 8, 247-261.
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About IPTtoolkit--Eboni DuBose

Hi!! I'm Eboni. A Masters Candidate in the Instructional and Technology program at Boise State. Come along and join in on my learning experiences. I look forward to having wonderful conversations from other learning professinals
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