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Learning Objectives
What is a Learning Objective? A learning objective is defined as a statement that describes the behavior
the trainer expects participants to demonstrate as a result of the training, and can be used to evaluate the
success of the session.
Why have Learning Objectives? Creating clear learning objectives during the planning process of a
session during a training course serves 3 main purposes: gives the learners a clear idea of what to expect to
learn and what is expected of them after the session, gives the trainer a goal to achieve in presenting the
content of a session, and forms the basis for evaluating the trainer, learner, and course effectiveness.
What are the characteristics of Learning Objectives? Learning objectives should be S.M.A.R.T., that is:
S – Specific – says exactly what the learner will be able to do
M – Measurable – can be observed by the end of the training session
A – Attainable for the participants within scheduled time and specified conditions
R – Relevant to the needs of the participant and the organization
T – Time-framed - achievable by the end of the training session
What are the components of Learning Objectives? Learning objectives can include 3 components:
performance, conditions, and criteria.
Performance All SMART learning objectives contain a performance component. The performance
statement describes what the learner will know or be able to do in specific, measurable terms. The statement
should contain an action verb.
Conditions A learning objective may include conditions. Conditions describe the circumstances under
which the participant will learn. Conditions can include tools, situations, settings, or restrictions that will
direct the activity.
Criteria Criteria describe the required level of quality of performance. Criteria can be described in terms of
accuracy (minimum/maximum), productivity level, time, and degree of excellence.
Please note: Conditions and criteria are not necessary for an objective to be SMART, but can assist in the
measurement and level of specificity of the objective.
How can I create useful SMART Learning Objectives?
To create Specific, Measurable, Relevant, and Time-framed objectives:
• It’s helpful to start with the phrase “By the end of this session the participant will be able to….”
(often abbreviated “BTEOTSTPWBAT”) and finish the sentence.
• Add an observable action verb that describes what the participant should be able to do (see charts on
attached pages for examples of action verbs).
• Avoid difficult to define verbs that are open to a variety of interpretations (e.g., understand, learn,
grasp); use instead terms that describe directly observable behaviors.
• When necessary, specify criteria concerning expected standard of performance (e.g., “Design a plan
for your girls to earn the ‘Movers’ Try-It, including supplies and equipment needed, time estimates,
and a description of the activities.”)
To create Attainable learning objectives:
• Consider the lowest skill/understanding level of the participants and write your objective to move
them to the next level.
• Consider and specify the conditions under which the performance of the objective will take place
(e.g., “On your next troop campout…..” or “At a Brownie troop meeting…..”)
• Limit the number of objectives to major learning points you would like the participants to take from
the session.
