The How and Why of Performance Objectives:
Procedure for Transforming General Aims

Context:
This selection, one of two from a book on designing instructional systems, focuses on preparing learning objectives.

Source:
Romiszowski, A. 1981. "The How and Why of Performance Objectives." From Designing Instructional Systems. London: Kogan Page, pp. 43–46.

Copyright:
Non-exclusive World English language rights granted by Kogan Page. ISBN 0550382238 (UK) 0893970611 (UK). Telephone: 0172-278 0433; Fax 0171-937 6348; Web Site: www.kogan-page.co.uk

Map 3.3 Procedure for transforming general aims and poorly stated objectives into performance terms

Introduction

One major difficulty encountered in trying to extract precise behavioural objectives from general and often very loosely stated educational aims is not so much to state an objective but to get other teachers, course designers or curriculum developers to agree on the same objectives. Discussion ranges over every word if the objectives are being developed 'in committee'. Alternatively, individual contributions are criticized from different standpoints by everyone to whom they are shown resulting in much time and effort wasted in rewriting. The procedure described below is designed to develop objectives in a controlled group, using the proven benefits of brainstorming techniques to promote creativity and discipline criticism. The procedure has been used and taught by the author for some years with much success. It is based on ideas presented by Robert Mager in Goal Analysis.

Procedure

1.  Write down the aim as it was first presented at the top of a clean sheet of paper or on a blackboard.

2.  Brainstorming session: all the group members try to contribute as many different things that someone could o or say which would indicate achievement of the aim, as each group member can think of. Write down all contributions below the aim. Do not edit or criticize them at this stage

3.  Organize the list: first examine all the contributions and eliminate duplications. Allow second thoughts to eliminate other irrelevant contributions. Then examine each item to see if it is really a precise statement of measurable behavior or if it is another general aim

3a.  Remove any new general aims from the list and write each one on a clean page for further analysis. Go back to stage 1

4.  Check for completeness: once all the general aims have been removed, examine once more the remaining statements. Ask each group member whether he/she would accept the list as full proof that the aim has been achieved. If not, what is missing?

4a.  Complete: write down any additions that are made to the list at this point and then go back to stage 3 as further reorganization may now prove to be necessary

Nothing missing?

Task complete: repeat for other general aims.