well written objective

A well written objective would read as follows:

The sales representative (who) will be able to make 10 calls a day to new customers in the territory assigned (what, where, when) and will be able to generate three (30%) sales worth at least $500 from these calls (how, or the criterion).

          The first attempt at writing objectives will be difficult. However, after some experience, a generalization of these planning skills will occur. Managers will start thinking in terms of management by objectives and performance appraisals using measurable results. People negotiating assignments and other work will evaluate the contract or objective in terms of its measurability.

          Representative workers should be involved in the development of the learning objectives. A team consisting of the trainer, trainees, and their supervisors would be ideal. At some point, the objectives should be reviewed with and approved by the executives of the organization and the supervisors of the trainees. Nadler cites a case in which a sales training programs, based on a needs analysis of sales representatives, was rejected by senior management because management were secretly planning fundamental organizational changes.

In summary, a learning objective contains an observable action, with a measurable criterion outlining conditions of performance. 

Three Components of writing objectives

The final written objective will contain three components:

1.    Performance:

What the trainee will be able to do after the session.

2.    Condition:

The tools, time and so on under which the trainee is expected to perform.

3.    Criterion:

The level of acceptable performance. 

Five Elements of Writing Objectives

Objectives should contain the following five elements:-

1.    Who is to perform the desired behavior? Students and participants are the easiest to identify. In a training situation, where employees are not necessarily students in a classroom, more accurate descriptors might be

·       “all first-level supervisors,”

·       “anyone conducting selection interviews,” or

·       “all employees with more than one month of experience.”

the trainer is not the  “who, “although it is tempting for some trainees to write, for example, that the trainer will present five hours of information on communication. The goal of the instructor is to maximize the efficiency with which all students achieve the specified objectives, not just present the information.

2.    What is the actual behavior to be employed to demonstrate mastery of the training content or objective? Words like “type,” “run” and “calculate” can be measured easily. Other mental activities such as comprehension and analysis can also be described in measurable ways.

3.    And 4. Where and when is the behavior to be demonstrated and evaluated?  These could include “during  a 60 minutes typing test,” “on the ski hill with icy conditions,” “when presented with a diagram,” or “when asked to design a training session.” The tools, equipment, information and other source materials for training should be specified.

5.    What is the standard by which the behavior will be judged? Is the trainee expected to type 60words per minute, with less than three errors? Can he student list five out of six categories?

The five steps of writing objectives

The five steps of writing objectives:

 1.    List the goals of the instruction. An example would be: the student will be able to describe the domains of learning.

  2.    These goals should then be translated into observable or measurable items.

The example: The student will be able to define objectives, discuss five advantages and three limitations of objectives, list the domains of learning, and give an example of an objective within each domain.

 3.    The degree of detail must be considered. This will vary with the level of learning within various contexts or institutions and with the learner. We might take one of the above objectives and state: The student will be able to list the domains of learning with 90% accuracy.

 4.    The circumstances or conditions of evaluation must be stated. Will the student list the domains alone, or with an open book, within 15 minutes, and so on? The objective should include this information.

 5.    The next step would be to take the list of objectives and have them reviewed by other instructors and former and current trainees. The goal is to assess whether the objectives are measurable, clear, comprehensive, and achievable, and whether they adequately reflect course content. Adult learners, in particular, should be widely consulted on the earning objectives. This is practical and feasible in training situation, less so in educational institutions where goals are predetermined. 

Linking organizational strategy with training

Linking organizational strategy with training:-

The process of determining what is to be learned can start at the top or from the bottom of the organization.

Top Down:

          From the top, executives determine organizational strategy. Strategy is both a purpose and a plan. The goals of the organization are established and resources allocated to meet those goals. Managers then use the overall corporate strategy to derive departmental or functional goals. Then, individual jobs or job holders are assigned their goals. These individual goals are often negotiated, in some form of management by objectives exercise.

          For example, Sprint uses the LINK performance management system for linking business objectives, employee development plans, performance evaluation, and training courses. The LINK system operates in a cascading format, starting with executive announcements of business plans at the start of the cycle. Four to six key objectives are identified for each employee that aligns with the accomplishment of the business objectives. Then, each employee prepares an individual development plan for the accomplishment of the objectives. Training goals must align with these development plans, and progress is checked by two annual performance reviews.

          Sometimes business strategy is determined by environmental threats or changes that require repositioning of the business, and subsequent retraining for employees.

Bottom Up:

          Conversely, training objectives can start with someone in the organization having a concern about employee performance or a unit’s production of specific performance weaknesses or opportunities for improving effectiveness. With these data in hand, the human resource developer can state specifically the behaviors that are to change. The most effective way to do this is through the preparation of objectives.

          An objective is a statement of what participants are expected to be able to do after a training program. Put another way, an objective is the expected outcome of training. The instructional objective describes the skills or knowledge to be acquired and transferred to the job.

          The emphasis in training is no performance, or behavior on the job. Learning can be described as the process of acquiring new skills, knowledge, and attitudes, while performance is the use of these new skills, knowledge and attitudes. The establishment of learning objectives focuses on performance on the job. This performance should be observable and measurable.

Advantages of Objectives

Advantages of Objectives:-

As trainers and developers work with programs, they discover that there is a strong case to be made for knowing exactly what a course promises to achieve. There are seven reasons for this:

1.    Trainees need to have a clear understanding of what is expected of them. Objectives allow them to focus their energies on achieving these goals, rather than to waste energy on irrelevant tasks or trying to figure out what is required of them. Several studies have demonstrated that, if instructors use objectives, students can be more efficient learners. The clarity of the goal and the specific feedback toward its achievement is critical to training. Someone once said that baseball would die if it weren’t for its emphasis on performance statistics. Such statistics suggest clear goals for future achievement.

2.    Trainees can be assessed prior to instruction to determine if they have mastered nay of the objectives. Depending on the results, students can either omit certain section of a course or undertake other training to master the prerequisites.

3.    The selection of content, teaching modes and evaluation method is simplified by objectives. Trainers will concentrate on methods that produce results, rather than using favorite or trendy training techniques.

4.    Objectives communicate to supervisors, professional groups, assessors, and others what the trainee is expected to have learned by the end of the training program. Instructors who teach preceding and subsequent units of training also need this information.

5.    Management and the training supervisors know exactly what is expected of trainees and can reinforce the new skills learned in the job situation.

6.    Accountability for training results may make managers more likely to approve a course that specifies improvements to be achieved. This communicates to employees that raining means business and that it is an integral part of the planning of the organization.

7.    A precise, objective and measurable statement of learning objectives enables evaluators to gauge the quantitative benefits of a program. 

goal setting

Strategic goal setting

Training objective and organizational objectives have a lot in common-they are both results oriented, performance based planning tools. The use of objectives tells employees and their managers what is to be learned, and helps them evaluate how performance will be changed as a result of the course. The writing of objectives enables us to answer the critical question, “What should the trainee be able to do at the end of the training program?”

Biography

                                                                 

                                                    BIOGRAPHY

M. Iqbal Balti, is a First aid and Fire Fighting Instructor and trainer who trained people in First aid and Fire Fighting to make safe life with less effort. He and his co-instructors, specializes, working in hard situation, and operate a dangerous situation. Iqbal Balti is a Trained Supervisor with over 10 years experience in Emergency & Disaster management. He is also Instructor in Emergency Management Academy CDA, since 2010, and working with deference organization. Now a day, he is our senior Instructor for First aid and Fire Fighting programs and also course designer of BBio.

An Instructor and trainer, Iqbal Balti has presented many programs on First aid, Fire Fighting, Rescue and Communication with deferent organization on National base.

Advance plus Programs

CLASS FORMAT

Advance plus Programs

Option A

ü One week - 5 hours sessions with groups of 20-30 participants

ü Goals and accountability shared with class and instructor

ü Practical assignments with instructor for an hour per day

ü Mock exercise at last day

Option B

ü One week - 3 hours sessions with groups of 20-30 participants

ü Goals and accountability shared with class and instructor

ü Practical assignments with instructor for one hour per day

ü Mock exercise at last day

PRICING

    

     The price for Option A would be Rs.80, 000/ for 20 to 30 students.

    

     The price for Option B would be Rs.70, 000/ for 20 to 30 students.

Advance Programs

CLASS FORMAT

Advance Programs

Option A

ü Three days-4 hours sessions with groups of 20-25 participants

ü Goals and accountability shared with class and instructor

ü Practical assignments with instructor for an hour per day

ü Mock exercise at last day

Option B

ü Two days-4 hours sessions with groups of 20-25 participants

ü Goals and accountability shared with class and instructor

ü Practical assignments with instructor for one hour per day

PRICING

     For maximum quality and impact of the program, I would recommend Option A. This format gives all students the opportunity to participate in an interactive instructor-led class and practical. I have found that being able to ask questions in person adds a great deal to the students’ learning, as doe’s participation in an incident where they can help their peers and sadden persons.

     The price for Option A would be Rs.30, 000/ for 20 to 25 students.

     I am also offering Option B. This option is too good for the participant for understanding the program aims. Participant can little bit exercise in this program and introduce them to manage and handle the emergence situation.

     The price for the option B would be Rs.25, 000/ for 20 to 25 students.

Basic Programs

CLASS FORMAT

Basic Programs

Option A

ü Three hours sessions with groups of 15-20 participants

ü Goals and accountability shared with class and instructor

ü Practical assignments with instructor for an hour

Option B

ü Two hours sessions with groups of 10-12 participants

ü Goals and accountability shared with class and instructor

ü Practical assignments with instructor for demonstration

PRICING

     For maximum quality and impact of the program, I would recommend Option A. This format gives all students the opportunity to participate in an interactive instructor-led class and practical. I have found that being able to ask questions in person adds a great deal to the students’ learning, as doe’s participation in an incident where they can help their peers and sadden persons.

     The price for Option A would be Rs.10000/ for up to 20 students.

     I am also offering Option B. This option is an introduction class that students do not take advantage of this service when they aren’t participating in a practical session.

     The price for the option B would be Rs.5000/ for 10 to 12 students.

Programs

Our Programs:-

Fire Fighting Programs:

·        Basic Fire Fighting          

·        Advance Fire Fighting  

·        Advance Fire Fighting Plus    

First Aid Programs:

·        Basic Life Support                 

·        First Aid Advance                  

·        First Aid Advance Plus

FIRE FIGHTING COURSE OUTLINE

Basic Fire Fighting:

v Definition of Fire

v Kinds of Fire

v Causes of Fire

v Introduction of Fire Extinguisher

v Kinds of Fire Extinguisher

v Uses of Fire Extinguisher

 Advance Fire Fighting:

v Chemistry of Fire

v Kinds of Fire

v Causes of Fire

v Fire  Fighting appliances

v Fire Detection & Alarm System

v Means of Escape

v Fire Prevention

Advance Fire Fighting Plus:

v Chemistry of Fire

v Fire  Fighting appliances

v Fire Detection and Alarm System

v Fire Prevention

v Fire Hazards

v Building Evacuation Plan

FIRST AID COURSE OUTLINE

Basic Life Support:

v Definition of First Aid

v Definition of First Aider

v Victim assessment

v First aid for injured person

v First aid for broken bones

v Treat for shock

v Introduction of CPR

 First Aid Advance:

v Definition of First Aid

v Definition of First Aider

v Victim assessment

v How to stop bleeding

v Immobilize the broken bones

v Treat for shock

v Artificial Respiration & CPR

First Aid Advance Plus:

v Importance of First Aid

v Victim assessment

v How to Save Life

v How  to easy pain

v How  to prevent an injury

v Treat for shock

v Artificial Respiration & CPR

Proposal

Training Director

XYZ Corp.

Dear Sir:

     Asslam-u-Alaikum,

                             Our Organization is one of those who wants to save the life and loved to the nature. We do straggle to teach peoples how to save and safe the life? What hazards are around us and how we can save us from them? And how we can help the peoples before, after and during the disaster?

          We have many risks of disasters in our country and it is impossible to tell about all the risk and it is not possible to train for all types of disasters. Therefore it is necessary to teach the peoples about some common disasters, hazards, incidents and accidents that we faced in our life.

          I hope you will give an opportunity to present in your company with a training program for your employees. Your workers may be in need of a training program that would help them to save their life and give you a good result. To save the property in case of any emergency (for example: Fire, Earthquake, Building Collapse, and act). We have the basic and full programs in “Fire Fighting and First Aid” that I think with some modifications would deliver exactly what you are seeking for your employs safety.

                   We designed and delivered deferent programs according to the client’s interest. These programs have been very helpful for employees to save himself and others in case of emergency. These programs intend to provide direction and guidelines to all workers, management, honors. It provides for implementation of policies, strategies and programs for all three phases of disaster risk management including pre-disaster (risk reduction and preparedness), During-disaster (response and relief), Post disaster (rehabilitation recovery and reduction).

          I have enclosed our programs list. I would be happy to provide any additional information you need.

     I look forward to speaking with you about this proposal.

Regards,

Managing Director

BBio, Islamabad.