Section 5.1: Learning Outcomes/Training Objectives

Nicole Czerwinski; Reggie Mann; and Sukhjeev Dhaliwal

Training design involves developing new training and educational courses and lessons for employees. It identifies the gaps in training and fills them in with new material for better performance.

Training design has five primary components:

Learning Outcomes: What will participants be able to do as a result of completing the training?

Training Materials: What materials need to be developed and what will they include?

Trainers and Content Experts: Who will facilitate the training and act as content experts to review materials?

Training Methods: What methods will be used to help participants meet the learning objectives and learn the content most effectively?

Logistics: Where and when will the training be offered? Who is expected to attend and how will participants be notified?


Learning objectives are statements that summarize the key lessons participants will leave the training with, and these objectives are reviewed at the beginning of a session. They are also used as assessment tools to evaluate the participants’ learning after the session has been conducted. This helps keep the session organized and on track and allows the participants to be aware of what they will be exposed to in the session. This helps both participants and facilitators stay on topic and make meaningful use of the time allocated to the training.

Training objectives are statements that summarize what the training session should focus on. They can also be used as an evaluation tool for the training session to assess how effective the training was. Training objectives help facilitators keep their lesson plans structured and following a plan, to avoid getting sidetracked or distracted. This also plays a role in how the participants understand the material and perceive it, as the better organized the training is the more knowledge the participants will retain. Both learning outcomes and training objectives are related to teaching and learning in the classroom (Depaul, n.d.). The difference depends on who will be performing the activities stated in the outcomes/objectives.

Learning outcomes put emphasis on the participants and what they should take away from the training session. For example, a participant may refer back to the learning outcomes during the training session to refresh their memory on what key points they need to take away from this training session. On the other hand, training objectives put emphasis on the facilitator and what the facilitator should focus on during the session. For example, a facilitator may refer back to the training objectives when designing the training to make sure the training design and lesson plans meet the training objectives. Either way, the outcomes/objectives are used by both participant and facilitator simultaneously to assist them in the training session.

Learning outcomes are important because they help facilitators and students understand the purpose or goals of a training session (student learning assessment). Learning outcomes and training objectives are the foundation of a training session, and they help both the participants and the facilitators focus on what is important. Learning outcomes and training objectives also help keep from getting sidetracked onto other, topics since time is usually limited.


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People Learning and Development Copyright © by Nicole Czerwinski; Reggie Mann; and Sukhjeev Dhaliwal is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.

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