An Objectives Hierarchy is a structure that shows a prerequisite relationship between the terminal and enabling objectives. Think of it as a framework, or a kind of architecture that organizes the objectives in terms of which ones come before the others. An Objectives Hierarchy has the terminal or higher level objectives at the top, and the prerequisite enabling objectives under them. On the very bottom of the Objectives Hierarchy are the basic, fundamental objectives. This means that the first things to be learned are at the bottom, and the final things to be accomplished are at the top of the hierarchy.
The Differences between a Job/Task Hierarchy and an Objectives Hierarchy
The Purpose of Instructional Objectives
Terminal and Enabling Objectives
Options for Task Analysis Components
How to Tell if a Component Should be Consolidated
The Differences Between a Job/Task Hierarchy and an Objectives Hierarchy
The Analysis Hierarchy represents an array of tasks, skills and knowledge that is primarily organized according to the way the job is done.
An Objectives Hierarchy is derived from the job and task analysis. It shows how the objectives are best organized to facilitate learning.
The Objectives Hierarchy, then, translates the job and task analysis from a structure that shows how people do their job and the required skill and knowledge components, into a structure that shows how they will best learn their jobs.
Job and Task Analysis
It is essential to break a job and its tasks down according to the way they are organized and performed in the real world. Otherwise, the task analysis will almost certainly miss capturing the essential skill and knowledge components.
But the work-oriented analysis structure sometimes has little in common with the best way for new hires to acquire the knowledge and skills and then become qualified to perform them independently. The job and task analysis must be translated from a work breakdown structure, into a learning structure.
What Happens in the Translation
A job-oriented analysis is the logical first step in establishing the framework for a performance-based learning system, but there are important reasons why the next step should be to translate it into an objectives (or learning) hierarchy.
The Purpose of Instructional Objectives
The importance of instructional objectives cannot be stressed enough. Below are some of the ways instructional objectives are used:
•Objectives communicate to the lesson author exactly what must be taught in order to equip learners with the information they need to meet job requirements.
•Objectives are also used to guide the development of test items; a good objective indicates what its corresponding test items should measure and how the items should be written.
•Instructors use the objectives to orient their classroom presentations toward consistent outcomes.
•Objectives increase the likelihood that everyone will receive the same training, and will be tested to the same standards.
•Learners can review the objectives at the beginning of training to determine exactly what will be expected of them. This helps some learners to learn the material faster.
•Overall, objectives provide a means to measure the results of training. This allows learners to determine if they are ready to move on.
•Measuring results of training also enables instructional designers to detect weaknesses in the program. If learners consistently have problems meeting certain objectives, perhaps the instruction should be improved.
Media Objects, or Non-Instructional Objectives
VISION also allows the use of Media Objects, which are objective organizers that can be used to hold additional materials for courses, off-line and through the VISION Learning Station. These Media Objects cannot, however, provide questions to VISION exams.
Terminal and Enabling Objectives
Most instructional programs contain two levels of instructional objectives: terminal objectives and enabling objectives.
Terminal Objectives |
Enabling Objectives |
Terminal objectives define the highest measurable level of performance for a given task or training goal. In job-oriented training programs, the terminal objectives are usually written to match the job tasks. •“Given all of the required tools and materials, restore a Wellman water pump to perfect working order.” In training that is not oriented toward performance of specific job tasks, the terminal objectives usually correspond to training goals that were defined during needs assessment. •“Based on your response to a variety of scenarios and related questions, demonstrate a thorough understanding of the Strongman Hydraulic system.” |
Enabling objectives facilitate, or help a learner to master the terminal objective. The enabling objectives focus on subordinate, or lower level knowledge and skills. Enabling objectives are derived by analysis of the terminal objective to identify the supporting knowledge and skills that should be attained by the learner. This is done before the learner attempts to master the terminal objective. •“Identify each of the components that comprise a Wellman water pump”. •“Recognize a deteriorated diaphragm in a Wellman water pump”. |
Relationship Between Terminal and Enabling Objectives
The relationship between terminal and enabling objectives is illustrated by the following:
Another way to represent the relationship between terminal and enabling objectives is shown below. Both illustrations have the same meaning in terms of the relationship between the terminal and enabling objectives.
Note that all terminal objectives are on top, representing the parent or higher level outcomes. The enabling objectives are always subordinate, or lower than the terminals. There may be several levels of enabling objectives. All must be mastered before going on to the terminal objective.
Relationship Between Task Analysis and Objectives
The Objectives Hierarchy translates the job and task analysis from a structure that shows how people do their job (and the required skill and knowledge components), into a structure that shows how they will best learn their jobs. When you create objectives from a task analysis in VISION, orient yourself around the task analysis components. Decide what to do with each one in terms of how it will relate to an objective.
Options for Task Analysis Components
Here’s how VISION handles each option in terms of what you can do with a task analysis component:
•If you make it a direct terminal or enabling objective - The task analysis component text becomes the objective behavior statement. Tasks are often written as terminal objectives. Elements (steps) and the skill/knowledge components are usually considered for enabling objectives. VISION registers a one-to-one link between the component and the objective.
•If you consolidate it into an objective - VISION assigns the consolidated component to the objective into which you choose to consolidate. The component will appear in the Analysis links window whenever you highlight that objective. Consolidated components will also appear on the Analysis Links page of the Objective Properties window.
•If you make it into several objectives - VISION will create a separate objective record, each with its own window for every objective you create. In terms of the database, each objective will be a separate record, but will be linked to a single task analysis component.
•If you do nothing - If you leave a task analysis component without creating an objective out of it or linking it to an existing objective, VISION will register the component as "not addressed" in training. As such, VISION will include the component on various searches, audit reports, and management reports.
How to Tell if a Component Should be Consolidated
Consider consolidating a skill or knowledge component if it seems too small or insignificant to warrant its own treatment plan, or instructional strategy. A dedicated objective is warranted only when there is enough learning material to generate, at a minimum:
•A statement of the core content
•Some sort of memory activity
•Examples or demonstration
•A practice, whether as a cognitive test question or a hands-on activity.
If the skill or knowledge component seems too small to justify a learning objective of its own, consider combining (consolidating) it with other small components in an objective that covers these components collectively. Be on the lookout for components that involve simple, single-action steps, that define a simple term, or that represent a fairly small entity.
