The "principle" strategy is very useful in teaching a cause and effect relationship that can be applied to many situations. Unlike a procedure objective, there are no exact steps to follow when performing a principle-based task. The worker performing the task must apply judgment, creativity, and/or strategic thinking to a set of well-defined guidelines to successfully perform the task. Rather than instruct the learner to reliably perform certain discrete steps, the instruction should help the learner to build mental models which can be adapted to different contexts or situations, in which different outcomes may be required.
How to Write a Brief Introduction for an Objective
A brief introduction to an objective should have these characteristics:
•Relates the current objective content to what has just been learned.
•Orients the students to what is coming in the segment.
•Motivates the learner by establishing relevance and purpose for learning the material.
Here's an example of a brief introduction to an objective:
In the last segment you became familiar with all of the features and components of the DOP Pentrometer. Now it's time to start using the meter. This segment will cover the first important activity: Calibrating the meter. It is vital to properly calibrate the meter to be sure your are getting accurate readings.
 Note that the introduction is very brief and to the point, while still exhibiting the three components of an introduction: orientation to what was taught before; brief overview of what is coming, and a motivating statement, in this case based on why it is important to learn the material.
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How to Write a Main Idea for a Principle Objective
To write a main idea for a principle objective, follow these guidelines:
Write a lead-in statement that introduces the principle. The lead-in statement should be a concise statement of the principle.
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An alternative to the above "expository" approach is to entreat the learners to "find" the principle by presenting some examples and non-examples of the application of the principle. The learners would then compare and contrast the examples to identify the guidelines on their own. This method is best in in-class settings. Although an effective instruction method, it is time-consuming.
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State the established elements or guidelines for faithful application of the principle on the job.
A guideline is the simplest, most granular action that is associated with an action. In a VISION task analysis, guidelines will be synonymous with elements of the Task. Guidelines should be stated clearly and should be distinct from one another. A guideline/element may have a condition, an action, and a standard to which the action should be completed.
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How to Write an Explanation for a Principle Objective
To write an explanation for a principle objective:
Elaborate on the rationale behind why the guidelines are formulated as they are
Guidelines are set in place for particular reasons, such as to ensure that behaviors remain within a defined set of boundaries, anticipate potential problems, and to ensure uniform responses to a wide variety of scenarios. Guidelines should be based on identified and validated best practices.
For instance, a particular principle may require that a service agent always treat a customer with professionalism and respect. When the boundaries of respect are pressed by an unhappy customer, a guideline may be in place which requires that when a certain level of expressed frustration (say, using foul language) is reached, the call should be escalated to a supervisor.
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Use analogies to re-state the principle in a different way to help learners build mental models of the principle in action.
Analogies help learners build mental models of complex phenomena such as the application of principles and their guidelines. It is easier to develop a mental model of new principles when the principle can be associated with previously acquired understanding.
You've probably heard the analogy of using a bucket of water with a hole in it to help explain voltage, where the amount of water flowing out of the hole is equal to current, measured in amps. Electricity may be non-intuitive to the new learner, but a bucket with a hole in it is almost universally understood.
Coming up with the right analogy may be tricky. Learners may not always understand the analogy, and often times analogies are almost - but not quite - technically correct.
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How to Develop Examples for a Principle Objective
To develop examples for a principle objective:
Select several real-world examples and non-examples of the principle in action.
Good examples (and non-examples, too) faithfully represent scenarios the learner is going to encounter in the real-world, on-the-job context. Critical incidents are very good examples to use as they acquaint the learner with actual events from which to learn lessons and establish best practices.
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The best sequence of examples will acquaint the learners with the same guidelines being applied in differing contexts.
Examples can also take the form of non-examples, in which the guidelines are being mis-applied. Non-examples should always make it very clear and explicit that the guidelines aren't being correctly applied.
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How to Develop Practice for a Principle Objective
To provide practice for a principle objective:
•For practice of a principle objective, learners should be presented with several realistic scenarios in which the principle is evident, or being applied. These can be taken directly from or inspired by actual scenarios encountered on the job.
•In the given practice scenario, the learner should be able to identify one or more guidelines being demonstrated.
Provide general instructions to the student (or to the instructor, if the practice will be administered by an instructor) for how to carry out the practice. Instructions should include things like: where to get equipment, how to use the lesson guide, and who to see for help.
Start the practice instructions with a clear statement of what the learner will do in the practice.
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Be sure to describe the expected outcomes so that the student can tell if they are on the right track at every step.
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Provide several different practice exercises to cover the range of instances required to ensure the student understands the objective and can apply it in the range of circumstances likely to be encountered.
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Provide feedback after every instance or repetition. Practice without feedback is practically useless!
Include feedback after each question that explains "why". Explain why the objective, or any part of the objective, works the way it does.
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