For our purposes, there are three major groupings of instructional objectives:
Cognitive
These objectives have to do with information, including the use of information. Cognitive objectives have to do with remembering, conceptualizing, classifying, planning, reasoning, troubleshooting, applying knowledge to the conduct of a procedure, and so on.
Cognitive objectives make up the vast majority of most training and performance support systems. They include both "classroom" and on-the-job types of objectives.
Both "Classroom" and On-The-Job Types of Objectives
It is common to think of cognitive objectives as those objectives that are taught in the "classroom", or in self study guides because they have to do with knowledge. This implies a distinction between the "classroom objectives" and those that are taught on the job. But any distinction according to the training setting is not relevant for instructional design purposes, and it can lead to confusion.
Remember, most "on the job" training objectives, even those that are performed in a "hands-on" setting, are still cognitive in nature. They are primarily involved in the use of information.
Affective
Affective objectives call for the development of certain desired attitudes and values in the target audience. These objectives have to do with being aware, attentive, committed, willing to accept responsibility, diligent, service oriented, able to be "positive" with customers, etc.
Affective objectives are very important to any learning program. However, they are "taught" in an entirely different way than cognitive objectives.
Example of Affective Objectives:
•Demonstrate a professional attitude.
•Be willing to make tough decisions.
•Appreciate the importance of a clean workspace.
•Be willing to admit human errors, including your own.
•Make safety a priority on the job.
Psychomotor
Psychomotor objectives are those requiring a combination of mental and complex physical skills. There is a significant element of physical ability and dexterity that goes beyond the level required by the typical cognitive objective. The level of ability required to meet a psychomotor objective is advanced and usually difficult to acquire.
For example, using a calculator or manipulating knobs, dials or switches do not usually call for psychomotor objectives. Nor would "Slice salami for a salami sandwich." It is not very difficult and requires the application of a very simple procedures.
On the other hand, "Slice salami exactly 1/8 inch thick to a tolerance of +/- 1/64 inch at the rate of one slice every 2 seconds" is clearly an advanced skill that does call for a psychomotor objective and special training.
Example of Psychomotor Objectives:
•Perform a barrel roll escape maneuver.
•Solder an electronic component resulting in maximum conductivity.
•Weld a perfect seal.
•Cut a diamond for maximum value with minimal waste.
•Ski a slalom course at maximum possible speed without hitting the foul poles.
•Get up on a surfboard and ride the wave to shore at least once without falling down.
