In this blog post, we are exploring a 4-step process to write better learning objectives.

What do we mean by better?

This is not a lesson on making them SMART (specific, measurable, actionable, relevant, and timely) though that is important. This is about the actual process our principal consultant, Heather Burright, goes through when writing objectives. This thought process is what gets us to action-oriented, performance-related objectives that drive behavior change.

Key Points:

02:15 What it means to write better learning objectives

03:13 My 4-step process to write better learning objectives

06:52 Collaboration with subject matter experts

Have you ever sat through a training that felt disconnected from reality? One where you walked away with more knowledge but no clear idea of what to do next? That’s what happens when learning objectives aren’t built for real-world performance.

Learning objectives are the foundation of effective training—so we have to write them so they lead to actual behavior change, not just information overload.

The Problem with Traditional Learning Objectives

Too often, learning objectives are:

Too vague – “Use effective communication skills” (But what does that actually mean in practice?)
Too knowledge-focused – “Learn the key principles of fundraising” (But can they actually apply them?)
Created in isolation – Built without input from the people who will use them in real work settings

And then we’re surprised when behavior doesn’t change.

How to Write Performance-Focused Learning Objectives

To create learning objectives that drive action, follow these four steps:

First, we want to start with the end in mind.

What action do you need learners to take?

I’ve seen nonprofits that want their supervisors to give effective feedback to their teams, to draft a proposal for a new program and pitch it to their senior leaders, to facilitate a meeting where they are gathering input from everyone in the room, and so much more.

Keep that end result in mind and work backwards.

We do that by then outlining the process it takes to achieve that result.

What are the steps your training audience must take to perform that behavior successfully on the job?

An example:

If we want the training audience to give feedback, step one might be to identify the feedback that they need to give. Step two might be to create a safe space where feedback will be well received. Step three might be to actually give the feedback. Step four might be to ask the team member to reflect on and respond to that feedback. And then step five might be to work together to create a solution.

Once I have the process outlined, I can identify key learning points.

What knowledge, skills, or practice opportunities do they need to execute those steps well?

Let’s revisit our example of giving feedback:

Step three was to deliver the feedback. We might have several key learning points for this step. This might be things like how to be clear in the feedback, how to be specific, how to be respectful, or how to share evidence.

There might also be learning points around creating the environment or the setting for feedback delivery. We might need to help them choose the right location for feedback delivery - private or public, written or verbal, etc.

It’s only after I have the key learning points that I can create performance-based learning objectives.

And at this point, I would want to make sure they are SMART - specific, measurable, actionable, relevant, and timely.

Working with Subject Matter Experts to Create Learning Objectives

I should note that I don’t create learning objectives in isolation. I work collaboratively with the subject matter experts throughout the process. L&D pros bring expertise in how people learn, but subject matter experts understand the real-world application.

If learning objectives don’t clearly connect to workplace actions, training is just content—not impact. The best learning programs start with behavior-focused objectives—so learners don’t just know more, they do better.

To learn more about learner personas, tune into episode 124 of the Learning for Good podcast.

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