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B. It contains an action verb describing an observable, measurable behavior:
"The trainee will be able to p:apare a lesson plan..."
At the and of training, we can look at the paper that ha3 the trainee's lesson
plan and see if the trainee could, in fact, do it.
C. The trainee is the stated subject of the sentence.
"The trainee will be able to prepare a lesson plan..."
Now take a break for a moment ind think about some of the things that behavioral
objectives can do to help you.
In formal teaching and informal, as well as informal training, Behavioral Object­
ives can:
1. Facilitate instructional design and development by providing clear goals to
work toward.
2. Facilitate curricul,= development--sequencing, eliminating gaps and overlaps.
3. Promote more efficient communications between trainers, administrators,
researchers, and trainees.
4. Make it e-ident what students actually l.;irn, thereby permitting selection
of most important goals.
5. Permit instruction to be evaluated and thereby improve.
6. Prozote individualized instruction by making possilnle criterion-raferenced
evaluation--each trainee can be required to master all cbjectives
(Independent leanIing is also promoted).
7. Permit students to be more efficient learners, when they find out what is
expected of them.
8. Elimilnate the time wasted when trainees can already achieve all or some
objectives before beginning a course.
9. Impose a philosophy of trainer responsibility for assisting students to
mastaer objectives.
10. Promote the idea of behaviorally analyzing all components of instruction-­
entry per.o'-mance, intermediate performance and ter _inal performance.
11. Facilitate research in training--advanc4 instructional technology.
12. Proncte a new role for trainers-instrucelonal designers, managers ane
resource specialists as opposed to information dispensers.