CHAPTER 6

Application Objectives

This chapter pushes the objective chain of impact to the next level, Level 3 (Application). With examples and exercises, the chapter presents techniques for developing performance-based application objectives. Objectives at this level define the actions participants will take after the program is conducted or the project is implemented. This is an uncomfortable level for some professionals, as they might have less control over success in achieving these objectives. Typical issues in developing application objectives are addressed in this chapter, along with tips on how to use them in the most effective way.

ARE APPLICATION OBJECTIVES NECESSARY?

Most program leaders would argue that the development and use of application objectives are absolutely necessary. After all, these objectives provide direction to participants and clarify expectations in their own work or life situation. They create the expectation of what will be accomplished within a desired timeframe. However, others might take the stance that application objectives are not needed. This view comes from two assumptions. First, when Level 2 (Learning) objectives are clearly developed and participants master what is needed for program success, it is assumed that they will perform in a way that reflects what they have learned. Second, program facilitators or leaders have no influence on participants after they leave the program or project. Therefore, there is no control over these individuals, rendering application objectives inappropriate or ineffective.

These two assumptions are not necessarily accurate in practice. First, participants do not always do what they have learned to do when a project is implemented. This is woefully apparent in the learning and development field, where 60–90 percent of what individuals learn in formal learning programs is not used on the job. Many barriers interfere with successful application of almost every program. To drive (or at least influence) application, objectives must be established and communicated to participants, their supervisors, and others involved in the learning process. To apply what was learned properly, participants need clear expectations about what they must do. For example, consider learning new software. In a classroom environment, participants might learn all the routines for the software. In reality, though, they need only learn parts of it to succeed on the job. The application objective defines how and when they will likely use the software on the job. Project or program objectives set expectations for participants’ supervisors so they can give proper support.

The second assumption—that program facilitators and team leaders have no influence on participants in their own job environment—is inaccurate in today’s workplace. Objectives are developed for the entire project or program, not simply for the learning sessions or early stages of the initiative. While it is true that a facilitator or team leader can have more control over learning objectives during the program and less control over application objectives, he or she can still influence success with application objectives. With application objectives, the facilitator teaches with application in mind, using the work environment as the context. Using personal experience, the facilitator examines barriers and shows how to minimize or overcome them. He or she creates expectations and shows participants how it’s done.

At various times, different stakeholders have more or less influence on a particular objective. As a result, the application objectives become an important extension of the learning objectives. They provide direction and guidance, as well as form the basis for evaluation.

HOW TO CONSTRUCT APPLICATION OBJECTIVES

The good news is that the development of application objectives essentially mirrors the development of learning objectives. Learning objectives define what participants must learn, while application objectives define what participants are expected to do with what they have learned.

Application objectives have their own distinct areas of emphasis. First, they should include an action verb that has clear meaning. (Refer to the verbs listed in Table 5.1 in the previous chapter.) Second, a performance requirement is connected to the action verb. The performance element is clear, as in Level 2 (Learning) objectives. The statement might be as simple as completing a report or making a phone call or as complex as using a comprehensive skill or completing a detailed action plan.

Third, conditions can still exist, but they might not be readily apparent. For example, in a learning session, participants are given requirements or a reference and then are asked to demonstrate knowledge. In the job setting, the given requirements are sometimes already on the job and are understood; therefore, the objective might not always include the given condition.

Fourth, criterion becomes more important in a follow-up evaluation. The criterion—whether speed, accuracy, or quality—is needed because the importance of success with these criteria is critical. Most application objectives include a time limit, which is sometimes assumed to be understood. For example, participants learn a particular skill and are expected to apply that skill three weeks later. Having an objective to use the skill without the time-frame might still suggest a three-week period. To be more specific and ensure participants are clear about this expectation, however, the time should be identified in each objective. Take accuracy as another example. Participants might be required to complete 80 percent of their action items by a certain date. Quality is also important. The application might indicate that a skill or task must be completed with less than a 1 percent error rate or with a minimal success rating from an observer.

Application objectives are critical because they describe the intermediate outputs—outputs occurring between the learning of new tasks and procedures and the impact that this learning will deliver. Application and implementation objectives describe how things should be or the state of the workplace after the program is implemented. They provide a basis for the evaluation of on-the-job changes and performance. They emphasize what has occurred on the job as a result of the program.

Table 6.1 shows the key issues involved in developing application objectives. Application objectives have almost always been included to some degree in programs or projects, but have not always been as specific as they could be or need to be. To be effective, they must clearly define the expected environment in the workplace following the successful program implementation.

The detail on developing application objectives is referred to in the previous material in chapter 5, addressing learning objectives. The basis is the same (action verb, performance statement, a condition, and a criterion). With application objectives, however, the criterion becomes more important, and the conditions become less important.

TOPICS FOR APPLICATION OBJECTIVES

The topics addressed at this level parallel many of those identified in chapters 4 and 5. Therefore, many of the areas detailed in those chapters can be mapped into this level. For example, questions about the intent to apply what is learned in the program are logical issues to measure at this time—when the application and implementation occur. However, because of the timing for successful application, additional opportunities to measure success arise.

Objectives at this level focus on activity or action, not the consequences of those actions (which is Level 4, Impact). The number of activities to measure at this level can be mindboggling. Table 6.2 shows some coverage areas for application objectives. While the examples can vary, the action items shown are included in many projects and programs.

HOW TO USE APPLICATION OBJECTIVES

Application objectives are developed when the program is conceived, based on the initial analysis detailed in chapter 2. When this takes place, it occurs before the project or program is designed, developed, and delivered. For that reason, application objectives have powerful consequences. Here is a sample of uses.

Program Design

Application objectives provide guidance to the designers, showing them how they must position the content with an eye on application. The exercises, skill practices, and role plays, which are part of any learning session connected to a project, are now job related. They’re more realistic in that they have scenarios and situations that reflect the work conditions.

Program Facilitation

Application objectives are provided to those who teach learning and development sessions, provide on-the-job coaching, or coordinate a project team for implementation of software. The objectives essentially define what will occur as the skills and knowledge are used, the task is completed, or the software or procedure is installed. They take the mystery out of what must be accomplished. When the objectives are in place, the facilitators teach to the test. The test is now on-the-job application. The facilitators and team leaders bring their own experience to the situation so that they see clearly how to manage the use of the content and the implementation of the project material.

Table 6.2: Examples of Coverage Areas for Application
Action	Explanation	Example
Increase	Increase a particular activity or action.	Increase the frequency of the use of a particular skill.
Decrease	Decrease a particular activity or action.	Decrease the number of times a particular process has to be checked.
Eliminate	Stop or remove a particular task or activity.	Eliminate the formal follow-up meeting and replace it with a virtual meeting.
Maintain	Keep the same level of activity for a particular process.	Continue to monitor the process with the same schedule as previously used.
Create	Design, build, or implement a new procedure, process, or activity.	Create a procedure for resolving the differences between two divisions.
Use	Use a particular process or activity.	Use the new skill in situations for which it was designed to be used.
Perform	Conduct or do a particular task or procedure.	Perform a post-audit review at the end of each activity.
Participate	Become involved in various activities, projects, or programs.	Each associate should submit a suggestion for reducing costs.
Enroll	Sign up for a particular process, program, or project.	Each associate should enroll in the career advancement program.
Respond	React to groups, individuals, or systems.	Each participant in the program should respond to customer inquiries within 15 minutes.
Network	Facilitate relationships with others who are involved or have been affected by the program.	Each program participant should continue networking with contacts on at least a quarterly basis.

Participants

Application objectives are provided to participants, who need direction and clearly defined expectations. These objectives define how participants should perform on the job as a result of the project or program. They take the mystery out of what participants must do. Too often, participants who might learn specific content in a formal session are left wondering, “How much of this will I have to do? Will I use part or any of this? Does this apply to me?” Detailed application objectives answer these questions.

Managers of Participants

Sometimes application objectives are provided to managers of participants. This important group can influence on-the-job performance more than any other stakeholder group. Managers have a huge impact on what the participants do and how they spend their time. Application objectives provide clear direction for these managers. They show them what the participants must do to make the process work. Also, the objectives sometimes provide information that will help managers support and reinforce the performance profile.

Evaluators

For evaluators, Level 3 objectives provide clear direction. They not only indicate specific measures to be sought, but in some cases they provide hints as to the source or location of the data and when the data should be collected. The evaluator’s job is much easier. Application objectives often map directly into action plans or questionnaires so that follow-up information can be readily obtained. This saves time for evaluators who struggle to have the resources needed to conduct their evaluations.

EXAMPLES

As a program is implemented, the application objectives clearly define what is expected and often to what level of performance. Application objectives are similar to learning objectives, but reflect actual use on the job. They also might involve specific milestones, indicating when part or all of the process is implemented. Table 6.3 shows typical application objectives.

Table 6.4 presents the application objectives for an annual agents conference. These objectives mirror the learning objectives presented in the same case study in the previous chapter. They provide the direction, guidance, and expectations for all parties involved. Table 6.5 shows the objectives for a leadership development program. Although some of the objectives are not as precise as they could be, they clearly show what is expected of the individual and, for the most part, under what criterion.

FINAL THOUGHTS

This chapter shows how to develop application objectives, those that position the use of the program or project content relative to the job. These objectives are developed essentially the same as learning objectives but in an on-the-job context. The chapter shows many examples of properly constructed application objectives and emphasized the power of these higher levels of objectives to provide direction and guidance to a variety of stakeholders. The next chapter presents the next level of objectives—those representing impact.

EXERCISE: WHAT’S WRONG WITH THESE APPLICATION OBJECTIVES?

In developing objectives, it is useful to examine some objectives that have issues. Table 6.6 shows a list of less-than-perfect objectives. For each objective, indicate the issue or problem. Responses to this exercise are provided in Appendix A.