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because they think through “common sense” steps they might overlook otherwise, but which
need to be included in safety and environmental training.
FAA System Safety Handbook, Chapter 14: System Safety Training
December 30, 2000
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· During the task analysis, the safety trainer often identifies environmental constraints and/or
motivational problems as well as problems with lack of skills and knowledge. If the trainer can
assist management in resolving environmental constraints and/or motivational problems,
barriers to effective training will be reduced.
· The safety trainer determines pre-requisite skills and knowledge needed to perform the task so
that training can begin at the appropriate level.
There are several ways to begin a task analysis, depending upon the safety-training situation:
· The safety trainer can observe the task being performed. This is an excellent method for
analyzing routine tasks. It may not work as well for tasks such as emergency procedures that
are rarely, if ever, performed under normal circumstances.
· The safety trainer can interview one or more workers who perform or supervise the task. Once
a task inventory has been developed, it should always be reviewed and validated by job
incumbents.
· The safety trainer may be able to perform the task, develop a task inventory, and submit it for
review and validation by job incumbents.
· Some tasks have prescribed steps that are outlined by the policies and procedures manual. It is
always important to review this manual so that the training and the written policy and
procedures are properly aligned. However, the safety trainer should be alert to situations where
actual practice varies from written policy.
14.3 Learning Objectives
A learning objective is a brief, clear statement of what the participant should be able to do as a result of the
safety training. The groundwork for the learning objective has already been laid once a thorough task
analysis has been completed. A task analysis describes all the steps involved in a skill. The learning
objectives focus just on the steps to be included in the training session. Sometimes an entire task needs to
be learned; sometimes only a portion of the task needs to be learned. A task analysis lists the behavior to be
learned, a learning objective goes a step further by defining how well and under what conditions the task
must be performed in order to verify that the task has been learned. Learning objectives are important
because instructional strategies and evaluation techniques are an outgrowth of the learning objectives.
14.3.1 Guidelines for Writing Learning Objectives
Objectives are always written from the viewpoint of what the trainee or participant will do, not what the
trainer will do.
Right: Participants will be able to repair a generator.
Wrong: Instructor will cover unit on repairing generators.
Verbs or action words used to describe behavior are as specific as possible. Words to avoid include popular
but vague terms such as “know,” “learn,” “comprehend,” “study,” “cover,” and “understand.”
Right: Participants will be able to measure and record the concentration of Volatile Organic
Compound (VOC) in a sample of ground water.
Wrong: Participants will learn about ground water sampling.
FAA System Safety Handbook, Chapter 14: System Safety Training
December 30, 2000
14 -
6
The desired behavior must be observable and measurable so that the trainer can determine if it has been
learned.
Right: Participants will demonstrate the ability to don a respirator properly.
Wrong: Participant will know about respirators.
Objectives should be given orally and in writing to the participants, so that they understand the purpose of
the training session.
14.3.2 Components of Learning Objectives
There are four components that need to be considered each time a learning objective is developed: Target
audience, behavior, conditions, and standards.
Target Audience
The target audience (participants or trainees) must be considered because the same topic may be
approached differently based on the background of the groups to be trained. The following examples of
learning objectives describe the audience. In each learning objective, the target audience is highlighted.
New employees will identify evacuation routes from the facility.
System safety personnel will develop an emergency response plan.
When an entire training course is designed for a particular audience, often the audience is described only
once in a blanket statement, such as the following: “This course is designed as a safety orientation for new
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