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personnel.” Once the audience is established, then the audience component does not have to be repeated
each time.
Behavior
The behavior component of the objective is the action component. It is the most crucial component of the
objective in that it pinpoints the way in which trainees will demonstrate they have gained knowledge.
Learning is measured by a change in behavior. How will trainees prove what they have learned? Will they
explain...? Will they calculate...? Will they operate...? Will they repair...? Will they troubleshoot...? The
highlighted verbs in the following examples indicate the behavior required.
·  The emergency response team will build a decontamination chamber.
·  Trainees will interpret the meaning of colors and numbers on Material Safety Data
Sheet (MSDS) labels.
·  System safety personnel with a minimum of five years’ experience will develop an
emergency response plan.
The behavior component should be easy to determine based on the task analysis, which was written in
behavioral terms.
Conditions
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The condition component of the objective describes special conditions (constraints, limitations,
environment, or resources) under which the behavior must be demonstrated. If trainees are expected to
demonstrate how to don a respirator in a room filled with tear gas rather than in a normal classroom
environment, that would constitute a special condition. Please note that the condition component indicates
the condition under which the behavior will be tested, not the condition under which the behavior was
learned. Examples:
Right: Given a list of chemical symbols and their atomic structure, participants in
beginning chemistry course will construct a Periodic Table of Elements. (This
condition is correct; participants will be able to refer to symbols and atomic
structure while they are being tested.)
Right: From memory, participants in an advanced course will construct a Periodic Table
of Elements. (This condition is also correct; it outlines a testing condition.)
Wrong: Given a unit of instruction on the Periodic Table, participants will then
construct a Periodic Table of Elements. (This tells something about how the
knowledge was learned, not a condition under which the knowledge will be tested.)
The condition component does not have to be included if the condition is obvious, such as the one in the
following example:
Given paper and pencil, trainees will list the safety rules regarding
facility areas. (The condition is obvious and does not need to be stated.)
Standards of Acceptable Performance
The standard of acceptable performance indicates the minimum acceptable level of performance - how well
the trainee must perform the behavior indicated in the objective. Examples include percentages of right
responses, time limitations, tolerances, correct sequences without error, etc. Examples:
The hazardous waste supervisor will calculate required statistics with an accuracy of plus
or minus 0.001.
Given a facility layout, the employees will circle the location of fire extinguishers with a
minimum of 80% accuracy.
Given a scenario of an emergency situation, employees will respond in less than three
minutes.
14.3.3 Types of Behavior in Learning Objectives
The next step is to identify the domains of learning - the types of behavior that can be described within
objectives. Behaviors are categorized in one of these domains of learning: cognitive, psychomotor, or
affective.
FAA System Safety Handbook, Chapter 14: System Safety Training
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Cognitive behaviors describe observable, measurable ways the trainees demonstrate that they have gained
the knowledge and/or skill necessary to perform a safety task. Most learning objectives describe cognitive
behaviors. Some cognitive behaviors are easy to master; others are much more difficult. In designing safety
and environmental instruction, trainers move from the simple to the complex in order to verify that trainees
have the basic foundation they need before moving on to higher level skills. It is crucial to identify the level
of knowledge required because knowledge-level objectives can be taught in a lecture session, and
comprehension-level objectives can be taught with a guided discussion format. However, most training
sessions are designed for trainees to apply the information and to solve problems. Therefore, participants
need to achieve by doing; they need to be drilled on actual safety case problems.
This does not mean that the basic skills have to be re-taught if the trainer can verify through observations,
　
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