Affective+Learning+Objectives

Affective objectives define the attitudes and values associated with reliable job performance. They identify the non-technical aspects of effective performance by communicating company policy and culture. Company policy, ethics, and professional standards are sources of affective learning objectives. The use of affective learning objectives can reinforce the culture of a facility by making company values visible. In so doing, affective learning objectives contribute to enhanced teamwork and reinforce safe, reliable job performance. For example, new employee orientation, teamwork, and supervisory and management development programs generally include affective dimensions. Affective objectives can be influenced by: Developers of affective objectives should consider appraising these items before attempting to write affective objectives since achievement of them can be influenced more by forces external to the training environment than achievement of cognitive or psychomotor objectives. Instruction in the affective domain is the most difficult of the three domains and is the most difficult to measure. Teaching in the affective domain can be by example (i.e., if the instructor follows the proper safety precautions when demonstrating a task, the trainee will most likely follow the proper precautions). A method of achieving affective goals (such as safety) in a program is to place the desired values in the standards of the performance objectives. The course designers should incorporate the affective domain with all learning objectives/lessons wherever possible to continually emphasize their importance to effective and reliable job performance. Example: Given all necessary tools, materials, and the procedure, disassemble an Air Joy WG09 air compressor in accordance with the procedure and all relevant site safety precautions. One way of classifying affective objectives is to group them into four levels based on strength of commitment. The categories progress from simple awareness to overt intervention. They represent one way of classifying objectives and, with the exception of "awareness," can be linked to observable behavior. These four categories are: · Awareness · Reinforcement · Promotion · Defense **Awareness** Awareness precedes behavior. Prior to adopting attitudes and values, an individual must become aware of them. This occurs through normal experience, training, and exposure to the job and corporate culture. Because of the difficulty of measuring awareness, learning objectives at this level are seldom appropriate. However, an effective movie or videotape can introduce attitudes or values. Through dramatization, these media can elicit a response that deepens awareness. Example action verbs at the awareness level include appreciate, recognize, and sense. Objective: Recognize the bases for radiation protection practices used at this facility. Assessment: 10 CFR 835 specifies the ALARA requirements for this facility. (True/False) **Reinforcement** Reinforcement of an attitude is the next affective level. At this stage, the behavior of the individual is compatible with the value. This does not mean that the employee necessarily agrees with the value, but only that his/her behavior conforms to it. A more desirable state exists when the individual both agrees with the value and behaves accordingly. Example action verbs at the reinforcement level include, adhere, exhibit, or follow. Objective: Follows safe-work practices when setting up rigging equipment. Assessment: Trainee would be observed during a performance test for following all safe work practices in setting up rigging equipment. One of the criteria on the performance test would be: "Checked line strength using ratings chart for load to be lifted." **Promotion** Promotion of a value is evident when the behavior of an individual conforms to the value and actively encourages others to adopt it. The individual supports the value, respects its importance, and leads others to adopt it through example and support. Objectives related to safety margins, teamwork, and professionalism are generally at this level. Example verbs at the promotion level include advocate, encourage, or model. Objective: Advocates effective communication practices in working with his/her crew members. Assessment: Trainee would be placed in a role play with others that periodically use poor communication practices. One of the criteria on the performance test would be: "Requires feedback from crew member to verify communication message." **Defense** Defense of a value is the highest affective level. Individuals at this level not only adhere to and promote the value but also support those who believe in the value and respond when someone attacks it. The response can range from a verbal reply to physical intervention. For example, learning objectives at this level are appropriate for personnel responsible for fitness-for-duty, facility safety, public relations, and facility security. Action verbs that may indicate a defense-level objective include arrest, defend, report, intervene, or prevent. Objective: Prevents security violations in accordance with company policies and procedures. Assessment: Trainee would be placed in various role play scenarios in which security violations were exhibited. Trainee would need to respond to each security violation using company policies and procedures as the basis for his/her actions.
 * Affective Learning Objectives **
 * Role models: When the actions of peers, supervisors, and managers support stated corporate values, employees tend to emulate and internalize these values.
 * The individual's attitudes and values; those that confirm the value tend to strengthen and sustain it: Experiences that show the value to be ineffective can erode and, eventually, extinguish the value.
 * The absence of unity between stated corporate values, leader behavior, and operating practices: This absence will undermine desired values and replace them with ones compatible with actual practice.