Home » How to Create Learning Assignments According to Corporate Training Goals?
Learning assignments

How to Create Learning Assignments According to Corporate Training Goals?

by Lakshmipuleti

Corporate training assignments enhance the learning process. Therefore, you should aim to create assessment tasks that enable learners to think and synthesize. This is crucial if you’d like them to retain the knowledge they have just learned. After all, adult learners and employees bring incredible information and experiences to the classroom.

View each learner as a distinct knowledge base prepared to combine the old with the new. Such a synthesis leads to change, exchange of ideas, and understanding. When colleagues judge tasks, consider how powerful this instruction becomes!

So, how do you design assignments that support learning objectives?

Be ready to review a rainbow of information and experiences documented in a given position as an instructor or program facilitator. Assignments support learning and growth objectives. They articulate complex concepts by connecting their perceptions and understanding to the context of the physical world. Assignments produce worthwhile educational experiences. Making the correct assignment questions would be the key in this situation.

Step 1: Begin by finalizing your learning objectives

To be precise and concise, always remember to adhere to stick to these words when designing learning assignments. It only needs one or two phrases. Until then, make an effort to be as precise as you can. Just concentrate on the educational goals rather than going into great detail regarding the course material. Never use jargon, and keep your statements modest. If not, your teaching strategies will come off as sales pitches.

Writing learning objectives following a set format is beneficial. A demographic, a quantifiable action verb, which characterizes the learning objectives, a timescale (but not always deadlines), and any additional information required to describe the outcomes fully should all be included in this style.

The learning goals for an online class should be written like this: “Project Managers (the target) will be capable of delegating (action verb) work more effectively (details) by the conclusion of the training (timeframe).”

Again, learning goals that are too general should not be learning objectives. Workers prefer to know what and how to anticipate from training. This should preferably be something pertinent to their requirements.

For instance, you wish to enhance sales. Your initial thought might be that the learning goal is to develop your team’s sales talents. That, however, represents more of a teaching aim than a goal. In this case, you ought to hone various individual skills to boost your sales abilities. It might be a combination of soft talents or product expertise. How can you ascertain what your staff needs? Do you have the confidence to make an educated guess?

A Skills Gap Analysis is essential for detecting gaps in knowledge and formulating insightful learning objectives.

Spend some time conducting on-the-job inspections or eLearning evaluations. You can only learn where to concentrate your training by doing it.

Your training goals will therefore read more like this: “Sales staff will be able to identify key distinctions between our newest range of products and those of our rivals after completing this sales training session.” That sounds much more relevant and particular than “increase sales skills,” don’t you think?

Finally, in life, setting lofty goals typically pays off. However, it’s better to set achievable learning targets concerning training.

The findings of your learning need research will assist you in determining the workers’ level of knowledge. Next, you can modify your educational objectives to make it easier for you to communicate them. Strive to strike a balance between pushing and discouraging your staff. Additionally, you must use caution while introducing new content in a class.

If you do not possess much L&D expertise, it can be challenging to determine whether your learning goals are fair. Creating eLearning evaluations on an open-source learning management system is a trustworthy technique to ascertain this. If you observe a significant failure rate, you should reevaluate your training strategy and establish new learning goals. You can also monitor learner behavior through the LMS reporting capabilities. Do they complete the sessions fast while still succeeding on the tests? If so, you might have lowered the standard.

Step 2: Connect your assignments to the learning objectives

Have you ever been assigned a task requiring you to recite the lesson in your own words? Or have you ever tackled a job that required you to look outside the classroom for assets? Both possibilities demonstrate a poor assignment layout. Why else do you consider projects like these failed?

Assignments must directly relate to the program’s learning objectives. An assignment’s learning objectives and sub-objectives are the ideal evaluation criteria.

Create a task that wants examples of every learning objective. Assign credits per learning objective, then add them to determine the assignment’s grade. What did this activity help us achieve? We made sure that students understood why they were completing the project. We ensured that students could use the learning objectives inside this assignment’s presented problem circumstance. Additionally, we ensured that the task met the learning objectives.

Before creating assignments, think about asking a few key questions:

  • Why are we offering this assignment to our students? What does it accomplish?
  • What objectives in terms of learning are related to the task?
  • What elements make up the learning objective?
  • Make sure to list all of the assignment’s educational goals in writing.

You might have the objective to “Devise a well-organized thesis backed up by evidence” in an expository writing management course.

This objective’s elements are as follows:

  • Show a thorough and comprehensive understanding.
  • Present data in a logical and arranged manner.
  • Embrace diversity of kinds of proof.
  • Be sure to use appropriate language and mechanics.
  • As a criterion for evaluation, use the educational targets and their elements.
  • What format should the finished assignment take? What ought to be said, and what kind of format is appropriate?
  • What knowledge, abilities, and alterations in attitude are you looking for trainees to show?
  • How many hours would be spent on the task?
  • What books, tools, and technologies should students use?
  • Are teamwork and interaction permitted?
  • What kind of help do you offer as an instructor? Can the project, for instance, be turned in as draughts, which have been modified by input?

Step 3: Describe your assignments using Bloom’s Taxonomy’s concrete verbs

Stay away from using generic verbs in your assignments. Instead, go for concrete, action-oriented phrases as per Bloom’s Taxonomy:

  • Knowledge: describe, explain, know, suggest, reiterate, demonstrate, and choose.
  • Understanding: pick, cite, convert, pick, differentiate, guess, and give instances.
  • Application: act, administrate, apply, alter, make more accessible, clarify, and modify.
  • Analysis: evaluate, review, dissect, differentiate, infer, inspect, and discriminate.
  • Synthesis: build, make, plan, grow, establish, justify, formulate, and produce. Evaluation: assess, cooperate, compare, draw conclusions, contrast, and criticize.

You could more precisely characterize an activity or a challenging scenario by defining the elements of a specific objective. Design valuable and impactful educational experiences. You must clearly define what is expected of the trainee and the program. The process of teaching and learning becomes clear as a consequence. Students take greater ownership of their accomplishments and are convinced of their learning capacity.

Step 4: Establish the assignment’s grade-weighting system


Choosing the assignment’s grade weight comes after creating an activity using the above-mentioned cheat sheet. The creation of a scoring rubric which would be utilized to assess the task, is the most effective way to establish a shared meaning for assessing an exercise. Assign grades based on the level of excellence shown in the task.

What qualifies as “Excellent”? Definitely convincing proof of each assignment’s learning aim component. What constitutes “Fair,” “Average,” and “Satisfying” performance? Each level of performance shows the extent to which the assignment’s educational objectives were met. Using this grade distribution activity, you can always be sure you connect your projects with learning objectives.


Although creating assignments might be challenging, you can feel secure in your design using the criteria in this post. Exciting projects are those that are difficult and require exploration outside the parameters of the program. Asking the learners their thoughts and how they might approach the work differently can help you personally connect the task to them.

Online learners can develop their teamwork and managerial skills through collaborative tasks. Research papers and vignettes relate assignments to actual circumstances, promoting the application of knowledge in a competitive setting. If both are closely related, effective assignment development results in the attainment of learning objectives.

Related Posts

Leave a Comment