1. Robert Mager’s Instructional Objectives
Identifying instructional objectives has been one of the most important advances to the field of instructional design. Instructional objectives include: how to write objectives, the desired learner behavior, conditions which the behaviors are to be performed and standards or the criteria by which the behaviors are to be judged. Reiser., R. (2001). Preparing Objectives for Programmed Instruction (3 rd edition (Mager,1997) (picture)

2. Who is Robert Mager? Graduate Ohio University - Masters
Graduate Univ. of Iowa PhD - Psychology
Became Interested Instructional Design
after serving in the Army seeing soldiers trained
Wrote a book called
“Preparing Instructional Objectives”
First lets look at Robert Mager a Graduate of Ohio University with a Bachelor's and Masters degree. He also has a PhD in Psychology from the University of Iowa. He became interested in designing instruction after being drafted in the Army and seeing the way soldiers were trained. And he wrote a book called Preparing Instructional Objectives.

3. Contributions to the Field
Mager’s Criterion-Reference Instructions (CRI) training methodology
Mager with Peter Pipe designed the method
which is the standard of excellence in training and performance improvement
Preparing instructional objectives is one of the aspects of this training
Contributions to the field include Mager's work on Criterion-Reference Instruction (CRI) training methodology. Mager with Peter Pipe designed this method which is the standard of excellence in training and performance improvement. Preparing instructional objectives is one of the aspects of this training, which stresses the importance of identifying instructional objectives.
A critical tool in the development of effective instruction in 1962 was one of the most important advances to the field in the 1960's (Mager, 1997).

4. What is an Instructional Objective?
Words, pictures and diagrams that can identify what is needed to achieve the goal
Intended Outcomes are:
Specific
Measurable
What a learner will be able to do after instruction
(Mager, 2007, p.3)
Instructional Objectives it is “collection of words, pictures diagrams that lets one know what is intended for students to achieve” It is more about outcomes than the process for achieving outcomes. Instructional objective is specific & measurable rather than broad and intangible, and it is concerned with the students not the teachers” It is more about what a learner will be able to do after the instruction (Mager, 2007, p.3).

5. Characteristics of Objectives
“Objective is a subject in which you are familiar with and will be able to identify (label) correctly”
Performance – Competency Level
Conditions – Under what conditions do you
want the learner to be able to do?
Criteria – How well must it be done?
(Mager, 2007, p.4)
As stated by Mager’s in his book Instructional Objectives book any objective in a subject area which you are familiar be able to identify (label) correctly. Instructional objectives have three components 1st Performance – what should the learner be able to do. 2nd Conditions – under what conditions do you want the learner to be able to do. 3rd Criteria – What is the acceptable performance when those characteristics are present.

6. Elements of an Objective
Performance & Learning Objectiveswww.nwlink.com
There are three elements of an objective, number one there is a task or an observable action
Number two there are conditions or environment and
finally number three the standard or how well it must be performed.

7. Advantages of Instructional Objectives
Basis for designing instructional materials
Can determine whether an objective
has been accomplished
Provides students with a way to organize efforts
toward the objectives
Mager, (1984).
When there are clearly defined objectives there a basis for designing materials. Then one can find out whether the objective has been accomplished. Tests can be giventgiven, to see if learning has been accomplished. Finally, it provides individuals with a way to organized themselves to accomplish these objectives. With clear objectives individuals are better able to figure out what activities have to performed to reach their goals (Mager, R. F. (1997).

8. Performance Objectives Are

9. Well-Written Objectives
Performance is what the learner
will be able to do
Condition is under what conditions the learner will be able to do it
Criterion is how well it must be done
Mager (1997)
According to Mager well written objectives consist of: the performance which is what the learner will be able to do after the instruction. The condition is under what conditions the learner will be able to do it. And finally, criterion is how well must it be done. (Mager (1997).

10. Example of Instructional Objective
After the e-learning of instruction the learners will be able to identify the three advantages of instructional objectives in a quiz with a 95% accuracy.
 Audience: learners interested in the objectives
 Behaviors: what is the learner expected to perform
 Conditions: how the lesson will be learned
 Degree:  to what degree will objective be accomplished
Mager (1984)
Mager (1984)

11. Outcomes VS Process
The objective is an intended outcome of instruction rather than the process of instruction.
Example: Teachers lecture to help students learn
It is a process – the lecture is not the purpose
The purpose is to facilitate learning
Teachers will teach (process)
Students will learn (outcome)
Mager (1997)
The objective is an intended outcome of instruction rather than the process of instruction. Example Lecturing is what an instructor to help the students learn, it is part of the process. Lecture is not the purpose of instruction, the purpose is to facilitate learning. So when teachers teach (process) they do it because they hope the students will learn the which is the (outcome).

12. Impact of Mager’s Contribution
Idea of an instructional objectives was ground breaking, to be able to assist educators on how to write clear objectives
Mager’s work is still used today to direct educators with instruction (Mager, 1962)
Contribution to the field: transitioned from traditional training to Human Performance Improvement
Contribution on organizations: to provide more effective training procedures
Contribution personally: to understand the value of performance objectives and how they how they effect training, goals, and results
To summarize Mager's book Preparing Objectives for Programmed Instruction in 1962 where the idea of instructional objectives was groundbreaking, to be able to assist educators on how to write clear objectives, this was unheard in the 60's. Mager stressed the importance of identifying instructional objectives, and his work is still used today to direct educators in instruction.
A critical tool in the development of effective instruction in 1962 was one of the most important advances to the field in the 1960's (Popham 1987) Cite Mager (1997)

13. References
Mager, R. F. (1984). Preparing instructional objectives (2nd edition). Lake Publishing Company: Belmont, California. Retrieved January 4, from
Mager, R.F. (1997). Preparing instructional objectives: A critical tool in the development of effective instruction(3rd ed.). Atlanta, GA: Center for Effective Performance.
Reiser , R., (2001). A history of instructional design and technology: Part II: A history of instructional design. Retrieved January 4, 2013 from
The University of Utah. (2012). History of Instructional Design. Retrieved January 4, 2013 from home.utah.edu/~rgm15a60/Paper/html/index files/Page1108.htm
Center for Effective Performance (CEP) . (2013). Criterion-referenced instruction (CRI). Retrieved January 5, 2013 from

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