Preparation of a Lesson  Training Objectives and Standards  Performance-Based Objectives  Description of the Skill or Behavior  5-5  The description of the skill or behavior explains the desired outcome of the instruction as a change in knowledge, skill, or attitude.  The skill or behavior should be in concrete and measurable terms. Phrases such as “knowledge of ...” and “awareness of ...” cannot be  measured very well and should be avoided. Phrases like “able to select from a list of ...” or “able to repeat the steps to ...” are better$_{ }$ because they describe something measurable.  Performance-based objectives consist of three elements: description of the skill or behavior, the conditions, and the criteria. Each  part should be stated in a way that leaves every reader with the same picture of the objective, how it is performed, and at the level of  performance.  [Figure 5-4]  These objectives provide a way of stating the level of performance a learner needs to demonstrate before he or she progresses to the  next stage of instruction. Again, the objectives should be clear, measurable, and repeatable and mean the same thing to any  knowledgeable reader. The objectives should be written to avoid the fallibility of recall, interpretation, or loss of specificity with time.  Performance-based objectives set measurable, reasonable standards describing the learner's desired performance, and may be referred  to as a behavioral, performance, instructional, or educational objective. All refer to the same thing, the behavior of the learner.  Successful instructors teach their learners not only how, but also why and when. By incorporating ADM and risk management into  each lesson, the aviation instructor helps the learner understand, develop, and reinforce the decision-making process which ultimately  leads to sound judgment and good decision-making skills.  A broad, overall objective of any pilot training course is to qualify the learner to be a competent, efficient, safe pilot for the operation  of specific aircraft types under stated conditions. Similar objectives and standards are established for AMT learners. While the  established criteria or standards to determine whether the training has been adequate use the 14 CFR certification requirements,  professional instructors should not limit their objectives to meeting the minimum published requirements for pilot or AMT  certification.  The overall objective of an aviation training course is usually well established, and the general standards are included in various rules  and related publications. For example, eligibility, knowledge, proficiency, and experience requirements for pilots and AMT learners  are stipulated in the regulations, and the standards are published in the applicable Airman Certification Standards (ACS)/Practical  Test Standards (PTS) or oral and practical tests (O&Ps). It should be noted that ACS/PTS and O&P standards are limited to the most  critical job tasks. Certification tests do not represent an entire training syllabus.  Standards are closely tied to objectives since they include a description of the desired knowledge, behavior, or skill stated in specific  terms, along with conditions and criteria. When a learner performs according to well-defined standards, evidence of learning is  apparent. Standards should contain comprehensive examples of the desired learning outcomes, or behaviors. As indicated in Chapter  3, The Learning Process, standards for the level of learning in the cognitive and psychomotor domains are easily established.  However, the design of standards to evaluate a learner’s level of understanding or overt behavior in the affective domain (attitudes,  beliefs, and values) is more difficult.  As indicated in Chapter 3, The Learning Process, training objectives apply to all three domains of learning—cognitive (knowledge),  affective (attitudes, beliefs, values), and psychomotor (physical skills). Objectives should incorporate the desired level of learning,  and these level of learning objectives may apply to one or more of the three domains of learning. Since each domain includes several  educational or skill levels, the instructor adapts training objectives to a specific performance level of knowledge or skill. Clearly  defined training objectives that the learner understands are essential to the teaching process regardless of the teaching technique used.  Aviation training involves two types of objectives: performance-based and decision-based. Performance-based objectives help define  exactly what needs to be done and how it is done during each lesson. As the learner progresses through higher levels of performance  and understanding, the instructor should shift the training focus to decision-based training objectives. Decision-based training  objectives rely on a more dynamic training environment and are ideally suited to scenario-based training and teach aviation learners  critical thinking skills, such as risk management and aeronautical decision-making (ADM).  A determination of objectives and standards precedes instruction. Although some schools and independent instructors may develop  their own syllabus, in practice, many instructors use a commercially-developed syllabus. For the aviation instructor, the objectives  listed in the syllabus are a beginning point for instruction. 