Robert Mager’s Performance-Based Learning Objectives

performance-based-learning-objectivesYou don’t have to read up on learning objectives for too long before you run into the name of Robert Mager and hear about his performance-based learning objectives. These are also sometimes called three-part learning objectives or behavioral learning objectives.

This isn’t necessarily the only way to write learning objectives. Smart people have continued to think about training and the development of learning objectives since Mager’s time, after all.

But even though there are other schools of thought about learning objectives, what Mager had to say is still solid advice in many cases. And, as they taught us when we were kids, it’s a good idea to get the basics down before you begin experimenting (while riding bikes, they taught us to ride normally before going with no hands; while playing baseball, they taught us to throw a fastball before trying a curve; while writing, they taught us to print before teaching us cursive).

Mager outlines his theory about the best way to create learning objectives in his classic book Preparing Instructional Objectives. You can read our review of Preparing Instructional Objectives if you’re interested, and we highly recommend reading the book, which is informative, quick, and fun.

Otherwise, here’s the crux of what Mager has to say, below.

The Learner Performs the Objective(s)

First, Mager makes it clear that a learning objective is a statement of “what the learner will be able to perform as a result of some learning experience.” If you pay attention to that, you’ll notice two very important things:

  • First, the learning objective states what the learner will be able to do. It’s not a description of the course materials or something that the instructor does.
  • And second, it’s something the learner performs—some form of action that can be observed and verified.

Those are the truly important aspects of the Mager objective. The rest is all about setting conditions for how the learner can perform the action and how the performance will be evaluated. But let’s step back and look at all three parts of a Mager objective. You’ll notice that although we just learned that the learner is the one who’ll be doing this, there’s no part that directly represents the learner, so you’ll have to keep that in mind.

The Three Parts of a Mager Performance-Based Learning Objective

According to Mager, a learning objective should include the following three components:

  • A performance (performed by the learner, remember–we just covered that)
  • Conditions (under which the learner must perform the performance)
  • Criteria (by which the performance is evaluated by another; or, in other words, how well the learner must perform the performance)

Mager admits that in some cases, “it is not always necessary to include the second characteristic, and not always practical to include the third,” but he goes on to say that the more you say about them, the better your objective will communicate. (That point about communicating effectively is one that Mager comes back to again and again in his book, and we’ll come back to it again later in this article).

Let’s look at each of those three components in closer detail.


In Mager’s words, the objective must specify “what learners must be able to DO or PERFORM when they demonstrate mastery of an objective.” So, as we’ve said before, the key is the learner must do something.

But you’ve got to be careful when you’re writing an objective so that you write a performance that you can somehow observe, and you must tell the learner how their performance will be evaluated. Or, as Mager puts it, “the most important and indispensable characteristic of a useful objective is that it describes the kind of performance that will be accepted as evidence that the learner has mastered the objective.”

Because there’s an emphasis on having the learner do something that someone else can observe as evidence, it’s important to avoid learning objectives like “know” and “understand.” How can you tell if someone “knows” or “understands” something? Instead, restate the objective so that the learner has to do something (like “state” or “list” or “explain”) to demonstrate that he/she “knows” or “understands.”

For example, let’s look at the two sample objectives Mager offers as his first quiz of the reader. You’re supposed to pick the correctly written learning objective that includes a performance that someone else can witness or evaluate. Which of the two following learning objectives do you think is better? (Remember, these are directly from Mager’s book.)

  1. Be able to write a news article.
  2. Be able to develop an appreciation of music.

If you selected “Be able to write a news article,” you picked the right one. That’s an action that someone can later evaluate and clearly tell if it’s been performed or hasn’t been performed. On the other hand, how would you know if someone has developed an appreciation of music? What are the clear signs of that–or is that too abstract? Mager would say there’s no clear way to know if someone has developed an appreciation of music.


The next thing to do is to state the conditions, if any, in which the learner must complete the performance.

The conditions will tell the leaner things like the following (look for the italicized parts of the objectives below):

  • What can I use while doing the performance? (For example: Given 100 toothpicks and some glue, construct a suspension bridge.)
  • What will be denied to me? (For example: Perform the multiplication tables up to 20 without the of a calculator.)
  • In which conditions will the performance have to occur? (For example: Run a 100-yard dash on a muddy field.)

Remember that Mager said you may not always need to add conditions. As always with Mager, he suggests using them if they make things more clear and remove ambiguity. Mager’s big on being clear and he’s down on ambiguity, and that seems reasonable.


Finally, the third part of a Mager three-part, performance-based learning objective is the criterion or criteria. Or, as Mager puts it: “Having described what you want your students to do, you can increase the communication power of an objective by telling them HOW WELL you want them to be able to do it.”

Here are some examples (again, look for the italicized parts of the objectives below):

  • Identify four out out five product defects on a moving manufacturing line.
  • Close ten boxes in a minute.

Mager notes that it may not always be practical to include criteria in a learning objective. When that’s true, don’t include them.

Conclusion: The Learner, the Three Parts, Plus Communication Power (Clarity, Conciseness, and Lack of Ambiguity)

And that’s about it in a nutshell. If you keep in mind that the objective states something the learner should do after training, remember to include its three parts (when required)–performance, conditions, and criteria–and maximize your communication power to your learner by keeping things clear, concise, and by removing ambiguity, you’ll be headed in the right direction with your learning objectives.

Of course, it couldn’t hurt to buy the book. It’s got a lot of helpful practice exercises and it’s a fun read to boot.

Click the button below to download a free guide to a slightly different, even more comprehensive look at learning objectives based on Benjamin Bloom’s learning taxonomies (and including concepts such as SMART and ABCD).

And of course, let us know if you need work with workforce training management software, or online workforce training courses, or if you’d like to learn more about custom workforce training material development.

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Jeffrey Dalto

Jeffrey Dalto

Jeffrey Dalto is an Instructional Designer and the Senior Learning & Development Specialist at Convergence Training. Jeff has worked in education/training for more than twenty years and in safety training for more than ten. You can follow Jeff at LinkedIn as well.

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