Problem Tree Analysis

Step By Step^[3]

The problem tree should be developed as a participatory group activity. 6 to 8 people is often a good group size. It is important to ensure that groups are structured in ways that enable particular viewpoints, especially those of the less powerful, to be expressed.^[4]

1. Brainstorm problems and identify the focal problem as an individual starter problem. Write it on a card or “Post-it”. This first step can either be completely open (no pre-conceived notions as to what stakeholder’s priority concerns/ problems might be), or more directed, through specifying a “known” high order problem or objective based on preliminary analysis of existing information and initial stakeholder consultations.
2. Brainstorm all of the other problems associated with the focal problem and write each problem on a separate card or “Post-it”.
3. Establish a hierarchy of causes and effects. Problems which are directly causing the focal problem are put below, and problems which are direct effects of the focal problem are put above.
4. For each problem, ask the question “What causes this problem?” Write the causes on separate cards and place them below the problem they cause. If there are two or more causes of a problem, and one is not the cause of the other, then place them on the same level.
5. Connect the problems with case-effect arrows – clearly showing key links.
6. Review the problem tree and verify its validity and completeness. Ask yourself/ the group – “Are there important problems that have not been mentioned yet?” If so, specify the problems and include them at an appropriate place in the tree.
7. Copy the problem tree onto a sheet of paper to keep as a record, and distribute (as appropriate) for further comment/ information.

The heart of the exercise is the discussion, debate and dialogue that is generated as factors are arranged and re-arranged, often forming sub-dividing roots and branches.^[5]

1. Determine what knowledge, skills and attitudes trainees will develop by asking the following questions:
   • To determine what the trainees will learn: What learning outcomes participants of this training course need to demonstrate? What should learners know or be able to do by the end of this training event?
   • To determine how one will be able to verify it: With what performance criteria?

   The answer will determine the type of objectives that must be developed, indicating the modalities of assessments that need to be designed. If the training course is an awareness raising, knowledge based and skills-based one it needs objectives stating each one of these components and assessments must be designed accordingly.

2. Start the statement with “At the end of the training the trainee will be able to” so as to make sure the objective makes sense from the trainee’s point of view.
3. Decide on the correct behaviors. What you choose in the form of behaviors is what the trainee must exhibit to master the objectives, which represent the performance to be achieved.
4. Include the behavioral part of the objective. Use action verbs with observable behavioral meaning. The action of each objective is what determines whether it is verifiable.
5. Use the list of behaviors categorized according to Bloom’s taxonomy. The Bloom’s taxonomy presents a system of classifying intellectual behavior that is important to learning as it provides a framework to be used when deciding which training component will add value. There are three categories: cognitive, affective, and psychomotor. Cognitive learning, which has to do with factual knowledge, is the category within which most training courses are developed. The Bloom’s taxonomy categorizes knowledge in six progressively complex levels (from simple to more complex) which facilitate the construction of learning objectives:
   
6. Avoid using unverifiable verbs. Know and understand are wrongly used quite frequently. Whenever the action is inside the trainee’s head the performance component of the objective is not verifiable. Learning can only be tested if it can be verified by the senses^[6]. Some verbs that are not observable and which should not be used to develop objectives are: appreciate; be aware of; comprehend; enjoy; know; know how to; learn; like; think about; understand.
7. Match the identified behaviors with adequate assessment activities. The type of assessment activity varies according to the behaviors expressed in each objective as they must match each one of them to allow proper evaluation. (See also: Criterion-Referenced Tests (CRTs)
8. Analyze if you have constructed a SMART objective:
   • Specific
   • Measurable
   • Action Oriented
   • Reasonable
   • Timely

Quick Check

When writing learning objective statements, ask yourself the following questions:

• Does the objective focus on learner performance, explicitly stating what the learner will be able to do as a result of instruction?
• Does the objective describe the intended outcome of the instruction, not the instructional process or procedure?
• Does the objective describe explicit behavior that is observable and measurable?
• Is there a clear link between the learning objectives and the activities and assignments on which the learner’s assessment is based?
• Do objectives go beyond recall of information to integrating and applying concepts to solve realistic problems?

Job Aids

Developing Learning Objectives

Learning Objectives Workshops' Template

Learning Obectives Courses' Template