Performance objectives for learning can be demonstrated or measured with accuracy. Most often, meeting such objectives requires a change in behaviour rather than in attitude, perspective, or approach. This behaviour change is then noted and judged by a supervisor, trainer, or instructor. With improved employee performance as the goal, unrelated skills or inquiry into other aspects of work are often not included in the curriculum design.

For instance, a performance objective might be to effectively use aural and oral communication skills on the job for requesting, receiving, clarifying, and delivering information. One skill-building activity would have learners demonstrate that they could understand oral instructions, clarify when necessary, and pass on the correct information. In this case evaluation is by teacher or peer observation and group discussion (from Mottershead and Erickson, 1989).

In the following case study a performance-based training program was mounted as the latest in a series of education programs at a major manufacturing site. It was not an isolated quick fix but part of a well-established partnership of the company, its employees, and the educators. This is just one part of an education plan that has evolved over the years of the partnership to serve the whole workplace.

A workplace needs assessment undertaken a few years earlier had set long- and short-term goals for the company as it approached organizational and technological change. First, an ongoing language training program was put in place. Then, as the relationship between the company and the education provider grew, they designed Supervisory Skills Training Workshops to improve leadership, motivation, conflict resolution, and communication between management and front-line supervisors. The company also contracted Managing Diversity training (for managers and supervisors) and Conflict Management (for the office staff).