BIOGRAPHY

Robert Frank Mager

Dr. Robert Frank Mager was born on 10 of June in 1923.He was originally from
Cleveland, Ohio. He was an American psychologist and also an author. Mager graduated studies
(B.A and Master) in Psychology at Ohio University in the year 1950. He remained in Ohio
University and taught psychology before finished his PhD in Experimental Psychology at The
State University of Iowa in 1954.
After receiving his education, Mager taught broadcasting techniques and business speech
at Tyler Commercial College while he was studying there. He later studied Radio Broadcasting at
CBS school (NYU campus in 1948). He also taught psychology in Sacramento State college in
1958 to 1959. Later that year, he was successfully worked as a research scientist for the Human
Research Office.
Mager was recognized for his training and education. He introduced learning objectives,
Criterion Referenced Instruction (CRI) and self-paced Multimedia courses. Besides that, Mager
was also one of the founders of International Society for performance improvement in 1962 and
became a president 1965. Then, he became member of the Institute of Electronic and Electrical
Engineers (IEEE).

Due to his successful performance, Mager had received few awards for his contribution
in psychology. In 1994, he achieved Thomas F. Gilbert Distinguished Professional Achievement
Award. Later in 2005, he received an award for public Service in Behaviour Analysis from the
society and ASTD award for distinguished contribution to human resource development.
Apart from being a triumphant psychologist, Mager was also a successful author for few
books, articles and technical paper. His writing has been translated into sixteen languages and
over three million copies of his book has been sold.

ELEMENTS

Robert. F. Mager is a psychologist and author. His works concerned on improving human
performance. He developed a framework for preparing learning objectives, Criterion Referenced
Instruction (CRI), Instructional design and many more. We are focusing on CRI.
CRI used effectively in self-paced multi-media courses. It is prepared for mature students
who can pace themselves with assessment tools incorporated into the courses. CRI based on
performance-oriented and using objectives (instructional objectives) to drive instruction.
Mager described that in order to make an effective instructional objectives it must have
three components:
1. A performance
2. Conditions
3. Criteria
The first component, a performance in which performed by the learner. As explained by
Mager, performance is what learners must be able to do or perform when they demonstrate
according to the objectives. When writing an objective, we are avoided to write know and
understand as these words cannot be observed instead replace them with state, list, or
explain to demonstrate that he or she knows or understands.
The second component is conditions on how the learner can perform the action by state
the conditions in which the learner must complete the performance. It is also suggested by Mager
to not always need to add the conditions unless if they make things more clear.
The third component is criteria where the performance is evaluated by another. In this
part, we have to describe what we want the students to do, at the same time the communication
power of the students can be increased by telling them how well we want them to be able to do
it. For examples, answer four out of five questions correctly or close ten boxes in a minute.

The CRI is divided into four stages:

2. Performance objectives Identify the outcomes of instruction and how they will be
measured.
3. Criterion Referenced Testing evaluation based on the criteria in performance
objective.
4. Learning modules development of learning modules tied to certain needs or
objectives.
Mager also has developed a goal analysis as he is interested in the goal-setting aspect of
education. He said that the conventional education goals were difficult to determine.
The first step in goal analysis, we have to write down the goal in single word. Secondly,
write down the performance that if achieved would provide confirmation that the goal is
achieved. Thirdly, delete any unwanted items and rewrite to make more specific. Fourthly, write
a complete statement where it describes amount considered acceptable. Lastly, test the statement
against the goals in the first step. If the students are able to demonstrate the performances, the
goal analysis is considered complete.
Taken from the article, here are some words with many interpretations: to know, to
understand, to appreciate, to grasp, to enjoy, to believe, to realize, to have faith in. When writing
an objective, we have to use more specific words such as: to write, to identify, to differentiate, to
solve, to construct, to list, to compare, to contrast, to demonstrate.
The final element that we have found in Criterion Referenced Instruction (CRI) is the five
principles of CRI. First, instructional objectives are derived from job performance and reflect
the competencies (knowledge/skills) that need to be learned. Next, students study and practice
only skills that they have not mastered yet to the level required by the objectives. Also they are
given opportunities to practice each objective and obtain feedback about the quality of their
performance. Furthermore, they should receive repeated practice in skills that are used often or
are difficult to learn. And then, they are free to sequence their own instruction controlled by their
own competencies (mastery of objectives).
CONCLUSION AND OPINIONS
Mager Criterion Referenced Instruction (CRI) framework is a set of methods for the design and
delivery of training programs. It relies on a detailed task analysis, the identification of

performance objectives, then assessment against those objectives and a modular course structure
that represents the performance objectives.

Criterion Referenced Instruction (CRI) was based on five principles:

Competences - Instructional objectives derived from job performance should reflect the
competencies (knowledge and skills) that need to be learned.

II. Scope - Learners study and practice only those skills not yet mastered to the level required
by the objectives.
III. Practice - Learners must practice each skill and get feedback about the quality of their
performance.
IV. Reinforcement - Learners need repeated practice in key skills that are to be used often or are
difficult to learn.
V.

Autonomy - Learners have some freedom to choose the order in which to complete modules
and progress self-paced based on their mastery of the objectives.

The advantage of this approach is that is prevents the teacher, trainer or lecturer from falling into
the trap of delivering just abstract knowledge, regurgitated in written answers and essays. It
pushes learners into in mastery of defined knowledge and the practice of real skills. Note that
these skills may be academic e.g. analyses, critical thinking, communication and so on.

Performance objectives can be tricky to define and miss some of the subtler aspects of the
learning experience. It can lead to an over-emphasis on objectives and assessments that turn
many learning events into dull and demotivating experiences for learners. The approach may also
miss key issues around motivation, engagement and attention. For example, many learning
experiences, be they classes, lectures, manuals or e-learning courses are plagued by dull learning

objectives presented as the first event, (At the end of this course you will.) thereby dulling
down the experience and failing to initially engage and increase attention.

On the positive side, Mager, like Gagne, introduced rigour into the process of instructional
design. In his case, these were, learning objectives, competences and assessments. It brought
discipline to training and design by pushing professionals to match learning to performance.
However, behaviourism still underpinned the approach. Learners were, in effect, seen as subject
to be conditioned to meet behavioural objectives and behaviourism tends to encourage behaviour
at the expense of other important cognitive functions such as motivation, attention, context and
so on.

Mager really cares about the learner, and knows what it is to be a learner. He is passionate about
treating students with dignity and respect. He believes that education should be for all learners to
acquire the skills that are being taught. Instruction is the process, student competence is the
result. Bottom line is, Magers methodology is still relevant today in classroom and also in elearning even though certain technologies didnt exist. For him, Design training come first,
delivery method second.

REFERENCES

 Mager, R. (1975). Preparing Instructional Objectives (2nd Edition). Belmont, CA: Lake
Publishing Co.
Mager, R. & Pipe, P. (1984). Analyzing Performance Problems, or You Really Oughta
Wanna (2nd Edition). Belmont, CA: Lake Publishing Co.
Mager, R. (1988). Making Instruction Work. Belmont, CA: Lake Publishing Co.
https://sites.google.com/site/instructionaldesignandtraining/learning-the/robertmanger/robert-mager---performance
https://ci484-learning-technologies.wikispaces.com/Criterion+Referenced+Instruction
https://en.wikipedia.org/wiki/Robert_F._Mager