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To ensure that the course fulfills this need effectively, it would be helpful to determine the learning objectives of the course before designing the course curriculum.
Here are 10 questions that you should ask yourself before writing learning objectives of the course. The sales staff might get better understanding about the product and will be more equipped to convince potential customers. Typically, action verbs such as cite, list, name, recognize, define would be ideal to state the learning objectives.
Learners should be able to interpret and analyze information in a way that it has relevance to their job.  Learning objectives can be written using verbs such as describe, distinguish, summarize, illustrate, convert etc. Once learners make a connection between what they learn and their jobs, they should be able to successfully use that knowledge while performing their jobs.
Learning objectives should indicate how the course will enable employees to use information while performing their jobs.
If so, you can use action verbs such as assess, compare, conclude, evaluate, justify, support etc.
Not all questions may be relevant to your particular course; however, they give you a jump start in determining the learning objectives of a course or a training program. Exhibits previously learned material by recalling facts, terms, basic concepts and answers. Demonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas. Solving problems by applying acquired knowledge, facts, techniques and rules in a different way. Examining and breaking information into parts by identifying motives or causes; making inferences and finding evidence to support generalizations.

Compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions.
Presenting and defending opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria.
Ideally, each of these levels should be covered in each course and, thus, at least one objective should be written for each level. Below are examples of objectives written for each level of Bloom’s Taxonomy and activities and assessment tools based on those objectives. Have students group up and perform simple experiments to the class showing how one of the laws of motion works. After presenting the kinetic energy equation in class, have the students pair off for just a few minutes and practice using it so that they feel comfortable with it before being assessed.
Present the students with different situations involving energy and ask the students to categorize the energy as either kinetic or potential then have them explain in detail why they categorized it the way they did, thus breaking down what exactly makes up kinetic and potential energy. Give the students an assignment that asks them outline the basic principles of kinetic and potential energy. Tie each lecture or discussion to the previous lectures or discussions before it, thus helping the students assemble all the discreet classroom sessions into a unified topic or theory. Give the students a project in which they must design an original homework problem dealing with the principle of conservation of energy. Have different groups of students solve the same problem using different methods, then have each group present the pros and cons of the method they chose. On a test, describe a dynamic system and ask the students which method they would use to solve the problem and why. In a product training program, for example, the aim of the course would be to provide adequate knowledge about a product so that all customer queries are effectively addressed.

The product training might help in increased sales, lower turnaround time for service queries or less queries from customers seeking help in product usage. Examples of learning objectives can be – Recognize the different parts of a product or list three benefits of the product and so on. Action verbs that would help determine the learning objectives will be analyze, associate, infer, distinguish, discriminate, determine etc.
For the purpose, action verbs that help create the learning objective would be compile, organize, plan, propose, integrate, devise, formulate etc. Does an employee need to interpret or evaluate a given situation based on the knowledge gained in the course? What is important is to give a precise idea to your employees on how they are likely to benefit from the course. Following are four interpretations that you can use as guides in helping to write objectives using Bloom’s Taxonomy. Depending on the nature of the course, a few of these levels may need to be given more emphasis than the others.
After a few minutes, ask pairs to volunteer some of their descriptions and write these descriptions on the board. Action verbs that would come to the rescue here would be: be able to, apply, arrange, demonstrate, solve etc. The key words used and the type of questions asked may aid in the establishment and encouragement of critical thinking, especially in the higher levels.

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