In the 1950s, a group of psychologists led by Benjamin Bloom, an American psychologist and educator, developed a taxonomy of learning at the University of Chicago. Teachers can use these cognitive learning levels to create optimal learning goals.

The taxonomy of learning objectives in the cognitive domain is structured from simple to complex behaviors.

Each taxonomy level serves as a foundation for the next.

The trainer's task is to deliver their learning content so that participants achieve optimal learning success. The taxonomy levels help them prepare effectively and plan the content in the right depth.

The taxonomy level at which a (sub)topic is taught determines the time it takes in the seminar and the methods used to teach it.

Knowing – Knowledge

The first level involves the transfer of knowledge. Participants know the respective (sub)topic. They have heard about it and know what it is about.

Without the foundation of knowledge, one cannot move to the next taxonomy level.

Example with the Sales Steering Wheel

Participants know the Sales Steering Wheel and understand what happens in each of the 6 phases.

Able – Doing

Participants can apply the respective (sub)topic.

This level focuses on applying knowledge and solving problems. Participants can use their acquired knowledge correctly to work out solutions to specific questions. This strengthens and deepens their understanding of the existing knowledge.

Example with the Sales Steering Wheel

Participants can plan, conduct, and follow up on sales talks using the 6 phases.

Teaching

Participants are able to teach the respective (sub)topic.

In the third level, participants have advanced enough to explain and teach the acquired knowledge from the previous two levels to others. Complex relationships are understandable and teachable for participants.

Example with the Sales Steering Wheel

Participants can clearly explain the Sales Steering Wheel, its goals, and phases to others.

Developing Further

Participants are able to further develop or improve the respective (sub)topic.

In the final level of the taxonomy, participants can expand and enhance their acquired knowledge. They can develop and convincingly present alternative possibilities for the respective (sub)topic.

Example with the Sales Steering Wheel

Participants can independently conduct even challenging sales talks where the phases may not be clearly assignable, shift, or repeat (for example, returning to needs analysis after the product presentation). The Sales Steering Wheel is now used as a kind of template but is independently adapted as needed.