3.1 Write Terminal Objectives
Terminal learning objectives (TLOs) are learning objectives that clearly state the measurable performance the trainee will be able to demonstrate at the conclusion of training, including conditions and standards of performance. They are translated directly from the task statement, and provide the framework for the development of training/evaluation standards, enabling objectives, and lesson plans. Care must be taken when developing and writing learning objectives. Trainees must clearly understand them, or they are of limited use. Related terminal objectives must be written for each task statement before any other design work is begun. Refer to Attachment 11, "Guidelines for Writing Learning Objectives."
3.1.1 Determine Appropriate Training Setting. When writing a terminal objective, the training setting must be considered since it must be balanced against available resources and facility constraints. The training setting is the environment in which training is conducted and should be consistent with the task. Training settings include:
1. Self-Paced Instruction. This is any form of instruction that does not require the presence of an instructor at the training setting. However, feedback must be provided. Self-paced instruction can be in printed form, in audiovisual form, in the form of a kit that can be assembled or manipulated, or in the form of a computer-assisted instruction program. Training that meets the following conditions can be considered for self-paced instruction.
Replaced/Superseded by document(s)
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|DoE Training Program Handbook- Systemic Approach to Training.pdf||application/pdf||714.36 KB||English||DOWNLOAD!|
The cornerstone of safe operation of the Department of Energy (DOE) nuclear facilities is personnel performing the day-to-day functions which accomplish the facility mission. Training that is conducted efficiently and effectively and is directly related to the needs of the job (i.e., performance-based training) is fundamental to safe operation. Responsibility for the safe operation of these facilities is a line-management function. Therefore, achieving performance-based training requires commitment from the organization for which training is provided. This commitment includes making subject matter experts (SMEs) available for participation in and review of the products of the performance-based training process. It also includes budgeting and scheduling the time required for both initial and continuing training.
This commitment must be made by senior management from the beginning. Management must get involved at the start to ensure that they are not only cognizant of ongoing activities but are also involved to the degree necessary to thoroughly understand the process. Policies implemented and support demonstrated by senior management provide the driving force to ensure that training programs receive the attention that is imperative, if facility training programs are to be successful.