Using DOE-HDBK-1200-97, Guide to Good Practices for Developing Learning
Objectives, describe the process for developing learning objectives stressing
Development and validation of learning objectives;
Differences between terminal and enabling learning objectives;
Attributes of well-written objectives; and
Grouping and sequencing of learning objectives.
Describe and differentiate the design features for the various training settings
(including technology-supported learning) that may be selected when designing a
Prepare the learning objectives and identify the corresponding media, method, or
setting for an assigned training program or course.
Technical training personnel shall demonstrate a working level knowledge of the
process, techniques and methodology associated with training material
Supporting Knowledge and/or Skills
Explain why formal and documented training materials are necessary in a formal,
systematic approach to training process.
Explain the relationship between learning objectives, training materials, and the
presentation of instruction.
Using DOE-HDBK-1078-94, describe the attributes, content and format of available
Using DOE-HDBK-1078-94, describe the attributes, content, and format of lesson
Using DOE-HDBK-1078-94, describe the attributes, content, format, and selection
of training support material.
Describe the advantages and disadvantages of traditional and nontraditional (such
as technology-supported learning) delivery systems, associated materials and
media, and such issues as cost and scheduling.
Using the results of a training needs assessment or job analysis, develop a course
outline, learning objectives, and a lesson plan to reflect the required knowledge and
Develop training materials to support the presentation of an assigned classroom,
self-study, or laboratory training session.
Describe the methods used to validate training prior to implementation.