Effective Training

DOE-HDBK-1074-95

What is the performance problem?

What is the desired performance?

Will training help to bring current performance to the desired level?

Management must recognize and consider other factors which impact

performance that may not be corrected with training. Factors such as quality

of procedures, human factors, management style, and the work environment

also affect performance. This assessment is part of the systematic approach

to training and is referred to as a training needs analysis.

1.3

Effective Training

The goal of training is to develop and maintain a competent work force. A

systematically established program which accomplishes this goal meets DOE

expectations. A graded approach that uses alternatives to traditional

systematic training techniques is acceptable and encouraged.

There are several traditional systematic approaches to training including

Performance-Based Training (PBT), Instructional Systems Design (ISD), and

Criterion Referenced Instruction (CRI). These approaches all have common

elements that are:

Job Based. Training focuses on the job (i.e., the tasks and the

criteria/standards necessary for proper performance).

Sequential. The program (every lesson and every lesson plan) is

logically and sequentially integrated.

Tracked. A tracking system (such as the task to training matrix

described in DOE HDBK-1078-94, Training Program Handbook: A

Systematic Approach to Training) is established which allows changes

and updates to training materials to be accommodated efficiently.

Evaluated. Evaluation and corrective action allows continuous

improvement and maintenance of training information that reflects

current status and conditions.

Grading of training efforts and using alternatives to the more traditional SAT

techniques should not be misconstrued to mean a reduction in quality.

Rather, the level of detail and formality are tempered by factors such as

hazard and risk, cost-benefit, and productivity. Regardless of the hazard