Determine Amplifying Conditions and Standards

DOE-HDBK-1078-94

especially helpful when evaluating an existing program since it allows

comparison of existing job incumbent training level to the desired level.

It should be noted that entry-level testing is optional and can be affected by

contractual agreement. It is essential, however, that a system be in place to

enable verification that trainees meet the established entry-level requirements.

The system should include a course of action for those personnel who fail to

meet the requirements.

3.2.5 Determine Amplifying Conditions and Standards. The conditions and

standards stated in the terminal objective may need further clarification to allow

proper evaluation of task performance. For this reason, any additional

conditions or standards that serve to amplify the terminal objective or individual

task elements should be listed in the TES. Care should be exercised to ensure

that the additional conditions and standards do not change the intention of the

terminal objective.

Ideally, the conditions and standards applied during training and testing should

be identical to those existing during actual task performance. However, if

some testing constraints were determined to exist, the conditions and standards

used during training will be a compromise. Although a compromise, the

conditions and standards applied during training and testing must be designed

to be the best possible assessment of the trainee's ability to perform the task

under actual conditions.

3.2.6 Write Enabling Objectives. Enabling objectives are learning objectives that

support the terminal objective. They include the critical components of

performance, conditions, and standards. Enabling objectives should be written

directly from the KSAs required for element performance. Any identified

KSAs that are not included in the entry-level requirements must be

incorporated into an enabling objective. See Attachment 11, "Guidelines for

Writing Learning Objectives," for information on how to write learning

objectives.

Enabling objectives should be sequenced logically, moving from simple to

complex, and from lower to higher levels of learning. Often, the required

sequence will drive the outline and content of the lesson plan and other

training material. If TESs are developed for all tasks identified for a

particular training program, enabling objectives that are common to several

tasks may be grouped into one lesson of instruction. This grouping can

increase the efficiency and cost effectiveness of a training program by

reducing duplication. For this reason, a computerized system that can sort

by enabling objective title can be invaluable.