Action

DOE-HDBK-1200-97

In the presence of an entry condition for an emergency operating procedure

and without prompting

Given alternative combinations of alarms and annunciators

These condition statements can be combined with template action and standard statements

to form complete objectives. Additional template condition statements are provided in the

Appendix.

Instructional design is affected by the conditions stated in the learning objective. When

teaching cognitive, psychomotor, or affective content, the instructional activities should

approximate the actual conditions of performance.

2.2 Action

The action statement is the nucleus of the objective and should therefore describe exactly

the performance required of the trainee on the job. It should be precise, observable, and

should be based on the task, element, skill, or knowledge statements resulting from the

analysis of the task. The action statement consists of an implied subject (you), a verb, and

the verb's object. The following action statements illustrate this format:

Perform cardiopulmonary resuscitation

Verify that the motor-operated valve torque limit switches are set

Evaluate and document the situation

Prescribe and implement the correct immediate action

Diagnose and respond to facility conditions

The action statement should ensure that the performance described matches the task. In

some cases (as with terminal objectives) it is a restatement of the task itself. In other

cases, the action statement may be derived from the element, skill, and/or knowledge

statements identified as part of a task analysis.

The knowledge items can be translated into cognitive actions that can be measured in the

classroom. For example, although the action "Know the xenon concentration of ..." cannot

be measured, "State the xenon concentration ..." can be measured. Element and skill items