Sequencing Objectives cont'd

DOE-HDBK-1200-97

performance sequence during training so that the easy steps are mastered before the

difficult ones. After all the individual steps are learned, the task is practiced in the sequence

defined in the applicable procedure.

Further organization may be based on other relationships that exist among learning

objectives. Some objectives may have a common factor in that they may be related

because they refer to similar performances or share some basic knowledge. Such objectives

should be grouped together to improve learning effectiveness.

Other learning objectives may have a dependent relationship. It may be necessary to master

one objective before it is possible to master another. When sequencing objectives of this

type, it is important to present the objective that is dependent on some prior learning later in

training.

Still other learning objectives may have a supportive relationship. It may occur that mastery

of one objective can help in the mastery of another. These objectives can be grouped in

parallel. An example of supportive objectives in parallel is the two paths of enabling

objectives shown in Figure 1.

Finally, there may be learning objectives dealing with skills and knowledge that are unrelated

to each other. In this instance, there may be objectives independent of one another that

can be taught in any order. Objectives of this type may be included with dependent or

supportive objectives in cases where appropriate.

Developing "organization charts" that show the logical relationships among learning

objectives is an effective method of sequencing objectives. Show the completed

organization chart to others and revise it as appropriate. Figure 1 shows an example

"organization chart" demonstrating the relationships between enabling objectives and the

terminal objective. This example uses the concept of personnel protection and work

planning to organize learning objectives into two supportive paths. Within these paths,

dependent learning objectives move from basic (bottom) to advanced (top) information.

Radiation work permit requirements and minimizing radiation exposure learning objectives

establish the foundations for the more advanced paths of handling lost or off-scale

dosimetry and responding to conditions different from those described in the radiation work