Simulate

DOE-HDBK-1200-97

Example:

Given a coolant rupture simulation, record the immediate action steps

taken by a Reactor Operator using the simulator.

Simulate

Simulating the performance of a task enables the trainee to try the behavior in a controlled

environment that permits error, provides feedback, and refines performance. Example verbs

at this level are simulate, show, or practice.

Example:

Given the Loss of Flow Simulator and the prescribed action conditions,

simulate the Reactor Operator actions required for a coolant rupture in

accordance with the procedure.

Performance

Performance of the task is the third level of psychomotor learning objectives. At this stage,

trainees have developed competency through observation, practice, and/or simulation and

are capable of demonstrating the learned behavior. The performance of an objective or

learned task should occur in the actual setting in which the task normally takes place or at a

location as similar as possible to the actual setting. Example verbs include assemble, operate,

or repair.

Example:

Given all necessary tools, materials, and the procedure, disassemble an

Air Joy WG09 air compressor in accordance with the procedure.

3.3 Affective Learning Objectives

Affective objectives define the attitudes and values associated with reliable job

performance. They identify the non-technical aspects of effective performance by

communicating company policy and culture.

Company policy, ethics, and professional standards are sources of affective learning

objectives. The use of affective learning objectives can reinforce the culture of a facility by

making company values visible. In so doing, affective learning objectives contribute to