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DOE-STD-1012-92
facility.
TAP 2 contains procedures which enable contractors to systematically determine their
training needs, develop and maintain valid task lists, and select tasks to be trained on for
each position or job classification.
TAP 2 recommends that each validated task list be entered into a Task-to-Training Matrix
which allows training to be tracked for each task. This enables the systematic revision of
training due to facility and/or procedural changes.
3.2 Design Phase
Design phase activities include among other things the writing of terminal objectives,
the selection of appropriate training settings, the development of a Training/Evaluation
Standard (TES) for each task selected for training, and the writing of a Training
Development and Administrative Guide (which is a management tool for the administration
of an individual training program). It is during the development of the TES that the bulk of
the tasks are analyzed, enabling objectives written, and decisions made regarding how
training will be conducted and evaluated.
3.2.1 Writing Terminal Objectives
When writing a terminal objective, the training setting must be considered. The
selected setting should be consistent with the task, but balanced against available resources
and facility constraints. Guidance on writing learning objectives is contained in TAP 2 and
the DOE Guide to Good Practices for Developing Learning Objectives.
3.2.2 The OJT Setting
Instructional technologists (designers/developers) should be aware of the potential
advantages and disadvantages of OJT when selecting training settings. Though OJT has its
drawbacks, the advantages normally far outweigh the disadvantages. By knowing the
advantages and how to mitigate the disadvantages, the instructional technologist can make
better training setting selection decisions.
3.2.2.1 Advantages of the OJT Setting. Training takes place in the actual work
environment. This is very significant--the trainee is surrounded with the sights, sounds,
smells, etc., of the job. Nothing is left to the trainee's imagination. The instructor
demonstrates the task at the job site using the same tools and/or equipment the trainee will
use to perform the task. The trainee then practices the task and gains hands-on experience.
6


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