Training/Evaluation Standard (TES)

DOE-STD-1012-92

OJT instructors can tailor their training to meet the needs of each trainee. This is

possible because the instructor has the option to change the pace, order, depth, and the length

of instruction to allow the trainee to best learn the task.

3.2.2.2 Potential Disadvantages of the OJT Setting. Not everyone can be an OJT

instructor. They must be effective communicators and possess technical and training skills to

conduct OJT and evaluate trainee achievement of the learning objectives. OJT instructors

must also be highly motivated.

In some instances the learning process could be improved or enhanced if the order of

task elements could be changed, but this is usually not possible. In some cases the instructor

cannot isolate one difficult task element and is unable to provide additional training where

that element can be repeated until acceptable performance is accomplished.

The actual job site may not present the best place for training. The equipment at the

job site may not be available for a length of time sufficient to conduct OJT. Training may

have to take a "back seat" to the requirements for production; that is, the equipment may

simply not be available for training due to production goals or commitments.

The cost of OJT may be high. OJT is usually conducted one-on-one, and this method

of training and performance testing takes a great deal of time. In some cases, an instructor

can train more than one trainee; however, trainee performance tests should always be done

one-on-one.

Certain equipment may be dangerous in the hands of a trainee, even if closely

supervised. (A simulator training setting would be a more desirable setting for tasks that fall

in this category.) There is also a small chance that a trainee may damage equipment in the

process of learning how to operate it.

3.2.3 Training/Evaluation Standard (TES)

A Training/Evaluation Standard is developed for each task selected for training (TAP

2 contains detailed instructions and procedures for the development of a TES). The TES

specifies elements, criteria, and conditions required for adequate task performance. Each

TES contains two parts: a training standard and an evaluation standard. The training

standard contains the task title and number, the terminal and enabling learning objectives,

and any applicable references. The information in the training standard is used to establish

entry-level requirements and forms the basis for training development activities. The

evaluation standard contains a performance test that includes prerequisites, amplifying