Design.

DOE-STD-1077-94

Verification analysis;

Document or procedure analysis;

Table-top methods using nominal group techniques and consensus decision-

making; and

More detailed task analysis methods.

The task/content analysis is usually conducted in conjunction with the design and

development phases and results in job knowledge and skill requirements being incorporated

directly into terminal and/or enabling objectives.

5.2 Design. During the design process, the overall direction and desired outcomes of

the training program are determined. Terminal objectives are developed using the data

obtained during the analysis phase. Additionally, training/evaluation standards are

developed to provide guidance for on-the-job training. The skills and knowledge identified

in the task analysis process are translated into enabling objectives. These are organized

into instructional units and sequenced to aid the learning process. The objectives form the

"blueprint" which guides the development of all training materials, tests, and delivery

strategies. Additional activities during the design process include development of a

program description, test items, and examinations.

5.3 Development. All materials produced during the development process are based

on the training program's design. The development of lesson plans and guides, training

aids, and student materials is also completed during development. Development of

additional enabling objectives, test items, rewording of objectives, etc., may also occur

during this process. Both technical and instructional reviews of the products of program

development are conducted. Recommendations are incorporated as necessary to assure

that program content is both technically and educationally sound. All of the materials

developed in this process should be reviewed and approved by the appropriate line

manager (e.g., Operations Manager for operator programs, Maintenance Manager for

maintenance programs).