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DOCUMENT RESUME
ED 349 459 CE 061 975
AUTHOR Hamdan, Mohamed ZiadTITLE Reformation Design of Training. A Handbook with a
Behavioral Digital Approach.PUB DATE 92NOTE 153p.
AVAILABLE FROM Modern Education House, P.O. Box 815365, Jabal,Amman, Jordan ($6; quantity price $4).
PUB TYPE Guides Non-Classroom Use (055)
EDRS PRICE MF01/PC07 Plus Postage.DESCRIPTORS *Curriculum Development; Educational Technology;
Evaluation Criteria; *Instructional Design; *LaborForce Development; *Needs Assessment; *On the JobTraining; Organizational Development; PostsecondaryEducation; Program Evaluation; ProgramImplementation; Skill Development; Trainers;*Training Methods; Training Objectives
ABSTRACTThis handbook, which presents a design-based approach
to training, leads training professionals through a process fordeveloping employee training programs based on a behavioral digitalapproach. (The design approach is a scientific methodology built onthree principles: the systematization, behaviorism, andquantification of training.) The handbook is organized in threeparts: (1) Professional Needs Assessment for Renewal/Training; (2)Designing the Training Program; and (3) Designing ProgramDissemination and Evaluation. The four chapters contained in part 1cover the following topics: the reformation design of training,professional needs assessment of a job, professional needs assessmentof an organization and its employees, and unifying professional needsand establishing behavioral digital bases of training design. Thethree chapters of part 2 discuss the design of the trainingcurriculum (goals, knowledge and achievement activities), designingthe instruction of training (methods, media, and technologies), andthe design of human and material services. The topics of the twochapters of the final part are: designing the training document,program marketing, and preparation for implementation; and designingthe evaluation of training. The handbook includes 49 references andan index. (KC)
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AeploaucLIons suppilea US, Whb are tne nest tnat can De madefrom the original document.
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tft
RE
FO
RM
AT
ION
DE
SIG
NO
FT
RA
ININ
G
AH
andb
ook
with
AB
ehav
iora
lD
igita
lA
ppro
ach
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amed
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dH
amda
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h.D
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rofe
ssor
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duca
tion
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side
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f Mod
ern
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catio
n H
ouse
.
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. DE
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RT
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ED
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hce
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ouca
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RM
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ION
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inor
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nges
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e be
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ucto
n W
ield
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nts
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oew
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u-m
ent d
o no
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ES
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ly r
epre
sent
oftic
iai
OE
ftt p
usat
on o
r 1,
01,C
Y 2
Mod
ern
Edu
catio
n H
ouse
For
Pub
lishi
ng,
Con
sulta
tion
&T
rain
ing
AM
MA
N -
JO
RD
AN
Cop
yrig
ht ©
199
2by
the
Aut
hor
and
Mod
ern
Edu
catio
nH
ouse
. All
righ
ts r
eser
ved.
PE
ST
CO
PY
HA
RA
RE
"PE
RM
ISS
ION
TO
RE
PR
OD
UC
E T
HIS
MA
TE
RIA
L H
AS
BE
EN
GR
AN
TE
DB
YT
he A
utho
r:P
rofe
ssor
Moh
amed
Zia
d H
amda
n(P
H.D
.); a
ndT
he P
ublis
her:
Mod
ern
Edu
catio
nH
ouse
TO
TH
EE
DU
CA
TIO
NA
LR
ES
OU
RC
ES
INF
OR
MA
TIO
NC
EN
TE
R(E
RIC
)."
MO
DE
RN
ED
UC
AT
ION
HO
US
EP
.O.B
ox 8
1536
5Ja
bal A
mm
anT
elex
214
10S
hepe
rdF
ax 0
0962
(6)
6845
61 /
6867
90A
MM
AN
- J
OR
DA
N
is
3
Con
tent
sP
art I
: Pro
fess
iona
l Nee
ds A
sses
smen
tF
or R
enew
al /
Tra
inin
g.
Cha
pter
IV: U
nify
ing
Pro
fess
iona
l Nee
ds a
nd E
stab
lishi
ngB
ehav
iora
l Dig
ital B
ases
of T
rain
ing
Des
ign.
Intr
oduc
tion
43
Tra
inin
g/R
enew
al N
eeds
of E
mpl
oyee
s, O
rgan
izat
ion
43C
hapt
er I:
Pro
logu
e: T
he R
efor
mat
ion
Des
ign
of T
rain
ing.
and
Job
A B
rief I
llust
ratio
n.In
trod
uctio
n.2
Uni
fyin
g P
rofe
ssio
nal N
eeds
of t
he E
mpl
oyee
s, th
e O
r-45
The
His
tory
of T
rain
ing
- A
Sho
rt S
umm
ary.
3ga
niza
tion
and
the
Job.
Cur
rent
Pro
blem
s of
Tra
inin
g.5
Tra
nsfo
rmin
g U
nifie
d N
eeds
into
Pro
fess
iona
l Tas
ks a
nd47
The
Ref
orm
atio
n D
esig
n of
Tra
inin
g-
A B
rief i
llust
ratio
n.9
Act
s.
Fou
ndat
ions
of t
he R
efor
mat
ion
Des
ign
of T
rain
ing.
....
......
11A
sses
smen
t of F
ield
Tim
e N
eces
sary
for
Impl
emen
ting
48T
he M
etho
dolo
gy o
f Dev
elop
ing
the
Ref
orm
atio
n D
esig
n12
Job
Act
s.of
Tra
inin
g.A
sses
smen
t of T
rain
ing
Per
cent
ages
of A
cts
and
thei
r49
Wha
t Com
es N
ext?
13P
aral
lel A
mou
nts
of T
ime
with
in a
Pro
gram
.
Ass
essm
ent o
f Sub
-beh
avio
rs w
ithin
Job
Act
s &
The
ir54
Cha
pter
H: P
rofe
ssio
nal N
eeds
Ass
essm
ent o
f Job
.P
aral
lel T
rain
ing
Per
iods
with
in a
Pro
gram
.In
trod
uctio
n.15
Wha
t Com
es N
ext?
56T
he C
once
pts
of P
rofe
ssio
nal D
escr
iptio
n an
d A
naly
sis.
15
The
Con
cept
of p
. Job
.16
Pro
fess
iona
l Nee
ds A
sses
smen
t of a
Job
for
Ren
ewal
18P
art I
!: D
esig
ning
the
Tra
inin
g P
rogr
am.
Wha
t Com
es N
ext?
28
Cha
pter
III:
Pro
fess
iona
l Nee
ds A
sses
smen
t of O
rgan
iza-
tion
and
Em
ploy
ees.
Intr
oduc
tion.
The
Con
cept
of O
rgan
izat
ion.
The
Con
cept
of a
n E
mpl
oyee
.
Pro
fess
iona
l Nee
ds A
sses
smen
t of O
rgan
izat
ion
and
Em
ploy
ees
for
Ren
ewal
/Tra
inin
g.
Wha
t Com
es N
ext?
.
4
29 29 30 33 42
Cha
pter
V: T
he D
esig
n of
Tra
inin
g C
urric
ulum
- T
heG
oals
, Kno
wle
dge
and
Ach
ieve
men
t Act
ivi-
ties.
Intr
oduc
tion.
58
The
Des
ign
of T
rain
ing
Goa
ls.
58T
he D
esig
n of
Tra
inin
g K
now
ledg
e.65
The
Des
ign
of A
chie
vem
ent A
ctiv
ities
.67
Wha
t Com
es N
ext?
73
iv5
Cha
pter
VI:
Des
igni
ng th
e In
stru
ctio
nof
Tra
inin
gM
etho
ds, M
edia
& T
echn
olog
ies.
Intr
oduc
tion.
75C
once
pts
and
Typ
es o
f Tra
inin
g M
etho
ds.
76S
elec
tion
Crit
eria
of T
rain
ing
Met
hods
.77
A S
ampl
e of
Met
hods
use
d in
Tra
inin
g.78
Sel
ectio
n an
d D
escr
iptio
n of
Met
hods
for
Tra
inin
g.79
The
Con
cept
and
Typ
es o
f Tra
inin
g M
edia
and
Tec
h-81
nolo
gies
.S
elec
tion
Crit
eria
of M
edia
and
Tec
hnol
ogie
s fo
r T
rain
ing.
82S
elec
tion
and
Des
crip
tion
of M
edia
and
Tec
hnol
ogie
s fo
r82
Tra
inin
g.
Mot
ivat
iona
l Prin
cipl
es o
f Pro
fess
iona
l Int
erac
tion
in T
rain
-in
g.
Prin
cipl
es a
nd T
echn
ique
s of
Org
aniz
ing
Tra
inee
s an
dT
rain
ing
Ser
vice
s.
Wha
t Com
es N
ext?
9083 85
Cha
pter
VII:
The
Des
ign
of H
uman
and
Mat
eria
l Ser
vice
s.In
trod
uctio
n.91
Sel
ectin
g an
d D
escr
ibin
g P
rimar
yT
rain
ing
Per
sonn
el.
91S
elec
ting
and
Des
crib
ing
Sup
port
Tra
inin
g P
erso
nnel
.93
Sel
ectin
gan
dD
escr
ibin
g T
rain
ing
Fac
ilitie
s 'a
nd95
Equ
ipm
ents
.
Sel
ectin
g an
d D
escr
ibin
g T
rain
ing
Mac
hine
ry a
nd M
a-te
rials
.
Ass
essi
ng th
e O
vera
ll B
udge
t of T
rain
ing.
99D
esig
ning
the
Tim
e T
able
/Pro
gram
Gui
deof
Tra
inin
g.10
2Q
ualit
ativ
e C
riter
ia fo
r S
elec
ting
Hum
anS
ervi
ces
Nee
ded
104
by T
rain
ing.
Wha
t Com
es N
ext?
105
Par
t Ill:
Des
igni
ngP
rogr
am D
isse
min
atio
n an
dE
valu
atio
n.
Cha
pter
VIII
: Des
igni
ng th
eT
rain
ing
Doc
umen
t, P
rogr
amM
arke
ting
and
Pre
para
tion
for
Impl
emen
ta-
tion.
Intr
oduc
tion.
107
Writ
ing
the
Tra
inin
g D
ocum
ent.
107
The
Des
ign
of P
rogr
amM
arke
ting.
117
Pre
para
tion
for
Pro
gram
Impl
emen
tatio
n.11
7W
hat C
omes
Nex
t?11
9
Cha
pter
IX: D
esig
ning
the
Eva
luat
ion
of T
rain
ing
-P
rogr
am's
Pro
duct
ivity
and
Val
idity
.In
trod
uctio
n.
Typ
es a
nd P
urpo
ses
of T
rain
ing
Eva
luat
ion.
Mea
sure
s an
d T
ools
of T
rain
ing
Eva
luat
ion.
Sam
ple
Too
ls o
f Tra
inin
g E
valu
atio
n.
Eva
luat
ion
of P
rogr
am's
Pro
duct
ivity
with
Cos
t - B
enef
itA
naly
sis.
Eva
luat
ing
Pro
gram
's V
alid
ity &
Dec
idin
g up
on it
s F
utur
e.W
hat C
omes
Nex
t?
121
121
123
124
128
137
138
97R
efer
ence
s13
9
6
Inde
x14
3
vi7
Pref
ace
Inse
rvic
e tr
aini
ng a
s a
form
of c
ontin
uing
edu
catio
n is
vita
l to
pro-
fess
iona
l suc
cess
as
its c
ount
erpa
rt -
the
pre-
serv
ice
prep
arat
ion.
Whi
le th
e la
st in
trod
uces
the
pers
on to
new
kno
wle
dge,
pro
fes-
sion
s or
ski
lls, i
nser
vice
trai
ning
on
the
othe
r ha
nd m
aint
ains
afte
r-w
ards
thes
e pr
ofes
sion
al in
puts
, up
date
s th
em a
nd im
plan
ts n
ew
ones
whe
reve
r th
is d
eem
s ne
cess
ary
.
Des
pite
the
imm
ense
tech
nolo
gica
l adv
ance
s an
d th
e ex
plos
ion
of
know
ledg
e th
at c
hara
cter
ize
man
y as
pect
s of
con
tem
pora
ry li
fein
-
serv
ice
trai
ning
is s
till l
acki
ng o
f a tr
uly
disc
iplin
ed o
pera
tiona
l met
ho-
dolo
gy. I
t is
suffe
ring
from
bei
ng d
iscr
iptiv
e in
nat
ure,
sub
ject
ive
inco
nduc
t and
som
ewha
t an
open
- e
nded
act
ivity
.
Wha
t tra
inin
g re
ally
nee
ds is
an
acco
unta
ble
met
hodo
logy
by
whi
ch
all p
rofe
ssio
nal a
cts
from
nee
ds a
sses
smen
t to
eval
uatio
n of
pro
duc-
tivity
, can
be
scie
ntifi
cally
and
sys
tem
atic
ally
pla
nned
, dev
elop
ed a
ndim
plem
ente
d. T
his
hand
book
pre
sent
s a
new
app
roac
h in
this
line
that
is b
ehav
iora
l , d
igita
l and
ope
ratio
nal i
n st
ruct
ure;
sat
isfy
ing
as e
x-
pect
ed th
e w
orki
ng n
eeds
of t
he e
mpl
oyee
, the
org
aniz
atio
n an
d th
e
job
.. th
e tr
io d
eter
min
ing
fact
ors
of a
ny tr
aini
ng e
ndea
vor
.
The
pra
ctic
al a
nd a
cade
mic
val
idity
and
rel
iabi
lity
of th
e ap
proa
ch
wer
e te
sted
by
the
Aut
hor
thro
ugh
the
impl
emen
tatio
n of
two
prof
es-
sion
al p
rogr
ams:
"S
peci
alis
ts o
f Tra
inin
g" a
nd M
anag
ers
of 'T
rain
ing
Adm
inis
trat
ions
". T
he r
esul
ts w
ere
high
ly e
ncou
ragi
ng .
Whi
le th
e ap
proa
ch is
bel
ieve
d to
be
diffe
rent
from
wha
t is
avai
labl
e
in th
e fie
ld ,
it op
erat
es w
ith a
bout
thirt
y fo
rms
; lea
ding
whe
n us
ed s
ys-
tem
atic
ally
to a
trai
ning
pro
gram
that
is v
alid
, ac
coun
tabl
e an
d ef
fe-
dent
.
8vi
i
Mor
e va
lidity
and
rel
iabi
lity
test
ing
of th
e ap
proa
ch is
esse
ntia
l how
-
ever
, to
prov
e its
fina
l wor
kabi
lity
in d
iffer
ente
nviro
nmen
ts u
nder
var
-
ied
cond
ition
s. T
here
fore
, tra
inin
g pa
rtie
s ar
e w
elco
med
topr
ovid
e
than
kful
ly th
e A
utho
r w
ith a
ny fe
edba
ck c
once
rnin
g th
is m
atte
r.M
ore-
over
,if
addi
tiona
l cla
rific
atio
ns o
r tr
aini
ng a
ssis
tanc
ere
gard
ing
the
appl
icat
ion
of th
e ap
proa
ch a
re n
eede
d, c
onta
cts
with
the
Aut
hor
are
also
wel
com
ed o
n th
e st
ated
add
ress
of J
orda
n.
Fin
ally
, spe
cial
than
ks s
houl
d go
to D
r. K
aren
L. M
arcu
m,
the
dire
c-
tor
of th
e A
mer
ican
Lan
guag
e C
ente
r in
Am
man
-Jo
rdan
for
read
ing
the
man
uscr
ipt a
nd m
akin
g lin
guis
tic a
nd ty
ping
corr
ectio
ns. T
he fi
nal
lang
uage
and
aca
dem
ic q
ualit
ies
of th
e te
xt r
emai
n ho
wev
er,t
he s
ole
resp
onsi
bilit
y of
the
Aut
hor.
VIII
M.Z
H.
May
29
, 199
2
Part
I:
Prof
essi
onal
Nee
ds A
sses
smen
t For
Ren
ewal
/ T
rain
ing
1. P
rolo
gue:
The
Ref
orm
atio
n D
esig
n of
Tra
inin
g.2.
Pro
fess
iona
l Nee
ds A
sses
smen
t of J
ob.
3.P
rofe
ssio
nal N
eeds
Ass
essm
ent o
fO
rgan
izat
ion
and
Em
ploy
ees.
4.U
nify
ing
Pro
fess
iona
l Nee
ds a
nd E
sta-
blis
hing
the
Beh
avio
ral D
igita
l Bas
es o
fT
rain
ing
Des
ign.
101
Cha
pter
1
Prol
ogue
: The
Ref
orm
atio
n D
esig
n of
Tra
inin
g
Intr
oduc
tion
Tra
inin
g is
a d
irect
app
roac
h to
edu
catio
n.It
conc
erns
itse
lf w
ith th
ebe
havi
oral
dev
elop
men
t of i
ndiv
idua
ls b
y br
ingi
ng th
eir
inad
equa
tepr
ofes
sion
al s
tatu
s to
its
requ
ired
leve
l of p
erfo
rman
ce.
Tra
inin
g al
so is
a b
ehav
iora
l ope
ratio
nal a
ct, n
eces
sita
ting
sim
ulta
-ne
ousl
y th
e ap
plic
atio
n of
bot
h th
eore
tical
and
pra
ctic
al k
now
ledg
e.It
diffe
rs fo
r ex
ampl
e fr
om s
choo
l edu
catio
n w
here
cog
nitiv
e-
arm
chai
rep
iste
mol
ogy
is d
omin
ant
.
Tra
inin
g m
oreo
ver
conc
entr
ates
on
real
ity, o
r on
the
felt
need
sof
empl
oyee
s, o
rgan
izat
ion
and
/ or
job,
whe
ther
thes
e ne
eds
belo
ng to
the
pres
ent o
r im
med
iate
futu
re.
Cur
rent
lite
ratu
re o
n tr
aini
ng, t
houg
h co
ntai
ns tr
emen
dous
info
rma-
tion
conc
erni
ng: g
oals
, ski
lls, s
teps
/ st
ages
, met
hods
, med
ia, t
echn
ol-
ogie
s, s
uppo
rt s
ervi
ces,
mer
its a
nd p
robl
ems,
is c
onsi
dere
dve
ry u
se-
ful f
or u
nder
stan
ding
and
gui
ding
trai
ning
act
s, h
owev
er, i
tis
see
nge
nera
lly in
-ope
ratio
nal.
It st
ops
shor
t fro
m p
rovi
ding
trai
ning
spec
ial-
ists
with
obj
ectiv
e an
d ra
tiona
l mec
hani
sm b
y w
hich
they
cou
ldsc
ient
if-ic
ally
pla
n, c
onst
ruct
and
impl
emen
t a p
rofe
ssio
nal d
evel
opm
ent
pro-
gram
.It
is n
otic
ed in
this
con
text
, tha
t whi
le s
ome
sour
ces
(1)
appe
ar to
be
som
ewha
t ope
ratio
nal,
e.g
Abe
lla (
1989
), F
reed
man
and
Yar
brou
gh(1
985)
, and
Rog
off (
1987
), m
any
othe
rsar
e st
ill e
xclu
sive
ly d
escr
ip-
tive,
inco
here
nt a
nd o
pen
- en
ded
trea
tmen
ts o
f tra
inin
g. H
ence
, the
yar
e in
com
patib
le w
ith th
e te
chni
cal,
beha
vior
al a
nd s
tric
tly ti
me-
boun
dac
ts o
f tra
inin
g.W
hat t
rain
ing
actu
ally
nee
ds is
an
acco
unta
ble
and
inte
grat
edlit
era-
ture
, spe
cific
and
con
cise
in la
ngua
ge, i
nstr
umen
tal i
n m
etho
dolo
gy,
and
mea
sura
ble
in c
onte
nt a
nd p
rodu
cts.
Insu
m: a
dow
n-to
-ear
th o
p-er
atio
nal l
itera
ture
.T
he r
atio
nal m
etho
d to
ach
ieve
thes
e qu
aliti
et, i
n tr
aini
ngis
pos
si-
ble
thro
ugh
cont
rolin
g th
e qu
ality
of i
ts a
ttrib
utes
:pr
ogra
ms
and
exe-
2
11
cutio
n. A
nre
limin
ary
tool
by
whi
ch o
ne c
ould
exe
rt h
is p
rofe
ssio
nalis
min
this
reg
ard
is e
mbe
dded
in th
e ar
t and
sci
ence
of d
esig
ning
.D
esig
ning
is p
roba
bly
the
first
act
that
God
use
d in
cre
atin
g th
e un
i-ve
rse.
Tra
inin
g, w
ithou
t des
igni
ng, w
ill n
ot le
ad to
pro
fess
iona
l dev
el-
opm
ent o
f peo
ple
in th
e pr
oper
sen
se. W
ith p
oor
desi
gnin
g, th
ere
coul
d be
man
y lo
sses
in m
anpo
wer
, tim
e, e
ffort
s, lo
gist
ics
and
out-
com
es.
Thu
s, c
onsi
derin
g th
e ul
timat
e im
port
ance
of d
esig
n fo
r tr
aini
ng,
this
boo
k pr
esen
ts a
sys
tem
atic
beh
avio
ral a
nd d
igita
l app
roac
h. It
isho
ped
that
the
new
ly d
evel
oped
met
hodo
logy
is c
apab
le o
f ref
orm
ing
the
desi
gnin
g pr
oces
ses
of tr
aini
ng, h
elpi
ng s
peci
alis
ts to
pul
l tog
eth-
er th
e va
rious
pie
ces
of tr
aini
ng d
ata,
fact
ors
and
activ
ities
, and
to o
b-ta
in, c
onse
quen
tly, t
he p
rofe
ssio
nal d
evel
opm
ent p
rogr
ams
whi
chth
ey s
eek
to a
chie
ve.
The
His
tory
of T
rain
ing
- A
Sho
rt S
umm
ary
Tra
inin
g, li
ke te
achi
ng, i
s a
preh
isto
ric(2
) an
d st
ill p
ersi
stin
g hu
man
activ
ity. I
t occ
upie
d a
good
par
t of d
aily
act
iviti
es o
f ear
ly s
ettle
men
ts o
fhu
man
kin
d, p
roba
bly
with
the
esta
blis
hmen
t of h
untin
g co
mm
uniti
esdu
ring
the
Old
Sto
ne A
ge, a
mill
ion
or m
ore
year
s ag
o.O
ne c
ould
als
o in
fer
from
his
tory
that
prim
itive
man
of t
he S
tone
Age
, ini
tiate
d th
e fir
st ty
pe o
f tra
inin
g, th
at is
the
Info
rmal
met
hod,
to h
elp
his
offs
prin
gs a
nd fe
llow
men
dev
elop
the
basi
c lif
e sk
ills,
suc
has
: mak
ing
ston
e w
eapo
ns, a
nim
al s
kin
dres
ses,
woo
d ut
ince
ls a
nddw
ellin
gs.
With
the
adve
nt o
f The
Mod
em S
tore
Age
, abo
ut 7
000-
3000
B.C
,ne
w h
uman
dev
elop
men
ts h
ad e
mer
ged
with
in th
e re
alm
of t
rain
ing,
such
as:
the
writ
ten
lang
uage
, agr
icul
tura
l set
tlem
ents
, bot
tery
indu
s-tr
y an
d do
mes
ticat
ion
of a
nim
als.
Des
pite
of a
ll th
ese
deve
lopm
ents
,tr
aini
ng is
bel
ieve
d to
hav
e re
mai
ned,
dur
ing
this
long
per
iod
of h
u-m
an h
isto
ry, a
n in
form
al la
bor.
The
sec
ond
prin
cipa
l shi
ft in
the
stat
us o
f tra
inin
g ca
me
abou
t to-
war
d th
e be
ginn
ing
of r
ecor
ded
hist
ory
arou
nd 3
000
B.C
. Dur
ing
this
era,
the
popu
larly
org
aniz
ed m
etho
d by
mea
ns o
f app
rent
ice-
ship
, was
wid
ely
prac
ticed
in M
esop
otam
ia. T
he u
se o
f thi
s m
etho
d,w
hich
is s
till e
ffect
ive
for
the
cond
uct o
f tra
inin
g un
til to
day,
was
doc
u-m
ente
d in
Bab
ylon
ia a
t the
yea
r 21
00 B
.0 (
3)
3
12
App
rent
ices
hip,
in s
pite
of t
he p
rofo
und
chan
ges
with
in h
uman
life
whi
ch to
ok p
lace
thro
ugho
ut th
e la
st fo
ur th
ousa
nd y
ears
, is
yet p
re-
vaili
ng to
a la
rge
degr
ee. A
ncie
nt, m
edie
val a
nd r
ecen
t soc
ietie
s up
toei
ghte
enth
cen
tury
, use
d ap
pren
tices
hip
as a
bas
ic p
opul
ar m
etho
dfo
r de
velo
ping
alm
ost a
ll da
ily li
fe s
kills
, fro
m fa
rmin
g, c
omm
erce
, han
dcr
afts
and
indu
stry
, spo
rts,
rea
ring
/ edu
catio
n of
the
youn
g, to
the
in-
culc
atio
n of
rel
igio
n.D
urin
g th
e ei
ghte
enth
cen
tury
how
ever
, tra
inin
g w
as tr
ansf
orm
edto
a n
ew th
ird a
ppro
ach
that
is th
e fo
rmal
met
hod.
Fro
m th
at p
erio
don
, tra
inin
g be
cam
e an
adm
inis
trat
ive,
cer
tific
ated
bus
ines
s ...
an
in-
tend
ed s
choo
ling,
and
a r
elat
ivel
y cu
rric
ular
pur
suit.
In th
e U
nite
d S
tate
s fo
r ex
ampl
e, M
orav
ian
Bro
ther
s es
tabl
ishe
d in
1745
a tr
aini
ng c
entr
e in
Bet
hleh
em P
a. T
he n
inet
eent
h ce
ntur
ym
oreo
ver
was
cha
ract
eriz
ed b
y th
e fo
unda
tion
of fa
ctor
y tr
aini
ngsc
hool
s. H
o an
d A
ssoc
iate
s, a
nd W
estin
ghou
se s
choo
ls(4
) a
re ju
st a
few
exa
mpl
es.
Thr
ough
out t
he fi
rst h
alf o
f the
twen
tieth
cen
tury
, tra
inin
g ha
d w
it-ne
ssed
furt
her
deve
lopm
ents
, cov
erin
g m
any
of it
s en
deav
ors
like
the
setti
ng u
p of
pro
fess
iona
l affi
liatio
ns (
e.g.
AS
TD
, NS
P, A
SA
P)
and
the
exte
nsiv
e us
e of
new
met
hods
(e.
g. la
bora
tory
trai
ning
, cas
e st
udie
s,pr
ogra
mm
ed tr
aini
ng a
nd d
emon
stra
tion(
5)).
Tra
inin
g be
cam
e a
mor
epl
anne
d, te
chni
cal a
nd s
tand
ardi
zed
activ
ity; t
hus,
ach
ievi
ng it
s fo
urth
maj
or d
evel
opm
ent:
the
acad
emic
met
hod
or th
e ne
o-te
chni
cal f
or-
mal
met
hod.
In a
dditi
on, t
he s
econ
d ha
lf of
this
cen
tury
, with
its
acce
lera
ting
tech
nolo
gica
l adv
ance
s, k
now
ledg
e ex
plos
ion,
and
the
feve
r of
nar
-ro
w s
peci
aliz
atio
n, h
as c
ontr
ibut
ed im
men
sely
to th
e fo
rmat
ion
of tr
ain-
ing
as a
spe
cial
ized
fiel
d of
stu
dy a
nd p
ract
ice
with
muc
h te
chno
logy
at
its d
ispo
sal.
Thi
s ne
w s
tatu
s pa
ved
the
way
for
trai
ning
to c
ryst
alliz
e its
ow
n te
r-m
inol
ogy;
and
to h
ave
also
its
own
epis
tem
olog
y, s
peci
alis
ts, a
dult
lear
ners
, pro
fess
iona
l mat
eria
ls, r
esou
rces
, fac
ilitie
s, e
quip
men
t, m
a-ch
iner
y, te
chno
logy
, med
ia a
nd m
etho
ds. T
rain
ing
at la
st h
as c
onve
rt-
ed to
a c
onte
mpo
rary
sig
nific
ant s
cien
ce: a
com
pelli
ng b
ranc
h of
the
appl
ied
scie
nces
. As
a re
sult
, tra
inin
g ha
s ac
hiev
ed it
s fif
th w
orki
ngap
proa
chth
at is
the
scie
ntifi
c m
etho
d.
413
Cur
rent
Pro
blem
s of
Tra
inin
gT
rain
ing
as a
new
ly fo
rmul
ated
sci
ence
and
pro
fess
ion,
face
s m
any
prob
lem
s in
bot
h de
velo
ped
and
deve
lopi
ng c
ount
ries.
The
se p
rob-
lem
s se
em p
rofo
und
and
com
preh
ensi
ve, c
over
ing
alm
ost
ever
y as
-pe
ct o
f hum
an e
ndea
vor.
In th
e U
nite
d S
tate
s, tr
aini
ng in
the
sphe
res
of e
duca
tion,
bus
ines
san
d pu
blic
ser
vice
s is
sev
erel
y cr
itici
zed
by a
num
ber
of s
peci
alis
ts.
One
writ
er(6
) ha
s co
nfirm
ed th
at th
e hi
stor
y of
edu
catio
nal t
rain
ing
/pr
ogra
ms
durin
g th
e la
st o
ne h
undr
ed a
nd tw
enty
five
yea
rs, a
ppea
rsto
be
dim
and
une
ncou
ragi
ng. T
he p
rofe
ssio
nal d
evel
opm
ent o
n th
ew
hole
has
bee
n ta
ken
for
gran
ted;
and
is la
ckin
g th
e ap
prop
riate
sys-
tem
atic
met
hodo
logy
. Hen
ce, t
he g
ener
ated
res
ults
are
cha
ract
eriz
edas
med
iocr
e an
d un
conv
inci
ng.
Oth
ers(
7) a
ssur
ed th
e ab
ove,
add
ing
that
trai
ners
seem
inca
pabl
eof
livi
ng u
p to
the
resp
onsi
bilit
ies
expe
cted
from
them
. Tra
inin
gpr
o-gr
ams,
too,
pro
ved
gene
rally
to b
e in
effe
ctiv
e du
e to
the
abse
nce
ofth
e th
eore
tical
and
org
aniz
atio
nal f
ram
ewor
ks w
hich
take
into
acc
ount
the
prin
cipl
es, t
heor
ies
and
rese
arch
find
ings
of a
ndra
gogy
. Mor
eo-
ver,
the
hesi
tanc
e to
app
ly o
ngoi
ng s
ocia
l, sc
ient
ific,
and
tech
nolo
gi-
cal d
evel
opm
ents
has
add
ed to
the
prob
lem
s of
the
trai
ning
fiel
d.A
fina
l crit
ical
rem
ark
conc
erni
ng th
e w
eakn
esse
s of
trai
ning
in th
eU
.S.,
is n
oted
by
the
rece
nt p
rofe
ssio
nal b
ook
of th
e A
ST
DM
. It c
ites
that
trai
ning
is s
uffe
ring
from
man
y de
ficie
ncie
s, p
artic
ular
ly in
the
real
m o
f hum
an s
ervi
ces.
Tra
inin
g pe
rson
nel,
it in
dica
tes,
are
see
min
g-ly
in n
eed
of p
rofe
ssio
nal d
evel
opm
ent a
s is
the
case
of t
heir
trad
ition
-al
cus
tom
ers:
the
trai
nees
. Ver
y fe
w o
f the
m (
e.g.
onl
y 2%
on th
e un
-de
rgra
duat
e le
vel a
nd 6
.1%
on
the
grad
uate
leve
l) ar
e fo
und
to b
epr
epar
ed p
rofe
ssio
nally
for
trai
ning
. It g
oes
on to
det
ail t
hat 8
5% o
f all
wor
king
per
sonn
el in
the
trai
ning
fiel
d ar
e re
crui
ted
from
diff
eren
toc
-cu
patio
nal a
nd a
cade
mic
bac
kgro
unds
oth
er th
an tr
aini
ng p
er s
e.T
he p
robl
ems
of tr
aini
ng in
dev
elop
ing
coun
trie
s ar
e m
ore
acut
eth
an in
thei
r de
velo
ped
coun
terp
arts
in th
e w
est.
The
rea
sons
, whi
char
e so
mew
hat u
nder
stan
dabl
e, g
o ba
ck to
the
lack
of q
ualif
ied
hum
an,
educ
atio
nal,
mat
eria
l, an
d ad
min
istr
ativ
e re
sour
ces.
Ker
rigan
and
Luk
e(1
987)
M, a
nd S
haffe
r (1
974)
(10)
offe
r a
mea
ning
ful t
reat
men
tin
this
re-
gard
.
145
Fur
ther
, Pan
Ara
b S
tate
s of
the
Mid
dle
Eas
t hav
e ex
perie
nced
, lik
em
any
othe
r de
velo
ping
cou
ntrie
s, s
ever
al p
robl
ems
in tr
aini
ng. T
heA
utho
r of
this
boo
k, a
s a
full-
time
trai
ner
durin
g 19
88/1
989
at th
e In
sti-
tute
of P
ublic
Adm
inis
trat
ion
(Riy
adh-
Sau
di A
rabi
a), u
sed
a qu
estio
n-na
ire w
ith a
bout
fifty
trai
nees
who
par
ticip
ated
in th
ree
inse
rvic
e pr
o-gr
ams.
* T
he p
robl
emat
ic r
etur
ns o
f the
que
stio
nnai
re a
re g
roup
edw
ithin
the
follo
win
g ca
tego
ries
:
Adm
inis
trat
ive
Pro
blem
s :
The
mai
n ad
min
istr
ativ
e pr
oble
ms
are
foun
d to
be:
1. T
he in
effic
ient
org
aniz
atio
nal s
truc
ture
of t
rain
ing
depa
rtm
ents
with
-in
gov
ernm
enta
l age
ncie
s or
min
istr
ies.
The
se in
tern
al b
ranc
hes
oftr
aini
ng a
re u
sual
ly p
lace
d un
der
dire
ct s
uper
visi
on a
nd r
ules
of
thei
r sp
onso
red
inst
itutio
ns. T
hey
don'
t hav
e bu
dget
s of
thei
r ow
n,no
r ha
ve th
ey c
lear
-cut
trai
ning
pol
icie
s, in
depe
nden
t dec
isio
nmak
-in
g or
ope
ratin
g he
adgu
arte
rs.
Fur
ther
, the
y ar
e ex
pect
ed to
follo
w li
tera
lly th
e ad
min
istr
ativ
e in
-st
ruct
ions
and
wis
hes
of th
e su
perv
isor
s or
top
offic
ers.
Con
se-
quen
tly, t
he tr
aini
ng r
oles
of t
hese
dep
artm
ents
app
ear
to b
eve
rym
argi
nal,
and
limite
d to
pap
er w
ork
.
2. T
he a
bsen
ce o
f coo
rdin
atio
n am
ong
vario
us a
dmin
istr
atio
ns w
ithin
the
sam
e m
inis
try
or a
genc
y co
ncer
ning
trai
ning
. Eac
h ad
min
istr
a-tio
n se
es it
self
as th
e so
le s
ourc
e of
pow
er a
nd d
ecis
ion
mak
ing;
thus
, it i
s th
e on
ly p
arty
who
sho
uld
gove
rn th
e tr
aini
ng d
epar
t-m
ent.
Thi
s ad
min
istr
ativ
e se
lfish
ness
add
s to
the
alre
ady
exis
ting
prob
lem
of p
sych
olog
ical
gap
whi
ch s
hatte
rs th
e bo
nds
of m
utua
lco
nfid
ence
and
dai
ly c
onta
cts
/ rel
atio
ns a
mon
g di
ffere
nt o
ffici
als.
3. T
he a
bsen
ce o
f obj
ectiv
ity w
hen
nom
inat
ing
empl
oyee
s fo
r of
f-ca
mpu
s tr
aini
ng. T
his
proc
ess
is a
ccom
plis
hed
subj
ectiv
ely
by d
eci-
sion
-mak
ers
to r
ewar
d th
eir
pers
onal
ben
efic
iarie
s or
toap
peas
e ac
-qu
aint
ance
s an
d fo
llow
ers;
or
in o
ther
cas
es, f
or p
unis
hing
oppo
-ne
nts
by m
eare
ly d
ista
ncin
g th
em fo
r a
whi
le fr
om th
e or
gani
zatio
n.
4. T
he la
ckin
g ab
ility
to p
lan,
con
duct
, eva
luat
e an
d fo
llow
up th
e ac
tivi-
ties
of tr
aini
ng. M
ost d
epar
tmen
ts w
ho a
re d
esig
nate
d to
purs
ueth
is e
ndea
vor,
are
not
pro
fess
iona
lly q
ualif
ied
to a
ccom
plis
h tr
ain-
ing
resp
onsi
bilit
ies.
Tho
se Id
neas
bel
ong
b th
e m
ks o
f : B
ahra
in, S
audi
Ara
bia,
Yem
en, J
orda
n, S
udan
, Tun
isia
and
Mor
cco.
6
5
5. T
he e
mph
asis
on
the
quan
titat
ive
rath
er th
an th
e qu
alita
tive
as-
pect
s of
trai
ning
. The
re is
muc
h co
ncer
n w
ith th
e nu
mbe
r of
ava
ila-
ble
trai
ning
inst
itutio
ns o
r de
part
men
ts, t
rain
ers,
trai
nees
/ gra
du-
ates
, res
ourc
es a
nd s
o fo
rth,
with
out a
par
alle
l atte
ntio
n to
the
qual
ities
of t
hese
fact
ors.
Pro
gram
min
g P
robl
ems
:T
rain
ing
prog
ram
s ar
e fo
und
to s
uffe
r fr
om th
e fo
llow
ing
prob
lem
s :
1. P
rogr
ams
are
not s
cien
tific
ally
des
igne
d. T
he m
ain
reas
on b
ehin
dth
is s
hort
com
ing
is th
e la
ck o
f spe
cial
ized
per
sonn
el w
ho a
re r
e-cr
uite
d fo
r th
e jo
b.2.
The
wea
knes
s or
the
abse
nce
of n
eeds
ass
essm
ent s
tudi
es o
ftr
aini
ng. C
onse
quen
tly, p
rogr
ams
are
esta
blis
hed
by e
ither
arm
-ch
air
desi
gnin
g, o
r by
bei
ng b
ased
on
imag
inat
ive
trai
ning
ski
lls;
thus
pro
ving
to b
e in
valid
for
the
actu
al n
eeds
of t
rain
ees.
3. T
he a
liena
tion
of s
ome
prog
ram
s, d
ue to
thei
r lit
eral
tran
slat
ion
from
orig
inal
s ab
road
. Thi
s ap
proa
ch le
ads
usua
lly to
inva
lid p
rogr
ams
for
the
beha
vior
al, s
ocia
l, ps
ycho
logi
cal a
nd a
dmin
istr
ativ
e qu
aliti
es o
ftr
aine
es a
nd lo
cal e
nviro
nmen
ts.
4. T
he o
bsol
ete
cont
ent o
f som
e pr
ogra
ms.
Pro
gram
s ar
e fo
und
inso
me
case
s to
be
outd
ated
in p
rofe
ssio
nal k
now
ledg
e an
d sk
ills,
or in
the
equi
pmen
t, m
achi
nery
, mat
eria
ls a
nd m
etho
ds b
y w
hich
they
ope
rate
.5.
The
lack
of v
alid
ity a
nd e
valu
atio
n of
effe
ctiv
enes
s. P
rogr
am e
valu
a-tio
n is
eith
er n
ot e
xist
ent o
r un
scie
ntifi
cally
con
duct
ed b
y un
qual
i-fie
d pe
rson
nel.
6. T
he o
verla
ppin
g of
som
e pr
ogra
ms'
con
tent
s. T
his
prob
lem
may
re-
sult
in s
ome
inst
ruct
iona
l con
fusi
ons,
diff
eren
ces
in c
onte
nt c
ov-
ered
, tra
inin
g te
chni
ques
use
d, a
nd th
e lo
ss o
f val
uabl
e tr
aini
ngtim
e.
Impl
emen
tatio
n P
robl
ems
:M
ost p
robl
ems
enco
unte
red
in th
is a
rea,
are
:1.
Diff
icul
ties
expe
rienc
ed in
com
mun
icat
ing
and
unde
rsta
ndin
g tr
ain-
ing
mes
sage
s, e
spec
ially
in s
ettin
gs w
here
per
sonn
el a
re o
f diff
er-
ent n
atio
nalit
ies.
Tra
nsla
tors
in th
is r
espe
ct a
re fo
und
to b
e in
-ef
fect
ive.
716
2. T
he la
ck o
f pra
ctic
al o
ppor
tuni
ties
offe
red
to tr
aine
es b
y w
hich
they
coul
d ex
erci
se a
nd m
aste
r th
e m
anda
ted
skill
s.3.
The
insu
ffici
ent u
se o
f adu
lt le
arni
ng th
eorie
s an
d te
chni
ques
whi
leco
nduc
ting
trai
ning
.4.
The
exc
lusi
on o
f con
tem
pora
ry m
edia
and
tech
nolo
gies
.5.
The
dep
ende
nce
to a
larg
e de
gree
on
lect
urin
g, m
ainl
y du
e to
the
inab
ility
of t
rain
ers
to u
se o
ther
tech
niqu
es.
6. T
he a
bsen
ce o
f eva
luat
ive
effo
rts
that
are
des
igne
d to
follo
w u
p tr
ai-
nees
afte
r gr
adua
tion
from
trai
ning
pro
gram
s, fo
r th
e pu
rpos
e of
corr
ectin
g/ im
prov
ing
the
trai
ning
pro
cess
.
Pro
blem
s of
Tra
iner
s an
d O
ther
Hum
an S
ervi
ces:
Tra
inin
g pe
rson
nel a
re fo
und
to s
uffe
r fr
om th
e fo
llow
ing
:1.
The
low
pro
fess
iona
l pro
file
of tr
aine
rs. T
rain
ers
are
eith
er to
tally
stra
nger
s to
the
field
, or
unqu
alifi
ed to
und
erta
ke th
e re
spon
sibi
li-tie
s ex
pect
ed fr
om th
em.
2. T
he e
xter
ior
lang
uage
and
atti
tude
s of
ext
erio
r tr
aine
rs. T
rain
ers
are
foun
d to
be
unpr
epar
ed p
sych
olog
ical
ly to
con
vey
trai
ning
mes
-sa
ges
to tr
aine
es fr
om d
iffer
ent b
ackg
roun
ds, i
n ad
ditio
n to
exp
eri-
enci
ng s
ome
degr
ee o
f val
ue c
onfli
ct w
hile
com
mun
icat
ing
with
them
.3.
The
qua
litat
ivel
y an
d qu
antit
ativ
ely
limite
d hu
man
ser
vice
s av
aila
ble
to tr
aini
ng, p
artic
ular
ly th
ose
of e
xper
ts, s
peci
aliz
ed tr
aine
rs, t
echn
i-ci
ans,
mai
nten
ance
and
sec
reta
rial p
erso
nnel
.4.
The
lack
of s
peci
alis
ts in
pro
gram
des
igni
ng. I
ndiv
idua
ls w
ho c
laim
tobe
des
igne
rs o
f tra
inin
g ar
e ch
arac
teriz
ed b
y ei
ther
uns
ound
doc
u-m
enta
tions
for
the
job,
or
fals
e pe
rson
al p
erce
ptio
n of
thei
r ac
tual
abili
ties
to a
ccom
plis
h th
e de
sign
ing
task
s. H
ence
, the
obs
erve
dpr
oduc
ts o
f suc
h un
qual
ified
per
sonn
el a
re s
impl
y in
adeq
uate
pro
-gr
ams
for
the
need
ed tr
aini
ng.
5. T
he n
egat
ive
attit
udes
of t
rain
ing
pers
onne
l whi
ch r
efle
ct u
pon
thei
rsu
bjec
tive
inte
ract
ion
with
trai
nees
and
the
negl
igen
ce in
res
pond
-in
g to
the
achi
evem
ent d
eman
ds o
f tra
inin
g sk
ills.
6. T
he la
ckin
g ab
ility
of t
rain
ing
pers
onne
l to
use
mod
ern
med
ia a
ndte
chno
logy
, pra
ctic
al in
stru
ctio
nal m
etho
ds, a
nd th
e pr
inci
ples
of
andr
agog
y.
81
7
'111
0.
Pro
blem
s of
Tra
inee
s:T
rain
ees,
too,
con
trib
ute
to th
e w
orse
ning
pro
blem
s of
trai
ning
by
:1.
Indi
ffere
nt a
ttitu
des
tow
ards
the
role
of t
rain
ing
in d
evel
opin
g th
eir
prof
essi
onal
ski
lls, l
eadi
ng, t
hus,
to th
e la
ck o
f con
cent
ratio
n on
lear
ning
and
ach
ieve
men
t.
2. L
imiti
ng th
e co
ncep
t of t
rain
ing
to m
oney
and
pro
mot
ion
bene
fits,
or to
rec
reat
iona
l nee
ds, g
ivin
g co
nseq
uent
ly li
ttle
atte
ntio
n to
the
actu
al im
prov
emen
t of t
heir
prof
essi
onal
ski
lls.
Pro
blem
s of
Mat
eria
l Ser
vice
s.M
ost p
robl
ems
conc
erni
ng th
e m
ater
ial s
ervi
ces
are:
1. T
he la
ck o
f tra
inin
g re
sour
ces
such
as
text
book
s, g
uide
and
wor
kbo
oks,
app
ropr
iate
med
ia a
nd te
chno
logy
, for
cing
impl
emen
tatio
nto
pro
gres
s w
ithou
t ade
quat
e kn
owle
dge
or n
eces
sary
cur
ricul
arm
ater
ials
.2.
The
lack
of f
inan
cial
sup
port
whi
ch le
aves
trai
ning
with
out e
noug
hto
ols,
mac
hine
ry, e
quip
men
t, m
ater
ials
, tec
hnol
ogy,
and
faci
litie
sw
hich
are
all
esse
ntia
l for
impl
emen
tatio
n.3.
The
slo
w p
ace
of m
aint
enan
ce a
nd r
epai
r w
ork.
Con
sequ
ently
, fac
ili-
ties,
equ
ipm
ent a
nd m
achi
nery
are
usu
ally
not
ava
ilabl
e w
hen
need
ed.
The
Ref
orm
atio
n D
esig
n of
Tra
inin
g-A
Brie
f Illu
stra
tion
The
beh
avio
ral d
igita
l app
roac
h w
hich
form
s th
e cr
ux o
f the
pro
-po
sed
desi
gn o
f tra
inin
g in
this
Boo
k, is
a te
chni
cal d
isci
plin
ed m
echa
-ni
sm b
y w
hich
spe
cial
ists
cou
ld c
onst
ruct
the
trai
ning
act
s fr
om n
eeds
asse
ssm
ent t
o ev
alua
tion
of p
rodu
ctiv
ity.
The
des
igni
ng a
ppro
ach
is a
sci
entif
ic m
etho
dolo
gy b
uilt
on th
ree
prin
cipl
es: t
he s
yste
mat
izat
ion,
beh
avio
rism
and
qua
ntifi
catio
n of
trai
n-in
g.
1. S
yste
mat
ic tr
aini
ng: t
he d
esig
ning
app
roac
h tr
eats
trai
ning
as
a sy
s-te
m. T
his
mea
ns th
at a
ll th
e pr
ogra
m c
ompo
nent
s st
artin
g fr
ompl
anni
ng to
impl
emen
tatio
n an
d ev
alua
tion,
are
mut
ually
inte
rde-
pend
ent,
inte
ract
ive,
and
logi
cally
der
ived
one
from
ano
ther
. The
yar
e m
oreo
ver,
con
sist
ent i
n na
ture
, rol
es a
nd o
utco
mes
. Fig
ures
Ian
d II
illus
trat
e th
is p
rinci
ple.
9
18
Des
igni
ng s
yste
min
puts
U
Des
igni
ng s
yste
mpr
oces
ses
F
Des
igni
ng s
yste
mou
tcom
es
Nee
ds o
f:O
rgan
izat
ion
Em
ploy
Job
Plan
ning
of:
Tra
inin
g tu
nic.
Impl
emen
tatio
nst
rate
gies
Ava
ilabi
lity
of :
Tra
inin
g pr
ogra
m
Impl
emen
tatio
n
stra
tegi
es
Feed
back
for
Impr
ovem
ent
4F
igur
e I
: The
des
ign
syst
em o
f tra
inin
g w
ith it
s in
puts
, pro
cess
es,
outp
uts
and
corr
ectiv
e fe
edba
cks.
From
desi
gnin
g
Inpu
ts o
f ir
nplm
n.sy
stem
= o
utpu
tsof
des
ign
syst
em
Tra
inin
g pr
ogra
m
Impl
emen
tatio
nU
stra
tegi
es
Proc
esse
s of
impl
anen
tatio
nsy
stem
Ope
ratin
g pr
oces
s-
es o
f: T
rain
ing
prog
ram
Impl
emen
tatio
n
stra
tegi
es
outp
uts
ofim
plem
enta
tion
syst
em
Dev
elop
men
t of:
Em
ploy
ees
Org
aniz
atio
n
Job
IFe
edba
ck f
or1
Impr
ovem
ent
4
Fig
ure
II: T
he im
plem
enta
tion
syst
em o
f tra
inin
g.
2. B
ehav
iora
l tra
inin
g: th
is m
eans
that
all
acts
and
out
com
es o
f a tr
ain-
ing
prog
ram
are
obs
erva
ble
and
mea
sura
ble
in n
atur
e.3.
Qua
ntifi
cativ
e tr
aini
ng: t
his
mea
ns th
at a
ll pr
ogra
m c
ompo
nent
s an
dda
ta c
ould
be
quan
tifie
d di
gita
lly o
r nu
mer
ical
ly..
henc
e,it
coul
d be
stor
ed in
and
trea
ted
by th
e co
mpu
ter.
Whi
le th
is b
ook
is c
once
rned
with
the
first
pha
se o
f tra
inin
g sy
stem
,th
e de
sign
ing
syst
em, i
t pro
vide
s, n
onet
hele
ss, a
blu
e pr
int f
or th
ese
cond
one
, the
impl
emen
tatio
n sy
stem
. The
trai
ning
map
whi
ch r
e-su
lts fr
om th
e de
sign
ing
syst
em is
act
ually
the
oper
atin
g su
bsta
nce
ofth
e se
cond
, the
impl
emen
tatio
n sy
stem
.
1019
Fou
ndat
ions
of T
heR
efor
mat
ion
Des
ign
of T
rain
ing
The
beh
avio
ral d
igita
l app
roac
hof
the
refo
rmat
ion
desi
gn o
ftr
ain-
ing,
is b
ased
on
the
impl
icat
ions
of s
ever
al s
cien
ces.
The
sear
e :
1. C
yber
netic
Psy
chol
ogy:
sinc
e tr
aini
ng in
this
boo
k, is
view
ed a
s a
behv
iora
l sys
tem
, its
fact
ors
and
proc
esse
s sh
ould
be
logi
cally
and
harm
onio
usly
cha
nnel
ed to
achi
eve
spec
ific
ends
. The
qua
lity
ofth
ese
outp
uts
will
be
judg
edth
en b
y pr
e-es
tabl
ishe
d cr
iteria
; det
er-
min
ing
dire
ctly
the
faul
tyas
pect
s of
the-
trai
ning
sys
tem
,w
heth
erth
ey b
elon
g to
fact
ors,
proc
esse
s, o
r pr
oduc
ts. T
he n
ext s
tep
is r
e-fo
cusi
ng a
nd c
orre
ctin
g th
esy
stem
by
empl
oyin
g de
fect
ive
indi
ca-
tors
.W
hile
the
gene
ral m
etho
dolo
gyof
cur
rent
des
igni
ng a
ppro
ach
has
bene
fited
wid
ely
from
abo
vecy
bern
etic
prin
cipl
es, s
ever
alre
late
dtr
aini
ng c
once
pts
are
utili
zed,
such
as:
sim
ulat
ors,
sim
ulat
ion
exer
-ci
ses/
gam
es, m
icro
-tra
inin
g, th
esy
stem
met
hod
of tr
aini
ng, a
ndco
mpu
ter-
assi
sted
trai
ning
.2.
And
rago
gy a
nd A
dult
Psy
chol
ogy:
thes
e sc
ienc
es m
ake
it po
ssib
leto
obs
erve
the
conc
epts
,pr
inci
ples
, ins
truc
tiona
l tec
hniq
ues,
com
-m
unic
atio
n st
yle,
per
sona
l/beh
avio
ral
char
acte
ristic
s, a
s w
ell a
s,ps
ycho
logi
cal a
nd p
hysi
cal s
ettin
gsw
hich
are
all
cons
ider
ed c
ruci
alto
adu
lt m
otiv
atio
n, le
arni
ng a
ndin
tera
ctio
n.3.
Beh
avio
ral P
sych
olog
y:th
e pr
inci
ples
of t
his
scie
nce
help
s in
the
quan
tific
atio
n of
pro
gram
'sco
mpo
nent
s: e
.g. g
oals
/obj
ectiv
es,
know
ledg
e, le
arni
ng/e
valu
atin
gac
tiviti
es, h
uman
and
mat
eria
l ser
-vi
ces,
pro
duct
s, a
nd v
alid
ityev
alua
tion.
4. H
uman
istic
Psy
chol
ogy:
the
curr
ent t
rain
ing
desi
gnut
ilize
s th
em
ain
prin
cipl
e of
this
sci
ence
, tha
t is
the
"res
pect
for
man
."T
rain
-in
g, c
onse
quen
tly, t
akes
the
resp
onsi
bilit
y of
res
pond
ing
toin
di-
vidu
al d
iffer
ent n
eeds
: phy
sica
l,pe
rson
al, s
ocia
l, ec
onom
ical
,ps
y-ch
olog
ical
and
pro
fess
iona
l-fro
mfe
edin
g hi
s st
omac
h to
sel
f-fu
lfillm
ent.
The
effe
cts
of th
isfr
amew
ork
may
be
obse
rved
thro
ugh-
out t
he c
hapt
ers
of th
is b
ook.
5. T
he S
cien
ces
of C
urric
ulum
:in
stru
ctio
n, a
dmin
istr
atio
n,gu
idan
ce,
supe
rvis
ion
and
eval
uatio
n. T
heim
plic
atio
ns o
f the
se s
cien
ces
ap-
pear
con
cret
ely
in c
hapt
ers
5-9.
6. T
he A
vaila
ble
Lite
ratu
reC
3 T
rain
ing(
11
20
11):
this
fram
ewor
ken
dow
s th
e
pres
ent d
esig
ning
app
roac
h, it
ssp
ecia
lized
term
inol
ogy,
epi
ste-
mol
ogy,
type
s of
met
hods
, med
ia,
tech
nolo
gy, h
uman
and
mat
eria
lse
rvic
es w
hich
are
gen
eral
lyut
ilize
d in
this
boo
k.
The
Met
hodo
logy
of D
evel
opin
gth
e R
efor
mat
ion
Des
ign
of T
rain
ing
The
beh
avio
ral d
igita
l app
roac
hw
hich
con
stitu
tes
the
subs
tanc
eof
the
refo
rmat
ion
desi
gn o
ftr
aini
ng is
foun
ded
by th
eus
e of
two
mai
nre
sear
ch p
roce
dure
s: th
ede
scrip
tive,
and
act
ion-
deve
lopm
enta
lm
etho
d. T
he tw
o m
etho
dsar
e in
terw
eavi
ngly
em
ploy
edth
roug
hout
the
follo
win
g st
eps:
1. A
naly
tic s
tudy
of c
urre
nttr
aini
ng s
ourc
es w
hich
are
avai
labl
e in
the
li-br
ary
of th
e In
stitu
te o
f Pub
licA
dmin
istr
atio
n (R
iyad
h S
audi
Ara
bia)
,w
here
the
auth
or w
orke
das
a tr
aine
r du
ring
the
year
198
8/19
89.
The
stu
dy p
rovi
ded
the
auth
orw
ith tw
o m
ajor
out
puts
:T
he fi
rst:
The
pro
fess
iona
lte
rmin
olog
y an
d kn
owle
dge
avai
labl
e in
the
trai
ning
fiel
d.T
he s
econ
d: T
he g
aps
or w
eakn
esse
s w
hich
cha
ract
eriz
etr
aini
nglit
erat
ure
and
prac
tice.
it is
not
ed th
at tr
aini
ngso
urce
s su
ffer
from
an
over
ly-t
heor
etic
al,
in-
oper
atio
nal t
one
that
forc
estr
aini
ng to
rel
y on
inva
lid/in
-effe
ctiv
epr
ogra
ms
and
impl
emen
tatio
n st
rate
gies
,an
d, c
onse
quen
tly, t
o be
satis
fied
with
med
iocr
eou
tcom
es (
refe
r to
the
para
grap
h:"c
urre
ntpr
oble
ms
of tr
aini
ng"
in th
isch
apte
r).
2. A
dmin
istr
atio
n of
a qu
estio
nnai
re to
a s
ampl
e of
fifty
inse
rvic
e tr
ai-
nees
(as
indi
cate
d ea
rlier
) co
ncer
ning
the
curr
ent s
tatu
s of
trai
ning
.T
he r
esul
ts w
ere
sum
mar
ized
in th
e pr
evio
us p
arag
raph
.3.
The
dev
elop
men
t of e
ight
desi
gnin
g fo
rms,
to b
e us
ed in
teac
hing
a m
ain
unit
calle
d: "
desi
gnin
g tr
aini
ngpr
ogra
ms"
; whi
ch is
req
uire
dfo
r a
cour
se b
y th
etit
le 'T
rain
ing
spec
ialis
ts."
The
app
licat
ion'
s re
sults
wer
e hi
ghly
enc
oura
ging
. Sev
eral
form
s,ho
wev
er, h
ad to
und
ergo
som
e m
odifi
catio
ns/im
prov
emen
ts.
Fur
-th
erm
ore,
the
intr
oduc
tion
oftw
o ad
ditio
nal f
orm
s ap
pear
edto
be
nece
ssar
y. H
ence
, the
tota
l of d
esig
ned
form
s re
ache
d 10
.4.
App
licat
ion
of th
e te
n fo
rms
with
ten
part
icip
ants
in a
noth
ertr
aini
ngpr
ogra
m u
nder
a ti
tle: "
Man
ager
sof
trai
ning
adm
inis
trat
ions
".T
he
12
21
trai
nees
bel
onge
d,th
is ti
me,
to tw
oA
rab
stat
es,
wor
king
as
dire
c-
tors
or
man
ager
sof
trai
ning
depa
rtm
ents
with
inm
inis
trie
s / a
gen-
cies
of t
hefo
llow
ing:
aun
iver
sity
, ate
le-c
omm
unic
atio
nsco
mpa
ny,
the
min
istr
yof
me
inte
rior,
the
natio
nal g
aurd
,the
red
cre
scen
t,a
post
offi
ce,th
eci
vil a
viat
ion
and
a di
rect
orat
eof
trai
ning
inst
itute
s.
The
feed
back
whi
ch r
esul
ted
from
the
appl
icat
ion
of th
ete
n fo
rms
was
onc
eag
ain
very
enco
urag
ing
.H
owev
er, f
urth
erst
udyi
ng o
f and
cont
empl
atio
n at
the
natu
re,
role
s, c
onte
nts,
fact
ors,
and
pro
cess
esof
trai
ning
dur
ing
the
year
199
0,ha
ve le
d to
prof
ound
det
ails
and
refin
e-
men
ts o
f the
desi
gnin
g fo
rms,
and
the
trai
ning
beha
vior
al d
igita
lap-
proa
ch w
hich
is b
ased
upo
nth
em. T
he o
utco
mes
of th
is s
tage
whi
ch
embo
dytw
enty
-sev
enC
orm
s co
uple
dw
ith a
con
cret
etr
aini
ng m
etho
-
dolo
gy, a
repr
esen
ted
in th
ech
apte
rs o
f thi
sbo
ok.
Wha
tC
omes
Ne7
t,?
Thi
s ch
apte
rpr
esen
tspr
elim
inar
y fa
cts
conc
ert-
17g
inse
rvic
e tr
ain-
ing.
The
sein
clud
e ba
sic
conc
epts
, maj
orhi
stor
ical
deve
lopm
ents
and
prob
lem
s,co
nden
sed
illus
trat
ions
of
both
the
prop
osed
beha
vior
al
digi
tal a
ppro
ach
to d
esig
ning
of tr
aini
ngan
d th
em
etho
dolo
gy b
y
whi
ch it
was
deve
lope
d.T
hus,
the
purp
ose
of th
e ch
apte
ris to
ser
ve a
s a
prel
ude
to th
e un
-
ders
tand
ing
of th
eco
ncep
ts a
ndw
orki
ngm
echa
mis
m o
f the
new
de-
sign
ing
appr
oach
with
in th
e ne
xtei
ght c
hapt
ers.
Cha
pter
1l s
tart
sw
ith th
e fir
stst
ep o
fde
sign
ing,
that
is, n
eeds
as-
sess
men
t for
trai
ning
. The
ste
pin
volv
es th
e st
udy
of a
bas
icfa
ctor
: the
job.
The
third
chap
ter
com
plet
esth
e se
cond
task
of n
eeds
asse
ss-
men
t, th
at is
of o
rgan
izat
ion
and
empl
oyee
s.
2213
23
Cha
pter
IIPr
ofes
sion
al N
eeds
Ass
essm
ent o
f a
Job
Intr
oduc
tion
Pro
fess
iona
l nee
ds a
sses
smen
t is
a su
rvey
ing/
exa
min
atio
n st
udy
by w
hich
the
trai
ning
des
igne
r ei
ther
eva
luat
es a
n on
-goi
ng p
rogr
amag
ains
t spe
cifie
d va
lidity
/ pro
duct
ivity
crit
eria
to d
eter
min
e its
futu
re,
com
para
ble
to e
mer
gsnt
pro
fess
iona
l nee
ds o
r pr
iorit
ies;
or
esta
blis
h-es
the
nece
ssiti
es o
f int
rodu
cing
a to
tally
new
one
. Thi
s ul
tra
basi
c un
-de
rtak
ing
pres
ente
d in
the
chap
ter,
invo
lves
two
impo
rtan
t ope
ratio
ns:
desc
riptio
n an
d an
alys
is.
The
Con
cept
s of
Pro
fess
iona
lD
escr
iptio
n an
d A
naly
sis
"Des
crip
tion"
, mea
ns in
this
boo
k, n
umer
atin
g th
e pr
ofes
sion
al b
e-ha
vior
s of
task
s an
d ac
ts w
hich
em
body
the
perf
orm
ing
conf
igur
atio
nof
a s
ervi
ce o
r pr
oduc
t. N
umer
atio
n of
beh
avio
rs is
don
e by
list
ing
the
wor
king
ste
ps a
ccor
ding
to th
eir
actu
al s
eque
nce
with
in a
job.
Fur
ther
, des
crip
tion
neith
er c
once
rns
itsel
f with
spe
lling
out
the
cri
teria
and
env
ironm
enta
l con
ditio
ns o
f a jo
b, n
or w
ith e
nact
ing
pers
onal
and
prof
essi
onal
cha
ract
eris
tics
of it
s pe
rson
nel.
The
se p
sych
o- p
ract
i-ca
l con
side
ratio
ns b
elon
g to
the
sphe
re o
f a s
ubse
quen
t effo
rt, t
hat i
s,an
alys
is(1
).In
brie
f, de
scrip
tion
is c
omm
itted
prim
arily
to th
e sp
ecifi
catio
n of
the
beha
vior
al c
onte
nt o
f a jo
b as
it o
ccur
s se
quen
tially
in a
ctua
l and
pro
-fe
ssio
nal s
ettin
gs.
Ana
lysi
s, o
n th
e ot
her
hand
, car
ries
out t
he b
urde
n of
sev
eral
task
s, w
hich
are
:1.
Scr
eeni
ng th
e be
havi
oral
con
tent
of a
job
whi
ch w
as p
revi
ousl
y ac
-co
mpl
ishe
d by
des
crip
tion.
The
res
ult o
f thi
s re
view
ing
mis
sion
isac
quiri
ng a
fina
lized
per
form
ing
list t
hat i
s fr
ee fr
om a
ny b
ehav
iora
lex
cess
es, a
nd is
com
pens
ated
reg
adin
g an
y pr
obab
le b
ehav
iora
lde
ficits
. The
end
res
ults
of t
his
step
are
aud
ited
clus
ters
of p
rofe
s-si
onal
act
s w
hich
are
qua
lifie
d al
l tog
ethe
r to
form
the
prac
tical
con
-
15
24
cept
of t
he r
equi
red
job.
2. E
stab
lishi
ng h
uman
req
uire
men
ts o
f a jo
b. T
his
hand
les
all c
ateg
o-rie
s of
pro
fess
iona
l per
sonn
el n
eces
sary
for
impl
emen
tatio
n, th
eir
pers
onal
and
wor
king
cha
ract
eris
tics,
inte
ract
ion
and
lear
ning
sty
les
and
beha
vior
al c
onse
quen
ces.
3. E
stab
lishi
ng th
e ad
min
istr
ativ
e an
d m
ater
ial c
hara
cter
istic
s of
a jo
bei
wiro
nmen
t. T
hese
cov
er th
e or
gani
zatio
nal a
nd o
pera
tiona
l law
s/ru
les,
adm
inis
trat
ive
inst
ruct
ions
, com
mun
icat
ion
patte
rns
and
tech
niqu
es, m
ater
ials
, too
ls, m
achi
nery
, fac
ilitie
s an
d eq
uipm
ent.
4. E
stab
lishi
ng th
e st
anda
rd in
tera
ctio
n pa
ttern
s am
ong
hum
an s
ervi
c-es
and
adm
inis
nativ
e la
ws
and
inst
ruct
ions
, mat
eria
l ser
vice
s, h
u-m
an s
ervi
ces,
adm
inis
trat
ive
law
s.
The
Con
cept
of a
Job
Tne
con
cept
of a
job
indu
lges
all
prof
essi
onal
beh
avio
rs w
hich
spe
-ci
aliz
e in
per
form
ing
a se
rvic
e or
yie
ldin
g a
prod
uct.
The
nat
ure
and
outc
omes
of t
he jo
b co
uld,
of c
ours
e, b
e of
any
thin
g th
at is
dee
med
usef
ul to
an
indi
vidu
al o
r so
ciet
y as
a w
hole
.T
o un
ders
tand
the
job
and
to b
e ab
le to
dea
l effe
ctiv
ely
with
its
cont
ent t
hrou
ghou
t the
des
ign
and
trai
ning
, a ta
xono
my
for
the
clas
si-
ficat
ion
of p
rofe
ssio
nal b
ehav
iors
is p
rese
nted
. The
taxo
nom
y pr
opos
-es
four
diff
eren
t mut
ually
incl
usiv
e le
vels
: the
job
(the
mac
ro p
rofe
s-si
onal
beh
avio
ral s
yste
m o
r fr
amew
ork)
, the
task
s (t
he s
ub-jo
bs w
ithin
the
mot
her
job
or th
e m
ajor
beh
avio
ral u
nder
taki
ngs
or c
lust
ers
with
inth
e m
acro
job
syst
em);
the
acts
(th
e m
inia
ture
or
mic
ro-b
ehav
iora
l re-
spon
sibi
litie
s w
ithin
task
s) a
nd th
e ac
t's b
ehav
iors
(th
e fin
ite b
ehav
iora
lst
eps
nece
ssar
y to
per
form
the
act i
tsel
f). F
urth
er e
xplo
ratio
n of
a jo
bco
ncep
t app
ears
bel
ow.
Firs
t : T
he jo
b is
a g
roup
of b
ehav
iors
whi
ch a
re s
peci
aliz
ed in
pro
-du
cing
a g
ener
al fu
nctio
n, s
ervi
ce o
r pr
oduc
t. T
he jo
b ac
cord
-in
g to
its
natu
re a
nd b
ehav
iora
l dem
ands
from
em
ploy
ees,
or
inot
her
wor
ds, a
ccor
ding
to it
s be
havi
oral
siz
e, c
ould
be
of th
ree
type
s: c
ompo
und,
nor
mal
, and
con
fined
or
sim
ple.
Ast
rona
utic
s is
an
exam
ple
of a
com
poun
d jo
b. C
ar d
rivin
g is
seen
as
a no
rmal
job,
whi
le la
undr
y is
a li
mite
d hu
man
und
er-
taki
ng.
1625
seco
nd: T
he ta
sk is
a g
roup
of b
ehav
iors
spe
cial
ized
in p
rodu
cing
am
ajor
form
ativ
e fu
nctio
n, s
ervi
ce o
r pr
oduc
t with
in th
e ge
n-er
al jo
b.C
ompl
icat
ed o
r hi
ghly
dem
andi
ng jo
bs li
ke a
stro
naut
ics
con-
sist
s of
sev
eral
task
s, n
orm
al jo
bs a
s ca
r dr
ivin
g on
the
othe
rha
nd, i
s us
ually
mad
e up
of a
mod
erat
e nu
mbe
r of
task
s, r
ang-
ing
prob
ably
from
3-5
. Fin
ally
, sim
ple
jobs
, are
als
o si
mpl
e in
beha
vior
al c
ompo
sitio
n. L
aund
ry fo
r ex
ampl
e is
com
pose
d of
one
or tw
o ta
sks
at th
e m
ost.
If ca
r dr
ivin
g ;s
take
n as
an
illus
trat
ion,
the
maj
or ta
sks
coul
d be
:D
rivin
g on
roa
d, o
bser
vanc
e of
traf
fic s
afet
y an
d la
ws,
and
car
mai
nten
ance
.T
hird
: T
he a
ct r
epre
sent
s a
mai
n be
havi
or o
r a
maj
or s
tep
with
in a
task
. A g
roup
of a
cts
with
a c
omm
on c
ause
or
purp
ose
will
lead
unde
r no
rmal
ope
ratin
g co
nditi
ons
to a
beh
avio
ral o
r m
ater
ial
end
spec
ified
by
the
conc
erne
d ta
sk. W
hile
"dr
ivin
g on
roa
d" is
an e
xam
ple
of a
beh
avio
ral e
nd, "
sew
ing
a dr
ess"
is c
onsi
d-er
ed a
mat
eria
l out
put.
To
furt
her
expl
ain
the
conc
ept o
f pro
fess
iona
l act
s, th
e ta
sk o
f "ca
rm
aint
enan
ce"
is s
liced
into
the
beha
vior
al s
egm
ents
or
acts
bel
ow:
1.C
ompr
ehen
ding
gen
eral
act
s of
car
mai
nten
ance
2.A
ppre
ciat
ing
the
role
of m
aint
enan
ce in
saf
ety
driv
ing.
3.R
eser
ving
bat
tery
wat
er to
req
uire
d le
vel.
4.R
eser
ving
rad
iato
r w
ater
to r
equi
red
leve
l.5.
Mai
ntai
ning
eng
ine
oil t
o re
quire
d le
vel.
6.R
eser
ving
whe
el o
il to
req
uire
d le
vel.
7.C
ontr
ollin
g en
gine
tem
pera
ture
to r
equi
red
leve
l.8.
Kee
ping
car
ligh
ts p
rope
rly w
orki
ng.
9.K
eepi
ng c
ar b
rake
s ef
fect
ivel
y w
orki
ng.
10. C
hang
ing
flat c
ar ti
res.
11. K
eepi
ng c
ar lo
cks
prop
erly
wor
king
.12
. Mai
ntai
ning
goo
d cl
eanl
ines
s of
car
.13
. Cha
ngin
g en
gine
oil
ever
y (1
000)
km
.14
. Rep
airin
g ca
use
of e
ngin
e hi
gh te
mpe
ratu
re.
15. R
epai
ring
car
light
s w
hen
nece
ssar
y.16
. Rep
airin
g fla
t car
tire
s.
('u17
Fou
rth:
The
beh
avio
rs th
at r
epre
sent
the
finite
beh
avio
ral u
nits
and
whi
ch fo
rm c
lust
er o
f the
diff
eren
t act
s w
ithin
a ta
sk. H
ence
,th
ey a
re c
alle
d fo
rmat
ive
beha
vior
s, o
r ob
ject
ives
thro
ugho
utth
e te
xt (
refe
r to
cha
pter
V a
nd fo
rms
13, 1
4, 1
5 &
16)
.If
act n
o. 3
in fo
rm (
3) is
take
n as
an
exam
ple,
its
form
ativ
e be
havi
ors
coul
d ap
pear
as
follo
ws:
1. L
iftin
g th
e en
gine
cov
er a
nd s
ecur
ing
it.2.
Brin
ging
(or
buy
ing)
the
appr
opria
te fl
uid
from
car
trun
k.3.
Dus
ting
the
batte
ry.
4. O
peni
ng b
atte
ry p
acke
ts.
5. F
illin
g pa
cket
s w
ith w
ater
acc
ordi
ng to
thei
r in
divi
dual
nee
ds.
6. C
heck
ing
the
adeq
uacy
of w
ater
in b
atte
ry p
acke
ts.
7. C
losi
ng b
atte
ry p
acke
ts.
8. S
torin
g ba
ttery
wat
er in
an
appr
opria
te p
lace
with
in th
e ca
r.T
he c
onst
itutio
nal a
nd lo
gica
l rel
atio
nshi
ps o
f abo
ve jo
b co
mpo
-ne
nts,
cou
ld b
e de
pict
ed in
Fig
ure
(1)
Job
Car
dri
ving
Tas
ks
<D
rivi
ng o
n ro
ad
Car
mai
nten
ance
Obs
erva
nce
ofsa
fety
& tr
affi
cla
ws
Act
s(F
orm
ativ
e be
havi
ors)
I
-4 -
4-4
-A
-4 -
-4Fi
gure
(1)
: A ta
xono
my
for
the
clas
sifi
catio
n of
a p
rofe
ssio
nal b
ehav
ior.
Pro
fess
iona
l Nee
ds A
sses
smen
t of a
Job
for
Ren
ewal
Fou
r m
ain
step
s ar
e of
fere
d fo
r jo
b ne
eds
asse
ssm
ent b
y m
eans
of
desc
riptio
n an
d an
alys
es. T
hese
are
:
Num
erat
ing
and
Sor
ting
Job
Act
s In
to B
asic
& M
inor
:N
umer
atin
g an
d so
rtin
g ar
e pr
oces
ses
of a
job
desc
riptio
n ai
min
g pr
i-m
arily
at :
1827
1. P
rovi
ding
an
oper
atio
nal g
roun
dfo
r la
ter
task
ana
lysi
s.
2. S
peci
fyin
g ob
ject
ives
of tr
aini
ng (
as in
cha
pter
IV).
3. S
peci
fyin
g to
pics
orc
onte
nt o
f tra
inin
g.
4. S
peci
fyin
g th
e se
quen
ceof
trai
ning
.
5. S
peci
fyin
g th
e ap
prop
riate
trai
ning
str
ateg
ies.
For
num
erat
ing
and
sort
ing
to a
chie
"e
the
afor
emen
tione
d go
als,
the
desi
gner
sho
uld
mai
ntai
n(2)
:
1. A
det
aile
d an
d co
mpl
ete
desc
riptio
n.2.
A c
lear
and
dow
n to
the
poin
t des
crip
tion.
3. In
tern
ally
com
patib
le d
escr
iptio
n,fr
ee fr
om a
ny c
ontr
adic
tory
beha
v-
iors
in b
oth
natu
re a
nd s
eque
nce.
4. S
peci
aliz
ed d
escr
iptio
nof
job
task
s an
d ac
ts.
Thi
s ca
lls fo
r th
e di
sciu
sion
of a
ny b
ehav
ior
whi
ch d
oes
not b
elon
g
dire
ctly
to th
e de
scrib
edta
sk o
r ac
t.
Whi
le th
e de
sign
er m
ayse
arch
diff
eren
t sou
rces
(su
mm
ariz
edin
For
m (
1) fo
r nu
mer
atin
g jo
bbe
havi
ors,
he
coul
d ad
optf
or s
ortin
g pu
r-
pose
s, th
e fo
llow
ing
proc
edur
es:
Firs
t: H
oldi
ng fo
rmal
disc
ussi
ons
to d
ecid
e up
on tw
om
atte
rs (
refe
r to
form
I) :
1. T
he n
eces
sity
of e
ach
act f
or th
e jo
b.2.
The
sta
tus
of e
ach
nece
ssar
yac
t with
in a
job:
bas
ic o
rm
i-
nor?
Sec
ond
: Con
sulti
ng a
team
of jo
b ex
pert
s. U
sing
the
Del
phi m
eth-
od(3
) in
this
reg
ard
will
ena
ble
the
desi
gner
to r
each
an
agre
e-
men
t con
cern
ing
the
two
mat
ters
sta
ted
abov
e.
Thi
rd: S
elec
ting
a gr
oup
of c
ompe
tent
empl
oyee
s, jo
b su
perv
isor
san
d ot
her
prof
essi
onal
per
sonn
el,
then
ask
ing
each
one
of
them
to s
ort t
he n
umer
ated
job
acts
into
nec
essa
ry a
nd u
n-
nece
ssar
y. T
he n
eces
sary
ones
sho
uld
then
be s
orte
d in
to
basi
c an
d m
inor
act
s.T
o ea
se th
e ab
ove
task
sof
num
erat
ing
and
sort
ing
job
acts
, For
m
(I)
belo
w is
pre
sent
ed.
Thi
s fo
rm is
a p
rimar
y to
olfo
r th
e de
sign
of t
rain
-
ing
, par
ticul
arly
whe
n th
e fo
llow
ing
inst
ance
s ar
eco
nsid
ered
:
1. O
ne p
urpo
se o
f tra
inin
gis
to u
pdat
e th
e be
havi
oral
cont
ent o
f a jo
b
for
bette
r pe
rfor
man
ce, s
ervi
ce,
or p
rodu
ct.
2. T
he jo
b is
new
ly e
nact
edw
ithin
a lo
cal e
nviro
nmen
t.
3. T
he b
ehav
iora
l con
tent
of a
job
is n
ot fi
naliz
ed, o
r it
is s
ubje
ct to
pro
-
PS19
fess
iona
l dou
bts.
Reg
ardl
ess
of p
revi
ous
inst
ance
s, th
e pr
elim
inar
yro
le o
f for
m (
1) is
to n
umer
ate
and
sort
job
acts
as
a fu
ndam
enta
l ste
pto
ana
lyzi
ng a
nd
unde
rsta
ndin
g a
job,
and
as
apr
elud
e to
the
desi
gnof
trai
ning
in s
ub-
seqe
nt fo
rms
and
chap
ters
.
Form
(1)
: Num
erat
ing
and
sort
ing
job
acts
into
bas
ican
d m
inor
.
The
job:
Des
igne
r.
Tas
k:A
dmin
istr
atio
n:
No.
SJo
b ac
tsR
elev
ancy
of a
cts
(put
4 or
X)
Bas
icor
Min
or
Des
crip
tion
sum
mar
y
1T
he d
esig
ner
may
wri
te in
this
cat
egor
yT
he d
e-T
he d
e-T
he d
esig
n-
2an
y ac
t bel
ieve
d to
bel
ong
to th
e jo
b. H
esi
gner
sign
erer
will
sum
-
3co
uld
use
for
the
purp
ose,
sou
rces
with
the
with
the
mar
ize
here
4su
ch a
s(4)
:he
lp o
f ex
-he
lp o
f ex
-an
y da
ta
5 6
1. B
ehav
iora
l rea
litie
s of
the
job.
2. J
ob m
ater
ials
, equ
ipm
ent,
mac
hine
ry,
pens
, will
dete
rmin
epe
ns w
illso
rt to
le-
that
cou
ldbe
nefi
t the
7an
d fa
cilit
ies.
here
the
re-
vant
act
sde
scri
ptio
n
83.
Job
pro
blem
s, d
iffi
culti
es...
fac
ed b
yle
vanc
y of
into
bas
ican
d an
alys
is,
9em
ploy
ees.
acts
to a
and
min
orof
a jo
b,
104.
Job
des
crip
tions
in o
ther
cou
ntri
es.
job
by p
ut-
ones
.su
ch a
s: to
-
115.
Job
trai
ning
lite
ratu
re.
ting
(J)
talc
of
basi
c
126.
Off
icia
l rec
ords
and
doc
umen
tsof
a jo
b.fo
r te
le-
and
min
or
137.
Res
earc
h st
udie
s, r
epor
ts o
f a
job.
vant
one
sac
ts; t
he
148.
Dia
ries
of
empl
oyee
s.an
d (X
) fo
rlo
gica
l or
159.
Wor
k//g
uide
book
s of
a jo
b,ir
rele
vant
prac
tical
se-
16 17
10. J
ob s
uper
viso
ry a
nd m
aint
enan
ceso
urce
s.
ones
.qu
alm
of
acts
, or
oth-
18 19
11. B
ehav
iora
l lis
ts o
f a
job.
12. J
ob e
xper
ts, s
uper
viso
rs,
adm
inis
tra-
er n
otes
whi
ch m
ay
20to
rs, t
rain
ing
com
mitt
ees.
help
the
proc
ess
ofde
sign
ing.
Com
men
ts:
2029
Spe
cify
ing
The
Beh
avio
ral N
atur
e of
Bas
ic a
nd M
inor
Act
s. Fiv
e ca
tego
ries
are
sugg
este
d fo
r cl
assi
fyin
g ba
sic
and
min
orac
tsac
cord
ing
to th
eir
beha
vior
al n
atur
e. T
hese
are
(re
fer
to fo
rm 2
):
know
ledg
e, a
pplic
atio
n, a
ttitu
des,
pro
blem
sol
ving
, and
eva
luat
ion
/gu
idan
ce.
The
pro
pose
d fiv
e ca
tego
ries
of p
rofe
ssio
nal b
ehav
ior
are
base
don
two
mai
n so
urce
s :
Firs
tly: T
he s
tudy
of s
ome
spec
ializ
ed r
efer
ence
s(5)
asam
et a
l(1
956)
, Der
r (1
973)
, Gag
ne (
1977
), H
arro
w, (
1972
), a
ndK
rath
woh
l et a
l (19
74).
Sec
ondl
y : T
he o
bser
vatio
n of
voc
atio
naV
pro
fess
iona
l act
s w
ithin
real
set
tings
.T
he b
asic
func
tion
of fo
rm (
2) is
sor
ting
job
acts
acc
ordi
ngto
abo
vefiv
e be
havi
oral
cat
egor
ies.
Thi
s is
of c
ours
e an
exp
ert e
stim
atio
nby
the
desi
gner
. Des
pite
the
fact
that
it c
ould
be
view
edas
som
ewha
tpe
rson
al a
nd u
ndis
cipl
ined
, it i
s st
ill s
een
as v
ery
effe
ctiv
e w
hen
deal
-in
g w
ith s
uch
com
plex
hum
an b
ehav
ior
as in
the
case
of t
rain
ing
and
skill
dev
elop
men
t.P
rofe
ssio
nal e
xper
tise
seem
s to
be
the
prac
tical
and
sho
rt-c
utm
etho
d to
acc
ompl
ish
the
judg
men
tal r
espo
nsib
ilitie
s of
cur
rent
pur-
suit. F
or s
ortin
g ba
sic
and
min
or a
cts
how
ever
, the
gui
delin
es b
elow
, are
sugg
este
d :
1. M
ore
cogn
ition
aim
ed a
t fac
ts +
som
e af
fect
+ s
ome
mot
ion
Do-
cogn
itive
beh
avio
r or
kno
wle
dge
act.
2. M
ore
cogn
ition
aim
ed a
t pro
blem
sol
ving
+ s
ome
affe
ct +
som
e m
o-tio
n -4
0- p
robl
em s
olvi
ng b
ehav
ior
or a
ct.
3. M
ore
cogn
ition
aim
ed a
t eva
luat
ion
and
feed
back
+ s
ome
affe
ct +
som
e m
otio
nev
alua
tion
and
guid
ing
beha
vior
or
act.
4. S
ome
cogn
ition
+ m
ore
affe
ct +
som
e m
otio
na.
- af
fect
ive
beha
v-io
r or
atti
tudi
nal a
ct.
5. S
ome
cogn
ition
+ s
ome
affe
ct +
mor
e m
otio
nps
ycho
mot
or b
e-ha
vior
or
appl
icat
ion
/ per
form
ance
act
.T
o us
e fo
rm (
2), t
he d
esig
ner
sim
ply
writ
es d
own
the
prof
essi
onal
acts
, kee
ping
thro
ugho
ut th
eir
logi
cal a
nd p
ract
ical
sequ
ence
with
in a
job.
3021
Form
(2)
: Spe
cify
ing
the
beha
vior
al n
atur
e of
bas
ic a
nd m
inor
job
acts
.
The
job:
Des
igne
r.T
ask
Adm
inis
trat
ion:
No.
SJo
b ac
tsB
ehav
iora
l nat
ures
of
acts
Kno
w-
ledg
eA
ppli-
catio
nA
ttit-
IPro
plem
odes
solv
ing
I va
luat
ion
/gui
danc
e
1C
ompr
ehen
ding
gen
eral
act
s of
car
mai
nten
ance
.2
App
reci
atin
g th
e ro
le o
f m
aint
enan
cein
saf
ety
driv
ing.
3R
eser
ving
bat
tery
wat
er to
req
uire
dle
vel.
4R
eser
ving
rad
iato
r w
ater
to r
equi
red
leve
l.4
5M
aint
aini
ng e
ngin
e oi
l to
requ
ired
leve
l.4
6R
eser
ving
whe
el o
il to
req
uire
d le
vel.
7 8
Con
trol
ling
engi
ne te
mpe
ratu
re to
requ
ired
leve
l.K
eepi
ng c
ar li
ghts
wor
king
pro
perl
y.q
9K
eepi
ng c
ar b
rake
s w
orki
ng e
ffec
tivel
y.4
10C
hang
ing
flat
car
tire
.11
Kee
ping
car
lock
s w
orki
ng p
rope
rly.
412
Mai
ntai
ning
cle
anlin
ess
of c
ar.
13C
hang
ing
engi
ne o
il ev
ery
(100
0) k
ms.
14R
epai
ring
cau
se o
f hi
gh e
ngin
ete
mpe
ratu
re.
15R
epai
ring
car
ligh
ts w
hen
nece
ssar
y.4
16R
epai
ring
fla
t car
tire
.
Tot
als
Cla
ssif
icat
ion
Sum
mar
y:
Kno
wle
dge
: 6.2
5%A
ttitu
des
: 6.2
5%A
pplic
atio
n: 3
7.5%
Prob
lem
Sol
ving
: 25%
Com
men
ts:
Eva
luat
ion/
Gui
ding
: 25
%
Sign
atur
e &
dat
e
2231
The
des
igne
r th
encl
assi
fies
each
act
acc
ordi
ngto
its
prev
ailin
g be
-
havi
oral
nat
ure:
know
ledg
e, a
pplic
atio
n,at
titud
e, p
robl
em s
olvi
ng,
and
eval
uatio
n/ g
uida
nce.
Afte
rwar
ds, t
he d
esig
nersu
mm
ariz
es in
the
low
erse
ctio
n of
form
(2),
the
beha
vior
alda
ta in
term
s of
perc
enta
ges.
The
dig
italr
esul
ts o
f
this
ste
p w
ill s
how
the
over
all b
ehav
iora
lnatu
re o
f the
task
invo
lved
.
The
beh
avio
ral a
nddi
gita
l dat
a w
hich
res
ults
by c
urre
nt fo
rm,p
lays
a m
ajor
rol
ein
the
desi
gn o
ftrai
ning
; sin
ce it
will
ent
erin
who
le, f
orm
(11)
in C
hapt
er IV
,and
will
be
indi
rect
lyut
ilize
d in
late
r fo
rms
(13)
, (16
)
and
man
y su
bseq
uent
othe
rs.
Ass
essi
ng im
port
ance
Leve
ls o
f Bas
ic a
ndM
inor
Act
s
It is
tim
e no
w fo
rth
e de
sign
er to
ass
ess
the
degr
ee o
f im
port
ance
each
act
des
erve
sw
ithin
a jo
b. T
his
is a
ver
ycr
uici
al s
tep
for
the
desi
gn
and
cons
truc
tion
oftr
aini
ng p
rogr
am (
refe
rto
Cha
pter
s 5,
6,
7, &
8);
and
for
the
eval
uatio
nof
pro
gram
val
idity
and
prod
uctiv
ity in
the
final
chap
ter
of th
e bo
ok.
For
ass
essi
ng th
eim
port
ance
of p
rofe
ssio
nala
cts
with
in a
job,
the
desi
gner
may
con
side
rthe
follo
win
g pr
oced
ures
:
1. C
ompa
ring
each
act w
ith o
ther
sw
ithin
a jo
b or
a ta
sk,
adop
ting,
thus
, nor
m-r
efer
ence
dev
alua
tion.
The
crit
eria
whi
ch m
ay g
uide
the
deci
sion
mak
ing
proc
ess
here
, are
:
* T
he ti
me
leng
thne
eded
to p
erfo
rm th
eac
t . T
he m
ore
time
coul
d
mea
n m
ore
wei
ght o
rimpo
rtan
ce fo
r th
e ac
t.
The
num
ber
of b
ehav
iors
invo
lved
in p
erfo
rmin
gth
e ac
t.
* T
he im
plem
enta
tion
diffi
culty
and
the
muf
tiplic
ityof
per
form
ing
re-
quire
men
ts (
rule
s, to
ols,
mat
eria
ls, f
acili
ties
and
envi
ronm
enta
l
cond
ition
s.T
he o
ccur
ance
of t
heac
t with
in a
job.
The
mor
e oc
curin
g ac
t com
-
para
ble
to o
ther
s, th
e m
ore
impo
rtan
t it c
ould
be.
2. A
dmin
iste
ring
aqu
estio
nnai
re to
a g
roup
of jo
b ex
pert
s, e
mpl
oy-
ees,
sup
ervi
sors
,ev
alua
tors
and
oth
er c
ompe
tent
pers
onne
l. U
s-
ing
the
Del
phi t
echn
ique
coup
led
with
a q
uest
ionn
aire
cont
aini
ng
basi
c an
d m
inor
act
s,th
e de
sign
er w
ill a
skea
ch m
embe
r of
the
grou
p to
rat
e th
eim
port
ance
of i
ndiv
idua
lac
ts fo
r pe
rfor
min
gth
e
job
as s
how
n in
form
(3).
23
3. G
ivin
g th
e de
gree
of 4
(ou
t of 4
) as
high
ly im
port
ant;
orth
e de
gree
of 3
as
impo
rtan
t,fo
r ea
ch b
asic
act
.T
he d
egre
es o
f 2an
d 1
as
mod
erat
e an
d lim
ited
(low
) im
port
ance
for
each
min
or a
ct,w
hene
v-
er th
e de
sign
erla
cks
the
expe
rienc
e or
the
envi
ronm
ent t
o us
eth
e
two
proc
edur
esab
ove.
The
end
res
ults
whi
ch a
reac
hiev
ed h
ere
will
suffi
ce fo
r th
e as
ess-
men
t und
erta
king
requ
ired
by th
e cu
rren
tdes
igni
ng s
tage
oft
rain
ing.
Thi
s un
dert
akin
g co
uld
be o
pera
tiona
lized
by th
e us
e of
form
(3).
For
m (
3) p
lays
afu
ndam
enta
l, an
alyt
ical
role
in th
e de
sign
oft
rain
-
ing.
It s
umm
ariz
esth
e es
timat
edim
port
ance
leve
ls o
f act
s,w
hich
in
turn
will
be
reco
rded
late
r in
form
s (9
) an
d(1
0) o
f cha
pter
IV.
To
use
form
(3)
, the
desi
gner
firs
t writ
esdo
wn
the
basi
c an
dm
inor
acts
acc
ordi
ng to
thei
r lo
gica
l and
pra
ctic
alor
der
with
in th
e jo
b.S
ec-
ondl
y, h
e or
she
estim
ates
pro
fess
iona
lly(p
roba
bly
with
a h
elp
from
expe
rts)
the
degr
ees
of im
port
ance
ofe
ach
act i
n pr
oduc
ing
the
a jo
b,
cons
ider
ing
in th
is r
egar
dth
e cr
iteria
sta
ted
prev
ious
ly.
Non
ethe
less
, the
des
igne
rco
uld,
whe
neve
r ne
cess
ary
enla
rge
the
form
to h
old
mor
eac
ts. H
e co
uld,
mor
eove
r,di
vide
the
form
into
two:
the
first
for
basi
cac
ts a
nd th
e se
cond
for
min
or a
cts.
Whi
le e
stim
atin
g th
eim
port
ance
of a
cts,
the
desi
gner
may
res
ort,
if
nece
ssar
y, to
dro
ppin
gm
inor
act
s w
hich
rat
elo
w (
1) o
n th
e sc
ale.
Thi
s
is d
ue m
ost l
ikel
y, to
both
thei
r m
argi
nalit
yin
impl
emen
ting
the
job,
and
time
limita
tion
impo
sed
onhi
m.
Ana
lysi
ng J
obC
onst
ituen
ts A
ndIm
plem
enta
tion
Req
uire
-
men
ts fo
r R
enew
alan
d T
rain
ing
Nee
ds.
Job
cons
titue
nts
and
impl
emen
tatio
n re
quire
men
tsco
nsis
t of p
ro-
fess
iona
l beh
avio
rs,
pers
onne
l, ad
min
istr
ativ
e ,op
erat
iona
l law
s, m
ate-
rials
, too
ls, m
achi
nery
,fac
ilitie
s an
d eq
uipm
ent.
For
m (
4) is
offe
red
as a
sum
mar
y an
alyt
icto
ol fo
r th
e pu
rpos
eof
acc
ompl
ishi
ng th
epr
esen
t
step
.
24
33
Form
(3)
: Ass
essm
ent o
f im
port
ance
leve
ls o
f ba
sic
and
min
or a
cts
with
in a
job.
The
job:
Tas
k:D
esig
ner.
Adm
inis
trat
ion:
Typ
esN
o.s
lob
acts
Impo
rtan
ce le
vels
of
acts
illus
trat
ive
exam
ples
Nil
(0)
Low (1
)
Mod
crat
e(2
)
Hig
h
0)
V.
Hig
h(4
)
Dig
ital
Deg
rees
Not
es
...,
..:::
-F., PI g `6 I-, es -.t
al .. rl C)
1
I 2 3 4 5 6 7 8 9 10 11 12
Com
preh
endi
ng g
ener
al a
cts
of c
ar m
aint
enan
ce.
App
reci
atin
g th
e ro
le o
fm
aint
enan
ce in
saf
ety
driv
ing.
Mai
ntai
ning
bat
tery
wat
er to
requ
ired
leve
L
Mai
ntai
ning
rad
iato
r w
ater
tore
quir
ed le
veL
Mai
ntai
ning
eng
ine
oil t
ore
quir
ed le
veL
Mai
ntai
ning
whe
el o
il to
requ
ired
kve
LC
ontr
ollin
g en
gine
tem
pera
-tu
re to
req
uire
d le
vel.
Kee
ping
car
ligh
ts w
orki
ngpr
oper
ly.
Kee
ping
car
bra
kes
wor
king
effe
ctiv
ely.
Cha
ngin
g fl
u ca
r tir
e.K
eepi
ng c
ar lo
cks
wor
king
prop
erly
.M
aint
aini
ng c
lean
lines
s of
car.
,j
V 4 4 .J
lf Ni 4 4 J q 4
3 2 4 4 4 3 4 3 4 4 3 4
2+12
+28
12
= 4
212
= 3
.5
The
mea
nB
asic
act
s' s
ubto
tals
212
2842
3.5
r.; 4 5. ii a
1 2 3 4
Changing
engi
ne o
il ev
ery
(100
0) k
ms.
Rep
airi
ng c
ause
of
high
engi
ne te
mpe
ratu
re.
Rep
airi
ng c
ar li
ghts
whe
nne
cess
ary.
Rep
airi
ng f
lat c
ar ti
re.
NI
4 4 1,
The
mea
n
Min
or a
cts'
sub
-tot
als
16
71.
75
25
34
Form
(4)
: Ana
lyzi
ng jo
b co
nstit
uent
s&
impl
emen
tatio
n re
quir
emen
ts.
The
job:
Tas
k:D
esig
ner:
Adm
inis
trat
ion:
..
Loc
atio
n
Typ
e of
ser
vice
/pro
duct
:
Pers
onne
l (nu
mbe
rs &
qua
lific
atio
ns):
Adm
inis
trat
ors
/ Sup
ervi
sors
:
Em
ploy
ees
:
Supp
ort s
ervi
ces
:
Adm
inis
trat
ive
/ Org
aniz
atio
nal l
aws
&ru
les
:
Gen
eral
wor
k la
ws
Rul
es &
qua
litie
s of
job
impl
emen
tatio
n:
Wor
k sc
hedu
les
Tot
al ti
me
cons
umed
:
Impl
emen
tatio
n se
quen
ce:
follo
ws
2635
Follo
ws
: For
m(4
)
Ove
rall
prod
uct :
Phys
ical
& p
sych
olog
ical
Mili
eu :
Faci
litie
s :
Equ
ipm
ent
:
Mac
Mne
ry/T
ook
Raw
& f
abri
cate
d m
ater
ials
:
Com
mun
icat
ion
mec
hani
sms
:
Inte
ract
ion
styl
es :
Supe
rvis
ory
tech
niqu
es :
Lea
ders
hip
styl
es
Cri
teri
on b
ehav
iors
of
a jo
b (t
ype
& f
requ
ency
with
ina
job)
:1. 2. 3. 4. 5. 6. 7. 8 9. 10
.
Add
ition
al n
otes
:
Sign
atur
e &
dat
e
27:1
6
In u
sing
form
(4)
the
desi
gner
sho
uld
take
into
con
side
ratio
nth
efo
llow
ing
:1.
Rec
ordi
ng th
e be
havi
oral
act
s by
diff
eren
t obs
erve
rson
sev
eral
oc-
casi
ons.
Thi
s m
ay le
ad to
a v
alid
job
desc
riptio
n.2.
Div
idin
g th
e fo
rm, i
f nec
essa
ry, t
o se
vera
l sub
form
s. E
ach
is s
peci
al-
ized
to r
ecor
d sp
ecifi
c fa
ctor
s su
ch a
s: p
erso
nnel
and
supp
ort s
er-
vice
s, a
dmin
istr
ativ
e ro
utin
e, p
hysi
cal a
nd p
sych
olog
ical
requ
ire-
men
ts, s
tand
ard
prof
essi
onal
beh
avio
rs o
r ac
ts, a
ndso
on.
3. S
peci
fyin
g al
l the
det
ails
con
cern
ing
the
impl
emen
tatio
nfa
ctor
s as
to th
eir
type
s or
cat
egor
ies,
cha
ract
eris
tics,
qua
lific
atio
ns, q
ualit
ies,
role
s, w
ork
cond
ition
s, s
tren
gths
and
wea
knes
ses,
and
end
prod
-uc
ts. T
he d
esig
ner
with
all
thes
e sp
ecifi
catio
ns m
ay fi
nd h
imse
lf in
need
of i
ntro
duci
ng m
ore
sub-
form
s th
an w
hat i
s re
com
men
ded
abov
e. H
e sh
ould
not
hes
itate
to d
o so
, sin
ce s
uch
actio
n w
illbe
n-ef
it th
e sc
ient
ific
desi
gn o
f tra
inin
g.T
he d
ata
of fo
rm (
4) is
util
ized
dire
ctly
by
form
(7)
in c
hapt
er II
I and
form
(11
) in
cha
pter
IV, a
nd o
ther
form
s in
sub
sequ
ent
chap
ters
. Thi
sm
ajor
des
igni
ng r
ole
of fo
rm (
4) s
tem
s fr
om it
sco
mpr
ehen
sive
nat
ure
as d
escr
iptiv
e an
d an
alyt
ic m
echa
nism
whi
ch h
elps
in u
nder
stan
ding
the
job
and
in s
ortin
g its
ren
ewal
/ tr
aini
ng n
eeds
.
Wha
t Com
es N
ext ?
The
follo
win
g ch
apte
r co
ncer
ns it
self
with
nee
dsas
sess
men
t of a
job
for
rene
wal
and
/or
trai
ning
. Thi
s im
port
ant t
ask
ofde
sign
ing
prof
es-
sion
al d
evel
opm
ent p
rogr
ams
is a
ccom
plis
hed
bym
eans
of d
escr
ip-
tion
and
anal
ysis
and
the
use
of fo
ur fo
rms
spec
ialty
cons
truc
ted
for
the
chap
ter.
The
cyc
le o
f pro
fess
iona
l nee
ds a
sses
smen
t cou
ldno
t be
com
-pl
ete
with
out t
he d
escr
iptio
n an
d an
alys
is o
f org
aniz
atio
nan
d em
ploy
-ee
s.. T
he n
ext c
hapt
er w
ill u
nder
take
this
res
pons
ibili
ty.
28:4
7
Cha
pter
III Pr
ofes
sion
al N
eeds
Ass
essm
ent
of O
rgan
izat
ion
and
Em
ploy
ees
Intr
oduc
tion
Pro
fess
iona
l nee
ds a
sses
smen
tof o
rgan
izat
ion
and
empl
oyee
s, a
s
in th
e ca
se o
f a jo
b, is
acco
mpl
ishe
d by
des
crip
tion
and
anal
ysis
of
thei
r st
atus
for
the
purp
ose
of d
eter
min
ing
rene
wal
Itr
aini
ng n
eeds
.
Des
crip
tion
is p
rimar
ily a
cou
ntin
g pr
oces
sof
all
hum
an, p
sych
o-
logi
cal ,
beh
avio
ral,
orga
niza
tiona
land
mat
eria
l com
pone
nts
whi
ch fo
r-
mul
ate
the
conc
epts
ofo
rgan
izat
ion
or e
mpl
oyee
.A
naly
sis
on th
e ot
her
hand
, is
the
proc
ess
of fi
ndin
g th
e in
tera
ctiv
e-
wor
king
rel
atio
nshi
ps a
mon
gde
scrib
ed c
ompo
nent
s, c
oupl
edw
ith
thei
r ro
les,
con
ditio
ns a
nden
viro
rient
s w
hich
toge
ther
form
the
pro-
fess
iona
l con
figur
atio
n of
the
orga
niza
tion
or th
e em
ploy
ee.A
naly
sis
help
s fu
rthe
r in
und
erst
andi
ngth
e st
atus
of o
rgan
izat
ion
orem
ploy
ee
and
the
effe
ctiv
e w
ays
ofco
mm
unic
atin
g / i
nter
actin
g w
ithth
em fo
r
purp
oses
of w
ork
and
deve
lopm
ent .
The
Con
cept
ofO
rgan
izat
ion
The
org
aniz
atio
n is
a te
amof
pro
fess
iona
l ind
ivid
uals
who
wor
k
harm
onio
usly
toge
ther
in a
ccor
danc
ew
ith d
ecla
red
role
s an
d be
hav-
iora
l sys
tem
s to
ach
ieve
mea
ning
ful e
nds:
ser
vice
s or
pro
duct
s.
Mor
eove
r or
gani
zatio
n, is
foun
ded
with
in a
soc
iety
by
an in
divi
dual
or g
roup
of i
nves
tors
as
apr
ivat
e en
terp
rise;
or
by th
epu
blic
as
the
case
of g
over
nmen
tal o
rco
mm
on c
ause
age
ncie
s.B
oth
type
s, o
f
cour
se, h
ave
spec
ific
cate
gorie
s of
em
ploy
ees
toac
com
plis
h sp
ecifi
ed
serv
ices
or
prod
ucts
. Thi
s to
say
that
org
aniz
atio
n ow
nsch
arac
teris
ti-
cally
bot
h em
ploy
ees
and
the
job.
Adm
inis
trat
ivel
y, h
owev
er, t
heor
gani
zatio
n co
uld
be d
efin
ed a
s a
pyra
mid
of b
ehav
iora
l com
mun
icat
ive
syst
em w
ith a
dire
ctor
or
a ge
n-
eral
adm
inis
trat
or /
man
ager
situ
ated
at i
ts to
p, w
hile
at t
heba
se, t
he
empl
oyee
s, te
chni
cian
s, s
ecre
taria
land
mai
nten
ance
ser
vice
s ar
e op
-
erat
ing.
29
3 8
At t
he m
iddl
e of
this
pyra
mid
, job
sup
ervi
sior
s, s
econ
dan
d th
ird
leve
l adm
inis
trat
ors
are
plac
ed.
The
se p
erso
nnel
ser
ve, b
esid
e ca
rry-
ing
out t
he to
and
fro
com
mun
icat
ions
of h
ead
adm
inis
trat
ors
and
wor
kers
, as
a m
edia
ting
mec
hani
sm b
etw
een
the
wor
kfo
rce
on o
ne
side
, and
the
cust
omer
s on
the
othe
r.C
onsi
derin
g ab
ove,
the
orga
niza
tion
is a
com
poun
d hu
man
and
func
tiona
l sys
tem
whi
ch is
com
pose
d m
ainl
y of
the
follo
win
g :
1. T
he h
uman
com
pone
ntw
hich
incl
udes
all
prof
essi
onal
pers
onne
l
such
as:
adm
inis
trat
ors,
exp
erts
;em
ploy
ees,
tech
nici
ans,
sec
reta
ri-
al a
nd m
aint
enan
ce s
ervi
ces;
and
last
but
not
the
leas
t: th
e cu
s-
tom
ers.
Cus
tom
ers
are
cons
ider
ed h
ere
anin
tegr
al p
art o
f any
org
aniz
atio
n
as is
the
case
of
adm
inis
trat
ors
and
empl
oyee
s.W
ithou
t cus
tom
-
ers,
the
exis
tanc
e of
an
orga
niza
tion
will
be
auto
mat
ical
lynu
llifie
d.
2. T
he a
dmin
istr
ativ
e/or
gani
zatio
nalco
mpo
nent
whi
ch e
mbo
dies
the
law
s, r
ules
, ins
truc
tions
and
prin
cipl
es o
f com
mun
icat
ion,
inte
rac-
tion
and
oper
atio
n. T
hese
elem
ents
are
ver
y es
sent
ial f
orst
eerin
g
hum
an a
nd m
ater
ial s
ervi
ces,
whi
le a
re p
erfo
rmin
g th
e re
quire
ddu
-
ties
or p
rodu
cts.
3. T
he p
rofe
ssio
nal b
ehav
ior
com
pone
nt w
hich
rep
rese
nts
the
tota
l
serv
ices
/ pro
duct
s th
at th
eor
gani
zatio
n yi
elds
to th
e pu
blic
ort
o its
cust
omer
s.4.
The
mat
eria
l com
pone
ntw
hich
is b
asic
ally
mad
e of
:wor
k fa
cilit
ies,
equi
pmen
t , m
achi
nery
, too
ls,
raw
/pre
fabr
icat
ed. m
ater
ials
, med
ia,
tech
nolo
gies
and
fina
ncia
l bud
get.
The
four
com
pone
nts
abov
e ar
ede
pict
ed in
the
beha
vior
al s
yste
mbe
-
low
( fi
gure
I )
: The
Con
cept
of a
nE
mpl
oyee
The
em
ploy
ee, i
n th
e br
oade
r se
nse,
is th
e ge
nera
tor
of a
ll th
ings
,
serv
ices
, or
prod
ucts
nee
ded
by a
soci
ety
- w
heth
er th
ese
are
rear
ing
offs
prin
gs, e
duca
ting
child
ren,
man
ufac
turin
g sp
ecifi
c pr
oduc
ts, o
r pe
r-
form
ing
serv
ices
nec
essa
ry fo
r da
ilylif
e.
The
em
ploy
ee th
eref
ore,
sho
uld
be tr
eate
d as
a p
ricel
ess
hum
an
asse
t tha
t any
soc
iety
may
have
. His
per
sona
l and
pro
fess
iona
lin
teg-
ritie
s m
ust b
e co
nsta
ntly
pre
serv
ed.
Whe
neve
r he
is d
egra
ded
or h
is
303
9
Inpu
ts a
nd p
roce
sses
Out
puts
of o
rgan
izat
ion
Fig
ure
I : T
he o
rgan
izat
ion
as a
com
poun
d op
erat
iona
l sys
tem
.
ener
gies
are
was
ted,
the
stab
ility
/ m
aint
enan
ce o
f soc
iety
's p
rese
nce,
as w
ell a
s th
e re
aliz
atio
n of
thfu
ture
, may
be
com
prom
ised
.
As
an a
rtis
an h
owev
er, t
he e
mpl
oyee
is a
hum
an a
dult
who
is p
rofe
ssio
nally
qua
lifie
d to
wor
k w
ith o
ther
s fo
rth
e pu
rpos
e of
acc
ompl
ishi
ng a
Job
(se
rvic
e or
pro
duct
)th
roug
h w
hich
he
coul
dfu
lfill
his
indi
vidu
al/fa
mily
need
s. T
he g
row
th o
f an
empl
oyee
req
uire
s as
the
case
of a
ny h
uman
bei
ng, a
sys
tem
atic
inta
ke o
f new
con
-st
ruct
ive
expe
rienc
es.
The
abo
ve d
efin
ition
of e
mpl
oyee
has
sev
eral
impl
icat
ions
:
Firs
t: T
he e
mpl
oyee
is a
hum
an b
eing
. Thi
s hu
man
bei
ng, d
ue to
his
soph
istic
ated
per
sona
l, ph
ysic
al, s
ocia
l, co
gniti
ve, a
ffect
ive,
and
psyc
hom
otor
qua
litie
s, r
epre
sent
s th
e ul
timat
e m
aste
r of
anim
al li
fe.
Thu
s, a
n em
ploy
ee r
egui
res,
by
natu
re, p
ositi
ve, h
uman
and
civi
lized
trea
men
t thr
ough
out w
ork
and
trai
ning
. Mas
low
'she
irarc
hy o
f hum
an n
eeds
, Cro
nbac
h's
clas
sific
atio
n of
need
s, a
nd M
uray
's p
sych
o-ge
nic
need
s, p
rovi
de e
xam
ples
of w
hat c
ould
be
appl
ied
here
.
Sec
ond:
The
em
ploy
ee is
an
adul
t. T
his
mea
ns th
at h
e, a
s a
hum
an
31
40
bein
g, is
als
o a
grow
n in
divi
dual
with
diff
eren
t life
exp
erie
nc-
es, v
alue
s, c
omm
unic
ativ
e sk
ills,
per
sona
l asp
iratio
ns a
ndob
ligat
ions
.T
his
emph
asiz
es th
e fa
ct th
at th
e em
ploy
ee a
s an
adu
ltco
mes
nor
mal
ly to
trai
ning
with
a m
atur
e pe
rson
ality
whi
chpo
sses
ses
a st
able
beh
avio
ral f
ram
ewor
k. H
ence
,th
e pr
in-
cipl
es, t
heor
ies
and
prin
cipl
es o
f and
rago
gy m
ust b
e em
-pl
oyed
her
e.
Thi
rd: T
he e
mpl
oyee
is a
pro
fess
iona
lly q
ualif
ied
indi
vidu
al, s
peci
al-
ized
to p
erfo
rm a
spe
cific
wor
k re
spon
sibi
lity.
Thi
s in
dica
tes
that
an
empl
oyee
is n
ot a
n ou
trig
ht ig
nora
ntpr
ofes
sion
al; r
athe
r he
has
alre
ady
som
e qu
alifi
catio
nsw
hich
trai
ning
cou
ld b
uild
upo
n, w
hile
som
e ot
her
skill
s or
char
acte
ristk
's m
ust b
e de
velo
ped
or u
pdat
ed b
y hi
m. T
his
will
ena
ble
the
desi
gner
to r
espe
ct th
e em
ploy
ee's
tim
e,ne
eds
and
effo
rts,
by
givi
ng h
im o
nly
wha
t he
need
s; th
us,
lead
ing
to a
val
id p
rofe
ssio
nal p
rogr
am w
hich
is e
ager
lyso
ught
in tr
aini
ng. H
ertz
berg
's m
otiv
atio
n-hy
gien
e th
eory
may
app
ly to
the
pres
ent e
mpl
oyee
's e
lem
ent.
Fou
rth:
The
em
ploy
ee is
a s
ocia
l cre
atur
e w
ho is
cap
able
of c
o-ex
istin
g an
d w
orki
ng w
ith o
ther
s fo
r th
e be
tterm
ent o
f him
self
and
his
fello
w w
omen
/men
. The
prin
cipl
es o
f soc
iolo
gy, s
o-ci
al p
sych
olog
y an
d hu
man
inte
ract
ion
/ coo
pera
tion,
sho
uld
be a
pplie
d w
hene
ver
trai
ning
is r
ecom
men
ded
for
him
.
Fift
h: T
he e
mpl
oyee
is d
epen
dent
upo
n th
e re
turn
s of
his
job
whe
ther
thes
e ar
e m
onth
ly s
alar
ies
for
a se
rvic
e, o
r be
nefit
s of
com
-m
erci
al p
rodu
cts.
Thi
s pr
inci
ple
coul
d be
exp
loite
d as
a c
on-
vinc
ing
mot
ivat
iona
l fac
tor
for
the
empl
oyee
to b
e ac
tivel
y in
-vo
lved
in th
e ac
t of t
rain
ing;
and
to b
e m
ore
prod
uctiv
e w
hile
perf
orm
ing
his
job
in th
e fu
ture
.
Six
th: T
he e
mpl
oyee
is a
gro
win
g hu
man
bei
ng. T
his
mea
ns th
atw
hile
he
poss
esse
s in
itial
pro
fess
iona
l exp
erie
nces
of t
hejo
b,he
stil
l nee
ds m
ore
new
exp
erie
nces
as
a gr
owin
g in
di-
vidu
al, e
ncou
nter
ing
alm
ost e
very
day
nov
el w
ork
and
life
sit-
uatio
ns. T
hese
of c
ours
e co
uld
be m
ade
avai
labl
e to
him
by
mea
ns o
f tra
inin
g an
d pr
ofes
sion
al d
evel
opm
ent p
rogr
ams.
3241
Pro
fess
iona
l Nee
ds A
sses
smen
tof
Org
aniz
atio
n an
d E
mpl
oyee
sfo
r R
enew
al /
Tra
inin
gT
rain
ing
hand
les
all b
ehav
iora
l asp
ects
, ski
lls a
nd c
hara
cter
istic
sw
hich
cou
ld b
e de
velo
ped
by m
eans
of p
rofe
ssio
nal p
rogr
ams.
The
dura
tion
of th
ese
prog
ram
s m
ay b
e a
day,
som
e da
ys o
r w
eeks
, or
inot
her
case
s m
ay la
st to
sev
eral
mon
ths
or e
ven
for
a ye
ar o
r tw
o. T
hepr
ogra
ms
coul
d be
pre
sent
ed b
y fo
rms
of c
ours
es, i
nten
sive
wor
k-sh
ops,
trai
ning
wor
king
ses
sion
s, c
ouns
elin
g in
terv
iew
s, T
. gro
ups
and
orga
nize
d gu
idan
ce.
Ren
ewal
on
the
othe
r ha
nd, i
s co
ncer
ned
in th
is b
ook,
with
mat
eria
lne
eds
of e
mpl
oyee
s an
d or
gani
zatio
n. T
hese
nee
ds a
re fu
lfille
d no
r-m
ally
by
mea
ns o
f pur
chas
e, le
asin
g, m
aint
enan
ce a
nd r
epai
r.A
sses
smen
t of p
rofe
ssio
nal n
eeds
for
rene
wal
/ tr
aini
ng in
volv
esth
ree
maj
or s
teps
, exp
lain
ed a
s fo
llow
s:
Des
crib
ing
and
Ana
lysi
ng B
ehav
iora
l/ C
hara
cter
istic
Giv
-en
s of
Org
aniz
atio
n.T
he b
ehav
iora
l / c
hara
cter
istic
giv
ens
of a
n or
gani
zatio
n as
sta
ted
earli
er, a
re o
f fou
r ty
pes:
hum
an, a
dmin
istr
ativ
e, b
ehav
iora
l, an
d ph
ys-
ical
con
stitu
ents
.T
o de
scrib
e th
e fo
ur c
onst
ituen
ts o
f an
orga
niza
tion,
the
desi
gner
may
ado
pt fo
rm (
5) fo
r su
rvey
ing
them
as
exiti
ng in
rea
lity
. The
de-
sign
ing
role
of f
orm
(5)
ther
efor
e is
num
erat
ing
the
qual
ities
, beh
av-
iors
, cha
ract
eris
tics
or p
rofe
ssio
nal q
ualif
icat
ions
of e
ach
com
pone
nt.
The
form
allo
ws
furt
her
for
the
cond
uct o
f ele
men
tary
ana
lysi
s of
the
afor
emen
tione
d co
nstit
uent
s of
an
orga
niza
tion.
The
dat
a of
the
form
will
ent
er th
e ne
xt o
ne, f
orm
(6)
for
digi
tal a
naly
sis.
The
res
ults
of f
orm
(5)
are
rec
orde
d w
ithin
four
cat
egor
ies
:
* In
com
plet
ely
avai
labl
e el
emen
ts (
- )
* C
ompl
etel
y av
aila
ble
elem
ents
* E
xces
sive
ly a
vaila
ble
elem
ents
(+
)*
Com
pele
tly m
issi
ng e
lem
ents
(.)
If em
ploy
ees
are
take
n as
an
exam
ple
then
the
follo
win
g ca
ses
may
be o
bser
ved
as a
res
ult o
f the
ir de
scrip
tion
and
elem
entr
y an
alys
is:
33
42
Form
(5)
: Des
crip
tion
and
elem
enta
ry a
naly
sis
of a
n or
gani
zatio
n.
The
job:
Des
igne
r.T
ask:
Adm
inis
trat
ion:
Org
aniz
atio
nal c
onst
ituen
ts
(illu
stra
tive
exam
ples
)
Cur
rent
sta
tus
Not
esA
vaila
ble
Nill
EE
+(.
)
Hum
an c
onst
ituen
ts :
A. W
orki
ng e
mpl
oyee
s.B
. Adm
inis
trat
ors.
C. P
erso
nnel
of
supp
ort s
ervi
ces.
D. C
usto
mer
s.
Tot
als
Whe
n us
ing
the
form
, the
des
igne
rco
nsid
ers
the
fol-
low
ing:
(1)
Dev
elop
ing
var-
ious
inde
pend
ent
form
s fo
r di
ffer
ent
cons
titue
nts
due
tode
tails
whi
ch m
aypu
rsue
to m
aint
ain
a cl
ear
pict
ure
ofea
ch c
cest
ituen
t.
(2)
Putti
ng (
q)w
here
con
stitu
ents
are
obse
rved
con
i-
plet
ely
(n);
inco
rn-
plet
ely
(-)
orex
cess
ivel
y (+
);an
d (.
) w
hen
it is
mis
sing
.(3
) Sp
ecif
ying
curr
ent s
tatu
s an
d/O
r qu
alif
icat
ions
obse
rved
for
eac
hco
nstit
uent
s in
this
colu
m.
Job
cons
titue
nts:
A. O
pera
ting
acts
.B
. Adm
inis
trat
ive
acts
.
i Tot
als
Adm
inis
trat
ive
cons
titue
nts:
A. L
aws,
rul
es &
dec
rees
.B
. Ins
truc
tions
.c.
Wor
k/hu
man
rel
atio
ns.
D. R
ewar
d-pu
nish
men
t pol
icie
s.E
. Wor
k sc
hedu
les.
F. F
iles
and
reco
rds.
,
Phys
ical
con
stitu
ents
:1T
otal
s
A. F
acili
ties.
B. E
quip
men
t.C
. Mac
hine
ry &
tool
s.D
. Raw
mat
eria
ls.
E. P
re-f
ah. m
ater
ials
.F.
Bud
get.
Tot
als
Des
crip
tion
sum
mar
y
A. C
ompl
etel
y av
aila
ble
elem
ents
.(z
-...)
B. I
ncom
plet
ely
avai
labl
e el
emen
ts.
(-)
C. E
xces
sive
ly a
vaila
ble
elem
ents
.(+
)D
. Com
plet
ely
mis
sing
ele
men
t.(.
)Si
gnat
ure
& d
ate
34
43
1. E
mpl
oyee
s w
ho a
re in
com
plet
ely
avai
labl
e, w
hen
:
* th
ere
are
90 e
mpl
oyee
s in
stea
d of
100
actu
ally
nee
ded
by a
n or
-ga
niza
tion
(qua
ntita
tive
inco
mpl
eten
ess)
.*
ther
e ar
e fo
ur c
ateg
orie
s of
em
ploy
ees,
whi
le th
e or
gani
zatio
nne
eds
five
ones
(qu
alita
tive
clas
s in
com
plet
enes
s).
* th
ere
are
100
empl
oyee
s ne
eded
by
an o
rgan
izat
ion,
som
e of
them
hav
e to
und
ergo
spe
cific
pro
fess
iona
l im
prov
emen
t(q
ualif
icat
ion
inco
mpl
eten
ess)
.2.
Em
ploy
ees
who
are
com
plet
ely
avai
labl
e, w
hen
ther
ear
e 10
0 w
hich
are
cong
ruen
t in
thei
r qu
alifi
catio
ns a
nd q
ualit
ativ
e cl
asse
s w
ithw
hat i
s re
quire
d by
the
orga
niza
tion.
3. E
mpl
oyee
s w
ho a
re to
tally
mis
sing
from
the
orga
niza
tion
as a
n ex
-tr
eme
nega
tive
case
or
whe
n or
gani
zatio
n an
d jo
bar
e ne
wly
initi
at-
ed w
ithin
an
envi
ronm
ent.
4. E
mpl
oyee
s w
ho a
re e
xces
sive
ly a
vaila
ble,
whe
nth
ere
are
115
whi
le th
e or
gani
zatio
n is
in n
eed
of 1
00.
Dig
ital A
naly
sis
of O
rgan
izat
iona
l Nee
ds fo
rR
enew
al/
Tra
inin
g.T
he b
ehav
iora
l/ ch
arac
teris
tic d
ata
of fo
rm (
5) is
trea
ted
mor
e st
a-tis
tical
ly in
this
ste
p by
form
(6)
. The
des
igne
r co
uld
acco
mpl
ish
this
task
by
com
parin
g ob
serv
ed d
ata
with
crit
erio
n da
ta a
lread
yav
aila
ble
to h
im. T
his
will
res
ult i
n qu
antit
ativ
e va
lues
mar
ked
by (
1,1)
in th
e ap
-pr
opria
te c
olum
ns o
f the
sca
le.
Whi
le th
e di
gita
l dat
a st
atis
tical
ly p
inpo
ints
the
mis
sing
,ex
cess
ive,
inad
equa
te a
nd s
atis
fact
ory
cons
titue
nts
of th
e or
gani
zatio
n,tw
o m
a-jo
r ne
eds
may
aris
e:F
irstly
: T
he m
ater
ialis
tic n
eeds
whi
ch c
ould
imm
edia
tely
be m
et b
ym
eans
of l
easi
ng, p
urch
asin
g, r
epai
r, m
aint
enan
ce, o
mis
sion
or a
dditi
on, a
nd;
Sec
ondl
y : T
he h
uman
nee
ds th
at s
houl
d be
fulfi
lled
bytr
aini
ng.
The
se d
iffer
ent n
eeds
how
ever
, will
ent
er fo
rms
(9 a
nd10
)fo
r in
tegr
atio
n w
ith e
mpl
oyee
s an
d jo
b ne
eds,
inor
der
toac
hiev
e an
art
icul
ated
list
for
trai
ning
.
3544
Des
crib
ing
and
Ana
lyzi
ng E
mpl
oyee
s fo
r R
enew
al/ T
rain
-in
g.W
hen
desc
ribin
g an
d an
alys
ing
empl
oyee
s, s
ever
al fa
ctor
s sh
ould
beex
amin
ed:
1.P
erso
nal c
hara
cter
istic
s, e
.g. p
hysi
cal f
eatu
res,
end
uran
ce a
ndab
ili-
ties,
age
, sex
, ach
ieve
men
t bac
kgro
und,
rea
ding
and
writ
ing
leve
ls,
flexi
bilit
y, g
ener
al/ s
peci
al in
telli
genc
e,pe
rsev
eran
ce a
nd c
once
n-tr
atio
n ab
ilitie
s, p
sych
o-so
cial
moo
ds, a
nd m
otiv
atio
nal q
ualit
ies.
2. P
rofe
ssio
nal s
kills
whi
ch a
re c
once
rned
with
per
form
ing
a m
anda
t-ed
job,
ser
vice
, or
prod
uct.
3. L
ife a
nd w
ork
expe
rienc
es.
4. L
earn
ing/
ach
ieve
men
t sty
les.
5. C
omm
unic
atio
n/ in
tera
ctio
n st
yles
.6.
Per
sona
l/ pr
ivat
e co
ncer
ns.
7. E
cono
mic
and
soc
ial f
amily
sta
tus.
To
acco
mpl
ish
the
curr
ent s
tep
with
the
desi
gnin
gpu
rsui
ts e
mbo
d-ie
d in
it, f
our
alte
rnat
ive
form
s (7
a a
nd b
, 8a
and
b) a
re p
rese
nted
.F
orm
(7
a) in
clud
es p
rofe
ssio
nal a
cts
or b
ehav
iors
, the
ir cr
iterio
n an
dob
serv
ed p
erfo
rman
ces
and
the
resu
lting
trai
ning
nee
ds.
For
m (
7b)
onth
e ot
her
hand
, is
conc
erne
d pr
imar
ily w
ith p
erso
nal
char
acte
ristic
s/be
havi
ors
and
qual
ifica
tions
.W
hen
desi
gnin
g tr
aini
ng, t
he d
esig
ner
writ
es jo
b ac
tsor
beh
avic
rsto
geth
er w
ith c
riter
ion
perf
orm
ance
s or
gra
des
that
sho
uld
be m
anifi
st-
ed b
y th
e in
divi
dual
em
ploy
ee, a
s m
easu
res
of h
is p
rofe
ssio
nal
ade-
quac
ies.
The
des
igne
r th
en o
bser
ves
the
empl
oyee
, giv
ing
him
the
grad
esor
mar
k va
lues
whi
ch h
e de
serv
es. C
ompa
ring
now
the
crite
rion
data
with
the
obse
rved
, the
des
igne
r co
uld
easi
ly p
inpo
int t
he p
rofe
ssio
nal
need
s th
at s
houl
d be
ado
pted
for
trai
ning
.T
o us
e fo
rm (
7 b)
, abo
ve, c
erta
in p
roce
dure
s ap
ply.
As
the
form
,ho
wev
er, i
s sp
ecia
lized
in p
erso
nal n
eeds
, the
des
igne
rw
rites
dow
nth
e cr
iterio
n qu
aliti
es, c
hara
cter
istic
s or
beh
avio
rs. O
bser
ving
empl
oy-
ees
afte
rwar
ds a
nd a
sses
sing
how
they
rat
e, c
ompa
rabl
e to
wha
t is
requ
ired,
will
pro
duce
aga
in th
e re
new
al/ t
rain
ing
need
s th
at s
houl
d be
fulfi
lled
by fu
ture
pro
gram
s. F
inal
ly, f
orm
s (8
a &
b)
are
deta
iled
ver-
sion
s of
form
s (7
a a
nd b
). T
hey
are
cons
truc
ted
toac
com
odat
e fo
rm
36
4 5
Form
(6)
: Ext
ende
d di
gita
l ana
lysi
s of
org
aniz
atio
nal n
eeds
for
ren
ewal
/tr
aini
ng.
The
job:
Des
igne
r.T
ask:
Adm
inis
trat
ion:
_
Org
aniz
atio
nal c
onst
ituen
ts(i
llust
rativ
e ex
ampl
es)
-
exce
ssiv
e+
Ass
essm
ent o
f cu
rren
t sta
tus
Nil
109
-8
71
54
1
32
10
Hum
an c
onst
ituen
ts:
A. W
orki
ng e
mpl
oyee
s.B
. Adm
inis
trat
ors.
C. P
erso
nnel
of
supp
ort s
ervi
ces.
D. C
usto
mer
s.
4 1
4
21
1Jo
b co
nstit
uent
s :
1T
otal
s
A. O
pera
ting
acts
.B
. Adm
inis
trat
ive
acts
'V
V
11
Adm
inis
trat
ive
Con
stit-
trea
ts:
IT
otal
s
A. L
aws,
rul
es &
dec
rees
.B
. Ins
truc
tions
.C
. Wor
k hu
man
rel
atio
ns .
D. R
ewar
d-pu
nish
men
t pol
l-ci
es.
E. w
ork
sche
dule
sF.
File
s an
d re
cord
s .
li
4
4
-4V
11
11
11
Phys
ical
Con
stitu
ents
IT
otal
s
A. F
acili
ties.
B. E
quip
men
t .C
. Mac
hine
ry &
tool
s .
D. R
aw m
ater
ials
.E
. Pre
-fab
. mat
eria
ls .
F. B
udge
t.
Tot
als
4V .
,4.
,
'..,4 1
12
11
Mea
ly&
Sum
mar
y:A
. Add
klo
a w
eds
(MU
M, d
eare
ats)
:C
. Ren
ewal
nee
ds
2.1. W
ork
rela
tions
.c
1. L
aws/
ruks
.6.
Fac
ilitie
s .
Mac
hine
ry.
7.2.
Ins
truc
tions
.7.
Equ
icos
ents
3.3.
Wor
k sc
he.d
ules
.8.
Raw
mat
eria
ls .
&4.
9.4.
File
s A
. rec
ords
.9.
Pre
fab.
mat
eria
ls .
5.10
.5.
Bad
ger.
10. R
ewar
d-pa
nisb
erne
ntpo
licie
s.D
. Oat
s**
Dee
ds(I
Ntie
liVt M
usts
)D
. Tra
inin
g N
eed.
:I.
Em
ploy
ee,.
41.
Wor
k 'v
iatic
a,.
42.
Aes
ilini
stra
fea.
7.2.
Ope
ratin
g ac
ts.
7.3.
8.3.
Adm
inis
trat
ive
acts
.8.
4.9.
49.
s.10
.5.
10.
37
46
Form
(7
a): D
escr
iptio
n an
d el
emen
tary
ana
lysi
s of
em
ploy
ees'
pre
for-
man
ce.
Em
ploy
ee:
Des
igne
r:Jo
b:-
Adm
inis
trat
ion*
Org
aniz
atio
nD
ate-
No.
SPr
ofes
sion
al a
cts
or b
ehav
iors
!Cri
teri
on
(illu
stra
tive
exam
ples
)er
fonu
anct
Obs
erve
diPe
rfon
nan
Tra
inin
gN
eeds
1C
ompr
ehen
ding
gen
eral
act
s of
car
mai
nten
ance
.
BC
*1
degr
ee
2A
ppre
ciat
ing
the
role
of
mai
nten
ance
in
safe
ty d
rivi
ng.
BC
1 de
gree
3M
aint
aini
ng b
atte
ry w
ater
to r
equi
red
leve
l.A
D3
degr
ee
4M
aint
aini
ng r
adia
tor
wat
er to
req
uire
d le
veL
AC
2 de
gree
s
5M
aint
aini
ng e
ngin
e oi
l to
requ
ired
leve
l.A
D3
degr
ees
6R
eser
ving
Whe
el o
il to
req
uire
d le
vel.
BC
1 de
gree
7C
ontr
ollin
g en
gine
tem
pera
ture
to r
equi
red
leve
l.
AD
3 de
gree
s
8K
eepi
ng c
ar li
ghts
wor
king
pro
perl
y.B
CI
degr
ee
9K
eepi
ng c
ar b
rake
s ef
fect
ivel
y w
orki
ng.
AD
3 de
gree
s
10C
hang
ing
flat
car
tire
.A
D3
degr
ees
11K
eepi
ng c
ar lo
cks
wor
king
pro
perl
y.B
C1
degr
ee
12M
aint
aini
ng c
lean
lines
s of
car
.A
B1
degr
ee
Com
men
ts
* G
rade
sar
e ill
ustr
ativ
e ex
ampl
es.
* G
ener
ally
aft
er :
Tur
ell,
M. T
rain
ing
Ana
lysi
s-A
Gui
de to
Rec
ogni
zatio
nT
rain
ing
Nee
ds. P
lym
owth
, Eng
land
: M
acdo
nald
and
Eva
ns, L
td, 1
980.
3847
Form
(7
b): D
escr
iptio
n an
d el
emen
tary
ana
lysi
s of
em
ploy
ees'
per
sona
lch
arac
teri
stic
s/be
havi
ors.
Em
ploy
ee:
Des
igne
rJo
b:A
dmin
istr
atio
n-O
rgan
izat
ion.
Dat
e:
No.
S
Pers
onal
cha
ract
eris
tics/
beh
avio
rs
(illu
stra
tive
exam
ples
)
Req
uire
d ch
apac
teri
sucs
or
beha
vior
s
Obs
erve
dch
arac
teri
stic
sor
beh
avio
rs
Ren
ewal
/T
rain
ing
Nee
ds
1 2
Com
preh
endi
ng g
ener
al a
cts
of c
ar m
ain-
tena
nce,
App
reci
atin
g th
e ro
le o
f m
aint
enan
ce in
safe
ty d
rivi
ng.
10*
10
7 7
3 3
3M
aint
aini
ng b
atte
ry w
ater
to r
equi
red
leve
l.9
26
4M
aint
aini
ng r
adia
tor
wat
er to
req
uire
d le
vel.
g3
5
5M
aint
aini
ng e
ngin
e oi
l to
requ
ired
leve
l.12
57
6M
aint
aini
ng w
heel
oil
to r
equi
red
leve
l.6
33
7C
ontr
ollin
g en
gine
tem
pera
ture
to
requ
ired
leve
l.
155
10
8K
eepi
ng c
ar li
ghts
wor
king
pro
perl
y.7
43
9K
eepi
ng c
ar b
rake
s ef
fect
ivel
y w
orki
ng12
210
10C
hang
ing
flat
car
tire
.14
311
11K
eepi
ng c
ar lo
cks
wor
king
pro
perl
y.5
32
12M
aint
aini
ng c
lean
lines
s of
car
.10
73
Com
men
ts :
* T
henu
mbe
rs o
f ch
arac
teri
stic
s or
beh
avio
rs a
reill
ustr
ativ
e ex
ampl
es.
4039
Form
(8
a): D
igita
l ana
lysi
s of
em
ploy
ees'
nee
ds f
or r
enew
al/tr
aini
ngba
sed
on th
eir
pre-
perf
orm
ance
.
Em
ploy
ee:
Des
igne
r.Jo
b: C
ar d
rivi
ngA
dmin
istr
atio
n.O
rgan
izat
ion.
Dat
e:
E. -
,d z
Prof
essi
onal
act
s(i
llust
rativ
e ex
ampl
es)
.
obse
rved
pre
-tra
inin
g
perf
orm
ance
& a
ccru
ing
need
s
Nil (.)
L (1)
M (2)
H (3)
V.
H.
(4)
The
need
sN
otes
. 2 ... 1 7.1 8: o . r.;
es .:42
C12 r a
1 2 3 4 5 6 7 8 9 10 11 12
Com
preh
endi
ng g
ener
al a
cts
of c
arm
aint
enan
ce.
App
reci
atin
g th
e ro
le o
f m
aint
enan
cein
saf
ety
driv
ing.
Mai
ntai
ning
bat
tery
wat
er to
req
uire
dle
vel.
Mai
ntai
ning
rad
iato
r w
ater
tore
quir
ed le
vel.
IMev
aei.i
ntai
ning
eng
ine
oil t
o re
quir
ed
Mai
ntai
ning
whe
el o
il to
req
uire
dle
vel.
Con
trol
ling
engi
ne te
mpe
ratu
re to
requ
ired
leve
l.
Kee
ping
car
ligh
ts w
orki
ng p
rope
rly.
Kee
ping
car
bra
kes
wor
king
effe
ctiv
ely.
Cha
ngin
g fl
at c
ar ti
re.
Kee
ping
car
lock
s w
orki
ng p
rope
rly.
Mai
ntai
ning
cle
anlin
ess
of th
e ca
r.
4 4 4 4
4 4 .4
4 .4 4 51
41 2 3 3 4 3 4 2 4 4 2 2
need
sM
ean
Bas
ic a
cts
sub-
tota
ls0
3.'
83
342.
83
1 .6.
-... 4 d &
1 2 3 4
Cha
ngin
g en
gine
oil
evet
y(10
00)
kms.
Rep
airi
ng c
ause
of
engi
ne h
igh
tem
pera
ture
.
Rep
airi
ng c
ar li
ghts
whe
n ne
cess
ary
Rep
airi
ng f
lat c
ar ti
re.
4
4 ' 4
1 2 1 1ne
eds
mea
n
Min
or a
cts'
sub
-tot
als
29
1.25
BE
ST
CO
PY
AV
AIL
AB
LE
40
49
Form
(8
b): A
ltern
ativ
e di
gita
l ana
lysi
s of
em
ploy
ees'
nee
ds f
or r
enew
al/
trai
ning
bas
ed o
n th
eir
pre-
perf
orm
ance
.
Em
ploy
ee:
Des
igne
r.Jo
b: C
ar d
rivi
ngA
dmin
istr
atio
n.O
rgan
izat
ion.
Dat
e.
0 1.-
2
Prof
essi
onal
act
sO
bser
ved
need
s fo
rtr
aini
ng /
rene
wal
(illu
stra
tive
exam
ples
)N
il (.)
L (1)
M (2)
-H (3
)
-V
.H
.(4
)
The
need
s,N
otes
..
..., .2 treq
uire
d1 6 o . tI 4 o ;, 4 14 As 4
1 2 3 4 5 6 7 8 9 IC 11 12
Com
preh
endi
ng g
ener
al a
cts
of c
ar
mai
nten
ance
.
App
reci
atin
g th
e ro
le o
f m
aint
enan
cein
saf
ety
driv
ing.
Mai
ntai
ning
bat
tery
wat
er to
req
uire
d
leve
LM
aint
aini
ng r
adia
tor
wat
er to
leve
L
Mai
ntai
ning
eng
ine
oil t
o re
quir
ed
leve
LM
aint
aini
ng w
heel
oil
to r
equi
red
leve
L
Con
trol
ling
engi
ne te
mpe
ratu
re to
requ
ired
leve
L
Kee
ping
=lig
hts
wor
king
pro
perl
y.K
eepi
ng c
ar b
rake
s w
orki
ng
effe
ctiv
ely.
Cha
ngin
g fl
at c
ar ti
re.
Kee
ping
car
lock
s w
orki
ng p
rope
rly.
Mai
ntai
ning
cle
anlin
ess
of th
e ca
r.
J
sI 4 -4 .4
.4 -4 -4
4 4 4 4
1 2 3 3 4 3 4 2 4 4 2 2ne
eds
mea
n
Bas
ic a
cts'
sub
-tot
als
18
334
2.83
A 0 c ---0 1 A.
I 2 3 4
Cha
ngin
g en
gine
oil
ever
y(10
00)
krns
.
Rep
airi
ng c
ause
of
engi
ne h
igh
tem
pera
ture
.R
epai
ring
c.ir
ligh
ts +
Alle
n ne
cess
ary
Rep
airi
ng B
et c
ar ti
re .
-4 4
1 2 ; ine
eds
mea
n
Min
or a
cts'
sub
-tot
als
35
1.25
41
50
(3)
and
its p
roce
sses
of a
naly
sis
and
the
spec
ficat
ion
of e
mpl
oyee
'sne
eds
for
rene
wal
/ tra
inin
g.F
orm
s (8
a &
b)
like
(3)
sort
job
acts
or
prof
essi
onal
qua
lific
atio
nsin
to b
asic
and
min
or, a
nd h
ave
catf
_prie
s fo
r st
atis
tical
sub
-tot
als
and
mea
ns o
f tra
inin
g ne
eds.
The
form
s co
uld
also
be
enla
rged
to h
old
mor
e ne
eds
than
are
alre
ady
indi
cate
d.T
he d
ata
from
form
s (7
a &
b)
may
be
utili
zed
by fo
rms
(8 a
& b
) fo
rm
ore
stat
istic
al m
anip
ulat
ion.
The
two
sets
of f
orm
s m
ay b
e us
ed in
-de
pend
ently
or
in s
ubst
itute
for
one
anot
her.
Reg
ardl
ess
of th
e de
-si
gnin
g ro
le w
hich
the
form
s m
ay p
lay,
thei
r da
ta w
ill e
nter
dire
ctly
onto
form
s (9
& 1
0) in
cha
pter
IV, a
nd th
en in
dire
ctly
ont
o la
ter
form
s,pa
rtic
ular
ly th
ose
of (
11, 1
2 an
d 13
) in
cha
pter
IV a
nd V
.
Wha
t Com
es N
ext ?
The
cyc
le o
f pro
fess
iona
l des
crip
tion
and
anal
ysis
of j
ob, o
rgan
iza-
tion
and
empl
oyee
s, is
now
com
plet
e. T
he r
enew
al/ t
rain
ing
need
s of
each
fact
or b
y th
is d
esig
ning
sta
ge, a
re p
rope
rly id
entif
ied.
The
nex
t log
ical
ste
p w
ill b
e th
e un
ifica
tion
of th
ese
tri-n
eeds
into
one
list,
in o
rder
to b
e ad
opte
d as
the
nucl
eus
of th
e co
min
g pr
ofes
-si
onal
dev
elop
men
t pro
gram
. Cha
pter
IV is
spe
cial
ized
in th
is ta
sk.
42
51
Cha
pter
IV
Uni
fyin
g Pr
ofes
sion
alN
eeds
And
Est
ablis
hing
Beh
avio
ral
Dig
ital B
ases
of
Tra
inin
g D
esig
nIn
trod
uctio
nT
he p
ropo
sed
appr
oach
inth
e bo
ok fo
r th
e de
sign
of
trai
ning
, is
built
upo
n tw
o m
ain
fact
s:th
e be
havi
oral
nat
ure
ofpr
ogra
m's
con
tent
whi
ch is
apt
to o
bser
vatio
n,m
easu
rem
ent a
nd a
ccou
ntab
ility
; and
the
acce
ssib
ility
of t
his
cont
ent t
o di
gita
lm
anip
ulat
ion.
The
lack
or
wea
k-ne
ss o
f the
se g
iven
s w
ill d
epriv
e th
ede
sign
ing
appr
oach
, its
iden
tity
and
wor
king
sub
stan
ce.
Thi
s ch
apte
r, th
eref
ore,
lays
out t
he fo
unda
tions
for
the
beha
vior
alan
d di
gita
l des
ign
of tr
aini
ng,
star
ting
with
uni
fyin
g pr
ofes
sion
alne
eds
of th
e em
ploy
ees,
the
orga
niza
tion
and
the
job
whi
chw
ere
obta
ined
inch
apte
rs II
and
III.
Tra
inin
g/ R
enew
alN
eeds
of E
mpl
oyee
s,O
rgan
izat
ion
and
Job
: A b
rief I
llust
ratio
nP
rofe
ssio
nal n
eeds
of t
he e
mpl
oyee
s,th
e or
gani
zatio
n, a
nd th
ejo
b co
uld
be g
roup
ed in
two
clas
ses:
phy
sica
l / m
ater
ial
and
psyc
ho-
beha
vior
al. T
he fi
rst i
s co
ncer
ned
with
ren
ewal
, whi
le th
e se
cond
with
trai
ning
. The
follo
win
g ar
e no
tes
rega
rdin
g th
ese
need
s:
Mat
eria
l Ren
ewal
Nee
ds:
Mat
eria
l ren
ewal
nee
ds in
clud
e:th
e in
trod
uctio
n of
new
type
s of
empl
oyee
s, m
edia
, tec
hnol
ogie
s,fa
cilit
ies,
equ
ipm
ent,
mac
hine
ryan
d to
ols,
adm
inis
trat
ive
rule
san
d in
stru
ctio
ns; o
r th
em
odifi
catio
nof
exi
stin
g ad
min
istr
ativ
e an
dm
ater
ial s
ervi
ces,
whi
char
e es
sent
ial,
for
upda
ting,
incr
easi
ng,
expa
ndin
g or
impr
ovin
g th
epr
ofes
sion
alse
rvic
es /
prod
ucts
.T
he a
bove
var
ious
nee
dsco
uld
be fu
lfille
d by
sev
eral
proc
edur
essu
ch a
s: r
ecru
itmen
t of e
mpl
oyee
san
d ot
her
hum
an s
ervi
ces
as w
ell
as p
urch
ase,
leas
ing,
rep
air o
r m
aint
enan
ce o
f mat
eria
l ser
vice
s.
52
43
Psy
cho-
Beh
avio
ral T
rain
ing
Nee
ds:
The
se n
eeds
whi
ch fo
cus
on th
e de
velo
pmen
t of p
rofe
ssio
nal
be-
havi
ors
by m
eans
of t
rain
ing,
coul
d be
cla
ssifi
ed fu
rthe
r in
totw
o ca
te-
gorie
s:
The
psy
cho-
pers
onal
nee
ds:
* P
sych
o-be
havi
oral
pro
blem
sor
nee
ds*
Som
atic
nee
ds*
Fam
ily-s
ocia
l nee
ds*
Eco
nom
ic n
eeds
* P
rivat
e-pe
rson
al n
eeds
* M
otiv
atio
nal (
attit
udin
al-b
elon
ging
)ne
eds
* C
omm
unic
atio
n-in
tera
ctio
nne
eds.
The
abo
ve n
eeds
do
not c
all f
or c
onve
ntio
nal t
rain
ing,
as m
uch
asfo
r gu
idan
ce a
nd c
linic
alpr
ogra
ms
whi
ch m
ay p
rove
very
effe
ctiv
e in
deal
ing
with
psy
cho-
pers
onal
, soci
al, f
amily
, int
erac
tion
and
econ
omic
need
s.F
or th
e at
titud
inal
-bel
ongi
ngne
eds;
T.g
roup
s, p
sych
oana
lysi
s,pe
rson
al p
ersu
asio
n an
d in
terv
iew
sco
uld
be u
sefu
l in
deve
lopi
ngth
ein
divi
dual
ada
ptat
ion
and
belo
ngin
gto
his
wor
king
env
ironm
ent a
ndsa
tisfa
ctio
n w
ith jo
b.
Pro
fess
iona
l per
form
ance
nee
ds:
The
pre
sent
nee
dsco
ncer
n th
emse
lves
with
the
gene
ratio
n of
spec
ific
serv
ices
or
prod
ucts
that
are
exp
ecte
d fr
ompr
ofes
sion
alpe
rson
nel.
Tra
inin
gpr
ogra
ms
whi
ch c
ould
mee
t the
se n
eeds
,ar
eof
thre
e ty
pes:
* P
rogr
ams
for
trai
ning
empl
oyee
s (o
r w
orke
rs).
* P
rogr
ams
for
trai
ning
adm
inis
trat
ors.
* P
rogr
ams
for
trai
ning
supp
ort s
ervi
ces.
The
trai
ning
nee
ds o
f eac
hca
tego
ry a
bove
als
o em
body
,th
ose
ofth
e or
gani
zatio
n an
d th
e jo
b.H
owev
er, c
oord
inat
ing
the
thre
ety
pes
ofne
eds,
will
res
ult i
n a
unifi
edlis
t tha
t is
valid
for
pros
pect
ive
trai
ning
prog
ram
. Thi
s ta
sk is
pre
sent
ed in
the
next
par
agra
ph.
44
53
Uni
fyin
g P
rofe
ssio
nal N
eeds
of T
he E
mpl
oyee
s, T
he O
rgan
izat
ion
and
The
Job
The
pro
fess
iona
l nee
ds o
f the
em
ploy
ees,
the
orga
niza
tion,
and
the
job
are
trea
ted
prev
ious
ly in
cha
pter
s II
and
III, b
y th
e ut
iliza
tion
ofei
ght f
orm
s (1
-8).
For
m (
9) in
this
cha
pter
is a
n el
abor
ated
tool
rep
re-
sent
ing
sim
ulta
neou
sly
the
thre
e va
ried
need
s to
geth
er.
The
use
of c
urre
nt fo
rm d
oes
not l
imit
to tr
aini
ng n
eeds
, rat
her
it is
exte
nded
to a
ll hu
man
and
mat
eria
l nee
ds. H
ence
, the
form
ser
ves
the
two
maj
or n
eeds
:*
Beh
avio
ral i
mpr
ovem
ent b
y m
eans
of t
rain
ing
.
* M
ater
ial r
enew
al b
y m
eans
of p
urch
ase,
rep
air,
mai
nten
ance
, !el
s-in
g, r
ecru
itmen
t of h
uman
ser
vice
s, a
nd e
nact
ing
or r
e-en
acog
adm
inis
trat
ive
/ wor
k la
ws,
rul
es a
nd in
stru
ctio
ns.
Mor
eove
r, it
sho
uld
be n
oted
that
the
form
is n
ot c
once
rned
prim
ar-
ily w
ith th
e ob
serv
ed d
egre
es o
f nee
ds a
ccru
ed b
y ch
apte
rs II
and
III.
Inst
ead,
it fo
cuse
s on
the
type
s of
nee
ds p
er s
e th
at a
re o
bser
ved
for
the
empl
oyee
s, th
e or
gani
zatio
n an
d th
e jo
b, th
en u
nifie
s th
em a
ll in
one
trai
nabl
e lis
t.T
he fo
rm th
us s
erve
s tw
o pu
rpos
es :
The
firs
t is
reite
ratin
g pr
ofes
sion
al n
eeds
in c
hapt
ers
II an
d III
with
the
assu
ranc
e of
not
mis
sing
any
of t
hem
, and
enr
ichi
ng th
e lis
t by
addi
ngne
w o
nes
whe
neve
r it
is a
ppro
pria
te.
The
sec
ond,
is th
e in
tegr
atio
n of
all
prof
essi
onal
nee
ds o
f the
em
-pl
oyee
s, th
e or
gani
zatio
n an
d th
e jo
b in
one
com
preh
ensi
ve li
st s
uita
-bl
e fo
r ad
optio
n in
trai
ning
.U
nify
ing
prof
essi
onal
nee
ds in
this
ste
p ho
wev
er, i
s ac
com
plis
hed
by c
ondu
ctin
g m
utua
l com
paris
ons
and
anal
yses
am
ong
thre
e pr
ofes
-si
onal
var
iabl
es: t
he e
mpl
oyee
s, th
e or
gani
zatio
n an
d th
e jo
b ne
eds.
Itis
sug
gest
ed h
ere
that
the
desi
gner
may
beg
in c
ompa
ring
job
need
sw
ith e
mpl
oyee
s' n
eeds
. The
res
ult w
ill b
e an
inte
grat
ed a
nd c
ompr
e-he
nsiv
e lis
t of n
eeds
for
the
orga
niza
tion,
the
empl
oyee
s an
d th
e jo
b.T
his
com
paris
on b
etw
een
the
two
need
set
s of
the
empl
oyee
s an
dth
e jo
b is
con
side
red
a ba
sic
task
for
the
desi
gner
to m
aint
ain:
sin
ceth
e tw
o fa
ctor
s in
tera
ct d
irect
ly to
geth
er to
brin
g ab
out t
he d
esire
d se
r-vi
ce o
r pr
oduc
t whi
ch th
e or
gani
zatio
n fo
ster
s. W
hile
the
empl
oyee
san
d th
e jo
b pl
ay a
n op
erat
ing
role
to g
ener
ate
the
man
date
d pr
ofes
-si
on, t
he o
rgan
izat
ion
wor
ks a
s an
adm
inis
trat
ive/
sup
ervi
sory
mec
ha-
45
nism
to g
uide
the
prof
essi
onal
per
form
ance
to it
s ul
timat
e en
ds. T
hebe
havi
oral
and
eco
nom
ic in
tere
sts
of th
e or
gani
zatio
n th
eref
ore
lies
inth
e ve
ry e
xist
ence
of b
oth
the
empl
oyee
s an
d th
e jo
b.F
urth
er, t
he d
esig
ner
coul
d of
cou
rse,
per
form
a s
hort
-cut
uni
fica-
tion
of p
rofe
ssio
nal n
eeds
by
adop
ting
eith
er th
e or
gani
zatio
n's
or th
eem
ploy
ees'
list
. Thi
s su
gges
tion
stem
s fr
om th
e fa
ct th
at w
hile
the
or-
gani
zatio
n ow
ns b
oth
the
empl
oyee
s an
d th
e jo
b, th
e em
ploy
ees
in
Form
(9)
: Uni
fyin
g ne
eds
of e
mpl
oyee
s, o
rgan
izat
ion
and
job.
Em
ploy
ee:
Des
igne
r.T
he jo
b:A
dmin
istr
atio
n:O
rgan
izat
ion:
Dat
e:
Org
aniz
atio
n's
Nee
dsE
mpl
oyee
s' N
eeds
Job
Nee
ds
Hum
an R
esou
rces
Prof
essi
onal
beha
v-B
ehav
iora
l req
uire
-(1
) W
orki
ng e
mpl
oyee
s.fo
rsof
:m
ents
of:
(2)
Adm
inis
trat
ors.
(1)
Ope
ratin
g ac
ts.
(1)
Ope
ratin
g ac
ts.
(3)
Pers
onne
l or
supp
ort
(2)
Adm
inis
trat
ive
acts
.(2
) A
dmin
istr
ativ
e ac
ts.
serv
ices
.(3
) Su
ppor
t ser
vice
s ac
ts.
(3)
Tec
hnic
al/m
aint
enan
ce(4
) C
usto
mer
s.(4
) H
uman
-env
irom
enta
lac
ts.
inte
ract
ion
acts
.(4
) Se
cret
aria
l act
s.Jo
b pe
rfor
man
ce(5
) H
andl
ing/
mar
ketin
g(1
) O
pera
ting
acts
.H
uman
, Soc
ial e
co-
acts
.(2
) A
dmin
istr
ativ
e ac
ts.
nom
ic n
eeds
of:
(1)
Wor
k m
otiv
atio
n.A
dmin
istr
ativ
ere
-A
dmin
istr
ativ
e re
quir
e-(2
) Pe
rson
al c
hara
cter
s.qu
irem
ents
of:
men
ts(3
) Pe
rson
al in
tere
sts.
(1)
Wor
k se
quen
ce.
(1)
Law
s an
d ru
les.
(4)
Soci
al f
amily
life
.(2
) W
ork
sche
dule
s.(2
) In
stru
ctio
ns.
(5)
Eco
nom
ic s
tatu
s.(3
) W
ork
law
s &
rul
es.
(3)
Wor
k-hu
man
rel
atio
ns.
(6)
Prof
essi
onal
gro
wth
.(4
) W
ork
inst
ruct
ions
.(4
) W
ork
sche
dule
.(5
) W
ork
clim
ate.
(5)
Rew
ard-
puni
shm
ent
Adu
lt N
eeds
of:
(6)
Supe
rvis
ory
met
hods
.po
licie
s.(1
) C
omm
unic
atio
n st
yles
.(7
) Pr
oduc
t ser
vice
(6)
File
s an
d re
cord
s.(2
) L
earn
ing
styl
es.
spec
ific
atio
ns.
Mat
eria
l req
uire
men
tsM
ater
ial r
equi
rem
ents
(1)
Faci
litie
s.of
:(2
) E
quip
men
ts.
(1)
Faci
litie
s.(3
)Mac
hine
ry/to
ols.
(2)
Equ
ipm
ent.
(4)
Raw
mat
eria
ls.
(3)
Mac
hine
ry.
(5)
Pre-
fab.
mat
eria
ls.
(4)
Raw
mat
eria
ls.
(6)
Bud
get.
(5)
Pre-
fab.
mat
eria
ls.
465
545
turn
ope
rate
the
orga
niza
tion
and
the
job.
The
nee
dsof
one
par
tyth
eref
ore
is e
xpec
ted
unde
r no
rmal
wor
k co
nditi
ons,
to e
ncom
pass
thos
e of
oth
ers.
It s
houl
d be
em
phas
ized
how
ever
that
the
othe
r tw
olis
ts o
f nee
ds m
ust s
erve
as
valid
atin
g to
ols
tofin
aliz
e th
e ad
opte
d on
eof
the
trio
.T
o co
mpl
ete
the
unifi
catio
n ta
sk o
f tra
inin
gne
eds,
non
ethe
less
,th
e de
sign
er n
ow r
evie
ws
the
final
list
whi
ch h
asre
sulte
d fr
om th
e or
-ga
niza
tion'
s an
d/or
em
ploy
ees'
nee
ds, a
nd c
heck
sits
ele
men
tsag
ains
t the
job
need
s. T
he p
urpo
se o
f thi
s ex
amin
atio
nis
to o
btai
n a
refin
ed a
nd c
oncl
usiv
e lis
t of p
rofe
ssio
nal n
eeds
that
is r
espo
nsiv
e to
job
requ
irem
ents
and
is v
alid
for
trai
ning
.F
inal
ly, t
he d
esig
ner
mig
ht u
se th
e co
mpu
ter
for
easi
ngth
e co
m-
plex
and
tire
som
e ta
sks
of c
ompa
rison
and
ana
lysi
s.T
he d
ata
whi
ch r
e-su
lts fr
om th
is s
tep
will
ent
er th
e fo
llow
ing
form
s (1
0an
d 11
), le
adin
gco
nseq
uent
ly to
the
desi
gn o
f the
pro
spec
tive
trai
ning
prog
ram
with
inth
e fo
llow
ing
chap
ters
(5-
9).
Tra
nsfo
rmin
g U
nifie
d N
eeds
Into
Pro
fess
iona
l Tas
ks a
nd A
cts
The
cla
ssifi
catio
n of
pro
fess
iona
l beh
avio
rs in
tojo
b ta
sk a
nd a
cts
was
trea
ted
in c
hapt
er II
. How
ever
, if t
hese
trai
ning
com
pone
nts
are
not a
vaila
ble
to th
e de
sign
er, t
hen
hem
ay c
onsi
der
here
the
follo
win
gst
eps
:1.
Det
ailin
g tr
aini
ng n
eeds
into
beh
avio
rsor
act
s, a
pply
ing
in th
is r
e-ga
rd th
e pr
inci
ples
and
pra
ctic
es s
tate
d in
cha
pter
IL2.
Sor
ting
the
beha
vior
s or
act
s in
to h
omog
enio
usgr
oupi
ngs,
cla
sses
or c
ateg
orie
s, e
ach
is s
peci
aliz
ed in
per
form
ing/
adm
inis
trin
ga
sub-
serv
ice
or s
ub-p
rodu
ct, o
r se
rvin
g a
gene
ric p
rofe
ssio
nal g
oal.
Eve
-ry
beh
avio
ral g
roup
ing
coul
d be
cal
led
then
, a ta
sk w
itha
spec
ific
title
. The
des
igne
r sh
ould
con
tinue
this
proc
ess
until
the
last
be-
havi
or o
r ac
t is
clas
sifie
d.3.
Gro
upin
g th
e ta
sks
whi
ch s
erve
one
prof
essi
onal
aim
und
er a
n ap
-pr
opria
te ti
tle o
f a jo
b.If
"car
driv
ing"
is ta
ken
as a
n ill
ustr
atio
n, th
en a
llth
e dr
ivin
g be
hav-
iors
or
acts
on
the
road
are
put
toge
ther
inon
e ta
sk, t
hat i
s, d
rivin
gon
the
road
. And
, fur
ther
task
s of
"dr
ivin
g on
the
road
", "
car
mai
nte-
nanc
e" a
nd o
bser
vanc
e of
saf
ety
& tr
affic
law
s"ar
e lu
mpe
d in
to o
ne
4756
job:
"ca
r dr
ivin
g" (
refe
r to
cha
pter
II fo
r de
tails
).4.
Sor
ting
the
acts
with
in e
ach
task
into
bas
ican
d m
inor
, the
n se
-qu
enci
ng th
em a
ccor
ding
to th
eir
actu
al p
erfo
rman
ce.
5. W
ritin
g th
e ta
sks
and
thei
r ac
ts in
form
(10
)ne
xt, s
peci
fyin
g th
eir
trai
ning
deg
rees
with
in th
e co
min
gpr
ogra
m, b
ased
on
data
of
form
s (3
and
8)
in c
hapt
ers
II an
d III
.
Ass
essm
ent o
f Fie
ld T
ime
Nec
essa
ryF
or Im
plem
entin
g Jo
b A
cts
Tim
e is
pro
babl
y th
e m
ost p
reci
ous
"mat
ter"
that
man
eve
r ha
s.W
ithin
it, m
an li
ves
his
life,
and
mea
sure
s th
e ch
ange
sor
pro
gres
sion
sw
hich
he
enco
unte
rs in
life
. For
wor
k an
d tr
aini
ngon
the
othe
r ha
nd,
time
is v
iew
ed a
s hi
ghly
crit
ical
, sin
ce it
:
* H
elps
in u
nder
stan
ding
cur
rent
prof
essi
onal
and
trai
ning
sta
tus,
by
desc
ribin
g th
e ch
arac
teris
tics
and
need
s of
thei
rpr
esen
t.*
Hel
ps in
und
erst
andi
ng th
epr
ospe
ctiv
e pr
ofes
sion
al a
nd tr
aini
ngst
atus
, by
proj
ectin
g de
sire
d ch
ange
s th
at w
ill ta
ke p
lace
in th
e fu
-tu
re.
* C
arrie
s ou
t the
pro
fess
iona
l and
trai
ning
activ
ities
to th
eir
beha
vior
alen
ds...
car
ries
the
pres
ent t
o its
des
irabl
e fu
ture
.P
rofe
ssio
nal f
ield
tim
e m
eans
in th
is b
ook,
the
tota
l min
utes
/hou
rsw
hich
an
empl
oyee
nor
mal
ly c
onsu
mes
to y
ield
a se
rvic
e or
pro
duct
.T
his
time
is u
sual
ly a
vaila
ble
in jo
b w
ritte
nre
sour
ces
such
as
wor
k/gu
ide
or s
uper
viso
ry b
ooks
, adm
inis
trat
ive
files
/ rec
ords
and
man
yot
hers
.W
hen
field
tim
e ho
wev
er is
unk
now
n to
the
desi
gner
, the
n he
may
dete
rmin
e it
by tw
o pr
oced
ures
:
Obs
ervi
ng a
nd M
easu
ring
Em
ploy
ees'
Per
form
ance
, by
:1.
Sel
ectin
g ra
ndom
ly a
sam
ple
ofem
ploy
ees
for
obse
rvat
ion.
The
sam
ple
coul
d co
mpr
ise
thre
e pe
rfor
man
ce le
vels
:gr
ade
(C)
em-
ploy
ees,
gra
de (
B)
empl
oyee
s an
d gr
ade
(A)
empl
oyee
s.P
rinci
ples
and
tech
niqu
es o
f ran
dom
sam
plin
gar
e w
idel
y de
taile
d in
sta
tistic
albo
oks.
2. O
bser
ving
the
grou
p sa
mpl
e w
hile
acc
ompl
ishi
ngth
e re
quire
d ac
tsby
usi
ng a
ppro
pria
te fo
rms
or to
ols.
For
m (
4)in
cha
pter
II m
ay p
artly
be u
tiliz
ed h
ere.
The
des
igne
r, n
onet
hele
ss,
mak
es s
ure
to r
ecor
dth
e be
ginn
ing
and
finis
hing
per
form
ance
tim
efo
r ea
ch e
mpl
oyee
.
48
57
3. S
umm
ing
up th
e tim
e pe
riods
obs
erve
d fo
r th
e gr
oup
sam
ple,
then
divi
ding
it b
y th
e nu
mbe
r of
em
ploy
ees
invo
lved
. The
res
ult w
ill b
eth
e tim
e m
ean
need
ed g
ener
ally
to im
plem
ent t
he o
bser
ved
pro-
fess
iona
l beh
avio
r.4.
Sum
min
g up
all
the
time
mea
n ob
tain
ed fo
r th
e pr
ofes
sion
al a
cts
whi
ch b
elon
g to
spe
cific
task
. The
res
ult h
ere
will
be
the
crite
rion
field
tim
e ne
cess
ary
for
perf
orm
ing
the
task
.S
ince
a jo
b is
com
pose
d of
two
or m
ore
task
s, th
en th
e to
tal t
ime
need
ed to
acc
ompl
ish
the
task
s w
ill le
ad to
the
gran
d w
orki
ng ti
me
ofth
e w
hole
job.
Inte
rvie
win
g a
Sel
ecte
d G
roup
of J
ob P
erso
nnel
:E
xam
ples
of j
ob p
erso
nnel
who
m m
ay b
e in
terv
iew
ed, a
re: a
dmin
is-
trat
ors,
sup
ervi
sors
, exp
erts
, em
ploy
ees,
tech
nici
ans
and
aide
s.U
sing
this
pro
cedu
re, t
he fi
eld
time
may
be
dete
rmin
ed in
thre
est
eps:
1. S
elec
ting
a gr
oup
sam
ple
of e
xcep
tiona
lly s
ucce
ssfu
l job
pers
on-
nel.
The
sam
ple
is e
xpec
ted
to b
e m
ore
capa
ble
in g
ivin
g va
lid a
s-se
ssm
ent o
f fie
ld ti
mes
than
thei
r co
unte
rpar
ts, t
he n
eglig
ent
peer
s.2.
Ask
ing
each
gro
up m
embe
r ab
out t
wo
type
s of
fiel
d tim
e. T
he fi
rst i
sth
e sh
orte
st w
hich
is n
eede
d by
(A
) em
ploy
ees
; and
the
seco
nd is
the
long
est w
hich
is n
eede
d by
(C
) em
ploy
ees.
3. C
alcu
latin
g th
e tim
e m
ean
for
each
indi
vidu
al o
n ea
ch a
ct, a
nd th
etim
e m
ean
of th
e ac
t for
all
sam
ple
mem
bers
. Sum
min
g tim
e m
eans
for
all a
cts
invo
lved
in a
task
or
a jo
b, w
ill p
rodu
ce th
e gr
and
perf
or-
man
ce p
erio
d.O
ne w
ay to
che
ck th
e va
lidity
of w
orki
ng ti
me
valu
es to
the
actu
alre
quire
men
ts o
f the
job,
is a
dopt
ing
sim
ulta
neou
sly
the
two
proc
e-du
res
abov
e. C
orre
latin
g tim
e va
lues
afte
rwar
ds w
ill p
inpo
int t
he p
reci
-si
on r
ealit
y of
res
ults
.
Ass
essm
ent o
f Tra
inin
g P
erce
ntag
es o
fA
cts
and
The
ir P
aral
lel A
mou
nts
of T
ime
With
in a
Pro
gram
Tra
inin
g pe
rcen
tage
s ar
e be
havi
oral
or
wor
king
wei
ghts
des
igna
ted
with
in a
pro
gram
to th
e de
velo
pmen
t of t
he jo
b ac
ts b
ased
on
thei
r im
-po
rtan
ce d
egre
es o
r le
vels
sta
ted
in fo
rm (
3) a
nd (
8) w
ithin
cha
pter
s II
and
III.
The
par
alle
l tra
inin
g tim
e on
the
othe
r ha
nd, i
s th
e pr
ogra
m's
sub
-pe
riod
allo
cate
d fo
r ea
ch a
ct b
ased
on
its tr
aini
ng w
eigh
t or
perc
ent-
age
poin
ts w
ithin
the
prog
ram
. For
m (
10)
expl
ains
thes
e st
atis
tical
ma-
nipu
latio
ns.
The
beh
avio
ral a
nd d
igita
l dat
a re
cord
ed in
col
umns
(1,
2, 3
, 4, a
nd5)
of f
orm
(10
), is
take
n no
rmal
ly fr
om p
revi
ous
form
s (3
, 6, 8
and
9)
inch
apte
rs 1
1,11
1 an
d IV
.
Whe
n as
sess
ing
the
trai
ning
per
cent
ages
and
thei
r pa
ralle
l per
iods
of ti
me,
the
desi
gner
face
s ac
tual
ly tw
o m
ajor
task
s:F
irst:
Fin
ding
the
trai
ning
per
cent
age
poin
ts o
f job
act
s.T
o fin
d th
e tr
aini
ng p
oint
s or
per
cent
ages
with
in c
omin
gpr
ogra
m, t
hede
sign
er s
impl
y m
ultip
lies
the
degr
ees
of e
mpl
oyee
's n
eeds
(in
col
-um
n 4)
by
thei
r co
unte
rpar
ts o
f the
job
(in c
olum
n 5)
. The
res
ults
of
this
ste
p ap
pear
in c
olum
n (6
) of
form
(10
).T
he n
umer
ator
val
ue o
f eac
h ob
serv
ed a
ct, w
hen
is d
ivid
ed b
y its
deno
min
ator
val
ue, w
ill r
epre
sent
the
trai
ning
per
cent
age
or w
eigh
tw
hich
will
with
stan
d in
the
prog
ram
. It a
lso
indi
cate
s th
e tim
e, m
oney
,hu
man
and
logi
stic
al s
ervi
ces
that
sho
uld
be a
lloca
ted
for
it th
roug
hout
trai
ning
.C
ompa
ring
for
exam
ple
the
perc
enta
ges
of a
cts:
the
first
(19
%),
the
third
(75
%),
the
fifth
(10
0%)
and
the
eigh
th (
50%
), w
ill p
inpo
int t
he d
if-fe
rent
ial t
reat
men
t sui
tabl
e fo
r ea
ch a
ct a
bove
.S
econ
d: F
indi
ng th
e tr
aini
ng ti
me
suita
ble
for
job
acts
. The
des
igne
rco
uld
use
the
follo
win
g pr
oced
ures
:
Fin
ding
the
Crit
erio
n T
rain
ing
Tim
e fo
r Jo
b A
cts
Whe
nF
ield
Tim
e is
Kno
wn.
To
calc
ulat
e th
e tr
aini
ng ti
me
of jo
b ac
ts, t
he d
esig
ner
shou
ld h
ave
in h
and
the
field
tim
e of
eac
h ac
t. T
he q
uest
ion
of th
is is
set
tled
in th
epr
evio
us p
arag
raph
.N
ow, t
o ob
tain
the
trai
ning
tim
e fo
r an
act
, the
des
igne
r m
utip
lies
itspr
ofes
sion
al fi
eld
perio
d by
four
. The
res
ultin
g va
lue
will
rep
rese
nt th
ecr
iterio
n tim
e w
hich
cou
ld b
e ad
opte
d by
pro
spec
tive
trai
ning
pro-
gram
s.T
he q
uest
ion
that
may
aris
e he
re, i
s : w
hy s
houl
d th
e de
sign
er m
ul-
4950
5 8
5 9
Fro
m (
10)
: Ass
essm
ent o
f tra
inin
g pe
rcen
tage
s of
act
s an
dth
eir
para
llel a
mou
nt o
f tim
e w
ithin
pro
gram
.T
he J
ob :
car
driv
ing
Des
igne
r :
The
task
: ca
r m
aint
enan
ceA
dmin
istr
atio
n :
,,-: o
Prof
essi
onal
act
s
(illu
stra
tive
exam
ples
)
Deg
rees
of
Em
ploy
ees
need
s1
Deg
rees
of
Job
need
s2
Tra
inin
gei
ghts
pmw
ithin
ram
Poin
tsI
ute-
--1
i,,,
'E E 6 , o 'a 7, ._ .:c''
az ---,
,
-;
1 2 3 4 5 6 7 8 9 10 11 12
Com
preh
endi
ng g
ener
al a
cts
ofca
r m
aint
enan
ce.
App
reci
atin
g th
e ro
le o
f mai
nte-
nanc
e in
saf
ety
driv
ing.
Mai
ntai
ning
bat
ter,
' wat
er to
re-
quire
d le
vel.
Mai
ntai
ning
rad
iato
r w
ater
to r
e-qu
ired
leve
l.M
aint
aini
ng e
ngin
e oi
l to
re-
quire
d le
vel.
Mai
ntai
ning
whe
el o
il to
req
uire
dle
vel.
Con
trol
ling
engi
ne te
mpe
ratu
reto
req
uire
d le
vel.
Kee
ping
car
ligh
ts w
orki
ng p
rop-
erly
.K
eepi
ngca
r br
akes
wor
king
ef-
fect
ivel
y.C
hang
ing
flat c
ar ti
re.
Kee
ping
car
lock
s w
orki
ng p
rop-
erly
.M
aint
aini
ng c
lean
lines
s of
car
.
1 2 3 3 4 3 4 2 4 4 2 2
3 2 4 4 4 3 4 3 4 4 3 4
3
164 01
100
11 16
20ir, 10
5
2.30
400
40o
30 20.0
600
4012
012
012
012
0li
300
60B
asic
act
s' s
ubto
tals
3442
l24
'
192
6959
0m
eans
& p
erce
ntag
es3
3.5
65%
79.5
%
. ti "5 t--:
--... :4 E te§'
1 2 3 4
Cha
ngin
g en
gine
oil
evey
(10
00)
kms.
Rep
airi
ng c
ause
ohi
gh e
ngin
e te
rn-
prat
ure
Rep
airi
ng c
ar li
ghts
whe
n ne
cess
au
ReP
airi
ngal
t Car
tire
.
1 2 1 1
2 2 2 1
216
4
540
15
608
604
60
Min
or a
cts'
sub
-tot
als
57
3222
0M
eans
& p
erce
ncet
ages
1.25
2.75
14%
15%
(1)
Fro
m fo
rm (
8).
(2)
From
for
m (
3).
(3)
Cri
teri
on tr
aini
ng ti
me.
(4)
Gra
ndto
tal o
f ob
serv
ed n
eeds
of
acts
3-1
2 =
117.
(5)
Min
utes
are
bas
ed o
n th
e m
ultip
li-ca
tion
of p
ence
ntag
e po
ints
in c
olum
n(6
)by
cri
teri
on tr
aini
ng ti
me
in c
olum
n (7
).T
he r
esul
t is
the
tota
l app
ropr
iate
per
iod
for
trai
ning
.
51
60
tiply
the
field
tim
e by
4 in
ord
er to
get
the
crite
rion
trai
ning
tim
e? T
heju
stifi
catio
n is
as
follo
ws:
The
ach
ieve
men
t of b
ehav
iora
l ski
lls w
heth
er in
trai
ning
or
in fo
rmal
educ
atio
n, r
equi
res
four
bas
ic p
roce
sses
: tea
chin
g, le
arni
ng, p
ract
ice/
inte
rnal
izat
ion,
and
eva
luat
ion-
corr
ectio
n. E
ach
proc
ess
nece
ssita
tes
a sp
ecifi
c pe
riod
of ti
me
com
para
ble
to o
ther
acc
ompa
nyin
g pr
oces
s-es
. It is
ass
umed
her
e th
at n
orm
al tr
aine
es, u
nder
nor
mal
trai
ning
con
-di
tions
, will
con
sum
e no
rmal
com
para
ble
perio
ds o
f tim
e fo
r te
achi
ng,
lear
ning
, pra
ctic
e an
d ev
alua
tion.
With
the
sam
e to
ken,
brig
ht tr
aine
esw
ill n
eed
shor
ter
com
para
ble
perio
ds to
go
thro
ugh
each
one
of t
heaf
orem
entio
ned
activ
ities
.A
ccor
ding
to th
e ab
ove,
if th
e jo
b tim
e of
act
(1)
in fo
rm (
10)
is fo
rex
ampl
e 2.
5 m
s., t
he c
riter
ion
trai
ning
tim
e w
ill b
e: 2
.5 x
4 =
10 m
s.
Fin
ding
the
Obs
erve
d T
rain
ing
Tim
e fo
r Jo
b A
cts
base
don
The
ir C
riter
ion
Tra
inin
g T
imes
and
Per
cent
age
Poi
nts.
Bas
ed o
n th
e cr
iterio
n tr
aini
ng ti
me
of 1
0 m
s. ,
wha
t will
be,
then
,th
e ob
serv
ed tr
aini
ng ti
me
nece
ssar
y fo
r ac
t (1)
in fo
rm (
10)?
look
ing
atth
e pe
rcen
tage
poi
nts
of th
e ac
t, it
is fo
und
to b
e 19
% (
or 3
/16)
. The
prog
ram
tim
e re
quire
d fo
r tr
aini
ng o
n th
e ac
t, is
ther
efor
e: 1
0 x
= 2
ms.
The
sam
e op
erat
ion
appl
ies
of c
ours
e to
oth
er r
emai
ning
act
s.M
inut
es d
ata
in fo
rm (
10)
resu
lts fr
om th
is p
roce
dure
.T
he u
se o
f for
m (
10)
in th
e de
sign
of t
rain
ing,
pre
sent
s se
vera
l ind
i-ca
tors
for
trai
ning
:(1
) Lo
w-k
ey a
cts
indi
cate
eith
er e
mpl
oyee
s m
aste
r al
read
y 1-
1.33
4 re
-qu
ired
skill
s to
a la
rge
degr
ee, o
r th
e ac
ts th
emse
lves
em
body
mi-
nor
abili
ties
used
to p
erfo
rm th
e jo
b.In
bot
h ca
ses,
the
desi
gner
allo
cate
s ap
prop
riate
tim
e fo
r re
view
ing
and
stim
ulat
ing
past
kno
wle
dge
of th
e ac
ts.
(2)
Hig
hly
need
ed a
cts
are
impo
rtan
t for
bot
h em
ploy
ees
and
the
job;
in a
dditi
on, t
hese
act
s ar
e m
issi
ng fr
om p
rofe
ssio
nal r
eper
toire
of
empl
oyee
s. A
cts
(3-1
2) s
tate
d in
form
(10
) co
nstit
ute
in e
ssen
ceth
e co
re o
f the
trai
ning
pro
gram
.(3
) T
he a
mou
nt o
f tim
e ap
prop
riate
for
the
trai
ning
on
each
act
, and
for
the
who
le p
rogr
am in
gen
eral
. For
m (
10)
pinp
oint
s di
gita
lly th
ese
two
dim
ensi
ons
of tr
aini
ng ti
me
( C
olum
n 7
) .
5261
Fin
ding
the
Obs
erve
dT
rain
ing
Tim
efo
r Jo
b A
cts
Whe
nC
riter
ion
Tim
eor
Per
cent
age
Poi
nts
are
Kno
wn
and
Spe
-ci
fic P
erio
dfo
r th
eP
rogr
am is
Pm
-det
erm
ined
.W
hat a
bout
,if
eith
er th
ecr
iterio
n tim
eor
per
cent
age
poin
ts a
rekn
own
and
the
trai
ning
tim
eis
pre
dete
rmin
edby
the
conc
erne
dad
-m
inis
trat
ion?
How
coul
d th
ede
sign
er c
alcu
late
the
time
perio
dssu
ita-
ble
for
acts
, with
out o
verlo
okin
gor
ove
rwei
ghin
gon
e or
mor
e of
them
at th
e ex
pens
eof
oth
ers
?
Rul
e : i
f the
avai
labl
e tim
e is
dear
ly s
hort
com
para
ble
to th
eac
tual
dem
ands
re-
quire
d un
der
norm
alco
nditi
ons
for
trai
ning
,th
e de
sign
er is
oblig
ed to
&re
gard
the
low
-key
act
s, th
usdi
strib
utin
g th
eav
aila
ble
time
on th
e re
mai
ning
high
ly n
eede
don
es. T
he b
asic
acts
num
bere
d 1
and
2 an
dte
ntat
ivel
y, a
ll m
inor
acts
in fo
rm (
10)
coul
d be
acc
ordi
ngly
igno
red
here
.
Reg
ardl
ess
of th
ena
ture
of t
hepr
edet
erm
ined
tim
efo
r tr
aini
ng, t
hede
sign
er, w
hen
dist
ribut
ing
the
avai
labl
e pe
riod
on p
rofe
ssio
nal a
cts,
may
con
side
r th
efo
llow
ing
step
s:
1. T
rans
form
ing
the
avai
labl
etim
e of
day
s/ho
urs
into
min
utes
, if t
hede
sign
er h
as fo
rex
ampl
e on
eda
y tr
aini
ngw
ith s
even
hour
s on
ly,
then
he
will
have
the
tota
l of 4
20m
inut
es.
2. A
ddin
gup
the
crite
rion
perio
ds (
inde
nom
inat
ors)
of t
he a
cts
inco
l-um
n (7
). If
the
ten
basi
cac
ts (
3-12
)ar
e ta
ken
for
exam
ple,
then
the
sum
of t
heir
perio
dsin
min
utes
are
560.
Whe
neve
r cr
iterio
npe
riods
are
not a
vaila
ble,
the
desi
gner
will
add
up in
stea
d, th
epe
rcen
tage
poi
nts
in c
olum
n(6
). T
he r
esul
t in
our
case
(1
orm
10)
is11
7.3.
Fin
ding
the
perc
enta
geof
the
crite
rion
time
for
each
act;
by d
ivid
-in
g its
spe
cifie
dpe
riod
on th
egr
and
tota
l of
all a
cts.
(e.
g.40
/56
0 =
.07)
.O
nce
agai
n if
the
crite
rion
time
is u
nkno
wn,
then
the
desi
gner
will
use
the
perc
enta
gepo
ints
div
idin
gth
em b
y th
egr
and
tota
l of
117
in fo
rm (
10).
The
res
ult w
ill b
e tr
aini
ngpe
rcen
tage
poi
nts
whi
chea
ch a
ct d
eser
ves
com
para
ble
toot
hers
with
inpr
ogra
m (
e.g
9/11
7=
.08
roun
ded)
.4.
Mul
tiply
ing
the
crite
rion
time
perc
enta
geor
the
perc
enta
gepo
int o
fea
ch a
ct in
step
3 a
bove
,by
the
actu
altim
e av
aila
ble
for
trai
ning
.
53
G2
The
res
ult w
illbe
the
obse
rved
trai
ning
per
iod
of e
ach
act a
ccor
d-in
g to
its
wei
ght w
ithin
the
prog
ram
(e.
g. .0
7x
420
= 2
9.4
inns
. or
.08
x 42
0=
33.
6ms)
Con
side
ring
the
abov
e st
eps,
the
trai
ning
perio
ds in
min
utes
(usi
ng c
riter
ion
time)
for
the
acts
(3-
12)
info
rm (
10),
are
: 30,
30,
22.
5,15
, 45,
30,
90, 9
0, 2
2. 5
,an
d 45
.W
hen
cons
ider
ing
how
ever
, the
perc
enta
ge p
oint
s,th
e tr
aini
ngpe
riods
for
the
sam
e ac
ts (
3-12
)ar
e: 4
3, 4
3, 5
7.4,
32.3
, 57.
4,
21.5
,57
.4, 5
7.4,
21.5
, 28.
7.A
diff
eren
ceis
not
edam
ong
time
valu
essp
ecifi
ed b
y th
etw
o m
eth-
ods:
the
use
of c
riter
ion
time
and
perc
enta
ge p
oint
sof
obs
erve
dne
eds.
Thi
s is
due
to th
eap
plic
atio
n of
the
crite
rion
time
whi
ch is
mor
ere
pres
enta
tive
ofac
ts' r
ealit
ies
as fi
rst h
and
raw
dat
a th
anth
e pe
rcen
t-ag
e va
lues
as
deriv
ed d
cla
(inco
lum
s 6)
.
Ass
essm
ent
ofS
ub-b
ehav
iors
With
in J
obA
cts
and
The
irP
aral
lel
Tra
inin
gP
erio
dsW
ithin
a P
rogr
amT
he d
esig
ner i
n th
is s
tage
of tr
aini
ngde
sign
, tak
esfr
om fo
rm(1
0)th
e re
port
edac
ts a
nd th
eir
indi
vidu
al ti
me
perio
ds, p
lotti
ngth
em in
tom
(11
). H
eth
en r
evie
ws
the
natu
re o
fea
ch a
ct,
brea
king
itdo
wn
into
five
beha
vior
al c
ateg
orie
sst
ated
on
the
form
.In
doi
ngso
, th
e de
sign
erre
lies
on h
ispr
ofes
sion
alex
pert
ise
in th
ear
eas
of tr
aini
ng, cu
rric
ulum
mak
ing,
beha
vior
alps
ycho
logy
,ed
uca-
tiona
l eva
luat
ion,
the
desi
gnin
gsc
ienc
e an
del
emen
tary
stat
istic
s.T
he d
esig
ner
estim
ates
the
degr
ees
ofsu
b-be
havi
ors
embe
dded
with
in e
ach
act b
y pu
tting
(4)
in th
eap
prop
riate
spac
e in
form
(11)
. He
sum
s up
the
appr
aise
dde
gree
s of
sub-
beha
vior
sw
ithin
eac
hac
t(C
olum
n 8)
,th
en d
ivid
e its
trai
ning
per
iod
by to
tal d
egre
es o
f sub
-be
havi
ors
(not
e3)
.T
he ti
me
valu
e of
the
poin
t is
mul
tiplie
dby
the
tota
l poin
ts s
peci
fied
for
each
sub-
beha
vior
alca
tego
ry. T
hepr
oduc
ts a
repl
otte
d in
thei
rpl
aces
in th
efo
rm (
Col
umn
3, 4
, 5, 6
&7)
.T
he d
igita
l tim
e va
lues
Whi
ch a
reob
tain
ed a
bove
,w
ill b
enef
itth
etr
aini
ng d
esig
nw
ith th
efo
llow
ing:
1. B
uild
ing
the
beha
vior
alob
ject
ives
of tr
aini
ng, q
ualit
ativ
ely
and
quan
-
54
R3
O C) E Vi 0 E L1.
14 a) .4-g c
Cy 0 U -e 0 79
&°
5
cTs
g
V
1
2es
A.g
.,v
.s
il' iA Ii8
a-5'
Pig
c....v
--
oa
1116
18°c
o:o
z.?,
.EA
'g
7,N
=. -
8.2
a`4
8 .-
.-4-
n "
- -E
'''.?
.... .
0 g
<1
gr;".71;
4raq;;
<044,,g.. 1....9.-1..,E2e-gEE--,g.,
:-.1,268-6:2.E.--.58-a
§ !
(72,
R. g
"c
5 c7
,.. -
N -
,e3'
2
t.1
;g
:kb
.8 4 zie 5 g
. g0 2 ot
mll
g^-
417-
e91
-:. '
..,S
U0,
....4
. = .s,..
;
5.v.
:so
ec,
M*
IIq1
1
tfl
tiE
S
4 .E
E0.
,-, v
loo
N,..
.e.
,....,
,-..,
7, c
-,,
IIU
IIU
.fi
7....
iq;7
;1-
'
>:=
:i.:
v ".. ,-
= is
".so
V'0
wo "
1 .'"
7
e r
'4-
= ;-
:, <
040 ...
-._
.=
'1+
:e:
,,,.r "
esm .+
,
-1 ::
ii a E,
): =
im
r el03
=s
., ,..
. gxr
.,."
".
,"
c. 4
t,2
... 4.4M
.....
4:7
=C
3`:
:4
< s
` .
m 0
;:m+
S"E <
x E
tm
.- 3
..=
2es
a"
....
,,,,
.,-,
m
...1:
::
..;
Y g I '22
Y i ii.2.
E1 I : 1 i
1i .st 1 I ii ii 2
I?7.
ji 1 E
4,* .. ni
i]"l
i 1 i .i
.11 F 2 t g
: I I ).!
?.. ; :'. 1 E
Is -!1.
.,Il
i.E 1
1.^. E.
,i
..., ;
_I 0 g
`S 2
1 I
* ...,"
..t. t
kt,
7t e
glt.-
.1 7
EFf
i*31
-,,2
FR'
g..?
-,g
g
I g
i§
: 1 '
1..A
b<
4W
,1-.
n e
s4.
4,-.
co r
-. a
s
64
titat
ivel
y ac
cord
ing
to r
atio
s sp
ecifi
ed fo
r th
e su
b- c
ateg
orie
s of
job
acts
.
The
pro
spec
tive
trai
ning
pro
gram
will
con
tain
, for
exam
ple,
aro
und
19.5
% o
f its
obj
ectiv
es s
peci
aliz
ed in
kno
wle
dge,
23.
3% in
appl
ica-
tion,
18.
5% in
atti
tude
s, 2
1.2%
in p
robl
em s
olvi
ng, a
nd 1
7.5%
inev
alua
tion
and
corr
ectio
n.W
ith fo
rm (
11),
the
desi
gner
can
mai
ntai
n a
high
deg
ree
ofpr
eci-
sion
in s
peci
fyin
g an
d co
nstr
uctin
g th
e ob
ject
ives
of t
rain
ing.
Ifon
eas
sum
es, f
or e
xam
ple,
that
eac
h de
gree
with
in a
sub
-cat
egor
y em
-bo
dies
one
beh
avio
ral o
bjec
tive,
then
ther
e w
ill b
e 12
form
ativ
e ob
-je
ctiv
es fo
r ac
t (I)
in fo
rm (
11),
dis
trib
uted
as
follo
ws:
*T
wo
obje
ctiv
es fo
r kn
owle
dge
.*
Fou
r ob
ject
ives
for
appl
icat
ion
.*
One
obj
ectiv
e fo
r at
titud
es.
*T
hree
obj
ectiv
es fo
r pr
oble
m s
olvi
ng.
*T
wo
obje
ctiv
es fo
r ev
alua
tion
and
corr
ectio
n.
2.B
uild
ing
the
tota
l pro
gram
of t
rain
ing
base
d on
the
beha
vior
al o
bjec
-tiv
es a
nd d
igita
l rat
ios
of b
ehav
iora
l cat
egor
ies
of a
cts.
Dat
a of
late
rfo
rms
(12-
27),
are
gen
eral
ly b
uilt
on th
e in
form
atio
n of
curr
ent
one(
11).
Wha
t Com
es N
ext ?
The
cur
rent
cha
pter
has
anc
hore
d th
e be
havi
oral
digi
tal b
ases
of
the
prop
osed
des
igni
ng a
ppro
ach
for
trai
ning
.T
he c
hapt
er e
xpla
ins
brie
fly th
e m
echa
nism
s of
unify
ing
prof
es-
sion
al n
eeds
, fin
ding
the
trai
ning
wei
ghts
of j
ob a
cts
with
inpr
ogra
m,
spec
ifyin
g th
e pe
rfor
man
ce fi
eld
time
of a
cts
and
the
deriv
atio
n of
trai
ning
tim
e ap
prop
riate
for
thei
r sk
ills'
dev
elop
men
t.T
he n
ext l
ogic
al ta
sk w
ill b
e to
initi
ate
the
actu
alde
sign
of t
rain
ing.
The
firs
t ste
p of
suc
h an
und
erta
king
isde
sign
ing
the
trai
ning
cur
ricu-
lum
with
its
elem
ents
: the
goa
ts, t
hekn
owle
dge
cont
ent a
nd a
chie
ve-
men
t act
iviti
es*.
Cha
pter
V is
con
cern
ed w
ith th
issi
gnifi
cant
ste
p.
* R
efer
toch
apte
r V
for
a de
finiti
on o
f thi
s te
rm.
5556
5
Part
II
: Des
igni
ngT
he T
rain
ing
Prog
ram
5. T
he D
esig
nof
Tra
inin
gC
urric
ulum
:
Goa
ls, K
now
ledg
ean
d A
chie
vem
ent
Act
iviti
es.
6. D
esig
ning
the
Inst
ruct
ion
of T
rain
ing:
Met
hods
, Med
ia a
ndT
echn
olog
y.
7. S
elec
tion
and
Des
crip
tion
of H
uman
and
Mat
eria
lS
ervi
ces.
57
A 6
Cha
pter
V
The
Des
ign
ofT
rain
ing
Cur
ricu
lum
:T
he G
oals
,K
now
ledg
e an
dA
chie
vem
ent
Act
iviti
es
Intr
oduc
tion
The
trai
ning
cur
ricul
umis
the
tota
l pro
fess
iona
lkn
owle
dge
and
skill
s th
at tr
aine
es w
illac
hiev
e th
roug
h pa
rtic
ipat
ion
in r
elat
ed le
arni
ng
and
eval
uatio
n ac
tiviti
es.
Tra
ditio
nally
, the
trai
ning
curr
icul
um e
mbo
d-
ies
four
bas
ic e
lem
ents
:goa
ls, k
now
ledg
e co
nten
t,le
arni
ng a
ctiv
ities
and
eval
uatio
n of
ach
ieve
men
t.Le
arni
ng a
ctiv
ities
are
educ
atio
nal e
ndea
vors
for
achi
evin
g th
e
man
date
d co
ncep
ts, a
ttitu
des
and
skill
s. E
valu
atio
npr
oced
ures
and
activ
ities
as
wel
l are
edu
catio
nal
ende
avor
s fo
r de
term
inin
gth
e ad
e-
quac
y of
lear
ning
achi
evem
ents
. The
refo
re, t
hetw
o cu
rric
ular
ele
-
men
ts c
ould
be
lum
ped
toge
ther
in o
ne it
em, t
hat i
s,ac
hiev
emen
t ac-
tiviti
es o
r ex
perie
nces
.H
ence
, the
trad
ition
al fo
urco
mpo
nent
s of
the
curr
icul
um c
ould
be
redu
ced
intr
aini
ng to
the
abov
e th
ree
only
.
Fur
ther
, whi
le it
is s
ugge
sted
that
a tr
aini
ng c
urric
ulum
enco
mpa
ss-
es th
ree
maj
orel
emen
ts, t
he tr
aini
ng p
rogr
am o
nth
e ot
her
hand
ex-
tend
s be
yond
thes
e th
ree
toal
l hum
an, e
duca
tiona
lan
d m
ater
ial s
er-
vice
s w
hich
are
dee
med
nec
essa
ryfo
r le
arni
ng, t
each
ing
and
impl
emen
ting
requ
ired
trai
ning
acts
. Thu
s, th
e co
nten
tsof
cha
pter
s
(5-9
) co
mpr
ise
the
conc
ept
of a
trai
ning
pro
gram
.T
his
chap
ter,
non
e-
thel
ess,
lim
its it
self
to th
ecu
rric
ulum
of t
rain
ing,
leav
ing
the
addi
tiona
l
elem
ents
of t
he p
rogr
am to
subs
eque
nt c
hapt
ers.
The
Des
ign
ofT
rain
ing
Goa
lsT
rain
ing
goal
s, s
houl
d be
cong
ruen
t with
the
philo
soph
ical
impl
ica-
tions
of s
ocie
ty. T
hey
mus
tste
m d
irect
ly fr
om th
epr
ofes
sion
al n
eeds
of th
e w
orki
ng fo
rce
and
inst
itutio
ns.
in s
ubse
quen
t par
agra
phs,
the
conc
ept a
nd ty
pes
ofgo
als
are
brie
fly p
resc
ribed
, fol
low
edby
som
e cr
iteria
for
writ
ing
goal
s' s
tate
-
men
ts. L
astly
,th
e ac
tual
des
igni
ng o
fgo
als
them
selv
es is
pre
sent
-
ed.
58R
7
The
Con
cept
and
Typ
es o
f Tra
inin
g G
oals
Tra
inin
g go
als
are
stat
emen
ts o
f pro
fess
iona
l int
ents
,kn
owle
dge,
attit
udes
or
skill
s tr
aine
es w
ill a
ttain
as
a re
sult
of th
eir p
artic
ipat
ion
in a
trai
ning
pro
gram
. Goa
ls s
tate
men
ts, i
n or
der
to b
eop
erat
iona
l, sh
ould
be li
ngui
stic
ally
sou
nd, c
onci
se, c
lear
and
sel
f-ex
pres
sive
on th
eir
con-
tent
s. Tra
inin
g go
als,
whe
n st
ated
bro
adly
, and
rep
rese
ntin
gse
vera
l be-
havi
ors/
kno
wle
dege
and
/ or
attit
udes
, are
kno
wn
to b
ege
nera
l or
ge-
neric
. Whe
n go
als
how
ever
are
red
uced
in s
ize
toa
spec
ific
or li
mite
ded
ucat
iona
l con
tent
, em
body
ing
thus
par
ticul
ar s
kill,
know
ledg
e or
val
-ue
, the
y ar
e ca
lled
beha
vior
al o
r sp
ecifi
c ob
ject
ives
.C
onsi
derin
g th
e tr
aini
ng s
tage
in w
hich
goa
lsar
e to
be
used
, thr
eene
w ty
pes
will
em
erge
: gen
eral
goa
ls o
r ob
ject
ives
whi
chse
rve
as a
prel
ude
or p
assi
ng g
ates
to p
rogr
am im
plem
enta
tion;
the
form
ativ
e ob
-je
ctiv
es w
hich
are
in r
ealit
y th
e op
erat
ing
activ
ities
of
trai
ning
; and
last
-ly
, the
term
inal
obj
ectiv
es w
hich
func
tion
mai
nly
as g
uidi
ng to
ols
for
im-
plem
enta
tion
and
as a
dequ
acy
indi
cato
rs fo
r ac
hiev
emen
t eva
luat
ion.
The
third
cla
ssifi
catio
n of
trai
ning
goa
ls is
qua
litat
ive
in n
atur
e,ba
sed
on th
e be
havi
oral
dom
ains
. Goa
ls in
this
reg
ard
coul
d be
cog
ni-
tive,
affe
ctiv
e or
psy
chom
otor
. The
aut
hor
of th
is b
ook
pref
ers,
how
ev-
er, t
o ad
opt t
he fo
llow
ing
type
s of
goa
ls in
trai
ning
:
1. P
rofe
ssio
nal g
oals
/ obj
ectiv
es w
hich
focu
spr
imar
ily o
n jo
b pe
rfor
-m
ance
and
res
pons
ibili
ties.
2. O
rgan
izat
ion'
s go
als/
obj
ectiv
es w
hich
are
conc
erne
d w
ith a
dmin
is-
trat
ive-
supe
rvis
ory
mat
ters
of h
uman
and
mat
eria
l ser
vice
s of
wor
k.3.
Per
sona
l goa
ls/ o
bjec
tives
whi
ch c
once
ntra
teon
spe
cial
nee
ds o
fem
ploy
ees
mos
tly o
utsi
de w
ork.
The
se n
eeds
may
be
hum
an, p
sy-
cho-
beha
vior
al, f
amily
, eco
nom
ic, p
erso
nal s
tatu
s, p
rivat
eco
ncer
nsor
mer
ely
pers
onal
am
bitio
ns.
4. S
ocia
l goa
ls/ o
bjec
tives
whi
ch a
re c
once
rned
bas
ical
lyw
ith :
hum
anco
mm
unic
atio
n/ r
elat
ions
am
ong
diffe
rent
indi
vidu
als
and
grou
psw
ithin
an
orga
niza
tion,
soc
ial v
alue
s, e
xpec
tatio
ns, g
ener
al c
odes
and
cond
ucts
that
sho
uld
be m
aint
aine
d th
roug
hout
daily
wor
k/lif
e.
59
R8
Crit
eria
for
Writ
ing
Tra
inin
g G
oals
Goa
ls, i
n or
der
to b
e tr
aina
ble,
sho
uld
be w
ritte
nac
cord
ing
to s
pe-
cific
crit
eria
suc
h as
(go
al s
tate
men
ts in
form
s 12
and
13 w
hich
em
body
thes
e cr
iteria
):
1.V
alid
rep
rese
ntat
ion
of tr
aini
ng n
eeds
. Thi
s is
the
mos
t fun
dam
enta
lan
d cr
ucia
l crit
erio
n w
hich
the
desi
gner
mus
t atte
ndto
, sin
ce c
on-
tent
val
idity
of g
oal s
tate
men
ts w
ill d
eter
min
e th
e va
lidity
of a
ll tr
ain-
ing
fact
ors,
pro
cess
es a
nd s
ervi
ces.
. sta
rtin
g fr
omcu
rric
ulum
doc
u-m
ent,
inst
ruct
ion
of tr
aini
ng, h
uman
and
mat
eria
lse
rvic
es, t
oev
alua
tion
of p
rodu
ctiv
ity.
2. S
ound
lang
uage
and
mea
ning
. Goa
l sta
tem
ents
mus
t be
gram
atic
al-
ly c
orre
ct a
nd s
elf-
expr
essi
ve o
n th
eir
inte
nts.
The
y sh
ould
be
di-
rect
ly u
nder
stoo
d by
all
conc
erne
d pa
rtie
s w
ithou
t fur
ther
nee
d fo
rcl
arifi
catio
n or
inte
rpre
tatio
n. O
ther
wis
e, th
e st
atem
ents
shou
ld u
n-de
rgo
som
e re
shuf
fling
s or
rev
isio
ns to
ach
ieve
curr
ent c
riter
ion.
3. O
pera
tiona
l lan
guag
e. N
eutr
al o
rva
gue
verb
s, fo
r in
stan
ce, s
houl
dbe
avo
ided
whe
n bu
ildin
g st
atem
ents
of g
oals
,si
nce
thes
e ve
rbs
may
con
fuse
trai
ning
pro
cess
es, p
artic
ular
ly fo
rmat
ive
and
sum
ma-
tive
eval
uatio
ns. T
o kn
ow, c
ompr
ehen
d, a
nd a
pply
are
exam
ples
of
neut
ral b
ehav
iors
. Ins
tead
the
verb
s: to
cou
nt, p
oint
,co
mpu
te,
sum
mar
ize,
det
ail,
expl
ain,
per
form
, and
exe
cute
are
exam
ples
of
oper
atio
nal v
erbs
.4.
Com
plet
e/ m
eani
ngfu
l str
uctu
re. S
tate
men
tsof
gen
eral
goa
lssh
ould
be
fully
spe
lled
out.
Sta
tem
ents
of t
erm
inal
and
form
ativ
eob
ject
ives
on
the
othe
r ha
nd, m
ust c
onta
in th
ree
com
pone
nts:
The
nam
e of
the
requ
ired
beha
vior
or s
kill,
its
prof
essi
onal
con
tent
,an
d cr
iteria
/ con
ditio
ns o
f per
form
ance
/ ach
ieve
men
t.
Cor
resp
ondi
ng R
elat
ions
hips
Am
ong
Tra
inin
gG
oals
and
Job
Con
tent
It is
obv
ious
in e
duca
tion
that
goa
ls, i
n or
der t
o be
val
id, m
ust r
epre
-se
nt th
e re
quire
d kn
owle
dge,
beh
avio
ral o
r at
titud
inal
con
tent
. In
trai
n-in
g, th
e re
pres
enta
tiona
l and
ope
ratio
nal
rela
tions
hips
am
ong
ele-
men
ts o
f tra
inin
g go
als
and
prof
essi
onal
cont
ent o
f a jo
b, c
ould
be
depi
cted
as
in th
e ne
xt d
iagr
am :
60R
9
Tra
inin
Gen
eric
obj
ectiv
es
Giv
e bi
rth
are
oper
ated
to a
nd by:
Ter
min
al b
ehav
iora
lob
ject
ives I
Giv
e bi
rth
to a
ndar
e op
erat
edby
:
Form
ativ
e be
havi
oral
obje
ctiv
es
Job
cont
ents
Job
task
s
Giv
e bi
rth
I to
and
are
oper
ated
by:
LJo
b ac
ts
Giv
e bi
rth
are
oat
edto
and b
:
Fig
ure
I : P
ossi
ble
repr
esen
tatio
nal a
nd o
pera
tiona
l rel
atio
nshi
psam
ong
elem
ents
of t
rain
ing
goal
s an
d jo
b co
nten
ts.
The
Des
ign
of G
ener
ic G
oals
and
Ter
min
al O
bjec
tives
Gen
eric
obj
ectiv
es o
r go
als,
as
indi
cate
d ea
rlier
,ar
e ov
eral
l sta
te-
men
ts w
hich
enc
ompa
ss th
e tr
aini
ng k
now
ledg
e, a
ttitu
des
and
skill
sth
at a
pro
spec
tive
prog
ram
will
fost
er in
the
repo
rts
of e
mpl
oyee
s.T
hey
are
gene
ral i
n la
ngua
ge a
nd m
eani
ng to
the
exte
ntth
at th
eir
achi
evem
ent b
y tr
aine
es c
an n
ot b
e di
rect
ly m
easu
red.
Con
sequ
ently
,th
e de
sign
er m
ost l
ikel
y w
ill r
esor
t to
mor
e sp
ecifi
cst
atem
ents
cal
led
beha
vior
al o
bjec
tives
.B
ehav
iora
l obj
ectiv
es a
re p
rofe
ssio
nal s
tate
men
ts d
eriv
ed u
sual
lyfr
om g
ener
al g
oals
; thu
s re
pres
entin
g in
exp
licit
term
s, th
e sk
ills
to b
eat
tain
ed a
s a
resu
lt of
trai
ning
.T
wo
mai
n ty
pes
of b
ehav
iora
l obj
ectiv
es p
reva
il in
edu
catio
nan
dtr
aini
ng: t
erm
inal
and
form
ativ
e. T
erm
inal
obj
ectiv
es in
this
para
grap
har
e st
atem
ents
of s
umm
ativ
e or
fina
l abi
litie
s w
hich
will
be
prod
uced
by
trai
ning
.F
orm
ativ
e ob
ject
ives
in th
e ne
xt p
arag
raph
, are
mic
ro-s
teps
or s
ub-
beha
vior
s th
at, w
hen
perf
orm
ed s
eque
ntia
lly, w
ill le
ad to
the
form
atio
nof
fina
l abi
litie
s em
bedd
ed in
term
inal
obj
ectiv
es.
For
m (
12)
spec
ializ
es in
the
deve
lopm
ent o
f gen
eral
and
term
inal
obje
ctiv
es. T
he d
esig
ner
coul
d us
e th
e fo
rmas
follo
ws:
1. C
onst
ruct
ing
gene
ral g
oals
afte
r th
e na
mes
of j
ob ta
sks.
If th
e ta
sk is
beh
avio
rally
sim
ple
in c
ompo
sitio
n, th
enon
e ge
nera
l
61
70
For
m (
12):
Des
ign
of g
ener
ic &
term
inal
obj
ectiv
es o
f tr
aini
ng.
The
job:
Car
dri
ving
Des
igne
r.T
ask:
Car
mai
nten
ance
Adm
inis
trat
ion:
No.
sJo
b ac
ts(I
llust
rativ
e ex
ampl
es)
Gen
eral
goal
sB
ehav
iora
l ter
min
al o
bjec
tives
(Illu
stra
tive
exam
ples
)
1M
aint
aini
ng b
atte
ry w
ater
toG
iven
all
the
1. T
he tr
aine
e w
ill m
aint
ain
requ
ired
leve
lto
ols,
equ
ip-
batte
ry w
ater
of
his
car
at a
ll2
Mai
ntai
ning
rad
iato
r w
ater
tom
ent,
and
times
with
pre
cisi
on o
f 10
0%.
requ
ired
leve
Lm
ater
ials
use
d3.
The
cai
nee
will
che
ck th
ead
equa
c i o
f en
gine
oil
agai
nst
3M
aint
aini
ng e
ngin
e oi
l to
norm
ally
inre
quir
ed 'l
evel
with
pre
cisi
on o
fre
quir
ed le
vel
car
mai
nte-
100%
dur
ng
3 m
ts.
4M
aint
aini
ng w
heel
oil
to=
nee.
the
S. T
he tr
-ine
e w
ill b
e ab
le to
requ
ired
leve
l.tr
aine
es w
illco
ntro
l eng
ine
tem
pera
ture
at
5C
ontr
olin
g en
gine
tem
pera
-su
cces
sful
lyal
l tim
es b
y us
ing
diff
eren
ttu
re to
req
uire
d le
vel
perf
orm
the
mea
ns le
arne
d in
the
trai
ning
6K
eepi
ng c
ar li
ghts
wor
king
ten
maj
orpr
ogra
m.
prop
erly
.sk
ills
requ
ired
7. T
he tr
aine
e w
ill m
aint
ain
7K
eepi
ng c
ar b
rake
s w
orki
ngin
the
car
brak
es e
ffec
tivel
y w
orki
ngef
fect
ivel
y.pr
ogby
app
lyin
g al
l mea
ns a
vaila
-bl
e to
him
.8
Cha
ngin
g fl
at c
ar ti
re.
8.1.
The
trai
nee
will
par
k hi
s9
Kee
ping
car
lock
s w
orki
ngpr
oper
ly.
car
and
disp
lay
caut
ion
sign
sdu
ring
3 m
ts, w
ith s
ucce
ss o
f10
Mai
ntai
ning
cle
anlin
ess
ofca
r.10
0%.
8.2.
The
trai
nee
will
pre
pare
all t
ools
nec
essa
ry f
or c
hang
-in
g th
e tir
e w
ith s
ucce
ss o
f10
0% d
urin
g 2
mts
.8.
3. T
he tr
aine
e w
ill li
ft th
eca
r by
jack
with
100
% p
reci
-si
on.
8.4.
The
trai
nee
will
take
off
the
flat
tire
and
sto
re it
in D
unk
in 3
mts
.8.
5. T
he tr
aine
e w
ill p
lace
the
good
tire
in it
s po
sitio
n an
dtig
hten
all
scre
ws
with
pre
ci-
sion
of
100%
in 3
mts
.8.
6. T
he tr
aine
e w
ill lo
wer
jack
& s
tore
all
tool
s in
thei
rpl
ace
with
in tr
unk
in 2
mts
.
6271
goal
will
be
adeq
uate
.The
exa
mpl
e in
form
(12
)co
nfor
ms
with
this
case
. Whe
n th
e ta
sk h
owev
er is
com
poun
d, s
ever
al g
oals
beco
me
nece
ssar
y. T
he d
esig
ner
mak
es s
ure,
in th
is r
espe
ct, t
o de
velo
pa
goal
for
each
beh
avio
ral b
lock
with
in a
job
the
task
.R
evie
win
g th
eta
sk's
con
tent
(or
act
s) c
oupl
ed w
ith it
s tit
le w
illen
able
him
to b
uild
requ
ired
gene
ral g
oals
for
trai
ning
.F
or il
lust
ratio
n, th
e ta
sk (
obse
rvan
ce o
f tra
ffic
safe
ty a
nd la
ws
with
ina
job:
car
driv
ing)
is ta
ken
as a
n ex
ampl
e. T
wo
maj
orco
mpo
nent
s ar
ise
in th
is ta
sk: l
aws
of d
rivin
g on
the
road
, and
law
s of
hum
an a
nd m
ater
ial
safe
ty. A
s a
resu
lt, tw
o ge
nera
l goa
ls b
ecom
em
anda
tory
, eac
h co
n-ce
ntra
tes
on a
diff
eren
t beh
avio
ral b
lock
alre
ady
stat
ed.
2. M
odel
ing
term
inal
obj
ectiv
es im
med
iate
lyaf
ter
a jo
b's
acts
. As
form
(12)
sho
ws,
the
beha
vior
al o
bjec
tives
are
alm
ost m
ere
rest
ate-
men
ts o
f the
ir pa
ralle
l act
s.O
nce
agai
n, if
the
act h
as a
rel
ativ
ely
limite
dco
nten
t, an
d co
uld
bepe
rfor
med
by
empl
oyee
s w
ithin
a r
easo
nabl
ysh
ort p
erio
d of
tim
e,th
en o
ne o
bjec
tive
will
suf
fice.
If th
e ac
t,on
the
othe
r ha
nd, i
s co
m-
plex
, the
n m
ore
obje
ctiv
es w
ill b
e ne
eded
,de
pend
ing
on th
e de
gree
of b
ehav
iora
l mul
tiplic
ity o
f the
act
itse
lf.
The
Des
ign
of F
orm
ativ
e O
bjec
tives
For
mat
ive
obje
ctiv
es a
re p
rofe
ssio
nal s
tate
men
tsre
pres
entin
g th
em
icro
-ste
ps o
r su
b-be
havi
ors
of a
cts
or te
rmin
al o
bjec
tives
. Whe
nth
ese
obje
ctiv
es a
re e
xecu
ted
sequ
entia
lly, i
t will
lead
to th
e fo
rmat
ion
of fi
nal a
bilit
ies
requ
ired
by tr
aini
ng. F
orm
(13
)co
ncer
ns it
self
with
the
desi
gn o
f cur
rent
obj
ectiv
es.
Whe
n de
rivin
g fo
rmat
ive
obje
ctiv
es, t
hede
sign
er lo
oks
eith
er a
tjo
b ac
ts o
r te
rmin
al o
bjec
tives
. If t
he s
ub-b
ehav
iors
of a
cts,
are
alre
ady
spec
ified
, the
n th
e de
sign
er c
ould
list
them
as th
ey a
re, o
r w
ith m
inor
slin
guis
ticl m
odifi
catio
ns.
Wha
teve
r th
e de
velo
pmen
tal p
roce
dure
the
desi
gner
may
pur
sue,
the
follo
win
g co
nditi
ons
shou
ld b
e m
et in
sta
ting
form
ativ
e ob
ject
ives
:1.
Lin
guis
tical
ly s
ound
and
cle
ar.
2. B
ehav
iora
lly s
eque
nced
.3.
Beh
avio
rally
obs
erva
ble.
4. B
ehav
iora
lly m
easu
rabl
e.5.
Beh
avio
rally
ope
ratio
nal.
7263
Form
(13
): D
esig
n of
for
mat
ive
obje
ctiv
es o
f tra
inin
gT
he jo
b: C
ar d
rivi
ngD
esig
ner:
Tas
k: C
ar m
aint
enan
ceA
dmin
istr
atio
n:
Gen
eral
goal
sT
erm
inal
beh
avio
ral
obje
ctiv
esFo
rmat
ive
beha
vior
al o
bjec
tives
Giv
en a
ll th
e1.
The
trai
nee
will
1.1.
Will
bri
ng b
atte
ry w
ater
fro
m c
ar's
trun
kto
ols,
equ
ip.
mai
ntai
n ba
ttery
with
in o
ne m
inut
e.m
eet,
and
wat
er o
f hi
s ca
r at
all
1.2.
Will
lift
eng
ine
cove
r an
d se
cure
it w
ith-
mat
eria
ls u
sed
times
with
mas
tery
in o
ne m
inut
e.
norm
ally
inle
vel o
f 10
0%.
13. W
ill c
lean
dus
t and
oth
er m
atte
rs f
rom
batte
ry w
ithin
2 m
inut
es.
car
mai
nte-
1.4.
Will
uns
crew
bat
tery
kno
bs a
nd p
ut e
ach
min
ce, t
hebe
side
its
pock
et w
ithin
2 m
inut
es.
trai
nees
will
1.5.
Will
fill
bat
tery
poc
kets
with
wat
er a
ssu
cces
sful
lyne
eded
with
in 3
min
utes
.pe
rfor
m th
e1.
6. W
ill c
heck
the
adeq
uacy
of
batte
ry w
ater
ten
maj
orw
ith a
ccur
acy
41 1
00%
.sk
ills
requ
ired
1.7.
Will
clo
se b
atte
ry p
ocke
ts b
y sc
rew
ing
in th
epr
ognu
m.
knob
s w
ithin
2 m
inut
es a
nd a
ccur
acy
of10
0%.
1.8.
Will
take
dow
n en
gine
cov
er, r
etur
ning
it to
its
posi
tion
with
acc
urac
y of
100
%.
1.9.
Will
sto
re w
ater
can
in it
s pl
ace
with
inca
r tr
unk.
3. T
he tr
aine
e w
illch
eck
the
adeq
uacy
of
3 . 1
engi
ne o
il ag
ains
t3
.2
requ
ired
leve
l with
prec
isio
n of
moc
kdu
ring
3 m
inut
es.
3 . 3
3 . 4
3 . 5
3 . 6
3 . 7 3.8
6473
For
mat
ive
obje
ctiv
es s
peci
fied
in th
is s
tage
of
trai
ning
des
ign,
mai
ntai
n a
maj
or r
ole
in n
ext f
orm
s (1
4, 1
5, 1
6, 1
7, a
nd 1
8); s
ince
the
desi
gner
upo
n th
em w
ill d
eriv
e tr
aini
ng k
now
ledg
e, a
chie
vem
ent a
ctiv
i-tie
s, m
etho
ds a
nd m
edia
in th
e fo
llow
ing
para
grap
hs a
nd c
hapt
ers.
The
Des
ign
of T
rain
ing
Kno
wle
dge
Tra
inin
g kn
owle
dge
is th
e su
m o
f ter
ms,
fact
s, c
once
pts,
prin
cipl
es,
rule
s, s
teps
, crit
eria
or
anyt
hing
els
e w
hich
rep
rese
nts
the
acad
emic
cont
ent o
f ter
min
al o
r fo
rmat
ive
obje
ctiv
es o
r th
eir
coun
terp
arts
in th
ejo
b ac
ts. T
hese
type
s of
pro
fess
iona
l kno
wle
dge
shou
ld b
e le
arne
d by
the
trai
nees
as
a pa
rt o
f ach
ievi
ng th
e be
havi
oral
ski
lls r
equi
red
by a
trai
ning
pro
gram
.
Crit
eria
for
Sel
ectin
g an
d O
rgan
izin
g T
rain
ing
Kno
wle
dge
Tra
inin
g kn
owle
dge
coul
d be
sel
ecte
d an
d or
gani
zed
acco
rdin
g to
crite
ria s
uch
as:
1. S
elec
ting
know
ledg
e af
ter
the
cont
ent o
f ter
min
al o
r fo
rmat
ive
obje
ctiv
es o
r jo
b ac
ts. W
orki
ng w
ith th
is c
riter
ion
will
pro
vide
trai
ning
curr
icul
um w
ith th
e ne
eded
val
id k
now
ledg
e.
2. S
elec
ting
know
ledg
e ac
cord
ing
to it
s im
port
ance
in a
ttain
ing
prof
es-
sion
al o
bjec
tives
or
acts
. Pro
fess
iona
l kno
wle
dge
in th
is r
egar
d m
aybe
cla
ssifi
ed in
to th
ree
cate
gorie
s:
* B
asic
kno
wle
dge
whi
ch r
epre
sent
s a
mus
t for
trai
nees
to a
chie
ve.
Thi
s kn
owle
dge
dire
ctly
em
brac
es th
e co
nten
t of t
erm
inal
or
for-
mat
ive
obje
ctiv
es.
* W
orth
y kn
owle
dge
whi
ch c
ompl
etes
ver
tical
ly a
nd h
oriz
onta
lly th
ele
arni
ng o
f bas
ic k
now
ledg
e.*
Min
or k
now
ledg
e w
hich
enr
iche
s, d
eepe
nsor
enl
arge
s th
eac
hiev
emen
t of b
asic
and
wor
thy
know
ledg
e.
If ty
pes
of w
ater
that
are
use
d or
din
arily
with
car
bat
tery
den
ote
for
exam
ple,
a b
asic
kno
wle
dge
(like
thos
e of
kno
wn
com
mer
cial
pro
d-uc
ts),
and
oth
ers
whi
ch m
ay s
ubst
itute
bas
ic w
ater
(su
ch a
s de
sali-
nate
d w
ater
) ar
e se
en to
be
wor
thy
know
ledg
e, th
en ty
pes
of w
ater
or
liqui
ds w
hich
cou
ld p
ossi
bly
be u
sed
in e
mer
genc
ies
whe
re b
asic
and
wor
thy
wat
ers
are
tota
lly o
ut o
f han
d, s
igni
fy m
inor
kno
wle
dge.
7465
Form
(14
): S
elec
tion
and
desc
ript
ion
of tr
aini
ng k
now
ledg
e.T
he jo
b: C
ar d
rivi
ngD
esig
ner:
Tas
k: C
ar m
aint
enan
ceA
dmin
istr
atio
n:T
he a
ct: R
eser
ving
bat
tery
wat
erD
ate:
No.
SFo
rmat
ive
obje
ctiv
es(I
llust
rativ
e ex
ampl
es)
Tra
inin
g kn
owle
dge*
(Illu
stra
tive
exam
ples
)
1 -1
Will
bri
ng b
atte
ry w
ater
fro
m c
ar's
trun
kw
ithin
one
min
ute.
Typ
es o
f ba
ttery
wat
er, t
ypes
and
func
tions
of
car
batte
ry.
1 -2
Will
lift
eng
ine
cove
r an
d se
cure
itin
one
min
ute.
Con
cept
of
engi
ne c
over
, the
sec
ur-
ing
tool
; ste
ps o
f lif
ting
the
cove
r.
1 -3
Will
cle
an d
ust a
nd o
ther
mat
ter
from
batte
ry w
ithin
2 m
inut
es.
Con
cept
of
batte
ry c
lean
lines
s; it
sbe
nefi
ts; m
ater
ials
and
tool
s us
ed;
step
s &
cri
teri
a of
cle
anlin
ess.
1 -4
Will
uns
crew
bat
tery
kno
bs a
nd p
utea
ch b
esid
e its
poc
ket w
ithin
2 m
inut
es.
Bat
tery
poc
kets
; the
ir p
arts
and
func
tions
.
1 -5
Will
fill
bat
tery
poc
kets
with
wat
er a
sne
eded
with
in 3
min
utes
.St
eps
of f
illin
g po
cket
s w
ith w
ater
.
1-6
Will
che
ck th
e ad
equa
cy o
f ba
ttery
wat
erw
ith a
ccur
acy
of 1
00%
.C
rite
ria
of w
ater
ade
quac
y in
bat
tery
pock
ets.
1-7
Will
clo
se b
atte
ry p
ocke
ts b
y sc
rew
ing
knob
s w
ithin
2 m
inut
es a
nd a
ccur
acy
of10
0%.
Clo
sing
ste
ps o
f ba
ttery
poc
kets
;cr
iteri
a of
eff
ectiv
e cl
osin
g.
1 -8
Will
take
dow
n en
gine
cov
er, r
etur
ning
itto
its
posi
tion
with
acc
urac
y of
100
%.
Step
s of
clo
sing
the
engi
ne c
over
;cr
iteri
a of
eff
ectiv
e cl
osin
g.
1 -9
Will
sto
re w
ater
can
in it
s pl
ace
with
inca
r tr
unk.
Con
cept
of
stor
ing,
pla
ces
appr
o-pr
iate
for
sto
rage
; cri
teri
a of
eff
ec-
tive
stor
age.
J*
In th
e ac
tual
des
igni
ng o
f th
e tr
aini
ng p
rogr
am, k
now
ledg
e sh
ould
be
spel
led
out t
os
nece
ssar
y / f
ines
t det
ails
.
6675
3. O
rgan
izin
gkn
owle
dge
acco
rdin
gto
seq
uenc
e of
job
acts
or
term
i-
nal o
bjec
tives
and
thei
r of
fspr
ing,
the
form
ativ
e on
es.
Tra
inin
g
know
ledg
e is
arr
ange
dhe
re a
fter
the
curr
icul
ar/ p
ract
ical
seq
uenc
e
of a
bove
pro
fess
iona
ltoo
ls.
4.S
elec
tion
and
Des
crip
tion
ofT
rain
ing
Kno
wle
dge
Con
side
ring
the
crite
riast
ated
in th
epr
evio
us p
arag
raph
,th
e de
-
sign
er c
ould
der
ive
trai
ning
kno
wle
dge
by s
impl
y w
ritin
gfo
rmat
ive
ob-
ject
ives
in fo
rm (
14),
spec
ifyin
g fo
r ea
chth
e kn
owle
dge
head
lines
of
its b
ehav
iora
l con
tent
.T
he d
esig
ner
may
,af
terw
ards
, det
ail t
hetr
aini
ng k
now
ledg
e to
the
degr
ee w
hich
isde
eem
ed n
eces
sary
for
prof
essi
onaV
acad
emic
un-
ders
tand
ing
by b
oth
trai
nees
and
trai
ners
.S
peci
aliz
ed jo
b so
urce
s
shou
ld b
e co
nsul
ted
of c
ours
e, in
orde
r to
obt
ain
the
appr
opria
te
know
ledg
e in
this
rega
rd.
The
des
igne
r,ho
wev
er, c
an d
eriv
etr
aini
ng k
now
ledg
edi
rect
ly
from
the
less
spec
ific
term
inal
obje
ctiv
es o
r th
eirp
rede
cess
ors:
the
job
acts
. The
mai
nsh
ortc
omin
g w
hich
prob
ably
acc
rue
out o
fth
is p
roce
ss
is th
e fa
ilure
tore
cogn
ize
som
e ty
pes
of k
now
ledg
e th
at a
reba
sic
to
the
com
preh
ensi
onof
req
uire
d tr
aini
ngsk
ills:
The
Des
ign
of A
chie
vem
ent
Act
iviti
esA
chie
vem
ent a
ctiv
ities
are
all l
earn
ing
and
form
ativ
e ev
alua
tion
ac-
tiviti
es w
hich
trai
nees
enco
unte
r th
roug
hout
the
cour
se o
fthe
ir tr
ain-
ing.
The
se a
ctiv
ities
play
two
fund
amen
taled
ucat
iona
l rol
es: t
he c
om-
preh
ensi
on o
fpr
ofes
sion
al e
xper
ienc
esw
hich
pro
gram
'sob
ject
ives
and
know
ledg
esca
ll fo
r, a
ndde
term
inin
g th
ead
equa
cy o
f thi
s co
m-
preh
ensi
on.
Whi
le a
chie
vem
ent
activ
ities
ser
ve a
s a
vehi
cle
for
tran
slat
ing
pro-
gram
's o
bjec
tives
and
know
ledg
esin
to b
ehav
iora
lsk
ills,
they
rep
re-
sent
the
third
maj
or e
lem
ent o
ftra
inin
g cu
rric
ulum
.
Crit
eria
for
Sel
ectio
nan
d C
onst
ruct
ion
of A
chie
vem
ent
Act
iviti
es.
In p
rinci
ple,
andr
agog
y is
diff
eren
tfro
m p
edag
ogy.
The
refo
re tr
ai-
nees
, as
adul
ts,
requ
ire s
omew
hatd
iffre
nt a
chie
vem
entac
tiviti
es th
an
thos
e of
you
ngle
arne
rs. C
onse
quen
tly,
seve
ral c
riter
ia s
houl
dbe
not
-
67
'76
ed w
hen
thes
eac
tiviti
es a
re s
elec
ted
and
cons
truc
ted
fort
rain
ing.
1. T
he e
duca
tiona
l,be
havi
oral
and
con
tent
impl
icat
ions
of f
orm
ativ
e
obje
ctiv
es o
r th
esu
b-be
havi
ors
of jo
b ac
ts.
If th
e ob
ject
ive
calls
, for
exa
mpl
e,fo
r de
finiti
on o
fter
ms,
rec
allin
g
fact
s, c
once
pts,
prin
cipl
es o
r st
eps;
expl
anat
ion
of a
fact
or o
rpr
o-
cess
; per
form
ance
of a
ski
ll, th
enac
hiev
emen
t act
iviti
essh
ould
adop
t the
seed
ucat
iona
l abi
litie
s.F
urth
er, i
f the
beh
avio
ralna
ture
of a
n ob
ject
ive
is a
n or
al, w
ritte
nor
psyc
hom
otor
one
,le
arni
ng a
nd e
valu
ativ
eac
tiviti
es s
houl
dth
ere-
fore
con
form
with
wha
teve
r th
ebe
havi
oral
nat
ure
mig
htbe
.
Mor
eove
r, th
e tr
aini
ngac
tiviti
es fo
r le
arni
ngan
d ev
alua
tion,
inor
der
to b
e pr
ofes
sion
ally
valid
, mus
t ful
lyre
pres
ent t
he c
urric
ular
con-
tent
s of
form
ativ
eob
ject
ivie
s fr
om w
hich
achi
evem
ent a
ctiv
ities
are
orig
inal
ly d
eriv
ed.
In s
umm
ary,
lear
ning
- ev
alua
tive
activ
ities
sho
uld
bem
odel
ed fi
rst
and
fore
mos
t afte
rth
e ac
t's b
ehav
iors
or fo
rmat
ive
obje
ctiv
es o
f
trai
ning
, in
term
s of
:*
Edu
catio
nal a
bilit
y.*
Beh
avio
ral n
atur
e.*
Pro
fess
iona
l con
tent
.2.
The
hom
ogen
iety
vers
us th
ehe
tero
geni
ety
of tr
aine
esba
ck-
grou
nds.
In th
is r
egar
d,di
ffere
nt p
rofe
ssio
nalba
ckgr
ound
s of
trai
nees
re-
quire
dis
sim
ilar
achi
evem
ent a
ctiv
ities
,di
ffere
nt e
xerc
ises
, exa
m-
ples
, pro
ject
s,le
arni
ng e
valu
ativ
eto
ols,
pro
cedu
res
and
beha
vior
al
situ
atio
ns.
The
aut
hor
of th
isbo
ok, a
s a
trai
ner
durin
g 19
88/1
989,
expe
ri-
ence
d th
e re
ality
of th
e ab
ove
stat
emen
t. V
ario
usge
ogra
phic
al,
prof
essi
onal
and
educ
atio
nal/a
cade
mic
back
grou
nds
of tr
aine
es
who
par
ticip
ated
inth
ree
trai
ning
pro
gram
sne
cess
itate
d th
e us
eof
diffe
rent
act
iviti
es fo
rbot
h le
arni
ng a
ndev
alua
tion
(Ref
er to
chap
ter
I for
thei
r co
untr
ies,
prof
essi
onal
affi
liatio
nsan
d th
e pr
ofes
sion
sin
-
volv
ed).
3. L
engt
h of
tim
eav
aila
ble
for
trai
ning
.T
he m
ore
time
that
ther
e is
avai
labl
e fo
r tr
aini
ng,t
he m
ore
trai
ning
activ
ities
may
be
empl
oyed
in le
arni
ng a
ndev
alua
tion.
On
the
othe
rhan
d, a
sho
rtag
e of
time
forc
es s
taff
pers
onne
lto
limit
them
selv
esto
a m
inim
umth
at b
arel
y
perm
its th
e ac
hiev
emen
tof t
rain
ees'
nee
ds.
687
7
4. T
he b
udge
t ava
ilabl
e fo
r tr
aini
ng. U
nres
tric
ted
or o
pen
budg
et g
ives
the
desi
gner
and
trai
ning
per
sonn
el fr
ee h
ands
tose
lect
/con
stru
ctan
y ty
pe o
f act
ivity
bel
ieve
d to
fost
erth
e ac
hiev
emen
t of t
rain
ees.
Thi
s ki
nd o
f bud
get i
s fa
r m
ore
prod
uctiv
e in
trai
ning
than
its
coun
-te
rpar
t: th
e re
stric
ted
one,
or
the
othe
r w
hich
und
ergo
esfin
anci
al
cuts
due
to e
cono
mic
dep
rivat
ions
or
unce
rtai
ntie
s.5.
The
nat
ure
of h
uman
and
mat
eria
l ser
vice
s av
aila
ble
for
trai
ning
. The
avai
labi
lity
of q
ualif
ied
and
suffi
cien
t tra
iner
s, e
xper
ts,
adm
inis
tra-
tors
, tec
hnic
ians
, sec
reta
rial,
and
mai
nten
ance
per
sonn
elan
d fa
cili-
ties,
equ
ipm
ent,
mac
hine
ry, m
edia
, mat
eria
ls a
ndte
chno
logy
... w
ill
mak
e it
poss
ible
for
the
desi
gner
to d
iffer
entia
te tr
aini
ngac
tiviti
es
as m
uch
as n
eede
d. W
hile
lim
ited
hum
anan
d m
ater
ial r
esou
rces
will
lim
it ac
tiviti
es to
a la
rge
degr
ee, a
ffect
ing
nega
tivel
y th
eac
hiev
emen
t of p
rofe
ssio
nal s
kills
.T
here
are
, of c
ours
e, a
dditi
onal
crit
eria
whi
ch c
ould
als
obe
con
sid-
ered
and
are
wid
ely
cite
d in
trai
ning
liter
atur
e(1)
suc
h as
: the
con
-gr
uenc
e of
ach
ieve
men
t act
iviti
es w
ith a
dults
char
acte
ristic
s, e
xper
i-en
ces,
des
ires,
diff
icul
ties,
apt
itude
s, n
eeds
for
expe
rimen
tatio
n an
dfe
edba
ck.
Whi
le th
e ab
ove
extr
a cr
iteria
are
impo
rtan
t for
mai
ntai
ning
the
qual
i-
ty a
nd v
alid
ity o
f tra
inin
g ac
tiviti
es, t
hey
coul
dbe
fulfi
lled
auto
mat
ical
yth
roug
h th
e ap
plic
atio
n of
the
mai
n fiv
e, p
revi
ousl
y ci
ted.
The
Des
ign
of A
chie
vem
ent A
ctiv
ities
: The
Lear
ning
Com
pone
nt.
Lear
ning
act
iviti
es a
re w
hat t
rain
ees
say,
list
en, w
rite
or d
o to
tran
s-fo
rm th
e ob
ject
ives
and
kno
wle
dge
cont
ents
of t
rain
ing
into
req
uire
d
prof
essi
onal
ski
lls.
For
m (
15)
repr
esen
ts a
sim
ple
tool
for
desi
gnin
g le
arni
ngac
tiviti
es.
It is
com
pose
d of
two
mai
n ca
tego
ries:
the
first
isde
vote
d fo
r fo
rmat
ive
obje
ctiv
es (
or jo
b ac
ts),
whi
le th
e se
cond
is fo
r lis
ting
lear
ning
activ
ities
appr
opria
te fo
r ea
ch o
bjec
tive
or a
ct.
Whe
n w
ritin
g le
arni
ng a
ctiv
ities
, the
des
igne
r m
ay c
onsi
der
the
fol-
low
ing:
1. C
onst
ruct
ing
mul
ti-le
vel i
nduc
tive
activ
ities
for
each
obj
ectiv
e. T
o
7869
ease
this
task
for
the
desi
gner
, he
may
adop
t one
or
mor
e of
the
follo
win
g be
havi
oral
taxo
nom
ies:
Blo
om's
taxo
nom
y of
cogn
itive
dom
ain;
Kra
thw
ohl's
taxo
nom
y of
affe
ctiv
e do
mai
n;H
arro
w's
taxo
n-
omy
of p
sych
omot
or d
omai
n or
Der
r's ta
xono
my
of s
ocia
l pur
pose
s.
If, fo
r ex
ampl
e, th
e fo
rmat
ive
obje
ctiv
e be
long
s to
the
appl
icat
ion
leve
l of t
he c
ogni
tive
dom
ain
(e.g
obj
ectiv
e 1
- 1)
,th
en k
now
ledg
e,
com
preh
ensi
on a
nd a
pplic
atio
n ex
erci
ses
may
dee
msu
bseq
uent
ly
nece
ssar
y to
pro
duce
the
final
req
uire
d sk
ill.
With
the
sam
e to
ken,
if th
e ob
ject
ive
repr
esen
ts a
n ev
alua
tive
skill
(e.g
. obj
ectiv
e 1
- 6)
, the
n kn
owle
dge,
com
preh
ensi
on,
appl
icat
ion,
anal
ysis
, syn
thes
is a
nd e
valu
atio
n ac
tiviti
es w
ould
see
map
prop
riate
for
the
achi
evem
ent o
f the
abo
ve o
bjec
tive.
Tw
o th
ings
sho
uld
be n
oted
, non
ethe
less
, whe
n us
ing
lear
ning
ac-
tiviti
es w
hich
bel
ong
to lo
wer
beh
avio
ral l
evel
s of
the
requ
ired
prof
es-
sion
al s
kills
due
to d
iffer
ent h
uman
, fin
anci
al, m
ater
ial a
ndtim
e co
n-
stra
ins
usua
lly im
pose
d on
trai
ning
:*
Sho
uld
be a
dopt
ed o
nly
in tr
aini
ng w
hene
ver
the
desi
gner
/ tra
in-
er d
oubt
s th
e ca
pabi
lity
of tr
aine
es to
achi
eve,
nor
mal
ly, t
he m
an-
date
d sk
ills,
due
to s
ome
inad
equa
cies
in th
eir
know
ledg
ean
d
expe
rienc
e ba
ckgr
ound
s.*
Sho
uld
be b
rief,
dire
ct a
nd m
ost r
elev
ant.
2. C
onst
ruct
ing
lear
ning
act
iviti
es th
at a
re r
epre
sent
ativ
e of
each
be-
havi
oral
ski
lls e
mbe
dded
in fo
rmat
ive
obje
ctiv
es..
whe
ther
this
rep
-re
sent
atio
n is
of t
he b
ehav
iora
l typ
e, n
atur
e, o
r fid
elity
.O
ne s
impl
e w
ay to
ach
ieve
this
ski
ll va
lidity
, is
to lo
ok a
t the
obje
c-
tive,
rec
ogni
zing
its
beha
vior
and
per
form
ance
con
ditio
ns,
then
de-
velo
ping
the
activ
ities
that
are
ope
ratio
nal i
n tr
ansl
atin
g th
eth
eorit
i-
cal s
tate
men
ts o
f pro
fess
iona
l goa
ls a
nd fa
cts
into
con
cret
eob
serv
able
ski
lls.
3. C
onst
ruct
ing
extr
a ac
tiviti
es w
hene
ver
poss
ible
, for
the
purp
ose
of
skill
con
cent
ratio
n or
ove
r-ac
hiev
emen
t. T
he s
ucce
ssfu
ltr
aini
ng
prog
ram
is o
ne w
hich
pro
vide
s tr
aine
es w
ithop
port
uniti
es to
tran
s-
form
initi
ally
dev
elop
ed s
kills
into
dai
ly w
orki
ng h
abits
.
7079
Form
(15
) : D
esig
n of
lear
ning
act
iviti
es o
f tr
aini
ng.
The
Job
: C
ar d
rivi
ngD
esig
ner:
The
task
: C
ar m
aint
enan
ceA
dmin
istr
atio
n:
No.
SFo
rmat
ive
obje
ctiv
es(i
llust
rativ
e ex
ampl
es)
Lea
rnin
g ac
tiviti
es(I
llust
rativ
e ex
ampl
es)
1 -1
Will
bri
ng b
atte
ry w
ater
fro
m c
ar's
trun
k w
ithin
one
min
ute.
Tra
inee
def
ines
bat
tery
wat
er, r
ecal
lsdi
ffer
ent b
rand
s/ty
pes
of b
atte
ry w
ater
,pr
epar
es w
ater
for
bat
tery
use
.
1-2
Will
lift
eng
ine
cove
r an
d se
cure
itw
ith th
e sp
ecia
l too
l with
in o
nem
inut
e.
Tra
inee
def
ines
eng
ine
cove
r; n
ames
the
liftin
g st
eps
of e
ngin
e co
ver,
perf
orm
s th
e st
eps
sequ
entia
lly.
1-3
Will
cle
an d
ust a
nd o
ther
mat
ters
from
bat
tery
with
in 2
min
utes
.T
rain
ee d
efin
es b
atte
ry c
lean
lines
s; r
ecal
lsth
ings
to b
e cl
eane
d fr
om b
atte
ry; n
ames
tool
s an
d m
ater
ials
use
d in
bat
tery
cle
an-
ing;
cle
ans
thre
e di
ffer
ent k
inds
of
car
bat-
tery
.
1-4
Will
uns
crew
bat
tery
kno
bs a
ndpu
t eac
h be
side
itspo
cket
with
in 2
min
utes
.
Tra
inee
def
ines
bat
tery
kno
bs a
nd p
ocke
ts;
expl
ains
bat
tery
par
ts a
nd f
unct
ions
; per
-fo
rms
the
open
ing
i bat
tery
poc
kets
.
1 -S
Will
fill
bat
tery
poc
kets
with
wa-
ter
as n
eede
d w
ithin
3 m
inut
es.
Tra
inee
spe
cifi
es b
atte
ry p
ocke
ts th
at n
eed
wat
er, f
ills
pock
ets
with
wat
er a
s ne
eded
.
1-6
Will
che
ck th
e ad
equa
cy o
f ba
ttery
wat
er w
ith a
ccur
acy
of 1
00%
.T
rain
ee m
entio
ns a
dequ
acy
crite
ria
of b
at-
tery
wat
er, e
valu
ates
the
adeq
uacy
of
bat-
tery
wat
er a
ccor
ding
to s
peci
fied
cri
teri
a.
.1.
71W
ill c
lose
bat
tery
poc
kets
by
scre
win
g kn
obs
with
in 2
min
utes
and
accu
racy
of
100%
.
Tra
inee
nam
es s
teps
of
clos
ing
batte
rypo
cket
s, c
rite
ria
of e
ffec
tive
clos
ing;
dos
-es
bat
tery
poc
kets
eff
ectiv
ely.
r 1.8
Will
take
dow
n en
gine
cov
er, r
e-tu
rnin
g it
to it
s po
sitio
n w
ith a
c-cu
racy
of
100%
.
Tra
inee
rec
alls
clo
sing
ste
ps o
f en
gine
cove
r, c
ount
s cr
iteri
a of
eff
ectiv
e cl
osin
g.cl
oses
eng
ine
cove
r ef
fect
ivel
y.
1-9
Will
sto
re w
ater
can
in it
s pl
ace
with
in c
ar tr
unk.
Tra
inee
def
ines
con
cept
of
stor
ing,
spe
ci-
lies
appr
opri
ate
plac
es a
nd c
rite
ria
of s
tor-
ing,
sto
res
batte
ry w
ater
with
in tr
unk.
71
80
Form
(16
) : D
esig
n of
for
mat
ive
eval
uatio
n of
trai
ning
The
Job
: C
ar d
rivi
ngD
esig
ner:
The
task
: C
ar m
aint
enan
ceA
dmin
istr
atio
n:
No.
SFo
rmat
ive
obje
ctiv
es(I
llust
rativ
e ex
ampl
es)
Form
ativ
e ev
alua
tion
(illu
stra
tive
exam
ples
)
1 -1
Will
bri
ng b
atte
ry w
ater
fro
m c
ar's
trun
k w
ithin
one
min
ute.
Tra
inee
ans
wer
s ap
prop
riat
e or
al i
wri
tten
test
s; b
ring
s w
ater
bot
tle w
ithin
one
test
s;fr
om c
ar tn
ink
whe
neve
r is
ask
edto
do
so.
1-2
Will
lift
eng
ine
cove
r an
d se
cure
itw
ith th
e sp
ecia
l too
l with
in o
nem
inut
e.
Tra
inee
ans
wer
s ap
prop
riat
e or
al /
wri
tten
test
s; li
fts
engi
ne c
over
suc
cess
fully
with
-in
one
min
ute.
1 -3
Will
cle
an d
ust a
nd o
ther
mat
ters
from
bat
tery
with
in 2
min
utes
.T
rain
ee a
nsw
ers
oral
I w
rite
n qu
estio
ns;
clea
ns d
usty
bat
tery
with
in tw
o m
inut
esw
ith 9
0% s
ucce
ss.
1-4
Will
uns
crew
bat
tery
kno
bs a
nd p
ut-
ting
each
bes
ide
its p
ocke
t with
in 2
min
utes
.
Tra
inee
ans
wer
s ap
prop
riat
e or
al/ w
ritte
nqu
estio
ns; o
pens
bat
tery
kno
bs s
ucce
ss-
fully
with
in tw
o m
inut
es.
1 -5
Will
fill
bat
tery
poc
kets
with
wat
eras
nee
ded
with
in 3
min
utes
.T
rain
ee f
ills
batte
ry b
ocke
ts w
ith w
ater
as
need
ed w
ithin
thre
e m
inut
es.
1-6
Will
che
ck th
e ad
equa
cy o
f ba
ttery
wat
er w
ith a
ccur
acy
of 1
00%
.T
rain
ee a
nsw
ers
appr
opri
ate
oral
/ wri
tten
test
; eva
luat
es th
e ad
equa
cy o
f w
ater
inba
ttery
with
acc
urac
y of
100
%.
1-7
Will
clo
se b
atte
ry p
ocke
ts b
y sc
rew
-in
g kn
obs
with
in 2
min
utes
and
ac-
cura
cy o
f 10
0%.
Tra
inee
ans
wer
s or
al /
wri
tten
ques
tions
;cl
oses
bat
tery
poc
kets
in tw
o m
inut
es a
ndw
ith 1
00%
per
cisi
on.
1 -8
Will
take
dow
n en
gine
cov
er, r
etur
n-in
g it
to it
s po
sitio
n w
ith a
ccur
acy
of 1
00%
.
Tra
inee
ans
wer
s ap
prop
riat
e or
al/ w
ritte
nqu
estio
ns; c
lose
s en
gine
cov
erw
ith 1
00%
acc
urac
y.
1 -9
Will
sto
re w
ater
can
in it
s pl
ace
with
in c
ar tr
unk.
Tra
inee
ans
wer
s or
al/w
ritte
n qu
estio
ns;
stor
es w
ater
bot
tle s
ucce
ssfu
lly in
car
trun
k w
ithin
one
min
ute.
7281
The
Des
ign
of A
chie
vem
ent
Act
iviti
es: T
he F
orm
ativ
eE
valu
atio
n C
ompo
nent
For
mat
ive
eval
uatio
n oc
curs
dur
ing
trai
ning
and
con
cern
s its
elf w
ithth
e au
gmen
tatio
n of
lear
ning
by
guid
ing,
impr
ovin
g an
d bu
ildin
gth
eac
hiev
emen
t of r
equi
red
prof
essi
onal
skill
s.T
he to
ols
of fo
rmat
ive
eval
uatio
nar
e us
ually
a m
ixtu
re o
f per
sona
lin
terv
iew
s, w
ork
proj
ects
, ind
ivid
ual a
nd g
roup
exe
rcis
es, o
ral,
writ
ten
and
perf
orm
ance
exa
ms.
Whe
n de
sign
ing
form
ativ
e ev
alua
tion,
the
desi
gner
may
exa
min
eth
e fo
rmat
ive
obje
ctiv
es in
form
(16)
, one
afte
r an
othe
r, s
ubsq
uent
lyw
ritin
g fo
r ea
ch, t
he e
valu
ativ
eex
perie
nces
that
trai
nees
sho
uld
en-
coun
ter
in o
rder
to im
prov
e th
e qu
ality
of le
arni
ng, t
hus
com
plyi
ngw
itnth
e ac
hiev
emen
t sta
ndar
ds a
dopt
edby
the
trai
ning
pro
gram
.
Wha
t Com
es N
ext ?
The
abo
ve c
hapt
er h
as e
xpla
ined
the
desi
gn c
once
pts
and
mec
ha-
nism
s of
a tr
aini
ng c
urric
ulum
,w
ith it
s m
ajor
ele
men
ts: t
hego
als,
know
ledg
e co
nten
t and
ach
ieve
men
tac
tiviti
es.
The
logi
cal s
tep
that
follo
ws
now
, is
the
sele
ctio
n an
d de
scrip
tion
ofm
etho
ds, m
edia
and
tech
nolo
gyw
hich
will
car
ry o
ut th
e ac
tiviti
es a
ndre
spon
sibi
litie
s of
the
trai
ning
cur
ricui
mto
thei
r ul
timat
e en
ds:
the
deve
lopm
ent o
f pro
fess
iona
l ski
lls b
ytr
aine
es. C
hapt
er V
I tre
ats
thes
ein
stru
ctio
nal t
opic
s.
8273
1
Cha
pter
VI
Des
igni
ng th
e In
stru
ctio
n of
Tra
inin
g:M
etho
ds, M
edia
& T
echn
olog
ies
Intr
oduc
tion
The
inst
ruct
ion
of tr
aini
ng is
prim
arily
acc
ompl
ishe
d by
the
use
of a
p-pr
opria
te m
etho
ds, m
edia
and
tech
nolo
gie.
The
se in
stru
ctio
nal m
echa
nism
s re
pres
ent t
he c
omm
unic
atio
n ve
hi-
cles
for
the
mes
sage
s of
trai
ning
. Thi
s m
edia
ting
role
of t
rain
ing
mes
-sa
ges
by in
stru
ctio
n, c
ould
be
depi
cted
in fi
gure
(I)
.
so
Tra
inin
g Pe
rson
nel U
Tra
inee
s
by a
ppro
pria
te M
, M&
T
M. M
& T
: Met
hods
. Med
ia &
Tec
hnol
ogie
s
Fig
ure
I: T
he r
ole
of m
etho
ds, m
edia
and
tech
nolo
gyin
the
inst
ruct
ion
of tr
aini
ng.
The
follo
win
g pa
ragr
aph
will
pre
sent
the
conc
epts
and
type
s of
basi
c m
etho
ds, m
edia
and
tech
nolo
gie
used
in tr
aini
ng, f
ollo
wed
by
the
crite
ria a
nd d
evic
es o
f the
ir se
lect
ion
and
desc
riptio
n fo
r tr
aini
ng.
75
4
Con
cept
s an
d T
ypes
of T
rain
ing
Met
hods
Tra
inin
g m
etho
ds a
re c
omm
unic
atio
n to
ols
betw
een
trai
ners
and
trai
nees
. The
y ar
e al
so th
e ca
rrie
rs o
f inf
orm
atio
n an
d pr
ofes
sion
alco
nten
t dur
ing
the
cour
se o
f ins
truc
tion.
Gen
eral
ly, t
rain
ing
met
hods
may
be
clas
sifie
d w
ithin
the
follo
win
g ca
tego
ries:
Tra
inin
g M
etho
ds A
ccor
ding
to P
rese
ntat
ion
For
m:
1. V
ocal
, e.g
. que
stio
ning
and
lect
urin
g.2.
Writ
ten,
e.g
. exe
rcis
es, r
epor
ts, p
rogr
amm
ed tr
aini
ng a
nd in
divi
dual
pres
crip
tions
.3.
Pra
ctic
al, e
.g. p
erfo
rman
ce e
xerc
ises
, dem
onst
ratio
ns, a
ppre
ntic
e-sh
ips
and
on-jo
b tr
aini
ng.
Tra
inin
g M
etho
ds A
ccor
ding
o R
oles
in T
rain
ing:
1. P
lann
ing,
e.g
. the
Del
phi t
echn
iqu
, job
acc
iden
ts, c
ase
stud
y, b
as-
ket d
ecis
ions
, and
sin
iula
tion
mat
eria
ls, g
ames
and
exe
rcis
es.
2. D
evel
opm
enta
l, e.
g. le
ctur
ing,
onl
job
trai
ning
, pro
gram
med
trai
n-in
g, a
ppre
ntic
eshi
p, m
icro
-tra
ini7
, lab
orat
ory
trai
ning
, and
beh
av-
iora
l mod
ifica
tion
tech
niqu
es.
3. E
valu
ativ
e, e
.g. r
ole
play
ing,
trai
ning
by
obje
ctiv
es, q
uest
ions
and
answ
ers,
pro
ject
s, a
nd a
pplic
atio
n ex
erci
ses.
Tra
inin
g M
etho
ds A
ccor
ding
to N
umbe
r of
Tra
inee
s:1.
Indi
vidu
al, e
.g. c
ompu
ter-
assi
sted
trai
ning
, ind
ivid
ual p
resc
riptio
n,pr
ogra
mm
ed tr
aini
ng, p
erso
nal o
r pr
ivat
e tu
torin
g, a
nd in
divi
dual
proj
ects
.2.
Sm
all g
roup
s, e
.g. g
roup
exe
rcis
es, g
roup
dis
cuss
ions
, mic
ro tr
ain-
ing
and
role
-pla
ying
.3.
Lar
ge g
roup
s, e
.g. l
ectu
ring,
ope
n (a
udito
rium
) de
mon
stra
tion,
open
que
stio
ns.
Tra
inin
g M
etho
ds A
ccor
ding
to B
ehav
iora
l Dom
ain:
1. K
now
ledg
e de
velo
pmen
t, e.
g. le
ctur
ing,
que
stio
nnin
g, p
ro-
gram
med
trai
ning
, and
com
pute
r-as
sist
ed tr
aini
ng.
2. S
kill
deve
lopm
ent,
e.g.
on-
job
trai
ning
, app
rent
ices
hip,
dem
onst
ra-
tion,
sim
ulat
ion
exer
cise
s, m
icro
trai
ning
, and
per
form
ance
exe
rcis
-es
.
76R
5
3. P
robl
em s
olvi
ng, e
.g. j
ob a
ccid
ents
,ca
se s
tudy
, bas
ket d
ecis
ions
,tr
aini
ng b
y ob
ject
ives
, the
Del
phi t
echn
ique
,an
d pr
ojec
ts.
4. A
ttitu
de d
evel
opm
ent,
e.g.
grou
p di
scus
sion
, rol
e pl
ayin
g, m
odel
-in
g, b
ehav
iora
l mod
ifica
tion,
and
fiel
d vi
sita
tion.
Tra
inin
g M
etho
ds A
ccor
ding
to L
ocat
ion:
1. In
side
the
trai
ning
inst
itutio
n (o
n-ca
mpu
sm
etho
ds),
e.g
. lab
orat
ory
trai
ning
, mic
ro-t
rain
ing,
bas
ket d
ecis
ions
, sim
ulat
ion
gam
es a
nd e
x-er
cise
s, c
ompu
ter-
assi
sted
trai
ning
, que
stio
ning
and
lect
urin
g.2.
Out
side
the
trai
ning
inst
itutio
n (o
ff-ca
mpu
sm
etho
ds),
e.g
. fie
ld v
isi-
tatio
n, th
e D
elph
i tec
hniq
ue, o
n-jo
b tr
aini
ng,
appr
entic
eshi
p, c
ase
stud
y, a
nd fi
eld
proj
ects
.
Tra
inin
g M
etho
ds A
ccor
ding
to H
uman
Per
form
ers:
1. T
rain
ers
met
hods
, e.g
. lec
turin
g,qu
eriti
onni
ng, m
odel
ing,
beh
av-
iora
l mod
ifica
tion,
trai
ning
by
obje
ctiv
es.
2. T
rain
ees'
indi
vidu
al a
ndgr
oup
met
hods
, e.g
. ind
epen
dent
trai
ning
,pr
ogra
mm
ed tr
aini
ng, i
ndiv
idua
Vgr
oup
proj
ects
, priv
ate
trai
ning
,tr
aini
ng b
y pr
escr
iptio
ns, c
ase
stud
ies,
bask
et d
ecis
ions
, gro
upde
mon
stra
tions
, rol
e pl
ayin
g, m
icro
trai
ning
.3.
Exp
ert m
etho
ds. E
xper
ts c
ould
be
loca
l or
inte
rnat
iona
l, pa
rt-t
ime
and
outs
ide
trai
ners
. Exa
mpl
es o
f the
irm
etho
ds a
re: a
ppre
ntic
e-sh
ip, o
n-jo
b tr
aini
ng, f
ield
vis
itatio
n,gu
ided
off-
cam
pus
proj
ects
,th
e D
elph
i tec
hniq
ue, d
emon
stra
tion
ofse
lect
ed s
kills
, lec
turin
g on
spec
ial t
opic
s.
Sel
ectio
n C
riter
ia o
f Tra
inin
gM
etho
dsS
ever
al c
riter
ia d
eter
min
e th
e na
ture
of s
elec
ted
met
hods
for
trai
n-in
g. T
hese
are
:1.
The
num
ber
of tr
aine
es p
artic
ipat
ing
in th
e pr
ogra
m. I
t is
sugg
este
dhe
re th
at if
the
prog
ram
has
1-5
trai
nees
,th
en in
divi
dual
met
hods
coul
d be
ado
pted
. On
the
othe
r ha
nd,
a m
ixtu
re o
f ind
ivid
ual a
ndgr
oup
met
hods
are
to b
e us
ed w
hen
trai
nees
are
betw
een
6-25
. Fi-
nally
, lar
ge g
roup
met
hods
bec
ome
poss
ible
whe
n tr
aine
es e
x-ce
ed 2
6 in
num
ber.
2. T
rain
ees'
per
sona
l cha
ract
eris
tics
and
prof
essi
onal
bac
kgro
unds
,th
eir
age
cate
gorie
s, a
nd s
ocia
l sta
tus.
77
R6
3. T
rain
ers
qual
ifica
tions
to im
plem
ent
trai
ning
. Hig
hly
qual
ified
per
-so
nnel
mak
e di
ffere
ntia
tion
of m
etho
dspo
ssib
le.
4. T
he n
atur
e of
trai
ning
task
s. T
he ta
sks
coul
d be
theo
retic
al, p
ract
i-ca
l, at
titud
inal
, hum
an r
elat
ions
in n
atur
e,or
, cou
ld b
e kn
owle
dge,
appl
icat
ion,
pro
blem
sol
ving
, atti
tudi
nal,
and
eval
uatio
n an
d gu
id-
ance
. The
se d
iffer
ent t
asks
dem
and
the
use
of d
iffer
ent m
etho
ds.
5. T
he a
mou
nt o
f tim
e av
aila
ble
for
trai
ning
. Mor
e tim
e pe
rmits
diff
eren
tm
etho
ds to
be
used
.6.
The
ava
ilabi
lity
of h
uman
and
mat
eria
l ser
vice
s (in
clud
ing
the
finan
-ci
al b
udge
t). T
hese
ser
vice
s be
side
trai
ners
, are
the
mos
t cru
cial
fact
ors
whi
ch li
mit
or e
nric
h th
eus
e of
trai
ning
met
hods
.7.
The
res
pons
ive
abili
ty o
f met
hods
to tr
aini
ng n
eeds
whi
ch c
ould
be:
A -
Mot
ivat
ion
B-
Act
ive
part
icip
atio
n C
- ln
divi
duliz
atio
n D
Con
-te
nt s
eque
ncin
g E
- F
eedb
ack
F-
Lear
ning
tran
sfer
.D
iffer
ent m
etho
ds d
o fu
lfill,
of
cour
se, d
iffer
ent t
rain
ing
need
s. A
sam
ple
in th
is r
egar
d is
sum
mar
ized
in th
efo
llow
ing
list (
1) :
* Le
ctur
ing
: D.
* G
roup
dis
cuss
ion
: A, B
, C, a
nd E
.*
Cas
e st
udy
: A, B
, C, D
, E, a
nd F
* S
imul
atio
n ex
perie
nces
: A, B
, C, D
, E, a
nd F
.*
Rol
e pl
ayin
g : A
, B, C
, D, E
, and
F.
* W
orki
ng p
roje
cts
: A, B
, C, D
, E, a
ndF
.*
On-
job
trai
ning
: A
, B, C
, D, E
, and
F.
Ass
ignm
ents
: B, C
, and
D.
A S
ampl
e of
Met
hods
Use
din
Tra
inin
gM
any
met
hods
are
cur
rent
ly u
sed
in tr
aini
ng, a
mon
g th
em
ost c
omm
on, a
re th
e lis
ted
belo
w:
1. L
ectu
ring/
ora
l illu
stra
tion.
2. Q
uest
ioni
ng.
3. T
rain
ing
by o
bjec
tives
.4.
Com
pete
ncy-
base
d tr
aini
ng.
5. C
ompu
ter-
assi
sted
trai
ning
.6.
Per
form
ance
exe
rcis
es.
7. S
mal
l gro
up d
iscu
ssio
ns.
15. D
elph
i tec
hniq
ue.
78
8. S
mal
l gro
up p
ract
ices
.9.
Tut
orin
g or
priv
ate
trai
ning
.10
. Mod
elin
g.11
. Ind
ivid
ual p
resc
riptio
n.12
. Cas
e st
udy.
13. B
aske
t dec
isio
ns.
14. J
ob a
ccid
ents
.
16. W
ork
proj
ects
/ rep
orts
.23
.Sim
ulat
ion
exer
cise
s.17
. On-
Job
trai
ning
.24
. Pro
gram
med
trai
ning
18. A
ppre
ntic
eshi
p.
25. E
xper
t tra
inin
g.
19. M
icro
-tra
inin
g.
26. L
abor
ator
y tr
aini
ng.
20. B
ehav
iora
l mod
ifica
tion
.27
. Ind
epen
dent
trai
ning
21. D
emon
stra
tion
.28
. Fie
ld v
isita
tion
.
22. R
ole
play
ing
.29
. Tra
inin
g pa
ckag
es.
30. T
rain
ing
kits
.
Sel
ectio
n an
d D
escr
iptio
n of
Met
hods
for
Tra
inin
gW
hen
sele
ctin
g m
etho
ds fo
r tr
aini
ng, t
he d
esig
ner
reso
rts
to th
eus
e of
the
crite
ria in
the
prev
ious
par
agra
ph. T
o ea
se th
is jo
b fo
r th
ede
sign
er h
owev
er, f
orm
(17
) is
pre
sent
ed.
For
m (
17)
is c
ompo
sed
mai
nly
of tw
o ca
tego
ries;
one
for
form
ativ
eob
ject
ives
and
the
othe
r fo
r pa
ralle
l tra
inin
g m
etho
ds. F
orm
ativ
e ob
jec-
tives
non
ethe
less
, cou
ld b
e su
bstit
uted
by
job
acts
or
term
inal
obj
ec-
tives
, if t
hese
are
mor
e av
aila
ble
or d
eem
ed m
ore
oper
atio
nal i
n de
riv-
ing
the
prop
er tr
aini
ng m
etho
ds.
Inst
ruct
iona
l dis
qual
ifica
tion
of tr
aine
rs m
ay, h
owev
er, f
orce
the
de-
sign
er to
ela
bora
te o
n fo
rm (
17)
by in
trod
ucin
g ex
plan
ator
y no
tes
for
each
sel
ecte
d m
etho
d co
ncer
ning
the
conc
ept,
situ
atio
nal u
se, a
ndap
plic
atio
n st
eps.
Whi
le th
e de
sign
er c
ould
use
form
(17
) fo
r su
gges
ting
spec
ific
met
hod
(s)
for
each
form
ativ
e ob
ject
ive,
the
follo
win
gse
quen
ce is
prop
osed
her
e:A
. The
sel
ectio
n an
d us
e of
thre
e m
etho
ds fo
r th
e in
itial
lear
ning
of
prof
essi
onal
ski
lls: o
ral i
llust
ratin
n or
pre
sent
atio
n, o
r sh
ort l
ectu
ring
thro
ugh
whi
ch b
asic
ini,o
rmat
icin
i kno
wle
dge
is p
rese
nted
to tr
ai-
nees
; beh
avio
ral d
emon
stra
tion;
then
que
stio
n an
d an
swer
met
h-od
.B
. The
sel
ectio
n an
d us
e of
wha
t is
appr
opria
te fr
om r
emai
ning
met
h-od
s fo
rmer
ly c
ited,
con
side
ring
part
icul
arly
the
follo
win
g im
port
ant
met
hods
: R8
79
Form
(17
): S
elec
tion
and
desc
ript
ion
of m
etho
ds o
f tr
aini
ngT
he jo
b: C
ar d
rivi
ngD
esig
ner:
The
Tas
k: C
ar m
aint
enan
ceA
dmin
istr
atio
n:T
he a
ct: M
aint
aini
ng b
atte
ry w
ater
Dat
e:
No.
sFo
rmat
ive
obje
ctiv
esT
rain
ing
Met
hods
(Illu
stra
tive
exam
ples
)
1.1
Will
bri
ng b
atte
ry w
ater
fro
mca
r's tr
unk
with
in o
ne m
inut
e.
.Sh
ort
lect
urin
g,de
mon
stra
tion,
grou
p pr
actic
e.
1 . 2
Will
lift
eng
ine
cove
r an
d se
cure
it w
ith th
e sp
ecia
l too
l with
inon
e m
inut
e.
Ora
lill
ustr
atio
n,de
mon
stra
tion,
ques
tion
and
answ
er, i
ndiv
idua
ltu
tori
ng, s
mal
l gro
up e
xerc
ises
.
1.3
Will
cle
an d
ust a
nd o
ther
mat
ters
from
bat
tery
with
in 2
min
utes
.O
ral i
llust
ratio
n, d
emon
stra
tion,
in-
divi
dual
and
gro
up p
ract
ices
.
1.4
Will
uns
crew
bat
tery
kno
bs a
ndpu
t eac
h be
side
its
pock
et w
ithin
2 m
inut
es.
Ora
l pre
sent
atio
n, m
odel
ing,
indi
vid-
ual p
ract
ice.
1 . 5
Will
fill
bat
tery
poc
kets
with
wat
er a
s ne
eded
with
in 3
min
utes
.Sh
ort l
ectu
ring
, dem
onst
ratio
n, s
imu-
hum
exe
rcis
es, i
ndiv
idua
l pra
ctic
es.
.....-
,1
.6
l
Will
che
ck th
e ad
equa
cy o
fba
ttery
wat
er w
ith a
ccur
acy
of10
0%.
Shor
t lec
turi
ng, c
ase
stud
ies,
gro
uppr
actic
e.
1.7
Will
clo
se b
atte
ry p
ocke
ts b
ysc
rew
ing
knob
s w
ithin
2 m
inut
esan
d ac
cura
cy o
f 10
0%.
Ora
l illu
stra
tion,
dem
onst
ratio
n, in
-di
vidu
al a
nd g
roup
exe
rcis
es.
1 . 8
Will
take
dow
n en
gine
cov
er,
retu
rnin
g it
to it
s po
sitio
n w
ith10
0% a
ccur
acy.
Ora
l illu
stra
tion,
mod
elin
g, in
divi
du-
al p
ract
ice.
1 . 9
Will
sto
re w
ater
can
in it
s pl
ace
with
in c
ar tr
unk.
Shor
t lec
turi
ng, d
emon
stra
tion,
que
s-lio
n an
d an
swer
, ind
ivid
ual p
ract
ice.
80
R9
1. P
erso
nal o
r in
divi
dual
tuto
ring
or in
depe
nden
ttr
aini
ng.
2. P
eer
grou
p tu
torin
g(t
rain
ees
tuto
r tr
aine
es).
3. M
odel
ing.
4. In
divi
dual
pra
ctic
e.5.
Sm
all g
roup
exer
cise
s/ p
ract
ice.
6. S
mal
l gro
updi
scus
sion
s.7.
Indi
vidu
al p
resc
riptio
n.8.
Bas
ket d
ecis
ions
.9.
Cas
e st
udy.
10. C
ompu
ter-
assi
sted
trai
ning
.
11. M
icro
trai
ning
.12
. Job
acc
iden
ts.
13. O
n-jo
b tr
aini
ng.
14. A
ppre
ntic
eshi
p.15
. Wor
k pr
ojec
ts.
The
Con
cept
and
Typ
es o
fT
rain
ing
Med
ia a
ndT
echn
olog
ies"
Tra
inin
g m
edia
and
tech
nolo
gie
are
info
rmat
ion
vehi
cles
con
veyi
ngre
quire
d kn
owle
dge,
ski
llsan
d at
titud
es to
:1.
Tra
iner
s w
ho g
ive
them
aw
ay b
ym
eans
of i
nstr
uctio
n.2.
Tra
inee
s w
ho ta
keth
em b
y m
eans
of l
earn
ing.
Med
ia a
nd te
chno
logi
eco
uld
serv
e, b
y th
eir
own
right
s, a
s pr
imar
yin
stru
ctio
naV
team
ing
tech
niqu
es o
r de
vice
s;or
as
aide
s to
inst
ruct
ion-
al m
etho
ds u
sed
intr
aini
ng. T
hese
edu
catio
nal t
ools
may
be
grou
ped
with
in th
e fo
llow
ing
cate
gorie
s:1.
Rea
lia, e
.g. e
xper
ts, c
omm
unity
site
s,m
useu
ms
and
exhi
bits
.2.
Spe
cim
ens
and
artif
acts
, e.g
. mod
els
, sim
ulat
ion
mac
hine
s, m
ater
i-al
s an
d to
ols,
and
real
sam
ples
.3.
Tra
inin
g la
bora
torie
s,e.
g. m
icro
-tra
inin
gro
oms,
pho
togr
aphy
stu
di-
os, m
edia
dev
elop
men
tce
nter
s, b
ehav
iora
l mod
ifica
tion/
dev
elop
-em
nt c
ente
rs o
r cl
inic
s.4.
Pho
togr
aphs
,ill
ustr
ativ
e dr
awin
gs a
ndm
aps.
5. M
otio
n pi
ctur
esin
clud
ing
16 m
m a
nd8
mm
film
s, v
ideo
san
d te
leve
-si
on.
6. S
till p
roje
cted
visu
als
incl
udin
g sl
ides
,tr
ansp
aren
cies
, opa
que
ma-
teria
ls, f
ilm s
trip
s,m
icro
-film
s, a
nd fi
ches
.7.
Aud
io m
ater
ials
incl
udin
g ca
sset
tes,
cart
ridge
s, r
eels
, han
dsfr
eete
le-p
hone
s, a
udio
car
ds,
clos
ed c
ircui
t rad
ios,
audi
o sl
ides
.8.
Inst
ruct
iona
l boa
rds
and
bulle
tins.
9. P
rinte
d m
ater
ials
,e.
g. h
ando
uts,
text
book
s,w
ork/
gui
de b
ooks
,ne
wsp
aper
s, m
agaz
ines
, prog
ram
med
mat
eria
ls.
8190
10. T
rain
ing
pack
ages
and
kits
.11
. Com
pute
rs, s
oftw
are
and
elec
tron
icm
ater
ials
.12
. Tel
e-m
edia
(aud
io-v
isua
l and
NV
).13
. Dra
mat
ics,
rol
epl
ayin
g an
d ga
mes
.
Sel
ectio
n C
riter
iaof
Med
ia a
ndT
echn
olog
ies
for
Tra
inin
gM
edia
and
tech
nolo
gies
may
be
sele
cted
for
trai
ning
by c
riter
iasu
ch a
s(2)
:1.
Tec
hnic
alch
arac
teris
tics,
e.g
. lig
ht,
soun
d, a
nd te
chni
cal p
rodu
c-tio
n.2.
Con
tent
rep
rese
ntat
ion
of tr
aini
ng.
3. U
sabi
lity
in tr
aini
ngfa
cilit
ies.
4. C
ompa
tibili
ty w
ithtr
aine
es' c
ogni
tive
styl
es.
5. R
easo
nabl
ebu
ying
/mai
nten
ance
cos
ts.
6. U
sabi
lity
with
in tr
aini
ngtim
e.7.
Com
patib
ility
with
prof
essi
onal
qua
lific
atio
nsof
trai
ning
per
sonn
el.
Sel
ectio
n an
dD
escr
iptio
n of
Med
ia f
Tec
hnol
ogie
sfo
r T
rain
ing
To
sele
ct a
nd d
escr
ible
appr
opria
te m
edia
and
tech
nolo
gies
for
trai
ning
, the
des
igne
rsh
ould
hav
e in
han
dbo
th s
elec
tion
crite
ria, a
ndad
equa
te th
eorit
ical
/ pra
ctic
al k
now
ledg
e.T
he c
riter
ia s
tate
dfo
rmer
ly,
will
ena
ble
the
desi
gner
to d
esig
nate
the
right
med
ium
sfo
r tr
ansm
it-tin
g pr
ofes
sion
alm
essa
ges;
whi
le s
peci
aliz
edkn
owle
dge
will
mak
e it
poss
ible
for
him
todi
ffere
ntia
te a
mon
g va
rious
type
s of
ava
ilabl
e m
edia
and
tech
nolo
gies
, the
nm
anip
ulat
ing
thei
r use
to th
e de
gree
con
stru
c-tiv
e fo
r tr
aini
ng.
For
m (
18)
is o
ffere
dfo
r in
itial
sel
ectio
nan
d de
scrip
tion
oftr
aini
ngm
edia
and
tech
nolo
gies
.It
utili
zes
basi
cally
the
form
ativ
eob
ject
ives
,th
ough
job
acts
and
term
inal
obj
ectiv
es th
atm
ay b
e em
ploy
ed in
stea
d.W
hen
sele
ctin
g an
dde
scrib
ing
med
ia a
ndte
chno
logi
es fo
r tr
ain-
ing,
two
prin
cipl
essh
ould
be
note
d:1.
Des
crip
tion
ofm
edia
and
tech
nolo
gies
on s
eper
ate
shee
ts, w
hen
prof
essi
onal
qua
lific
atio
nsof
trai
ning
per
sonn
el,
are
in d
oubt
.
8291
2. T
he s
elec
tion
of o
nety
pe o
f med
ia a
nd te
chno
logy
, if i
t pro
ves
ef-
fect
ive
for
the
inst
ruct
ion
of tr
aini
ng.
Thi
s pr
opos
ition
ste
ms
from
the
fact
that
trai
ning
is a
pro
cess
com
-po
sed
prim
arily
of d
irect
tech
nica
l act
s, a
nd b
ound
stric
tly to
spe
cific
perio
d of
tim
e.
Mot
ivat
iona
l Prin
cipl
es o
f Pro
fess
iona
lIn
tera
ctio
n in
Tra
inin
gT
rain
ing,
like
any
oth
er to
pic
of e
duca
tion,
isa
teac
hing
pro
cess
thro
ugh
whi
ch tr
aine
es in
tera
ct w
ith h
uman
and
mat
eria
lse
rvic
es to
achi
eve
the
man
date
d pr
ofes
sion
al s
kills
.H
ence
, in
orde
r to
fost
er th
isin
tera
ctio
n an
d m
ake
it co
nseq
uent
lym
ore
prod
uctiv
e, s
ever
al m
otiv
-tio
nal p
rinci
ples
sho
uld
be m
aint
aine
d(3)
.1.
Pac
ing
the
info
rmat
ion
and
activ
ities
of t
rain
ing
to a
llow
for
trai
nees
to c
ompr
ehen
d th
e pr
ofes
sion
al c
onte
nt.
2. F
ocus
ing
on p
rese
nt a
nd r
ealit
ies
oftr
aine
es, b
y pr
ovid
ing
them
with
rea
l exp
erie
nces
, pro
blem
s, e
vent
san
d ac
tiviti
es w
hich
are
sam
pled
dire
ctly
from
thei
r pr
ofes
sion
al/ w
ork
setti
ng.
3. P
rovi
ding
trai
nees
with
ade
quat
eop
port
uniti
es to
exp
ress
them
-se
lves
, the
ir pr
ofes
sion
al n
eeds
, and
indi
vidu
al li
feex
perie
nces
.4.
Enc
oura
ging
trai
nees
toca
rry
out t
he r
espo
nsib
ility
of t
heir
idea
san
d ac
tions
by
mea
ns o
f illu
stra
tions
,in
terp
reta
tion
and
just
ifica
-tio
n.5.
Res
pond
ing
to d
esire
s of
trai
nees
conc
erni
ng th
e ty
pes
and
timin
gof
trai
ning
act
iviti
es.
6. M
akin
g su
re th
at tr
aine
es u
nder
stan
dat
all
times
the
mis
sion
of t
hetr
aini
ng, e
.g. g
oals
, kno
wle
dge,
ski
lls, a
ctiv
ities
... e
tc.
7. A
void
ing
stric
t for
mal
ities
inco
mm
unic
atin
g/ in
tera
ctin
g w
ith tr
ai-
nees
. Ins
tead
, hum
anitt
y, s
elf-
conf
iden
ce a
ndre
spec
t for
fello
whu
man
kin
d ar
e us
ed to
enco
urag
e tr
aine
es' i
nvol
vem
ent i
n th
e ac
-tiv
ities
of t
rain
ing.
8. U
tiliz
ing
prev
ious
kno
wle
dge
and
expe
rienc
es o
f tra
inee
s in
the
cond
uct o
f tra
inin
g. G
ivin
g ea
ch tr
aine
ea
spec
ific,
app
ropr
iate
re-
spon
sibi
lity
will
enh
ance
his
con
trib
utio
n to
the
adva
ncem
ent
oftr
aini
ng.
9283
Form
(18
): S
elec
tion
and
desc
ript
ion
of m
edia
and
tech
nolo
gies
for
trai
ning
.T
he jo
b: C
ar d
rivi
ngD
esig
ner.
The
Tas
k C
ar m
aint
enan
ceA
dmin
istr
atio
n:T
he a
ct: M
aint
aini
ng b
atte
ry w
ater
Dat
e:
No.
sFo
rmat
ive
obje
ctiv
esT
rain
ing
Med
ia a
nd T
echn
olog
ies
(Illu
stra
tive
exam
ples
)1.
1W
ill b
ring
bat
tery
wat
er f
rom
car's
trun
k w
ithin
one
min
ute.
Rea
l bat
tery
wat
er, r
ole
play
ing;
vid
eo-
tape
; aud
io s
lides
; pic
ture
s of
wat
erbr
anks
; exp
lana
tory
not
es o
r ha
ndou
ts.
1 .2
Will
lift
eng
ine
cove
r an
d se
cure
it w
ith th
e sp
ecia
l too
l with
inon
e m
inut
e.
Rol
e pl
ayin
g, r
eal c
ar, c
ar s
imul
ator
,dr
awin
gs A
c pi
ctur
es, v
ideo
, 8m
m o
r 16
mm
film
s, in
stru
ctio
nal b
oard
s, s
lides
,ov
erhe
ad tr
ansp
aren
cies
, pro
gram
med
mat
eria
ls.
1.3
Will
cle
an d
ust a
nd o
ther
mat
ters
from
bat
tery
with
in 2
min
utes
.R
eal b
atte
ry; c
lean
ing
mat
eria
ls a
ndto
ols;
dra
mat
ics;
aud
io c
asse
ttes;
vid
-eo
, 8m
m a
nd 1
6mm
film
s; s
lides
; pic
-tu
res;
pro
gram
med
mat
eria
ls.
1.4
Will
uns
crew
bat
tery
kno
bs a
ndpu
t eac
h be
side
its
pock
et w
ithin
2 m
inut
es.
1
Rea
l bat
tery
; pri
nted
han
dout
s; p
lc-
ture
s
Rea
l bat
tery
; bat
tery
wat
er; r
ole
play
-in
g; s
lide
pres
enta
tion.
1.S
Will
fill
bat
tery
poc
kets
with
wat
er a
s ne
eded
with
in 3
min
utes
.
1.6
Will
che
ck th
e ad
equa
cy o
fba
ttery
wat
er w
ith a
ccur
acy
of10
0%.
Vid
eo 8
mm
, or
16m
m f
ilms;
illu
stra
-tiv
e dr
awin
gs; h
ando
uts.
1 . 7
Will
clo
se b
atte
ry p
ocke
ts b
ysc
rew
ing
knob
s w
ithin
2 m
inut
esan
d ac
cura
cy o
f 10
0%.
Rea
l bat
tery
; pic
ture
s; s
lides
; dra
win
gs;
hand
outs
.
1 .8
Will
take
dow
n en
gine
cov
er,
retu
rnin
g it
to it
s po
sitio
n w
ith10
0% a
ccur
acy.
Sam
e as
in (
1-2)
abo
ve.
1.9
Will
sto
re w
ater
can
in it
s pl
ace
with
in c
ar tr
unk.
Sam
e as
in (
1-1)
abo
ve.
8493
9. In
tera
ctin
g op
enly
with
trai
nees
as
mat
ure
indi
vidu
als
with
diff
eren
t/ric
h lif
e an
d pr
ofes
sion
al e
xper
ienc
es a
t the
ir di
spos
al.
10. A
void
ing
any
form
of p
unis
hmen
t dur
ing
trai
ning
, exc
ept t
hose
conc
erne
d w
ith d
isci
plin
ery
and
adm
inis
trat
ive
mat
ters
suc
has
ab-
sent
ecis
m, m
isco
nduc
t or
any
othe
rs.
11. A
dopt
ing
over
-ach
ieve
men
t tec
hniq
ues
whe
neve
r po
ssib
le to
en-
able
trai
nees
to m
aste
r re
quire
d pr
ofes
sion
al s
kills
.12
. Pac
ing
trai
ning
act
iviti
es o
ver
the
avai
labl
e pe
riod
to p
rovi
de tr
ai-
nees
with
am
ple
time
to r
atio
naliz
e, p
artic
ipat
e an
d ac
hiev
e re
-qu
ired
prof
essi
onal
ski
lls.
13. E
ncou
ragi
ng c
oope
ratio
n in
stea
d of
per
sona
l com
petit
ion
of tr
ai-
nees
; and
pro
vidi
ng o
bjec
tive
supp
ort a
nd g
uida
nce
inst
ead
of c
rit-
icis
m a
nd h
untin
g fo
r fa
ults
.14
. Pro
vidi
ng s
yste
mat
ic fe
edba
ck: t
o tr
aine
es c
once
rnin
g th
e qu
aliti
esan
d de
gree
s of
thei
r ac
hiev
olie
nts,
then
gui
ding
them
to a
ppro
pri-
ate
expe
rienc
es fo
r co
rrec
tion
and
enric
hmen
t.
Prin
cipl
es a
nd T
echn
ique
s of
Org
aniz
ing
Tra
inee
s an
d T
rain
ing
Ser
vice
sT
he o
vera
ll or
gani
zatio
nal p
rinci
ples
whi
ch s
houl
d be
mai
ntai
ned
thro
ugho
ut tr
aini
ng is
the
avoi
danc
e of
lect
urin
g as
a m
etho
d of
in-
stru
ctio
n an
d as
a c
oord
inat
ing
mec
hani
sm o
f hum
an a
nd m
ater
ial s
er-
vice
s. T
his
caut
ioni
ng p
rinci
ple,
ste
ms
from
the
fact
that
trai
ning
isno
t,in
its
own
right
, an
educ
atio
nal t
ool f
or th
e m
asse
s lik
e le
ctur
ing
is.
Rat
her,
it is
mos
tly c
once
rned
with
lbe
beha
vior
al e
duca
tion
of in
divi
d-ua
ls a
nd s
mal
l gro
ups.
Con
side
ring
the
prop
ositi
on a
bove
, prin
cipl
es a
nd te
chni
ques
for
the
orga
niza
tion
of tr
aine
es a
nd tr
aini
ng s
ervi
ces,
are
sugg
este
dbe
low
.
Org
aniz
atio
nal P
rinci
ples
of T
rain
ees
and
Tra
inin
g S
er-
vice
sF
ive
prin
cipl
es a
re o
ffere
d to
org
aniz
e th
e in
tend
ed e
nviro
nmen
tfo
r tr
aini
ng. T
hese
are
:1.
Man
ipul
atio
n of
hum
an a
nd m
ater
ial s
ervi
ces
of tr
aini
ng to
allo
w fo
r:
85
94
* A
ctiv
e pr
actic
ing
of p
rofe
ssio
nal s
kills
* D
iffer
entia
tion
of in
divi
dual
and
sm
all g
roup
s ac
tiviti
es a
ndex
er-
cise
s.*
Rep
eatin
g tr
aini
ng fo
r m
aste
ring
the
prof
essi
onal
ski
lls w
hene
ver
nece
ssar
y.*
Pac
ing
trai
ning
task
s ac
cord
ing
to e
mer
gent
nee
ds.
2. E
ffect
ive
utili
zatio
n of
ava
ilabl
e fa
cilit
ies,
equ
ipm
ent,
mat
eria
ls,
mac
hine
y, m
edia
and
tech
nolo
gy.
3. A
llow
ance
for
mod
elin
g an
d ap
plic
atio
n ex
erci
ses
of tr
aini
ng s
kills
4. F
oste
ring
activ
e pa
rtic
ipat
ion
of tr
aine
es a
nd h
uman
ser
vice
s in
trai
ning
.5.
Pro
vidi
ng tr
aine
es w
ith s
yste
mat
ic fe
edba
ck fo
r co
rrec
tion,
pra
ctic
ean
d fo
llow
-up
activ
ities
.
Org
aniz
atio
nal T
echn
ique
s of
Tra
inee
s an
d T
rain
ing
Ser
-vi
ces
The
org
aniz
atio
nal t
echn
ique
s pr
evai
ling
in tr
aini
ng, a
re o
f ind
ivid
u-al
and
sm
all g
roup
s in
nat
ure.
The
se te
chni
ques
are
exp
lain
ed b
elow
:1.
The
indi
vidu
al /
inde
pend
ent t
echn
ique
is o
ne b
y w
hich
trai
nees
trai
n th
emse
lves
, usi
ng w
orki
ng p
resc
riptio
ns, p
acka
ges,
kits
, or
spec
ial a
ssig
nmen
ts. S
ugge
sted
phy
sica
l arr
ange
men
ts o
f thi
ste
chni
que
appe
ar in
the
follo
win
g ill
ustr
atio
ns.
g....
,gW
`y: ...s:
,-':
tir',
.....,
......
.i(
-4...
....:
1
8695
2. P
rivat
e tu
torin
g te
chni
ques
are
thos
e by
whi
ch a
trai
ner
tuto
rs o
neto
thre
e tr
aine
es, o
r a
trai
nee
wor
ks w
ith o
ne to
thre
e pe
ers
for
the
deve
lopm
ent o
f spe
cific
pro
fess
iona
l ski
lls. P
hysi
cal a
rran
gmen
tsof
this
tech
niqu
e co
uld
be a
s ill
ustr
ated
bel
ow :
Tut
or
3. S
mal
l gro
ups
tech
niqu
es a
re th
ose
by w
hich
a tr
aine
e le
ads
a gr
oup
of 5
-12
peer
s to
dis
cuss
a to
pic,
mod
el a
ski
ll, e
xerc
ise
a be
havi
oral
act o
r pe
rfor
m a
n as
sign
men
t or
proj
ect.
The
tech
niqu
e m
ay u
sefo
rms
like
thes
e:
4. L
arge
gro
up te
chni
ques
incl
ude
thos
e by
whi
ch a
trai
ner,
exp
ert o
ran
adm
inis
trat
or a
ddre
sses
a w
hole
aud
ienc
e of
trai
nees
. Lar
gegr
oups
may
be
used
for
the
purp
oses
of p
rese
ntin
g ne
w in
form
a-tio
n, w
heth
er p
rofe
ssio
nal k
now
ledg
e, p
atte
rns
of d
aily
con
duct
,ad
min
istr
ativ
e ru
les,
inst
ruct
ions
, hum
an s
ervi
ces
or in
trod
ucto
ryan
noun
cem
ents
prio
r to
the
star
t of a
trai
ning
pro
gram
.
Whi
le p
revi
ous
tech
niqu
es a
re w
idel
y us
ed in
the
inst
ruct
ion
oftr
aini
ng, t
he la
rge
grou
p te
chni
que
is li
mite
d to
ver
y fe
w in
stan
ces,
amon
g th
em th
e on
es c
ited
abov
e. T
he o
rgan
izat
iona
l for
ms
of la
rge
grou
ps m
ay a
ppea
r as
the
follo
win
g: 87
96
00
Som
ewha
t ref
orm
ed la
rge
grou
p or
gani
zatio
n
Tra
iner
/ exp
ert
Tra
ditio
nal l
arge
gro
up o
rgan
izat
ion
Tra
iner
/ exp
ert
A r
efor
med
larg
e gr
oup
orga
niza
tion
Ii11
0105
:1
Tra
iner
/ exp
ert
Gen
eral
Fra
mew
ork
for
the
Inst
ruct
ion
of T
rain
ing
Thi
s co
nclu
ding
par
agra
ph p
rese
nts
a ge
nera
l ins
truc
tiona
l fra
me-
wor
k fo
r tr
aini
ng. T
he fr
amew
ork
is e
xpla
ined
brie
fly a
s fo
llow
s(d)
:A
. Pla
nnin
g tr
aini
ng b
y co
nsid
erin
g:1.
The
beh
avio
ral o
bjec
tives
of t
rziA
ing.
2. T
he b
ackg
roun
ds o
f par
ticip
ant t
rain
ees.
3. T
he ti
me
avai
labl
e fo
r tr
aini
ng.
4. T
he p
rofe
ssio
nal c
onte
nt o
f tra
inin
g.
8897
5. T
he fa
cilit
ies,
equi
pmen
ts, t
ools
,m
achi
nery
, mat
eria
ls,
med
ia
and
tech
nolo
gies
whi
ch a
re a
vaila
ble
fort
rain
ing.
B. P
repa
ratio
n of
trai
ning
mat
eria
ls n
eces
sary
for
acco
mpl
ishi
ngth
e
beha
vior
al o
bjec
tives
,w
hich
are
com
patib
leat
the
sam
e tim
ew
ith
elem
ents
sta
ted
inpa
ragr
aph
(A)
abov
e.
Exa
mpl
es o
f the
sem
ater
ials
are
: exe
rcis
es,d
emon
stra
tions
, cas
e
stud
ies,
slid
es,
tran
spar
enci
es, d
raw
ings
,ph
otog
raph
s, s
peci
-
men
s, m
odel
s,si
mul
ator
s, s
tudy
ques
tions
, tes
ts, w
ork
proj
ects
;
hand
outs
or
sum
mar
yno
tes
and
educ
atio
nalb
oard
s.
C. P
repa
ratio
n of
trai
ning
less
ons
byta
king
into
acc
ount
,ele
men
ts o
f
abov
e pa
ragr
aphs
(A a
nd B
). T
heco
mpo
nent
s of
eac
hle
sson
coul
d be
:1.
The
ser
ial n
umbe
rof t
he le
sson
and
its
wor
king
title
.
2. T
he im
plem
enta
ion
date
of t
he le
sson
durin
g th
e co
urse
oft
rain
-
ing.
3. T
he a
lloca
ted
time
in h
ours
orm
inut
es.
4. T
he g
ener
al g
oalo
f the
less
on a
sw
ell a
s its
beh
avio
ralt
erm
inal
obje
ctiv
es.
5. T
he k
now
ledg
e,sk
ills,
or
prev
ious
less
ons
whi
ch a
re p
re-
requ
isite
s fo
r th
eac
hiev
emen
t of e
ach
less
on.
6. T
he k
now
ledg
eco
nten
t of b
ehav
iora
lob
ject
ives
spe
cifie
dfo
r
each
less
on.
7. A
ctiv
ities
,ex
erci
ses,
pro
ject
s an
das
sign
men
ts w
hich
trai
nees
will
do
whi
le le
arni
ngth
e le
sson
.
8. P
roce
dure
s an
dac
tiviti
es o
f for
mat
ive
eval
uatio
n ne
cess
ary
for
the
achi
evem
ent o
fthe
obj
ectiv
es o
ftra
inin
g.
9. T
he in
stru
ctio
nalt
ools
of t
he le
sson
whi
ch a
re :
* H
uman
trai
ning
serv
ices
.
* A
ppro
pria
te m
etho
ds.
* T
rain
ing
mat
eria
ls,m
edia
and
tech
nolo
gy.
* T
rain
ing
site
s or
faci
litie
s.
* T
rain
ers
wor
king
reso
urce
s, it
diff
eren
tfro
m th
ose
desi
gnat
ed
for
trai
nees
.*
Fin
al te
sts
whi
chsh
ould
be
adm
inis
tere
dat
the
end
of e
ach
less
on.
D. O
rgan
izat
ion
and
prep
arat
ion
of tr
aini
ngfa
cilit
ies.
Thi
s st
epco
nsid
-
ers
such
phys
ical
cha
ract
eris
tics
of th
e tr
aini
ng s
ite a
s:lig
ht, v
entil
a-
89
tion,
phy
sica
larra
ngem
ents
of s
eats
,eq
uipm
ent,
mac
hine
ry,t
ools
and
tech
nolo
gy.
E. T
he in
itiat
ion
oftr
aini
ng b
y:
1. S
tart
ing
the
less
onon
tim
e.
2. M
aint
aini
ng a
n op
enan
d pl
easu
rabl
eat
mos
pher
e.
3. R
elat
ing
the
less
on to
oth
er le
sson
s,sk
ills,
pre
viou
s pr
ogra
ms,
or p
rofe
ssio
nale
xper
ienc
es.
4. U
sing
an
appr
opria
te p
oint
,ex
perie
nce,
or
even
t to
begi
n th
e
less
on w
ith tr
aine
es.
5. A
nnou
ncin
g th
ele
sson
title
to tr
aine
es.
F. I
mpl
emen
ting
the
less
on b
y :
1. U
sing
the
trai
ning
plan
as
sugg
este
din
ste
p (A
).
2. U
sing
the
reco
mm
ende
d qu
estio
nsan
d ex
erci
ses
toch
eck
the
com
preh
ensi
on o
f tra
inee
s.3.
Bal
anci
ng th
e us
eof
less
on's
tim
e as
it is
dis
trib
uted
am
ong
dif-
fere
nt a
ctiv
ities
, so
that
no
activ
ity m
ay r
unov
er in
to th
etim
e of
anot
her.
4. D
istr
ibut
ing
hand
outs
or tr
aini
ngm
ater
ials
if a
pplic
able
.
G. E
ndin
g th
e le
sson
by:
1. Q
uick
rev
iew
of
trai
nees
' new
ach
ieve
men
ts.
2. C
ondu
ctin
g te
sts
whe
neve
r ne
cess
ary.
3. C
orre
ctin
gw
eakn
esse
s an
dpr
ovid
ing
mor
e tim
e an
dex
perie
nc-
es fo
r ad
equa
tefe
edba
ck a
nd m
aste
ryof
pro
fess
iona
lski
lls.
Wha
t Com
esN
ext ?
Acc
ompl
ishi
ng th
e cu
rren
tde
sign
ing
task
of t
hein
stru
ctio
n of
trai
n-
ing,
will
pav
e th
e w
ayto
the
next
unde
rtak
ing:
the
sele
ctio
nan
d de
-
scrip
tion
of h
uman
and
mat
eria
l ser
vice
s w
hich
will
be
disc
usse
d in
the
com
ing
chap
ter.
9099
Cha
pter
VII
The
Des
ign
of H
uman
and
Mat
eria
lSe
rvic
es
Intr
oduc
tion
Hum
an s
ervi
ces
of tr
aini
ng in
com
pass
es tr
aine
rs,
expe
rts,
adm
inis
-tr
ator
s, te
chni
cian
s, a
s w
ell a
s se
cret
aria
l, op
erat
ing,
and
mai
nten
ance
pers
onne
l.
Mat
eria
l Ser
vice
s on
the
othe
r ha
nd in
clud
e al
l tra
inin
gfa
ctor
s ot
her
than
the
hum
an e
lem
ents
, suc
h as
faci
litie
s, e
quip
men
t,m
achi
nery
,m
ater
ials
, med
ia, t
echn
olog
y, b
udge
ts, a
nd w
ork
sche
dule
s.
The
cha
pter
han
dles
the
desi
gnin
g re
spon
sibi
lity
of th
ese
hum
anan
d m
ater
ial s
ervi
ces
by s
ix s
eque
ntia
l ste
ps w
hich
appe
ar a
s fo
llow
s.
Sel
ectin
g an
d D
escr
ibin
g P
rimar
yT
rain
ing
Per
sonn
elT
rain
ers,
exp
erts
adm
inis
trat
ors
are
first
deg
ree
trai
ning
pers
onne
l.T
hey
are
the
prim
ary
oper
ator
s of
the
prof
essi
onal
prog
ram
.F
orm
(19
) sp
ecifi
es th
e ty
pes
and
num
bers
of t
he a
bove
wor
king
staf
f tha
t ful
fill t
he im
plem
enta
tion
need
s of
a tr
aini
ng p
rogr
am. I
n ac
tu-
al d
esig
ning
, add
ition
al fo
rms
are
esse
ntia
l for
det
ailin
gth
e pr
ofes
sion
-al
qua
lific
atio
ns o
f the
sel
ecte
d pe
rson
nel
.
The
bas
ic p
rofe
ssio
nal q
ualif
icat
ions
that
cou
ld b
eco
nsid
ered
inse
lect
ing
and
desc
ribin
g tr
aine
rs, e
xper
ts a
nd a
dmin
istr
ator
sap
pear
as
follo
ws:
Tra
iner
s S
houl
d B
e:1.
Pro
fess
iona
lly k
now
ledg
eabl
e.
2.
Pro
fess
iona
lly s
kille
d.
3. K
now
ledg
eabl
e of
adu
lt le
arni
ng th
eorie
s an
dte
chni
ques
(Kno
wle
dgea
ble
of a
ndra
gogy
).4
.A
ble
to c
omm
unic
ate
and
inte
ract
with
oth
ers
appr
opria
tely
and
effe
ctiv
ely
.
5.
Fle
xibl
e in
per
sona
lity,
in r
ecei
ving
con
sruc
tive
criti
cism
/ fee
d-ba
ck, a
nd in
res
pond
ing
to tr
aine
es n
eeds
.
91
100
Form
(19
): S
elec
tion
and
desc
ript
ion
of p
rim
ary
trai
ning
per
sonn
el(T
rain
ers,
Exp
erts
& A
dmin
istr
ator
s).
The
job:
Car
dri
ving
Des
igne
r:T
he T
ask
Car
mai
nten
ance
Adm
inis
trat
ion:
No.
sT
erm
inal
beha
vior
al o
bjec
tives
(Illu
stra
tive
exam
ples
)T
rain
ers
Exp
erts
Adm
inis
trat
ors
1T
he tr
aine
e w
ill m
aint
ain
batte
ryw
ater
of
his
car
at a
ll tim
es w
ithpr
ecis
ion
of 1
00%
.
One
batte
ryte
chni
cian
.
One
bat
tery
expe
rt(i
f ne
eded
).
The
se c
ould
be
the
sam
e fo
r al
lpr
ogra
m's
obje
ctiv
es.
Exa
mpl
e of
such
adm
inis
-tr
ator
s ar
e:
1. D
epar
tmen
tm
anag
er.
2. P
rogr
amco
ordi
nato
r.
3.A
dm in
istr
a-fi
ve p
erso
nnel
.
3T
he tr
aine
e w
ill c
heck
the
adeq
uacy
of e
ngin
e oi
l aga
inst
the
requ
ired
leve
l with
pre
cisi
on o
f 10
0% in
3r
mts
.
One
engi
ne o
ilm
echa
nic.
One
eng
ine
oil e
xper
t(i
f ne
eded
).
ST
he tr
aine
e w
ill b
e ab
le to
con
trol
engi
ne te
mpe
ratu
re a
t all
times
by
usin
g di
ffer
ent m
eans
lear
ned
inth
e tr
aini
ng p
rogr
a.n.
One
engi
ne m
e-ch
anic
.
One
eng
ine
expe
rt(i
f ne
eded
).
7T
he tr
aine
e w
ill m
aint
ain
car
brak
es e
ffec
tivel
y by
app
lyin
g th
em
eans
ava
ilabl
e to
him
.
One
brak
esm
echa
nic.
One
bra
kes
expe
rt(i
f ne
eded
).
8.1
The
trai
nee
will
par
k hi
s ca
r &
dis
-pl
ay th
e ca
utio
n si
gn in
3 m
ts.
with
100
% s
ucce
ss.
One
car
driv
er.
One
traf
fic
offi
cer
(if
need
ed).
8.2
The
trai
nee
will
bri
ng a
ll to
ols
ne-
cess
ary
for
chan
ging
the
tire
with
100%
suc
cess
in 2
nits
.
One
flat
tire
mec
hani
c
One
mai
ntc-
nanc
e si
xci
alis
t(i
f ne
eded
).
One
mai
nte-
nanc
e sp
e-ci
alis
t(i
f ne
eded
).
8 . 3
The
trai
nee
will
lift
the
car
by ja
ckin
3 m
ts. w
ith 1
00%
pre
cisi
on.
One
flat
tire
mec
hani
c
8 . 4
The
trai
nee
will
take
off
the
flat
tire
& s
tore
it in
trun
k in
3 m
ts.
One
flat
tire
mec
hani
c'
One
mai
nte-
nanc
e sp
e-gi
ll.iie
tede
d).
8 . 5
The
trai
nee
will
pla
ce th
e go
od ti
rein
its
posi
tion
& ti
ghte
n sc
rew
s in
3 m
ts. w
ith 1
00%
pre
cisi
on.
One
flat
tire
mec
hani
c.
One
mai
nte-
1181
1a s
pe-
cial
ist
(if
need
ed).
8 . 6
The
trai
nee
will
low
er &
sto
re a
llto
ols
in th
eir
plac
e w
ithin
trun
k in
2 m
ts.
One
flat
the
mec
hani
c.
One
mai
nte-
nanc
e sp
e-ci
alis
t(i
f ne
eded
).m
echa
nic.
* Fr
om f
orm
12.
92
101
Exp
erts
Sho
uld
Be:
1.
Hon
est a
nd c
onfid
ent i
n pe
rson
ality
and
pro
fess
iona
l int
en-
tions
.2
. Pro
fess
iona
l in
the
area
of t
rain
ing.
3.
Ful
ly k
now
ledg
eabl
e of
the
trai
ning
pro
blem
s / n
eeds
of t
he o
r-ga
niza
tion.
4.P
ersi
sten
t and
cap
able
of i
mpl
emen
ting
the
plan
s of
the
orga
ni-
zatio
n.
Adm
inis
trat
ors
Sho
uld
Be:
.P
rofe
ssio
nal i
n th
eir
wor
king
are
as.
2.S
yste
mat
ized
and
obj
ectiv
e in
thei
r ad
min
istr
ativ
e be
havi
ors
and
inte
ract
ions
with
oth
ers
.3
.P
ositi
ve in
thei
r at
titud
es to
war
d tr
aine
rs, t
rain
ees,
the
trai
ning
prog
ram
and
the
orga
niza
tion.
Sel
ectin
g an
d D
escr
ibin
g S
uppo
rt T
rain
ing
Per
sonn
elS
uppo
rt p
erso
nnel
are
the
seco
ndar
y hu
man
res
ourc
es w
ho a
ssis
tth
e pr
imar
y st
aff i
n ad
vanc
ing
the
cour
se o
f tra
inin
g. S
uppo
rt s
taff
may
incl
ude
the
follo
win
g ex
ampl
es:
1.
Edu
catio
nal m
achi
r.e
oper
ator
s2.
Mec
hani
cs3
.C
omm
unic
atio
n sp
ecia
lists
4.D
esig
ners
/ de
velo
pers
of t
rain
ing
mat
eria
ls5.
Mis
ts6
.E
quip
men
ts m
aint
enan
ce p
erso
nnel
7.F
acili
ties
mai
nten
ance
per
sonn
el8
.T
ypin
g / c
opyi
ng s
ervi
ces
9.F
iles
/ rec
ords
ser
vice
s10
.P
erso
nnel
of s
pare
part
s an
d m
ater
ials
war
ehou
ses
11.P
ublic
rel
atio
ns p
erso
nnel
12 F
ood
/ caf
eter
ia s
taff
13.C
lean
ing
staf
f14
. H
ealth
pro
fesi
onal
s15
.C
ar p
arki
ng s
taff
16.
Rec
eptio
n st
aff
17.
Mea
sure
men
t / e
valu
atio
n sp
ecia
lists
931n
2
Form
(20
): S
elec
tion
and
desc
ript
ion
of tr
aini
ng s
uppo
rt p
erso
nnel
(Tec
hnic
ians
, sec
reta
rial
sta
ff a
nd m
aint
enan
ce s
ervi
ces)
.
The
job:
Des
igne
r.T
he T
ask.
Adm
inis
trat
ion:
Seri
alN
o.s
Ter
min
albe
havi
oral
obj
ectiv
esT
echn
icia
ns(i
llust
rativ
eex
ampl
es)
Secr
etar
ial/
oper
atin
gpe
nnei
(illu
stra
tive
Mai
nten
ance
pers
onne
l(i
llust
rativ
eex
ampl
es)
xam
ples
)
1T
he tr
aine
e w
ill m
aint
ain
batte
ryw
ater
of
his
car
at a
ll tim
es w
ithpr
ecis
ion
of 1
00%
.
Ass
ista
ntte
chni
cian
Rec
ords
/fi
ling
empl
oyee
Gen
eral
ser
vice
wor
ker
...--
-,
3T
he tr
aine
e w
ill c
heck
the
adeq
uacy
of e
ngin
e oi
l aga
inst
the
requ
ired
leve
l with
pre
cisi
on o
f 10
0% in
3m
ts.
Ass
ista
ntte
chni
cian
Wor
ker/
aide
Gen
eral
ser
vice
wor
ker
5T
he tr
aine
e w
ill b
e ab
le to
con
trol
engi
ne te
mpe
ratu
re a
t all
times
by
usin
g di
ffer
ent m
eans
lear
ned
inth
e tr
aini
ng p
rogr
am.
Coo
ling
syst
em, n
il,en
gine
&sp
are
puts
tech
nici
ans.
Wor
ker/
aide
Gen
eral
ser
vice
wor
ker
7T
he tr
aine
e w
ill m
aint
ain
car
brak
es e
ffec
tivel
y by
app
lyin
g th
em
eans
ava
ilabl
e to
him
.
Bra
kes
repa
irte
chni
cian
,sp
are
part
sw
orke
r
Wor
ker/
aide
Gen
eral
ser
vice
wor
ker
8.1
The
trai
nee
will
par
k hi
s ca
r &
dis
-pl
ay th
e ca
utio
n si
gn in
3 m
ts.
with
100
% s
ucce
ss.
Tra
ffic
offi
cer
Wor
ker/
aide
Gen
eral
ser
vice
wor
ker
8 . 2
The
trai
nee
will
bri
ng a
ll to
ols
ne-
cess
ary
for
chan
ging
the
tire
with
100%
suc
cess
in 2
mts
.A
ssis
tant
tech
nici
anW
orke
r/ai
deG
ener
al s
ervi
cew
orke
r
8.3
The
trai
nee
will
lift
the
car
by ja
ckin
3 m
ts. w
ith 1
00%
pre
cisi
on.
Ass
ista
ntte
chni
cian
Rec
ords
empl
oyee
Gen
eral
ser
vice
wor
ker
8.4
The
trai
nee
will
take
off
the
flat
tire
& s
tore
it in
trun
k in
3 m
ts.
Ass
ista
ntte
chni
cian
Rec
ords
empl
oyee
Gen
eral
ser
vice
wor
ker
8 5
The
trai
nee
will
pla
ce th
e go
od ti
rein
its
posi
tion
& ti
ghte
n sc
rew
s in
3 m
tg w
ith 1
00%
pre
cisi
on.
Ass
ista
ntte
chni
cian
Rec
ords
empl
oyee
Gen
eral
ser
vice
wor
ker
8 6
The
trai
nee
will
low
er &
sto
re a
llto
ols
in th
eir
plac
e w
ithin
trun
k in
2 m
ts.
Ass
ista
ntte
chni
cian
Rec
ords
empl
oyee
Gen
eral
ser
vice
wor
ker
9410
3
For
pra
ctic
al r
easo
ns, t
he a
bove
type
s of
sup
port
ser
vice
s ar
egr
oupe
d w
ithin
thre
e ca
tego
ries:
tech
nici
ans,
sec
reta
rial s
ervi
ces
and
mai
nten
ance
ser
vice
s (R
efer
to fo
rm 2
0).
Whe
n us
ing
form
(20
), th
e de
sign
er w
rites
dow
n in
eac
h ca
tego
ry,
the
type
and
num
ber
of th
e su
ppor
t ser
vice
s ne
eded
to h
elp
in th
epr
oces
s of
tran
slat
ing
trai
ning
obj
ectiv
es in
to th
e m
anda
ted
beha
vior
alsk
ills. tf
mac
hine
ope
rato
rs a
re n
eede
d fo
r ex
ampl
e, th
e de
sign
er s
houl
dsp
ecify
alo
ng w
ith th
e ty
pe, t
he n
umbe
r of
thes
e te
chni
cian
s w
hom
ust b
e av
aila
ble
to p
erfo
rm th
e m
aint
enan
ce jo
b. H
e m
ay w
rite
in th
isin
stan
ce: o
ne v
ideo
ope
rato
r, tw
o pr
ojec
tor
oper
ator
s, o
ne p
hoto
gra-
pher
, tw
o co
py m
achi
nes
oper
ator
s,...
etc
.A
fter
sum
mar
izin
g th
e ty
pes
and
num
bers
of s
uppo
rt s
ervi
ces
inF
orm
(20
), th
e de
sign
er e
labo
rate
s fo
r ea
ch o
ne: t
he p
rofe
ssio
nal
char
acte
ristic
s an
d th
e se
lect
ion
crite
ria fo
r tr
aini
ng r
espo
nsib
ilitie
s.A
mon
g th
e se
lect
ion
crite
ria (
and
prof
essi
onal
cha
ract
ers)
whi
chco
uld
be c
onsi
dere
d he
re, a
re:
1. A
dequ
acy
of p
rofe
ssio
nal q
ualif
icat
ions
for
the
requ
ired
trai
ning
task
s.2
.V
alid
ity o
f qua
lific
atio
ns to
req
uire
d tr
aini
ng ta
sks.
3. D
ynam
ic o
f per
sona
lity.
4.
Pos
itivi
ty o
f atti
tude
s to
war
ds tr
aine
rs, t
rain
ees,
trai
ning
and
or-
gani
zatio
n.
Sel
ectin
g. a
nd D
escr
ibin
g T
rain
ing
Fac
ilitie
s an
d E
quip
men
tsT
rain
ing
faci
litie
s ar
e th
e ph
ysic
al s
pace
s th
at a
re d
esig
ned
spec
ial-
ly to
hos
t tra
iner
s, tr
aine
es, a
dmin
istr
ator
s, s
uppo
rt s
ervi
ces,
the
pro-
gram
, equ
ipm
ent a
nd m
ater
ials
, whi
le o
pera
ting
to d
evel
op th
e m
an-
date
d pr
ofes
sion
al s
kills
.F
acili
ties
are
seen
to b
e th
e ba
re b
uild
ings
or
any
plac
es w
hich
coul
d be
sui
tabl
e fo
r tr
aini
ng, w
hile
equ
ipm
ent o
n th
e ot
her
hand
, are
all m
ater
ialis
tic e
xtra
s th
at p
erm
anen
tly a
ccom
pany
faci
litie
s, th
eref
ore
qual
ifyin
g th
em p
sych
olog
ical
ly, b
ehav
iora
lly a
nd p
hysi
cally
to h
old
the
diffe
rent
asp
ects
and
pro
cess
es o
f tra
inin
g.E
xam
ples
of t
rain
ing
faci
litie
s ar
e: w
orki
ng /
prac
tice
room
s, m
edia
pres
enta
tion
halls
, ins
truc
tiona
l roo
ms,
mic
ro -
trai
ning
labs
, aud
itori-
A (
1495
Form
(21
): S
elec
tion
and
desc
ript
ion
of tr
aini
ng f
acili
ties
& e
quip
men
ts.
The
job:
Des
igne
r:T
he T
ask:
Adm
inis
trat
ion:
Seri
alN
o.s
Ter
min
albe
havi
oral
obj
ectiv
es
Tra
inin
g fa
cilit
ies
(Illu
stra
tive
meT
nrat
sin/
i(nI
gllu
egst
urai
P.tiv
e
xam
ples
)ex
ampl
es)
1T
he tr
aine
e w
ill m
aint
ain
batte
ryw
ater
of
his
car
at a
ll tim
es w
ithpr
ecis
ion
of 1
00%
.
sThh
The
mte
rsic
hnat
e2vi
weg
kosi
.,
shoe
p(E
lect
riE
de_
part
men
t).
Lig
ht b
ulb;
sea
ting
loun
ge (
or c
orne
r);
was
hing
sin
k.
3T
he tr
aine
e w
ill c
heck
the
adeq
uacy
of e
ngin
e oi
l aga
inst
the
requ
ired
leve
l with
pre
cisi
on o
f 10
0% in
3m
ts.
The
mec
hani
c w
ork-
shop
, (oi
l dep
t.)in
stru
ctio
nal r
oom
.
Lig
ht b
ulb,
sea
ting
loun
ge (
or c
orne
r);
was
hing
sin
k; d
is-
char
ged
dish
or
can.
ST
he tr
aine
e w
ill b
e ab
le to
con
trol
engi
ne te
mpe
ratu
re a
t all
times
by
usin
g di
ffer
ent m
eans
lear
ned
inth
e tr
aini
ng p
rogr
am.
The
mec
hani
c w
ork-
shop
, tra
inin
g ha
ll;in
stru
ctio
nal r
oom
.
Seat
ing
loun
ge;
was
hing
dis
k,lif
ting
mac
hine
.
7T
he tr
aine
e w
ill m
aint
ain
car
brak
es e
ffec
tivel
y by
app
lyin
g th
em
eans
ava
ilabl
e to
him
.
The
mec
hani
c w
ork-
shop
, gas
sta
tion
ortr
aini
ng h
all (
Bra
kens
truc
tiona
lIn
stru
ctio
nal
rnna
n
Car
jack
s; s
eatin
glo
unge
; was
hing
disk
.
8.1
The
trai
nee
will
par
k hi
s ca
r &
dis
-pl
ay th
e ca
utio
n si
gn in
3 m
ts.
with
100
% s
ucce
ss.
Tra
inin
g ha
ll, s
ide
road
spe
cifi
ed f
ortr
aini
ng; m
echa
nic
wor
ksho
p (r
epai
rde
pt.)
.
Cau
tion
sign
.
8.2
The
trai
nee
will
bri
ng a
ll to
ols
ne-
cess
aty
for
chan
ging
the
tire
with
100%
suc
cess
in 2
mts
.A
s ab
ove.
As
abov
e.
8.3
The
trai
nee
will
lift
the
car
by ja
ckin
3 m
ts. w
ith 1
00%
pre
cisi
on.
As
abov
e.C
ar ja
ck; c
autio
nsi
gn.
8.4
The
trai
nee
will
take
off
the
flat
tire
& s
tore
it in
trun
k in
3 m
ts.
As
abov
e.A
s ab
ove.
8 s
The
trai
nee
will
pla
ce th
e go
od ti
rein
its
posi
tion
& ti
ghte
n sc
rew
s in
3 m
ts. w
ith 1
00%
pre
cisi
on.
As
abov
e.A
s ab
ove.
8.6
The
trai
nee
will
low
er &
sto
re a
llto
ols
in th
eir
plac
e w
ithin
trun
k in
2 m
ts.
As
abov
e.A
s ab
ove.
961n
5
urns
; typ
ewrit
er o
ffice
s, z
erox
cop
ying
offi
ces,
stil
l pic
ture
s, d
raw
ings
,an
d ar
tific
ial m
odel
s la
bs, a
/ v
cent
ers,
dev
elop
men
tal c
ente
rs o
f tra
in-
ing
mat
eria
ls, m
achi
nery
rep
air
/ mai
nten
ance
cen
ters
, tra
inin
g st
aff o
f-fic
es, c
ompu
ter
cent
ers,
pos
t offi
ces
and
com
mun
icat
ion
cent
er, a
d-m
issi
ons
offic
e, b
athr
oom
s, g
ener
al r
elat
ions
offi
ce,
war
e ho
uses
,ha
llway
s, s
urro
undi
ng y
ards
and
gar
dens
.F
or tr
aini
ng e
quip
men
t, th
e gi
ven
sam
ples
follo
w: s
eatin
g fu
rni-
ture
, wor
k fu
rnitu
res,
dis
ks, c
arts
, dec
orat
ions
, con
ditio
ning
sys
tem
s,in
tern
al (
clos
ed c
ircui
ts)
com
mun
icat
ion
syst
ems
(e.g
. pho
ne, T
.V. ,
radi
o), f
ire e
xtin
guis
hers
, was
hing
sin
ks, e
leva
tors
, dar
keni
njsy
s-te
ms,
ligh
ting
syst
ems,
rec
reat
iona
l med
ia/m
achi
nes
with
in in
stru
ctio
n-al
roo
ms
(e.g
. ove
rhea
d pr
ojec
tors
).F
orm
(21
) S
umm
ariz
es fa
cilit
ies
and
equi
pmen
t whi
ch c
ould
be,
used
in th
e im
plem
enta
tion
or te
rmin
al o
bjec
tives
. Des
crip
tive
deta
ilsof
pro
fess
iona
l cha
ract
eris
tics,
trai
ning
rol
es, w
ork
timin
gth
roug
hout
trai
ning
, and
sel
ectio
n cr
iteria
of t
hese
faci
litie
s an
d eq
uipm
ent f
ortr
aini
ng s
houl
d al
l be
wor
ked
out i
n no
tes,
to a
ccom
pany
the
form
.
Sel
ectin
g an
d D
escr
ibin
g T
rain
ing
Mac
hine
ry a
nd M
ater
ials
Tra
inin
g M
achi
nery
s is
the
hard
war
e or
all
the
mac
hine
s, to
ols,
in-
stru
men
ts a
nd d
evic
es w
hich
trai
ners
, tra
inee
s an
d w
orki
ng s
taff
use
inth
e de
velo
pmen
tal c
ours
e of
req
uire
d pr
ofes
sion
al s
kills
.T
rain
ing
ma-
teria
ls, o
n th
e ot
her
hand
, are
the
softw
are
orra
w a
nd p
re-f
abric
ated
mat
ter,
stu
ffs, s
ubst
ance
s, o
bjec
ts o
r m
ediu
ms
that
are
deem
ed n
e-ce
ssar
y to
the
proc
essi
ng o
f beh
avio
ral o
bjec
tives
.E
xam
ples
of t
rain
ing
mac
hine
rys
are:
edu
catio
nal m
achi
nes,
tech
-no
logi
cal i
nstr
umen
ts, p
rodu
ctio
n-
oper
atio
n m
achi
nes
and
tool
s, r
e-pa
ir / m
aint
enan
ce to
ols,
spa
re p
arts
, mea
sure
men
t dev
ices
,co
mpu
t-er
s an
d th
eir
pere
pher
al h
ardw
are,
pho
togr
aphy
, dra
win
g, p
hoto
-cop
yan
d pr
intin
g m
achi
nes
and
inst
rum
ents
, cle
anin
g to
ols.
Tra
inin
g m
ater
ials
cou
ld b
e: s
tatio
nery
, liq
uid,
oils
,so
aps,
tow
els
woo
d st
uffs
and
obj
ects
, col
ors,
pow
ders
, writ
ing
note
s, w
ork
book
s,pr
inte
d m
atte
r, r
efer
ence
s, a
udio
mat
eria
ls, c
ompu
ter
soft
war
e, p
ro-
ject
ed m
edia
, non
-pro
ject
ed m
edia
, edu
catio
nal s
ampl
esan
d m
odel
s.F
orm
(22
) pr
esen
ts th
e tr
aini
ng m
achi
nery
and
mat
eria
ls w
hich
are
suita
ble
for
the
impl
emen
tatio
n of
pro
fess
iona
l beh
avio
ral o
bjec
tives
.
106
97
Form
(22
): S
elec
tion
and
desc
ript
ion
of tr
aini
ng m
achi
nery
& m
ater
ials
.
The
job:
Des
igne
r.T
he T
ask:
Adm
inis
trat
ion:
Seri
alN
o.s
Ter
min
albe
havi
oral
obj
ectiv
es
Tra
inin
g m
achi
nery
(illu
stra
tive
exam
ples
)
Tra
inin
g m
ater
ials
(illu
stra
tive
exam
ples
)
1T
he tr
aine
e w
ill m
aint
ain
batte
ryw
ater
of
his
car
at a
ll tim
es w
ithpr
ecis
ion
of 1
00%
.
Obs
erva
tion/
eval
uatio
n to
ol o
rlis
t*
3T
he tr
aine
e w
ill c
heck
the
adeq
uacy
of e
ngin
e oi
l aga
inst
the
requ
ired
leve
l with
pre
cisi
on o
f 10
0% in
3ni
ts.
A s
pong
e or
pie
ce o
fcl
oth:
obs
erva
tion/
eval
uatio
n lis
t*
ST
he tr
aine
e w
ill b
e ab
le to
con
trol
engi
ne te
mpe
ratu
re a
t all
times
by
usin
g di
ffer
ent m
eans
lear
ned
inth
e tr
aini
ng p
rogr
am.
Scre
w d
rive
rsC
lean
ing
tow
el;
obse
rvat
ion/
eval
uatio
n lis
t
7T
he tr
aine
e w
ill m
aint
ain
car
brak
es e
ffec
tivel
y by
app
lyin
g th
em
eans
ava
ilabl
e to
him
.
Scre
w d
rive
rs; c
arja
ck, s
pare
bra
kes
part
s
Cle
anin
g to
wel
;ob
serv
atio
n/ev
alua
tion
list
8.1
The
trai
nee
will
par
k hi
s ca
r &
dis
-pl
ay th
e ca
utio
n si
gn in
3 m
ts.
with
100
% s
ucce
ss.
.8.
2T
he tr
aine
e w
ill b
ring
all
tool
s ne
-ce
ssar
y fo
r ch
angi
ng th
e tir
e w
ith10
0% s
ucce
ss in
2 m
ts.
_ Scre
w d
rive
rs; c
arja
ck, t
ire
scre
ws
Cle
anin
g to
wel
;ob
serv
atio
n lis
t
8.3
The
trai
nee
will
lift
the
car
by ja
ckin
3 m
ts. w
ith 1
00%
pre
cisi
on.
Car
jack
Obs
erva
tion
list
8.4
The
trai
nee
will
take
off
the
flat
tire
& s
tore
it in
trun
k in
3 m
ts.
8 s
The
trai
nee
will
pla
ce th
e go
od ti
rein
its
posi
tion
& ti
ghte
n sc
rew
s in
3 m
ts. w
ith 1
00%
pre
cisi
on.
Scre
w d
rive
rs;
good
tire
Obs
erva
tion
list
g .6
The
trai
nee
will
low
er &
sto
re a
llto
ols
in th
eir
plac
e w
ithin
trun
k in
2 m
ts.
..-- Sc
rew
dri
vers
Cle
anin
g to
wel
;so
ap; o
bser
vatio
n/ev
alua
tion
list
Con
tain
s th
e be
havi
oral
ste
ps w
hich
are
req
uire
d fo
r th
e pe
rfor
man
ceof
trai
ning
obj
ectiv
es.
9810
7
As
the
case
of
prev
ious
form
s,th
e de
sign
er c
ould
split
the
curr
ent
form
into
two:
the
first
tosp
ecia
lize
in m
achi
nery
and
the
seco
ndto
embo
dy th
e m
ater
ials
.
Wha
t is
real
lyne
eded
, how
ever
,fr
om th
e de
sign
eraf
ter
proj
ectin
gth
e ab
ove
appr
opria
te s
ervi
ces
is to
ela
bora
teth
e qu
alita
tive
and
quan
titat
ive
desc
riptio
nsof
eve
ry m
achi
nean
d m
ater
ial s
elec
ted
for
trai
ning
. The
sede
tails
of c
ours
e w
ill e
ase
the
impl
emen
tatio
n of
the
prof
essi
onal
prog
ram
by
adm
inis
trat
ors,
trai
ners
and
trai
ning
staf
f, in
gene
ral.
Whi
le th
e ty
pes
of fa
cilit
ies
and
mat
eria
ls a
rede
term
ined
by
the
be-
havi
oral
nat
ure
of th
e pr
ogra
m's
obje
ctiv
es, t
hequ
antit
y of
thes
ese
r-vi
ces
coul
d be
deci
ded
by th
enu
mbe
r of
trai
nees
part
icip
atin
g in
the
prog
ram
.It
may
be
infe
rred
,in
this
reg
ard,
that
a la
rge
num
ber of
trai
nees
will
lead
to th
efo
rmat
ion
of s
ever
altr
aini
ng g
roup
sor
cla
sses
, nee
ding
ava
riety
of m
achi
nery
and
mat
eria
lsto
ser
ve th
eir pr
ofes
sion
al a
ctiv
ities
.M
oreo
ver,
oth
ercr
iteria
sug
gest
edat
the
end
of th
ech
apte
r co
uld
beap
plie
d he
re.
Ass
essi
ng T
heO
vera
ll B
udge
tof
Tra
inin
gT
ime
is a
ppro
pria
teno
w V
:Ir th
e de
sign
erto
look
bac
kat
diff
eren
ttr
aini
ng fa
ctor
san
d pr
oces
ses
for
the
asse
ssm
ent o
f the
irfin
anci
alco
sts.
in o
rder
to e
stab
lish
the
over
all b
udge
t of
the
prof
essi
onal
pro-
gram
.A
s fo
rm (
23)
show
s, th
e tr
aini
ngpr
ogra
m b
udge
t cov
ers
all t
he h
u-m
an a
nd m
ater
ial se
rvic
es, a
nd it
sva
rious
act
iviti
esfr
om n
eeds
asse
ss-
men
t to
eval
uatio
nof
pro
duct
ivity
.T
he tr
aini
ngco
sts
how
ever
coul
d be
cla
ssifi
edw
ithin
thre
eca
tego
-rie
s:1
. Dire
ct c
osts
, e.g
., sa
larie
sfo
r hu
man
reso
urce
s, le
asin
g,bu
ying
cost
s of
mat
eria
l serv
ices
, fee
s of
trai
ning
.2
. Hid
den
or in
dire
ct c
osts
,e.
g. th
e us
e de
plet
ion
cost
s of
mat
eria
lse
rvic
es c
once
rnin
gfa
cilit
ies,
equ
ipm
ent,
mac
hine
rys,
tech
nolo
-gy
, med
ia, m
ater
ials
, tool
s, s
alar
ies
oftr
aine
es.
3. C
over
ing
cost
s, e
.g. s
torin
gco
sts,
pric
e in
crea
seco
sts
of m
ater
ials
,tr
avel
, tra
nspo
rtat
ion
and
hote
l cos
ts,
etc
.
9910
8
Whe
n as
sess
ing
the
budg
et o
ftr
aini
ng, t
hede
sign
er m
ayno
tice
the
follo
win
gpr
inci
ples
:1
. Cal
cula
ting
the
budg
et b
ased
on a
ll tr
aini
ng c
osts
- di
rect
, and
hid
-de
n or
cov
erin
gco
sts.
2. S
ugge
stin
g ex
tra
10 %
of t
he a
sses
sed
budg
et, a
s pe
ttyca
sh,
whe
neve
r po
ssib
le, t
o co
ver
emer
genc
ies
that
cou
ld a
rise
thro
ugh-
out t
rain
ing.
Thi
sam
ount
if n
ot n
eede
d,sh
ould
be
kept
intr
easu
ryin
ord
er to
serv
e th
e sa
me
purp
ose
for
the
next
prog
ram
.3
. Tra
inin
g co
sts
tend
toin
crea
se a
s th
epr
ogra
m p
erio
d te
nds
to b
elo
ng.
4. T
rain
ing
cost
s te
nd to
dec
reas
eas
the
prog
ram
isap
plie
d re
peat
ed-
ly w
ith o
ther
grou
ps o
f tra
inee
s.5
. Det
ailin
g th
e as
sess
men
t of b
udge
t as
muc
h as
pos
sibl
efo
r th
epu
rpos
e of
get
ting
conc
ise
resu
lts.
Form
(23
a): S
elec
tion
and
desc
ript
ion
oftr
aini
ng m
achi
nery
& m
ater
ials
.T
he jo
b:D
esig
ner:
The
Tas
k:A
dmin
istr
atio
n:T
rain
ing
Tra
inin
gfa
ctor
spr
oces
ses
Hum
anse
rvic
esM
edia
&m
ater
ials
Mac
hine
ry &
tech
nolo
gyFa
cilit
ies
&eq
uipm
ent
Row
tota
ls
Nee
ds a
sses
smen
tfo
r tr
aini
ng
Prog
ram
pla
ning
Prog
ram
/ m
ater
i-al
s de
velo
pmen
t
Prog
ram
impl
e-m
enta
tion
Prog
ram
Eva
lua-
tion
Col
umn
tota
lsG
nind
tota
l
100
1n9
Form (23b): Assessment of the overall budget of training (human services) The job: The job: The task: The task:
Training factors
Training activities
Administrators Trainers Experts Technicians Secretarial personnel
Maintenance personnel
Row totals
Needs assessment for training
Program planning ' .. Program materials development
--. Program implementation 1,--.-
Program evaluation Column totals
A R I Form (23c): Assessment of the overall budget of planning training (Human and material services). The job: The job:
The task: The task: Training factors
Training activitie
Admini- strators Trainers Experts Techni-
clans Secretarial
services Maintenance
services Facilities
equi pment
Machinery & technology
Media & materials
Row totals
Needs assessment for training
.
Program planning
Column totals
. total
C .0 co -.1 0. LA 4a 4.1 IQ I. z 0 6
f:
i :
0 T CI ,c) r ,..
i
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'1 *
iz,
,. g ., ...c
A
.. . 1. I
F a ?.
8:
N
.3
5
Go.
5
9 5
0
tL
a
0 CA
co. 1 3 .,;*4
° O a st9
'1'1 ° 0 Ea g °-
C ..to
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a "B. -.cc
a a 3 O
boa tD
"R 8 gitcti
0, 8 IS 0 CCDD
CA
Ot
25=47'
CD7c
-54
cP a)5cD:a.
Cr C :I. 0 C CD < e0.0 co,.. o co. (00.:-.
(nc -oa itla' CC1 = a a a . I cc?" =
-I. ig '
0: % g i
et
:711 3 M- o. .74 O. 9, * = fl) c 0 '0 , a = ......--0<
o a a . CO M -IR so g 71:1 8. a. aC z Iv O co MI CD 6 cr
-' . co 0., go E.
3 0 .924. yo iti 1?
C) P........
C "88 Ei c 0. m
-0) 00 (7,-
,.ng .91 01' <
th T
Form
(24
b):
Des
igni
ng th
epr
ogra
m-g
uide
of t
rain
ing.
Inst
itute
:T
he p
rogr
am:
Dep
artm
ent:
......
......
.....
The
Per
iod:
Obj
ectiv
es:
Beh
avio
ral o
rge
neri
c ob
ject
ives
coul
d be
wri
tten
in th
is s
ectio
n.T
rain
ees
and
Prog
ram
Prer
equi
site
sT
ypes
of
trai
nees
& p
re-c
ondi
tions
that
they
sho
uld
poss
ess
or c
onfo
rmto
, bef
ore
ente
ring
the
prog
ram
(e.
g.pr
ofes
sion
alex
peri
ence
s,co
urse
s, w
orks
hops
, achi
eve-
men
t lev
els,
gra
des
or s
peci
fic
age)
.
Tra
iner
s:N
ames
of
trai
ners
(and
thei
rpr
ofes
sion
alqu
alif
icat
ions
ifap
prop
riat
e) m
aybe
wri
t-te
n he
re.
Tra
inin
gle
sson
s:T
rain
ing
topi
cs,
skill
s, jo
bac
ts o
r ta
sks
are
brie
fly
wri
tten
in th
is p
arag
raph
.T
rain
ing
faci
litie
s:M
ain
trai
ning
site
s, r
oans
, labo
rato
ries
, and
prac
tice
cent
ers
are
liste
d he
re.
Tra
inin
gac
tiviti
es/a
citie
vent
ent
requ
irem
ents
:M
ajor
act
iviti
es, pr
ojec
ts a
ndex
peri
ence
s ex
pect
edfr
om tr
aine
esan
d th
eir
achi
eve-
men
t val
ues;
test
s w
hich
will
be a
dmin
iste
red;
and
atte
ndan
ce-
part
icip
atio
n re
quir
e-m
ents
. cou
ld b
ew
ritte
n he
re.
Tra
inin
gR
esou
rces
:T
rain
ing
note
s,ha
ndou
ts, p
acka
ges,
text
book
s, r
efer
ence
s,gu
ide/
wor
k-bo
oks,
may
be w
ritte
n in
this
con
clud
ing
sect
ion.
The
purp
oses
whi
chm
ay b
e se
rved
by th
e tim
e-ta
ble
and
prog
ram
-gu
ide
intr
aini
ng a
rebr
iefly
1. I
nfor
mat
ion
mec
hani
sm th
atco
mm
unic
ates
know
ledg
e,ne
ws
oran
y tr
aini
ngda
ta w
hich
coul
d be
nefit
the
wor
k of
trai
nees
. The
time
tabl
e an
dpr
ogra
m -
gui
defu
nctio
n as
a da
tadi
ssem
inat
ing
tool
.
103
112
2. A
dver
tizin
g m
echa
nism
whi
ch m
ayfu
rthe
r th
epr
ofes
sion
alst
atus
,ro
le o
r re
puta
tion
of a
trai
ning
inst
itutio
n.T
he d
irect
resu
lt of
this
proc
ess
is a
nat
titud
inal
cha
nge
of th
eco
n-ce
rned
par
ties
that
lead
sno
rmal
ly to
mor
e su
ppor
t,pr
aise
or a
ccep
-ta
nce
of tr
aini
ngan
d in
stitu
tion.
As
a re
sult,
peop
le k
now
som
ethi
ng a
bout
the
trai
ning
prog
ram
with
out d
efin
iteac
tions
exp
ecte
dfr
om th
em.
It is
som
ewha
t per-
sona
l kno
wle
dge
that
is p
assi
vein
nat
ure.
3. A
ctio
n -
guid
em
echa
nism
whi
ch s
erve
sas
a d
irect
ing
- fo
cusi
ng d
e-vi
ce th
roug
hout
trai
ning
. Tra
inin
gpe
rson
nel m
ay u
se th
etim
e -
tabl
e or
prog
ram
gui
deas
han
dyre
fere
nces
of w
hat i
sin
volv
ed o
rre
quire
d in
trai
ning
.T
he d
esig
ner c
an a
dopt
any
reas
onab
lesc
hem
e to
pres
ent f
orm
(24)
that
may
bet
ter
suit
his
trai
ning
case
. The
mos
t impo
rtan
t poi
nthe
shou
ld w
atch
whe
nst
ruct
urin
g th
ene
eded
tim
eta
ble
orpr
ogra
m-
guid
e ho
wev
er,
is it
s ab
ility
to p
ortr
ayth
e ba
sic
com
pone
nts
(fac
tors
and
proc
esse
s)of
the
trai
ning
prog
ram
.
Qua
ntiti
veC
riter
iafo
rS
elec
ting
Hum
anS
ervi
ces
Nee
ded
byT
rain
ing
As
for
the
num
ber
oftr
aine
rs,
expe
rts,
adm
inis
trat
ors
and
tech
ni-
cian
s w
hom
are
need
edby
a tr
aini
ngpr
ogra
m, s
ever
alcr
iteria
cou
ldbe
appl
ied:
1. T
he b
ehav
iora
l com
plex
ity o
f a tr
aini
ngpr
ogra
m. i
f the
prog
ram
isco
mpo
sed,
for
exam
ple,
of di
ffere
nt ta
sks
and
prof
essi
onal
skill
s,th
en m
ore
pers
onne
l are
nee
ded
for
usin
gth
e di
vers
etr
aini
ng m
a-te
rials
, fac
ilitie
s,eq
uipm
ent,
mac
hine
ry, a
ndfo
r tr
ansl
atin
gth
e va
ri-ou
s sk
ills
embe
dded
inth
e st
atem
ents
of o
bjec
tives
into
obs
erva
-bl
e w
orki
ngbe
havi
ors.
2. N
umbe
r of
trai
nees
.T
he m
ore
trai
nees
ente
ring
the
prof
essi
onal
prog
ram
, the
mor
e tr
aine
rs,
expe
rts
and
adm
inis
trat
ors
are
need
ed.
3. M
ultip
licity
of t
rain
ing
site
s an
dim
plem
enta
tion
requ
irem
ents
. The
mor
e of
thes
e,ag
ain
the
mor
e pe
rson
nel ar
e ne
eded
for
the
pro-
gram
.4
. The
pro
fess
iona
l com
pete
ncy
oftr
aine
rs. T
hele
ss c
ompe
tent
the
trai
ners
, the
mor
e of
them
are
need
edto
fulfi
ll th
eex
pect
ed tr
ain-
ing
resp
onsi
bilit
ies.
104
113
1
5 . T
hefin
anci
alca
pabi
litie
sof
the
orga
niza
tion
to fu
ndth
etr
aini
ng p
ro-
gram
.If m
ore
mon
eyis
avai
labl
e,th
en m
ore
prof
essi
onal
pers
onne
l
coul
d be
recr
uite
dto
impl
emen
tthe
prog
ram
.The
mor
ere
stric
ted
budg
et o
nth
e ot
herha
nd,w
ill fo
rce
the
orga
niza
tion
to c
utdo
wn
the
num
berof
hum
anse
rvic
esne
eded
by th
epr
ogra
mto
thei
rpos
-
sibl
elo
wer
leve
ls. W
hat
Com
esN
ext
Now
, with
the
sele
ctio
nan
dde
scrip
tion
of h
uman
and
mat
eria
l ser
-
vice
sne
cess
ary
for
the
cond
uct o
ftra
inin
g,th
e ro
adis
pav
edto
mov
e
to o
ther
trai
ning
purs
uits
:that
is,
desi
gnin
gth
etr
aini
ngdo
cum
ent,
prog
ram
mar
ketin
g,an
d th
epr
epar
atio
nfo
rim
plem
enta
tion
whi
chw
ill
bedi
sscu
ssed
in th
ene
xtch
apte
r(8).
1 1
4
105
Part
III:
Des
igni
ngPr
ogra
mD
isse
min
atio
n
and
Eva
luat
ion
8.D
esig
ning
the
Tra
inin
gD
ocum
ent,
Pro
-
gram
Mar
ketin
g&
Pre
para
tion
For
Impl
e-
men
tatio
n.
9.D
esig
ning
the
Eva
luat
ion
ofT
rain
ing
-
Pro
gram
'sP
rodu
ctiv
ity&
Val
idity
.
116
105
Cha
pter
VII
I
Des
igni
ngth
eT
rain
ing
Doc
umen
t,
Prog
ram
Mar
ketin
gan
dPr
epar
atio
nfo
r
Impl
emen
tatio
nIn
trod
uctio
nB
ased
on
the
desi
gnin
gda
ta o
fthe
prev
ious
chap
ters
,time
is a
p-
prop
riate
now
to w
rite
the
prog
ram
docu
men
t,to
initi
ate
the
prog
ram
mar
ketin
g,an
d to
laun
chpr
epar
ator
yac
tiviti
es fo
rthe
impl
emen
tatio
n
of tr
aini
ng.
Thi
sch
apte
r,w
hile
conc
entr
atin
gon
the
mec
hani
csof
writ
ing
a
trai
ning
docu
men
t,pr
esen
tsbr
iefly
the
orga
niza
tiona
lguid
elin
esfo
r
both
pro
gram
mar
ketin
gan
dim
plem
enta
tion.
Writ
ing
the
Tra
inin
gD
ocum
ent
The
trai
ning
docu
men
t is
the
final
ized
and
artic
ulat
edre
cord
ofa
ll
fact
ors
and
proc
esse
sin
volv
ed in
apr
ofes
sion
alde
velo
pmen
tpr
o-
gram
. Itc
ould
app
earin
the
form
ofa
udio
tape
sor
com
pact
disc
s, a
set
ofha
nd-o
uts,
slid
es o
rtra
nspa
renc
ies,
a w
ork
pack
age,
ase
t ofv
ideo
cass
ette
s,8m
m o
r16
mm
film
s,fil
mst
rips,
mic
rofil
ms
orm
icro
fiche
s; o
r
com
pute
rmat
eria
ls.
The
conv
entio
nalpr
esen
tatio
nfo
rm o
f atr
aini
ngdo
cum
entho
w-
ever
, is
aw
ritte
n on
e.T
his
form
is w
idel
ypr
evai
ling
inth
e fie
lds
of e
du-
catio
n an
dtr
aini
ng,
desp
itere
cent
tech
nolo
gica
lad
vanc
es.
Hen
ce,
the
proj
ecte
dde
sign
ing
guid
elin
esin
the
chap
ter
will
be li
mite
dto
this
popu
larw
ritte
nfo
rm .
The
segu
idel
ines
invo
lve
elev
enm
ajor
ste
ps,
depi
cted
infig
ure
1an
d ar
eill
ustr
ated
inth
efo
llow
ing
para
grap
hs.
Ste
pO
ne:W
ritin
gth
eP
rogr
am's
Titl
e an
d
Prim
ary
Intr
oduc
tory
Dat
a.
The
desi
gner
com
pose
sin
this
step
the
cove
rpag
esby
writ
ing.
The
prog
ram
'stit
le, t
hetr
aini
ngin
stitu
te, t
hepu
blis
hing
/is
suin
g da
te,th
e
trai
ning
perio
d (e
.gM
arch
1 -
21, 1
992)
;and
othe
rrela
ted
data
.
On
the
next
pag
eor
two
,the
tabl
eof
con
tent
s,an
d th
elis
t off
ig-
ures
and
tabl
esar
est
ated
,pa
rtic
ular
lyw
hen
the
trai
ning
prog
ram
is
clea
rly lo
ngan
d co
mpl
ex .
107
1 1
7
wri
ting
prog
ram
title
& in
trod
ucto
ry d
ata
wri
ting
the
lear
ning
per
iod
& ti
me
sche
dule
wri
ting
the
intr
oduc
tion
wri
ting
the
gene
ric
goal
s
Iw
ritin
g st
aff
requ
irem
ents
for
the
inst
ruct
ion
of tr
aini
ng
Iwri
ting
trai
ning
pre
requ
isite
s e.
g.re
quir
emen
ts a
nd a
dmis
sion
test
s
wri
ting
the
gene
ral o
pera
ting
stru
ctur
e of
trai
ning
wri
ting
trai
ning
less
ons
Ell
wri
ting
eval
uatio
n of
pro
gram
's v
alid
ity &
pro
duct
ivity
wri
ting
orga
niza
tiona
l & a
dmin
istr
ativ
e ru
les
oftr
aini
ng p
rogr
am
Iw
ritin
g /
inse
rtin
g in
dice
s, r
efer
ence
s &
oth
er tr
aini
ng d
ata
Figu
re I
: Pro
ject
ed c
ompo
nent
s &
seq
uenc
e of
wri
ting
a 'ra
inin
g pr
ogra
m.
108
1 1
8
Ste
p T
wo:
Writ
ing
the
Tra
inin
g P
erio
d an
d T
ime
Sch
edul
e.T
he tr
aini
ng p
erio
d is
the
time
limits
in w
hich
the
prog
ram
will
ope
r-at
e by
the
spon
sore
d in
stitu
tion.
Thi
s pe
riod
is s
tate
d us
ually
in h
ours
,da
ys, w
eeks
or
mon
ths.
The
tim
e sc
hedu
le, o
n th
e ot
her
hand
, is
the
time
tabl
e du
ring
whi
ch tr
aini
ng a
ctiv
ities
will
take
pla
ce th
roug
h its
sub
- p
erio
ds. S
um-
min
g up
thes
e pe
riods
will
lead
ess
entia
lly to
the
gran
d to
tal t
ime
oftr
aini
ng.
To
writ
e th
is p
arag
raph
, the
des
igne
r m
ay s
tate
: "T
he p
rogr
am w
illop
erat
e w
ithin
a th
ree-
wee
k pe
riod,
sta
rtin
g fr
om M
arch
1st
thro
ugh
the
15th
, 199
2. T
rain
ing
sess
ions
will
take
pla
ce d
aily
, mon
day
thro
ugh
Frid
ay, f
rom
8 o
'clo
ck in
the
mor
ning
to 5
:00
in th
e af
tern
oon.
if w
ork
- ho
liday
s oc
cur
durin
g th
e tr
aini
ng p
erio
d, it
sho
uld
be s
pec-
ified
inde
pend
ently
by
sepa
rate
sta
tem
ent o
r w
ithin
the
wee
kly
sche
d-ul
e w
hich
, pre
fera
bly,
con
clud
es th
e cu
rren
t par
agra
ph. T
he ti
me
-ta
ble
cons
truc
ted
prev
ious
ly in
cha
pter
VII
coul
d su
ffice
for
the
pur-
pose
her
e .
Ste
p T
hree
: Writ
ing
The
Pro
gram
Intr
oduc
tion.
The
intr
oduc
tion
is th
e ke
y to
pre
sent
ing
and
unde
rsta
ndin
g th
etr
aini
ng p
rogr
am. i
t is
the
prel
ude
to th
e ps
ycho
logi
cal /
cog
nitiv
e ac
-ce
ptan
ce b
y re
ader
s w
heth
er th
ese
are
trai
nees
, tra
iner
s or
trai
ning
pers
onne
l. C
onse
quen
tly, i
t sho
uld
be w
ritte
n in
a la
ngua
ge th
at is
:1
.Lo
gica
l in
pres
enta
tion,
obj
ectiv
e in
fact
s an
d te
rmin
olog
y, a
nd n
otdi
rect
ive
nor
cont
radi
ctor
y.2
.R
easo
nabl
e in
leng
th. I
t sho
uld
not b
e sh
ort t
o th
e ex
tent
that
it is
inca
pabl
e of
pre
sent
ing
trai
ning
info
rmat
ion
satis
fyin
gly.
Lik
ewis
e, it
shou
ld n
ot b
e to
o lo
ng, t
hus
stim
ulat
ing
rese
ntm
ent o
r tu
rn-o
ver
from
rea
ding
it, o
r th
e lo
ss o
r m
ispl
acem
ent o
f som
e im
port
ant f
acts
as a
res
ult o
f pre
sent
ing
too
muc
h un
ricce
ssar
y in
form
atio
n.It
is s
ugge
sted
acc
ordi
ngly
, tha
t the
intr
oduc
tion
to b
e ab
out o
nepa
ge w
hen
the
trai
ning
pro
gram
is r
elat
ivel
y si
mpl
e an
d sh
ort i
n its
stru
ctur
e. T
wo
to th
ree
page
s ar
e su
ffici
ent w
hen
a pr
ogra
m is
gen
-er
ally
nov
el, c
ompl
ex, o
r ve
ry im
port
ant i
n co
nten
t and
see
min
gly
diffi
cult
to a
chie
ve.
109
1 1
9
3U
sefu
l,co
mpr
ehen
sive
and
com
patib
lein
pres
entin
gth
e tr
aini
ng
topi
c. F
orth
ein
trod
uctio
n to
beco
nvin
cing
, itsh
ould
be
logi
cal a
nd
com
preh
ensi
vein
pres
enta
tion,
and
com
patib
lein
info
rmat
ion
con-
tent
.T
o ac
hiev
eth
ese
char
acte
ristic
sin
the
intr
oduc
tion,
the
desi
gner
may
cons
ider
the
follo
win
gpo
ints
:
Pro
gram
back
-gro
und:
whe
re it
cam
efr
om a
ndth
e ge
nera
lprof
es-
sion
al n
eeds
whi
ch le
dto
its
exis
tenc
e.
* T
ype
ofem
ploy
ees
ortr
aine
es th
atw
ill p
artic
ipat
ein
the
prog
ram
.
* A
ppro
pria
tenu
mbe
r of
part
icip
ants
inth
e pr
ogra
m.
Mai
n pr
ogra
mou
tline
s or
com
pone
nts.
* B
ehav
iora
lorpr
ofes
sion
alsi
gnifi
canc
ew
hich
the
prog
ram
will
con
-
trib
ute
toth
e fu
ture
empl
oyee
s,an
d th
eor
gani
zatio
nof
the
job.
The
prog
ram
'sge
nera
l sta
tus
rela
tive
topa
st,c
urre
nt,
and
futu
re
trai
ning
.4
.C
hron
olog
ical
lyse
quen
ced.
The
con
tent
shou
ldre
pres
ent
the
thre
e tim
ecy
cles
: the
past
, pre
sent
and
futu
reof
the
trai
ning
pro
-
gram
and
prof
essi
onal
deve
lopm
ent.
Fol
low
ing
the
poin
tssu
gges
t-
ed in
para
grap
h 3
abov
e m
ayhe
lp th
ede
sign
er to
achi
eve
this
in-
trod
ucto
rytim
e se
quen
ce.
Ste
p F
our:
Writ
ing
the
Gen
eric
Goa
ls.
Gen
eric
goa
lsar
eco
mpo
site
stat
emen
tsre
pres
entin
g a
mix
ture
of
prof
essi
onal
skill
s w
hich
trai
nees
shou
ldac
hiev
e as
are
sult
ofth
e
trai
ning
pro
gram
.The
ski
llsof
one
goal
em
body
aha
rmon
ious
conf
igu-
ratio
n of
cogn
itive
,affe
ctiv
e-so
cial
and
psyc
hom
otor
beha
vior
s.
Due
to th
ebe
havi
oral
mul
tiplic
ity o
fthes
e go
als,
thei
rst
atem
ents
are
brok
en d
own
into
one
sw
hich
are
mor
esp
ecifi
c an
dlim
ited
in c
on-
tent
. The
sear
eca
lled
usua
lly, t
hete
rmin
al a
ndfo
rmat
ive
beha
vior
al
obje
ctiv
es(R
efer
toch
apte
r 5
).
Reg
ardl
ess
ofth
e na
ture
of g
ener
icgo
als,
the
desi
gner
,w
hen
pres
entin
gth
em in
this
para
grap
h,sh
ould
mai
ntai
nth
eiri
mpl
emen
ta-
tion
sequ
ence
with
in p
rogr
am.
He
may
stat
e:"P
artic
ipan
tsar
eex
pect
-
ed to
achi
eve
asa
resu
ltof
pro
gram
'sad
min
istr
atio
n,th
efo
llow
ing
goal
s: 1 2
110
120
44
3 4 5
Ste
p F
ive:
Writ
ing
Tra
inin
gP
rere
quis
ites
Tra
inin
gpr
ereq
uisi
tes
are
oftw
o m
ain
type
s:ad
mis
sion
requ
ire-
men
ts o
ftra
inee
s to
prog
ram
,an
dad
mis
sion
test
s.
Adm
issi
onre
quire
men
tsto
trai
ning
prog
ram
Eve
ry n
ewle
arni
ngen
deav
orre
quire
ssp
ecifi
cpo
st-le
arni
ngex
per-
ienc
es to
be b
ased
on a
ndto
incr
ease
itsac
hiev
emen
t.P
rofe
ssio
nal
skill
s w
hich
are
soug
ht b
ytr
aini
ng,c
ompl
yes
sent
ially
with
this
rule
.
Thu
s, th
eac
hiev
emen
tof th
ese
skill
sne
cess
ates
that
trai
nees
have
diffe
rent
prer
equi
site
s,su
ch a
s:
.P
hysi
cal /
psyc
ho-m
otor
sch
arac
teris
tics,
e.g.
fine
hand
ski
lls;
coor
dina
tion
ofsi
ght a
ndha
ndm
ovem
ents
;and
stam
ina.
2 .C
ogni
tive
char
acte
ristic
s .e
.g.
spec
ial a
ndge
nera
lin
telli
genc
e,
cogn
itive
abili
ties
(kno
wle
dge
com
preh
ensi
on,
appl
icat
ion,
anal
-
ysis
,sy
nthe
sis
orev
alua
tion)
,type
ofc
ogni
tive
leve
l(en
acat
ive,
icon
ic a
ndsy
mbo
lic).
3P
sych
olog
ical
char
acte
ristic
se.
g.pr
ofes
sion
alat
titud
es,
locu
s
of c
ontr
ol,
pers
iste
nce
and
conc
entr
atio
n.
4 .A
cade
mic
achi
evem
ents
:e.g.
prof
essi
onal
cour
ses,
wor
ksho
ps
ordi
plom
as,ac
hiev
emen
tgrad
es, a
ndw
ork
expe
rienc
es.
5 . T
rain
ing
inst
itutio
nre
quire
men
ts:T
rain
ing
inst
itutio
ns d
ore
quire
som
etim
essp
ecia
lcon
ditio
nsfo
r en
try
to th
eir
prog
ram
s,e.
g.
spec
ific
age
cate
gory
,pr
ivat
e or
gove
rnm
enta
lsect
or, m
enor
wom
an,a
chie
vem
entof
par
ticul
arco
urse
,mat
eria
ls o
rskill
s sp
e-
cific
for
prof
essi
onal
leve
l,po
pula
tion
segm
ent,
race
or g
eo-
grap
hic
regi
on.
All
abov
ead
mis
sion
prer
equi
site
san
d po
ssib
leot
hers
,sh
ould
be
spel
led
outb
y th
ede
sign
er, s
oth
at th
eyw
ill b
eco
mpl
etel
ycl
ear
and
unde
rsto
odpe
rfec
tly la
ter
bypr
actit
ione
rs.
111
121
Adm
issi
on te
sts
:A
dmis
sion
test
s co
uld
bew
ritte
n, o
ral o
r ac
adem
icpe
rfor
man
ce e
x-
ams,
per
sona
lint
ervi
ews,
or
mer
ely
answ
erin
g w
ritte
n qu
estio
nnai
res.
The
re
ults
of t
hese
test
sbe
nefit
trai
ning
in tw
ore
spec
ts:
1 . S
ortk
g em
ploy
ees
into
acc
epta
ble
and
reje
cted
cate
gorie
s of
trai
-
nees
.2
. Sor
ting
novi
cetr
aine
es in
to h
omog
eneo
usle
vels
of a
chie
vem
ent,
henc
e re
spon
ding
to th
ede
man
ds o
f eac
h le
vela
ccor
ding
ly.
Whe
n w
ritin
g ad
mis
sion
test
s fo
r th
e tr
aini
ngdo
cum
ent,
the
de-
sign
er s
houl
d:*
Des
crib
e th
eir
cont
ents
,ro
les,
str
engt
hs a
ndw
eakn
esse
s.
* P
rese
nt a
pplic
atio
nst
eps.
* P
rovi
de th
e st
anda
rdan
swer
s.-
* P
rovi
de a
cop
y of
each
test
. If t
he c
onte
xtof
the
curr
ent p
ara-
grap
h is
not
abl
e to
hol
dth
e te
st c
opie
s, e
spec
ially
whe
n th
ey a
re
dive
rse
and
long
, the
desi
gner
then
con
side
rpu
tting
them
in
spec
ific
indi
ces
at th
een
d of
the
trai
ning
docu
men
t. T
his
sugg
es-
tion
appl
ies
as w
ell t
oad
mis
sion
req
uire
men
tsst
ated
pre
viou
sly.
Step
Six
: Wri
ting
Staf
f R
equi
rem
ents
for
The
Inst
ruct
ion
ofT
rain
ing
Adm
issi
on o
r w
orki
ngpr
ereq
uisi
tes
to a
trai
ning
pro
gram
are
not
limite
d to
trai
nees
, rat
her
they
sho
uld
be e
xten
ded
to tr
aine
rs, a
dmin
-
istr
ator
s, te
chni
cian
s an
dot
her
pers
onne
l. T
hetr
aini
ng c
aolre
sho
uld
also
hav
e th
e re
quire
dpe
rson
al a
nd p
rofe
ssio
nalq
ualif
icat
ions
bef
ore
they
cou
ld b
e ac
cred
ited
to tr
aini
ng r
oles
. The
sere
quire
men
ts m
ay b
e
sum
med
as
follo
ws:
1.S
peci
aliz
ed k
now
ledg
e in
trai
ning
topi
cs.
2 . P
rofe
ssio
nalis
min
teac
hing
trai
ning
subj
ects
(e.
g. m
etho
ds ,
prin
ci-
ples
, m
edia
and
adm
imin
ista
tion)
.
3 . P
ract
ical
kno
wle
dge
in a
ndra
gogy
.
4.P
ract
ical
ski
ll in
the
eval
uatio
nof
ach
ieve
men
t /pr
oduc
tivity
.
Sta
ff re
quire
men
ts m
ust
be d
etai
led
like
any
othe
r co
mpo
nent
of
the
prog
ram
. "Q
ualif
icat
ions
of tr
aini
ng s
taff"
cou
ldbe
a s
uita
ble
title
of
this
par
agra
ph.
112
122
Step
Sev
en: W
ritin
gth
e G
ener
al S
truc
ture
of th
e T
rain
ing
Prog
ram
Thi
s pa
ragr
aph
is n
otob
ligat
ory
for
the
prog
ram
docu
men
t, th
ough
it is
ben
efic
ial a
s an
intr
oduc
tory
sta
tem
ent t
otr
aini
ng le
sson
s la
ter.
Whe
n w
ritin
g th
e pa
ragr
aph,
seve
ral p
rinci
ples
may
be
note
d:
1 . B
e ve
ry b
rief.
2 . B
e su
ppor
ted
with
illus
trat
ive
draw
ings
and
tabl
es.
3.pr
esen
t gen
eral
info
rmat
ion,
so th
at tr
aini
ngfa
cts
are
not l
itera
lly r
e-
peat
ed in
oth
er p
arag
raph
s,es
peci
ally
, the
trai
ning
less
ons.
If th
e jo
b: C
ar d
rivin
g(t
he il
lust
rativ
e ex
ampl
eth
roug
hout
this
boo
k)
is c
onsi
dere
d. T
hepa
ragr
aph
of th
e tr
aini
ngdo
cum
ent c
ould
ap-
pear
as
follo
ws:
"The
trai
ning
pro
gram
"car
driv
ing"
, is
com
pose
d of
thre
e be
havi
oral
units
: driv
ing
on th
ero
ad fo
r a
four
-w
eek
perio
d (o
new
eek
on-c
ampu
san
d th
ree
wee
ksof
f-
cam
pus
trai
ning
); c
arm
aint
enan
ce fo
r on
ew
eek;
and
ob-
serv
atio
n of
traf
fic a
ndsa
fety
law
s fo
r on
ew
eek.
Driv
-
er tr
aini
ngw
ill c
ontin
ueof
f-ca
mpu
s on
act
ual
road
s fo
r
thre
e w
eeks
dur
ing
whi
ch m
aint
enan
cesk
ills
and
obse
r-
vanc
e of
traf
fican
d sa
fety
law
sw
ill b
e ap
plie
d.T
he
trai
ning
pro
gram
with
its tr
i-com
pone
nts,
can
be r
epre
-
sent
ed d
iagr
amm
atic
ally
in fi
gure
II:
Ent
ry -
-OP
Inst
ruct
ion
oftr
affic
&sa
fety
taw
s
1st
wee
k2n
d3r
dw
eek
wee
k4t
hw
eek
II
Fie
ld p
ract
ice
of tr
affic
& s
afet
y la
ws
Car
mai
n-P
rogr
am -
ale,
tena
nce
trai
ning
IFie
ld p
ract
ice
of C
ar m
aint
enan
ce
Rep
etiti
on o
f the
pro
gram
fully
or
in p
an
Fig
ure
Gen
eral
cur
ricul
ar &
ope
ratio
nals
truc
ture
of t
rain
ing
prog
ram
- C
ar d
rivin
g.
113
123G
radu
atio
n
cert
i-fic
atio
nof
trai
nees
Tra
inin
g on
car
mai
nten
ance
will
be
impl
emen
ted
on-
cam
pus
with
in th
e m
echa
nic
wor
ksho
p. T
raffi
c an
d sa
fe-
tyla
ws
will
be
inst
ruct
edin
dem
onst
ratio
n ro
oms
equi
ped
with
boa
rds,
vid
eo fi
lms,
slid
es a
nd tr
ansp
aren
-cy
kits
, and
sim
ulat
iors
. Fin
ally
, a c
ar d
rivin
g un
it w
illbe
impl
emen
ted
at th
e sp
ecia
l fac
ilitie
s of
the
city
traf
-fic
dep
artm
ent f
or o
ne w
eek
perio
d, th
en w
ill c
ontin
ueof
f-ca
mpu
s, c
oupl
ed w
ith c
ar m
aint
e an
ce, a
nd tr
affic
and
safe
ty la
ws,
for
thre
e w
eeks
.T
hree
cat
egor
ies
of tr
aine
rs a
re a
vaila
ble
to c
ondu
ctth
e pr
ogra
m: I
nstr
uctio
nsof
traf
fic a
nd s
afet
y la
ws,
mai
nten
ance
tech
nici
ans,
and
roa
d dr
ivin
g tr
aine
rs."
Ste
p E
ight
: Writ
ing
Tra
inin
g Le
sson
sT
rain
ing
less
ons
are
wor
king
ses
sion
s th
roug
h w
hich
the
prog
ram
is a
dmin
iste
red
and
trai
nees
usu
ally
dev
elop
thei
r re
quire
d pr
ofes
sion
-al
ski
lls.
For
com
posi
ng tr
aini
ng le
sson
s, th
e de
sign
er m
ay c
onsi
der
the
fol-
low
ing
elem
ents
:1
. The
less
on's
ser
ial n
umbe
r , a
nd ti
tle w
ithin
the
trai
ning
pro
gram
.2
. The
dat
e of
its
impl
emen
tatio
n3
.T
he tr
aini
ng p
erio
d in
hou
rs o
r m
inut
es4
.T
he g
ener
al g
oal a
nd b
ehav
iora
l obj
ectiv
e5
.T
rain
ees
achi
evem
ent p
rere
quis
ites.
e.g
. con
cept
s, s
kills
or
prev
i-ou
s le
sson
s6
.R
equi
red
trai
ning
kno
wle
dge
7.
Act
iviti
es a
nd e
xerc
ises
of t
rain
ees,
incl
udin
g pr
ojec
ts, a
ssig
n-m
ents
and
pra
ctic
e w
hich
they
will
und
erta
ke, f
or th
e pu
rpos
e of
achi
evem
ent,
and
grad
uatio
n.8
.T
ypes
and
pro
cedu
res
of fo
rmat
ive
eval
uatio
n an
d su
mm
ativ
e te
sts
or p
erfo
rman
ces
expe
cted
from
trai
nees
at t
he e
nd o
f the
trai
ning
prog
ram
.9
.T
he in
stru
ctio
n of
trai
ning
whi
ch in
clud
es:
Nec
essa
ry h
uman
res
ourc
es in
type
s an
d nu
mbe
rs c
omm
ensu
rate
with
thei
r ro
les
thro
ugho
ut tr
aini
ng.
* M
ain
trai
ning
met
hods
whi
ch m
ay b
e us
ed in
impl
emen
ting
each
less
on. 12
411
4
* T
rain
ing
med
ia a
nd te
chno
logy
, bot
h th
e ba
sic
and
supp
ort o
nes.
* T
rain
ing
site
s or
faci
litie
s w
hich
will
be
used
by
each
less
on.
* T
rain
ees'
mat
eria
ls, e
.g. n
otes
, han
dout
s, te
xtbo
oks,
ref
eren
ces,
prog
ram
med
mat
eria
ls, t
rain
ing
pack
ages
, mov
ies,
vid
eo fi
lms,
au-
dio
tape
s, e
tc.
Tra
iner
s re
fere
nces
. e.g
. the
pro
gram
doc
umen
t, th
e tr
aine
rsgu
ideb
ooks
, tra
inin
g pa
ckag
es, e
tc.
Whe
n w
ritin
g tr
aini
ng le
sson
s, th
e de
sign
er ta
kes
into
cons
ider
atio
n th
e fo
llow
ing
prin
cipl
es:
1.W
ritin
g ea
ch le
sson
's e
lem
ent t
o its
fine
st d
etai
ls. T
rain
ing
less
ons
shou
ld b
e se
lf pe
rfor
min
g to
ols
by b
oth
trai
ners
and
trai
nees
. one
mor
e re
ason
to d
etai
l tra
inin
g le
sson
s is
to r
espo
nd to
diff
eren
t lig
h/lo
w p
rofe
ssio
nal q
ualif
icat
ions
of t
rain
ers
and
othe
r pr
ogra
mpe
r-so
nnel
.2
.D
escr
ibin
g th
e de
velo
pmen
tal s
teps
of n
on-
com
mer
cial
med
ia a
ndm
ater
ials
, so
that
tech
nici
ans
and
prog
ram
sup
port
ser
vice
s w
ill b
ehe
lped
late
r w
hile
dev
elop
ing
thes
e tr
aini
ng to
ols
.
3.
Des
crib
ing
the
qual
ifica
tions
of h
uman
res
ourc
es, e
.g. t
ypes
and
qual
ities
, num
bers
of e
ach
need
ed b
y ea
ch le
sson
, exp
ecte
d tr
ain-
ing
role
s.
4.D
escr
ibin
g th
e tr
aini
ng fa
cilit
ies,
equ
ipm
ents
, mac
hine
ry, t
echn
olo-
gy a
nd r
efer
ence
s, ta
king
into
acc
ount
the
beha
vior
al n
eeds
whi
chbe
fulfi
lled
by e
ach.
If a
ppro
pria
te, t
he p
ossi
ble
date
s du
ring
whi
chth
ese
serv
ices
be
empl
oyed
in tr
aini
ng, s
houl
d be
incl
uded
.
5.
Diff
eren
tiatin
g th
e pr
esen
tatio
n fo
rms
of tr
aini
ng le
sson
s. T
hey
shou
ld n
ot b
e lim
ited
to w
ritte
n on
es. I
nste
ad, o
ther
form
sm
ay b
ead
opte
d, s
uch
as :
min
i-cou
rses
, mic
ro-t
rain
ing
units
, tra
inin
g pa
ck-
ages
, beh
avio
ral u
nits
(or
trai
ning
by
obje
ctiv
es u
nits
), m
otio
n pi
c-tu
re u
nits
(e.
g. v
ideo
, 8 m
m o
r 16
mm
film
s), c
ompu
ter-
assi
sted
trai
ning
uni
ts, a
udio
slid
e ki
ts a
nd m
any
othe
rs.
6.P
rovi
ding
less
on's
text
s w
ith il
lust
rativ
e dr
awin
gs, p
ictu
res,
gra
phic
san
d ta
bles
whe
reev
er a
ppro
pria
te.
7.
Ope
ning
the
less
on w
ith a
gen
eral
sta
tem
ent r
epre
sent
ing
its in
-te
nt (
s), m
ain
act /
act
s or
pro
fess
iona
l ski
lls, a
nd c
losi
ng, w
itha
brie
f, m
eani
ngfu
l sum
mar
y.
115
125
Ste
p N
ine:
Writ
ing
Eva
luat
ion
of P
rogr
am's
Val
idity
and
Pro
duct
ivity
Pro
gram
's v
alid
ity m
eans
her
e its
beh
avio
ral r
epre
sent
atio
n of
pro
-fe
ssio
nal n
eeds
of t
rain
ees.
Whi
le p
rodu
ctiv
ity d
enot
es th
e pr
ogra
m's
abili
ty to
pro
duce
the
requ
ired
skill
s .
Cha
pter
(9)
spe
cial
ises
in th
e tr
eatm
ent o
f abo
ve to
pics
. T
he d
e-si
gner
con
side
rs h
owev
er w
hile
writ
ing
this
par
agra
ph ,
all p
rinci
ples
,
proc
edur
es a
nd in
stru
men
ts d
eem
ed n
eces
sary
for
dete
rmin
ing
the
prog
ram
's v
alid
ity a
nd p
rodu
ctiv
ity. A
ctua
l ins
trum
ents
or
tool
s co
u':-
-be
inse
rted
in s
peci
al in
dice
s at
the
end
of th
e tr
aini
ng d
ocum
ent .
Ste
p T
en: W
ritin
g O
rgan
izat
iona
l & A
dmin
istr
ativ
e R
ules
of th
e T
rain
ing
Pro
gram
Tra
inin
g lik
e an
y ot
her
cons
truc
tive
hum
an b
ehav
ior,
nee
ds s
ome
dire
ctio
ns, f
ocus
ing
prin
cipl
es /
proc
edur
es c
oord
inat
ion,
sup
ervi
sion
and
guid
ance
. Con
sequ
ently
, rul
es g
over
ning
the
daily
asp
ects
or
ac-
tiviti
es o
f tra
inin
g sh
ould
be
spec
ified
in th
e do
cum
ent,
and
then
,ha
nded
late
r to
trai
nees
at t
he b
egin
ning
of p
rogr
am im
plem
enta
tion.
The
se o
rgan
izat
iona
l and
adm
inis
trat
ive
proc
edur
es c
ould
be
:
1.T
ypes
and
tech
niqu
es o
f sup
ervi
sion
ado
pted
thro
ugho
ut tr
aini
ng.
2.S
ecur
ity a
nd s
afet
y ru
les
of a
ttend
ing
the
trai
ning
site
s or
faci
lite.
3.R
ules
of u
sing
trai
ning
mat
eria
ls a
nd m
achi
neys
.
4.R
ules
of h
ousi
ng a
nd m
eals
(of
roo
m a
nd b
oard
) .
5.R
ules
of c
omm
unic
atio
n w
ith th
e ex
tern
al w
orld
.
6.R
ules
of p
artic
ipat
ion
in tr
aini
ng s
essi
ons
.
7.R
ules
of g
ener
al a
ccet
able
con
duct
thro
ugho
ut tr
aini
ng .
8.R
ules
of a
ttend
ance
and
abs
ente
eism
.
9.R
ules
of e
mer
genc
y ho
liday
s .
10. R
ejec
tion
rule
s fr
om tr
aini
ng p
rogr
am.
11. R
ules
of g
radu
atio
n an
d ce
rtifi
catio
n .
12. R
ules
of u
sing
the
car
park
ing
lot .
126
116
Ste
p E
leve
n: W
ritin
g/In
sert
ing
Indi
ces,
Ref
eren
ces
and
Oth
er T
rain
ing
Per
iphe
rals
Thi
s pa
ragr
aph
is a
con
clud
ing
sect
ion
of th
e tr
aini
ng d
ocum
ent,
itco
ntai
ns b
esid
es th
e re
fere
nces
, all
the
mat
eria
ls, i
nstr
umen
ts, t
ools
,qu
estio
nnai
res
and
test
s th
at c
anno
t be
incl
uded
with
in th
e te
xts
ofab
ove
ten
para
grap
hs o
f the
trai
ning
doc
umen
t .
The
Des
ign
of P
rogr
am M
arke
ting
Pro
gram
mar
ketin
g is
the
proc
ess
of a
dver
tisem
ent t
hrou
gh w
hich
a tr
aini
ng p
rogr
am is
intr
oduc
ed to
pro
fess
iona
l com
mun
ities
in p
ublic
and
priv
ate
sect
ors,
by
mea
ns o
f new
spap
ers,
mag
azin
es, p
oste
rs,
T.V
/ R
adio
ann
ounc
emen
ts, p
erso
nal i
nter
view
s, in
vita
tion
lette
rs, e
l-ec
tron
ic (
tele
- c
omm
unic
atio
n) m
essa
ges,
per
iodi
cal a
ds, o
r fie
ld v
isi-
tatio
ns .
The
inte
nded
res
ult f
rom
the
use
of th
ese
proc
edur
es, i
s th
e ad
op-
tion
of th
e tr
aini
ng p
rogr
am b
y co
ncer
ned
part
ies
.U
sual
ly, t
he m
ailin
g le
tters
or
hand
outs
are
car
ried
out b
y th
e tr
ain-
ing
inst
itutio
n in
adv
ertis
ing
the
prog
ram
to s
elec
ted
part
ies.
The
se in
-vi
tatio
n / a
nnou
ncem
ent m
ediu
ms
may
brie
fly c
onta
in th
e fo
llow
ing
elem
ents
(1)
:1
. Titl
e of
pro
gram
.2
.D
ate,
per
iod
and
site
(s)
of i
mpl
emen
tatio
n .
3.T
rain
er o
r co
ordi
nato
r of
the
prog
ram
.4
.M
ain
out-
lines
or
goal
s of
the
prog
ram
.5
.P
artic
ipan
ts' g
ualif
icat
ions
.6
.R
egis
trat
ion
date
and
fees
(if
appl
icab
le)
.7
.P
roce
dura
l ste
ps o
f the
pro
gram
's r
eque
st o
r re
gist
ratio
n .
8.A
ddre
ss (
pers
ons,
P. 0
. Box
, tel
epho
nes,
tele
x, fa
x )
by w
hich
reg
-is
trat
ion
is p
ossi
ble
.
Pre
para
tion
for
Pro
gram
Impl
emen
tatio
nIm
plem
enta
tion
of tr
aini
ng is
the
act o
f adm
inis
terin
g th
e de
sign
edpr
ogra
m w
ith tr
aine
es b
y em
ploy
ing
all s
ugge
sted
hum
an s
ervi
ces
such
as
trai
nees
, adm
inis
trat
ors,
exp
erts
, tec
hnic
ians
, sec
reta
rial a
ndm
aint
enan
ce p
erso
nnel
; and
mat
eria
l ser
vice
s su
ch a
s fa
cilit
ies,
equ
ip-
men
ts m
achi
nery
, tec
hnol
ogy,
med
ia a
nd m
ater
ials
, bud
get a
nd ti
me
sche
dule
s.
117
127
Con
side
ring
all o
f the
abo
ve, p
repa
ratio
n fo
r tr
aini
ngim
plem
enta
-tio
n co
vers
the
follo
win
g co
ncer
ns :
1.T
he p
repa
ratio
n of
mat
eria
ls, m
edia
and
tech
nolo
gy.
2 . T
he p
repa
ratio
n of
faci
litie
s.
3 . T
he p
repa
ratio
n of
tool
s an
d m
achi
nery
.
4. T
he p
repa
ratio
n of
writ
ten,
raw
and
pre
- fa
bric
ated
mat
eria
ls, i
n-cl
udin
g te
xt b
ooks
, wor
k bo
oks,
han
dout
s, r
efer
ence
s,et
c.
5. T
he p
repa
ratio
n of
rul
es a
nd g
uide
lines
of o
rgan
izin
g an
d ad
min
is-
terin
g tr
aini
ng.
6. T
he p
repa
ratio
n of
diff
eren
t hum
an s
ervi
ces
by p
rovi
ding
them
with
trai
ning
rul
es a
nd m
ater
ials
; and
hol
ding
pre
para
tory
/ tra
inin
g se
s-si
ons
(sho
rt a
nd in
tens
ive
sess
ions
) w
ithan
y pe
rson
nel w
ho m
ayne
ed th
em.
7. T
he p
repa
ratio
n of
dai
ly p
lans
of t
rain
ing
.8
. The
pre
para
tion
and
orga
niza
tion
of e
xper
ts a
ndsp
ecia
lists
' par
tici-
patio
ns.
9. T
he p
repa
ratio
n of
app
ropr
iate
inte
rnal
/ ex
tern
al s
yste
ms
of c
om-
mun
icat
ion
.
10. T
he p
repa
ratio
n of
tran
spor
tatio
n .
11. T
he p
repa
ratio
n of
hou
sing
and
food
ser
vice
s.
12. T
he p
repa
ratio
n of
gen
eral
and
rec
reat
iona
l ser
vice
s.
Impl
emen
tatio
n of
trai
ning
on
the
othe
r ha
nd,
take
sge
nera
l ste
ps a
s:1
. Rev
iew
ing
the
read
ines
s of
all
conc
erne
d hu
man
and
mat
eria
l ser
-vi
ces
for
the
com
men
cem
ent o
f tra
inin
g, w
ithin
stan
t sup
ply
orm
odifi
catio
n w
here
ever
dee
med
nec
essa
ry.
2. H
oldi
ng a
gen
eral
mee
ting
with
trai
nees
to a
cqua
int t
hem
with
the
prog
ram
, the
trai
ning
facu
lty, a
nd w
orki
ng fa
cilit
ies.
Tra
inee
s w
illbe
acco
mpa
nied
dur
ing
a qu
ick
tour
, sho
win
g th
em th
etr
aini
ng fa
cili-
ties
and
site
s.
3. A
dmin
iste
ring
of p
retr
aini
ng a
cade
mic
test
s to
det
erm
ine
the
back
-gro
und
know
ledg
e an
d sk
ills
of tr
aine
es.
4. S
ortin
g tr
aine
es in
to h
omog
enio
us g
roup
s in
ord
er to
res
pond
toth
eir
prof
essi
onal
nee
ds a
ccor
ding
ly.
5 . D
istr
ibut
ing
the
trai
ning
sch
edul
e, h
ando
uts
and
othe
r ap
prop
riate
mat
eria
ls. T
rain
ers
inst
ruct
iona
l pla
ns s
houl
d al
sobe
han
ded
to tr
ai-
nees
.
178
118
6. A
dmin
iste
ring
trai
ning
pro
gram
with
trai
nees
acc
ordi
ng to
doc
u-m
ent,
plan
s an
d th
e pr
epar
ed h
uman
and
mat
eria
l ser
vice
s.
7. E
valu
atio
n of
trai
nees
ach
ieve
men
t and
pro
gram
's v
alid
ily /
prod
uc-
tivity
acc
ordi
ng to
sug
gest
ed p
lans
.
Wha
t Com
es N
ext ?
Now
,th
e tr
aini
ng d
ocum
ent i
s co
ncre
te a
nd r
eady
for
oper
atio
n.
The
hum
an a
nd m
ater
ial s
ervi
ces
are
qual
ified
and
pre
pare
d fo
r w
ork.
The
pro
gram
is m
arke
ted
to c
once
rned
com
mun
ities
/ par
ties
and
will
be a
dmin
iste
red
with
trai
nees
as
is p
lann
ed.
Wha
t it i
s le
ft to
be
done
afte
r ac
tual
impl
emen
tatio
nis
to e
valu
ate
the
valid
ity o
f the
pro
gram
to tr
aine
es n
eeds
and
esse
ntia
lly, s
peci
fy-
ing
its e
ffect
iven
ess
in p
rodu
cing
the
requ
ired
prof
essi
onal
ski
lls. T
heco
nclu
ding
cha
pter
of t
his
book
(ch
apte
r 9)
spe
cial
izes
in a
bove
eva
lu-
atio
n ta
sks
.
119
129
ti
Cha
pter
IX
Des
igni
ng th
e E
valu
atio
nof
Tra
inin
g -
Prog
ram
's P
rodu
ctiv
ity a
ndV
alid
ityIn
trod
uctio
nE
valu
atio
n of
trai
ning
is th
epr
oces
s of
wei
ghin
g its
beh
avio
ral v
al-
ues
agai
nst s
peci
fic c
riter
ia. W
hen
thes
ecr
iteria
are
con
cern
ed w
ithpr
ogra
m's
effe
ctiv
enes
s or
abi
lity
to p
rodu
ce th
ede
sira
ble
outc
omes
,th
en th
e ac
t is
calle
d ev
alua
tion
of e
ffect
s, o
r pr
oduc
t eva
luat
ion.
Whe
n cr
iteria
on
the
othe
rha
nd, p
robe
pro
gram
's a
bilit
y to
repr
e-se
nt p
rofe
ssio
nal n
eeds
of t
rain
ees,
the
wei
ghin
g of
trai
ning
con
se-
quen
tly d
enot
es th
e ev
alua
tion
of th
epr
ogra
m's
val
idity
(re
fer
to la
stpa
ragr
aph
befo
re th
e en
d of
the
chap
ter)
.T
he c
urre
nt c
hapt
er tr
eats
brie
fly th
e ev
alua
tion
of tr
aini
ng p
rodu
c-tiv
ity a
nd v
alid
ity; g
ivin
g m
ore
atte
ntio
nto
the
prac
tical
asp
ects
of
thes
e im
port
ant i
ssue
s.
Typ
es a
nd P
urpo
ses
ofT
rain
ing
Eva
luat
ion
Pro
gram
's e
valu
atio
n, b
esid
es a
bove
two
maj
or ty
pes,
cou
ld b
e, a
c-co
rdin
g to
its
occu
ranc
e th
roug
hout
trai
ning
, of t
hree
kin
ds :
-
The
firs
t : p
re-e
ntry
,an
alyt
ic, o
r ne
eds
asse
ssm
ent e
valu
atio
n w
hich
lead
s to
the
form
atio
n of
the
trai
ning
pro
gram
.T
he s
econ
d : f
orm
ativ
e ev
alua
tion
whi
ch c
once
rns
itsel
f with
bui
ld-
ing
up a
nd im
prov
ing
the
trai
nees
' ach
ieve
men
t of r
e-qu
ired
prof
essi
onal
ski
lls; t
hus
guid
ing,
rev
isin
g or
up-
grad
ing
wha
t is
deem
edne
cess
ary
for
trai
ning
in r
egar
dto
hum
an a
nd m
ater
ial
reso
urce
s.T
he th
ird: s
umm
ativ
e or
fina
l eva
luat
ion
whi
ch o
ccur
s at
the
end
oftr
aini
ng,e
.g.,
iden
tify
trai
nees
as
havi
ng p
asse
d or
faile
dac
cord
ing
to th
e ev
alua
tive
crite
ria.
Wha
teve
r th
e ty
pes
oftr
aini
ng e
valu
atio
n m
ay b
e, th
e m
ain
purp
os-
es o
f it,
are*
:
Tra
inig
em
brac
es a
ll fa
ctor
s &
proc
esse
s in
volv
ed in
a p
rofe
ssio
nal d
evel
op-
men
t pro
gram
. The
pro
ject
edpu
rpos
es th
eref
ore
conc
ern
thes
e co
mpo
-ne
nts
indi
vidu
ally
and
as
a w
hole
.
121
130
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;'
xspe
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'lila .F
.
3,27poP
zavo,
4 E
g 2
gE
5
....
4g
§cr
ai,3
Ii
a- w
gre,
wg,
12
ifg g
srg-
§
P ali: F.
;t 0: re
1 g
43.4
.i i
ia
r....
. --
-0
6.-
63'
ao,
.P
6."
.R
z 0
122
131
a. 0 3 C 0a) of 0. 0 3 5) 0 0 Si)
"02)
-111
, 0 0 co 0 C ti) 0 0 -0 0
1. S
peci
ficat
ion
of tr
aini
ng p
rodu
ctiv
ity.
2. S
peci
ficat
ion
of tr
aini
ng v
alid
ity.
3. S
teer
ing
trai
ning
to a
chie
ve p
ropo
sed
goal
s.4.
Impr
ovin
g th
e qu
ality
of t
rain
ing.
5. J
ustif
icat
ion
of tr
aini
ng r
oles
, pla
ns a
nd c
ost t
o th
e pu
blic
,co
n-ce
meJ
inst
itutio
ns, o
r go
vern
men
tal a
genc
ies.
Too
l (I)
: A
brid
ged
tool
for
eval
uatin
g tr
aini
ng le
sson
s of
pros
pec-
tive
trai
ners
.
Tra
inee
(N
ovic
e T
rain
er):
Tra
inin
g to
pic:
Maj
or o
r jo
b:--
-T
ime
and
date
:W
ork
site
:O
bser
ver:
Tra
iner
's A
ctiv
ities
&ch
arac
teri
stic
s2
46
V.
good 8
Exc
el-
lent 10
sub_
ratin
gs
1.Pr
epar
atio
n fo
r tr
aini
ng.
2.M
otiv
atio
n of
trai
nees
.3.
Skill
in u
sing
indi
vidu
altr
aini
ng m
etho
ds.
4.Sk
ill in
usi
ng s
mal
l gro
upm
etho
ds.
5.Sk
ill in
usi
ng la
rge
grou
pm
etho
ds.
6.Sk
ill in
usi
ng tr
aini
ng m
e-di
a &
tech
nolo
gy.
7.Sk
ill in
usi
ng a
ppro
pria
teev
alua
tion
met
hods
& te
ch-
niqu
es.
8.E
ncou
rage
men
t of
trai
nees
'pa
rtic
ipat
ion.
9.C
lass
room
man
agem
ent.
10.
Gen
eral
dem
eano
r du
ring
trai
ning
.
,
Not
es:
Gra
ndto
tal
100
Mea
sure
s an
d T
ools
of T
rain
ing
Eva
luat
ion
Mea
sure
s an
d to
ols
whi
ch a
re o
ften
used
in th
e ev
alua
tion
of th
e
132
trai
ning
, are
brie
fed
belo
w (
1) :
1. O
ral t
ests
.2.
Per
form
ance
test
s. e
.g. e
xerc
ises
, bas
ket d
ecis
ions
, dem
onst
ra-
tions
, and
sim
ulat
ion
acts
.3.
Rep
orts
, pro
ject
s an
d re
sear
ch s
tudi
es.
4. In
divi
dual
mea
sure
s e.
g. e
valu
atio
n by
obj
ectiv
es, p
erfo
rman
ceed
iting
, ind
ivid
ual t
estin
g an
d in
terv
iew
s.5.
Com
para
tive
mea
sure
s. e
.g. r
atin
g of
trai
nees
'pe
rfor
man
ce, d
ual
com
paris
on (
trai
nee
with
trai
nee)
, eva
luat
ion
by th
e no
rmal
curv
e, z
scor
es, a
nd s
tann
ines
.6.
Abs
olut
e qu
alita
tive
mea
sure
s.e.
g. jo
b ac
cide
nts
tech
niqu
e,be
hav-
iora
l lis
ts, a
nd fo
rced
cho
ice
test
s.7.
Abs
olut
e st
atis
tical
mea
sure
s. e
.g. r
atin
g sc
ales
and
list
s,be
havi
oral
surv
eys
and
inve
ntor
ies,
and
cos
t - b
enef
it an
alys
is.
Sam
ple
Too
ls o
f Tra
inin
g E
valu
atio
nT
rain
ing
eval
uatio
n do
es n
ot li
mit
itsel
f to
trai
nees
'pe
rfor
man
ce o
rsk
ill a
chie
vem
ent.
Rat
her,
it e
xten
ds r
espo
nsib
ilitie
sto
thei
r re
actio
ns(o
r at
titud
es)
tow
ard
the
prog
ram
, tra
iner
s an
d tr
aini
ng fa
culty
, hum
anan
d m
ater
ial s
uppo
rt s
ervi
ces,
and
the
valu
e of
beh
avio
ral r
etur
ns to
thei
r pr
ofes
sion
al fu
ture
.In
the
follo
win
g pa
ragr
aphs
, thr
ee d
iffer
ent t
ools
are
pres
ente
d as
illus
trat
ive
sam
ples
of w
hat i
s av
aila
ble
for
the
eval
uatio
nof
trai
ning
.
Abr
idge
d T
ool f
or E
valu
atio
n of
Tra
iner
and
Tra
inin
gLe
s-so
ns Thi
s si
mpl
e to
ol (
Too
l I)
was
dev
elop
ed b
y th
e au
thor
as a
trai
ner
inth
e In
stitu
te o
f Pub
lic A
dmin
istr
atio
n in
Riy
adh,
Sau
diA
rabi
a, in
ord
erto
be
used
in a
trai
ning
pro
gram
und
era
title
: "D
evel
opm
ent o
f tra
iner
s'sk
ills"
.A
n E
valu
ativ
e T
ool o
f Tra
inee
s' R
eact
ions
Tow
ard
aT
rain
ing
Pro
gram
(2)
.T
his
com
preh
ensi
ve o
pini
onna
ire (
Too
l II)
port
rays
mos
t fac
tors
and
proc
esse
s of
trai
ning
. Thu
s, w
hen
used
pro
pert
y, it
may
pin
poin
t the
irga
ps a
nd w
eakn
esse
s, le
adin
g to
the
need
ed im
prov
emen
t of t
rain
-in
g.
124
133
Too
l (II
) : A
n ev
alua
tive
tool
of
trai
nees
' atti
tude
s to
war
d tr
aini
ng.
Tra
inee
:T
he p
rogr
am:
Job:
Inst
iutio
n:O
rgan
izat
ion:
Dat
e:
A. C
onsi
deri
ng e
very
thin
g yo
u ha
ve e
xper
ienc
ed d
urin
g tr
aini
ng, w
hat i
s yo
ur r
atin
g of
the
prog
ram
? P
ut (
4) w
here
sui
tabl
e :
Not
use
ful
usef
ul 0
ver
y us
eful
exce
llent
0
B. W
ere
your
exp
ecta
tions
of
the
trai
ning
pro
gram
? pu
t (4)
whe
re s
uita
ble:
Surp
asse
dm
atch
edbe
low
wha
t you
.txp
ecte
dC
ould
you
ple
ase
expl
ain
the
reas
ons
for
your
rat
ing?
1. 2 3.
C. R
ate
the
follo
win
g (0
= N
il, I
= W
eak,
2 =
Acc
epta
ble,
3 =
Goo
d, 4
= V
. goo
d,5
= E
xcel
lent
):
- 1
Mic
rotr
aini
ng.
2In
divi
dual
tuto
ring
.3.
Indi
vidu
al p
resc
ript
ion.
- 4.
Mod
elin
g.-
5Pr
ogra
mm
ed tr
aini
ng.
- 6.
Sm
all g
roup
dis
cuss
ion.
- 7.
Tra
inin
g ex
erci
ses.
- 8.
Cas
e st
udie
s.-
9. Q
uest
ions
.-
10. S
eque
ncin
g tr
aini
ng.
- 11
. Pee
r tr
aini
ng.
- 12
. Fie
ld v
isita
tion.
13. O
n-jo
b tr
aini
ng.
- 14
. Job
gam
es.
15. S
imul
atio
n ac
ts.
- 16
. Dem
onst
ratio
n.-
17 J
ob a
ccid
ents
.-
18 P
roje
cts,
rep
orts
& s
tudi
es.
20. L
ectu
ring
.-
21. A
ppre
ntic
ing.
- 22
. Tra
inin
g by
obj
ectiv
es.
- 23
. Com
pete
ncy-
base
d tr
aini
ng.
- 24
. Bas
ket d
ecis
ions
.
D. R
ate
the
follo
win
g el
emen
ts (
0 =
Nil,
I =
Wea
k. 2
= A
ccep
tabl
e, 3
= G
ood,
4 =
V. g
ood,
5 =
Exc
elle
nt):
- 1
Com
mun
ivca
tion
with
oth
ers.
--
2. A
ttitu
de to
war
ds o
ther
s.-
- 3.
Mot
ivat
ion
of tr
aine
es.
- 4.
Com
min
men
t to
time
sche
dule
. --
5. E
nthu
sias
m to
trai
ning
topi
c.
6. D
epth
in tr
aini
ng s
ubje
ct.
7. U
sing
med
ia &
tech
nolo
gy.
8. U
sing
han
dout
s &
mat
eria
ls.
9.O
rgan
izat
ion
of tr
aini
ng e
nvir
omen
t.10
. Eva
luat
ing
& g
uidi
ng tr
aini
ng.
125
134
Too
l 11
:
E. R
atio
of
lect
urin
g to
oth
er m
etho
ds (
put (
4) w
here
sui
tabl
e):
Hig
hM
oder
ate
Low
F. T
ime
ratio
of
usin
g m
edia
& te
duto
logy
dur
ing
the
peri
od o
f tr
aini
ng (
put (
q)w
here
sui
tabl
e):
Mos
t of
the
time
Hal
f of
the
time
One
qua
rter
of
the
time
. Alm
ost n
il E
l
G. T
he ta
sks
duri
ng tr
aini
ng w
ere
(put
(4)
whe
re s
uita
ble)
:1.
Gen
eral
task
s w
ere:
Hea
vyA
ppro
pria
teL
ight
Nil
2. C
ase
stud
ies:
Div
erse
0 M
oder
ate
Lig
htN
il 0
3. T
rain
ing
assi
gtsn
ents
: Too
man
yIS
Mod
erat
eL
ight
Nil
115
H. R
ate
the
follo
win
g tr
aine
rs a
ccor
ding
to th
eir
indi
vidu
al p
erfo
rman
ce &
atti
tude
sdu
ring
trai
ning
:
Tra
iner
sA
BC
DF
Not
es
1. 2. 3. 4. 5. You
r su
gges
tions
for
impr
ovem
ent:
126
1 `4
5
An
Eva
luat
ive
Too
l of t
he O
rgan
izat
ion'
s Im
prov
emen
t as
a R
esul
t of T
rain
ing
Too
l III
: Ass
essm
ent o
f or
gani
zatio
n's
impr
ovem
ent a
s a
resu
lt of
trai
ning
.
Org
aniz
atio
n:O
bser
ver:
Spec
ialty
:D
ate:
*put
(4)
in th
e ap
prop
riat
e bo
x of
eve
ry s
tate
men
t bel
ow.
Cri
teri
on s
tatu
s
I. O
pera
tion
& M
aint
enan
ce c
osts
bec
ome:
2. P
erso
nal &
job
tens
ions
bec
ome:
3. W
ork
acci
dent
s be
com
e:4.
Com
plai
nts
abou
t wor
king
con
ditio
nsbe
com
e:5.
Wor
k ab
sent
eeis
m b
ecom
es:
6. P
artia
l dro
pout
s fr
om w
ork
beco
me:
7. C
ompl
ete
drop
outs
fro
m w
ork
beco
me:
8. C
usto
mer
s' c
ompl
aint
s be
com
e:9.
Tim
e ne
cess
ary
for
mas
tery
of
wor
kbe
com
es:
10. P
erfo
rman
ce r
epor
ts o
f em
ploy
ees
beco
me:
11. O
rgan
izat
ion'
s pe
rfor
man
ce/m
erch
andi
sebe
com
e:12
. Org
aniz
atio
n's
prof
its/r
eput
atio
nbe
com
e:13
. Qua
lity
of p
rodu
cts
/ser
vice
s be
com
e:14
. Qua
lity
of p
rodu
cts/
serv
ices
bec
ome:
15. E
mpl
oyee
s pa
rtic
ipat
ion
in o
rgan
iza-
tion'
s da
ily li
fe b
ecom
es:
16. O
pera
ting
capa
city
of
orga
niza
tion
beco
mes
:17
. The
wor
king
rou
tine
beco
mes
:18
. Em
ploy
ees'
pro
blem
s &
exc
use
beco
me:
19. H
uman
rel
atio
ns w
ithin
the
orga
niza
tion
beco
me:
20 N
ew c
usto
mer
s/re
cepi
ents
bec
ome:
Mor
e 13
Ave
rage
in L
ower
Mor
e al
Ave
rage
Low
er I
QM
ore
Ave
rage
Low
er U
Mor
eB
Ave
rage
Low
er
Mor
eA
vera
geL
ower
Mor
e 0
Ave
rage
Low
er
Mor
e 0
Ave
rage
Low
er
Mor
e 0
Ave
rage
Low
er 0
Mor
e 0
Ave
rage
Low
er 0
bette
r 0
Ave
rage
Wor
selD
Hig
her0
Ave
rage
Low
er 1
3
Mor
e 0
Ave
rage
Low
er 0
Hig
her1
3 A
vera
ge 0
Wor
seM
ore
Ave
rage
CI
Wor
seM
ore
0 A
vera
geW
orse
0
Hig
her0
Ave
rage
Low
er
Mor
e 0
Ave
rage
Low
er8
Mor
e 0
Ave
rage
0 L
ower
Eas
ier
0 A
vera
ge 0
Har
der
El
Mor
e 0
Ave
rage
Low
er 0
Low
er 0
Low
erL
ower
Low
erL
ower
Low
erL
ower
Low
er 0
low
er
Bet
ter
El
Hig
he
Mor
e
Hig
her
Mor
eM
ore
Hig
her
Low
er8
Low
erE
asie
r
Mor
e 0
Not
es:
Impr
ovem
ent r
atio
Tot
al o
f di
scre
pant
ele
men
ts
Tot
al o
f co
rres
pond
ing
do d
iscr
epan
t ele
men
ts
disc
repa
nt e
lem
ents
Scal
e el
emen
ts
1:16
127
Eva
luat
ion
of P
rogr
am's
Pro
duct
ivity
With
Cos
t - B
enef
it A
naly
sis
To
spec
ify th
e pr
ogra
m's
pro
duct
ivity
, one
sho
uld
know
, firs
t,ho
w
muc
h it
cost
and
the
prof
essi
onal
ret
urns
whi
ch a
re p
rodu
ced
info
rms
of n
ew s
kills
, atti
tude
s, a
nd k
now
ledg
e.P
rogr
am c
osts
mus
t inc
lude
eve
ry p
enny
pai
d by
bot
h em
ploy
ers
and
trai
ning
inst
itutio
ns. T
hese
cos
ts c
ould
be
dire
ct e
xpen
ditu
re a
spa
rt o
f the
allo
cate
d bu
dget
, and
indi
rect
as
the
case
of c
over
ing
ex-
pens
es, t
rain
ees
sala
ries
durin
g tr
aini
ng, o
rgan
izat
ion'
slo
ss o
f pro
d-uc
ts /
serv
ices
as
a re
sult
of e
mpl
oyee
s le
ave
for
trai
ning
.F
or e
valu
atio
n of
the
prog
ram
's p
rodu
ctiv
ity w
ith c
ost -
ben
efit
anal
-ys
is, f
our
maj
or s
teps
are
pro
pose
d:
Ste
p O
ne :
Spe
cific
atio
n of
Pos
t-A
chie
vem
ent S
core
san
d th
eir
Acc
ruin
g D
ecis
ions
for
Fut
ure
Tra
inin
g E
mpl
oym
ent.
The
mea
sure
men
t of a
chie
vem
ent i
s ac
com
plis
hed
by o
ne o
r m
ore
appr
opria
te te
chni
ques
pre
sent
ed a
bove
. Reg
ardl
ess
of th
ese
tech
-ni
ques
, how
ever
, tes
ts o
r to
ols
whi
ch a
re o
ften
used
in th
e ev
alua
tion
of a
chie
vem
ent,
fall
with
in tw
o ca
tego
ries:
nor
m -
ref
eren
ced
mea
s-ur
es w
hich
com
pare
the
achi
evem
ent o
f the
trai
nee
with
anot
her
orw
ith th
at o
f a h
emog
enio
us g
roup
.T
he s
hort
com
ing
of th
is a
ppro
ach
stem
s fr
om th
e fa
ct th
at th
ere
will
be n
o w
arra
nt fo
r th
e tr
aine
e to
suc
cess
fully
acc
ompl
ish
his
prof
es-
sion
al ta
sks
in r
ealit
y. W
hy ?
Bec
ause
the
norm
ativ
e ab
ility
whi
chse
rves
as
a ju
dgem
enta
l sta
ndar
d co
uld
be h
igh
or lo
w, s
uffic
ient
or
in-
suffi
cien
t for
per
form
ing
the
actu
al jo
b. H
ence
, the
trai
nee
may
or
may
not b
e ca
pabl
e of
car
ryin
g ou
t the
exp
ecte
d w
ork
resp
onsi
bilit
ies.
Con
trar
y to
the
rela
tive
mea
sure
s ab
ove,
abs
olut
e-re
fere
nced
test
spr
oduc
e m
ore
guar
ante
ed r
esul
ts. T
he tr
aine
e, fo
r ex
ampl
e, w
ho is
prep
ared
to b
e a
plan
e pi
lot a
nd is
judg
ed p
rofe
ssio
nally
by
abso
lute
beha
vior
al s
tand
ards
, is
gene
rally
con
side
red
a sa
fe fl
yer;
whi
le it
isdo
ubtfu
l tha
t his
pee
r, w
ho is
cer
tifie
d by
rel
ativ
e or
nor
m r
efer
ence
dm
easu
res,
is s
een
to b
e th
at w
ay.
Reg
ardl
ess
of th
e na
ture
of a
bsol
ute
and
rela
tive
mea
sure
s, fi
nal
achi
evem
ent s
core
s ar
e jo
tted
on fo
rm (
25).
The
pre
-tra
inin
g sc
ores
are
also
take
n an
d re
cord
ed in
thei
r sp
ecifi
ed c
ateg
orie
s.
128
1,47
As
form
(25
) sh
ows,
it is
com
pris
ed o
f sev
eral
col
umns
: ser
ial n
um-
bers
of j
ob a
cts
or te
rmin
al b
ehav
iora
l obj
ectiv
es, t
hen
the
stat
emen
tsof
obj
ectiv
es o
r ac
ts. T
he th
ird a
nd fo
urth
con
tain
pre
and
post
-tra
inin
gsc
ores
.The
fifth
rep
rese
nts
the
final
res
ults
of a
chie
vem
ent i
n te
rms
ofgr
ades
, pas
s / f
ail,
or o
ther
eva
luat
ive
term
s.T
he la
st c
olum
n co
ncer
ns it
self
with
trai
ning
empl
oym
ent d
ecis
ions
and
activ
ities
, bas
ed o
f cou
rse
on th
e qu
ality
of a
chie
vem
ent
scor
es in
the
prev
ious
col
umns
. The
dec
isio
ns a
nd a
ctiv
ities
are
of tw
o ty
pes:
inth
e ca
se o
f ach
ieve
men
t and
in th
e ca
se o
f non
ach
ieve
men
t. E
xam
-pl
es o
f eac
h ar
e as
follo
w:
In th
e ca
se o
f ach
ieve
men
tT
rain
ing
/ em
ploy
men
t dec
isio
ns a
nd a
ctiv
ities
cou
ld b
e :
1. T
rain
ees
grad
uate
d w
ith g
rade
s.2.
Tra
inee
s ad
vanc
ed to
ano
ther
trai
ning
leve
l.3.
Tra
inee
s pr
omot
ed to
hig
her
job
orre
spon
sibi
lity.
4. T
rain
ees
assi
gned
to n
ew jo
b or
resp
onsi
bilit
y.5.
Tra
inee
s re
war
ded
with
new
ben
efits
, sta
tute
sor
pos
ition
s .
6. T
rain
ees
perm
itted
to w
ork
cond
ition
ally
on th
e pr
emis
e of
mak
ing
up d
efic
ient
ski
lls w
ithin
spe
cific
futu
re p
erio
d.
In c
ase
of n
on-a
chie
vem
ent
Tra
inin
g / e
mpl
oym
ent d
ecis
ions
and
act
iviti
es c
ould
be
:1.
Tra
inee
s dr
oppe
d fr
ompr
ogra
m.
2. T
rain
ees
tran
sfer
ed to
clin
ical
trai
ning
ses
sion
s fo
rov
erco
min
gac
hiev
emen
t diff
icie
ncie
s.3.
Tra
inee
s re
peat
ing
the
who
le tr
aini
ngpr
ogra
m.
4. T
rain
ees
repe
atin
g sp
ecifi
cse
gmen
ts o
f the
trai
ning
pro
gram
.5.
Tra
inee
s to
rel
inqu
ish
part
ly o
r in
full
the
cost
of
trai
ning
from
thei
rsa
larie
s.6.
Tra
inee
s bl
ocke
d fr
om p
rom
otio
n un
til fu
rthe
rno
tice.
7. T
rain
ees
dem
oted
to a
prop
riate
low
er le
vel o
r ra
nk.
8. T
rain
ees
tran
sfer
ed in
tern
ally
to a
noth
erjo
b w
ithin
thei
r or
gani
za-
tions
.9.
Tra
inee
s tr
ansf
ered
to a
noth
er lo
catio
nor
reg
iona
l bra
nch
of th
e or
-ga
niza
tion.
10. T
rain
ees
term
inat
edte
mpo
raril
y fr
om jo
b un
til th
ey a
chie
ve th
e re
-qu
ired
skill
s.
129
z as -..,
....
....
.....
_,,T
F.
,....
. ti
4 s-.e
a = t. I p
.r.0..0
-
k- ft 5' ° i ' ff-
v p.
.t.ri r t t Fi
949.
«E
5 g
gei
ZP.
-6
P.PI ei . L
i
;..,,
* 9 V
xxpx
x,70
.Ex
US'
Ii..g
erE
. a . en t5 E 9,
4 " R O A"-
pr . a a' 0, .:4
)0 It p _
i P: N. 2 * o t ... . `.
4'
2 r. .s, ; 4 a. E . 4
1oN
EC
V*a g al g - . 3 1 ; e s .2 . O
.
A E 709
., p,/ 6 a A a 'S . .
of 0; E * 0 = s 2 5. 0. 1 .
< is r.
. 1 El. '- st * IF
,s 1 E §. 5. i
. g .. A - I. 6 a t_ - g.
.A ell -.g - g
g'8
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I5. -: 1. .- t., -
i-i I
P Nt I
u%
ii"" i.
0 4.:
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'4'.
0 i.0 .Z
...9
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,1:
0n
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lw
00
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g I
(6},
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...
t a!...4 a
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ta
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4 at 4 a
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a g
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= a ft 5 .
e el
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130
11 8
1 :4
9
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A)
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5:0 3
1:0
CD 3 P
a.
b< 30 < J.
P.
o
0tt
3 0.
I3
;3ta
li
z a 6.
30 3 0
a 'T
NQo
O '0 0 o 2
0 og-
t, 2.
O E
A.
3 Nf
iv=
..g.4
E P
C2
1.4
0 i <
>1.
6
E ,S I-
4
1 A
° g A r.
-P twi 4 g rt
l,
.0 ..4 Es
73.
g 0 4- . a 1..
t LI1
4.54
al a , = 2
.-
8'4
14.
/ 8.c
gA, >
)T
o1M
."a
g, 1
.240
0.;
e8
a't
i:8V
5.6,
4;,8
ki
_Jag
-e:
341E
g r.
3.5!
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t. 3
toe
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L.f
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-7.
gt).
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ill.8
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: ,r.
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: at"'... a.
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2:1
;-E
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-9.
i8
oe»
),t "0t ea
1-- r.
zt-
0.'t .4
.t vzt
-rn
zt- vv ,.; .en
t el
4to
1,1
k -5
c..5
8.
...O
"az
Z3'
o-
ze...
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a- .
-.--
. ..? 13 4, i.-N
° 1.
1-; 2 E
'i'; > 4 1 E g. 2 132.
90g,
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... c X
1; > It .§ 4, E 0 .
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11 '81>
+1v 'S cr e = . A e 0 s p 2
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1 0, 76 .t ... s c TB
. 2
cJ e z g. C'. E a t f> ... 0 fp c -.
7:,
8 >
.V
I'
1..
po .5. 4 ° 3 z5
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iiw W
e) 0 V a c ,0 0 3
Off
C
0. 11 w
3 . 2 .0 t.- )
.
1. 2 0. et,
c _--. i: ° ... A
g
fft e....
.I) x
g I o us . .. *a A -..
Z... C
. m O i-
.4 c ,,. e.,
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0 4
,-.
5E o 4:
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64 ..
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= <
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4.
,..-c
6.,,
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-el
In1r
tar
coe>
2r) ZIs
131
140
11. T
rain
ees
term
inat
ed fr
omjo
bpe
rmin
ently
.W
hate
ver
the
eval
uativ
em
easu
res,
whi
chth
e de
sign
erm
ay a
dopt
(nor
m o
r abso
lute
), h
eac
tual
ly n
eeds
an in
depe
nden
tfo
rm fo
r eac
htr
aine
e in
the
prog
ram
.F
orm
(25
)co
uld
serv
e,be
side
the
anal
ysis
of pe
rfor
man
ce,
as a
cond
ense
dre
cord
of t
rain
ees'
achi
evem
ents
and
also
as a
tool
for f
ur-
ther
ana
lysi
sof
trai
ning
data
in fo
rms
(26)
and
(27
) whi
ch fo
llow
.F
orm
(25
a) a
nd (
25b)
exe
mpl
ifydi
rect
ly th
eev
alua
tive
task
sw
hich
step
one
calls
for,
usin
g no
rmat
ive
data
as
info
rm (
25 a
),th
en th
e ab
-so
lute
as
info
rm (
25 b
).
Ste
p T
wo:
Spe
cific
atio
nof
Diff
eren
ces
Bet
wee
n O
b-se
rved
and
Crit
erio
nA
chie
vem
ent D
ata
As
the
Beg
inni
ngof
Cos
t - B
enef
itA
naly
sis.
We
shal
l now
turn
toth
e ac
tual
wor
k of
cost
/ be
nefit
anal
ysis
of
achi
evem
ent d
ata.
Thi
sm
ain
step
invo
lves
five
sub-
ones
pres
ente
d in
form
(26
a) a
nd (
26b)
, and
are
brie
fed
belo
w:
1. W
ritin
gal
l nam
esof
trai
nees
(col
umn
1 an
d2
form
26)
.2.
Rec
ordi
ngpr
e an
d po
sttr
aini
ngsc
ores
(co
lum
n3
in fo
rm26
).3.
Fin
ding
for e
ach
trai
nee,
the
diffe
renc
es in
poin
ts (
inca
se o
f nor
ma-
tive
eval
uatio
n)or
in s
tand
ards
(in c
ase
of a
bsol
ute
eval
uatio
nor
eval
uatio
nby
obj
ectiv
es)
betw
een
pre-
post
-tra
inin
gsc
ores
(col
umn
4 in
form
(26
) ).
4. S
umm
ing
up th
e sc
orin
gda
ta fo
r al
l trai
nees
inco
lum
n 3
(For
m 2
6),
and
poin
t diffe
renc
es in
colu
mn
4(F
orm
26)
.5.
Fin
ding
the
ratio
of u
nach
ieve
dpo
ints
(as
in F
orm
(26
a),
un -
achi
eved
obje
ctiv
es (
asin
For
m(2
6 b)
.
Ste
pT
hree
: Ass
essm
ent o
f pro
gram
'sfin
anci
allo
sses
Thi
s st
epco
uld
beac
com
plis
hed
by c
alcu
latin
gth
epe
rcen
tage
of
the
prog
ram
'sbe
havi
oral
diffi
cien
cy, th
en m
ultip
lyin
gth
e va
lue
by th
eto
tal ex
pens
es w
hich
the
prog
ram
incu
rred
(ref
er fo
rm26
a a
ndb)
.F
or fi
ndin
gth
epe
rcen
tage
of p
rogr
ambe
havi
oral
diffi
cien
cy,
the
un -
ach
ieve
dpo
ints
or
obje
ctiv
esar
e di
vide
dby
thei
r coun
terp
arts
:th
e ac
hiev
edon
es. T
hepr
e -
trai
ning
achi
evem
ents
shou
ld o
f cou
rse
be e
xclu
ded
first
from
the
post
-tra
inin
gac
hiev
emen
ts,
in o
rder
to o
b-
132
141
Form (26b): Assessment of program's financial losses based upon the differences between pre- &post- training achievements. The core of costs-benefits analysis (with absolute evalua-tion).
......The job: Car driving. The designer:The task: Car maintenance. Administration:
SerialNo.s Name of trainees
Achievement scores Differencesin
pointsData calculations & summariesPre-
trainingPost-
training
1 0/10 5/10 -5 I. Total of required objectives= 100 - 15 = 85.
2. Total of un-achieved objectives = 17.3. Percentage of un-achieved objectives
(17) to required ones (85) = 206.4. Percentage of program's behavioral
deficiency = 20%.5. Total financial loss of program
.. 20% x 55900.00 = S1180**.
Notice: The difference of financial lossis a result of absolute & normativeevaluations. This is due to in-adequateachievements of objectives which aredisregarded according to absolute refer-enced measures.
2 0/10 7/10 -33 1/10 9/10 -14 0/10 10/10 05 0/10 8/10 -26 4/10 10/10 07 2/10 9/10 -1
8 3/10 9/10 -19 0/10 6/10 -410 5/10 10/10 011
12
Achievement required by each trainee is(10) obgectives. For ten trainees, the to-tal of objectives is 100.
15/100* 83/100 - 17 Omnitotals
amen Teapot/m(1CH *S/1103 pimp ZE 00W96£ 0OP/411
'(0017= 01 x OW aq turn spat:tenua) Joj .28 pp uzut sl let itp sampalqo
ual Jog (g W.101 ass) 17 S! 2A11321q0gaga jo mod 1U2Wona143w Jaq814 atu,
00'649S = 00 *0065$ x %1I =moo
syn.:Scud x offeluamtad kaualaDap =unuitold jo ssoi limning.; papj., -S
'%Il = Cou2131.10Ppuoinvqaq mutt/Scud jo ailinuacuo,f -17
%1I = (98z) ssuo patinbaz Os(zE) smod panapiav-un jo alhnuacuad f
'ZE = susiod aauatmip Jo rnol *z'98Z = PI I OOP =
synod 8u!uput pagnbat jo 'tutu 1
ZI
I I
0 OW0t, OP /1Z 01
9- 04 /4£ 04/9 6
I,- O419E 04/51 8
5- OP /S£ 017/ZI L
0 O4/04 OWL I 98 OV/ZE 04/t, 5
0 04/04 04/01 17
C.. OP /L£ OW91 £
Z- Ot48£ O4/8
4- 0:719£ OP/S 1
sat:minium .4, suouttinapra areanujod
ulS23U2JWICI
Stquivul-nod
Suluisui-am saaultul jo ounTN SON
tapassainns tuatuanaglad
:uowilswitupv 'ODUEUMUII3W IUD :31Si31 au,uauStsap aql 2uptup .no :qof atu,
(uoneniene eApWJOU 411M) sIsAieue sipueq-sisoo lo woo eqi swewenewe -isod>9 -cud ueemieq seoueiemp eql uodn peseq sessoi gepueug s,wei6oid Jo luetussessv :(e9) wioj
Cr)
ChCY)
C\I
Form (268): Assessment of program's financial losses based upon the differences between pre- &post- achievements. The core of costs-benefits analysis (with normative evaluation).
The job: Car driving. The designer:The task: Car maintenance. Administration:
SerialNo.s Name of trainees
Achievement scores Differencesin
pointsData calculations & summariesPre-
trainingPost-
training
1 5/40 36/40 -4 1. Total of required training points= 400 - 114 = 286.
2. Total of difference points 2e 32.3. Percentage of un-achieved points (32)
to required ones (286) = 11%.4. Percentage of programs behavioral
deficiency = 11%.5. Total financial loss of program
= deficiency percentage x program'scosts= 11% x S5900**. 00 = S649.00
2 8/40 38/40 -23 16/40 37/40 -34 10/40 40/40 05 4/40 32140 8
6 17/40 40/40 07 12/40 35/40 -58 15/40 36/40 -49 6/40 34/40 -610 21/40 40/40 011
12
The higher achievement point of eachobjective is 4 (see form 8). For tenobjectives the total is then 40 dr for tentrainees will be (40 x 10 = 400).
114/400 396/400 - 32 Grand totals** Hypothetical value
Form (26b): Assessment of program's financial losses-based upon the differences between pre- &post- training achievements. The core of costs-benefits analysis (with absolute evalua-tion).
The job: Car driving. The designer:The task: Car maintenance. Administration:
SerialNo.s
i-Achievement scores Differencesin
pointsData calculations cir summariesName of trainees Pre-
trainingPost-
training
1 0/10 5/10 -5 1. Total of required objectives= 100 - 15 st 85.
2. Total of un-achieved objectives = 17.3. Percentage of tut-achieved objectives
(17) to required ones (85) = 20%.4. Percentage of program's behavioral
deficiency = 20%.5. Total financial loss of program
= 20% x 55900.00 = 51180.
** Notice: The difference of financial lossis a result of absolute .itt normativeevaluations. This is due to in-adequateachievements of objectives which aredisregarded according to absolute refer-enced measures.
2 0/10 7/10 -3
3 1/10 9/10 -1
4 0/10 10/104
05 0/10 8/10 - - .)
6 4/10 10/10 0
7 2/10 9/10 -1
8 3/10 9/10 -1
9 0/10 6/10 -410 5/10 10/10 0
11
12
Achievement required by each trainee is(10) obgectives. For ten trainees. the to-tal of objectives is 100.
15/100 83/100 - 17 Grandtotals
143
tain
the
exac
t val
ue o
f prog
ram
pro
duct
ivity
and
con
sequ
ently
, its
true
beha
vior
al s
hort
ages
and
fina
ncia
l los
ses.
For
ms
(26
aand
b) s
umm
ariz
e th
e be
havi
oral
and
digi
tal p
roce
sses
invo
lved
in s
teps
two
and
thre
e ab
ove.
Ste
p F
our:
Ass
essm
ent o
f Pro
gram
'sP
rodu
ctiv
ity b
yC
ompa
ring
Exp
ense
s W
ith E
xpec
ted
Pro
-fe
ssio
nal O
utco
mes
.P
rogr
ams
cost
mon
ey. M
oney
in tu
rnco
nsum
es to
o m
uch
of h
u-m
an m
enta
l, en
ergy
and
tim
e. H
ence
, whe
nm
an s
pend
s m
oney
for
anun
dert
akin
g, h
e sh
ould
get
the
retu
rns
whi
chpa
ralle
l the
inve
sted
capi
tal.
Tra
inin
g ef
fort
s ar
e no
t exc
lude
d of
cour
se fr
om th
is e
cono
mi-
cal r
ule.
Pro
gram
s, th
eref
ore,
sho
uld
gene
rate
the
bene
fits
whi
ch a
reex
pect
ed fr
om th
em; o
ther
wis
e, th
eir
exis
tenc
eco
uld
neve
r be
just
i-fie
d. Whi
le m
oney
, in
itsel
f, ca
n no
tm
easu
re th
e w
orth
of h
uman
dev
el-
opm
ent i
n pe
rson
ality
, int
elle
ct o
r lif
e sk
ill, i
t is
cust
omar
y, fo
r ad
min
is-
trat
ive
and
econ
omic
purp
oses
to w
eigh
the
adeq
uacy
of p
rogr
ams'
outc
omes
aga
inst
thei
r co
st in
puts
.T
he u
ltim
ate
goal
of c
ost -
ben
efit
anal
ysis
then
is n
ot d
eter
min
ing
as m
uch
the
valu
e of
hum
an b
ehav
ior,
rath
er, i
t aim
s at
wei
ghin
gpr
o-gr
ams'
effe
cts
in o
rder
to u
pgra
de o
r ene
rgiz
e th
eir
oper
atio
nal c
apac
i-tie
s, w
hene
ver
deem
edne
cess
ary.
Whe
n as
sess
ing
prog
ram
'spr
oduc
tivity
bas
ed o
n th
e co
mpa
rison
of c
osts
and
out
com
es, t
hede
sign
er m
ay u
se a
ny to
ol a
vaila
ble
to h
im.
For
m (
27)
is a
n ex
ampl
e of
wha
tco
uld
be a
dopt
ed to
acc
ompl
ish
this
eval
utiv
e ta
sk.
The
form
con
tain
sca
tego
ries
for
trai
ning
exp
endi
ture
, num
ber
oftr
aine
es p
artic
ipat
ing
in th
epr
ogra
m, t
he e
xpec
ted
prof
essi
onal
out
-co
mes
, pro
duct
ivity
dec
isio
ns a
nd a
dditi
onal
not
es.
Sin
ce e
xpec
ted
prof
essi
onal
outc
omes
and
pro
duct
ivity
dec
isio
ns,
repr
esen
t the
cor
e of
form
(27
), e
xam
ples
of t
hese
two
cate
gorie
s ar
egi
ven
in th
e fo
rm it
self.
135
144
(JE
2ER:
- z az
g
iz
i-9.1
a 0.
g..
10
e..
an 5: a ;
V r2.
no g- 9. 4.0i
= P > g6(1)
= 4---
wI
c..ri
o -
co g .1..
0. co
. 0 08
a .1
4.01
4-"2
.4....,
,Du
F.',;
,...9
mi 4
. ?,.1
9P815.o.
88
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irit
t"
+z 6
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:'.1.
44 4 2a c aN ...c
9,
S. a ..z.
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rom
5, g " R; ei
PF.
AP!
4:-
g=0M
WR
O8W
gil
01.421.isfer4a
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b °-
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aaffi
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og
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12=
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-.4*
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, c
5. a
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fg 0SD
0)
o c z
0 3 o
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CD a.
-u. 3 0 C
f,
Eva
luat
ing
Pro
gram
'sV
alid
ity a
nd D
ecid
ing
Upo
n it'
s F
utur
eE
xplo
ring
the
prog
ram
's v
alid
ity is
a m
ore
theo
retic
al, a
rduo
us, a
ndco
mpl
ex ta
sk th
an is
the
case
of s
peci
fyin
g ef
fect
s. F
or d
eter
min
ing
prog
ram
pro
duct
s, o
ne m
ay c
ondu
ct a
n ap
prop
riate
ach
ieve
men
t or
outc
omes
test
and
judg
e di
rect
ly th
e ad
equa
cy o
r re
sults
. Whe
n ju
dg-
ing
valid
ity h
owev
er, t
he m
atte
r is
diff
eren
t. It
requ
ires
look
ing
at s
ever
-al
ang
les
of tr
aini
ng a
nd m
any
of th
e pr
ogra
m's
com
pone
nts,
det
ails
,ev
alua
tive
crite
ria, m
etho
ds, a
nd g
oals
.A
sam
ple
of tr
aini
ng fa
ctor
s w
hich
the
eval
uatio
n of
val
idity
may
con
-si
der,
are
:1.
The
con
tent
of t
he c
urric
ulum
.2.
The
doc
umen
t.3.
The
med
ia, m
ater
ials
and
tech
nolo
gy.
4. T
he fa
cilit
ies.
5. T
he m
etho
ds.
6. T
he h
uman
ser
vice
s.D
epen
ding
on
the
natu
re a
nd r
ules
of a
bove
trai
ning
fact
ors,
diff
er-
ent t
ypes
of v
alid
ity a
ppea
r to
be
esse
ntia
l. A
mon
g m
any,
som
e ex
am-
ples
follo
w:
1. T
he c
onst
itutio
nal v
alid
ity w
hich
exp
lore
s th
e qu
alifi
catio
ns o
f cur
ric-
ular
ele
men
ts (
the
goal
s, k
now
ledg
e, a
nd a
chie
vem
ent a
ctiv
ities
)in
divi
dual
ly a
nd a
s a
who
le, t
o fo
rm th
e tr
aini
ng c
urric
ulum
.2.
The
edu
catio
nal v
alid
ity w
hich
con
cent
rate
s on
pro
bing
the
pro-
gram
's r
epre
sent
atio
nal c
apac
ity o
f req
uire
d pr
ofes
sion
al s
kills
.3.
The
con
stru
ct v
alid
ity w
hich
exa
min
es th
e ad
equa
cy o
f the
pro
-gr
am's
beh
avio
ral c
ompo
sitio
n to
em
body
the
lear
ning
s of
pro
fes-
sion
al s
kills
.4.
The
psy
chol
ogic
al v
alid
ity w
hich
exp
lore
s th
e co
mpa
tibili
ty o
f tra
in-
ing
fact
ors
and
proc
esse
s to
trai
nees
' per
sona
l, at
titud
inal
, cog
ni-
tive
or le
arni
ng s
tyle
s an
d ch
arac
teris
tics.
5. T
he te
chni
cal v
alid
ity w
hich
con
cent
rate
s on
eva
luat
ing
the
prod
uc-
tion
/ phy
sica
l asp
ects
of e
duca
tiona
l and
mat
eria
l ser
vice
s an
d th
edo
cum
ent o
f tra
inin
g .
Sin
ce tr
aini
ng p
rogr
am is
des
igne
d sy
stem
atic
ally
from
nee
ds a
s-se
ssm
ent t
o th
e ev
alua
tion
of p
rodu
ctiv
ity a
ccor
ding
to th
e be
havi
oral
digi
tal a
ppro
ach
pres
ente
d in
this
boo
k, a
nd, w
hene
ver
the
resu
lts o
f
137
146
trai
ning
are
con
side
red
quan
titat
ivel
y an
d qu
alita
tivel
y ad
equa
te, i
t be-
com
es u
nnec
essa
ry, t
hen,
for
eval
uatio
n sp
ecia
lists
to b
othe
r ve
rym
uch
with
the
valid
ity q
uest
ion
of tr
aini
ng.
If th
e pr
ogra
m's
out
com
es, o
n th
e ot
herh
and,
look
low
com
para
ble
to th
e ac
hiev
emen
t sta
ndar
ds, t
he in
itiat
ion
of v
alid
ity s
tudi
es, a
ppea
rto
be
imm
inen
t.
Wha
t Com
es N
ext ?
With
this
cha
pter
, the
des
ign
cycl
e of
trai
ning
is c
ompl
ete.
How
ev-
er, a
s a
resu
lt of
effe
ct a
nd v
alid
ity e
valu
atio
n pr
esen
ted
brie
fly in
the
chap
ter,
sev
eral
trai
ning
dec
isio
ns fo
r th
e fu
ture
will
aris
e. T
hese
are
:1.
The
app
rova
l of t
he tr
aini
ng p
rogr
am a
s it
is fo
r fu
ture
use
with
oth
ergr
oups
of t
rain
ees;
hen
ce, t
he b
egin
ning
of a
noth
er tr
aini
ng c
ycle
.2.
The
app
rova
l of t
he tr
aini
ng p
rogr
am fo
r fu
ture
use
afte
r un
derg
oing
som
e re
visi
ons
of it
s cu
rric
ular
, hum
an, m
ater
ial,
psyc
holo
gica
l or
adm
inis
trat
ive
fact
ors;
hen
ce, t
he b
egin
ning
of a
dua
l des
igni
ng/
trai
ning
cyc
le.
3. D
isre
gard
ing
the
trai
ning
pro
gram
due
to it
s lo
w v
alid
ity o
f prim
ary
ef-
fect
s, o
r ne
gativ
e hy
brid
(si
de)
effe
cts
on e
mpl
oyee
s, o
rgan
izat
ion
or jo
b; h
ence
, the
beg
inni
ng o
f a n
ew tr
aini
ng d
esig
n cy
cle.
138
147
RE
FER
EN
CE
SC
hapt
er 1
1. A
be 1
1a,
K. B
uild
ing
Succ
essf
ul T
rain
ing
prog
ram
s. R
eadi
ng,
Mas
s.:
Add
ison
- W
esle
y Pu
blis
hing
Co.
, 198
9.Fr
iedm
an, P
.&
Yar
brou
gh,E
.T
rain
ing
stra
tegi
esfr
om s
tart
to f
in-
ish.
Eng
lew
ood
clif
fs, N
.J.:
Pren
tice-
Hal
l,In
c, 1
985.
Rog
off,
R. T
heT
rain
ing
Whe
el-A
sim
ple
Mod
elfo
r In
stru
ctio
nal
De-
sign
. NeW
Yor
k: J
ohn
Wile
y &
som
s, 1
987.
2. R
efer
for
exam
ple
to:
Edw
ards
, LE
.,G
add,
C.J
.an
d H
amm
ond,
N.G
. The
Cam
brid
geA
ncie
nt H
isto
ry. V
ol. 1
, Par
t I&
IL
(T
hird
Edi
tion)
Pro
lego
men
a&
Pre
-hi
stor
y. C
ambi
dge:
Cam
brid
geU
nive
rsity
Pre
ss,
1976
.St
raye
r, J
.an
d ot
hers
. The
Mai
nSt
ream
of C
ivili
zatio
n. N
ewY
ork:
Har
cour
ct B
race
Jova
novi
ch, I
nc.
1974
.In
tern
atio
nal
Com
mis
ion
For
A H
isto
ryof
the
Scie
ntif
ican
d C
ultu
ral
Dev
elop
men
t of
Man
kind
.H
isto
ry o
fM
anki
nd(P
rehi
stor
y an
dth
e B
egin
ings
of C
ivili
zatio
n.V
ols.
I a
nd I
I). Pa
ris:
Uni
-sc
o, 1
967.
3. S
teim
etz,
C. T
he H
isto
ryof
Tra
inin
g.In
, Cra
ig, R
. (Edr
.) T
rain
ing
and
Dev
elop
men
tH
andb
ook
- A
Gui
de T
o H
uman
Res
ourc
eD
evel
opm
ent.
New
Yor
k:M
cGra
w-
Hill
Boo
k C
o.,
1976
, pp.
1-
4.4.
Mill
er, B
. The
His
tory
of T
rain
ing.
In, C
raig
, R.
(Edr
.). T
rain
ing
and
Dev
eolp
men
t Han
dboo
k-
A G
uide
to H
uman
Res
ourc
eD
evel
opm
ent N
ewY
ork:
McG
raw
- H
ill B
ook
Co.
198
7,pp
. 1 -
8.
5. M
iller
,19
87, p
p. 1
- 14
.6.
Hou
ston
,R
. & P
ankr
atz,
R. (
Edr
s. )
Staf
f D
evel
opm
ent
& E
duca
-tio
nal c
hang
e.R
esto
n, V
a,:
AT
E, 1
980
7. D
illon
- Pe
ters
on, B
. Sta
ffD
evel
opm
ent I
Org
aniz
atio
nD
evel
opm
ent P
er-
spec
tive.
In,
Dill
on-
Pete
rson
, E. (
Chr
n.&
Edr
.).
Staf
f D
evel
opm
ent.
/O
rgan
izat
ion
Dev
elop
men
t.A
lexa
ndri
a, V
a.:
ASC
D, 1
981,
pp. 1
- 1
0.8.
Cra
ig,
R. (
ED
r.).
Tra
inin
g &
Dev
elop
men
tH
andb
ook
- A
Gui
de to
Hum
an R
esou
rce
Dev
elop
men
t, N
ewY
ork
: McG
raw
- H
ill B
ook
Co.
,19
76 &
198
7.
X48
139
9. K
erri
gan,
J, &
Luk
e,J.
S. M
anag
emen
tT
rain
ing
Stra
tegi
esfo
r D
e-ve
lopi
ng C
ount
ries
. Bou
lder
, Clo
,:L
ynne
Rie
nner
Publ
ishe
rs, 1
987.
10. S
chaf
fer,
B. (
Edr
.).
Adm
inis
trat
ive
Tra
inin
g an
dD
evel
opm
ent
- A
Com
para
tive
Stud
yof
Eas
t Afi
ca, Z
ambi
a, P
akst
an, a
nd I
ndia
. New
Yor
k:Pr
aege
r Pu
blis
hers
, 197
4.11
. Bes
ide
abov
e re
fere
nces
, the
follo
win
gw
ere
avai
labl
eto
the
Aut
hor:
- B
aily
, C, T
heM
easu
rem
ent o
f Job
Per
form
ance
. Ham
pshi
re, E
ng.:
Gow
-er
Pub
lishi
ngC
o. 1
983.
- B
emis
, S. &
Oth
ers.
Job
Ana
lysi
s-
An
Eff
ectiv
em
anag
emen
t Too
l.W
ashi
ngto
n, D
.C:
The
Bur
eau
of N
atio
nal A
ffai
rs, I
nc.
1983
.-
Gae
l, S.
Job
Ana
lysi
s: A
Gui
de to
Ass
essi
ng W
ork
Act
iviti
es. S
anFr
anci
sco,
CA
: Jos
sey
- B
ass,
198
3.-
Gar
ry, W
. and
othe
rs (
Edr
s.).
A C
heck
list
for
Tec
hnic
alSk
ills
and
Oth
er T
rain
ing.
Mad
ison
, Wn.
:T
echn
ical
&Sk
ills
Tra
inin
gD
ivis
ion,
AST
D, N
o da
te.
- G
olds
tein
, I. T
rain
ing:
Pro
gram
Dev
elop
men
t &E
valu
atio
n. M
ont-
ery,
CA
.: B
rook
s/C
ole
Publ
ishi
ngC
o., 1
974.
- IL
O. A
n In
trod
ucto
ryC
ours
e in
Tea
chin
g &
Tra
inin
g M
etho
dsFo
r M
a-na
gmen
t Dev
elop
men
t.G
enev
a:In
tern
atio
nal L
abor
Off
ice,
198
1.-
Kea
rsle
y,G
.T
rain
ing
&T
echn
olog
y-
A H
anbo
okfo
rH
RD
Pro
fess
iona
ls.
Rea
ding
, Mas
s.:
Add
ison
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ley
Publ
ishi
ng C
o.,
1984
.
- K
ozol
l, C
. Sta
ffD
evel
opm
ent I
nO
rgan
izat
ion
- A
Cos
t Eva
luat
ion
Man
ual F
orM
anag
ers
&T
rain
ers.
Rea
ding
, Mas
s.:
Add
ison
-Wes
ley
Pub-
lishi
ng C
o.,
1974
.
- O
dior
ne, G
. Tra
inin
gby
Obj
ectiv
es-
An
Eco
nom
icA
ppro
ach
toM
an-
agem
ent T
rain
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Lon
don:
Col
lier -
Mac
Mill
an L
td.,
1970
.-
Pepp
er, A
. Man
agin
g th
eT
rain
ing
&D
evel
opm
ent
Func
tion.
Han
ts,
Eng
.: G
ower
Publ
ishi
ng C
o.19
84.
- R
ae, L
. The
Ski
llsof
Tra
inin
g-
A G
uide
for
Man
ager
s &
Prac
tione
rs.
Han
ts, E
ng.:
Gow
er P
ublis
hing
Co.
, 198
3.-
Rib
ler,
R. T
rain
ing
Dev
elop
men
t Gui
de. R
esto
n,V
a.: R
esto
nPu
blis
h-in
g C
o., 1
983.
140
49
- Sa
uer,
S. a
nd H
olla
nd, R
. Pla
nnin
g In
- H
ouse
Tra
inin
g-
A P
er-
sona
l Sys
tem
with
an
Org
aniz
atio
nal P
ersp
ectiv
e.A
ustin
, TX
.: L
earn
ing
Con
cept
s,. 1
981.
- St
anle
y, L
. (E
dr.)
Gui
de to
Eva
luat
ion
of T
rain
ing.
IC
PE T
rain
ing
Seri
es, N
o. 2
. Tito
va, Y
a.: I
CPE
, 198
4.
- T
urre
ll, M
. Tra
inin
g A
nayl
sis
- A
Gui
de T
o R
ecog
niza
tion
Tra
inin
gN
eeds
. Ply
mou
th, E
ngla
nd: M
acdo
nald
& E
vans
, Ltd
., 19
80.
- W
exle
y, K
. and
Lat
ham
, G. D
evel
opin
g &
Tra
inin
g H
uman
Re-
sour
ces
In O
rgan
izat
ion.
Dal
las:
Sco
tt, F
ores
man
& C
o., 1
981.
- Z
awac
ki, R
. and
War
rick
, D. O
rgan
izat
ion
Dev
elop
men
t: M
anag
-in
g C
hang
e in
the
Publ
ic S
ecto
r. C
hica
go:
Inte
rnat
iona
l Per
sonn
el M
anag
e-m
ent A
ssoc
iatio
n, 1
976.
Cha
pter
V1.
Ref
er f
or e
xam
ple
to: F
ried
man
& Y
arbr
ough
,19
85, p
p. 1
74-1
80;
ILO
, 198
1, p
p. 2
-5; a
nd S
alle
e& H
olla
nd, 1
981,
p. 9
3.
Cah
pter
VI
1. I
LO
, op
cit,
1981
.
2. H
amda
n, M
.Z. E
duca
tiona
l Med
ia a
ndT
echn
olog
ies
- C
once
pts
& P
ract
ices
in L
earn
ing
& T
each
ing.
Am
man
. Jor
dan:
Mod
em E
duca
tion
Hos
e, 1
986
( In
Ara
bic)
.
3. A
dapt
ed g
ener
ally
fro
m :
Frie
dman
&Y
arbr
ough
, 198
5, p
p. 1
93-1
97.
4. A
dapt
ed f
rom
: Odr
ione
, 197
0; a
nd W
exle
y&
Lat
ham
, 198
1, p
p. 2
08C
hapt
er I
I1.
Par
tly f
rom
: Dav
is, R
., A
lexa
nder
,L
., an
d Y
elon
, S. L
earn
ing
Syst
em D
esig
n -
An
App
roac
h T
o T
he I
mpr
ovem
ent o
f In
stru
ctio
n. N
ewY
ork:
NcG
raw
-Hill
Boo
k C
o. 1
974,
pp. 1
44 -
145
; And
Gag
ne, R
. The
Con
ditio
ns o
f L
eam
ign.
New
Yor
k: H
olt,
Rin
ehar
tan
d W
inst
on, 1
978,
pp19
7, 2
64.
2. G
ener
ally
fro
m: D
avis
& O
ther
s, 1
974,
pp. 1
53.
3. S
ackm
an, H
. Del
phi C
ritiq
ue L
exin
gton
:L
exin
gton
B00
0ks,
197
5.
- 20
9.
Cha
pter
VII
I1.
Ada
pted
par
tly f
rom
: Mar
sh, N
. Tra
inin
gR
ecor
ds &
Inf
orm
atio
n Sy
s-te
ms.
In,
rai
g (E
dr.)
, 197
6, p
p. 3
,30
- 32
.
Cha
pter
IX
4. A
dapt
ed f
rom
: Pep
per,
198
4; a
nd T
urre
ll,19
80, p
p. 2
0-
25.
1. G
ener
aly
from
: Rae
. 198
4,pp
. 86
- 12
4; P
arke
r, 1
976;
and
Sta
nley
,5.
Blo
om, B
. eta
l. T
axon
ony
of E
duca
tiona
l Obj
ectiv
es. H
andb
ook
I: C
og-
nitiv
e D
omai
n. N
ew Y
ork:
Dav
id M
cKay
Co.
,19
74.
1984
, pp.
35
- 43
.
2. A
dapt
ed p
artly
fro
m: W
exle
y &
Lat
ham
.19
81, p
p. 7
9-
80.
Der
r, R
. A T
axon
omy
of S
choo
l Pur
pose
s of
Publ
ic S
choo
ls. N
ewY
ork:
Dav
id M
cKay
Co.
, 197
3.
Gag
ne, T
he C
ondi
tions
of
Lea
rnin
g. N
ew Y
ork:
Hol
t, R
ineh
art a
ndW
inst
on, 1
977.
Har
row
, A. A
Tax
onom
y of
the
Psyc
hom
otor
Dom
ain.
New
Yor
k:L
ongm
an, I
nc.,
1972
.
Kra
thw
ohl,
D.,
Blo
om, B
., an
d M
assi
a, B
.T
axon
omy
of E
duca
-tio
nal O
bjec
tives
. Han
dboo
k II
: Aff
ectiv
e D
omai
n.N
ew Y
ork:
Dav
idM
cKay
197
4.
150
141
142
151
Inde
xA
naly
sis
15-
42de
fini
tion
15 -
16
job
anal
ysis
18
- 28
of o
rgan
izat
iona
l nee
ds 3
5of
em
ploy
ees
36 -
42
Cur
ricu
lum
58
- 73
defi
nitio
n 58
goal
s 58
- 6
5co
ncep
t of
59ty
pes
of 5
9cn
teri
a fo
r w
ritin
g 60
and
job
cont
ent 6
0 -
61ge
neri
c 61
and
term
inal
obj
ectiv
es 6
1w
ritin
g ob
ject
ives
63
- 65
term
inal
obj
ectiv
es o
f 61
- 6
3fo
rmat
ive
obje
ctiv
es 6
3 -
65K
now
lede
ge 6
567
defm
ition
63
sele
ctin
g cr
iteri
a 65
- 6
7de
scri
ptio
n 66
- 6
7A
chie
vem
ent a
ctiv
ities
67
73de
fini
tion
67 -
69
sele
ctin
g cr
iteri
a 67
- 6
9de
sign
of
lear
ning
69
- 71
form
ativ
e ev
alua
tion
72 -
73
Dis
crip
tion
1539
defi
nitio
n 15
job
desc
ript
ion
18 -
20
of o
rgan
izat
ion
33 -
35
of e
mpl
yees
36
- 39
Em
ploy
ee 3
0 -
46co
ncep
t 30
- 32
desc
ribi
ng38
- 3
9tr
aini
ng /
rene
wal
nee
ds 4
3 -
44un
ifyi
ng n
eeds
of
45 -
46
empl
oyee
s ne
eds
46hu
man
ser
vice
s 91
- 9
5E
valu
atio
n of
trai
ning
67,
121
defm
ition
121
purp
oses
123
type
s 12
1, 1
22do
mai
ns 1
22pa
ram
eter
s 12
2to
ols
122,
123
, 124
- 1
27va
lidity
121
, 122
, 137
- 1
38m
easu
res
124
less
ons
123
152
trai
nees
atti
tude
s 12
5 -
126
prod
uctiv
ity 1
22, 1
28 -
136
cost
- b
enef
it an
alys
is 1
28 -
136
step
s 12
8 -
136
orga
niza
tion'
s im
prov
emen
t 127
achi
evem
ent a
ctiv
ities
67
- 73
form
ativ
e 72
,73
Job
16 -
61
conc
ept o
f 16
- 1
8ta
xono
my
of b
ehav
iors
18
acts
18
- 28
cons
titue
nts
24 -
27
impl
emen
tatio
n re
quir
men
ts 2
4 -
27ta
sks
17, 1
8ne
eds
asse
ssm
ent 1
8 -
28as
sess
men
t ste
ps 1
8 -
28nu
mer
atio
n &
sor
ting
18 -
20
empl
oyee
's 3
2or
gani
zatio
nal c
onst
ituen
t 34,
37
empl
oyee
s pe
rfor
man
ce 3
8 -
41jo
b ne
eds
46un
ifyi
ng n
eeds
45
- 47
fiel
d tim
e 48
- 4
9ob
serv
ed ti
me
52 -
54
crite
rion
tim
e 50
- 5
2su
b-be
havi
ors
with
in 5
4 -
55jo
b co
nten
ts 6
0 -
61M
ater
ial s
ervi
ces
95-
104
faci
litie
s 95
- 9
7eq
uipm
ents
95
- 97
mac
hine
ries
97
- 99
mat
eria
ls 9
7 -
99bu
dget
99
- 10
2tim
etab
le 1
02 -
104
prog
ram
gui
de 1
02 -
104
prob
lem
s 9
139
Med
ia a
nd te
chno
logi
es 8
1-
83R
ole
of, i
n in
stru
ctio
n 75
defi
nitio
n 81
type
s of
81
- 82
sele
ctio
n cr
iteri
a 82
sele
ctio
n &
des
crip
tion
82 -
83
Met
hods
75
- 81
defi
nitio
n 76
type
s 76
- 7
7se
lect
ion
crite
ria
77 -
78
143
A s
ampl
e of
78
- 79
sele
ctio
n &
des
crip
tion
of 7
9 -
81or
gani
zing
pri
ncip
les
85 -
86
orga
nizi
ng te
chni
ques
86
- 88
gene
ral f
ram
ewor
k fo
r in
stru
ctio
n 88
- 9
0O
rgan
izat
ion
29 -
44
conc
ept 2
9 -
30op
erat
iona
l sys
tem
31
desc
ribi
ng &
ana
lysi
ng 3
3 -
35di
gita
l ana
lysi
s 35
- 3
7im
prov
emen
t eva
luat
ion
127
cons
titue
nts
34or
gani
zatio
n ne
eds
46tr
aini
ng /
rene
wal
nee
ds 4
3 -
44Pe
rson
nel 9
1-
105
crite
ria
for
sele
ctin
g 10
4 -
105
trai
ners
91
- 92
expe
rts
93ad
min
istr
ator
s 92
, 93
supp
ort s
ervi
ces
93 -
95
prim
ary
serv
ices
91
- 93
quan
titat
ive
crite
ria
104
- 10
5pr
oble
ms
of 8
- 9
empl
yee
30 -
44
Prog
ram
doc
umen
t 107
118
defi
nitio
n 10
7w
ritin
g st
eps
107
- 11
7pr
ogra
m m
arke
ting
117
prog
ram
impl
emen
tatio
n 11
7 -
118
prog
ram
title
107
trai
ning
per
iod
109
prog
ram
intr
oduc
tion
109
- 11
0ge
neri
c go
als
110
trai
ning
pre
requ
isite
s 11
1 -
112
staf
f re
quir
emen
t 112
gene
ral s
truc
ture
113
- 1
14tr
aini
ng le
sson
s 11
4 -
115
orga
niza
tiona
l rul
es 1
16in
dice
s, r
efer
ence
s 11
6 -
117
prog
ram
mar
ketin
g 11
7pr
ogra
m im
plem
enta
tion
117
- 11
8pr
oble
ms
7T
rain
ing
1-
138
defi
nitio
n 2
desi
gn 4
3 -
138
beha
vior
al d
igita
l bas
es 4
3 -
56of
cur
ricu
lum
58
- 73
BE
ST
CO
PY
AV
AIL
AB
LE
142
of h
uman
ser
vice
s 91
- 9
5of
mat
eria
l ser
vice
s 95
- 1
05de
sign
ing
75 -
138
inst
ruct
ion
of tr
aini
ng 7
5 -
90tr
aini
ng d
ocum
ent 1
07 -
117
prog
ram
mar
ketin
g 11
7pr
ogra
m im
plem
enta
tion
117
- 11
8hi
stor
y of
3 -
4m
etho
ds 3
- 4
, 76
- 81
prob
lem
s 5
- 9
adm
inis
tativ
e 6
- 7
prog
ram
s 7
impl
emen
tatio
n 7
- 8
trai
ners
and
hum
an s
ervi
ces
8tr
aine
es 9
mat
eria
l ser
vice
s 9
refo
rmat
ion
desi
gn o
f 9
- 11
foun
datio
ns o
f 11
- 1
2m
etho
dolo
gy o
f de
vepl
opin
g 12
- 1
3cu
rric
ulum
58
- 73
inst
ruct
ion
73 -
90
docu
men
t 107
- 1
17ev
alua
tion
of 1
21 -
138
syst
em o
f 10
need
s 15
- 5
6as
sess
men
t 15,
29
for
rene
wal
24,
35
for
trai
ning
24,
35
empl
oyee
's 3
8, 4
0 -
41, 4
3 -
47or
gani
zatio
nal 3
5, 3
7, 4
3 -
47un
ifie
d 47
mat
eria
l ren
ewal
43
psyc
holo
gica
l - b
ehav
iora
l 44
mot
ivat
iona
l pri
ncip
les
83, 8
5pr
ereq
uisi
tes
111
- 11
2ad
mis
sion
req
uire
men
ts 1
11ad
mis
sion
test
s 11
2pr
ogra
m m
arke
ting
117
wri
ting
step
s 10
7 -
117
prep
arat
ion
for
impl
emen
tatio
n 11
7 -
118
eval
uatio
n &
pro
duct
ivity
124
- 1
36m
edia
& te
chno
logi
es 8
1 -
83m
etho
ds 7
5 -
81cu
rric
ulum
58
- 73
pers
onne
l 91
- 10
5
153
