A Performance-Based Training Qualification Guide/Checklist Developed for Reactor Operators at the High Flux Beam Reactor at Brookhaven National Laboratory.

Autor/in	McNair, Robert C.
Titel	A Performance-Based Training Qualification Guide/Checklist Developed for Reactor Operators at the High Flux Beam Reactor at Brookhaven National Laboratory.
Quelle	(1991), (189 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Adult Education; Check Lists; Competency Based Education; Employment Qualifications; Energy Occupations; Guides; Instructional Development; Instructional Materials; Job Analysis; Job Skills; Needs Assessment; Nuclear Power Plant Technicians; Nuclear Power Plants; On the Job Training; Program Development; Program Evaluation; Program Implementation; Skill Analysis; Task Analysis; Technical Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Checkliste; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Energietechniker; Handbuch; Leitfaden; Teaching improvement; Unterrichtsentwicklung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Arbeitsanalyse; Produktive Fertigkeit; Bedarfsermittlung; Training-on-the-Job; Programmplanung; Programme evaluation; Programmevaluation; Aufgabenanalyse; Technikunterricht
Abstract	A Performance-Based Training (PBT) Qualification Guide/Checklist was developed that would enable a trainee to attain the skills, knowledge, and attitude required to operate the High Flux Beam Reactor at Brookhaven National Laboratory. Design of this guide/checklist was based on the Instructional System Design Model. The needs analysis identified that the skills, knowledge, and tasks required should be standardized. A job and task analysis identified all skills, knowledge, and tasks required for the reactor operator position. During the design phase, these materials were developed: implementation guide, evaluation guide, generic job performance measures, grouping of skills and knowledge, grouping of tasks, and performance-based objectives. Material was developed for each unit of instruction. The skills and knowledge checklist was developed first, followed by tasks required for performance. Additional material included methodology for completion of the guide/checklist, procedural and tickler card guidance, instruction for implementation, evaluation, and sign-off requirements. The guide/checklist was implemented during the small group evaluation trial of five trainees and one shift supervisor. After each phase of evaluation, feedback was used to upgrade the document. Overall reaction was favorable. Trainees and trainer exhibited less frustration since each knew what was expected. (Appendixes, amounting to over two-thirds of the thesis, include the guide/checklist, other support materials developed, and 23 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC