3EPA
Unittd State*
Environmental Protection
Agency
Off ice of
Solid Waste and
Emergency Response
DIRECTIVE NUMBER: 9013.00-2 ^ - X: J^X'' ^i
TITLE:,.OSWER;TRAINING P^IES-A^D;"PROCEDURES; Volume "
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APPROVAL DATE:'-September' 30^ :i937 -V;;^V: ; >'r T-" f
EFFECTIVE DATE: October i, "
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OSWER OSWER OSWER
VE DIRECTIVE DIRECTIVE Dl
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oswER Directive Initiation Request
1. Directive Number
9018.00-2
2. Originator Information
Name of Contact Person
Camille Lee
Mail Code
UH-562A
Office Office of Progranj^eprtone Code
Management c Technology 382-4431
3. Title
OSWER TRAINING POLICIES AND PROCEDURES, VOLUME 1 and VOLUIIE II: APPENDICIES
4. Summary of Directive (include brief statement of purpose)
The purpose of this directive is to set policy and establish uniform procedures for *.
conducting consistent coordinated training activities and provide clear definition
of training roles and responsibilities for the various organizational entities within
OSWER and the Regions.
5. Keywords
Training
Does This Directive Supersede Previous Directive(s)?
6a.
b. Does It Supplement Previous Directive(s)?
n
No
No
Yes What directive (number, title)
Yes What directive (number, title) 901G. 00-1
OSWER TRAINING STRATEGY
Draft Level
Final
A - Signed by AA/DAA
B -- Signed by Office Director
C - For Review & Comment
[jD-ln
Developmen
8.
Document
to
be
distributed
to
States
by Headquarters?
| Yes
X
No
This Request Meets OSWER Directives System Format Standards.
9. Signature of Lead Office Directives Coordinator
n
Date
10. Name'and Tijle of Appro
J. UinsfcMI
Date
Ad
SEP 3 0 I98T
EPA Form l3iSf 17 (Rev. 5-87) Previous editions are-obsolete
OSWER OSWER OSWER C
VE DIRECTIVE DIRECTIVE DIRECTIVE
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United States Office of Solid Waste September 1987
Environmental Protection and Emergency Response
Agency (WH-562 A)
Washington, DC 20460
&EPA Training policies°swERDlR9018002
and Procedures
Volume I
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9018.00 -2
ACKNOWLEDGEMENTS
This document was prepared by International Business
Services, Inc., 1090 Vermont Avenue, N.W., Washington,
D.C. 20005 in partial fulfillment of requirements under
Contract No. 68-01-7031 with the U.S. Environmental
Protection Agency. Additional support was provided by
Evaluation Technologies, Inc. under Contract No.
68-01-7030.
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9018.00 -2
EXECUTIVE SUMMARY
General Provisions
The purposes of this policy statement are to consolidate Office of
Solid Waste and Emergency Response (OSWER) training guidance into one
basic reference, to provide a clear definition of the training
responsibilities of various organizational entities within OSWER, and to
set policies and establish procedures for conducting training activities
in the following areas:
a. Documenting training needs
b. Reviewing and coordinating the development of required training
c. Documenting instructional materials (Course Outline, Instructor
and Student Guides, performance objectives, etc.)
d. Delivering training
e. Monitoring and evaluating training.
These policies apply to OSWER technical and programmatic training
sponsored by the Assistant Administrator's Office, the Program Offices or
the Regional Offices that meets the criteria of being:
(1) Critical need, and
(2) Directly supportive of priority program objectives, and
(3) Of an ongoing, long-term or continuous nature, and
(4) Addressed to a large audience.
Determining Training Needs
OSWER policy requires an annual OSWER-wide review of training needs
and establishes procedures for ongoing needs identification. Topics
addressed in Chapter 2 include:
Annual Training Needs Assessment to be conducted by the OSWER
Training Coordinator in conjunction with the Program Offices
and Regions. This yearly survey will provide information
necessary for developing training plans and schedules and
formulating budget estimates.
Training Planning Document is to be completed by anyone
proposing new training development efforts whenever the need
arises. This form has been developed to provide a means for
organizing new training development initiatives; and
procedures have been established for coordination throughout
OSWER in order to avoid redundancy and duplication of effort.
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9018.00 -2
Training Development
Chapter 3 outlines OSWER policy on the manner in which training
development projects will be conducted. This chapter includes policy
regarding Annual Training Plans, documentation of training development
activities, and regular reviews, of training materials. It also contains
requirements for minimum standard contract specifications to be used in
contracting for training development activities. The major policy
requirement contained in this section is for the submission of Annual
Training Plans by the Program Offices and Regions, as described below:
Annual Training Plans (ATPs) are to be used to facilitate
coordination and communication among OSWER organizations, to
reduce redundancy and to ensure quality and consistency in
OSWER training. ATPs include information regarding training
objectives and related priority program goals, type and
source of training, number of trainees, costs, etc. (see p.
14). Annual Training Plans are to be submitted by
Headquarter1s Program Offices and Regional Waste Management
and Environmental Services Divisions.
Training Development and Evaluation
General procedures for training delivery are found in Chapter 4,
including scheduling, trainee -selection, and reporting requirements.
Headquarters Program Offices or Regions sponsoring training deliveries are
required to submit:
OSUER Training Delivery Quarterly Reports, single-page
reportswhich briefly describe any trainingdeliveries for
the past quarter, including information similar to that
requested in the Annual Training Plan. The reports are
designed to allow for tracking of all current training
activities, as well as a determination of the extent to which
training plans are fulfilled. Training Coordinators for
Headquarters Program Offices and the Regions are responsible
for .submitting the reports.
OSWER policy on training evaluation focuses on the extent to which
training contributes to the achievement of OSWER program goals. OSWER is
in the process of developing a comprehensive course monitoring and
evaluation system. In the interim, course implementors (sponsors,
facilitators, training coordinators) are required to submit:
Summary Evaluation Reports on each course detailing student
reactions to training content, design and delivery. Sample
participant evaluation forms are included in Volume II,
Appendix I.
ii
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9018.00 -2
TABLE OF CONTENTS .
VOLUME I:'
OSWER TRAINING POLICIES AND PROCEDURES
SECTION PAGE
1. General Provisions 1
1.1 Purpose 1
1.2 Policy' .. 1
1.3 Scope 2
1.4 Definitions 3
1.5 Responsibilities 4
2. Determining Training Needs . 10
2.1 . Review of Training Needs 10
2.2 Identifying Needs TO
2.3 Documentation of Training Needs 11
2.4 Procedures 11
2.5 Determining Priorities 12
2.6 Relationship of Needs and Objectives 12
to Training Evaluation
3. Training Development 13
3.1 Statement of Policies 13
3.2 Documentation 14
3.3 Review of Instructional Materials 15
3.4 Contracting for Training 16
4. Training Delivery and Evaluation 18
4.1 General Requirements for Training Delivery 18
4.2 Evaluation 18
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9018.00 -2
TABLE OF CONTENTS
VOLUME "II: APPENDICES
SECTION PAGE
A. Training Planning Document A-l
B. Review and Coordination of Training Initiatives B-l
C. Managers Guide to Training Design and Delivery C-l
D. Formats for Training Documentation D-l
U.I Course Outline . D-l
.0.2 Instructor Guide . D-4
D.3 Student Manual D-10
E. Standard Training Development Contract Specifications E-l
F. Trainee Selection Guidelines F-l
G. Participant Data Form G-l
H. OSWER Training Delivery Quarterly Report H-l
I. Evaluation Forms 1-1
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9018.00 -2
CHAPTER 1. GENERAL PROVISIONS
1.1 Purpose. The purposes of this policy statement are to consolidate
Office of Solid Waste and Emergency Response (OSWER) training guidance
into one basic reference, to provide a clear definition of the training
responsibilities of various organizational entities within OSWER, and to
set policies and establish procedures for conducting training activities
in the following areas:
a. Documenting training needs
b. Reviewing and coordinating the development of required training
c. Documenting instructional materials (Course Outline, Instructor
and Student Guides, performance objectives, etc.)
d. Delivering training ..
e. Monitoring and evaluating training.
As additional procedures are developed and implemented, Policy Directives
Will be issued by the Assistant Administrator's Office. However, all
program directors will follow the intent of policies contained in this
document until such directives are issued.
1.2 Policy.
a. It is OSWER's policy to plan and provide for the programmatic and
technical training needs of Headquarter's and Regional employees in the
hazardous and solid waste programs. Such training will focus on
maintaining and improving skills needed by new and existing personnel in
support of statutory and/or programmatic objectives. Training needs will
be continually reviewed and a consistent training development process will
be implemented to ensure the relevance of OSWER training. Evaluation of
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9018.00 -2
training will be conducted to establish whether individual courses and
programs are contributing to achievement of organizational missions and if
the results are being obtained efficiently and effectively.
b. In order to meet the diversity of training needs and the broad
scope of efforts required to fulfill them, training will be developed
primarily through OSWER Program Offices. Any training that is developed
should address the Program Offices' priority objectives and shall be
documented in accordance with OSWER procedures. OSWER training shall
address the needs of all Headquarters, Regions and States to the extent
necessary to insure an integrated federal and state training program in
hazardous and solid waste. Other Federal agencies, local government and
contractor employees may be included as training attendees.
c. Training coordination and delivery will continue to be,
primarily, the responsibility of Headquarters Program Offices and the
Regions. . . .-'-.
d. It is OSWER's policy to support and enhance State capabilities to
meet their own training needs in support of priority program objectives.
1.3 Scope. These policies apply to OSWER technical and programmatic
training sponsored by the Assistant Administrator's Office, the Program
Offices or the Regional Offices that meets the criteria of being:
(1) Critical need, and
(2) Directly supportive of priority program objectives, and
(3) Of an ongoing, long-term or continuous nature, and
(4) Addressed to a large audience.
All other internal EPA training and employee development initiatives are
governed by the policies set forth in the "EPA Training and Development
Manual" available through the Personnel Management Division (PM212) of the
Office of Administration and Resources Management.
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1.4 Definitions.
a. Technical Training - a planned, prepared and coordinated program,
course, curriculum, system or routine of instruction in fields which are
directly related to scientific, professional and technical developments
and to the performance of official duties, whether provided through
internal or external sources.
b. Programmatic Training - instruction directed to scientific,
technical, managerial or administrative functions required to implement
OSWER programs or to keep abreast of changes in program administration.
c. OSWER-Sponsored - any training which is funded, in whole or in
part, through Agency budget appropriations for training to the Assistant
Administrator's Office, the Office of Emergency and Remedial Response
(OERR), the Office of Solid Waste (OSW), the Office of Waste Programs
Enforcement (OWPE), the Office of Underground Storage Tanks (OUST) ,and
corresponding offices in the regions.
d. Training Needs - a lack of skills or knowledge required to
implement program goals and objectives. Training needs can be expressed
in terms of knowledge or skills that are required to perform the job or
through identifying a problem to which training may be constructively
applied.
e. Long-Term Training Need - refers to training needs which can be
expected to recur over an extended period of time, due to turnover or size
of the audience, regardless of the actual length of the training period.
f. Evaluation - an assessment or analysis to determine whether the
training course or programs are achieving the desired results in terms of
effectiveness and efficiency. At a minimum, evaluative methods should
include a careful analysis of:
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9018.00 -2
(1) The extent to which specific training courses or programs
produce desired changes in employee knowledge, skills, abilities
or performance.
(2) The extent to which the training courses or programs that are
provided cover the areas of greatest needs.
(3) The need for modification in the coverage or conduct of these
training courses or programs to meet changing program needs.
g. Performance Objective - A statement of the behavior expected
from students at the end of training, including the conditions under which
the task is performed and the degree of proficiency to be attained in
precise, measurable terms. Unit objectives are based on the tasks
addressed by the training and include the conditions and standards
required for performance. Lesson objectives are based on the specific
skills and knowledge required to perform the task and also contain
conditions and standards.
1.5 Responsibilities.
a. Assistant Administrator of OSWER. The Assistant Administrator,
through the staff of the OSWER .Training Coordinator, is responsible for
developing programmatic and technical training policies, strategies and
guidance, and for ensuring that OSWER training is accomplished in an
effective and efficient manner minimizing conflict or redundancy among
Program Offices. In addition, the Assistant Administrator's Office will
assume responsibility for coordinating Superfund training at the
Headquarters level. Specifically, these responsibilities include:
(1) Conducting OSWER-wide needs assessments in cooperation with
Headquarters Program Offices, Regional training coordinators and
subject matter experts, as required.
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9018.00 -2
(2) Establishing a system for determining OSWER training priorities
for training needs that combine skills required across program
areas.
(3) Providing chair to the OSWER Training Work Group to promote the
coordination among OSWER Program Offices and Regions.
(4) Establishing and implementing OSWER-wide technical and
programmatic training policies and evaluating OSWER-sponsored
training to ensure that those policies are carried out.
(5) Developing Monitoring Systems to collect information on training
activities (e.g., course title, number of deliveries, number of
attendees, dates, locations, cost, etc.) to provide the basis
for training budget formulation and to maintain data for
accurate cost accounting.
(6) Developing cross-cutting training curricula to meet the critical
program needs for OSWER to ensure effective and efficient
utilization of resources.
(7) Developing and implementing an evaluation system to ensure that
training contributes to program objectives in a cost-effective
manner.
(8) Establishing intra-agency and inter-agency relationships for
sharing information and training resources, including other
offices (e.g., Office of Human Resource. Development), other
programs within'the Agency (e.g., Air, Water), as well as other
Federal agencies (e.g., DOT, FEMA, USGS).
(9) Establishing requirements for an integrated federal and state
training program.
(10) Reviewing Annual Training Plans and Training Planning Documents
submitted by Program Offices and Regional Offices.
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9018.00 -2
(11) Establishing training evaluation procedures to ensure the
relevancy of OSWER training, to assess its impact on trainee
performance, and to provide for periodic updating of
instructional materials.
b. Headquarters Office Directors. Office Directors for the Office
of Emergency and Remedial Response (OERR), the Office of Solid Waste (OSW)
the Office of Waste Programs Enforcement (OWPE) and the Office of
Underground Storage Tanks (OUST) are responsible for the overall conduct
of Program-specific training plan development, curriculum and course
development, and training evaluation. Specifically, Program Offices are
responsible for:
(1) Providing a minimum of one full-time Training Coordinator in
each office. (Except for OERR).
(2) Interpreting program needs, providing input to overall OSWER
needs assessments and establishing program training priorities.
(3) Analyzing, designing and developing program-specific training.
(4) Approving training budgets based on program-identified needs.
(5) Approving Annual Training Plans and Training Planning Documents
to be submitted to the OSWER Training Coordinator.
c. Headquarters Program Office Training Coordinators. Office
Directors for OSW, OWPE, OUST and Staff .Offices within OSWER should
designate Training Coordinators. Headquarters Program Office Training
Coordinators are responsible for the conduct of training .within their
jurisdiction, and specifically for:
(1) Preparing all Program Office training initiatives for approval
of Office Directors.
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9018.00 -2
(2) Coordinating Program Office assessment of training needs.
(3) Overseeing the analysis, design, development and implementation
of all program-specific training.
(4) Scheduling Program Office training courses and providing that
input to the OSWER Training Calendar, including course
descriptions.
(5) Developing training budgets based on Program Office needs and
priorities.
(6) Taking the lead oh assigned OSWER Training Work Group
initiatives and reviewing project deliverables.
(7) Completing and submitting .OSWER Training Delivery Quarterly
Reports (see Chapter 4) to the OSWER Training Coordinator.
(8) Reviewing and coordinating all relevant training projects
sponsored by the Program Office, including contractor's
statements of work or work assignments for compliance with OSWER
policies.
(9) Developing and submitting Annual Training Plans (see Chapter 2)
to the OSWER Training Coordinator for review.
(10) Ensuring that training is attended by the appropriate target
audience.
(11) Evaluating training and providing summary reports to the OSWER
Training Coordinator in accordance with OSWER training
evaluation procedures (see Chapter 4).
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d. Regional Training Coordinators. Regional Waste Management
Division Directors should designate Training Coordinators for the Regional
Offices. Regional Training Coordinators are responsible for the conduct
of training within their jurisdiction, and specifically for:
(1) Preparing all Regional training initiatives for approval of
Regional Division Directors.
(2) Coordinating Regional assessment of training needs.
(3) Overseeing the analysis, design, development and implementation
of all region-specific training.
(4) Scheduling Regional training courses and providing that input to
the OSWER Training Calendar, including course descriptions.
(5) Developing training budgets based on Regional needs and
priorities.
(6) Taking the lead on assigned OSWER Training Work Group
initiatives and reviewing project deliverables.
(7) Completing and submitting quarterly OSWER Training Delivery
Reports (see Chapter 4) to the OSWER Training Coordinator.
(8) Reviewing and coordinating all relevant training projects
sponsored by the Region, including contractor's statements of
work or work assignments for compliance with OSWER policies.
(9) Developing and submitting Annual Training Plans (see Chapter 2)
to the OSWER Training Coordinator for review.
/ '
(10) Ensuring that training is attended by the appropriate target
audience.
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(11) Evaluating training and providing summary reports to the OSWER
Training Coordinator in accordance with OSWER training
evaluation procedures (see Chapter 4).
e. Subject Matter Experts. Technical personnel selected by the
program offices to provide expert advice and guidance for programmatic and
technical training developed within OSWER are responsible for ensuring
that training is relevant to the knowledge and skill requirements of the
target audience, and specifically for:
(1) Defining objectives and content for fulfilling identified
training needs and/or developing training materials.
(2) Reviewing all developed training documents for technical
accuracy and adherence to stated objectives.
(3) Acting as instructors in selected courses or sessions.
(4) Evaluating the technical adequacy of delivered courses and their
relevancy to job performance.
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CHAPTER 2. DETERMINING TRAINING NEEDS
2.1 Review of Training Needs. It is the policy of OSWER to maintain a
system of continuous review, analysis and revision of specific training
activities and goals to keep them in alignment with actual problems and
current needs. This will be accomplished through:
(1) An annual review of training needs, and
(2) Ongoing needs identification procedures.
The purpose of both types of needs assessments within OSWER is to identify
existing and foreseeable organizational training needs, and thereby
provide a realistic basis upon which to plan, program and direct training
activities toward the achievement of the OSWER mission.
2.2 Identifying Needs. Each Program Office is responsible for ensuring
that a continuous effort "is made to identify both .individual and
organizational needs related to present and anticipated program
requirements. To ensure the most effective use of program funds,
management must give priority attention to those needs which will improve
the performance of employees in fulfilling program objectives. There are
four primary ways that needs may come to the attention of managers and
supervisors:
a. Expressed need for information
b. Change of responsibilities
c. New responsibilities, and
d. Performance discrepancies
In addition to a lack of skill and knowledge, training may also be
required due to administrative, legislative or regulatory mandates.
Training needs are best expressed in terms of competencies (skills and
knowledge) needed to perform essential functions. Each office should
identify desired changes in performance which are expected to result from
training.
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2.3 Documentation of Training Needs.
a. Annual Review. The annual review of training needs required by
EPA policy will be carried out by the Assistant Administrator's Office
with input from the Program Offices and the Regions. A training needs
assessment questionnaire requesting estimates of the number and type of
employees requiring training in various areas will be circulated among
OSWER Office Directors, Regional Waste Management Division Directors, and
Environmental Services Division Directors. OSWER will conduct the annual
needs assessment in order to obtain information necessary for:
Developing training plans and schedules for available
courses;
Determining the need for course development activities; and
Formulating OSWER budget estimates for training.
b. Ongoing Needs Determination. All new training initiatives must
be documented by the individual who proposes to manage development, using
the format provided in Appendix A -- Training Planning Document (TPD), and
coordinated through Program Office or Regional Training Coordinator.
2.4 Procedures. When a potential new training requirement has been
identified, a TPD will be developed by the proposer and submitted to the
appropriate training coordinator. A "new training requirement" refers to
any training that is not available through existing courses. Major
revisions to existing training materials for content or presentation in a
different format will also require completion of a TPD. The TPD is
designed as a problem-solving tool to assist in analyzing the potential
training requirement to determine the scope and objectives of the training
and to provide an initial cost estimate.
Training Coordinators will review the TPD for completeness and submit
it for preliminary approval to the appropriate Regional or Headquarters
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Branch Chief or Division Director. The TPD will then be submitted to the
OSWER Training Coordinator for review and recommendations. As necessary,
the TPD will be circulated among Training Work Group Members for
coordination. When needs cross the Program Offices and/or Regions, the
affected offices will be requested to collaborate in the training
development effort, thereby reducing redundancy and duplication of effort
and allowing determination of the most effective delivery strategy. After
review and coordination by OSWER, the TPD will be forwarded to the
appropriate Regional Waste Management Division Director or Headquarter's
Office Director for final approval. A more detailed discussion of
procedures for the review and coordination of TPDs is contained in
Appendix B.
a. Regions. Regional offices are expected to complete a TPD only if
a potential training need can be expected to meet the criteria listed in
Section 1.3 above, or if OSWER funding will be requested. Region-specific
training will be excluded. When requested, the OSWER training staff, will
be available to work with the Regional Training Coordinator and Regional
subject matter experts in developing the training to ensure that regional
needs are met.
b. Headquarters Program Offices. For training initiated by a
Program Office, the TPD will be reviewed by the Program Office Training
Coordinator and approved by the appropriate Branch Chief or Division
Director before being submitted to the OSWER Training Coordinator. The
OSWER Training Coordinator will review, coordinate and concur upon all
TPDs to determine any cross-cutting needs among Program Offices or other
organizations. If necessary, various offices will be requested to
collaborate on training to meet more than one training need. Final
approval rests with the Office Director, who will assign a priority and
establish funding for training development.
2.5 Determining Priorities. Headquarters Office Directors and Regional
Waste Management Division Directors are responsible for establishing
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priorities for the development and delivery of needed training.
Prioritization shall be based on criticality of training, program
requirements or objectives, size of audience, and extent of ongoing need.
2.6 Relationship of Needs and Objectives to Training Evaluation. The
initial identification of a training need serves as the basis for defining
appropriate training course objectives and determining appropriate
delivery strategies. Such objectives, whenever practical, should define
the behavior or performance to be attained. Following completion of the
training, the evaluation process should furnish the necessary feedback as
to whether the desired performance objectives have been attained, and
should help identify modifications to the training that would achieve the
initial objective.
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CHAPTER 3. TRAINING DEVELOPMENT
3.1 Statement of Policies.
a. Annual Training Plan. Each Headquarters Program Office, Regional
Waste Management Division and Regional Environmental Services Division
shall submit an Annual Training Plan to the OSWER Training Coordinator for
review. The purposes of this report are to facilitate communication and
coordination among OSWER organizations, to reduce or eliminate duplication
of effort, and to ensure the quality and consistency of OSWER training.
The Annual Training Plan will describe all training initiatives that
the Headquarters Program Office, Regional Waste Management Division, or
Regional Environmental Services Division intends to conduct or develop
during the upcoming fiscal year. The following information shall be
included in the annual plan:
Statement describing organizational training objective and
related priority program goal to be achieved.
Determination of level of priority or criticality to
accomplish program goal (i.e. 1- must know, 2 - need to know,
3 - nice to know).
Titles and brief description of relevant courses selected to
fulfill program goal.
Source of training (includes in-house, contractor or
commercially available courses).
t Number of deliveries, including date and location, if known.
Number of target trainees by job title or responsibilities
expected to attend each course.
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t Description of any training development efforts that can be
anticipated (a Training Planning Document will be required
for 'all development efforts, see Section 2.4).
Proposed delivery strategy per course, e.g., lecture,
videotape, train-the-trainer, etc.
Estimated costs for each delivery or development effort
planned.
b. Development Process. All training courses and programs sponsored
by OSWER will be developed using a systematic process which is based on
job requirements and consistent with the attached guidelines (See Appendix
C -- Manager's Guide to Training Design and Delivery). These basic
guidelines, together with the requirements set forth below, shall be
followed in developing training courses or programs. The concepts
contained in Chapter 2 of this document should serve as the basis for
initiating needed training. Appropriate types and methods of -training
described in Appendix C, which effectively and economically meet training
needs and requirements shall be used. Designated Training Coordinators
should be available at Headquarters and Regional levels to assist in
developing training courses and programs to meet documented training
needs.
c. Review and Approval. All technical or programmatic training
developed within the OSWER organization must be reviewed by the OSWER
Training Coordinator. Approval will be granted by the appropriate Office
or Division Director.
3.2 Documentation.
a. Required Documentation. All OSWER-sponsored training will have
the following documentation, as a minimum:
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(1) Course Outline *
(2) Instructor Guide *
(3) Student Manual *
(4) Audiovisual materials required to conduct training
(5) Logistics sheet listing the equipment, supplies and facilities
required to conduct the course
* See formats included in Appendix D.
b. Required Copies. Training developers shall submit three (3)
copies of all instructional materials to the OSWER Training Coordinator's
office.
3.3 Review of Instructional Materials.
a. Subject Matter Expert(s). Headquarters Program Offices and
Regional Offices will be required to provide subject matter expert!s) to
review all developed materials for technical accuracy and relevancy to job
functions of the target audience.
b. Training Coordinator. Appropriate Training Coordinators will
provide a review of developed materials to determine the appropriateness
of instructional methods proposed, consistency of materials and
objectives, and adequacy of stated performance objectives.
3.4 Contracting for Training.
a. All courses and programs developed under existing technical
contracts shall include minimum standard training specifications (See
Appendix E), in addition to project specific requirements.
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b. When requested, training will be developed under the central
training support contract maintained by the Assistant Administrator's
Office. Program Offices and/or Regions will be expected to provide
funding and technical oversight for training projects they initiate. The
Assistant Administrator's Office will support independent initiatives and
provide overall contract management.
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CHAPTER 4. TRAINING DELIVERY AND EVALUATION
4.1 General Requirements for Training Delivery
a. Scheduling Courses. Headquarters and Regional Training
Coordinators are responsible for scheduling delivery for all OSWER
training, and for providing schedules and course descriptions to the'OSWER
Training Coordinator for inclusion in the Quarterly Calendar. These
coordinators also responsible for ensuring EPA representation at any
agency-sponsored training.
b. Trainee Selection. Course implementers (training coordinators,
facilitators, or logisticians) are responsible for ensuring that training
is attended by the appropriate target audience and that limited training
slots are filled by those individuals capable of utilizing the training
most effectively. Attendance may include other Federal agencies,- local
governments or contractors, depending upon program objectives and
availability of resources. Appendices F and_ G contain suggested
guidelines for trainee selection and a sample participant registration
form.
c. Instructor Qualifications. (Reserved)
d. Reporting Requirements. Headquarters and Regional Training
Coordinators shall submit an OSWER Training Delivery Quarterly Report to
the OSWER Training Coordinator within 30 days of the end of each fiscal
quarter (see Appendix H).
4.2 Evaluation.
The OSWER Training Coordinator will be responsible for the evaluation
of OSWER training programs with respect to overall system planning,
implementation, documentation, and compliance with OSWER policy. The
evaluation of training is intended to establish whether "OSWER training
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courses are contributing to the achievement of organizational missions and
objectives. Included in the evaluation process will be a periodic review
of ongoing training to ensure its continued utility.
a. Evaluation Procedures. OSWER is in the process of developing a
comprehensive course monitoring and evaluation process. The system will
be designed to provide a single source of information on training
activities and allow comparisons among various training courses and
programs. Prior to implementation of the new system, evaluation
procedures will include but not be limited to:
(1) Observers. For selected training, OSWER will assign one or more
qualified observers to attend the training and provide a comprehensive
report on the content, design and delivery methods employed, as well as
the instructional methods and materials used.
(2) Student Evaluations. Training Coordinators, are responsible for
ensuring that participant questionnaires which contain questions regarding
course content, design and delivery be made available to attendees at each
session. An optional standard form is included in Appendix I. The
information contained on completed evaluation forms should be summarized
and a report submitted to the OSWER Training Coordinator.
(3) Impact Assessments. Three to six months following training, a
subset of course attendees and selected supervisors will be requested to
complete the follow-up questionnaire also found in Appendix I. This form
contains questions designed to assess the extent to which training has
been useful in fulfilling job functions. This information will also be
summarized and a final training impact assessment will be submitted to the
OSWER Training Coordinator.
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b. Review of Training Materials.
(1) Revisions. All OSWER-sponsored training shall receive minor
revisions as required. Minor revisions are defined as updating of content
which impacts lesson-related performance objectives. A major revision
review will be conducted when required due to technical or programmatic
changes in course objectives, content, or delivery strategy. Major
revisions are subject to Headquarters Program Office approval and
coordination through the OSWER Training Work Group.
(2) Existing Courses and Programs. Instructional materials
(including detailed course outlines) for ongoing OSWER training shall be
subject to review by the OSWER Training Coordinator to ensure compliance
with OSWER policies. Course outlines shall include performance objectives
which are job-related, measurable and observable. Review shall take place
on an annual basis or as necessary.
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United States Office of Solid Waste September 1987
Environmental Protection and Emergency Response
Agency (WH-562 A)
Washington, DC 20460
SEPA Training Policies
and Procedures
Volume II: Appendicies
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TABLE OF CONTENTS
VOLUME I:
OSWER TRAINING POLICIES AND PROCEDURES
SECTION PAGE
1. General Provisions 1
1.1 Purpose 1
1.2 Policy 1
1.3 Scope 2
1.4 Definitions 3
1.5 Responsibilities 4
2. Determining Training Needs ' 10
2.1 Review of Training Needs . 10
2.2 Identifying Needs 10
2.3 Documentation of Training Needs 11
. 2.4 Procedures 11
2.5 Determining Priorities 12
2.6 Relationship of Needs and Objectives 12
to Training Evaluation
3. Training Development 13
3.1 Statement of Policies 13
3.2 Documentation 14
3.3 Review of Instructional Materials 15
3.4 Contracting for Training 16
4. Training Delivery and Evaluation 18
4.1 General Requirements for Training Delivery 18
4.2 Evaluation 18
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TABLE OF CONTENTS
VOLUME II: APPENDICES
SECTION PAGE
A. Training Planning Document A-1
B. Review and Coordination of Training Initiatives B-l
C. Managers Guide to Training Design and Delivery C-l
D. Formats for Tra.ining Documentation D-l
D.I Course Outline D-l
D.2 Instructor Guide D-4
D.3 Student Manual D-10
E. Standard Training Development Contract Specifications E-l
F. Trainee Selection Guidelines F-l
G. Participant Data Form G-l
H. OSWER Training Delivery Quarterly Report H-l
I. Evaluation Forms 1-1
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ACKNOWLEDGEMENTS
This document was prepared by International Business
Services, Inc., 1090 Vermont Avenue, N.W., Washington,
D.C. 20005 in partial fulfillment of requirements under
Contract No. 68-01-7031 with the U.S. Environmental
Protection Agency. Additional support was provided by
Evaluation Technologies, Inc. under Contract No.
68-01-7030.
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APPENDIX A
TRAINING PLANNING DOCUMENT
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U.S. ENVIRONMENTAL PROTECTION AGENCY
OFFICE OF SOLID WASTE AND EMERGENCY RESPONSE
TRAINING PLANNING DOCUMENT
Instructions:
Please provide a description and rationale for any proposed training
initiatives utilizing the following format.
PART I - DESCRIPTIVE INFORMATION
1. Issuing Office/Retion:
2. (a) Preparer:
(b) Telephone/Mail Code:
3. (a) Training Coordinator:
(b) Telephone/Mail Code:
4. Proposed Course Title or Subject Area:
5. Total Number of Participants Requiring Training:
6. Is OSWER funding assistance requested?
If so, what is the estimated project budget? $_
(See Instructional Cost Worksheet Attached.)
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PART II - INSTRUCTIONS
These instructions describe the points that should be addressed in completing the items in Part II
Rationale.
1. Problem Definition
Address the reason you believe training is needed What is happening that shouldn't be, or what isn't hap-
pening that should? Why is training the appropriate solution, and what are possible alternate solutions
(other than training)? Document the specific evidence that convinced you the need was valid.
2. Target Audience
Who requires the training? Please provide job titles and/or responsibilities What is the audience's back-
ground? Will the training be targeted to new or experienced personnel? Where are they located? The more
diverse the target audience, the more difficult it will be to successfully relate the course to the jobs of par-
ticipants. Try to. ensure that the audience will share a need for specific skills.
3. Overall Course Objectives
In general terms, what is the purpose of the training? What will it enable participants to do? You should be
able to state clearly what the course will accomplish. Explain how increased skills and knowledge
addressed by the training will improve performance of a specific function for a specific target audience.
4. Proposed Content of Training
Provide an outline of the proposed content areas to be addressed by the training. Which subjects are
really relevant to job performance? This may be determined by listing major job tasks and identifying the
skills and knowledge needed to perform each task,
5. Length of Course
Allowing for approximately six hours of actual instruction per day, estimate the number of days needed for
training to meet your goal. Keep in mind that it is essential that instructors have time to address questions
and that students are allowed time for class activities and exercises.
6. Recommended Resources
Is a course, orothertraining medium, like this available? Research any sources of training that might have
an existing course appropriate to your needs either within EPA orthrough commercial sources. If you do not
know of an existing course, try to identify resources that could help develop or deliver the course.
7. Recommended Subject Matter Experts
Who do you know that would be available to provide technical direction to the course? this should be a
person or persons well versed in the subject matter who would be able to relate knowledge and skill needs
to the audience's job requirements. Include name, identifying information and phone number for one or
more subject matter experts who can be relied upon to review course materials.
8. Estimated Costs
The major cost factor to be considered is the cost of new course development or revisions to existing
materials. As a general rule of thumb, you can expect that 40 hours of development time will be required for
each one hour of classroom time. This will be considerably less if existing materials can be adapted for use. If
a contractor is to be used for course development an average of $50 per hour can be used for a rough
estimate.
Delivery costs will vary depending upon the number of target audience members who will be able to
attend each session. Considering the type of training you have in mind, highly interactive or predominantly
lecture, plan the number of students who can attend each delivery, and develop an estimate of the number
of deliveries needed. Delivery costs will also vary on the basis of needs for any specialized equipment
required for training, and the number of instructors expected to be needed.
A cost worksheet is attached to assist in developing estimates for standard courses Other types of train-
ing, such as self-instructional manuals or video taped presentations, will require other methods for cost
determination.
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PART II - RATIONALE
A statement addressing each of the following items in order is
requested. Please use additional pages as needed. See Part II -
Instructions for a description of points to be addressed in each item.
Use continuation sheets as necessary.
1. Problem Definition
2. Target Audience
3. Overall Course Objectives
4. Proposed Content of Training
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5. Length of Course
6. Recoranended Resources
7. Recommended Subject Matter Experts
8. Estimated Costs (See Worksheet)
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SIGNATURES
1. Prepared by: Date:
2. Branch Chief or Division Director
NAME
DATE
3. OSWER Training Coordinator
NAME
DATE
Recommendations:
4. Office Director or Waste Management Division Director
HAMT
DATE
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INSTRUCTIONAL COST WORKSHEET
1. DEVELOPMENT COSTS
A. Contractor or In-House Development
Length of course (Hours)
x 40 hrs. development time/each
B. Materials Revision
Hours to revise existing materials
hour of course x 40
Equals Development Hours =
x $50/hr. average x 50_
Equals Total Development Cost =
x $50/hr. for contractor x 50
Equals Total Revision Cost =
TOTAL DEVELOPMENT COST (A or B above) $
2. DELIVERY COSTS
A. Instructor Expense .
J200/day average Instructor .Fees - $ 200
x number of days of course x
x number of instructors x
TOTAL INSTRUCTOR EXPENSE = $
B. Travel and Per Diem Cost
$400 average travel costs per delivery $ 400
x number of instructors x
Equals Travel Expense =
Plus +
$110 per day Per Diem $ 110
x number of days x
Equals Per Diem Expense
TOTAL TRAVEL AND PER DIEM COST = $
Instructional Materials
Number of pages in student manual
x .10 per page (Ave. 300) x .10
x number of students x
COST OF INSTRUCTIONAL MATERIALS = $
NOTE: Contractors are generally restricted from engaging in any printing
involving more than 5,000 units of any one page or 25,0000 units in
the aggregate of multiple pages.
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INSTRUCTIONAL COST WORKSHEET (Continued)
Facilities and Equipment Rental
Rental for training facility depends on
number of students and availability.
Cost per day of facilities ($350 avg)
x number of days
Equals Facility Cost
Plus
Cost of Rental Equipment (overhead,
projector, etc.) ($100 avg.)
x number of days
Equals Rental Equipment
TOTAL FACILITY & EQUIPMENT EXPENSE
E. Other Costs
This could include costs for purchase
or rental of specialized equipment, or
other miscellaneous costs not included
elsewhere.
TOTAL OTHER COSTS $
TOTAL DELIVERY COSTS (A+B+C+D+E) ' = $_
3. TOTAL DELIVERY EXPENSE
Total Delivery Cost (above)
x number of deliveries x
TOTAL DELIVERY EXPENSE = $"
4. TOTAL ESTIMATED COST
Development Costs (Item 1)
+ Total Delivery Expense (Item 3) +
TOTAL ESTIMATED COST = $"
NOTE: Average cost figures provided above are "rule-of-thumb" estimates.
Use actual costs to the extent they are known.
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APPENDIX B
REVIEW AND COORDINATION
OF TRAINING INITIATIVES
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REVIEW AND COORDINATION OF TRAINING
INITIATIVES IN OSWER
These procedures have been developed in order to: (1) facilitate
coordination of training activities among OSWER Program Offices and the
Regions, (2) impose minimum quality control processes for training
development, and (3) to serve as a basis for decisions regarding funding
of courses to be sponsored or assisted by the Assistant Administrator's
Office. The affected Program Offices include: Office of Emergency and
Remedial Response (OERR), Office of Solid Waste (OSW),^Office of Waste
Programs Enforcement (OWPE), Office of Underground Storage Tanks (OUST)
and the Staff Office for the Chemical Emergency Preparedness Program
(CEPP).
Although slight variations exist (as noted below) depending upon the
source of the initiative, all persons . desiring to initiate new training
activities within OSWER are requested to follow the steps listed below.
1. Complete Training Planning Document (TPD) (see Appendix A) to assure
appropriate planning and to communicate appropriate information
regarding the proposed training. The TPD will then be submitted to:
(a) Program Office Training Coordinator for courses being initiated
at Headquarters, or
(b) Regional Training Coordinator for training proposed by the
Regions.
2. Obtain Preliminary Approval. The appropriate Program or Regional
Training Coordinator will review the TPD for completeness and forward
it to the appropriate Headquarters or Regional Branch Chief or
Division Director for preliminary approval. The document will then
be submitted to the OSWER Training Coordinator for coordination
through the OSWER Training Coordination Work Group. The OSWER
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Training Coordination Work Group is a steering committee composed of
representatives of each Headquarters Program Office, ten EPA regions,
and a national and state representative of the Association of State
and Territorial Solid Waste Management Officials (ASTSWMO).
3. Review by OSWER Training Coordinator. The TPD will be reviewed by
the OSWER Training Coordinator and by members of the OSWER Training
Coordination Work Group to insure coordination among Program Offices
and Regions.
(a) If it is determined that the proposed training can serve more
than the purpose for which it is intended, negotiations with
other relevant offices or organizations will then be conducted.
Such training will be developed by Headquarters in cooperation
with relevant offices.
(b) If the proposed training is determined to be duplicative of
other efforts, recommendations will be made by the work group as
to where the needed training can be obtained.
(c) If it is determined that the need to be addressed by the
proposed training can best be addressed by methods other than
course development and training (e.g., change in procedures,
provision of technical assistance, etc.), recommendations for
alternative solutions will be provided.
(d) Otherwise, the OSWER Training Coordinator will sign-off on the
proposal to indicate that coordination review has taken place.
In any case, coordination through the OSWER Training Work Group will
serve to conserve resources and eliminate duplication of effort.
This step will also serve to alert OSWER and the Program Offices of
anticipated budget needs and upcoming technical review requirements.
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4. Concurrence and Approvals. The OSWER Training Coordinator will
concur with the TPD once coordination is complete. The next step is
to obtain the approval of the appropriate Office or Division
Director, who will be responsible for determining project priority
and obtaining necessary funds.
5. Authorization. Following coordination through the Work Group,
authorization for the expenditure of training funds should be
sought. This step includes the development of a Work Assignment for
a contractor utilizing the standard contract specifications to be
found in Appendix E, if course development is to be supported through
extramural funds. The OSWER dedicated training support contract is
the vehicle of choice for OSWER-sponsored courses. For in-house
development, the same standard course development procedures
(described in Appendix E) are expected to be followed to the extent
possible.
6. Review of Training Materials. Following the development of course
materials, two mandatory reviews must be conducted.
(a) Subject Matter Experts (SMEs) will review the course materials
for technical accuracy and relevance to job performance goals.
Within Headquarters, SMEs will be designated by the Program
Office. For courses developed in the Regions, appropriate SMEs
must be identified by the proposer.
(b) Training Coordinator Review. All course materials will be
reviewed by the appropriate Program Office or OSWER Training
Coordinator to ensure consistency with OSWER policy and to
assess the consistency among objectives, content and criterion
tests (if any).
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7. Scheduling of Training. As soon as possible after the initiation of
course development, training schedules will be established. All
course-sponsors are required to submit in a timely manner relevant
descriptive information and schedules to the Program Office Training
Coordinator or the OSWER Training Coordinator, as appropriate, for
inclusion in the Quarterly Calendar.
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ACKNOWLEDGEMENTS
This document was prepared by International Business
Services, Inc., 1090 Vermont Avenue, N.W., Washington,
D.C. 20005 in partial fulfillment of requirements under
Contract No. 68-01-7031 with the U.S. Environmental
Protection Agency. Additional support was provided by
Evaluation Technologies, Inc. under Contract No.
68-01-7030.
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APPENDIX C
MANAGER'S GUIDE TO
TRAINING DESIGN AND DELIVERY
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MANAGER'S GUIDE TO TRAINING DESIGN AND DELIVERY
Introduction
Each year, EPA managers provide a variety of training for EPA
personnel in technical and non-technical areas. One of the roles of a
program manager or coordinator is to represent the organization's interest
and attempt to ensure that a quality product is provided. In many cases,
managers are not greatly involved in the process of actually reviewing,
adapting, or designing training programs once the training provider has
been selected; it is felt that is the contractor's job. However, managers
and their staff have critical expertise to contributeknowledge of the
organization and the course's proposed target audience. This brief
document is intended to explain the issues involved in course design and
delivery in order to ensure the organization's needs and interests are
well represented in 'the process of training selection or design. By
spending training dollars on truly effective training, it is possible to.
increase an organization's efficiency and avoid waste. The purpose of
this document is to provide assistance in the monitoring of training
projects to ensure that the training dollars really yield the desired
results.
Overview
The concept of a "systems" approach in engineering is one in which
each of the variables or subsets of an entire system are analyzed as
subsystems in themselves. In recent years, the term "systems approach"
has been applied to the design of courses, which also depend for
effectiveness on the analysis of many variables, such as the learner and
the organization.
This document discusses the impact of key variables on training
programs. It begins with a discussion of the characteristics of effective
training. It proceeds to an analysis of the basic elements of the
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training process from planning to implementation and ongoing delivery, or
"institutionalization" of the program. Topics included in the discussion
are need definition, predevelopment analysis, design, development,
validation, revision, and ongoing delivery and control.
Characteristics of Effective Training
Training is not an end in itself. The key questions are whether the
material presented is retained by students, whether it is used, and
whether the designed impact has been achieved.
Research has identified a number of characteristics of effective
training. These are as follows:
a. Training application is clear. Trainees are most likely to
remember material if the training has a specified intended use.
Trainees "tune out" presentations that do not seem useful.
b. Questions are incorporated to focus attention.
c. Examples are provided for concepts presented.
d. Students are given experience using material presented. They are
apt to apply to the job what they have already done in class.
e. The learning situation resembles the job situation. Ideally, if
the end result of a program is that participants should be able
to determine whether lab reports adhere to quality control
standards, students should review sample lab reports in class.
In teaching students to use breathing apparatus, fire departments
often incorporate smokefilled mazes in training. In learning the
consequences of decisions in an emergency, simulations may be
more effective than case studies. However, the costs of closely
approximating work conditions are relatively high in the second
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and third examples, and consideration must be given to the
importance of the training, the level of retention needed, and
resources available. At any event, preference should generally
be given to the closest feasible proximity to job performance,
except when training focuses on specific aspects of a task that
must be isolated from the larger task to achieve emphasis.
f. The material learned is used in the work place. The rule that
guides memory is "use it or lose it."
g. Training provided is well-structured. Students must also be able
to perceive the structure. Use of structured outlines that
include key words but leave space for notes free student
attention from deciphering new words, guessing spelling, or
catching up with listing items to follow what the instructor is
actually saying.
h. Finally, students are involved in the training. When they are
participants in the training process memory is increased.
Using A Systems Approach
A "systems approach" can either be closed, carefully prescribing each
step in training design, or open, allowing for modifications in approach
based on situations! variables.
There are common elements to each model that may be readily
identified and used as the basis of a general discussion. The advantage
of a systems approach is that the design of a course is specifically
tailored to a specific audience in a specific situation. This
"engineered" product will focus the learners' attention on areas critical
to their actual jobs, improving motivation and retention. When a
high-priority training need is involved, and the need is so job-specific
as to preclude use of materials already developed, a full-scale course
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design effort based on the systems approach may be the most cost-effective
approach to ensuring organizational needs are met.
The elements of the systems approach to training as presented here
are as follows:
(1) Need definition
(2) Predevelopment analysis
(3) Design
(4) Development
(5) Validation
(6) Revision
(7)' Ongoing delivery and control
1. Need Definition
The training development process is initiated by a perception of
need. It is at this preliminary stage need definition -- that many
training programs go wrong before they are started. Training is never
cost-effective, if it is not needed. Too often any performance deficiency
is read as a training need and treated as such, when in fact the problems
noted may be related to performance barriers in the organization or
extraneous factors such as hiring policies or changing legal
requirements. Before initiating training, the following basic questions
must be clearly answered:
(1) Is the need for improved performance due to a lack of knowledge
or skill as opposed to a lack of motivation or organizational
barriers to performance? If it is not a skill deficiency, the
problem is not a training problem and money spent on training
will not be a wise investment.
(2) Would approaches less costly than training, such as on-the-job
coaching by fellow workers or a "job aid" to assist in task
performance, work equally well? To be effective, job aids must
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be appropriate in sequence of information and time required to
the job itself. For example, an index to hazardous materials
intended for emergency use must be designed such that the
material in question may be located quickly and key information
highlighted for rapid retrieval.
In short, it is important to be sure that the task is not being performed
as desired because of factors that can be changed through training.
If funding and time do not permit a full-scale needs assessment based
on well-designed sampling strategies, it is important to call several
persons in a position to know about the needed training before proceeding
further with vendor selection. The concept of the issues the training
should address may change radically.
a. Change of responsibilities
The way responsibilities are discharged may be changed because
of new legal requirements or internal regulations, new
equipment, new scientific knowledge, or changes in the
conditions under which a job is performed. A task analysis
should be compared as a guide to training planning.
b. New responsibilities
Training should be considered when new responsibilties are
created for employees. As for changed responsibilties a
detailed task analysis is needed to identify appropriate
training in new areas. (See predevelopment analysis.)
c. Expressed need for information
Employees may feel further information would help them improve
job performance. This is most likely to occur in highly
technical areas in which managers are selected primarily for
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administrative expertise rather than detailed familiarity with
technical tasks. Perhaps the most frequent error in training
preparations is failure to consult the target audience.
d. Performance discrepancies
When workers are having trouble performing tasks as well as
expected, training may -Improve performance. However, causes of
poor performance other than lack of skills or knowledge should
be ruled out before a training need is identified. These might
include poor directions, improper hiring, or external problems
interfering with task performance. Confirm the problem to be a
training problem by consulting the target audience directly
wherever possible.
2. Predevelopment Analysis
Effective training must be appropriate to its audience. A course on
hazardous materials designed for fire officers might not be
appropriate for EPA representatives, since the focus might be on
incident command issues even though the same technical information on
hazardous materials behavior was conveyed.
Varying levels of detail may be required in this phase depending on
how unique the tasks are on which training is available. In many
cases organizational studies exist that can be used in lieu of new
efforts. Information such as needs assessment, job descriptions,
organizational charts, pertinent regulations, and organizational
policy and procedures in the training area should be shared with the
contractor. The major areas of required information are:
a. Job performance requirements. It is important to identify the
level of performance required on the job to avoid insufficient
or excessive training and to identify criteria on which the
success of the program will be judged.
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b. Organizational characteristics. Training must be appropriate to
the organization in which it occurs and reflect organizational
values and priorities.
c. Specific tasks on which training is required. An analysis of
specific tasks performed by the target audience is essential to
defining training objectives. Task analysis may be based on
observation of the target group performing the tasks on which
training is needed, simulated task performance by others,
analysis based on written data (as in technical manuals),
interviews with the workers, or surveys. The nature of the task
is critical to the selection of the method and lack of data may
lead to a decision that, will not improve performance.
The factors considered in predevelopment analysis are not "academic"
considerations, but factors that may be expected to have a significant
impact on the overall effectiveness of the proposed training. Many
programs have failed as a result of inadequate or poorly conducted
preliminary analysis. Even if the purpose is to select a "package"
program and financial restrictions preclude any significant adaptations in
course support materials (such as overheads or slides), the communication
of available material in any of the categories discussed above will enable
the trainer to relate better to the audience, to anticipate questions and
concerns, and to adjust the emphasis of materials.
3. Design
Design of the program involves specifying objectives, determining the
sequence and timing of subject areas, and selecting appropriate methods
and technology. Programs that do not specify objectives are frequently
less cost-effective. Objectives are generally phrased to express the
behavior expected from the student at the end of the course, and specify
basic "ABCDs"-the Audience expected to perform the task, the Behavior
expected, the Conditions under which the task is performed, and the Degree
of proficiency required. A "criterion-referenced" objective is one that
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describes the required proficiency the student is expected to attain in
precise, measurable terms. As an example, Robert F. Mager, a leader in
the field of training design, said:
Given a compass, ruler, and paper be able to construct
and bisect any given angle larger than five degrees.
Bisections must be accurate to one degree.
The last sentence offers a criterion for successful performance.
The issue of subject sequence is also addressed at the design phase.
Failure to sequence material logically can lead to students being lost
through large portions of the course. Effective presentation tends to
progress from old to new, simple to complex, familiar to unknown, first in
time to last in time. Another reason for predevelopment analysis is to
assist the training . professional in sequencing material in a way that
builds logically from what the student already knows. Appropriate timing
of all subjects is also critical to success. More material presented does
not necessarily mean more material retained!
Instructional methods are procedures used in training that are
selected according to the type of student performance specified in course
objectives. In selecting methods, the primary guiding principle is to
replicate the actual performance of the task as the student will carry it
out. For example, if a task requires the student to analyze something
that is seen, such as a microorganism, slides or other visual media must
be used as opposed to verbal description. Methods fall into three primary
groups:
Presentation
Demonstration
» Application
Each of these groups is appropriate in the context of certain specific
educational purposes, and one is not intrinsically preferable to others.
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a. Presentation Methods
Presentation methods involve content reinforced by visual
elements as needed. The material to be learned is described and
explained in a logical sequence. Lecture is the primary example of a
presentation mode used without supplementary media. It can cause
boredom and poor retention when used without supplementary media. It
is also dependent upon the instructor, which makes standardized
presentation difficult. Its effectiveness may be reinforced,
however, by the use of proven techniques such as:
Embedded questions posed in the lecture to spur learner
interest and involvement.
t Structured note-taking outlines to reinforce key words.
Combination with other media and methods.
Presentation methods are useful in transmitting knowledge (as
opposed to skills) to large groups, or in providing standard
information to a homogenous'group. Such methods are appropriate for
objectives that require students to "describe," "explain," or
"recognize." It is difficult to plan a presentation at a level
entirely suitable to the needs of a large group, however, so most are
best combined with interactive elements. For example, videotaped
lectures are most effective when facilitated by a trainer who can
lead activities applying lecture material, or when used in
conjunction with technology that enables students to ask questions.
Presentation is not a means of effectively teaching a skill,
especially one involving psychokinetic elements; application methods
must be employed.
Presentation methods will continue to be central to most OSWER
training. Other methods should be used to ensure student retention
and use of material.
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b. Demonstration Methods
Demonstration methods require the instructor to model a specific
procedure or set of procedures. Demonstration may be used, for
example, to illustrate the use of a piece of equipment such as a
breathing apparatus, crane, or control panel, or to model a decision-
making process using a case study. Like presentation, demonstration
is led by an instructor, but often has a higher level of student
interest because it focuses on something specific. Where physical
actions are involved, repetition is needed to ensure retention.
Demonstration may be performed using models (such as a
small-scale replica of a piece of equipment, or a theoretical model
such as a site map) or actual equipment. Sometimes, use of a model
is preferable because of improved visibility.
Demonstration modes are advisable when a motor skill is required
or when specific procedures must be carried out. In OSWER programs,
demonstration modes are preferred when new technologies become
available.
c. Application Methods
Application methods build from presentation methods to show how
a given concept applies to a specific situation. Instructors use
application method when examples are used to bring home points (a
means of increasing both understanding and retention). A variety of
techniques designed to show applications involve students by enabling
them to test their mastery of the material presented.
(1) Case studies are situations presented for analysis.
Participants -are asked to identify problems, analyze
contributing factors, and propose appropriate procedures.
Case studies are used in OSWER training to show
applications of concepts such as risk assessments.
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(2) Role-plays require students to act out parts based on real
life situations. They are used when interactive skills are
required, as in communications or public relations
training. Role-plays may be presented for student
analysis. Students can participate in role-plays with
other group members. In the context of OSWER training,
role- playing may be found in courses such as community
relations.
(3) Brainstorming is used to promote class participation in
problem-solving. Students provide responses which are
initially accepted noncritically, and later developed
analytically.
(4) Action plans require students to implement material
presented in class within a specific job context. This
approach involves the preparation of a . time.line and is
appropriate in courses such as contingency planning.
(5) Simulations involve realistic representations of
situations. They allow students to practice performances
in areas in which real world mistakes would be costly or
dangerous. Altered time scales permit a closer scrutiny of
conditions. They also allow time to practice complex
actions. A computer simulation designed to test student
capability to make a decision can immediately "notice" and
react to student error.
(6) Problem-solving activities offer a wide range of
possibilities. Consensus-seeking methods such as the
Delphi approach or the use of standard man calculations to
determine the level of toxic exposure are examples of
problem-solving activities. Problem-solving activities are
critical whenever the objective requires refinement of
decision-making skills.
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(7) Examples are illustrations of a concept offered by student
or instructor, and may be either presented in lecture or
elicited through discussion.
Frequently a "plan of instruction" or "course design document" is
prepared prior to training development. This plan offers a chance to
"troubleshoot" if course objectives are inappropriate. A design document
specifies objectives, units, content areas, method and timing. It is
similar to an architectural plan. Catching an error in the design phase
may save thousands of dollars compared to the cost of corrections after
the course is complete.
4. Development
Instructional materials are prepared at the development stage,
including manuals for instructor or student and media support. It is
important to ensure that those assembling the course have access both to
technical experts and experts in training methods and materials
development.
5. Validation
Training effectiveness is determined by a validating process referred
to as course evaluation. This section will address the following
questions:
Why evaluate training programs?
What should evaluation cover?
How is evaluation data collected?
What are evaluation criteria?
a. The purposes of evaluations may be driven by a number of forces.
Change may be measured by means of pre- and post-training
achievement tests. In addition, achievement measures may be used at
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Intervals following training to test material retention. Changes in
attitude, skill, knowledge, and behavor may be measured to provide a
basis for assessing the organizational impact of training.
Evaluation may provide feedback in identifying the appropriate
training method. This is sometimes referred to as the diagnostic
aspect of evaluation. Audiovisuals, instructional strategies,
printed materials, and other teaching aids are assessed within this
area.
The purpose of cost-benefit approach to training evaluation is
to justify the existence of the program. The efficiency of different
training techniques is based-upon the expenditure required.
Evaluation data may be used by management to demonstrate the
productivity of a program. Evaluations provide a basis for
management decisions.
b. What should evaluation cover?
Typically, the following types of data may be collected:
t Participant demographics
Achievement of course objectives
Measures of reaction to training materials
Worth of training.
c. How is evaluation data collected?
Evaluation data may be collected by a variety of methods such
as:
t Questionnaires
Interviews
Observations.
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d. What are evaluation criteria?
Evaluation criteria define what constitutes a successful
course. -Criteria help to standardize course evaluation data,
screening evaluator bias from the results. Recommendations are drawn
from quantitative data and are thus supported by "hard" rather than
soft evidence.
6. Revision
At this stage of the development process, instructional materials are
refined and improved. Effective non-biased evaluations are essential to
guide revision.
7. Ongoing Delivery and Control
Once post-pilot revisions are complete, it is necessary to monitor
ongoing deliveries. Technical advances may challenge the accuracy of the
material.
Conclusion
A manager, has a critical role to play in the selection or planning
of .effective courses. Often, training duties must compete with other,
more immediate tasks which offer more tangible rewards. Yet, the
importance of effective training has been proven again and again. By
spending training dollars on sound educational programs, a manager can
make a significant contribution to the organization's effectiveness.
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D.I COURSE OUTLINE
FORM AND INSTRUCTIONS
The Course Outline is a complete source document describing the
training requirement in sufficient detail to enable initiation of course
development activities. This document outlines the scope, content,
duration and schedule for courses. The content outlines are used to
organize the course of instruction to ensure that all requested topics are
included and adequately covered within the course. The Course Outline
includes sections detailing:
The rationale, purpose, course objective and any special
requirements for the planned course
Detailed outlines of the units of instruction to be included
in the course scope
A time plan representing the projected time required to
adequately cover the material to be presented
t Plans for training evaluation activities
t Proposed methods for delivery of the training to the target
audience.
The Course Outline shall be prepared in the following format:
1. Title Page. This page shall contain the complete title of the
course, with no abbreviations, the name and address of the contractor or
office, the contract number (if appropriate), the course length in hours
or days, and the date prepared.
2. Forward. This shall be a statement of the purpose and rationale for
the training. Rationale shall be related to the course itself, not simply
the course content.
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APPENDIX D
FORMATS FOR TRAINING DOCUMENTATION
D.I Course Outline
D.2 Instructor Guide
D.3 Student Manual
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3. Course Data Page. This page shall Include the following:
t Course Objective - A general statement of who is to be
trained to perform what, to what degree of qualifications,
where, and under what general conditions.
Special Requirements - Recommended physical requirements,
such as facilities for simulation exercise, laboratory or
other highly specialized equipment or setting.
Qualifications - Describe any limitations to attendance
including recommended prerequisite training.
Instructional Materials - Listing of proposed instructional
materials such as Instructor/Lesson Guides, Student's Guide,
training aids, and reference materials.
4. Summary, Outline of Instruction. The Outline of Instruction summary
shall contain an outline of each major unit of instruction within the
training course. It shall list the amount of classroom and practical
application time, and the total time allocated for each major unit of
instruction. It shall further list the total hours planned for the
classroom, the total hours planned for practical application, and the
total course hours. Training course complexity, content, and length shall
be determining factors as to the length and number of units listed in the
end product.
5. Units of Instruction. The description of the units of instruction
should include a comprehensive listing, of the content items to be included
in the training activity. Each unit of instruction will list, in detail,
the major topics to be covered, the time allocation for the unit, and the
general instructional methodology to be used. In the development of the
general instruction methodology, attention should be given to the
principles of adult education, especially the element of trainee
participation.
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/
6. A Scheduled Order of Presentation. The schedule shall be a planned
hour-by-hour program for each day and week of the training course. This
schedule shall serve as a milestone chart of the course progression and as
a guide for instructor, training monitor, and training development
personnel in planning the daily schedule. To facilitate planning, this
schedule shall list separately all classroom and practical application
sessions. The schedule shall indicate the course day, lesson title, hours
planned for the lesson, subject matter, and assigned instructor, if known.
7. Delivery. This statement will identify proposed methods of
delivering the training activity to the target audience. This will
normally be through the Environmental Response Branch Training Centers or
the OSWER dedicated training support contract for courses sponsored by
OSWER.
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D.2 INSTRUCTOR GUIDE
Instructor/Lesson Guides provides the detailed course technical data
and information to assist the instructor in the presentation of each
individual lesson included in the course. The Instructor/Lesson Guides
are used to organize the instructor's presentation and to insure that all
required topics, subtopics, and related reference material are included in
the presentation of procured training courses.
One instructor/lesson guide shall be developed for each main topic in
the course/curriculum outline. A cover sheet for each instructor/lesson
guide shall conform to the format of Figure 1.1 and contain the following
information:
Course Title
t Instructor/Lesson Guide Number
Topic
t Time allotted \
Instructional materials - all materials which the instructor
may utilize for preparation or during the presentation,
including all equipment and audiovisual aids necessary to
conduct the lesson.
Lesson Objectives - these are three part objectives related
to the skills and knowledge addressed by the lesson which
describe the behavioral actions, the performance conditions,
and the attainment standards expected of the student upon
completion of the lesson.
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Homework - this shall identify any written assignments, such
as student activity guides, to be completed by the student.
The body of each Instructor Lesson Guide shall utilize the
three-column format depicted in Figure 1.2. This format enables the
instructor to view all class activities, including his own, in terms of
what he wishes the students to gain from the lesson.
Outline of Instruction column - shall cover the planned lesson
discussion content for each of the six steps specified below. The outline
shall be developed in sufficient detail to be used as the instructor's
primary teaching document. No further guide or lesson plan shall be
necessary. The paragraphs and subparagraphs shown in Figure 1 are only
illustrative. The number of paragraphs and subparagraphs shall be as
required by each lesson:
The Introduction - this step shall be developed to promote
student interest, .to motivate each student with a desire to
gain an understanding of the lesson topic, and to cause each
student to recognize lesson objectives and their relationship
to job requirements.
The Presentation - all lesson material shall be covered in
this step. The main or key points of the step shall
correlate with the lesson objective. These points shall be
presented in sufficient detail to insure thorough and
complete coverage of the subtopic. Additionally, the
Instructor Activity column shall list all diagrams, text
materials, audiovisual aids, and other materials to be used
in the presentation. These materials shall be identified
adjacent to each point in the outline where they are to be
utilized, for each time their utilization is planned.
Indicate time spent in this step. -
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The Summary - the objectives shall be listed as well as all
key points of the presentation which support each lesson
objective.
t The Application - this step shall be presented in a manner to
cause each student to apply the lesson information to solve
one or more realistic problems. This may require either
mental or physical student activity.
The Evaluation - this shall be designed to check student
progress and determine the extent to which the student has
accomplished the lesson objectives. This step shall consist
of either a list.of thought-provoking questions, with
answers, covering the Instructor/Lesson Guide objectives, or
instructions to administer a progress test.
t The Assignment - this step shall provide the objective of the
assignment, if any, and motivate the student by emphasizing
key points in the subject matter, aid him in developing sound
study methods, and provide good, sound reasons for
accomplishing the assignment.
The Instructor Activity column - shall contain a listing of all
planned instructor activities designed to enable him to present that
instruction outlined in the column headed "Outline of Instruction." These
listed activities shall provide sufficient guidance to enable the
instructor to establish student contact and motivation, and to present
instruction outlined using appropriate training materials. It shall also
be structured to enable the instructor to maintain maximum student
interest and participation, adequately measure student comprehension of
the subject, and provide planned summaries at strategic points within the
presentation.
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All audiovisual aids, reference documents, and other aids such as
teaching machines and programmed learning equipment for which utilization
is planned to support instruction shall be listed. They shall be listed
adjacent to each point in the outline for which utilization is planned.
If an aid supports instruction at different points within the outline,
that aid shall be listed at each point where use is planned.
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Figure 1.1
Cover Sheet for Instructor/Lesson Guide
COURSE TITLE;
INSTRUCTOR/LESSON GUIDE NO.
TOPIC;
TIME ALLOTED;
INSTRUCTIONAL MATERIALS;
LESSON OBJECTIVES:
HOMEWORK ASSIGNMENTS:
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Figure 1.2
Outline of Body of Instructor/Lesson Guide
Outline of Instruction Instructor Activity
I. INTRODUCTION
A. Establish contact
B. State lesson objectives
C. Establishing readiness
1. Motivatingjstatements
2. Lesson overview
II. PRESENTATION
A.
1.
2.
a.
b.
B.
1.
a.
b.
2.
3.
III. SUMMARY
A.
B.
IV. APPLICATION
A.
1.
2.
B.
V. EVALUATION
VI. ASSIGNMENT
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D.3 STUDENT MANUAL
The Student's Manual is composed of a series of instruction sheets
which collectively provide the student with the objectives and self help
materials such as reading assignments, study questions, problems,
practical application job steps, self-test items, diagram sheets and other
supplementary information to assist him in achieving the objectives during
a training course. The manual may include additional training
publications and/or text material such as handbooks, guidance documents or
technical manuals which contain information considered helpful to
students.
The Manual shall correlate with the training course/curriculum
outlines and related Instructor/Lesson Guides. The following elements
shall be included as required:
Information sheets
Student Activity sheets
Assignment sheets
Note-taking sheets
Supplementary information.
The guide shall contain front matter that consists of:
t Table of contents
t Guidelines and instructions for use of each section of the
Student's Manual.
Each type of instruction aid, whether it be an information sheet,
assignment sheet, or note-taking sheet, shall be numbered in such a manner
that it easily identifies the specific Instructor/Lesson Guide for which
it was designed to support. The level of comprehension of all written
material in the Student's Manual shall be consistent with the requirements
of the job, unless otherwise specified by the procuring activity.
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Information Sheet Structure. Student information sheets shall be in
contractor format and shall consist of narrative descriptions, diagrams,
sketches, charts, graphs, pictures, or other audio-visual material, as
necessary, for student reference to support the information presented in
the course. They may be excerpts from other documents not readily
available to the students or original material prepared by the contractor.
A dry-process, commerical quality paper reproduction of each audio-visual
aid used in the course shall be included in the student information sheets
for each student participating in the course regardless of their inclusion
in other documentation or data required by the course.
Student Activity Guide. The Student Activity Guide is a complete
listing of all questions the student is to answer, or projects he is to
complete, in order to provide the student a means of applying principles
learned during classroom instruction without requiring the use of actual
equipment. Student Activity Guides contained in the Student Workbook may
be completed in the classroom, or they may become homework assignments.
Examples are theoretical calculations the student is to make,
predicted waveforms at designated points, predicted meter readings or
measurements at designated points, projected movements at designated
points, etc., designed to cause the student to apply those principles
learned during classroom instruction in a pencil-and-paper situation. The
guides shall be designed to require the student to apply the knowledge
gained during the training course. Completion of the question(s) and
projects shall require only reference material available to the student
and application of newly acquired knowledge.
Assignment Sheet Structure. Assignment sheets in support of each
Instructor/Lesson Guide shall contain the following essential parts:
Introduction - a statement of the purpose and scope of the
assignment.
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Objective(s) - the objective(s) to be accomplished by the
student through completion of the assignment.
Study Assignment - specific study instructions, identifying
paragraphs, pages, and publications. If there is a best
sequence to study scattered portions of the text, this
sequence shall be provided.
t Study Questions - thought-provoking questions relative to the
assignment. Preference shall be given to the type of
questions that require mental decisions similar to those the
student would make while working, and those types which
measure the student'.s accomplishment of objectives.
Note-taking Sheet Structure. Note-taking sheets may be needed for
lessons that provide important information to which the student must refer
from time to time or recall from memory. These sheets shall contain the
following essential parts:
References - complete identification of publications
pertinent to the topic.
Note-taking Outline - a topical outline of the associated
Instructor/Lesson Guide. Adequate space should be provided
for the student to add personal notes. . The outline may
contain fill-ins (optional) and should normally express
complete ideas.
Supplementary Information. Any additional information such as
guidance documents, technical manuals, or relevant publications applicable
to the objectives of the training may be included as appendices or
separate documents.
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APPENDIX E
STANDARD TRAINING DEVELOPMENT
CONTRACT SPECIFICATIONS
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STANDARD TRAINING DEVELOPMENT CONTRACT SPECIFICATIONS
Training Development Activities
Training development refers to the process used to produce training
materials for a specific audience that ends in a product which can be used
for repetitive offerings of a training activity. This process includes
research, needs assessments, task analysis, instructional design, writing
and editing training materials, selecting and/or preparing graphic and
audiovisual materials, selecting and developing tests, conducting pilot
training activities, evaluation, revision of materials and/or methods,
providing bibliographic reference materials, and producing original
training material and copies of training materials for use in conducting
required training.
The contractor may be required to furnish a range of training program
development activities from revision of existing instructional materials
to the complete development of innovative training approaches and
materials. Some or all of the requirements detailed below may be required
depending on the circumstances of the requirement.
Training Materials Development. The process typically involves four
phases of work:
a. Phase I. Analyze Training Requirement. The Contractor shall, as
required, analyze the specific training needs and base all analysis on job
related information. In this phase, an inventory of job tasks shall be
compiled and divided into two groups: tasks not selected for training,
and tasks selected for training. The contractor may be required to
conduct analyses of particular jobs or functional content areas. The
contractor shall identify and analyze the usefulness of existing training
courses or training material based upon the information contained in the
tasks selected for training. The contractor shall analyze the tasks
selected for training and make recommendations concerning the most
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appropriate delivery system (e.g., on-the-job training or technical
assistance, classroom instruction, etc.). The contractor shall describe
the job(s) in such detail so as to be able to derive course, unit and
lesson objectives as well as to document procedural steps as required.
The format for documentation of these analyses shall be approved by the
Project Officer.
b. Phase II. Design Training. The contractor shall develop a
Course Outline to be submitted for approval. The Course Outline shall be
in the format shown in Attachment I, including as a minimum the following
information:
(1) Purpose of training
(2) General goal statement
(3-) Scope of the training
(4) Performance objectives
(5) Recommended instructional delivery option.
Upon approval of the Course Outline, the contractor shall develop the
curriculum outline consistent with the attached format. The curriculum
outline shall contain three levels of objectives: General (course)
objectives, Performance (unit) objectives, and Enabling (lesson)
objectives. The course objectives shall appear on the cover page of the
course outline and shall consist of a general statement of who is to be
trained to perform what, to what degree of qualification, where, and under
what general conditions. Each performance objective must be observable
and measurable and directly related to a specific task selected for
training. Enabling objectives listed may contain either skill or
knowledge behaviors and must be measureable.
Each objective shall be composed of three components:
The behavior the trainee must perform
The conditions under which the behavior will be performed
t The standards the trainee will be expected to attain.
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The performance and enabling objectives become the basis for the
generation of all test items developed for the training.
The curriculum outline shall be approved by the Project Officer prior
to. any development work being initiated.
c. Phase III. Develop Training. The contractor shall develop an
instructional'management plan for all instructional material developed
which shall include, but not be limited to, the following information:
Resources necessary to develop the. instruction.
t Resources required to deliver the training in the proposed
format.
f A description of proposed documentation to be developed.
A description of equipment and other materials required to
develop the training material.
All instructional material developed should be designed so that a
content expert, with suitable instructional experience, can present the
material with-a minimum of additional development work.
The contractor shall prepare the following documentation for all
training courses:
Instructor Guide. Instructor Guides will be developed after
the training course outline is approved. The instructor
guides are designed to serve as the instructor's primary
guides for topic sequencing, objective accomplishment, and
presentation detail during the conduct of the course. They
will be used by Government personnel to plan and conduct
required follow-on training. Instructor Guides for a
training course shall include all topics and subtopics of the
approved training course outline with all the information
necessary to support that topic or subtopic.-
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Sufficient detail shall be provided to lead the instructor
smoothly and comprehensively through all portions of each
planned presentation without the possibility of any
regressions or omissions of any planned information. A
sample topic shall be developed and submitted for review and
approval prior to development of the complete Instructor
Guide. A complete draft of the instructor guide shall be
available of review and verification by the Project Officer
at a minimum of 30 days prior to the start of the training
courses. The draft manuscript shall be annotated, corrected,
and revised as necessary.during the presentation course, as
instructional experience dictates. The necessary
modifications shall be incorporated prior to publication and
distribution of the final Instructor Guide. The Instructor
Guide shall be in a format that is consistent with Attachment
II.
t Student Manual. The Student Manual shall be developed
consistent with the format in Attachment III. The Student
Manual shall be developed to provide each student with clear,
concise study materials required to accomplish performance
objectives in the minimum time. The Student Manual is used
for reference purposes by the student in training and
following completion of training. A complete draft
manuscript of the Student Manual shall be available for
review and verification by the Project Officer a minimum of
30 days prior to the start of the training course. The draft
manuscript shall be annotated, corrected, and revised as
necessary during the presentation of the course as
instructional experience dictates. The necessary
modifications shall be incorporated prior to publication and
distribution of the final Instructor Guide.
t Audiovisual Aids. Master Reproducibles for Training Equipment
and Training Courses. The contractor shall provide
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master-reproducible and projection-ready copies of each
audiovisual aid procured or developed for the training
course. The contractor shall provide the quantities required
for distribution of the training materials plus three copies
to the Project Officer.
Index for Audiovisual Aids, Equipment and Instructional
Materials. The contractor shall provide an index which lists
all material required to conduct the training. The index
should be organized by lesson and provide the instructor with
all information concerning the logistical support required to
conduct the training.
d. Phase IV. Course Pilot Test, Validation and Revision. The
contractor shall be required to pilot test all training materials and
submit a validation plan prior to the pilot test. All training materials
shall be revised based upon the pilot test prior to being distributed for
use.
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ATTACHMENT I
COURSE/CURRICULUM OUTLINE
FORM AND INSTRUCTIONS
Course Outline
The Course Outline is a complete source document describing the
training requirement in sufficient detail to enable initiation of course
development activities. This document outlines the scope, content,
duration and schedule for courses. The content outlines are used to
organize the course of instruction to ensure that all requested topics are
included and adequately covered"within the course. The Course Outline
includes sections detailing:
t The rationale, purpose, course objective and any special
requirements for the planned course
Detailed outlines of the units of instruction to be included
in the course scope
A time plan representing the projected time required to
adequately cover the material to be presented
t Plans for training evaluation activities
v.
Proposed methods for delivery of the training to the target
audience.
The Course Outline shall be prepared in the following format:
1. Title Page. This page shall contain the complete title of the
course, with no abbreviations, the name and address of the contractor or
office, the contract number (if appropriate), the course length in hours
or days, and the date prepared.
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2. Forward. This shall be a statement of the purpose and rationale for
the training. Rationale shall be related to the course itself, not simply
the course content.
3. Course Data Page. This page shall include the following:
Course Objective - A general statement of who is to be
trained to perform what, to what degree of qualifications,
where, and under what general conditions.
Special Requirements - Recommended physical requirements,
such as facilities for simulation exercise, laboratory or
other highly specialized equipment or setting.
- t Qualifications - Describe any limitations to attendance
including recommended prerequisite training.
, Instructional Materials - Listing of proposed instructional
materials such as Instructor/Lesson Guides, Student's Guide,
training aids, and reference materials.
4. Summary, Outline of Instruction. The Outline of Instruction summary
shall contain an outline of each major unit of instruction within the
training course. It shall list the amount of classroom and practical
application time,' and the total time allocated for each major unit of
instruction. It shall further list the total hours planned for the
classroom, the total hours planned for practical application, and the
total course hours. Training course complexity, content, and length shall
be determining factors as to the length and number of units listed in the
end product.
5. Units of Instruction. The description of the units of instruction
should include a comprehensive listing of the content items to be included
in the training activity. Each unit of instruction will list, in detail,
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The major topics to be covered, the time allocation for the unit, and the
general instructional methodology to be used. In the development of the
general instruction methodology, attention should be given to the
principles of adult education, especially the element of trainee
participation.
6. A Scheduled Order of Presentation. The schedule shall be a planned
hour-by-hour program for each day and week of the training course. This
schedule shall serve as a milestone chart of the course progression and as
a guide for instructor, training monitor, and training development
personnel in planning the daily schedule. To facilitate planning, this
schedule shall list separately all classroom and practical application
sessions. The schedule shall indicate the course day, lesson title, hours
planned for the lesson, subject matter, and assigned instructor, if known.
7. Delivery. This statement will identify proposed methods of
delivering the training activity to the target audience. This will
normally be through the Environmental Response Branch Training Centers or
the OSWER dedicated training support contract for courses sponsored by
OSWER.
Curriculum Outline of Instruction
The curriculum outline shall be sequenced in the order in which the
instruction is to be given, and should include the planned time allotments
for each unit and topic of instruction. The training analysis shall serve
as the basis for generation of this document. The performance objectives
supported by each unit shall be listed under the unit title. The enabling
(lesson) objectives shall be listed under the topic title. A unit of
instruction shall support one or more performance objectives; and several
units of instruction may support part of the same overall course
objective.
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ATTACHMENT II
INSTRUCTOR GUIDE
Instructor/Lesson Guides provide the detailed course technical data
and information to assist the instructor in the presentation of each
individual lesson included in the course. The Instructor/Lesson Guides
are used to organize the instructor's presentation and to insure that all
required topics, subtopics, and related reference material are included in
the presentation of procured training courses.
One instructor/lesson guide shall be developed for each main topic in
the course/curriculum outline. -A cover sheet for each instructor/lesson
guide shall conform to the format of Figure.1.1 and contain the following
information:
Course Title
t Instructor/Lesson Guide Number
t Topic
t Time allotted
Instructional materials - all materials which the instructor
may utilize for preparation or during the presentation,
including all equipment and audiovisual aids necessary to
conduct the lesson.
Lesson Objectives - these are three part objectives related
to the skills and knowledge addressed by the lesson which
describe the behavioral actions, the performance conditions,
and the attainment standards expected of the student upon
completion of the lesson.
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0 Homework - this shall Identify any written assignments, such
as student activity guides, to be completed by the student.
The body of each Instructor Lesson Guide shall utilize the
three-column format depicted in Figure 1.2. This format enables the
instructor to view all class activities, including his own, in terms of
what he wishes the students to gain from the lesson.
Outline of Instruction column - shall cover the planned lesson
discussion content for each of the six steps specified below. The outline
shall be developed in sufficient detail to be used as the instructor's
primary teaching document. No further guide or lesson plan shall be
necessary. The paragraphs and" subparagraphs shown in Figure 1 are only
illustrative. The number of paragraphs and subparagraphs shall be as
required by each lesson:
t The Introduction - this step shall be developed to promote
student interest, to motivate each student with a desire to
gain an understanding of the lesson topic, and to cause each
student to recognize lesson objectives and their relationship
to job requirements.
The Presentation - all lesson material shall be covered in
this step. The main or key points of the step shall
correlate with the lesson objective. These points shall be
presented in sufficient detail to insure thorough and
complete coverage of the subtopic. Additionally, the
Instructor Activity column shall list all diagrams, text
materials, audiovisual aids, and other materials to be used
in the presentation. These materials shall be identified
adjacent to each point in the outline where they are to be
utilized, for each time their utilization is planned.
Indicate time spent in this step.
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/-
t The Summary - the objectives shall be listed as well as all
key points of the presentation which support each lesson
objective.
The Application - this step shall be presented in a manner to
cause each student to apply the lesson information to solve
one or more realistic problems. This may require either
mental or physical student activity.
t The Evaluation - this shall be designed to check student
progress and determine the extent to which the student has
accomplished the lesson objectives. This step shall consist
of either a list -of thought-provoking questions, with
answers, covering the Instructor/Lesson Guide objectives, or
instructions to administer a progress test.
The Assignment - this step shall provide the objective of the
assignment, if any, and motivate the student by emphasizing
key points in the subject matter, aid him in developing sound
study methods, and provide good, sound reasons for
accomplishing the assignment.
The Instructor Activity column - shall contain a listing of all
planned instructor activities designed to enable him to present that
instruction outlined in the column headed "Outline of Instruction." These
listed activities shall provide sufficient guidance to enable the
instructor to establish student contact and motivation, and to present
instruction outlined using appropriate training materials. It shall also
be structured to enable the instructor to maintain maximum student
interest and participation, adequately measure student comprehension of
the subject, and provide planned summaries at strategic points within the
presentation.
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All audiovisual aids, reference documents, and other aids such as
teaching machines and programmed learning equipment for which utilization
is planned to support instruction shall be listed. They shall be listed
adjacent to each point in the outline for which utilization is planned.
If an aid supports instruction at different points within the outline,
that aid shall be listed at each point where use is planned.
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Figure 1.1
Cover Sheet for Instructor/Lesson Guide
COURSE TITLE;
INSTRUCTOR/LESSON GUIDE NO.
TOPIC:
TIME ALLOTED;
INSTRUCTIONAL MATERIALS;
LESSON OBJECTIVES;
HOMEWORK ASSIGNMENTS:
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Figure 1.2
Outline of Body of Instructor/Lesson Guide
Outline of Instruction Instructor Activity
I. INTRODUCTION
A. Establish contact
B. State lesson objectives
C. Establishing readiness
1. Motivating statements
2. Lesson overview
II. PRESENTATION
A.
1.
2.
a.
b.
B.
1.
a.
' b.
2.
3.
III. SUMMARY
A.
B.
IV. APPLICATION
A.
1.
2.
B.
V. EVALUATION
VI. ASSIGNMENT
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ATTACHMENT III
STUDENT MANUAL
The Student's Manual is composed of a series of instruction sheets
which collectively provide the student with the objectives and self help
materials such as reading assignments, study questions, problems,
practical application job steps, self-test items, diagram sheets and other
supplementary information to assist him in achieving the objectives during
a training course. The manual may include additional training
publications and/or text material such as handbooks, guidance documents or
technical manuals which contain information considered helpful to
students.
The Manual shall correlate with the training course/curriculum
outlines and related Instructor/Lesson Guides. The following elements
shall be included as required:
§ Information sheets
t Student Activity sheets
t Assignment sheets
Note-taking sheets
t Supplementary information.
The guide shall contain front matter that consists of:
Table of contents
Guidelines and instructions for use of each section of the
Student's Manual.
Each type of instruction aid, whether it be an information sheet,
assignment sheet, or note-taking sheet, shall be numbered in such a manner
that it easily identifies the specific Instructor/Lesson Guide for which
it was designed to support.- The level of comprehension of all written
material in the Student's Manual shall be consistent with the requirements
of the job, unless otherwise specified by the procuring activity.
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Information Sheet Structure. Student information sheets shall be in
contractor format and shall consist of narrative descriptions, diagrams,
sketches, charts, graphs, pictures, or other audio-visual material, as
necessary, for student reference to support the information presented in
the course. They may be excerpts from other documents not readily
available to the students or original material prepared by the contractor.
A dry-process, commerical quality paper reproduction of each audio-visual
aid used in the course shall be included in the student information sheets
for each student participating in the course regardless of their inclusion
in other documentation or data required by the course.
Student Activity Guide. The Student Activity Guide is a complete
listing of all questions the student is to answer, or projects he is to
complete, in order to provide the student a means of applying principles
learned during classroom instruction without requiring the use of actual
equipment. Student Activity Guides contained in the Student Workbook may
be completed in the classroom, or they may become homework assignments.
Examples are theoretical calculations the student is to make,
predicted waveforms at designated points, predicted meter readings or
measurements at designated points, projected movements at designated
points, etc., designed to cause the student to apply those principles
learned during classroom instruction in a pencil-and-paper situation. The
guides shall be designed to require the student to apply the knowledge
gained during the training course. Completion of the question(s) and
projects shall require only reference material available to the student
and application of newly acquired knowledge.
Assignment Sheet Structure. Assignment sheets in support of each
Instructor/Lesson Guide shall contain the following essential parts:
Introduction - a statement of the purpose and scope of the
assignment.
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t Objective(s) - the objective(s) to be accomplished by the
student through completion of the assignment.
t Study Assignment - specific study instructions, identifying
paragraphs, pages, and publications. If there is a best
sequence to study scattered portions of the text, this
sequence shall be provided.
Study Questions - thought-provoking questions relative to the
assignment. Preference shall be given to the type of
questions that require mental decisions similar to those the
student would make while working, and those types which
measure the student's accomplishment of objectives.
Note-taking Sheet Structure. Note-taking sheets may be needed for
lessons that provide important information to which the student must refer
from time to time or recall from memory. These sheets .shall contain the
following essential parts:
References - complete identification of publications
pertinent to the topic.
Note-taking Outline - a topical outline of the associated
Instructor/Lesson . Guide. Adequate space should be provided
for the student to add personal notes. The outline may
contain fill-ins (optional) and should normally express
complete ideas.
Supplementary Information. Any additional information such as
guidance documents, technical manuals, or relevant publications applicable
to the objectives of the training may be included as appendices or
separate documents.
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APPENDIX F
TRAINEE SELECTION GUIDELINES
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GUIDELINES FOR SELECTING ATTENDEES FOR OSWER TRAINING COURSES
Assurance of successful training delivery rests in large part on the
selection of participants whose background and job experience are
congruent with the level at which a course is presented. Provided below
are suggested criteria to be addressed in the selection of EPA training
participants. It should be noted the following list represents a wide
range of items for consideration from which those that seem most feasible
and politically viable may be chosen.
First-come-f irst-served basis. To date, OSWER courses are
generally offered .on a first-come-first-served basis to
applicants whose job responsibilities are consistent with the
intended target audience. This present policy should be
continued since the waiting list for some courses is often
over a'year.
Necessary educational background. It should be ascertained
that participants have had sufficient educational exposure to
understand the material in terms of both subject area and
level. For some types of courses, however, on-the-job
training weighs more heavily than educational level.
t Appropriate work experience. Consideration should first be
given to the number of years of work experience it would take
for course content to be meaningful to a participant in
general before particular individuals are selected.
Change in job responsibilities. Consideration should be
given to the possibility of a course applicant who, in fact,
requires the course information for a change in job
responsibilities requiring new skills or knowledge.
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Relevance to present job. Before selecting a trainee,
pertinent questions should be addressed such as:
- Will the participant's job peformance be enhanced by
taking the course? What particular performance standards
will be enhanced?
- How will the participant use the course information on a
daily basis?
- Does the participant's individual development plan relate
to material covered by the training courses?
- Does the participant's position description require
knowledge, skills and abilities that are relevant to the
material covered in the training course?
Completion of course prerequisites. Some OSWER courses are
offered in a series ranging from introductory level to
advanced. Attendees should not be permitted to take an
advanced level course without having taken its prerequisite
unless they are able to demonstrate equivalent exposure to
the subject area from other sources.
t Applicants with scheduling constraints. Applicants who
indicate that they cannot stay for the entire duration of the
course should be discouraged from attending until their
schedule allows.
"Train the Trainers". If an applicant demonstrates an
ability and an opportunity to deliver the training he or she
receives to others at the workplace or in the field, special
consideration may be given in selection.
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APPENDIX G
PARTICIPANT REGISTRATION FORM
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REGISTRATION FORM /^L% Course
Date _
Location
Name:
Organization:
Address:
City, State, Zip: : _
INSTRUCTIONS: The following information is requested to enable the course instructors to
become more familiar with the attendees and thereby target their presentations more directly to
your needs. Responses to all questions are optional and confidential, and will be used only for
this purpose.
1. My job position is:
2. My job responsibilities include:
3. My job is primarily:
D Management
D Technical
D Enforcement
4. How long have you been in your current job position?
D Less than one year
D One to five years
D Six to ten years
D Eleven to fifteen years
D Over fifteen years
5. Formal educational background:
D Less than 12 years
D High school diploma
D Some college
D Bachelor's degree
G Master's degree or some graduate work
D Doctoral degree
6. Major subject area(s)
7. Have you attended other hazardous materials training in the subject area of this course offered
by your state, professional association, or other organization? If yes, please provide course titles
and sponsors.
Course Title Sponsor
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APPENDIX H
OSWER TRAINING DELIVERY
QUARTERLY REPORT
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INSTRUCTIONS FOR COMPLETING
OSWER TRAINING DELIVERY QUARTERLY REPORT
The Office of Solid Waste and Emergency Response (OSWER) Training
Delivery Quarterly Report is designed for recording and monitoring basic
data on OSWER training deliveries. Each Training Coordinator should
complete an OSWER Training Delivery Quarterly Report and forward it to
Headquarters within 30 days of the end of each fiscal quarter (January 30,
April 30, July 30, and October 30). For each OSWER course delivered,
please enter the course title or description, the name of the sponsoring
organization, the number of deliveries of that course by that sponsor, the
number of participants in each, class, the location of each course
delivery; and instructor, instructor travel, per diem, materials, and
other costs. A total cost for each course delivery should be summed and
entered on the last column. Use as many pages as necessary to record alT
OSWER training for the reporting quarter. The total costs of all course
deliveries should also be totaled and entered in the lower right hand
corner of the last page. Forward your completed forms to:
OSWER Training Coordinator (WH-562A)
Office of Emergency and Remedial Response
Environmental Protection Agency
401 M Street, S.W.
Washington, D.C. 20460
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Training Coordinator .
Organization:
Fiscal Year '
Quarter (1-4):
Office of Solid Waste and Emergency Response
TRAINING DELIVERY QUARTERLY REPORT
TITLE OR
DESCRIPTION
1
SPONSORING
ORGANIZATION
NO. OF
DELIV.
NO. OF
PARTI-
CIPANTS
DELIV.
DATES
DELIVERY
LOCATION
DELIVERY COSTS
INSTRUCTOR
COSTS
TRAVEL
COSTS
PER
DIEM
INSTRUC.
MATERIALS
COST
OTHER
COSTS
(SPECIFY)
TOTAL
DEL. COST
S
8
ro
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APPENDIX I
EVALUATION FORMS
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NAME:
WILING ADDRESS:
DATE:
COURSE LOCATION:
COURSE:
PARTICIPANT COURSE ASSESSMENT
INSTRUCTIONS; Please circle the response closest to your opinion.
COURSE CONTENT
£
1. Knowledge and skills covered In this
course are relevant to my Job.
2. Information presented MS up to date.
3. Information presented MS technically
accurate.
4. Information presented MS unbiased.
5. Knowledge and skills covered 1n this
course are used frequently In my job.
6. Knowledge and skills covered 1n this
course are needed to achieve a high
priority goal In my work unit.
7. The difficulty level of course content MS
appropriate for me. If not, content MS:
( ) too basic
( ) too advanced
///
^ ^ JP
-6 £
/> /
/ ^
1 2 3 4 5 NA
1 2 3 4 5 NA
1 2 3 4 5 NA
1 2 3 4 5 NA
1 2 3 4 5 NA
1 2 3 4 5 NA
8. The course objectives Mre achieved.
1 2 3 4 5 NA
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Participant Courst Asstssatnt (Cont'd)
COURSE DELIVERY
1. Tht Instructor(s) MS knovltdgtablt 1 2 3 4 5 NA
on tht courst subjtct arta.
2. Tht Instructors) had an tfftctlvt 1 2 3 4 5 NA
prtstntatlon stylt.
3. Tht Instructor(s) facilitated tht 1 2 3 4 5 NA
achltvtMnt of objtctlvts.
4. Tht Instructor(i) had good rapport 1 2 3 4 S NA
with tht studtnts.
S. Tht Instructor(s) aanagod tht courst 1 2 3 4 5 NA
logistics Mil.
. Tht Instructional fadlltlts Mrt a 1 2 3 4 5 NA
flnt 1 taming tnvlronatnt.
7. Materials and tqulpatnt Mrt avallablt 1 2 3 4 5 NA
as nttdtd.
8. Courst Mterlals Mrt Mil productd 1 2 3 4 5 NA
(Includt all audiovisual*, Instructor
and studtnt lattrlals).
9. Tht class slxt MS appropriate. 1 2 3 4 5 NA
COURSE DESIGN
1. Courst actlvl tits supported count 1 2 3 4 5 NA
objtctlvts.
2. Tht courst provldtd opportunity to 1 2 3 4 5 NA
practlct skills or apply knovltdgt.
3. Courst txtrclsts Mrt rta11st1c. 1 2 3 4 5 NA
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Participant Count Asstssavnt (Cont'd)
4. Ltcturt Mttrlal MS rtlnforctd with 1 2 3 4 5 NA
appropriate Illustrations, act1v1t1ts,
and visual aids.
5. Adtquatt tlM MS allotted to covtr 1 2 3 4 5 NA
courst content.
6. Count Materials wtrt stqutnctd 1 2 3 4 5 NA
logically.
7. Count Materials Wrt Mil organlztd. 1 2 3 4 5 NA
COURSE USEFULNESS
I.I rtcoMMnd this count to othtrs.
( ) Yts ( ) Mo
If yts, who? Pitast dtscrlbt tht job position, txptrttnct, or skills of
thost to whoa you rtcowtnd tht count.
If no, why not?
2. Would this courst bt «ort ustful to a ptrson ntw to your job position, or
ont who hu ttnrtd 1n that position for sow t1«t? Mhy?
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Participant Course Assessment (Cont'd)
3. Please eonMtnt on course highlights and low points. How could the course^
be Improved?
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NAME:
DATE:
COURSE TITLE:
COURSE LOCATION:
COURSE FOLLOWUP ASSESSMENT
INSTRUCTIONS; Please circle the response closest to your opinion and
provide explanations as requested.
1. I have used the skills or applied the knowledge taught in this course
on the job.
( ) Yes ( ) No
If yes, how? If no, why not?
2. The knowledge and - skills taught in this course were relevant to my
job.
( ) Yes ( ) No
3. Were the emphases on different areas of course content appropriate?
( ) Yes . ( ) No
If not, how would you redistribute the course focus?
4. Please describe knowledge and skills not covered in this course that
now would be useful to you.
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Course Followup Assessment (Continued)
5. I highly recommend this course to others.
( ) Yes ( ) No
If yes, who? Please describe the job position, experience or skills
of those to whom you would recommend this course.
If no, why not?
6. Has your work environment been supportive of your use of new
knowledge and skills?
( ). Yes ( ) No
Please describe existing areas of support and areas that inhibit or
prevent the use of new skills or knowledge such as finances* resource
personnel, attitudes, or habit.
7. I am able to do my job better as a result of training.
( ) Yes ( ) No
Please explain.
8. Use the space below for any additional course-related comments.
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