DOE-HDBK-1201-97, Guide to Good Practices Evaluation Instrument Examples

NOT MEASUREMENT SENSITIVE DOE-HDBK-1201-97 January 1997 Supersedes DOE-STD-1006-92 July 1992 DOE HANDBOOK GUIDE TO GOOD PRACTICES EVALUATION INSTRUMENT EXAMPLES U.S. Department of Energy FSC 6910 Washington, D.C. 20585 DISTRIBUTION STATEMENT A. Approved for public release; distribution is unlimited. WELCOME This Portable Document Format (PDF) file contains bookmarks, thumbnails, and hyperlinks to help you navigate through the document. All items listed in the Contents are linked to the corresponding sections. In addition, if you click on a section heading while you are reading the text, you will return to the Contents. Click on the DOE seal below to move to the Contents page. This document has been reproduced directly from the best available copy. Available to DOE and DOE contractors from the Office of Scientific and Technical Information, P.O. Box 62, Oak Ridge, TN 37831; (423) 576-8401. Available to the public from the U.S. Department of Commerce, Technology Administration, National Technical Information Service, Springfield, VA 22161; (703) 487-4650. Order No. DE97000784 DOE-HDBK-1201-97 iii FOREWORD 1. This Department of Energy (DOE) Handbook is approved for use by all DOE Components and their contractors. The Handbook incorporates editorial changes to DOE- STD-1006-92, Guide to Good Practices: Evaluation Instrument Examples, and supersedes and replaces DOE-STD-1006-92. Technical content of this Handbook has not changed from the original technical standard. Changes are primarily editorial improvements, redesignation of the standard to a Handbook, and format changes to conform with current Technical Standards Program procedures. 2. This technical standard provides guidance to DOE staff and contractors that can be used by training staffs (e.g., instructors, designers, developers and managers) and others for developing evaluation instruments. Examples of various methods and techniques have been included. These instruments are not necessarily intended to be used "as is," but they provide guidance for training evaluation instrument development. 3. Beneficial comments (recommendations, additions, deletions) and any pertinent data that may improve this document should be sent to the Office of Nuclear Safety Policy and Standards (EH-31), U.S. Department of Energy, Washington, DC 20585, by letter or by using the self-addressed Document Improvement Proposal (DOE F 1300.3) appearing at the end of this document. 4. DOE technical standards, such as this Handbook, do not establish requirements. However, all or part of the provisions in a technical standard can become requirements under the following circumstances: (1) they are explicitly stated to be requirements in a DOE requirements document; or (2) the organization makes a commitment to meet a technical standard in a contract or in a plan or program required by a DOE requirements document. DOE-HDBK-1201-97 iv INTENTIONALLY BLANK DOE-HDBK-1201-97 v TABLE OF CONTENTS FOREWORD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii 1. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1.1 Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1.2 Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

2. TRAINING EVALUATION INSTRUMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 2.1 Numerical Rating Scale Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 2.2 Questionnaire Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 2.3 Checklist Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 2.4 Interviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 2.5 Observation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 3. SUMMARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 APPENDIX A NUMERICAL RATING SCALE EXAMPLES . . . . . . . . . . . . . . . . . . . . . . . A-1 EXAMPLE 1 Laboratory Instructor Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . A-3 EXAMPLE 2 Instructor Performance Evaluation . . . . . . . . . . . . . . . . . . . . . . . . A-7 EXAMPLE 3 Simulator Instructor Observation . . . . . . . . . . . . . . . . . . . . . . . . A-17 EXAMPLE 4 Supervisor's Post-Training Feedback . . . . . . . . . . . . . . . . . . . . . A-23 EXAMPLE 5 Trainee Post-Training Evaluation . . . . . . . . . . . . . . . . . . . . . . . . A-25 APPENDIX B QUESTIONNAIRE FORMAT EXAMPLES . . . . . . . . . . . . . . . . . . . . . . . . B-1 EXAMPLE 6 Trainee Feedback Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-3 EXAMPLE 7 End-of-Course Training Evaluation . . . . . . . . . . . . . . . . . . . . . . . . B-5 EXAMPLE 8 Training Program Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-9 APPENDIX C EXAMPLE CHECKLISTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-1 EXAMPLE 9 Instructor Observation Checklist . . . . . . . . . . . . . . . . . . . . . . . . . C-3 EXAMPLE 10 OJT Training Course Evaluation Form . . . . . . . . . . . . . . . . . . . . C-9 EXAMPLE 11 Training Development Recommendation Checklist . . . . . . . . . . . C-15 EXAMPLE 12 Training Material Request/Update . . . . . . . . . . . . . . . . . . . . . . C-19 DOE-HDBK-1201-97 vi INTENTIONALLY BLANK DOE-HDBK-1201-97 1 1. INTRODUCTION 1.1 Purpose Training evaluation determines a training program's effectiveness in meeting its intended purpose; producing competent employees. Evaluation is the quality assurance component of a systematic approach to training (SAT) program. This guide provides information on evaluation instruments used to gather employee, supervisor, and instructor feedback to identify strengths and weaknesses of training programs at DOE facilities. It should be used in conjunction with DOE Training Program Handbook: A Systematic Approach to Training and DOE Handbook, Alternative Systematic Approaches to Training. 1.2 Discussion The key to conducting an effective training evaluation is to first identify the questions to be answered by the evaluation. Should the program be modified? What performance gains are being realized? Is the need for training being addressed in the best way possible? The purposes of an evaluation include the following: To determine if a program is accomplishing its objectives. To identify the strengths and weaknesses of a particular training program. To identify which trainees benefitted the most, or the least, from a training

program. To determine if a program was appropriate for its intended purpose and target population. Training evaluations should be conducted in all available settings (classroom, laboratory, simulator, and on-the-job training) and at various times (during training, immediately after training, three to six months after training, etc.). "What type of training data is needed?" and "What training setting is being evaluated?" are two questions that will help determine when the evaluation is conducted. The specific setting and time are usually controlled by the level of the training evaluation. There are four levels of evaluation. DOE-HDBK-1201-97 2 Level I: Reaction- Determines the trainees' opinion of the training program. Level II: Learning- Measures the trainees' achievement of the program goals. Level III: Application- Determines if trainees are using the new skills on the job. Level IV: Results- Measures whether training has a significant influence on the organization's operation. Internal Evaluations Levels I and II focus primarily on internal evaluations. Internal evaluation is the process that collects data by reviewing course materials, trainee test and performance data, the trainees' reactions to training, instructor evaluations by training staff, and other information coming from the development and use of the actual training program itself. Measuring the trainees' reactions to training is usually collected on an end-of-course critique form or questionnaire that records the trainees' impressions about the instructors, course content, materials, facilities, etc. Although this data is subjective, it can be valuable as a quick assessment of training. This data can also be a source of information about the perceived quality of training and materials. Trainees can also be good evaluators of instructor technical competence. The problem with this instrument is that there is very little correlation between how the trainees feel and what they have learned. Examples 6 and 7 are variations of this type. Instructors are evaluated by the training staff to determine the adequacy of training delivery. This evaluation should be performed by the training supervisor or a qualified staff member. Instructors should be evaluated regularly in terms of technical knowledge, presentation skills, and interpersonal skills for each training setting they are qualified to instruct. The discrepancies identified in these evaluations should be corrected using a systematic method such as a feedback loop. Examples 1, 2, 3, 9, and 10 all relate to this method of evaluation. DOE-HDBK-1201-97 3 Training materials should also be evaluated periodically. This should ensure that the required changes are being incorporated. These changes may include changes to DOE regulations, modifications to equipment or procedures, changes in job scope, and industry operating experiences that impact the training. External Evaluations Levels III and IV focus on the impact of the training on the job (external). External evaluation is the process that collects data from prior trainees, supervisors and managers, and from many other outside sources that are beyond the actual domain of the training program. One method of collecting external evaluation data is to directly observe the graduate during actual job performance. This method is the most direct approach to getting an answer to the question of whether or not the graduate can perform the tasks on the job that he/she

was trained. Observations may be performed by a single evaluator or a team composed of evaluators and subject matter experts. A checklist can be beneficial to aid in observations. A method of collecting data from prior trainees and their supervisors is by using questionnaires. Questionnaires are the least expensive approach for collecting data from graduates and their supervisors. The validity of these questionnaires reflects how well the evaluators prepared and distributed them. The questionnaire should include the tasks that the trainees were trained to perform. Examples 4 and 5 represent this method. Another method used to collect data from prior trainees and their supervisors is through personal interviews. This method allows evaluators to collect more detailed information than is possible on questionnaires. Evaluators can also follow-up on unclear responses and can clarify any problems the graduate is having. Interviews should concentrate on determining graduate proficiency. This is best accomplished by using a preplanned list of questions. Instructional quality data is collected during instruction, immediately after instruction, and at various times after training to assure program maintenance. How data is collected is influenced by the type of evaluation instrument used and by the training being evaluated. DOE-HDBK-1201-97 4 This data, or feedback, can be gathered using checklists, numerical rating scales, questionnaires, interviews, or direct observation. Subcontracted training should not be treated differently than facility operating contractor training; therefore, the same evaluation instruments should apply. DOE-HDBK-1201-97 5 2. TRAINING EVALUATION INSTRUMENTS Training evaluation instruments can take a variety of forms. Regardless of the material, process, or program being evaluated, general principles should be followed to construct an evaluation instrument. Common formats for many evaluation instruments include checklists, numerical rating scales, questionnaires, interviews, and direct observation. In the discussion that follows, guidance for developing evaluation instruments is presented and examples of evaluation instruments are provided. The examples provided do not encompass all training activities, and they should be revised to reflect individual training and facility organizational needs. 2.1 Numerical Rating Scale Format A numerical rating scale can be used to evaluate a trainee's performance on many tasks, group interactions, or instructor performance, or to collect feedback from facility management on trainee performance. The use of this format helps to control the subjectivity of the evaluator and provides better feedback than a simple pass/fail or satisfactory/unsatisfactory format. The numerical rating scale chosen should be adequately anchored at all times to keep the results as objective as possible. Numerical scales can be used to collect post-training feedback from trainees and supervisors and to conduct instructional setting evaluations. The following guidance can be helpful when constructing numerical rating scales: Select the processes and/or products to be evaluated Determine the response scale Define the points on the scale The rating scale chosen should then be used consistently across the site to promote objectivity during evaluations. The following examples can be used to collect evaluation data on instructor performance,

supervisor post-training feedback, and trainee post-training feedback. DOE-HDBK-1201-97 6 Example 1, Laboratory Instructor Evaluation Example 2, Instructor Performance Evaluation Example 3, Simulator Instructor Evaluation Example 4, Supervisor's Post-training Feedback Example 5, Trainee Post-training Evaluation Appendix A contains examples of each type of evaluation instrument listed above. 2.2 Questionnaire Format A questionnaire format may be used to solicit opinions, obtain information, and collect feedback regarding the work or training environment. For example, questionnaires can be used to collect post-training feedback on initial or continuing training program effectiveness, to gather data that assists in the evaluation of the proper scope of training program content, and to investigate the effects of industry events and/or regulatory changes on the content of a training program. The following guidance can be helpful when developing a questionnaire-type evaluation instrument: Define the purpose of the questionnaire. This can be done by determining what information is needed, who will provide the information, and how the information will be used. Determine the source of the evaluation questions to be used in the questionnaire. Questions can come from managers and training staff, previous observations and interview material, and other questionnaires that have been used for similar purposes. Determine the types of questions required on the questionnaire. Three different types of questions can be used. The interview technique uses all three types. - Performance Questions - These questions ask what has actually been performed. They are aimed at obtaining descriptions of actual experiences, activities, or actions where the corresponding performance would be observable if an evaluator were present. DOE-HDBK-1201-97 7 - Opinion Questions - These questions ask for an individual's opinion about something. They are used to gather information concerning people's goals, intentions, desires, or values. This type of question can cause analysis problems because it usually requires agreement or disagreement on the part of the evaluator. - Knowledge Questions - These questions are used to determine the factual information an individual knows. Facts are not opinions, feelings, or actions but are considered knowledge or truths. Knowledge questions can elicit facts from recollection or can verify facts with a true/false answer. This type of question should be used in conjunction with the other types to prevent the impression that this questionnaire is a test. Write the questions. The questions should be clearly focused to aid the respondents in determining the information that is desired. Clear cues should be provided to help accomplish this. The questions should be formatted to be consistent with the type of information sought. The following examples can be used to collect evaluation data for program development, on- the-job training (OJT), and simulator training. Example 6, Trainee Feedback Evaluation Example 7, End-of-Course Training Evaluation Example 8, Training Program Evaluation Appendix B contains examples of each type of evaluation instrument listed above. 2.3 Checklist Format A checklist format can be used to assess a product to determine whether the actions or results meet predetermined standards. A checklist might be used to determine if job

performance was satisfactory after training or if an instructional session was conducted properly. The following guidance can be helpful when constructing a checklist evaluation instrument: DOE-HDBK-1201-97 8 Identify all actions or key points to be evaluated. Each must be important, observable, and measurable. Identify the most frequent problems found in the activity to be evaluated. Convert these problems (negative statements) into positive statements that describe satisfactory performance or describe satisfactory products. Provide a model or samples of acceptable materials to help the evaluator determine whether standards of accuracy and quality are met. The following examples can be used to collect evaluation data for instructor observations and for the training department Example 9, Instructor Observation Checklist Example 10, OJT Training Course Evaluation Form Example 11, Training Development Recommendation Checklist Example 12, Training Material Request/Update Appendix C contains examples of each type of evaluation instrument listed above. 2.4 Interviews Interviews allow the evaluator to adjust the questions to the situation and to probe deeper into areas of interest or concern. This activity can be labor-intensive depending on the number of individuals to be interviewed. Personal interviews may be necessary when collecting feedback concerning the effectiveness of training on a new procedure or plant modification. The following is a list of key considerations for using the interview method: Evaluators should follow-up on unclear or incomplete responses. Interviewers can clarify any problems the trainee is experiencing. Gather data through separate interviews with trainees and their supervisors. The presence of the supervisor during the interview could drastically alter the trainee's responses. Always explain to the interviewee who you are and why you are there. The more people who know what is going to happen and what will be done with the data, the more likely it is that their responses will be candid. DOE-HDBK-1201-97 9 Show a sincere interest in the interviewee and his/her job. Do not try to tell the interviewee how to do the job. The interviewee is the job expert. Your job is to collect information about how that person is doing on the job and how well training prepared him/her for it. Try to talk to the interviewees in their own language. Total ignorance of job-related terminology and jargon suggests a lack of interest on the part of the interviewer. Remember that the evaluation process is not a blame-placing activity. You must repeatedly communicate to the trainee that you are only there to get information to evaluate and improve the quality of training at your facility. The main task of the interviewer is to determine how well the trainee is doing on the job and how well training prepared him/her for the job. Use a preplanned list of questions to get honest, pertinent answers relating to how the trainee's skills are being utilized, how well he/she was trained, etc. Keep the interview focused on the collection of pertinent data. Accurately record answers to the questions. 2.5 Observation Direct task observation may be most effective when collecting trainee performance data three to six months after training has taken place. Task observation may be time- consuming, and its effectiveness depends on when the task is performed and the expertise

of the observer. A checklist should be prepared and used for observations. The purpose of a training evaluation also influences the type of instrument used, the training setting observed, and when the evaluation is performed. If the goal of the evaluation is to determine training effectiveness in terms of trainee performance on the job, then an interview survey instrument or an observation instrument would be appropriate. Both instruments should address trainee performance of the task or training program objective level. The evaluation should be conducted during the scheduled application of the newly- learned skills and knowledge and on a schedule based on the frequency of application (planned). DOE-HDBK-1201-97 10 INTENTIONALLY BLANK DOE-HDBK-1201-97 11 3. SUMMARY Program evaluation information must be analyzed before it can be used to make changes in training. Each facility should use a method of analysis that will yield the information required to have positive results. Some types of data should be organized and tabulated prior to analysis to make it more usable. The analysis of the information will confirm program effectiveness or determine that training can contribute to a solution that will correct an existing or potential problem. The analysis of evaluations and the development of corrective action plans will provide the training organization with positive short- and long-range direction. The collection of data before, during, and after training can provide valuable information for decisions about existing and future training programs. Peer evaluations and facility supervisor evaluations, as well as manager and instructor evaluations, are valuable tools when maintaining a training program. To take full advantage of this evaluation information, it is important that facility and training management conduct regular reviews, and that training personnel are provided feedback directly and through continuing development activities. This will ensure that all training activities are consistently and effectively administered and will produce the results that are intended. DOE-HDBK-1201-97 12 INTENTIONALLY BLANK DOE-HDBK-1201-97 APPENDIX A NUMERICAL RATING SCALE EXAMPLES DOE-HDBK-1201-97 APPENDIX A A-2 INTENTIONALLY BLANK DOE-HDBK-1201-97 APPENDIX A A-3 EXAMPLE 1 Laboratory Instructor Evaluation LESSON TITLE: DATE: INSTRUCTOR: LENGTH OF OBSERVATION: OBSERVED BY: DATE: REVIEWED BY: DATE: Instructions: Below is a list of competency statements that laboratory instructors should use to contribute to the learning process. Read each statement and evaluate the instructor's performance by circling the appropriate rating next to the statement. Written comments for all ratings are encouraged. Comments are required for "unsatisfactory" and "needs improvement" ratings. Space is available to the right of each rating. EXPLANATION OF RATINGS 0 Not Observed Activity not observed by the evaluator 1 Unsatisfactory Failed to perform the required activity 2 Needs Improvement Performed most essential activities properly 3 Satisfactory Performed all essential activities properly 4 Above Average Performed all requirements and exceeds on several 5 Outstanding Consistently exceeded requirements GENERAL INSTRUCTIONAL TECHNIQUES COMMENTS 1. Objectives were stated and

explained prior to performance. 0 1 2 3 4 5 2. Instructor followed the laboratory guide (minimum content and covered within assigned time). 0 1 2 3 4 5 DOE-HDBK-1201-97 APPENDIX A A-4 Laboratory Instructor Evaluation GENERAL INSTRUCTIONAL TECHNIQUES (Continued) COMMENTS 3. Instructor actively coached trainees during laboratory sessions. 0 1 2 3 4 5 4. Instructor identified and helped trainees correct knowledge and skill weaknesses. 0 1 2 3 4 5 5. Instructor used trainee responses and other situations as opportunities to teach and reinforce concepts. 0 1 2 3 4 5 6. Instructor projected interest and enthusiasm for the session. 0 1 2 3 4 5 7. Instructor listened to the trainees and responded to their questions and needs. 0 1 2 3 4 5 8. Instructor adjusted the pace to the level of trainees' knowledge and ability. 0 1 2 3 4 5 9. Instructor's movements and gestures were appropriate (not distracting). 0 1 2 3 4 5 10. Instructor maintained vocal variety (avoiding monotone). 0 1 2 3 4 5 DOE-HDBK-1201-97 APPENDIX A A-5 Laboratory Instructor Evaluation GENERAL INSTRUCTIONAL TECHNIQUES (Continued) COMMENTS 11. Instructor avoided using distracting vocal mannerisms (and-uh, you know, O.K.). 0 1 2 3 4 5 12. Instructor summarized activities at the end of the session. 0 1 2 3 4 5 13. Instructor solicited and answered unresolved trainee questions at the end of the session. 0 1 2 3 4 5 KNOWLEDGE OF SUBJECT MATTER 1. Instructor explained technical information clearly and concisely. 0 1 2 3 4 5 2. Instructor pointed out differences that may exist between the laboratory and actual facility procedures and equipment. 0 1 2 3 4 5 3. The questions required the trainees to: a. think through causes and effects of laboratory steps. 0 1 2 3 4 5 b. think through facility conditions, activities, causes, and responses. 0 1 2 3 4 5 c. integrate knowledge (theory, systems, procedures, tech spec/bases, etc.). 0 1 2 3 4 5 DOE-HDBK-1201-97 APPENDIX A A-6 Laboratory Instructor Evaluation KNOWLEDGE OF SUBJECT MATTER (Continued) COMMENTS 4. Instructor effectively incorporated the theory of facility operations and industry operating experiences into the laboratory training. 0 1 2 3 4 5 5. Enough time was spent on exercises. 0 1 2 3 4 5 ADDITIONAL COMMENTS: DOE-HDBK-1201-97 APPENDIX A A-7 EXAMPLE 2 Instructor Performance Evaluation LESSON TITLE: DATE: INSTRUCTOR: LENGTH OF OBSERVATION: OBSERVED BY: DATE: REVIEWED BY: DATE: Instructions: Below is a list of competency statements that instructors should use to contribute to the learning process. Read each statement and evaluate the instructor's performance by circling the appropriate rating next to the statement. Written comments for all ratings are encouraged. Comments are required for "unsatisfactory" and "needs improvement" ratings. Space is available to the right of each rating. EXPLANATION OF RATINGS 0 Not Observed Activity not observed by the evaluator 1 Unsatisfactory Failed to perform the required activity 2 Needs Improvement Performed most essential activities properly 3 Satisfactory Performed all essential activities properly

4 Above Average Performed all requirements and exceeds on several 5 Outstanding Consistently exceeded requirements MATERIALS COMMENTS 1. The student handout is organized in a logical manner conforming with lesson presentation. 0 1 2 3 4 5 2. The training material is current and technically accurate. 0 1 2 3 4 5 DOE-HDBK-1201-97 APPENDIX A A-8 Instructor Performance Evaluation MATERIALS (Continued) COMMENTS 3. The training material relates to the learning objectives. 0 1 2 3 4 5 4. When used, the industry event examples are appropriate. 0 1 2 3 4 5 CONDUCT OF CLASS Preparation 1. Classroom physical layout enhanced the learning climate. 0 1 2 3 4 5 2. The instructor appeared adequately prepared. 0 1 2 3 4 5 Introduction 1. Started class on time. 0 1 2 3 4 5 2. Provided student handouts. 0 1 2 3 4 5 3. Stated the purpose of lecture. 0 1 2 3 4 5 4. Reviewed the objectives for the class session. 0 1 2 3 4 5 5. Stated a problem to be solved or discussed during the class. 0 1 2 3 4 5 DOE-HDBK-1201-97 APPENDIX A A-9 Instructor Performance Evaluation CONDUCT OF CLASS (Continued) COMMENTS 6. Made explicit the relationship between current subject matter and previous classes. 0 1 2 3 4 5 Presentation 1. Followed the lesson plan. 0 1 2 3 4 5 2. Taught the content in a systematic and organized fashion. 0 1 2 3 4 5 3. Defined new terms, concepts, and principles. 0 1 2 3 4 5 4. Used clear, simple, and relevant examples to explain major ideas. 0 1 2 3 4 5 5. Related new ideas to familiar ones. 0 1 2 3 4 5 6. Presented information at an appropriate level of detail. 0 1 2 3 4 5 7. Used alternate explanations when necessary. 0 1 2 3 4 5 8. Stated the relationship among various ideas in the presentation. 0 1 2 3 4 5 DOE-HDBK-1201-97 APPENDIX A A-10 Instructor Performance Evaluation CONDUCT OF CLASS (Continued) COMMENTS 9. Asked questions to determine if information was presented at a proper rate. 0 1 2 3 4 5 10. Periodically summarized the important ideas. 0 1 2 3 4 5 11. Reiterated definitions of new terms to help students become accustomed to them. 0 1 2 3 4 5 12. Exhibited a level of knowledge adequate to teach the material. 0 1 2 3 4 5 13. Displayed a positive attitude. 0 1 2 3 4 5 14. Demonstrated confidence during the class presentation. 0 1 2 3 4 5 15. Developed a positive rapport with the students. 0 1 2 3 4 5 16. Requested student participation. 0 1 2 3 4 5 COMMUNICATION SKILLS Verbal 1. Voice could be easily heard. 0 1 2 3 4 5 DOE-HDBK-1201-97 APPENDIX A A-11 Instructor Performance Evaluation COMMUNICATION SKILLS (Continued) COMMENTS 2. Voice was raised or lowered for variety and emphasis. 0 1 2 3 4 5 3. Speech was neither too formal nor too casual. 0 1 2 3 4 5 4. Rate of speech was neither too fast nor too slow. 0 1 2 3 4 5 5. Varied the pace of the presentation to keep the students alert. 0 1 2 3 4 5 6. Spoke at a rate that allowed students time to take notes. 0 1 2 3 4 5 7. Facilitated discussions effectively. 0 1 2 3 4 5 Non-Verbal 1. Established and maintained eye contact with the entire class. 0 1 2 3 4 5

2. Listened carefully to student comments and questions. 0 1 2 3 4 5 3. Appearance was proper. 0 1 2 3 4 5 4. Instructor was enthusiastic about the material presented. 0 1 2 3 4 5 DOE-HDBK-1201-97 APPENDIX A A-12 Instructor Performance Evaluation COMMUNICATION SKILLS (Continued) COMMENTS 5. Noted and responded to signs of puzzlement, boredom, and curiosity of the student. 0 1 2 3 4 5 QUESTIONING ABILITY Asking Questions 1. Asked questions to determine what the students know about the lecture topic. 0 1 2 3 4 5 2. Asked questions that allowed the instructor to gauge student progress. 0 1 2 3 4 5 3. Addressed questions to individual students as well as to the group at large. 0 1 2 3 4 5 4. Encouraged students to answer difficult questions by providing clues or rephrasing. 0 1 2 3 4 5 5. Involved as many students as possible in the classroom discussion. 0 1 2 3 4 5 6. When necessary, asked students to clarify their questions. 0 1 2 3 4 5 DOE-HDBK-1201-97 APPENDIX A A-13 Instructor Performance Evaluation QUESTIONING ABILITY (Continued) COMMENTS 7. Asked probing questions if a student's answer was incomplete or superficial. 0 1 2 3 4 5 8. Repeated answers when necessary so the entire class could hear. 0 1 2 3 4 5 Answering Questions 1. Encouraged student questions. 0 1 2 3 4 5 2. Received student questions politely and, when possible, enthusiastically. 0 1 2 3 4 5 3. Answered student's questions satisfactorily. 0 1 2 3 4 5 4. Repeated student's question when necessary. 0 1 2 3 4 5 AUDIO/VISUAL AIDS 1. Used audio/visual aids to enhance the learning objectives. 0 1 2 3 4 5 2. Transparencies/slides were clear and easy to read. 0 1 2 3 4 5 3. Board work appeared organized and legible. 0 1 2 3 4 5 DOE-HDBK-1201-97 APPENDIX A A-14 Instructor Performance Evaluation AUDIO/VISUAL AIDS (Continued) COMMENTS 4. Demonstration performed could be seen by all students. 0 1 2 3 4 5 5. Student handout was used effectively by the instructor. 0 1 2 3 4 5 SUMMARY 1. The instructor properly summarized the key points of the presentation. 0 1 2 3 4 5 DOE-HDBK-1201-97 APPENDIX A A-15 1 2 3 4 5 Needs Improvement Minimum Requirement Exceeded Requirement Instructor Performance Evaluation STRONG POINTS SUGGESTIONS FOR IMPROVEMENT Overall Evaluation Score )))))))))))))))))))))))))))))))))))))) )))))))))))))))))))))))))))))))))))))) Signature of Trainee Date )))))))))))))))))))))))))))))))))))))) )))))))))))))))))))))))))))))))))))))) Signature of Evaluator Date DOE-HDBK-1201-97 APPENDIX A A-16 INTENTIONALLY BLANK DOE-HDBK-1201-97 APPENDIX A A-17 EXAMPLE 3 Simulator Instructor Observation LESSON TITLE: DATE: INSTRUCTOR: LENGTH OF OBSERVATION: OBSERVED BY: DATE: REVIEWED BY: DATE:

Instructions: Below is a list of competency statements that simulator instructors should use to contribute to the learning process. Read each statement and evaluate the instructor's performance by circling the appropriate rating next to the statement. Written comments for all ratings are encouraged. Comments are required for "unsatisfactory" and "needs improvement" ratings. Space is available to the right of each rating. EXPLANATION OF RATINGS 0 Not Observed Activity not observed by the evaluator 1 Unsatisfactory Failed to perform the required activity 2 Needs Improvement Performed most essential activities properly 3 Satisfactory Performed all essential activities properly 4 Above Average Performed all requirements and exceeds on several 5 Outstanding Consistently exceeded requirements CONDUCT OF TRAINING COMMENTS 1. The objectives were clearly stated. 0 1 2 3 4 5 2. The simulator was set up properly. 0 1 2 3 4 5 DOE-HDBK-1201-97 APPENDIX A A-18 Simulator Instructor Observation CONDUCT OF TRAINING (Continued) COMMENTS 3. Pre-training briefings addressed the following: a. Facility conditions, history, operating orders 0 1 2 3 4 5 b. Known simulator/facility differences 0 1 2 3 4 5 c. Turnover/walkdown of the facilities 0 1 2 3 4 5 4. A realistic atmosphere was maintained. 0 1 2 3 4 5 5. Trainees were required to use proper communication skills. 0 1 2 3 4 5 6. Malfunctions were initiated properly. 0 1 2 3 4 5 7. Simulator training time was used effectively. 0 1 2 3 4 5 8. The instructor's console was operated correctly. 0 1 2 3 4 5 9. Instructor displayed a positive attitude. 0 1 2 3 4 5 QUESTIONING TECHNIQUES 1. Asked questions to determine what the student knew about the session topic. 0 1 2 3 4 5 DOE-HDBK-1201-97 APPENDIX A A-19 Simulator Instructor Observation QUESTIONING TECHNIQUES (Continued) COMMENTS 2. Asked questions that allowed the instructor to evaluate the student's progress. 0 1 2 3 4 5 3. Handled incorrect responses appropriately. 0 1 2 3 4 5 4. Asked questions to determine whether too much or too little information was being presented. 0 1 2 3 4 5 INSTRUCTIONAL SKILLS 1. Presentation was well organized. 0 1 2 3 4 5 2. The instructor demonstrated and exhibited good coaching/assisting techniques. 0 1 2 3 4 5 3. The instructor used alternate approaches to enhance learning. 0 1 2 3 4 5 4. The instructor effectively used the "freeze" function to enhance learning. 0 1 2 3 4 5 5. The instructor achieved the session goals. 0 1 2 3 4 5 DOE-HDBK-1201-97 APPENDIX A A-20 Simulator Instructor Observation TECHNICAL KNOWLEDGE COMMENTS (NOTE: This section to be evaluated by a subject matter expert.) 1. Focused presentation on level of learners' understanding. 0 1 2 3 4 5 2. Emphasized operator professionalism. 0 1 2 3 4 5 3. Demonstrated familiarity with facility procedures/reference material. 0 1 2 3 4 5 4. Emphasized and reinforced team skills. 0 1 2 3 4 5 5. Developed and emphasized diagnostic skills. 0 1 2 3 4 5 6. Exhibited a level of knowledge adequate to teach the training material. 0 1 2 3 4 5 CRITIQUE SKILLS 1. Post-training critiques facilitate individual

students to critique themselves. 0 1 2 3 4 5 2. Post-training critiques required the team to critique themselves. 0 1 2 3 4 5 3. The instructor summarized the simulator session. 0 1 2 3 4 5 DOE-HDBK-1201-97 APPENDIX A A-21 Simulator Instructor Observation CRITIQUE SKILLS (Continued) COMMENTS 4. Post-training critiques addressed: exercise-specific performance objectives 0 1 2 3 4 5 generic performance objectives 0 1 2 3 4 5 facility operating standards and practices 0 1 2 3 4 5 5. Critique resulted in operator commitment to reinforce positive performance. 0 1 2 3 4 5 6. Critique resulted in performance needing improvement, being changed. 0 1 2 3 4 5 ADDITIONAL COMMENTS: DOE-HDBK-1201-97 APPENDIX A A-22 INTENTIONALLY BLANK DOE-HDBK-1201-97 APPENDIX A A-23 EXAMPLE 4 Supervisor's Post-Training Feedback NAME: DATE: COURSE/PROGRAM TITLE: REVIEWED BY: DATE: This post-training evaluation is designed to obtain information that will maintain and improve the quality of our training programs. Based upon your observations of the trainee’s job performance, rate the trainee on each of the listed tasks by circling the appropriate number. REMEMBER: The rating should be based on performance of tasks that were trained on during the course or program. EXPLANATION OF RATINGS 1. Unacceptable trainee performance: Trainee unable to perform task due to lack of knowledge and/or ability. 2. Poor trainee performance (partially competent): Trainee performed task with a marginal display of knowledge and/or ability. 3. Adequate trainee performance (competent): Trainee performed task with a sufficient display of knowledge and/or ability. 4. Very competent trainee performance: Trainee performed task with a good display of knowledge and/or ability. 5. Extremely competent trainee performance: Trainee performed task with an outstanding display of knowledge and/or ability. DOE-HDBK-1201-97 APPENDIX A A-24 Supervisor's Post-Training Feedback TASK STATEMENT: Initiate a chemical item classification permit as the requestor. 1 2 3 4 5 TASK STATEMENT: Remove protective (anti-contamination) clothing. 1 2 3 4 5 TASK STATEMENT: Perform a locked, high-radiation area/exclusion area entry/exit. 1 2 3 4 5 TASK STATEMENT: Perform equipment/tool/area decontamination. 1 2 3 4 5 NOTE: This example shows only four task statements. An evaluation should be made for each application to determine the appropriate number of tasks. DOE-HDBK-1201-97 APPENDIX A A-25 EXAMPLE 5 Trainee Post-Training Evaluation NAME: DATE: COURSE/PROGRAM TITLE: REVIEWED BY: DATE: INSTRUCTIONS: This post-training evaluation questionnaire is designed to obtain information that will maintain and improve the quality of our training programs. Based on what you now know about your job in relation to the training you received in this course, please rate the following performance objective/task statements by circling the appropriate number on the rating scales. TASK STATEMENT: Conduct surveillance test of instrument isolation valves

1. Knowledge--Training provided knowledge of N/A 1 2 3 Does not apply to Parts, tools, #1 plus the #1 and #2 plus the my job equipment and procedures used operating principles simple facts used to complete involved in performing on the job the task the task 2. Performance--Training provided the skills needed to perform N/A 1 2 3 Does not apply to Simple parts The task with The task without my job of the task supervision supervision 3. Job Relatedness--Task trained on related to my job N/A 1 2 3 4 5 Does not Applies very Applies Applies to Applies to Applies to all apply to my little to my somewhat to about half of most of my of my job job job my job my job job DOE-HDBK-1201-97 APPENDIX A A-26 DOE-HDBK-1201-97 APPENDIX A A-27 Trainee Post-Training Evaluation 4. Job Preparedness--Level of task training prepared me for my job N/A 1 2 3 4 5 Does not Prepared me Prepared me Prepared me Prepared me Prepared me apply to my very little for somewhat for about half to do most of to do all of job my job for my job of my job my job my job TASK STATEMENT: Calibrate and maintain source range monitor 1. Knowledge--Training provided knowledge of N/A 1 2 3 Does not apply to Parts, tools, #1 plus the #1 and #2 plus the my job equipment and procedures used operating principles simple facts used to complete involved in on the job the task performing the task 2. Performance--Training provided the skills needed to perform N/A 1 2 3 Does not apply to Simple parts The task with The task without my job of the task supervision supervision 3. Job Relatedness--Task trained on related to my job N/A 1 2 3 4 5 Does not Applies very Applies Applies to Applies to Applies to all apply to my little to my somewhat to about half of most of my of my job job job my job my job job 4. Job Preparedness--Level of task training prepared me for my job N/A 1 2 3 4 5 Does not Prepared me Prepared me Prepared me Prepared me Prepared me apply to my very little for somewhat for about half to do most of to do all of job my job for my job of my job my job my job DOE-HDBK-1201-97 APPENDIX A A-28 Trainee Post-Training Evaluation TASK STATEMENT: Tag defective equipment/tools 1. Knowledge--Training provided knowledge of N/A 1 2 3 Does not apply to Parts, tools, #1 plus the #1 and #2 plus the my job equipment and procedures used operating principles simple facts used to complete involved in on the job the task performing the task 2. Performance--Training provided the skills needed to perform N/A 1 2 3 Does not apply to Simple parts The task with The task without my job of the task supervision supervision 3. Job Relatedness--Task trained on related to my job N/A 1 2 3 4 5 Does not Applies very Applies Applies to Applies to Applies to all apply to my little to my somewhat to about half of most of my of my job job job my job my job job 4. Job Preparedness--Level of task training prepared me for my job N/A 1 2 3 4 5 Does not Prepared me Prepared me Prepared me Prepared me Prepared me apply to my very little for somewhat for about half to do most of to do all of job my job for my job of my job my job my job DOE-HDBK-1201-97 APPENDIX A A-29 Trainee Post-Training Evaluation TASK STATEMENT: Maintain fire detection systems 1. Knowledge--Training provided knowledge of N/A 1 2 3 Does not apply to Parts, tools, #1 plus the #1 and #2 plus the my job equipment and procedures used operating principles

simple facts used to complete involved in on the job the task performing the task 2. Performance--Training provided the skills needed to perform N/A 1 2 3 Does not apply to Simple parts The task with The task without my job of the task supervision supervision 3. Job Relatedness--Task trained on related to my job N/A 1 2 3 4 5 Does not Applies very Applies Applies to Applies to Applies to all apply to my little to my somewhat to about half of most of my of my job job job my job my job job 4. Job Preparedness--Level of task training prepared me for my job N/A 1 2 3 4 5 Does not Prepared me Prepared me Prepared me Prepared me Prepared me apply to my very little for somewhat for about half to do most of to do all of job my job for my job of my job my job my job DOE-HDBK-1201-97 APPENDIX A A-30 Trainee Post-Training Evaluation TASK STATEMENT: Perform wire wrapping 1. Knowledge--Training provided knowledge of N/A 1 2 3 Does not apply to Parts, tools, #1 plus the #1 and #2 plus the my job equipment and procedures used operating principles simple facts used to complete involved in on the job the task performing the task 2. Performance--Training provided the skills needed to perform N/A 1 2 3 Does not apply to Simple parts The task with The task without my job of the task supervision supervision 3. Job Relatedness--Task trained on related to my job N/A 1 2 3 4 5 Does not Applies very Applies Applies to Applies to Applies to all apply to my little to my somewhat to about half of most of my of my job job job my job my job job 4. Job Preparedness--Level of task training prepared me for my job N/A 1 2 3 4 5 Does not Prepared me Prepared me Prepared me Prepared me Prepared me apply to my very little for somewhat for about half to do most of to do all of job my job for my job of my job my job my job DOE-HDBK-1201-97 APPENDIX A A-31 Trainee Post-Training Evaluation TASK STATEMENT: Test containment isolation 1. Knowledge--Training provided knowledge of N/A 1 2 3 Does not apply to Parts, tools, #1 plus the #1 and #2 plus the my job equipment and procedures used operating principles simple facts used to complete involved in on the job the task performing the task 2. Performance--Training provided the skills needed to perform N/A 1 2 3 Does not apply to Simple parts The task with The task without my job of the task supervision supervision 3. Job Relatedness--Task trained on related to my job N/A 1 2 3 4 5 Does not Applies very Applies Applies to Applies to Applies to all apply to my little to my somewhat to about half of most of my of my job job job my job my job job 4. Job Preparedness--Level of task training prepared me for my job N/A 1 2 3 4 5 Does not Prepared me Prepared me Prepared me Prepared me Prepared me apply to my very little for somewhat for about half to do most of to do all of job my job for my job of my job my job my job NOTE: This example shows six task statements. An evaluation should be made for each application to determine the appropriate number of tasks. DOE-HDBK-1201-97 APPENDIX B QUESTIONNAIRE FORMAT EXAMPLES DOE-HDBK-1201-97 APPENDIX B B-2 INTENTIONALLY BLANK DOE-HDBK-1201-97 APPENDIX B B-3 EXAMPLE 6 Trainee Feedback Evaluation COURSE/PROGRAM: DATE: NAME(Optional): INSTRUCTOR’S NAME: REVIEWED BY: DATE:

Please rate the following statements using the following scale: 1 Strongly Disagree 2 Disagree 3 Neutral 4 Agree 5 Strongly Agree 1. Time allotted to each unit of instruction was correct. 1 2 3 4 5 2. Examples, analogies, and topics in training were relevant to your job needs. 1 2 3 4 5 3. Training aids, audio-visuals, and handouts were current, accurate, and relevant to your job needs. 1 2 3 4 5 4. As a result of attending the program or course, you are better prepared to perform your present duties. 1 2 3 4 5 5. The classroom setting helped to promote learning. 1 2 3 4 5 6. Facility specifics were taught where needed. 1 2 3 4 5 7. The classroom training you received was beneficial to you in your understanding of facility operations. 1 2 3 4 5 DOE-HDBK-1201-97 APPENDIX B B-4 Trainee Feedback Evaluation 8. The information received in training was accurate and consistent with information received in the facility. 1 2 3 4 5 9. The material was appropriate for your perspective (participant position, responsibilities, interests, beginning knowledge level). 1 2 3 4 5 10. Your questions were answered satisfactorily. 1 2 3 4 5 11. Overall, the course/program was beneficial and will help me perform my job. 1 2 3 4 5 ADDITIONAL COMMENTS: DOE-HDBK-1201-97 APPENDIX B B-5 EXAMPLE 7 End-of-Course Training Evaluation COURSE TITLE: COURSE DATE: INSTRUCTOR: TRAINEE JOB TITLE: REVIEWED BY: DATE: We need your evaluation of the training that you have just completed. Please indicate your responses to the statements below by checking the appropriate box. Always Always times Never Never Applicable Almost Some- Almost Not 1. PROGRAM CONTENT A. This training was relevant to my job. [ ] [ ] [ ] [ ] [ ] [ ] B. The training was well organized. [ ] [ ] [ ] [ ] [ ] [ ] C. The training objectives were clear to me. [ ] [ ] [ ] [ ] [ ] [ ] 2. TRAINING MATERIAL A. The information provided in texts and handouts was adequate. [ ] [ ] [ ] [ ] [ ] [ ] B. The text and handout mater- ial were easy to use. [ ] [ ] [ ] [ ] [ ] [ ] DOE-HDBK-1201-97 APPENDIX B B-6 End-of-Course Training Evaluation Always Always times Never Never Applicable Almost Some- Almost Not C. The visual aids were of good quality. [ ] [ ] [ ] [ ] [ ] [ ] 3. INSTRUCTOR A. The instructor was know- ledgable about the course material. [ ] [ ] [ ] [ ] [ ] [ ] B. The instructor communicated the training information well. [ ] [ ] [ ] [ ] [ ] [ ] C. The instructor demonstrated enthusiasm for training and for the subject being taught. [ ] [ ] [ ] [ ] [ ] [ ] 4. TRAINING METHODS A. The lectures were well organized and provided informative discussion of training topics. [ ] [ ] [ ] [ ] [ ] [ ] B. Classroom discussion was encouraged. [ ] [ ] [ ] [ ] [ ] [ ] C. Classroom discussions were useful for clarifying ideas. [ ] [ ] [ ] [ ] [ ] [ ] DOE-HDBK-1201-97 APPENDIX B B-7 End-of-Course Training Evaluation Always Always times Never Never Applicable Almost Some- Almost Not D. There were an adequate number of practical applications. [ ] [ ] [ ] [ ] [ ] [ ]

E. Practical applications were use- ful for clarifying ideas. [ ] [ ] [ ] [ ] [ ] [ ] F. Enough time was spent on practical applications. [ ] [ ] [ ] [ ] [ ] [ ] G. Exams and quizzes were relevant to the training. [ ] [ ] [ ] [ ] [ ] [ ] H. Exams and quizzes reinforced the training material. [ ] [ ] [ ] [ ] [ ] [ ] ADDITIONAL COMMENTS: DOE-HDBK-1201-97 APPENDIX B B-8 INTENTIONALLY BLANK DOE-HDBK-1201-97 APPENDIX B B-9 EXAMPLE 8 Training Program Evaluation PROGRAM: FACILITY: DATE(S) CONDUCTED: EVALUATOR(S): REVIEWED BY: DATE: In completing the step-by-step procedures of the program evaluation instrument, the evaluator(s) will be required to respond in various manners at each point in the process. Both objective and subjective data will be collected. The evaluator(s) should realize that due to the diversity of the program, some steps may not be applicable. These steps should be cited. Examine the applicable training materials, and interview instructors, trainees, and trainees' supervisors to answer the following questions. DEVELOPMENT 1. Does a written job analysis exist for this program? Cite examples. 2. Did training personnel and facility technical personnel participate in identifying training needs and developing training programs? Describe the process. DOE-HDBK-1201-97 APPENDIX B B-10 Training Program Evaluation 3. How was the job analysis used to provide the basis for making decisions regarding program content? If a training task list or matrix has been developed for this program, attach a copy. 4. Were trainee entry-level skills and knowledge given consideration when the program was developed? Discuss the considerations. 5. Has the program been compared with the applicable SAT guidelines, taxonomy, and/or task listing? Describe the process. 6. Has the program been compared with current facility procedures and other technical and professional references to identify training content and facility-specific information for use in developing training materials? 7. How were the suggested instructional methods or activities developed (job analysis, terminal performance objectives, enabling objectives, actual experience, test pilot, etc.)? DOE-HDBK-1201-97 APPENDIX B B-11 Training Program Evaluation ON-THE-JOB-TRAINING 1. Is on-the-job training (OJT) delivered using well-organized and current materials? Include samples. 2. How are training materials kept current with respect to facility modifications and procedure changes? Cite examples. 3. Is OJT conducted by designated personnel who are instructed in program standards and methods? How are they instructed? 4. What are the required qualifications for in-facility evaluators? 5. Are the above qualifications appropriate for tasks being taught or evaluated? DOE-HDBK-1201-97 APPENDIX B B-12 Training Program Evaluation 6. What materials are provided for the trainee's OJT? Include samples. 7. Is the trainee provided an appropriate amount of time in which to learn tasks prior to evaluation? 8. What instructional aids are available to the trainee during the OJT process? 9. If a task cannot be performed, do the conditions of task performance in the simulator or walk-through reflect the actual task to the extent possible? Cite examples.

10. Are there established criteria for performance evaluations? Cite examples. DOE-HDBK-1201-97 APPENDIX B B-13 Training Program Evaluation 11. Do these criteria reflect actual job performance standards? Cite examples. SIMULATOR TRAINING 1. Does the simulator hardware mimic that of the control room? 2. Do simulator responses emulate those of the facility? 3. Is the simulator configuration program effective? 4. Are appropriate procedures, references, etc., available and maintained current? DOE-HDBK-1201-97 APPENDIX B B-14 Training Program Evaluation 5. Are actual facility procedures and references utilized and adapted as appropriate for simulators? 6. Do simulator training materials provide a proper mix of normal, abnormal, and emergency exercises? 7. Do the training materials effectively incorporate facility and industry events? 8. Does the normal operational team participate together in simulator training? 9. Does management routinely observe and evaluate simulator training? DOE-HDBK-1201-97 APPENDIX B B-15 Training Program Evaluation 10. Are effective post-training critiques conducted? 11. Is feedback from trainees and management solicited and used to modify or improve the quality of the training? 12. Are training performance evaluations effectively used to enhance the training program? 13. Do exercises and scenarios effectively support established learning objectives? 14. Does the content of the training guides support the related classroom instruction? DOE-HDBK-1201-97 APPENDIX B B-16 Training Program Evaluation 15. Are simulator guides, including exercises and scenarios, based on sound operating principles? 16. Do simulator guides reflect the manner of conducting business established at this facility? 17. Are learning objectives specific to identified training needs of the facility? 18. Do exercises and instructors challenge trainees to perform to the best of their ability? ADDITIONAL REMARKS: DOE-HDBK-1201-97 APPENDIX C EXAMPLE CHECKLISTS DOE-HDBK-1201-97 APPENDIX C C-2 INTENTIONALLY BLANK DOE-HDBK-1201-97DOE-HDBK-1201-97 APPENDIX C C-3 EXAMPLE 9 Instructor Observation Checklist LESSON TITLE: DATE: INSTRUCTOR: LENGTH OF OBSERVATION: OBSERVED BY: TITLE: REVIEWED BY: DATE: Directions: Check Yes, No, or N/O (Not Observed). 1. Advance Preparation YES NO N/O The instructor was prepared for the training session. Training materials were gathered and checked for accuracy, completeness, and legibility. ( ) ( ) ( ) Training aids and materials (i.e., tests, handouts, transparencies) were organized for effective and efficient use. ( ) ( ) ( ) Administrative materials (i.e., attendance sheets) were available. ( ) ( ) ( ) Training area was set up for effective instruction prior to training (i.e., lighting, seating, supplies, A/V equipment). ( ) ( ) ( ) DOE-HDBK-1201-97DOE-HDBK-1201-97 APPENDIX C C-4 Instructor Observation Checklist 2. Format of the Training Material YES NO N/O The instructor demonstrated the ability to follow the lesson plan. An overview of the session was presented as a part of the introduction. ( ) ( ) ( ) Training objectives were provided at the beginning of the class. ( ) ( ) ( ) Training content was presented according to the lesson plan. ( ) ( ) ( )

Instructor/trainee activities were implemented according to the plan. ( ) ( ) ( ) The instructor demonstrated the ability to make instruction meaningful for the trainees. ( ) ( ) ( ) Objectives were reinforced during the training. ( ) ( ) ( ) Examples and/or analogies were used to apply the content to practical situations. ( ) ( ) ( ) The instructor demonstrated the ability to focus the trainees' attention on the training content. The trainees were provided with an appropriate purpose or rationale for the training. ( ) ( ) ( ) Interest in the topic was increased through use of reinforcement. ( ) ( ) ( ) DOE-HDBK-1201-97DOE-HDBK-1201-97 APPENDIX C C-5 Instructor Observation Checklist YES NO N/O The relationship of the present session to previous training was identified. ( ) ( ) ( ) The on-the-job significance of the training was emphasized. ( ) ( ) ( ) The instructor demonstrated the ability to present the content and instructor/trainee activities in an organized, logical sequence. One teaching point and/or objective flowed to the next. ( ) ( ) ( ) Trainees could follow the presentation without confusion. ( ) ( ) ( ) "Nice to know" information was minimized. ( ) ( ) ( ) Meaningful relationships between concepts and skills were clear. ( ) ( ) ( ) Topics had natural beginning and ending points. ( ) ( ) ( ) 3. Technical Material Review (For Peer Evaluation) The instructor demonstrated appropriate technical competence to present the subject matter. Lesson content was accurate and current. ( ) ( ) ( ) Knowledge was of appropriate depth. ( ) ( ) ( ) Knowledge could be applied to the job as appropriate. ( ) ( ) ( ) DOE-HDBK-1201-97DOE-HDBK-1201-97 APPENDIX C C-6 Instructor Observation Checklist 4. Applied Instructional Theory YES NO N/O The instructor demonstrated the ability to involve trainees actively in the learning process (as opposed to constant lecture or watching a demonstration). Active trainee participation was encouraged. ( ) ( ) ( ) Checks for understanding were made through questioning, performance, review quizzes, etc. ( ) ( ) ( ) Training was adjusted according to trainee needs. ( ) ( ) ( ) Allowances were made for "slower" and "faster" learners. ( ) ( ) ( ) Behavior and trainee responses were reinforced in a positive manner. ( ) ( ) ( ) Frequent and appropriate trainee responses were solicited. ( ) ( ) ( ) Asking subject-matter questions was encouraged. ( ) ( ) ( ) Trainees were given an opportunity to practice more than once (if needed). ( ) ( ) ( ) "Hands-on" practice was provided where possible. ( ) ( ) ( ) "Hands-on" practice emphasized critical steps and skills. ( ) ( ) ( ) DOE-HDBK-1201-97DOE-HDBK-1201-97 APPENDIX C C-7 Instructor Observation Checklist YES NO N/O The instructor summarized key points/information/task steps before progressing to the next objective. The amount of information presented was appropriate for the trainees. ( ) ( ) ( ) ADDITIONAL COMMENTS: DOE-HDBK-1201-97DOE-HDBK-1201-97 APPENDIX C C-8 INTENTIONALLY BLANK DOE-HDBK-1201-97DOE-HDBK-1201-97 APPENDIX C C-9 EXAMPLE 10 OJT Training Course Evaluation Form

COURSE LOCATION : DATE: EVALUATOR: STUDENT: Check Yes, No, or Not Applicable (N/A) for each item on this evaluation form. At the discretion of the evaluator, additional amplifying comments may be included for individual items in the spaces provided on the form. A Not Applicable rating for any item shall be considered to be entirely neutral and shall not factor into the student's overall evaluation grade. Individual items marked with ** are considered vital and must receive either a Yes or No rating (Not Applicable does not apply to these items). PREPARATION ITEM YES NO N/A COMMENTS **Are the objectives clear and measurable and do they contain conditions, action, and a standard? Is the instructor prepared to conduct the demonstration (e.g., all materials, prepared in advance, and in sufficient quantities)? DOE-HDBK-1201-97DOE-HDBK-1201-97 APPENDIX C C-10 OJT Training Course Evaluation Form INTRODUCTION ITEM YES NO N/A COMMENTS Did the instructor attempt to put the trainee at ease by using "small talk" during the Introduction? Did the instructor motivate the trainee by explaining the importance of learning this particular skill, e.g., "WIIFM" (What's In It For Me)? **Was the learning objective stated by the instructor and then discussed with the trainee to clear up any misunderstandings? Did the instructor attempt to find out the trainees's previous background in this particular task? Did the instructor explain the overall process that would be followed during the OJT lesson? Did the instructor tell the trainee what was going to be covered in the OJT lesson? EXPLANATION AND DEMONSTRATION ITEM YES NO N/A COMMENTS **Did the instructor use and follow the lesson plan developed for this demonstration? **Did the instructor use and follow the procedure developed for this demonstration? **Did the instructor explain and demonstrate the task to the trainee? **Was two-way communication between the instructor and the trainee evident? **Were proper safety precautions stressed and discussed as applicable? **Did the instructor use proper questioning techniques to ensure student comprehension? DOE-HDBK-1201-97DOE-HDBK-1201-97 APPENDIX C C-11 OJT Training Course Evaluation Form PRACTICE UNDER SUPERVISION ITEM YES NO N/A COMMENTS **Was the trainee allowed to practice the task sufficiently to gain the required skill? **Did the instructor ensure the trainee followed the procedure? Did the instructor ensure the trainee used proper techniques as applicable? **Were proper safety precautions stressed and discussed as applicable? CONCLUSION ITEM YES NO N/A COMMENTS Did the instructor clearly conclude the Training Phase prior to beginning the Evaluation Phase? **Did the instructor summarize/conclude the presentation by restating the major points? **Did the instructor restate the learning objective in the summary/conclusion? DOE-HDBK-1201-97DOE-HDBK-1201-97 APPENDIX C C-12 OJT Training Course Evaluation Form PERFORMANCE EVALUATION ITEM YES NO N/A COMMENTS **Did the instructor restate the learning objective? **Did the instructor clearly explain the ground rules (e.g., trainee will be on his own, no coaching, required performance standard)? Did the instructor review the Evaluation Document with the trainee prior to beginning the evaluation? Did the trainee perform the task without help or coaching from the instructor?

**Did the instructor use the standards defined in the Evaluation Document to evaluate the trainee's performance? **Did the instructor ask pertinent questions during the task performance? **Did the instructor review the trainee's performance (using the criteria contained in the Evaluation Document) with the trainee immediately after the task was completed? Was the Pass/Fail status of the trainee's performance provided to the trainee immediately following completion of the task? As applicable, did the instructor encourage/motivate the trainee to practice or refine any noted weaknesses? Did the instructor document the training (e.g., sign the evaluation document)? DOE-HDBK-1201-97DOE-HDBK-1201-97 APPENDIX C C-13 OJT Training Course Evaluation Form OVERALL OJT TRAINING COURSE CONCLUSIONS SATISFACTORY NEEDS IMPROVEMENT(*) OJT Course Instructor Course Trainee SPECIFIC COMMENTS STRENGTHS WEAKNESSES (*) Specify where improvement is needed DOE-HDBK-1201-97DOE-HDBK-1201-97 APPENDIX C C-14 DOE-HDBK-1201-97DOE-HDBK-1201-97 APPENDIX C C-15 INTENTIONALLY BLANK DOE-HDBK-1201-97DOE-HDBK-1201-97 APPENDIX C C-16 EXAMPLE 11 Training Development Recommendation Checklist ORIGINATOR: NEW DEVELOPMENT: REVISION: 1. Identify the problem/need: 2. Is the problem/need safety-related? Yes No 3. What job classification is affected? Control room operator Shift supervisor Shift superintendent Facility equipment operator Shift technical advisor Electrician Mechanical maintenance Instrument and control technician Radiation protection technician Chemistry technician Managers and technical staff Other DOE-HDBK-1201-97DOE-HDBK-1201-97 APPENDIX C C-17 Training Development Recommendation Checklist 4. What type of task is involved? Normal operations Maintenance and surveillance Administrative Abnormal Emergency Team building Other 5. How important is this situation? Negligible Undesirable Serious Severe Extremely severe 6. Does the situation require urgent consideration? Yes No 7. How difficult is this task to perform? Very easy Somewhat easy Moderately difficult Very difficult Extremely difficult DOE-HDBK-1201-97DOE-HDBK-1201-97 APPENDIX C C-18 Training Development Recommendation Checklist 8. What is the frequency of this problem/need? Rarely (about once a year) Seldom (about 3 or 4 times a year) Occasionally (about once a month) Often (about once a week) Very often (daily) 9. What is the source of the problem/need? Lack of training Insufficient training emphasis Lack of practice during training Incorrect training materials Conflict between training and job requirements Regulatory requirement Not applicable 10. How can this recommendation benefit facility operations? Correct unsafe practices Improve facility availability Eliminate equipment misuse/damage Reduce reworks Reduce unscheduled maintenance Improve employee performance Accelerate qualification Avert anticipated problem Respond to regulatory/requirement/change

Maintain job qualifications DOE-HDBK-1201-97DOE-HDBK-1201-97 APPENDIX C C-19 Training Development Recommendation Checklist 11. How do you suggest training be revised or developed? (Attach a written description that describes the root cause of the problem and how it should be corrected.) Signature, Title Date FUNCTIONAL REVIEW Disposition Action: Approved Approved with Modifications Disapproved Modifications and Comments (Note: approved with modifications and disapproved require comments): Signature, Title Date TRAINING REVIEW Disposition Action: Approved Approved with Modifications Disapproved Defer Modifications and Comments (Note: approved with modifications, disapproved, and defer require comments): DOE-HDBK-1201-97DOE-HDBK-1201-97 APPENDIX C C-20 Signature, Title Date DOE-HDBK-1201-97DOE-HDBK-1201-97 APPENDIX C C-21 EXAMPLE 12 Training Material Request/Update Date: Course Number: Course Title: Instructors Name: Location/Bldg.: Your Name: Employee Number: Title: Deptartment: Bldg/Room: Extention/Pager: Reason for the Request Work Authorized? Yes/No (circle one) Course Coordinator Date Comments: DOE-HDBK-1201-97DOE-HDBK-1201-97 APPENDIX C C-22 Training Material Request/Update Training Material Request Checklist Training Material Document # or N/A Date Required Assigned To Date Completed System Description Instructor/ Student Guide Student Handout Exam/Quiz Qual Card/Guide Procedure Curriculum Outline Hierarchy Test Analysis Memo Exam Validation Matrix Training Appraisal Questionnaire Training Material Checklist Complete? Instructor Date Completed Work Approval: Yes/No (circle one) Course Coordinator Date DOE-HDBK-1201-97 CONCLUDING MATERIAL Review Activity: Preparing Activity: DOE Operations Offices DOE-EH-31 AD AL DP CH Project Number: EH FN 6910-0063 EM ID ER NV FM OR NE RFO RL OAK SR National Laboratories ANL BNL FNAL INEL LANL LLNL MNREL ORNL PNNL SNL FOREWORD