Teaching people new ways to think about things is a challenge because you usually can't see if they are really learning. There is great temptation, among instructors, to believe that a student understands what you are saying if he can recite the key ideas or objectives. This is not always true. There are still a few instructors who try to teach mostly with words without causing meaningful learning experiences. These instructors waste the student's time as well as their own.

The definition of learning stated earlier involves a concept of learning, while on the other hand, the characteristics of learning are generalizations. A concept is a mental picture of a group of things that have common characteristics. A generalization is a person's idea of the relationships between two or more concepts.

Concept formation. Concepts represent a group of solid objects, such as an airplane or book; or abstract ideas such as leadership and honesty. A concept is an idea about a group of things. A concept involves thinking about what it is that makes those things belong to that one group. Look at the following example:

Concepts are formed by naming and classifying things into groups. It is through experience that a person builds up his concept of the special things that make something belong to a specific group. Think for a moment of how a child forms his concept of DOG. First he observes and learns that the family collie is a DOG. This DOG has four legs, a long snout, long fur, and short ears that stand up. It also barks and appears to be friendly. He sees this thing as being quite large - larger than he is but smaller than his father. The child is now secure in his concept of DOG, that is, until he meets a bulldog. Now he must adjust his concept. He knows that dogs can be of different sizes, can have short hair as well as long fur, can have almost no tail, and may have upright ears. Then one day, he sees a Mexican hairless dog. This calls for some major changes in his concept of DOG. Many experiences later, his concept of DOG is complete. He has reached the point where he can identify a new animal as being DOG or NOT DOG.

A great deal of concept forming occurs without any help from instructors. Often, concept formation depends less upon the depth of the experience and more upon the width and amount of it. A lot of experience with many kinds of encounters is necessary to build valid concepts.

Where does the instructor fit into this formation of concepts? First, he can identify these concepts and apply them in determining student needs. The student who gets more experiences can use these experiences by listening to well presented lessons in class and comparing his experiences with other students. The key word here is "experience" - true useful concept formation must be based on a hard core of firsthand experience.

Foundations of generalizations and concepts. Generalizations, like concepts, are formed from the experience of the learner. Often, concept formation and the development of generalizations take place at the same time. Problems can arise if a student has a good generalization but a weak idea of the concepts involved. Concept formation depends on having many different kinds of experience, not the depth and importance of them. Generalizations require a lot of different experiences that were also important and had meaning to the student. The instructor's role in this area is of increased importance, because he provides the experience.

Tips for the instructor. To have meaning in conceptual and generalization learning, the following tips are offered for the instructor:
. Reduce the number of concepts and generalizations taught so the student can completely understand and use what he does learn. Memorizing 100 theories or principles is useless to a student if he is going to forget 95 of them as soon as he completes the class. It is better to teach only 10 theories that the student can both learn well and apply.

. Remember that each student is different. Their previous training and their ability to learn present still another challenge to the instructor's planning. The good instructor always remembers that the objective and goal of his lesson is for each student to learn.

CONTINUING INSTRUCTOR TRAINING

Continuing training that maintains and improves instructional and technical skills should be provided following initial instructor qualification. All instructors should be evaluated at least annually by training management or a training supervisor. These evaluations and any necessary corrective measures should be documented as identified in Section 8. Continuing training in instructional skills should focus on correcting weaknesses identified by instructor evaluations and the development of desired competencies. Continuing training in technical skills should maintain and improve those skills necessary to provide effective instruction.

Instructional Skills Continuing Training

Activities that maintain and improve instructional skills may be conducted in group settings (lecture/discussion, role-playing methods, etc.), or may be accomplished through self-paced instruction and one-on-one sessions with peer instructors. Continuing instructional skills training should be provided to all personnel with training assignments. Continuing training requirements may be satisfied by attending or instructing the sessions. Continuing training requirements may also be met by completing applicable seminars or courses offered by outside consultants or academic institutions. Continuing training should be formally tracked and evaluated for its contribution to staff instructional effectiveness. Results should be documented as identified in Section 8. Subjects appropriate for instructional skills continuing training may include the following: Refresher topics from initial instructional skills training New and advanced instructional techniques and methods Changes in regulations, standards, and procedures Organizational changes that may affect job responsibilities and interrelationships Performance deficiencies identified during instructor evaluations Industry trends and generic problems identified by assist and review visits.

Technical Skills Continuing Training

Training that will maintain and develop technical skills and ensure knowledge of job responsibilities should be provided to all personnel who act as technical instructors. This training should include attending or instructing applicable portions of the operator/technician/craft continuing training and structured in-facility time observing and/or participating in appropriate activities. In-facility activities should be planned in advance using established objectives and should consider current facility opportunities. Instructors who provide facility-specific training should be kept current on facility and industry events and changes. Generic knowledge deficiencies and performance weaknesses should be included as continuing training topics. Any instructor with specific technical skill deficiencies should receive training to correct the problem(s). Instructors at DOE Category A reactors who teach subjects such as technical safety requirements, operating practice, and control manipulations to certified reactor operators and senior reactor operators should receive the continuing training necessary to maintain their technical skills at, or equivalent to, the senior reactor operator level. This training should include portions of the senior reactor operator continuing training, completing specific in-facility activities, and spending appropriate time (acting as a member of an operating crew) on the simulator. Structured in-facility time should maintain the instructor's familiarity with facility configuration, watch station requirements and practices, and procedural and administrative guidance. Instructors who teach integrated facility response at DOE non-reactor nuclear facilities should receive the continuing training necessary to maintain their technical skills at, or equivalent to, the senior operator level. Instructors of certified reactor operators and senior reactor operators who instruct topics other than those listed above, and instructors of other facility operators (both reactor and non-reactor), should maintain and develop the technical skills necessary to perform their job. These instructors should keep abreast of facility administrative practices and be familiar with the education and experience level of their trainee population. They may accomplish this by attending operations meetings and observing incumbent work activities.

Maintenance, chemistry, and radiological protection instructors should attend technical continuing training. They should also maintain familiarity with facility configuration, technician or craft practices, procedural and administrative guidance, and analytical or maintenance equipment through meeting attendance, and appropriate formal and informal communication. Additionally, instructors may improve their technical skills through attending industry training/professional workshops and seminars.

Professional Development

Each facility should establish activities that promote the professional growth of the training staff. These activities should provide a means of career development to ensure that personnel remain motivated in their current assignments. They should also provide the staff the opportunity to increase their contribution to the facility. Industry good practices that can enhance professional growth include management by objectives and individual development plans. These approaches link individual performance to training department and facility goals, and can provide benefits to both the organization and the individual staff member. Professional growth opportunities may be identified from sources such as facility human resource groups or surveys of the training staff. Professional development activities may include the following:
. Cross-assignments between training and technical areas

. Expanded lead instructor activities such as providing guidance to work groups and subcontractors

. Authoring training procedures and other training documentation

. Assignments to training department problem-solving and decision-making task forces

. Participation in operations committees (training review committees, design review groups, procedural review groups, etc.)

. Participation in training associations and training-related workshops

. Company-funded enrollment in college vocational/educational programs

. Active participation in professional organizations related to technical areas

. Membership in professional training organizations (American Society of Training and Development).

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