(2) Job description. The methods of job description include directly observing the actual work of skilled workers, collecting indirect information such as the introduction of skilled workers themselves, and so on. Some methods pay attention to the explicit behavior of skilled workers, while others pay attention to the psychological activities of skilled workers in the process of work. The job description is the most reliable when determining what the training purpose is related to and what it is not related to according to the empirical data. So we should collect objective and comprehensive data as much as possible.
(3) Task analysis. One way is to list the actual performance of the staff at work, and then classify and analyze their technical composition. Another method is to list the psychological activities of staff at work, and then classify and analyze their technical composition. In these two methods, the designer is reliable in both subjective qualitative analysis and objective quantitative analysis. Which method to adopt depends on factors such as cost and time.
(4) sorting. Usually, sorting depends on the inspection and analysis of task description results. The results of task description can show the relationship between tasks in hierarchy and process, which is the basic basis of sorting. Based on these relationships and other factors, ranking can be completed.
(5) state the goal. Designers rely on the results of job descriptions to transform, which has become the goal. The more precise and detailed the goal, the easier it is for designers to carry out the following activities.
(6) Design and test. "Testing" is a relatively mature branch of psychology, and the technology of compiling tests is quite advanced and widely known, which can be applied to design tests.
(7) Develop training strategies. The designer reviews the results of the previous steps and analyzes the problem environment that must be adapted. The task description, goal statement and the results of design test specify the types of job requirements; The results of task analysis stipulate the learning objectives based on job requirements; The results of trainees' analysis illustrate the factors that may affect trainees' realization of training objectives. The ranking results clarify the best order to achieve all the goals. Training strategies should adapt to these conditions, and the best strategy can make the most appropriate collocation between these conditions and corresponding measures.
(8) Design training content. The usual method is to determine the nature and type of training content according to the job requirements, then analyze and decompose these contents into details, determine the order of each detail according to the psychological development law of trainees and the relationship between the contents, and then choose appropriate tools and methods to express these details.
(9) experiment. The subjects of the experiment should be selected from the students who participated in the training. The environmental conditions, methods, steps, contents, forms, equipment and tools of experiments should be the same as those of direct training. The collection of experimental data should be comprehensive, true and accurate. You can also change the experimental methods and tools in several rounds of experiments, and then compare and analyze their respective results. In the statistical analysis of experimental data, we should give full consideration to the information from students. Students' views on the difficulty of training content, the characteristics and problems of each part, training methods, training environment, teachers and improvement methods must be fully reflected in the improvement of training planning.