| Since the late 1970s efforts have been made to best identify processes by which a workforce can be educated and trained typifying efficiency, competency and mastery of required skills. Researchers in education and psychology have determined learning is best realized when the learner performs a skill through a knowledge of the requirement in an outcomes-based objective, practice of the skill under supervision, and authentic assessment to the mastery level. The public, private, and government education and training sectors have placed emphasis on performance in accordance with prescribed standards rather than the cognitive retrieval of facts. However, the desires for those results fall short of reality because of a myriad of traditional education and training practices that do not favor the outcomes-based corollary. There are procedures, if followed with integrity that will bring about the learners' success in the workplace. These procedures are prefaced with determination on the part of staff and administration to reach these ends, to change the curriculum from content, calendar, and convenience-based education practices to those based on experience and actual assessed performance of required tasks. |