What are the critical items in the preparation of a packaged learning program on oil spill prevention? What steps and strategies most directly contribute to success? This paper highlights three items within the context of the overall development of a well accepted program:
the strategy used to involve the people who made the program work
the generalizations developed about terminal operators’ background, skills, and present knowledge of oil spill prevention. This data was essential for deciding what would go into the program.
the features of the program resulting from these generalizations.
From the start, representatives of the terminal operators (the eventual participants) and their managers were involved completely in the program design. Members from a wide spectrum of company management selected the specific problems to be addressed, approved the desired results, and reviewed the entire program for achievement of objectives and technical accuracy. Interviews with operators in the field allowed basic assumptions to be made about the prospective audience. For example, most like to read the newspaper, but few read books for pleasure. This particular assumption suggested that a large amount of written material would not be appropriate for this program.
The final result was a program which could be used with either a group or an individual in locations spread out geographically. The first section is on prevention; the second presents fundamentals of cleanup. Each section has an audio tape and a supplemental workbook.