Strategies for instruction in performance oriented tasks were developed in three phases. Phase one was the preparation of appropriate strategies for a performance-oriented technician course. This phase (determination of current course status, current strategies, relevant characteristics of students and instructors, the course environment, and innovative strategies) emphasized innovative uses of training techniques with attention to know course problem areas. In Phase Two, the 56 strategies generated during the first phase were assigned to one of nine application groups (student selection and career field introduction, cognitive skill instruction, individual manual skills, team training, evaluation, incentive management, games, course development, and miscellaneous), and five strategies were selected for development for the course. During Phase Three, the feasibility of using the five different strategies was demonstrated by developers in brief oral presentations and illustrations with the materials. (Author/SH)