Seeking to determine the training methods that can most effectively develop highly proficient performance, this report describes the molecular analytic techniques currently used in the Air Force (the instructional systems (ISD) approach based on breaking a complex task into discrete steps) and presents the limitations of these techniques for developing highly proficient performance of nonprocedural tasks. A phenomenological approach to training, which focuses on the way a task is experienced rather than on the overt responses performed, is then described by presenting the potential value and need for such an approach and by showing that this approach can have positive implications for aircrew training. Finally, the following suggestions are made: That a highly skilled performer experiences a task differently than a novice (with a holistic as opposed to a molecular understanding of it); that methods which help develop such an experiential shift may be valuable for developing high proficiency performance; and that a phenomenological approach should supplement, not replace, traditional training methods. (BM)