This paper concentrates on two aspects in the development of curriculums for technical training: the identification of curriculum content for specific courses of study; and the organization of such content in training programs. Seven steps in the HumRRO procedure for systematic curriculum engineering are identified: determining the performance required; deriving training objectives; basing training content on training objectives; selecting appropriate training methods; minimizing training interference with learning; monitoring the school-trained product; and modifying training as required. Procedures for identifying and sequencing curricular content and for generating curricular information have been discussed--a job model for use in creating listings of job tasks; functional context principles for content integration; and hierarchical structures of technical concepts (use of a word-associational technique for hierarchical grouping of technical concepts). The use of a word association technique in a military radar maintenance course revealed that more research was needed before this approach could become an operational tool of curriculum designers. (PT)