Nuclear Training Programs

Suggested lines of inquiry and review approach

Performance Objective 1: Contractor Program Documentation

To be developed

Performance Objective 2: Contractor Program Implementation

2.1 Management and Administration of Training and Qualification Programs: The facility is organized, staffed, and managed to facilitate planning, directing, evaluating, and controlling a systematic training process that supports the facility mission(s).

• Line management ownership, commitment, and accountability are the foundation for the training and qualification programs at the facility.
• Line management is responsible for ensuring that these programs will produce competent workers and supervisors.
• The commitment to the training of personnel at the facility includes participation of line management in all phases of the training program. Management ensures that resources are available to support the training effort, mandates attendance at training sessions, and is thoroughly knowledgeable of all aspects of the training and qualification program(s) in which that facility's personnel participate.
• Management-approved policies and procedures are implemented that promote a systematic approach to training. They adequately describe the duties, responsibilities, and authorities of line and training management, and detail the interfaces involved in implementing the training and qualification programs for both training staff and facility personnel. They also describe the process for the analysis, design, development, implementation, and evaluation of the training programs.
• A training group is established as part of the line organization. If a training group is not separately established, then personnel within the line organization are assigned responsibilities for implementing the training and qualification program(s). At facilities with small staffs and/or training programs, the training group may consist of only one individual, either full- or part-time. However, the job function, responsibilities, authority, and accountability of personnel involved in managing, supervising, and/or implementing training are clearly defined in the incumbent's job description, procedure, or similar document.
• Written goals and objectives related to the implementation of the training and qualification processes are in place and stated in documents such as strategic plans, award fee criteria, policies, and mission statements. The goals and objectives adequately address the current issues that are important to both contractor management and DOE.
• Facility line management and the training organization implement specific plans as appropriate to ensure adequate management of the training program.
• Training records are maintained in an auditable manner.
• Training records support management information needs and provide required data on each individual's training participation, performance, and qualification/certification.
• Training records are also maintained to support verification of the accuracy of training program content.
• Training provided by an outside organization (e.g., sub-contractor, vendor, site central training) in support of the qualification or certification of facility personnel meets the same basic requirements for development, implementation, testing, and documentation as training provided by the facility staff.
• Adequate facilities are available to support safe and consistent training. Sufficient facilities and proper tools, equipment, and materials are available to support applicable training content and performance activities (e.g., hands-on training for maintenance personnel and technicians).
• Instructional support materials and equipment such as audio-visual equipment, flip charts, and marker boards are adequate to support the training activities.
• In addition to facilities to support the implementation of training, staff facilities and equipment are available to support analysis, design, development, and evaluation of training.
• Technical reference materials such as procedures, technical manuals, and drawings are readily available to instructors and trainees on all shifts.

2.2 Development and Qualification of Training Staff: Training staff (contractor and subcontractor) possess the technical knowledge, experience, and the developmental and instructional skills required to fulfill their assigned duties.

• Instructors have the technical qualifications, including theory, practical knowledge, and experience for the subject matter that they are assigned to teach.
• Methods are implemented to ensure that individual instructors meet and maintain instructional and technical position qualification requirements.
• Developmental and instructional qualifications of instructors include theory, practical knowledge, and work experience in analyzing, designing, developing, conducting, and evaluating training, as appropriate to their job assignments.
• A training program is in place to develop the necessary instructor capabilities to fulfill training program requirements in all applicable training settings.
• Training staff and instructors who have not met the qualifications required for an assignment are under the supervision and guidance of a qualified individual.
• Subject matter experts used occasionally as instructors are provided assistance and are periodically monitored.
• The instructional skills training program is conducted using approved instructional materials that are based on learning objectives derived from job performance requirements and which provide for effective and consistent presentations.
• Continuing training includes improvements needed in technical and instructional knowledge and skills, the correction of identified instructional deficiencies, and training on new methods and equipment.

2.3 Trainee Entry-level Requirements: Trainees meet the minimum requirements for entry into the training program.

• Procedures or policies describe the personnel selection and entry-level requirements.
• Line management, working with Human Resources personnel, identify the entry-level criteria for personnel working in a particular operating organization and/or assigned to specific duties or tasks.
• Entry-level requirements address the minimum physical attributes a trainee must possess, as well as the minimum educational, technical, and experience requirements necessary for the employee to meet job requirements.
• Line management is responsible for the hiring or transfer of personnel into positions for which entry-level requirements are established.
• Applicable education, experience, technical, and medical requirements are verified and documented for personnel who are required to meet entry-level requirements.
• Entry-level requirements for a training program are reviewed as part of the overall evaluation process.
• Entry-level requirements are at the proper level to ensure that personnel can achieve the established learning objectives at the completion of training.
• Individual training course prerequisites are established and reviewed periodically.

2.4 Determination of Training Program Content: Program content for competent job performance is identified, documented, and included in the training programs, as appropriate.

• A systematic analysis of job requirements is conducted to provide reasonable assurance that all tasks that are essential to safe and efficient operation are addressed by the training program.
• Subject matter experts, line management, and training staff develop and maintain a valid facility-specific task list as the basis for the training program.
• The facility-specific list of tasks selected for training is reviewed periodically and updated as necessary by changes in procedures, facility systems/equipment, job scope, and advances in technology.
• DOE and other appropriate training guidelines are used as a guide for selecting, sequencing, and verifying training program structure and content.
• Current facility safety analysis report, operating procedures, technical and professional references, and facility/industry operating experience are used to identify facility specific training content and information for use in developing training materials.
• A detailed analysis is not necessary to determine training program content for technical staff personnel. Consensus-based content guides (i.e., Guides to Good Practices), broad-based assessments of training needs, and regulatory requirements can be used to assist with the determination of training program content. This method may also be sufficient to determine training program content for positions at many low-hazard nuclear facilities.

2.5 Design and Development of Training Programs: Training program materials identify and support the knowledge and skills needed by trainees to perform tasks associated with the position for which training is being conducted. The content of initial training prepares the trainee to perform the job for which the candidate is being trained. The content of continuing training maintains and improves incumbent job performance.

• Learning objectives are written to reflect task performance and consider the associated knowledge and skills.
• Training settings are considered when writing learning objectives. Learning objectives include the actions the trainee must demonstrate, conditions under which the action will take place, and standards of performance.
• The minimum trainee entry-level knowledge, skills, and experience for the position are considered when developing learning objectives. If conditions and standards for knowledge and/or skill objectives are implied, they must be clearly understood.
• Lesson plans are developed or modified using learning objectives derived from job performance requirements.
• The content of lesson plans and other training materials adequately addresses the learning objectives. The lesson plans contain sufficient detail to ensure consistent and repeatable training. Information contained in the lesson plans is sufficient to ensure that personnel are trained to a level required and expected by facility management.
• Lesson plans or equivalent training guides are used for laboratory training, on-the-job training, and simulator training and include standards for evaluating trainee performance. Training materials for these non-classroom training settings provide for effective and consistent instruction. The training materials provide sufficient information to guide the trainee and the instructor in the performance of the task.
• The training materials used to guide discussions with technical staff trainees normally are not in lesson plan format; rather training materials include key points that support the learning objectives, taking into account the job position and the experience of the designated instructor. This approach may also be sufficient for much of the training that is conducted at low-hazard nuclear facilities.
• Subject matter experts and training management review and concur on training materials.
• The cognizant line manager approves them prior to use.
• Training materials are controlled in a manner that ensures that the latest approved version of the material is used.
• Continuing training content includes refresher training on overtrain tasks, facility and industry events, facility and procedure modifications, retraining addressing task performance deficiencies, and training on infrequently performed tasks.

2.6 Conduct of Training: Training is conducted in the setting most suitable for the particular training content. Training is consistently and effectively presented using approved lesson plans and other training guides.

• Lesson plans that meet criterion 5.2 are used to deliver training.
• Training in all settings is sequenced effectively to provide completion of prerequisite knowledge and skills prior to receiving training on more advanced knowledge and skills.
• Individualized instruction, when used, provides the trainees with sufficient guidance and supporting materials for achieving the learning objectives.
• Instructors use the references, tools, equipment, and conditions of task performance that reflect actual job conditions to the extent practicable.
• Trainee demonstration of task performance is evaluated on actual plant equipment whenever feasible.
• Line management implements standards and policies pertaining to the conduct of on- the-job training (OJT).
• Personnel who are designated by line management and are trained in the instructional techniques peculiar to OJT conduct and evaluate it.
• OJT is conducted using valid methods, approved materials, and a planned and logical instructional sequence.
• Part time OJT instructors and/or evaluators are trained in OJT instructional methods.
• Completion of OJT and task qualification is by actual task performance whenever possible. When the task cannot be performed, but is simulated or walked-through, the conditions of task performance, references, tools, and equipment reflect actual performance of the task to the extent feasible. Task performance evaluation is conducted using valid methods and consists of evaluating trainee performance using established standards prior to task or job qualification.
• Structured on-the-job familiarization is normally used in lieu of formal on-the-job training and evaluation for managers, non-certified supervisors, and technical staff. During this phase, the candidate works closely with supervisors and managers in their day-to-day job functions, including decision-making.
• Laboratory training provides hands-on application of principles conveyed during the classroom training and encourages analytical skills development.
• The training program content is implemented as outlined by approved training materials and is structured to provide practical experience.
• Laboratory training activities encourage direct trainee participation in the learning process.
• Conditions of task performance, references, tools, and equipment reflect actual job performance requirements to the extent possible.
• Evaluation of trainee performance verifies that the trainee has obtained the essential knowledge and performance skills associated with the job.
• Training on a facility control room or process simulator is used to build operating team skills and/or enhance the effectiveness of hands-on skill training.
• An appropriate simulator is used for hands-on training to demonstrate operational characteristics and for recognition and control of normal, abnormal, and emergency facility/process conditions.
• Differences between the simulator and the facility/process are accommodated in the training session

2.7 Trainee Examinations and Evaluations: Individual trainees are examined and/or evaluated on a consistent and regular basis to ensure that learning is taking place and that trainees are acquiring the knowledge and skills required to work efficiently and safely at their jobs.

• Trainees are evaluated on a regular basis. Examinations/evaluations are administered at the conclusion of structured segments of the training program. A sufficient sampling of the knowledge and skill learning objectives is evaluated prior to awarding qualification or certification.
• Much of the training for managers, non-certified supervisors, and technical staff personnel occurs in nontraditional settings such as discussions with individual managers. Monitoring and evaluating training in these nontraditional settings are unnecessary. In addition, since many learning objectives for managers, non- certified supervisors, and technical staff personnel do not readily adapt to prescribed standards or quantitative testing, qualitative evaluations are acceptable in many cases. For example, trainees qualification could be assessed from responses during discussions, behavior during role-playing, or material developed during training exercises. Qualitative evaluations may also be used to assess trainee qualification at low-hazard nuclear facilities.
• Test items are reviewed by subject matter experts for technical content, meaning, and correct answer. The results of the review process are documented.
• Examination questions are at the proper depth and detail to ensure adequate evaluation of the trainees' knowledge and skills.
• Examinations and performance evaluations contain a representative cross-section of knowledge, skills, and abilities required for the position. All examination questions relate to one or more learning objectives.
• The acceptance criteria used to grade examinations and performance evaluations are defined in advance of the examination or performance evaluation.
• A policy or procedure is implemented to provide direction for how often and how much examinations are changed to prevent compromise. Examination changes may be based on how often the course of instruction is used and whether the test data is controlled or shared with the trainees as a part of the learning process.
• A procedure or policy is implemented that controls the development, approval, security, administration, and maintenance of all types of examinations.
• Access to examinations is physically controlled and limited to designated personnel.
• Remedial training programs are provided as necessary to prepare the trainee to meet the identified training program entry-level requirements for areas where he/she may be deficient.
• In cases where a trainee fails an examination, remedial training is based upon the weaknesses identified in the examination.
• Remedial training plans are specified in advance, acknowledged by the trainee and approved by supervision. Completion of remedial training is documented.

2.8 Training Program Evaluation: A systematic evaluation of training effectiveness and its relation to on-the-job performance is used to ensure that the training program conveys all required skills and knowledge.

• A policy or procedure describes the long- and short-term requirements for performing program evaluations and provides guidance relative to who does the evaluation, how often evaluations are conducted, and how evaluations are conducted.
• The results of training program evaluations, including program strengths and weaknesses, are identified, documented, and used as a basis for training program revision on a periodic basis.
• Instructors are evaluated regularly in all settings in which they instruct by training management, line organization supervision, and peers.
• The instructors are evaluated against an established set of criteria and the results are used to improve performance.
• Examination results (written and performance) are analyzed to determine weaknesses in the development or delivery of instruction. Changes to the program content and/or design are made as appropriate. After the trainee has had an opportunity to use the information gained during training, feedback from the trainee and his/her supervisor is used to determine the effectiveness of training.
• Improvements to the program are based in part on collective trainee/supervisor input as to how well the trainee can perform the tasks for which he/she was trained.
• Changes that impact training program accuracy are incorporated into the training program in a timely manner and training is provided as necessary to inform facility personnel of changes that have an impact on facility operation.
• Clear responsibility is assigned for providing facility modification and procedure change information to the training organization.
• A policy or procedure identifies the requirements and provides the guidance for documenting, evaluating, tracking, and incorporating changes to training programs.
• Data from criteria 8.1, 8.3, and 8.4 evaluations form the basis for making program improvements and modifications.
• A procedure or policy is developed and implemented that describes the process for revising and documenting training material updates based upon the results of training program evaluation.
• Training facilities are evaluated to determine if they are conducive to the learning process.
• Classrooms and training settings are free from excessive disturbances and distractions.
• Trainees have adequate space to work and learn individually and in groups, as appropriate. Conditions related to comfort (e.g., heat, lighting, noise level, desk space, etc.) meet standards for good learning environments.
• The training staff's office and working spaces are adequate to support the training being developed and presented.

Performance Objective 3: DOE Line Management Oversight

To be developed

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