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Systematic Approach to Training for Nuclear Facility Personnel : Processes, Methodology and Practices
Author
Title
Systematic Approach to Training for Nuclear Facility Personnel : Processes, Methodology and Practices.
ISBN
9789201135209
Edition
1st ed.
Publication
Havertown : International Atomic Energy Agency, 2021.
Copyright Notice Date
©2021.
Physical Description
1 online resource (243 pages)
Local Notes
Access is available to the Yale community.
Notes
Description based on publisher supplied metadata and other sources.
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Access restricted by licensing agreement.
Variant and related titles
ProQuest ebook central.
Other formats
Print version: IAEA Systematic Approach to Training for Nuclear Facility Personnel: Processes, Methodology and Practices Havertown : International Atomic Energy Agency,c2021
Format
Books / Online
Language
English
Added to Catalog
January 08, 2024
Series
IAEA Nuclear Energy Series ; v.NG-T-2.8
Contents
Intro
1. INTRODUCTION
1.1. Background
1.2. Objective
1.3. Scope
1.4. Structure
1.5. Users
2. NUCLEAR FACILITY TRAINING AS PART OF AN INTEGRATED MANAGEMENT SYSTEM
2.1. Formalization of the training process
2.2. Interfaces of the training process
2.3. Role of government and regulatory bodies
3. THE RELATIONSHIPS BETWEEN NUCLEAR INDUSTRY, EDUCATIONAL INSTITUTIONS AND TRAINING SYSTEMS
3.1. Forms of cooperation
3.2. Benefits of cooperation
3.3. Role of government in the relationship between education and industry
4. ROLES OF MANAGERS AND LEADERS IN TRAINING
4.1. Levels of management and leadership
4.1.1. Corporate/executive managers
4.1.2. Senior managers
4.1.3. First level managers/supervisors
4.1.4. Roles and responsibilities of corporate/executive managers and leaders related to training and qualification
4.1.5. Roles and responsibilities of facility managers, directors and vice presidents related to training and qualification
4.1.6. Roles and responsibilities of other senior managers and leaders related to training and qualification
4.1.7. Roles and responsibilities of first level managers and supervisors related to training and qualification
4.1.8. Roles and responsibilities of the training manager
4.1.9. Interfaces between senior managers and training organizations
5. TRAINING POLICY
5.1. Goals, scope and purpose of the training policy
5.2. Training procedures
5.3. Selection and recruitment
5.4. Relationship between training and knowledge management
6. TRAINING CONSULTATION FORUMS AND COMMITTEES
6.1. Levels of training forums and committees
7. SAT PHASES AND PROCESS
7.1. Integration of SAT based training and nuclear facility performance improvement
7.2. Initial and continuing training programmes
7.3. Incorporating operating experience.
7.4. Benefits of using SAT
7.5. Essential elements of SAT
7.5.1. A goal of performance improvement
7.5.2. Systematically derived initial and continuing training programmes
7.5.3. Consultation and involvement of managers, leaders and workers
7.6. Challenges of SAT - applying a graded approach
7.6.1. Graded approach - grade 1 roles
7.6.2. Graded approach - grade 2 roles
7.6.3. Graded approach - grade 3 roles
7.6.4. Implementing the graded approach
8. SAT IN DEPTH - ANALYSIS PHASE
8.1. Overview of the analysis phase
8.2. Purpose of the analysis phase
8.3. Essentials of the analysis phase
8.4. Inputs to the analysis phase
8.5. Performance analysis
8.6. Training needs analysis
8.7. Overview of job and task analysis and job competency analysis
8.8. Job and task analysis and job competency analysis
8.8.1. Job and task analysis
8.8.2. Job competency analysis
8.8.3. Combined job and task analysis and job competency analysis
8.9. Supplementary analysis methods and techniques
8.10. Analysing complex tasks and higher order cognitive competencies
8.11. Interpersonal, management and human performance competencies
8.12. Selecting the analysis method
8.13. Outputs
8.14. Lessons learned from the analysis phase
9. SAT IN DEPTH - DESIGN PHASE
9.1. Overview of the design phase process and activities
9.2. Purpose of the design phase
9.3. Essentials of the design phase
9.4. Inputs to the design phase
9.5. Training objectives
9.5.1. Three components of training objectives
9.5.2. Classification of training objectives
9.5.3. Terminal training objectives
9.5.4. Enabling training objectives
9.6. Design of initial training programmes
9.7. Design of continuing training programmes
9.8. Just in time training
9.9. Selecting the training settings and approach.
9.9.1. Training settings
9.9.2. Training modes
9.9.3. Training methods
9.9.4. Training tools and aids
9.9.5. Factors affecting selection of training settings
9.9.6. Assigning training settings
9.9.7. Organizing training objectives
9.10. Developing questions and constructing tests
9.10.1. Develop written test questions
9.10.2. Develop skill and knowledge test questions
9.10.3. Develop the test specifications
9.10.4. Assemble the test
9.10.5. Consider additional factors
9.11. Training programme and training course descriptions
9.12. Estimating resource requirements
9.13. Training courses that apply to more than one job
9.14. Outputs
9.15. Lessons learned in the design phase
10. SAT IN DEPTH - DEVELOPMENT PHASE
10.1. Overview of the development phase process and activities
10.2. Purpose of the development phase
10.3. Essentials of the development phase
10.4. Inputs to the development phase
10.5. Development of training materials
10.6. Defining lesson content and training methods
10.7. Developing lesson plans
10.8. Defining and developing training tools and aids
10.9. Infrastructure for training material development
10.10. Material for classroom training
10.11. Material for simulator training
10.11.1. Simulator exercise guides
10.11.2. Trainee material for simulator exercises
10.12. Material for on the job training
10.13. Material for workshop, laboratory and mock-up training
10.14. Material for e-learning
10.15. Material for self-study
10.16. Review, validation, piloting and approval of training material
10.16.1. Piloting material
10.16.2. Approval and maintenance of training materials
10.17. Outputs
10.18. Lessons learned/good practices
11. SAT IN DEPTH - IMPLEMENTATION PHASE
11.1. Overview of the implementation phase.
11.2. Purpose of the implementation phase
11.3. Essentials of the implementation phase
11.4. Inputs to the implementation phase
11.5. Activities performed during the implementation phase
11.5.1. Scheduling implementation
11.5.2. Pre-testing trainees
11.5.3. Instructor preparation
11.5.4. Overall considerations for assessing trainee performance
11.6. Implementing various types of training
11.6.1. Classroom training
11.6.2. Simulator training
11.6.3. On the job training
11.6.4. Workshop, laboratory and mock-up training
11.6.5. E-learning
11.6.6. Self-study
11.7. Output from the implementation phase
11.8. Exemption from training
11.9. Administering tests
11.10. Feedback to trainees
11.11. Performance not meeting required standards
11.12. In-training programme evaluation
11.13. Training records and reports
11.14. Lessons learned/good practices
12. SAT IN DEPTH - EVALUATION PHASE
12.1. Overview of the evaluation phase
12.2. Purpose of the evaluation phase
12.3. Essentials of the evaluation phase
12.4. Inputs to the evaluation phase
12.5. Stakeholders, ownership and responsibilities for evaluating the effectiveness of facility and personnel
12.6. Evaluation of training effectiveness
12.7. Training course evaluation
12.7.1. Student reaction and learning
12.7.2. Transfer of knowledge, skills and attitudes to the job
12.7.3. Return on investments
12.8. Ownership and responsibilities for evaluating the effectiveness of nuclear facility personnel training
12.9. Data from the observation of job performance
12.10. Input from job incumbents
12.11. Plant facility operating experience feedback and performance indicators
12.12. Inputs from internal reviews, inspections and audits
12.13. External evaluations of training.
12.14. Formal evaluation of a completed training programme
12.15. Measuring the return on training investment
12.16. Outputs from the evaluation phase
12.17. Lessons learned from the evaluation phase
13. SAT APPLICATIONS
13.1. Overview of the training model
13.1.1. Nuclear fundamentals training
13.1.2. Plant systems and processes
13.1.3. Role specific training
13.1.4. Simulator training
13.1.5. Integration of behavioural requirements into nuclear training programmes
13.2. Management and leadership training
13.2.1. Management roles and responsibilities
13.2.2. Management and leadership competencies
13.2.3. Management training and qualification: Corporate management training
13.2.4. Management experience requirements
13.2.5. Initial training of managers
13.2.6. Continuing training of managers
13.3. Operations personnel training
13.3.1. Initial training programmes for authorized operators
13.3.2. Initial training programmes for field operators
13.3.3. Initial training programmes for shift technical advisers
13.3.4. Initial training programmes for fuel handling personnel
13.3.5. Initial training programmes for radioactive waste plant personnel
13.3.6. Continuing training for main control room operators
13.3.7. Continuing training for field operators
13.4. Maintenance personnel training
13.4.1. Functions and duty areas of maintenance personnel
13.4.2. Training and development of maintenance managers
13.4.3. Initial training of maintenance personnel
13.4.4. Continuing training of maintenance personnel
13.5. Engineering and technical support personnel training
13.5.1. Functions and duty areas
13.5.2. Initial training for engineering and technical support personnel
13.5.3. Engineering role/position specific training.
13.5.4. Continuing training for engineering and technical support personnel.
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