Training is an important tool to achieve and maintain the required competence of personnel working in nuclear facilities. Effective training and qualification of personnel are necessary for the achievement of high safety and efficiency standards in nuclear facility performance. Training and qualification combined is a key feature of the integrated management systems of nuclear facilities. It is these considerations that led to this publication which consolidates the experience gained worldwide using the systematic approach to training (SAT) for nuclear facility personnel. It provides a basis for establishing and sustaining the quality and reliability of training and qualification for all main categories of nuclear facility personnel. SAT has proved its effectiveness in nuclear and other safety critical industries over decades and is recognized as the best international practice in nuclear training. The publication details the processes and methodology, presents good practices and offers recommendations from the experts in the field on the entire set of activities within the SAT–based training methodology and provides examples of SAT application. It builds on, and supersedes, guidance provided in an earlier IAEA publication (Technical Report Series 380, Nuclear Power Plant Personnel Training and its Evaluation: A Guidebook). A key feature of this publication is demonstrating how SAT–based training serves as one of the important processes in a nuclear facility management system and how it integrates with other processes.

• 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
  • 13.6. Training on radiation protection and radiological control
    • 13.6.1. Functions and duty areas
    • 13.6.2. Initial training in radiation protection
    • 13.6.3. Continuing training of radiation protection personnel
  • 13.7. Chemistry personnel training
    • 13.7.1. Functions and duty areas
    • 13.7.2. Chemistry managers
    • 13.7.3. Chemistry personnel
    • 13.7.4. Initial training of chemistry personnel
    • 13.7.5. Continuing training of chemistry personnel
  • 13.8. Instructor development
    • 13.8.1. Instructor selection, training and qualification
    • 13.8.2. Functions and duty areas for instructors
    • 13.8.3. Initial training of instructors
    • 13.8.4. Qualification of instructors
    • 13.8.5. Continuing training and development programmes for instructors
    • 13.8.6. Instructors’ professional development
  • 13.9. Emergency preparedness training
    • 13.9.1. Functions and duty areas during emergencies
    • 13.9.2. Emergency management team members
    • 13.9.3. Initial training for emergency preparedness
    • 13.9.4. Continuing training for emergency preparedness
    • 13.9.5. Emergency preparedness drills and exercises
  • 13.10. Site access and general employee training
    • 13.10.1. Functions and duty areas for site access and general employee training
    • 13.10.2. Initial training for site access and general employee training
    • 13.10.3. Continuing training in site access and general employee training
• 14. CONTRACTOR TRAINING
  • 14.1. Process to assure contractor personnel competence
  • 14.2. Practices regarding contractor personnel competence
    • 14.2.1. Activities and duties performed by contractors
    • 14.2.2. Means of assuring contractor competence
• 15. SUMMARY
• REFERENCES
• BIBLIOGRAPHY
• Annex I BASIC INSTRUCTOR TRAINING PROGRAMME DESCRIPTION EXAMPLE
  • Training programme description
    • Contents
• Annex II BASIC TRAINING POLICY EXAMPLE
• Annex III SAT IMPLEMENTATION EXAMPLE
• Annex IV TASK TO TRAINING MATRIX EXAMPLE
• Annex V DIFFICULTY, IMPORTANCE AND FREQUENCY RATING PROCESS EXAMPLE
• GLOSSARY
• ABBREVIATIONS
• CONTRIBUTORS TO DRAFTING AND REVIEW