Systematic Approach to Training for Nuclear Facility Personnel : : Processes, Methodology and Practices.
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Superior document: | IAEA Nuclear Energy Series ; v.NG-T-2.8 |
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Place / Publishing House: | Havertown : : International Atomic Energy Agency,, 2021. Ã2021. |
Year of Publication: | 2021 |
Edition: | 1st ed. |
Language: | English |
Series: | IAEA Nuclear Energy Series
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Online Access: | |
Physical Description: | 1 online resource (243 pages) |
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Table of 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.