ACAD98-004R1

Guidelines for Training and Qualification of Engineering Personnel

GENERAL DISTRIBUTION

June 2003 ACADEMY DOCUMENT 98-004, Rev. 1

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Guidelines for Training and Qualification of Engineering Personnel NATIONAL ACADEMY FOR NUCLEAR TRAINING June 2003 ACAD 98-004, Rev. 1 Plant Area: Training and Qualification Key Words: Training, Technical Staff, Engineering The National Academy for Nuclear Training operates under the auspices of the Institute of Nuclear Power Operations (INPO). The Academy provides a framework for a unified, coordinated industry approach to achieving and maintaining effective training and qualification. It also promotes pride and professionalism of nuclear plant personnel. The Academy integrates the training efforts of all U.S. nuclear utilities, the activities of the National Nuclear Accrediting Board, and the training-related activities of INPO. GENERAL DISTRIBUTION: Copyright © 2003 by the National Academy for Nuclear Training. Not for sale nor for commercial use. All other rights reserved.

NOTICE: This information was prepared in connection with work sponsored by the Institute of Nuclear Power Operations (INPO). Neither INPO, INPO members, INPO participants, nor any person acting on the behalf of them (a) makes any warranty or representation, expressed or implied, with respect to the accuracy, completeness, or usefulness of the information contained in this document, or that the use of any information, apparatus, method, or process disclosed in this document may not infringe on privately owned rights, or (b) assumes any liabilities with respect to the use of, or for damages resulting from the use of any information, apparatus, method, or process disclosed in this document.

ACAD 98-004, Rev. 1 i

Foreword

Foreword

This document revises ACAD 98-004, Guidelines for Training and Qualification of Engineering Personnel, which was issued in 1998. The revisions are intended to align this guideline with recently issued accreditation documents, provide more flexibility in program implementation, clarify guidance, and incorporate industry input. The changes are based on industry best practices and ongoing industry initiatives for continuous training program improvement. The revisions incorporated into this document require minimal changes to accredited programs.

The revisions were made in the following areas:

Overall • The word “task” was removed throughout the

guideline and replaced with the phrase “job performance requirement” to more accurately describe engineer job responsibilities.

Chapter I

• A reference was added on key attributes of an effective engineering training program. Key attributes were added as Appendix A.

• Information was added on determining the engineering program population, including use of engineering personnel to perform work at multiple sites.

• A discussion was included on training and qualifying contract and temporary engineering personnel.

• Information was added to clarify the use of training exemptions and exclusions.

• A discussion was included on the use of a graded application of the systematic approach to training (SAT) process, including evaluation of trainee knowledge, content of training materials, and the use of subject-matter experts.

• A brief discussion on program records was added.

ii ACAD 98-004, Rev. 1

Foreword

Chapter II

• The list of orientation training topics was moved from the body of the guideline to Appendix B.

• Information was added to clarify the timely completion of orientation training.

Chapter III

• A discussion was included on the use of mentoring for qualification of personnel.

• Minor additions and deletions were made to the list of activities under some of the engineering job positions.

• Reference to regulatory compliance engineers was deleted because this position does not typically perform independent engineering work.

Chapter IV

• A discussion was added on evaluating the use of operating experience for engineering personnel.

• Human performance training was added to the list of items to be considered for engineering continuing training.

• Innovative examples of engineering continuing training were added.

Chapter V

• The discussion on program records was deleted.

Appendix A

• The attachments that provided examples of qualification guides were deleted and replaced with key attributes of an effective engineering training program.

Appendix B

• Orientation Training Topics were removed from Chapter II and placed in Appendix B.

• Minor additions and deletions were made to the list of recommended orientation training topics. Some changes include the following:

ACAD 98-004, Rev. 1 iii

Foreword

The systematic approach to training process was added.

Human performance training was added. Equipment performance and reliability

training was added. SOERs recommended for training were

deleted.

Appendix C

• A sample form was added for guiding a graded application of SAT for engineering continuing training.

These guidelines support the development and implementation of engineering training and qualification programs. It is recognized that successful programs can be developed without strict adherence to guideline recommendations. However, the engineering training program is expected to meet the intent of the guidelines. The National Academy for Nuclear Training welcomes suggestions from member operating companies for improving these guidelines. The safe and reliable operation of a nuclear power generating plant depends, in part, on engineering personnel who understand the fundamentals of nuclear power plant technology. Engineering personnel must have a healthy respect for the unique safety challenges posed by nuclear technology and be competent in their roles of supporting plant operation. Training and qualification of engineering personnel are essential to the conduct of safe and reliable nuclear power plant operations. Typically, personnel entering engineering positions possess a significant level of relevant knowledge obtained by baccalaureate studies in engineering, the natural sciences, or a related technical field. Knowledge of many engineering principles may also be obtained through experience. These guidelines assume satisfactory completion of entry-level prerequisite educational requirements associated with the engineering position, as well as general employee training. The content of these guidelines is based primarily on an industry-developed job analysis for engineering positions and experience gained from accreditation reviews, INPO plant evaluations, and a review of industry operating experience.

iv ACAD 98-004, Rev. 1

Foreword

These guidelines describe a program that consists of three components: • orientation training • position-specific training • continuing training

The positions described in these guidelines represent engineering positions commonly found in the nuclear industry. Job titles, organization, and incumbent location for similar functional assignments vary among operating companies. Therefore, the inclusion of permanent employees and contractors is based on activities performed rather than on title, organizational structure, or location on or off the plant site. Consequently, selection of personnel for engineering training requires careful review, consideration, and discernment by operating company managers. Plant-specific information, such as organization, duties, equipment, procedures, and trainee entry-level skills and knowledge, should be integrated with these guidelines to establish a training program.

ACAD 98-004, Rev. 1 v

Foreword

CHAPTER PAGE

Foreword ................................................................. i

I. General Guidance................................................. 1 A. Introduction............................................................................ 1 B. Guidelines .............................................................................. 1

1. Use of a Systematic Approach ......................................... 1 2. Position-Specific Job Performance Requirement

Selection ........................................................................... 2 3. Functional Group Selection.............................................. 2 4. Engineering Personnel Training Population .................... 3 5. Independent Work............................................................ 4 6. Exemptions and Exclusions ............................................. 5 7. Contractors, Temporary Personnel, and Shared

Resources ......................................................................... 5 8. Using a Graded Application of the Systematic

Approach to Training (SAT) Process............................... 6 9. Training Advisory Committee ......................................... 7 10. Training Records and Reports......................................... 8

II. Orientation Training.............................................. 9 A. Introduction............................................................................ 9 B. Guidelines .............................................................................. 9

III. Position-Specific Training ..................................... 11 A. Introduction.......................................................................... 11 B. Guidelines ............................................................................ 11 C. Position-Specific Job Performance Requirements ............... 13

1. Reactor/Fuel Engineer.................................................... 13 2. Program Engineer........................................................... 13 3. Performance/Reliability Engineer .................................. 14 4. System/Component/Maintenance Engineer ................... 15 5. Design Engineer ............................................................. 16 6. Safety Assessment Engineer .......................................... 17

IV. Continuing Training ............................................. 19 A. Introduction.......................................................................... 19 B. Guidelines ............................................................................ 19

1. Generic Topic Training .................................................. 20 2. Work-Group-Specific Training ...................................... 21 3. Examples of Engineering Continuing Training

Methods.......................................................................... 22

Appendix A: Key Attributes of an Effective Engineering Training Program

Appendix B: Orientation Training Topics Appendix C: Continuing Training Sample Form

Table of

Contents

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ACAD 98-004, Rev. 1 1

CHAPTER I

General

Guidance

A. INTRODUCTION

These guidelines provide the framework for developing and implementing an engineering personnel training and qualification program. The training program should provide participants with the knowledge and skills needed to perform their job assignments, instill a healthy respect for nuclear technology and reactor safety, and develop an awareness of the impact that individual engineering actions have on personnel and plant performance. The qualification program provides a level of assurance that individuals have the capabilities needed to perform various engineering job assignments. The engineering training program described in these guidelines includes orientation, position-specific, and continuing training. Key attributes of an effective engineering training program are listed in Appendix A. The body of this guideline provides additional detail on how to develop and implement various aspects of an effective engineering training program.

B. GUIDELINES

1. Use of a Systematic Approach Operating companies should not need to conduct an initial site-specific job analysis for orientation or position-specific training programs. Analysis and design activities have been completed by the nuclear power industry and the results incorporated into these guidelines. Operating companies should use this information as the basis for developing and implementing training for engineering personnel. Operating companies can develop the position-specific training program by comparing the duties and functions of each engineering group with the job performance requirements provided in Chapter III and identifying the training needs. If specific job analyses are performed for engineering personnel, then it is expected that this will form the basis for initial generic and position-specific training programs. This analysis is expected to comply with the systematic approach to training. If the operating company has performed job performance requirement analyses for engineering personnel, it may not be necessary to use all the orientation training topics listed in Appendix B or the engineering group duties and functions in Chapter III. If analyses are performed,

2 ACAD 98-004, Rev. 1

General Guidance

they should be documented and then reviewed and approved by line and training management. Changes to orientation training topics based solely on individual job performance requirements should only be made if an analysis is performed. Once the engineering training program is established, operating companies will use the systematic approach to training to maintain the program. A graded application of the systematic process, as described in ACAD 02-001, The Objectives and Criteria for Accreditation of Training in the Nuclear Power Industry, Appendix A, may be used. 2. Position-Specific Job Performance Requirement Selection The process for selecting job performance requirements for position-specific training should consider the impact of the requirements on safe and reliable plant operation. Typical job performance requirements for several engineering positions are listed in Chapter III. The bases for excluding or adding such job performance requirements from or to position-specific training should be documented, then reviewed and approved by appropriate line and training management. Whenever feasible, use existing training materials, including administrative procedures and other pertinent documentation that cover the topics selected for training, rather than developing new materials. 3. Functional Group Selection To develop and implement position-specific training, an operating company first determines which functional groups participate in the training. This can be accomplished by a team of experienced engineering and training personnel who review specific job assignments and determine the need for position-specific training. The following process shows one method that can be used to identify the groups and personnel within the groups to receive position-specific training:

• Review the job performance requirements listed under the six position titles in Chapter III, and compare these with requirements performed by various functional groups, including engineering groups located off site.

• Include engineering groups that perform job performance requirements described in these guidelines in the engineering training program. If a close one-for-one correlation does not exist between the list of job

ACAD 98-004, Rev. 1 3

GENERAL GUIDANCE

performance requirements in this chapter and those currently assigned to the functional groups within the engineering organization, determine which functional groups perform these job performance requirements.

• Determine which individuals perform the job performance requirements listed in Chapter III, and include those individuals in the training program.

• Reassess job performance requirements listed in these guidelines for which there is no apparent match, to determine whether the review addressed the appropriate functional groups.

• Identify personnel within the groups who work independently or who perform required technical reviews of activities, and include them in the position-specific training.

Once the process is completed, develop position-specific qualification guides based on the job performance requirements of individuals in the functional groups. Multiple-site operating companies may consider common training and qualification of engineering personnel, provided appropriate site-specific training, including that for any technology differences, is established to support job assignments. Engineers performing independent work at different locations should be trained and/or qualified on the different processes, procedures, and so forth that support their work. 4. Engineering Personnel Training Population Personnel identified to receive position-specific training, per Chapter III, constitute the population of the accredited engineering training program. Station personnel who perform only isolated job performance requirements identified in Chapter III and who are unlikely to assume additional engineering responsibilities or duties because of their specialized or limited knowledge and/or experience need not be included in the accredited training and qualification program. However, personnel performing isolated engineering-related job performance requirements should be trained and qualified on those requirements, including any applicable continuing training. Personnel within the population of the accredited training program for engineering personnel should participate in the three elements of the program: orientation, position-specific, and

4 ACAD 98-004, Rev. 1

General Guidance

continuing training. Engineers with previous nuclear plant experience or education may be exempted from selected portions of orientation and position-specific training, as discussed in the guideline. However, in general, provide training on plant-specific material to newly hired engineers regardless of previous experience. Engineering personnel determined not to be in the accredited program population may benefit from some or all of the orientation training or portions of the position-specific and continuing training. Management may decide to provide these engineers selected portions of the engineering training, as appropriate. 5. Independent Work Independent work is an activity for which no direct oversight is provided. Independent work activities that affect equipment operation, maintenance, or plant configuration must be performed by a qualified individual. Train and qualify individuals who independently perform job performance requirements selected for position-specific training (important to safe and reliable plant operation, such as those in Chapter III). Also train and qualify personnel who complete the required technical review (independent verification) of these activities. The expectation is that training and qualification will be completed before independent work is assigned. The individual performing the work “independently” can usually be identified by his or her signoff of the work. The engineering training program establishes the basic qualifications necessary for independent performance of job performance requirements. Regular full-time employees and contractors should qualify on job performance requirements selected for position-specific training prior to working independently or performing a required technical review (independent verification) of the respective activities. Individual job performance requirement qualification for independent work may be conducted before all orientation training described in Appendix B is completed. However, portions of orientation training may be identified as prerequisites for individual job performance requirement qualifications.

ACAD 98-004, Rev. 1 5

GENERAL GUIDANCE

6. Exemptions and Exclusions Exemptions Consideration of an individual's previous experience, qualifications in other accredited programs, education, or training can be used to justify exemptions from portions of the training and qualification program. Exemptions are based on satisfactory knowledge and skill verified by an appropriate management review process. For example, if the candidate is an incumbent or has experience and training at another operating company, a management review could include an objective, comprehensive technical interview of the candidate and/or an objective review of previous training and job performance records. The review may also include having the incumbent complete a challenge examination on the subject matter, or an equivalent process, to determine the level of knowledge and skill possessed. The training exemptions should be documented, then reviewed and approved by line and training management to ensure their appropriateness. Newly hired engineers may already possess the knowledge provided by some portions of the engineering orientation training. Such personnel may be exempted from training topics for which acceptable knowledge can be demonstrated. Consult ACAD 02-004, Section 2.5, for guidance on exempting an individual based on previous training and qualification or experience. Exclusions Exclusions are based on certain job positions not needing a particular knowledge or skill. For example, orientation training is designed to provide a broad understanding of nuclear plant technology. Excluding a job position from training on orientation topics that are determined to have no applicability to the position may be appropriate. However, the basis for this exclusion should be documented and then approved by line and training management. In addition, a process must be established to ensure that training is completed on an excluded topic if an individual moves to a job position for which the topic applies. 7. Contractors, Temporary Personnel, and Shared

Resources

Contractors, temporary personnel, and shared resources who work independently at the station must be trained and qualified

6 ACAD 98-004, Rev. 1

General Guidance

on assigned job performance requirements. They may be exempted or excluded from initial training and evaluation using the same methods used for permanent station personnel. This includes a determination of whether they belong in the accredited engineering program population. Note that personnel who perform only isolated job performance requirements identified in Chapter III and who are unlikely to assume additional engineering responsibilities or duties because of their specialized or limited knowledge and/or experience need not be included in the accredited training and qualification program. However, personnel performing isolated engineering-related job performance requirements should be trained and qualified on those requirements, including any applicable continuing training. See ACAD 02-004, Section 2.4, for additional information regarding contractor qualifications. 8. Using a Graded Application of the Systematic Approach

to Training (SAT) Process

While the systematic approach to training methods apply to accredited training, a graded approach to the administration and documentation is acceptable. The extent of application is based on the importance of the job to nuclear safety and reliability and on the complexity of the job performance requirements. Continuing training is focused on improving performance; therefore, the administrative requirements associated with structuring initial training programs may not be necessary to craft small work group continuing training, particularly that delivered locally by an engineering subject-matter expert. Quality continuing training provides the correct solution for performance improvement (needs), identifies the desired outcome (objectives), produces a content delivery method (slides, handout, lesson plan, and so forth), and provides an appropriate method to determine that the students learned the objectives (evaluation). Guidance for using a graded application of SAT for engineering continuing training is shown by the sample form in Appendix C.

a. Trainees’ mastery of the learning objectives is evaluated. However, higher cognitive learning objectives for engineering personnel training sometimes do not readily adapt to quantitative testing. For these learning objectives, conduct qualitative evaluations. For example, trainee mastery could be assessed from behavior during role-playing or products developed during training exercises. When personnel attend off-site training or seminars, methods to

ACAD 98-004, Rev. 1 7

GENERAL GUIDANCE

determine appropriate knowledge retention may include supervisor interviews or evaluation at the off-site facility.

b. Engineering training is often presented by subject-matter experts. These experts need not be certified as instructors. However, they should be able to help trainees master training material. In addition, subject-matter experts (SMEs) may require additional oversight and assistance from qualified instructors to ensure effective learning by trainees. The level of assistance is dependent on the SME’s technical and instructional skills and the topic complexity.

c. Training materials should include learning objectives or a training outcome and key points that support them. The materials used to guide engineering continuing training need not be in lesson plan format. The detail in the training material should consider the topic of the training, the job positions of the trainees, and the experience of the instructor or subject-matter expert with the topic.

9. Training Advisory Committee

Many stations use training advisory committees to provide a structured review of the training program and recommend changes. The committees are generally chaired by senior managers from the engineering organization and include engineering managers, supervisors, engineers, and training personnel. The following is a list of items that training advisory committees typically address: • analyses of engineering personnel human performance

errors and engineering product shortfalls and successes to determine if training is needed to correct the problems or to reinforce the successes

• recommendations for work group continuing training • results of training observations and self-assessments • applications of appropriate engineering fundamentals

training for specific engineering groups in orientation, position-specific, and continuing training

• processes and procedures used in administering the engineering training program such as exemptions, exclusions, attendance, instructor development, evaluation methods, and instructional techniques

8 ACAD 98-004, Rev. 1

General Guidance

• changes to station processes and procedures that affect engineering work activities and associated training recommendations

• training performance indicators • results of student feedback • training needs identified as a result of engineering group

reorganizations • changes to content of orientation and position-specific

training

ACAD 02-004, Section 2.10, provides additional guidance on training advisory committee activities.

10. Training Records and Reports Engineering training program records should be maintained in accordance with ACAD 02-004, Guidelines for the Conduct of Training and Qualification Activities, Section 5.12.

ACAD 98-004, Rev. 1 9

CHAPTER II

Orientation

Training

A. INTRODUCTION

Engineering orientation training familiarizes new personnel with various aspects of nuclear technology in the specific operating plant environment. The engineering professionals who enter the nuclear electric generating industry usually have extensive education in their particular fields of study. The goal of orientation training is to supplement this education by ensuring new engineers gain the knowledge and skills needed in their jobs and in other areas within the engineering organization. Orientation training is composed of five parts: • indoctrination • administrative • fundamentals • plant systems and components • plant operations

B. GUIDELINES

Orientation training is intended for all newly hired engineering professionals included in the population. Other personnel who provide engineering to station groups may benefit from participation in portions of the orientation training. Orientation training provides individuals with knowledge of the following: • overview of basic sciences such as electrical theory,

thermodynamics, reactor theory, and materials and how they apply to the operation of a nuclear power plant

• basic operations of the nuclear power plant, including plant startup, power operation, normal plant shutdown, refueling, and operations during transients and emergencies

• how to communicate effectively with and understand the functions of other departments and personnel within the organization

• the demands of the technology and the need for a commitment to reactor safety and plant reliability

• the need to conduct work activities according to applicable regulations and company policies and procedures

• the need for high standards and a commitment to professionalism

10 ACAD 98-004, Rev. 1

Orientation Training

In keeping with the intent of orientation training and to expedite their integration into the workforce, newly hired engineering personnel should complete orientation training in a timely manner. Orientation training should be scheduled to allow new engineers to complete it within one year. If new personnel are assigned to engineering positions outside scheduled training sessions or in the midst of a particular sequence of topics, training should be completed in the most efficient manner but no later than the end of the second year. The topics listed in Appendix B should be evaluated and incorporated into training as appropriate. They should not be used as checklists for training content. Although self-study and computer-based training are acceptable for technical training delivery, training on standards and expectations, safety culture, and professionalism should include interactions with line management to ensure the concepts are internalized.

ACAD 98-004, Rev. 1 11

CHAPTER III

Position-

Specific

Training

A. INTRODUCTION

Position-specific training applies to personnel whose job functions are described in this chapter. Managers and supervisors need to complete qualification for those job performance requirements they perform independently or those for which they perform a required technical review (independent verification) of activities. Managers or supervisors who are technically qualified may conduct position-specific training and qualifications. Qualified technical experts may also be used to conduct position-specific training and qualifications.

B. GUIDELINES

Position-specific training provides individuals with the knowledge and skills to do the following: • Perform engineering assignments important to safe and

reliable plant operation. • Perform assigned duties safely, effectively, and

efficiently. • Contribute to the day-to-day teamwork necessary for

successful operation of the plant. • Conduct engineering assignments according to

applicable codes, standards, regulations, company policies, and procedures.

Training and qualification can be accomplished using various instructional settings, including classroom, simulator, on-the-job training with task performance evaluation, structured self-study, computer-based, and mentoring. Some of the training may cross functional boundaries and be supported by current training. As part of the accreditation process, it is expected that operating companies have training and qualification plans for each functional group. This training should be conducted or guided by the experienced members of each group, primarily using structured self-study and mentoring. Mentoring is appropriate for many job performance requirements in which it is impractical to use a traditional OJT/TPE method. Mentoring is a process in which trainees are provided direction, coaching, and oversight by experienced personnel to ensure job performance requirements are understood and competency is achieved. Because many engineering assignments are knowledge-based, can be

12 ACAD 98-004, Rev. 1

Position-Specific Training

accomplished using a variety of methods, and may be conducted over extended periods, a mentor does not need to maintain continuous observation of a trainee. However, it is important that a mentor be able to assess the results of any work the trainee performs to ensure it meets all applicable standards. Initially, the mentor provides instruction on activities necessary to achieve qualification. The mentor then allows the trainee to work through the activities, with the mentor providing guidance and oversight. If the trainee experiences difficulty, the mentor intervenes to evaluate the cause and to provide training and coaching. This process is repeated until the trainee achieves competency. The mentors must understand their responsibilities for evaluating trainee qualification. Mentors should be trained on the mentoring process. The engineering managers should approve those persons qualified to provide mentoring and evaluation. For some engineering job performance requirements that are well-defined with specific inputs and results, qualification should be accomplished using the traditional OJT/TPE method. For additional guidance on using an OJT/TPE method to train and qualify personnel, refer to ACAD 91-006, Guidelines for On-the-Job Training and Evaluation. The appropriate training and qualification method for each job performance requirement should be chosen using the SAT process. As with all training and qualification activities, the effectiveness of the training should be evaluated and, if certain training settings or methods prove ineffective, adjustments should be made to the qualification process. The qualification-guide approach is an effective method of establishing a position-specific training and qualification program; however, operating companies may use several methods that meet the guideline intent. A qualification guide may include a combination of discussion, required reading, classroom training courses, and performance of job assignments under instruction. Supervisors must be aware of an engineer’s qualification status and assign work based on approved job performance requirement qualification status.

ACAD 98-004, Rev. 1 13


C. POSITION-SPECIFIC JOB PERFORMANCE REQUIREMENTS

Evaluate the job performance requirements listed in the following sections, and incorporate them into training, as appropriate. These sections are not intended to be used as an all inclusive checklist or the sole input to the training programs. Operating companies are expected to review their programs for similar job performance requirements and use the SAT process for making additions and deletions. 1. Reactor/Fuel Engineer • Perform engineering responsibilities associated with new

fuel receipt. • Perform responsibilities associated with fuel offload,

reload, and shuffle. • Perform responsibilities associated with core component

movement and removal. • Perform responsibilities associated with normal startup

and power changes. • Coordinate fuel sipping activities. • Monitor core performance. • Perform surveillance tests and evaluate the results. • Implement fuel cycle management. • Perform postscram analyses and troubleshoot reactor-

related problems. • Maintain an inventory of special nuclear material. • Assess degraded core conditions. • Review industry operating experience to identify and

apply lessons learned to assigned equipment and activities.

2. Program Engineer • in-service inspection/test (ISI/IST) engineer • fire protection engineer • environmental qualification engineer • seismic engineer • flow-accelerated corrosion engineer

14 ACAD 98-004, Rev. 1


• valve engineer (motor-operated valves, air-operated valves, check valves, and others)

• snubber engineer • integrated leak rate test/local leak rate test (ILRT/LLRT)

engineer • analysis engineer (materials, structural, thermodynamic/

hydraulic, maintenance, piping, chemical, radiological)

Program engineers commonly perform the following job performance requirements: • Maintain a thorough knowledge of applicable industry

codes and standards that apply to the program. • Maintain a thorough knowledge of applicable Updated

Final Safety Analysis Report sections, topical reports, and plant procedures that apply to the program.

• Maintain a thorough knowledge of code cases and relief requests in the industry that apply to the program.

• Update applicable code commitments. • Determine applicable program requirements for plant

systems and components. • Evaluate program test results to ensure conformance

with acceptance criteria of applicable documents. • Evaluate and coordinate program maintenance and test

schedules. • Conduct 10CFR50.59 reviews. • Identify and resolve program problems. • Oversee and coordinate activities of other plant

personnel to accomplish program objectives. • Review industry operating experience to identify and

apply lessons learned to assigned equipment and program activities.

3. Performance/Reliability Engineer

• Establish the acceptable performance levels for systems

and equipment included in the performance/reliability program.

ACAD 98-004, Rev. 1 15


• Evaluate testing intervals using applicable vendor recommendations, operating experience, and equipment performance history.

• Evaluate test data to verify test acceptance criteria are met.

• Determine equipment availability and performance based on test results.

• Evaluate the trend and performance of a system and/or piece of equipment.

• Prepare a performance/reliability engineering analysis for a modification or test.

• Develop a reliability model for a safety system to be used to evaluate equipment performance, proposed modifications, test intervals, and operating practices.

• Test and evaluate the thermal performance of the overall plant, key systems, and components.

4. System/Component/Maintenance Engineer • Monitor operation and maintenance activities for

assigned systems and components. • Evaluate system performance for efficiency, reliability,

operability, compliance with technical specifications, and the Updated Final Safety Analysis Report.

• Maintain systems consistent with design inputs to engineering assumptions on system performance and support of the Maintenance Rule.

• Determine preventive and predictive maintenance requirements for selected systems and equipment.

• Develop maintenance, surveillance, and other test procedures.

• Conduct walkdowns of assigned systems. • Prepare, provide technical support for, and document

special tests as may be required for evaluation of system performance or to determine the cause of system malfunctions.

• Observe ongoing work and identify practices that are inconsistent with quality work and accepted industry practices.

• Identify system and equipment problems and initiate appropriate corrective actions.

16 ACAD 98-004, Rev. 1


• Analyze system and equipment failures for root causes. • Specify postmaintenance test requirements. • Perform technical reviews of temporary modifications,

and periodically evaluate temporary modifications to determine continued need.

• Conduct 10CFR50.59 reviews. • Assist in the preparation and review of design change

packages, installation procedures, and postmodification testing procedures.

• Assist in the investigation of reportable occurrences or significant operating events.

• Ensure maintenance of the environmental and seismic qualification of plant equipment.

• Ensure surveillance tests meet technical specifications and design basis requirements.

• For assigned systems or components, identify appropriate system or component performance parameters. Monitor and evaluate system and component performance.

• For assigned systems or components, identify aging and obsolescence issues.

• Prepare reports on system performance (for example, system health reports) to provide information to station management on the performance of assigned systems and recommendations for performance improvement actions.

• Review industry operating experience to identify and apply lessons learned to assigned systems and components.

5. Design Engineer

• Generate design inputs. • Analyze independent engineering design. • Verify independent design. • Develop modification concept design. • Prepare a station modification package. • Develop drawings, calculations, specifications, system

descriptions, and design basis documents to support the overall station design.

ACAD 98-004, Rev. 1 17


• Conduct 10CFR50.59 reviews. • Review setpoint and computer software changes. • Analyze and evaluate thermal/hydraulic safety. • Evaluate part substitutions. • Evaluate existing plant conditions for conformance to

design bases. • Perform technical reviews of contractor analyses and

calculations. • Review and maintain the plant design basis, design

specifications, and associated testing procedures. • Evaluate and specify heavy load movement guidance. • Review industry operating experience to identify and

apply lessons learned to assigned design activities. 6. Safety Assessment Engineer • Perform risk-based safety assessments and evaluations. • Review on-line maintenance schedules for risk-

significant evolutions. • Review outage risk management. • Review severe accident management. • Develop applications for use of risk analysis techniques. • Develop and review bases for emergency operating

procedures. • Review design changes from a risk perspective. • Perform risk prioritization for Maintenance Rule,

GL-89-10, and other regulatory issues. • Provide risk insight for enforcement discretion and other

regulatory issues.

18 ACAD 98-004, Rev. 1D


ACAD 98-004, Rev. 1 19

CHAPTER IV

Continuing

Training

A. INTRODUCTION

Continuing training in technical and administrative topics maintains and improves engineering personnel job perform-ance and develops a broader scope and depth of position-specific knowledge and skills. In addition, continuing training keeps engineering personnel current with respect to plant modifications, procedure changes, operating experience, and technical advances associated with their job functions. Engineering continuing training in the nuclear industry is typically a combination of generic training for the entire engineering population and work-group-specific training that is targeted for engineering work groups or individuals. Multiple training methods and settings can be used for either generic or work-group-specific continuing training. Training methods may vary from informal seminars presented within work groups to complex hands-on laboratory training. Similarly, training settings may vary from formal classroom to just-in-time field training. In addition, vendor training may be provided, as appropriate, to specific work groups or individuals, and just-in-time training may be provided to individuals or groups before important activities such as refueling outages. Continuing training should be based on performance and need (the SAT process), rather than a specific number of training hours. A graded application of the SAT process may be used for engineering continuing training. ACAD 02-001, in Appendix A, and ACAD 02-004, in Section 5.6, provide additional information on how this may be accomplished. Recognizing that engineering organizations include personnel with diverse backgrounds, experiences, and areas of expertise performing widely varying job performance requirements, a systematic approach must be employed to identify and provide for the training needs of each department, group, and individual engineer. B. GUIDELINES Through use of the systematic approach to training, specific continuing training needs are identified. Continuing training is then provided for individual engineers, individual engineering work groups, multiple work groups, or all engineering personnel, as appropriate. Continuing training should be provided in areas such as those noted below. Evaluate the job performance requirements listed in the following sections, and incorporate them into training, as appropriate. These sections

20 ACAD 98-004, Rev. 1

Continuing Training

are not intended to be used as an all-inclusive checklist or the sole input to the training programs. Operating companies are expected to review their programs for similar job performance requirements and use the SAT process for making additions and deletions. The target audience and topic identification for continuing training need to be determined. Training committees and engineering management monitor continuing training to ensure training needs are met for all work groups and individuals. Operating experience pertaining to engineering job functions and the applicable lessons learned (that is, Significant Operating Experience Reports, Significant Event Reports, Significant Event Notifications, and in-plant operating experience) should be reviewed for inclusion in engineering continuing training. For training on industry and in-house operating experience, the case study approach is one method that can be used. This involves individual or group discussions in the classroom, with interaction between the case study facilitator and participants. Additional information can be found in INPO 97-011, Guidelines for the Use of Operating Experience. 1. Generic Topic Training

Generic topic training is training that has broad application to several engineering work groups or departments. This includes training provided to keep personnel knowledgeable of their work environments. The following are topics typically considered for generic continuing training:

• changes in organizations or procedures that affect job scope and interfaces

• revisions to engineering standards and processes • lessons learned from review of internal and

external operating experience • results of external evaluations or inspections • changes in regulatory requirements and

environment • results of performance indicators • overview of probabilistic safety assessment

information • design bases and design configuration

management • new analytical methods and tools to support job

performance requirements

ACAD 98-004, Rev. 1 21

Continuing Training

• training identified by program evaluation feedback

• training to address adverse trends in engineering performance

• human performance and error-reduction topics that apply to the broad engineering population

2. Work-Group-Specific Training

This training supports the maintenance or improvement of knowledge and skills directly related to work group or individual functions. It may be provided to individuals, small groups, or departments, depending on individual responsibilities and training needs. Training should address engineering topics, applied engineering practices, or other topics applicable to engineers’ job responsibilities. Specific equipment may also warrant in-depth training to understand the bases for operating and maintenance practices. Consider providing cross-disciplinary training and integrated plant operations training, as applicable. The following are examples of topics that would be typically considered for work-group-specific continuing training:

• training identified by program evaluation feedback

• training to address engineering good practices and adverse trends or shortfalls in engineering performance

• human performance and error-reduction topics that apply to specific work groups

• applicable plant and industry operating experience

• reactivity management • advanced heat transfer • electrical applications • automatic control systems technology • pump or valve design • electrical protective relay designs • cross-discipline training for engineers • pipe and pipe support design analysis methods • advanced technical courses • technical seminars sponsored by professional

societies or other organizations

22 ACAD 98-004, Rev. 1

Continuing Training

• areas needing a high level of proficiency or a prejob training program

• application of probabilistic safety assessment information

• design bases and design configuration management

• support of operability determinations • licensing bases and licensing configuration

management • refresher training on work-group-specific job

requirements based on performance trends • new analytical methods and tools to support job

performance requirements • focused reviews of applicable codes and

standards

3. Examples of Engineering Continuing Training Methods

The following are examples of training methods and settings currently used in the industry for engineering continuing training. These methods and settings can apply to generic continuing training as well as some work-group-specific training. They are not a list of requirements, but ideas on how engineering continuing training can be presented:

a. Advanced Learning Techniques

Training using advanced learning techniques can be an effective delivery process. Advanced training and learning practices such as multimedia delivery, facilitated discussion, management facilitation and role-playing, field trips, and hands-on practical application exercises are used throughout the industry to ensure student participation and appropriate knowledge retention. ACAD 00-002, Selected Enhanced Training Approaches, provides more information.

ACAD 98-004, Rev. 1 23

Continuing Training

b. Classroom Simulator Applications

A number of plants use a portable or classroom simulator application to help reinforce system design parameters as well as transient/accident analyses to engineers without impacting operations training. This type of application can duplicate control board layout and graph system parameters real-time in the classroom. This can refresh trainees’ system knowledge and provide higher-order diagnostic learning.

c. Use of Existing Operations and Maintenance Training

The graded application of SAT discusses using existing training materials as a starting point in training development, but existing course work in other disciplines may also provide a broader scope and depth of knowledge for certain engineering positions. An example of this would be the completion of an I&C maintenance course on nuclear instrumentation by the system engineer responsible for monitoring the health of that equipment and making decisions associated with the operability of that equipment. This course would not be a requirement for the system engineer’s initial qualifications, but could contribute to development and improved performance.

d. Dissemination of Information

Newsletters (electronic and paper) are sometimes used to help disseminate information such as station modifications, procedure changes, and in-house and industry operating experience. This method is effective when the quantity of reading material is minimized and the key points are highlighted. It is also effective when reinforced by supervision during tailgate sessions in small position-specific work groups or included as a handout in generic continuing training sessions, with the main concepts evaluated as part of the broader training session. Using newsletters as a presentation medium does not eliminate the need for evaluation. Information retention can be verified during small group tailgate sessions or included in future continuing training

24 ACAD 98-004, Rev. 1

Continuing Training

evaluations. This method of information dissemination may be used to supplement, but should not replace, systematically developed continuing training. See ACAD 02-004, Section 2.7, for additional information.

e. Use of Computer-Based Training (CBT) (including Web-based) or Self-Paced Workbooks

CBT training and self-paced workbooks are used frequently to provide resource efficiencies. The workbooks and CBT sessions are also effective because evaluation of trainee knowledge is usually built into the application.

f. Just-In-Time Training

Just-in-time training (JIT) prior to major events, evolutions, or jobs may improve performance. JIT training can provide refresher training on fundamentals, systems, skills, procedures, and processes. Topics may vary based on upcoming events. Examples are training in areas such as refueling activities, startup, and core physics testing for reactor engineers. Many plants integrate such training into existing operations simulator training.

g. Vendor Training

Engineers may benefit from available vendor training on certain components or test equipment. Training materials, objectives, and evaluation methods for vendor courses should be reviewed and approved or specific objectives and evaluation techniques developed.

h. Industry Group Participation Training

Participation in industry meetings or groups such as air-operated valve or motor-operated valve groups to address issues or processes provides participants knowledge to improve performance of the individuals and of plant components. However, specific objectives and evaluation criteria should be developed for credit to be given for this training. Documenting personnel

ACAD 98-004, Rev. 1 25

Continuing Training

participation, the objectives of the meeting, and understanding of the objectives by the personnel attending demonstrates effective continuing training.


ACAD 98-004, Rev. 1 A-1

APPENDIX A

Key Attributes of

an Effective

Engineering

Training

Program

ACAD 02-001, The Objectives and Criteria for Accreditation of Training in the Nuclear Power Industry, establishes the standard for accrediting engineering training programs. This appendix discusses some elements of an accredited engineering training program that historically have been challenging. These elements should be carefully considered in the development and implementation of engineering training. These key attributes may also be used as a guide for program self-assessments or evaluations. 1. The systematic approach to training (SAT) is used.

a. Application of the SAT process is used to develop and implement the engineering training program. Use of a graded application of the SAT process is acceptable.

b. Line managers are trained on the SAT process. Consideration should be given to providing an overview of the SAT process to all population members, especially personnel providing instruction as subject-matter experts (SMEs).

2. Population makeup is described. (Traditional engineering positions, multiple site personnel, contractors, and other engineering programs and support personnel are included as appropriate). a. Personnel are evaluated for inclusion in the engineering

training population based on activities performed, and the results are documented.

b. Decisions to exclude personnel from the engineering training population are documented and approved by line and training management.

3. Orientation training is specified to provide a broad understanding of engineering functions and plant operations. a. Periodic review of orientation training content is

performed. b. Bases for additions or deletions of content are

documented. c. Applicable orientation training is provided to personnel

in the engineering training program population. d. Equivalency of an individual’s prior experience,

training, and education as a reason for not providing

A-2 ACAD 98-004, Rev. 1

Key Attributes of an Effective Engineering Training Program

orientation training is documented and then approved by line and training management.

e. Excluding a job position from orientation topics that are determined to have no applicability to the position is documented and approved by line and training management.

4. Engineers are qualified to do independent work. a. Job performance requirements are periodically

reviewed. b. A training and qualification process is specified to

ensure individuals possess the required knowledge and skills and to ensure the job performance requirements can be performed independently.

c. Qualifications for each job performance requirement are documented.

d. Supervisors assign work based on qualification status.

5. Continuing training is provided on a periodic basis. a. A process exists for identifying training needs, the

target audience, and the training environment. The training should do the following: 1. Address appropriate topics as determined by the

SAT process. 2. Be reviewed for inclusion in the initial training

program. 3. Include appropriate evaluation and effectiveness

review. b. Use generic training selectively when it is appropriate

for efficiency and maintains relevance for the entire engineering population.

6. Management demonstrates ownership for the effective

implementation of the engineering training program by being involved in and knowledgeable of activities such as the following: a. periodically reviewing engineering performance to

identify areas where training can improve performance b. periodically reviewing industry training strengths and

weaknesses c. conducting periodic training program self-assessments d. monitoring training program health using performance

indicators, as appropriate

ACAD 98-004, Rev. 1 A-3

Key Attributes of an Effective Engineering Training Program

e. providing training resources, including subject-matter experts, to present training

f. observing and providing feedback on training and training processes

g. selecting continuing training topics h. reviewing and developing training material i. developing and reviewing qualification guides j. approving completed qualifications


ACAD 98-004, Rev. 1 B-1

APPENDIX B

Orientation

Training Topics

This appendix describes the content of engineering orientation training. It is designed to expand on training received in general employee training and generally applies to all engineering personnel. If the topic is covered adequately in general employee training, it need not be repeated. Evaluate the job performance requirements listed in the following sections, and incorporate them into training, as appropriate. These sections are not intended to be used as an all-inclusive checklist or the sole input to the training programs. Operating companies are expected to review their programs for similar job performance requirements and use the SAT process for making additions and deletions. 1. Indoctrination a. Interdepartmental Functions and Responsibilities

Instruction is recommended to enable the trainee to be knowledgeable of the following topics: • operating company organization (on-site and off-site)

• department organizations that contain engineering personnel

• responsibilities of engineering personnel

• key managers and their positions and responsibilities

• department administrative procedures

• responsibilities of the following personnel: shift manager unit supervisor work control supervisor senior control room operator control room operator nonlicensed operator shift technical advisor mechanical maintenance personnel electrical maintenance personnel instrument and control personnel health physics personnel chemistry personnel quality control and assurance personnel

B-2 ACAD 98-004, Rev. 1

Orientation Training Topics

industrial safety personnel training personnel licensing personnel radioactive waste personnel security personnel

• engineering training program overview including application of the SAT process

b. Site or Plant Layout

Instruction is recommended to enable the trainee to be knowledgeable of the following topics:

• buildings, structures, and perimeters, such as the following: control and auxiliary buildings cooling towers fuel-handling building intake/discharge structure reactor building and containment building security perimeters such as owner-controlled

area, protected area, and vital areas service buildings radiologically controlled areas site access points turbine building

• major plant equipment in various buildings and parts of buildings.

c. Communications


• importance of on-site and off-site communications systems

• types of communications systems and equipment

• purpose of and method for conducting three-part communications

• areas of restricted use

ACAD 98-004, Rev. 1 B-3


2. Administrative Training This section is designed to provide the trainee with the knowledge necessary to locate and retrieve applicable documents maintained at a site. The trainee should learn what documents are available and what kinds of information are included in each document. The trainee should be able to obtain information using the on-site retrieval mechanism.

a. Introduction to the Records Management System


• records management system, such as the

following: document control auditing requirements revision initiation procedures

• general recordkeeping and records management responsibilities of the various engineering departments

• types of document classification, such as the following: controlled temporarily controlled and field copy information only proprietary safeguards

• methods to accomplish the following: Prepare documents and information for

entry in the records management system. Retrieve documents and information from

the records management system. Prepare a document change request.

b. Introduction to Documents, Records, and Forms Instruction is recommended to enable the trainee to be knowledgeable of the following topics:

B-4 ACAD 98-004, Rev. 1


• applicable governmental regulations and guidance, including the following: Code of Federal Regulations

− 10 CFR Part 21 − Appropriate appendixes to 10 CFR Part

50 − Testing - 10CFR50.55(a) − Changes, Tests, and Experiments -

10CFR50.59 − Maintenance Rule - 10CFR50.65 − Final Safety Analysis Report -

10CFR50.71(e) − Completeness and Accuracy of

Information - 10CFR50.9 − Reporting - 10CFR50.72 and 50.73

Equipment Environmental Qualification - 10CFR50.49

Nuclear Regulatory Commission NUREG Reports

Nuclear Regulatory Commission regulatory guides

National Pollutant Discharge Elimination System

Nuclear Regulatory Commission Generic Letters, Bulletins, and Information Notices

• applicable standards for design, construction, and operation, such as the following: American Society of Mechanical Engineers American National Standards Institute American Nuclear Society The Institute of Electrical and Electronics

Engineers, Inc. American Concrete Institute American Institute for Steel Construction Instrument Society of America American Welding Standard

• selected licensing documents, such as the following: Updated Final Safety Analysis Report technical specifications licensee event reports

ACAD 98-004, Rev. 1 B-5


Nuclear Regulatory Commission safety evaluation reports for approval of licensing submittals

environmental plan site emergency plan fire hazards analysis station blackout analysis anticipated transient without scram analysis

• industry reports and forms, such as the following: Institute of Nuclear Power Operations’

Significant Operating Experience Reports, Significant Event Reports, Significant Event Notifications, and Operations and Maintenance Reminders

Equipment Performance Information Exchange System (EPIX)

nuclear steam supply system vendor bulletins and notices

• reports and forms, such as the following: design change notices field change requests calibration record forms equipment history records maintenance work requests radiation work permits nonconformance reports plant work requests temporary modification requests problem identification reports engineering work requests

• important references, including the following:

vendor manuals equipment lists plant drawings

c. Procedures

Instruction is recommended to enable the trainee to be knowledgeable of procedure hierarchy and the functions noted below.

B-6 ACAD 98-004, Rev. 1


• types of procedures used and explanation of the purpose of procedures, such as the following: administrative operating maintenance surveillance/test emergency abnormal special tests

• policy on procedures, including the following: how procedures are prepared how procedures are revised procedure use and adherence policies administrative control of procedures why procedural hold points are used what to do if procedures are wrong

d. Lists, Tables, and Vendor-Supplied Documents

Instruction is recommended to enable the trainee to recognize the content and uses of documents such as the following:

• calibration data

• equipment list

• instrument list

• motor data table

• power distribution data table

• technical manuals

• valve list

• vendor drawings

• temporary modification log

• safety-related equipment list

• environmentally qualified equipment list

• lubrication list

• electrical load lists

ACAD 98-004, Rev. 1 B-7


e. Engineering Drawings


• types of engineering drawings available

• importance and purpose of using controlled drawings

• kinds of information displayed on various types of drawings

• various symbols used on drawings

• use of the coordinate system

• single-line and logic diagrams

• drawing reference information to interface between drawings

• coding system of drawing numbers

• coding system of plant equipment

• locating applicable drawings

• filing system for drawings

• operation of the drawing retrieval system

• purpose and use of “for information only” drawings

• actions to be taken if drawings change or if a drawing is found to be incorrect

f. Configuration Management


• purpose and importance of configuration management

• essential elements of configuration management

• typical plant documents that support configuration management

• major interfaces involved in configuration management

• importance of maintaining the plant design and licensing bases, including the following:

B-8 ACAD 98-004, Rev. 1


an overview of the plant process for controlling the design bases

an overview of the plant process for controlling the licensing bases

important plant design bases and location of documents

g. Procurement of Replacement Parts and Equipment


• safety-related parts and equipment

• difference between safety-related and nonsafety-related parts and equipment

• drawings and documents to locate information required to determine appropriate specifications

• use and control of safety-related material

• obtaining parts and equipment during working and nonworking hours

• effects of the environmental qualification program on procurement and storage of replacement parts

h. Plant Modifications


• purpose of the plant modification program, including temporary modifications, jumpers, and lifted leads

• plant modification policies and procedures

• flow path of a modification from inception to full operation

• key steps in the modification process

• methods for establishing postmodification testing requirements

ACAD 98-004, Rev. 1 B-9


i. Safety Analyses

Instruction is provided on licensing bases for the plant and supporting documents and analyses in the following areas:

• purpose of the Updated Final Safety Analysis Report as it pertains to safety analyses

• description of the plant licensing basis

• scope of the Updated Final Safety Analysis Report transient and accident analyses

• probabilistic safety assessment process j. Corrective Action Programs


• bases and requirements for the corrective action program, including how to initiate a corrective action report and reporting expectations/criteria.

• station process for tracking corrective actions

• types of events or conditions that require root cause analyses or corrective action plans

• importance of using corrective action system trends to identify plant equipment performance problems

• purpose of self-assessments

k. Operating Experience Program


• purpose of the operating experience program

• sources of input to the operating experience program

• operating experience pertaining to engineering personnel job functions, including the applicable lessons learned—For guidance, see ACAD 02-004, Section 2.9.

B-10 ACAD 98-004, Rev. 1


• Significant Operating Experience Reports pertaining to engineering job functions, including the applicable lessons learned

3. Fundamentals Training

This section is designed to provide the trainee with the fundamental knowledge necessary to understand technical concepts applicable to nuclear power plant operation. To the extent practicable, use actual plant operating situations to help trainees understand how the plant operates. The following items are to be evaluated and considered for incorporation into training, as appropriate.

a. Electrical Science

Instruction is recommended to enable the trainee to explain and use electrical science terms, units, definitions, and basic concepts to support subsequent training and to apply the concepts to the job successfully. These topics include the following:

• electrical fundamentals electrical hazards and safety fundamental electrical laws basic direct current (DC) theory DC sources and distribution basic alternating current (AC) theory AC sources and distribution basic electrical circuits

• basic electronics semiconductors diodes transistors

• basic principles of operation

main generator circuit breakers circuit protection devices station batteries motor control centers transformers plant emergency power

ACAD 98-004, Rev. 1 B-11


power distribution grid

b. Mechanical Engineering Topics Instruction is recommended to enable the trainee to explain and use mechanical engineering terms, definitions, and basic concepts to support subsequent training and to apply the concepts to the job successfully. These topics include the following:

• mechanical fundamentals mechanical engineering terms pump fundamentals piping components valve fundamentals vibration statics and dynamics fluid flow heat transfer introduction turbines bolting fundamentals rotating equipment safety lubrication

• mechanical plant components

pumps valves vessels and tanks

c. Civil Engineering Topics

Instruction is recommended to enable the trainee to explain and use civil engineering terms, units, definitions, and basic concepts to support subsequent training and to apply the concepts to the job successfully. These topics include the following:

• civil fundamentals civil engineering terms stress and strain

• civil materials and components

concrete structural members cranes

B-12 ACAD 98-004, Rev. 1


coatings and structure and component preservation

• civil design considerations

seismic design structural connections

d. Properties of Reactor Plant Materials

Instruction is recommended to enable the trainee to explain the terms, definitions, and basic concepts of and to recognize conditions detrimental to reactor plant materials. The properties of reactor plant materials topics include the following:

• properties of metals and alloys structure basics changes in structure expansion/contraction

• alloy

definition applications

• strength of materials

compressive strength tensile strength torque limits

• brittle fracture

characteristics mechanisms heatup/cooldown effects

• plant material problems

fatigue failure/work hardening corrosion radiation-induced embrittlement

• thermal shock/stress

definition

ACAD 98-004, Rev. 1 B-13


causes and effects

• erosion/corrosion cavitation flow water chemistry effects consequences boric acid control program (PWR only)

• plant components/materials

reactor fuel reactor vessel steam generators heat exchangers

• nondestructive examination

ultrasonic testing eddy-current testing radiographic testing magnetic particle testing dye-penetrant testing

e. Basic Atomic and Nuclear Physics

Instruction is recommended to enable the trainee to explain the basic atomic and nuclear physics terms, units, definitions, and concepts to support subsequent training. These include the following:

• atomic structure atomic mass unit protons neutrons electrons isotopes

• nuclear interactions and reactions

radioactive decay processes half-life determination

• fission process

B-14 ACAD 98-004, Rev. 1


definition theory of fission process control of fission process neutrons associated with fission neutron flux effects on reactor power neutron leakage

• residual heat/decay heat

sources of decay heat

• reactor operation basic reactor types reactor parameters reactivity reactor response to control rods reactor startup and shutdown reactivity accidents fuel failures

f. Heat Transfer and Fluid Flow

Instruction is recommended to enable the trainee to explain the heat transfer and fluid flow terms, units, definitions, and basic concepts applicable to nuclear power plant operation. These heat transfer and fluid flow topics include the following:

• basic thermodynamics temperature sensible heat properties of water and steam pressure/temperature relationships basic steam/water cycle steam tables boiling saturation heat transfer mechanisms reactor fuel heat transfer and limitations heat exchangers fouling

• principles of fluid flow laminar and turbulent flow characteristics

ACAD 98-004, Rev. 1 B-15


pump theory pump curves cavitation fluid flow in a closed system (single-phase

and two-phase flow) water hammer heating a closed system draining a closed system filling and venting

g. Chemistry

Instruction is recommended to enable the trainee to explain the chemistry terms, units, definitions, and basic concepts applicable to nuclear power plant operation. These chemistry topics include the following:

• chemistry fundamentals mixtures, solutions, compounds properties and uses of gases conductivity corrosion chemistry pH ion exchangers

• water chemistry control steam generator chemistry secondary chemistry control water chemistry control methods biofouling controls

• reactor water chemistry types of impurities sources of impurities effects of impurities control/removal of impurities radiochemistry analytical results and core conditions sampling methods radioanalysis and recombination hydrogen gas in reactor water stress corrosion cracking hydrogen water chemistry

B-16 ACAD 98-004, Rev. 1


methods and maintenance for corrosion control

detection of failed fuel

h. Theory of Process Control Systems

Instruction is recommended to enable the trainee to explain the basic concepts of the following:

• control loops

• automatic control, setpoints, and feedback

• primary and secondary elements

• transducers, transmitters, and controllers

• digital control systems

i. Core Protection

Instruction is recommended to enable the trainee to explain the core protection concepts and terms, units, definitions, and basic concepts to support subsequent training and apply the concepts to the job successfully. These core protection topics include the following:

• core protection concepts critical safety functions safety limits limiting conditions for operation administrative and procedure controls automatic reactor plant protection

• design basis accidents definition symptoms and indications anticipated radiation levels effect on workplace evacuation criteria recovery process

• transient prevention and mitigation of accidents core cooling mechanisms core damage hydrogen hazards during accidents critical parameter monitoring during

accident conditions

ACAD 98-004, Rev. 1 B-17


radiation and radioactivity hazards and monitor response

• use of the plant probabilistic safety analysis to support engineering work

j. Role of a Nuclear Power Plant Engineer

Instruction is recommended to enable the trainee to explain the role of a nuclear power plant engineer and the importance of basic concepts that apply to engineers working in the industry. The instruction on topics engineers should discuss includes the following:

• Nuclear Regulatory Commission regulation documents

• principles on defense-in-depth as it applies to nuclear power plant operation

• design and licensing bases

• application of Maintenance Rule single failure criteria Changes, Tests, and Experiments -

10CFR50.59 operability determinations Appendix R electrical separation seismic 2/1 loss of off-site power and station blackout high-energy line break flooding tornado and wind

• engineering's role in solving and preventing problems

• human performance and error-reduction topics applicable to engineering personnel

• engineering’s role in ensuring plant equipment reliability

• the need for high standards, safety culture, and a commitment to professionalism

B-18 ACAD 98-004, Rev. 1


4. Plant Systems and Component Training

This section provides the trainee with the knowledge necessary to understand systems and components applicable to nuclear power plant operation. Some systems and components would apply only to certain reactor types.

Instruction is recommended to enable the trainee to gain a familiarity with the following topics for major plant systems:

• purpose of the system

• location and purpose of major components and equipment

• modes of operation for major components and equipment

• basic interrelationships among plant systems

• importance to plant safety and/or radioactivity containment

• system and major component design bases

• system technical specifications, including safety limits and their bases

• Maintenance Rule applications The training program includes training on the following systems/components, as applicable:

• reactor core

• reactor coolant

• reactor protection and control

• control rod drive system (including reactor scram breakers)

• pressurizer (pressurized water reactor [PWR])

• shutdown cooling

• emergency core cooling

• containment spray

• chemical and volume control (PWR)

ACAD 98-004, Rev. 1 B-19


• reactor water cleanup (boiling water reactor [BWR])

• containment

• containment isolation and cooling

• component cooling water (PWR)

• reactor building closed cooling water (BWR)

• auxiliary feedwater (PWR)

• high-pressure coolant injection

• low-pressure coolant injection

• reactor core isolation cooling (BWR)

• offgas treatment (BWR)

• standby liquid control (BWR)

• steam generators (PWR)

• main steam

• auxiliary steam

• condensate and feedwater

• extraction steam

• liquid and solid waste disposal

• turbine generator

• main generator hydrogen cooling

• stator cooling

• fuel pool cooling

• control air system

• heating, ventilation, and air conditioning

• turbine lube oil

• turbine control

• turbine building cooling water

• circulating water

• makeup water

• diesel generator and supporting systems

• process and area radiation monitoring equipment

B-20 ACAD 98-004, Rev. 1


• plant DC electrical systems

• plant AC electrical systems, including transmission systems

• service water

• fire detection and suppression

• process computer

• safety parameter display system

• reactor vessel level indication

5. Plant Operations

This section is designed to improve the engineer's overall knowledge of equipment operation and to develop a better understanding of transients and accident sequences applicable to nuclear power plant operation. Using simulators may reduce the time required for and increase the effectiveness of this instruction. Additionally, this section is designed to instill a respect for reactor safety and the reactor core. Emphasis is placed on understanding plant characteristics and controls, rather than on developing control manipulation skills.

Instruction is recommended to enable the trainee to be knowledgeable of the following:

• hierarchy of operating procedures

• plant technical specifications and how they are used

• controlling the status of plant equipment

• reactor operational modes

• operational shift organization

• major steps in a normal startup and shutdown

• principal actions necessary to recover from a reactor scram

• potential accident conditions associated with normal power operations

• major steps in a refueling outage, including postrefueling tests

ACAD 98-004, Rev. 1 B-21


• potential accident conditions associated with outages

• functions of the Safety Review Board and the Plant Operations Review Committee

• plant thermal cycle and a simplified heat balance

• engineering analysis and review process to support equipment/system operability determinations

• shutdown safety analysis


APPENDIX C

ACAD 98-004, Rev. 1 C-1

Continuing

Training Sample

Form

Attached is a sample form that can be used to guide a graded application of SAT for engineering continuing training. This type of form can be especially useful in implementing work-group-specific continuing training provided to small work groups or portions of the engineering training program population that is often provided by subject-matter experts at or near the work location.

C-2 ACAD 98-004, Rev. 1

Continuing Training Sample Form

ENGINEERING CONTINUING TRAINING SAMPLE FORM

Need and Basis: (Should include behavior or performance improvement objective.) Method of presentation: Method to measure effectiveness: Attach material used to deliver position-specific continuing training, including: Objective(s): Identify the knowledge that those attending are expected to gain and be held accountable to know (desired improvement outcome). Content: Slides, handouts, and so forth, used for the presentation and any presentation notes used for in-house training and as available for vendor training. Minimally, a content outline listing the major topics covered is required. Evaluation Method: The method used to determine that students learned the objective(s) should be provided, such as interviews, written or oral examination, written exercise, list of questions for group discussion, review at the end of training, role-play, simulation, case study, or practical demonstration by the students. Note: Questions for group or position-specific discussion should not solely be open-ended

questions used by the instructor as part of the training material presentation. Engineering Training Committee Approval – Chairman Date Course Title: (SME) Instructor(s): Location: Duration: Date(s): Attendees: (Attach a list of those in attendance.) Feedback:

Deliver this completed documentation to the engineering training coordinator for storage as documentation of training.

Applicable engineering qualifications updated as required. Training Complete – Engineering Training Coordinator Date

Blank

Suite 100 700 Galleria Parkway, SE Atlanta, Georgia 30339-5957 Telephone 770-644-8543