THE ROLE AND RESPONSIBILITIES OF MANAGEMENT FOR ...

XA9949107

THE ROLE AND RESPONSIBILITIES OF MANAGEMENT

FOR THE TRAINING AND QUALIFICATION OF

NUCLEAR POWER PLANT PERSONNEL

Frances Mautner Markhof

IAEA Expert

75

THE ROLE AND RESPONSIBILITIES OF MANAGEMENT FOR THE

TRAINING AND QUALIFICATION OF NPP PERSONNEL

The objective of this presentation is to provide management-level personnelwith an overview and understanding of their main role and responsibilities related tothe training, competence and qualification of nuclear power plant personnel. Thispresentation will address the responsibilities of various levels of managementpersonnel, emphasizing performance excellence and effective management throughsuccessfully dealing with key issues and problems. The main topics to be discussedinclude:

PRIORITY MANAGEMENT ISSUES RELATED TO NPPPERSONNEL TRAINING AND COMPETENCE, AND THEIRIMPLICATIONS FOR PLANT SAFETY AND RELIABILITY

ORGANIZATION AND COORDINATION OF TRAINING

SPECIFIC RESPONSIBILITIES OF THE PLANT MANAGER,AS WELL AS THOSE ASSIGNED BY HIM TO THE PLANTDEPARTMENT MANAGERS AND TO THE PLANT TRAININGMANAGER

UNDERSTANDING AND COMMITMENT OFMANAGEMENT/SUPERVISORY PERSONNEL FORUPGRADING TRAINING THROUGH SAT, TO MAINTAINAND ENHANCE NPP PERSONNEL COMPETENCE

PROVISION OF ADEQUATE FINANCIAL AND HUMANRESOURCES FOR NPP PERSONNEL TRAINING AND FORTHE INTRODUCTION/APPLICATION OF SAT

TRAINING OF TRAINERS

TRAINING OF MANAGEMENT AND SUPERVISORYPERSONNEL IN THE RELEVANT ASPECTS OF SAT

INVOLVEMENT IN THE TRAINING PROCESS

SAFETY AND REGULATORY ASPECTS OF TRAINING

EXPERIENCE GAINED IN THE APPLICATION OF SAT ASRELATED TO MANAGEMENT ISSUES ANDRESPONSIBILITIES

KEY ISSUES FOR EFFECTIVE MANAGEMENT AND EXCELLENCE

IN PERSONNEL PERFORMANCE

FAILURE TO EFFECTIVELY DESIGNATERESPONSIBILITY AND AUTHORITY

INABILITY TO ANTICIPATE, IDENTIFY ANDCORRECT ONE'S OWN PROBLEMS

FAILURE TO ACHIEVE AND MAINTAIN AQUALITY CULTURE

FAILURE TO OPTIMIZE THE USE OF KEYRESOURCES

INADEQUATE INTERFACING BETWEENORGANIZATIONS

INABILITY TO FOCUS ON LONG-TERMPERFORMANCE

MANAGEMENT FOR EXCELLENCE IN NPP PERFORMANCEWITH EMPHASIS ON RESPONSIBILITIES AND ISSUES RELATED

TO NPP PERSONNEL AND TRAINING

In cooperation with nuclear power organizations and regulatory bodiesin its Member States, the IAEA has documented1 certain key issues whichare most prevalent in the nuclear power industry and which were determinedon the basis of the following criteria:

- Number of nuclear power plants affected- Frequency of occurrence of the issue- Significance of the issue in terms of:

SafetyReliabilityEconomicsRegulatory or political considerations

- Availability of an effective practice

On the basis of these criteria, six generic management issues wereselected for detailed consideration, including the identifying of potentialperformance problems and effective practices to deal with these performanceproblems. The practices are based on activities performed by managers,supervisors and workers as an integral part of their work.

'Performance' as used here is concerned with the method of executionand the results achieved rather than with the adequacy of various supportingpre-requisites, such as procedures. The key criterion for assessing the qualityof performance or severity of performance problems is the extent to whichthe strategic objectives of an NPP are affected. Safety is the most importantstrategic objective and as such must be accorded utmost consideration.

The operation of NPPs is an undertaking where many managerial,technical and human-factor issues have to be dealt with, coordinated andresolved in the near-, medium- and long-term, in order to attain asatisfactory level of performance in terms of safety, reliability andeconomics.

1 Management for Excellence in Nuclear Power Plant Performance, IAEA Technical Reports Series 369,IAEA, 1994.

SoOn the basis of the above-mentioned criteria, the following emerged as

the most important and common management issues requiring attention:

1. Failure to effectively designate responsibility and authority2. Inability to anticipate, identify and correct one's own problems3. Failure to achieve and maintain quality culture4. Failure to optimize the use of key resources5. Inadequate interfacing between organizations6. Inability to focus on long-term performance.

Why should we place such emphasis on the responsibilities ofmanagement and supervisory personnel for NPP personnel training andcompetence? Some of the main reasons are:

Management has the responsibility for meeting safety and regulatoryrequirements for the NPPManagement is responsible for the competence and qualification of itsNPP personnelWell-trained, competent and motivated personnel are essential forsafety and reliability in NPP operation and maintenance.Management is responsible for establishing and maintaining theorganizational culture of the NPP, which means it is responsible formaintaining a quality culture, which includes safety culture

Effective management not only understands and fulfills itsresponsibilities but also seeks to anticipate problems and to identify andcorrect deficiencies before they develop into risks affecting plant safety andreliability.

The above-mentioned issues identified as requiring managementattention are cross-cutting, in that they apply not only to strictly technicalareas but even more to human-factor-related areas.

Let us look briefly at these issues as they affect management andsupervisory personnel responsibilities for personnel competence, and thesafety and reliability implications of having or lacking sufficiently qualifiedand motivated personnel.

1. FAILURE TO EFFECTIVELY DESIGNATE RESPONSIBILITYAND AUTHORITY

This is a frequently occurring issue, where some of the characteristicsymptoms are: inadequately assigning and defining the organization and staff

responsibilities. This results in problems such as:

No one person can be held accountableWork is not performed because of inadequate or no assignmentof a certain task or responsibility, or the assignment wasmisunderstoodDuplication of workConflicts among or between parts of the organization orindividuals.

What is called for here is a clear, concise, non-overlapping and unambiguousassignment of responsibility and tasks.

A clearly written and accepted training policy document must exist which,among other things, defines clearly the training responsibilities. The overallNPP training policy goals and scope should determine the trainingrequirements. SAT is recommended to meet these requirements,incorporating into the training all safety-related considerations. The writtenprocedures for SAT should include the responsibilities for training as definedin the training policy document.

The procedures for plant and training organizations concerning the entiretraining process must be governed by and aim to achieve the goals of thetraining policy. These procedures define the training that must be providedand its quality. SAT provides a mechanism to do this in a consistent andclearly defined way, based upon job-specific training needs.

This has obvious implications for the overall training system for NPPpersonnel, which comprises the training provided by various entities in-plantand out of plant, for example, at nuclear training centers.

Further, clear and updated job descriptions are essential, where specificindividuals are held accountable for their performance of assigned tasks.

Effective teamwork and communication is essential.

2. INABILITY TO ANTICIPATE, IDENTIFY AND CORRECT ONE'SOWN PROBLEMS

Management must take time for and realize the importance of effective self-assessment, and must not wait for or expect an outside organization todetermine emerging or urgent problems.

\

Having determined problems, root causes must be identified and actions tocorrect problems initiated in a timely manner.

Regulatory criticism will only force management to react rather than to takethe lead. This applies to the identification of deficiencies in personnelqualification, competence and performance.

Thus, management must take seriously and act upon where necessary allproblems reported in the NPP, from whatever level. To do otherwise is todiminish staff morale and motivation and to increase risks—all of which goesagainst the principles of quality culture.

Management must therefore be personally involved in assessing the qualityof performance.

Management self-assessment must take place at all levels, includingsupervisor positions.

Management and supervisors must be able to anticipate emerging problemsby systematically examining trends and symptoms in the plant and in theindustry, e.g., awareness of events which have occurred not only in one'sown plant but also in other NPPs, and the root causes of these events.

Management must be personally involved in corrective actions and follow-up.

Thus, management and supervisory personnel responsibilities includemonitoring training and assessment of staff performance.

Staff at all levels must be convinced of management commitment andinvolvement in achieving excellence in performance, through training and allother means.

3. FAILURE TO ACHIEVE AND MAINTAIN A QUALITYCULTURE

Quality culture is the condition where all staff set the achievement ofexcellence as their primary priority. Quality culture encompasses safetyculture as well as other important characteristics of the work environment.

Management must ensure all personnel understand the aims, concepts andimportance of quality culture.

S3NPP personnel at all levels must, therefore, be willing to take responsibilityfor tasks and assignments and have the motivation to do the job well.

This implies that management should reward high production levels only ifthey are associated with a correspondingly high safety level.

Management must take an attitude of cooperation and not confrontation withthe regulatory body, and this attitude should then be incorporated into thequality culture at all levels.

Staff must understand how individual excellence in job performance has animpact on quality and therefore on safety and reliability.

There must be a work climate which requires accountability, as well aseffective teamwork, communication and emphasis on good practices.

NPP personnel must be motivated to and rewarded for the achievement ofthe highest level of excellence in performance. This applies not just in thetasks related to production, but also and especially those which relate toproduction with safety. This attitude and capability in the performance oftasks must be included in the objectives of training and retraining programs.Personnel should also be encouraged to report problems and mistakes.

All personnel at all levels must be aware that quality must never becomprised for reasons of production, economics or anything else.

There must be a procedural compliance policy, supplemented by training, sothat NPP personnel understand the significance of their duties andconsequences of mistakes arising from misconceptions or lack of diligence.

Quality culture awareness and responsibility must be integrated into alltraining programs of NPP personnel at all levels.

What must be inculcated are: alertness, due thought, sound judgement, aproper sense of accountability, and striving for continual improvement.Thus, personnel must be encouraged to make suggestions for improvement inNPP operations and maintenance, and in their entire training process, andmanagement and supervisors must seriously consider all suggestions and takeaction where required.

Management supports quality culture by setting up quality maintenanceteams, performance enhancement standards, and performance-based qualitytraining, which SAT provides.

4. FAILURE TO OPTIMIZE THE USE OF KEY RESOURCES

NPP personnel are one of the most important key resources of any NPP.

Optimizing the use of personnel includes:

Improving personnel qualification and motivationAssigning priority to projects which involve commitment offinancial and human resources to upgrade training, includingSAT applicationEffective teamworkSetting clear goals and performance objectives for individualsand all parts of the organizationDelegating authority and the corresponding accountability to thelowest level of personnel qualified and able to deal with aproblem and task.Analyzing a high personnel turnover to determine why personnelare leaving or changing positions, and taking any necessarycorrective steps.Satisfactory job-related incentives, including career development.

Root causes of problems are analyzed to identify, among other things, anyand all training-related causes. This is then fed back into the trainingprocess and programs.

Regarding personnel performance and training, effective monitoring andevaluation systems must be in place, providing regular feedback andinitiating any required actions.

5. INADEQUATE INTERFACING BETWEEN ORGANIZATIONS

We shall focus here on the interfaces within the NPP and between the NPPand other outside organizations providing training.

The plant training manager usually has responsibility for overall coordinationof relations and training services and tasks performed in the plant and inexternal organizations. Management training goals must be well understoodby all entities involved in the training process.

All plant documents defining organizational structures and responsibilitiesrelated to NPP personnel training must be clear and up-to-date.

Duplication or omission of responsibilities must be avoided.

The limits of responsibility and authority between organizations must well-defined and understood.

Regulatory requirements related to training must also be well understood.There should be a cooperative and not a confrontational approach with theregulator.

There should be clear agreements in writing among the various organizationsproviding training, and these should be approved by the plant management.

Clear and unobstructed lines of communication should exist betweenorganizations, as well as within the NPP organization. Teamwork should beencouraged.

It is necessary to have sufficient and timely information flow from the NPPto the training organizations, to keep training programs up to date so thatthey can meet plant training needs. Such information includes: notificationof plant events, changes in procedures, experience feedback, equipmentmodifications and motivation of the NPP organization.

6. INABILITY TO FOCUS ON LONG-TERM PERFORMANCE

A long-term strategic plan should seek to achieve and maintain operationalexcellence, including meeting and exceeding the requirements of national andinternational standards.

The continued excellence in performance of NPP personnel demands thattraining not be routinely postponed because of day-to-day demands of theplant. This applies to those being trained and those providing the training.

Training must remain a priority and sufficient resources must be given forthe providing high-quality, SAT-based training in a timely manner.

A well-performing plant, which means efficient reliable production with ahigh level of safety, cannot relax its training efforts. On the contrary, thestandards of personnel training and continuous training must be maintainedand the training programs updated and improved, incorporating internationalbest practices in training and international experiences gained in NPPoperations and maintenance. The updating of training must take into account

in a timely manner the training-related root causes of events in the plant andelsewhere.

Personnel performance appraisals should be routine.

Personnel must be promoted only after adequate training and preparation.

Long-term considerations, including recommendations from the qualitydepartment, should not be sacrificed for short-term expediency. Thus,resources should be allocated with appropriate consideration given to short-,medium- and long-term plant and personnel needs.

A program must be in place for the continuous development and training ofpersonnel which recognizes the long-term NPP needs and goals.

This implies that a hiring plan and a training process is in place to ensurethat sufficient numbers of qualified personnel are available when needed, andincludes appropriate training and development programs for management andsupervisory personnel.

ROLE AND RESPONSIBILITIES OF THE PLANT MANAGER

Operating organization is responsible for the recruitment andtraining of NPP personnel and the definition of competencelevels. The responsibility for ensuring that individuals areappropriately qualified and remain so rests with theoperating organization.

These responsibilities are generally delegated by theoperating organization to the plant manager. In general,regulators hold plant managers accountable for dischargingthese responsibilities.

The plant manager has the overall responsibility for andplays and important role in the development andimplementation of training programs to ensure thequalification and competence of NPP personnel.

These responsibilities include:

Establishing qualification requirementsMeeting regulatory requirementsMonitoring training programsProviding necessary resourcesMaintaining competenceEffective human resources policy and management

ROLE AND RESPONSIBILITIES OF THE PLANT MANAGER

Training policy must define the responsibilities andauthorities of the plant manager and those assigned by himto the plant department managers and to the plant trainingmanager for all aspects of the training and qualification ofNPP personnel.

Depending on the specific organizational arrangement fortraining in an individual country, various tasks can beassigned not only to plant departments but also to a centraltraining organization run by the operating organization. Insome instances training organizations external to theoperating organization may be used.

Whatever organizational arrangement exists for training, thefinal responsibility for personnel competence lies with theplant manager.

Important plant manager responsibilities, as well as plantmanager responsibilities typically assigned to plantdepartment managers and to the plant training manager aregiven in the following.

so

PLANT MANAGER RESPONSIBILITIES

Establishes overall plant policies including the training policy

Defines responsibilities and authorities of all plantorganizational units which report directly to the plantmanager, including responsibilities for training andqualification of NPP personnel

Establishes methods for monitoring and controlling theperformance of all plant activities, those related to trainingand qualification

Establishes programmes for the professional development ofNPP personnel

Provides resources and staffing for implementation oftraining policy, including the adequate training andcompensation of trainers.

90PLANT MANAGER RESPONSIBILITIES TYPICALLY ASSIGNED

TO PLANT DEPARTMENT MANAGERS

Make final determination of the qualification of theirpersonnel considering recommendations from the trainingorganization.

Provide subject matter expert (SME) support for theanalysis, design, and development of training for NPPpersonnel

Determine which individuals should participate in trainingcourses

Make job assignments based upon successful completion ofrequired training and attainment of the requiredqualifications

Approve the content and scheduling of all training coursesfor NPP personnel

Ensure that their personnel are provided all training neededfor their job assignments

Provide on-the-job training for their personnel based onapproved training plans

Monitor the performance of training programmes andidentify emerging training needs for their personnel

Verify competence.

EXPERIENCE GAINED IN THE ROLE AND RESPONSBILITIESOF PLANT MANAGEMENT

Plant management is responsible for ensuring the competenceof the nuclear power plant personnel and their acquiringappropriate qualifications and authorizations. The "ownership"of personnel competency development and qualification mustreside with line management.

Constant support and involvement of plant and linemanagement in the application of SAT is important.

Understanding of the SAT benefits is a pre-requisite andtherefore SAT seminars for managers should be planned fromthe beginning.

Direct involvement in needs analysis and its validation ensuresthat training material meets the real needs. The same supportis also necessary in all other SAT phases. For example, plantand training management should periodically assess theeffectiveness of training provided by instructors

The balance between scope and allocated resources is theresponsibility of plant management.

Selecting jobs and assigning priorities belong to plantmanagement.

It is recommended to apply SAT for all job positions. Since itis always necessary to take into account available time as wellas human and financial resources, it is necessary to prioritizeSAT application for jobs which are more safety-related.

Q ;

TRAINING AND SAFETY

Training is an ideal way to promote safety culture. Safetyculture is a combination of attitudes on the priority of safety,together with knowledge, skills and attitudes aboutappropriate safety practices.

The principal contributions which training can provide to theimplementation and improving of safety culture are:

Training programs to explain the general attributesand aims of safety culture

Job-specific training to improve knowledge, skills andattitudes related to safety practices.

While general training programs are useful, experience hasshown that job-specific training programs can make an evenmore important contribution to safety practices.

Important for safety culture is knowledge about:

Job-specific safety issues such as the use of appropriateequipment

Risks associated with task performance

Non-technical aspects of the job, such as use of properwork control methods.

These safety issues can be identified through SAT-basedanalysis of training needs, and can then, be included in anintegrated manner in job-specific training programs. Thistransforms safety culture from an esoteric concept to concreteactions that are integral to job performance.

Training on job-specific safety aspects will only be successfulif management reinforces safety culture through requiring itsimplementation as a routine part of job performance.

SAT-BASED TRAINING AND THE REGULATOR

The regulator needs to make independent determinationsthat NPP personnel are qualified to perform their assignedtasks. In making these determinations it is very important ifboth the regulator and the NPP can agree upon the standardto which job performance and training programs are to beevaluated.

Where the regulator has accepted SAT as the appropriateapproach for training NPP personnel, and this is the case inmany countries with nuclear power programs, the regulatorwill in general also accept the SAT methodology as a basisfor its own evaluation of training programs.

Regulators in many countries already require or stronglyrecommend that SAT be used for NPP personnel training. Insuch cases of SAT-based training, regulators have shiftedtheir focus from prescribing detailed curricula in particularareas to an independent evaluation of the training identifiedas required, and provided by, the NPP.

The increased control and accountability features of the SATprocess provide not only management but also the regulatorwith the means of applying standard QA procedures andprocesses at any stage of the training process.

SAT-BASED TRAINING AND THE REGULATOR

One of the regulator's main responsibilities is to ensure thatNPP personnel who perform tasks important to safety arequalified to perform these tasks.

One of the principal objectives of NPP personnel trainingand qualification is to meet relevant regulatory requirements.

Among the most common regulatory requirements withrespect to NPP personnel are those requiringlicensing/authorization of control room operators and theirsupervisors. Other common regulatory requirements includetraining and qualification regarding safety-related topics suchas radiation protection and industrial safety.

SAT provides a mechanism for the operating organization todemonstrate to the regulator and, if required, to the publicthat personnel are competent SAT is able to do this becauseit includes analysis of the job to identify neededcompetencies, training programs, based on achieving thesecompetencies, and evaluation to ensure and demonstrate thatthese competencies have been achieved, as well as feedbackfrom plant operation that identifies additional competenciesthat are needed.

£PLANT TRAINING

MANAGER

TRAININGORGANIZATIONS

OPERATINGORGANIZATION

\

PLANT MANAGER

PLANT DEPARTMENTMANAGERS

TRAINEES

TRAINERS

NPPTRAININGDEPARTMENI

TRAININGCENTRE

EXTERNALTRAININGORGANIZATION

NATIONALEDUCATIONSYSTEM

Typical Organizational arrangements for the training of NPP personnel

The size and organization of a nuclear power programme willdetermine the structure of the corresponding training programme,whether the training programme is highly centralized or decentralized (ateach NPP).

Management and supervisory staff must cooperate with trainingprogramme developers to identify the requirements and qualificationswhich the trainee must meet at the conclusion of training—Le^ ultimatetraining objectives. Management must also ensure that the right numberof properly qualified people are available at the right time.

Management is the user and ultimate evaluator of the trainee andthe training programme. It is thus responsible not only for thecompetence of NPP personnel who have completed training, but also ofthe trainers.

IAEA WORLD SURVEY

AIMS

• Provide world-wide overview of all aspects of NPP personnel training

• Foster international and regional cooperation

• Mechanism for exchange of experiences and practices

• Identify and encourage adaptation of effective training practices

• Provide information from 23 countries on

- National system and organization of training

- Job positions for which SAT is used

- Training programs for the key operations, maintenance,

instructor and technical support jobs

- Role of management and regulatory body

- Training facilities

- Recommended training practices

- Availability of training to personnel from organizations outside

of the country

- Contact points in each of 129 training organizations (NPP

Training Departments or Training Centers) which responded to

Survey

Member States Responding to the Survey

Country

BrazilBulgariaCanadaChina, People'sRepublic ofCzech RepublicFinlandFranceGermanyHungaryJapanKazakstan, Republic ofKorea, Republic ofLithuaniaMexicoRomaniaRussiaSlovak RepublicSloveniaSpainSwedenSwitzerlandUkraineUnited KingdomUnited States ofAmerica

, Number of NPPs withtraining facilities

providing information111

22

121101

1118

146451424

i Number of TrainingCenters providing

information

. 22

1

44

2

3

21111

5

Availability ofTraining to

External PersonnelYesYesYesYes

YesYesYesYesYes

NoYesYes

YesYesNo

YesYesNoYesYesYes

99

Management roles and responsibilities

BrazilBulgariaCanadaChina,People'sRepublic ofCzech Rep.FinlandFranceGermanyHungaryJapanKazakstanRepublicKorea, Rep. ofLithuaniaRomaniaRussiaSlovakRepublicSloveniaSpainSwedenSwitzerlandUkraineUKUSA

Policy

YYY

Y

Y

YYYYY

1 Y

YYY

YY

YYvYY

YY

Monitor

YYY

Y

YYYYYY

Y

NY

YY

YY

YYYYY

Audit

YYY

Y

NYYYYYY

NNYY

Y

NYYNYYY

Involvement

YYYY

YY

YYY

YY

NYYYY

YYNYYYY

Management Skills

YYY

Y

YYYYYYY

YYYYY

YNYYYYY

GeneralSafetyTraining

YYYY

YYYYYYY

YYYYY

YYYY-YYY

EmergencyPreparednessTraining

YYYY

•

YYYYYYY

YYYYY

YYYYYYY

Y = More than half of the reporting organizations answered "Yes" for most of the programs. The individual countryreports should be consulted for more information.

N = More than half of the reporting organizations answered "No" for most of the programs. The individual countryreports should be consulted for more information.

Traihing Center Staffing (Average

Brazil .BulgariaCanadaChina, People'sRepublic ofCzech RepublicFinlandFrance*GermanyHungaryJapanKazach RepublicKorea, Republic ofLithuaniaRomaniaRussiaSlovak RepublicSloveniaSpainSwedenSwitzerlandUkraineUnited KingdomUnited States

OperationsInstructors

1513

5

4140

35

34

181562742

186

Maintenance

Instructors

1410

1

32

0

33

63010

83

Rad

ProtectionInstructors

72

2

0

6

0

8

11130

11

for the Reporting Centers in Each Country)Chemfclry

Instructors

12

1

12

0

3

310

10

30

OtlKT

Instructors

216

16

181

0

24

00000

42

Management

126

1

62

3

3

6414 j

3

63

SimulatorSupport

254

2

1140

2

5

5808

28

82

MaintenanceSupport

02

2

0I

1

5

95008

4i

MaterialDevelopment

91

1

012

0

3

140238

132

EducationalSpec

10

0

10

0

6

10032

10

Otl>erSupport

118

10

014

5

24

280130

12

Total Staff

11354

41

81120

45

147

8937115291

6722

•Data only for Operation Training CentersThe numbers reported by each country for this table are for personnel who provide training to NPP personnel at traihing organizations separate from the NPP. Thesepersonnel are typically employed by organizations external to the NPP.

oo

Training Budgets and SalariesCountry

BrazilBulgariaCanadaChina, People'sRepublic ofCzech RepublicFinlandFranceGermanyHungaryJapanKazakstan, Republic ofKorea, Republic ofLithuaniaRomaniaRussiaSlovak RepublicSloveniaSpainSwedenSwitzerlandUkraineUnited KingdomUnited States

Budget (% of total)

3.00%

4.50%2.00%

1%2.5%

12.00%1.00%2.50%

1.6%1.75%1.00%1.50%3.00%5.00%3.00%0.50%2.00%4.40%

Salary Compared toPlant Position

SameLower

Same to higherSame

SameSameSameSameSameSameSameSameLowerSame

Same to LowerLowerSameSameSame

Same to higherLowerSameSame

BrazilBulgariaCanadaChina, People'sRepublic ofCzech RepublicFinlandFrance*GermanyHungaryJapanKazachRepublicKorea,Republic ofLithuaniaMexicoRomaniaRussiaSlovakRepublicSloveniaSpainSwedenSwitzerlandUkraineUnitedKingdomUnited States

Staffing of On-SiteOperationsInstructors

1457

104

2182

4101270

737391

20

MaintenanceInstructors

330

23

043

23740

0203

58

10

NPP Training Departments (Average for the Reporting NPP Training Departments in EachHad Protection

Instructors

120

21

022

01410

1111

12

6

ChemistryInstructors

111

20

011

1

210

100010

2

OUKT

Instructors

060

83

052

0

520

12411

3

8

Management

1

L 7

1

11

063

1

124

111222

5

SimulatorSupjxMt

235

1I

083

1

916

000520

6

MaintenanceSupjx)rt

170

10

024

1

220

003221

1

MaterialDevelopment

450

01

050

0

010

011320

1

EducationalSpec

110

00

010

1

010

002I10

2

Country)Otlier

Support0164

01

0151

0

033

222022

6

Total Staff

285618

2715

26720

1114412513

131221202819

67*Data only for Operation Training CentersThe numbers reported by each country for this table are for personnel who provide training at (he NPP and who are typically employed by the NPP.

List of recommended practices

All these practices have been classified into three categories: Training Programs, Training Aids, andManagement and Organization. Simulator training was recommended by nearly all countries.

1. Training Programs

NPP managers regularly provide lectures as part of the overall training programs for the NPPpersonnel.

CBT for maintenance personnel

Requalification testing of authorized station control room staff

Safety culture training

Fire fighting training

Module training scheme

Multifunctional simulator training

Use, during simulator sessions, of the entire operation team to improve communications and relationsbetween members of the team

Radiation protection group prepares own employees and personnel of other NPPs for examinations

Stress seminar for reactor operators and shift supervisor

Training on "Rules of communications for plant operation"

Self-study training

Trainee Assessment

Full-scope simulator training

Providing radiation protection training to all NPP personnel

Switchgear maintenance course

Team training conducted by shift supervisor

Training for contractors personnel

Regional courses on nuclear power and safety in co-operation with IAEA

Simulator training for I & C personnel

On-the-Job training

AOHPeriodic retraining of operators and after refueling

Maintenance training

Nuclear technology course for engineers

Training in material and corrosion for technical staff

Off-site monitoring training

Coaching for performance

Use of simulator training for non-operations personnel

Use of full-scope simulator for emergency exercises

Health physics competence-based training scheme

Engineering and operational skills training

Manager training

Use of basic principles simulators

Involvement of shift engineers in operator training and assessment

Use of accelerated learning techniques

Use of remedial training and re-examination policy

':. .2.Training Aids

Fire-fighting training

Multifunctional simulator

Full-scope simulator training

Training using video aids

Use of interactive graphic simulator for training non-licensed personnel

Use of cut-away training aids

Use of video to track the instructor during continuing training presentation

Use of fluorescent dye to simulate contamination for Radiation Protection and Chemistry technicianstraining

Training Management Action Request System allows all site personnel to request training departmentaction.

Examples of Specialized Training Aids

The examples of specialized training aids have been classified into three categories: Equipment,Simulators, Mock-ups.

. , 1. Equipment

Mechanical seals lapping training facility (Canada)

Transparent power plant model (China)

Well-equipped maintenance training center (Hungary, Japan, Republic of Korea, Canada)

Video studio (Hungary)

Control boards (UK)

Self-checking trainer (U.S.A.)

Operation piping skid (U.S.A., Canada)

" 2 . Simulators

Compact simulator (Japan, Republic of Korea, Germany, Ukraine)

I & C simulator (Republic of Korea)

Interactive graphic simulator (Spain)

Multifunctional simulator (Russia, Czech Republic, Ukraine)

Basic principle simulator (Ukraine)

Part-task simulator (France, UK)

Mobile switching simulator (UK)

ALARA work area radiation simulator (U.S.A.)

A O b

3 . Mock-ups

Real RPV, SG for maintenance training (Hungary)

Rigging practice facility (Canada)

Real equipment for fuel handling (dummy fuel...) (France, Spain, Japan)

Steam generator for inspection and manipulation (France, Spain, Japan)

RCP for study and maintenance training (France, Spain, Japan)

Functional power plant mock-ups (France, U.S.A.)

PWR glass model (Biblis-Germany)

Mock-ups for plant components (France, Republic of Korea, UK)

Steam generator pilot-operated relief valve actuation circuitry (U.S.A.)

.3. Management and Organization

Training improvement proposal: a process whereby an individual can recommend or suggest a changewhich they believe will improve a training program

Computerized training records, qualifications, scheduling and billing

Training management control of overheads and maintaining courses

Periodic meetings of instructors about training practices

Instructors for operations personnel all hold a current shift supervisor license

Information exchanges between personnel of different departments of NPP

Computer-based training

Instructor training and retraining

SAT application

Performance discrepancy analysis: a process which analyses performance deficiencies and generatesrecommendations either for training or for working environment

A policy through which training organization broaden the services by providing performanceimprovement services

Production of norms and standards for NPP personnel training

Preparation of requirements for annual programs of continuing training for NPP personnel

Special instructor and training organization licenses

Training System Upgrade Conceptual Document, approved by the plant

Training specifications

Use of industry peers as part of internal self assessment process

Periodic meetings between trainers, plant manager and workers to identify training needs

User of an SRO licensed instructor to define specific training needs of each crew

Interdepartmental integrated training

Job rotations between trainers and first line supervisors

Instructors are assigned as crew mentors for each crew

Use of maintenance personnel as part time instructor

OSTRAINING OF MAINTENANCE PERSONNEL

Root causes of events are increasingly maintenance-related andhuman-factor-related

Maintenance training is mostly non-SAT

Need for upgrading programs to maintain competence and train newpersonnel who cannot be trained through OJT during constructionand initial startup of the plant

Widespread need to develop system to assure the qualifications andcompetence of outside maintenance contractor personnel

Need to use SAT process to identify types of maintenance trainingfacilities and equipment needed and to develop training programs.

Safety culture must be enhanced through plant policies and practicesand through iachisioe of all relevant safety-culture-related topics inmaintenance training programs

Training must provide not only all necessary technical knowledge andskills but also human-factor-related knowledge, skills and attitudes,for example, related to team work, communication, motivation etc.

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TRAINING OF MAINTENANCE PERSONNEL

Statistically, in view of the great number of tasks, k can besaid that a significant number of incidents are related toequipment or human factors problems associated with

The fimdamfntail -af g may be linked withthe execution of job tasks,, the maintenance documents used,the replacement parts or tools used etc They may also bedue to inadequate training of maintenance personnel or tonegligence or inadequacies in refreshing and updating theircompetencies.

The training of maintenance personnel thus should be givenmuch attention. To guarantee a high level of safety andavailability of units, safety culture must be instilled andmaintained. All personnel must appreciate the importance ofmaintenance for safety, so that greater care is applied to jobtasks and the questioning attitude is sharpened.

SAT methodology for maintenance personnel training fits inwell with this context and these requirements, as it leads tothe development of training programs based on needs andcompetencies.

<%ffij TRAINING OF TRAINERS

It is important to emphasize the need for practical and up-to-date- experience and <ff*ffKfi:rflrtfon

1s of trainers, as opposed to

It is necessary on a regular basis to retrain and update thetechnical and teaching knowledge and skills of trainers.

The training of trainers is discussed further in theGuidebook. '