Nuc Fac Train Manual (ADDIE Process) PDF
Nuc Fac Train Manual (ADDIE Process) PDF
Nuc Fac Train Manual (ADDIE Process) PDF
RPP-WTP PDC
Electronic documents, once printed, are UNCONTROLLED and may become outdated.
Refer to the electronic documents in InfoWorks for current revision.
Nuclear Facility Training Manual 24590-WTP-GPP-RATQ-TQ-0002, Rev 8
Level of Use: Information
Contents
1.0 PURPOSE ............................................................................................................ 6
2.0 SCOPE ................................................................................................................. 6
3.0 ROLES AND RESPONSIBILITIES ...................................................................... 6
3.1 REQUIREMENTS AREA MANAGER (RAM) ............................................. 6
3.2 LINE MANAGER (LM) ............................................................................... 6
3.3 WTCC TRAINING MANAGEMENT (TM) ................................................... 7
3.4 REQUIREMENT AREA SUBJECT MATTER EXPERT (RA SME) ............ 7
3.5 TRAINING SUPERVISOR (TS) ................................................................. 7
3.6 INSTRUCTIONAL ANALYST DEVELOPER (IAD)..................................... 8
3.7 WTCC TRAINING E-ROOM ADMINISTRATOR ........................................ 8
3.8 E-LEARNING DEVELOPER ...................................................................... 8
3.9 OJT / OJE INSTRUCTOR / EVALUATOR ................................................. 9
3.10 CHANGE IMPACT COORDINATOR (CIC)................................................ 9
3.11 INSTRUCTOR (INST) ................................................................................ 9
3.12 SUBJECT MATTER EXPERT INSTRUCTOR (SME INST) ....................... 9
3.13 WTCC TRAINING COORDINATOR (TC) ................................................ 10
4.0 PRECAUTIONS AND LIMITATIONS ................................................................. 10
5.0 PREREQUISITES .............................................................................................. 10
6.0 SYSTEMATIC APPROACH TO TRAINING ....................................................... 11
6.1 TRAINING ANALYSIS ............................................................................. 11
6.1.1 NEW FORMAL TRAINING DEVELOPMENT (JOB AND TASK
ANALYSIS)................................................................................. 12
6.2 TRAINING DESIGN ................................................................................. 13
6.2.1 CREATE TRAINING DESIGN DOCUMENT .............................. 14
6.2.2 CREATE AND SEQUENCE OBJECTIVES ................................ 15
6.2.3 DETERMINE INSTRUCTIONAL STRATEGY ............................ 16
6.3 TRAINING DEVELOPMENT .................................................................... 18
6.3.1 DEVELOP CLASSROOM TRAINING ........................................ 19
6.3.2 EXAMINATION SECURITY........................................................ 21
6.3.3 DEVELOP EXAMINATION BANK QUESTIONS ........................ 22
6.3.4 REVIEW AND APPROVAL OF EXAMINATION BANK
MATERIALS ............................................................................... 22
6.3.5 DEVELOP INDIVIDUAL EXAMINATIONS ................................. 23
6.3.6 DEVELOP ON-THE-JOB TRAINING / ON-THE-JOB
EVALUATION (OJT/OJE)........................................................... 24
6.3.7 DEVELOP PERFORMANCE DEMONSTRATIONS ................... 24
6.3.8 DEVELOP OPERATIONAL EVALUATION ................................ 25
Attachments
ATTACHMENT 1 ACRONYMS, ABBREVIATIONS, AND DEFINITIONS ................ 60
ATTACHMENT 2 SAT PROCESS FLOW CHART ................................................... 64
ATTACHMENT 3 ANALYSIS PROCESS FLOW CHART ........................................ 65
ATTACHMENT 4 DESIGN PROCESS FLOW CHART ............................................. 66
ATTACHMENT 5 DEVELOPMENT PROCESS FLOW CHART ............................... 67
ATTACHMENT 6 IMPLEMENTATION PROCESS FLOW CHART .......................... 68
ATTACHMENT 7 EVALUATION PROCESS FLOW CHART ................................... 69
ATTACHMENT 8 TRAINING IMPACT REVIEW (EXISTING TRAINING) PROCESS
FLOW CHART .............................................................................. 70
ATTACHMENT 9 TRAINING REQUEST .................................................................. 71
ATTACHMENT 10 THE MANUAL DIF DECISION TREE ........................................... 72
ATTACHMENT 11 SYSTEMS CLASSROOM TRAINING OBJECTIVES TEMPLATE
...................................................................................................... 73
ATTACHMENT 12 SYSTEMS ON-THE-JOB TRAINING OBJECTIVES TEMPLATE 76
ATTACHMENT 13 LESSON PLAN EXAMPLE (INSTRUCTOR GUIDE) ................... 77
ATTACHMENT 14 STUDENT GUIDE EXAMPLE....................................................... 78
ATTACHMENT 15 OJT / OJE CARD.......................................................................... 79
ATTACHMENT 16 OJT INSTRUCTOR GUIDE .......................................................... 80
ATTACHMENT 17 DETERMINATION OF CROSS FUNCTIONAL REVIEWERS ...... 81
ATTACHMENT 18 PLANT ENGINEERING REVIEW CHART ................................... 82
ATTACHMENT 19 INSTRUCTOR / PROCTOR EXPECTATIONS ............................. 85
ATTACHMENT 20 CLASSROOM EXPECTATIONS .................................................. 86
ATTACHMENT 21 SAMPLE TRAINING ADVISORY COMMITTEE STANDING
AGENDA TOPICS ........................................................................ 87
ATTACHMENT 22 REMEDIATION PROCESS FLOW CHART ................................. 88
ATTACHMENT 23 ARTICULATE – STORYBOARD .................................................. 90
ATTACHMENT 24 TRAINING IMPLEMENTATION.................................................... 92
REVISION – SUMMARY
Justification:
1.0 PURPOSE
This procedure establishes the application of the systematic approach to training (SAT)
as required by DOE O 426.2, Selection, Training, Qualification or Certification for
Nuclear Facility Personnel, ensuring WTCC personnel who may impact the safety basis
receive quality training. This procedure ensures formal training as determined through
analysis is designed, developed and delivered in a consistent manner ensuring WTCC
personnel obtain the necessary knowledge and / or skills resulting in competence
commensurate with responsibility.
2.0 SCOPE
This document applies to the systematic application of the ADDIE process and is
intended for WTCC instructional staff, subcontractors hired to perform in an instructional
capacity and those personnel within a requirement area whose role or responsibility is to
develop and / or instruct training on topics or for positions identified in 24590-WTP-
LIST-RATQ-TQ-0001, Qualified Positions in Accordance with DOE Order 426.2, and for
requirement areas identified in 24590-WTP-LIST-RARM-RM-0001, Designation Of
Requirement Area Managers and Subject Matter Experts, table 2 WTCC requirement
areas, for any requirement area with a Governing Training Procedure (GTP) of “TQ.”
Training developed and implemented outside the scope of this procedure may be
performed in accordance with 24590-WTP-GPP-RATR-TR-1000, Training Program
Administration.
• Reviews and approves final training materials ensuring content, activities and
evaluation methods (as applicable) meet the organizations competency (knowledge
and / or skill) needs
• Commits necessary resources from their organization to work with WTCC Training
Instructional Staff for the application of the SAT methodology
• Reviews and approves WTCC training documents and records for appropriate
application of the SAT process
• Takes appropriate actions to resolve results from training program assessments and
evaluations
• Collaborates with IAD to provide technical expertise and relevant input to training
analysis, design and development
• Provides feedback to IAD for training revision requirements upon design or reference
changes
• Provides feedback to IAD for training revision requirements upon design or reference
changes
None
5.0 PREREQUISITES
None
NOTE:
• Attachment 1 contains the Acronyms, Abbreviations, and Definitions used in this
procedure.
• The development of training applies the graded approach ensuring there is no
compromise to the safety of workers and the operating facility with consideration
to hazards and the complexity of work.
Analysis is the first phase of the ADDIE process, consisting of a training needs analysis,
job analysis, and task analysis. These analyses will provide assurance that training is
the appropriate solution and identify requirements that serve as the basis for the design
and development of performance-based training programs. The primary outputs of the
analysis phase are:
NOTE:
• Unless stated otherwise, the Instructional Analysis Developer (IAD) performs the
following steps with the collaboration of the Requirement Area Subject Matter
Expert (RA SME), and the line organization management representative, as
applicable.
• DOE-HDBK-1078-94, Training Program Handbook: A Systematic Approach to
Training, Attachment 2, Guidelines for Writing Task Statements, can be used for
additional information on writing tasks.
• The current list of RAM’s and RA SME’s can be found in 24590-WTP-LIST-RARM-
RM-0001, Designation of Requirement Area Managers and Subject Matter
Experts.
• The Job and Task Analysis team of cognizant personnel must include the RA SME
and the IAD; Job Incumbent(s) are highly recommended.
• Operating Manuals
• Procedures
• Just in Time Training (JIT) – formal training for a task that has an
infrequent periodicity (e.g. procedures for melter changeout)
Design is the second phase of the ADDIE process and incorporates the results of
“analysis” activities. The design phase output includes course objectives (terminal and
enabling) and examination questions by which learners will obtain and retain the
necessary skills and/or knowledge to perform their jobs in a safe and effective manner.
NOTE:
Training Design and Development phases may be performed in series or in parallel.
NOTE:
• Unless stated otherwise, the Instructional Analysis Developer (IAD) performs the
following steps with the collaboration of the Requirement Area Subject Matter
Expert (RA SME), and the line organization management representative, as
applicable.
For system classroom training and OJT, a TDD is not required because the
analysis, objectives and content are derived from nuclear industry standards
(e.g., INPO) and other DOE complex facilities (e.g., SRS / SRR-DWPF).
NOTE:
• Unless stated otherwise, the Instructional Analysis Developer (IAD) performs the
following steps with the collaboration of the Requirement Area Subject Matter
Expert (RA SME), and the line organization management representative, as
applicable.
• Terminal Objectives are learning objectives that clearly state the measurable
performance the trainee will be able to demonstrate at the conclusion of the
training.
• Enabling Objectives are learning objectives that support the terminal objective and
are logically sequenced.
• Behavior
• Condition
• Standard
NOTE:
• Blended learning is a style of education that combines eLearning / CBT with
traditional classroom instruction and may be considered as an instructional
method.
• Instruction may have cognitive and performance objectives in the same course.
• Computer Based Training (CBT) provides a benefit when considering the
following:
• Used for a large target audience
• Used for refresher training (where allowed)
• Classroom
• CBT
• Written Examination
• Performance Demonstration
NOTE:
Examination bank questions may be created as soon as the objectives are
developed, or at any time during the training development phase.
Development is the third phase of the ADDIE Process and incorporates the results of “Design”
activities.
The major outputs of the development phase are formal training products that include, but are
not limited to:
• Lesson plans*
• Examinations*
• Operational Evaluation*
* Project record
**SHOs that are comprised of specific technical information that may change with systems,
equipment or operational procedures under configuration control shall also be a record. Only
SHOs that contain technical information are required to be approved as training materials.
The following may be considered for enhancing the Nuclear Safety and Quality Culture of WTCC
Training:
• OPEX Share
https://opexshare.doe.gov/
NOTE:
The IAD performs the steps in this section.
NOTE:
The PowerPoint template (located on the WTCC Training homepage) will also
produce the Lesson Plan (LP) using the notes pages feature of the software. The
LP will include the following:
• The presentation slides
• General Notes (in black font)
• Instructor notes (in blue font)
• Activity instructions (in red font)
NOTE:
A Student Guide (SG) contains the same information as the LP but does not include
instructor notes or activity instructions.
7. CREATE one or more activities that aid the student in training objective mastery,
which may include any of the following:
• Role-playing
• Demonstrations
• System Walkdowns
• Problem-solving challenges
• Videos
• 3D animations
• Photos
• Software demonstration
NOTE:
• This section applies to any WTCC / WTP personnel requesting access to
examination material associated with DOE O 426.2 affected training.
• DOE O 426.2 examinations and examination banks are secured within the WTCC
Training eRoom.
• WTCC Training Department Managers (i.e., Procedures and Training Manager,
Training Administration Manager, and Nuclear Facilities Training Manager) are
exempt from the need to fill out a WTCC Training eRoom Access Request Form.
• The annual examination security briefing is performed via a CBT, as referenced
below.
c. (IAD) ENSURE the following criteria are adhered to in order to maintain examination
security:
1. OBTAIN the WTCC Training eRoom Access Request Form located on the
WTCC Training homepage.
NOTE:
Unless stated otherwise, the Instructional Analysis Developer (IAD) performs the
following steps with the collaboration of the Requirement Area Subject Matter Expert
(RA SME), and the line organization management representative, as applicable.
NOTE:
The RA SME must validate all examination bank questions, but they may perform
content validation of examination bank questions as they are being developed or all
at once.
NOTE:
• Training materials are approved in accordance with Section 6.6, however, to
achieve exam security, examination banks are reviewed via the training workflow
process as discussed below.
• The Reviewer of examination banks may include the RA SME.
a. (IAD) PLACE exam material in a controlled WTCC Training eRoom file location.
• Answer is only correct choice (e.g., Question does not ask the student to choose
the “most correct” answer)
• Appropriate distractors are used for Multiple Choice questions (i.e., Santa Claus
does not make a good distractor)
NOTE:
• The IAD or Instructor performs the following steps in this section unless otherwise
noted.
• Develop multiple examination versions to:
• Avoid giving the same exam to two or more successive classes
• Provide enough examination versions to support remediation
• 24590-WTP-GPG-RATQ-TQ-0003, Nuclear Facility Guide for Training
Development, can be used to create individual examinations.
2. A 104 examination would need to be developed as a fourth exam used for a third
remediation, if necessary.
c. ENSURE each active exam version (i.e., 101, 102, 103) meets the following criteria:
• Active exams (101, 102, 103) shall not have more than 60% of the questions
asked in common with each other (40% of the exam questions must be different)
NOTE:
The IAD performs the steps in this section.
NOTE:
• A Performance Demonstration is the equivalent of an OJE with the absence of the
training phase for verifying competency.
• Unless stated otherwise, the IAD perform the steps in this section.
• Either Step a or Step b may be used to create a Performance Demonstration.
NOTE:
• The Storyboard is the continuation of the Training Design Phase for CBT.
• A CBT consists of two types of knowledge checks:
• Scene knowledge checks (Minimum of 2 questions)
• Cumulative knowledge checks (Minimum of 2 x the number of EOs)
• Unless otherwise stated, the eLearning Developer performs the steps in this
section.
• Activities
• Layout
• Voiceovers
• Knowledge Checks
NOTE:
Knowledge check questions are maintained to prevent compromise, but do not fall
under exam security requirements.
Failure of a knowledge check results in immediate remedial actions which must be
fulfilled in order to successfully complete the CBT.
NOTE:
Each Enabling Objective is built as a “scene.”
e. From the bank of questions, SELECT a minimum of two knowledge check questions
to be used for each scene.
2. A failure of the cumulative knowledge check will require student to re-take entire
CBT.
• Navigation functionality
• Hyper-link connection
• Narration
• LMS credit
NOTE:
• Unless stated otherwise, the IAD performs the steps in this section.
• DPM is a data base which provides notifications of revisions to developmental
references.
3. ENTER the document package number is the course number followed by -REF-
001 (e.g., 24590-BOF-FSW-0001-REF-001).
5. CLICK submit.
NOTE:
With all external and WTP document numbers used as reference material captured
in the DPM, the DPM number should be the only material listed in the Lesson Plan’s
“Reference” section.
e. ENSURE the DPM number is included in the front matter section under
“References”.
NOTE:
Conduct pilot classes for the purpose of ensuring training effectiveness.
• Pilot courses serve as an opportunity to “trial run” the course with a selected target
audience for evaluation
• Data is compiled and evaluated during the training pilot to correct technical
weaknesses and improve the instructional effectiveness of the material
a. (IAD / INST) COORDINATE with RA SME and DETERMINE need for conducting a
training pilot session.
NOTE:
A pilot may be conducted with the following participants:
• RA SME
• Unknowledgeable / new job incumbents (No greater than 2)
• Qualified job incumbents
• Appropriate training supervisor
• Appropriate organizational supervisor
2. (INST) PREPARE and CONDUCT training pilot session per Sections 6.4.1 and
6.4.2.
a) All pilot course participants will be required to attend the course training once
approved.
7. (IAD) ENSURE training materials are approved in accordance with Section 6.6.
During implementation, training is delivered, and trainee mastery of the learning objectives may
be assessed.
NOTE:
• Completion of Form 24590-RATQ-F00076, WTCC Training Implementation
Checklist, is not mandatory but highly recommended.
• Unless otherwise noted, the instructor (or SME Instructor as applicable) performs
the steps in this section.
a. DETERMINE if the training material most current approved revision has any
outstanding changes being tracked for incorporation via the Training Request /
Impact Log.
c. CONSULT the Training Request / Impact Log for current course revision to be
trained.
1. VERIFY material revisions match that of the Training Request / Impact Log.
a) IF the material revision in the arc drive does not match that of the Training
Request / Impact Log,
THEN notify Training Supervisor (TS).
• Course activities
• Training aids
• Material printing
• Administrative paperwork
• Examination material
f. (TC) VERIFY course prerequisites are met prior to enrolling any student into the
course, as applicable.
1. VERIFY with Training Coordinator (TC) that all students on roster have
completed course prerequisites, as applicable.
NOTE:
Ensuring a positive learning environment is crucial to the success of a training
session. Early arrival to inspect and prepare the classroom is recommended, but not
limited to, a minimum of 30 minutes in advance. The instructor should take
whatever time is necessary to create their positive learning environment.
h. Upon arrival to the classroom, the instructor should consider the following:
• Theatre
• U-shaped
• Small Group
NOTE:
Unless otherwise stated, the Instructor (or SME Instructor, as applicable) performs
the steps in this section.
4. PERFORM the contents of the Lesson Plan (LP) including any activities.
NOTE:
In order to remain compliant with Washington State Labor Law and bargaining unit
agreements, and in addition, designating a consistent lunch period, 11:00am should
be the specific time for WTCC Training to administer a lunch break, as applicable.
6. ENSURE all students sign (in blue or black ink only) Form 24590-RATR-F00012,
Course Completion Roster, prior to releasing them from the class.
NOTE:
Effort should be made to rotate examination versions 101, 102 and 103.
7. IF a written examination is required,
THEN PERFORM the following:
a) WHEN the students have selected the exam from their training profile,
THEN PROVIDE the students with the following information:
• Current username
NOTE:
Acknowledging the examination rules constitutes an agreement signature.
NOTE:
Students are required to review all missed examination questions prior to being able
to close out the examination window. The question review constitutes
acknowledgement of their knowledge weaknesses.
3) Pass / Fail
11. (INST) REVIEW each Form 24590-RATQ-F00094, WTCC Instructor and Course
Evaluation, for any immediate changes that may be identified. (e.g., incorrect
procedure reference).
NOTE:
• Unless otherwise stated, OJT-qualified person performs the following steps.
• DOE-HDBK-1206-98, Guide to Good Practices for On-the-Job Training, Section
4, Conducting OJT, can be used as needed for additional information regarding
the on-the-job training process.
1. Preparation
d) VERIFY prerequisite training required for the OJT activity has been
completed.
2. Introduction
• Steps involved
3. Explanation
4. Demonstration
b) ENSURE all objective and task questions are asked / answered correctly
during the demonstration.
NOTE:
• Simulation of task performance may continue without equipment operation.
• Equipment operation may occur only under the direct supervision of a qualified
individual.
c) USING the graded approach, slowly become less and less involved with
hands on coaching (Fading).
6. Conclusion
1) SIGN the “OJT Instructor” line(s) on the “OJT / OJE Card” for all tasks
performed satisfactorily.
This section discusses evaluation as the final step in the ADDIE model ensuring training is
developed with the highest possible quality and effectiveness.
The evaluation process is conducted through student feedback, examination results, worker
performance evaluation and periodic review of the training content.
A schedule of activities with the purpose of evaluating compliance with training procedures and
the effectiveness of training products is established in
24590-WTP-PL-RATQ-TQ-0002, Plant Management Department Training Program Assessment
Plan.
NOTE:
A “Level 1 – Reaction” is the degree to which participants find the training
favorable, engaging and relevant to their jobs.
b. (INST) EXPLAIN the purpose of the instructor and course evaluation form.
4. (TS) REVIEW each evaluation form, initials and dates and completes the
summarization identifying major/immediate and/or deferred training content
changes per the feedback.
NOTE:
• A “Level 2 – Learning Retention” is the degree to which participants retain the
intended knowledge and/or skills based on their participation in the training.
• Measurement of retention may be obtained through written examinations,
performance demonstrations and performance evaluations.
• Unless stated otherwise, the Instructor, Training Supervisor or WTCC Training
Manager performs the steps in this section.
1) IF question is valid,
THEN RETAIN question as written and make no changes to question
scoring from overall examination.
2) IF question is invalid,
THEN REMOVE question scoring from overall examination.
NOTE:
• Unless stated otherwise, a management designated, qualified OJT Evaluator
performs the following steps.
• DOE-HDBK-1206-98, Guide to Good Practices for On-the-job Training, Section
5.1, Performance Testing, can be used as needed for additional information
regarding the on-the-job training evaluation process.
2) VERIFY prerequisites required for the OJE activity has been completed.
NOTE:
• Any questions asked outside the OJE guide, for clarification sake, may not be
used in pass / fail determination.
• All questions used in pass / fail determination must be asked prior to the
completion of the OJE session.
• SIGN the “OJE Evaluator” line(s) on the “OJT / OJE Card” for all task
performed satisfactorily.
NOTE:
This section can be performed by any manager, supervisor or personnel qualified in
the position being evaluated.
NOTE:
Unless stated otherwise, anyone submitting training material for review and
approval must follow these steps.
d. CREATE training package for review and approval of training materials and
documents using the training workflow process.
NOTE:
The RAM is responsible for approving Programmatic-related training materials. LM
is responsible for approving all Technical-related training materials.
e. (LM / RAM and WTCC TM) APPROVE final version of training package.
6.7 REVISIONS
NOTE:
Unless stated otherwise, the IAD performs the following steps with the collaboration
of the RA SME(s) and the line organization management representative(s), as
applicable.
NOTE:
• The training impact review process is for determining whether a revision is
needed to existing training analysis and / or training material based on changes
including, but not limited to, design changes, reference document changes,
procedure changes, regulatory requirement changes.
• For instance, where a change impacts existing training material, the change
impact process also determines if training implementation is needed for existing
staff and the timing for providing the training: e.g., R1, R2. (See Coding Table in
Attachment 24).
Reference Attachment 8 for the Training impact review (existing training) Process flow chart.
c. (IAD) COORDINATE efforts to review existing training with the Requirement Area
Subject Matter Expert (RA SME), Technical Expert (TE) and the line organization
management representative, as applicable.
1. (TS) ENSURE training revisions are developed in accordance with Section 6.7.
2. (TS) ENSURE training is scheduled and implemented per the agreed timing
(e.g., R1, R2).
NOTE:
Training requests may be received as, but are not limited to TREQs, CRs, or
received informally via email.
c. (IAD) DETERMINE if the training request is for Formal or Informal Training by the
following means:
d. (IAD) DETERMINE if existing training meets the needs of the training request.
2. IF existing training does not meet the needs of the training request,
THEN REVISE existing training in accordance with section 6.7.
NOTE:
b. IF an RD,
THEN CREATE RD by referencing 24590-WTP-GPG-RATR-TR-1001, Training
Program Development.
NOTE:
• Unless otherwise stated, the Instructor performs the steps in this section.
• This remediation process is for testing (written examinations, OJT / OJE
Evaluation, Simulator evaluation, performance demonstrations, and
operational evaluations), but not for behavior issues which must be handled
through Human Resources.
• “Knowledge Checks” in CBTs and challenge examinations are not subject to
this remediation process.
a. Upon first failure, ENSURE the employee understands the knowledge / performance
weakness leading to failure.
NOTE:
At a minimum, the Instructor must obtain verbal concurrence from both the LM and
TS.
c. OBTAIN concurrence from:
1. NOTIFY:
NOTE:
• Unless otherwise stated, the Instructor performs the steps in this section.
• This remediation process is for testing (written examinations, OJT / OJE
Evaluation, Simulator evaluation, performance demonstrations, and
operational evaluations) and not for behavior issues which must be handled
through Human Resources.
• “Knowledge Checks” from CBTs and challenge examinations are not subject
to this remediation process.
Line Management implements any work restrictions associated with examination failure.
a. Upon first failure, ENSURE the employee understands the knowledge / performance
weakness leading to failure.
b. NOTIFY:
a) CONDUCT remediation.
c) CONDUCT remediation.
1. NOTIFY:
NOTE:
• The student should have input for any remediation plans.
• The line manager has final determination for remediation and continued
participation in training and qualification programs.
• A Training Program Description may outline specific remediation requirements for
initial or repeated failures for a formal qualification program.
• Unless otherwise stated, the Instructor performs the steps in this section.
b. INFORM the employee that the failure results in the convening of a Training Review
Board (TRB) from which all subsequent actions will be determined.
d. (LM / TS) SCHEDULE a Training Review Board (TRB) using Form 24590-RATQ-
F00029, WTCC Training Review Board Record, to include the following personnel:
• Student (mandatory)
e. CONVENE a TRB.
h. ADMINISTER examination.
1. NOTIFY:
NOTE:
Students failing three attempts should be considered for disenrollment from their
program.
k. (LM) DETERMINE further actions (e.g., removal from program, further remediation
and examination).
2. IF retaining student,
THEN GO TO Step d for additional remediation through the TRB process.
A Training Program Description (TPD) is the explanation of the planned and organized sequence
of activities designed to prepare individuals to perform their jobs to meet a specific position or
classification need (e.g., qualification) and to maintain or improve their performance on the job.
a. (LM / TM) ENSURE a TPD is developed for positions affecting DOE O 426.2 and as
identified in 24590-WTP-LIST-RATQ-TQ-0001, Qualified Positions in Accordance
with DOE Order 426.2, using form 24590-RAPR-F00016, Program Description
Template.
The Training Advisory Committee (TAC) provides Line Management (LM) with a formal
environment to discuss and evaluate their training programs (i.e., content, schedule,
administration, and effectiveness). The TAC helps guide the development and maintenance
of RA training programs, ensuring content is accurate, relevant and timely.
TACs are the forum to discuss and potentially resolve workforce performance issues where
training may be a solution.
TACs shall be scheduled at the discretion of Requirement Area LM and WTCC Training.
In order to vote on decisions made during the TAC meeting, a quorum must be present which
includes, at a minimum:
• Line supervision
Actions to be implemented subsequent to a TAC are tracked in the WTCC Action Tracker.
TACs agendas should be developed in advance and follow the format of Attachment 21.
Examination version 103 shall be used for an approved challenge examination request.
1. IF approved,
THEN JUSTIFY approval.
2. (TC) IF approved,
THEN FORWARD copy of Form 24590-RATQ-F00097 to Training Supervisor
(TS).
• Course completion
• Examination completion
b. (Individual) At the end of the course, OBTAIN a course completion certificate from
the vendor.
2. (TC) FOLLOW data entry procedure to give appropriate credit to WTP course
number.
N/A
8.0 TRAINING
The following training (e.g., qualifications, training components, certifications) are required in
order to perform this procedure:
Role Qualification/Training
Requirements Area Manager (RAM) None
Line Manager (LM) None
WTCC Training Manager (TM) None
Oral Board Chair None
Requirements Area Subject Matter None
Expert (RA SME)
COIAD-01, Instructional Analyst /
Instructional Analyst Developer (IAD) Developer 426.2
WTCC Training eRoom Manager None
WTCC Training eRoom None
Administrator
COIAD-01, Instructional Analyst /
eLearning Developer Developer 426.2
OJT Instructors and Evaluators COIOJT-01, OJT Instructors and
(OJT / OJE) Evaluators
Change Impact Coordinator (CIC) None
COI-01, Plant Management Department
Instructor (INST) Instructor
SME Instructor (SME INST) COISME-01, Subject Matter Expert
Instructor
Training Coordinator (TC) 493, Training Coordinator
9.0 RECORDS
All records generated during use of this procedure shall be submitted to PADC upon approval
and processed in accordance with 24590-WTP-GPP-PADC-0002, Project Records Management.
Records generated during the performance of this procedure include the following:
• Examinations
10.0 REFERENCES
DOE O 426.2, Personnel Selection, Training, Qualification, and Certification Requirements for
DOE Nuclear Facilities. US Department of Energy, Washington, DC.
http://www.eergy.gov/sites/prod/files/2013/06/f1/O-426-2_ssm.pdf (accessed 22 August 2017).
Definitions
Boardsmanship Performing activities and providing answers in such a way as to satisfy an
observer that the skill and knowledge level of the performer is sound and
complete.
Condition The statement in a learning objective of the resources and circumstances
under which the student must perform the task.
Difficulty, Determining the Difficulty/complexity, Importance/consequence, and
Importance, and Frequency/periodicity of the performance of each task. The DIF rating
Frequency (DIF) provides a statistical basis resulting in recommendations for training.
survey
Element The smallest division of behavior in a task analysis that has practical
meaning (steps that must be performed to accomplish the task).
Enabling Objective States the student performance and the steps in accomplishing the
(EO) terminal objective and are logically sequenced.
Examination An assessment intended to measure a test taker’s comprehension of
knowledge, skill, or aptitude. It may be administered on paper, verbally, or
a predetermined area that requires a test taker to demonstrate or perform
a set of skills. Failure of an examination results in remediative actions
which must be fulfilled in order to proceed with administration of a next
examination.
Formal Training A learning activity or product derived from the structured approach using
the SAT. Content and student materials are designed, developed and
delivered by qualified instructional staff. Formal training may include
Classroom, OJT and CBT’s.
Informal Training A learning activity or product not having to be derived from the structured
approach using the SAT. Content and student materials do not have to be
designed, developed or delivered by qualified instructional staff, but, at a
minimum, a designated RA SME. Informal training may include, but is not
limited to, RD’s, Briefings, Presentations or Workshops.
Job Analysis A systematic method used in obtaining a detailed listing of the tasks of a
specific job.
Just-in-Time training Training that is required, but not until that specific knowledge and skill is
needed. For example, tasks specific to maintenance of a complex pump
could be taught just prior to a scheduled pump maintenance activity.
Knowledge Check An assessment intended to measure a computer-based test taker’s
comprehension of knowledge or aptitude. Failure of a knowledge check
results in immediate remediative actions which must be fulfilled in order to
successfully complete the CBT.
Knowledge, Skills, Cognitive, psychomotor, and affective behaviors that are required in order
and Abilities (KSA) to perform a particular job, task, or function.
Must, Should, and “Must” is used to denote a requirement; “Should” is used to denote a
May recommendation; and “May” is used to denote permission, neither a
requirement nor a recommendation.
No-train A training determination for a task indicating no formal training is required.
Definitions
On-the-Job Training Formal training that is conducted and evaluated in the work environment.
(OJT)
Performance Documented evaluation of an individual’s knowledge and skill of a
Demonstration position requiring only qualification.
Performance Activity based assessment of a learner’s retention of knowledge and/or
Evaluation skill within a classroom setting used in lieu of a written examination.
Pilot course The first time a new or revised course is presented to a target audience
using unapproved training materials.
Qualification The characteristics or abilities gained through education, experience,
training, examination and any special requirements necessary to perform
assigned responsibilities for a given position.
Quiz A training tool designed to determine student progress or content
effectiveness, NOT to determine course credit.
Retrain A task training determination that both initial and continuing training are
required for task performance.
Requirement Area An individual who is designated as the authority on a specific work scope
Subject Matter and is selected by line management to interface with the training
Expert (RA SME) organization to develop training for analyzed job positions.
Standard The statement in a learning objective of the level of proficiency the
student must reach to acceptably perform the task.
Storyboard A document that specifies the visual, text and audio elements,
interactions and branching of an eLearning course.
Tabletop Analysis A process of data gathering and analysis that gathers a group of subject
matter experts into a facilitated meeting to identify duties, tasks, etc. (job,
task, or function analysis). It can also be used to evaluate the validity of
duty or task lists, training content, training activities and exercises, etc.
Task Analysis The systematic process of examining a task to identify skills, knowledge,
and abilities required for successful task performance.
Task A well-defined unit of work having an identifiable beginning and end which
is a measurable component of the duties and responsibilities of a specific
job.
Task-to-Training A report specifying which instructional units (courses or activities) provide
Matrix the training related to each task.
Terminal Objective Learning objectives that clearly state the measurable performance the
(TO) trainee will be able to demonstrate at the conclusion of the training.
Train A task training determination indicating initial training is required.
Training Instruction designed for acquisition of knowledge, skills, and abilities to
develop or improve job performance.
Training Needs A systematic process for defining needs based on performance
Analysis (TNA) requirements that must be met and determining if training is a solution for
meeting those needs.
VISION Database used to enter results of training development in the analysis,
design and development phases of instructional systems design.
ANALYSIS
Procedure: Section 6.1.1, New Formal Training Development (Job and Task analysis)
Responsibilities: IAD, RA SME, and Job Incumbents
Forms initiated: RATQ-F00026, F00032 and F00095
NOTE:
A training developer can determine how much training needs to be provided for any
given task by measuring three factors: Difficulty, Importance, and Frequency (DIF).
Starting at the top of this scale, the more difficult it is to perform a task that is frequently
performed, the more important training becomes. Likewise, at the bottom of this scale,
as tasks decrease in importance and/or frequency, the less training is required.
Objectives
• TO 1.0 Without references, EXPLAIN the significance of the ______ system to (_Insert
Facility__) operations, including its importance to safety, and the impact on operations of a
failure of the system.
o EO 1.1 STATE the purpose of the ________ system.
o EO 1.2 Briefly DESCRIBE how the ________ system accomplishes its intended
purpose(s).
o EO 1.3 EXPLAIN the consequences of a failure of the ________ system to fulfill its
intended purpose, including the effects on other systems or components, overall plant
operation, and safety.
o EO 1.4 EXPLAIN the following safety hazards associated with ________ system and
any associated controls:
• TO 2.0 Using system diagrams, EVALUATE potential problems which could interfere with
normal _______ system flowpaths to determine their significance on overall system operation
and the corrective actions needed to return the system to normal.
o EO 2.1 DESCRIBE the layout of the _________ system components including, the
general location, how many there are, the physical relationship between the major
components, and basic function in the system.
_____________
_____________
o EO 2.2 STATE the normal operating condition for the following _______ system
components:
______________
______________
o EO 2.3 DESCRIBE the ________ system arrangement, to include a drawing showing the
following system flowpaths and major interfacing systems:
________________ system drawing
________________ system flowpath
________________ system
________________ system
________________ system
o EO 2.4 Given the following _________ System conditions which interfere with normal
operation or flowpaths, IDENTIFY equipment status that can cause the condition:
I.e. Loss of offsite power
_____________________
o EO 2.5 Given the following ________System conditions which interfere with normal
operation or flowpaths, EXPLAIN the significance of the condition on system operation:
o EO 2.6 Given the following _________ System conditions, DESCRIBE any corrective
actions required to return system operation to a normal condition:
(insert AOP’s & EOP’s)
o EO 2.7 Given the following __________ System conditions, EXPLAIN the effect of the
condition on integrated plant operations, including expected automatic actions a.
Indications/alarms b. Malfuctions/failure of components c. operator actions
(include all indications and alarms, including those associated with the interfacing
systems)
(include likely causes for malfunctions and failure of components)
(discuss the reasons for the actions taken by the operator)
• TO 3.0 EVALUATE potential problems that could affect the normal functioning of the _________
system or its components to determine the significance of the existing condition and the actions
required to return the system to normal operation.
o EO 3.1 DESCRIBE the following major components of the ________ system including
their functions, principles of operation, and basic construction:
(insert design basis for principles of operation)
(insert basic construction to include classification and type)
o EO 3.2 STATE the functional design capacities for the following ______ system major
components, and if any technical safety requirement (TSR) operational limitations apply:
(insert total operational capacities)
o EO 3.3 IDENTIFY the key performance indicators used to correct operation of the
following _______ system components:
(to include the range and set points)
o EO 3.4 DESCRIBE the importance of the key performance indicators and what can affect
them for the following ___________ system components:
(insert the reasons WHY for the set points)
o EO 3.5 DESCRIBE the following __________ system including indicator location (local
and/or ICN) , sensing points, instrument types, failure modes, and associated instrument
controls:
o EO 3.6 INTERPRET the following _________ system alarms, to include the conditions
causing alarm actuation and the bases for the alarm:
o EO 3.7 EXPLAIN how the following _________ system equipment is controlled in all
operating modes or conditions to include: control locations (local or control room), basic
operating principles of control devices, and the effects of each on the component
operation:
o EO 3.8 DESCRIBE the interlocks associated with the following ________ system
equipment to include the interlock actuating conditions, effects of interlock actuation, and
the reason the interlock is necessary:
o EO 3.9 DESCRIBE the operational interrelationships between the _______ system and
the following support systems, to include the effects of a failure of the supporting system
and the effects of an improper alignment between the systems.
EO 4.2 Given the plant technical safety requirements (TSR) and plant
conditions, DETERMINE any actions required.
INSTRUCTOR EXPECTATIONS
Attire Classroom: Business casual
OJT Setting: Appropriate attire for the environment in which the
training is delivered
Conduct Everything that happens within the boundaries of the instructor’s
classroom is the instructor’s responsibility. Consider the following:
PROCTOR EXPECTATIONS
The proctor does not need to be knowledgeable on the subject matter of the examination as
long as a knowledgeable person is close by to answer student questions if required.
The proctor ensures a quiet test atmosphere is always maintained, until every student has
completed their examination.
The proctor ensures no cheating. This includes no electronic devices are in use during the
examination, no student talking except to the proctor, and/or no reference material used
during a closed book examination.
If a student leaves to use the restroom during the examination, if allowed, ensure no testing
or reference material is taken with them.
• No students admitted 5 minutes after the start of class. (i.e.; if class start time is 7:00, no
students admitted after 7:05)
• Students are expected to return on time from scheduled breaks. Instructor is expected to start
class on time regardless of whether all students have returned.
• Instructors and students alike must be treated with respect, professionalism and courtesy.
• Training is a serious matter, however, humor from both the instructor and the students can
help lighten the mood. It’s the instructor’s responsibility to ensure that humor stays appropriate
for the workplace.
• Cell phones MUST be on vibrate / silence. There is no reason for a student to have their cell
phone out during the instruction portion of the class. Any call should be taken outside of the
classroom. Phone calls of excessive duration may result in inability to return to the class.
• Cell phones MUST BE OFF during examinations. Violators may be subject to an immediate
failure.
• Adults do not need to ask if they may use the restroom. Students may quietly excuse
themselves to take care of nature and return quietly to the classroom.
• Drinking beverages is acceptable during class (NOTE: the simulator may have certain
restrictions, check with the appropriate individuals before bringing a drink to the classrooms).
• Eating in the classroom is a distraction, however, it will be allowed during the lunch break or at
the discretion of the instructor.
• Student participation is a must. Everyone learns from the proverbial dumb question.
Deferred Remediation
Procedure: RATQ-0002, Section 6.11
Training Remediation
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Interaction: Knowledge Check:
None [if Interaction, insert name of None [if Quiz, insert
.intr here.] name of .quiz here.]
Branching: Advance:
Next: Slide 2 By User
Prev: N/A
Approval Signatures
Developer Approver Subject Matter Expert
(SME)
Storyboard Example
Audio None
Music/SFX None
Video None
Branching: Advance:
Next: Slide 2 By User
Prev: N/A
Approval Signatures
Developer Approver Subject Matter Expert (SME)
R2 Within 10 Days
R3 Within 60 Days