Nuc Fac Train Manual (ADDIE Process) PDF

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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
24590-RAPR-F00001 Rev 13 (Revised 1/18/2019) Page 2 of 92 Ref: 24590-WTP-GPP-RAPR-PR-1001


6.3.9 DEVELOP COMPUTER-BASED TRAINING (CBT) ................... 25

6.3.10 CREATE PACKAGE IN DOCUMENT PACKAGE MANAGER
(DPM) ......................................................................................... 26
6.3.11 CONDUCT TRAINING PILOT .................................................... 27
6.4 TRAINING IMPLEMENTATION ............................................................... 30
6.4.1 PREPARE FOR TRAINING........................................................ 30
6.4.2 CONDUCT CLASSROOM TRAINING ....................................... 32
6.4.3 CONDUCT ON-THE-JOB TRAINING (OJT) .............................. 35
6.4.4 CONDUCT SIMULATOR TRAINING ......................................... 37
6.5 TRAINING EVALUATION ........................................................................ 38
6.5.1 LEVEL 1 EVALUATIONS (REACTION) ..................................... 38
6.5.2 LEVEL 2 EVALUATIONS (LEARNING RETENTION) ................ 39
6.5.3 EVALUATION OF TRAINERS AND EVALUATORS .................. 42
6.5.4 PERIODIC EVALUATION OF TRAINING PROGRAM ............... 42
6.6 TRAINING DOCUMENTS REVIEW AND APPROVAL ............................ 44
6.7 REVISIONS ............................................................................................. 44
6.7.1 TRAINING ANALYSIS REVISION.............................................. 44
6.7.2 TRAINING MATERIAL REVISION ............................................. 45
6.7.3 EDITORIAL REVISION .............................................................. 45
6.8 TRAINING IMPACT REVIEW PROCESS (FOR EXISTING TRAINING) . 45
6.9 TRAINING REQUEST ............................................................................. 46
6.10 INFORMAL TRAINING ............................................................................ 48
6.11 TRAINING REMEDIATION ...................................................................... 48
6.11.1 TRAINING REMEDIATION (FIRST FAILURE – IMMEDIATE RE-
EXAM) ........................................................................................ 48
6.11.2 TRAINING REMEDIATION (FIRST FAILURE – DEFERRED RE-
EXAM) ........................................................................................ 50
6.11.3 TRAINING REMEDIATION (SECOND EXAMINATION FAILURE)
................................................................................................... 51
6.12 TRAINING PROGRAM DESCRIPTION (TPD) ........................................ 53
6.13 TRAINING ADVISORY COMMITTEES ................................................... 53
6.14 CHALLENGE EXAMINATION ................................................................. 54
6.15 VENDOR TRAINING ............................................................................... 55
6.15.1 ATTENDING VENDOR PROVIDED TRAINING......................... 55
6.15.2 PROCURE VENDOR TRAINING ............................................... 55
7.0 ACCEPTANCE CRITERIA ................................................................................. 55
8.0 TRAINING .......................................................................................................... 56
9.0 RECORDS.......................................................................................................... 56
10.0 REFERENCES ................................................................................................... 57
10.1 INTERFACING REFERENCES ............................................................... 57
10.2 DEVELOPMENTAL REFERENCES ........................................................ 58


10.3 FORM REFERENCES ............................................................................. 59
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:
Section/Step Revision Description

Type*
All Major The revision is a major rewrite of this procedure. All other
sections have been simplified to increase clarity for ease of
performance.
* Major, Minor, Editorial, or Expedited

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.
The contents of this procedure are taught through courses 24590-WTP-TRI-0006-LP-

001, WTCC Instructional Analyst Developer, 24590-WTP-TRI-0005-LP-001, Basic
Instructor Training, 24590-WTP-TRI-0002-LP-001, RA SME Instructor and 24590-WTP-
TRI-0007, On-the-Job Training and Evaluating.
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.
3.0 ROLES AND RESPONSIBILITIES
3.1 REQUIREMENTS AREA MANAGER (RAM)
• Approves Training Program Descriptions (TPD)
• Is ultimately responsible for training within their requirement area
• Consults with WTCC Training to determine training needs
• Reviews and approves final training materials ensuring content, activities and
evaluation methods (as applicable) meet the organizations competency (knowledge
and / or skill) needs
3.2 LINE MANAGER (LM)
• Commits necessary resources from their organization to work with WTCC Training
Instructional Staff for the application of the SAT methodology

• Designates personnel to be OJT Instructors and Evaluators
• Attends Training Review Board and approves remediation plans
• Commissions and approves Training Program Descriptions (TPD)
• Approves Challenge examinations
• Approves all technical-related training materials for their organization
3.3 WTCC TRAINING MANAGEMENT (TM)
• Commits the necessary resources (tools, equipment, materials, personnel) to work

with the applicable WTP Project organizations for the application of the SAT
methodology
• Reviews and approves WTCC training documents and records for appropriate
application of the SAT process
• Documents review of training course evaluations
• Initiates periodic systematic program evaluations not to exceed 36 months

measuring the training program effectiveness
• Takes appropriate actions to resolve results from training program assessments and
evaluations
• Approves Training Program Descriptions (TPD)
• Approves WTCC eRoom Access Request
3.4 REQUIREMENT AREA SUBJECT MATTER EXPERT (RA SME)
• Collaborates with IAD to provide technical expertise and relevant input to training
analysis, design and development
• Coordinate with IAD to conduct training pilot session
• Identify informal training methods to be used
• Reviews applicable revisions to training materials
• Approves applicable Training Program Descriptions (TPD)
3.5 TRAINING SUPERVISOR (TS)
• Review completed WTCC Instructor and Course Evaluation forms
• Schedules training review board (TRB)

• Assign administration of a Challenge Examination
• Review Vendor instructor qualifications and training contract requirements
• Approves WTCC eRoom Access Request (as assigned)
3.6 INSTRUCTIONAL ANALYST DEVELOPER (IAD)
• Provides systematic approach to training expertise coordinating with RAM, RA SME

for development of training programs
• Participates in the first three phases of the Systematic Approach to Training

(Analysis, Design, Development)
• Develops Training Design Documents
• Develops Classroom, OJT/OJE, Simulator and/or CBT
• Maintains examination security
• Participates in the development and review of examination bank questions
• Develops individual examinations
• Develops Performance Demonstrations
• Creates Document Package Manager (DPM) packages
• Coordinate efforts to conduct Training Pilot
• Reviews training requests
• Participates in the buying of Vendor instructional materials
• Submits training materials for review and approval
• Participates in training program evaluations
3.7 WTCC TRAINING E-ROOM ADMINISTRATOR
• Maintains responsibility for access control of the WTCC Training eRoom
3.8 E-LEARNING DEVELOPER
• Develops formal and informal training using computer-based development software
• Provides training expertise to coordinate with RA SMEs for development of training

and evaluation items

• Submits training materials for review and approval
3.9 OJT / OJE INSTRUCTOR / EVALUATOR
• Ensures current and accurate training material is presented
• Facilitates implementation of in-the-field training and evaluation
• Submits training feedback to training and line management for continuous

improvement
• Records and submits training documentation
3.10 CHANGE IMPACT COORDINATOR (CIC)
• Maintain Training Request / Impact Log
3.11 INSTRUCTOR (INST)
• Participates in conducting pilot training
• Provides feedback to IAD for training revision requirements upon design or reference
changes

improvement
• Maintains exam security
• Records and submits accurate and complete training documentation
• Conduct Challenge Examinations
• Performs examination remediations and Training Review boards, as necessary
3.12 SUBJECT MATTER EXPERT INSTRUCTOR (SME INST)
• Presents training material to which they are assigned
• Provides feedback to IAD for training revision requirements upon design or reference
changes

improvement

• Maintains exam security
• Records and submits accurate and complete training documentation
3.13 WTCC TRAINING COORDINATOR (TC)
• Processes course completion documents
• Updates LMS accordingly
• Coordinates training sessions
• Processes challenge examination requests
4.0 PRECAUTIONS AND LIMITATIONS
None
5.0 PREREQUISITES
None

6.0 SYSTEMATIC APPROACH TO TRAINING
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.
WTCC Training uses “VISION Developer” software as a tool to implement the

Systematic Approach to Training (SAT / ADDIE process). This procedure contains some
elements (i.e., Difficulty-Importance-Frequency (DIF) analyses) that may be performed
within the software, but the use of the software is not a requirement.
Reference Attachment 2 for the SAT PROCESS FLOW CHART.
6.1 TRAINING ANALYSIS
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:
• Master Task List / Job Analysis (Form 24590-RATQ-F00032)
• DIF Survey (Form 24590-RATQ-F00026)
• Tasks-to-be-Trained Worksheet (Form 24590-RATQ-F00095)
Reference Attachment 3 for the Analysis process flow chart.

6.1.1 NEW FORMAL TRAINING DEVELOPMENT (JOB AND TASK ANALYSIS)
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.
a. PERFORM a Job Analysis.
1. ASSEMBLE team of cognizant personnel.
2. REVIEW available job information to include, but is not limited to:
• Operating Manuals
• Procedures
• Operating and Maintenance instructions
• Listed roles, responsibilities, accountabilities and authorities
3. COMPLETE Form 24590-RATQ-F00032, WTCC Master Task List

Worksheet.
b. PERFORM a Task Analysis
1. CONVENE a tabletop task analysis with the necessary personnel

(based on those who developed task list).
2. PERFORM a Difficultly / Importance / Frequency (DIF) survey using

24590-RATQ-F00026, WTCC Training DIF Rating Survey.

3. IF performing a manual DIF survey,

THEN USE Attachment 10 to determine one of the following for each
task:
• Train – Formally taught once as initial training
• No Train – No Formal training
• Overtrain – Formally taught initially and then periodically using

continuing training (e.g., every 12 months)
• Just in Time Training (JIT) – formal training for a task that has an
infrequent periodicity (e.g. procedures for melter changeout)
4. IF performing an electronic DIF survey,

THEN enter results into VISION.
5. INFORM the CIC to update the Training Request / Impact Log, if

needed.
6. GENERATE Form 24590-RATQ-F00095, WTCC Tasks-to-be-Trained

Worksheet.
7. PERFORM a table-top task analysis using Form 24590-RATQ-F00095

to determine applicable Elements, Skills and Knowledge (S/K) for each
task to be trained.
8. OBTAIN material approval in accordance with Section 6.6.
9. STORE native files of any record generated in the section in

\\wtpstorage01\ops-trng-arc.
6.2 TRAINING DESIGN
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.
The primary output of the design phase is:
• Training Design Document (Form 24590-RATQ-F00070)
Reference Attachment 4 for a Design process flow chart.

6.2.1 CREATE TRAINING DESIGN DOCUMENT
NOTE:
applicable.
• Form 24590-RATQ-F00070-I, WTCC Training Design Document Information Sheet,

provides instructions on how to fill out the form.
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).
a. IF systems classroom training needs to be created,

THEN GO TO Section 6.3.1.
1. REFERENCE Attachment 11 for the Systems Classroom Training

Objectives Template.
b. IF systems On-the-Job Training (OJT) needs to be created,

THEN GO TO Section 6.3.2.
1. REFERENCE Attachment 12 for the systems On-the-job training

objectives template.
c. INITIATE Form 24590-RATQ-F00070, Training Design Document.

6.2.2 CREATE AND SEQUENCE OBJECTIVES
NOTE:
applicable.
• DOE-HDBK-1200-97, Guide to Good Practices for Developing Learning Objectives,

provides good reference for this section.
• Bloom’s Taxonomy Action Verbs may be referenced to aid in objective writing.
• 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.
a. DEVELOP terminal and enabling objectives for tasks and elements

identified in the 24590-RATQ-F00095, WTCC Tasks-to-be-Trained
Worksheet, ENSURING they contain the following information:
• Behavior
• Condition
• Standard
b. IF conditions and standards of the terminal objective are those of the

enabling objectives,
THEN those conditions and standards are implied for each enabling
objective and do not need to be written in each.
c. USE the following guidelines for objective development:
• Terminal objectives are generally derived from tasks.
• Enabling objectives are generally derived from elements.
Presentation slide material is generally derived from knowledge

components necessary to achieve the terminal and enabling objectives.

6.2.3 DETERMINE INSTRUCTIONAL STRATEGY
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)
Computer Based Training (CBT) may be considered as a method of formal training

delivery. The Difficultly and Importance (Consequence) ratings must be < 3.0.
a. USE Form 24590-RATQ-F00095, WTCC Tasks-to-be-Trained Worksheet,

in conjunction with the previously developed objectives, to determine which
one or more of the following training types would be the most effective
training method:
• Classroom
• On-The-Job Training (OJT)
• Integrated Simulator Team Training
• CBT
1. IF Classroom training type is selected,

THEN REFERENCE Section 6.3.1.
2. IF OJT training type is selected,

3. IF Simulator training type is selected,

THEN REFERENCE 24590-WTP-GPG-RATQ-TQ-0006, Simulator
Training Development.
4. IF CBT type is selected,

b. DETERMINE activities to be included in selected training. (e.g., Fill out a

round sheet, complete a Training Design Document).
c. DETERMINE necessary training aids to be included in selected training

(e.g., circuit breaker cart).

d. DETERMINE an evaluation method, based upon the selected training type,

from one of the following:
• Written Examination
• On-The-Job Evaluation (OJE)
• Performance Demonstration
• Operational Evaluation (i.e., Integrated Simulator Team Training)
• Knowledge Check (for CBTs)
NOTE:
Examination bank questions may be created as soon as the objectives are
developed, or at any time during the training development phase.
e. IF the evaluation method is to be developed at this time,

THEN DEVELOP the evaluation method per the following:
a) FOR Written Examination Bank development,

THEN REFERENCE Section 6.3.3
b) FOR OJE development,

THEN REFERENCE 6.3.6
c) FOR Performance Demonstrations development,

d) FOR Operational Evaluation (Integrated Simulator Team Training)

development,
e) FOR Knowledge Check development (for CBTs),

f. GENERATE Form 24590-RATQ-F00098, WTCC Task-to-Training Matrix,

and attach to Form 24590-RATQ-F00070.
g. OBTAIN a course number in accordance with 24590-WTP-DNT-PADC-02-

001, WTP Document Numbering Tables and Codes.
h. COMPLETE Form 24590-RATQ-F00070.
1. STORE native files of any record generated in the section in

\\wtpstorage01\ops-trng-arc.

6.3 TRAINING DEVELOPMENT
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*
• Student Guides (SG)
• Student Hand-Outs (SHO)**
• Examinations*
• On-The-Job Training (OJT) Guides*
• On-the-Job Evaluation / Performance Demonstration*
• 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:
• Human Performance Improvement Website

https://oe.wtp.nse.bechtel.com/programs/hpi/SitePages/Home.aspx
• WTP Lessons Learned website

https://oe.wtp.nse.bechtel.com/programs/lessons_learned/SitePages/Home.aspx
• Nuclear Safety and Quality Culture Website https://oe.wtp.nse.bechtel.com/NSQC/
• Chemical Safety Board

https://www.csb.gov/
• OPEX Share
https://opexshare.doe.gov/
Reference Attachment 5 for the Development process flow chart

6.3.1 DEVELOP CLASSROOM TRAINING
NOTE:
The IAD performs the steps in this section.
a. IF developing classroom training outside of VISION,

THEN OBTAIN Training Presentation Template (i.e., PowerPoint) from the WTCC
Training homepage.
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)
b. REFERENCE Attachment 13 for the Lesson plan example (instructor guide).
c. POPULATE LP with the required information from form 24590-RATQ-F00070,

WTCC Training Design Document, Form 24590-RATQ-F00095, WTCC Tasks-to-be-
Trained Worksheet, and / or any other necessary resources.
d. STORE native files of any record generated in the section in \\wtpstorage01\ops-

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NOTE:
A Student Guide (SG) contains the same information as the LP but does not include
instructor notes or activity instructions.
e. REFERENCE Attachment 14 for the Student guide example.
f. CREATE a Student Guide as follows:
1. COPY (File, save as) and RENAME the LP as the SG.
2. REMOVE all instructor notes. (Blue text)
3. REMOVE all activity instructions. (Red text)
4. UPDATE page numbers, if necessary.
5. ENSURE general note section information (Black text) spacing is aligned.

6. STORE native files of any record generated in the section in \\wtpstorage01\ops-

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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
• Completion of forms identified in training material
• Problem-solving challenges
g. IF required by Training Design Document,

THEN GENERATE / OBTAIN necessary training aids, which may include any of the
following:
• Student Handouts (SHO)
• Hands-on objects / Model demonstrations (i.e., electrical breaker)
• Flip Charts / Portable whiteboards
• Videos
• 3D animations
• Photos
• Software demonstration

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h. IF evaluation method is determined to be a written examination,

i. IF evaluation method is determined to be a Performance Demonstration,

THEN REFERENCE Section 6.3.7 develop Performance Demonstrations.
j. OBTAIN material approval in accordance with Section 6.6.
k. STORE native files of any record generated in the section in \\wtpstorage01\ops-

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6.3.2 EXAMINATION SECURITY
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.
a. (Requestor) WHEN conducting activities related to DOE O 426.2, Personnel

Selection, Training, Qualification, and Certification Requirements for DOE Nuclear
Facilities, that contain examination material,
THEN COMPLY with the CBT 24590-WTP-TR-0002-EXM-001, WTCC Examination
Security Briefing.
b. (IAD) STORE electronic examination materials in the access controlled WTCC

Training eRoom.
c. (IAD) ENSURE the following criteria are adhered to in order to maintain examination
security:
• Examinations and examination answer sheets (bubble sheets) are printed on

red bordered paper.
• Examination answer keys are labeled as “Key”.
• Examination Answer sheets (Form 24590-RATQ-F00062, WTCC Training

Exam Answer Sheet) are maintained for records.
• All examination material, except Form 24590-RATQ-F00062, will be

appropriately disposed of after use. (e.g., written tests, scratch paper)
• Form 24590-RATQ-F00062 contains additional and amplifying information.
d. (Requestor) WHEN reviewing and approving an examination,

THEN PERFORM the following to access exam material:
1. OBTAIN the WTCC Training eRoom Access Request Form located on the
WTCC Training homepage.

2. COMPLETE the Requestor’s section of the eRoom Access Request Form.
a) IF applicable folders are unknown,

THEN CONTACT the appropriate IAD for information.
3. FORWARD the completed WTCC Training eRoom Access Request Form to

WTCC Training eRoom ([email protected]).
4. (WTCC Training eRoom Administrator) REVIEW request.
5. (TM / TS) APPROVE eRoom Access Request.
6.3.3 DEVELOP EXAMINATION BANK QUESTIONS
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.
a. WHEN creating examination questions,

AND they are not for OJT / OJE,
THEN APPLY examination security, in accordance with Section 6.3.2.
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.
b. (IAD) REFERENCE 24590-WTP-GPG-RATQ-TQ-0003, Nuclear Facility Guide for

Training Development, to create examination bank questions.
1. DEVELOP at least two examination questions per enabling objective.
6.3.4 REVIEW AND APPROVAL OF EXAMINATION BANK MATERIALS
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.
b. (Reviewer) OBTAIN access to examination materials in WTCC Training eRoom.

1. ENSURE exam security is maintained per Section 6.3.2.
c. (Reviewer) EVALUATE the following in the examination bank:
• Question tests the enabling objective
• 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)
• No more than 10% of bank are True / False questions
d. (Reviewer) CONTACT IAD with any discrepancies found during evaluation of

examination materials.
e. (RAM/LM) APPROVE examination bank per Section 6.6.
f. (RAM/LM) IF additional examination questions are to be added or removed from the

bank,
THEN APPROVAL is required for those individual questions.
6.3.5 DEVELOP INDIVIDUAL EXAMINATIONS
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.
a. ENSURE the examination bank is approved by the RAM/LM.
1. Individual examinations do not need separate approvals.
b. CONSTRUCT three active examinations (101, 102, 103).
1. 103 is to be used as the “challenge” exam.
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)
• An adequate representation of all Enabling Objectives are on each examination
• One question does not give guidance to another question
6.3.6 DEVELOP ON-THE-JOB TRAINING / ON-THE-JOB EVALUATION (OJT/OJE)
NOTE:
The IAD performs the steps in this section.
a. REFERENCE Attachment 15 for OJT / OJE Card example.
b. REFERENCE Attachment 16 for OJT Instructor Guide example.
c. CREATE OJT / OJE in VISION.
d. REFERENCE 24590-WTP-GPG-RATQ-TQ-0003, Nuclear Facility Guide to Training

Development.
e. OBTAIN material approval in accordance with Section 6.6.
f. STORE native files of any record generated in the section in \\wtpstorage01\ops-

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6.3.7 DEVELOP PERFORMANCE DEMONSTRATIONS
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.
a. IF creating a Performance Demonstration from VISION,

THEN develop in VISION.
b. IF creating a Performance Demonstration manually,

THEN COMPLETE Form 24590-RATQ-F00081, WTCC Facility Staff Performance
Demonstration.
c. OBTAIN material approval in accordance with Section 6.6.


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6.3.8 DEVELOP OPERATIONAL EVALUATION
a. For Simulator operational evaluations, GO TO 24590-WTP-GPG-RATQ-TQ-0006,

Simulator Training Development.
b. For field operators’ operational evaluations, CREATE evaluation questions for

topical areas, in accordance with 24590-RATQ-F00075, Facility Staff - Operational
Evaluation Package.
6.3.9 DEVELOP COMPUTER-BASED TRAINING (CBT)
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.
a. REFERENCE Attachment 23 for the Articulate-storyboard example.
b. COMPLETE storyboard to establish design for CBT, which may include:
• Order of training objectives
• Activities
• Layout
• Voiceovers
• Knowledge Checks
1. OBTAIN RA SME concurrence for Storyboard.
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.
c. CREATE a bank of knowledge check questions.

1. ENSURE a minimum of two questions developed for each enabling objective.
NOTE:
Each Enabling Objective is built as a “scene.”
d. CREATE content for each scene.
e. From the bank of questions, SELECT a minimum of two knowledge check questions
to be used for each scene.
1. ENSURE scene knowledge check questions must be passed with a score of

100% to allow continuance to the next scene.
f. DEVELOP a cumulative knowledge check.
1. The cumulative knowledge check requires a passing grade of 80% or higher.
2. A failure of the cumulative knowledge check will require student to re-take entire
CBT.
g. PERFORM a BETA check, which may include the following:
• Navigation functionality
• Hyper-link connection
• Narration
• LMS credit
h. OBTAIN material approval in accordance with Section 6.6.
i. STORE native files of any record generated in the section in \\wtpstorage01\ops-

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6.3.10 CREATE PACKAGE IN DOCUMENT PACKAGE MANAGER (DPM)
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.
a. GO TO the DPM website at: http://packagemanager/.
b. CREATE a package in the DPM for each course or system.
1. SELECT Create or Modify a Package.

2. SELECT Add New Package Number.
3. ENTER the document package number is the course number followed by -REF-
001 (e.g., 24590-BOF-FSW-0001-REF-001).
4. ENTER a description (i.e., name of course).
5. CLICK submit.
c. ENTER applicable WTP document numbers used as references to create training

(e.g., 24590-BOF-J3-AMR-00005).
d. SAVE document package as PDF for inclusion in the approval package.
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”.
6.3.11 CONDUCT TRAINING PILOT
NOTE:
Conduct pilot classes for the purpose of ensuring training effectiveness.
Training pilot courses are conducted using the following guidelines:
• Approved course material is not required for the pilot course
• Pilot courses serve as an opportunity to “trial run” the course with a selected target
audience for evaluation
• The course is presented according to the lesson plan
• 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.
1. (IAD / RA SME) IF no training pilot session is requested,

THEN GO TO Section 6.6.

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
b. (IAD / RA SME) IF a training pilot session is requested,

THEN PERFORM the following:
1. ENSURE the examination bank is approved by the RA SME.
a) Individual examinations do not need separate approvals.
2. (INST) PREPARE and CONDUCT training pilot session per Sections 6.4.1 and
6.4.2.
3. (Pilot Participants) EVALUATE training pilot effectiveness using the following:
• Course feedback forms are reviewed. For example:
• 24590-RATQ-F00068, WTCC Supervisor Training / Performance

Evaluation
• 24590-RATQ-F00094, WTCC Instructor and Course Evaluation
• 24590-RATQ-F00074, WTCC Line Management Observation of Training
• Examinations are scored and analyzed, if administered
4. (IAD) IF changes to the course are minor or editorial in nature,

THEN SUBMIT Form 24590-RATR-F00012, Course Completion Roster, and all
Form 24590-RATQ-F00062, WTCC Training Exam Answer Sheet, (if applicable)
together to WTCC Training.
a) (TC) IF any pilot course participant fails the pilot examination,

THEN DO NOT GRANT course credit (remediation not required).
1) FAILURE of a pilot course examination requires the participant to retake

the full course, once approved.
2) UPDATE LMS accordingly.
b) (TC) IF any pilot course participant passes the pilot examination,

THEN GRANT full course credit.

1) UPDATE LMS accordingly.
5. (IAD) IF changes to the course are major in nature,

THEN DO NOT GRANT course credit.
a) All pilot course participants will be required to attend the course training once
approved.
6. (IAD) UPDATE training materials as needed.
7. (IAD) ENSURE training materials are approved in accordance with Section 6.6.
c. STORE native files of any record generated in the section in \\wtpstorage01\ops-

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6.4 TRAINING IMPLEMENTATION
During implementation, training is delivered, and trainee mastery of the learning objectives may
be assessed.
The primary outputs of the implementation phase are as follows:
• Course Completion Roster (Form 24590-RATR-00012)
• WTCC Training Exam Answer Sheet (Form 24590-RATQ-00062)
Reference Attachment 6 for Implementation process flow chart.
6.4.1 PREPARE FOR TRAINING
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.
b. (IAD) IF outstanding changes need to be incorporated into the training material

before training,
THEN revise training document(s), as applicable, in accordance with section 6.7.2.
c. CONSULT the Training Request / Impact Log for current course revision to be
trained.
d. OBTAIN current training course material (native files) from \\wtpstorage01\ops-trng-

arc.
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).

e. REVIEW lesson plan for preparation of the following:
• 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.
g. PRINT a copy of Form 24590-RATR-F00012, Course Completion Roster.
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:
1. ARRANGE seating to provide a positive learning environment based on the

upcoming training:
• Theatre
• U-shaped
• Small Group
a) Name tents should be used to assist in addressing students.
2. DISTRIBUTE course material as applicable:
• Form 24590-RATQ-F00094, WTCC Instructor and Course Evaluation
• Student Handouts (SHO’s), if applicable
• Student Guides (SG)

6.4.2 CONDUCT CLASSROOM TRAINING
NOTE:
Unless otherwise stated, the Instructor (or SME Instructor, as applicable) performs
the steps in this section.
a. PERFORM the following to deliver training:
1. REFERENCE Attachment 19 for instructor expectations.
2. START class on time.
3. DISCUSS classroom expectations, reference Attachment 20 as needed.
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.
5. PROVIDE the following during course instruction:
• 30-minute lunch period (if course length warrants)
• Breaks approximately 10 minutes in length each hour (at discretion of

instructor)
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,
a) DISTRIBUTE examinations and Form 24590-RATQ-F00062, WTCC Training

Exam Answer Sheet.
1) ENSURE student(s) signs for having read and understood the

Examination Rules and Instructions section of Form 24590-RATQ-
F00062.
2) PROCTOR the examination.

3) REFERENCE Attachment 19 for proctor expectations.
b) WHEN a student completes their examination,

THEN GRADE and PROCESS examination as follows:
1) ENSURE student performs a review of examination and understands any

knowledge weaknesses (with instructor, if requested).
2) ENSURE the student and the grader signs Form 24590-RATQ-F00062

after the student has reviewed their examination.
3) ENSURE every examination and Form 24590-RATQ-F00062 have been

collected.
c) IF examination failure(s) occur,

THEN PERFORM training remediation (first attempt), in accordance with
Section 6.11.
8. IF an examination is electronically delivered,

THEN PERFORM the following steps:
a) WHEN the students have selected the exam from their training profile,
THEN PROVIDE the students with the following information:
• Current username
• Daily access code
NOTE:
Acknowledging the examination rules constitutes an agreement signature.
b) ENSURE all the students acknowledge the examination rules.
c) PROCTOR the examination.
1) REFERENCE Attachment 19 for proctor expectations.
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.
d) WHEN a student completes their examination,

THEN ENSURE student performs a review of examination and understands
any knowledge weaknesses (with instructor, if requested).
e) DIRECT the students to click “Close and Exit”.

f) ADVISE students to verify course credit in their training profile.
g) IF examination failure(s) occur,

THEN PERFORM training remediation, in accordance with Section 6.11.
9. IF a performance demonstration is used in lieu of a written examination,

a) CONDUCT performance activity.
b) EVALUATE student’s performance.
c) DEBRIEF the student on their performance by reviewing the following:
1) Feedback of strengths and weaknesses
2) Answer questions from the feedback
3) Pass / Fail
4) Plan or process for remediation, if applicable
10. FORWARD Form 24590-RATR-F00012 and all signed Forms 24590-RATQ-

F00062, WTCC Training Exam Answer Sheets, together to WTCC Training.
a) (TC) DOCUMENT course completion and examination results in the LMS.
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).
12. FORWARD all completed Forms 24590-RATQ-F00094, WTCC Instructor and

Course Evaluation, to the Training Supervisor (TS).
b. STORE native files of any record generated in the section in \\wtpstorage01\ops-

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6.4.3 CONDUCT ON-THE-JOB TRAINING (OJT)
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.
a. (LM) DESIGNATE personnel to be OJT Instructors.
b. WHEN conducting OJT,

1. Preparation
a) PREPARE for OJT by performing the following:
1) REVIEW OJT guides, procedures, reference materials, and safety

precautions.
2) ENSURE training site is prepared.
3) ENSURE necessary tools, materials, and procedures are available.
b) CONDUCT OJT with no more than 3 students to 1 instructor,

UNLESS additional students are pre-approved in writing by Line
Management (i.e. Shift Operations Manager).
c) VERIFY with Shift Supervisor /Shift Operations Manager that plant

conditions support conduct of the respective OJT.
d) VERIFY prerequisite training required for the OJT activity has been
completed.
1) IF the instructor is the verifying signature,

THEN ENSURE the evaluator signature page is signed.

2. Introduction
a) REVIEW the OJT Task with the student(s) to include:
• Safety implications / PPE requirements
• Steps involved
• Effects on associated equipment or systems, including interrelated

processes, interpret instrument readings and timely corrective actions
for process-related problems
• Abnormal situations which may arise while performing the task
3. Explanation
a) EXPLAIN task theory of operation to the student(s).
4. Demonstration
a) DEMONSTRATE correct task performance to the student(s).
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.
5. Practice Under Supervision
a) ALLOW time for practice of task / activity.
b) CONTINUE quizzing objective and task-based knowledge and expectations.
c) USING the graded approach, slowly become less and less involved with
hands on coaching (Fading).
6. Conclusion
a) DEBRIEF training experience with student by a review of the learning

objectives and task step(s).
b) COMPLETE documentation of OJT completion as follows:
1) SIGN the “OJT Instructor” line(s) on the “OJT / OJE Card” for all tasks
performed satisfactorily.

2) CIRCLE each method of accomplishment.
6.4.4 CONDUCT SIMULATOR TRAINING
a. GO TO 24590-WTP-GPG-RATQ-TQ-0007, Conducting Simulator Training.

6.5 TRAINING EVALUATION
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.
If items are discovered that impact quality or safety,

then perform 24590-WTP-GPP-RACA-CR-0110, condition report and recommendation initiation,
to submit a condition report.
The primary outputs of the evaluation phase are:
• Form 24590-RATQ-F00067, WTCC Training OJT / OJE Observation Checklist
• Form 24590-RATQ-F00074, WTCC Line Management Training Observation
• Form 24590-RATQ-F00081, WTCC Facility Staff Performance Demonstration
• Form 24590-RATQ-F00093, WTCC Classroom Instructor Evaluation
Reference Attachment 7 for an Evaluation process flow chart.
6.5.1 LEVEL 1 EVALUATIONS (REACTION)
NOTE:
A “Level 1 – Reaction” is the degree to which participants find the training
favorable, engaging and relevant to their jobs.
a. USE the following forms for Level 1 evaluation:
• Form 24590-RATQ-F00074, WTCC Line Management Training Observation
b. (INST) EXPLAIN the purpose of the instructor and course evaluation form.
1. ADMINISTER the form at the beginning of the training session.

2. (INST) REVIEW each Form 24590-RATQ-F00094, WTCC Instructor and Course

Evaluation, for any immediate changes that may be identified. (i.e., incorrect
procedure reference).
3. (INST) FORWARD all completed Forms 24590-RATQ-F00094, WTCC Instructor

and Course Evaluation, to the Training Supervisor (TS).
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.
a) FORWARD evaluation form to the Instructor.
1) STORE evaluation forms in \\wtpstorage01\ops-trng-arc.
b) DISCUSS major / immediate changes at applicable TAC meetings.

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6.5.2 LEVEL 2 EVALUATIONS (LEARNING RETENTION)
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.
a. ADMINISTER examinations per Sections 6.4.2 steps 7 and 8.
1. IF an exam question scores less than 75%,

a) EVALUATE validity by verifying question correctly aligns with the training

objective and its associated content.
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.
a. DETERMINE if the invalid question should be rewritten or archived.
b) REVISE exam and exam bank as necessary.

c) DETERMINE whether changes are necessary to the instructional material.
2. IF any required course or training item changes,

THEN REVISE training material, in accordance with Section 6.7.
b. CONDUCT Performance Demonstrations as follows:
1. USE Form 24590-RATQ-F00081, WTCC Facility Staff Performance

Demonstration, for standalone performance demonstrations.
2. REFERENCE Section 6.4.2 step 9 for performance demonstration / evaluation

implementation.

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c. CONDUCT On-The-Job Evaluation (OJE)
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.
1. (LM) DESIGNATE personnel to be OJT Evaluators.
2. CONDUCT OJE with no more than one student per evaluator.
3. ENSURE OJE can be completed in its entirety.
4. WHEN conducting an OJE,

a) Preparing for OJE:
1) ENSURE evaluation site is prepared.
2) VERIFY prerequisites required for the OJE activity has been completed.
3) VERIFY with Shift Supervisor / Shift Operations Manager that plant

conditions support conduct of OJE and permissions are granted.
b) Briefing the Trainee
1) REVIEW the OJE with the students to include:
• Safety implications / PPE requirements

• Assumed starting conditions
• Abnormal situations which may arise while performing the task
• Information about cueing, communication expectations, safety, and

boardsmanship.
c) Conducting the Evaluation
1) ASK objective questions prior to commencing tasks.
2) SELECT the highest method of accomplishment (Perform, Simulate, etc.)

that is supported by facility conditions.
3) IF a task is usually performed by a two (or more) person team,

THEN EVALUATE the student performing the skills in the role for which
the qualification is being granted.
4) WHEN the student shows completion and competence of each task,

THEN DOCUMENT satisfactory performance with a signature.
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.
5) ASK task questions during OJE to verify mastery of the objectives.
a. APPLY the following guidelines when asking questions during OJE:
• Avoid asking questions that will distract the performer
• Questions asked by the instructor regarding performing the task

need not be restricted to those stated verbatim in the OJE guide.
• The instructor may rephrase or expound questions as appropriate

for clarification of observed task actions.
• Question answers should provide confidence that the student can

safely and reliably perform the task.
d) Debriefing the Trainee
1) DEBRIEF evaluation experience with student by a review of the task

performance.
a. INFORM student of pass or fail.

e) Documenting OJE Completion
1) COMPLETE documentation of OJE as follows:
• SIGN the “OJE Evaluator” line(s) on the “OJT / OJE Card” for all task
performed satisfactorily.
• ENSURE all questions that were asked are initialed.
• PLACE “N/A” next to any task question not asked.
• CIRCLE each method of accomplishment.
• SIGN the evaluator signature page.
5. IF the OJE resulted in a failure,

a) REFERENCE Section 6.11. for remediation process as necessary.
6. RETURN OJT / OJE card to the student.
6.5.3 EVALUATION OF TRAINERS AND EVALUATORS
NOTE:
This section can be performed by any manager, supervisor or personnel qualified in
the position being evaluated.
a. REFERENCE 24590-WTP-PL-RATQ-TQ-0002, Plant Management Department

Training Program Assessment Plan.
1. PERFORM the following:
a) USE Form 24590-RATQ-F00093, WTCC Classroom Instructor Evaluation, to

evaluate a classroom instructor, biannually per 24590-WTP-TRI-0001-QAL-
001, Instructor Evaluation.
b. SUBMIT completed forms to WTCC Training for entry into LMS.

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6.5.4 PERIODIC EVALUATION OF TRAINING PROGRAM
a. (TM or designee) REFERENCE 24590-WTP-PL-RATQ-TQ-0002, Plant

Management Department Training Program Assessment Plan, for additional
information.

b. (TM or designee) CONDUCT periodic systematic program assessments to evaluate

the training program’s effectiveness in producing qualified employees.
c. (TM or designee) WHEN performing a periodic assessment of training program,

1. IDENTIFY program strengths and weaknesses.
2. DETERMINE whether worker performance has improved.
3. ASSESS whether program content matches current job needs.
4. DETERMINE whether corrective actions are needed.

6.6 TRAINING DOCUMENTS REVIEW AND APPROVAL
NOTE:
Unless stated otherwise, anyone submitting training material for review and
approval must follow these steps.
a. DETERMINE required reviewers from Attachment 17 and Attachment 18, as

required.
1. IF cross-functional information resides in the developed training,

THEN USE Attachment 17 for the determination of cross functional reviewers.
b. ASSEMBLE training material package.
c. IF examination materials need to be reviewed,

d. CREATE training package for review and approval of training materials and
documents using the training workflow process.
1. ROUTE training package for review / approval.
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.
6.7.1 TRAINING ANALYSIS REVISION
a. IF training analysis revision is needed,

THEN PREPARE a revision to existing Job Analysis (Master Task List(s), DIF
Rating Survey(s), and/or Tasks-to-be-Trained Worksheet(s)).
b. ASSEMBLE a team of cognizant personnel (e.g., IAD, RA SME, job incumbent), as

applicable.

c. OBTAIN review and approval in accordance with section 6.6.

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6.7.2 TRAINING MATERIAL REVISION
a. IF training material revision is needed,

THEN PREPARE a revision to the Training Design Document (if applicable), the
training material, and exam(s) (if applicable).
b. OBTAIN review and approval in accordance with section 6.6.

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6.7.3 EDITORIAL REVISION
a. IF the change is editorial in nature, (e.g., spelling, numbering, references, grammar,

visual improvement),
1. REVISE affected training to correct the deficiencies.
a) No workflow process is necessary.

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6.8 TRAINING IMPACT REVIEW PROCESS (FOR EXISTING TRAINING)
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.
a. (CIC) WHEN a potential change is identified,

THEN ENTER request information into the Training Request / Impact Log.
1. INFORM appropriate Training Supervisor of log entry.

b. (TS) ASSIGN the training review to applicable IAD.
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.
d. (IAD) REVIEW details of design changes, procedure changes, etc., and

DETERMINE if a revision is needed to existing training.
e. (IAD) IF it is determined that changes to training are necessary,

THEN PROVIDE information (i.e., training document numbers, revision numbers,
along with requested timing for implementation of updated training material)
regarding existing training to CIC for input to Training Request / Impact Log.
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).
3. (CIC) TRACK completion of training impact results in the Training Request /

Impact Log.
f. (IAD) IF it is determined that changes to training are not necessary,

THEN PROVIDE information to CIC (i.e., “No training required”) for input into the
Training Request / Impact Log.
1. (CIC) CLOSE the training change entry.
6.9 TRAINING REQUEST
NOTE:
Training requests may be received as, but are not limited to TREQs, CRs, or
received informally via email.
Reference Attachment 9 for Training Request Process Flow Chart.
a. (CIC) WHEN a training request is received,

THEN ENTER information (i.e., log number, TS assigned to, document impacted)
into the Training Request / Impact Log.
1. INFORM appropriate Training Supervisor of the log entry.
b. (TS) ASSIGN the training review to applicable IAD.

c. (IAD) DETERMINE if the training request is for Formal or Informal Training by the
following means:
1. IF the training request impacts job positions on 24590-WTP-LIST-RATQ-TQ-

0001 or 24590-WTP-LIST-RARM-RM-0001 requirement areas where “TQ” is
listed as the GTP (Governing Training Procedure),
THEN FOLLOW the formal training processes and proceed to step d.
2. IF the training request does not impact job positions 24590-WTP-LIST-RATQ-

TQ-0001 or 24590-WTP-LIST-RARM-RM-0001 requirement areas where “TQ” is
listed as the GTP (Governing Training Procedure),
THEN PROCEED to section 6.10 for informal training.
d. (IAD) DETERMINE if existing training meets the needs of the training request.
1. IF existing training meets the needs of the training request,

THEN INFORM the CIC and use the training.
a) (CIC) UPDATE the Training Request / Impact Log as applicable.
2. IF existing training does not meet the needs of the training request,
THEN REVISE existing training in accordance with section 6.7.
a) NOTIFY the CIC of the revision need.
1) (CIC) UPDATE the Training Request / Impact Log as applicable.
3. IF there is no existing training,

THEN GO TO section 6.1.1 and develop training.
a) NOTIFY the CIC of the need to develop new training.
1) (CIC) UPDATE the Training Request / Impact Log as applicable.
e. (TS) IF training is required,

THEN ENSURE training is scheduled and implemented.

6.10 INFORMAL TRAINING
NOTE:
• Briefings or presentations should be considered when a training request is

determined to have low consequence and low complexity. The training request
has determined the impact is a clarification to information not requiring formal
training. Using one of these informal methods adequately documents user
understanding.
• These Informal Training methods may be delivered one on one or in a group

setting.
a. (RA SME / IAD) IF Informal Training is determined,

AND a Read and Discuss (RD) is not selected,
THEN CHOOSE another method which may include, but not be limited to, a
Briefing, a Presentation, or other delivery approach as deemed appropriate by the
RA SME.
b. IF an RD,
THEN CREATE RD by referencing 24590-WTP-GPG-RATR-TR-1001, Training
Program Development.
c. IF it is determined that no training is required,

THEN CLOSEOUT the Training Request / Impact Log.

trng-arc.
6.11 TRAINING REMEDIATION
6.11.1 TRAINING REMEDIATION (FIRST FAILURE – IMMEDIATE RE-EXAM)
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.
Reference Attachment 22 for Remediation Process Flow Chart.
a. Upon first failure, ENSURE the employee understands the knowledge / performance
weakness leading to failure.

b. RETAIN 24590-RATQ-F00062, WTCC Training Exam Answer Sheet for submission

to WTCC Training.
NOTE:
At a minimum, the Instructor must obtain verbal concurrence from both the LM and
TS.
c. OBTAIN concurrence from:
• Employee’s Line Manager (LM) or Designee
• Training Supervisor (TS)
1. IF unable to obtain concurrence from either LM or TS,

THEN GO TO Section 6.11.2, Training Remediation (first failure – deferred RE-
EXAM).
d. COMPLETE section 1A, General Information, of 24590-RATQ-F00063, WTCC

Training Remediation Form.
e. INITIATE section 1B, Recommended Remediation/Second Attempt (Immediate), of

24590-RATQ-F00063.
AND SCHEDULE second examination for that same day.
f. ADMINISTER second examination.
g. IF second examination was successful,

THEN complete section 1B of 24590-RATQ-F00063.
1. SUBMIT both copies of 24590-RATQ-F00062 (both first and second attempt)

and 24590-RATQ-F00063 to WTCC Training.
2. (TC) UPDATE the LMS.
h. IF second examination was unsuccessful:
1. NOTIFY:
2. COMPLETE section 1B of 24590-RATQ-F00063,

INITIATE section 1D of 24590-RATQ-F00063
AND GO TO Section 6.11.3.
3. SUBMIT both copies of 24590-RATQ-F00062 (from steps b and f), 24590-

RATR-F00041 and 24590-RATQ-F00063 to WTCC Training.

a) (TC) UPDATE the LMS.
6.11.2 TRAINING REMEDIATION (FIRST FAILURE – DEFERRED RE-EXAM)
NOTE:
• 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.
Reference Attachment 22 for REMEDIATION PROCESS FLOW CHART.
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:
c. INITIATE sections 1A, 1C, and 1D of 24590-RATQ-F00063, WTCC Training

Remediation Form.
1. IF first remediation does not impact a qualification,

THEN SELECT “N/A” in section 1D.
a) CONDUCT remediation.
2. IF first remediation does impact a qualification,

THEN SELECT “Qualification(s) affected” and “Form 24590-RATR-F00041
submitted” in section 1D.
a) INSERT initials after submitting Form 24590-RATR-F00041, Training Profile

Modification, to WTCC Training.
b) (TC) PROCESS Form 24590-RATR-F00041.
c) CONDUCT remediation.
d. SCHEDULE second examination as decided by the student, instructor and line

management.
e. ADMINISTER second examination.

f. IF second examination was successful,

THEN complete section 1D of 24590-RATQ-F00063.

and 24590-RATQ-F00063 to WTCC Training.
g. IF second examination was unsuccessful:
1. NOTIFY:
2. COMPLETE section 1D of 24590-RATQ-F00063

AND GO TO Section 6.11.3.

and 24590-RATR-F00041 to WTCC Training.
6.11.3 TRAINING REMEDIATION (SECOND EXAMINATION FAILURE)
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.
a. ENSURE the employee understands the knowledge / performance weakness

leading to failure.
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.
c. NOTIFY the following personnel of the failure:
• Employee’s Line Management (LM) or Designee

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)
• Student’s Line Manager (mandatory)
• Course Instructor (mandatory)
• Training Supervisor (optional)
• WTCC Training Management or Designee (optional)
e. CONVENE a TRB.
1. DOCUMENT explanation for student failure in section 1 of Form 24590-RATQ-

F00029, which may include, but is not limited to: student illness, language or
learning barrier, inadequacies of instructor or training materials.
2. DOCUMENT TRBs recommendations and final decisions (e.g., self-study, return

to class) for remediation in section 2 of Form 24590-RATQ-F00029.
f. ATTACH completed and signed Form 24590-RATQ-F00029 to Form 24590-RATQ-

F00063.
g. ADMINISTER TRB remediation plan.
h. ADMINISTER examination.
i. IF third examination was successful,

THEN complete section 2A of 24590-RATQ-F00063.
1. SUBMIT both copies of 24590-RATQ-F00062 and 24590-RATQ-F00063 to

WTCC Training.
j. IF examination was unsuccessful:
1. NOTIFY:
• WTCC Training Management or Designee
2. COMPLETE section 2A of 24590-RATQ-F00063.
3. SUBMIT copy of 24590-RATQ-F00062 to WTCC Training.

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).
1. IF not retaining student,

THEN COMPLETE Form 24590-RATR-F00041, Training Profile Modification, to
remove training qualification(s).
2. IF retaining student,
THEN GO TO Step d for additional remediation through the TRB process.
6.12 TRAINING PROGRAM DESCRIPTION (TPD)
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.
b. (RAM, RA SME, LM, TM) APPROVE TPDs.
6.13 TRAINING ADVISORY COMMITTEES
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:
• A member of Line Management
• At least one job incumbent
• At least one training developer
• Line supervision
• A member of WTCC Training Management
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.
TAC meeting minutes shall be documented.
1. ONCE reviewed and signed by LM and WTCC Training Management,

THEN SUBMIT to PADC via a Correspondence Control Number (CCN).
6.14 CHALLENGE EXAMINATION
Challenge examinations shall be administered on a case by case basis with supporting

justification that the challenger already possesses the necessary and adequate knowledge to
pass the challenge examination.
Examination version 103 shall be used for an approved challenge examination request.
a. (Student) OBTAIN Form 24590-RATQ-F00097, WTCC Challenge Exam Request

Form from the WTCC Training Home Page.
b. (Student) INITIATE and SUBMIT Form 24590-RATQ-F00097, WTCC Challenge

Exam Request Form, to the Line Manager.
c. (LM) REVIEW and APPROVE or REJECT Form 24590-RATQ-F00097.
1. IF approved,
THEN JUSTIFY approval.
d. (LM) FORWARD completed Form 24590-RATQ-F00097 (Approved or Rejected) to

WTCC Training.
1. (TC) FILE completed Form 24590-RATQ-F00097 in the Training arc drive

Challenge Exam section (\\wtpstorage01\ops-trng-arc\Challenge Exam
Requests) saved as: ChallengeExamination_LastNameOfRequestor.

2. (TC) IF approved,
THEN FORWARD copy of Form 24590-RATQ-F00097 to Training Supervisor
(TS).
e. (TS) ASSIGN administration of Challenge Examination to appropriate Instructor.
f. (INST) SCHEDULE Challenge Examination with student.
g. (INST) ADMINISTER / PROCTOR the challenge examination per Section, 6.4.2

steps 7 or 8.
h. (TC) IF the challenge examination is successful,

THEN CREDIT the student(s) with:
• Course completion
• Examination completion
i. (INST) IF the challenge examination is unsuccessful,

THEN DO NOT enter the student into remediation. The student must take the
course in its entirety and its associated examination.
6.15 VENDOR TRAINING
6.15.1 ATTENDING VENDOR PROVIDED TRAINING
a. (Individual) ATTEND the vendor provided training.
b. (Individual) At the end of the course, OBTAIN a course completion certificate from
the vendor.
c. (Individual) SUBMIT documentation to WTCC Training for entry into LMS.
1. (TC) CROSS-REFERENCE the course completion certificate in the LMS to

obtain WTP course reference number.
2. (TC) FOLLOW data entry procedure to give appropriate credit to WTP course
number.
6.15.2 PROCURE VENDOR TRAINING
This includes purchasing instructional materials and / or instructors.
a. OBTAIN per WTP procurement processes.
7.0 ACCEPTANCE CRITERIA
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:
• 24590-RATQ-F00026, WTCC Training DIF Rating Survey
• 24590-RATQ-F00029, WTCC Training Review Board Record
• 24590-RATQ-F00032, WTCC Master Task List Worksheet
• 24590-RATQ-F00062, WTCC Training Exam Answer Sheet 24590-RATQ-F00063,

WTCC Training Remediation Form
• 24590-RATQ-F00067, WTCC Training OJT / OJE Observation Checklist

• 24590-RATQ-F00070, WTCC Training Design Document
• 24590-RATQ-F00074, WTCC Line Management Training Observation
• 24590-RATQ-F00075, WTCC Training Operational Evaluation Package for Plant

Management Department Facility Staff
• 24590-RATQ-F00081, WTCC Facility Staff Performance Demonstration
• 24590-RATQ-F00093, WTCC Classroom Instructor Evaluation Information
• 24590-RATQ-F00094, WTCC Instructor and Course Evaluation
• 24590-RATQ-F00095, WTCC Tasks-to-be-Trained Worksheet
• 24590-RATR-F00012, Course Completion Roster
• 24590-RATR-F00041, Training Profile Modification,
• Lesson plans (LP)
• Examinations
• On-The-Job Training (OJT) Guides
• Qualification cards (OJT)
• On-the-Job Evaluation (OJE) / Performance Demonstration
• Computer Base Training (CBT)
10.0 REFERENCES
10.1 INTERFACING REFERENCES
24590-WTP-GPG-RATQ-TQ-0003, Nuclear Facility Guide for Training Development
24590-WTP-GPP-RACA-LL-0001, WTP Lessons Learned
24590-WTP-GPP-RAPS-PS-5009, WTP Purchasing Card (BCARD) Program
24590-WTP-GPP-RATQ-TQ-0001, Nuclear Facility Training Administration
24590-WTP-GPP-RATR-TR-1000, Training Program Administration
24590-WTP-LIST-RACO-CO-0001, Approved Acronyms and Abbreviations for the Conduct of

Operations Program
24590-WTP-LIST-RACO-CO-0002, Glossary of Terms for the Conduct of Operations Program

24590-WTP-PL-RATQ-TQ-0002, Plant Management Department Training Program Assessment

Plan
DOE-HDBK-1078-94, Training Program Handbook: A Systematic Approach to Training. US

Department of Energy, Washington, DC. http://www.energy.gov/search/site/DOE-HDBK-1078-94
(accessed 22 August 2017)
DOE-HDBK-1206-98, Guide to Good Practices for On-the-job Training
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).
10.2 DEVELOPMENTAL REFERENCES
24590-WTP-DNT-PADC-02-001, WTP Document Numbering Tables and Codes
24590-WTP-GPG-RAOP-OP-0005, Management Observation Program
24590-WTP-GPP-RACO-CO-0005, On-Shift Training
24590-WTP-GPP-RACO-CO-0021, Technical Procedure Writers Standard
24590-WTP-GPP-RADM-DM-3002, Project Records and Information Management
24590-WTP-GPP-RATR-TR-1000, Training Program Administration
24590-WTP-ISMP-ESH-01-001, Integrated Safety Management Plan
24590-WTP-LIST-RARM-RM-0001, Designation of Requirement Area Managers and Subject

Matter Experts.
24590-WTP-LIST-RATQ-TQ-0001, Qualified Positions in Accordance with DOE Order 426.2
24590-WTP-PD-RAEN-EN-0001, Plant Engineering Program Description
24590-WTP-PL-PADC-03-004, Hanford Tank Waste Treatment and Immobilization Plant

Records Retention and Turnover Plan
24590-WTP-PSAR-ESH-01-002-01, Preliminary Documented Safety Analysis to Support

Construction Authorization; General Information
24590-WTP-QAM-RAQA-QA-0001, Commissioning and Operations Quality Assurance Manual
24590-WTP-RPT-TR-10-004, Hanford Tank Waste Treatment and Immobilization Plant Training

Implementation Matrix for Commissioning
24590-WTP-SRD-ESH-01-001-02, Safety Requirements Document Volume II

DOE-HDBK-1074-95, Alternative Systematic Approaches to Training. US Department of Energy,

Washington, DC. http://www.energy.gov/search/site/DOE-HDBK-1074-95 (accessed 22 August
2017)
DOE-HDBK-1076-94, Table-Top Job Analysis. US Department of Energy, Washington, DC
DOE-HDBK-1200-97, Guide to Good Practices for Developing Learning Objectives
10.3 FORM REFERENCES
24590-RATQ-F00026, WTCC Training DIF Rating Survey
24590-RATQ-F00029, WTCC Training Review Board Record
24590-RATQ-F00032, WTCC Master Task List Worksheet
24590-RATQ-F00062, WTCC Training Exam Answer Sheet
24590-RATQ-F00063, WTCC Training Remediation Form
24590-RATQ-F00067, WTCC Training OJT / OJE Observation Checklist
24590-RATQ-F00070, WTCC Training Course Design Document
24590-RATQ-F00070-I, WTCC Training Course Design Document Information Sheet
24590-RATQ-F00074, WTCC Line Management Observation of Training
24590-RATQ-F00075, WTCC Training Operational Evaluation Package for Plant Management

Department Facility Staff
24590-RATQ-F00076, WTCC Training Implementation Checklist
24590-RATQ-F00081, WTCC Facility Staff Performance Demonstration
24590-RATQ-F00093, WTCC Classroom Instructor Evaluation
24590-RATQ-F00094, WTCC Instructor and Course Evaluation
24590-RATQ-F00095, WTCC Tasks-to-be-Trained Worksheet
24590-RATQ-F00097, WTCC Challenge Exam Request Form
24590-RATQ-F00098, WTCC Task-to-Training Matrix
24590-RATR-F00012, Course Completion Roster
24590-RATR-F00041, Training Profile Modification

ATTACHMENT 1 ACRONYMS, ABBREVIATIONS, AND

DEFINITIONS
CBT Computer based training
CIC Change Impact Coordinator
CRT Certification
D Discuss
DIF Difficulty Importance and Frequency
DOE US Department of Energy
DPM Document Package Manager
EO Enabling Objective
EXM Examination
HDBK Handbook
ID Identification
INST Instructor
IOM Integrated Operating Manual
JTA Job task analysis
KSA Knowledge, Skills, Abilities/Attitudes
LM Line Manager
LMS Learning Management System
LP Lesson plan
N/A Not applicable
O Observe
OJE On-the-job evaluation
OJT On-the-job training
OSHA Occupational Safety and Health Administration
P Perform
PADC Project Archives and Document Control
PPT PowerPoint Presentation
QAL Instructor Designation Form
RA SME Requirement Area Subject Matter Expert
RAM Requirements Area Manager
RD Read and Discuss

REF Document Package Manager

SAT Systematic Approach to Training
SG Student Guide
SHO Student Handout
SIM Simulator/Simulator Scenario
SIM INST Simulator Instructor
SIMS Simulator Scenarios
TA Training Administrator
TAC Training Advisory Committee
TBD To Be Determined
TC Training Coordinator
TM Training Manager
TNA Training Needs Analysis
TO Terminal Objective
TPA Training Package Approval
TPD Training Program Description
TQD Training Qualification Description
TRB Training Review Board
TRDD Training Design Document
TSR Technical Safety Requirement
TTM Task -to -Training Matrix
VID Video
WTCC Waste Treatment Completion Company
WTP Hanford Tank Waste Treatment and Immobilization Plant

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.

ATTACHMENT 2 SAT PROCESS FLOW CHART

ATTACHMENT 3 ANALYSIS PROCESS FLOW CHART
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

ATTACHMENT 4 DESIGN PROCESS FLOW CHART

ATTACHMENT 5 DEVELOPMENT PROCESS FLOW CHART

ATTACHMENT 6 IMPLEMENTATION PROCESS FLOW CHART

ATTACHMENT 7 EVALUATION PROCESS FLOW CHART

ATTACHMENT 8 TRAINING IMPACT REVIEW (EXISTING

TRAINING) PROCESS FLOW CHART

ATTACHMENT 9 TRAINING REQUEST

TRAINING REQUEST
 Procedure: RATQ-0002, Section 6.9 training request
 Responsibilities: CIC, IAD and TS

ATTACHMENT 10 THE MANUAL DIF DECISION TREE
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.

ATTACHMENT 11 SYSTEMS CLASSROOM TRAINING

OBJECTIVES TEMPLATE
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.

ATTACHMENT 12 SYSTEMS ON-THE-JOB TRAINING

OBJECTIVES TEMPLATE
EO 4.1 IDENTIFY the key performance indicators used to predict normal

operation of the <Insert system name and designator here> system.
EO 4.2 Given the plant technical safety requirements (TSR) and plant
conditions, DETERMINE any actions required.
EO 4.3 EXPLAIN the following precautions and limitations (personnel

safety, equipment safety, radiological control, environmental compliance)
associated with the <Insert system name and designator here>.
EO 4.4 EXPLAIN the following TSR operational limitations associated with

the <Insert system name and designator here> system procedures including
the bases for each.
EO 4.5 Given applicable procedures and plant conditions, DETERMINE the

actions necessary to perform <Insert system name and designator here>
system operations.

ATTACHMENT 13 LESSON PLAN EXAMPLE (INSTRUCTOR

GUIDE)

ATTACHMENT 14 STUDENT GUIDE EXAMPLE

ATTACHMENT 15 OJT / OJE CARD

ATTACHMENT 16 OJT INSTRUCTOR GUIDE

ATTACHMENT 17 DETERMINATION OF CROSS FUNCTIONAL

REVIEWERS
Requirement Area When RA SME Participation/Concurrence is Required:
Training on systems or activities that could result in

Environmental
potential release of controlled materials to the
Safety
environment.
Industrial Safety Training for activities that rely on specific hazard controls
for personnel safety.
Rad Safety Training on systems or activities that could result in

potential exposure to radiation or spread of radioactive
contamination.
Training on systems or activities that affect or
Fire Protection could affect the Fire Service Water (FSW), Fire
Protection Water (FPW) or Fire Detection and
Alarm (FDE) Systems.
System Engineer Training on activities indicated on the associated
system matrix of Attachment 18. Training development
based on approved operating, alarm response,
abnormal and emergency operating procedures do not
require system engineer reviews.
Training on activities that are based on programs
Quality and/or procedures whose requirements are flowed
down from the Quality Assurance Manual (QAM) and
those that result in qualifications and/or certifications
required by the QAM.
Nuclear Safety For DSA / TSR specific training.
RAM / Designee Programmatic Training

(24590-WTP-LIST-RARM-RM-0001)

ATTACHMENT 18 PLANT ENGINEERING REVIEW CHART

If the review block contains an “X”, then the developed training
Review Blocks
should be submitted to Plant Engineering for review.
System/Area Facility System Name LAW Lab BOF
Designator
ACU Lab Air Conditioning Unit (part of C1V) X X N/A
AHL Analytical Hotcell Laboratory Equipment N/A X N/A
AMR Ammonia Reagent X N/A N/A
ARL Analytical Radiological Laboratory Equipment N/A X N/A
ARV Atmospheric Reference Ventilation X X N/A
ASJ Autosampling Control X X N/A
ASX Autosampling X X N/A
BAG Bottled Argon Gas X X N/A
BHG Bottled Helium Gas X X N/A
BNG Bottled Nitrogen Gas X X N/A
BSA Breathing Service Air X X N/A
C1V C1 Ventilation X X X
C2V C2 Ventilation X X N/A
CDG Carbon Dioxide Gas X N/A N/A
CHW Chilled Water X X X
CME Communication Electrical X X X
CPE Cathodic Protection Electrical X X X
DCE DC Electrical (125 V) X X X
DFO Diesel Fuel Oil System X X X
DIW Demineralized Water X X X
DOW Domestic Water X X X
DWJ Plant Data Warehousing and Reporting X X X
EMJ Environmental Monitoring X X X
ETX Emergency Turbine Generator N/A N/A X
FDE Fire Detection and Alarm X X X
FNJ Facility Network Infrastructure X X X
FPW Fire Protection Water X X X
FSW Fire Service Water Storage and Distribution N/A N/A X


Review Blocks
Designator
GFR Glass Formers Reagent X N/A N/A
GRE Grounding and Lightning Protection Electrical X X X
HPS High Pressure Steam X X X
HTE Heat Trace Electrical X X X
ISA Instrument Service Air X X N/A
LCP LAW Concentrate Receipt Process X X N/A
LEH LAW Container Export Handling X X N/A
LFH LAW Container Finishing Handling X N/A N/A
LFP LAW Melter Feed Process X N/A N/A
LIH Laboratory In-Cell Handling N/A X N/A
LMH LAW Melter Handling X N/A N/A
LMP LAW Melter Process X N/A N/A
LOP LAW Primary Offgas Process X N/A N/A
LPH LAW Container Pour Handling X N/A N/A
LPS Low Pressure Steam X X X
LRH LAW Container Receipt Handling X N/A N/A
LSH LAW Melter Equipment Support Handling X N/A N/A
LTE Lighting Electrical X X X
LVE Low Voltage Electrical X X X
LVP LAW Secondary Offgas/Vessel Vent Process X N/A N/A
MHJ Mechanical Handling Control X X N/A
MVE Medium Voltage Electrical X X X
MXG Miscellaneous Gases (Argon for LAW) X X N/A
MXG Miscellaneous Gases (P-10 for LAB) X X N/A
MXR Miscellaneous Reagents N/A N/A X
NAR Nitric Acid Reagent N/A N/A X
NLD Non-Radioactive Liquid Waste Disposal X X X
PCJ Process Control X X X
PCW Plant Cooling Water X N/A X
PPJ Programmable Protection X X N/A
PSA Plant Service Air X X X
PSW Process Service Water X X X


Review Blocks
Designator
PTJ Process and Mechanical Handling CCTV X X N/A
PTL Process Technology Hotcell Laboratory
Equipment N/A X N/A
PVA Process Vacuum Air X X N/A

RLD Radioactive Liquid Waste Disposal X X N/A
RPJ Radiological Personnel Monitoring X X N/A
RWH Radioactive Solid Waste Handling X X X
RWW Raw Water N/A N/A X
SCE Security Electrical X X X
SCW Steam Condensate Water X X X
SDJ Stack Discharge Monitoring X X N/A
SDX Standby Diesel Generator X X N/A
SHR Sodium Hydroxide Reagent X N/A N/A
SND Sanitary Disposal X X X
SNR Sodium Nitrite Reagent N/A N/A X
SPR Sodium Permanganate Reagent N/A N/A X
STR Strontium Nitrate Reagent N/A N/A X
SWD Storm Water Disposal X X X
TSJ Training Simulator System X X N/A
UPE Uninterruptible Power Electrical X X X

ATTACHMENT 19 INSTRUCTOR / PROCTOR EXPECTATIONS
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:
- Profanity – Unacceptable by either the instructor or the students

- Jokes – Humor is good, but non-PC humor can lead to an HR visit
- Behavior – The instructor represents the Training Department and
WTCC. Negative comments / behavior reduces confidence in our
program
Grooming / Hygiene The instructor is expected to look the part of a person who is in charge
(as you are in the classroom). This refers to “general appearance”.
Once again, you are the extension of the WTCC Training Department.
Instruction Unless that portion of the course is best served by the instructor being
seated, the instructor is expected to stand for the duration of class,
walking the room and engaging with the students to aid in / ensure
objective mastery.
Questioning Instructors MUST engage students, on a regular basis, with questions
that seek proof of the learning process taking place. Answering
questions from the students is equally important. All questions MUST
be addressed, even if the only response is “I’m not sure, I will look into
that and get back with you”. DO NOT make up a response.
PROCTOR EXPECTATIONS
A proctor has a reasonably easy yet important job.
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.

ATTACHMENT 20 CLASSROOM EXPECTATIONS
• 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.

ATTACHMENT 21 SAMPLE TRAINING ADVISORY COMMITTEE

STANDING AGENDA TOPICS

ATTACHMENT 22 REMEDIATION PROCESS FLOW CHART

Deferred Remediation
Procedure: RATQ-0002, Section 6.11
Training Remediation

ATTACHMENT 23 ARTICULATE – STORYBOARD

Storyboard template
Slide 1 Title: Introduction Time: 5 sec.
Media Notes Screen Text: Media Script:
Slide begins with intro background [Any text that appears Welcome to this course
music on the slide. This could on...
be narration script or
Three buttons appear in sequence. other text. [if narration is separate
document, insert .doc file as
Audio narration begins describing Not to include any text reference]
choices. embedded in images or
buttons.] [If no narration, delete this
Media: column]
Image background.jpg
button_choice1.gif
button_choice2.gif
button_choice3.gif
Audio narration.mp3
Music/SFX background.mp3
Video none
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
Slide 1 Title: Introduction Time: NA

Media Notes Screen Text: Media Script:
Picture of FERO Hanford drill Facility Emergency NA
group. Response Organization
Title Text on slide. Checklist for a Staging [if narration is separate
Text box asking for user’s name. Area Manager. document, insert .doc file as
Start button. 24590-wtp-sa-0006-cbt- reference]
005
[Enter your name, then [If no narration, delete this
Media:
click on Start] column]
Image FEROgroup.jpg
Audio None
Music/SFX None
Video None
Interaction: Knowledge Check:

Once user enters name it saves it None
for responses of other slides
throughout.
Branching: Advance:
Next: Slide 2 By User
Prev: N/A
Approval Signatures
Developer Approver Subject Matter Expert (SME)

ATTACHMENT 24 TRAINING IMPLEMENTATION
Timing Code Implementation Timing Duration
R1 Prior to Document Issuance
R2 Within 10 Days
R3 Within 60 Days
R4 Prior to Next Presentation

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24590-RAPR-F00001 Rev 13 (Revised 1/18/2019) Page 2 of 92 Ref: 24590-WTP-GPP-RAPR-PR-1001

Nuclear Facility Training Manual 24590-WTP-GPP-RATQ-TQ-0002, Rev 8

6.3.9 DEVELOP COMPUTER-BASED TRAINING (CBT) ................... 25

24590-RAPR-F00001 Rev 13 (Revised 1/18/2019) Page 3 of 92 Ref: 24590-WTP-GPP-RAPR-PR-1001

Nuclear Facility Training Manual 24590-WTP-GPP-RATQ-TQ-0002, Rev 8

10.3 FORM REFERENCES ............................................................................. 59

24590-RAPR-F00001 Rev 13 (Revised 1/18/2019) Page 4 of 92 Ref: 24590-WTP-GPP-RAPR-PR-1001

Section/Step Revision Description

24590-RAPR-F00001 Rev 13 (Revised 1/18/2019) Page 5 of 92 Ref: 24590-WTP-GPP-RAPR-PR-1001

The contents of this procedure are taught through courses 24590-WTP-TRI-0006-LP-

3.0 ROLES AND RESPONSIBILITIES

3.1 REQUIREMENTS AREA MANAGER (RAM)

• Approves Training Program Descriptions (TPD)

• Is ultimately responsible for training within their requirement area

• Consults with WTCC Training to determine training needs

3.2 LINE MANAGER (LM)

24590-RAPR-F00001 Rev 13 (Revised 1/18/2019) Page 6 of 92 Ref: 24590-WTP-GPP-RAPR-PR-1001

• Designates personnel to be OJT Instructors and Evaluators

• Attends Training Review Board and approves remediation plans

• Commissions and approves Training Program Descriptions (TPD)

• Approves Challenge examinations

• Approves all technical-related training materials for their organization

3.3 WTCC TRAINING MANAGEMENT (TM)

• Commits the necessary resources (tools, equipment, materials, personnel) to work

• Documents review of training course evaluations

• Initiates periodic systematic program evaluations not to exceed 36 months

• Approves Training Program Descriptions (TPD)

• Approves WTCC eRoom Access Request

3.4 REQUIREMENT AREA SUBJECT MATTER EXPERT (RA SME)

• Coordinate with IAD to conduct training pilot session

• Identify informal training methods to be used

• Reviews applicable revisions to training materials

• Approves applicable Training Program Descriptions (TPD)

3.5 TRAINING SUPERVISOR (TS)

• Review completed WTCC Instructor and Course Evaluation forms

• Schedules training review board (TRB)

24590-RAPR-F00001 Rev 13 (Revised 1/18/2019) Page 7 of 92 Ref: 24590-WTP-GPP-RAPR-PR-1001

• Assign administration of a Challenge Examination

• Review Vendor instructor qualifications and training contract requirements

• Approves WTCC eRoom Access Request (as assigned)

3.6 INSTRUCTIONAL ANALYST DEVELOPER (IAD)

• Provides systematic approach to training expertise coordinating with RAM, RA SME

• Participates in the first three phases of the Systematic Approach to Training

• Develops Training Design Documents

• Develops Classroom, OJT/OJE, Simulator and/or CBT

• Maintains examination security

• Participates in the development and review of examination bank questions

• Develops individual examinations

• Develops Performance Demonstrations

• Creates Document Package Manager (DPM) packages

• Coordinate efforts to conduct Training Pilot

• Reviews training requests

• Participates in the buying of Vendor instructional materials

• Submits training materials for review and approval

• Participates in training program evaluations

3.7 WTCC TRAINING E-ROOM ADMINISTRATOR

• Maintains responsibility for access control of the WTCC Training eRoom