Kooperativer Bibliotheksverbund

UID:

Format: 1 online resource (243 pages)

ISBN: 9789201135209

Series Statement: IAEA Nuclear Energy ; v.NG-T-2.8

Note: Intro -- 1. INTRODUCTION -- 1.1. Background -- 1.2. Objective -- 1.3. Scope -- 1.4. Structure -- 1.5. Users -- 2. NUCLEAR FACILITY TRAINING AS PART OF AN INTEGRATED MANAGEMENT SYSTEM -- 2.1. Formalization of the training process -- 2.2. Interfaces of the training process -- 2.3. Role of government and regulatory bodies -- 3. THE RELATIONSHIPS BETWEEN NUCLEAR INDUSTRY, EDUCATIONAL INSTITUTIONS AND TRAINING SYSTEMS -- 3.1. Forms of cooperation -- 3.2. Benefits of cooperation -- 3.3. Role of government in the relationship between education and industry -- 4. ROLES OF MANAGERS AND LEADERS IN TRAINING -- 4.1. Levels of management and leadership -- 4.1.1. Corporate/executive managers -- 4.1.2. Senior managers -- 4.1.3. First level managers/supervisors -- 4.1.4. Roles and responsibilities of corporate/executive managers and leaders related to training and qualification -- 4.1.5. Roles and responsibilities of facility managers, directors and vice presidents related to training and qualification -- 4.1.6. Roles and responsibilities of other senior managers and leaders related to training and qualification -- 4.1.7. Roles and responsibilities of first level managers and supervisors related to training and qualification -- 4.1.8. Roles and responsibilities of the training manager -- 4.1.9. Interfaces between senior managers and training organizations -- 5. TRAINING POLICY -- 5.1. Goals, scope and purpose of the training policy -- 5.2. Training procedures -- 5.3. Selection and recruitment -- 5.4. Relationship between training and knowledge management -- 6. TRAINING CONSULTATION FORUMS AND COMMITTEES -- 6.1. Levels of training forums and committees -- 7. SAT PHASES AND PROCESS -- 7.1. Integration of SAT based training and nuclear facility performance improvement -- 7.2. Initial and continuing training programmes -- 7.3. Incorporating operating experience. , 7.4. Benefits of using SAT -- 7.5. Essential elements of SAT -- 7.5.1. A goal of performance improvement -- 7.5.2. Systematically derived initial and continuing training programmes -- 7.5.3. Consultation and involvement of managers, leaders and workers -- 7.6. Challenges of SAT - applying a graded approach -- 7.6.1. Graded approach - grade 1 roles -- 7.6.2. Graded approach - grade 2 roles -- 7.6.3. Graded approach - grade 3 roles -- 7.6.4. Implementing the graded approach -- 8. SAT IN DEPTH - ANALYSIS PHASE -- 8.1. Overview of the analysis phase -- 8.2. Purpose of the analysis phase -- 8.3. Essentials of the analysis phase -- 8.4. Inputs to the analysis phase -- 8.5. Performance analysis -- 8.6. Training needs analysis -- 8.7. Overview of job and task analysis and job competency analysis -- 8.8. Job and task analysis and job competency analysis -- 8.8.1. Job and task analysis -- 8.8.2. Job competency analysis -- 8.8.3. Combined job and task analysis and job competency analysis -- 8.9. Supplementary analysis methods and techniques -- 8.10. Analysing complex tasks and higher order cognitive competencies -- 8.11. Interpersonal, management and human performance competencies -- 8.12. Selecting the analysis method -- 8.13. Outputs -- 8.14. Lessons learned from the analysis phase -- 9. SAT IN DEPTH - DESIGN PHASE -- 9.1. Overview of the design phase process and activities -- 9.2. Purpose of the design phase -- 9.3. Essentials of the design phase -- 9.4. Inputs to the design phase -- 9.5. Training objectives -- 9.5.1. Three components of training objectives -- 9.5.2. Classification of training objectives -- 9.5.3. Terminal training objectives -- 9.5.4. Enabling training objectives -- 9.6. Design of initial training programmes -- 9.7. Design of continuing training programmes -- 9.8. Just in time training -- 9.9. Selecting the training settings and approach. , 9.9.1. Training settings -- 9.9.2. Training modes -- 9.9.3. Training methods -- 9.9.4. Training tools and aids -- 9.9.5. Factors affecting selection of training settings -- 9.9.6. Assigning training settings -- 9.9.7. Organizing training objectives -- 9.10. Developing questions and constructing tests -- 9.10.1. Develop written test questions -- 9.10.2. Develop skill and knowledge test questions -- 9.10.3. Develop the test specifications -- 9.10.4. Assemble the test -- 9.10.5. Consider additional factors -- 9.11. Training programme and training course descriptions -- 9.12. Estimating resource requirements -- 9.13. Training courses that apply to more than one job -- 9.14. Outputs -- 9.15. Lessons learned in the design phase -- 10. SAT IN DEPTH - DEVELOPMENT PHASE -- 10.1. Overview of the development phase process and activities -- 10.2. Purpose of the development phase -- 10.3. Essentials of the development phase -- 10.4. Inputs to the development phase -- 10.5. Development of training materials -- 10.6. Defining lesson content and training methods -- 10.7. Developing lesson plans -- 10.8. Defining and developing training tools and aids -- 10.9. Infrastructure for training material development -- 10.10. Material for classroom training -- 10.11. Material for simulator training -- 10.11.1. Simulator exercise guides -- 10.11.2. Trainee material for simulator exercises -- 10.12. Material for on the job training -- 10.13. Material for workshop, laboratory and mock-up training -- 10.14. Material for e-learning -- 10.15. Material for self-study -- 10.16. Review, validation, piloting and approval of training material -- 10.16.1. Piloting material -- 10.16.2. Approval and maintenance of training materials -- 10.17. Outputs -- 10.18. Lessons learned/good practices -- 11. SAT IN DEPTH - IMPLEMENTATION PHASE -- 11.1. Overview of the implementation phase. , 11.2. Purpose of the implementation phase -- 11.3. Essentials of the implementation phase -- 11.4. Inputs to the implementation phase -- 11.5. Activities performed during the implementation phase -- 11.5.1. Scheduling implementation -- 11.5.2. Pre-testing trainees -- 11.5.3. Instructor preparation -- 11.5.4. Overall considerations for assessing trainee performance -- 11.6. Implementing various types of training -- 11.6.1. Classroom training -- 11.6.2. Simulator training -- 11.6.3. On the job training -- 11.6.4. Workshop, laboratory and mock-up training -- 11.6.5. E-learning -- 11.6.6. Self-study -- 11.7. Output from the implementation phase -- 11.8. Exemption from training -- 11.9. Administering tests -- 11.10. Feedback to trainees -- 11.11. Performance not meeting required standards -- 11.12. In-training programme evaluation -- 11.13. Training records and reports -- 11.14. Lessons learned/good practices -- 12. SAT IN DEPTH - EVALUATION PHASE -- 12.1. Overview of the evaluation phase -- 12.2. Purpose of the evaluation phase -- 12.3. Essentials of the evaluation phase -- 12.4. Inputs to the evaluation phase -- 12.5. Stakeholders, ownership and responsibilities for evaluating the effectiveness of facility and personnel -- 12.6. Evaluation of training effectiveness -- 12.7. Training course evaluation -- 12.7.1. Student reaction and learning -- 12.7.2. Transfer of knowledge, skills and attitudes to the job -- 12.7.3. Return on investments -- 12.8. Ownership and responsibilities for evaluating the effectiveness of nuclear facility personnel training -- 12.9. Data from the observation of job performance -- 12.10. Input from job incumbents -- 12.11. Plant facility operating experience feedback and performance indicators -- 12.12. Inputs from internal reviews, inspections and audits -- 12.13. External evaluations of training. , 12.14. Formal evaluation of a completed training programme -- 12.15. Measuring the return on training investment -- 12.16. Outputs from the evaluation phase -- 12.17. Lessons learned from the evaluation phase -- 13. SAT APPLICATIONS -- 13.1. Overview of the training model -- 13.1.1. Nuclear fundamentals training -- 13.1.2. Plant systems and processes -- 13.1.3. Role specific training -- 13.1.4. Simulator training -- 13.1.5. Integration of behavioural requirements into nuclear training programmes -- 13.2. Management and leadership training -- 13.2.1. Management roles and responsibilities -- 13.2.2. Management and leadership competencies -- 13.2.3. Management training and qualification: Corporate management training -- 13.2.4. Management experience requirements -- 13.2.5. Initial training of managers -- 13.2.6. Continuing training of managers -- 13.3. Operations personnel training -- 13.3.1. Initial training programmes for authorized operators -- 13.3.2. Initial training programmes for field operators -- 13.3.3. Initial training programmes for shift technical advisers -- 13.3.4. Initial training programmes for fuel handling personnel -- 13.3.5. Initial training programmes for radioactive waste plant personnel -- 13.3.6. Continuing training for main control room operators -- 13.3.7. Continuing training for field operators -- 13.4. Maintenance personnel training -- 13.4.1. Functions and duty areas of maintenance personnel -- 13.4.2. Training and development of maintenance managers -- 13.4.3. Initial training of maintenance personnel -- 13.4.4. Continuing training of maintenance personnel -- 13.5. Engineering and technical support personnel training -- 13.5.1. Functions and duty areas -- 13.5.2. Initial training for engineering and technical support personnel -- 13.5.3. Engineering role/position specific training. , 13.5.4. Continuing training for engineering and technical support personnel.

Additional Edition: Print version: IAEA Systematic Approach to Training for Nuclear Facility Personnel: Processes, Methodology and Practices Havertown : International Atomic Energy Agency,c2021

Language: English

Keywords: Electronic books.

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