The following example involves a situation requiring more training. Although several training needs are described, the list is obviously not complete.
A valve manufacturer was contacted about a problem with a spent-fuel cooling system valve and has sent an engineer to trouble- shoot the problem in the field. In this example, the engineer will troubleshoot the problem and determine if the valve in the spent-fuel cooling system should be replaced. The engineer is an expert in the design and operation of the valve. The engineer has been trained in plant orientation, quality-control procedures, security, fire control,
B. EXAMPLES OF THE TRAINING METHOD / 33 and emergency procedures. He has not received radiation safety training, but he will be supported by radiation safety staff.
Radiological conditions at the job site are known to be as follows:
• gamma dose rate of 0.001 Gy h–1 in the work area
• 1.67 × 102 per 100 cm2 transferable radionuclide activity on the outside surface of the pipe
• dose rates of 0.001 Gy h–1 (gamma) and 0.02 Gy h–1 (beta) on the outside of the pipe area does not normally require respiratory protection
B.2.2 Step One: Job Task Analysis
The engineer’s job is identified as a series of tasks to be per- formed in an area in which exposure to radiation and radioactive materials is expected. One way to organize the job task analysis is the following:
• identify the job to be performed
• develop a list of tasks
• establish job conditions
• confirm the task listing and job conditions
• identify supporting skills, knowledge and attitudes
A statement of the job would read, Troubleshoot valve operation and determine if replacement of the valve is needed. All work will meet facility requirements for quality assurance, other requirements for maintaining radiation exposure ALARA, and working within the radiation work permit limit.
Once the job has been generally identified, other training con- siderations should include previous experience, level of supervi- sion, degree of health physics support, and other working conditions and site characteristics important to the engineer’s radi- ation safety.
At this point, a listing of the major tasks is made in the order that they will be performed as follows: (1) actively participate in the decision to accept the individual radiation dose associated with the job, (2) properly follow the radiation work permit (RWP), and (3) properly use personnel dosimetry as indicated on the RWP
Each of these major tasks is then divided into a series of sub- tasks. As an example, consider the third task involving the proper use of personnel dosimetry. Completion of this task may require the engineer to use whole-body, finger-ring, and self-reading
34 / APPENDIX B
dosimeters (SRD). The proper use of each of these dosimeters will require that the engineer be trained to select, wear, protect, return, and as appropriate, to read the SRD and record the exposure infor- mation.
The performance standards for these tasks and subtasks should, when possible, be stated in observable terms. Terms such as “understand,” “be aware of,” and “know about” should be avoided. The performance standard can be written to meet several types of job conditions; therefore, a job condition and performance standard are needed for each subtask. An example is the proper selection of the SRD designated on the RWP.
• Job condition: Only low- and high-range SRDs are available under normal operating conditions. Both are shown on the RWP with a check mark indicating which SRD is required.
• Job standard: Select with 100 percent accuracy the desig- nated SRD on an RWP within 30 s even if SRDs are improp- erly labeled, located in wrong storage containers, or improperly given to worker by facility personnel.
• Confirmation: In this example, it would be helpful for the trainer to have his task analyses reviewed by a previously trained and competent engineer and by a health physicist for the facility. It is critical to the training process that the job standards be correct, achievable and measurable.
• Supporting knowledge, skills and attitudes: It is now neces- sary to identify the supporting knowledge, skills and atti- tudes that may be necessary for properly selecting the SRD designated on the RWP.
The supporting skills may be as simple as having the ability to read the proper section of the RWP and the ability to read the scale of the SRD. On the other hand, the supporting knowledge may require an understanding of:
• characteristics of two types of SRDs (i.e., low- and high-range SRDs)
• definition of “high” and “low” SRD readings
• rejection criteria for improperly marked SRDs
In addition to improving the worker’s skill and knowledge, it is important that supporting attitudes be developed. The engineer must be convinced that:
B. EXAMPLES OF THE TRAINING METHOD / 35
• correct SRD selection is essential to control the radiation exposure of the individual
• control of radiation exposure is directly related to the ability to take actions based on reliable data
• individual actions can affect exposure of other personnel in addition to one’s self
The trainer has now completed a task analysis of a desired job.
All supporting knowledge, skills and attitudes necessary to per- form the subtask at the stated competency have been identified.
B.2.3 Step Two: Training Design and Development
The trainer needs to match the supporting requirements for the various tasks with the appropriate training approach.
In this example, the trainee is an engineer who has no occupa- tional experience with radiation. This individual may be apprehen- sive about working in a radiation environment. The training style should include sufficient hands-on training in small groups and reinforcement by means of repeated practice. Special emphasis on self-assurance and confidence in dosimeter and survey-instrument readings will probably be necessary to maintain a positive attitude about safety in the working environment.
Once the training style is selected, the next item in the analysis is the development of training objectives for selected tasks and sub- tasks. Objectives should be behavioral and directly related to the performance standard. In this example, the subtask is to properly select the SRD designated on the RWP. The associated training objective is: Upon completion of the instructional period, the trainee will select with 100 percent accuracy a designated SRD on an RWP within 30 s.
The objective can now be used to set the testing criteria for a training effort. The testing criteria will be used to measure how well the training objective has been accomplished. The testing cri- teria will also determine the depth or extent to which the training will be pursued. Therefore, an appropriate testing criterion for this example would be: Given three different RWPs, the trainee will properly select, within 30 s with 100 percent accuracy, the desig- nated SRD from a set of 10 SRDs which are mislabeled and stored incorrectly.
Obviously, only one facet of the subtask of the engineer’s use of dosimeters has been selected. In practice, at this stage, the trainer would have completed a review of many job tasks, established the level of competency for the tasks, determined what learning should
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take place, and decided how that learning will be evaluated. The various training objectives can now be arranged in a desired sequence of instruction for either individual instruction, group instruction, or on-the-job training. Consideration is also given to the arrangement of course components such as lecture, demonstra- tion, audiovisual, workshop, case study, seminar, and various instructional methods.
In the example used here, the trainee will be expected to develop sufficient understanding of the risks of radiation exposure to per- mit active participation in the decision to accept the exposure. The importance of dosimetry will be dealt with on an individual basis between the instructor and student.
The extent to which the engineer needs to know the operation of an SRD is minimal since the proper type of SRD is indicated on an RWP. The degree of understanding of SRD operation may be linked more to an attitude of confidence in the device rather than to detailed knowledge of its design. Therefore, if deemed necessary, the trainer may prefer to deal with operating characteristics dur- ing small group feedback sessions rather than on an individual basis.
The training sessions for the subtasks discussed in this example will require hands-on training. The use of an actual RWP is impor- tant to this type of training since the individual is required to select the SRD indicated on the form. The selection of the proper SRD can be demonstrated by inspection and handling of the dosimeter. It will also be important to demonstrate and reinforce the rejection criteria. Proper responses to this training can also be easily rein- forced later when procedures are discussed for assessing the work area, dressing in protective clothing, and completing RWPs.
The trainer now prepares a summary analysis sheet for all tasks identified for training (see Table B.2). This information will become the course structure.
B.2.4 Step Three: Lesson Plan and Training Materials
The next step is to prepare materials to support the training effort. Based on a course syllabus and schedule, the lesson plan is prepared. The course outline and training schedule are used to organize the training materials. In this example, the objective is written in behavioral terms and is very similar to the training objective previously stated. The lesson plan is the key link between task analysis and the training effort.
B. EXAMPLES OF THE TRAINING METHOD / 37 TABLE B.2—Summary analysis of training course structure (not intended to be complete).
Major task: Proper selection of dosimeters indicated on RWP according to facility procedures and good radiological work practices.
Sub-task: Self-reading dosimeter (SRD) Training
Element Reference Instructional Method Training Materials Location Estimated Time (minutes) Selection of
SRD
SRD technical manual, facility procedure, ANSI standard, etc.
Lecture Demonstration
SRDs, RWPs, Slides of SRD Overheads of RWP
Classroom 10 – lecture 5 – demonstration
Evaluation of SRD
Same as above Lecture Demonstration
SRDs, RWPs, Slides of SRD
Overheads of calibration label various scales
Classroom 10 – lecture 5 – demonstration
PEa Same as above PE
5 stations with PE and test criteria for each case:
• selection
• evaluate – all good
• evaluate – calibration
• evaluate – damaged points
• evaluate – re-zero
SRDs RWPs PE handout
Simulated con- trol point
20
aPE = practical exercise.
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B.2.5 Step Four: Evaluation Plan
The testing criteria necessary to determine the achievement of the training objective were identified during the training design and development. These testing criteria were directly related to the job performance standard. Now that the components of the training activity have been determined, Step Four is used to put together the evaluation plan for meeting the performance standards. The following is an example:
Lesson Plan Outline
Instructional Subject: Self-reading dosimeter (SRD) Selection and evaluation of an SRD
Instructor: — — —
Instructional Goal: The trainee will be capable of properly evaluating and selecting an SRD as indi- cated on the RWP in a timely manner with 100 percent accuracy.
Training Objectives: Upon completion of this instructional period, the learner will be able to accom- plish the following:
• select with 100 percent accuracy the SRD as designated on an RWP within 30 s
• select with 100 percent accuracy a properly calibrated SRD within 30 s
• select with 100 percent accuracy a properly serviceable SRD within 30 s
• perform a re-zero operation of an SRD within 1 min
• state in the trainee’s own terms the importance of using proper SRDs while performing a job in a radiation
environment Training Support
Material:
List all materials and equipment neces- sary for the training effort.
B. EXAMPLES OF THE TRAINING METHOD / 39
B.2.6 Step Five: Instruction
The objectives, testing criteria, and training materials are now ready for implementation. The instructor presents the materials to the trainee with care being taken to assure that learning is taking place. Handouts, visual aids, and demonstrations all assist the instructor in this effort.
B.2.7 Step Six: Evaluation and Feedback
Evaluation and feedback as it relates to the SRD example is primarily concerned with the consistency of learned skills and per- formance on the job. Principal concerns would include:
Evaluation Plan Outline
Evaluation Plan: Self-reading dosimeter (SRD)
Instructional Period: Selection and evaluation of SRDs refer- ence task: Self-reading dosimeter Reference Lesson
Plan:
No. XX — Self-reading dosimeter (SRD)
General: The trainee will be skill-tested during the practical exercise portion of the instruc- tional period. Each trainee will be required to complete, with 100 percent accuracy in the time specified, five different skill tests dealing with recognition and evaluation of SRDs.
Specifics: Select with 100 percent accuracy a desig- nated SRD on an RWP within 30 s Description: The trainee will receive three completed
RWPs each of which indicate the SRD to be utilized for each job. The trainee, using one RWP, will be required to select the designated SRD from two different types of SRDs. Using a second RWP, the trainee will be handed an SRD and asked if it is the designated SRD. Using a third RWP, the trainee will select the proper SRD from a total of 10 SRDs (two types) that are mis- labeled and incorrectly stored.
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• Has RWP format changed?
• Have SRD procedures changed?
• Have control point procedures changed?
• Have job conditions changed requiring different dosimetry?
• Have job conditions changed requiring different dosimetry techniques?
• Have job performance reviews indicated effective training?
• Are trainees meeting the testing criteria?
• Is the instruction appropriate for the group being trained?
• Does trainee feedback indicate confidence in dosimetry?
• Are attitudes about dosimetry positive?
This portion of the program ensures that the testing criteria, training materials, and instructional techniques accomplish the training objectives.