• Effectiveness of the training program
• Line commitment to worker qualification
• Readiness of individtual to perform work

ACAD 02-001

Identify the six Objectives for Accreditation:

1- Training for performance Improvement

2- Management of training processes and resources

3- Initial Training and Qualification

4- Contrinuing Training

5- Conduct of Training and Training Evlauation

6- Training Effectiveness Evaluation

ACAD 02-002

The accreditation process consists of the following elements:

SAT based process

ASER

Maintenace of the process

Board

ATV

ACAD 02-002

What is the composition of the Accrediting Board?

"RIPN" a new asshole

Regulator Commision (no longer working for NRC though)

INPO Peers (2)

Post Secondary Education community

Non-nuclear industrial training organization

Any course that is required to establish or maintain a person qualified to independently perform work.

ATV looks at the past 24 months and compares performance to the accreditation standard.

Plant Evals looks at the present and the future and compares performance to the top quartile plants to determine gaps to excellence

10CFR50.120 Training and qualification of nuclear plant personnel

10CFR55.4    Definitions

ACAD 02-002

What are the three possible outcomes of an accrediting board?

Renew accreditation

Probation (programs remain accredited)

Withdraw accreditation

Analysis

Design

Development

Implementation

Evaluation

Shift Manager

Reactor Operator

STA

Non-Licensed Operator

Maintenance (mech/elec/I&C)

Chemistry

Engineering

Feedback

Accountable

Cost Effective

Teamwork

• Readiness (what's in it for me)
• Experience (taylor training to learners experience)
• Autonomy (adult learners choose to learn) 
• Action (how can I apply this at work)

Attention (Alarm, engage the brain)

Relevance (Relate to job)

Confidence (I can do this on the job)

Satisfaction (Apply what I learned)

Model management expectations

Professional demeanor

Receptive to feedback

Annual recommendations for maintaining insturctional and technical skills?

1. Instructional refresher
2. Technical
3. Professional development 

Needs analysis

Job analysis

Task analysis

Analysis

What does a needs analysis do?

Gap analysis

Gap between performance required and existing performance

//and//

is training required

Analysis

What does a job analysis do?

What is the Outcome?

Determines what tasks need to be trained  / mastered for that job.

The outcome is a task list.

Analysis

What are task analysis?

• Develop knowledge and skill that support the task, that will later be converted to learning objectives.
• Develop objectives that will be sequenced into lesson plans 

Difficulty

Importance

Frequency

which determine if:

Initial /continued training, classroom, required reading or none

1. Choose an analysis approach (procedural or decision tree)
2. Identify elements (knowlege and skill)\
3. Identify attitudes
4. Verify results

Results of Training

Oriented to job performance

Training is appropriate solution

Causes of performance gaps

• Safety Awareness
• Human performance

Tech Specs

Oversight

Team Oral Boards

Industrial Operator handbook presentations by students

Master Task List

Line and Training Management approval

Action Verb

Object upon which action is perfromed

Finite beginning and end

measurable and observable

leads to a product, decision or result

• Knowledge - Cognitive Domain
• Skill - Psychomotor Domain
• Attitude - Affective Domain

Design

What happens during the design phase of ADDIE?

Plan

Objectives

Tests

Setting

//POTS//

Design

What are the Design outcomes?

Use Analysis to produce specifications for

Developing

Implementing

Evaluating

Design

What are the elements to the plan?

The plan is the plan...

Objecitve

+

Tests

+

Setting

Design

What are the the required parts of a terminal objective?

Condition Statement (i.e. using procedure ...)

Behavior Statement (one action verb)

Standard (i.e. 100%, 90%...) 

Design

What are:

Terminal objectives?

Enabling objectives?

Terminal - Highest measerable level of performance

Enabling - Help to master the terminal objective (lower level knowledge / skill)

Design

What are the Objective Educational Domains?

Cognative - mental process

Affective - Attitude (hu tools / safety)

Psychomotor - physical performance

Design

Blooms Taxonomy Cognitive Levels?

Evaluation (evaluate, judge, predict)

Synthesis (construct, create, develope)

Analysis (Break down)                          

Application (apply, operate, calculate)

Comprehension (grasp, relate, explain)

Knowledge (recall, define, list, state)

• Knowledge
• Comprehension
• Application
• Analysis
• Sythesis
• Evaluation

Design

What are the levels of learning for Psychomotor Domain?

Observation

Practice

Performance

Design

What are the levels of learning for the Affective Domain?

Awareness

Reienforcement

Promotion

Defense

Design

Compare and contrast Terminal Objectives and Enabling Objectives

Terminal objectives identify what the learner will be able to do upon completion of the training.

Enabling are the behaviors the student will demonstrate during the training to support the terminal objective.

Design

Types of Objective Sequencing?

Sequential - order during performance

Developmental - easiest to hardest to learn

Relational - necessary to learn next objective

Design

what are the seven settings?

lecture

demonstration

descussion

oral questioning

role play

walk through

self pacing

Design

Define : Reliability and Validity

Reliability - true test of mastery

Validity - test measures what it is supose to measure

Development

Develpoment Activities are:

Pilot

Activities

Lesson Plans

Materials

Methods

//palmm// 

Development

Development outcomes / products:

Handout

Approved Training Material

Lesson Plans

Power Point Presentaitons

Development

Parts of a Pilot?

Tech Review

Small Group Evaluation

First Run

Evaluate / Revise

Development

Learning Activities

____ Training Events per lesson each event has a _______.

-9

-Learning Activity

Development

What are the 9 training events?

Motivate

objectives

prerequisite knoledge

prestent material

learning guidance

elicite mastery

previde feedback

evaluate

enhance transfer (use in the field)

Development

Are lesson plans training material?

What is the purpose of a lesson plan?

No - controlling documents for using training material.

Promote consistency from insturctor to instructor

Development

Lesson plan parts?

Introduction

presentation

question trainees

Activity

summary

Development

what are the options for material development?

• Use existing
• modify existing
• develop new

Development

Characteristics of visual aids?

Clear

Legible

Essential

Accurate

Neat

Implement

78% perfer visual

12% perfer verbal or written

10% perfer touch, tast, smell

Implement

What are the types of questions?

Overhead - Ask group

Direct - Ask prior to calling on someone

Reverse / Relay - student asks instructor, instructor asks group.

Rhetorical

Implement

Few people can pay attention for more than ___ minutes.

Implement

what are the three lecture types?

Problem Centered - start w problem end w solution

Point of view - Goal followed by supporting data

Knowledge - Information

Implement

what is the difference between:

Walkdown

Walkthrough

tours

Walkdown - 1-2 students mastery goal

Walkthrough- No instructor mastery goal

Tour - guide, no mastery

Implement

Actions / options for remediation plan?

1. take course over
2. other means
3. disqualify in the meantime 

Evaluation

Evaluation purpose?

Evaluation

Kirkpatricks levels of evaluation are :

Reaction - did students like it

Learning - test score

Transfer - observed on the job

results - "bottom line"

Evaluation

Per ACAD 85-006 what are the three basic evaluation steps?

Monitor

↓

Analyze

↓

Correct

How do you determine the makeup of a writen exam?

Evaluations shall be based on a representative sample of the objectives

• Clearly Labeled
• Locked or direct control
• If on computer (security code)
• If consecutive session (50% different)

• Make change
• Update revision number
• Section Leader initial / date prior to evaluation
• Notify previous classes
• write a PVAR
• Incorporate within 45 days

How is a lesson plan reviewed and approved?

Author          - Qualified Instructor

Tech Review - technically knowledgeable

Approval       - Section Leader

You are preparing to teach a class, describe the actions you need to take

Generically:

• Lesson Preparation
• Lesson Presentation
• Administering Evaluations
• Remedial Training

No correct answer

More than 2 correct answers

Exam item not tied to an objective

For extraordinary or recurrent disruptions the instructor may -

• Dismiss the trainee
• Notify Taining Lead (by end of day)
• Training Lead notifies trainees leader
• Line Leader writes PVAR

• Student fills out class climate
• Instructor generates class climate report
• Student feedback summary approved by Line and Training Leadership
• Changes to training sent to TAC/TRG
• Results fed back to students
• Summary forms kept for at least 4yrs

TAC

TRG

TOC

Line Leader writes PVAR and:

1. you can catch them up or
2. Inform them they'll have to retake

If a student fails what does the instructor do?

Maintain remediation plan for _____?

1. Disqualify the student
2. Develope a remediations plan

maintain plan for 4 years

1. Continuing instructor training
2. Observation
3. In Plant time 32 hours

When are post training evaluations required?

Time frame?

1. completion of an initial mandatory training program
2. Training to improve performance
3. Following Just In Time Training

6-9 months