Professional Documents
Culture Documents
Guide To Good Practices of Shift Training
Guide To Good Practices of Shift Training
NOT MEASUREMENT
SENSITIVE
DOE-STD-1040-93
June 1993
CHANGE NOTICE NO. 1
December 1998
DOE STANDARD
GUIDE TO GOOD PRACTICES FOR
CONTROL OF ON-SHIFT TRAINING
FSC 6910
This document has been reproduced from the best available copy.
Available to DOE and DOE contractors from ES&H Technical Information
Services, U.S. Department of Energy, (800) 473-4375, fax: (301) 903-9823.
Available to the public from the U.S. Department of Commerce, Technology
Administration, National Technical Information Service, Springfield, VA 22161;
(703) 605-6000.
DOE-STD-1040-93
December 1998
Change
pg. 5 / Section 3
Supplemental Resources
Concluding Material
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December 1998
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FOREWORD
The purpose of this Guide to Good Practices is to provide Department of Energy (DOE)
contractors with information that can be used to validate and/or modify existing programs
relative to Conduct of Operations. This Guide to Good Practices is part of a series of guides
designed to enhance the guidelines set forth in DOE Order 5480.19, Conduct of Operations
Requirements for DOE Facilities.
KEYWORDS
Control of Trainees
Instructor Qualification
On-Shift Training
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viii
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TABLE OF CONTENTS
FOREWORD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v i i
DEFINITIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
1. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
2. OBJECTIVE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
3. DISCUSSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
4. GOOD PRACTICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
4.1
Trainee Prerequisites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
4.1.2
4.1.3
4.2
Instructor Qualification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
4.3
4.3.2
4.3.3
4.4
Training Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
4.5
4.6
SUPPLEMENTAL RESOURCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
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DEFINITIONS
Instructor Internship
On-the-Job Training
Operations
Operations Supervisor
Operator
Systematic Approach to
Training (SAT)
Qualification Program
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Qualification Card
(On-shift Training
Checklist/Performance
Evaluation
Checklist/Practical Factor
Card)
Shift
Training Manager
Work Station
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2. OBJECTIVE
The objective and criteria are derived from DOE Order 5480.19. They are intended to aid
each facility in meeting the intent of the order.
Facility operation by personnel under instruction is carefully supervised and controlled to
avoid mistakes by unqualified personnel, and training activities are conducted to ensure
that the time is used effectively.
Criteria:
1. The on-shift training process adheres to established training programs.
2. Trainees are supervised by on-shift instructors who are currently qualified at the work
station.
3. Policies directing the use of trainees in support of operations activities are developed to
ensure that trainees are effectively and appropriately used.
4. The operations supervisor, or equivalent, approves training programs that best meet
operations needs.
5. On-shift training is appropriately documented.
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3. DISCUSSION
On-shift training provides the mechanism for applying the knowledge and skills learned in
the classroom, through self-study, and in the laboratory to operating the facility. On-shift
training activities are required to provide the trainee with hands-on experience, because
neither an outstanding classroom presentation of fundamentals and facility-specific
knowledge nor specific laboratory exercises sufficiently prepares an operator to operate a
facility safely and efficiently. Since on-shift training allows unqualified personnel the
opportunity to operate the facility, controls must be implemented during the performance of
on-shift training to ensure that the facility is operated safely and reliably. These controls
should prevent accidental, inadvertent, or incorrect manipulation of components,
equipment, or systems by trainees. Both on-shift instructors and trainees must understand
the controls that regulate the performance of on-shift training.
On-shift training is commonly conducted using the instructional method of on-the-job
training (OJT). This form of training has proven very effective in qualifying trainees. OJT
addresses the steps necessary to successfully train an individual in the performance of a
task, but does not specifically address the controls of the training process and their
relationship to the operation of the facility. For information concerning the OJT process,
refer to DOE Guideline DOE-HDBK-1206-98, Guide to Good Practices for On-the-Job
Training (hereafter referred to as OJT Guide to Good Practices). "Control of On-Shift
Training" addresses the formal, disciplined controls that are required in the operating
environment to ensure that on-shift training is conducted safely and efficiently.
On-shift training includes activities that a trainee performs in the operating environment
under supervision, as well as training activities that are performed in the operating
environment as part of the operator continuing training program. The primary purpose of
on-shift training is to allow personnel to acquire first-hand experience by performing or
observing operations, special processes, tests, inspections, and other work activities.
In addition to the necessary administrative controls, qualified instructors are also important
to the successful control of on-shift training. Competent instructors ensure quality and
consistent training of potential operators without compromising the safety and reliability of
facility operations. Trainees receive the best and most consistent training concurrent with
meeting the production goals of the facility when the instructors are proficient in performing
their assigned operational duties while conducting on-shift training. These instructors are
best able to interrupt the training when a compromise to safety is becoming evident.
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4. GOOD PRACTICES
4.1
Trainee Prerequisites
Prior to beginning the on-shift training process, the trainee should be taught
fundamental technical and administrative knowledge. The fundamental technical
knowledge should be derived from a task analysis. This analysis ensures that the
training is appropriate for the actual job performance. The Training Program
Handbook DOE-HDBK-1078-94, Training Program Handbook: A Systematic
Approach to Training, and DOE Order 5480.20A, Personnel Selection, Qualification,
and Training Requirements for DOE Nuclear Facilities, contain procedures and
information to systematically determine training needs.
The trainee should understand safety practices and procedures, work station
responsibilities and authorities, and administrative procedures. The instructor
should ensure that the trainee understands basic information affecting attention to
detail, attitude toward the job, and awareness of the work station's relationship to
plant reliability and safety.
4.1.2
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document, the person with this responsibility will be referred to as the training
coordinator. For facilities using a rotating shift or multiple-shift crews, this
responsibility may be delegated to one training coordinator per shift. Using one
person per shift should increase training efficiency because training can be
rescheduled as necessary to take advantage of operating situations (e.g., unusual
or infrequent activities) that might arise during a shift.
4.1.3
Instructor Qualification
To ensure that training is effectively performed in the operating environment, onshift training should be conducted by specially selected, qualified operators. The
selection should be based on items such as communication skills, technical
knowledge, and the ability to impart trainees with hands-on experience. This may
require that the operator has received and successfully completed on-shift instructor
training. At a minimum, special instructor techniques should be covered that are
designed to prevent misoperation or damage to equipment (e.g., where to place
hands to prevent inadvertent breaker, switch, or valve operation). Training
Department personnel may conduct on-shift training as long as they remain current
in their operator qualifications. The requirements for maintaining operator
proficiency should be specified in facility procedures.
Potential instructors should complete an instructor internship prior to conducting
training in the operating environment. This allows the candidate to acquire
supervised practical training similar to mentoring. An instructor internship is
designed to verify and strengthen the instructor candidate's instructional abilities
within the operating environment. It also gives a candidate's supervisor the
opportunity to monitor and evaluate the candidate's instructional and technical
competency in a specific training setting.
A qualified instructor should train the instructor candidate on the facility's on-shift
training requirements. To ensure consistency in training, items to be performed
should be outlined on a qualification card. When the qualified instructor is satisfied
that the instructor candidate has demonstrated adequate instructional skills, the
qualified instructor should sign the qualification card and recommend the individual
for a final evaluation.
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The cognizant supervisor should conduct a final evaluation of the instructor
candidate's instructional abilities and competencies during an actual on-shift
training session. If the instructor candidate is evaluated as satisfactory, the
supervisor should sign the qualification card and ensure that the individual's name
is entered in the appropriate documents for tracking qualifications (e.g., qualification
matrixes, Training Department records, Personnel Department records). For more
information on instructor training, refer to DOE-HDBK-1001-96, Guide to Good
Practices for Training and Qualification of Instructors.
4.3
Prior to beginning an on-shift training session, the instructor and the trainee should
meet to discuss the upcoming session. This meeting is designed to set the ground
rules for the session, discuss the events that will take place, and advise the trainee
of the information he or she will be responsible for. This requires that the instructor
and the trainee have full knowledge of the scheduled training items.
4.3.1.1
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should have a clear understanding of what it is they are about to do, why
they are doing it, and the expected effects their action(s) will have on the
equipment, system, or process. If the trainee cannot answer these
questions, he/she should get clarification prior to performing the action(s).
The trainee should also be aware of the mobility limitations and should
remain in sight of the instructor at all times so that the instructor can
maintain control of the trainee during the hands-on situation. A good
practice is to have the trainee stay "within arm's distance" of the instructor
when the trainee operates equipment. Although it is the responsibility of the
instructor to supervise the trainee, it is the trainee's responsibility to be in a
position to be supervised.
Trainees should also understand that any official round sheets or narrative
logs that they use to record facility parameters or remarks are formal
documents. Although it is the instructor's responsibility to ensure that all
data or remarks are correctly recorded, it is the trainee's responsibility to
correctly and accurately record the information in a legible, precise, and
understandable manner.
4.3.1.2
The on-shift training schedule should contain a list of all training that is
scheduled for a given period. The training coordinator is responsible for
developing the schedule. Discussing the scheduled training prior to its
occurrence will help the instructor determine how well the trainee is prepared
and may also help the trainee gain an understanding of the relationship
between upcoming training activities and the operational schedule. If the
scheduled training conflicts with the operational schedule, the training
coordinator should be contacted to modify the training schedule.
4.3.1.3
Knowledge Spotcheck
The instructor may use the pre-training briefing to determine if the trainee
has the required knowledge and skills to perform the training tasks. If the
trainee does not have the required knowledge and skills, the instructor must
not let the trainee commence training; however, the trainee may be allowed
to observe the tasks to gain more knowledge. Information on the
appropriate methods for conducting a knowledge spotcheck can be found in
the OJT Guide to Good Practices.
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4.3.2
An on-shift training session allows a trainee to operate portions of the facility from a
specific work station. Because each action performed by the trainee actually
changes the status of the facility, the trainee must be supervised to prevent an
adverse situation from arising. Careful and competent supervision of a trainee will
prevent mistakes that could lead to an adverse situation.
4.3.2.1
Commencing Training
Control of Trainees
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Requiring the trainee to say the information to the instructor prior to the
actual communication
4.3.2.5
Suspension of Training
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The trainee should have no doubt that training is terminated and that the
trainee is to immediately stop whatever he/she is doing. The use of a clear,
mutually understandable phrase, such as "hands off," should be spoken in
conjunction with the suspension. When the phrase is used, it should be a
clear signal to the trainee that the instructor has taken over the control of the
work station.
Training should be immediately suspended in the event of unanticipated or
abnormal situations. Since the instructor is responsible for operating the
facility, training should also be suspended whenever the instructor believes
suspension is necessary to ensure safe and reliable facility operation. The
responsibility for assessing all abnormal and accident conditions and taking
action remains with the instructor.
During abnormal or emergency conditions, trainees may provide assistance
(e.g., make narrative log entries, get tools and procedures) at the discretion
of the instructor. The instructor must first decide if the trainee is
knowledgeable and skillful enough to assist in responding to the situation.
When a training session is suspended for the remainder of a shift, the
trainee should sign out of the narrative log. This signifies the official
termination of the training session. In order to achieve some benefit from a
suspended training session, the instructor may allow the trainee to remain at
the work station to observe the instructor perform the assigned task(s). The
trainee must remain in a position to observe without obstructing the
instructor. An exception to this practice would be if training was suspended
for an abnormal or emergency condition, and the condition required
evacuation of all unnecessary personnel. In this case, the trainee must
evacuate from the premises.
4.3.2.6
Normally, on-shift training, when performing OJT, should be conducted oneon-one. Because of operational commitments or task performance
frequency, it may become necessary to simultaneously train more than one
person on a task. In these cases, the maximum number of trainees allowed
to participate in a training evolution needs to be determined. In making this
determination, consideration should be given to precluding the potential for
adverse effects on the facility. This determination should also reflect the
concern for ensuring effective, high-quality training. Supervisors should
ensure that established limits for number of trainees are observed.
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In addition, operators should consider the maximum number of trainees (i.e.,
trainees not performing OJT) that they can adequately supervise at their
work station. Even if the trainees are only observing a task or studying
components and systems at the work station, they should be supervised or
at least instructed of their responsibilities while at the work station. Although
there might not be prescribed limits for this situation, operators should limit
the number of trainees so that they can continue to operate safely and
efficiently.
4.3.3
The instructor should formally conclude the on-shift training session by informing
the trainee that the training session is concluded. To enhance training
effectiveness, the instructor should receive a turnover from the trainee. For
information on turnovers, refer to DOE Order 5480.19, Chapter XII, "Operations
Turnover." The instructor should then evaluate the training session in a manner so
as to not interfere with his/her ability to continue operating. For information on
performing evaluations, refer to the OJT Guide to Good Practices.
4.4
Training Documentation
On-shift training documentation should be consistent with Training Department
requirements and should be formally documented. The use of qualification cards
has proven effective for documenting training. The documentation requirements,
including who, how, and when to document training, should be clearly defined and
understood by the instructors and the trainees. For additional information on
training documentation refer to the OJT Guide to Good Practices.
In addition to documenting training in the qualification card, training events should
be annotated in the work station narrative log, if applicable. Since narrative logs
contain a chronological list of all operational activities that occurred during a specific
shift and since most training events are operational activities, the majority of events
should already be recorded. Using the narrative log to record events performed
during a training session will make it easier to document all training that occurred
during a session.
4.5
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example of effective use of trainees would be qualifying a trainee on a task to
support the operating schedule, such as fire watch, and then relieving the trainee as
soon as possible to allow the trainee to continue with the training process. Prior to
assigning trainees to assist in nontask-related activities (e.g., collecting logs,
reviewing procedures, and other administrative jobs), supervisors should verify that
the trainee has time to perform the assignment and that the assignment will not
conflict with the trainee's training schedule.
4.6
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SUPPLEMENTAL RESOURCES
The following sources provide additional information pertaining to topics discussed in this
Guide to Good Practices:
DOE Order 5480.19, Conduct of Operations Requirements for DOE Facilities, Chapter IV,
"Communications."
DOE Order 5480.19, Conduct of Operations Requirements for DOE Facilities, Chapter V,
"Control of On-Shift-Training."
DOE Order 5480.19, Conduct of Operations Requirements for DOE Facilities, Chapter XI,
"Logkeeping."
DOE Order 5480.19, Conduct of Operations Requirements for DOE Facilities, Chapter XII,
"Operations Turnover."
DOE Order 5480.20A, Personnel Selection, Qualification, and Training Requirements for DOE
Nuclear Facilities.
DOE-HDBK-1078-94, Training Program Handbook: A Systematic Approach to Training.
DOE-HDBK-1001-96, Guide to Good Practices for Training and Qualification of Instructors.
DOE-HDBK-1206-98, Guide to Good Practices for On-the-Job Training.
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CONCLUDING MATERIAL
Review Activities:
Preparing Activity:
DOE
DP
EH
EM
ER
NE
NS
DOE-EH-31
Project Number:
6910-0034