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IRPA13 – Refresher Course 8: Training Workers in RP for a Safer Work Environment
2012.05.15
Virva NilssonForsmark NPPDepartment for Safety and Environment - Radiological Safety
Open (S1)
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The Purpose of Training?
Did I tell you I´vebeen teaching Figo
how to whistle!?No you didn´t. Are
you really saying that Figo can whistle?
No, of course not.I only said I´ve
been teaching him!
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Why training of Workers in RP?
A Brief Selection from the Framework
How to Help People Learn?
The Guiding Principle
How Do People Learn?
The Three Dimensions of the Participant´s Personality
The Three Phases of Training
The Three Steps of the Learning Helix
Planning for Competence
Application of 3D in Your Training Course
Miscellaneous Thoughts Regarding E&T and Conclusions
Contents
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How About You?
How many of you present today are trainers yourself?
Could you, trainers, please raise your hand?
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Why Training of Workers in Radiation Protection?
How well Radiation Protection (RP) at a nuclear power plant works is never just a question about RP personnel. It is also always a question about how well the workers behave regarding RP.
It is then just common sensecommon sense to train them prior entering a radiologically controlled area, right?
But…There is, of course, a legal framwork of different directives, legislation e.g. we all are obliged to follow. In this framework of documents demands are made on that we train the personnel and even on how we are to do it.
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A Brief Selection from the Framework
Legislation and Directives on the national levelLegislation and Directives on the national level which all licencees must obey, are set by the national regulator/government. These documents do not often really demand the level of commitment according to industry good or best practice.
IAEA Safety Standards SeriesIAEA Safety Standards Series – status derived from the IAEA´s Statute. The Safety Fundamentals – The Safety Requirements – The Safety Guides. The Series define the principles of protection and the requirements that we must meet, as well as offer guidance on how we can comply with these requirements.
Different GuidelinesGuidelines, WANO e.g. – the industry good and/or best practice
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How to Help People Learn – The Guiding Principle
The key questionkey question with all training is:What, exactly, shall the participants be be
able to doable to do after they´ve completed the training?Objectives (aims, goals and targets) must beformulated as measurable and observablemeasurable and observable – otherwise it is impossible to see if they are reached or not.
When planning for and designing training courses the right question to ask is: What shall the participants be able to do after the training?What shall the participants be able to do after the training? = the desired outcome = the desired outcome
It is a common mistake to concentrate on ”what to tell about the subject”.
Another common mistake is to not formulate the objectives in a way that make them observable, for example: ”the participants are informed about…”, ”understand…”, ”realize…” – in these cases – what is the objective and how can it be measured whether or not it is achieved?
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How Do People Learn?
According to a very old story…
There were three men working as stone masons at a construction site chiseling stone. They were obviously doing exactly the same work, but when asked… they gave three totally different answers.
physically demanding,hard work, the tools
I am building acathedral!
one has to be carefulwhen measuring, all
the details have to beexactly right
Z
Y
X
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How Do People Learn?
These stone masons with completely different conceptions of the same job correspond to the three dimensions of our three dimensions of our own personalitiesown personalities. Having real competencereal competence means that each one of the dimensions has gained the correct qualifications in the correct manner.
Z: the skillskill to perform the task – mental or physical, or both
X: the knowledgeknowledge that is needed – theoretical, formal, factual
Y: the understandingunderstanding of the task and it´s value – the attitude towards it
The 3D-way of viewing competence3D-way of viewing competence is useful for a trainer who really wants the participants to gain the desired competence – and do it well.
ZZ
YY
XX
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The Three Dimensions of the Participant´s Personality
We all are 3-dimensional personalities.
The visual dimension to reach the ”picturepicture” brain (YY)Show the whole picturewhole picture, the contextcontext. Let the participants see the purposesee the purpose and show examplesshow examples before showing how how the result is to be achievedthe result is to be achieved.Use graphicsgraphics, diagramsdiagrams, write downwrite down, draw picturesdraw pictures.
The auditory dimension to reach the ”wordword” brain (XX)TellTell the participants what the goals and aims the goals and aims are, let them describedescribe these in their own wordsin their own words in each part of the training. Put words on all activitieswords on all activities.Remember: there are limitationslimitations to the word brain. Start with small doses of information followed by activitysmall doses of information followed by activity.
The physical dimension to reach the ”activityactivity” brain (Z)Z)Laughter lubricates learningLaughter lubricates learning! Make the participant physically activephysically active, engage the muscle memory – saying, handling, touching, pointingsaying, handling, touching, pointing.See to it that the participant acts correctlyacts correctly.The participant should be more activeactive than the trainer.
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Planning for Competence – 3D
CompetenceCompetence viewed in a 3D-perspective3D-perspective:
YY: understanding the context, attitude
XX: knowledge of the facts
ZZ: performance of the skills
Activities for each dimensionActivities for each dimension can be:
YY: describe an overalloverall picture
XX: describe in detailin detail, enumerate, match
ZZ: demonstratedemonstrate with growing complexity
The trainingtraining should be planned systematicallysystematically:
1.1.WhatWhat, exactly, must the participant learn? = the needed competencethe needed competence
2.2.WhoWho is the participant? = background, current competencecurrent competence
3.3.HowHow is he/she going to gain the desired compentence? = design effective effective learning situationslearning situations
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The Three Phases of Training
Phase 11 – Overview, visualvisual (Y)
Phase 22 – The Parts, auditorialauditorial (X)
Phase 33 – The Whole, physicalphysical (Z)
YY
XX
ZZ
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Planning for Competence – 3 Phases
Phase 11 – Overview, visualvisual, ”Y”Critical for successMotivationMotivation is a crucial factor
1. Motivation by causesby causes
2. Motivation by clearly defined objectiveby clearly defined objective
3. Motivation by future gainby future gain
Phase 22 – The Parts, auditorialauditorial, ”X”DivideDivide the whole into ”spoonfuls”into ”spoonfuls” of information that can be swallowed one by swallowed one by oneoneLet him/her practicepractice each ”spoonful” before starting the next one
Phase 33 – The Whole, physicalphysical, ”Z”This is where the participant should reach the objective of the training Phase 3 ought to be ~50% of the total timeRemember, only if the participant in the end demonstrates exactly what was the objective, he/she has reached it
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The Three Steps of the Learning Helix
Effective learning is a cyclic processcyclic process. The participant climbs up the ”spiral stairs of learning” towards a higher level of competence, one loop at the time.
Each loop consists of three steps:
1.1.Information Information toto the participant
2.2.Activity Activity byby the participant
3.3.Feedback Feedback toto the participant
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Planning for Competence – 3 Steps
Step 1 – information information toto the participantMakes the participant able to perform able to perform a desired activityMeant to trigger the activitytrigger the activity
Step 2 – activity activity byby the participantThe best way of learning is to be activebest way of learning is to be activeStep 2 must produce the correct behavior correct behavior observed observed by the instructor
Step 3 – feedback feedback toto the participantFinal step of the loopApplying the competence Applying the competence of the objectiveFeedback about the result of the activityresult of the activityIs the starting point for starting point for further learningfurther learning
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Application of 3D in Your Training Course
I wonder…?I wonder…?
What would be the aim and objective of your training course/element exactly? Y XX ZZ
When executing the training course/ element what could you do, as trainer, to make the learning process even more effective in all 3 dimensions? (activities, media etc) YY XX ZZ
Which dimension would you think is particularly important for a training course in RP? Why?
How would you like to design Phase 1, Overview, for the training course in RP? (Phase 1 is critical for success, motivation!)
In which ways could this phase of your training course be divided into the 3 steps of the learning helix?
1.1.Information Information toto the participant
2.2.Activity Activity byby the participant
3.3.Feedback Feedback toto the participant
The key factor in designing effective training courses is to define the objective (aim, goal) clearly with the real training real training needsneeds as a foundation.
What would be, in your case, the desired competence, exactly, and how would you measure the result?
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Miscellaneous Thoughts & Conclusions
When planning for, designing and executing training courses, the most essential asset is the trainerthe trainer.
A trainer in his/her rolerole?
Solid and careful planning and design planning and design form the basis of training courses that produce the desired competencedesired competence.
Train the trainersTrain the trainers.
Networking.
Laughter lubricates learning Laughter lubricates learning
Give positive learning experiencespositive learning experiences.
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Thank You for Your Attention!
Laughter lubricates learning Laughter lubricates learning – give positive
learning experiences!
I´d like to thank Mr Jansson, UBAB, for all his
support in making this presentation.
I´d also like to thank Mr Bens, WANO, for
the permission to quote WANO GL 2004-01.
