2. © Forsmarks Kraftgrupp AB IRPA13 – Refresher Course 8: Training Workers in RP for a Safer Work Environment 2012.05.15 Virva Nilsson Forsmark NPP Department for Safety and Environment - Radiological Safety Open (S1)

3. © Forsmarks Kraftgrupp AB The Purpose of Training? Did I tell you I´ve been 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!

4. © Forsmarks Kraftgrupp AB 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

5. © Forsmarks Kraftgrupp AB How About You? How many of you present today are trainers yourself? Could you, trainers, please raise your hand?

6. © Forsmarks Kraftgrupp AB 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. common sense It is then just common 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.

7. © Forsmarks Kraftgrupp AB A Brief Selection from the Framework Legislation and Directives on the national level Legislation 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 Series IAEA 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. Guidelines Different Guidelines, WANO e.g. – the industry good and/or best practice

8. © Forsmarks Kraftgrupp AB How to Help People Learn – The Guiding Principle key question The key question with all training is: be What, exactly, shall the participants be able to do able to do after they´ve completed the training? Objectives (aims, goals and targets) must be measurable and observable formulated as measurable and observable – otherwise it is impossible to see if they are reached or not. What shall the participants be able to do after the training? = the desired outcome When planning for and designing training courses the right question to ask is: What shall the participants be able to do after the training? = 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?

9. © Forsmarks Kraftgrupp AB 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 a cathedral! one has to be careful when measuring, all the details have to be exactly right Z Y X

10. © Forsmarks Kraftgrupp AB How Do People Learn? three dimensions of our own personalitiesreal competence These stone masons with completely different conceptions of the same job correspond to the three dimensions of our own personalities. Having real competence means that each one of the dimensions has gained the correct qualifications in the correct manner. skill Z : the skill to perform the task – mental or physical, or both knowledge X : the knowledge that is needed – theoretical, formal, factual understanding Y : the understanding of the task and it´s value – the attitude towards it 3D-way of viewing competence The 3D-way of viewing competence is useful for a trainer who really wants the participants to gain the desired competence – and do it well. Z Y X

11. © Forsmarks Kraftgrupp AB The Three Dimensions of the Participant´s Personality We all are 3-dimensional personalities. pictureY The visual dimension to reach the ”picture” brain (Y) whole picturecontext see the purposeshow exampleshow the result is to be achieved  Show the whole picture, the context. Let the participants see the purpose and show examples before showing how the result is to be achieved. graphicsdiagramswrite downdraw pictures  Use graphics, diagrams, write down, draw pictures. wordX The auditory dimension to reach the ”word” brain (X)  Tellthe goals and aims describein their own words words on all activities  Tell the participants what the goals and aims are, let them describe these in their own words in each part of the training. Put words on all activities. limitations small doses of information followed by activity  Remember: there are limitations to the word brain. Start with small doses of information followed by activity. activityZ) The physical dimension to reach the ”activity” brain (Z)  Laughter lubricates learning  Laughter lubricates learning! physically active saying, handling, touching, pointing  Make the participant physically active, engage the muscle memory – saying, handling, touching, pointing. acts correctly  See to it that the participant acts correctly. active  The participant should be more active than the trainer.

12. © Forsmarks Kraftgrupp AB Planning for Competence – 3D Competence3D-perspective Competence viewed in a 3D-perspective: Y Y: understanding the context, attitude X X: knowledge of the facts Z Z: performance of the skills Activities for each dimension Activities for each dimension can be: Yoverall Y: describe an overall picture Xin detail X: describe in detail, enumerate, match Zdemonstrate Z: demonstrate with growing complexity training systematically The training should be planned systematically: 1.What the needed competence 1.What, exactly, must the participant learn? = the needed competence 2.Who current competence 2.Who is the participant? = background, current competence 3.How effective learning situations 3.How is he/she going to gain the desired compentence? = design effective learning situations

13. © Forsmarks Kraftgrupp AB The Three Phases of Training 1visual Phase 1 – Overview, visual (Y) 2auditorial Phase 2 – The Parts, auditorial (X) 3physical Phase 3 – The Whole, physical (Z) Y X Z

14. © Forsmarks Kraftgrupp AB Planning for Competence – 3 Phases 1visual Phase 1 – Overview, visual, ”Y”  Critical for success  Motivation  Motivation is a crucial factor by causes 1.Motivation by causes by clearly defined objective 2.Motivation by clearly defined objective by future gain 3.Motivation by future gain 2auditorial Phase 2 – The Parts, auditorial, ”X”  Divideinto ”spoonfuls” swallowed one by one  Divide the whole into ”spoonfuls” of information that can be swallowed one by one practice  Let him/her practice each ”spoonful” before starting the next one 3physical Phase 3 – The Whole, physical, ”Z”  This is where the participant should reach the objective of the training  Phase 3 ought to be ~50% of the total time  Remember, only if the participant in the end demonstrates exactly what was the objective, he/she has reached it

15. © Forsmarks Kraftgrupp AB The Three Steps of the Learning Helix cyclic process Effective learning is a cyclic 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.Information to 1.Information to the participant 2.Activity by 2.Activity by the participant 3.Feedback to 3.Feedback to the participant

16. © Forsmarks Kraftgrupp AB Planning for Competence – 3 Steps information to Step 1 – information to the participant able to perform  Makes the participant able to perform a desired activity trigger the activity  Meant to trigger the activity activity by Step 2 – activity by the participant best way of learning is to be active  The best way of learning is to be active correct behavior observed  Step 2 must produce the correct behavior observed by the instructor feedback to Step 3 – feedback to the participant  Final step of the loop  Applying the competence  Applying the competence of the objective result of the activity  Feedback about the result of the activity starting point for further learning  Is the starting point for further learning

17. © Forsmarks Kraftgrupp AB Application of 3D in Your Training Course I wonder…? What would be the aim and objective of your training course/element exactly? Y X Z 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) Y X X Z Z 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.Information to 1.Information to the participant 2.Activity by 2.Activity by the participant 3.Feedback to 3.Feedback to the participant real training needs The key factor in designing effective training courses is to define the objective (aim, goal) clearly with the real training needs as a foundation. What would be, in your case, the desired competence, exactly, and how would you measure the result?

18. © Forsmarks Kraftgrupp AB Miscellaneous Thoughts & Conclusions the trainer When planning for, designing and executing training courses, the most essential asset is the trainer. role A trainer in his/her role? planning and design desired competence Solid and careful planning and design form the basis of training courses that produce the desired competence. Train the trainers Train the trainers. Networking. Laughter lubricates learning Laughter lubricates learning positive learning experiences Give positive learning experiences.

19. © Forsmarks Kraftgrupp AB 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.