ASTM C986-89(1995)e1

NOTICE: This standard has either been superseded and replaced by a new version or discontinued.
Contact ASTM International (www.astm.org) for the latest information.
e1
Designation: C 986 – 89 (Reapproved 1995)
Standard Guide for
Developing Training Programs in the Nuclear Fuel Cycle
This standard is issued under the fixed designation C 986; the number immediately following the designation indicates the year of
original adoption or, in the case of revision, the year of last revision. A number in parentheses indicates the year of last reapproval. A
superscript epsilon (e) indicates an editorial change since the last revision or reapproval.
e NOTE—Keywords were added editorially in June 1995.
1. Scope 3.1.2 programs—the total accumulation of training activi-
ties that prepares an individual to perform the defined duties of
1.1 This guide covers a systematic process for the develop-
a particular job (that is, reactor operator).
ment of training programs. This approach is recommended for
3.1.3 courses—the specific portions of a training program
use within the nuclear fuel cycle. However, the steps described
that are designed to present certain job duties or core knowl-
can be beneficially applied to the development of other
edge important to the job (that is, radiation safety, reactor
technical training programs. It is particularly valuable for
cooling system).
promoting the efficiency and safety of a complex technical
3.1.4 units—the subdivisions of training courses where
operation.
certain subjects related to specific duties are presented (that is,
1.2 This guide provides a description of the activities to be
radiation self-survey, primary coolant flow).
considered in developing effective training programs. It is
3.1.5 lessons—the component parts of a course unit that
written from the viewpoint of an industrial user. The approach
present individual subject material (that is, the Geiger-Müeller
is based on an operating organization (company) using its
counter, the PC-1 coolant pump).
resources to develop training programs to meet that company’s
3.1.6 job analysis—the examination of a job to determine
specific needs.
the duties, tasks, and associated activities performed in a job.
1.3 The responsible organization or individual who would
The results are lists that clearly define the job in terms of what
perform the activities described will differ due to the unique
is done.
variability in organizational structures of those applying the
3.1.7 task analysis—the systematic examination of exactly
process. This is, therefore, not addressed in this guide. It is also
what is done when performing a task (the action steps,
not within the scope of this guide to prescribe the specific
operations, or elements), the conditions under which it is
method for performing the activities.
performed, and the standards for adequate performance. The
1.4 There are many associated activities and decisions not
product of this is a detailed description of exactly what the
considered such as training facility design, audio-visual re-
employee must do and how it is done.
sources, and documentation systems. However, to reduce the
possibility of oversight, it is recommended that the user refer to
4. Significance and Use
“A Checklist for Technical, Skills, and Other Training.”
4.1 The purpose of this guide is to outline a generic process
2. Referenced Documents for development of training programs which meet the demand-
ing requirements of the nuclear fuel cycle. The application of
2.1 American Society for Training and Development Docu-
this process is intended to promote a training program that will
ment:
be thorough, effective, and efficient in providing the knowledge
A Checklist for Technical, Skills, and Other Training
and skill required for the job at hand.
3. Terminology 4.2 The product of the overall process is a training program.
Several of the steps in the process result in tangible elements
3.1 Descriptions of Terms and Symbols Specific to this
that can document the process and provide a basis for inde-
Standard:
pendent review of the development efforts. This allows assess-
3.1.1 The following terms are presented in hierarchical
ment of the completeness and applicability of the training
order:
program.
4.3 The process steps described here should comprise all the
This guide is under the jurisdiction of ASTM Committee C-26 on Nuclear Fuel
needed elements for an accreditable/auditable training pro-
Cycle and is the direct responsibility of Subcommittee C26.08 on Quality Assurance
gram. However, the depth of detail pursued by an organization
and Reference Materials.
Current edition approved Nov. 24, 1989. Published January 1990. Originally
published as C 986 – 83. Last previous edition C 986 – 83.
Available from American Society for Training and Development, Suite 305,
600 Maryland Ave., S. W., Washington, D. C. 20024.
Copyright © ASTM, 100 Barr Harbor Drive, West Conshohocken, PA 19428-2959, United States.
C 986
is a company management decision based on individual/ in detail in Fig. 2. Program definition provides the framework
industry needs, standards, governmental requirements, etc. for all activities that follow. Careful attention to the overall
intent of the training effort makes its achievement far more
5. Understanding the Process Description
likely.
5.1 This guide outlines a process that is divided into five
6.1.1 Define Program Goals—Training program should
major activities as diagrammed in Fig. 1. When these activities
have goals pertaining to the overall purpose of the program.
are incorporated into a dynamic training program, the ultimate
These defined goals should represent an extension of com-pany
objective, competent employees, will be achieved. While a
policy and reflect laws and regulations with respect to training.
sequencing is apparent, there are feedback loops throughout
Goal statements serve the following purposes:
the process so that the program can be readily revised to fulfill
6.1.1.1 Clarify what is to be accomplished through the
any changing requirement.
program,
5.2 The component activities are dealt with in more detail in
6.1.1.2 Provide a basis for communicating program intent to
the following section utilizing detailed diagrams for clarity.
trainees, management, and others,
The diagrams shown in Figs. 2-6 use standard precedence logic
6.1.1.3 Establish criteria for measuring the value of devel-
in a vertical format with a succeeding event below those that
opment efforts that follow, that is, determining whether this
precede it. As an additional aid to clarity, the diagrams have the
activity is necessary or effective in meeting the program goal,
activities coded to the section within this guide where they are
and
discussed.
6.1.1.4 Provides assessment of how this program fits into
5.3 Many activities result in tangible products that can serve
the overall company training effort.
to document the activity. When this is the case, these are
6.1.2 Perform Job Analysis—A job analysis produces de-
recommended for inclusion in the overall program documen-
tailed lists of tasks performed by the workers. This provides a
tation.
foundation for the content and quality of program develop-
6. Process Description
ment. The result is a description of the job essential to planning
6.1 Program Definition—This major activity is diagrammed and scoping the course content and the development efforts that
FIG. 1 Major Components
C 986
FIG. 2 Program Definition
follow. This serves to do the following: son should be made between the objectives and the identified
6.1.2.1 Define what the worker does on the job, and tasks and any incongruities resolved.
6.1.2.2 Determine how work activities are conducted and 6.1.4 Identify Courses—Courses that support the program
managed, products are produced and distributed, and how objectives should be identified. These courses represent the
services are provided. These tasks must be carefully identified first division of the overall program into more manageable
with the job title of the worker to assure that the resulting parts. Generally, courses support specific skill or knowledge
instruction provides workers with knowledge and skills for the objectives of the program either from a subject viewpoint
job they actually perform. (mathematics), a process viewpoint (emergency shutdown), or
6.1.3 Determine Program Objective—Program objectives a system viewpoint (ventilation).
should be developed that will provide a specific description of 6.1.5 Identify Probable Course Sequence—This produces
the training program criteria. As a minimum, this should an outline of the training program. The sequence logic should
include the following: be evident and provide definition of prerequisite course re-
6.1.3.1 Who is to receive instruction. (It can be valuable to quirements. Care in this step can avoid duplication of effort in
state physical requirements, entry level experience, and apti- the various courses.
tude. These may become at least part of the criteria for trainee 6.1.6 Repeat for Sublevels—In Section 3, a training pro-
selection.), gram was broken down into three levels of successively
6.1.3.2 The job assignment where the training will be increasing detail. In order, these are courses, units, and lessons.
applied, In Section 6, the units appear to be omitted. This is not an
6.1.3.3 The knowledge and skill the trainee should possess oversight. The number of successive levels of detail varies with
upon completion of the program, that is, “mathematics suffi- the complexity of the total program. In simple cases, only two
cient to perform data analysis,” and sublevels may be necessary, where very complex programs
6.1.3.4 General employment conditions that may include may require more than the three shown here. In any case, the
reference to physical, time, and operational conditions. term, lesson, generally refers to the greatest level of detail from
6.1.3.5 The program objectives should reflect the job re- which specific instruction is conducted. The development
quirements that were identified in the job analysis. A compari- approach shown for course development should be applied to
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FIG. 3 Program Development
each intermediate level of detail (only units are identified in 6.2.1.1 In many cases other company organizations such as
this guide). The process is then a repeat of the three steps 6.1.3, process engineering may have conducted an analysis sufficient
6.1.4, and 6.1.5. For a sublevel of courses called units, this to write step by step procedures for performing tasks. It is often
would do the following: in areas where such procedures (or analyses) do not exist that
6.1.6.1 Determine course objectives, task analysis is most beneficial, for example, a new activity or
6.1.6.2 Identify units, and an activity not adequately covered by procedures.
6.1.6.3 Identify probable unit sequence. 6.2.1.2 It is important that all tasks need not be analyzed in
6.1.7 Then, moving on to program development 6.2, the order to move on to further development steps. Some of these
first step, 6.2.1, would now be develop unit objectives— activities can be conducted in parallel. In addition, the degree
conduct task analysis. of application and the detail of task analysis should be a
6.2 Program Development—This activity is diagrammed in function of the importance of the task, its complexity or
Fig. 3. Program Development is the process activity in which difficulty, and how often it is performed.
desired results of the program are developed, the presentation 6.2.1.3 Each course identified in 6.1.4 should have clearly
structure is designed, the resources necessary for program identified objectives that correspond to the program goals and
delivery are identified, and the student and instructor aids are objectives but represent a “tighter” focus at a finer level of
produced. detail. Course objectives should be evaluated against the job
6.2.1 Develop Course Objectives–Conduct Task Analysis— task analyses, verifying that the objectives identified are
The program definition activity defined the broad program relevant. Only those objectives that are valid for job-related
goals and objectives and provided a job analysis to identify the tasks should be considered in program development. Course
tasks which are involved in a worker’s job. In this step, task objectives can be identified in response to questions patterned
analyses are performed to systematically examine these tasks after the following: (1) What is the change in knowledge
and identify the steps, operations, and elements involved. This desired from this course?, (2) What is the change in skill
information is an essential foundation for the instruction to be desired from this course?, and (3) What are the observable
developed. It is these steps, operations, and elements that the evidences of desired changes? Clearly stated course objectives,
employee must be able to perform as a result of training. referenced to elements from a task analysis, provide an
C 986
FIG. 4 Program Delivery
essential component of the program documentation. provide the basis for lesson plan development. The same
6.2.2 Identify Lessons Required to Support Course questions used to develop course objectives can be used for
Objectives—A systematic approach to training program devel-
lesson objectives; however, the level of detail is greater for
opment implies increasing detail as the instructional focus
lesson objectives and the range of inquiry is restricted to the
becomes tighter. Lesson segments that support related course
boundaries of the lesson.
objectives accomplish this and can be determined when the
6.2.4.1 Course objectives are often replicated among the
course objectives have been developed. Lessons are considered
lesson objectives. Lessons that do not directly fulfill a course
to be the discrete instructional parts that comprise a course.
objective should have lesson objectives identified that contrib-
6.2.2.1 Lessons should be identified in relation to course
ute to the course objectives. These should indicate the attain-
objectives. This is not to say that each lesson must accomplish
ment of desired knowledge or skills that may be prerequisites
a specific objective; rather, lessons should be identified from
necessary for successful completion of future lessons.
the objectives and contribute toward the achievement of one or
6.2.5 Identify Required and Available Resources—The
more objectives. Prerequisite knowledge or skill necessary to
specifications that describe the desired results of a training
achieve an objective should be considered when identifying
program, the components required to achieve those results, and
lessons.
the depth of instruction necessary in each component have
6.2.3 Identif
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