Design and development

• Ensure appropriate establishment of entry level requirements when defining training objectives.

• Training objectives are sometimes denved directly from the tasks.

• Training programmes designed by different training organizations should be consistent and 12

avoid undue duplication.

Resource requirements for the development of training material should not be underestimated.

Significant time and resources can be saved by using, and adapting where needed, previously developed material.

Care must be taken that the generic documents or documents obtained from other plants or organizations are adapted to the specific purpose for which they are intended.

Training material should be piloted before use in training.

When selecting training settings, equipment and aids, use cost-benefit analysis to choose among nearly equivalent alternatives that have been identified through SAT analysis and design as adequate to meet the training needs.

Pass level for examinations should correspond to the training objectives.

4.3.2. Problems and possible solutions Problem

For positions that require a progression through subordinate positions prior to entry into the position (e.g. the progression from field operator, to equipment operator, to control room operator, to control room supervisor) the expected knowledge, skills and experiences an individual will possess upon completion of training for a subordinate position (e.g. equipment operator) are not considered when developing or revising training objectives for the higher-level position (e.g. control room operator).

Possible solution

Begin the application of SAT with the entry position into the organization and progressively built through the successive positions.

Problem

Although the test items (e.g. written, oral, and/or performance measures) were based on the training objectives, they failed to assess effectively and fairly trainee knowledge or performance.

Possible solutions

• Each multiple choice question should be constructed with at least two valid distracters.

• Clearly state the pass/fail criteria in the training policy and on each examination paper.

• Specify the required content for essay answers on the answer key.

• Re-grade all examination if the answer key is revised.

• Clearly define the pass/fail criteria for an oral examination prior to the examination.

• Account for probabilities when using true or false questions.

• Validate test items before using them for testing trainees (e.g. confirm with subject-matter-expert that test item is clear).

Problem

Training objectives do not reflect adequately what the trainee is required to be able to do.

Possible solutions

• Train the staff responsible for writing training objectives on the essential elements of such statements, their classification and the related terminology.

• Revise the objectives to ensure they comprise an action to be demonstrated, the conditions under which the action will take place and the standard of performance expected.

• Ensure they are linked to the tasks the trainees will eventually have to perform.

44 IMPLEMENTATION 4.4.1. Lessons learned

• Training must be provided by staff who possess technical and instructional skills as well as appropriate knowledge and attitudes.

• OJT trainers and assessors should be suitably trained and qualified.

• Management should be involved periodically in the evaluation of the effectiveness of instructors

• Test items should be validated using peer review or assessment validation panels.

4.4.2. Problems and possible solutions Problem

Assessment of trainees following on-the-job training is inconsistent.

Possible solutions

• Define pass fail criteria for the tasks to be performed prior to testing

• Tram staff who assess the trainees

• Establish a valid evaluation method (e.g use of job performance measures).

• Designated for the assessment someone other than the individual involved in the conduct of on-the-job training for the particular trainee being assessed

Problem

Failure to maintain a configuration control programme for simulator hardware and software results in inaccurate representation of the operating characteristics of plant components and systems.

Possible solutions

• Set up a simulator configuration control system

• Ensure software maintenance staff obtain relevant information on plant changes.

4 5. EVALUATION 4.5.1. Lessons learned

• Training materials used must be up to date and consistent with plant configuration, if training is to meet needs.

• Feedback from trainee assessments must be used to modify future assessments

• Evaluation of training effectiveness must be based on defined objectives and criteria or equivalent requirements

• Adequate resources should be allocated to the revision and updating of training programmes and materials

• The use of feedback forms to be filled in by the trainees upon completion of a training activity is tending to decrease.

• The necessity and usefulness of good feedback is being recognized and evaluation inputs are being sought from several sources such as line managers, instructors and also trainees.

4.5.2. Problems and possible solutions Problem

Trainee feedback forms do not capture trainee's ideas for improving training.

Possible solutions

• Design trainee feedback forms to elicit suggestions for improving training from trainees.

• Guide trainees when they complete feedback forms.

Problem

Post-training feedback is either not being obtained or not analysed systematically to capture lessons learned from previous training sessions.

Possible solutions

• Conduct post-training interviews with trainees and their supervisors.

• Have training curriculum committees conduct evaluations of post- training feedback.

Problem

The training material is out of date or does not reflect plant configuration.

Possible solutions

• Modify generic training material and training material developed for other plants to the specific conditions and characteristics of the trainees' plant.

• Establish clearly the responsibilities for revising training material.

• Require that plant personnel review and approve training material prior to implementation.

• Establish a process to ensure that all information necessary to update the training material is provided to the training department.

• Analyse changes and feedback (e.g regulatory changes, changes in job scope, results of evaluations and inspections, changes m industry guidance and associated training materials, changes in plant procedures, and changes m plant systems and equipment) to identify the need for modifications to the initial and continuing training programmes.

4.6 ROLE OF MANAGEMENT