Implement appropriate human performance improvements

An important consideration in this step is to anticipate barriers to achieving these improvements and develop ways to mitigate those barriers. For example, employees, particularly older workers, may feel threatened by attempts to broaden their skills in order to increase flexibility in work assignments. However, if this concern is anticipated, then measures can be developed such as incentives for skill broadening and demonstration of personal benefits such as having greater career opportunities. Human performance improvements will be both those related to improving competencies or developing new competencies, for which training measures will be implemented, and non-training measures such as improving the organization of work activities. It is important that an integrated approach is taken in introducing these measures to ensure that they are effective. For example, if a reorganization is planned which will result in individuals in some parts of the organization needing new competencies, training needs to be integrated into the planning for the reorganization in such a way that it is provided at the appropriate time and in the appropriate way. For example, if the change is to introduce new word processing software into an organization then a lot of training months in advance of implementation about details of the software, is not likely to be beneficial. For all improvements associated with human performance it is recommended that a systematic approach be used to analyze, design, develop, implement and evaluate the needed changes. References [1], and [10] provide additional information with respect to the Systematic Approach to Training (SAT).

2.1.3.1. Methods for implementation of human performance improvements

It is widely recognized that implementing change, particularly dramatic change, is one of the most difficult challenges for an organization’s management. No one implementation method can guarantee success under all circumstances. Each method has its strengths and limitations. However, recognizing in advance the strengths and limitations of the selected method(s) can be helpful in allocating efforts to oversee implementation progress. Shown in Table 2 are some example methods along with their associated strengths and limitations.

2.1.3.2. Non-training measures

The role of non-training measures in the improvement of human performance needs to be considered. For example, the enhancement of organizational factors has been demonstrated to have a significant influence on human performance. These include:

* Communication

* Management attention and checking

* The standardization of work

* Human resource management

* Organizational culture

* Organizational structure

Table 2. Methods for implementation of human performance improvements

Method Strengths Limitations Horizontal slice. Pick one level

in the organization and work with all of them, then move to other levels

· Individuals in each

horizontal slice have similar needs

· Individuals can relate easily to one another

· It is often difficult for individuals at just one level in the organization to effectively implement a change; this can lead to frustration and resentment among those who are trying to make the change with all of them (or selected members of the unit) and then move on to other units.

· Avoids the frustrations discussed above for individuals at a particular level in the organization

· Individuals can relate to one another because of their organizational ties, and teamwork can be enhanced with the organizational unit

· Having different methods and systems in place in the change with their supervisor and subordinates Pilot implementation

throughout the organization.

Pick selected persons from a cross section of the organization to participate in the change.

Continue implementation in this

· Most organizations have common problems and issues in all parts of the organization, this provides an opportunity for people to understand that this is the case

· Individuals may not relate well to one another due to organizational and the change for their direct reports. These people then lead their direct reports. This is repeated until all affected change nor are the equally effective leaders; thus, the

Some mechanisms to enhance these areas are:

* For effective communication: both horizontal and vertical interactions, publication of internal and external newsletters, and cross organizational unit meetings.

* For management attention and oversight: management observation in the plant facilitates the identification of human performance issues, as well as a providing a better understanding of the work environment and processes.

* Standardization of work: the formalization of policy and procedures in the plant.

* For human resource management: performance evaluation, personnel selection, and job rotation are significant processes.

* For organizational culture: many concepts such as “STAR” (stop, think, add and review), “doing it right the first time” are a long term investment in changing the way people view their work.

Examples of how NPP operating organizations in some Member States has improved these organizational processes are identified in Annexes A, C, D, I, T U, and V.

Additionally another non-training measure is to select NPP personnel who have certain personal characteristics upon which their competencies can be based (examples of such characteristics are; motivation, trust, and intelligence). It is also important that these personnel maintain positive attitudes toward safe and reliable NPP operation. These areas are discussed in Annexes J, P, R and S.

2.1.3.3. Training measures

Training measures focus on the competencies needed for successful job (and NPP) performance. As indicated earlier, the emphasis in this report is on “soft skills” training. Soft skills training can be implemented through a variety of training settings/methods:

· classroom sessions (using interactive training involving case studies, discussion, etc),

· simulator sessions for operations personnel,

· on the job training.

Experience has shown that in order to be most effective, soft skills should be introduced and developed in the context in which they will be used on the job, not in a theoretical way.

Thus, instructors involved in technical training (e.g. simulator instructors) have a significant role to play in soft skills training, in addition to specialists in soft skills training. The technical instructors in charge of such training may need additional instructional skills (and soft skills) training in order to effectively implement this training.

The following is a list of competency categories related to soft skills with the expected results related to NPP performance. Following each of these categories is a letter referring to the Annex(es) that provide examples related to the competency category.

* Open communication not only reduces errors of NPP personnel but is a key point to changes in the communication structure and in reducing the barriers to achieving these changes (L).

* Teamwork will build a climate of confidence between the team members, implement methods to work as a team (as in a multifunctional team), deal with conflict management, and encourage experience feedback to enhance performance (B).

* Leadership will help to achieve the goals in an effective way through planning and organization, observation, facilitation (E).

* Adaptability will facilitate the implementation of technical skills in encouraging flexibility, continuous learning and ability to transfer skills to new working situations (K, R).

* Safety consciousness will encourage conservative decision making and use of risk analysis, and will help to identify weak points in organization and human performance (A).

* Business focus will enhance employee’s sense of responsibility for NPP performance, and develop an understanding of customer needs (O).

* Professionalism will help the individual to understand his role in the organization, the most effective ways to carry out this role and why he should do it in a proper manner (F).

* Problem resolution will help to identify potential problems and enhance the quality of decision making using team resources (examples related to this competency can be found in the annexes listed below).

Some Annexes in this report provide examples of complete training programmes that address more than one of the competencies above. These include Annexes B, G, H, M, N, P, and Q.

2.1.3.4. Example identification of training measures and related human performance improvements

Table 3 shows an example of the application of the systematic approach to human performance improvement (described in Figure 2) to a particular strategic goal based on response to changing environment. The example is not intended to be a comprehensive discussion of all the issues and methods for implementing a major change, but rather is intended to illustrate the linkage between strategic goals and the training (and related) activities needed to assist in achieving those goals. It is one thing to suggest providing training in an area such as team management competencies without a context in which these competencies may be applied on the job. One can expect that decision makers would not be enthusiastic about such a proposal. However, it is quite another to provide training in team management competencies as part of a systematic process for implementing multi-skilled/multi-disciplined maintenance teams (as shown in Table 3). In this context, training that is focused on effective operation of these teams clearly should be a part of the implementation process, particularly if this is the first occasion that team members have worked in such an environment.

Table 3: Example of a structured approach to human performance improvement

Existing status

Strategic goal Non training measures Training measures Potential barriers to

achieving change Results equipment rather than (or in addition to) maintenance