Instructor training and mentoring programmes

Initial simulator instructor training and mentoring programs should be designed and developed to ensure that instructors possess the necessary competences to conduct simulator training to their peers. Technical aspects related to possible operational scenarios and instructional skills should be the basis of the initial training programmes of simulator instructors. The content of such a training programme will change depending on the qualification and previous experience of individual candidates. Besides technical and instructional skills, skills related to other complementary aspects, such as CRM, teamwork, human factors and human performance, along with the facility policies, philosophies and principles captured in NPP operational standards documentation relating to reactor/core safety etc. The simulator instructor is required to understand the principles of all these topics and build them into the simulator exercises they are to deliver and debrief operators on. Annex I provides an example of a training programme for initial specialized training of full scope instructors.

Depending on the Member States route to the individual becoming a certificated simulator instructor, the following can be considered:

 Train instructors from graduate intakes with no previous power station operating experience;

 Recruit individuals from the line with MCR operator licenced experience; of reactor/unit operator, CRS or SM line experience;

 MCR Operator secondment from the line for an agreed period, typically 2-3 years (not always necessary to train these seconded individuals to all SAT mentor guide qualifications);

 Recruited from another facility; nuclear or conventional with generating plant experience;

 Recruited from another industry/organization, e.g. military sub-mariner with reactor operator authorization (often requires more mentoring in the cultural/behavioural aspects of NPP operation before leading training of MCR personnel).

The instructor training and mentoring programme can be individually designed/tailored to allow an individual from any of these backgrounds to become a simulator instructor. They will all have to attain the same SQEP level to facilitate training to the required standard specified at the facility and captured in the training programme and authorisation for the post.

However, the time scales to reach this SQEP level will differ considerably for individuals. Some of these attributes may well have already been attained from the individuals’ previous post, and with evidence to support this they can be exempted from repeating all these aspects of the instructor training programme.

Topics typically included in a simulator instructor initial training programme, will require them to have obtained or obtain the required levels in fundamental processes, theory knowledge and plant technical knowledge (task to training matrix for this obtainable from the existing analysis of the MCR operator training programme for that particular NPP). This knowledge will be supplemented by the Human Factors and Human Performance skills and knowledge (also mirroring the existing operations program requirements). Alongside this the instructor will be required to install all the Procedural and Regulatory operator understanding and implementation required to train MCR personnel in the safe operation of the plant to satisfy all regulatory/legislative conditions/provisions.

In addition, the simulator instructor will require mentoring and training in the NPP training department standards and protocols; operation of the simulator facility; production of simulator documentation, including SEGs and training to facilitate individual and team debriefs of their peers.

Considering the different reactor/plant designs and configurations and the variety of existing simulator capabilities, some NPP simulators receiving upgrading for continued operation, some being replaced with new models and NNB in some Member States providing them the opportunity to take a fresh look and start, as to the way they are going to operate/manage their simulator facilities in the future. Despite all these differences there is a lot of common ground in the skills and attributes required from simulator instructors on all these plant types when operating their simulators, such as being able to train, coach and mentor the Operator Fundamentals, CRM, as well as technical reactor and conventional plant control principles.

Some of the topics to be considered for the simulator instructor programme, along with a continued training programme are listed below. Like all other NPP training programmes, the construction of the instructor training programme will follow the SAT process. As previously stated, the reactor/plant control and operations will mirror the operations task to training analysis to the level required for the instructor to confidently deliver the standard of training required to instruct and debrief the MCR students of all positions. The instructor training programme would be a combination of classroom and simulator training with a considerable amount of mentored tuition and coaching to support this (FIG. 11).

FIG. 11. A Typical example of an Instructor training programme showing courses conducted in the classroom, simulator or as distance learning.

Some examples of Instructor Initial Training Topic Headings are proposed below:

 Role and application of the FSS in NPP personnel training;

 Regulatory and NPP (facility) standards documentation on simulator management, training and assessments.

Operation/familiarization training and mentoring of the location FSS include:

 General hardware and software configuration set-up;

 Simulation scope and limits;

 Deviations from reference plant and contingency arrangements and remediation plans;

 Use and Troubleshooting Procedures on encountering simulator malfunctions;

 FSS Instructor Station;

 Instructor computer interface, console and control functions.

Simulator instructor competencies include:

 Role and responsibilities of the Simulator Instructor;

 Use of simulator training features to facilitate simulator training scenarios. Use of SEGs during:

 Demonstration scenarios;

 Training scenarios;

 Performance evaluation scenarios, etc.;

 Efficient communication skills - student feedback and coaching techniques;

 Student/crew conflict management techniques and styles;

 Teamwork/CRM training including diagnostics and decision-making theory;

 Simulator exercise guide: development, validation, application and the review processes to control modifications and amendments to SEGs (lesson plans);

 Assessment techniques, e.g. observation, evaluation and debriefing to agreed standards (pre-exercise briefings and post-exercise critiques);

 Adult learning theory/pedagogy- to enhance and evaluate trainee performance when trainees are involved/receiving simulator training;

 Feedback to line management, e.g. on student performance, raise a condition reports on simulator observations that identified a potential plant event;

 Facilitate Operator examinations and assessments on the simulator, providing feedback and training to assessors on current standards and practices.

Additionally, on the job training should be provided for instructors who have no previous experience of plant operation at the location. This will normally require a period of secondment with duty shift teams.