ERIC ED395165: Training and Qualifications of Personnel. MAS-129. Waste Isolation Division (WID). Management and Supervisor Training (MAST) Program.

51 Pages·1996·0.57 MB·English

by  ERIC

DOCUMENT RESUME
CE 071 588
ED 395 165
Training and Qualifications of Personnel. MAS-129.
TITLE
Waste Isolation Division (WID). Management and
Supervisor Training (MAST) Program.
Westinghouse Electric Corp., Carlsbad, NM.
INSTITUTION
Department of Energy, Washington, D.C.
SPONS AGENCY
PUB DATE
(96]
51p.; Fbr related modules, see CE 071 569-587.
NOTE
Instructional Materials (For
Classroom Use
Guides
PUB TYPE
Learner) (051)
MF01/PC03 Plus Postage.
EDRS PRICE
Adult Education; Behavioral Objectives; Case Studies;
DESCRIPTORS
Coordination; Hazardous Materials; *Industrial
Training; Learning Modules; *Management Development;
Needs Assessment; Program Development; Role of
Education; Staff Development; Supervisor
Qualifications; Supervisory Methods; *Supervisory
Training; *Training Methods; *Training Objectives;
Transfer of Training; Vocational Education; *Waste
Disposal
Informal Education; *Radio.active Wastes;
IDENTIFIERS
Subcontracting
ABSTRACT
This learning module, which is part of a management
and supervisor training program for managers and supervisors employed
at the Department of Energy's Waste Isolation Division, is designed
to help trainees understand basic plant and industry waste management
activities and issues. The following topics are covered in the
module's individual sections: the rationale for training (benefits of
training, potential legal issues); training services (services
provided by human resources development and total quality
AtIci informal training (characteristics and
departments); fotnal
appropriate uses of formal and informal training); steps in
establishing formal training (determining training needs, requesting
training, certifying and qualifying trainees, certifying
instructors); potential benefits and limitations of training;
vendor-supplied training; subcontractor training; training
coordination; and transfer of training. Each section includes some or
all of the following: enabling objectives, an exercise requiring
trainees to evaluate a manager's effectiveness in a given scenario,
and lists of good practices and practices to avoid. Contains eight
references, a practice test, and test answers. (MN)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
IC
***********************************************************************
MAS-129-Page 1
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Waste Isolation Division (WID)
Management and Supervisor Training (MAST) Program
U S DEPARTMENT OF EDUCATION
office of Eaucaffonal Resew cn aye implovemont
bUCATIONAL RESOURCES INFORMATION
TRAINING AND QUALIFICATION
CENTER (ERIC
)
OF PERSONNEL
This document has been reproduced as
received from the person or organization
originating it.
0 Milior changes have been made to
MAS -129
improve reproduction quality
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy
This module was prepared by:
Date
MAST Writer
This module was approved by:
Date
Manager, Technical Training
Date
Manager, Human Resources
Development and Total Quality
TRAINEE INFORMATION
Trainee Name:
Trainee SS#:
Date Module Started:
Last Possible Date
For Completion of
Module Examination:
BEST COPY AVAILABLE
MAS-129-Page 2
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TABLE OF CONTENTS
3
MODULE INTRODUCTION
A.
5
WHY TRAIN?
B.
9
TRAINING RESOURCES
C.
11
FORMAL AND INFORMAL TRAINING
D.
16
HOW TO ESTABLISH FORMAL TRAINING
E.
24
WHAT TRAINING CAN AND CANNOT DO
F.
28
VENDOR-SUPPLIED TRAINING
G.
31
SUBCONTRACTOR TRAINING
H.
33
TRAINING COORDINATION
I.
38
TRANSFER OF TRAINING
J.
43
SMART MOVES--WHAT YOU CAN DO NOW
K.
44
MODULE REFERENCES
L.
45
PRACTICE TEST
M.
50
ANSWERS AND FEEDBACK FOR PRACTICE TEST
N.
MAS-129-Page 3
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A. MODULE INTRODUCTION
Terminal Objective
Upon completion of this module, trainees will understand basic
plant and industry waste management activities and issues.
Mastery of the terminal objective will be demonstrated by scoring
80 percent or higher on the module examination.
Training is vital to the successful operation of the Waste
General Employee Training (GET) is
Isolation Pilot Plant (WIPP).
Continued
the first order of business for a new employee.
Superior employee
training improves employee competence.
performance yields safe and efficient plant operation.
Ensuring that your employees are well trained is one of your
fundamental responsibilities as a manager or supervisor.
Training, however, is not the sole responsibility of the
Nor is it the sole responsibility of the
manager/supervisor.
The responsibility is shared by line
training organization.
This module shows how
management and the training organization.
that responsibility is shared and why good training is essential.
Module Overview
Regulations, directives, procedures, and
Why Train?
O
instructions for operating the WIPP abound. With all this
written information, why is training needed?
Training services and how they are
Training Services.
O
provided for your use.
Determining training needs.
Formal and Informal Training.
O
Qualification and
How to request a training program.
Certifying members of your staff as
certification.
instructors or subject matter experts.
Something is off in an employee's
What Training Cannot Do.
O
Will training help?
Maybe, maybe
behavior or performance.
not.
When vendor-supplied training is
Vendor-Supplied Training.
O
MAS-129-Page 4
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How to make sure you obtain quality services.
appropriate.
Alternatives for ensuring-that
Subcontractor Training.
O
subcontract employees meet WID qualifications for a task.
Training is not the only solution.
Why it is a good practice to delegate
Training Coordination.
O
course scheduling.
Whether WID realizes any benefit from
Transfer of Training.
O
training your employees is, to a great extent, up to you.
Your employees can complete the finest training available and
fail to transfer any of it to their jobs.
MAS-129-Page 5
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B. WHY TRAIN?
Enabling Objectives
will be able to
Upon completion of this section; the trainee
perform the following:
Identify reasons why training is important to the WID.
1.
Identify potential legal issues associated with training.
2.
Given a scenario, evaluate the manager's understanding of
3.
why we train.
Tremendous efforts have been undertaken to design the WIPP as a
Procedures have
safe facility capable of efficient operation.
been written to ensure that the plant is operated according to
Job applicants are screened for prerequisite
approvcd design.
Managers and supervisors from a
skills before they are hired.
Diligent as these measures are, they will nov
chain of command.
produce competent employee performance without training.
One definition of training, from the Department of Energy (DOE),
is "instruction designed to develop or improve job performance."
Here are a few reasons why training is important at the WID.
Trained employees are more efficient and safe
o
Training can open opportunities for an individual and
o
increase the value of the employee to the organization
Training is required for regulatory compliance
o
Many of the regulations under which the WIPP is operated
For example, the regulations that
require training.
implement the Resource Conservation and Recovery Act (RCRA)
specify classroom training requirements for employees
involved in RCRA compliance activities.
The complexity of a nuclear facility demands a high level of
o
employee competence
The required levels of employee performance can be achieved
through the development of skills and knowledge.
Training
furnishes you with tools for measuring and documenting
competency.
MAS-129-Page 6
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Procedures cannot cover all of the skills and knowledge
o
needed to perform complex tasks
What
Where are the items described in the procedure located?
What problems are
is the intended function of each item?
likely to be encountered? What roles do personnel in other
sections have in the process?
Design documents and procedures do not cover all
o
contingencies
Design discrepancies are sometimes pointed out be performance
Some of the knowledge required to perform a
inadequacies.
task can be transferred from procedures and design documents.
Skills, behavior, and other knowledge are transferred through
training.
We want to be successful
o
Initial training establishes and verifies a documented level
Further training can improve competency.
of competency.
Formal training, whether in the classroom or on the job,
o
creates an atmosphere conducive to learning
Without formality, the need to produce can overshadow the
need to learn; distractions and interruptions can impede
effective learning.
Learning is validated and documented
o
Trainees are required to demonstrate knowledge or skills'
Tests measure trainee performance.
learned.
Training facilitates discussion
o
Discussion is an important part of classroom instruction and
When trainees question a
other forms of formal training.
method or system, more efficient or safer methods often
For example, discussion can lead to the addition or
result.
Or, a safety shortcoming
deletion of a step in a procedure.
In this regard, discussion is vital to
can come to light.
improving performance.
Learning can take place outside of the classroom and without
However, formal training can demonstrate that
formal structure.
learning is taking place, that the learner's interest is held,
and that experience is proviaed in the application of concepts.
Improved job competence benefits the customer, the employee, the
manager/supervisor, and the organization.
MAS-129-Page 7
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Potential Legal Issues
Lawsuites involving workplace training programs are becoming more
In some cases, injured parties claimed that
common in the U.S.
The
inadequate training failed to prevent them from harm.
existence of such lawsuits underscores the importance of training
Ensure that you.
Identify foreseeable hazards.
for safety.
employees are trained in safety precautions to minimize the
Identification of workplace hazards is
potential for injury.
Training programs based
covered in MAS-123, Industrial Safety.
As a
on detailed task analyses include foreseeable job hazards.
manager or supervisor, it is important for you to follow up on
employee training to ensure that safety skills and behavior are
Help employees transfer new
being used in the workplace.
learning to the job through coaching, if needed.
CRITICAL INCIDENT
EFFECTIVE BEHAVIOR
A new manager took over a department in which
Occurrence:
The manager worked with the training
training was inadequate.
organization to establish a model training program.
The program was recognized by the DOE as a cost-plus
Impact:
award fee achievement.
Assume ownership of your training program.
Lesson learned:
CRITICAL INCIDENTS
INEFFECTIVE BEHAVIOR
In front of a group of his employees, a manager told
Occurrence:
an instructor, "I'll attend the training, but you can't teach me
After the course, the manager
anything I don't already know."
indicated (while no employees were around) that he learned a lot
in class.
The manager's unfounded criticism created the
Impact:
misperception among his employees that there was nothing to learn
in the course.
Employees should be encouraged to learn, not
Lesson learned:
Off-handed remarks from a manager affect attitudes.
discouraged.
The responsible manager
A reportable even occurred.
Occurrence:
did not notify the Central Monitoring Room (CMR).
One of the
manager's employee's complained, "We know how to handle these
events, but he (the manager) doesn't even Lother to learn how.
The manager had not attended
he's going to get us in trouble."
the occurrence reporting course.
F
MAS-129-Page 8
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The event was not reported as an occurrence until
Impacts:
1)
The manager
days later, in violation of reporting rules.
2)
lost credibility in the eyes of his employees.
Managers are not exempt from training.
Lesson learned:
A secretary told an instructor, "My manager lets me
Occurrence:
sign up for the office skills enhancement courses, but then he
He says he can't
cancels me out each time at the last minute.
operate around here without a secretary."
The secretary was prevented from becoming more effective
Impact:
at skills that her manager could not do without.
Training cannot help you improve performance if
Lesson learned:
you do not allow your employees to attend.
MAS-129-Page 9
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C. TRAINING RESOURCES
Enabling Objectives
Upon completion of this section, the trainee will be able to
perform the following:
Identify services provided by Human Resources Development
1.
and Total Quality.
Given a scenario, evaluate the manager's effectiveness in
2.
using site training resources.
Training services for the WID are provided by the Human Resources
Development and Total Quality (HRDTQ) Section. You are
responsible for seeing that your employees are adequately
trained; HRDTQ establishes training programs and provides
training services.
Professional development training, such as MAST, is developed and
implemented in HRDTQ. Technical training is developed and
implemented in Technical Training, which is part of HRDTQ.
Basically, HRD&TQ analyzes, designs, implements, and evaluates
The section performs the following:
training.
Develops training to comply with requirements from DOE orders
o
and regulatory agencies
Maintains training records
o
Provides assistance in instructional design to departments
o
and sections that require specialized training
Administers the qualification and requalification of employee
o
credentials
Develops non-technical training in areas such as professional
o
development and administration
Ensures the effectiveness of technical training and
o
professional development programs by monitoring instructional
materials, classroom performance, and trainee evaluations
Evaluates vendor training to ensure compliance with WIPP.
o
training policies and regulatory requirements
10