Effective Engineering Technical Training at Nuclear Power Plants

Effective Engineering Technical Training at Nuclear Power Plants
TR-107436
Final Report May 1998 Effective December 6, 2006, this report has been made publicly available in accordance with Section 734.3(b)(3) and published in accordance with Section 734.7 of the U.S. Export Administration Regulations. As a result of this publication, this report is subject to only copyright protection and does not require any license agreement from EPRI. This notice supersedes the export control restrictions and any proprietary licensed material notices embedded in the document prior to publication.
Prepared for EPRI 3412 Hillview Avenue Palo Alto, California 94304 EPRI Plant Support Engineering Program 1300 W.T. Harris Boulevard Charlotte, NC 28262 EPRI Project Manager Leonard Loflin
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REPORT SUMMARY
The Engineering Technical Training Task Group, composed of utility engineering and training personnel, developed this report to provide suggestions for improving engineering technical training. Effective training enables good engineering and good engineering enables safe, reliable, and economic plant operations and maintenance. Background Individual engineers and managers are being impacted by consolidated engineering organizations, reduced engineering staffing and experience levels, broadened individual engineer responsibilities, and increased emphasis on error-free engineering. Lack of focus and lack of resources have complicated the ability of utilities to achieve meaningful technical training for engineers. Objectives This report provides guidance to assist utilities in gaining better results from the investment already being made in engineering training. It provides both engineering and training management with insight and examples to support meaningful engineering technical training. Approach A Plant Support Engineering (PSE) Task Group comprised of utility personnel and industry consultants was formed. Task Group members contributed information and examples to provide guidance on optimizing various elements of engineering technical training. Task Group members debated, compiled and reviewed all information resulting in the final report. Results This guideline addresses the following aspects of an engineering technical training program:
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Engineering ownership of engineering training Planning of effective engineering technical training iii
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Developing an effective engineering technical training program Conducting effective engineering technical training Performance indicators for engineering technical training
Many examples are included in the nine appendices and four attachments to illustrate the process provided in the report. TR-107436 Interest Categories Plant Support Engineering Plant Maintenance Assistance
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EPRI Licensed Material
ACKNOWLEDGMENTS
This report was produced with contractor support from: Sequoia Consulting Group Incorporated 216 Sugarwood Drive Knoxville, TN 37922 Principal Investigator Michael P. Tulay, P.E. The following individuals contributed to the development of this document by attending Task Group meetings, writing portions of the document, and reviewing and commenting on various drafts: Bruce Aukland, Chairman Michael Perry, Vice Chairman Don McAlhany Paul Aitken George Wagner Ronald Scudder Jeff Dudlets Tom Bilger Kip Nations Bobby Day Leonard Loflin Randy Fromm John Johnson Alan Bysfield Robert Velie David Wallace Don Nowicki Carolina Power & Light Wisconsin Electric Power Company American Electric Power ComEd ComEd Consumers Power Detroit Edison Duke Engineering & Services Duke Power Co. Entergy Operations EPRI Plant Support Engineering General Physics Corporation IES Utilities Nebraska Public Power District Nebraska Public Power District New York Power Authority North Atlantic Energy Services Corp v
Mark Pallin Donald Fricke Tim Blake Michael Tulay Sam Bailey Elmer Watts Maurice Dingler Steve Lucas
Northeast Utilities Northern States Power Pacific Gas & Electric Sequoia Consulting Group South Carolina Electric & Gas Virginia Power Wolf Creek Nuclear Operating Co. Wolf Creek Nuclear Operating Co.
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CONTENTS
1 INTRODUCTION ................................................................................................................. 1-1 1.1 Purpose and Scope ...................................................................................................... 1-1 1.1.1 Purpose.................................................................................................................. 1-1 1.1.2 Scope..................................................................................................................... 1-1 1.2 Cost Benefits of Effective Engineering Technical Training............................................ 1-2 1.3 Use and Relationship to Existing Industry Guidelines................................................... 1-4 1.4 Engineering Ownership of Engineering Training........................................................... 1-5 1.5 Engineering and Training Organization Interfaces........................................................ 1-5 1.6 Ensuring the Value of Engineering Technical Training ................................................. 1-7 2 PLANNING ENGINEERING TECHNICAL TRAINING......................................................... 2-1 2.1 Defining Engineering Technical Training ...................................................................... 2-1 2.2 Hierarchy of Engineering Knowledge............................................................................ 2-4 2.3 Engineering Technical Training Key Factors ................................................................ 2-7 2.4 Position-Specific Engineering Technical Training Needs.............................................. 2-9 2.5 Determining Engineering Technical Training Needs ................................................... 2-10 2.5.1 Engineering Work Functions ................................................................................ 2-12 2.5.2 Determining Knowledge Needed and Assessing Capabilities .............................. 2-12 2.5.3 Identifying Engineering Technical Training Needs ............................................... 2-13 2.5.4 Example of Determining Engineering Technical Training Needs ......................... 2-14 2.6 Continuing Engineering Technical Training ................................................................ 2-14 2.7 Determining Cross-Over Training Needs for Engineers .............................................. 2-15 2.8 Documenting the Engineering Technical Training Plan .............................................. 2-16 2.9 Rotating Engineers to the Training Organization ........................................................ 2-17 2.9.1 Purpose of Rotation ............................................................................................. 2-17 2.9.2 Length of Rotation................................................................................................ 2-17
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2.9.3 Maintaining Engineering Accountability................................................................ 2-17 2.9.4 Attributes of Successful Rotation of Engineering Personnel ................................ 2-17 2.10 Technical Training Needs for Engineering Supervisors ............................................ 2-18 2.11 Professional Development of Engineers ................................................................... 2-19 2.11.1 Professional Registration ................................................................................... 2-19 2.11.2 Senior Reactor Operator (SRO) Certification ..................................................... 2-20 2.11.3 Advanced Degrees............................................................................................. 2-21 2.12 Training Qualifications for Contractors and Corporate Staff...................................... 2-22 2.13 Long Range Assessment of Technical Training Needs ............................................ 2-23 2.13.1 Need for Interfacing Organizations..................................................................... 2-23 2.13.2 Long Range Identification of Technical Training Needs ..................................... 2-24 2.14 Scheduling Engineering Technical Training.............................................................. 2-24 3 DEVELOPING ENGINEERING TECHNICAL TRAINING .................................................... 3-1 3.1 Developing Engineering Technical Training Courses ................................................... 3-2 3.1.1 Evaluate Training Needs........................................................................................ 3-3 3.1.2 Develop Training Objectives .................................................................................. 3-3 3.1.3 Select Optimum Presentation Format .................................................................... 3-3 3.1.4 Develop Presentation Material ............................................................................... 3-3 3.1.5 Develop Exercises, Quizzes, and Competency Exam............................................ 3-4 3.1.6 Subject Matter Expert (SME) Review ..................................................................... 3-4 3.1.7 Conduct Pilot Training............................................................................................ 3-4 3.1.8 Conduct and Document Training............................................................................ 3-4 3.1.9 Measure Effectiveness........................................................................................... 3-5 3.1.10 Review Results and Revise.................................................................................. 3-5 3.2 Optimizing Engineering Technical Training Formats..................................................... 3-6 3.3 Use of Subject Matter Experts for Developing Engineering Technical Training ............ 3-8 3.4 Optimizing the Use of Computer-Based Training.......................................................... 3-8 3.5 Distributing Computer-Based Training ........................................................................ 3-11 3.5.1 Technical Content of the Training ........................................................................ 3-11 3.5.2 Targeted Engineering Population......................................................................... 3-11 3.5.3 Revisions to Course Material ............................................................................... 3-11 3.5.4 Repeated Presentation of the Course.................................................................. 3-12
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4 CONDUCTING ENGINEERING TECHNICAL TRAINING ................................................... 4-1 4.1 Integrating Engineering Technical Training................................................................... 4-1 4.1.1 Integration .............................................................................................................. 4-1 4.1.2 Subject Matter Experts.......................................................................................... 4-2 4.2 Enhancing Presentations of Engineering Technical Training........................................ 4-4 4.2.1 Training Aids .......................................................................................................... 4-5 4.2.2 Involvement............................................................................................................ 4-5 4.2.3 Graphics................................................................................................................. 4-5 4.3 Effective Incorporation of Practical Exercises/Applications........................................... 4-6 4.4 Mentoring Engineers..................................................................................................... 4-7 4.4.1 General Guidance .................................................................................................. 4-7 4.4.2 Roles...................................................................................................................... 4-7 4.4.3 Approach to Mentoring........................................................................................... 4-8 4.5 Techniques for Motivating Engineers to Attend Training .............................................. 4-8 4.5.1 General Guidance .................................................................................................. 4-8 4.5.2 Recognizing the Completion of Engineering Technical Training .......................... 4-10 5 PERFORMANCE INDICATORS FOR ENGINEERING TECHNICAL TRAINING ................ 5-1 5.1 Measuring the Effectiveness of Engineering Technical Training................................... 5-1 5.1.1 Feedback from Engineering and Plant Corrective Action Programs ...................... 5-1 5.1.2 Management Observation of Training .................................................................... 5-2 5.1.3 Examination and Skills Demonstration ................................................................... 5-2 5.1.4 Student Feedback.................................................................................................. 5-3 5.1.5 Incorporation of Feedback Regarding Engineering Technical Training.................. 5-4 5.2 Measuring the Quantity of Training Completed............................................................. 5-4 5.2.1 Engineering Management Awareness ................................................................... 5-4 5.2.2 Measurement for Other Training ............................................................................ 5-5 5.3 Benchmarking Results of Engineering Technical Training Programs ........................... 5-7 APPENDICES: A ENGINEERING SUPPORT PERSONNEL (ESP) ORIENTATION ......................................A-1 B SOURCES OF ENGINEERING TECHNICAL TRAINING ...................................................B-1 C POSITION-SPECIFIC ENGINEERING TECHNICAL TRAINING ........................................C-1
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D TYPICAL ENGINEERING TRAINING AND DEVELOPMENT PLAN..................................D-1 E EVALUATING CONTRACTOR AND CORPORATE STAFF TECHNICAL TRAINING NEEDS ............................................................................................................................... E-1 F EXAMPLE OF PLANT SCHEDULING SOFTWARE FOR TRAINING ................................ F-1 G TYPICAL ENGINEERING COURSE EVALUATION CRITERIA .........................................G-1 H EXAMPLE OF A TRAINING COMPLETION DOCUMENT .................................................H-1 I BENCHMARKING ENGINEERING TECHNICAL TRAINING................................................ I-1 ATTACHMENT 1: EXAMPLE OR INSTRUCTOR INFORMATION SHEETS ATTACHMENT 2: EXAMPLE OF PRESENTATION MATERIAL FOR ENGINEERING TECHNICAL TRAINING ATTACHMENT 3: EXAMPLE WORKSHEETS FOR ENGINEERING TECHNICAL TRAINING ATTACHMENT 4: EXAMPLE PROFICIENCY MEASURES FOR ENGINEERING
LIST OF FIGURES
Figure 1-1 Engineering Technical Training Relationships....................................................... 1-2 Figure 1-2 Cost Benefits Of Engineering Technical Training .................................................. 1-3 Figure 1-3 Culture That Fosters Effective Engineering Technical Training ............................. 1-6 Figure 2-1 Components of Engineering Support Personnel Training...................................... 2-1 Figure 2-2 Technical and Non-Technical Portions (ESP) Training.......................................... 2-2 Figure 2-3 Defining Engineering Technical Training ............................................................... 2-3 Figure 2-4 Hierarchy of Engineering Knowledge .................................................................... 2-5 Figure 2-5 Individual Engineering Skills and Knowledge ........................................................ 2-7 Figure 2-6 Engineering Skills and Knowledge after ESP Orientation Training........................ 2-8 Figure 2-7 Engineering Skills and Knowledge after Position-Specific Engineering Technical Training ............................................................................................... 2-10 Figure 2-8 Engineering Job Functions, Knowledge Types, and Training Needs .................. 2-11 Figure 2-9 Continuing Engineering Technical Training ......................................................... 2-15 Figure 2-10 Determining Cross-Over Training Needs ........................................................... 2-16 Figure 3-1 Generic Process for Developing Engineering Technical Training.......................... 3-2 Figure 3-2 Considerations for Formatting Engineering Technical Training ............................. 3-6 Figure 4-1 Integration of Related Topics into Engineering Technical Training........................ 4-2 Figure 4-2 Supplemental Skills for Subject Matter Experts ..................................................... 4-4 Figure 4-3 Use of Practical Exercises/Applications................................................................. 4-6
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LIST OF TABLES
Table 1-1 Ensuring the Value of Engineering Technical Training ........................................... 1-8 Table 2-1 Areas of Knowledge Required by Engineers .......................................................... 2-8 Table 2-2 Generic Engineering Functions and Examples..................................................... 2-12 Table 2-3 Training Factors for Contractor or Corporate Staff Engineers............................... 2-23 Table 3-1 Optimizing the Use of Computer-Based Training (CBT) ....................................... 3-10 Table 5-1 Quantitative Measures for Engineering Technical Training .................................... 5-6 Table C-1 Engineering Disciplines and Codes........................................................................C-1 Table C-2 Position-Specific Engineering Applications (Configured by Engineering Discipline) ..............................................................................................................C-3 Table C-3 Position-Specific Engineering Applications Training (Alphabetically Configured by Engineering Application) ..............................................................C-10 Table C-4 Position-Specific Advanced Plant Systems Engineering Training ........................C-15 Table E-1 Sample ESP Training Evaluation Criteria ............................................................... E-2
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1
INTRODUCTION
1.1 Purpose and Scope
1.1.1 Purpose
The Engineering Technical Training Task Group, composed of utility engineering and training personnel, developed this report to provide suggestions for improving engineering technical training. This report is intended for use by engineering, engineering management, and plant training personnel. It was developed to address challenges that individual engineers and managers face due to consolidated engineering organizations, reduced engineering staffing and experience levels, broadened individual engineer responsibilities, and increased emphasis on error-free engineering. The report focuses on effective technical training and provides recommendations to optimize resources available to plan, develop, and conduct that training.
1.1.2 Scope
This report identifies realistic needs for engineering technical training, describes attributes of effective technical training efforts, and suggests methods to maximize the results of technical training, while minimizing the hours dedicated to technical training. The guidance described in this report presumes that effective training enables good engineering and good engineering enables safe, reliable, and economic plant operations and maintenance. This basic premise is illustrated in Figure 1-1 below.
1-1
EPRI Licensed Material Introduction
Engineering Technical Training
Plant Operations & Maintenance Good Engineering
Figure 1-1 Engineering Technical Training Relationships
KEY POINT Effective training enables good engineering and good engineering enables safe, reliable, and economic plant operations and maintenance. Effective training enhances the capabilities of engineers. Highly capable engineers correctly and consistently apply scientific and mathematical principles to the broad range of topics related to design, construction, operation, and maintenance of nuclear power plants. Universities and colleges do not teach all the subjects needed by engineers involved in the business. Engineers are hired after being schooled in the fundamentals of civil, chemical, electrical, mechanical, and nuclear engineering. Nuclear power plant designers and operating utilities have always been responsible for teaching engineers a significant amount of additional information and continue to face that challenge today. Effective engineering organizations produce technically correct work the first time. This is the essence of error-free engineering." The most effective organizations tend to be composed of engineers who did well as students, became professionally licensed, and mastered the fundamentals of nuclear power. Effective organizations expect engineers to quickly learn specifics of any assignment, regularly reassign engineers to broaden their experience, and provide challenging continuing training. Furthermore, these organizations are generally able to do work more efficiently, resulting in fewer engineers.
1.2
Cost Benefits of Effective Engineering Technical Training
Implementing the guidance presented in this report should result in reduced costs in several areas. Figure 1-2 illustrates that although savings will be realized from optimizing the cost of the training itself, the significant cost benefits result from the 1-2
subsequent reductions in the costs of improved engineering services and safe, reliable plant operations and maintenance.
Cost Benefits $
Effective Engineering Technical Training
$
Direct Cost Subsequent Cost Subsequent Cost Benefits from Benefits from Benefits from Effective Improved Enhanced Plant Engineering Engineering Operations & Technical Training Services Maintenance
Figure 1-2 Cost Benefits Of Engineering Technical Training
Examples of how direct training costs can be reduced are:

N N
Reducing rework and revision of training material Offering targeted training that meets engineering needs, thus avoiding unnecessary training or training that is not relevant to the engineering organization Using the Engineering Training Committee to clearly define training needs and objectives
Examples of subsequent cost benefits derived from improved engineering services are:
N N N N N
Less reliance on contract personnel or staff augmentation Increased control over which engineering services may be out-sourced Increased retention of the existing engineering staff Decreased potential for regulatory action resulting from engineering deficiencies Improved ability to scope work and estimate costs of engineering
Finally, enhanced engineering services can significantly enable safe and reliable plant operations and maintenance. Examples of subsequent cost benefits derived from enhanced plant operations and maintenance are:
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Providing quality engineering decisions that support plant operations and maintenance 1-3

N
Ensuring that plant problems and root causes are evaluated by technically competent individuals Maintaining the integrity of the plant design basis per 10 CFR 50.54.f Supporting operability decisions per Generic Letter 91-18 Optimizing plant maintenance per 10 CFR 50.65, Maintenance Rule Optimizing preventive/predictive plant maintenance programs Maintaining seismic/environmental qualification of plant equipment Optimizing plant life cycle and integrated risk basis
N N N N N N
1.3
Use and Relationship to Existing Industry Guidelines
The guidance contained in this report does not add any requirements for licensees of nuclear power plants regarding engineering technical training. Rather it is intended to supplement each utilitys current program with guidance that will make engineering technical training more valuable to the engineers and more effective for engineering managers. The information in this report complements both the requirements of 10 CFR 50.120, Training and Qualification and the guidance contained in National Academy for Nuclear Training (Academy) guidelines. This report should be used to support implementation of the Academy Documents Guidelines for Training and Qualification of Engineering Support Personnel (ACAD 91-017) and Guidelines For The Conduct Of Training And Qualification Activities (ACAD 92-004). Other Academy guidelines, references to which are provided as appropriate, in concert with plant training procedures, should be considered the primary sources of guidance. This report selectively repeats some of this guidance to provide engineers and engineering management with a single source for perspective on engineering technical training. Any conflict between this report and the NRC and Academy guidance is unintended. The Task Group suggests that each utility review the information established in this report in light of its Quality Assurance program, licensing commitments, and regulatory requirements and then appropriately incorporate the guidance into internal processes and procedures. The practices discussed in this report have been developed from a sound technical perspective to allow use of this report with minimal additional effort. Although much of the guidance provided in this report was developed from generic good practices implemented at nuclear utilities, each user is encouraged to implement the practices deemed most appropriate for their organizations. 1-4
1.4
Engineering Ownership of Engineering Training
A utility engineering department should be proactive in the training of engineers. In essence, the engineering organization should drive the process for determining content and providing engineering technical training to enhance the technical knowledge base of its staff:
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Engineering managers and supervisors should develop and reinforce a culture in which the training of engineers is important. They are the catalyst to engineering ownership of training. Engineers should identify training that is pertinent, effective, and essential to their unique responsibilities. They are the key to ensuring that engineering technical training is relevant and meets their technical needs.
The utility training department can provide effective guidance, focus, and oversight to the engineering training program such that the program reinforces engineering management ownership, is properly administered, and meets the intent of industry guidelines. KEY POINT The engineering organization must drive the process for determining content and providing technical training
1.5
Engineering and Training Organization Interfaces
The interfacing element between the training organization and engineering organizations is usually the Engineering Training Committee (ETC). The name of this group varies among nuclear utilities and may be known as the:
N N N N N
Training Advisory Committee (TAC) Training Planning Review Committee (TPRC) Curriculum Review Committee (CRC) Training Review Group (TRG) Plant Training Steering Committee (PTSC)
It is not uncommon for this interfacing organization to function differently among nuclear utilities depending on the organizational structure and implementing procedures. In general, however, this committee should be chaired by a senior 1-5
engineering manager and should include engineering managers, supervisors, engineers, and training personnel. This is the committee through which the engineering training program functions. ACAD 91-017 provides guidance regarding the roles of these individuals as members of the committee. Three elementsengineering, training, and the committeeoperate within the training program culture. If a strong, healthy culture exists for learning, the engineering training program is receiving strong input from the engineers or engineering supervisors regarding identified training needs. If a weak training culture exists, the engineering training program is not receiving input from the engineers or engineering supervisors. Figure 1-3 illustrates the components of a healthy culture that foster and promote effective engineering technical training.
Members of Engineering Training Committee Engineering Organizations
Training Organization
Synergy resulting from the combination of:

Management & staff expectations Department resources Open communication Management vision Involvement Leadership Feedback
Healthy HealthyProgram Program Culture Culture

Figure 1-3 Culture That Fosters Effective Engineering Technical Training
1-6
KEY POINT A healthy culture will exist when the engineering training program receives strong input from the engineering organizations. The following suggestions are offered to assist utilities that need to strengthen their engineering training program culture:
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The engineering organizations should drive the training program by exercising strong management and leadership skills with respect to training issues. For example, senior engineering management should lead the ETC. The engineering organizations must accept the responsibility to identify and make provisions for effective, pertinent training on a position-specific basis. The best source for identifying training needs is from the engineers and engineering supervisors. These training issues from the engineering perspective should be brought to the attention of the Engineering Training Committee for consideration and implementation. The training organization should provide a valuable oversight role by keeping the Engineering Training Committee informed of administrative training issues, missing training elements, and strategies for success. The Engineering Training Committee should accept its role as the authority for the program. Engineering management should support the committee through routine and active attendance, and realization that commitments made at Engineering Training Committee meetings will be fully supported by their groups. Engineers are not accountable to the training organization, but rather to engineering management. Therefore, technical training developed for the engineers, engineering supervision, or engineering management should be as a result of action by the Engineering Training Committee and promulgated through the engineering organizations lines of communication.
1.6
Ensuring the Value of Engineering Technical Training
Engineering technical training is of most value when it meets the demands of the engineers current responsibilities and optimizes the quality of engineering services versus the cost of providing the training. Engineering technical training both broadens and deepens the engineers base of technical knowledge, thereby increasing the flexibility of the engineer.
1-7
KEY POINT Engineering technical training should be planned, developed, and conducted to increase the overall value of the engineer to the plant. To ensure that the technical training offered adds value, the guidance in Table 1-1 should be considered. This table directs the user to other sections of this report for additional details that also ensure the value of engineering technical training to both the engineer and the engineering organization.
Table 1-1 Ensuring the Value of Engineering Technical Training Training Issue Course Selection Topic Input Training Plan and Schedule Instructors Key Guidance Include both required and elective courses of instruction that are relevant. Allow engineering to drive technical training needs. Offer training at different times to allow engineers to train around critical plant activities. Use Subject Matter Experts (SMEs) or individuals with equivalent technical knowledge and consider developing supplemental training skills. Distinguish technical training from those topics presented only for informational purposes and not for enhancing engineering skills. Optimize the type of training format to support the training objectives. Use training methods that promote long-term retention of the subject matter. Employ measures to determine the effectiveness and quantity of training. References Providing Detailed Guidance Sections 2.2, 2.4, 2.5, 2.6, 2.7, 2.10, and 2.11 Sections 1.4, 1.5, 2.2, 2.5, and 4.1 Sections 1.5, 2.8, and 2.12
Section 2.9, 3.3, 4.1, and 4.4
Training Objectives
Sections 2.1, 2.2, 2.3, and 3.1
Types of Training Formats Learning Enhancements
Sections 3.2 and 3.4 Sections 2.11, 4.1, 4.2, 4.3, and 4.5 Sections 5.1, 5.2, and 5.3
Training Effectiveness
1-8
2
PLANNING ENGINEERING TECHNICAL TRAINING
This chapter describes guidance that may be used when planning and determining the engineering technical training needs in support of operating nuclear power plants. Section 2.1 defines engineering technical training as used in the context of this report. The guidance in Sections 2.2 through 2.7 focuses on determining what training should be offered and who should receive the training. Technical training needs are discussed for utility engineers, engineering supervisors, contractors, and corporate staff. This chapter also provides guidance on both long and short range scheduling of engineering technical training.
2.1
Defining Engineering Technical Training
The primary focus of this report is engineering technical training that is positionspecific and occurs after Engineering Support Personnel (ESP) orientation. For the purpose of this report, engineering technical training is defined as training that increases an engineers understanding of physical laws and engineering principles, and their application to nuclear power plant operations. The following figures should assist the reader in understanding how this report defines engineering technical training and how that training relates to other types of training offered at nuclear power plants. Figure 2-1 depicts the Institute of Nuclear Power Operations (INPO) model as described in ACAD 91-017.
Continuing Training Component Position-Specific Training Orientation Training
Components of Initial Training
Figure 2-1 Components of Engineering Support Personnel Training
2-1
EPRI Licensed Material Planning Engineering Technical Training
Further examination of industry guidance reveals that each of the components is comprised of both technical and non-technical topics. This is illustrated in Figure 2-2. Continuing Training Position-Specific Training
Fundamentals Plant Systems & Components Plant Operations Indoctrination Administrative
Orientation Training
Technical Training
Non-technical Training
Figure 2-2 Technical and Non-Technical Portions (ESP) Training
KEY POINT The primary focus of this report is engineering technical training that is position-specific and occurs after initial ESP orientation. Figure 2-3 illustrates this premise and shows the relationship of engineering technical training, as defined in this report, to other training that an engineer may receive.
2-2
Technical Continuing Training
Technical Position-Specific Training Fundamentals Plant Systems & Components Plant Operations
Primary Focus of the EPRI Engineering Technical Training Guidance
Orientation Training
Non-technical Training
Technical Training
Figure 2-3 Defining Engineering Technical Training
Appendix A provides information related to ongoing cost considerations of ESP orientation training. ESP Orientation Training is not covered in this report. The technical topics that are the focus of this report reflect the typical position-specific functions performed by engineers. Engineering technical training primarily focuses on the application of fundamental, core-discipline knowledge to nuclear power plant structure, system, and/or component design, maintenance, and operations. Although important, training to familiarize engineers with plant procedures, processes, and site-specific administration is considered non-technical and outside the scope of this guideline. Examples of training that are not defined as engineering technical training include: Training on plant administrative processes - For example, the administrative aspects of preparing 10 CFR 50.59 safety evaluations, preparing design change packages, reviewing work products prepared by contractors, retrieving drawings and documents from plant records, and similar activities. Training on office computer software - For example, word processing, spreadsheets, electronic presentations, database information systems, electronic mail systems, and electronic planning and scheduling.
2-3
Training on management issues - For example, how to conduct effective meetings, how to manage multiple projects, how to deal with difficult people, and similar activities. As discussed below, the definition of engineering technical training used in this report should not be limited based upon the method or source of instruction. Method Of Instruction - Engineering technical training may be provided using formal instruction such as lectures, seminars, workshops, diagnostic analysis, problem solving, and equipment operation. However, less formal types of learning such as mentoring, peer group discussions/technical problem solving sessions, self-paced correspondence courses, and computer-based interactive training may also be considered as appropriate and effective methods of providing engineering technical training. Source Of Instruction - Many sources of instruction may be used to facilitate engineering technical training. Besides any utility-specific courses, the engineer may consider seminars offered by industry groups and engineering courses accessible through colleges, universities, the utility computer network, or the Internet. Appendix B provides guidance for locating numerous sources of engineering technical training, including a discussion on the optimal providers of engineering training based on the hierarchical model depicted in Figure 2-4.
2.2
Hierarchy of Engineering Knowledge
Figure 2-4 describes a hierarchy of three levels of engineering knowledge that should be enhanced through engineering technical training. This figure illustrates the importance of first learning and understanding engineering fundamental principles as the foundation necessary for further engineering applications. The figure also illustrates that a solid understanding of engineering principles and nuclear power plant applications are necessary for understanding the complex functions and interactions of nuclear plant components and systems.
2-4
Key Points
Stress the inter-relational nature of plant systems from an Advanced engineering perspective, not just an Plant Systems operational perspective Application of engineering
Engineering Applications principles and fundamentals to Engineering Principles

Figure 2-4 Hierarchy of Engineering Knowledge
nuclear plant situations
The foundation for effective engineering practice
Engineering Principles - A solid understanding of basic engineering principles is fundamental to the success of any engineer. However, the mastering of the fundamental engineering principles in ones field is considered to be largely an individual responsibility. This report assumes that individuals have mastered engineering principles and fundamentals to an extent comparable to an engineer with a college degree and/or a registered Professional Engineer. This does not imply that all engineers at a nuclear power plant hold degrees and professional registration; however, these achievements are used as benchmarks to indicate the degree to which engineering principles and fundamentals should be understood. An understanding of these engineering principles should be further strengthened through initial ESP orientation, position-specific training, and continuing training. Some examples of this level of engineering technical training include reactor physics, fluid mechanics, heat transfer, thermodynamics, plant chemistry, materials science, strength of materials, electrical theory, and controls. Engineering Applications - Engineering applications training should consist of applying the fundamentals of engineering to specific nuclear plant situations. The level of difficulty for engineering applications training should be similar to that of a PE review course and should be taught at the college undergraduate level. The main difference between engineering applications training and a PE review course is that in engineering applications training, the subjects taught should be limited to those most used by engineers at a typical nuclear plant, and the examples or applications should be taken from actual plant equipment, systems, and structures whenever possible.
2-5
Examples of this area of engineering technical training include calculating head loss in a piping system due to system changes (for example, adding a valve or flow orifice), determining the net positive suction head (NPSH) for a pump, determining heat exchanger performance due to a change in inlet conditions (for example, flow or temperature), failure analysis, performing pipe stress calculations, and running engineering computer codes. Component training (for example, on pumps, valves, diesel generators, etc.) is another example of engineering application training. Table C-2, in Appendix C of this report provides a listing of approximately 125 engineering applications commonly employed by engineering organizations at or in support of an operating nuclear power plant. Advanced Plant Systems - Plant systems training should comprise advanced training in nuclear plant systems important to the operation of the plant (for example, nuclear steam supply systems, emergency core cooling systems, power generation systems, etc.) The advanced systems training should provide a greater level of detail than the typical descriptions of plant systems provided in the orientation component of initial ESP training. Advanced systems training should also focus on the engineering aspects of the system, in addition to the description, set-points, alarms, etc., typically included in an Senior Reactor Operator (SRO) certification course. Design basis information and assumptions, accident analysis, licensing basis details, surveillance testing requirements, materials degradation mechanisms, operational complexity, and system interactions are examples of engineering aspects that should be studied in this general area of engineering technical training. Table C-3, in Appendix C, represents a compilation of more advanced topics that apply nuclear component and systems knowledge as well as core-discipline knowledge commonly required of systems engineers. The nature of engineering is that engineers are often given situations (problems) that have not been analyzed previously. Engineers are expected to determine and evaluate possible responses (solutions) so that the best solution can be found for a given problem. Thus, the focus of engineering technical training should be to increase the engineers understanding and insight to enable them to find solutions to new problems or to prevent problems from occurring. For example, EPRI Report TR-107668 Guideline for System Monitoring by System Engineers conveys guidance used for preventing or predicting operability problems with nuclear plant systems. This focus is much different from training individuals to respond to a particular situation in a specified manner. This difference should be kept in mind when applying the elements of effective engineering technical training presented in this report.
2-6
KEY POINT Engineering technical training should increase the engineers understanding to enable them to efficiently find optimum solutions to new problems.
2.3
Engineering Technical Training Key Factors
A basic model that can be used to illustrate key factors when determining technical training needs is shown below in Figure 2-5.
Individuals Engineering Skills & Knowledge
I II
Basic Nuclear Power Plant Knowledge (ESP Orientation)
IV
Knowledge Required for Job Functions (ESP PositionSpecific)
III
Figure 2-5 Individual Engineering Skills and Knowledge
Figure 2-5 illustrates that technical training needs should be determined by assessing and considering three primary factors. The top, shaded circle represents the existing knowledge and experience of the engineer attained through previous education and experience. The bottom-left circle represents the basic plant knowledge needed by the engineers at or in support of nuclear power plants that generally forms the basis for the orientation component of initial ESP training. The bottom-right circle represents the engineers position/assignment-specific functions that form the basis for the positionspecific component of ESP training. Table 2-1 explains what each area of overlap on the figure represents.
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Table 2-1 Areas of Knowledge Required by Engineers Areas I and II Represent Basic nuclear power plant knowledge and skills that the engineer already has. Further or repeated training in these areas should be optional after the engineer has demonstrated proficiency in these skills and knowledge. (Refer to Chapter 5 of this report.) Knowledge required for the engineers job, but that is skills and knowledge the engineer already has. Again, further or repeated training in these areas should be optional. Basic nuclear power plant knowledge that is also knowledge required for the engineers specific job.
II and IV
II and III
This model is discussed further in following chapters of this report and should be considered as a model for optimizing cost benefit by ensuring that the technical training that is offered is not redundant and is of true value to the engineer. Figure 2-6 illustrates the engineering skills and knowledge an individual would possess after completion of the orientation component of ESP training. In many cases, a typical engineer assigned at or in support of a nuclear power plant already possesses some of the skills necessary to perform assigned tasks as well as the fundamental knowledge received during ESP orientation training. This is most often true with experienced engineers who have worked at other nuclear power plants and those engineers with accredited engineering degrees and Professional Engineering licenses.
Figure 2-6 Engineering Skills and Knowledge after ESP Orientation Training
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This report recognizes that the vast majority of engineers assigned at nuclear power plants have successfully completed ESP orientation training. Further discussion of the cost aspects of the orientation component of ESP training is contained in Appendix A of this report.
2.4
Position-Specific Engineering Technical Training Needs
In addition to the requirements of 10 CFR 50.120 and the industry guidance provided in ACAD 91-017, engineering managers and trainers should consider job performance needs when developing and scheduling technical training. While ACAD 91-017 provides guidance on what training is required for engineering support personnel, it provides wide latitude to each utility in how that training is to be provided and the extent to which each topic is offered to individual engineers. Initial position-specific training should establish a foundation in principles, processes, and procedures necessary to perform day-to-day tasks. Over time, plant systems and design requirements change, which may require the engineering staff to adjust their knowledge base. Applications taking advantage of new technology can improve the extent and depth of the engineering staffs knowledge but may also require training to ensure the maximum benefit. Engineering managers and trainers should be informed about these types of changes so they can factor them into revisions to both the initial and continuing engineering technical training programs. Figure 2-6 illustrates that there is a need for position-specific technical training after the completion of ESP orientation. The unshaded area of Figure 2-6 represents the position-specific knowledge that a newly assigned engineer does not possess and should be the basis for providing position-specific engineering technical training. After completion of position-specific engineering technical training, the model would be represented as illustrated in Figure 2-7 below.
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Figure 2-7 Engineering Skills and Knowledge after Position-Specific Engineering Technical Training
2.5
Determining Engineering Technical Training Needs
Prior to determining position-specific engineering technical training, the engineer and the engineering manager should have a clear understanding of the responsibilities assigned to the work unit of which the engineer is a part. The tasks for which the engineer will be uniquely responsible are the primary target for position specific training. When the tasks are known, the manager can evaluate the training needs of the engineer. Figure 2-8 illustrates a process that may be used to:
N N N
Determine the types of knowledge the engineer will require Assess the engineers current understanding of each knowledge type Determine the technical training needed
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(Sect. 2.5.1) Identify functions for the work unit (Sect. 2.5.2) Determine individuals work function Assess individual capabilities (Sect. 2.5.3) Identify training needs (Sects. 2.12, 4.0) Schedule and conduct engineering technical training
Determine ENGINEERING PRINCIPLES required (Sect 2.1) Assess problem solving capability Assess broad-based discipline knowledge
Determine KNOWLEDGE OF POSITION-SPECIFIC ENGINEERING APPLICATIONS required (Table C-2) Evaluate discipline application skills Assess application of tools
Determine ADVANCED PLANT SYSTEMS/COMPONENT KNOWLEDGE required (Table C-3) Evaluate plant system knowledge Evaluate component knowledge Evaluate knowledge of design requirements, codes & standards Evaluate accident analysis capabilities
No
Work performance acceptable?
Yes Provide refresher and upgrade training periodically Determine PROGRAM/PROCESS KNOWLEDGE
required (Sect. 2.1)
Evaluate program/process interactions Evaluate configuration management knowledge Evaluate engineering information systems knowledge
Figure 2-8 Engineering Job Functions, Knowledge Types, and Training Needs
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2.5.1 Engineering Work Functions

Table 2-2 illustrates generic engineering technical functions performed by engineers at or in support of an operating nuclear power plant. Examples are provided to demonstrate the various ways in which each generic engineering function may be performed based upon discipline and work scope. Appendix C of this report was prepared by the Task Group to identify Engineering Applications (Table C-2) and Advanced Plant Systems topics (Table C-3) that could be considered for engineering technical training.
Table 2-2 Generic Engineering Functions and Examples Engineering Function Calculate design basis or design modification Requirements Apply technology Specify technical design requirements Examples Calculate degraded voltage conditions Calculate pressure loss in piping Select material type Specify material physical properties Specify codes and standards Evaluate/analyze system and component performance Perform root cause analysis of failure Perform operability evaluations Conduct system/component tests Verify design adequacy Qualify equipment by testing prior to installation
2.5.2 Determining Knowledge Needed and Assessing Capabilities

After the position-specific functions are identified, the engineering supervisor should then determine the types of knowledge needed and assess the engineers current capabilities. The three types of technical knowledge depicted in Figure 2-8 correspond to the hierarchical model discussed in Section 2.2 of this report. Thus, the required engineering fundamentals should be first determined and the engineers understanding of fundamental principles should be assessed, based upon the engineers degree, experience, professional registration, and prior engineering technical training. The engineers problem-solving capabilities and symptom diagnostic skills should also be assessed at this time. Next the engineering supervisor should determine the position-specific application knowledge required and then assess how well the engineer applies core-discipline fundamentals and plant-specific design basis information to nuclear power plant design, maintenance, and operation processes. The engineering supervisor may also 2-12
assess the engineers capabilities to apply engineering tools such as computer software or the engineers expertise at interpreting plant design drawings, vendor equipment drawings, and layouts. Then, the supervisor should determine the advanced system/component knowledge required and subsequently assess the engineers ability to evaluate components, analyze accidents/root causes, understand system function/interaction, and apply codes and standards. Finally, the program/process knowledge should be determined and the engineers familiarization with plant-specific processes should be assessed. Program and administrative process knowledge is not considered technical but is included in this flow chart for completeness. When conducting this assessment of engineering knowledge, engineering supervision should use others capable in areas of expertise not possessed by the engineering supervisor. Analysis of the three areas of technical knowledge and the area of program/process knowledge targets training for each engineer.
2.5.3 Identifying Engineering Technical Training Needs

After determining the knowledge needed to perform the particular work functions and assessing the capabilities of the engineer, areas where additional knowledge is required should be addressed. Thus, the engineering supervisor should identify the appropriate types and formats for engineering technical training that will broaden and deepen the engineers knowledge. Table C-2 of Appendix C represents a compilation of engineering applications that apply core-discipline knowledge commonly required of engineers. The engineering applications were developed in part by using the flowchart process, which is illustrated in Figure 2-8, and the Training System Development Model Overview (TSD), which is discussed in Chapter 3.0 of this report. The engineering applications are based upon typical job functions performed by engineers of various disciplines at or in support of an operating nuclear power plant. Table C-3 of Appendix C represents a compilation of more advanced subject matter that applies nuclear component and systems knowledge as well as core-discipline knowledge commonly required of systems engineers. After areas needing training have been identified, a training plan that will provide and upgrade skills and knowledge should be jointly developed by each engineer and their supervisor. Section 2.8 of this report provides detailed guidance on how this plan may be developed, documented, and used. 2-13
2.5.4 Example of Determining Engineering Technical Training Needs

A mechanical engineer has recently been assigned to work in the utilitys design engineering group. The responsibilities assigned require the following technical functions to be performed: Performing calculations to determine HVAC design requirements Specifying HVAC technical and quality design requirements Classifying replacement HVAC components and parts Performing equivalency evaluations for alternate HVAC components Verifying design adequacy of HVAC mechanical components To perform these functions, a basic understanding of certain mechanical engineering fundamental principles is necessary. Engineering functions will be primarily applied to dampers, fans, ductwork, and heat exchangers. This equipment requires an understanding of materials, air flow, heat transfer, and thermodynamics. Component knowledge is important because plant system drawings and component assembly drawings will be referenced in order to determine system functions and classifications. System function and design basis knowledge is important because this is necessary when modifying the designs of HVAC systems and specifying replacement components and parts. Problem solving will be required to postulate/analyze failures of HVAC components.
2.6
Continuing Engineering Technical Training
As stated in ACAD 91-017, position-specific continuing training should keep engineering support personnel current with respect to plant modifications, procedure changes, and operating experience associated with their job functions. Changes in job scope may continue to expand the position-specific knowledge required. This expansion is illustrated in Figure 2-9. The unshaded area of the figure represents the knowledge required due to a change in job scope, changes to plant systems and equipment, or areas needing a higher level of proficiency. This area continues to expand over time and should be one key area on which to focus position-specific continuing training.
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Need for continuing training
Basic Nuclear Power Plant Knowledge
Knowledge Required For Future or Other Job Functions (ESP PositionSpecific)
(ESP Orientation)
Continues to expand
Figure 2-9 Continuing Engineering Technical Training
The unshaded area of Figure 2-9 may also represent a need for continuing training that is not position-specific but may be needed for the engineer to stay current with new technologies, changing industry experience, or technical areas of personal interest. This component of continuing technical training should be performance-based and may be closely tied to the performance appraisal/development process. When the type of continuing training is identified and completed, the individuals engineering skills and knowledge will once again envelop the position-specific knowledge required, as illustrated in Figure 2-7.
2.7
Determining Cross-Over Training Needs for Engineers
Cross-over training is defined as engineering training that is necessary to broaden the jobs/tasks the individual engineer is expected to independently perform, directly supervise the completion of, or comprehensively review. The engineering population is often the best source for identifying prospective cross-over training needs for compilation and prioritization by the Engineering Training Committee. Engineers should become knowledgeable in technical areas outside those necessary to perform their normal job functions in order to diversify their skills and allow them to broaden their technical expertise. Diversification of technical expertise allows more flexibility for task assignment and contributes significantly to employee retention and 2-15
career development. Figure 2-10 illustrates factors that should be considered when determining engineering cross-over training needs.
Company needs for shared resources Outage position needs Emergency response organization position needs Unexpected employee losses Personnel rotation plan Professional interests and succession plan
Existing experience level (what has been done) Completed engineering technical training (what has been learned and retained)
Cross-over training
Desired engineering technical capability
Figure 2-10 Determining Cross-Over Training Needs
2.8
Documenting the Engineering Technical Training Plan
After the engineer and the engineering supervisor have analyzed the necessary position-specific knowledge, assessed the engineers current knowledge, anticipated continuing education needs, and considered the need to broaden knowledge with cross-over training, they should jointly develop a training plan. The engineers input to the plan should cover position-specific requirements but may also include courses of study of personal interest and those that will contribute to professional development. The engineering supervisors input to the plan should focus on the position-specific skills required but should also consider training applicable to a broader number of assigned engineers that will continually improve the effectiveness of the organization. The individual training plan should be clearly understood and documented by both the engineer and the engineers supervisor; Appendix D provides a typical example. The actual courses that may comprise these plans are, in reality, chosen based on course availability, cost, general interest, and plant needs, and will vary from plant to plant. Some utilities have chosen to adopt a formal continuing engineering curriculum with a number of the training courses prescribed as mandatory for selected engineering disciplines and/or groups.
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2.9
Rotating Engineers to the Training Organization
One technique for maximizing training effectiveness is to rotate engineering personnel to conduct engineering training and assist with the planning of engineering technical training. Engineers may be chosen based upon experience, motivation, communication skills, technical expertise, professional registration, and education level. The assigned engineers can be instrumental in the development of a continuing training curriculum and the presentation of training to other engineers.
2.9.1 Purpose of Rotation

Integration of engineering expertise with the training organization has proven to increase the credibility of engineering technical training. Less technical topics are also more effective because actual plant-specific scenarios and events can be used as examples to reinforce the training.
2.9.2 Length of Rotation

Assignment lengths should typically range from one to two years before consideration is given to rotating other engineers into the plant training organization.
2.9.3 Maintaining Engineering Accountability

One method for maintaining engineering accountability to the engineering organization is to retain the rotated engineer under the supervision of the engineering manager. This may be formally documented by ensuring that the engineer remains on the engineering organizational chart and by retaining responsibility for performance appraisals with the engineering organization. These methods clarify that the engineer is temporarily assigned, although no longer under direct daily supervision of the engineering supervisor. The training supervisor should provide the primary input for performance appraisals during the time the engineer is assigned to the training organization.
2.9.4 Attributes of Successful Rotation of Engineering Personnel

The following objectives should be achieved to ensure that the rotation of engineering personnel to the training organization is successful:
N N
Career advancement potential was increased. Technical knowledge was broadened.
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N N N
Training and presentation skills were enhanced. Length of rotation was appropriate. Once returned to engineering, the engineers level of responsibility was equivalent or greater than before the temporary assignment. Performance while temporarily assigned was satisfactory.
Consideration and discussion of these attributes prior to the rotation should be considered as means to motivate an engineer to pursue a temporary assignment with the training organization.
2.10 Technical Training Needs for Engineering Supervisors

A training program for engineering supervisors should be designed to provide nuclear site management and supervisory personnel with sufficient knowledge to perform their supervisory responsibilities in a safe, reliable, and economic manner. The engineering supervisor should know the technical requirements of the group (that is, be technically credible, insist on sound engineering practices), in addition to supervising the functions of the group. This technical training program should provide a balance between required technical and supervisory/leadership development elements. Only the technical training perspective is discussed in this report. The technical training of engineering supervisors should parallel the technical development of individual engineers because one essential element of supervision is technical competency. Supervisory professional technical development should include the following areas:
N N
Initial ESP Orientation Training Position-Specific Continuing Training
Initial ESP Orientation Training: - Engineering supervisors should complete this training in a manner equivalent to assigned engineers. It may include the supervisors operational systems training, but it should include a thorough review of engineering fundamentals and their specific technical applications to plant and system operations. Too frequently, this training for engineering supervisors has been focused more on system operation, often to the extent of excluding practical engineering technical applications. Position-Specific Continuing Training: - This technical training should focus on understanding the technical content of the specific discipline(s) for which the engineering supervisor will be responsible. The supervisor should attend ESP training 2-18
as well as the position-specific technical continuing training that is provided for the work group he has responsibility for supervising. Specific training topics used for this technical training should be selected from the training required for the engineers reporting to that particular supervisor. The principal objective should be to provide discipline-specific and practical applications training for the engineering supervisor(s). Small group seminars (e.g. 4 to 7 supervisors) for engineering supervisors have been found to be particularly effective, especially when taught by the Engineering Manager or other senior site managers. Some examples of topics for this training are listed below:
N N N N N N
Troubleshooting plant performance using trended data Probabilistic Safety Analysis as applied to the Maintenance Rule Developing a standard approach to Limiting Conditions for Operation (LCOs) Industry Operating Experience (that is, SOER) Methodology for locating leaking fuel assemblies/bundles Equipment Failure Analysis and Prevention: Developing the ability to consistently and correctly identify the root cause of equipment failures the first time.
2.11 Professional Development of Engineers

Engineering departments should encourage engineers to obtain professional registration, Senior Reactor Operator (SRO) certification, and advanced degrees as a means of individual professional development.
2.11.1 Professional Registration

A practical and cost-effective method of increasing the technical competence of the engineering staff is to encourage professional registration of engineers. While it is possible to be a good engineer without being registered, professional registration means that one has achieved a recognized level of competence in engineering principles and the practical application of these principles to engineering situations. Most states recognize the need for professional registration when engineers are performing design activities, and the registration contributes to establishing the credibility of the Professional Engineer. Following are some incentives that Engineering Departments could use to encourage engineers to become registered. The incentives are intended to assist engineers in obtaining professional registration and reward those who do and may significantly depend on the importance placed by that utility on professional registration. 2-19

N
Pay the tuition or fee for an engineer to take an approved Engineer in Training (EIT)/ Professional Engineer (PE) review course. If the number of students warrants, pay for instructors to come to the plant, or pay for a video-teleconferenced (interactive distance learning) course to be shown at the plant. Provide for the instruction or part of the instruction on company time. Develop in-house courses using SMEs from the plant to provide instruction in their areas of expertise. Pay a stipend, registration fees, annual renewal fees, state taxes, etc. to those engineers who are registered. Non-monetary rewards, such as recognition of the engineer in the company newsletter, time off to attend professional conferences or seminars, or awards and plaques. Require professional registration for promotion to the equivalent of Senior Engineer and above, or Engineering Supervisor.
N N
2.11.2 Senior Reactor Operator (SRO) Certification

A working knowledge of plant systemstheir design bases, functions, layout, and interactions with other systems from an integrated plant perspectiveis an important contributor to an engineers credibility. It is a capability no systems or design engineer should be without. One means of developing this knowledge is through an accredited SRO certification course. Unlike professional registration, which is pursued on the engineers own time, attending an SRO certification course puts the engineer in the classroom during normal working hours. Thus, it involves a significant financial investment on the part of the utility. SRO certification courses generally run for 12 to 20 weeks, depending on the experience level of the student and the depth of instruction. The material covered starts with generic fundamentals: nuclear physics, reactor kinetics, thermodynamics, heat transfer and fluid mechanics, and component basics. After these basics are mastered, that knowledge is put to work analyzing plant systems individually. After the plant systems have been learned, time in the plant and the control room simulator stress system interrelationships and interactions. 2-20
While the initial expense is high, the benefits gained in producing a well-rounded and plant-smart engineer fully compensates the utility that chooses to make the investment. These benefits will be most immediately apparent in:
N N
Better understanding of customer needs Better understanding and appreciation of the impact that engineering decisions have on operations and maintenance Better designed, planned, and executed plant modifications because the engineers understand the fundamentals behind the system being modified Fewer design/engineering change requests because the engineers are familiar with the plant layout and are more likely to identify modification design issues before the modification is installed Better performance from plant systems which are monitored and maintained by system engineers knowledgeable of the system design bases, requirements, parameters, and limits Fewer operability and repeatability issues are missed because determinations are based on an integrated plant understanding More thorough engineering and safety evaluations because they will be written from a position of confidence with regard to engineering principles backed up by plant-specific design and operational knowledge
Longer term benefits enjoyed by the utility include a well-rounded staff of senior engineers in a position to share their knowledge, experience, and abilities in a mentoring capacity, and improved working relations between the engineering and operations staffs.
2.11.3 Advanced Degrees

The pursuit of advanced engineering degrees by engineers is considered to be largely an individual decision. Most utilities already reimburse employees taking college level courses in pursuit of an advanced degree. Some even provide flexible working hours so that the engineer can balance professional work with school work.
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2.12 Training Qualifications for Contractors and Corporate Staff

Recent trends in the nuclear power industry suggest that the use of contract personnel in plant engineering groups will continue. Utilities will also continue to supplement their plant engineering organizations with technical personnel from their corporate or central staff. KEY POINT Provide only the training necessary for contractor or corporate staff personnel. In some cases, it is difficult to determine the extent or degree to which each individuals skills and knowledge qualifies them to perform assigned responsibilities in an effective manner. Experience in recent years has shown that, in many cases, a contractor or an individual temporarily assigned from the corporate engineering staff already has much or all of the technical expertise necessary to perform anticipated tasks and only lacks familiarization with site-specific work processes. Although there may be a need for indoctrination to programs, processes, and procedures, this type of training is not considered engineering technical training as defined in this report (see Section 2.1), and is not discussed in any further detail. Table 2-3 lists factors and guidance that should be considered when determining the engineering technical training requirements for contractors or corporate staff.
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Table 2-3 Training Factors for Contractor or Corporate Staff Engineers Factor Previous experience Previous training Degree of independence Guidance Position-specific experience should negate the need for further initial training. Completion of ESP Orientation at a similar reactor type should negate the need for duplicate or repetitive training. Position-specific training is necessary only when working independently and not under direct supervision in areas not covered by previous experience. Completion of initial training components is considered only for employees with anticipated assignments longer than six months, or expected repeated assignments. Position-specific training should be primarily considered for tasks affecting the safety or reliability of the plant. Training for employees working under a contractors nuclear Quality Assurance program is primarily the responsibility of the contractor. Highly specialized contractors generally require minimal position-specific training. Contractors fully integrated into the utilitys organization should be considered for training similar to permanent staff. Avoid training on skills that the engineer already has or that are not required for the specific position.
Length of employment or assignment Safety significance of task Quality Assurance program
Degree of specialization of the task Organization Cost benefit
Appendix E of this report provides a suggested method for determining the appropriate type and amount of additional technical training required and for documenting the qualifications of contractor and corporate staff personnel.
2.13 Long Range Assessment of Technical Training Needs

2.13.1 Need for Interfacing Organizations
A healthy training culture promotes effective long range planning and scheduling of engineering technical training. As discussed in Chapter 1 of this report, the Engineering Training Committee should be the key means of interface to promote a healthy culture for learning and to ensure that technical training is relevant, timely, and effective.
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2.13.2 Long Range Identification of Technical Training Needs

Some nuclear utilities currently plan long range training needs by maintaining an 18month calendar that identifies major plant milestones and blocks of training that will impact engineering organizations. The 18-month planner is usually updated quarterly based upon three primary sources and types of input. Employees should provide input on a regular basis regarding position-specific training required either for improving job proficiency or technical cross over capability. The engineering supervisors should then compile individual training plans and supplement them with topics that can improve the effectiveness of their organization as a whole. Finally, the Engineering Training Committee can further prioritize long range training needs based on a broader perspective. Suggested information for inclusion in a long range planning calendar may indicate training that is offered to more than one engineering discipline. Individual engineering disciplines should maintain a companion long range plan. This type of information should apply to both position-specific and continuing engineering technical training. The key benefits of maintaining a long range planning calendar are:
N
Knee-jerk training is minimized, and emergent training that is more valuable and relevant can be presented because it is integrated into other training or presented as a supplement to training that is already planned. Budgeting for training is more accurate and representative of the training needs of the engineering organizations. Forecasting the size of the training population is more accurate and results in the most effective types and formats of training offered.
2.14 Scheduling Engineering Technical Training

As noted in the previous chapter, formulating an organizational training plan based upon a compilation of individual engineer training plans is essential to long range identification of training needs and effective implementation. However, in the shorter term, the following guidance should be considered when scheduling engineering technical training:
N
Use just-in-time (JIT) training as a way to train on emerging issues. A just-in-time approach should also be considered to train immediately prior to commencing critical activities or infrequently performed tasks. Schedule engineering technical training to optimize the retention of the material. The pace and intensity of the training should promote longterm retention and
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should recognize that most individuals have a limit to the amount of material that can be reasonably learned in a given training session. Training should be paced by scheduling the instruction over a number of shorter sessions that allow the engineer an opportunity to apply the material to job functions between training sessions.
N
Plant server based computer software can be used to optimize the management of scheduling and attendance of engineering technical training. This software may also be integrated with other plant scheduling tools and should be accessible to other organizations that may want to attend the training. The application of scheduling software can also enhance the degree to which the training registration and attendance is administrated from the training organization. Elements of an effective interactive program in use by one utility are described in Appendix F. Engineering supervisors should be proactive and anticipate training opportunities for their engineers. Training regarding utility or plant events should be scheduled in proximity to the event to optimize the relevancy and promote general interest in the issue. Technical topics that may require periodic review or updating should be identified so that refresher training can be planned and scheduled. Physical and logistical issues, such as training course development time, facility capabilities, and instructor availability, should also be considered when scheduling training.
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3
DEVELOPING ENGINEERING TECHNICAL TRAINING
This chapter discusses issues related to developing engineering technical training. Section 3.1 provides a generic process for developing a typical engineering technical training course of instruction. Section 3.2 offers factors to consider when selecting the optimum format for engineering technical training. Section 3.4 focuses primarily on what types of engineering technical training might lend themselves to presentation using computer-based technologies. Section 3.5 discusses factors that may be considered before distributing certain computer-based training on a computer information network.
3-1
EPRI Licensed Material Developing Engineering Technical Training
3.1
Developing Engineering Technical Training Courses
Figure 3-1 depicts a generic process for developing an engineering technical training course. The particular methods used for each step may vary among nuclear power plants but should be based upon the five-step model described in ACAD 84-032, Training System Development Model Overview (TSD), ACAD 85-006, A Supplement To Principles Of Training System Development Manual, and INPO AP921, Systematic Training Process Description. The five-step model, commonly known as ADDIE (Analyze, Design, Develop, Implement, and Evaluate), is illustrated in summary so correlation can be made to the appropriate steps of Figure 3-1.
ADDIE Model Evaluate Training Needs (Sect. 3.1.1) Develop Training Objectives (Sect. 3.1.2) Design Select Optimum Presentation Format (Sect. 3.1.3) Analyze
Develop Presentation Material (Sect. 3.1.4) Review Results (Sect. 3.1.10) and Revise
Develop Exercises, Quizzes, and Competency Exam (Sect. 3.1.5)
Develop
SME Review (Sect. 3.1.6) Conduct Pilot Training (Sect. 3.1.7) Conduct and Document Training (Sect. 3.1.8) Develop Measures of Training Effectiveness Evaluate Implement
Measure Effectiveness (Sect. 3.1.9) Review Results and Revise
Figure 3-1 Generic Process for Developing Engineering Technical Training
3-2
3.1.1 Evaluate Training Needs

This step is analogous to the analysis portion of the INPO model. Training needs may be identified as a result of personnel changes, job performance problems, or installation of new equipment. If engineering technical training is determined to be an effective means for addressing these changes, then further analysis is performed. Chapter 1 of this report emphasizes the importance of engineering driving the process for identifying technical training needs and the interfaces necessary between the training organization and engineering organizations to plan and prioritize engineering technical training. Determining technical training needs is discussed in detail in Chapter 2 of this report.
3.1.2 Develop Training Objectives

Before training materials can be created, the engineering supervisor and instructor must specify what, when, and how well the trainee should perform after the training is completed. These objectives form the basis for the training content and evaluations. Attachments 1 and 2 of this report illustrate how training objectives can be integrated into the learning material and presentation, respectively.
3.1.3 Select Optimum Presentation Format

It is important to determine the optimum presentation format and training environment after the training tasks and objectives have been identified. Although most plant training departments have criteria to help determine which formats are most effective, Section 3.2 provides additional guidance. Attachment 1 of this report illustrates one format for structuring training material that may be considered.
3.1.4 Develop Presentation Material

After the objectives for the training have been developed and the presentation format has been selected, the actual course development begins. Generally the plant training department supported by a subject matter expert should develop lesson plans and supporting material. Engineering technical training requires the integration of technical theory, plant design and licensing basis, and plant systems details. Section 4.2 provides additional guidance, and Attachment 2 illustrates an example of some presentation slides that are typical of engineering subject matter.
3-3
3.1.5 Develop Exercises, Quizzes, and Competency Exam

Evaluation and measurement tools should be developed to ensure the that training objectives have been met. There are two purposes for evaluation and measurement. One purpose is to determine if the trainees have mastered the material so that job performance is enhanced. The other purpose is to evaluate the training itself. Attachment 3 illustrates examples of in-class exercises that may be used to supplement a lecture given by a subject matter expert. Attachment 4 provides examples of a quiz and an examination problem that may be considered. Remediation may be necessary for students that do not meet standards of knowledge retention. Plant guidance should be followed in these cases. An important consideration is that student performance may be an indication that the material or presentations need to be improved. Remediation might also be necessary for those who pass an exam but have identified performance weaknesses. Chapter 5 of this report provides guidance on how the effectiveness of engineering technical training can be measured as well as providing performance measurement criteria so effective evaluations can be performed.
3.1.6 Subject Matter Expert (SME) Review

Training material should be reviewed by a Subject Matter Expert to ensure that the proper tasks have been selected and understood, and that the training material is technically accurate. Further discussion of using SMEs during the development and delivery of engineering technical training is provided in Sections 3.3 and 4.1, respectively.
3.1.7 Conduct Pilot Training

The effectiveness of the training should be tested using an instructor and a target group of engineers. Student feedback should be provided to facilitate continuous improvement of both the training material and training measures. The success of the pilot training is dependent upon the degree of engineering involvement from the students, instructor, and engineering supervisor.
3.1.8 Conduct and Document Training

The instructors knowledge of the technical area should exceed the knowledge of the students. Meeting this basic premise may require the use of SMEs if non-engineering instructors do not possess the necessary technical expertise. Implementation of the training plan should ensure the availability of trainees, instructors, facilities, and resources. Program records, such as attendance sheets, are important to ensure proper 3-4
documentation of the amount and type of training completed. Elements for enhancing the delivery of engineering technical training are discussed in more detail in Chapter 4 of this report.
3.1.9 Measure Effectiveness

Inputs to determine training effectiveness may include post-training surveys, job performance data, and competency evaluation results. Training system performance data should be reviewed to determine if a training problem exists. Recommendations for enhancing the training or correcting problems should be provided to the developer so that modifications to the training can be made. Management observation of both the technical training and the engineers job performance after the training is a key input to measuring the effectiveness of any engineering technical training. Chapter 5 contains a more in-depth treatment of training effectiveness and various performance measures.
3.1.10 Review Results and Revise

Outputs from reviews and effectiveness measures should be used to revise the training format, course content, and materials, as appropriate. This feedback should facilitate continuous improvement of the training and its effectiveness. Changes to the training should be documented and should assess whether retraining is necessary for those engineers who attended earlier versions. Appendix G of this report provides evaluation criteria that could be considered when developing ways to obtain feedback from both the students (engineers) and the engineering supervisors.
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3.2
Optimizing Engineering Technical Training Formats
The manner in which engineering technical training is developed and presented can greatly impact its effectiveness and the amount of learning that ensues. Prior to developing a course of engineering instruction, the overall training goals and the factors shown in Figure 3-2 should be considered:
Training learning objectives Need for repeated presentations Anticipated need to update course material
Engineers positionspecific knowledge level
Effectiveness of practical exercises and application examples
Topics to be presented
Availability of SMEs
Time allowed for training
Anticipted number of attendees
Engineers technical experience and expertise
Need for proficiency demonstration & knowledge retention
Consider Factors
Format Formatfor forEngineering Engineering Technical TechnicalTraining Training

Figure 3-2 Considerations for Formatting Engineering Technical Training
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Based on these factors, the engineering supervisor, the course developer, and site training organization personnel should mutually agree upon the optimum format for the instruction. Available formats that may be considered for conducting engineering technical training when using an instructor are as follows: Group Lectures - This type of engineering technical training is most effective for conveying fundamental knowledge and topics requiring a formal presentation by an SME. This format may also be useful when used in combination with group analysis and problem solving. Small Group (< 10 engineers) Seminar - This method is effective for resolving plantspecific issues. Typically, an operational situation that involves some technical decision making and appropriate representative technical evaluations and/or calculations is presented to the group by a seminar leader. Appropriate technical references should be provided to the group prior to the groups developing a resolution to the problem. The seminar leader should promote discussion, ensure that correct problem-solving techniques are employed, and keep the group focused on the overall goal of the training. Group Analysis and Problem Solving - This method is best applied for practicing straightforward engineering calculation techniques. This format is valuable as a way to facilitate discussion among members from interfacing organizations attending the training and to organize working groups for work exercises or practical examples. In this scenario, a technical group leader presents a technical problem, and allows the group to solve it using mathematical tools. There is usually little or no formal lecture because the attendees are somewhat familiar with the problem-solving techniques. Attachment 3 of this report illustrates examples of technical exercises that may be solved in a group problem-solving format. This format may also be used for analyzing actual plant events. Soon after an event, the information should be presented in the form of a case study to allow students to identify root causes, effects on interfacing systems and organizations, and possible solutions to prevent recurrence. Troubleshooting and Diagnostic Training - This training familiarizes discipline engineers with problems associated with plant-specific equipment and system operation. The training is enhanced by maintenance and operations personnel sharing their expertise regarding the equipment operation and maintenance. Applications of this type of training are motor-operated valve (MOV) torque limitations, electrical ground identification, heat exchanger performance trends, heat load calculations, and corrosion/wear analysis.
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Mock up Training - Training using equipment mock ups and actual plant replicas familiarizes engineers with specific equipment operations and maintenance techniques. The training is highly dependent upon plant procedures and familiarizing the engineer with the actual work process described in the procedure. Computer-Based Interactive Training - This type of training is best applied to provide engineers with a general understanding of a specific topic that can be learned without the assistance of an instructor. Learning is achieved by reading the material at the engineers own pace. Comprehension is measured as the engineer progresses through the material. Chapter 5 of this report discusses some less-structured types of engineering technical training, such as mentoring, watching video tapes, and reading/acknowledging technical information, that allow a significant degree of flexibility when formatting the actual presentation of technical material.
3.3
Use of Subject Matter Experts for Developing Engineering Technical Training
Subject matter experts (SMEs) are often the most appropriate individuals to develop and lead engineering technical training based on their experience in a particular technical field. SMEs are particularly valuable for training on engineering programs and integrated event training, as discussed in Section 4.1.1 of this report. An SME who was instrumental in the identification, analysis, and resolution of a plant event should be considered as the optimum instructor for this type of engineering technical training. The technical/maintenance training organization may also furnish individuals to enhance the presentation with actual in-plant, hands-on experience. Two factors important to remember when using SMEs to develop engineering technical training are using the TSD model and working closely with the training organization. While developing engineering technical training, the SME can gain valuable insight into the current problems and questions about the technical subject, as well as gain presentation experience if selected to be the instructor. Some utilities report that over 80% of continuing engineering technical training is being developed, conducted and presented by SMEs. Section 4.1.2 of this report provides further guidance when using SMEs as instructors.
3.4
Optimizing the Use of Computer-Based Training
As access to information through the use of personal computers expanded during the 1990s, the use of personal computers for delivering training also began to gain more widespread acceptance. The personal computer allows engineers to access technical 3-8
training at their convenience, without disruption of daily responsibilities, and to learn at their own pace. Many utilities have recognized the value of converting selected training materials to a computer-based format. This conversion does not necessarily require the development of interactive, multi-media compact discs but can be accomplished using current wordprocessing or presentation software, which is readily available to the engineering population. Accessibility of the software is fundamental to the success of using a computer-based format for engineering technical training. Engineers can be notified of new computer-based courses through the utilitys electronic mail system. In addition, many computer-based curricula are easily found in electronic libraries, pages, or shared folders on the utility network. Most electronically formatted training courses can also include a way to automatically credit the engineer with course completion and to update utility resumes and training records. However, not all training is necessarily suitable for computer-based technologies. Table 3-1 offers guidance to assist in determining what types of training are best suited for this format.
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Table 3-1 Optimizing the Use of Computer-Based Training (CBT) Feature of Engineering Technical Training Need for advanced graphics Need for widespread distribution Need for advanced audio-visual aids Learning concepts conveyed in a visual format Training packaged into discrete learning modules Need to self-pace the learning process Anticipated use and benefits outweigh development costs Need for make-up or remedial training Need for visual demonstration Need to continuously update course material (Suitability for CBT decreases as the format becomes more complex and interactive) Need for student-teacher interaction Need for frequent questions/answers Need for hands-on training aids Need for student to demonstrate hands-on proficiency Need for student interaction Need to do practical exercises in groups Suitability for Using Computer-Based Technology High High High High High High High High Medium Medium
Low Low Low Low Low Low
There are cases when CBT-related technologies may be used to enhance more structured lecture/seminar formats. For example, an engineer may want to review course material in a computer-based format prior to attending a lecture. The computerbased material can prepare the engineer for the lecture and improve the retention of the material through reinforcement of key learning concepts. Or, the CBT module may be used as a mandatory prerequisite to learning in a group setting that would require significant student and/or teacher interaction. Another example might be using a more generic computer-based training module to convey general or industry-wide information and then supplementing the CBT with plant-specific examples or applying the generic information to utility-specific procedures or work processes.
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3.5
Distributing Computer-Based Training
With the widespread use of computer networks and the growing acceptance of distributed learning, developing computer-based training modules for sharing among users is recognized as a way to enhance the overall effectiveness of the training and to reduce course development costs. Users may also benefit from accessing a standardized or generic training module by avoiding the costs associated with the maintenance of the course material and the presentation using traditional lecture/seminar formats. The user should be aware of any licensing restrictions that may apply prior to copying or distributing proprietary CBT material. Section 3.2 introduces and Section 3.4 discusses the merits of using computer-based technologies for presenting selected courses and topics; however, some course material may also lend itself to widespread accessibility when converted to a digital format. The following factors should be considered that may enable users to benefit from accessing centralized training material.
3.5.1 Technical Content of the Training

When the technical content is less specific to a given plant or utility, then there is more potential for developing a standardized course and making it accessible to an industrywide population of engineers. Training that is based on discipline-specific engineering principles and that could use generic references instead of plant-specific equipment, procedures, terminology, or licensing commitments would be suitable for distributed learning.
3.5.2 Targeted Engineering Population

Technical courses of instruction targeted at a large population of engineers typically lend themselves to distributed learning. Conversely, when a relatively small population of specialized engineering personnel at a nuclear utility requires training, a centralized, generic industry course could save each utility from having to develop a site-specific course for a small number of engineers.
3.5.3 Revisions to Course Material

Courses that cover technical topics that must reflect or convey changing regulations, developing industry trends, or dynamic market forces generally require frequent updating to keep the material current. As such, courses that would require frequent revision in response to industry issues could be more cost-effectively updated if a standardized course was developed and then controlled from a centralized point on the computer network. 3-11
3.5.4 Repeated Presentation of the Course

Courses of instruction that are required to be offered on a routine or regular basis should also be controlled from a centralized point on the computer network and made accessible for distributed learning on an as-needed basis.
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4
CONDUCTING ENGINEERING TECHNICAL TRAINING
This chapter describes a number of lessons learned and current practices regarding effective ways to conduct engineering technical training and convey technical knowledge to plant engineering personnel. Section 4.1 discusses the importance of integrating engineering technical training with actual plant events and using subject matter experts to convey this plant-specific technical material. Section 4.2 provides guidance for enhancing presentations of engineering technical training, and Section 4.3 discusses effective means for incorporating practical exercises, case studies, and examples into engineering technical training. Section 4.4 discusses the training and developmental benefits of mentoring engineers. Section 4.5 provides techniques and considerations for motivating engineers to attend engineering technical training.
4.1
Integrating Engineering Technical Training
4.1.1 Integration
Training effectiveness can be enhanced by the timely utilization of events (plant or industry) and other selected topics as springboards to accomplish a review of several related topics. The training should address design and licensing basis information specific to the event particulars at the plant. The plant-specific equipment and system details should be used in the training. In this way, the interest remains high for engineers, while providing a review of system design, operation, and theory. INPO 88015, Guideline For Incorporating Operating Experience Into Training Programs, may be referenced for additional guidance regarding the use of plant events as a basis for engineering technical training. KEY POINT For maximum impact, integrate appropriate engineering fundamental principles, plant technical specifics, design basis information, and regulatory basis information into a single training experience.
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EPRI Licensed Material Conducting Engineering Technical Training
An example might be training on a event report related to a diesel turbocharger failure resulting from resonance vibration of substitute parts. In addition to reviewing the event and any related plant event, the instructor would also present related portions of the following related topics as illustrated in Figure 4-1:
Related Topics for Integration into Training
Diesel generator design basis loading characteristics Diesel operation and turbocharger design functions Emergency Diesel System and design basis
Advanced Plant Systems
Material strength determination Resonance vibration determination Material failure properties Vibration theory Regulatory issues regarding root cause Root cause investigation process investigations
Engineering Applications Engineering Principles

Programs/Processes
Figure 4-1 Integration of Related Topics into Engineering Technical Training
The information sheets in Attachment 1 of this report illustrate a number of issues that an instructor may consider when integrating the training with plant or industry events.
4.1.2 Subject Matter Experts

Using an SME helps improve the depth of expertise on the subject during the presentation, facilitates better student interaction, and allows students to ask technically specific questions. An SME should be able to convey the practicality of the training to the engineers and emphasize the relevancy of the learning activities through case studies and simulations. Attachments 1 through 4 of this report illustrate example elements of engineering technical training that may be developed and taught by a subject matter expert.
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An example of how SMEs could be used to enhance the way engineering technical training is developed and conducted follows. System and design engineers could assist the training organization by developing lesson plans regarding plant winter operational vulnerabilities. A portion of these lesson plans addressing frazil ice formation at emergency service water intakes would include: Theory of crystallization of subcooled liquids Conditions that allow frazil ice formation Regulatory basis of concern Design basis requirements established Design modifications completed to prevent the formation of frazil ice Modified system performance testing requirements Participation by the SMEs would be instrumental in conveying the technical aspects of this plant condition and could make the training more relevant. The training may coincide with the re-qualification of plant operators and may be scheduled a few weeks prior to the winter season to also enhance the course relevancy. Prior to conducting technical training, SMEs should become familiar with the administrative requirements associated with the training such as maintaining attendance records and using an approved lesson plan. Some utilities have further enhanced the use of SMEs by helping them learn and develop certain non-technical skills and presentation techniques. This structured approach to training the trainer should enable the SME to facilitate learning among the engineering students by polishing the SMEs ability to conduct the training. Figure 4.2 illustrates the supplemental skills that most often need to be enhanced to optimize the effectiveness of SMEs for engineering technical training. Generally, these supplemental skills can be learned in a relatively short time but can significantly improve the overall effectiveness of the technical training. KEY POINT Subject Matter Experts are often the most appropriate individuals to develop and lead engineering technical training.
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Presentation techniques Conducting practical exercises Verbal communication skills Administering examinations Facilitating discussion Using training aids
Subject Matter Experts Technical Expertise

Figure 4-2 Supplemental Skills for Subject Matter Experts
In lieu of training the SME to the extent described above, an alternate approach may be to have the SME work closely with the training organization during the development of presentation material. This approach may be more efficient if the SME has prior experience with presenting technical training but is unfamiliar with how to optimize the presentation material to enhance student interest and retention of the subject matter. Any formal training of SMEs to enhance their skills as instructors should be documented in a manner consistent with each utilitys process for certifying instructors. Typically, completion of this training should be documented along with the SMEs technical experience and areas of expertise as a means of demonstrating qualification as an instructor.
4.2
Enhancing Presentations of Engineering Technical Training
INPO TQ-503, Selected Enhanced Training Approaches, and plant training procedures should be referenced for primary guidance regarding how presentations of engineering technical training may be enhanced. KEY POINT Long-term retention of subject matter is increased when presentation tools that engage multiple senses are employed. A summary of key guidance follows. 4-4
4.2.1 Training Aids

One means of enhancing the presentation of engineering technical training is to use physical training aids that are relevant to the topic being discussed. This will increase attention and involve more senses (sight, touch, and sound) to improve retention. Examples of items used to enhance an engineering technical training course includes relays, MCC breakers, a generator brush, ion exchange resin samples, turbine blades, valves, sprinkler heads, a sample of fire barrier material, mock fuel pellets, pressure switches, and discrete electrical components. In cases where actual equipment or equipment models would not be practical, a video tape of plant operating equipment can be valuable.
4.2.2 Involvement
Another consideration for enhancing the presentation of engineering technical training is to facilitate participant involvement. One of the most effective teaching techniques is to explain, demonstrate, and then let the student practice. Student involvement may include reviewing and discussing mockups, workshop activities, plant tours, break-out group exercises, lab demonstrations, case study analysis, and simulator exercises. The worksheets in Attachment 1 of this report illustrate examples of in-class exercises that may be considered.
4.2.3 Graphics
The instruction should be supplemented with graphics that clearly convey the concept and help the student retain the information. Graphics may be incorporated into the presentation material in the form of charts, graphs, or tables. Actual photographs and video clips may also enhance the students ability to retain the information. KEY POINT Color graphics enhance learning and retention of subject matter. In addition to graphics that are already incorporated into the presentation material, the instructor should consider augmenting the presentation by developing information on a chalk board or flip-chart as the information is being conveyed. This technique allows the instructor to highlight or place special emphasis on selected portions of the presentation. The presentation material in Attachment 2 of this report illustrates numerous examples of enhanced graphics and imbedded photographs that may be considered.
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4.3
Effective Incorporation of Practical Exercises/Applications
Practical exercises/applications, often referred to as simulations, are an excellent way to increase student involvement during the course of instruction and to increase the retention of the material presented. Practical exercises and application examples are most effective when supplementing a formal lecture or seminar, or augmenting computer-based, self-taught learning. The exercises should reinforce the learning objectives and allow the student to apply the concepts or theory of the technical material to plant-specific situations. The worksheets in Attachment 3 of this report illustrate an example of using in-class exercises to supplement a lecture that may be considered. Figure 4-3 illustrates various factors that should be considered when developing and using practical exercises and application examples.
Training learning objectives Relevancy of the examples to attendees skills and job needs Need to review practical exercises, group solutions, and recommended outcomes
Relevancy of the examples to plantspecific events
Desired size of the group to work the practical exercises
Time required to satisfactorily complete the practical exercises
Availability of required reference materials
Consider Factors
Effectiveness Effectiveness Of OfPractical Practical Exercises/Applications Exercises/Applications

Figure 4-3 Use of Practical Exercises/Applications
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Practical exercises can also be a way to measure the effectiveness of the training because the engineer can demonstrate capability in a group setting and with accessible information that most closely resembles their typical work environment. In some cases, working practical exercises or case studies in small groups may negate the need for any additional training measures such as written or oral examination. In these cases, the instructor should establish the criteria for successful completion of the exercises, should provide the students with clear directions for completing the exercises, and provide feedback on the results of the exercise, so students can learn from any mistakes made during the exercises.
4.4
Mentoring Engineers
4.4.1 General Guidance

The purpose of engineering technical training should be to prepare the engineering staff to perform its job in a competent, efficient manner. One of the best types of training for new engineers is performing challenging work assignments with or under the supervision of experienced engineers who take the time to mentor the new engineers technically and professionally. Mentoring is a structured way to transfer the technical knowledge and skills of an experienced engineer to less experienced engineers. The practice is common among technically oriented companies and is an integral part of most states Professional Engineering licensing processes. Primarily, the mentor should provide the following types of guidance to the less experienced engineer: Factors to consider when performing the engineering task Questions to ask to evaluate the significance of an issue Where to find design basis information Application of proper calculations, analysis, and formulae How to make the proper technical assumptions Utility-specific engineering processes and procedures Methods to access and interpret vendor equipment information Familiarization with plant systems operations and maintenance Appropriate technical and quality standards for engineering products
4.4.2 Roles
A mentor who is a senior engineer within the same organization as the new engineer is generally the best qualified to develop skills directly related to the new engineers 4-7
present responsibilities. Usually, these mentors are of the same discipline and are well suited for sharing detailed technical information with the less experienced engineer. A mentor who is from an organization or discipline different from the engineers can be valuable in familiarizing the engineer with work processes, plant system information, and regulatory issues. For this reason, several nuclear utilities have mentoring programs that utilize experienced operations and maintenance personnel to develop the engineers knowledge of plant systems. KEY POINT Mentors should be selected based upon an expressed desire to work with less experienced engineers, an appropriate level of engineering expertise, and good communication skills. Consideration should be given to appropriately recognizing mentors for their contribution toward the development of the engineering population.
4.4.3 Approach to Mentoring

For mentoring to be successful, both the mentor and the engineer must be cognizant of and committed to the relationship. The mentor should be assigned specific activities or tasks that can be performed with the assistance of the engineer.
4.5
Techniques for Motivating Engineers to Attend Training
4.5.1 General Guidance

The following guidance is offered to ensure that engineering technical training is perceived as valuable by the engineer and given priority when scheduling assigned tasks. KEY POINT If technical training is relevant, effectively presented, and timely, then engineers will want to attend. Management Involvement And Observation - Leading by example is an excellent way to demonstrate managements ownership of engineering training. By setting high expectations, actively participating in the training, and effectively following through, management can significantly influence successful outcomes. Chapter 5 provides additional guidance on how to measure the effectiveness of engineering technical training through management observation. 4-8
The management team must encourage, acknowledge, and recognize training ideas or suggestions for improvements. Management must also identify and build on engineering achievements (such as an effective use of a new skill obtained through training) and display confidence in an engineers ability to apply the new concepts or skills. KEY POINT Management can significantly influence outcomes by setting high expectations, actively participating in the training, and effectively following through. To encourage engineers to share training ideas and experiences that apply to job performance, management may ask engineers to participate in solving individual, group or department performance problems using training as the impetus. Engineering management should also consider means to enable the engineer to attend training without adversely affecting the performance of assigned job functions. This may involve providing assistance to the engineer while attending training during working hours, or providing incentives when the training is conducted at other times (for example, providing meals when the training is conducted during lunch or after working hours). Engineer Involvement - The engineers must help define the training needs along with the line management. The engineers have a better working-level knowledge of their individual or group needs and will often provide a different perspective. The Engineering Training Committee or a simple task group is an important way to have a representative working group provide insights regarding training needs through their active participation. These efforts enhance the value placed on training because they provide focus on their needs in combination with other management initiatives. Developing an individual engineering technical training plan with the engineering supervisor will also motivate the individual to attend the training when it is offered. Engineers should be given an evaluation form or other established feedback mechanism and should be required to return it to the training organization. Constructive feedback must be acted on by the training organization and the results shared with the appropriate engineer in a timely manner. This feedback loop is essential for engineers to see that their opinions on any particular training topic are taken seriously when training programs are upgraded. It is important for engineers to feel that they are vital members of a team and that their viewpoints are valuable to management and their peers. Maintaining or building this relationship develops an environment supportive of training. 4-9
Training Involvement - Engineers learn more effectively when they are actively involved or engaged in a classroom, discussion, or workshop. However, some are naturally reserved or reluctant to participate in open discussion. One challenge for the training organization is to encourage active participation and to help engineers contribute and learn from other peoples ideas and experiences.
4.5.2 Recognizing the Completion of Engineering Technical Training

Engineering supervisors should recognize the completion of training by quantitatively measuring the training time spent by the engineer. Guidance regarding various way to measuring the amount of training completed is provided in Section 5.2. Engineering supervisors should also recognize the engineers achievement in a timely manner and with a reward commensurate with the level of effort expended by the engineer. Some ways of recognizing and rewarding an engineers achievement when engineering technical training has been completed are provided below:
N N N N N N N
Personal thank-you from the engineering supervisor or manager Lunch with selected managers Gift certificates at local restaurants or businesses Utility-wide recognition in newsletters, bulletin boards, or electronic mail News releases Financial bonuses or salary adjustment Trophies, plaques, awards, or tokens of appreciation (for example, calendars, items bearing the company logo, etc.) Certificates documenting completion of the training
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5
PERFORMANCE INDICATORS FOR ENGINEERING TECHNICAL TRAINING
This chapter describes means by which each nuclear utility can measure the effectiveness of engineering technical training. The guidance considers measuring the effectiveness from the viewpoints of both the engineer attending the training and the supervisor of the engineer. Section 5.1 discusses various sources of feedback that can be used to measure the effectiveness of the engineering technical training. Section 5.2 provides generic guidelines for measuring the quantity of training completed, considering the many types of engineering training and the formats through which it can be conducted. Section 5.3 provides considerations for benchmarking an engineering technical training program.
5.1
Measuring the Effectiveness of Engineering Technical Training
5.1.1 Feedback from Engineering and Plant Corrective Action Programs

Feedback received through an engineering defect identification and corrective action program is one of the best indicators of the effectiveness of engineering training. Root cause evaluations performed in the plant corrective action program also highlight engineering deficiencies that may have a training element. Various sources of feedback on engineering performance issues are provided below:
N N N N N N N
Trending of engineering defects Self assessments of engineering performance External assessments of engineering performance Lost electrical generation attributable to individual systems and/or components Root causes for procedural revisions Root causes for rework of engineering products and deliverables Plant trend reports 5-1
EPRI Licensed Material Performance Indicators for Engineering Technical Training
KEY POINT Feedback received through an engineering defect identification and corrective action program is one of the best indicators of the effectiveness of engineering training.
5.1.2 Management Observation of Training

Engineering supervisors and managers should establish methods to confirm the effectiveness of training. This may be accomplished by direct observation of training as it is being delivered. The tasks and selected training attributes to be observed may be randomly selected, but both good practices and poor practices should be documented. These management observations should be scheduled and structured to optimize their effectiveness. Consideration should also be given to discussions with trainees following completion of various training elements. Factors to consider during direct observations and discussions with trainees are:
N N N N N
Depth of the technical content Relevance of the training content to the engineers job Improving the engineers effectiveness Quality of instruction True cost effectiveness of the training provided
Appendix G contains sample evaluation criteria that may be used to quantitatively measure the effectiveness of engineering training from the perspective of an engineering supervisor.
5.1.3 Examination and Skills Demonstration

Demonstration of learned skills is one way to measure the effectiveness of engineering technical training. Demonstration of proficiency is most applicable when the training is conducted to teach equipment-specific actions and the engineer must demonstrate proficiency in performing those actions. Practical exercises can also be a way to measure the effectiveness of the training because the engineer can demonstrate proficiency in a group setting and with accessible information that most closely resembles a typical work environment. In some cases, working practical exercises or case studies in small groups may negate the 5-2
need for any additional training measures such as written or oral examination. The worksheets in Attachment 3 of this report illustrate examples of in-class exercises that may be considered when developing these types of student proficiency measures. One common way to measure the effectiveness of engineering technical training is by administering a competency examination following the completion of the training. Although a written exam may not necessarily measure each individuals long-term retention of the material, it can be a good indication of how well the material was presented and understood by the individual engineer. An examination is most appropriate when the training is conducted to teach fundamental knowledge, and the engineer must demonstrate understanding of the engineering concepts and the proper application of engineering principles. Examinations should be challenging by ensuring that the difficulty level is appropriate for the targeted student population and should measure how the training objectives were met. Completed examinations should be graded and the results reviewed with the engineer as soon after the class as practical. The self assessment and proficiency measures in Attachment 4 of this report illustrate an example of a quiz and a technical problem that may be considered when developing these types of student proficiency measures. Another way to measure the effectiveness of engineering technical training is for the engineering supervisor to conduct an interview with the student some time after the completion of the actual training. The supervisor should ask technical questions to determine the degree to which the student learned the subject matter and met the training objectives. The interview/oral examination should be conducted 2 to 4 months following the training to effectively assess long-term retention and integration of the subject matter into the engineers job functions. Such oral examinations are a common practice in many states Professional Engineering licensing processes, and should contribute to the overall development of the engineer.
5.1.4 Student Feedback

Student feedback is another way to obtain information to continually improve the effectiveness of engineering technical training. Both quantitative and qualitative feedback should be requested but asking questions to prompt answers of a quantitative nature is recommended. Appendix G contains sample course evaluation criteria that may be used to measure the effectiveness of engineering training from a students perspective. Primarily, the student should communicate the following basic information:
N N
Clarity of training objectives Relevancy of the subject material to the participants job
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N N N N
Instructors knowledge Quality of presentation material Overall benefit of the training Technical accuracy of the material
Additional information may also be obtained regarding suggestions for future engineering training topics and general comments about the course.
5.1.5 Incorporation of Feedback Regarding Engineering Technical Training

Feedback regarding engineering technical training should be reviewed and incorporated in a timely manner to continually improve the overall effectiveness of the technical training program. Students should be informed what actions, if any, were taken to incorporate their feedback and training suggestions. When feedback is not reviewed or addressed, the credibility of the technical training program suffers. The training organization and the Engineering Training Committee should work closely with engineering supervisors to ensure that feedback is given appropriate consideration and review. KEY POINTS The feedback process credibility is enhanced if suggested changes are made, as appropriate, and communicated back to the originator in a timely manner. Feedback should be used to continually enhance training effectiveness.
5.2
Measuring the Quantity of Training Completed
5.2.1 Engineering Management Awareness

Engineering supervisors should be aware of completed technical training primarily as a means to gauge the total amount of training occurring in the organization. It also allows recognition of engineers completing significant training and serves as a way to document the overall training activities accomplished by the organization. As discussed in Section 4.5, properly measuring the amount of training and then recognizing and rewarding the engineer who completes the training, are effective ways to motivate engineers to participate.
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KEY POINT Engineering supervisors should know the amount of training completed by assigned engineering personnel. Not unlike quantitative measurement systems used in education, measuring the quantity of engineering technical training should be based upon the number of hours spent learning the course material. For more structured engineering training courses such as lectures, seminars, simulator exercises, and problem-solving, this should be measured as the number of hours the engineer spends attending the training. This is often referred to as contact hours because it measures the number of hours the student is in contact with the instructor and/or interacts with other attendees.
5.2.2 Measurement for Other Training

Measuring the quantity of training for less structured training scenarios presents more of a challenge, however. The following table provides some guidance regarding how to measure and take credit for several types and degrees of structured engineering technical training discussed in this report. The measures offered in this table are based upon practices commonly used in academics and in maintaining Professional Engineer registration and should be used as a benchmark when developing utility-specific measures.
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Table 5-1 Quantitative Measures for Engineering Technical Training Learning Activity Lecture, work group Training Measure 1 hour credited per hour of contact time Comments Contact time should include time spent doing in-class exercises/ applications/case studies, and examination, if applicable. Topic of book should address engineering applications or technologies. This measure may increase if the mentor directly supervises the engineer on a regular basis.
Reading a book Being mentored
8 hours credited per book 1-2 hours credited per week 10 hours credited per credit-hour hour credited for each hour spent 1 hour credited per hour spent writing 1 hour credited per hour spent writing 1 hour credited per each hour in attendance 1 hour credited per hour of contact time hour credited for each hour in attendance hour credited for each hour in attendance
Self-paced engineering correspondence course Computer-based interactive training Technical writing and publication Technical writing and presentation Industry technical seminar Watching a technical training video Attending a technical conference Attending nuclear industry/core discipline committee meetings (ASME, EPRI, IEEE, ANS, etc.) College-level engineering course EIT/PE review course
Measure should include time spent doing exercises/ applications/case studies, and examination, if applicable. Preparation time may also be included, as long as the total does not exceed 10 hours. Preparation time may also be included, as long as the total does not exceed 10 hours.
Measure should include time spent doing exercises/ applications/case studies, and examination, if applicable.
10 hours credited per credit-hour 40 hours credited Measure also includes time spent (approximately 8 hours) taking the examination.
Developing and teaching engineering technical training
1 hour credited per hour spent preparing and teaching
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The suggested training measures noted in Table 5-1 closely correspond to the same measures of Professional Development Hours (PDHs) required by many states for maintaining Professional Engineering registration. User should be aware of their own states requirements prior to taking credit for engineering technical training in support of Professional Engineering registration. Utility training organizations may use the above guidance for awarding Continuing Education Units (CEUs). If the training has met the necessary utility-specific requirements, then 1 CEU should be awarded for every 10 hours of measured training. This ratio is consistent with most recognized training programs, as well as the ratio recognized by most states Professional Engineering registration policies. A written record should be maintained to document the type and amount of training completed. Minimally, the record should note when the training was conducted and completed, who attended/participated in the training, the training objectives, and how many equivalent hours were credited for the training. An example of how this may be accomplished is provided in Appendix H of this report.
5.3
Benchmarking Results of Engineering Technical Training Programs
A number of nuclear utilities have conducted benchmarking efforts regarding engineering technical training. Appendix I is provided as a tool used by one utility that may assist utilities that want to perform similar benchmarking efforts. The Appendix suggests a number of areas that may be examined and provides sample questions that may be asked.
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A
ENGINEERING SUPPORT PERSONNEL (ESP) ORIENTATION
This Appendix provides a perspective related to cost considerations of ESP Orientation Training. This report recognizes that the vast majority of engineers have completed this training at one or more nuclear facilities and that utilities have already developed ESP Orientation Training Programs that have been successfully implemented and accredited by INPO. As such, the content and conduct of initial ESP Orientation Training is not treated by this report.
A.1
Initial ESP Orientation Training for Small Numbers of Engineers
Due to a decrease in the number of engineers who need Initial ESP Orientation Training, utilities must often conduct the training for a very small group of engineers at a given time. This is not a cost-effective use of instructors and training staff. The following factors should be considered in order to optimize the conduct of Initial ESP Orientation Training:
N
Evaluate Needs - Appendix D of this report provides criteria for determining the need for ESP Orientation Training for newly assigned engineers. As emphasized in this report, a basic premise is to provide the training necessary for newly assigned engineers (including permanent hires, contractor or corporate staff personnel). Training beyond the necessary should be electively entered into. Consolidate Attendees - If it has been determined that an individual needs Initial ESP Orientation Training, the Training Department and engineering organizations should attempt to consolidate attendees to optimize class size and minimize the amount of time required by instructors. Consolidation may occur among numerous plant sites and utilities, if applicable, and may also be achieved by scheduling the training once or twice a year. Consider Alternative Training Formats - Modifying the format of training can reduce the cost associated with having to present frequently to small numbers of attendees. For example, instead of repeatedly conducting a lecture, consider videotaping the presentation and using the taped version as a prerequisite to attending an A-1
EPRI Licensed Material Engineering Support Personnel (ESP) Orientation
abbreviated version of the full course. This reduces the time needed by the instructor but still allows the engineer to interface with the instructor to resolve areas needing clarification.
A.2
Sharing ESP Orientation Training Results
By sharing documented evidence that clearly demonstrates an engineer has already completed the training, utilities could minimize the need for additional Initial ESP Orientation Training. The practice of standardizing results of training and documenting is common in the nuclear industry among maintenance and craft personnel and may be similarly applied to engineering personnel. Because all nuclear utilities have committed to following the same INPO guidance, the criteria for achieving accreditation should be similar for all sites. Therefore, an individual who has documented evidence of completion of Initial ESP Orientation Training from one utilitys accredited program, could be exempted from portions of orientation training at other utilities.
A-2
B
SOURCES OF ENGINEERING TECHNICAL TRAINING
This appendix provides information regarding sources of engineering technical training and what organizations are typically best suited for providing that training. The discussion considers both utility and other sources.
B.1
Engineering Technical Training Providers
Figure 2-4 of this report discusses a hierarchy of engineering knowledge that presents three levels of training that are based upon the complexity of the technical training subjects and the target audience. The following guidance should be considered when determining the most suitable provider for each level or type of engineering technical training required. Engineering Principles As noted earlier, the mastering of fundamental engineering principles in ones field is considered to be largely an individual responsibility. Although an individual responsibility, a strong educational foundation of engineering principles is key to the success of engineers supporting the operation of a nuclear power plant. A solid understanding of engineering principles increases the engineers versatility, enhances their opportunity for inter-disciplinary learning, and makes them a more valuable member of the engineering organization. Most engineers rely upon the foundation learned during college, and many engineers enhance that education by obtaining Professional Engineering registration in one or more states or by continuing their engineering education at a local college or university. KEY POINT Engineering principles training is primarily an individual responsibility that is inherent to ones engineering education. Engineering Applications Engineering applications training should consist of applying the fundamentals of engineering to specific nuclear plant situations. B-1
EPRI Licensed Material Sources of Engineering Technical Training
Table C-2, in Appendix C of this report, provides a listing of approximately 125 engineering applications commonly employed by engineering organizations at or in support of an operating nuclear power plant. During the development of this report, many utilities expressed interest in a follow-on task for EPRI to develop these engineering applications into training modules that could be accessed electronically and customized to meet each utilitys specific needs. By using these training modules, the utility SME should be able to conduct the training using the implementation guidance presented in this report without incurring significant developmental costs. The follow-on Task has been initiated. Completed modules will be posted on the Plant Support Engineering (PSE) portion of EPRIweb during 1998 and 1999. KEY POINT Utilities can be providers of engineering applications training by using technical training modules as a basis, customizing the material as needed, and by using a Subject Matter Expert. Advanced Plant Systems The advanced systems training should provide a greater level of detail than the typical descriptions of plant systems provided in the orientation component of initial ESP training. Advanced systems training should also focus on the engineering aspects of the system, in addition to the description, set-points, alarms, etc. typically included in an SRO certification course. Advanced systems training courses can be developed by the nuclear plant Training Departments at each plant since much of the course content for an individual system is plant-specific. SMEs should assist with course development and instruction, particularly on the engineering aspects of the system. Table C-3, in Appendix C, represents a compilation of more advanced topics that apply nuclear component and systems knowledge as well as core-discipline knowledge commonly required of systems engineers. This table should be referenced when determining advanced systems engineering technical training needs. KEY POINT The plant-specific nature of Advanced Systems training makes the utility training and engineering organizations the most suitable providers of this level of training.
B-2
C
POSITION-SPECIFIC ENGINEERING TECHNICAL TRAINING
This appendix provides a sample listing of engineering applications that nuclear utilities may use for position-specific and continuing engineering technical training. This list is not intended to be all-inclusive nor does it suggest that the topics listed need to be presented. The appendix is comprised of two major sections, one that discusses common engineering applications, and one that discusses advanced nuclear plant systems concepts.
C.1
Engineering Technical Training Needs
The following listing of engineering applications was developed using the methodology discussed in Section 2.5 and considering the types of skills and knowledge necessary to perform most engineering functions at or in support of an operating nuclear power plant. A listing of the engineering disciplines is provided in Table C-1.
Table C-1 Engineering Disciplines and Codes Engineering Discipline Civil/Structural Electrical Instrumentation & Controls Mechanical (Includes HVAC, chemical, and fire protection) Nuclear Code For Table C-2 CS EE IC ME N
C-1
EPRI Licensed Material Position-Specific Engineering Technical Training
The level of detail to which any subject matter is learned will vary based upon the training needs identified by each engineering supervisor. The following levels of understanding should be considered prior to developing any subject matter into engineering technical training: Informational Understanding Understands the usage, benefits of, and available resources and contacts for analysis, which is generally acquired by new systems engineers. Capability is usually acquired in a few hours of training Basic Understanding Able to perform basic analysis and able to interpret sophisticated or specific performance monitoring analysis without major assistance, which is generally acquired prior to becoming system responsible. Capability is usually acquired in a few days of training Able to perform or readily interpret all but the most specialized analysis. Capability is usually acquired in additional training beyond Basic Understanding.
Advanced Understanding
The engineering subject matter offered in this appendix is comprised of two major sections. Section C.1.1 lists topics that convey engineering applications and Section C.1.2 lists topics of advanced nuclear plant systems/components (Refer to Figure 2-4 Hierarchy of Engineering Knowledge).
C.1.1 Engineering Applications

Table C-2 lists position-specific engineering applications. The table is configured in two ways. The first configuration groups the engineering applications by discipline. This configuration is included to assist engineering supervisors when determining engineering technical training on a discipline basis. The second configuration of Table C-2 alphabetically lists all of the engineering applications. This second configuration is included to assist engineering supervisors with multi-discipline organization.
C-2
Table C-2 Position-Specific Engineering Applications (Configured by Engineering Discipline) Position-Specific Engineering Applications Bolted Connections (Analysis) Cable Tray Supports (Analysis) Cable Trays (Application) Concrete Anchors (Application) Concrete Technology (Application) Containment Liner (Application) Cut Reinforcing Bar (Analysis) Finite Element (Application) HVAC Supports (Analysis) Jet Impingement (Analysis) Lead Shielding (Application) Loads for Soils (Analysis) Masonry Walls (Analysis) Operability Evaluations Penetrations (Application) Pipe Stress (Analysis) Pipe Supports (Analysis) Pipe Whip (Analysis) Probabilistic Safety Assessments (Application) Reactor Vessel Embrittlement (Analysis) Steel Technology (Application) Structural Loads (Analysis) Torsion For Steel Members (Analysis) Vibration (Analysis) Welding (Analysis and Application) Applicable Discipline (Civil/Structural) CS CS CS CS CS CS CS CS CS CS CS CS CS CS CS CS CS CS CS CS CS CS CS CS CS
C-3
Position-Specific Engineering Applications Batteries and Battery Chargers (Application) Battery Size (Analysis) Cable and Bus (Application) Cable Heat Loss (Analysis) Cable Size (Analysis) Cable Trays (Application) Cathodic Protection (Application) Circuit Breakers and Fuses (Application) Diesel Generators (Application) Discrete Electrical Devices (Application) Electric Motors (Application) Electrical Containment Penetrations (Application) Electrical Distribution System Coordination (Analysis) Electrical Insulation (Analysis) Electrical Isolation (Analysis) Electrical Physical Design (Application) Electrical Separation and Isolation (Application) Electrical Transformer Size (Analysis) Fuse Sizing (Analysis and Applications) Grounding and Lightening Protection (Application) Heat Tracing (Application) Inverters and Uninteruptible Power Supplies (Application) Lighting (Application) Load Flow Analysis (Application) Motor Control Centers and Panelboards (Application) Motor Operated Valve Dynamic Capabilities (Analysis) Motor Size (Analysis) Operability Evaluations Probabilistic Safety Assessments (Application) Protective Relaying (Analysis)
Applicable Discipline (Electrical) EE EE EE EE EE EE EE EE EE EE EE EE EE EE EE EE EE EE EE EE EE EE EE EE EE EE EE EE EE EE
C-4
Position-Specific Engineering Applications Relay Size and Type (Analysis) Relays (Application) Short Circuit Analysis (Application) Station Black-Out (Analysis) Switchgear (Application) Transformers (Application) Voltage Studies (Application)
Applicable Discipline (Electrical) EE EE EE EE EE EE EE
C-5
Position-Specific Engineering Applications
Applicable Discipline (Instrumentation & Controls) IC IC IC IC IC IC IC IC IC IC IC IC IC IC IC IC IC IC IC IC IC IC IC IC IC IC IC
Air-Operated Valve Dynamic Capabilities (Analysis) Cable Size (Analysis) Control Loop Error (Analysis) Control Theory (Application) Differential Pressure Level Instruments (Application) Digital Control Systems (Analysis And Specification) Digital Equipment Principles (Analysis And Testing) Discrete Instrumentation Components (Application) Flow Control Valves (Analysis And Application) Flow Instruments (Application) I/P Failures (Analysis And Mitigation) Instrumentation Valves (Application) Noise in Low Signal Applications (Analysis And Mitigation) Operability Evaluations Pressure Instruments (Application) Probabilistic Safety Assessments (Application) Programmable Logic Controllers (Application) Radiation Monitors (Analysis and Application) Sampling Systems for Real-Time Monitoring of Analog Signals (Application) Set Points (Analysis And Application) Software Quality Assurance Principles and Standards (Application) Software Verification, Validation Procedures, and Standards (Application) Substitutions for Obsolete Equipment (Analysis) System Control Functions (Analysis) Temperature Instruments (Application) Upgrades from Analog to Digital Equipment (Analysis) Valve Actuators (Application)
C-6
Position-Specific Engineering Applications Air Compressors (Application) Air-Operated Valve Dynamic Capabilities (Analysis) Area Temperature (Analysis) Building Airflow/Ventilation (Analysis) Coatings (Application) Degradation of Piping Systems (Analysis) Engineered Safety Features Response Times (Analysis) Equipment Nozzle Loads (Analysis) Equipment Qualification Temperature/Age Degradation (Analysis) Fan Size (Analysis) Fire Barrier Penetration Seals (Analysis And Evaluation) Fire Hazards (Analysis) Flow from Postulated Cracks in Piping Systems (Analysis) Flow Instruments (Application) Flow Modeling Techniques (Application) Flow Rate (Analysis) Flow-Accelerated Corrosion (Analysis) Fluid Flow and Hydraulics (Analysis) Fuse Sizing (Analysis And Applications) Heat Exchanger Performance (Analysis) Heat Loss from Pipes (Analysis) Heat Transfer Loss (Analysis) HVAC Ductwork (Analysis and Application) Jet Impingement (Analysis) Lead Shielding (Application) Metallic Material Properties (Analysis) Missile Protection (Application) Motor Operated Valve Dynamic Capabilities (Analysis) Nozzle Flow (Analysis)
Applicable Discipline (Mechanical) ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME
C-7
Position-Specific Engineering Applications NPSH for Pumps (Analysis) Operability Evaluations Pipe Supports (Application) Piping (Analysis and Application) Piping Systems (Analysis of Structural Integrity) Piping Systems for Maintenance Activities (Analysis And Qualification) Post LOCA Conditions (Analysis) Pressure Instruments (Application) Pressure Losses (Analysis) Probabilistic Safety Assessments (Application) Pump Size (Analysis) Radiological Dose (Analysis) Relief Valves (Application) Temperature Instruments (Application) Thermal Performance (Analysis) Valve Open/Close Time (Analysis) Valves (Application) Vibration (Analysis) Water Hammer (Analysis) Welding (Application)
Applicable Discipline (Mechanical) ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME
C-8
Position-Specific Engineering Applications Core Burn-Up (Analysis) Core Flux Offsets (Analysis and Evaluation) Core Reactivity Balance (Analysis) Decay Heat Following a Shut Down (Analysis) Decay Heat, Modeling Strategies, and Sensitivities (Analysis) Estimated Critical Conditions (Analysis and Evaluation) Failed Fuel (Analysis) Keff And Shutdown Margin (Analysis and Evaluation) LOCA Physical Behavior, Modeling Strategies, and Sensitivities (Analysis) Mass and Energy Balances (Calculation) Nuclear Instrumentation (Application) Nuclear Instruments (Application) Operability Evaluations Probabilistic Safety Assessments (Application) Rod Drop Time (Analysis And Evaluation) Spent Fuel Criticality (Analysis)
Applicable Discipline (Nuclear) N N N N N N N N N N N N N N N N
C-9
Table C-3 Position-Specific Engineering Applications Training (Alphabetically Configured by Engineering Application) Position-Specific Engineering Applications Air Compressors (Application) Air-Operated Valve Dynamic Capabilities (Analysis) Area Temperature (Analysis) Batteries and Battery Chargers (Application) Battery Size (Analysis) Bolted Connections (Analysis) Building Airflow/Ventilation (Analysis) Cable And Bus (Application) Cable Heat Loss (Analysis) Cable Size (Analysis) Cable Tray Supports (Analysis) Cable Trays (Application) Cathodic Protection (Application) Circuit Breakers and Fuses (Application) Coatings (Application) Concrete Anchors (Application) Concrete Technology (Application) Containment Liner (Application) Control Loop Error (Analysis) Control Theory (Application) Core Burn-Up (Analysis) Core Flux Offsets (Analysis And Evaluation) Core Reactivity Balance (Analysis) Cut Reinforcing Bar (Analysis) Decay Heat Following a Shut Down (Analysis) Decay Heat, Modeling Strategies, and Sensitivities (Analysis) Degradation Of Piping Systems (Analysis) Diesel Generators (Application) Differential Pressure Level Instruments (Application) Applicable Disciplines ME IC/ME ME EE EE CS ME EE EE EE/IC CS CS/EE EE EE ME CS CS CS IC IC N N N CS N N ME EE IC
C-10
Position-Specific Engineering Applications Digital Control Systems (Analysis And Specification) Digital Equipment Principles (Analysis And Testing) Discrete Electrical Devices (Application) Discrete Instrumentation Components (Application) Electric Motors (Application) Electrical Containment Penetrations (Application) Electrical Distribution System Coordination (Analysis) Electrical Insulation (Analysis) Electrical Isolation (Analysis) Electrical Physical Design (Application) Electrical Separation and Isolation (Application) Electrical Transformer Size (Analysis) Engineered Safety Features Response Times (Analysis) Equipment Nozzle Loads (Analysis) Equipment Qualification Temperature/Age Degradation (Analysis) Estimated Critical Conditions (Analysis and Evaluation) Failed Fuel (Analysis) Fan Size (Analysis) Finite Element (Application) Fire Barrier Penetration Seals (Analysis And Evaluation) Fire Hazards (Analysis) Flow Control Valves (Analysis and Application) Flow From Postulated Cracks In Piping Systems (Analysis) Flow Instruments (Application) Flow Modeling Techniques (Application) Flow Rate (Analysis) Flow-Accelerated Corrosion (Analysis) Fluid Flow and Hydraulics (Analysis) Fuse Sizing (Analysis and Applications) Grounding and Lightening Protection (Application) Heat Exchanger Performance (Analysis)
Applicable Disciplines IC IC EE IC EE EE EE EE EE EE EE EE ME ME ME N N ME CS ME ME IC ME IC/ME ME ME ME ME EE/ME EE ME
C-11
Position-Specific Engineering Applications Heat Loss From Pipes (Analysis) Heat Tracing (Application) Heat Transfer Loss (Analysis) HVAC Ductwork (Analysis and Application) HVAC Supports (Analysis) I/P Failures (Analysis And Mitigation) Instrumentation Valves (Application) Inverters and Uninteruptible Power Supplies (Application) Jet Impingement (Analysis) Keff and Shutdown Margin (Analysis And Evaluation) Lead Shielding (Application) Lighting (Application) Load Flow Analysis (Application) Loads for Soils (Analysis) LOCA Physical Behavior, Modeling Strategies, And Sensitivities (Analysis) Masonry Walls (Analysis) Mass and Energy Balances (Calculation) Metallic Material Properties (Analysis) Missile Protection (Application) Motor Control Centers and Panelboards (Application) Motor Operated Valve Dynamic Capabilities (Analysis) Motor Size (Analysis) Noise in Low Signal Applications (Analysis And Mitigation) Nozzle Flow (Analysis) NPSH for Pumps (Analysis) Nuclear Instrumentation (Application) Nuclear Instruments (Application) Operability Evaluations Penetrations (Application) Pipe Stress (Analysis) Pipe Supports (Analysis)
Applicable Disciplines ME EE ME ME CS IC IC EE CS/ME N CS/ME EE EE CS N CS N ME ME EE EE/ME EE IC ME ME N N CS/EE/IC/ME/N CS CS CS
C-12
Position-Specific Engineering Applications Pipe Supports (Application) Pipe Whip (Analysis) Piping (Analysis and Application) Piping Systems (Analysis of Structural Integrity) Piping Systems for Maintenance Activities (Analysis And Qualification) Post LOCA Conditions (Analysis) Pressure Instruments (Application) Pressure Losses (Analysis) Probabilistic Safety Assessments (Application) Protective Relaying (Analysis) Pump Size (Analysis) Radiation Monitors (Analysis and Application) Radiological Dose (Analysis) Reactor Vessel Embrittlement (Analysis) Relay Size and Type (Analysis) Relays (Application) Relief Valves (Application) Rod Drop Time (Analysis And Evaluation) Sampling Systems for Real-Time Monitoring of Analog Signals (Application) Set Points (Analysis And Application) Short Circuit Analysis (Application) Software Quality Assurance Principles and Standards (Application) Software Verification And Validation Procedures and Standards (Application) Spent Fuel Criticality (Analysis) Station Black-Out (Analysis) Steel Technology (Application) Structural Loads (Analysis) Substitutions For Obsolete Equipment (Analysis) Switchgear (Application)
Applicable Disciplines ME CS ME ME ME ME IC/ME ME CS/EE/IC/ME/N EE ME IC ME CS EE EE ME N IC IC EE IC IC N EE CS CS IC EE
C-13
Position-Specific Engineering Applications System Control Functions (Analysis) Temperature Instruments (Application) Thermal Performance (Analysis) Torsion for Steel Members (Analysis) Transformers (Application) Upgrades From Analog to Digital Equipment (Analysis) Valve Actuators (Application) Valve Open/Close Time (Analysis) Valves (Application) Vibration (Analysis) Voltage Studies (Application) Water Hammer (Analysis) Welding (Analysis and Application) Welding (Application)
Applicable Disciplines IC IC/ME ME CS EE IC IC ME ME CS/ME EE ME CS ME
C-14
C.1.2 Advanced Nuclear Plant Systems/Components Subject Matter

Table C-3 contains advanced topics that apply nuclear component and systems knowledge as well as core-discipline knowledge commonly required of systems engineers. The listing is grouped by category, as illustrated in Figure 2-8. Specific examples of knowledge types are indented.
Table C-4 Position-Specific Advanced Plant Systems Engineering Training Position-Specific Advanced Plant Systems Understand system history (operator work-arounds, temporary alternative designs, design changes) Recognize and apply system performance criteria Understand system licensing and design bases Off-site electrical system design and licensing basis On-site electrical system design and licensing basis Understand operational functions for systems Understand system inter-relationships Plant Component Knowledge Understand relationship of component availability to system Recognize basic component element repair Understand condition monitoring basics and how and when to use condition monitoring tool/techniques Recognize and apply performance monitoring concepts and principles to components Vibration analysis Oil analysis Motor current analysis AOV/SOV/MOV analyses Acoustic analysis Thermography Acoustic movement sensing System availability and reliability calculations Creep monitoring Stress/strain/torque measurement Hyperbaric moisture measurement NDE testing Non-intrusive flow measurement Leak detection and analysis Check valve analysis
C-15
Plant Component Knowledge Recognize various performance monitoring tools and techniques and how to utilize them Vibration monitoring software Vibration data collection software Point history (access, extract, and reformat data) Thermographic equipment/software Motor performance monitoring software MOV performance monitoring Chemistry sampling/results Operator rounds (access, extract, and reformat data) Recognize and apply appropriate component-level performance centered maintenance techniques and tools (preventive maintenance review) Recognize and apply Reliability Centered Maintenance tools and techniques Statistical Process Control (control charts) Reliability Centered Maintenance Probabilistic Safety Assessment Recognize and apply statistical analysis to determine predictive maintenance enhancements Statistical analysis software Design Requirements, Codes, and Standards Knowledge Understand system design basis Capacity, voltage, and short circuit analysis for AC systems Capacity, voltage, and short circuit analysis for DC systems Diesel generator static and dynamic analysis Electrical bus transfer analysis Relay coordination and protection analysis Understand application and specification of Codes, Standards, and Regulations 10CFR50, Appendices A, B, J, K, and R ANSI B.31.1 ASME Sections III, VII, VIII, and XI EPA, OSHA, and other regulations IEEE 323 and 344 NFPA 12, 13, 14, 15, 20, 24, 25, and 72
C-16
Analysis Of Events Understand FSAR accident and transient analysis Recognize root cause analysis techniques and apply corrective actions Recognize failure mode and effects techniques and apply corrective actions Determine component failure mechanisms Postulate failures under design basis conditions Understand PRA/IPE/IPEEE, shutdown risk and transient analysis techniques as they apply to system management functions Understand technical programs Station blackout Severe accident management guidelines RG 1.97 - Post-accident Monitoring
C-17
D
TYPICAL ENGINEERING TRAINING AND DEVELOPMENT PLAN
This appendix provides an example of a training and development plan that may be used by engineering supervisors. The purpose of the plan is to establish training objectives for assigned engineering personnel and to provide input for determining training needs of the organization. The plan illustrates how training objectives may be communicated and documented. The plan also provides factors to consider when developing a plan. These factors include costs, scheduled completion dates, support needed from the training organization, and special provisions that may be needed in order for the engineer to participate in the technical training. The engineering supervisor should consider the plan a living document and should schedule reviews of the plan with each engineer. The plan in no way attempts to be all-inclusive of issues that an engineering supervisor may encounter and is offered only to illustrate one possible way to plan engineering technical training. The learning activities listed suggest numerous means, but not all of these means necessarily provide documentation that is sufficient for credit under accredited programs.
D-1
EPRI Licensed Material Typical Engineering Training and Development Plan
Individual Engineering Training And Development Plan

Name of Engineer: Date Prepared: Date for Follow-up
Overall Training and Development Objectives for This Period:
Engineering Technical Training (List Training Course/Activity)
Type of Learning Activity Lecture, work group Reading a book
Anticipated Credit Hours
Completion Scheduled/ (Actual)
Being mentored Self-paced engineering correspondence course Computer-based interactive training Technical writing and publication Technical writing and presentation Industry technical seminar Technical training video Attending a technical conference Attending nuclear industry/core discipline committee meetings (ASME, EPRI, IEEE, ANS, etc.)
D-2
EPRI Licensed Material Typical Engineering Training and Development Plan
Engineering Technical Training (List Training Course/Activity)
Type of Learning Activity College-level engineering course EIT/PE review course Other Total Credit Hours
Anticipated Credit Hours
Completion Scheduled/ (Actual)
Support Required from Training Organization:
Estimated Cost of Anticipated Training:
Provisions for Assistance While Engineer Is Attending Training:
Signature of Engineer Date
Signature of Engineering Supervisor Date
D-3
E
EVALUATING CONTRACTOR AND CORPORATE STAFF TECHNICAL TRAINING NEEDS
This appendix provides a suggested method for determining the appropriate type and amount of technical training required and for documenting the existing qualifications of contractor and corporate staff personnel. The following criteria may be used to determine the type and amount of technical training required for contract and corporate staff personnel. In many cases, little or no additional technical training will be required once documented evidence of prior training is obtained.
Sample ESP Training Evaluation Criteria

Engineers who fill positions listed in ACAD 91-017 should be in the ESP population, and attend Initial ESP Orientation Training, and ESP Continuing training. The positions are introduced in Section 1, Introduction (Orientation Training) and are subsequently described in Section 3, Position-Specific Training. Persons performing assignments other than those delineated in the guidelines set forth in the ACAD 91-017 should be evaluated on a case by case basis for inclusion into the ESP technical training program. Individuals performing certain tasks may require qualification in order to work independently. Tasks that require qualification prior to working independently usually meet one or more of the following criteria:
N N N
The task affects the way equipment operates in the plant. The task affects the way equipment is maintained in the plant. The task affects the configuration of the plant.
When a signature is required for preparation or review of these types of tasks, signatures of unqualified personnel must be co-signed by a qualified mentor or engineering supervisor who has not signed for independent or design verification of E-1
EPRI Licensed Material Evaluating Contractor and Corporate Staff Technical Training Needs
the same product. The co-signing qualified mentor or engineering supervisor should then be responsible and accountable for the work. Using Table E-1 below, evaluate the engineer and determine the recommended training.
Table E-1 Sample ESP Training Evaluation Criteria
CATEGORY
Complete Plant-specific Indoctrination
Complete Initial ESP Orientation
Attend ESP Continuing Training
Complete Applicable Certification Guides
New engineer - no prior nuclear plant experience New engineer - with prior nuclear plant experience Utility engineers who do not fit under the guidelines set forth in ACAD 91-017 Utility engineers on loan from another plant (including Corporate Facility) Engineers whose services are contracted from a vendor, and who fill a position on an organizational chart (staff augmentation position, and will work independently) Engineers whose services are contracted from a vendor, and who are brought in to perform a specified task and will work independently under the utilitys QA program (generally long-term contractors) Engineers whose services are contracted from a vendor, and who are brought in to perform a specified task but will work under the vendors QA program
YES
YES (1)
YES
YES
YES
YES (1)
YES
YES
(2)
NO
YES
YES
(2)
NO
YES
YES
YES
YES (1)
YES
YES
YES
YES (1&3)
YES (3)
YES
NO
NO
NO
(2)
E-2
(1) (2) (3)
Indicates that a proficiency exam or an exemption may be used to document completion of selected portions of initial training. Indicates that completion of this activity is optional and should be completed at the discretion of the engineering supervisor. Indicates that only applicable sections, as specified by engineering supervision, need to be completed.
In order to determine the prior qualification of an engineer, an ESP Training Evaluation Form may be completed, generally within the first week on-site. A sample form is provided on pages E-4 and E-5 of this appendix. This evaluation form should allow the engineering lead to evaluate what training the new engineer has completed and what additional training is needed to allow the new engineer to perform assigned work and fulfill the training requirements that engineering management has set forth. Another objective of the Evaluation Form is to issue the Certification Guides (with respective completion dates) for the tasks that the new engineer is expected to perform.
E-3
Sample Engineering Support Personnel Training Evaluation Form

Name: __________________________ SSN: ____________Date: ____________________ Job Assignment: Department : _____
Group: ___________Group Lead: __________________ Function Independently: Yes: ___ Task: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Prior Training/Qualifications/Experience: (Information supplements resume and specifically identifies training/ qualifications/experience that supports job assignment.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Recommended ESP Training Initial Training: Initial Orientation Checklist: Yes: (For all employees hired for >6 mo.) ___ No: ____ Fundamentals: I believe this engineer should attend the following fundamentals training classes: (class list enclosed on attachment) Applications: I believe this engineer should attend the following applications training classes: (class list enclosed on attachment) Systems: This engineer ____ should ____ should not attend systems training. No: ___ (If no, ESP training is not required.)
E-4
Plant Operations: I believe this engineer should attend the following Plant Operations training: (class list enclosed on attachment)
Sample Engineering Support Personnel Training Evaluation Form (Continued)

Position-Specific Training: Based on tasks to be performed, the following Certification Guides are to be completed by the expected completion date. Cert. Guide #: ________Date: _______Cert. Guide #: _______Date: _______ Cert. Guide #: ________Date: _______Cert. Guide #: _______Date: _______ Cert. Guide #: ________Date: _______Cert. Guide #: _______Date: _______ Cert. Guide #: ________Date: _______Cert. Guide #: _______Date: _______ Based on the task assigned and the engineers previous training, qualifications and experience, I recommend (documented as appropriate) that this ESP Training plan be approved. Group Lead: _____________________________ Date: ____________ Recommended: __________________________ Date: ____________ Approved: ______________________________ Date: ____________ Signed: ____________________
Technical Training Supervisor
Engineering Manager
E-5
F
EXAMPLE OF PLANT SCHEDULING SOFTWARE FOR TRAINING
This appendix provides an example of how one utility solved the problem of scheduling a large population of engineering support personnel for numerous ongoing training activities. The appendix provides some background information, the analysis of the problem, and the resolution selected by the nuclear utility training organization. This example does not imply that other solutions to scheduling problems are not as viable. Rather, the information is presented for illustrative purposes only to support the guidance offered in Section 2 of this report.
F.1
Background and Description of the Problem
A problem faced by the training organization at one nuclear utility was scheduling 400 to 500 people for engineering support classes on a recurring basis to meet required training needs. The individual performing the scheduling was using a combination of electronic mail, telephone, and database software to schedule classes. Typically an email was sent out in several parts to the 400 students enrolled in the program, and then each of the 400 students sent an e-mail or phone response back. Each students response was entered into the database by the scheduler. The database was used to track scheduling and attendance to ensure that all the students received the training they needed. Each student had to be contacted to confirm their choice. Changes had to be communicated back to students often, because class size had to be kept within prescribed limits to minimize necessary classroom and instructor resources without overbooking. Changes also occurred as students missed or had to reschedule classes. This process for scheduling was ineffective and difficult to manage.
F-1
EPRI Licensed Material Example of Plant Scheduling Software for Training
F.2
Analysis of the Problem
Given the problem, the training organization began a detailed analysis of the process. A database program certainly provided the highly efficient sorting and reporting that was necessary for tracking scheduling and attendance. The scheduler, however, had to make each entry himself using a highly inefficient communication system to reach each student that needed to be contacted. Instead of a scheduler entering each students selection into a database, it was clear that the student should do so. The problem was that each student needed a copy of the database program and training on how to use it, just to schedule themselves for three or four classes per year.
F.3
Description of the Solution
A cost-effective software program using commercially available products was made accessible to engineering users. Once installed, the program is started, and a series of dialog boxes appear. The first dialog box asks the student to enter unique identifying information. This program uses the students four character network user ID. Once entered, the user ID is checked against a list of students to ensure that the student belongs to that program of instruction. Students are informed if they are not a member of that population and the program terminates. The next dialog box presents the student with a list of courses offered within that program of instruction. The student simply clicks on the course they want to attend, and then clicks on an OK button. Next, the student is presented with a dialog box with the scheduled classes for that course, and their dates and times. Those classes that have already filled are grayed out, and unavailable to the student. If the student had made a previous choice and wants to reschedule, the previous choice is shown in a different color and text indicating that it had previously been selected. After making a selection, a dialog box appears that shows the students choice and has buttons that allow the student to either print out the current choice and exit the program, or simply exit.
F-2
EPRI Licensed Material Example of Plant Scheduling Software for Training
F.4
Program Features and Benefits
The user program displays all the information the student needs to see from the underlying database in order to schedule the selected class. The user program also updates the underlying database with all the information supplied by the student. The database itself is located on a commonly accessible network drive. Additionally, the program benefits are:
N N N N N N
Real-time scheduling and updating of training schedules Optimizing attendance for each class or session Allowing engineers full responsibility for scheduling their technical training Maximizing student accessibility to a broad range of topics Minimizing engineering time and labor to schedule training Reducing time and labor necessary to coordinate technical training
F-3
G
TYPICAL ENGINEERING COURSE EVALUATION CRITERIA
This appendix provides guidance for developing evaluations for engineering technical training courses. Typical course evaluation criteria are provided that can be used both by students attending a course and engineering managers observing engineering technical training. Each evaluation provides a number of topics on which feedback may be warranted. The user should consider developing course evaluation sheets based upon these criteria and should consider a way to quantify the results by assigning numerical weighted values to each response. The evaluation is designed to facilitate the feedback of quantified results to allow for trending or comparison. The user should consider supplementing the criteria presented in this appendix with more subjective or qualitative questions, such as written responses regarding the strengths of the course or suggested areas for improvement. Students and observing managers should be encouraged to complete their respective evaluations as the training is being conducted instead of at the completion of the course. This allows for more objective and timely feedback from both the student and the engineering manager.
G-1
EPRI Licensed Material Typical Engineering Course Evaluation Criteria
Engineering Training Course Evaluation Criteria for Students

Suggested scale for rating the criteria offered below: A = Strongly Agree C = Disagree N = Not Observed B = Agree D = Strongly Disagree
Part I - Instructor Performance The instructor stimulated interest in the subject. The instructor presented course objectives clearly. The instructor was knowledgeable with subject. The instructor was well prepared. The instructor was responsive to student questions. The instructor was concerned with the students progress. The instructor resolved problems when class was having difficulty. The instructor used good speech skills. The instructor accomplished course objectives. I would recommend this instructor to others. Part II - Course Conduct and Content I knew what to expect before I took this training. Course objectives were clearly communicated and were met. The work load for this technical training was what I expected. My technical expertise in the subject matched the challenging course content. This technical training was relevant to my job.. The training was well organized. Sufficient time was allowed to conduct the technical training. The amount of time with the instructor was sufficient. The amount of time doing exercises/case studies/applications was sufficient. Written training materials helped my understanding of the technical content. Quizzes/examinations were appropriate for the course content. Quizzes/examinations accurately measured my understanding of the material. Class exercises/case studies/applications helped my understanding. Class exercises/case studies/applications were relevant. I was motivated to learn more after the completion of the training. The information presented was technically correct and accurate.
G-2
Part III - Overall Feedback Overall I was impressed with the training. I found the training staff accessible and helpful. I would recommend this course to others. The class size was appropriate.
Engineering Training Course Evaluation Criteria for Engineering Supervisors

Suggested scale for rating the criteria offered below: A = Strongly Agree C = Disagree N = Not Observed B = Agree D = Strongly Disagree
Part I - Instructor and Evaluator Performance The instructor used plant and industry experience to enhance training. The instructor displayed adequate technical knowledge. The trainer was prepared for training. The trainer demonstrated knowledge and skill of the task. The evaluator asked only questions contained on the evaluation tool. No coaching, leading, or non-verbal cues were given by the evaluator. The evaluator used the correct standards to evaluate the level of performance. Part II - Course Conduct and Content The course presented was technically correct and relevant. The course objectives were reviewed with the trainees. The training materials were effective and high quality. The participants were involved in discussions and/or activities. Lab/simulator activities promoted job realism and any differences were identified. Proper safety practices were followed during lab/simulator activities. Proper tool/procedure usage was demonstrated during lab/simulator activities. Trainees were required to think through plant conditions, activities, and responses during lab/simulator performance. Self-checking techniques were used and monitored. The trainee was provided adequate time for practice. A distinction was made between the training phase and the evaluation phase.
G-3
Part III - Overall Feedback The training was conducted in a timely manner. Managements expectations were supported and communicated. The number of training hours was appropriate for the technical material presented. The instructor had the appropriate level of technical expertise and credibility. The results of the examination and/or measures of student comprehension were reflective of the learning that was observed. Remediation training was recommended as appropriate.
G-4
H
EXAMPLE OF A TRAINING COMPLETION DOCUMENT
This appendix provides an example of how the completion of engineering technical training may be documented. For formal classroom/lecture training, an attendance roster combined with the training material normally provides the necessary objective evidence of the technical training. For less formal engineering technical training, the completion of the other information on the form may be necessary.
H-1
EPRI Licensed Material Example of a Training Completion Document
Documenting the Completion of Engineering Technical Training

Indicate the type of engineering technical training (Check one) and hours:
Type Of Engineering Technical Training Completed Lecture, work group Reading a book (title): Being mentored by: Self-paced engineering correspondence course Computer-based interactive training Technical writing and publication Technical writing and presentation Industry technical seminar Technical training video Attending a technical conference Attending nuclear industry/core discipline committee meetings (ASME, EPRI, IEEE, ANS, etc.) College-level engineering course EIT/PE review course Developing or instructing engineering technical training Credited Hours
Indicate name(s) of engineering personnel completing training (Attach attendance roster if applicable): Summarize the objectives of this engineering technical training. Attach descriptive material if appropriate: Indicate the duration of the training and when it was conducted:
Duration Indicate score(s) of any examination(s)
When conducted
Document other means competency was measured: Reviews and Approvals: Training Department Review & Date Engineering Supervisor & Date
H-2
EPRI Licensed Material Benchmarking Engineering Technical Training
I
BENCHMARKING ENGINEERING TECHNICAL TRAINING
This appendix provides a sample questionnaire used by one utility that may assist utilities that are benchmarking their current engineering technical training program. The questionnaire is designed to obtain both qualitative measures as well as quantitative feedback for trending. Users should select the appropriate questions to obtain the type and amount of feedback needed to properly assess and benchmark their engineering technical training program.
I-3
Section 1 - Qualitative Measures 1. Indicate the type(s) of engineering technical training most often conducted? (10=most often, 1=never) The user should use the various types of engineering technical training described in Appendix D of this report. 2. Indicate the groups/sections of engineering personnel that receive the most technical training at your plant? Nuclear systems engineers Design/procurement engineers Other Other Design engineers Design modification engineers (please specify) (please specify)
3. Check any incentives that are offered to encourage engineers to attend technical training? Reimbursement of tuition for classes taken externally Reimbursement of registration for classes/seminars/courses taken externally Overtime pay for time spent in training outside normal working hours Assistance with daily responsibilities while attending training Other (please specify)
4. Check the formats that describes how engineering technical training is most often conducted. Lecture format Case-study reading and class discussion Technical problem solving
Hands-on exercises working in small groups Self-study and examination Other
(please specify)
I-4
5. Regarding changes that could enhance the effectiveness of engineering technical training at your plant, indicate whether you agree or disagree with the following statements. (5 = Strongly agree, 4 = Agree, 3 = No opinion, not applicable, or dont know, 2 = Disagree, 1 = Strongly disagree ) We should conduct more engineering technical training. A wider variety of topics should be offered to enhance the skills of engineers. We need to provide more incentives for engineers to attend technical training. The quality of instructional presentation material is adequate. We need to improve the quality of instructional hand-out material. The training should involve more interaction among students. The training should be available on-line to facilitate at-home study and preparation. Engineers should attend more off-site, industry-sponsored seminars. Senior engineers should conduct most of the technical training. Training should be jointly sponsored and coordinated by several utilities. Engineering management should develop/implement a technical training plan for engineering personnel. More computer-based courses should be offered that can be completed at each engineers own pace. Focus technical training on plant-specific issues relating to operations and maintenance. Technical training responsibilities should be out-sourced. Courses are best taught by instructors who are utility personnel.
I-5
Courses are most effectively taught by instructors who are non-utility personnel. On-site training should be conducted during normal working hours. Someone should be designated to fillin and perform the engineers duties while they are in training. Training should be conducted during working hours but no one needs to be designated to perform the engineers duties while they are in training. Training should be conducted after working hours so that it does not interfere with the engineers day-to-day responsibilities. We have a sufficient training budget, but engineers are too busy to attend training. Our training facility is under-utilized by most engineers. Learning more computer software programs should be top priority for engineers. Training budgets are adequate for technical personnel. Section 2 - Quantitative Measures ESP Orientation Technical Training What is the duration of ESP orientation technical training? Do all engineers receive the same orientation training? If the training is varied, what factors are considered to ensure that the newly assigned engineer receives the appropriate orientation and the requirements of ACAD 91-017 are met? To what degree are plant processes and procedures taught during ESP orientation technical training? Approximately how many newly assigned engineers receive ESP orientation training each year? What individuals serve as instructors for ESP training? How do you measure the effectiveness of ESP training?
I-6
Section 3 - Quantitative Measures Position-Specific Engineering Technical Training 1. Approximately what percentage of the technical training conducted would you say meets current industry/INPO guidelines? < 50% 50-70% 70-90% > 90%
2. How long on average does an engineering technical training session/course last? < 1 day 1-2 days 2-3 days > 3 days
3. Approximately how many personhours per engineer are spent annually receiving continuing engineering technical training? < 10 hours 10-40 hours 40-120 hours > 120 hours
4. Engineers typically attend technical training for which of the following reasons? Required to do so by engineering management Personal growth and professional development Required by state to maintain professional engineering license Required to meet current job description Required for promotion Other (please specify)
5. How would you rank the overall quality of the instructors who provide engineering technical training? (10=highest quality, 1=poorest quality) 6. How would you rank the technical expertise of the instructors who provide engineering technical training? (10=best technical expertise, 1=poorest technical expertise) 7. What percentage of training attended by engineers is non-technical in nature? < 20% 20-50% 50-70% > 70%
I-7
Attachment 1
EXAMPLE OF INSTRUCTOR INFORMATION SHEETS
1.1 Purpose of the Attachment
This Attachment provides an example of information sheets that may be compiled to assist engineers receiving technical training and instructors providing engineering technical training. The example was selected to illustrate examples of training enhancements that are discussed and referenced in the text of this report. The example sheets also illustrate a format for documenting the related information listed below:
N N N N N N N N
Technical content of the subject matter (Title of the course/training) Learning objectives Anticipated learning activities and resources needed References and suggested additional reading for the student Prerequisites for students wanting to attend the training Instructor administrative notes Other current industry issues related to the subject matter to facilitate integration of the training with plant-specific needs Technical background material for the student CAUTION This example should not be used for instructional purposes without a thorough review of the subject matter and a review of plant-specific procedures regarding the proper use of training material.
1.2
Development of the Attachment Examples
The examples contained in this and the other attachments were developed by the Engineering Technical Training Task Group to test various concepts. The subject matter was chosen as one that could be developed in a timely manner and one that could illustrate key points and guidance discussed in the text of this report. Although the attachments illustrate examples associated with a common technical subject, the information is not intended to be compiled into a complete or typical engineering technical training module. Attachment 1-1
EPRI Licensed Material Example of Instructor Information Sheets
The method used to develop each example does not necessarily represent the process used when developing a complete engineering technical training module. Similarly, the level of detail illustrated in the examples may not be adequate for conducting actual engineering technical training on this subject matter.
Attachment 1-2
INFORMATION SHEETS
Title --- Calculation Of Net Positive Suction Head (NPSH) For Centrifugal Pumps
Objectives --- Upon completion of the lesson and accompanying workshop,

the student shall:
: Define and identify terms associated with centrifugal pump : : : : : :
heads List several causes of cavitation Apply the equation for calculating NPSH List and describe design basis inputs to NPSH Describe degradation/fouling factors effecting NPSH Discuss any licensing/regulatory limitations related to NPSH calculations Work examples of calculating NPSH
Learning Activities
1. Read associated technical material enclosed in these Information Sheets. 2. Attend lecture 3. Group problem solving (Worksheets) 4. Demonstrate proficiency per utility requirements
Resources/Instructional Aids
Available prior to attending training LCD Projector, classroom Technical references, classroom Instructor will furnish a quiz and an example problem. Calculators and technical references
Information Sheet 1 of 7
INFORMATION SHEETS
Other Current Industry Issues Related To NPSH:

The following issues are provided to assist the instructor when integrating the training with actual plant events. Pump modifications that may improve NPSH Temperature effects on NPSH Power up-rate effects on NPSH Use of hot fluid correction on NPSHR Determination of pump run-out flow Methods to reduce NPSHR Operating with short-term cavitation Instrument accuracies in measuring pump flow Addition of pump heat to the NPSH calculation Assumption in atmospheric pressure values Suction strainer clogging Non-uniform pool heating and its effect on NPSH Pipe break analysis Containment by-pass leakage System flow assumptions & alignments Use of containment over-pressure
References and Suggested Additional Reading

1. Lindeburg, Michael R., PE. Mechanical Engineering Review Manual. Professional Publications, Inc., San Carlos, CA, 1985. 2. Karassik, Igor J., Pump Handbook
Prerequisites:
None. However the student is expected to be familiar with the fundamental concepts of fluid flow as presented in most college-level fluid mechanics courses.
INFORMATION SHEETS
Instructor Notes:
Information Sheets: 1. Ideally, the information sheets should be provided to the students before the class lecture and exercises, to allow the students to become familiar with the technical content of the material. Electronic distribution of the information sheets may also be considered. Lecture: 1. The computer-based overhead slides should be used for presenting the technical material. Highlight the key points from each slide and use the example to apply the principles. 2. Try to facilitate discussion by asking for site-specific examples as each step of the problem solving process is introduced. 3. Allow time for questions as the material is being presented. The lecture portion of the training should last 1 1/2 - 2 hours, depending on the size of the class. Worksheets: 1. There are two (2) in-class exercises/case studies included in the worksheets for this module of instruction. Depending on class size and disciplines of the students, the attendees should be separated into small working groups of 4-5 students each. 2. Each working group should work on one exercise. However more than one may be assigned if the instructor feels it is necessary to introduce the students to various plant systems in order to reinforce the system monitoring process. 3. Allow approximately 25-30 minutes to work each exercise. 4. Upon completion, reconvene the entire class and have a representative from each working group present their solution to the class. Try to facilitate discussion by asking other working groups if they agree with the proposed solution. Proficiency Demonstration and Self-Assessment: The quiz should be distributed after the in-class exercises are completed, taken with closed books and should be completed in about 15 minutes. Review the quiz to ensure each student understands the correct answers. Students may be tested further using the sample problem included in this module. Administration: 1. The slides may be presented using a PC and LCD projector or from overhead transparencies. The electronic presentation format is recommended to take advantage of the animated transition features included in the slides. 2. Attendance sheets should be maintained with the contact hours (length of the training session) noted. Quiz scores may be documented at the discretion of the instructor. 3. The length of time required for the entire session should range from 3-4 hours, including time for student breaks.
INFORMATION SHEETS
Background Information:
1. Explanation of Engineering Principles/Theory:
Introduction: Centrifugal pumps add energy to the fluid being pumped to increase pressure and overcome frictional losses in piping systems to achieve desired system flows. A centrifugal pump fulfills this function by using centrifugal force to impart kinetic energy on the fluid, then converting this kinetic energy into pressure. These pumps are the most widely used class of pumps. They are used because of their large capacity and simplicity with which flow rate can be controlled. The feedwater, circulating water, recirculation, TBCCW, LPCI, and core spray pumps are examples of centrifugal pumps. Definitions: Centrifugal pump - A pump which uses centrifugal force to add energy to the fluid being pumped so that the desired flow through the system occurs. Energy added by a pump replaces energy lost by the fluid due to friction in the system. Energy addition by a pump produces a pressure increase. An important characteristic of centrifugal pumps is that they are not self-priming. This means that the pump casing must be filled with fluid (primed) before the pump can function. Diffuser - The element of a centrifugal pump which acts as a divergent nozzle to convert the kinetic energy imparted to the fluid by the impeller into pressure. Most centrifugal pumps are of the volute type, where the pump casing itself is the diffuser. A volute pump casing can be imagined as a divergent nozzle wrapped around the impeller, like a spiral seashell. Impeller - The rotating element in a centrifugal pump through which the fluid passes. The impeller imparts energy to the fluid by increasing its velocity (kinetic energy). Fluid from pump suction enters the impeller at its center or eye, and is forced radial outward along the blades. Impeller blades (or vanes) may be backwardcurved, radial, or forward curved. Impeller blade curvature affects performance by determining how energy transfer is affected by increasing flow rate. Casing - The housing surrounding the impeller in a centrifugal pump. For volute type centrifugal pumps, the casing also acts as the diffuser, converting kinetic energy imparted to the fluid by the impeller into pressure head. Single stage - A single stage centrifugal pump employs a single impeller to develop the total discharge pressure. Multi-stage - Multi-stage centrifugal pumps employ two or more impellers acting in series. The total discharge pressure of the pump is the sum of the pressure differentials across each stage of the pump. Radial flow - A radial flow pump is one in which the fluid is forced out radially from the impeller, or perpendicular to he impeller shaft. The majority of centrifugal pumps used in a power station are of the radial flow design. Axial flow - Axial flow pumps, also called propeller pumps, are pumps in which the fluid flows in a direction parallel to the impeller (propeller) shaft. The condenser circulating water pumps are axial flow pumps. Axial flow pumps are designed to run against a low head and to handle large volumes of water. Axial flow pumps are not true centrifugal pumps since they do not use centrifugal force to impart energy to the fluid nor do they use volute to convert the kinetic energy of the fluid into pressure.
INFORMATION SHEETS
Definitions continued: Single Suction/Double Suction - Centrifugal pumps may be single suction or double suction. In double suction pumps, fluid enters the impeller from both sides of the pumps casing. Axial forces are balanced in double suction pumps, eliminating axial thrust. Axial Thrust - Axial thrust is a resultant force, in the axial direction (along the shaft of a pump caused by pressure differences on opposite sides of the impeller. A thrust bearing is employed at one end of the impeller shaft to accept axial thrust. Principles of Operation: The two functions of a centrifugal pump are to: 1) Increase the kinetic energy of the fluid being pumped 2) Convert kinetic energy of the fluid into pressure The impeller fulfills the first function (increasing the kinetic energy of the fluid). The diffuser fulfills the second function (converting the kinetic energy into pressure). As the impeller rotates, fluid is forced (by centrifugal force) towards the periphery of the impeller. Motion of fluid from the center (eye) of the impeller creates a local area of negative pressure which draws more fluid into the impeller eye. Once fluid is drawn into the eye of the impeller, it travel radially outward along the vanes, gaining velocity as it does so. The energy required to produce the velocity increase in the fluid is supplied by the pump motor. The impeller converts the mechanical energy supplied by the motor into kinetic energy by increasing the fluids velocity. After exiting the impeller, the fluid enters the diffuser, where its kinetic energy is converted into pressure. The diffuser is essentially a divergent nozzle. From the continuity equation, as the areas increases the velocity decreases, and, from Bernoullis equation, as the velocity decreases, the pressure must increase. In a volute type centrifugal pump, the diffuser function is performed by the pump casing itself. The casing is a progressively expanding spiral that gradually causes a reduction in liquid velocity as dynamic head is converted into pressure head. The volute is essentially a divergent nozzle wrapped around the impeller.
2. Analytical Approach For Calculating NPSH:

The major parameters which affect the available NPSH are: The static suction head hs, i.e., the vertical distance in feet above the centerline of the pump inlet to the free level of the fluid source. The suction pressure head hp, i.e., the suction pressure converted to feet of the fluid being pumped. The vapor pressure head hpv, i.e., the fluid vapor pressure converted to feet of the fluid being pumped. The friction head loss hl, i.e., the head required to overcome resistance to flow in the pipe, fittings, valves, entrances, and exits.
INFORMATION SHEETS
Of these four parameters, three parameters (static suction head, suction pressure head, and vapor pressure head) can usually be determined outright from system information. However, the friction head loss must be calculated from the system flow rate and piping configuration. The most common method for calculating head loss in pipe is the Darcy formula: The friction factor f can be determined from the Moody friction factor chart published in standard mechanical engineering handbooks. Minor head losses are those due to flow obstructions, changes in flow direction, and changes in flow area. Two methods are available for calculating minor losses: the equivalent length method and the loss coefficient method. For the equivalent length method where Le = the equivalent length of straight pipe of the piping component. For the loss coefficient method where K = the loss coefficient for the piping component. Equivalent lengths and loss coefficients for piping components can be found in standard mechanical engineering handbooks. Another approach for calculating NPSH is to calculate hydraulic resistance by first determining kinematic viscosities and Reynolds Numbers. Either approach should yield the same results since the basic variables do not change. Assumptions should be made for conservatism. For example, in performing an NPSH calculation, for what is known to be the limiting case/configuration, it is conservative to over-estimate (maximize) the hydraulic losses on the suction side of the pump. Similarly, it is conservative to under-estimate (minimize) the losses on the discharge side. Depending upon the particular design conditions of the case being analyzed, understanding of those relationships may permit the use of simplifying assumptions. Conclusions and recommendations should be integral to an NPSH calculation and analysis. A technically sound calculation should: 1. Clearly state that the results support the objective of the calculation, 2. Explain the sensitivity of the calculated results to all assumptions that have been made, particularly those assumptions which are not easily verified, 3. Explain all limitations, restrictions, and conditions regarding the use of the completed calculation, and 4. Identify all actions which should be taken based upon the results of the calculation.
INFORMATION SHEETS 3. Operational Configuration

The engineering performing an NPSH calculation should understand the bases for limiting configurations/conditions being analyzed. The engineer should identify and explain within the body of the calculation any operational constraints which might be placed on equipment as a result of the calculation. There are two ways such constraints may effect equipment. First, the NPSH calculation demands a limitation. For example, if a a conclusion of the analysis was the identification of a maximum flow rate for a given temperature below which cavitation would occur, then administrative/procedural guidance must be given to operations to reflect the limitations on the physical operation of the pump. Secondly, the scope of calculation may not address all possible plant configurations. For example if the analysis scope was limited to certain configurations or modes of plant/equipment operation, then it would be important the documentation reflect such a scope. Engineers performing NPSH calculations should interface closely with the following plant personnel to ensure the analysis appropriately considers operational configuration: System design engineering System maintenance and operations personnel Licensing personnel The available NPSH for a pump is dependent on the head loss from the water source to the pump inlet. Therefore, any changes in the piping configuration which would affect the head loss in the pipe will also affect the available NPSH. This would include changes in pipe diameter, pipe length, and the number and type of piping components (e.g., elbows, tees, reducers, flow orifices, valves, etc.) in the piping system. Changes in the piping configuration downstream of the pump could also affect the available NPSH if the piping change were to result in a change the system flow rate. For example, a change in the piping configuration downstream of the pump which increases the system flow rate would reduce the available NPSH because it would increase the head loss in the suction piping. System changes (e.g., system flow rates, fluid elevations, and pressure and temperature of the pumped fluid) can also affect the available NPSH. Therefore, it is important that the available NPSH be re-evaluated whenever changes are made to the piping system or piping configuration.
4. Design Basis Issues Related To Calculating NPSH:

Design basis analyses are required to demonstrate that the available NPSH for nuclear safety related pumps is greater than the required NPSH for all normal and postulated accident conditions. Specific nuclear design basis information is provided in the examples that may be worked as part of this learning module.
5. Regulatory Issues Regarding NPSH:

NRC Regulatory Guide 1.1 requires that emergency core cooling and containment heat removal systems be designed so that adequate NPSH is provided to system pumps assuming maximum expected temperatures of pumped fluid and no increase in containment pressure from that prior to the postulated loss of coolant accident. Other regulatory issues may be provided and discussed in specific examples that may be included in this learning module.
6. Application To Plant Equipment:

The user of this learning module may perform tests to confirm actual calculated results of NPSH specific to installed equipment.
Attachment 2
EXAMPLE PRESENTATION MATERIAL FOR ENGINEERING TECHNICAL TRAINING
This attachment provides an example of presentation material that may be used for conducting engineering technical training in a lecture format using a subject matter expert as the instructor. The material is provided to illustrate examples of enhancements to learning material that are discussed and referenced in the text of this report. CAUTION This example should not be used for instructional purposes without a thorough review of the subject matter and a review of plant-specific procedures regarding the proper use of training material.
2.2
Development of the Presentation Material
The example presentation material was developed for the Engineering Technical Training Task Group using commercially available presentation software. An electronic version of the subject matter allows easy customization by utility personnel. The software offers the following features that may be considered when developing similar learning modules: 1. 2. 3. 4. 5. Wide distribution and availability among users Ability to print subject matter for use as student handouts Ability to develop instructor lesson plans/notes directly from presentation slides Ability to insert graphics, photographs, audio, and video Ability to imbed HTTP links to the Internet into the files
Attachment 2-1
PRESENTATION MATERIAL
Engineering Technical Training
Calculation of Net Positive Suction Head (NPSH) For Centrifugal Pumps
Presentation Slide 1 of 23
Learning Objectives
: Define and identify terms associated : : : : : :
with centrifugal pump heads List several causes of cavitation Apply the equation for calculating NPSH List and describe design basis inputs to NPSH Describe degradation/fouling factors effecting NPSH Discuss any licensing/regulatory limitations related to NPSH calculations Work examples of calculating NPSH
Friction Head
The head required to overcome resistance to flow in the pipe, fittings, valves, entrances, and exits.
hf = fLev2
2Dgc
Where, f = Moody friction factor Le = Equivalent length of pipe in ft v = velocity of fluid in ft/sec D = Diameter of pipe in ft gc = 32.2 ft/sec2
Velocity Head
The head of a fluid as a result of its kinetic energy.
hv = v 2
Where, v = velocity of fluid gc = 32.2 ft/sec2
2gc
Atmospheric Head
Atmospheric pressure converted to feet of fluid being pumped.
ha = Pa
p
Where, Pa = 14.7 lb/in2
p = density of fluid = 62.4 lbm/ft3

144 in2 = 1 ft2
Pressure Head
Pressure converted to feet of fluid being pumped.
hp =
Where, P = Pressure in lb/in2
P p
p = density of fluid = 62.4 lbm/ft3 144 in2 = 1 ft2
Vapor Pressure Head

Fluid vapor pressure converted to feet of fluid being pumped. Steam tables can be used to evaluate the vapor pressure of water.
hvp = pvp
p
Where, pvp = vapor pressure in lb/ft2 p = density of fluid = 62.4 lbm/ft3
Static Suction Head

The vertical distance in feet above the centerline of the inlet to the free level of the fluid source.
) ) ) ) )
hs
Total (dynamic) Suction Head

The static suction head minus the the friction head in the discharge line (i.e., the total energy of the fluid entering the impeller).
Hs = hs - hf (s)
Static Discharge Head

The vertical distance in feet above the pump centerline to the free level of the discharge tank or point of free discharge.
) ) ) ) )
hsd
Total (dynamic) Discharge Head

The static discharge head plus the discharge velocity head plus the friction head in the discharge line (i.e., the total energy of the fluid leaving the pump).
Hd = hsd + hvd + hf(d) Hd = hsd + v2d + hf(d)

2gc
Where, v = velocity of fluid gc = 32.2 ft/sec2
Total Static Head

The vertical distance in feet between the free level of the supply and either 1) the point of free discharge
) ) ) ) )
hts
) ) ) ) )
or
Total Static Head

The vertical distance in feet between the free level of the supply and. 2) the free level of the discharge tank.
) ) ) ) )
hts
) ) ) ) )
Total (dynamic) Head

The total discharge head less the total suction head.
Hd - Hs
2gc
Hd = hsd + v2d + hf Hs = hs - hf (s)
Determining The Reynolds Number
NRe =
Where,
V L v
v = 1.217 x 10-5 ft2/sec, at 60oF and 14.7 psia L = Distance in feet V = Velocity in ft/sec
Net Positive Suction Head

Liquid is not sucked into a pump! A positive head (normally atmospheric pressure) must push the liquid into the impeller (ie., flood the impeller).
Net Positive Suction Head Required (NPSHR) is the minimum fluid energy required at the inlet by the pump for satisfactory operation. NPSHR is usually specified by the pump manufacturer (3%-6% design margin) Net Positive Suction Head Available (NPSHA) is the actual fluid energy at the inlet (affected by the velocity profile at the impeller suction).
NPSHA = ha + hs - hf(s) - hvp

Centifugal Pumps
Cavitation
If NPSHA < NPSHR, then cavitation.

Cavitation is the vaporization of fluid with the casing or suction line. If the fluid pressure is less than the vapor pressure, pockets of vapor will form. As vapor pockets reach the surface of the impeller, the local high fluid pressure will collapse them, causing noise, vibration, and possible structural damage to the pump!
Causes Of Cavitation
: Discharge heads are far below
the pumps calibrated head at peak efficiency : Suction lift is higher (or the suction head is lower) than the manufacturers recommendation : Pump speeds are higher than the manufacturers recommendation : Liquid temperatures (thus, vapor pressures) are higher than that for which the system was designed
Checking For Cavitation

Step 1 Determine the minimum NPSHR for the given pump. This should be given as part of the pump performance data. Step 2 Calculate NPSHA Step 3 If NPSHA is greater than NPSHR, cavitation will not occur.
Margin should be 2-3 feet of fluid

Increasing NPSHA
: Increase the height of the free
fluid level of the supply tank : Reduce the distance and minor losses between the supply tank and the pump, or use a larger pipe size : Reduce the temperature of the fluid : Pressurize the supply tank : Reduce the flow rate or velocity
Decreasing NPSHR
: Place a throttling valve in the
discharge line. This will increase the total head, thereby reducing the capacity of the pump and driving its operating point into a region of lower NPSHR : Use a double suction pump : Run an independent test
Example
2 cubic feet/sec (cfs) of water are pumped from a feed tank mounted on a platform to an open reservoir through 6 schedule 40 steel pipe. Determine the static suction head, total suction head, and NPSHA.
Not to scale
100 25 5 75 ) ) ) ) ) ) ) ) ) ) 5
5 15 16 4 1 10
NPSHA = ha + hs - hf(s) - hvp

Attachment 3
EXAMPLE WORKSHEETS FOR ENGINEERING TECHNICAL TRAINING
This attachment provides an example of worksheets that may be used for conducting in-class exercises, problem solving, and case studies. These types of activities may be used to supplement engineering technical training that is provided in a lecture format using a subject matter expert as the instructor. The material is included to illustrate examples of enhancements to learning material that are discussed and referenced in the text of this report. CAUTION This example should not be used for instructional purposes without a thorough review of the subject matter and a review of plant-specific procedures regarding the proper use of training material.
Attachment 3-1
WORKSHEETS
Name Date
Net Positive Suction Head (NPSH) Exercise 1 NPSHA For Core Spray Pumps Determine the NPSH available for the core spray pumps for a BWR. The pumps take suction from the suppression pool (Torus) and inject water into the reactor pressure vessel through a spray header located above the core (See figure 1). The pumps start automatically during a LOCA and run at run-out flow conditions (4500 gpm) for up to 10 minutes after the LOCA. Sometime within the first 10 minutes, operators will throttle core spray flow to the design flow rate of 3100 gpm. The initial torus water temperature is 95o F, and the initial torus pressure is 0.5 psig. Torus water temperature and minimum torus pressure change as a function of time following a LOCA (See figures 2 and 3 respectively). The core spray suction piping consists of 100 ft. of 12 schedule 40 pipe. The piping contains eight (8) 90o L.R. elbows and two (2) gate valves. Water enters the piping through a strainer located in the torus which has a head loss of 1.5 ft at 3100 gpm flow rate.
Example Of A Key Licensing Commitment

The pumps must start automatically during a LOCA and operate at run-out flow (4500 GPM) for up to 10 minutes after a LOCA.
725-7 718-0
(( ( ( (( ( ( (( ( ( ( ( (( ( ( ( ( ( ( ( (( (( ( (( ( ( ( ( (
Worksheet 1 of 4
( ( ( (( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ((( ( ( ((
WORKSHEETS
Suppression Pool (Torus) Temperature/Pressure Response
Time (hours) 0 0 0.167 0.333 0.5 0.667 0.833 1 2 3 4 5 6 7 8 9 10 11 12
Temp Pressure (F) (psig) 95 0.5 145 0.82 153 157.4 160.9 2.1 164.1 166.9 169.4 2.8 181.7 4.12 189.5 194.6 5.87 198 200 6.58 201 201.4 6.77 201.2 200.6 6.77 199.7 198.6 6.4
Worksheet 2 of 4
WORKSHEETS
Examples Of Key Design Inputs

Fig. 2. Suppression Pool Temperature Response Following LOCA
250
200
Temperature (F)
150
100
50
0 0 2 4 6 Time (hours) 8 10 12
Fig. 3. Minimum Suppression Pool Pressure Following LOCA

7
Pressure (psig)
0 0 2 4 6 Time (hours) 8 10 12
Worksheet 3 of 4
WORKSHEETS
Name Date
Net Positive Suction Head (NPSH) Exercise 2 NPSHA During Parallel Flow Operation vs. Single Flow Operation
A vendor publication warns BWR owners of potential NPSH problems during shutdown cooling (SDC) when the RHR pumps take suction from a recirculation loop with an operating recirculation pump. Determine the NPSH available for the RHR and recirculation pumps for the BWR operating in the lineup shown in Fig. 2. The A Loop RHR flow rate is 9600 gpm (4800 gpm per pump). The B Loop recirculation flow rate is 7200 gpm. The B Loop RHR and the A Loop recirculation pumps are off. The fluid is saturated water at a pressure that could vary from 0 to 350 psig. Compare the NPSH available during parallel flow operation with the NPSH available if the pumps were operating alone. The piping configurations are as follows:
Example Of A Key Licensing Commitment

The A Loop RHR flow rate is 9600 gpm (4800 gpm per pump). The B Loop recirculation flow rate is 7200 gpm.
Run 1 -- 22 inch Schedule 80 stainless steel 12 ft straight pipe 1 elbow 1 entrance Run 2 -- 22 inch Schedule 80 stainless steel 50 ft straight pipe 2 elbows 1 tee (run flow) 1 gate valve Run 3 -- 18 inch Schedule 80 carbon steel 75 ft straight pipe 4 elbows 1 tee (branch flow) 3 gate valves Run 4 -- 18 inch Standard Weight carbon steel 100 ft straight pipe 5 elbows Run 5 -- 18 inch Standard Weight carbon steel 200 ft straight pipe 4 elbows 1 tee (branch flow) Run 6 -- 18 inch Standard Weight carbon steel 15 ft straight pipe 2 elbows 1 tee (branch flow) 1 reducer (18 x 14) Run 7 -- 14 inch Standard Weight carbon steel 20 ft straight pipe 2 elbows 1 gate valve
Examples Of Key Design Inputs
Worksheet 4 of 4
Attachment 4
EXAMPLE PROFICIENCY MEASURES FOR ENGINEERING TECHNICAL TRAINING
This Attachment provides an example of self assessment and proficiency measures that may be used for engineering technical training. The example consists of a multiple-choice quiz and a technical problem that may be solved individually by each student attending the training. CAUTION This example should not be used for instructional purposes without a thorough review of the subject matter and a review of plant-specific procedures regarding the proper use of training material.
Attachment 4-1
SELF-ASSESSMENT AND PROFICIENCY MEASURES
Name Date
1. The basic terms calculated when determining NPSH are head terms and are in units of: a. b. c. d. lbs/ft2 ft-lbs ft. ft2
2. The vertical distance in feet above the centerline of the inlet to the free level of the fluid source is known as the: a. b. c. d. atmospheric head. impeller centerline. velocity head. static suction head.
3. When the free level of the fluid source is below the inlet, and hs is negative, the static suction head may also be referred to as: a. b. c. d. static suction lift. vapor pressure head. piping flow loss. velocity head loss.
4. The total (dynamic) head, H, is most often defined : a. b. c. d. as the total discharge head of the pump. as the total discharge head minus the total suction head. by the pump manufacturer and can be found on certified vendor drawings. by determining the impeller RPM and flow rate.
5. The actual fluid energy at the inlet of the pump is known as: a. b. c. d. Net Positive Suction Head Available (NPSHA) Net Positive Suction Head Required (NPSHR) Inlet pressure Cavitation
Self-Assessment Page 1 of 3
Name Date
6. Cavitation is: a. b. c. d. caused by corrosion or pitting of the impeller. the vaporization of fluid within the pump casing or suction line. caused when NPSHA is greater than NPSHR. a major cause of water hammers in high energy lines.
7. Net Positive Suction Head Required (NPSHR): a. is usually specified by the pump manufacturer. b. may be a negative value. c. is the minimum fluid energy required at the inlet of the pump to ensure satisfactory operation. d. Both a and c. 8. For most centrifugal pumps, a good safety margin for avoiding cavitation is: a. 20-30 feet of fluid. b. double isolation of the suction line. c. redundant suction lines with air-operated and motor-operated isolation valves. d. 2-3 feet of fluid. 9. Cavitation will not occur if: a. b. c. d. stainless steel impellers are used for pumping highly corrosive fluids. NPSHA is greater than NPSHR. NPSHR is greater than NPSHA. the fluid supply vessel is pressurized.
10. Which of the following would not be considered a cause for cavitation? a. Liquid temperatures are higher than that for which the system was designed b. Discharge heads are far below the pumps calibrated head at peak efficiency c. Pump speeds are higher than the manufacturers recommendation d. NPSHA is about 2-3 more than the NPSH required
Name Date
Sample Problem Determine the NPSH available for a centrifugal pump in a PWR. The pump takes suction from a pressure vessel. The pump starts automatically during a LOCA and run at run-out flow conditions (3500 gpm) for up to 60 minutes after the LOCA. Sometime within the first 10 minutes, operators will throttle flow to the design flow rate of 2000 gpm. The initial vessel water temperature is 80o F, and the initial vessel pressure is 2.5 psig. The suction piping consists of 200 ft. of 12 schedule 40 pipe. The piping contains ten (10) 90o L.R. elbows and two (2) gate valves. Water enters the piping through a filter which has a head loss of 2.5 ft at 2000 gpm flow rate. The vessel is 25 above the pump suction centerline.
Readers note: To supplement the multiple choice quiz, one or two problems may be given. Students should have access to computers or calculators, and should be provided the necessary technical reference materials in order to solve the problems. If supplemental problems are used, the following should be considered: A standard means for grading the problem should be developed Students should be given an equal amount of time to solve the problem An approved solution should be provided to the students

Effective Engineering Technical Training at Nuclear Power Plants

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EPRI Licensed Material Introduction

Engineering Technical Training

Plant Operations & Maintenance Good Engineering

Figure 1-1 Engineering Technical Training Relationships

Cost Benefits of Effective Engineering Technical Training

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Figure 1-2 Cost Benefits Of Engineering Technical Training

Examples of how direct training costs can be reduced are:

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Use and Relationship to Existing Industry Guidelines

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Engineering Ownership of Engineering Training

Engineering and Training Organization Interfaces

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Synergy resulting from the combination of:

Healthy HealthyProgram Program Culture Culture

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Ensuring the Value of Engineering Technical Training

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Section 2.9, 3.3, 4.1, and 4.4

Sections 2.1, 2.2, 2.3, and 3.1

Types of Training Formats Learning Enhancements

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Defining Engineering Technical Training

Components of Initial Training

Figure 2-1 Components of Engineering Support Personnel Training

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Figure 2-2 Technical and Non-Technical Portions (ESP) Training

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Technical Continuing Training

Primary Focus of the EPRI Engineering Technical Training Guidance

Figure 2-3 Defining Engineering Technical Training

EPRI Licensed Material Planning Engineering Technical Training

Hierarchy of Engineering Knowledge

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Engineering Applications principles and fundamentals to Engineering Principles

nuclear plant situations

The foundation for effective engineering practice

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Engineering Technical Training Key Factors

Individuals Engineering Skills & Knowledge

Figure 2-5 Individual Engineering Skills and Knowledge

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Individuals Engineering Skills & Knowledge

Basic Nuclear Power Plant Knowledge (ESP Orientation)

Knowledge Required for Job Functions (ESP PositionSpecific)

EPRI Licensed Material Planning Engineering Technical Training

Position-Specific Engineering Technical Training Needs

EPRI Licensed Material Planning Engineering Technical Training

Individuals Engineering Skills & Knowledge

Basic Nuclear Power Plant Knowledge (ESP Orientation)