Session 10

SAT in depth
Development

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 Objectives:
After the session be able to explain or describe:
Session 10 • Purpose, inputs and key activities of the development phase
• Defining content of lesson plan and training methods
SAT in depth • Relationship between content of Lesson plan – terminal and
enabling objective and task analysis data
Development • Training tools and aids
• Training material for
– Classroom training
– Simulator training
– OJT training
– Workshop, laboratory and mock-up training
– Digital learning technology, eLearning
– Self-study
• Infrastructure for training material development
• Review, validation, piloting and approval of training material
• Outputs and lessons learned

001_00 Able to background and purpose of SAT

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 Development phase

Purpose
• Produce the training materials necessary
for the implementation of training and to
ensure the availability of trained and
qualified instructors to implement the
training

Inputs
• Grouped and sequenced training
objectives
• Test items
• Description of training and/or training
programme
• Selected instructor and personnel for
piloting

010_00 Describe the development process of training materials and the availability
of qualified instructors
010_02 Describe the purpose, essentials and inputs of/to the development phase

PURPOSE
• The purpose of the development phase is to produce the training
materials necessary for the implementation of initial and continuing
training programmes and to ensure the availability of trained and
qualified instructors to implement the training.
ESSENTIALS
• Training materials are developed for all planned training courses/modules
and for all lessons used in all training settings for both the trainees and
instructors. All training materials should be reviewed for methodological
and technical accuracy. Piloting of training materials should be
undertaken as appropriate and training materials should be improved
accordingly.
INPUTS
• All of the outputs from the design phase are used as inputs to the
development of training material during the development phase. In
addition, the instructors to implementing the training programmes need
to be selected, trained and qualified by the end of the development
phase. Therefore, an essential input to this phase is the selection of
personnel who will serve as potential candidates for the instructor

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positions.

120
Development phase

Overview

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Analysing
Distributing
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010_00 Describe the development process of training materials and the availability
of qualified instructors.
010_01 Describe the activities of the development phase

The following activities are typically performed when developing training

materials:
• Establishing a management framework for the development of training
material according to available development phase procedures;
• Analysing input data from the design phase;
• Distributing the scope of work among developers and monitoring the
development process;
• Developing and reviewing the first version of the training materials;
• Developing tests for level 2 evaluation if their development was postponed
from the design phase;
• Providing trained and qualified instructors to implement training materials;
• Validating training materials and tests (using, in particular, a try–out of
training materials);
• Improving training materials and preparing for the first revision of training
materials;
• Ensuring that activities to acquire remaining training facilities, training tools
and aids have been initiated and are planned to be available for conducting
lessons as they are designed;
• Approving training materials; and

121
• Ensuring that training materials are organized in a structured information base
for easy tracking, use and modification.
• Piloting

121
Development phase Lessonplan components

Lesson plan content is defined by the:

• terminal and enabling objectives
including associated KSAs
• components of the learning
objectives conditions, standards
and activities

010_00 Describe the development process of training materials and the availability
of qualified instructors.

Relationship between content of Lesson plan – terminal and enabling

objective and task analysis data

122
Development phase

Typically includes

010_00 Describe the development process of training materials and the availability
of qualified instructors.
010_07 Describe the purpose and structure of a lesson plan
010_05 Exemplify training materials and different types of lesson plans

Lesson plans detail the curriculum outline and serve as the main document
defining the instructor’s activities in conducting the lesson, and to ensure
consistency in the delivery of training from instructor to instructor and from
trainee to trainee. A lesson plan allows the instructor to adequately prepare
for the training session. Lesson plans are used by the instructor as the
primary training tool to guide the learning process and utilize the training
material

Training material is developed for both the instructors conducting lessons

and for the trainees. For various training settings, different terms may be
used for instructor material, e.g., lesson plans for classroom or
workshop/laboratory training, scenario/exercise guides for simulator training,
OJT guides for on–job training. Using a common term ‘lesson plan’.

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Lesson plan alternative

Embedded in the powerpoint presentation

010_00 Describe the development process of training materials and the availability
of qualified instructors.
010_05 Exemplify training materials and different types of lesson plans

Sometimes, lesson plans are included in the presentation material

124
Development phase ☐ Title of the SEG
☐ ID of the SEG
☐ Effective date
Simulator exercise guide (SEG) example ☐ Training programme and course
☐ Time required
☐ Signs–off by the developers, reviewers, training
manager, and nuclear facility operations manager
☐ References
☐ Initial conditions
☐ Malfunctions
☐ Training goals:
☐ Information☐ for
- pre–exercise
Generic goalbriefing
of training
☐ - Specific terminal and enabling training objectives
☐ Scenario summary description
☐ Common trainee errors
☐ Table containing:
☐ - Evolution or event sequence
☐ - Instruction actions, activities, and supporting
information (including role plays and questions to
the trainees)
☐ - Expected responses of trainees (for each job
position)
☐ Criteria to assess individual and group performance
(e.g., procedure compliance, problem solving,
communication, teamwork, and supervisory
competence)
☐ Guidance for post–exercise critique
☐ Completing evaluation forms and discussing evaluation
results

010_00 Describe the development process of training materials and the availability
of qualified instructors.
010_11 Exemplify typical structure for training material for simulator training

SEGs are the ‘lesson plans’ for conducting training at a simulator that contain
training objectives for the scenario and govern
the implementation of scenarios, contain an outline of the sequence of
events as well as the criteria to assess trainees’ performance

It is essential that the SEG contains sufficient information on how to operate

the simulator.

125
SEG pre–exercise briefing
For full–scope exercises typically includes:
– Training objectives
– Scenario summary
– Simulation limitations
– Shift turnover information, such as:
 Changes/modernizations made at the nuclear facility
 Equipment out of service
 Evolutions in progress
 Abnormal equipment line–ups
 Planned evolutions or maintenance activities
 Facility conditions (e.g., power, core flow, fuel loading,
scheduled re-fuelling)
 Facility maintenance and outage history
– Assignments for shift positions
– Reinforcement of special safety concerns (critical steps)

010_00 Describe the development process of training materials and the availability
of qualified instructors.
010_11 Exemplify typical structure for training material for simulator training

SEG pre–exercise briefing

For full–scope exercises, the pre–exercise briefing typically includes:

Training objectives
• Scenario summary
• Simulation limitations
• Shift turnover information, such as:
• Changes/modernizations made at the nuclear facility
• Equipment out of service
• Evolutions in progress
• Abnormal equipment line–ups
• Planned evolutions or maintenance activities
• Facility conditions (e.g., power, core flow, fuel loading, scheduled
re-fuelling)
• Facility maintenance and outage history

• Assignments for shift positions

• Reinforcement of special safety concerns (critical steps)

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SEG post–exercise critique

The post–exercise critique typically includes:

• Trainee’s self–assessment, comments and questions
• Review of training objectives and the degree of their
achievement
• Review of exercise using exercise records
• Critique of trainee performance observed during the
exercise, including:
o Reinforcement of proper individual and team
performance
o Reinforcement of applicable theory and procedures
o Discussion on trainee errors and fields for improvement
o Soliciting additional questions from trainees and
encouraging discussion on correct answers

010_00 Describe the development process of training materials and the availability
of qualified instructors.
010_11 Exemplify typical structure for training material for simulator training

SEG post–exercise critique

The post–exercise critique typically includes:
• Trainee’s self–assessment, comments and questions;
• Review of training objectives and the degree of their achievement;
• Review of exercise using exercise records (e.g., records of facility
parameters and evolutions, trainees’ actions and communications; video
records; comparison of trainee responses to malfunctions with
reinforcement of correct responses);
• Critique of trainee performance observed during the exercise, including:
• Reinforcement of proper individual and team performance;
• Reinforcement of applicable theory and procedures;
• Discussion on trainee errors and fields for improvement;
• Soliciting additional questions from trainees and encouraging
discussion on correct answers.

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Development phase Training
program/
course

Cover
page

OJT guide
(workshop, Terminal and
OJT guide body General
laboratory, requirements enabling training
mock-up objectives
training) Related task
numbers

010_00 Describe the development process of training materials and the availability
of qualified instructors.
010_12 Exemplify typical structure for training material for OJT training

The OJT-guide typically have coverpage- general requirements and

body

128
Defining and developing
training tools and aids

For effective learning: Job aids are used by the trainees to acquire
• Information compiled into a trainee information, for practice and for assessment of
guide including: trainees when used in written, oral, or performance
– Training objectives tests.
– Charts, graphs, tables Com-
– References to the facility– puter
controlled documents
Casestudy Work-
• Explanation on how the information will mtrl sheets

be applied to the job, and why it is

important for the trainee to learn the
material
Job aids
example
Moodle is often used as a tool for a Diagrams Check-lists
learning platform (training guide)

Flow-
Samples
charts

010_00 Describe the development process of training materials and the availability
of qualified instructors.
010_08 Describe the purpose of defining and developing training tools and aids

Each enabling training objective and each portion of the lesson plan outline
should be evaluated the most suitable training tools and aids are determined
Information and supporting data for several lessons, the whole instructional
unit or for the entire training course may be compiled into a trainee guide via
different formats, e.g., digital apps, simulation programmes, e–learning
material, books, printouts, presentations

Job aids include, but may not be limited to:

• Computer (e.g., interactive) software;
• Worksheets (e.g., to perform calculations);
• Checklists that specify detailed critical actions of a procedure, or trainee
selection of the appropriate choices;
• Samples;
• Labels fastened to a device or equipment;
• Flowcharts;
• Laminated posters;
• Notebooks;
• Procedural guides;
• Glossaries;

129
• Diagrams;
• Decision–making tables or trees;
• Case–study material;
• Virtual mock–ups.

129
Development phase

Material for digital learning technology/e–

learning
Examples of competency areas which these systems
are developed and used for are as follows:
• Regulations
• Fundamentals
• Systems, structures and components
• Maintenance activities
• General training and knowledge assessment for all site personnel (e.g., within site
access or GET)
• Facility layouts, virtual walk–downs and emergency drills
• Training of management staff
• Training for various nuclear facility life cycle phases (including design, commissioning,
operation and decommissioning)

010_00 Describe the development process of training materials and the availability
of qualified instructors.
010_14 Exemplify typical structure for material digital learning technology eLearning

Digital learning technology/e–learning is widely used for both training and

assessment.
Examples of competency areas which these systems are developed and used
for are as follows:
• Regulations;
• Fundamentals;
• Procedures
• Systems, structures and components
• Comprehensive training for particular job positions or specific duty areas
• Maintenance activities
• General training and knowledge assessment for all site personnel (e.g.,
within site access or GET)
• Control room equipment
• Facility layouts, virtual walk–downs and emergency drills
• Decision–making under emergency conditions
• Training of management staff
• Training for various nuclear facility life cycle phases (including design,
commissioning, operation and decommissioning)

130
130
Development phase

Self–study training material

Self–study written guides typically

contain:
• Cover page similar to a classroom lesson plans with an indication of the time it is
anticipated that the trainee will take to complete the self–study assignment
• Introduction defining the purpose of the self–study guide, and providing advice on using
the material and obtaining assistance from an instructor
• Training objectives
• References
• Content developed to support the achievement of the training objectives
• Exercises
• Test questions for self–assessment
• Test question answer keys

010_00 Describe the development process of training materials and the availability
of qualified instructors.
010_15 Exemplify typical structure for self-study material

Content of Self—study training material

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Infrastructure for training material development
review, validation, piloting and approval of
training material

Establish management
Design Develop training Review training
framework and Assign developers
output material material
development plan

Implementation
Quality assurance
Pilot training and Approve training Development
of training
train the trainer material phase output
materials

One of the most important factors in

delivering the developed training to
high-quality is the availability of
competent instructors. It is in the
development phase this is ensured

010_00 Describe the development process of training materials and the availability
of qualified instructors.
010_09 Describe the purpose of the infrastructure for training material development
010_16 Describe the importance of a prior review of training material, typical
attendees in piloting and approval of training material

For the efficient development of training materials, an adequate

infrastructure should be available, including procedures to produce training
materials, hardware, software and staff supporting the development and
production of training materials.
In order to minimize resource expenditure, to reduce re–work, to ensure
quality of training material and to preserve knowledge, it is recommended
that a computerized system for the production of training material be
provided, This facilitates the centralized management of training material
data, and for the organization of the entire knowledge base (including
reference material, digital copies of facility documentation or access to this
documentation, graphics, and digital learning technology/e–learning
modules).

Material developed for use in training programmes must be reviewed prior to

its use to ensure completeness, technical accuracy, instructional relevance
and that it supports the training objectives.
Whenever possible the material should be tested in advance of actual

132
implementation.
The goal of the review is to ensure that training materials:
• Are developed according to the established procedures (following the
prescribed formats and containing complete set of data);
• Are technically accurate and current;
• Support achievement of training objectives;
• Support the learning process
After revisions resulting from the review of training material have been made, the
training materials should be piloted on a small group of persons that include
trainees
who possess the entry level requirements expected of future trainees and other
personnel.
Ideally, this group should include the following participants:
• A subject matter expert (SME), to review the accuracy, relevance and context
of the material presented
• An instructor or other training SME to review the appropriateness of the
training methodology and training setting, and consistency of SAT application
• A line manager or ‘owner’ of the training whose staff would typically be actual
trainees on such a course
• A few ‘actual’ trainees for this training, possessing the entry level
requirements expected of future trainees

It is good practice for training and nuclear facility managers together to be

involved in the approval of training materials.

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 Instructors involvement

• Instructor involvement from

the beginning and throughout
the implementation, of the
SAT process, is highly
desirable

010_00 Describe the development process of training materials and the availability
of qualified instructors.

Instructor involvement from the beginning and throughout the

implementation, of the SAT process, is highly desirable

133
Development phase

Training materials for all training settings – including instructor and trainee material –
have been developed, reviewed, validated, piloted and approved

All training tools and aids have been acquired (developed or purchased)

Outputs
All training facilities and premises are available

Instructors required for the delivery of training in all training settings

have been selected, trained and qualified

Significant time, labour and financial resources can be saved by

using and adapting previously developed materials

Lesson learned
and Appropriate training methods and tools should be used for the effective and
reliable achievement of the defined training objectives
good practices

Competent instructors are one of the main factors in ensuring quality training.
Selection and training of instructors should not be postponed to a later stage

010_00 Describe the development process of training materials and the availability
of qualified instructors.
010_17 Describe outputs and lessons learned from the development phase

Outputs
• Training materials for all training settings – including instructor and
trainee material –
have been developed, reviewed, validated, piloted and approved
• All training tools and aids have been acquired (developed or purchased)
• All training facilities and premises are available
• Instructors required for the delivery of training in all training settings
have been selected, trained and qualified

Lesson learned and good practices

• Significant time, labour and financial resources can be saved by
using and adapting previously developed materials
• Appropriate training methods and tools should be used for the effective
and
reliable achievement of the defined training objectives
• Competent instructors are one of the main factors in ensuring quality
training.
Selection and training of instructors should not be postponed to a later
stage

134
Supporting diagram for SAT grading (example)

Examples of a supportive charts for SAT process

135
 • Summary

• All of the outputs from the design phase are used as inputs
to the development of training material during the
development phase
• Instructors to implementing the training programmes need

Session 10 to be selected, trained and qualified by the end of the

development phase
• Essential input to this phase is the selection of personnel
SAT in depth who will serve as potential candidates for the instructor
positions
Development • Training materials are developed for all planned training
courses/modules and for all lessons used in all training
settings for both the trainees and instructors
• All training materials have to be reviewed for
methodological and technical accuracy
• Piloting of training materials need to be undertaken as
appropriate and training materials has to be improved
accordingly

010_00 Describe the development process of training materials and the availability
of qualified instructors

136