Guideline
ACAD 10-001 February 2010 Revision 0
Guidelines for Initial Training and Qualification of Licensed Operators
GENERAL DISTRIBUTION
GENERAL DISTRIBUTION: Copyright © 2010 by the National Academy for Nuclear Training. Not for sale or for commercial use. All other rights reserved. NOTICE: This information was prepared in connection with work sponsored by the Institute of Nuclear Power Operations (INPO). Neither INPO, INPO members, INPO participants, nor any person acting on the behalf of them (a) makes any warranty or representation, expressed or implied, with respect to the accuracy, completeness, or usefulness of the information contained in this document, or that the use of any information, apparatus, method, or process disclosed in this document may not infringe on privately owned rights, or (b) assumes any liabilities with respect to the use of, or for damages resulting from the use of any information, apparatus, method, or process disclosed in this document.
ACAD 10-001 FOREWORD These guidelines, used in conjunction with plant-specific job and task analyses, provide the framework for a training and qualification program for reactor operators and senior reactor operators at nuclear power plants. Reactor operators are responsible for operating nuclear plant reactivity controls from a main control room, and senior reactor operators direct the activities of licensed operators. Effective January 1, 2011, this document supersedes ACAD 09-001, Guidelines for Initial Training and Qualification of Licensed Operators, January 2009. Until January 1, 2011, either document may be used as the basis for initial licensed operator training and qualification. This guideline addresses the following:
the licensing of reactor operators and senior reactor operators for the operation of existing nuclear power plants
the licensing of reactor operators and senior reactor operators for initial startup and operation of newly constructed nuclear power plants (cold licensing)
Reviewers please note the following:
The experience and education guidance for the selection of reactor operators and senior reactor operators of existing nuclear power plants, described in Section 2.0, has been updated to incorporate new reactor operator and senior reactor operator eligibility flowcharts, to include definitions for terms used in the eligibility flowcharts, and to provide examples for the application of eligibility flowchart requirements. Highlights of changes to the eligibility flowcharts include the following:
― Reactor operator eligibility requirements (Figure 2-1) recognize and apply academic equivalence to the power plant experience requirements.
― Reactor operator eligibility requirements (Figure 2-1) recognize and apply prior nonlicensed operator or licensed reactor operator experience at comparable (BWR/PWR) commercial nuclear power plant facilities.
― Reactor operator eligibility requirements (Figure 2-1) recognize and apply prior military equivalent reactor operator experience.
― Previous direct senior reactor operator eligibility requirements for the plant staff engineer and for the degreed manager or degreed nonlicensed operator have been combined into one eligibility flowchart (Figure 2-3).
― Direct senior reactor operator eligibility requirements (Figure 2-3) recognize and apply prior experience at other commercial nuclear power plant facilities.
The curriculum for reactor operators and senior reactor operators (sections 3.0 and 4.0) remains unchanged from the superseded guideline. A future revision of this
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ACAD 10-001 guideline will incorporate any new curriculum identified for the reactor and senior reactor operator as a result of job and task analyses for next-generation nuclear power plants. At that time, updates in curriculum warranted for existing nuclear power plant reactor and senior reactor operators will be included.
The evaluation of candidates described in Section 5.0 remains unchanged from the superseded guideline.
The cold licensing of new plant operators described in Section 6.0 remains unchanged from the superseded guideline.
This guideline incorporates the results of additional industry operating experience and continual industry review of initial licensed operator training program success factors. A new Appendix A has been added to this guideline to describe these success factors.
Members of the National Academy for Nuclear Training (NANT) should use these guidelines in conjunction with plant-specific job and task analysis results when establishing, upgrading, or validating reactor operator and senior reactor operator training programs. Use plant-specific information to select appropriate training program content and to reflect unique job duties, equipment, operating experience, and candidate entry qualifications. Members of NANT may use different approaches or methods than those defined herein, but members are expected to meet the intent of this guideline. Members should note that these guidelines are referenced by Nuclear Regulatory Commission (NRC) personnel when determining the eligibility of candidates for licensing, as described in NUREG 1021, Operator Licensing Examination Standards for Power Reactors. As such, proposed deviations from these guidelines for operator license candidate eligibility should be discussed with appropriate NRC operator licensing personnel early in the candidate selection process. It is the expectation of the National Academy for Nuclear Training that every effort be made to meet the eligibility requirements as outlined in this guideline at the time of candidate selection for initial licensed operator training class formation. Deviations from the eligibility requirements of this guideline when selecting candidates for initial licensed operator training and beginning the licensed operator training class should be infrequent and occur only after careful and thorough examination for need. INPO and the National Academy for Nuclear Training welcome suggestions for improving these guidelines as members gain experience in their use.
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ACAD 10-001 TABLE OF CONTENTS Section
Page
FOREWORD ................................................................................................................................... i 1.0
INTRODUCTION ..................................................................................................................1
2.0
EDUCATION AND EXPERIENCE ......................................................................................1
2.1
Reactor Operator (RO) Education and Experience Eligibility Requirements ........................1 2.2 Senior Reactor Operator (SRO) Education and Experience Eligibility Requirements ..1 2.3 Definitions......................................................................................................................2
3.0
REACTOR OPERATOR TRAINING AND QUALIFICATION PROGRAM ...................12 3.1 Fundamentals ...............................................................................................................13 3.2 Operating License and Technical Specifications .........................................................25 3.3 Plant Systems ...............................................................................................................26 3.4 Administrative Procedures ...........................................................................................27 3.5 Teamwork ....................................................................................................................28 3.6 Simulator Training .......................................................................................................29 3.7 On-the-Job Training and Evaluation ............................................................................32 3.8 Diagnostics ...................................................................................................................34 3.9 Transient and Accident Analysis .................................................................................34 3.10 Mitigating Core Damage..............................................................................................35 3.11 Human Performance Factors........................................................................................36 3.12 Final Examination Preparation ....................................................................................36 3.13 Operator Transition ......................................................................................................36
4.0
SENIOR REACTOR OPERATOR TRAINING AND QUALIFICATION PROGRAM ...37 4.1 Supervisory Skills ........................................................................................................38 4.2 Procedures and Bases ...................................................................................................39 4.3 Advanced Transient and Accident Analysis ................................................................41 4.4 Emergency Plan Response ...........................................................................................43 4.5 Simulator Training .......................................................................................................43 4.6 On-the-Job Training and Evaluation ............................................................................46 4.7 Advanced Electrical Components and Systems ...........................................................47 4.8 Final Examination Preparation ....................................................................................47 4.9 Operator Transition ......................................................................................................48 iii
ACAD 10-001 5.0
LICENSE CANDIDATE EVALUATION ...........................................................................48 5.1 Evaluation ....................................................................................................................48 5.2 Failure to Meet Performance Standards .......................................................................49 5.3 Overall Evaluation .......................................................................................................49
6.0
REACTOR OPERATOR AND SENIOR REACTOR OPERATOR CANDIDATE EDUCATION, EXPERIENCE, AND TRAINING REQUIREMENTS FOR INITIAL STARTUP AND OPERATION OF NEW CONSTRUCTION PLANTS (COLD LICENSING) ........................................................................................................................49 6.1 Cold License Reactor Operator (RO) Eligibility and Training Requirements (Figure 6.1) ..................................................................................................................50 6.2 Cold License Senior Reactor Operator (SRO) Eligibility and Training Requirements (Figure 6.2) ...........................................................................................50 6.3 Cold License RO and SRO Candidate Additional Training Requirements .................50
APPENDIX A - Key Attributes of Effective Initial Licensed Operator Training Programs LIST OF FIGURES Figure
Page
Figure 2-1: Reactor Operator Eligibility ...................................................................................5 Figure 2-2: Senior Reactor Operator Eligibility - RO Upgrade, or Direct SRO Licensed Reactor Operator at Another Facility, or Direct SRO Military RO Equivalent .....7 Figure 2-3: Senior Reactor Operator Eligibility - Direct SRO for Degreed Personnel ...........8 Figure 2-4: Senior Reactor Operator Eligibility, Direct SRO for SRO-Certified Instructor ..11 Figure 6-1: Cold License Reactor Operator (RO) Eligibility and Training Requirements.....52 Figure 6-2: Cold License Senior Reactor Operator (SRO) Eligibility and Training Requirements ......................................................................................................53
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ACAD 10-001 1.0
INTRODUCTION This document provides guidelines for the development of initial reactor operator and senior reactor operator training and qualification programs. Although these guidelines use the terms reactor operator and senior reactor operator, operations department organizations, job classifications, titles, and responsibilities vary among plants. Candidates must meet the medical requirements outlined in industry standards and regulatory requirements. These guidelines describe major subject areas and topics to define the reactor operator and senior reactor operator training and qualification programs. Plants should determine the plant-specific content of each program and the associated subject areas and topics in the design phase of the training program. The sequence and methods of training are established during the design phase of the training program. Training programs may use the classroom, simulator, and laboratory as well as the plant to train and qualify candidates effectively for licensed operator positions. Information regarding training design and development can be found in INPO 85-006, Principles of Training System Development. The continuing training program for licensed operators is discussed in INPO 07-001, Guidelines for Continuing Training of Licensed Personnel.
2.0
EDUCATION AND EXPERIENCE The educational and experience requirements in this document are based on industry and regulatory guidance. As noted in the eligibility flowcharts, the power plant experience requirements may be met by experience gained at the site reactor, other commercial reactors, or military reactors. In some cases, experience requirements may be met by a combination of both experience and education, as outlined in the eligibility flowcharts.
2.1
Reactor Operator (RO) Education and Experience Eligibility Requirements
2.1.1 Education – The candidate possesses a high school diploma or equivalency certificate. 2.1.2 Experience – The candidate has at least three years of power plant experience, as defined by Figure 2-1, and at least six months on site at the facility for which the license is being sought. Additional nonlicensed operator, commercial reactor operator, or military reactor operator experience is required, as defined in Figure 2-1. 2.2
Senior Reactor Operator (SRO) Education and Experience Eligibility Requirements Candidates with a current reactor operator license at the nuclear power plant site for which SRO candidacy is being considered are considered to be RO upgrade candidates. All other candidates, including those who have held licenses at other commercial nuclear
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ACAD 10-001 plants or have appropriate experience at military reactors, are considered to be direct SRO candidates. 2.2.1 Education – Each candidate possesses a high school diploma or equivalency certificate. 2.2.2 Experience – Each candidate should spend at least six months at the facility for which the license is being sought. Eligible candidates for senior reactor operator fall into four general categories:
individuals with current experience as licensed reactor operators at the candidates' site – Personnel in this group are considered RO upgrade candidates. (See Figure 2-2.)
individuals with equivalent experience as licensed reactor operators at other commercial or military reactors – (Experience at other large-scale reactors may also qualify on a case basis.) Personnel in this group are considered direct SRO candidates. (See Figure 2-2.)
individuals with engineering degrees or the equivalent and who have responsible nuclear power plant experience as power plant staff or qualified nonlicensed operators – These individuals are direct SRO candidates. (See Figure 2-3.)
individuals who have significant experience as senior reactor operator certified instructors involved in the training and evaluation of licensed operators at commercial nuclear plants – These individuals maintain their technical skills current through continuing training, including licensed operator continuing training, in-plant activities, and appropriate time on the simulator. These individuals are direct SRO candidates. (See Figure 2-4.)
Carefully evaluate the education and experience of license candidates using the flowcharts in this section. 2.3
Definitions
2.3.1 Power Plant Experience – This term, used in Figure 2-1, describes applicable work performed in fossil-fueled or nuclear-fueled electric power production plants during preoperational, startup testing, or operational activities. Experience in petrochemical, similar process plants, or steam propulsion plant design, construction, technical support, operation, maintenance, or training instruction can be substituted for applicable power plant experience. Simply observing others performing work is not considered power plant experience time. Time spent in classroom training cannot be counted toward power plant experience requirements. However, time spent in a structured, job-related development program, such as that described in Appendix A, may be considered power plant experience. Also, time spent performing job-based training and qualification activities in the plant, such as under-instruction watchstanding, on-the-job training, and task or watchstation qualification activities, can be applied toward power plant experience requirements. Time spent performing in-plant job-based training and
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ACAD 10-001 qualification activities should be specifically documented if such time is used to meet power plant experience requirements. 2.3.2 Responsible Nuclear Power Plant Experience – This term is used in Figure 2-3. Responsible nuclear power plant experience for an SRO is having actively performed as a licensed nuclear control room operator (RO), as a qualified nonlicensed operator (as defined below), or as power plant staff (defined below) involved in the day-to-day activities at a commercial nuclear power plant facility. Time spent in classroom training cannot be counted toward responsible nuclear power plant experience requirements. However, time spent performing job-based training and qualification activities in the workplace, such as under-instruction execution of power plant staff duties, on-the-job training, and task or power plant staff position qualification activities, can be applied toward responsible nuclear power plant experience requirements. Time spent performing workplace job-based training and qualification activities should be specifically documented if such time is used to meet responsible nuclear power plant experience requirements. 2.3.3 Power Plant Staff – a manager, supervisor, or staff engineer responsible for the coordination and implementation of any of the following:
plant equipment controls integrated operations procedures operations maintenance radiological support modifications maintenance planning work control chemistry accredited training
2.3.4 Total Military Nuclear Experience – The start date for calculating total military nuclear experience is that date on which military nuclear power plant related initial training is completed. For United States Navy personnel, this is the date on which the candidate graduates from nuclear power school prototype training. For other military personnel, similar dates for candidate training completion are used for calculation. End dates are calculated using military discharge dates or dates the candidate no longer holds the applicable military nuclear qualifications. 2.3.5 Qualified Nonlicensed Operator – qualified for all power block and safety systems operation–Time as a qualified nonlicensed operator counts from the day the last such power block or safety system operation watchstation qualification is attained. 2.3.6 Comparable (BWR/PWR) Facility – a commercial power reactor of either BWR or PWR design, regardless of vendor or vintage within that reactor design type
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ACAD 10-001 2.3.7 Six Months On Site Requirement – Time spent in plant access, radworker, utility new employee orientation training, and time in classroom training for the intended position cannot be counted toward the six months on site requirement. However, time spent in an RO or SRO planned licensed operator orientation program, such as that described in Appendix A, counts toward the six months on site requirement for figures 2-1 through 2-4. Also, time spent performing job-based training and qualification activities in the workplace–such as under-instruction watchstanding or power plant staff duties, on-thejob training, and task, watchstation, or power plant staff qualification activities–may be counted toward the six months on site requirement requirements for figures 2-1 through 2-4. Time spent in workplace job-based training and qualification activities should be specifically documented if such time is used to meet the six months on site requirement.
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ACAD 10-001 Figure 2-1: Reactor Operator Eligibility Does candidate have a high school diploma or equivalent? NO
YES POWER PLANT EXPERIENCE: Commercial experience (months): Nuclear: Fossil: Total military nuclear experience (months): 2 Academic Equivalence: (18 months maximum credit) for candidates with bachelor of science degree or equivalent in engineering, engineering technology, or related sciences; or a professional engineer license - OR Academic Equivalence: (9 months maximum credit) for candidates with associate of science degree or equivalent in engineering, engineering technology, or related sciences TOTAL power plant experience: Is total power plant experience greater than 36 months?
_____ months _____ months _____ months _____ months
NO _____ months
_____ months
YES Does candidate have at least 6 months performing plant operational duties as a nonlicensed operator on site? (qualified for all power block and safety systems operational duties) - OR Does candidate have at least 12 months performing plant operational duties as a nonlicensed operator at a comparable (BWR/PWR) facility? (qualified for all power block and safety systems operational duties) - OR Does candidate have at least 6 months performing plant operational duties as an ACTIVE licensed reactor operator (per 10 CFR 55.53(e)) at a comparable (BWR/PWR) facility? - OR Does candidate have at least 24 months in position equivalent to the reactor operator position at a military reactor? (qualified to manipulate or direct the manipulation of control rods) Reactor Operator Engineering Officer of the Watch / Propulsion Plant Watch Officer Engineering Watch Supervisor / Propulsion Plant Watch Supervisor
NO
YES Does candidate have at least 6 months on site? NO YES Eligible for RO Training
5
Not Eligible for RO Training
ACAD 10-001 NOTES FOR FIGURE 2-1: These notes are intended to help clarify Figure 2-1 implementation. 1. The Figure 2-1 flowchart is now consistent with the direct SRO flowchart (Figure 2-3) in that it allows 18 months academic credit toward the 36-month power plant experience requirement for an RO candidate with a bachelor of science (BS) degree or equivalent in engineering, engineering technology, or related sciences; or a professional engineer license. 2. This flowchart allows 9 months academic credit toward the 36-month power plant experience requirement for an RO candidate with an associate of science (AS) degree or equivalent in engineering, engineering technology, or related sciences. 3. This flowchart allows a candidate with a) at least 24 months as a military RO or direct supervisor of a military RO, or b) at least 12 months as an nonlicensed operator at a comparable (BWR/PWR) facility, or c) a prior RO active license (per 10 CFR 55.53(e)) for at least 6 months at a comparable (BWR/PWR) facility to NOT have to qualify as a nonlicensed operator at the facility for which the RO license is sought. Such candidates would be allowed to enter the RO training program once they meet the 6 months on site requirement. 4. A BS-degreed candidate hired upon graduation (with no power plant experience) would need a minimum of 18 months of additional power plant experience (to get the 36 months required) and would need to qualify and spend at least 6 months as a qualified nonlicensed operator. 5. An AS-degreed candidate hired upon graduation (with no power plant experience) would need a minimum of 27 months of additional power plant experience (to get the 36 months required) and would need to qualify and spend at least 6 months as a qualified nonlicensed operator.
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ACAD 10-001 Figure 2-2: Senior Reactor Operator Eligibility - RO Upgrade, or Direct SRO Licensed Reactor Operator at Another Facility, or Direct SRO Military RO Equivalent Does candidate have a high school diploma or equivalent? RO Upgrade
Direct SRO Does candidate have 1 year or more as an ACTIVE* reactor operator at a commercial power reactor facility of the same vendor and vintage?
Has candidate performed licensed YES reactor operator duties as an ACTIVE* reactor operator for 1 year or more at the site? YES
YES
NO
YES
NO Does candidate have 1.5 years or more as an ACTIVE* reactor operator at a comparable (BWR/PWR) facility or a noncomparable commercial power reactor facility?
NO
YES
NO Does candidate have 2 years or more in a position equivalent to reactor operator position at a military reactor? (qualified to manipulate or direct the manipulation of control rods) NOT ELIGIBLE FOR SRO TRAINING
NO
Reactor Operator Engineering Officer of the Watch Propulsion Plant Watch Officer Engineering Watch Supervisor Propulsion Plant Watch Supervisor
NO
Does candidate have at least 6 months on site? YES ELIGIBLE FOR SRO TRAINING
* Must meet “active status” requirements referenced in 10 CFR 55.53(e) for the credited period to satisfy this experience requirement.
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ACAD 10-001 Figure 2-3: Senior Reactor Operator Eligibility - Direct SRO for Degreed Personnel Does candidate have a BS degree or equivalent in engineering, engineering technology, or related sciences; or does candidate have a professional engineer license?
NO
YES
RESPONSIBLE NUCLEAR POWER PLANT EXPERIENCE: Power Plant Staff:____ months A manager, supervisor, or staff engineer responsible for the coordination and implementation of plant equipment controls, integrated operations procedures, operations, maintenance, radiological support, modifications, maintenance planning, work control, chemistry, or accredited training at the current or a comparable (BWR/PWR) facility. Experience at a noncomparable facility may be credited on a 1.5 : 1.0 basis.
NO
Qualified Nonlicensed Operator: ____ months Qualified for all power block and safety systems operation at the current or a comparable (BWR/PWR) facility. Responsible Nuclear Power Plant Experience Total:____ months Is responsible nuclear power plant experience total greater than 18 months? NO YES Does candidate have at least 6 months on site? YES ELIGIBLE FOR SRO TRAINING
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NOT ELIGIBLE FOR SRO TRAINING
ACAD 10-001 NOTES FOR FIGURE 2-3: These notes are intended to help clarify Figure 2-3 implementation. 1. The Figure 2.3 flowchart combines the previous ACAD 09-001 versions of figures 2.3 and 2.4 into one flowchart. 2. A college graduate with the specified BS degree who is hired upon graduation (no prior responsible nuclear power plant experience) into a position covered under the definition of power plant staff would be eligible to enter SRO training with a minimum of 18 months responsible nuclear power plant experience (assuming the candidate would concurrently meet the 6 months on site requirement within this period). 3. An experienced power plant staff employee with the specified BS degree who is hired from another utility with a similar reactor type (BWR/PWR) and has 18 or more months in a power plant staff position at the other utility would be eligible for SRO training after meeting the 6 months on site criterion. 4. An experienced power plant staff employee with the specified BS degree who is hired from another utility and has experience on a noncomparable (BWR/PWR) reactor type can receive responsible nuclear power plant experience credit on a 1.5-to-1.0 basis. This employee would need a minimum of 27 months in a power plant staff position at the other utility to meet 18 months of performing such duties before being eligible for SRO training (assuming the candidate would concurrently meet the 6 months on site requirement within this period). 5. An experienced qualified nonlicensed operator employee with the specified BS degree who is hired from another utility with a similar reactor type (BWR/PWR) and has 18 months or more of experience as a qualified nonlicensed operator at that utility would be eligible for SRO training after meeting the 6 months on site criterion. 6. An experienced qualified nonlicensed operator employee with the specified BS degree who is hired from another utility with a noncomparable (BWR/PWR) reactor type must qualify and perform 18 months as a qualified nonlicensed operator at the site before being eligible for SRO training (assuming the candidate would concurrently meet the 6 months on site requirement within this period). Time spent as a qualified nonlicensed operator at a noncomparable reactor type cannot be counted toward SRO eligibility requirements. 7. An experienced employee with the specified BS degree who is hired from another utility with a similar reactor type (BWR/PWR) and who has a combination of power plant staff experience and qualified nonlicensed operator experience that is equal to or greater than 18 months of responsible nuclear power plant experience would be eligible for SRO training after meeting the 6 months on site criterion. 8. An experienced employee with the specified BS degree who is hired from another utility with a similar reactor type (BWR/PWR) and who has a combination of power plant staff
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ACAD 10-001 time and qualified nonlicensed operator time that is less than 18 months of responsible nuclear power plant experience would be eligible for SRO training after completing the remaining time necessary to fulfill the 18-month criterion in a power plant staff or qualified nonlicensed operator position at the new site. The candidate must also meet the 6 months on site criterion. 9. For military personnel with the specified BS degree and requisite military nuclear experience (qualified in the military to manipulate control rods or supervise the manipulation of control rods), the flowchart in Figure 2.2 would be used to determine direct SRO eligibility. If the candidate is not qualified in those positions in the military, the employer may use the flowchart in Figure 2.3 with no credits for military time; and the candidate would need 18 months in a power plant staff position or 18 months as a qualified nonlicensed operator to meet the responsible nuclear power plant experience eligibility requirements for SRO training. 10. If an employee completes the specified BS degree during his or her employment in a power plant staff or qualified nonlicensed operator position, experience in that position prior to obtaining the degree will count toward the 18 months of responsible nuclear power plant experience needed for SRO eligibility.
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ACAD 10-001
Figure 2-4: Senior Reactor Operator Eligibility, Direct SRO for SRO-Certified Instructor NO Does candidate have a high school diploma or equivalent? YES Has the candidate successfully completed the same training as a licensed SRO, including generic fundamentals?
NO
YES
Has the candidate been certified at an equivalent SRO level by the utility or by an NSSS vendor training program?
NO
YES SRO level certified instructor at the current or a commercial power reactor facility of the same vendor and vintage: (@ 1:1 basis) ____ years
NO
SRO level certified instructor at a comparable (BWR/PWR) facility or a noncomparable commercial power reactor: (@ 1.5:1 basis) ____ years Is total SRO certified instructor experience greater than 4 years? YES
NO
Does candidate have at least 6 months on site? YES NOT ELIGIBLE FOR SRO TRAINING
ELIGIBLE FOR SRO TRAINING
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ACAD 10-001 3.0
REACTOR OPERATOR TRAINING AND QUALIFICATION PROGRAM These guidelines are designed to prepare an individual for assignment to reactor operator (RO) duties. Typically, the RO license candidate will have served in the nonlicensed operator position and previously may have completed some of the training requirements of this program. Plant management may exempt an RO license candidate from some training, as described in ACAD 02-004, Guidelines for the Conduct of Training and Qualification Activities. A reactor operator must be competent to operate the controls of a nuclear power plant. This competence is based on the following:
understanding of the concepts, philosophy, and RO responsibilities with respect to reactivity management and reactor core safety knowledge of systems and components over which operators have responsibility and control knowledge of administrative procedures and regulatory requirements established for controlling the plant skill in manipulating plant controls ability to apply theoretical knowledge to practical situations understanding of probabilistic safety assessment concepts and the importance of key components to accident mitigation ability to diagnose plant status and to initiate corrective actions based on available information ability to use plant procedures and technical specifications to implement appropriate actions under normal, abnormal, and emergency plant conditions ability to place the plant in a safe condition when faced with uncertain or unexpected conditions ability to control and coordinate activities of subordinates and others effectively ability to act as an effective member of the control room shift team
This training program consists of the following subject areas:
Fundamentals Operating License and Technical Specifications Plant Systems Administrative Procedures Teamwork Simulator Training On-the-Job Training and Evaluation Diagnostics Transient and Accident Analysis Mitigating Core Damage Human Performance Factors
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ACAD 10-001 3.1
Final Examination Preparation Operator Transition
Fundamentals The RO license candidate needs sound fundamental knowledge to understand the operation of systems and integrated plant operations and to diagnose system/component problems. Listed below are the basic topics to address, as well as specific areas of knowledge the candidate needs.
3.1.1 Mathematics Recognize and use mathematical functions and equations. This information is necessary to understand technical information such as reactivity and heat balance calculations to enhance the control of plant evolutions.
basic mathematical concepts — basic arithmetic functions — fractions and decimals — percentages — square roots — averages calculator use scientific notation — number conversion — application dimensional analysis — conversion of units of measurement — unit modifiers algebra — algebraic equations — basic equation-solving basic geometry and trigonometry — areas and volumes of basic geometrical shapes graphs and control charts — graphing data — obtaining and interpreting information from graphs and control charts — using nomographs — logarithms and exponential functions — base 10 — natural rate concepts – mathematical descriptions of dynamic situations or systems such as the following: — radioactive decay and equilibrium activity — reactor kinetics — fission product poisons 13
ACAD 10-001 — general heat transfer — plant parameters — process controls (rate, lead-lag, time constants) 3.1.2 Classical Physics Define and describe classical physics characteristics in relation to the physical processes in a nuclear power plant.
units pressure temperature flow volume mass weight distance velocity and acceleration energy power mechanical principles equilibrium conditions energy conservation density, height, and temperature effects on process fluids energy (potential, kinetic) fluid mechanics force heat laws of motion power temperature measuring systems temperature conversions velocity and acceleration work pressure measuring systems level measuring systems
3.1.3 Engineering Drawings, Diagrams, and Schematics Interpret the symbols used in engineering drawings, diagrams, and schematics; and use them in the performance of licensed duties such as writing a clearance for system/component isolation.
electrical schematics, and wiring and logic diagrams piping and flow diagrams 14
ACAD 10-001
instrument logic diagrams isometric drawings
3.1.4 Electrical Science Recognize and explain the operating principles and application of electrical components encountered on the job.
basic electrical theory — electron theory — electricity — static — magnetism — methods of producing voltage — units of electrical measurement — basic electrical circuits — electrical and electronic symbols — principles of circuit protection direct current (DC) — basic DC theory — simple circuits alternating current (AC) — basic AC theory — simple circuits — impedance — capacitance and capacitive reactance — inductance and inductive reactance applied electrical concepts — electrical hazards and personnel safety — DC motors — DC generators — AC motors — AC generators — motor-generators — inverters — rectifiers — uninterruptible power supplies — real power, reactive power, and apparent power — power factor — transformers — voltage regulators — batteries and chargers — in-plant electrical switchgear — switchyard switchgear — automatic bus transfer devices
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ACAD 10-001 — — — — — — — — — — — — — — —
paralleling power supplies synchroscopes ground detectors effects of grounds fuses magnetic overloads circuit breakers disconnects thermal overloads undervoltage coils shunt coils protective relays bistables relays valve motor-operators and associated components (for example, torque switch)
3.1.5 Instrumentation and Control Explain the operating principles of basic sensors, instruments, and control systems used in plant systems, including the effects of potential instrument failures.
basic sensors and detectors — temperature sensors — pressure sensors — vacuum sensors — differential pressure sensors — level sensors — flow sensors — position indicators — vibration sensors — smoke/fire detectors — speed sensors factors affecting accuracy and reliability of instrumentation — effects of loss of electrical power — environmental effects on reactor water level indications (BWR) — environmental effects on pressurizer and steam generator water level indications (PWR) — effects of reference leg draining or failure — compensation for density/temperature — problems related to human error, (for example, parallax, scale interpretation, valve lineup) neutron detector principles — types of neutron detectors — construction — features and limitations of design
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ACAD 10-001
— operation — symptoms of instrument failure — methods of gamma discrimination — calibration — effects of detector positioning — effects of core alteration and loading pattern — effects of core voiding — effects of coolant temperature changes control systems — analog channels — digital channels — basic process control — basic control circuits — controllers and positioners — final control elements — logic diagrams — pneumatic/hydraulic devices — failure symptoms — basic troubleshooting techniques from an operational perspective plant computers — basic operation and design — failure modes — information access and availability — information use and reliability
3.1.6 Nuclear Physics and Reactor Theory Explain nuclear physics and reactor theory principles for power reactors. During simulator training, instructors demonstrate and reinforce reactor theory principles that affect plant operations to provide license candidates with an understanding of reactivity management control. (See Section 3.6.1.)
atomic structure — atomic mass unit — atomic particles nuclides and isotopes — definitions — symbols basic radiation theory — radiation types — radioactive decay process types of neutrons — delayed — prompt — slow — fast
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ACAD 10-001
— source — thermal and epithermal nuclear interactions and reactions — neutron-scattering interactions — neutron-absorption interactions — ionization — cross sections — radiation interactions — neutron flux mass and energy conversion — critical energy — energy released in reactions — binding energy — mass defect fission process — neutrons associated with fission — neutron life cycle — six-factor formula — criticality — factors affecting the neutron life cycle — delayed neutron precursors — theory of fission process — neutron generation during fission — energy production from the fission process decay heat — definition — sources — effects — rate — determination of load reactor kinetics — delayed neutron fraction — reactivity — reactor period/startup rate — reactivity coefficients and variations — moderator temperature — Doppler — void — power — pressure — control rod worth — poisons — fission product — burnable — nonburnable — soluble (PWR)
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ACAD 10-001
— transient reactor behavior — subcritical multiplication reactor operation — reactor parameters — average coolant temperature (PWR) — reference coolant temperature (PWR) — delta coolant temperature — coolant temperature — saturation temperature/pressure relationship — reactor power — core burnup — fuel, clad, and coolant temperature profiles — core power distribution — quadrant power tilt (PWR) — flux profiles and local power density — delta-flux (PWR) — effects of xenon oscillations (PWR) — effects of not meeting control rod insertion limits (PWR) — effects of mispositioned control rods — effects of excessive control rod withdrawal — effects of dropped control rod — reactor startup and shutdown — reactor response to control rod movement — reactor response to standby liquid control system initiation (BWR) — reactor response to recirculation flow rate changes (BWR) — reactor response to boration and dilution (PWR) — shutdown margin — initial fuel loading or refueling — initial or postrefueling testing — neutron sources — control rod estimated critical position — reactivity balance calculations — inverse count-rate ratios (1/m) — count rate doubling — changes in operating characteristics over core life
3.1.7 Plant Chemistry Understand basic chemistry fundamentals related to maintaining water purity in primary and secondary plant systems.
chemistry fundamentals — mixtures, solutions, and compounds — properties of gases and gas laws — units of measure — periodic table
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ACAD 10-001
— ion exchange theory — pH — total dissolved solids — conductivity — acids and bases — corrosion — chloride stress — cathodic — galvanic — caustic stress — intergranular stress — conditions necessary for corrosion — materials susceptible to corrosion — effects of corrosion on plant systems condensate and feedwater chemistry — parameters monitored — actions for out-of-specifications results reactor water chemistry — monitoring of parameters — actions for out-of-specification results — limits for technical specifications — control and removal of impurities — lithium hydroxide control (PWR) — radiochemistry — analytical results and core conditions, including normal values — parameter changes during accidents and transients — failed fuel indications — sampling methods (normal and postaccident) — radiolysis and recombining of water — buildup of impurities caused by boiling (BWR) — effects of impurities on fuel cladding — intrusion of contaminants (resin, oil, organics) — boron concentration calculation for reactivity control (PWR) — chemistry effects on radiation field control and source terms steam generator chemistry (PWR) — fill and drain — conditions for layup — heatup — intrusion of contaminants (resin, oil, organics) — methods of sampling — parameters monitored — actions for out-of-specification results — buildup of impurities caused by boiling — effects of impurities on steam generator materials — control and removal of impurities
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principles of water treatment — water treatment processes — effects of high temperature on resins — grades of water — ion exchangers — demineralizers — reverse osmosis hazards and industrial safety requirements associated with chemicals and gases used in the plant — caustics — acids — toxic chemicals — compressed gases — flammable gases — flammable liquids
3.1.8 Heat Transfer, Fluid Flow, and Thermodynamics Apply heat transfer, fluid flow, and thermodynamic principles to plant operation during normal, abnormal, and emergency operating conditions.
basic thermodynamics — temperature — sensible heat — latent heat of vaporization and condensation properties of water and steam — pressure-temperature relationship — basic steam-water cycle — efficiency and factors affecting efficiency (for example, condensate depression or subcooling) — specific heat — subcooling — saturation — superheating principles of thermodynamics — first law — second law — gas laws — heat transfer mechanisms — vapor-compression systems properties of fluids — viscosity — density — steam tables/Mollier diagram — properties of gases principles of fluid flow — laminar flow
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— turbulent flow — two-phase flow — Bernoulli’s principle (applied to fluid flow) — fluid flow in a closed system — water hammer causes, effects, and avoidance — heating a closed system — draining a closed system — filling and venting — effects of throttling valves components — valves — types, construction, and applications (gate, globe, butterfly, diaphragm, check, relief, safety) — types of operators (motors, pneumatics, solenoids, hydraulic, manual) — precautions and limitations for operation — operation and operating characteristics (initial positioning, position determination, throttling) — common problems and industry experience (excessive packing leakoff, failure to stroke) — postmaintenance testing (stroke timing, packing leakoff) — pumps — types, construction, and applications (centrifugal, positive displacement) — precautions and limitations for operation — operation and operating characteristics (speed, flow, head, power, shutoff head, runout conditions, net positive suction head, cavitation) — common problems and industry experience (excessive shaft packing leaks, vibration, overheating, gas binding, vortexing) — postmaintenance testing (flow verification testing, vibration monitoring) — heat exchangers, steam generators, and condensers — types, construction, and applications (counterflow, parallel flow, cross flow) — precautions and limitations for operation — operation and operating characteristics (flow, temperature, pressure) — common problems and industry experience (scaling, silting, microbiological growth, tube plugging effects) — postmaintenance testing (air testing, temperature and flow verification testing) — other components such as orifices, jet pumps, air ejectors, and eductors reactor heat transfer and fluid flow — forced circulation coolant flow — natural circulation coolant flow — indications of heat transfer and fluid flow — factors affecting natural circulation — heat generation during operation — heat production when shut down — heat removal after shutdown — reactor power distribution — fuel temperature profile
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ACAD 10-001 — — — — — — — — — — — — — — —
boiling heat transfer critical heat flux onset of transition boiling (BWR) departure from nucleate boiling (PWR) core flow distribution thermal-hydraulic limits and bases linear heat generation rate (BWR) minimum critical power ratio (BWR) average planar linear heat generation rate (BWR) axial power imbalance (PWR) hot channel factors (PWR) control rod insertion limits (PWR) reactor power limits core heat balance calculations effects of core flow oscillations (BWR)
3.1.9 Materials Science Discuss material science principles related to metals and other structural and component materials used in nuclear plants, including plant system limitations resulting from environmental conditions.
properties of metal — strength — hardness — ductility — effects of flaws — effects of stress — effects of strain — effects of chemical impurities — effects of temperatures and temperature gradient plant material problems — pellet-clad interaction — fuel densification — fuel/clad/vessel neutron embrittlement — hydrogen embrittlement — intergranular stress corrosion cracking — fatigue failure/work hardening — core burnup effects on fuel — steam generator tube corrosion mechanisms (PWR) — steam generator tube failure (PWR) — steam generator repairs (PWR) — core shroud cracking (BWR) — cobalt activation effects on radiation field control — corrosion (for example, reactor recirculation pipe cracking) — erosion
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ACAD 10-001
thermal shock/stress — definition — causes and effects brittle fracture — minimum pressurization temperature — heatup/cooldown limitations — head tensioning limits and bases — irradiation effects pressurized thermal shock (PWR) — conditions that contribute to pressurized thermal shock — susceptible materials — operational conditions to determine if pressurized thermal shock limits are exceeded
3.1.10 Radiological Protection Have a broader, more in-depth knowledge of radiological protection principles than normally provided in general employee training.
types and characteristics of radiation — alpha — beta — gamma — neutron in-plant sources of radiation — fuel — activation — effects of hydrogen and zinc addition (BWR) effects of radiation on matter — effects on plant materials — biological effects and risks associated with radiation exposure units of radioactivity, radiation, and contamination measurement, including curie, disintegrations per minute (dpm), roentgen, radiation absorbed dose (rad), roentgen equivalent man (rem), and counts per minute (cpm) regulatory and administrative radiation exposure and contamination limits radiological consequences of spill control and recovery radiological consequences associated with fuel handling methods of reducing radiation exposure — time — distance — shielding — piping flushes — identification of changing radiological conditions, including effects of power changes on radiation field — design (for example, cobalt reduction)
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3.2
as low as reasonably achievable (ALARA) program — exposure minimization during routine activities — prejob planning — postjob reviews — decontamination — reduction of acute exposure during special activities — application in the design modification process — controls for high and very high radiation areas contamination control — controlled areas — protective clothing — respirators — decontamination — site controls and limits — sources of contamination — methods to reduce contamination radiological incident reports detector principles — operation theory of basic radiation detectors — personnel dosimetry — portable radiation detectors — process radiation monitors — area radiation monitors — effects of reactor power level on radiation monitors — continuous air monitors
Operating License and Technical Specifications Licensed operators are responsible for operating nuclear power plants in accordance with the plant operating license and technical specifications. Therefore, RO license candidates require knowledge of the operating license as well as the organization, content, and application of the technical specifications. Present system-related technical specifications and bases during applicable plant systems training. Topics should include the following:
requirements for operating license an introduction and overview of the organization and content of technical specifications requirements and bases for technical specifications and definitions — safety limits — limiting safety system settings — limiting conditions for operation (LCO) — surveillance requirements — design features — administrative controls
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3.3
an understanding of how to apply LCO action statements plant clarifications of individual technical specifications (that is, interpretations and explanations)
Plant Systems The RO license candidate who has worked as a nonlicensed operator has received training and will be experienced on many plant systems. However, to ensure completeness of and consistency in knowledge of all reactor operator license candidates, provide structured in-depth training for each system. To prepare the license candidate for operating in the control room, stress the controls and indications for each system that is used for plant operations and to diagnose abnormal conditions. Plant systems training also should relate theoretical concepts presented in the fundamentals program to specific applications in the plant. During systems training, review all plant systems controlled or monitored in the control room, especially those relevant to nuclear safety and plant reliability. Include associated parameter values, control room indications and controls, interlocks, annunciators, postulated malfunctions, and operating procedures and limitations associated with each system. Emphasize integrated plant operations and operator response during surveillance testing and during normal, abnormal, or emergency operating conditions. Topics include the following:
purpose of the system importance of the system to nuclear safety, including why the proper lineup is necessary for system operability normal and alternate power supplies associated system operating precautions, limitations, and setpoints; and the bases for these interrelationships with other systems and units (if applicable) alternate methods for accomplishing the purpose of the system through the use of another system automatic features of system operations alternate/manual/local methods of system and component operation effective monitoring of the system (local, remote, computer displays and alarms) associated remote and local instrumentation, indications, alarms, and controls knowledge of data logging devices failure modes of controls and vital instruments, including design features that could result in erroneous operation or indication normal values of significant parameters relationships between significant parameter values chemistry control and potential adverse effects of inadequate chemistry control
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ACAD 10-001 3.4
related technical specifications, with emphasis on action statements requiring prompt actions (for example, one hour or less) related normal operating procedures related surveillance procedures related alarm response procedures related abnormal and emergency operating procedures effects of changing environmental conditions function and purpose of system components, including their importance to nuclear safety components, including locations and characteristics types of components, with emphasis on those applications common to the plant methods for determining the positions of the various valves design considerations, capabilities, and limitations related to component operation interlocks associated with components associated industrial safety precautions potential modes of component failures and industry experience related to component failure (for example, thermal binding of gate valves) importance of and method for testing redundant components or systems
Administrative Procedures Train each RO license candidate on procedures, policies, and practices related to administrative requirements, stressing an understanding of management expectations with respect to reactor operator performance. Explain the document hierarchy system from regulatory requirements to station requirements, including the use of the final safety analysis report. In addition, training sessions (such as simulator training) should reinforce administrative requirements and management’s operating philosophy for safe, reliable, and proper plant operation. Topics include the following:
reactor operator position description station and department policies and directives standing orders/night orders shift turnover key control fitness-for-duty operator logs operator aids operator workarounds shutdown safety use of normal, abnormal, and emergency operating procedures use of alarm response procedures use of surveillance procedures emergency plan and implementing procedures 27
ACAD 10-001 3.5
adverse weather temporary procedure changes containment entry procedures work control processes equipment tagout and clearance procedures temporary modifications and use of jumpers instrument out-of-service procedures radiation protection procedures radiation work permits environmental release permits for all effluents administrative radiation protection limits plant modification procedures document and drawing control maintenance, engineering, and training processes environmental qualification of equipment system checklists and lineups locked and administratively controlled valves independent and concurrent verification plant security industrial safety confined space entry fire protection and fire-fighting procedures chemistry control procedures chemical storage, handling, and control procedures foreign material exclusion radioactive waste-handling procedures system load dispatcher duties (as related to plant operation) fuel-handling and core-loading procedures
Teamwork The skills and knowledge developed and improved during teamwork training enhance the RO license candidate’s ability to function effectively as a member of the control room shift team. For any group to function effectively, its members must possess both technical and teamwork skills. When resources are limited or actions must be taken promptly, teamwork becomes increasingly important. Team deficiencies considered insignificant during normal operations may become obstacles during decision-making and action initiation under abnormal conditions. Teamwork training can be introduced in the classroom using in-house and industry operating experience. Teamwork skills should be continually reinforced during day-to-day work and training activities. Topics include the following:
communications interaction among team members of different personality types 28
ACAD 10-001
anticipation and recognition of error-likely situations (for example, self- and peerchecking) questioning to obtain needed information advocacy of a position or concern command, control, and leadership, and a commitment to achieve team goals constructive conflict management within the control room shift team and with other plant personnel self-critique of individual and team performance
Specific information on teamwork training is provided in INPO 88-003, Guideline for Teamwork and Diagnostic Skill Development, and SOER 96-1, Control Room Supervision, Operational Decision-Making, and Teamwork. 3.6
Simulator Training A simulator provides a means of training RO license candidates to manipulate plant controls during routine evolutions and to cope with nuclear plant transients and accidents. It is an especially valuable tool because it gives candidates hands-on experience. It is essential that the simulator used for training have operating characteristics similar to those of the plant (that is, a plant-referenced simulator). As proficiency is gained, the most effective training will be realized when candidates are trained as part of a team, with each candidate serving in the various reactor operator positions. Some training in which candidates participate in positions other than those for which they are being trained will enhance both individual and team training. Simulator training should emphasize normal startup, operation, and shutdown evolutions, in addition to plant transient, abnormal, and emergency responses. Sequence simulator training from normal evolutions to normal evolutions with minor malfunctions and eventually to more difficult and complex transients. The use of in-house and industry operating experience enhances realism in simulator training. Have instructors, RO license candidates, and line managers identify and correct performance problems to improve individual and team performance. Classroom presentations should directly support simulator training to provide the necessary knowledge and technical basis for operator actions. Simulator training allows RO license candidates to accomplish the following:
Conduct plant operations from the control room in a safe, reliable, and professional manner. Apply fundamental principles and knowledge to varied plant operating conditions. Demonstrate a conservative approach to reactor core safety. Maintain the proper attitude and professional demeanor for each operating position involved in this training. Demonstrate good watchstanding and communications practices. Function effectively as a member of a control room shift team. Coordinate plant-related activities from the control room effectively. Respond to integrated plant operating conditions. 29
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Anticipate the response of parameters being controlled. Develop methods to maintain vigilance and awareness of plant conditions and trends in operations. Recognize the symptoms and mitigate the consequences of abnormal and emergency conditions. Analyze available information and diagnose problems. Anticipate plant response to degrading conditions, and take appropriate action to mitigate the consequences. Use specific nuclear plant procedures and technical specifications effectively. Develop an awareness of events that have occurred at nuclear stations and the lessons learned from those events.
3.6.1 Reactor Startup Training Reactor operator license candidates should demonstrate proper and safe manipulations of a nuclear power plant’s controls during a reactor startup. Have each candidate perform reactor startups on a simulator of a similar plant type. Include management philosophy on reactivity management in training, with in-depth discussions of in-house and industry operating experience on reactivity control. The RO license candidate should perform the following:
Demonstrate a conservative approach to operations involving core reactivity changes. Predict nuclear instrument response during startup. Identify when the reactor is critical and the point of adding heat is reached. Use all available instrumentation during the startup, with emphasis on normal and alternate reactor power indications. Use applicable reactor startup procedures and technical specification LCOs, and apply action statements. Respond to abnormal conditions that occur during reactor startup operations.
3.6.2 Normal Integrated Plant Operations Reactor operator license candidates should manipulate equipment controls and meet administrative requirements for normal integrated plant operations with minor malfunctions using the following types of documents and procedures:
integrated plant operating procedures (for example, startup, shutdown, refueling) operating license and technical specifications normal operating procedures surveillance test procedures performance test procedures alarm response procedures special test procedures (for example, turbine torsional testing)
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ACAD 10-001 3.6.3 Plant Transient and Emergency Response Plant transient and emergency response using abnormal operating procedures, emergency operating procedures (EOPs), and emergency plan implementing procedures should be practiced in a simulator to provide RO license candidates with the necessary knowledge and skills to demonstrate competent job performance. In classroom training, include the technical basis for EOP actions, the terminology and structure of the EOPs, and the roles and responsibilities of the other candidates when implementing the EOPs. Topics include situations such as the following:
reactor scram/trip recirculation flow runback (BWR) turbine or generator trip turbine runback loss of coolant, complicated by the following: — small breaks with stuck-open safety or relief valves — large and small breaks located inside and outside of primary containment, including intersystem breaks loss of forced reactor coolant flow (for example, core flow instability for BWRs) steam generator leaks and ruptures (PWR) loss of all feedwater nuclear instrumentation failure(s) nonnuclear instrumentation failure(s) loss of protective system channel(s) (for example, reactor, isolation) system component failures mispositioned control rod(s) control rod drop transient multiple safety system failures inability to drive control rods anticipated transient without a scram conditions requiring use of standby liquid control system (BWR) conditions requiring emergency boration (PWR) fuel cladding failure causing high activity in reactor coolant and/or offgas malfunctions of recirculation flow control system (BWR) malfunctions of turbine and bypass valve control systems overpressurization during cold shutdown conditions loss of instrument air to an individual component loss of electrical power and/or degraded power sources (including the loss of vital and nonvital instrument buses) loss of service water loss of decay heat removal cooling loss of component cooling system or cooling to an individual component loss of condenser vacuum loss of feedwater or feedwater system failure 31
ACAD 10-001
loss of feedwater heaters inadvertent high pressure coolant injection/high pressure core spray actuation (BWR) inadvertent safety injection (PWR) main steam line break (inside and outside containment) reactor recirculation/reactor coolant pump seal failures(s) annunciator failures during both normal and emergency evolutions
Start this simulator training with exercises that involve minor malfunctions to develop skill and confidence. During such exercises, emphasize the importance of attention to detail in detecting abnormal conditions or trends, as well as practice in diagnosing and communicating problems as a team. Initially, instructor involvement should be high to demonstrate and coach proper performance. As RO license candidates gain experience, introduce exercises that involve multiple or complex failures, to improve the ability of each candidate to operate the plant using plant procedures and technical specifications. Specific information on simulator training is provided in ACAD 07-002, Guidelines for Simulator Training. 3.7
On-the-Job Training and Evaluation On-the-job training (OJT) and task performance evaluation (TPE) provide the RO license candidate with hands-on experience in shift operations under the direct supervision of a licensed operator. On-the-job training and task performance evaluation are two separate and distinct phases: training and evaluation. Administrative procedures provide guidance and structure for the conduct of OJT and TPE and define the responsibilities of licensed operators who supervise RO license candidates in the plant. Document performance by the RO license candidate during OJT and TPE. The qualification record should specify items such as the number of shift periods under instruction, reactivity manipulations to be accomplished, administrative actions to be practiced, and plant evolutions to be completed. Have each RO license candidate participate in OJT in the control room to gain operating experience on shift. Some of the control room time should be at power levels that produce electricity. During this period, the candidate performs the duties of the reactor operator under the direct supervision and guidance of a licensed RO. Required ―perform‖ evolutions in the plant, as described in the qualification guide, may be conducted in the simulator or completed by other means, as approved by line management. Specific information on OJT is provided in ACAD 91-006, Guidelines for On-the-Job Training and Evaluation. Topics such as the following should be included in OJT:
maintaining awareness of plant status — monitoring instrumentation in the control room — operating systems or components in manual and automatic modes
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— anticipating plant response to operator action — conducting shift tours, briefings, and turnovers — monitoring work in progress by maintenance personnel using procedures — understanding and applying precautions and limitations — sequencing procedure steps — identifying and correcting errors in procedures — performing system lineups — restoring systems after maintenance — investigating unexpected results — complying with technical specification limiting conditions for operation logkeeping practices — documenting problems/irregularities — documenting maintenance actions — documenting plant surveillances/performance tests — trending parameters and identifying adverse trends — documenting equipment status changes shift organization — working as a shift team member — communicating with and directing the activities of nonlicensed operators — interfacing with other plant departments — providing effective communications starting up the reactor and increasing power to the point of adding heat and establishing a heatup rate using reactivity controls shutting down the plant or reactor using reactivity controls manually controlling reactor water level (BWR) or pressurizer water level (PWR) during plant startup and/or shutdown manually controlling steam generator water levels during plant startup or shutdown (PWR) manually controlling turbine bypass valves changing reactor power by using reactivity controls operating turbine controls during turbine startup synchronizing the main generator to the grid conducting or coordinating surveillance testing of safety-related systems from the control room performing control room calculations, including heat balance, leak rate determination, estimated critical position, estimated critical boron concentration, and reactivity balance walking through the control room evacuation procedure using remote shutdown panels maintaining plant equipment status using prints and drawings for equipment tagging and clearance using computer applications related to job requirements
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ACAD 10-001 3.8
Diagnostics The skills and knowledge developed and improved during diagnostics training enhance the ability of the RO license candidate to conduct plant operations. The ability to integrate technical knowledge and skills using a systematic application of diagnostics is necessary for the continued smooth operation of the nuclear power plant. Diagnostic training develops basic skills in monitoring, interpreting, and intervening to reinforce proper selection and use of applicable plant procedures. Diagnostic training may be introduced in the classroom using in-house and industry operating experience to develop logical thought processes. Reinforce diagnostic skills continually during day-to-day training activities. Training on diagnostic fundamentals enables the RO license candidate to perform the following:
Recognize the importance of attention to detail and the early recognition of degrading or unexpected plant conditions. Monitor plant data and trends using diverse instrumentation. Differentiate between expected and unexpected plant conditions. Identify plant conditions requiring actions. Analyze potential causes of problems to identify a most probable cause. Prioritize plant problems using a systematic process. Determine and initiate appropriate corrective actions based on the prioritization. Evaluate the successes of corrective actions and respond accordingly.
Topics include the following:
monitoring—gathering information such as plant system status, symptoms, or trends to identify potential problems interpreting—analyzing information in a logical manner using technical knowledge and experience to determine the cause of problems intervening—selecting and carrying out corrective action to prevent, correct, and mitigate the consequences of problems
Specific information on developing diagnostic skills is provided in INPO 88-003, Guideline for Teamwork and Diagnostic Skill Development. 3.9
Transient and Accident Analysis The RO license candidate needs to understand transients and accidents analyzed for the plant as described in the final safety analysis report. Understanding the results of the analysis of transients and accidents, the bases for the analysis, and the effect of operator actions on the transients and accidents will enable the RO license candidate to take appropriate action in an emergency situation.
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ACAD 10-001 Topics include the following:
3.10
transient and accident identification plant characteristics considered in the safety evaluation — core power — reactor system pressure — core inlet temperature — core flow — axial and radial power distribution — fuel and moderator temperature coefficient — void coefficient — reactor kinetics parameters — shutdown rod worth and control rod insertion characteristics — initial boron concentration — time in core life probabilistic safety assessment — plant vulnerabilities — dominant core damaging event sequences — risk-important systems and components — key operator actions for event mitigation assumed protection system actions — reactor scram/trip — isolation valve closure — emergency core cooling system initiation event evaluation — cause identification — events and system operation sequence — reactor core and system performance — radiological barrier performance — radiological consequences
Mitigating Core Damage Although preventing conditions that could lead to core damage should be emphasized, shift operating crews must be able to recognize and respond correctly to mitigate the consequences of core-damaging accidents. The crews must continue to operate the plant to maintain critical safety functions during degraded core conditions. The RO license candidate should have the necessary background knowledge to meet these needs. Topics include the following:
industry operating experience case studies — Three Mile Island Nuclear Station Unit 2 accident — Chernobyl Nuclear Power Plant Unit 4 accident core-cooling mechanics critical safety parameters for monitoring core cooling
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ACAD 10-001
core damage recognition instrument and equipment performance during degraded core and containment building conditions environmental and containment atmosphere control reactor coolant chemistry hydrogen gas generation accident management — philosophy — policies and procedures — reactor operator role and responsibilities — overview of severe accident management guidelines
Specific information on mitigating core damage is provided in INPO 87-021, Guideline for Training to Recognize and Mitigate the Consequences of Core Damage, and in plantspecific severe accident management guidelines. 3.11
Human Performance Factors This training is intended to promote behaviors in individuals and teams that support safe, reliable operation. Focus discussion and exercises on desired individual, team, and organizational behavior characteristics that promote excellence in human performance. Information regarding desired behaviors is contained in the INPO document Excellence in Human Performance.
3.12
Final Examination Preparation This time is provided for RO license candidates to practice operating skills, review information, and undergo evaluation upon completion of the reactor operator training and qualification program. The candidates should be familiar with the comprehensive final examination process. This period provides candidates time for self-study, structured presentations of review topics, and operating practice in the simulator and plant. Line and training management should conduct a comprehensive evaluation to determine the overall knowledge and performance level of the candidates. The evaluations should improve the performance of RO license candidates by identifying knowledge or skill weaknesses that should be addressed prior to the final examination. Additionally, the evaluation allows line managers to review and evaluate candidates’ understanding of key principles and their abilities to operate the plant safely.
3.13
Operator Transition The final step in preparing the newly licensed reactor operator for licensed duties is an update on changes to plant systems and procedures, because license examination preparation may freeze the content of reference materials used for the examination. This includes training that may be required before individuals assume on-shift duties, such as fire brigade and first aid training. Consider needs for integrating the new operator into the operating team (reference SOER 96-1, Control Room Supervision, Operational
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ACAD 10-001 Decision-Making, and Teamwork). Additionally, review the licensed operator continuing training program to familiarize the newly licensed reactor operator with the program and its requirements. Topics include the following:
4.0
permanent and temporary plant modifications permanent and temporary procedure changes technical specification amendments new and revised station and department policies, directives, standing orders, and expectations
SENIOR REACTOR OPERATOR TRAINING AND QUALIFICATION PROGRAM The senior reactor operator (SRO) directs the activities of reactor operators and typically is responsible for coordinating activities associated with operation, maintenance, and testing at a nuclear station. Because of the increased responsibility of the position, the SRO needs to possess a scope and depth of knowledge in fundamental and technical areas, supervisory skills, and analytical abilities beyond those required for reactor operators. These additional skills, abilities, and knowledge should be acquired through education, experience, and training prior to assignment as a senior reactor operator. Direct SRO license candidates (that is, candidates who do not have experience as reactor operators) must meet the training requirements for both reactor operators and senior reactor operators to obtain all licensed operator knowledge, skills, and abilities. Additional training as described in INPO 90-003, Guidelines for the Training and Qualification of Shift Technical Advisors, is necessary if an SRO is to provide engineering expertise on shift as a shift technical advisor (STA). Senior reactor operators must be competent to direct and supervise the activities of a nuclear power plant. This competence is based on the following:
understanding the concepts, philosophy, and SRO responsibilities with respect to reactivity management and reactor core safety applying knowledge of underlying engineering principles in predicting plant responses and making decisions using in-depth plant technical knowledge effectively to monitor plant parameters and operating conditions exercising sound judgment and logical thought processes when making decisions regarding plant operation and supervision of subordinates avoiding activities that could detract from the primary responsibilities of supervising plant operation making conservative decisions, with protection of the health and safety of plant personnel and the public being of highest priority understanding probabilistic safety assessment concepts and knowing the importance of key equipment to accident mitigation instilling and supporting a commitment to excellence during day-to-day activities 37
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using procedures in the control of work activities and equipment status directing subordinates and coordinating activities to maintain nuclear safety and plant reliability and to avoid inappropriate actions that could compromise nuclear safety and plant reliability providing effective leadership to a control room shift team to promote teamwork, motivation, and a positive attitude directing that the plant be placed in a safe condition when faced with uncertain or unexpected conditions using procedures effectively to recognize and mitigate transients and accidents using in-depth knowledge of transient and accident analyses to determine that procedural actions are effective in maintaining the plant within nuclear safety boundaries during transient and accident conditions
This training program consists of the following subject areas: 4.1
Supervisory Skills Procedures and Bases Advanced Transient and Accident Analysis Emergency Plan Response Simulator Training On-the-Job Training and Evaluation Advanced Electrical Components and Systems Final Examination Preparation Operator Transition
Supervisory Skills Train each SRO license candidate in supervisory skills to lead the control room shift team effectively. Topics include the following:
transition to management — developing a broad view of plant operations — working effectively with subordinates, peers, and supervisors — understanding the management system, interrelationships, expectations, and lines of communication — fostering a work environment in which personnel are encouraged to raise concerns, and where such concerns are promptly reviewed and dispositioned communications skills — communicating expectations — using written and oral communications — providing constructive feedback — directing — listening
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4.2
coping with personnel matters — creating a motivating work atmosphere — managing different personalities — recognizing factors that could affect performance by a subordinate — providing effective discipline — establishing and monitoring standards of job performance — evaluating job performance — providing coaching to subordinates — providing career counseling — managing chronic and acute stress — recognizing causes and symptoms of aberrant behavior — adhering to plant procedures for personnel evaluations and discipline decision-making skills — analyzing problems — establishing priorities — anticipating and responding to stressful situations methods of measuring and managing risk — effects of safety and nonsafety-related system and component degradation on risk — applying probabilistic safety analysis (PSA) insights to maintenance, outage planning, and accident mitigation command and control function in all phases (normal, abnormal, and emergency) of plant operations role in station work control processes human performance behaviors — individual — leader — group — organizational planning and organizing — managing time — scheduling — anticipating problems — managing multiple activities
Procedures and Bases The SRO has a broader scope of responsibility than the reactor operator. Accordingly, the SRO license candidate must be trained in a broader range and an increased depth of procedures and requirements. Training sessions (for example, simulator training) should reinforce administrative requirements and management operating philosophy for safe and proper plant operations. This includes the technical bases for operator actions and the plant impact of improper performance. Have line management present certain topics in this training so SRO license candidates better understand management’s operating philosophy and can ask questions for clarification.
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ACAD 10-001 Topics include the following:
SRO position description, including on-shift duties and responsibilities — responsibility for startup, operation, shutdown, and refueling — supervisory responsibility — relationship and interactions with unit employees federal, state, and local regulations affecting plant operations routine notification requirements routine relationships with other plant departments methods for controlling maintenance, tests, or other activities while the plant is operating or shut down the procedures for conduct of control room operation during normal, abnormal, and emergency operating conditions station and department policies and directives — station organization — quality assurance — training — fire protection — radiation protection — chemistry — plant security — temporary procedure changes — engineering support — maintenance — temporary modifications and use of jumpers — shift turnover — independent/concurrent verification — industrial safety — equipment tagout and clearance — procurement — fitness-for-duty relationships with off-site organizations operating procedures and requirements for procedure compliance — integrated plant operating procedures — system operating procedures — alarm response procedures — surveillance procedures — abnormal operating procedures — refueling procedures — emergency operating procedures — severe accident management guidelines radiological protection procedures and ALARA requirements — radiation work permits — ALARA program — radiation exposure requirements — high radiation area key control and area entry/exit requirements 40
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4.3
— radioactive waste reduction — radioactive liquid effluents — solid radioactive waste storage and transportation chemistry requirements and procedures — hazard communication — hazardous waste operations and emergency response content of and bases for requirements in the operating license, technical specifications, and final safety analysis report National Pollutant Discharge Elimination System (NPDES) emergency plan and implementing procedures
Advanced Transient and Accident Analysis The SRO license candidate needs thorough familiarization with the transient and accident behavior of the plant as described in the final safety analysis report, because the SRO may be the only supervisor in the control room at the initiation of a transient or an accident. This training prepares the SRO to mitigate the consequences of these situations. As a member of the plant accident management team, the SRO must recognize and assess plant conditions to implement a response effectively based on appropriate emergency operating procedures. Specific information for this subject area is provided in INPO 87-021, Guideline for Training to Recognize and Mitigate the Consequences of Core Damage. Listed below are the basic topics to address, as well as specific areas of knowledge the candidate needs.
4.3.1 Reactor Thermal-Hydraulics Describe the effects of transients and accidents on reactor thermal-hydraulic conditions.
forced circulation coolant flow — conditions required for reactor recirculation pump/reactor coolant pump operation — effects of core damage on flow natural circulation coolant flow — effect of water level on natural circulation flow rate (BWR) — conditions required for initiating and optimizing natural circulation — effects of core flow instability (BWR) — two-phase flow — vapor binding/flow blockage — reflux boiling (PWR) — effect of system operation on natural circulation (such as shutdown cooling, reactor core isolation cooling, safety injection) heat transfer from fuel to ultimate heat sink — gap conductance — pellet-clad deformation effects — departure from nucleate boiling (PWR) — onset of transition boiling (BWR)
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— available heat sinks — residual heat rates 4.3.2 Radioactivity Barriers Describe the barriers between radioactivity in the fuel and the environment, including methods to prevent containment building failure during an accident.
degradation/failure mechanisms of fuel and cladding — pellet densification — cladding creep — zirconium hydriding — fuel pin water intrusion — pellet-clad interaction — internal-external pressure considerations — zirconium-water reaction and hydrogen generation — crystalline phase changes analysis and prevention of brittle fracture criteria for containment building and penetration design features of containment building — pressure suppression systems — iodine removal systems (PWR) — hydrogen control systems methods of maintaining secondary containment or penetration room atmosphere potential hazards and corrective actions associated with refueling operations and the transfer and storage of irradiated fuel procedures for containment atmosphere control
4.3.3 Accident Assessment and Management Recognize when the plant is in a transient or an accident condition and respond properly with established procedures. Understand the necessity of maintaining plant conditions within normal operating limits, because accident analyses presume that initial conditions are within analyzed bounds. Study accidents that are documented in the final safety analysis report to relate the analyses to plant behaviors for various times in core life. Topics include the following:
initial plant conditions assumed in accident analyses sequence of events that could initiate each accident expected values of critical parameters as the accident progresses anticipated indications, automatic actions, and immediate operator actions for each accident long-term actions required for core cooling and plant stabilization alternative power supplies and system lineups available to cope with the accident
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4.4
potential effects on accident progression of initial plant conditions outside the values described in accident analyses accident management — philosophy — policies and procedures, including severe accident management guidelines — senior reactor operator role and responsibility
Emergency Plan Response The SRO has a broad scope of duties and responsibilities during emergency plant conditions. The SRO is responsible for recognizing plant emergency conditions and supporting the shift manager, who performs site emergency director functions until relieved. During simulator training, provide SRO license candidates with an understanding of emergency plan response, focusing on the plant emergency plan and implementing procedures. Topics include the following:
4.5
on-shift duties and responsibilities of the SRO during plant emergency conditions — safety of the core — radiological emergencies — medical emergencies — fire fighting — natural disasters — site physical security compromise determination and execution of appropriate actions in emergency situations event classifications requirements for notification emergency response functions of designated on-site and off-site groups or organizations relationships with off-site organizations during plant emergency conditions recommendations for on-site and off-site protective actions to mitigate health and safety hazards estimation of the dispersion of radiological releases using available plant and meteorological data
Simulator Training A simulator provides a means of training SRO license candidates to direct plant operations during routine evolutions and to cope with nuclear plant transients and accidents from the control room. It is an especially valuable tool because it gives candidates hands-on experience. It is essential that the simulator used for training have operating characteristics similar to those of the plant (that is, a plant-referenced simulator). The simulator training program prepares the SRO license candidate to supervise routine evolutions and implement abnormal and emergency actions from the control room effectively. 43
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Simulator training emphasizes normal startup, operation, surveillance, and shutdown evolutions, in addition to plant transient, abnormal, and emergency condition responses. Sequence simulator training from normal evolutions to normal evolutions with minor malfunctions and eventually to more difficult and complex transients. Use of in-house and industry operating experience enhances realism in simulator training. Instructors, SRO license candidates, and line managers should identify and correct performance problems to improve individual and team performance. Classroom presentations directly support simulator training to provide the necessary knowledge and the technical bases for operator actions and the consequences of improper actions. Simulator training allows SRO license candidates to accomplish the following:
Supervise plant operations from the control room in a safe, reliable, and professional manner. Reinforce a conservative approach to reactor core safety. Maintain the proper attitude and professional demeanor for each operating position involved in this training. Reinforce good watchstanding and communications practices. Function effectively as a member of a control room shift team. Coordinate plant-related activities from the control room while maintaining a broad awareness of plant conditions. Respond to integrated plant operating conditions. Anticipate the response of parameters being controlled. Develop effective methods to maintain vigilance and awareness of plant conditions and trends in operations. Recognize the symptoms and mitigate the consequences of abnormal and emergency conditions. Analyze available information and diagnose problems. Properly classify emergency plant events, make required notifications, and recommend protective actions. Develop effective strategies to maintain and restore critical safety functions. Anticipate plant response to degrading conditions, and take appropriate action to mitigate the consequences. Use specific nuclear plant procedures and technical specifications effectively. Develop an awareness of events that have occurred at nuclear stations and the lessons learned from those events.
4.5.1 Normal Integrated Plant Operations Supervise the manipulation of controls and meet administrative requirements for normal plant integrated operations with minor malfunctions using the following types of documents and procedures:
integrated plant operating procedures (for example, startup, shutdown, refueling) operating license and technical specifications
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normal operating procedures surveillance test procedures performance test procedures alarm response procedures special test procedures (such as turbine torsional testing)
4.5.2 Plant Transient and Emergency Response Practice plant transient and emergency response in the simulator using abnormal operating procedures, emergency operating procedures (EOPs), and emergency plan implementing procedures to attain knowledge and skills to demonstrate competent job performance. In classroom training, learn the technical bases for EOP actions, the terminology and structure of the EOPs, and the roles and responsibilities of the SROs when implementing the EOPs.
reactor scram/trip recirculation flow runback (BWR) turbine or generator trip turbine runback loss of coolant, complicated by the following: — small breaks with stuck-open safety or relief valves — large and small breaks located inside and outside of primary containment including intersystem breaks loss of forced reactor coolant flow (for example, core flow instability for BWRs) steam generator leaks and ruptures (PWR) loss of all feedwater nuclear instrumentation failures(s) nonnuclear instrumentation failure(s) loss of protective system channel(s) (for example, reactor, isolation) system component failures mispositioned control rod(s) control rod drop transient failures of multiple safety systems inability to drive control rods anticipated transient without a scram conditions requiring use of standby liquid control system conditions requiring emergency boration (PWR) fuel cladding failure causing high activity in reactor coolant and/or offgas malfunctions of recirculation flow control system (BWR) malfunctions of turbine and bypass valve control systems overpressurization during cold shutdown conditions total loss of instrument air or loss of air to an individual component loss of electrical power and/or degraded power sources (including the loss of vital and nonvital instrument buses) loss of service water 45
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loss of decay heat removal cooling total loss of component cooling or loss of cooling to an individual component loss of condenser vacuum loss of feedwater or feedwater system failure loss of feedwater heaters inadvertent HPCI/HPCS actuation (BWR) inadvertent safety injection (PWR) break of main steam line (inside and outside containment) failures of reactor recirculation/reactor coolant pump seal failures of annunciators during both normal and emergency evolutions
Start simulator training with exercises that involve minor malfunctions to develop skill and confidence. During such exercises, emphasize the importance of attention to detail in detecting abnormal conditions or trends as well as practice in diagnosing and communicating problems as a team. As SRO license candidates gain experience, introduce exercises that involve multiple or complex failures to improve the ability of the candidates to supervise operation of the plant using plant procedures and technical specifications. Specific information on simulator training is provided in ACAD 07-002, Guidelines for Simulator Training. 4.6
On-the-Job Training and Evaluation On-the-job training (OJT) and task performance evaluation (TPE) provide the SRO license candidate with hands-on experience in supervising shift operations under the direct supervision of a licensed SRO. On-the-job training and task performance evaluation are two separate and distinct phases: training and evaluation. Administrative procedures provide guidance and structure for the conduct of OJT and TPE and define the responsibilities of licensed SROs supervising SRO license candidates in the plant. Document the performance of the SRO license candidate during OJT and TPE. The qualification record should specify items such as the number of shift periods under instruction, administrative actions to be practiced, and plant evolutions to be completed. Each SRO license candidate should participate in OJT in the control room to gain supervising experience on shift. Some of the control room time should be while the plant is producing electricity. During this period, the SRO license candidate performs the duties of the senior reactor operator under the direct supervision and guidance of a licensed SRO. These duties may include operation of equipment and conduct of activities during control room inaccessibility. Required ―perform‖ evolutions may be conducted in the simulator or completed by other means, as approved by line management. Specific information on OJT/TPE is provided in ACAD 91-006, Guidelines for On-the-Job Training and Evaluation.
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ACAD 10-001 4.7
Advanced Electrical Components and Systems The SRO license candidate should be able to describe the role of the electrical distribution system in maintaining nuclear safety and understand plant electrical configurations that support and maintain equipment safety functions. Portions of this training may constitute a review of fundamentals and plant systems training. Topics include the following:
4.8
control circuits for plant output and the transmission grid relationship between plant output and the transmission grid theory of operation of the transmission grid protective relaying system operating limits for transformers, generators, and motors, including the bases for these limits techniques for determining potential problems associated with deenergizing electrical buses and removing fuses considerations given prior to the restart of large motors, generators, and transformers following a trip by protective relays alternative power sources for in-plant electrical systems (including low-voltage vital and control buses) on-site emergency electrical supplies (diesels), including protective relaying, interlocks, and procedures associated interlocks for the station blackout relaying protective scheme, and procedures for power restoration procedures and practices for locating and clearing ground faults on electrical systems and components circuit breaker components and principles of operation in-house and industry operating experience related to electrical distribution
Final Examination Preparation This time is provided for SRO license candidates to practice operating skills, review information, and undergo evaluation upon completion of the senior reactor operator training and qualification program. The SRO license candidates should be familiar with the final comprehensive examination process. This period provides SRO license candidates time for self-study, structured presentations of review topics, and operating practice in the simulator and plant. Line and training management should conduct a comprehensive evaluation to determine the overall knowledge and performance level of the candidates. The evaluations should improve the performance of SRO license candidates by identifying knowledge or skill weaknesses. Additionally, the evaluation allows line managers to review and evaluate license candidates' understanding of key principles and their abilities to safely supervise plant operation.
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ACAD 10-001 4.9
Operator Transition The final step in preparing the newly licensed senior reactor operator for licensed duties is an update on changes to plant systems and procedures, because license examination preparation may freeze the content of reference materials used for the examination. This includes training that may be required before individuals assume on-shift duties such as fire brigade and first aid training. Consider methods that will smoothly integrate the new operator into the operating team (reference SOER 96-1, Control Room Supervision, Operational Decision-Making, and Teamwork). Additionally, the licensed operator continuing training program should be reviewed to familiarize the newly licensed senior reactor operator with the program and its requirements. Topics include the following:
5.0
permanent and temporary plant modifications permanent and temporary procedure changes technical specification amendments new and revised station and department policies, directives, and standing orders
LICENSE CANDIDATE EVALUATION Evaluate license candidate performance regularly during and at the completion of the training program. Evaluation measures the license candidate's progress toward achieving learning objectives. It provides feedback to line management, training management, and the candidate that serves to identify areas for improvement in the candidate's performance as well as the training program design.
5.1
Evaluation Administer progress checks and comprehensive examinations when scheduled in the training program. The recommended method of evaluation during training is through a balance of short-answer, multiple-choice, oral, and essay-type examination questions given at the conclusion of each subject area. The cognitive level of weekly and comprehensive examinations should be consistent with program objectives and content, as well as expected standards for performance. Administer a final comprehensive examination at the conclusion of training on related subject areas. This examination addresses topics in all the related subject areas and is designed to measure the ability of the license candidate to apply theoretical knowledge to plant operation. Measure license candidate performance on written examinations, on-the-job task performance evaluations, oral evaluations, and simulator evaluations against established learning objectives and standards. After written examinations have been corrected and graded, return to and review them with the license candidates in a timely manner to enhance benefits derived from the examination. Assess performance during on-the-job tasks, oral evaluations, and simulator evaluations; and advise the license candidate of the results.
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Closely monitor license candidate performance and progress toward achieving learning objectives. Monitor for satisfactory performance and for trends that may indicate potential problems. Coach and counsel license candidates periodically to address their performance and areas for improvement. The line manager(s) to which the candidate does or will report should be kept informed of the candidate’s progress and should be involved in any coaching and counseling sessions. 5.2
Failure to Meet Performance Standards If a license candidate does not meet established performance standards, line managers evaluate the candidate's potential to complete the training and qualification program and to competently carry out the duties and responsibilities of the RO or SRO position. Candidates retained in the program are given remedial training to upgrade knowledge and performance to meet the established standards. Conduct a reevaluation following remedial training to verify that the performance of the candidate meets these standards.
5.3
Overall Evaluation When a license candidate completes all training and qualification activities, line managers evaluate the overall knowledge and performance level to determine the candidate's ability to safely operate the plant and direct plant operations.
6.0
REACTOR OPERATOR AND SENIOR REACTOR OPERATOR CANDIDATE EDUCATION, EXPERIENCE, AND TRAINING REQUIREMENTS FOR INITIAL STARTUP AND OPERATION OF NEW CONSTRUCTION PLANTS (COLD LICENSING) This section of the guideline describes candidate education, experience, and training minimum requirements for licensing of reactor operators and senior reactor operators at newly constructed plants (cold licensing). The guidance is based on Appendix A of NEI 06-13A, Template for an Industry Training Program Description, Revision 1, March 28, 2008, which was accepted by the Nuclear Regulatory Commission (NRC) in December 2008 for reference in combined operating license applications for proposed new plants. Cold licensing of operators allows personnel to acquire the knowledge and experience required for licensed operator duties during the unique conditions of new plant construction and initial operation. Licensed operator candidates need not satisfy those practical and meaningful work assignments described in Section 6.3 below before entering a licensed operator training program. The practical and meaningful work assignments that have not been met at the time the licensed operator examination is administered are expected to be completed prior to the individual’s NRC operator license being issued.
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ACAD 10-001 As plant systems, components, and structures are completed, and as integrated plant operations begin, the systematic approach to training process will be used to adjust cold license class training methods and settings to optimize student learning using actual inplant training and experience opportunities as they become available. The cold licensing process will terminate after completion of the first refueling outage at the unit for which the license is applied. 6.1
Cold License Reactor Operator (RO) Eligibility and Training Requirements (Figure 6.1) The candidate should possess a high school diploma or an equivalency certificate. No prior power plant experience is required for entry into reactor operator license training.
6.2
Cold License Senior Reactor Operator (SRO) Eligibility and Training Requirements (Figure 6.2 ) The candidate should possess a high school diploma or an equivalency certificate and should meet at least one of the following prior experience or education conditions:
6.3
previous RO or SRO NRC license at another commercial nuclear plant
at least two years as a military RO or a military RO direct supervisor (engineering officer of the watch, propulsion plant watch officer, engineering watch supervisor, or propulsion plant watch supervisor)
a bachelor of science degree or equivalent1 in engineering, engineering technology, or physical sciences; or a professional engineer license
current SRO certified instructor (with specific case approval by the NRC)
Cold License RO and SRO Candidate Additional Training Requirements Additional training requirements to be completed during the candidate’s training are as follows:
Integral with training, complete a systematically designed site layout course.
Integral with training, complete a site-specific nonlicensed operator on-the-job training program for selected nonlicensed operator tasks. The selected tasks are those that are important to plant operation with regard to nuclear safety and defense-in-depth or those that are risk significant.
Integral with training, each RO and SRO candidate with less than six months of prior commercial nuclear power plant experience as a licensed operator should complete a minimum of 240 hours of structured observation of operating crews at a domestic operating nuclear power plant. The purpose of this training is to
1
Engineering equivalency is defined in ANSI/ANS-3.1-1993, Selection, Qualification, and Training of Personnel for Nuclear Power Plants.
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ACAD 10-001 familiarize candidates with the licensed operating crew roles, responsibilities, and applied techniques for maintaining the high levels of nuclear professionalism expected in an operating nuclear power plant environment. Learning objectives for this training for the RO/SRO candidate include the following: — Demonstrate an understanding of the applied techniques and behaviors used by crews at operating nuclear power plants to maintain appropriate control room decorum, conduct shift activities to high standards of operational conduct, and exhibit nuclear professionalism. — Identify the techniques used by current operating crews to interface with multiple groups in the plant and to conservatively manage competing safety and priority aspects of assigned tasks and emergent issues. — Demonstrate an understanding of concepts for nuclear defense-in-depth and contingency planning and how they are applied in day-to-day plant operations. — Identify applied techniques and practical methods used by current industry operating crews to maintain operation’s ownership and control of plant activities. To facilitate learning, it is recommended that this training include the observation of work activities performed by control room crews, nonlicensed operators in the plant areas, work control/work management personnel, clearance and tagging personnel, and the outage planning staff. Track student progress during this training by suitable means such as qualification cards and line management mentoring/oversight. Fulfillment of the objectives should be verified by appropriate evaluation methods such as oral boards. Cold license RO and SRO candidates participate in practical and meaningful work assignments for a minimum of six months. These work assignments need not be completed before members attest that the candidate has completed an accredited operator training program. However, these work assignments must be completed prior to issuance of the individual’s NRC operating license. Practical and meaningful work assignments include documented participation in preoperational testing and in one or more of the following activities:
procedure development and validation human factors engineering activities task analysis verification licensed operator classroom presentations or simulator training implementation
These work assignments allow the operator candidate to gain experience on the reactor design for which the license is sought. Therefore, structured observation training at an operating nuclear power plant (discussed above) cannot be used to reduce the duration of these work assignments.
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ACAD 10-001 Figure 6-1: Cold License Reactor Operator (RO) Eligibility and Training Requirements High school diploma or equivalent
NO
Not eligible for RO training
YES Eligible for entry into initial license reactor operator training Complete structured observation training at an operating nuclear power plant (a minimum of 240 hours for candidates with less than 6 months prior commercial nuclear plant experience as a licensed operator)
Complete a systematically designed site layout course
Perform practical and meaningful work assignments for at least 6 months (during training or prior to issuance of license)
Complete site-specific NLO training for selected tasks during training
Complete accredited initial RO license training
Pass NRC examination
Complete any remaining experience and meaningful work assignments
Candidate eligible for NRC RO license
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ACAD 10-001 Figure 6-2: Cold License Senior Reactor Operator (SRO) Eligibility and Training Requirements Previous RO or SRO NO NRC license
YES
B.S. degree or equiv. in eng, eng tech, or physical sciences, or a professional eng license
NO
Two years previous military RO or direct supervisor of the military RO
YES
NO
YES
Licensed operator training instructor with current SRO certification (specific case approval by NRC required)
NO
Not eligible for SRO training
YES
Eligible for entry into initial license senior reactor operator training
Complete structured observation training at an operating nuclear power plant (a minimum of 240 hours for candidates with less than 6 months prior commercial nuclear plant experience as a licensed operator)
Complete a systematically designed site layout course
Perform practical and meaningful work assignments for at least 6 months (during training or prior to issuance of license)
Complete site-specific NLO training for selected tasks
Complete Accredited Initial Combined RO/SRO Training
Pass NRC examination
Complete any remaining experience and meaningful work assignments
Candidate eligible for NRC SRO license
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ACAD 10-001 APPENDIX A Key Attributes of Effective Initial Licensed Operator Training Programs ACAD 02-001, The Objectives and Criteria for Accreditation of Training in the Nuclear Power Industry, establishes the standard for accrediting initial licensed operator training programs. This appendix discusses elements of an accredited initial licensed operator training program that historically have been challenging. These elements should be carefully considered in the development and implementation of initial licensed operator training. These key attributes may also be useful as a guide for program self-assessments and evaluations. Initial Licensed Operator Training Program Management and Oversight Implementing an initial licensing class is a significant endeavor that must be recognized, planned, and executed as such. Industry lessons learned show that aspects such as rushed candidate hiring, weak candidate selection, insufficient plant familiarization for direct senior reactor operator candidates, weak long-range strategies for class planning, and insufficient line management engagement in student progress point to the importance of sound application of project management fundamentals to initial licensed operator classes. Each license class has specific variables and blends of student experience that need to be uniquely considered before the class commences. Key considerations for initial licensed operator class success include the following:
Initial Licensed Operator Training Candidate Selection Process Close partnering among human resources, operations line management, and training management is needed to develop candidate selection and screening methods that consistently provide discernment of each candidate’s potential success. Additionally, candidate selection needs to be completed well before class start dates.
Initial Licensed Operator Training Program Design Some initial licensed operator training program designs have not kept pace with changes in candidate demographics, larger class sizes, and class license mix. Many utilities have found that historic class designs used successfully for many years are not being adjusted appropriately for changes in candidate background and the demographic challenges experienced in more recent years.
Successful Preparation of Reactor Operator (RO) and Senior Reactor Operator (SRO) Candidates A frequent problem with RO and SRO candidate throughput is loss of candidates because they do not have sufficiently broad plant system, plant layout, overall plant operations, or plant organizational structure and management systems knowledge to be successful in licensing class. Consider implementing a planned orientation program that includes of the following attributes:
― planned participation with operating crews to familiarize candidates with plant systems, plant orientation, and the conduct of operations
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― planned participation with various site departments, such as work management, clearance and tagging, and outage planning, to familiarize candidates with operations interfaces and the responsibilities associated with these functions
― planned interviews with plant support departments to familiarize candidates with plant administrative functions such as corrective action processes, operating experience use, industrial safety expectations, and nuclear oversight functions Note that ANS -3.1, 1993, Selection, Qualification, and Training of Personnel for Nuclear Power Plants, Section 4.1 states that time spent in a structured, job-related development program may be considered experience in meeting the requirements stated in the standard if the individual performs tasks or observes and discusses the performance of tasks similar to those that he or she will be qualified to perform. As such, time spent in this orientation program would count toward the power plant experience requirements in Figure 2-1, the responsible nuclear power plant experience requirements of Figure 2-3, and the six months on site requirements of figures 2-1 through 2-4. Customize orientation programs to the RO or SRO candidate to maximize experience specific for that position. Orientation programs should then be further tailored to the background and prior experience of each candidate. Track candidate progress during this orientation by suitable means such as familiarization guide checklists and planned line management mentoring/oversight. Fulfillment of the orientation program goals should be verified by appropriate evaluation methods, such checkouts or oral boards.
Initial Licensed Operator Training - Student Progression Oversight Implement methods such as student health cards to provide frequent and detailed status of the progress of each initial licensed operator class student. Consider activities such as the following:
― class examination grades ― qualification card progress (on-the-job training, task performance evaluation, job performance measures)
― instructor and operations line mentor comments and feedback on student classroom and in-plant performance
― remediation plan status (as applicable) ― reactivity manipulations Training and line managers should review these health cards frequently and share results with each student such that the student receives frequent and consistent feedback on performance during the licensing class. Health cards should also be reviewed at appropriate initial licensed operator training committee and senior training committee meetings to facilitate the oversight of student progress.
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Initial Licensed Operator Training Examination Strategy Implement an examination strategy for question style, degree of difficulty, examination comprehensiveness, and length throughout the initial licensed operator training to ensure candidates are prepared to take audit and final licensing examinations.
NRC and Audit Examination Development and Validation Process Procedures for the development of the NRC and audit examinations need to describe in detail the development of questions that meet regulatory guidance. In addition, early and frequent discussion with regulatory examination personnel during examination development is vital to minimize unsatisfactory examination submittals to the regulator and to eliminate last-minute surprises during examination review and approval. Thorough validation processes and procedures for both the NRC and the audit examination need to be implemented effectively. A key lesson learned is that last-minute changes to examination questions, made without rigorous validation of the changed questions or an analysis of how the changes affected the overall difficulty of the examination, has often been the primary contributor to unexpected examination failures.
Operations Training Staffing to Support the Operations Pipeline A well-planned, strategically developed operator pipeline cannot be successful without an equally wellplanned staffing strategy for operations training instructors. Many operations training staffing levels were designed in the late 1980s and early 1990s with several basic assumptions:
― Staffing assumed the ability to conduct licensed and nonlicensed operator continuing training concurrent with one initial operator training program in parallel.
― Initial license classes were limited to approximately 12 candidates, typically comprised of 8 SRO candidates and 4 RO candidates that would result in four teams of 2 SROs and one RO each.
― Simulator availability and on-shift on-the-job training time easily supported one class at a time.
― Class lengths were approximately 12 to 15 months. ― Operations and operations training attrition was low. ― License candidates were highly experienced Navy nuclear power program individuals or internal candidates from Operations. As the need for more licensed operators for each site grows, new factors are affecting operations training staffing, such as the following:
― larger class sizes, sometimes significantly above that anticipated in original staffing baselines
― concurrent initial license classes being run with significant periods of overlap ― significantly smaller pool of Navy nuclear power program candidates A-3
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― initial nonlicensed operator classes often run concurrently with license classes ― increased class lengths of 15 to 18 months, designed to ensure better throughput ― simulator use approaching 24 hours 7 days per week to support concurrent classes and requalification training needs As such, carefully consider instructor staffing for initial licensed operator training in light of these factors. Additional information on proven methods to increase initial operator licensing success and, more broadly, license operator workforce planning can be found in INPO Good Practice 09-014, Successful Operations Workforce Planning.
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