RUNNING HEAD: INPO

The National Academy for Nuclear Training Final Project Tina Snyder Post University

Author Note: This paper was prepared for Education 505, MOD D4, taught by Professor Sandra Foster

ACADEMY OF NUCLEAR TRAINING Introduction In 1979 the Three Mile Island (Londonderry Township) power station, located in

Pennsylvania, experienced a malfunction in its cooling system which destroyed one of the plants nuclear reactors. The accident caused the release of radioactive gas which though not enough to cause injuries or health effects, was enough to cause extensive public concern and confusion (Londonderry Township, 2006). In response to the TMI accident President Jimmy Carter appointed a twelve-member commission to investigate the incident and its possible impact on the health and safety of the public and of the plant personnel. This commission was headed by a man named John Kemeny, and came to be known as the Kemeny Commission (Londonderry Township, 2006). After its investigation, the Kemeny Commission recommended that the U.S. nuclear energy industry establish a set of industry standards and within nine months the Institute of Nuclear Power Operations was founded (Rennhack, 2007). In 1980 INPO identified a need to train entry-level engineers for work on nuclear power plants, so it established its training organization: The National Academy for Nuclear Training. This organization consists of the training and educational activities of all U.S. nuclear companies that are members of the National Academy and INPO (Nuclear Energy Institute, 2012). Purpose The purpose National Academy for Nuclear Training is to provide training and support for all nuclear power professionals across the United States. It offers instructor-led training sessions at its facility in Atlanta and online training sessions. It also evaluates training programs of individual nuclear power plants. These evaluations assist the plants in identifying the strengths

ACADEMY OF NUCLEAR TRAINING of the training programs offered and recommend improvements (Institute of Nuclear Power Operations, 2012). INPO Membership All U.S. organizations that operate commercial nuclear power plants are members of INPO. There are also INPO participants that include nuclear operating organizations in other countries, and engineering firms. INPO contracted with the Department of Energy to provide member and participant company employees with access to certain INPO products and services. This includes participation in training courses at INPO's offices in Atlanta and access to INPOs secure nuclear network. This network contains recommendations for training development and delivery (The Office of Health, 2011). INPOs Mission

The mission of INPOs National Academy for Nuclear Training is to strengthen training and to enhance the pride and professionalism of nuclear plant personnel (Rennhack, 2007, para. 11). It strives to administer courses that promote the development, involvement and professionalism of power plant personnel, managers and supervisors. It does so by conducting workshops and courses using actual plant components and equipment as well as scale models, and administering online training. INPOs training programs are accredited through an independent agency known as the National Nuclear Accrediting Board, and each training program must renew its accreditation every four years (Rennhack). Current Technology Utilized in Training According to ( Johnson, L., Smith, R., Willis, H., Levine, A. & Haywood, K.,2011) in The 2011 Horizon Report, in order to meet the future demands of training needs, organizations will have to adapt training methods that utilize cutting edge technology and meet the

ACADEMY OF NUCLEAR TRAINING requirements of its trainees. INPO does this by implementing the most current technology

available. The current technologies being used for training in INPO are gesture-based computing and learning analytics. Trainers in the nuclear service sector have simulators and models that immolate actual nuclear plant reactors. Trainees are able to practice procedures on these models with supervision before having to do the work on an actual reactor; thereby decreasing the opportunity for human performance error. INPOs learning analytics is currently limited to training assessment and evaluation; however this analysis is effective in its implementation of training session improvements for its own training sessions and for the training of INPO members and participants (Johnson, et. al.). Since INPO implemented its training organization the nuclear industrys training programs have been increasingly successful, and the number of professional staff and space dedicated to training has increased substantially. The investments in training have produced substantial improvements in the safety and reliability of nuclear power plants (Rennhack, 2007). Futuring and Scenarios Futuring is a science that analyzes history and current trends to explore possible alternative futures and predict future scenarios. It is an important tool for educational institutions as it encourages students to consider the possible impacts of different choices and strategies as they envision the future that they want to see (Boyd, 2011)) According to (Mietzner & Reger, 2005), in theory, are a combination of different ideas that form pictures of possible futures. As a means of forecasting future events scenarios can be useful by creating distance from the present and allowing the creation of alternative futures. Bracken (2008) states that scenarios are an ideal learning tool for instruction. They assist students in framing problems, and allow them to look at problems from alternate viewpoints. He

ACADEMY OF NUCLEAR TRAINING writes The futures unknowability makes scenarios a key tool for meeting the challenges of a turbulent world (Bracken).

Scenarios allow the mind to imagine possibilities. Through scenarios the organization can challenge its internal belief system, its corporate culture, and persuade management to rethink strategies. Scenarios also foster communication by encouraging members of the organization to share aims, opportunities, risks, and strategies. This supports coordination and improves the organizations decision-making process (Mietzner & Reger, 2005). One disadvantage in using scenarios is that can be extremely time consuming, as scenario building involves collecting and interpreting data from different sources. This requires that the participants involved in the process possess a considerable amount of knowledge concerning the situation being evaluated. For this reason selecting participants to take part in the process can prove difficult. Another disadvantage is the participants may want to slant the scenario toward the most likely situation or what they want to see happen (Mietzner & Reger, 2005). Scanning One way to build a scenario is the use of scanning, or environmental scanning. John Mahaffie describes environmental scanning as a process for monitoring an organizations internal and external environments for clues to change that could mean new threats and opportunities (2008, para. 1). Scanning is used to look for signs about how the world is changing. There are many ways to scan including reading the news, watching television, YouTube, and attending events (Mahaffie). The scanner analyzes the internal and external environment for evidence of trends that relate to the current situation. Scanning assists in determining the organizations experience, and

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understanding current external events that could affect the organization. This attempts to identify forces and change-drivers that can drive the future, and lead to alternative outcomes. Scanning is useful in forming scenarios as it forms a baseline that can be used to trend what could happen, identifies weak areas in historical data (Hines, 2006). Scanning can be challenging for researchers because of the amount of data that needs to be researched and analyzed. According to the Apollo Research Institute (2011), workers must be able to effectively filter data and focus on what is important. The skill of data filtering will become more necessary as future trends develop (p. 12). Mahaffie (2008) reminds the reader the key benefits of environmental scanning include thinking outside of the scope of the organization and early detection of changes that can affect it. Organizations use the information obtained in scanning to form future scenarios. In turn these scenarios can be used to compare what can happen with the scenario that the organization want to see happen. The gap between these scenarios is analyzed to develop strategic actions and contingency plans. By envisioning what could happen the organization can equip itself to manage the uncertainty of the future (Hines, 2006). Skilled Personnel in the Nuclear Industry The nuclear power industry faces a growing demand for skilled personnel for various tasks surrounding power plants to meet increasing energy demands: existing power plants must be refurbished; aging power plants need to be decommissioned; and new plants need to be built. Recognizing this need for future nuclear professionals the International Atomic Energy Agency (IAEA) is working with government agencies to develop policies, strategies, and to consolidate best practices in nuclear education. Included in the identified best practices are cooperation between educational and training institutions, and the use of networks and technology. Because

ACADEMY OF NUCLEAR TRAINING some countries have difficulty in accessing reactor laboratories IAEA innovative technology includes the use of virtual reactor laboratories and remote learning activities (International Atomic Energy Agency, 2011). University of Oxford (2008) states that employers need to vamp up their employees technological skills in order to remain competitive internationally. These future technological

skills, according to the Apollo Research Institutes Report, Future work skills 2020, include: use of simulations, statistical analysis of vast amounts of data, the ability to use new media effectively, being able to filter vast amounts of information, and virtual collaboration (Davies, A., Fidler, D., & Gorbis, M., 2011). Many young people entering the workforce have already developed these skills. If current employees want to remain competitive then they will have to keep up with technology by utilizing life-long learning opportunities, many of which will be found online. Web 2.0 and Social Networking Because the nuclear industry is advocating remote learning and the use of technology for training, the trend toward social networking is important. Nick van Dam (2012) defines social learning as the interaction between two or more people utilizing social media and/or other collaborative technologies to facilitate exchanges in knowledge acquisition. Organizations are finding that they benefit from these networks due to the increased speed of access to knowledge and external experts. One example of social networking is simulations which are already in place in several nuclear training centers (Dam, 2012). The 2020 Forecast: Creating the Future of Learning report (Blackboard K-12 & Project Tomorrow, (2008) states that organizations are becoming increasingly amplified by the use of social technologies. (Sobrero) Social networks are powerful tools that link learners and experts

ACADEMY OF NUCLEAR TRAINING in one shared workspace. These networks will continue to grow in popularity as they give todays learners the ability to receive information anywhere at any time (Knowledge Works, 2008). Social networks developed through the use of Web 2.0 which is defined as internet technology that connects users by utilizing blogs, wikis, and social networking (TechTerms, 2008). According to University of Oxford, Nottingham University, Sero Consulting, Kable, & Oakleigh Consulting Ltd. (2008), young people are becoming increasingly skilled at multitasking using Web 2.0 technologies by utilizing laptop computers, cell phones, and game consoles. This trend toward the use of technology affects the way in which learning is viewed

and preferred. The report, Learning in the 21st century: 2009 trends update (Blackboard K-12 & Project Tomorrow, 2009), shows that since 2006 there has been a 40% increase in students in grades 6th 12th that prefer learning online. Some primary educators are taking advantage of this preference by adding virtual learning environments to their curriculum. One such program is the HARP Project which is designed to uses augmented reality learning environments by way of wireless handheld computers that are equipped with global positioning system receivers (Harvard, 2012). These young people will be entering the workforce within the next decade and employers will need to modify training delivery in order to accommodate this increasing trend toward online learning. The nuclear industry is no exception. Demographics According to the Education Commission of the United States (ECUS) (2012), there is a rapid growth of people in the workforce who are age 65 or over. As technology advances the aging workforce will need to adapt in order to remain competitive in the job market (Education Commission of the United States).

ACADEMY OF NUCLEAR TRAINING One way older workers will adapt will be to enroll in continuing education courses. This need will increase the demand for postsecondary education. According to Ross-Gordon (2011),

projections of higher education enrollment from 20072018 suggest that the number of students over twenty-five will remain stable or increase during the current decade, and that 73 percent of those students could be viewed as nontraditional (para. 1). These nontraditional students include adult learners who are employed full-time and are attending college part time. Influencing this trend are changes in technology and shifting workplace demands. These trends in demographics will impact my project because it will be challenging to employers to adapt their training methods and design training that will fulfill the needs of adult learners while still managing to keep younger trainees motivated and engaged. The Future of INPOs Training Program INPOs future training program for nuclear power workers will become less and less classroom based. Training will begin using the internet. As more access to the internet becomes more secure trainees will be able to review procedures on mobile devices. Training completion will be stored on a national learning management system which all nuclear power plants have access to by way of a code which only gives access to the data needed for that particular site. Once the workers tasks are identified they will be grouped with other trainees and as a group they will spend time in a training center which is equipped with terminals where they will assist one another in working through the tasks in a virtual (gaming) environment. Once the task has been mastered in this fashion the group will advance to a training room where they will be given equipment to wear which will place them into a virtual nuclear reactor. In this environment they will be given various scenarios and problems that they have to work through in order to become comfortable performing the task. After the trainees have worked through all possible

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scenarios in this fashion to the satisfaction of the instructor they will be deployed to the nuclear power site. Once the trainee is at the nuclear power plant it will be necessary for he or she to perform the task in front of a manager or supervisor, and they must do so correctly and without hesitation in order to be considered qualified to perform the task. Being able to practice these tasks in several safe environments will increase efficiency and decrease the likelihood of human error. Increasing safety and decreasing human error are becoming increasingly important since the accident at Fukishima. INPO will have to vamp up its training programs in order to increase safety and instill confidence in the American public. As energy demands increase, the demand for clean energy will also increase and nuclear energy is a viable solution for the impending future energy deficit.

ACADEMY OF NUCLEAR TRAINING References Blackboard K-12 & Project Tomorrow. (2009). Learning in the 21st century: 2009 trends update. Washington, DC: Author. Boyd, L. C. (2011). Exploring Alternate Futures. [Article]. Green Teacher(94), 35-38. Bracken, P. (2008). Futurizing Business Education. [Article]. Futurist, 42(4), 38-42. Dam, N. V. (2012, April). Designing learning for a 21st century workforce. T+D, 49-53. Davies, A., Fidler, D., & Gorbis, M. (2011). Future work skills 2020. Palo Alto, CA: Apollo Research Institute. Education Commission of the United States. (2012). Demographics. Equiping Education Leaders, Advancing Ideas Retrieved April 19, 2012, from http://www.ecs.org/html/IssueSection.asp?issueid=31&s=Overview Harvard. (2012). Harvard College. Handheld Augmented Reality Project. Retrieved from http://isites.harvard.edu/icb/icb.do?keyword=harp&pageid=icb.page69587 Hines, A. (2006). Strategic Foresight: The State of the Art. [Article]. Futurist, 40(5), 18-21. Institute of Nuclear Power Operations. (2012). INPO - About Us. INPO, from http://www.inpo.info/AboutUs.htm International Atomic Energy Agency. (2011). Status and trends in nuclear education. Vienna, Austria.

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Johnson, L., Smith, R., Willis, H., Levine, A. & Haywood, K. (2011). The 2011 horizon report. Austin, Texas: The New Media Consortium. Knowledge Works. (2008). 2020 Forecast. Welcome to the World of Learning. Retrieved from http://futureofed.org/2020forecast/

ACADEMY OF NUCLEAR TRAINING Londonderry Township. (2006). The TMI 2 accident: Its impact, its lessons. Retrieved from http://www.londonderrypa.org/ThreeMileIsland.htm

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Mahaffie, J. (2008). Ideas on effective environmental scanning in the digital age [How you can be successful with foresight by futurist John Mahaffie, Leading Futurists LLC]. Retrieved from http://foresightculture.com/escanning-20 Mahaffie, J. (2008, March 31). Ideas on effective environmental scanning in the digital age. Retrieved from http://foresightculture.com/escanning-20 Nuclear Energy Institute. (2012). National academy for nuclear training educational assistance program, from http://www.nei.org/careersandeducation/educationandresources/scholarships/industryschl rflw/nantschlrprogram Rennhack, M. D. (2007, August 9). Nuclear Plant Personnel Training Facts. Nuke Worker, from http://www.nukeworker.com/study/radiation_faqs/Training_Facts.shtml Ross-Gordon, J. M. (2011). Research on adult learners: Supporting the needs of a student population that is no longer nontraditional. [Article]. Peer Review, 13(1), 26-29. Sobrero, P. M. (Producer). (2004). The steps for futuring. Journal of Extension. Retrieved from http://www.joe.org/joe/2004june/comm2.php TechTerms (Producer). (2008, January 14). Web 2.0. Retrieved from http://www.techterms.com/definition/web20 The Office of Health, S. a. S. (2011, October 24). Institute of nuclear power operations, from http://homer.ornl.gov/sesa/corporatesafety/INPO/index.html

ACADEMY OF NUCLEAR TRAINING University of Oxford, N. U., Sero Consulting, Kable, & Oakleigh Consulting Ltd. (2008). Research to support the delivery and development of harnessing technology: Next generation learning 2008-14. Retrieved from http://www.becta.org.uk

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