iaea international atomic energy agency module xi trainer training

IAEAInternational Atomic Energy Agency

Module XI Trainer training

IAEA Module XI – Trainer training 2

Objectives

Discovering the training profession Speaking in front of a group Identifying learning factors Knowing teaching rules Designing a training program

Keep an eye on your objectives …


Objectives

Developing tools and teaching aids Identifying interpersonal communication

phenomena Designing and implementing a training

program Teaching a training sequence

Keep an eye on your objectives …


Methods

Guess you’ll like the way we’ll work …

Radiation protection training role plays

Reporting back to whole group

Brainstorming in small groups

Practice exercises

Contributions in theory and methodology

Discovery


Assessment

At course midpoint: questions anddiscussion.

Participants analyze each other'spresentations using an assessment grid (+/- points).

Written test of acquired notions uponcompletion of the training program.

Final training assessment.

I know you can …


Program

Monday Tuesday Wednesday Thursday Friday

WelcomeExperiences and training needs of participantsPresentation of context

Objective 1Discovering the training profession

Objective 4Knowing teaching rules

Objective 5 Practice kicking off the training session

Objective 8Designing a training sequence

Objective 10Teaching a training sequence (cont)


Objective 11

Knowing IAEA reference documents

Objective 2 Speaking in front of a group

Objective 3Identifying learning factors

Objective 6Designing a training course

Objective 7Designing teaching tools and aids

Midpoint Evaluation

Objective 9Identifying interpersonal communication phenomena

Objective 10Teaching a training sequence


Assessment


Forming the group

Welcoming participants Introducing the participants to one another

Presenting course objectives and program


Speaking in front of a group

Communicating

50 % form

50 % substance


Speaking in front of a group

Three fields

physical vocal

intellectual


Learning factors

Four main learning factors

Perceiving othersMotivation

UnderstandingMemorization


Awareness of one’s own- progress

Practical application

The relationship with the trainer

The link between new materials and experience

Group dynamics and group participation

A clear vision of objectives to be reached

Affective factors contributing to positive motivation

Motivation


Motivation

The trainer must:

Identify and take into account the areas of interest of the trainees Specify objectives Facilitate exchanges Encourage expression of difficulties Use pictures Provide practical exercises and role plays


Three important factors influence perception

Perception

The person perceiving The person who is perceived

The situation


Memorization

There are two types of memory

Short-term memory Long-term memory

The difference between these two types of memory resides in the assimilation process.


Memorization

Assimilation is based on three factors

Motivation Techniques

Reactivation


Memorization

0 20 40 60 80 100

reading

listening

seeing

listening and seeing

expressing

expressing and doing


Understanding

The two sides of the brain

Left

Organization Methods Processes Safety

Analysis Facts Logic Reasoning Language

Right

Creativity Concepts Imagination Globalization Diagrams/drawings

Relationships Atmosphere Sharing Human warmth


Adapting your language: Selecting words and formulas

Penetration of ionizing rays in materials:

Heavy charged particles (alpha)

Electromagnetic rays (gamma and X)




Heavy charged particles (alpha)

q2 E T.E.L = K . ---- . N . Z and Path = ---------

v2 T.E.L

where K : constantq : charge of incident particleZ : atomic number of atoms in medium N : number of atoms per unit volume of medium crossedv : speed of incident particleE : energy of incident particle




Electromagnetic rays (gamma and X)

I = I0 e-µx

where I : emerging fluxI0 : incident flux µ : lineic attenuation coefficient x : thickness of material



leadpaper aluminium



Dose equivalent H

DT,R = average does equivalent in tissue T due to ionizing ray R (in gray)

WR = weighting factor for Ray R.1 for b , g and X20 for a10 (3 to 20) for neutrons

Unit used: Sieverts (Sv)

HT = R DT,R x WR



Isotope

Becquerel(Bq)

Absorbed DoseDT,R

Gray(Gy)

Dose equivalentHT

Sievert(Sv)


Knowing training rules

The six essential rules

Clearly announce topic, course outline, objectives

Explaining concepts and terms used

Observe the "rule of 3" Use multiple techniques

Use language appropriate for oral communication

Provide effective means of assimilation


Teaching techniques

The 10 techniques trainers use

Lecture

Demonstration

Manipulation

Experiment

Discussion

Assessment

Training

Reading

Simulation

Case studie


Components of a training program

The eight components in course specifications

Needs

Audience

Training objectives

Teaching objectives

Course entry requirements

Content

Assessment tools

Scenario


Training needs

Training needs may be expressed in terms of …

KnowledgeKnow-how Human skills


Audience

Target audience may be defined in …

Generalcharacteristics

Professionalexperience

Attitude with respectto training program


Teaching objectives

Teaching objectives translate this purpose into measurable actions …taking into account

Level of performance to be reached

Conditions and methods

Criteria for success


Content

Objective no. 1

Objective no. 2

Objective no. 3

Objective no. 4

Objective no. 5

Sub-objective 1-1

Sub-objective 2-1

Sub-objective 2-2

Sub-objective 2-3

Sub-objective 3-1

Sub-objective 3-2

Sub-objective 3-3

Sub-objective 3-4

Sub-objective 4-1

Sub-objective 4-2

Sub-objective 4-3

Sub-objective 5-1

Sub-objective 5-2

Sub-objective 5-3

Sub-objective 5-4

Training objective


The teaching scenario

Methods

LectureDemonstrative

Interrogative Active methods


The teaching scenario

Situations

ExercisesTesting Case studies

Role plays Work in small groups

Testing of acquired skills


Assessment

Two types of assessment

Assessments enable implementation of any required corrective measures

Assessment of acquired notions

Used to measure any discrepancies between the results obtained and

the initial objectives

Satisfaction assessment

Enables trainees to express their own points of view upon completion of the

training session


Assessment

Assessment phases

Assessment of acquired notions

Assessment of course entry requirements In-progress assessment of acquired notions Final assessment


Assessment

Assessment phases

Satisfaction assessment

Immediately after the session Later


Assessment

Assessment tools

Knowledge assessment Assessment of "human skills" and know-how


Assessment

Assessment tools

Knowledge assessment

Questionnaires used to test acquired knowledge Multiple-choice: questions with several possible answers are used Closed questions Open questions Fill in the blanks


Assessment

Assessment tools

Hands-on practice Case studies Use of observation forms by other participants Discussions in small groups Analysis with whole group

Assessment of "human skills" and know-how


Preparation steps

Needs analysis Defining training objectives Determining course entry requirements Designing teaching "path" Break down into objectives and sub-objectives Designing sequences for each sub-objective Ordering sequences Identifying keywords Designing teaching aids Designing assessment tools


Main tools

Whiteboard

Paperboard

Written supports

Overheads

Specific tools depending upontechnology being taught

Tape recorder

VCR

Computer

Teaching games


Overheads

Six points to keep in mind

Clear illustrations

3 colors maximum

Use a single font family5 mm in height

8 lines or 30 words

3 ideas maximum

A title


Communication diagram

message

perceptionexpression

decoding

coding

channel

transmission

reformulation

listenerspeaker

feedback

reformulation


Active listening

Beavailable

Beware of spontaneous reactions

Getthe full message

Take into account the speaker's emotions

Note all significant signsverbal and nonverbal

Indicate to speakerwhat has been understood


Active listening

Two active listening tools

Reformulation

Echo Reflection Clarification

Questions

Open/Closed Alternatives Direct/Indirect Projective


Behavior of participant

IAEA 04/11/23 Module XI – Trainer training 46

3

1

1+2+3

1+31+2

2+3

Teaching styles

1: Trainer centric

2: Group centric 3: Topic centric

2

trainer

group topic


Training objective

Qualified operator be able to operate independently under his/her own responsibility

Recognition by official authority

Authorization

• of knowledge• of know-how• of experience


Responsibilities in radiation protection training and radiological safty

Staff

Authorization

Training

Experience

Qualified operator

Employers

Staff

National regulatory authorities



Staff

Authorization

Training

Experience

Qualified operator

Employers

Provide training adapted to the level of risk inherent in staff occupations Maintain skills (refresher courses)



Staff

Authorization

Training

Experience

Qualified operator

Staff

Has positive attitude with respect to radiation safety and protection Gets involved in the training program



Staff

Authorization

Training

Experience

Qualified operator

National regulatory authorities Regulatory framework Specific job-related requirements for jobs with radiological risk Criteria for qualification and authorization Accreditation process Internal training requirements (Safety authority, customs, police, etc.) Training of emergency staff


Categories of staff to train

Professionals Users

Other Persons in charge of regulations Safety authority staff

Emergency staff Employers Staff in charge of records or plant licensing

Exposed staff Qualified operators Health professionals

Qualified experts Radiation Protection officers


IAEA reference documents

Basic Safety Standards 115

Safety Guide RS-G-1.4 : "Building competence in radiation protection and the safe use of radiation sources"

Safety Report 20 : "Training in radiation protection and the safe use of radiation sources"

"Guidance for the development ,implementation, monitoring and evaluation of training activities, NS-SCS, December 1998"

"Guidance for the elaboration of training material for the PGEC in radiation protection and the safe use of radiation sources and practice specific specialised courses, NS-RPMSS, 2001"


Training scope

Acquire knowledge Acquire know-how

Acquire operational skills Refresher coursesknow how to handle situations at work

periodic refresher courses to maintain knowledge and skills

skills


National training strategy: Methodology

Design of National training program

Design and implementation ofNational training program

Assessment ofstrategy implemented

Analysis oftraining requirements

Feedback

Updating of

data


National training strategy: Needs analysis

Identify skills requirements• current needs• future needs (anticipate)

Set priorities


Designing a National training program (NTP)

Based on needs assessment

Specify for each training program• teaching objectives• target audience• resources required• requirement to approve training program or center

Take into account• available national resources and skills• possibility of drawing upon additional international skills or resources


Assessment of national training program

Were objectives reached?

Define performance indicators for

performance of NTP (National Training Program) Impact in the field of NTP

Coverage in terms of needs requirements


Difficulties in radiation protection training

Heterogeneous audiences

Differences in level of motivation

Emotional perception of ionizing rays

• Age• Level of education

• Age• Job• Person +/- working in field: "is persuaded he/she already knows"

• Irrational fears• Habitual risks not taken seriously enough


Comparison of different teaching methods

Method Advantages Disadvantages

Classroom training

(including the theorie, hands-on work and

demonstrations)

Training in work situation

Distance learning

Easy to organize Fecilitates exchanges Let‘s you adjust your teaching stile to audience

Acquire operational skills Adapter course duration to individual needs and technology involved

Avoid moving students Teacher one student is really available Enables acquisition of knowledge

Takes a great deal of time Requires specific infrastructures Operational role plays are difficult to implement

Acquiring knowledge is difficult Contents defined on a case-by-care basis Critical role of „Course master“

Specific teaching tools No hands-on role plays possible Only knowledge may be assessed


Designing a new training program: Prior to training

Design of training program Teaching objectives and sub-objectives Syllabus Teaching methods, program and schedule

Find trainers with the technical and teaching skills you need

Selecting and informing participants

Designing course materials

Distributing course information to target population List of participants

Lists of trainers List of visits

Teacher trainer's guide Documents for participants


An appropriate organization right from the design phase

Training managerassisted by specialists in the various topics dealt with in the training program

The training office

TrainersFacilities, equipment, teaching materials and aids

Internal External: requirement for reinforced coordination


Trainer selection criteria

Theoretical and technical level Practical experience

Ability to teachMastery of language

The best specialist is not necessarily the best teacher!


Tasks to perform during training session

Produce teaching materials Documents required for assessment of acquired notions Certificate or diploma Provide interface between trainers and participants Cover requirements in logistics Manage the unexpected


It is better not to train than to train if you are NOT going to assess!

Purpose of assessment of acquired notions

Check that teaching objectives have been reached ... by each participant


The different types of assessment techniques

Assessment methods

Numerical calculations Problems requiring synthetic approach Multiple choice

Purpose of assessment


Skills assessment

Operational skills assessment

On schoolwork site:

Ability to perform specific predefined manipulations Ability to react to abnormal simulated situations

Ability to perform job related tasks Ability to respond in cases of incidence or accidents


Selecting an assessment method

Classical training

Theorie Practice Yes

Yes

Training method


Skills assessment

Operational skills assessment

Training in work situations

Distance learning

NoYes

(If schoolwork site equipment is available)

NoNo

Difficult Yes Yes

Yes Very difficult No


Evaluating trainers and the training program

List of corrective actions and other improvement effortfor future training programs

Reaching of teaching objectives Success rate revealed by assessment

Participant's point of view Assessments upon training completion and later

Point of view of employer and/or regulatory body Selection of performance indicators, evolution in indicators

Expert's technical point of view Independent audits


Record-Keeping

Keep records and ensure long-term traceability of information indispensable for regulatory bodies

Who has been trained How was he trained What were the results Dates of refresher courses Dates of acquisition of qualification etc.


Setting up a training center

Advantages

For an improved teaching process• Uniform approach to training programs

Optimize means• Pool course materials

For a better follow-up with respect to regulatory stipulations• Reference point for personnel qualification• Record-keeping center for skills acquired

In order to better communicate• Reference point for information on effects of ionizing rays


Process of setting up a training center

Training Center: Defining structural and operational criteria

Accreditation of training centers by appropriate independent or regulatory bodies

Evaluation

National Training program:Training needs assessment and

Identification of resources required to meet those needs

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