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A Lifetime of ChallengesA Lifetime of Challengesinin

Nuclear Education & TrainingNuclear Education & TrainingRobert L. Long, PhDRobert L. Long, PhD

Nuclear Stewardship, LLCNuclear Stewardship, LLCAlbuquerque, NMAlbuquerque, NM

May 31, 2006May 31, 2006

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OutlineOutline• In the Beginning• Performance Based Training• The Workforce Environment• Growing Generational Conflict• NPP Skills Needed• NPP Workforce Size• Getting Started• IAEA and DOE Resources• Conclusion

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In the BeginningIn the Beginning• Decided on college teaching as UG student• PhD advisor was role model

– Searched every semester for ways to improve• UNM Faculty 1965-78

– Chair, ChE & N E Dept 1974-78• Committed to behavioral objective based

education & training in late 1960s• GPU Nuclear Director of Training 1980-83

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Performance Based TrainingPerformance Based Training• A behavioral learning objective states a

performance, describing what the learner will be doing when demonstrating mastery of the objective

• Performance based training is terminology commonly used by NPP trainers

• Learning objectives are developed through a Systematic Approach to Training (SAT)

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Steps in SATSteps in SAT• Analyze• Design• Develop• Implement• Evaluate

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Some ReferencesSome References

• Robert F. Mager, Preparing Instructional Objectives, 2nd Ed., Fearon Publishers, Belmont, CA (1975)

• W. James Popham and Eva L. Baker, Establishing Instructional Goals, Prentice-Hall, Inc, Englewood, NJ (1970)

• Carter McNamara, Systematic Approaches to Training and Development www.managementhelp.org/trng_dev/basics/isd.htm

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The Workforce EnvironmentThe Workforce Environment• Talented people are our most important

resource• Poland situation similar to USA?• 40% to 50% of utility employees will be

retiring in next 3-4 years• In US NRC nearly half of staffers are at

least age 50; 36% eligible to retire in next 5 years

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Supply ShortageSupply Shortage• During 2004-2012, U.S. Bureau of Labor

Statistics projects 21 million new jobs with only 17million new entrants to workforce

• In U.S. 30% of science and engineering faculty members are over age 50.

• Universities dropped power and nuclear engineering programs, e.g. in 1975 there were 77 NE programs in U.S., now only 18

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Growing Generational Conflict*Growing Generational Conflict*Younger generations are defining “success”

differently from the people they work for. And they -

1) Feel entitled to their “success.”2) Don’t respect or value the hard work the

generations before them have done to get to where they are.

3) Don’t believe they need to “pay their dues.”4) Think their boss should be more of a friend

than a boss.* Reference for generational conflict material is a May 2006

presentation by Cam Marston, Marston Communication, Inc.• www.marstoncomm.com

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Ages of the Generations*Ages of the Generations*

Matures: > 61 yrs. +Boomers: 42 to 60 yrs.Gen X: 27 to 41 yrs.Millennials: 26 & younger

*Generations have common experiences and shared values

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The MaturesThe Matures• Duty, honor, country• Dedication, sacrifice• Conformity, blending, unity – “We First”• Patience• Hard, hard times then prosperity• National pride• Doing a good job was most important• Age = Seniority

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The Baby Boomers (42 – 60 yrs)The Baby Boomers (42 – 60 yrs)• Work ethic; “workaholic”• Competitive• Visible signs of success: trophies, plaques,

lifestyle elements• Optimistic• Consumers• Defined by their job• Personal development• Forever rebellious, nostalgia• We are the world; We are the children

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Generation X (27 to 41 yrs.)Generation X (27 to 41 yrs.)• Taught to question authorities at a young age.• Saw end of lifelong employment.• No shared heroes. Heroes are personal.• Question the sacrifices the Boomers have made

to achieve their “success.”• Latch-key kids… Raised as their parent’s

“friends”.• Independent. Loners. Nomads. Poor team

players.• “Prove it to me.”

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Millennials (26 & under)Millennials (26 & under)• Optimistic• Individualistic yet group oriented• They have a hard time focusing on anything.• Busy, active, full schedules since grade school.• Like “X”, raised as their parent’s friends.• Their work does NOT define who they are.• Staying closer to their parents longer.• Big, ambitious goals. Clueless on the execution

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Views on TimeViews on Time

• Matures – Work ethic defined by the punch clock.

• Boomers - Visibility was/is the key. Workaholics.

• Gen X - “What does it matter when I work, as long as I get the job done.”

• Millennial – “It is five o’clock – I have another life to get to.” Job = gig.

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Views on Work/Life BalanceViews on Work/Life Balance

• Matures – Very interested in flexible hours.• Boomers – “Was/Is this workaholic lifestyle

worth it?” Are the rewards worth the cost?• Gen X – Balance is very important. Willing

to sacrifice it occasionally. Success.• Millennial – Lifestyle vs. promotion.

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Views on AuthoritiesViews on Authorities• Matures – Based largely on seniority and tenure.• Boomers – Similar values to the Matures.

They’ve earned it.• Gen X – Authority figures deserve skepticism &

testing. • Millennial – Test but search.

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Views on What Makes a Good TeamViews on What Makes a Good Team• Matures – Produces quality. Not in it for

individual recognition. Work is done in proximity to one another.

• Boomers – Everyone works until all the work is finished. Long and hard hours. Committed to the job and each other.

• Gen X – Teams are not defined by proximity. Each team member serves a unique role.

• Millennial – What will I get out of this team?

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How to CoachHow to Coach• Matures – “This is what we need…”• Boomers – “Here are some things that will

help you get ahead…”• Gen X – “Here are some things that will

help you get to your next position, wherever that may be…”

• Millennials – “Do this and people will notice…”

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Retaining X’ers and MillennialsRetaining X’ers and Millennials• Whether the job is “good” or not and whether or

not they are “happy” is largely determined (85%) by their relationship with their boss.

• X’ers and Millennials are loyal to people, not to companies or organizations.

• They rarely quit their job or their company, they quit their boss.

• To them, the boss = the company.• Must ask the question, “Who are they working

for? Is this the person to whom they can develop loyalty?”

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Applicability to Nuclear Applicability to Nuclear Education & TrainingEducation & Training

• Commitment to NPP construction and startup will require commitment of workforce with great variety of talents, many of them new

• Recruiting, training and retaining these new workers will demand new management and leadership skills

• Some, if not many, of the old management lessons learned will not be applicable

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NPP Engineering & Technical NPP Engineering & Technical Skills Needed-1Skills Needed-1

• Computer Engineering – Plant process computers & simulators

• Design/Modifications Engineering– Civil/Structural, including seismic– Mechanical– Electrical– Instrumentation and Controls

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NPP Engineering & Technical NPP Engineering & Technical Skills Needed-2Skills Needed-2

• Engineering Programs– In-Service Inspections and Testing– Corrosion Phenomena– Probabilistic Risk/Safety Analysis– Equipment Qualification– Motor/Air Operated Valves– Fire Protection

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NPP Engineering & Technical NPP Engineering & Technical Skills Needed-3Skills Needed-3

• Procurement Engineering• Reactor Engineering• Nuclear Fuels Analysis• Systems Engineering

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NPP Skilled Craftsmen NeededNPP Skilled Craftsmen Needed

• Reactor operators• Plant equipment operators• Radiation protection technicians• Chemistry technicians• Mechanics• Electricians• Instrument and control (I&C) technicians

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Nuclear Safety CultureNuclear Safety Culture

• Entire workforce trained in and committed to strong nuclear safety culture

• Nils Diaz, US NRC Chairman: “We cannot take safety for granted.”

• Tom Beckett, Dep. Dir., US Naval Reactors : “Never lose sight of the need to successfully control this unforgiving technology.”

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Radiation Awareness TrainingRadiation Awareness Training• Radioactivity and its sources, • Radiation health (biological) effects,• Radiation protection methods and regulations, • Measuring of radiation,• Exposure and contamination control, • Handling of radioactive wastes,• Establishment of radiation protection programs, • Releases and emergency response

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NPP Engineers Need BreadthNPP Engineers Need Breadth• Many skills needed beyond neutronics and

core physics• In addition to a strong safety culture some of

these are-– NPP integration into the electric generating grid– Assuring reliable plant chemistry– Materials selection and aging issues– Instrumentation & controls– Heat transfer and fluid flows– Synthesis and design

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Lead Time to Prepare PersonnelLead Time to Prepare Personnel• 4-6 years for graduate engineers, plus 1-2

years of on-the-job training• 1-2 years for licensed reactor operators• 2-4 years for licensed senior reactor

operators• Additional years of NPP work experience

for plant shift managers and senior management

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Factors Influencing Workforce SizeFactors Influencing Workforce Size• Number of units at a site• Site location with respect to population centers

and contractor support services• Construction & operations regulatory

requirements• Environmental laws and monitoring requirements• Labor laws and workforce unions or not• Public education & awareness requirements

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Typical NPP Staffing*Typical NPP Staffing*

Process GroupOperationsLicensing & EngineeringCorp Finance/AdministrationCommon Processes

Total* Variances may be + or - 300

Number425170110 95

800*

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Categories of Personnel NeededCategories of Personnel Needed

Workforce Category Approx. No. Required

Civil Engineers 5

Computer, Elec, I&C Engrs 20

Mechanical Engineers 15

Nuclear Engineers 25

Project/Plant Engineers 30

Cntrl Rm & Eqpmnt Oprtrs 75

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Workforce Category Approx. No. Required

Chemistry Technicians 20

Maintenance Technicians 135*

Rad Prtctn&Rad Wst Techs 35

Security Personnel 70

Trainers 35

All other personnel 335

Total = 800*Includes electricians, I&C and mechanical techs

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Getting StartedGetting StartedConsider establishing a national committee:• Representatives from universities, trade

schools and power industry• Assess current resources, determine future

workforce needs and identify those that will require introduction of new programs

• IAEA document assesses minimum infrastructures needed for educational programs and human resources

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Education & Training ResourcesEducation & Training ResourcesAssessment of Poland’s Institutions*• No universities offer nuclear engineering (NE)• Technical universities do have electric power

degree options• A few have introductory NE courses• Likely candidates for NE programs

– Warsaw, Krakow, Gdansk and Silesian Technical Universities

• Will be need to develop NE Faculty*Information provided by T. Wojcik and J. Niewodniczanski

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Poland’s Trade SchoolsPoland’s Trade Schools• Vocational schools (2-3 yrs) and technical

colleges (4-5 yrs) train chemistry, I & C, electrical and mechanical technicians

• Unions/guilds have apprenticeship programs, but these may be decreasing

• No programs for radiation protection technicians

• All would need radiation awareness training

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Minimum Infrastructure Items*Minimum Infrastructure Items*• Development of educational facilities for nuclear

related subjects• Courses to be added for nuclear power reactor

staff development• IAEA supported training programs• Training programs from countries with nuclear

power program

*See IAEA Tech. Doc., “Minimum Infrastructure for a Nuclear Power Plant Project”, Final draft, 12 Jan 2006

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Example of USA Startup (‘50-’60s)Example of USA Startup (‘50-’60s)• USAEC sponsored university faculty 6-wk

workshops at Universities/National Labs• A Bucknell University professor attended a

workshop, returned and taught the first “Introduction to Nuclear Engineering” course

• As 3rd year student, I took the course.• During my 4th year I applied for and received a

fellowship to study nuclear engineering at any of the 6-8 universities having USAEC approved programs

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Developing Educational FacilitiesDeveloping Educational Facilities• Government funded workshops for college

professors (some now available through IAEA and in other countries)

• Government reviews and approves curricula eligible to have graduate students enrolled with government & industry fellowships

• Government, industry and national labs assist with equipment for teaching labs

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Courses to be AddedCourses to be Added• Faculty from traditional disciplines (CE,

ME, EE, ChE, Physics, etc) can teach new courses (See Table 3 in Long NPPP 2006 paper)

• Distance learning, web-based courses available in English and probably other Euro languages

• World University Summer Institute, Sweden, 8 Jul – 18 August 2006.

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Courses to Be Added*Courses to Be Added*• Nuclear physics and reactor

design• Nuclear safety• Radiology, radiography and

radiological protection• Thermal, hydraulics and thermo

hydraulics analyses• Advanced structural analysis and

structural mechanics• Advanced computer hardware

and software design and maintenance (control computers hardware and real time control software)

*IAEA Tech Doc, op cit

• Materials sciences for civil, mechanical and process related applications (steel, concrete, zirconium, ceramics, resins, cabling, etc.)

• Application, calibration and maintenance of electrical, mechanical and digital instrumentation devices

• Human factors engineering principles

• QA/QM processes and methodology

• Planning, scheduling, material management and cost control

• Environmental analysis

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Courses to be AddedCourses to be Added• Faculty from traditional disciplines (CE,

ME, EE, ChE, Physics, etc) can teach new courses (See Table 3 in Long NPPP 2006 paper)

• Distance learning, web-based courses available in English and probably other Euro languages

• World University Summer Institute, Sweden, 8 Jul – 18 August 2006.

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IAEA & Other Training ProgramsIAEA & Other Training Programs• Many training opportunities exist today

that were not available 30-40 years ago• IAEA is a great resource• USA Institute of Nuclear Power Operations

(INPO) publishes detailed guidelines for training of NPP personnel

• World Association of Nuclear Operators (WANO) offers professional and technical development programs

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U.S. DOE Innovations in Nuclear U.S. DOE Innovations in Nuclear Infrastructure and Education (INIE)Infrastructure and Education (INIE)Program established in 2002 to provide

funds to universities and colleges to: • Improve instrumentation and equipment• Maintain highly qualified research staff• Integrate the use of nuclear research

facilities with NE education programs• Establish internal and external user

cooperative programs

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INIE INIE ConsortiumsConsortiums

Universities encouraged to actively seek and establish collaboration with:

• Other colleges and universities• DOE national laboratories• U.S. industry• Other private and/or public organizations

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INIE AccomplishmentsINIE Accomplishments• Six university consortiums funded

– Four began in FY 2002– Two were added in FY 2003

• Results have been phenomenal in terms of cooperation between schools, and with labs and industry, as well as building the infrastructure at participating schools.

• In 2004 former Office of Nuclear Energy Director Bill Magwood said that INIE was best university program DOE had ever developed

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INIE ConsortiumsINIE Consortiums• BIG-10: Penn State, Illinois, Wisconsin, Ohio State, Purdue,

Michigan, Cincinnati and National Labs/Industry• MIT: MIT, RPI, Rhode Island Nuclear Science Center,

Massachusetts-Lowell• Southwestern: Texas A&M, Texas, New Mexico, and National

Labs• Western: Oregon State, UC-Berkeley, UC-Davis, UC-Irvine,

Washington State, Reed College, Nevada-Las Vegas, Idaho State, Utah, and National Labs/Industry

• Southeastern (MUSIC): NC State, Tennessee, South Carolina, Maryland, Georgia Tech, Florida, SC State

• Midwest: Missouri-Columbia, Missouri-Rolla, Missouri-KC, Kansas State, Linn State Technical College, Polytechnic University of Puerto Rico, Tuskegee and National Labs/Industry

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INIE as a ResourceINIE as a Resource• Opportunities for undergraduate and

graduate student enrollments• Opportunities for Poland faculty training

and exchanges• Developing on-line NE courses, both

asynchronous and synchronous• Developing on-line radiation measurement

and reactor laboratory courses• Many different programs for non-technical

students and public education

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INIE ContactsINIE Contacts• Any of the consortium members• John Gutteridge, DOE Manager of University

Programs: JOHN.GUTTERIDGE@hq.doe.gov• Craig Williamson, Clemson University:

wcraig@clemson.edu• Robert Fjeld, Clemson University:

fjeld@clemson.edu

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Conclusion-1Conclusion-1• Performance based education & training

essential for effective use of resources• New management and leadership skills

needed to recruit, train and retain workers from all generations, especially X’ers and Millennials

• Great variety and breadth of skills needed to construct and startup NPPs

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Conclusion-2Conclusion-2• Most important contributor to NPP success is

a highly educated, trained and dedicated workforce

• IAEA documents attest to critical importance of human resource planning and provide invaluable assistance

• Begin now to develop workforce for Nuclear Power Plants in Poland (NPPP 2020!)