Instructional Capability and Qualifications - doe-hdbk-1105-2002

DOE-HDBK-1105-2002

Radiological Training for Tritium Facilities

TARGET

SUBJECT BEING

INSTRUCTOR

AUDIENCE

TAUGHT

TECHNICAL QUALIFICATIONS

Tritium Facilities

Tritium Hazards and

Demonstrated knowledge and skills in radiation

Personnel, Visitors,

Safety Training

protection, above the level to be achieved by the trainees,

DOE Employees

as evidenced by previous training/education and through

job performance,

AND

Completion of all qualification requirements for the

senior-level radiation protection technician position at the

trainees' facility or a similar facility.

Methods for verifying the appropriate level of technical competence may include the review of prior training

and education, observation, and evaluation of recent related job performance, and oral or written

examination. Other factors that may be appropriate for consideration include DOE, NRC, or other

government qualification, certification by the American Board of Health Physics and/or registration by the

National Registry of Radiation Protection Technologists, vendor or facility certification, and most

importantly, job experience. To maintain technical competence, a technical instructor should continue to

perform satisfactorily on the job and participate in continuing technical training.

Instructional Capability and Qualifications

Qualifications of instructional capability should be based on demonstrated performance of the instructional

tasks for the specific course requirements and the instructor's position. Successful completion of instructor

training and education programs, as well as an evaluation of on-the-job performance, is necessary for

verification of instructional capability. Instructional capability qualification should be granted as the

successful completion of an approved professional development program for training instructors. The

program should contain theory and practice of instructional skills and techniques, adult learning, planning,

conducting, and evaluating classroom, simulator, laboratory, and on-the-job training activities.

Illustrated talks, demonstrations, discussions, role playing, case studies, coaching, and individual projects and

presentations should be used as the principal instructional methods for presenting the instructional training

program. Each instructional method should incorporate the applicable performance-based principles and

practices. Every effort should be made to apply the content to actual on-the-job experience or to simulate the

content in the classroom/laboratory. The appropriate methodology required to present the instructional

content will indicate a required level of instructional qualification and skill.

Current instructors' training, education, and job performance should be reviewed to determine their training

needs for particular courses. Based on this review, management may provide exemptions based on

demonstrated proficiency in performing technical instructor's tasks.