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DOE-HDBK-1001-96
entry-level requirements (education, training, and work experience) for each instructional qualification
level.
The knowledge and skills developed by the facility's instructor training programs should also be
compared with the representative instructional competencies identified in Appendices C, D, E, and F
of this guide. This comparison should help to verify the adequacy, or identify deficiencies in the
facility's analyses and should also identify generic competencies which may not be needed in
facility-specific training programs.
The competencies listed in Appendices C, D, E, and F were identified by tabletop analysis of TAP
objectives and criteria, the DOE Instructor Training Course, and a generic instructor task list from the
commercial nuclear power industry. As a result of this analysis, some competencies were written at
the task level and some at the task element level. By providing competencies written at the task
element's knowledge and/or skill level, the need to perform additional analysis is minimized.
Competencies that are identified as applicable to a specific instructor training program should be
rewritten in the form of terminal and enabling learning objectives.
In all cases, programs should be in place to develop the specific knowledge and skills required for
each instructor's qualification level. It is recommended that if a facility does not conduct its own
analysis of training-related activities, the content of its instructor training programs should be initially
based on this guide and subsequently refined using a systematic evaluation process.
3.2 Technical Competencies
Training staff who perform as instructors in the development, presentation, or evaluation of technical
topics should possess technical qualifications consistent with their assignments. Technical
qualifications should include theoretical and practical knowledge as well as practical work experience
at or above the level that is required of the trainee population. Instructors who initially lack practical
work experience should complete portions of operator/technician/craft training programs related to
the topics taught. These instructors should thoroughly understand the subject matter and its
relationship to overall facility operation.
Each facility should establish written procedures that stipulate what these technical qualifications will
be, to whom they apply, and how they may be attained for each instructor qualification level. For
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