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DOE-EM-STD-5505-96
Was communication between the trainer and trainee clear and concise?
Does the trainer explain the objectives to the student prior to starting an operation or task?
Does the trainer fully explain or ensure that the student understands all equipment and
processes before allowing the student to execute the desired task?
Does the instructor use a method for verifying the student's understanding of instructions prior
to allowing the student to perform the desired task?
Was the number of trainees assigned to a trainer consistent with the on-shift training policy?
Does the trainer provide direction to the trainees on how to stop training if an actual problem
condition was encountered?
Does the trainer allow the trainee to exercise their own knowledge without excess coaching,
leading, or prompting?
Is the instructor qualified? Does the line organization believe that training and the quality of
the trainee performance as a result of the training are the responsibility of the training
organization?
Once the observation has been completed the assessor should discuss any unclear aspects with the
OJT instructor. Clarifications immediately following a training session can often resolve many
apparent deviations. For example, an instructor may not have appeared to review procedural
prerequisite requirements prior to allowing the student to perform a given task. Through an open
discussion of this matter, the OJT trainer may point out that the prerequisites were reviewed the
previous day and that the student understood all requirements. The assessor should then pursue
leads that have not been resolved using additional observations, interviews, or document reviews
and determine if programmatic breakdowns or widespread problems exist at the activity.
6.5.4 Interview. Most of the interviews accomplished to assess on-shift training should be
conducted during observations. Depending on the leads developed during observations,
additional scheduled interviews with operations and training department personnel may be
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