Review Available Information

DOE-HDBK-1103-96

both facilitators must be intimately familiar with the entire TTNA process and not

just the sections each facilitator instructs.

After teaching the lessons, the facilitators will begin conducting the actual TTNA

process. Depending on what problem is being assessed, different techniques

will be used. Appendix B provides examples of how each TTNA step should be

conducted for a given problem. Therefore, the facilitators should study the

applicable Appendix B worksheet to formulate an idea of how to go about

conducting TTNA for each particular situation. The facilitators determine which

techniques will be used for each step and whether the steps can effectively be

combined.

Note:

EH-31 can be contacted to obtain lesson plans, the supporting overheads,

and the particioant manual to supplement the material in this handbook.

Refer to the address listed in the FOREWORD.

Review Available Information. Twenty to thirty days prior to the seminar, the

4.5.3

coordinator sends planning information and information relating to the problem

being assessed in the TTNA process (information requested from the coordinator

when talking about the scope). The

facilitators use the information in two ways.

Obtain from coordinator:

First, to become familiar with the problem

Needs Analysis Worksheet

and form an idea of the types of expecteds,

causes, and solutions that might arise during

TTNA Planning Sheet

the TTNA and second, to build problem-

Problem-related information.

related examples into the training sessions.

Confirm Details with Coordinator. Five to ten

4.5.4

days prior to the seminar, the facilitator

confirms with the coordinator responsibility for gathering and taking all supplies to

the seminar. The facilitator usually brings the supplies and instructional

materials. The coordinator is usually responsible for having equipment and other

supplies available in the meeting room.