ML20117G504

Nonproprietary Designers Input for Training of Human Factors Engineering Verification & Validation Personnel

ML20117G504
Person / Time
Site:	05200003
Issue date:	05/31/1996
From:	Kerch S, Mumaw R WESTINGHOUSE ELECTRIC COMPANY, DIV OF CBS CORP.
To:
Shared Package
ML20117G501	List: ML20117G504 ML20117G507 ML20117G510 ML20117G519 NSD-NRC-96-4722, Forwards Listed Documents in Support of 960521-22 Meeting W/ Human Factors Branch Re SSAR Chapter 18
References
WCAP-14655, NUDOCS 9605210324
Download: ML20117G504 (14)

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WESTINGHOUSE NON-FROPRIETARY CLASS 3 WCAP-14655 DESIGNER'S INPUT TDR THE TRAINING OF THE HUMAN FACTORS ENGINEERING VERIFICATION AND VALIDATION PERSONNEL May,1996 by S. P. Kerch A.Mumaw WESTINGHOUSE ELECTRIC CORPORATION P. O. Box 355 Pittsburgh, Pennsylvania 15230-355 C 1996 Westinghouse Electric Corporation 4

All Rights Reserved 9 60 5c' l O 32 4 960514 PDP ADOCK 0520000.

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Page 1 of Enter Assigned To ALTERNATE DOCUMENT NUMBER: WCAP-14655 WORK BREAKDOWN #: 3.3.2.4.5 DESIGN AGENT ORGANIZATION: Westinghouse Electric TITLE: Designer's input for the Training of the Human Factors Verification and Validation Personnel ATTACHMENTS:

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{

r TABLE OF CONTENTS Section Title g

1.0 INTRODUCTION

1 1 l

2.0 GENERAL APPROACH TO TRAINING HFE V&V PERSONNEL..............

2-1 1

3.0 RECOMMENDED TRAINING PRACTICES FOR HFE V&V PERSONNEL.......

3-1 1

4.0 TRAINING INSIGHTS REPORT......................................

4-1

5.0 REFERENCES

5-1 1

i l

I l

l 1

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m:\\2952w.wpf:1W50896 iii

ACRONYMS COL Combined License Cathode Ray Tube CRT Emergency Operating Procedure EOP Human Factors Engineering HFE HRA Human Reliability Analysis I&C Instrumentation and Control KSAs Knowledge, Skills,' Abilities LOCA.

Loss-of-Coolant Accident M-MIS Man-Machine Interface System Pressurized Water Reactor PWR Systems Approach to Training SAT WPIS Wall Panel Information System V&V Verification and Validation l

l 1

1 m:\\2952w.wpf;1b-0508%

iv

1.0 INTRODUCTION

As stated in SSAR Subsection 13.2.1, personnel training is a Combined License (COL) applicant responsibility. COL applicants referencing the AP600 certified design develop and implement training programs for plant personnel. This includes the training program for the operations personnel who participate as subjects in the human factors engineering (HFE) verification and validation (V&V).

Insights to the training program will be made available to the COL applicant following the HFE V&V.

This document describes input from the designer on training of operations personnel who participate as subjects in the HFE V&V in the AP600 simulator. Not only is there a need to have skilled operators for conducting the evaluation of the control room man-machine interface system (M-MIS), there is also a need to develop a group of AP600 operator subject-matter experts who will be instrumental in developing the COL applicant training program. The training process described here is intended to build on the existing operational skills and experience of subject-matter experts (such as reactor operator or senior reactor operator license) to produce personnel who can perform the HFE V&V tasks on the AP600 simulator.

There are differences between AP600 operations and the subject-matter experts' previous operations experience. These differences are an important driver in training the HFE V&V operations personnel, including:

Understanding the operation of the passive safety systems, as well as the instrumentation and control (I&C) systems architecture AP600 interface design, especially the requirement for more interaction in interface management (finding displays or controls). An understanding of the alarm system, the wall panel information system (WPIS), and the use of computer-based procedures is also needed The AP600 approach to the presentation of plant state, which considers functional views and physical views of plant state m:\\2952w.wpf:lt450896 1-1

r 2.0 GENERAL APPROACH TO TRAINING HFE V&V PERSONNEL l

The design, development, evaluation, and validation of nuclear power plant training programs are guided by the systems approach to training (SAT). SAT promotes a number of important concepts for effective training. Specifically, it requires that training developers conduct a task analysis for the job to be trained, identify the skills and knowledge required, develop corresponding training objectives and performance measures, identify and develop techniques and materials to support those objectives, train the students, and evaluate student performance against the training objectives. This same approach will be applied to the training of the HFE V&V personnel:

l Task analysis - The results of the AP600 Function-Based Task Analysis and the Operational Sequence Analysis will be the inputs, in addition to the operating procedures, to the task analysis that supports training. This set of items will identify the full range of operational tasks required of operators for the HFE V&V testing.

1 Knowledge, skills, and abilities (KSAs) - KSAs that are required by personnel to conduct the set of operational tasks will be identified through an analysis of task performance l

requirements, as laid out in SAT. Indeed, the KSAs specified here will be the most detailed specification of the role of the operator for AP600. They provide a comprehensive specification of the set of KSAs operators will need to perform effectively in the AP600 control room. Thus, although it is anticipated that there will be significant overlap with the KSAs identified for predecessor plants, the AP600 KSAs additionally will be more explicit about the cognitive skills operators need to function effectively.

Training objectives - From the KSA description, a set of training objectives will be developed.

For every training objective, there will be a corresponding performance measure (or measures) that is used to test mastery. This set of training objectives is complete for the set of KSAs specified above. However, as mentioned earlier, it is likely that the personnel selected for HFE V&V training will already have a pressurized water reactor (PWR) license and will, therefore, have already mastered many of the training objectives identified for AP600 tasks.

Therefore, the subset of training objectives that are appropriate for the HFE V&V personnel in this training program will be identified.

Training techniques and materials - For the training objectives that will be identified as appropriate for the HFE V&V personnel, training techniques, and AP600-specific training materials will be identified and developed. The possible types of techniques that might be used, as well as some general training guidelines, are provided in Section 3.0.

'Ihe most important objective for the HFE V&V training program is to train a set of operators to l

control the AP600 simulation well enough that M-MIS performance issues can be accurately assessed.

The V&V needs to demonstrate that operators who are adequately skilled with the AP600 control room M-MIS can perform control room tasks within the defined performance standards.

mA2952w.wpf.lb-050896 2-1

t Because the HFE V&V operators will be required to master a diverse set of training objectives, it is anticipated that a variety of training techniques will be needed. In particular, techniques for training knowle.fge-based performance will likely be required in addition to the more traditional techniques used for training rule-based performance. Reasoning about plant performance from a functional perspective and assessing achievement of operational goals are skills that are more directly supported by the AP600 M-MIS. Section 3.0 offers some, general guidelines on training complex operational skills that require both knowledge-based and mle-based performance.

Training towards individual training objectives is necessary for assessing appropriate skill mastery, but can be an inadequate means to assess that integrated sets of operator skills are being developed. As a means for assessing that operator skills have been correctly integrated, a set of simulator scenarios that are tied directly to the V&V scenarios should be developed. This set of scenarios will require very similar operator skills as the V&V scenarios but have differences at the level of the operator actions that are used. For example, if the V&V plan calls for a small-LOCA event, a second small-LOCA scenario that differs in the presentation of initial symptoms will be used. The operations personnel are considered to be sufficiently trained when they are able to perform these training scenarios (performance criteria will be established when the scenarios are defined).

The parallel set of scenarios provides a context for training activities. Training to individual training objectives needs to be followed with training in more realistic settings so that individual skills become integrated. These scenarios allow a determination to be made of when the operators have developed sufficient skills to conduct the HFE V&V. Finally, the training activities with these scenarios provide a mechanism for additional feedback on the M-MIS design. If there are elements of the M-MIS that are difficult for the trainees to master, this may indicate that design refinements or modifications are required.

I mA2952w.wpf:lt> oS08%

2-2 I

3.0 RECOMMENDED TRAINING PRACTICES FOR HFE V&V PERSONNEL SSAR Subsection 18.6.6 offers the following descriptions of the AP600 operator:

A competent operator is one who is mentally ahead of the process that he controls.

...the operator must have an excellent mental model or image of the behavior of that process.

The operator is contimtally evaluating and validating the instnanent indications...

The operator also uses his mental model to anticipate the consequences of control actions...and is determining if those actions are accomplishing their purpose.

These descriptions portray an operator who, while using procedures, is a somewhat autonomous decision-maker that supervises the performance of plant systems. This orientation to operations requires that the training program stress decision-making and cognitive skills in addition to procedura compliance. In addition to including cognitive skills training, a number of training principles (Reference 10) can be applied to this training to enhance learning effectiveness. The following recommendations illustrate how these principles might be applied to operator training.

Provide a Framework for Job Performance There is strong evidence that the acquisition of new information is most efficient when a strong context is provided. Thus, the training program needs to establish a broad framework of the orientation to operations. The operations personnel (V&V test subjects) have the traditional operations framework in mind. The new framework helps trainees give meaning to and integrate new information. Humans rely heavily on mental structures to understand the world. New information is interpreted in the context of meaningful organization. By establishing a new operations framework, new information can be interpreted in the context of the requirements for AP600 operations, and learning is facilitated.

If there is no mental structure available to provide a context for new information, two types of learning failures can occur. First, new information that is presented without a strong context is likely to be forgotten. The second type of failure is the creation of " inert" knowledge. When new information is learned without the context of how the knowledge is tied to the job, there is no link between factual knowledge and its use in a skill. This can lead to what is called inert knowledge.

Inert knowledge enables one to select the correct answer on a multiple-choice test or supply some appropriate words when asked a test question, but the trainee does not understand how the knowledge relates to other knowledge or how it is used in the context of the job. Inert knowledge is, therefore, useless for job performance.

If the trainee has the appropriate context for AP600 operations, new knowledge is r tore likely to be retained and tied to job skills. Therefore, one early objective of this training progr;un is to give the trainees a thorough understanding of the operational philosophy and their role in or.erations.

mA2952w.wpf.It>.0508%

3-1

Use Actual Job Context to Support Training Activities The operational (or job) context, in addition to establishing a framework for the broad set of skills to j

be trained, should also serve as a setting for instructional activities. Thus, the training program should l

present new knowledge (theory, control room operations) and component skills (measurement techniques, finely tuned control actions) within the context of their use in job tasks. These component j

skills and knowledge may be introduced in a context outside of the job setting (classroom), but should be integrated back into the job context quickly (by use of simulation).

Factual knowledge must eventually take a procedural form, and therefore, it needs to be integrated into task performance. Isolated, factual knowledge and individual skills can be given meaning by I

associating them with their function in the context of the job. The training program should contmue to motivate leaming by identifying the role of the new knowledge in the context of the job. Also, the training program should continue to support integration of new knowledge and skills into a larger, more meaningful task.

Make Decision-Making Strategies Explicit Operators are given much of the required knowledge in a classroom context, but decision-makmg skills are more than just having knowledge available. It is important in training to illustrate skilled decision-making by offering an explicit model. If one identifies, in addition to specific knowledge, the l

operational goals, the set of effective strategies, and the rules for applying those strategies, one establishes a more appropriate set of instructional objectives for decision-making skill. The training program offers an approach to skilled decision-making, and operators are shown how to employ functionsl and physical displays to arrive at appropriate diagnoses and select appropriate procedures.

Ensure that Low-Level Skills Require Little Attention A new requirement for operators is interface management. Operators call up appropriate displays and controls, use pointing devices, and manage other cathode ray tube (CRT)-based functions. The skills to operate and manage the interface takes mental resources away from critical higher-level skills (situation assessment) since there are limitations in human attention and memory. One objective of a training program, is to manage the mental resources required for job performance. Operators must handle low-level skills competently without using significant mental resources both during training and for skilled job performance. There are several training techniques that can support this goal.

One method is to isolate low-level skills that can be trained to a very high degree of poficiency, such as display management. Training studies show that certain job skills can be trained to the point where they require virtually no additional resources; ti ese skills become " automated." This type of training is referred to as "automaticity" training. Therefore, one goal of the training program is to isolate low-i level skills early and to apply training to reduce the mental resource requirenwnts.

l mA29f2w.wpf:lt450896 3-2 l

t

1 Improve Evaluation Technique The role of evaluation can be expanded in two ways to enhance training. First, evaluation should take on a diagnostic role. This objective is facilitated by having a good model of skilled performance to which students can be compared. The skilled performance model serves as a means for assessing and remediating student performance. For example, much of the work in developing intelligent tutoring systems has focused on techniques for describing the student in terms of an expert model. The instmetor or tutorial system requires Ws diagnosis to determine the instrue.ional focus and feedback provided to students as learning progresses. A similar approach toward student modeling and diagnosis for instructional remediation can be used.

A second way to expand the use of evaluation is to involve students in self-monitoring and self-diagnosis early in skill acquisition. A model of skilled performance is used to aid students in critiquing their own performance when compared to ideal performance. This technique is introduced by having students critique others in a group setting. Eventually, students learn to apply the same analysis to their own performance.

Introduce Multiple Forms of Complexity.During Simulator Training The simulator is a powerful training tool. The instructional value of simulation is that the task environment can be structured carefully to focus a trainee on a specific learning experience. One key to the effective use of simulation is to consider the range of experiences provided to students and to include several descriptions of complexity. One form of complexity is the type captured by the procedures. The NRC uses a number of quantitative attributes (NUREG 1021) to evaluate scenario complexity. nese include number of crew critical tasks, number of emergency operating procedures (EOPs) entered, and number of major events. Also included are attributes such as number of component failures and number of instrument malfunctions. While these quantitative attributes clearly add complexity to a scenario, there are also important cognitive elements in nuclear power plant operations that create difficulties for operators. In many cr.ses, the ability to respond to these cognitively difficult situations separates the highly skilled operators from the average operators. A catalog of situations that create these complexities is found in Reference 9 and includes the following:

Situations in which important indications can be incorrectly " rationalized away." That is, indications that should be diagnostic may be attributed to a consequence of a known but less significant failure or of an automatic action (shrink and swell)

Situations in which multiple faults mask each other i

Situations that deviate from operator assumptions or expectations. For example, a safety system may fail to respond as demanded, or human errors occur in carrying out control actions to mitigate a component or system failure mu952w.wpr:1b-osos%

3-3

This list identifies some more qualitative indices of scenario complexity. The major point is that simulation scenarios are not simply a means to expose operators to a set of experiences that are otherwise expensive or dangerous in the actual setting. Simulation scenarios should be both systematic and explicit in their presentation of the sources of complexity that can be found in operations.

I m:\\2952w.wpf:Ib.0506%

3-4

I 4.0 TRAINING INSIGHTS REPORT After the HFE V&V operations personnel are trained and the V&V is completed, a report will be developed to pass on training insights to the COL applicant. This repon will include the following information:

Human Reliability Analysis (HRAyHFE Integration - A list of critical human actions, risk imponant human actions and the performance requirements for those actions are provided in the training insights repon. These are analyzed as part of the task analysis.

Task and Skill Analysis - The training insights report will provide the task analysis that is completed for the HFE V&V training, as well as the KSA analysis associated with those tasks.

Training Objectives - The training inrights repon will include the full set of training objectives that is completed for the HFE V&V training. The task and KSA analysis will provide a detailed specification of the role of the operator for AP600.

Training Guidelines - The set of training guidelines that are used to identify appropriate training techniques and develop training material for the HFE V&V training will be included in the training insights report. These provide a framework and explicit guidance for those developing an operator training program.

Training Techniques, Materials, and Scenarios - The training techniques and AP600-specific training materials developed for the HFE V&V training will be included in the training insights repon.

As described in Section 3.0, it is critical to build a full range of complexity into simulator training scenarios. The training insights repon will provide insights into the qualitative fonns of complexity (Reference 9) that may be most applicable to AP600 operations. These scenarios can be incorporated into the COL applicant's training program.

Perfermance Insights - The training program for HFE V&V eperations personnel and the

=

V&V itself should provide insights into areas where operator perfonnance is likely to be difficult. These experiences will sugget,t the tasks that operators have trouble performing, and the tasks that are more difficult to leam. These are imponant inputs to training, and may impact sequencing and/or emphasis in the curriculum.

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5.0 REFERENCES

- 1.

Roth, E. M., Woods, D. D., and Pople, H. E., Jr.,1992 (in press), " Cognitive Simulation as a Tool for Cognitive Taskt Analysis" in Ere'onomics. a special issue on Cognitive Engineering.

2.

Iesgold, A. M., Lajoie, S., Eastman, R., Eggan, G., Gitomer, D., Glaser, R., Greenberg, L.,

Logan, D., Magone, M., Weiner, A., Wolf, R., and Yengo, L.,1986, " Cognitive Task Analysis to Enhance Technical Skills Training and Assessment," Technical Report (Pittsburgh, PA, Learning Research and Development Center).

3.

Means, B., Mumaw, R., Roth, C., Schlager, M., McWilliams, E., Gagne, E., Rice, V.,

Rosenthal, D., and Heon, S.,1988, "ATC Training Analysis Study: Design of the Next-Generation ATC Training System," HII Technical Report (Alexandria, VA, HumRRO International, Inc.).

4.

Schneider, W. and Detweiler, M.,1988, "The Role of Practice in Dual-Task Performance:

Toward Workload Modeling in a Connectionist/ Control Architecture," in " Human Factors," 30, pages 539-566.

5.

Gentner, D. and Stevens, A. L., CA,1983, " Mental Models" (Hillsdale, NJ, Erlbaum).

6.

Kieros, D. E. and Boviar, S.,1984, "The Role of a Mental Model in Leaming to Operate a Device," in Cornitive Science. pages 255-273.

7. -

Collins, A., Brown, J. S., and Newman, S. E.,1989, " Cognitive Apprenticeship: Teaching the

[

Crafts of Reading, Writing, and Mathematics," in " Knowing, Learning, and Instruction:

Essays in Honor of Robert Glaser," L. Resnick (ed.), (Hillsdale, NJ, Erlbaum).

8.

Schneider, W. and Shiffrin, R.,1977, " Controlled and Automatic Human Information Processing: I. Detection, Search, and Attention," in Psychological Review. 84, pages 1-66.

9.

Mumaw, R. J. and Roth, E. M.,1992, "How to be More Devious with a Training Simulator:

Redefining Scenarios to Emphasize Cognitively Difficult Situations, Simulation Multi-Conference: Nuclear Power Plant Simulation and Simulators," Orlando, FL, Apr. 6-9,1992, STC Paper 92-ISJ4-VIRTU-P1 (Pittsburgh, PA, Westinghouse Electric Corp., Science and Technology Center).

10.

Mumaw, R. J. Swatzler, D., Roth, E. M., & Thomas, W. A. (1994). " Cognitive Skill Training for Nuclear Power Plant Operational Decision Making," (NUREG/CR-6126).

Washington, D. C.: Nuclear Regulatory Commission.

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