PROCEDURE FOR PERSONNEL TRAINING

Effective Date:

J. J. GeorgeQuality Assurance Support

H. P. NunesProject Leader

Date

D.T. OakleyTechnical Project fficer

Page of 8

PROCEDURE FOR PERSONNEL TRAINING

1.0 PURPOSE

The purpose of this quality administrative procedure (QP) is to establish and des-cribe the actions to develop, mplement, qualify, and document an effective train-Ing program in compliance with Yucca Mountain Project (Project or YMP) require-ments. The training program will result in trained and qualified personnel who canproficiently perform assigned tasks, adequately document their training, managetraining records, and assess training effectiveness.

2.0 SCOPE

This procedure applies to all Los Alamos National Laboratory (LANL) personnelassigned to perform, manage, or verify activities affecting quality for the Project.

3.0 REFERENCES

LANL-YMP-Quality Assurance Program Plan (QAPP).TWS-QAS-QP-02.1, Procedure for Personnel Selection, Indoctrination, and Qualifi-cation.TWS-QAS-QP-05.2, Preparation of a Detailed Technical Procedure.TWS-QAS-QP-06.1, Procedure for Document Control.TWS-QAS-QP-17.1, Procedure for the LANL Group Resident File.

4.0 DEFINITIONS

4.1 Training

Training is in-depth instruction provided to personnel to develop and demon-strate initial proficiency in the application of selected requirements, meth-ods, and procedures and to adapt to changes in technology, methods, or jobresponsibilities. Such in-depth nstruction may be any combination of in-ternal or external classroom sessions, supplemental hands-on training, readingassignments, on-the-job training, and/or other instructional methods asappropriate.

4.2 Project Training Representative

The Project Training Representative is the individual assigned by theTechnical Project Officer (TPO) to manage and coordinate the trainingactivities necessary to support development, implementation, and document-ation of personnel training.

4.3 Instructor

An instructor has relevant education, experience, or proficiency n thesubject to be presented, as determined by his or her manager, and has beenassigned by the manager to instruct personnel on that selected subject.

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4.4 Instructional Materials

Instructional materials may include but are not limited to formal lessonplans, viewgraphs, visual aids, audiovisual material, manuals, handout pack-ages and any other teaching tems used in the development and presentationof training.

5.0 RESPONSIBILITIES

The Technical Project Officer (TPO) has overall responsibility for the development,implementation, and assessment of the training program in accordance with theapplicable Project requirements. Responsibilities of the Quality Assurance ProjectLeader (QAPL), principal investigators (PI), Quality Assurance Liaisons (QAL),Project supervisors and employees, Project Training Representative, instructors,and Quality Assurance Support (QAS) staff are delineated in Section 6.

6.0 PROCEDURE

Responsibility Action

6.1 Establish Training Needs

Project Training Representativeor designee

1. identify specific training requirementsand method of meeting them.

2. Ensure that preparation of plans andprocedures for the development, imple-mentation, documentation, and assess-ment of the training program conformswith the YMP Training Management Planand meets the general requirements ofDepartment of Energy (DOE), other gov-ernmental, and ndustrial codes andstandards.

3. Manage and coordinate the activitiesnecessary to support training develop-ment, implementation, and documenta-tion.

Quality Assurance ProjectLeader, Principal investi-gators, Supervisors, andQuality Assurance Liaisons

4. Identify the quality training necessaryfor each Project employee to accomplishhis or her assigned activities; inform theQAPL of the need for training. Beforeassigning personnel to perform activitiesaffecting quality, train the personnel tothe required proficiency. The frequencyof training shall be appropriate to thesubject or activity, and shall include theprinciples, techniques, and requirementsof the activity. Generally, the need toprovide training will be identified by oneor all of the following:

Page 3 of 8

Responsibility Action

a requirement in a Project-leveldocument,

a formal analysis of job trainingneeds that Identifies the minimumtraining required for each job posi-tion performing activities affect-Ing quality,

the results of a survey or auditfinding,

the results of nonconformances ordetected adverse quality trends, or

a request by a responsible man-ager.

6.2 Identification and Qualificationof Instructors

Project Training Representativeor Designee

Group Leaders, Principal Inves-tigators and/or supervisors

Project Training Representa-tive or Designee

5. Provide a course of instruction to trainand qualify Project staff who are de-veloping and/or presenting quality assur-ance training. When the Instructors havesuccessfully completed the trainingcourse, the Project Training Represent-ative ssues a letter of qualification tothe instructors and forwards copies tothe QAS and the group Resident File tobe maintained in the individuals' trainingfiles.

6. Assign and support qualified instructorsto develop and present training. Person-nel (e.g., QALs, QAS) assigned trainingresponsibilities shall have their positiondescriptions updated to reflect theseduties

7. For detailed technical procedure (DP)training, the LANL Project personnelwho prepare and review DPs will beconsidered the experts on the subjectmatter and the instructors for those DPsin accordance with QP-05.2 and do notrequire instructor training. The authorand/or reviewer providing training is re-sponsible for documenting the trainingon the YMP Indoctrination/TrainingForm (QP-02.1, Attachment 2).

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Responsibility Action

6.3 Development of TrainingMaterials

Quality Assurance ProjectLeader/Quality AssuranceSupport

4.

8. Determine the training necessary foreach individual by initiating the YMPTraining Matrix Form (Attachment 1) inaccordance with the instructions con-tained in the Difficulty/importance/Fre-quency (DIP) Guidance (Appendix A).Forward Attachment 1 to the employee'ssupervisor for completion of trainingneeds.

9. Review YMP Training Matrix form, doc-ument which procedures Project per-sonnel must be trained for, and ndicateapproval by signing and dating t. Re-turn completed form to the QAPL.

Principal Investigator(s)/Supervisor(s) and/or QualityAssurance Liaison(s)

10. If the supervisor/QAL disagrees withtraining determination, return Attach-ment 1 with comments to the QAPL forreevaluation and reissue. After reissue,repeat Step 9.

Quality Assurance ProjectLeader

11. Resolve conflicts between QAL and PI/-supervisors if agreement cannot bereached concerning training require-ments.

12. After receipt of completed, approvedtraining matrices, coordinate trainingneeds with the Project Training Repre-sentative. Forward completed Attach-ment 1 to QAS.

Quality Assurance Support 13. Enter information contained on Attach-ment 1 into Project's computerizedpersonnel training files. Schedulepersonnel for any formal classroomtraining.

14. Forward notice of scheduled formaltraining to Project supervisors, if requir-ed.

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Responsibility Action

Quality Assurance Liaison/Instructor/Quality AssuranceSupport

Quality Assurance ProjectLeader

15. Develop lesson plans or modules, as re-quired, to deliver formal classroomtraining. Formal classroom training re-quires a lesson plan reviewed and ap-proved by the developer's supervisor;measurable training objectives; record ofattendance; course critique; and, if ap-pllcable, an evaluation of training re-sults.

16. By coordinating with the Project Train-Ing Representative, review and approvetraining program materials developed forProject use. Ensure that the materialsprovide flexibility for variation in thedepth of application of training appro-priate to the scope, number of trainees,and quality level of the activities.

6.4 Specific Training Requirements

Principal Investigator/Super-visor and/or Quality AssuranceLiaison

Project Personnel

Principal Investigator/Supervisor

Principal Investigator/Supervisor and/or QualityAssurance Project Leader

17. For training that requires reading only,initiate YMP Reading Assignment Form(Attachment 2), by completing top ofform. Indicate, by entering yes or no,which procedures Project personnel needto read and understand as specified onthe applicable Training Matrix.

18. Complete Attachment 2. Read all re-quired procedures. Indicate completionby Initialing and dating each entry and,after completing all reading assign-ments, sign and date Attachment 2.Forward completed Attachment 2 toPI/supervisor. Note: For new or revisedQPs issued through controlleddistribution, fill out and return ReceiptAcknowledgment forms In accordancewith QP-06.1.

19. Review completed Attachment 2; if ac-ceptable, retain a copy for group Resi-dent Files and forward original to QASfor entry into Project's computerizedpersonnel training files.

20. Before assigning Project personnel toperform activities affecting quality,coordinate with the QAL and/or QAS toverify that personnel have received thefollowing:

Responsibility Action

required indoctrination, which sdocumented on the YMP indoctrin-ation and Certification Forms (QP-02.1, Attachments 2 and 3);

required training (in-depth nstruc-tion) to develop and demonstrateinitial proficiency in the applica-tion of selected requirements,methods, or job responsibilities;this training is determined by ex-amining the YMP Training NeedsAnalysis Form (Attachment 1); and

refresher training necessary tomaintain or regain proficiency.

Quality Assurance Liaison/Quality Assurance Supportand/or Instructor

21. Enter a record of Project personneltraining, which includes the objective,content of training, date(s) of training,and other applicable information, on theYMP Indoctrination/Training Form (QP-02.1, Attachment 2).

22. Enter a record of Project personneltraining on the YMP Certification Form(QP-02.1, Attachment 3, Part A). Man-datory reading lists shall be referencedon and attached to the QP-02.1, Attach-ment 3, Forms.

Project Personnel

Quality Assurance Liaison/Quality Assurance Supportand/or Instructor

Principal Investigator/Supervisor

23. Acknowledge receipt and understandingof initial indoctrination (as per QP-02.1)and training by signing and dating theYMP Indoctrination/Training and Cert-ification Forms (QP-02.1 Attachment 2and Attachment 3, Part B).

24. Forward completed Indoctrination/Train-ing and Certification Forms to the Pro-ject employee's supervisor.

25. Review records of indoctrination, train-ing, and certification and, f acceptable,sign and date YMP Certification Form(QP-02.1, Attachment 3, Part B). Retaina copy for the group Resident File, senda copy to the Records Processing Centerand the original to the QAS for entryinto the Project's data base for personneltraining records for tracking purposes.

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Responsibility Action

Quality Assurance Liaisons/Quality Assurance Support and/or Instructors

26. Provide training, as required, to all Pro-ject personnel and, as required, trainingfor the following.

when employees join the Project,

when new or revised plans and pro-cedures are issued,

when required by corrective ac-tions, and

6.5 Minimum Training Require-ments

Principal Investigators, Super-visors and/or Quality Assur-ance Liaisons

Part-time, Temporary, orSubcontract Personnel

Instructor

when required to retain or regainrequired proficiency.

27. Determine the minimum training re-quirements for part-time, temporary, orsubcontract personnel. Their minimumtraining should be equal to the minimumrequirements for full-time personnel asspecified in the Training Matrices; how-ever, this determination will be per-formed on a case-by-case basis.

28. Read or attend training as directed bythe appropriate Project supervisor.

29. Provide training to part-time, tempo-rary, or subcontractor personnel and pro-cess records as in Step 25.

6.6 Assessment of Training Program

Technical Project Officer

Quality Assurance Support

30. As appropriate, periodically assess theeffectiveness of the Identification oftraining needs and the achievement oftraining objectives. This task shall beperformed at least annually, and it maybe included in the trend analysis and/ormanagement assessment reporting.

31. Maintain original files of all trainingrecords.

32. Forward to responsible supervisors or n-structors notices of required trainingsessions for employees and of make-uptraining sessions.

Responsibility

TWS-QAS-QP-02.2, RIPage 8 of 8

Action

33. Provide copies of the current list ofapproved QPs to help supervisors andinstructors determine training needs.

34. Assist the QALs in the preparation ofthe annual project qualifications inaccordance with QP-02.1; providetraining or retraining as required.

7.0 QUALITY ASSURANCE REQUIREMENTS

7.1 Records

Original documentation of all training or retraining shall be sent to the QASfiles for retention and entry into the Project's computerized personneltraining files, and a copy shall be maintained in the group Resident File.

Responsibilty Action

Quality Assurance Support 35. Maintain originals of the following re-cords:

* training/qualification course forInstructors,

personnel training matrix forms,

* reading assignment forms,

* training attendance forms, and

quality assurance lesson plansand/or training modules.

36. Maintain a copy of all records listed inStep 35.

Resident File Custodians

8.0 APPENDICES AND ATTACHMENTS

Appendix A: Difficulty/Importance/Frequency (DIF) Guidance

Attachment 1: Project Training Matrix -

Attachment 2 Project Reading Assignment Form

TWS-QAS-QP-02.2, R1Appendix APage 1 of 4

TRAINING NEEDS ANALYSIS WORKSHEET

DIFFICULTY/IMPORTANCE/FREQUENCY (DIF) GUIDANCEFOR

SELECTING QUALITY PROCEDURES FOR TRAINING

As part of the analysis of training needs, factors of difficulty importance, and frequencyfor performance of each activity controlled by a procedure are rated by experienced job,incumbents/subject matter experts (SME). These factors are defined in the followingparagraphs.

Difficulty

Difficulty refers to mental and physical effort required by a staff member to achieveproficiency in the performance of an activity. Some tasks are easy or familiar andrequire no training before performance. More difficult tasks require proper training tomaster. However, others require physical skill or ntellectual ability that relatively fewIndividuals are capable of achieving without in-depth training. Use of difficulty ratingsprovides assurance that the more complicated tasks are identified and personnel trainedto perform them. The following is a scale to be used by SMEs to rate task difficulty:

Minimum:

Maximum:

1 = "very easy" to perform,2 = "somewhat easy" to perform,3 = "moderately difficult" to perform,4 = "very difficult" to perform, and5 "extremely difficult" to perform.

Importance (Criticality)

Tasks have varying degrees of importance to the performance of activities affectingquality. Some tasks are vital to job performance, while others may be of relativelyminor consequence. Task importance s rated in terms of consequences of inadequateperformance (e.g., injury to personnel, damage to equipment). Importance ratings ensurethat tasks essential to activities affecting quality are identified and that personnel aretrained for them as appropriate. The following is a scale to be used by SMEs to rate taskimportance;

Minimum:

Maximum:

I = consequences of improper performance are "negligible,"2= consequences of improper performance are "low,"3 = consequences of Improper performance are "about average,"4 = consequences of improper performance are "negative mpact," and5 = consequences of Improper performance are "extremely negative m-

pact."

Frequency of Performance

Frequency of performance measures how often an activity affecting quality is per-formed. A frequently performed task is more likely a candidate for training, as the needof proficient performance s relatively continual

TWS QAS-QP-02.2, RIAppendix APage 2 of 4

A task performed Infrequently (e.g., once in seven years) usually Is not suitable fortraining. These tasks could be covered by drills, exercises on the job, or detailedprocedures. Frequency of performance can be used to determine the need for initialand/or continuing training. It also can affect selection of the training setting. Thefollowing scale s to be used by experienced job ncumbents/SMEs to rate frequency ofperformance:

Minimum: 1 = rarely (about once a year),2 seldom (about three to four times a year),3 occasionally (about once a month),4 often (about once a week), and

Maximum: 5 = very often (daily).

Task Averages

Selection of tasks using the factors of difficulty and importance is facilitated bycomputing the average of the numerical score assigned to each factor by the JobIncumbents during data collection.

The average value of each factor is used in the review process.

Factor Point Average Range

Difficulty Very Score 3

Average Score 2 & 3

Easy Score 2

Importance Yes Score 3

No Score < 3

The average scores for difficulty and importance are used to determine the appropriatecategory for each task. Composite ratings of difficulty and importance are produced.These tasks and ratings are reviewed by the participants, who determine which tasks donot require training or would not use training resources effectively.

The following criteria may be used to exclude tasks from further training analysis:

* a task or activity that can be learned easily, on the job, without adverseImpact on plant operations;

* a task or activity that has both low difficulty and importance ratings,indicating that training resources should not be expended to produce formaltraining; and

a task or activity that requires skills and knowledge that may be acquired atlower job classifications.

TWS-QAS-QP-02.2, R1Appendix APage 3 of 4

Tasks that have combined averages should always be considered with care; if the taskdoes need not training, the justification for deleting the task shall be documented.

The following guidelines shall be used to determine the training requirements of aposition within the Project; all three DIF areas shall be added and averaged for eachprocedure. A decision to train or not to train and the appropriate training will be basedupon the following guidelines:

* < 2.5

2.5 but 3.5

* 3.5but< 4.5

DO NOT TRAIN;

read, understand, and sign procedure;

develop and present formal classroom training; and

develop and present formal classroom training withproficiency documented by exam or job proficiencymeasure.

These guidelines are developed In order to meet the minimum requirements for trainingto procedures for personnel who are performing activities affecting quality. Thistraining is intended to be supplemented by

* project orientation;

* certification processes for auditors, peer reviewers, etc.; and

* special training assignments made by the cognizant manager when required.

DIFFICULTY/IMPORTANCE/FREQUENCY GUIDANCE SHEET

When evaluating your use and application of a particular procedure, use the weightingfactors listed below. Use your experience in performing the tasks controlled by theprocedures In making your decisions. If you have never had to refer to or reference aprocedure in the course of your work, do not mark that you use It. If you think you willneed to use a particular procedure in the immediate future, then mark it and weight it asbest you can.

DIFFICULTY

Measure the ability of the average person to follow and use the procedure to accomplishthe task.

1 = very easy2 = somewhat easy3 = moderately difficult4 = very difficult5 = extremely difficult

IMPORTANCE

Measure the Importance of improper performance and the short-term as well as the long-term consequence of error.

1 = negligible2 = low3 = about average4 = negative impact5 = extreme negative impact

FREQUENCY

Indicate how frequently you actually use or reference the procedure in the performanceof activities affecting quality.

1 = rarely (about once a year)2 = seldom (about three or four times a year)3 = occasionally (about once a month)4 = often (about once a week)5 = very often (daily)

TWS-QAS-QP-02.2, R1Attachment 1

Page of 1

LOS ALAMOS NATIONAL LABORATORY

YUCCA MOUNTAIN PROJECTTRAINING MATERIX

1.1 INTERFACE CONTROL

02.1 PERSONNEL QUALIFICATIONS

02.2 TRAINING

02 CONFLICT RESOLUTIONO2A MANAGEMENT ASSESSMENT03.1 QA SOFTWARE PLAN

0.4 QALA

TWS-QAS-QP-02.2, RIAttachment 2

Page 1 of 2

YUCCA MOUNTAIN PROJECTREADING ASSIGNMENT FORM

Name:

Title/Position:

Supervisor:

Date:

Group:

Signature Date:

Reading Assignments Complete by:

Procedure No.

QP-01.1QP-01.2

QP-02.1QP-02.2QP-02.3QP-02.4

QP-03.1QP-03.2

QP-03.3QP-03.4

QP-03.5QP-03.6QP-03.7QP-03.8QP-03.9QP-03.10QP-03.11QP-03.12QP-03.13QP-03.14QP-04.1QP-04.2

QP-04.3

ReadY or N Initials Date Read

TWS-QAS-QP-02.2, RIAttachment 2

Page 2 of 2

ReadY or NProcedure No. Initials Date Read

QP-05.1QP-05.2

QP-06.1QP-08.1QP-08.2

QP-12.1QP-12.2

QP-13.1QP-15.1

QP-16.1QP-16.2

QP-17.1QP-17.2

QP-18.1QP-18.2QP-18.3

I have read and I understand the documents Indicated above.

Signature: Date:

(Employee)

UPDATE.EXP Tuesday, February 28, 1989 Page

SHORTDP # DESCRIPTION

ISSUEDATE

TWS-ESS-DP-03R2TWS-ESS-DP-04R4TWS-ESS-DP-06R2TWS-ESS-DP-07R2TWS-ESS-DP-16R3TWS-ESS-DP-24R1TWS-ESS-DP-25R2TWS-ESS-DP-50ROTWS-ESS-DP-51ROTWS-ESS-DP-52ROTWS-ESS-DP-63ROTWS-ESS-DP-54ROTWS-ESS-DP-55ROTWS-ESS-DP-56R1TWS-ESS-DP-101RTWS-ESS-DP-102RTWS-ESS-DP-103RTWS-ESS-DP-105RTWS-ESS-DP-106RTWS-ESS-DP-107R0TWS-ESS-DP-11OROTWS-ESS-DP-111ROTWS-ESS-DP-112ROTWS-ESS-DP-113ROTWS-ESS-DP-114ROTWS-ESS-DP-116ROTWS-ESS-DP-1 17R

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FIELD SAMPLINGCATION AND ANION EXCHANGEZERO POINT OF CHANRGE (POTEN.)ZERO POINT OF CHANGE (ELECT.)EQUILIBRIUM BATCH SORPTIONKINETIC BATCH SORPTIONSAMPLE ID AND CONTROLCALIB. & USE OF PHOTOACHOMETERSAMPLE PREPARATIONPARTICLE SIZE REDUCTIONCALIBRATION AND USE OF CENTRIF.TEMP. MEASUREMENT AND CONTROLPREP. OF STOCK SOLNS. & REAGENTCALIB/USE OF ANALYTICAL BALANCEpH MEASUREMENT, ACID-BASE SOLN.PARTICLE SIZE ANALYSISMEASUREMENT OF DISSOLVED OXYGENSPECTROPHOTOM. DET. TRACER CONC

TWS-HSE12-DP-324ELECTROCHEM. DET. OF TRACER CONC

Tuesday, February 28, 1989UPDATE .EXP Page 2

TWS-HSE12-DP-325 COLUMN TRACER TRANSPORTTWS-INC-DP-02R3 QC IN COUNTING RADIO. NUCLIDESTWS-CNC-DP-05R1 SORP/DESORP. RATIO IN GEO. MATLSTWS-CNC-DP-15R1 CRUSHED ROCK COLUMN STUDIESTWS-CNC-DP-17R1 SMPS. IN THEIR NATURAL STATETWS-INC-DP-26RO AQU. STDS. FOR ANALYSIS OF WATERTWS-INC-DP-27 TRACE DET. BY PLASMA EMIS. SPEC.TWS-INC-DP-30RO C02 ATMOS. CONTROL OF GW CHEM.TWS-INC-DP-35R0 pH MEASUREMENTSTWS-INC-DP-36RO Eh MEASUREMENTSTWS-INC-DP-45RO ACID ANIONS BY ION CHROMATOG.TWS,-INC-DP-6OR1 CORE SMPLS. FOR SOLID CORE EXP.TWS-INC-DP-61R1 SOLID ROCK COLUMN EXPERIMENTSTWS-INC-DP-62R1 BULK NTS WELL WATER SAMPLESTWS-INC-DP-63RO PREP OF CORE FOR CRUSHED ROCK EXTWS-INC-DP-64SMP COUNTING DYN TRANS.(9000 ROBOT)TWS-INC-DP-66TWS-INC-DP-67TWS-INC-DP-68TWS-INC-DP-69TWS-INC-DP-70TWS-INC-DP-71TWS-INC-DP-72TWS-INC-DP-73TWS-INC-DP-74TWS-INC-DP-75

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04/ 6/8903/14/8905/12/8905/12/8908/ 7/8903/15/8903/15/8909/ 8/8903/20/8910/10/8910/10/8906/12/8909/11/8902/23/8904/18/8911/ 7/8912/ 7/8901/18/9002/ 8/9003/ 9/9011/ 7/8802/ 1/8902/ 1/8911/ 7/8804/28/8903/ 9/9005/ 5/8905/ 5/8905/ 5/8907/10/8904/ 6/8904/ 6/9011/ 7/8811/ 1/8803/27/8911/ 1/8805/ 5/8906/ 6/8904/ 7/8906/ 6/8903/ 8/8908/ 7/8908/ 7/8903/ 8/8903/ 8/8910/10/8910/10/89I1/ 7/8812/27/8812/27/8802/13/8902/23/8904/ 7/8902/23/8904/ 7/89

Tuesday, February 28, 1989UPDATE.EXP Page 3

NEW U-Th DISEQUILIBRIUM GEOCHRONOLOGY OF BASALTSNEW 3He/4He SURFACE EXPOSURE AGES OF BASALTNEW ANALYSIS OF BASALT ASH USING PIXENEW ANALYTICAL PROCEDURE FOR SOILS ANALYSISTWS-WX-DP-5O1,RO INTEGRATED DATA SYSTEM DESIGNTWS-WX-DP-502,RO TECH. ASSESS. REV.PROC. FOR IDS

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