Introduction and ALARA Philosophy

1. Radiological Safety and Response RPT-243 -1 Introduction andALARA Philosophy

2. The following Learning Outcomes are addressed in Session 1

3. Learning OutcomesUpon completion of this lesson, the student will be able to: • Explain the four common stages of team formation and growth (PE). • As assigned by the Instructor, participate as a contributing team member on an RPT Student team (PE). • Demonstrate the use of the SLAPPS mnemonic to exercise situational awareness (PE). • Demonstrate the proper use of the 3 part communication model including the use of the phonetic alphabet and numeric communication (PE). • Demonstrate the proper use of the STAR acrostic to exercise self-checking (PE).

4. The following Learning Outcomes are addressed in Session 2

5. Learning Outcomes (cont’d)Upon completion of this lesson, the student will be able to: • Define and discuss the interrelationship among the following: • regulation • regulatory guide • NUREG • recommendation (health physics position papers) • license condition • technical specification

6. Identify the scope, explain the principles and the use of the following standards: 10CFR19, Notices, Instructions, and Reports to Workers 10CFR20, Standards for Protection Against Radiation 10 CFR835, Occupational Radiation Protection regulatory guides applicable to power reactor radiological protection (such as RG 8.38, RG 8.13, and RG 8.15) Identify the ALARA philosophy for collective personnel exposure and individual exposure. Discuss why radiation exposures to individuals and to groups of workers are to be kept as low as reasonably achievable (ALARA). Learning Outcomes (cont’d)Upon completion of this lesson, the student will be able to:

7. Describe the assumptions on which the current ALARA philosophy is based. Identify the scope of an effective radiological ALARA program. Explain how exposure goals can be used to reduce individual and collective exposures for specific radiological jobs, for work groups, and for the plant. Explain the ALARA concept and how it is applied to radiological work at the plant (for example, time, distance, shielding, engineering controls, and source reduction). Learning Outcomes (cont’d)Upon completion of this lesson, the student will be able to:

8. Describe the “total risk” concept as it applies to the prescription of radiological work controls. Describe special precautions to be used when practical to control or reduce exposures during certain radiological conditions, such as: assignment of stay times and timekeepers, continuous radiological protection technician coverage, use of alarming dosimeters or dose rate meters, use of temporary shielding, availability of low dose rate waiting areas, and removal of high dose rate sources. Learning Outcomes (cont’d)Upon completion of this lesson, the student will be able to:

9. Describe work time reduction techniques that can be used to reduce worker radiation exposure, such as the following: pre-job planning and preparation pre-job mockup training for worker familiarity review of procedures for workability and efficiency use of special tools to improve worker efficiency improvement of worker comfort by controlling the environment (temperature, lighting, humidity, space) prefabrication of equipment in low-dose or no-dose areas decontamination to reduce protective clothing requirements Learning Outcomes (cont’d)Upon completion of this lesson, the student will be able to:

10. Describe techniques by which increased distance can be used to reduce worker radiation exposure, such as: positioning workers away from hot spots or high dose areas, using remote operators or special tools to increase worker distance from a source, and removing equipment to low dose areas for maintenance. Discuss factors that determine the ultimate effectiveness of installing temporary shielding, such as the cost of installation (dollars and person-rem) versus benefit, physical space limitations, 10CFR50.59 review constraints, floor loading constraints, and pipe and pipe hanger load constraints. Learning Outcomes (cont’d)Upon completion of this lesson, the student will be able to:

11. Describe the consequences of removing permanent or temporary shielding without proper review and authorization. Explain the responsibilities of the following personnel regarding specifying, complying with, monitoring, and enforcing radiological protection and ALARArequirements: worker workers’ supervisor radiological protection technician radiological protection supervisor Learning Outcomes (cont’d)Upon completion of this lesson, the student will be able to:

12. Outline • Session 1 Introduction • Team Dynamics • Human Performance Improvement • Session 2 • Regulatory Hierarchy and Relationships • ALARA Philosophy and Why • Implementing ALARA • Total Risk Concept • Use of Goals • Time – Distance – Shielding • Responsibilities • Questions

13. Introduction RPT-243-1 Session 1

14. Introduction • A shift in approach: • Up to this point – classes have been largely theoretically based with some guided instruction in practical hands-on competencies • Now – we move to largely hands-on instruction culminating in “performance for evaluation”. • That is – we will revisit some of the tasks you have been exposed to and coached through and will provide an evaluation of your performance as a team and as an individual.

15. Introduction • Additionally, we will introduce new aspects of previous topics, such as: • Regulatory hierarchy and relationships • More details from the regulations regarding and implementation of controls for: • Limits • Postings • Access Control • Contamination Control • Emergency Response • ALARA and Radiological Planning • Use of the “BIG Three” – TDS

16. Introduction • However, first we will introduce some tools that will help you start to acclimate yourself to the day-to-day life of an RP technician: • Team Dynamics • Human Performance Improvement

17. Team Dynamics

18. Team • Together Everyone Achieves More • Many different ways to look at TEAM function and TEAM theory exist. • Arguably, the most popular model is one put forward by Bruce Tuckman in an article first published in 1965. • He described four stages of team formation and growth: • Forming • Storming • Norming • Performing

19. Forming • Team members meet each other. • Individual expectations as being part of the team are defined. • The leader’s ability to guide the team most likely is tested during the forming stage. • Notes: • In a high turnover organization, or one that has undergone reorganization, teams are in some stage of forming on a frequent basis • New employees or new team members always start in this stage

20. Forming • Tips for moving through this stage: • Recognize where you and your team mates are • Step out and introduce yourself to each other • Take time to get to know each other • Seek out a clear definition of: • The team’s mission • Expectations on the team • Individual member’s roles and responsibilities • Recognize that not everyone will become comfortable on the team at the same rate

21. Storming • The team begins to understand what the end goal is. • However, each member may have a different idea as to how best to proceed toward that goal. • Team members’ personal agendas may become clear as each vies for credit for ideas. • Members may start to compete with each other. • They may discount each other’s ideas. • Generally, they avoid collaboration. • Storming is usually the most difficult stage for the team.

22. Storming • Tips for moving through this stage: • Stay on task – help remind each other what that is • Learn and use compromising and negotiating skills • Ensure goals are achievable and realistic • Use the “good days” to share positive feelings and experiences and celebrate successes • Use appropriate humor to dampen tension • Keep it positive and upbeat

23. Norming • Team members: • Agree on the focus • Are enthusiastic • Are goal-driven • Accept each other • Tips: • Encourage continued graciousness in giving and receiving constructive criticism • Stay focused • Establish internal rules and guidelines

24. Performing • Team members: • Identify and solve problems • Implement changes • Make measurable progress toward the goal • Tips: • Do not take advantage of each other’s strengths or weaknesses • Look within yourself when problems are encountered – “Where do I need to change?” • Work through problems within the team • Encourage each other in taking bite sized chunks • Seek to continue to bond as team members

25. Mature Teams • Recognize that actions speak louder than words • Understand that self-respect is a strong motivating force • Agree that placing a high value on integrity builds support within the team • Have learned that flexibility develops deep trust • Recognize the need to renew themselves from time to time.

26. Four Stages of Team Growth

27. Teams in Summary • Forming – We are watchful, polite, and guarded. We don’t really know or understand the boundaries or the rules. • Storming and Norming – We get organized, develop skills as a team, establish procedures, give and receive feedback, and confront issues after we learn how. • Performing – We are close and supportive. We tend to be flexible, open, and synergistic. • Together Everyone Achieves More

28. Expectations • RPT Students will be split into teams by the Instructor. • The Teams will stay intact over the semester until the Instructor decides otherwise. • The Teams shall perform all Labs and Practical Exercises (PE) as directed by the Instructor. • The Teams will be coached by the Instructor on improving team performance.

29. Human Performance Improvement Tools

30. Definition According to Purdue University one definition of Human performance improvement is: • the systematic process of discovering and analyzing important human performance gaps • planning for future improvements in human performance, • designing and developing cost-effective and ethically justifiable interventions to close performance gaps, • implementing the interventions, and • evaluating the financial and non-financial results.

31. What that means… • For the nuclear worker it means: • An acknowledgement that using radioactive material involves humans • That humans make mistakes (performance gaps) • Consequences of mistakes using radioactive material can have significant impact on the worker, the general public and the environment • Therefore, those performance gaps must be studied and “tools” implemented that will minimize the frequency of the occurrence of the gaps. • Good News – the tools have been already been developed

32. Fundamental Tools • Four Fundamental Tools exist that should become part of how you do business. • Integrating these tools into your routine work habits will help ensure a high level of performance in everyday tasks and will assist you in responding to off normal and emergency occurrences. • The four tools to be reviewed are: • Situational Awareness • Communications • Self-Checking • Procedure Use and Adherence

33. Situational Awareness

34. Situational Awareness • Clearly, the worker‘s mindset toward the task at hand sets the stage for excellence. • Situation awareness tools help the worker form an accurate understanding of the work and equipment situation fostering an attitude sensitive to the presence of hazards and the possible consequences of a mistake. • Situation Awareness Tools to be Considered: • Task Preview • Job-Site Review • Questioning Attitude • Stopping Work

35. Task Preview • Just as the name implies – it is a review of a task prior to attending a pre-job briefing or starting to work. • Also it should be used after extended delays in performing an activity • Review procedures and related documents • Walk down the work site (may not be feasible because of dose or contamination)

36. Task Preview • Talk to workers that have done the job • Look at old job packages for the same task (job history) • Provides a structured, risk-based review from a human performance perspective • Consider using the SAFER mnemonic to stay on track

37. SAFER • S – summarize the critical steps • A – anticipate errors for each critical step and relevant error precursors • F – foresee probable and worse-case consequences should an error occur during each critical step • E – evaluate controls or contingencies at each critical step to prevent, catch, and recover from errors and to reduce their consequences • R – review previous experience and lessons learned relevant to the specific tasks and critical steps

38. Job-Site Review • Sometimes referred to as “Take Two” • Used to improve situational awareness upon initial arrival at a work site. • Take time to look at and understand critical indicators, equipment condition, work environment hazards, and team members’ condition and location. • Helps establish a healthy sense of uneasiness, raising the questioning attitude and accuracy of your situational awareness. • Based on review, hazards should be addressed prior to proceeding

39. Questioning Attitude • By definition – Attitude is a state of mind or feeling toward a subject or object of interest. • A questioning attitude then would a state of mind or feeling toward a subject that involves questioning what might be assumed or otherwise perceived about a job or task at hand. • A questioning attitude fosters situational awareness prompting thought before action. Use the following main steps to facilitate a questioning attitude.

40. SLLAPS • Stop, Look, and Listen – Stop at the beginning and periodically to search the work situation for warning signs such as, uncertainty, confusion, and doubts. Listen for danger words such as , “I assume, probably, I think, maybe, should be, might be”, etc. • Ask Questions – What are the knowns and unknowns? What are the points of confusion and uncertainties? Are the conditions and situations what you expected and were briefed on?

41. SLLAPS • Proceed - only if you are sure. Have your uncertainties be resolved with facts? Otherwise, do not proceed in the face of uncertainty! • Stop – when you are unsure and when uncertainties, confusion and doubts persist. • Stop the work • Place the job site and equipment in a safe condition • Notify your supervisor

42. Stop Work • Every worker has the authority and responsibility to stop any job in which they are engaged where they are uncertain and unclear about what is happening with the task. • Additionally, Radiation Protection Technicians have the responsibility and authority to stop any job where, in their opinion, continuation with the work will result in an unsafe radiological situation. (Actual company guidelines will dictate the specifics of exercising that authority.)

43. Expectations • RPT Students are expected to use the tools and techniques discussed here during all Labs and PEs. • Specifically the SLLAPS mnemonic is to be used when participating in PEs using the scenario-based training approach. • Students should use the “thinking out loud techniques” encouraged in the RPT-113 course. • Students will be graded on the proper use of the SLLAPS mnemonic.

44. Communications

45. Communnication • The process by which information is exchanged between individuals, departments, or organizations • The lifeline of the team • Most effective when it permeates every aspect of an organization

46. Barriers to Communication • Language – cultural, professional jargon, generational • Distractions – noise, adjacent secondary activities, multi-tasking • Physical proximity – geographical, spatial • Personalities – Otter, Spaniel, Lion, Retriever • Workload – overloaded schedule, collateral duties • Varying communication styles • Conflict – at work, at home, at school, wife, husband • Lack of information verification – communicating information w/o verifying accuracy or validity • Shift change – loss of focus, distractions

47. Standards for Effective Communication • Complete • Communicate all relevant information. • Clear • Convey information that is plainly understood. • Brief • Communicate the information in a concise manner. • Timely • Offer and request information in an appropriate timeframe. • Verify authenticity. • Validate or acknowledge information.

48. Tools for Effective Communication • Use common language – professional, technical information, should be standardized. • Use numeric pronunciation – that is, one – five vs. fifteen (can sound like fifty) • Use phonetic alphabet – alpha, bravo, charlie, delta… Using the phonetic alphabet is unnecessary when using standard approved acronyms, such as “RHR” (residual heat removal).

49. Phonetic Alphabet • A - Alpha • B - Bravo • C - Charlie • D - Delta • E - Echo • F - Foxtrot • G - Golf • H - Hotel • I - India • J - Juliet • K - Kilo • L - Lima • M - Mike • N - November • O - Oscar • P - Papa • Q - Quebec • R - Romeo • S - Sierra • T - Tango • U - Uniform • V - Victor • W -Whiskey • X - X-ray • Y - Yankee • Z - Zulu

50. Tools for Effective Communication • Active Listening - a way of listening that focuses entirely on what the other person is saying and confirms understanding of both the content of the message and the emotions and feelings underlying the message to ensure that understanding is accurate.