Competency based capacity building for managing the uranium life-cycle - Dr. Julian Hilton

Transcription

1 Aleff Group Competency based capacity building for managing the uranium life-cycle - Dr. Julian Hilton Chairman, Aleff Group Chair, IAEA/ OECD-NEA Ux Expert Working Group IAEA/ UNECE/ CYTED UNFC Workshop Colegio de Ingenieros de Chile Santiago, Chile 9-12 July 2013

2 The 3 Cs Competency Capacity Capability Competency + Capacity = Capability Capability = safe, sustainable production IAEA/ UNECE/ CYTED/ Colegio de Ingenieros de Chile

3 Competence is key, Safety Guide 2001 Competence is acquired, developed and maintained through a programme of regular training. Competency: Skills, knowledge, experience needed for a) reliability and b) excellence in a given domain U recovery Targets: Work force based on a Graded model five (+) levels of expertise, from novice (1) to expert (5) Footnote: Building competence comprises training and assessing the qualification of new personnel and retraining existing personnel in order to develop and maintain appropriate levels of competence. Competence means the ability to apply knowledge, skills and attitudes so as to perform a job in an effective and efficient manner and to an established standard. IAEA/ UNECE/ CYTED/ Colegio de Ingenieros de Chile

4 Competency Types Competencies are not simply measured by tier or level, but also by type. Types include: Task-specific such as using a measuring or monitoring device or instrument Procedural in which tasks are concatenated into a coherent process or flow sheet Contextual such as demonstrating capacity to work within the wider operating or process environment Contingent such as dealing successfully with the unexpected or unforeseen Interpersonal such as communications (oral and written) and teamwork. IAEA/ UNECE/ CYTED/ Colegio de Ingenieros de Chile

5 2013 opportunity for revision 1. Use a more explicit, formal competency model - We propose a 5 tier system 1. Novice 2. Advanced Beginner 3. Competent 4. Proficient 5. Expert 2. Review competencies and align to the appropriate level 3. Clarify roles and responsibilities by level 4. Train to the appropriate level 5. Monitor performance by agreed indicators IAEA/ UNECE/ CYTED/ Colegio de Ingenieros de Chile

6 The Five-Tier Competency Pyramid Lessons Learned Knowledge Base Chain of Acceptance Law/ Standard Process optimisation Product optimisation Market optimisation Novice Competent Advanced Beginner Proficient Expert Is X the Standard? Public Good SOP: Can X be mandated, taught, practised and inspected? Essential Product/ Utility Best Practice: Can X be adopted as preferred/ predictable/ safe? Mature Product Practice: Can X (=x + y (+z)) be concatenated, formalised and taught? New Product Process: Can x be formalised and taught? Development Trial and Error: Can x be done at all? Research Predictable Outcome Expertise Competency Skill Repetition First attempts

7 Safety Culture: Lag Indicators Using Lagging Indicators Advantages Disadvantages Training and supervision SOP compliance/ documentation/ records Incidents and accidents Vacant posts Violations Prosecutions Dose limits/ reductions Lost time injury: o frequency rate o severity rate o lost days. Motivate management An accepted standard Long history of use Used by government agencies, industry associations Easy to calculate Indicate trends in performance Good for selfcomparison Reactive Easily manipulated May be biased (management attitude to restricted work, doctor influence/worker attitude to light duties/compensation system/safety awards and competitions) Figures measured are typically low making it difficult to establish trends Managers/safety specialists tend to attribute incidents as one-off or freak event rather than symptomatic of failings in the culture of safety IAEA/ UNECE/ CYTED/ Colegio de Ingenieros de Chile

8 Safety Culture: Lead Indicators IAEA/ UNECE/ CYTED/ Colegio de Ingenieros de Chile

9 REGULATIONS Capacity-building as value-add Self-regulation (good practice) Separation of powers Enabling Arm s length regulation Remedial Composite Enhancing Refreshing Competency Zero Conditions OPERATIONS Capacity-building value-add trend line Sustainable capacity: Point of equilibrium Capability Value-add= Sustainable Development

10 MRP Road-Map : Milestone Driven, with Quality Improvement Competency - based Training Operational Milestones Special Mining Licence Regulatory Readiness and Capability Current State Construction Start Capacity built by milestone Mining/ Milling Start Yellowcake Shipment Capacity built by milestone Continuous Quality Improvement Feedback/ Lessons Learned Mine Closure (EOL) Handback to URT S O C I A L L I C E N C E Project life-cycle

11 IAEA 2001 A competent RP person in a NORM industry eg U mining is able to recognize radiation risks in the workplace identify warning signals and signs operate and/or use correctly radiation monitoring equipment and/or individual radiation protection devices measure correctly levels of dose rate or contamination distinguish between practices and interventions, and between workers and licensee s responsibilities interpret the results of measurements put on and remove safely protective clothing and respiratory devices inspect the safety of a given facility decontaminate different surfaces respond correctly and promptly to alarm signals and emergencies determine and/or calculate radiation doses and shielding. IAEA/ UNECE/ CYTED/ Colegio de Ingenieros de Chile

12 Competency (2001 model revised) Recognize radiation risks in the workplace (1) Put on and remove safely protective clothing and respiratory devices (1) Level Identify warning signals and signs (1) Respond correctly and promptly to alarm signals and emergencies (1) Operate and/or use correctly radiation monitoring equipment and/or individual radiation protection devices Measure correctly levels of dose rate or contamination (2) Decontaminate different surfaces (2) (2) Interpret the results of measurements (3) Inspect the safety of a given facility (3) Determine and/or calculate radiation doses and shielding (4) Distinguish between practices and interventions, and between workers and licensee s responsibilities Respond appropriately to incidents, accidents and unforeseen events (4) Deliver training and mentoring to new or inexperienced personnel (4) Know when to seek assistance, and from where (4) (4)

13 High level 5-level RP competency framework Level Generic Operational Radiation Safety LOP/ Hurdle 1. Novice Works to taught rules or plans Little situational discrimination (e.g. between safe/ unsafe behaviours) No comparative judgment Works directly with radiation sources or contaminated objects Must be taught basic radiation safety principles, e.g. ALARA Must be taught to use PPE Management Requires constant supervision Task-specific 2. Advanced Beginner Follows guidelines for work aligned to key task attributes or aspects Some situational discrimination (e.g. safe/ unsafe) All attributes and aspects are treated separately and given equal importance May perform routine radiation surveys or sampling, unsupervised May be specifically assigned to work in higher exposure situations Must be taught radiation safety principles in more detail, e.g. radioactivity and radiation, biological effects, dose and risk, limits, use of survey equipment and personal dosimeters Works largely unsupervised Task-specific Procedural tasks are concatenated into a coherent process or flow sheet 3. Competent Multi-tasking can also prioritise Contextualises routine actions in terms of longer-term goals Methodical planning, limited adaptability Differentiates standardised and routine procedures from exceptions Can diagnose and remedy routine faults Follows all safety procedures; anticipates and prevents risks May supervise teams working in exposure situations May participate in drafting Radiation Work Permits May participate in planning for decontamination, decommissioning, or waste disposal activities, including QA/QC Must be taught to supervise a team working in a radiation environment Must be taught to recognize and characterize an exposure situation Must be taught how to assess dose and manage time, distance and shielding to keep doses ALARA Must be taught radiological waste management Supervises, within SOP scope Interpersonal such as communications (oral and written) and teamwork Contextual demonstrates capacity to work within the wider operating or process environment Reporting - outputs 4. Proficient Understands situations holistically Knows quickly what is most important in a situation; reacts instinctively safely Perceives deviations from the normal pattern and is adaptive Practised at decision-making Uses maxims for guidance, whose meaning varies according to situational need, and can direct others Will be placed in charge of health physics duties for a site or company to include: o site characterization and monitoring, o personnel monitoring, o shipping, o reporting o regulatory compliance May construct and direct corporate initiatives involving handling of sources May author corporate policies, procedures and best practices, and associated training materials Must acquire skills to function as site or corporate Radiation Safety Officer Must be able to design radiation safety and environmental monitoring programmes and associated training materials and activities Must be able to analyze dosimetry and environmental data Must be able to report analysis results to corporate officers and regulatory agencies Manages/ Decides Performance optimisation Contingent such as dealing successfully with the unexpected or unforeseen Accountability legally liable for radiation protection decisions made on behalf of the company Routine and On the Job training 5. Expert No longer relies on rules, guidelines or maxims Intuitive grasp of situations based on deep tacit understanding Defines performance and safety outcome measures; can spot emerging trends Analytic approaches used only in novel situations or when problems occur Vision of what is possible Is capable of adapting existing or developing new policies and procedures for contingent or unforeseen events, with associated training programmes Is capable of strategic planning and foresight including what-if modelling and scenario development Is capable of developing innovative strategies for radiation protection Will participate in technical dialogue with standard-setting or regulatory agencies Will develop the corporate vision on how radioactive material or radiationgenerating equipment is used, avoided, or otherwise managed Must have access to information in order to evaluate RP impacts for a company or entire industry Must have expert knowledge of radiation principles and RP practices to author policies, procedures and best practices Must have access to information in order to contribute to organizations that set standards or draft regulations Leads Defines, evaluates, redefines processes and competencies Influences scientific debate and regulatory policy Influences or establishes corporate vision and mission statement Development of new training and capacity building materials and programmes

14 Competency matrix: inspection Inspector Activity Delivery Novice Advanced Beginner Competent Proficient Inspection fundamentals Theory Practice Regulatory Theory into practice Study visit to existing mine Work with experienced inspector, before during and after inspection Debriefing Supervised return visit; experienced inspector mentors inspection in Tanzania Competency test theory and practice Ongoing formal and informal mentoring Peer to peer on regional basis Through IAEA programmes (eg RAF 3007/ INT 2015) Classroom, self-study In inspector s office On-site In inspector s office In URT inspector s office MRP site Debrief and assessment back at inspector s office Web-based Use of meetings Expert Sourced from within or outside MS on an as needed basis

15 Professionalism: the Capability Fit SOPs, Good Practices, Certification Training/ CPD/ Knowledge management Professional affiliation/ Collaborative networks Ethics/ Values Expertise/ Performance appraisal/ Professional standards Professional capability KPIs/ Scorecards IAEA/ UNECE/ CYTED/ Colegio de Ingenieros de Chile

16 Example: KENGEN Geothermal Plant

17 Thank you! Muchissimas Gracias! Muito Obrigado

18 United Nations Framework Classification for Fossil Energy and Mineral Reserves and Resources 2009 (UNFC 2009) applications in uranium and thorium resources: Focus on Comprehensive Extraction IAEA/ UNECE/ CYTED Workshop Colegio de Ingenieros de Chile Santiago, Chile July 9-12, 2013