The document discusses the Systematic Approach to Training (SAT) process which includes 5 phases - analysis, design, development, implementation, and evaluation - to systematically design and deliver training programs that improve job performance. It describes each phase in detail, including the key activities conducted during analysis such as needs analysis, job analysis, and task analysis to determine training needs, and how the outputs of each phase inform the next to create, deliver, and evaluate effective training.

1. Overview of the SAT Process:
The Systematic Approach to
Training
What is SAT?
How does it improve performance?
How is it implemented?
What are the 5 phases of SAT?
How is each stage conducted?
Expert Mission on Workforce Planning
EGAT Thailand
Johanna P. Bishop
December 2009 Behavioral Science Program Coordinator/ Professor
Wilmington University, Delaware USA
Doctoral Candidate
The George Washington University
Washington DC, USA

2. What is SAT?
SAT refers to the Systematic
Approach to Training-
training that is based on a
demonstrated need based
on worker and/or plant
performance

3. Why Use SAT?
• Nuclear power is a complex industry that requires
highly qualified workers
• Employee competence and work complexity
demands a high quality training program
• Training is at the heart of learning in highly complex
organizations
• Workplace competence involves more than the
technical skills – it involves understanding the
interrelationships of the organization, process and
worker
• SAT process includes the involvement of technical
experts, management, and training personnel

4. Advantages of SAT
SAT is accountable because it is measured
SAT provides continual feedback as the results of training are evaluated
SAT supports teamwork
SAT is cost effective
SAT permits effective management control because measurable objectives
are established and performance is evaluated and documented
regularly, those responsible for training can measure and correct
performance
SAT is performance based training intended to improve worker
performance and measures success on the basis of improved personnel
and plant performance

5. 5 Phases of the SAT Process
Analysis
• SAT Process: 5
Phases Design
1. Analysis
2. Design Development
3. Development
4. Implementation Implementation
5. Evaluation
Evaluation
Feedback Loop

6. Analysis
Identifies hazards and requirements of the job/ task; examines differences
between desired and actual performance
• Analysis is the first phase of the Instructional Design, or
Systematic Approach to Training, process
• In the analysis phase, the end goal is to know IF and WHY
training is needed as an intervention to solve a performance
problem
• There are several types of analysis, and each one has a different
focus
– NEEDS ANALYSIS
• JOB ANALYSIS
• TASK ANALYSIS

7. Design
A plan that guides the creation of all training materials and
strategies
• The Design Phase is the second phase of the Instructional Design, or Systematic
Approach to Training process
– The design phase uses the results from the analysis phase to design the overall structure
of the training intervention
– This is the phase where the training instructor takes all the information he/she now
knows about the performance and the performer and designs how to best meet the needs
for improving and achieving the desired performance
• The outputs of the design phase are:
– Approve the task list and performance standards
– Select the training topics
– Determine trainee entry level requirements
– Develop performance objectives
– Sequence the objectives
– Select instructional methods, settings, and media

8. Development
Creation of training documents and materials, props, and assessment
tools
• The Development Phase is the third phase of the Instructional Design, or
Systematic Approach to Training process
• The development phase uses the outputs from the design phase to actually
create the training materials
– In this phase, the instructor conducts research on the subject matter, resulting in
developing lesson plans and training materials
– Both resource materials for the instructor and lesson materials for the students are
developed in this phase
• The outputs of the development phase are:
– Create a lesson plan
– Create qualification instruments
– Create training program description
– Create lesson materials for the trainer
– Create lesson materials for the trainees

9. Implementation
Training is delivered and learning is assessed
• The Implementation Phase is the fourth phase of the Instructional
Design, or Systematic Approach to Training process
• The implementation phase uses the outputs from the development
phase to actually conduct a training tryout
• In this phase, the instructor conducts a pilot teach on the subject
matter
• The outputs of the implementation phase are:
– Implement the training plan
– Conduct a training program tryout
– Conduct evaluation of the training program tryout
– Document the training

10. Evaluation
Training effectiveness is evaluated and continuous improvement is
implemented
• The Evaluation Phase is the fifth phase of the Instructional Design, or Systematic Approach to
Training process
• The evaluation “…ensures training’s continuing ability to produce qualified employees” (INPO,
1993)
• Good instructors constantly monitor students’ nonverbal feedback and perform in-training
evaluations
• This allows them to adjust as necessary while delivering the lesson plan
• In addition, there is also the phase of collecting student feedback after the training is
completed
• Instructors who follow up by monitoring student performance once they are back on the job
are able to gather even more evaluation information
• The evaluation phase collects feedback and uses that information to redesign the lesson plan
• The outputs of the evaluation phase are:
• Monitor indicators
• Analyze information
• Initiate corrective actions

11. SAT Phases In Training
Now let’s discuss each phase of the
SAT process for the training
function in more detail…

12. Analysis Phase
• In the analysis phase, the end
goal is to know IF and WHY Analysis
training is needed as an
intervention to solve a
performance problem Design
• There are several levels of
analysis, and each one has a
different focus Development
– NEEDS ANALYSIS
• JOB ANALYSIS
• TASK ANALYSIS Implementation
• Needs analysis is usually
conducted by an in-house trainer
or a consultant Evaluation
• Person should be trained on how
to conduct a needs analysis
• Must have ability to be objective Feedback Loop
and inquisitive

13. Analysis Phase Activities
• Needs Analysis: purpose is to ensure that
management initiatives, in addition to training,
are considered in satisfying performance
requirements and deficiencies
• Needs analysis answers 4 basic questions:
1. What are workers doing?
2. What should workers be doing?
3. What is causing the gap, if any, between actual and
desired performance?
4. Would training be part of the solution?

14. Analysis Phase Activities- 2
• Needs analysis is conducted whenever a
request is made for training
– May be due to new job, task, equipment, change
in process, performance, etc
– May be due to change in job such as additional
responsibilities (i.e. promotion from line to
supervisor, or added scope of job or task)
– May be due to changing standards in
performance expectations, or performance
deficiencies

15. Analysis Phase Activities- 3
• Training can help if the needs analysis
shows a lack of knowledge or proficiency
(lack of practice)
• The key role of the line in the analysis phase
is to provide information related to the
issues or causes

16. Analysis Phase Activities Outputs
• Results of the Needs Analysis:
– Clarification of
• Management expectations
• Possible management intervention
• Administrative interventions such as revising
procedures or changing job requirements
• Training to increase knowledge, skills, abilities or to
change attitudes
• Verified task list

17. Conducting a Needs Analysis
Needs Analysis process identifies a need for training
• Needs Analysis:
– Perform Fact Finding
• Search for information as to the need for training
– Does it exist for key positions? For tasks that impact plant safety
and performance? Difficult tasks? Shortages of qualified
personnel? Major changes in job scope? Regulatory
requirements? Plant modifications? Evidence of performance
deficiencies?
– Assess needs
• Assess training and management initiatives; is there a gap?
– Submit training development recommendation
– Develop work plan
• A plan that clarifies the requirements, schedule, and budget
needed to ensure controlled development

18. Conducting a Needs Analysis
• Needs Analysis techniques include:
– Conduct direct observation
– Survey questionnaires
– Consult with persons in key positions, and/or with
specific knowledge
– Review relevant literature
– Conduct interviews
– Conduct focus groups
– Administer tests
– Examine records & report studies
– Review work samples

19. Job Analysis
Procedures Performed When
Conduct Job Analysis Conducting Job Analysis
• Job incumbents and their • Review and select existing
supervisors share their job data
knowledge and experience • Indentify work attitudes
with training system • Analyze the job
personnel to develop a • Select tasks and performance
detailed list of tasks indicators for analysis
required to perform a • Identify tasks and
particular job, duty area, performance indicators for
or task initial and continuing
training

20. Task Analysis
Procedures Performed
Conduct Task Analysis During Task Analysis:
• The process of dividing a • Prepare for task analysis
unit of work (task) into • Perform procedural task
manageable steps analysis
• Identifies task standards • Perform paradigm task
• Identifies conditions analysis
under which the task must • Perform attitude analysis
be performed • Check task analysis for
• Identifies the skills and quality
knowledge required by • Group common skills and
employees who perform knowledge
the task

21. Performing A Task With Precision

22. DIF Ratings
Tasks are rated according to difficulty, importance, and frequency
• Information is • Job incumbents
collected from: provide input
– SME input • Tasks needing training
– Table top sessions are identified
– Questionnaires • Line management
– Interviews reviews / approves

23. Dif Ratings- 2
Difficulty Importance Frequency
• How difficult is the
• How important, or • Frequent
job? critical, is the job? • Potential for
• Can it be mastered • What are the initial training
with training? consequences of • Infrequent
inadequate • Potential for
performance? continuing
• Unit scram? training
• Personnel
injury?
• Equipment
damage?

24. Summary of Analysis Phase
• Needs analysis identifies human resource
requirements and performance deficiencies
requiring training
• Job analysis is conducted to define the
requirements further by identifying tasks that
comprise job performance
• Task analysis is conducted on the tasks
selected to identify task conditions, standards,
elements, and skills and knowledge required to
perform the task satisfactorily

25. Design Phase
• Design is primarily a Training
Department responsibility Analysis
• Begins to form the foundation for
the course material
• If the needs analysis shows a Design
deficiency in knowledge, then the
best option is to conduct training
in a classroom setting Development
• If the needs analysis shows a
deficiency in skill, then the best
option would be skill-based Implementation
training
– Done in a lab, simulator, or in the
plant Evaluation
• Qualified training personnel in
consultation with Subject-Matter-
Experts Feedback Loop

26. Design Phase Activities
1. Develop job performance measures
2. Determine appropriate training settings
3. Prepare learning objectives
4. Develop test items
5. Describe expected trainee entry-level skills
and knowledge
6. Organize learning objectives
7. Construct tests
8. Develop training plan

27. Design Phase Outputs
• Determines:
– An approved training summary or plan
– Learning objectives
– Examination, evaluation, and test-out
requirements
– A task to training matrix

28. Job Performance Measures
• First step in the design phase is to develop the
job performance measures, which are the
performance tests prepared at the task level
• JPM are used:
– To measure adequacy of a plant employee’s
performance of a task on the job or during training
– To provide the basis for development of a terminal
objective, which is a training goals expressed in
terms of measurable trainee performance
• JPMs are derived from tasks and task elements

29. Determine the Training Setting
• After job performance measures are developed,
determine the training setting
– Classroom: determine by the need to impart large amount of
information; large group of trainees; or other training
settings not suitable
– Lab or workshop: tasks require hands-on practice to achieve
mastery
– Formal-on-the-job training: small groups of trainees;
qualified personnel are available to manage and control this
training; no critical resource constraints on plant equipment
– Simulator: high fidelity training is required for trainees to
achieve mastery; problem diagnosis under stressful
conditions is integral part of the training; teamwork part of
task performance
– Self-study: training does not require close supervision; all
conditions of the training can be met in the training
materials; task does not require extended periods to achieve
mastery (does not require lots of feedback)

30. Prepare the Learning Objectives
• Learning objectives describe what is to be
learned in in terms of measurable trainee
performance
• Learning objectives define the content of the
training program
• A properly prepared learning objective consists
of the following:
1. Statement of behavior (action) the trainee must
exhibit
2. Conditions under which the action will take place
3. Standards for satisfactory performance

31. Levels of Learning Objectives
Learning objectives must specify behavior, the conditions under
which the action must take place, and the standards of satisfactory
performance
Terminal Condition
Behavior
• Given a bicycle and bicycle tools, the trainee must
remove the rear bicycle wheel and install a new wheel
so as to make the bicycle fully operational so that it can
be ridden without the wheel falling off. Standard
Enabling Objectives Standard
• Remove the rear wheel
• Install the new rear wheel
• Test drive the bicycle to make sure the wheel stays in place

32. Develop Test Items
• A test item bank is compiled
• These test items are used to prepare tests
used during training
• Test items must match up to the objectives
of the lesson plan
• Tests and test items must be kept secure

33. Describe Entry-Level Skills and
Knowledge
• Pretest is used to confirm individual trainee
qualifications for entering the training
program
• May also be used to identify remedial
training requirements
• Progress test is used during training to
measure trainee progress
• Post-test evaluates trainee’s successful
completion of the training program

34. What Skills & Knowledge Do Workers
Need to Possess?

35. Organize Learning Objectives
• Organize the learning objectives into a
sequence
• Effective sequencing ensures that the
training can be completed in the shortest
amount of time
• Also helps trainees make the transition from
one learning level to another

36. Construct Tests
• Test bank prepared during test item
development is used to prepare tests to be
used during training
• Tests used during training include pre-test,
progress test, and post-test

37. Develop Training Plan
• The training plan addresses the organizing,
planning, and administering the training program
• Provides guidance for integrating resources:
– Trainees
– Instructors
– Support services
– Facilities
– Equipment
• Plan should be flexible and provide for coordination
from all units responsible for the training

38. Summary of the Design Phase
• Activities from the design phase produce job
performance measures from tasks selected
for training
• They are used to measure the adequacy of
the plant’s performance
• Training settings are selected to provide the
appropriate environment for learning to
occur

39. Development Phase
• The development phase is where
specific training materials are
developed Analysis
• The training setting, learning
objectives, and the training plan
Design
are used to determine instructor
and trainee activities and to
select and/or develop
supporting materials for the Development
training program
• Development phase is conducted
Implementation
by qualified training personnel
who are skilled in developing
learning materials
Evaluation
• They work with the Subject-
Matter-Experts to define the
specific tasks that must be
mastered by the trainees Feedback Loop

40. The development phase tells us
“how” we will teach the material
• An output of the development phase is a
lesson plan
The lesson plan serves as a “training script”
for the instructor
• Also included are the development of
instructor-led activities to help the learners
learn and examination material that will
help us determine, “did they learn?”

41. Development Phase Activities
• There are 5 major development phase
activities:
1. Specify learning activities
2. Develop training materials
3. Select training methods
4. Develop lesson plans
5. Conduct training program tryout

42. Development Phase Outputs
• Approved training materials
– Lesson plan
– Presentation materials
– Assessment tools

43. Summary of the Development Phase
• Development phase activities address trainee
learning experiences
• It also addresses the learning activities used to
accomplish the training objectives
• High cost of training materials requires that close
attention be given to the collection, review, and
selection of existing training materials
• Data acquired in the pilot teach of the training
program is used to determine technical accuracy and
training effectiveness and guides any needed
revisions

44. Implementation Phase
• Implementation is the process
of putting training programs
into operation Analysis
• It is the culmination of
systematic planning and
development in which Design
trainees and the utility derive
benefits of previous efforts
through effective training Development
• Implementation phase is
conducted by qualified
training personnel who are Implementation
skilled in developing learning
materials
• They work with the Subject- Evaluation
Matter-Experts to define the
specific tasks that must be
mastered by the trainees Feedback Loop

45. Implementation Phase Activities
• There are 4 major implementation phase
activities:
1. Implement the training plan
2. Conduct training
3. Conduct in-training evaluation program
effectiveness
4. Document training

46. Implementation Phase Outputs
• Trained employees
• Documented with:
– Attendance records
– Assessment results
– Evidence of appropriate instructor qualification
– Individual training records

47. Classroom Training at Salem/ Hope
Creek

48. Lab/ Shop Training
Lab/ Shop Training

49. One-on-One Training

50. Summary of Implementation Phase
• Implementation activities ensure that trainees,
facilities, an d resources are available when
training is scheduled to start
• Instructors are prepared to conduct training
• Trainees are tested to determine their
knowledge levels
• Lesson plans are followed and adhered to
during training
• Trainees are continually evaluated
• Training is documented

51. Evaluation Phase
• To ensure that the training
function produces competent Analysis
employees, training programs
must be monitored,
evaluated, and revised as Design
necessary
• Program evaluation focuses
on the results of the training Development
program, not the process of
training
• Evaluation is the Implementation
determination of a training
program’s effectiveness in
producing competent Evaluation
employees
• Evaluation phase is
conducted by line
management and training Feedback Loop

52. Levels of Training Evaluation
Ways to measure the results of training- the Kirkpatrick Model
FOCUS HOW TO MEASURE
Were business results Measures against
achieved? performance, or business,
RESULTS goals
Plant performance
Were the skills & processes Assessment tools
taught in training Observations
consistent with those used
BEHAVIOR 360 degree feedback
on the job? Behavior surveys
Did participants learn the Mastery tests
concepts and skills taught KNOWLEDGE Verbal review
in the program?
Did trainees react favorably Participant attitude
to the training? REACTION Questionnaires
Interviews

53. Evaluation Phase Activities
• There are 3 major evaluation phase
activities:
1. Monitor indicators
2. Analyze information
3. Initiate corrective actions

54. TECHNIQUES USED IN THE EVALUATION PHASE
1. Monitoring Indicators
• Understanding plant performance is to also monitor
indicators
• Indicators may include:
– Plant operating, maintenance and industrial safety
experiences
– Employee and supervisor feedback
– Plant inspection, evaluation, and accreditation reports
– Plant modifications and procedure changes
– Industry operating and maintenance experiences
– Regulatory developments
– In-training evaluation data (instructors and trainees)

55. TECHNIQUES USED IN THE EVALUATION PHASE
2. Analyzing Information
Before selecting an analysis • Construct Frequency
method, ask these 3 Distributions:
questions: • Collecting data which can be
converted to countable data:
1. What information is • Surveys
needed? • Reports
2. What type of • Trainee performance
information will be • Construct FD using simple
counting, averaging, and
analyzed? graphing procedures
3. What is the simplest • Will show how often
method of analysis that particular events have
will yield the occurred
information required?

56. TECHNIQUES USED IN THE EVALUATION PHASE
Analyzing Information- 2
Exception Analysis Content Analysis
• Used for reviewing data to • Depends upon the
detect unacceptable
variations from a predefined expertise and professional
standard judgment of individuals
• Steps to conducting: performing it
1. Define standard
2. Determine actual • Data is evaluated
performance results subjectively to identify
3. Compare performance to possible training problems
standard
4. Investigate below standard • Identify root causes
performance to determine
cause(s)

57. TECHNIQUES USED IN THE IMPLEMENTATION
Initiating Corrective Actions
• When analysis results confirm program
effectiveness, no corrective actions are needed
– Analysis results should be retained to document
evaluation activities
– Indicators should continue to be monitored
• If performance discrepancy is discovered and
analysis confirm that training can help, then
action to correct the problem should be
initiated

58. Evaluation Phase Outputs
• Output of the evaluation phase serves as
feedback (input) for the analysis, design,
development, implementation phases so the
training program can be modified and
improved
• Revised or current training materials,
strategies, or settings
• Records of evaluation results
• Records of approved changes made to training
and a description of the considerations or
drivers of the changes

59. Summary of the Evaluation Phase
• Evaluation consists of activities used to ensure
training system capability to produce
competent employees
• “Closes the loop” on job and task analysis,
training, and job performance
• By monitoring key performance indicators,
evaluation helps to confirm program
effectiveness, detect deficiencies, initiate
corrective actions, and maintain program
quality

60. Line Management’s Role in
Training
Why line management must be
involved in the SAT process…
How line management is involved in
the SAT process…

61. Management Observations of Line
Workers Help to Ensure the Quality
of Training
Key Elements of management observations
include:
 Make Substantive Comments
 Prepare for the Observation
 Conduct the Observation
 Follow-up/Coaching/Feedback

62. Training to Procedural Compliance

63. Process Students Managers & Instructors
Key Roles in Station Training Supervisors
• Identify training • Communicate expectations •Internalize management expectations
Analysis •Exhibit ownership of plant
needs • Address performance shortfalls
• Provide expert • Provide recommendations performance
• Internalize SAT fundamentals •Apply human performance principles
technical advice •Seek solutions to performance
• Identify training needs
• Participate in job shortfalls
and task analysis •Exercise SAT fundamentals
•Advocate valid training solutions
• Participate in • Lead training committees •Integrate management expectations
Design •Select training methods and media
training committees •Approve learning objectives
•Review tests and related materials •Maintain task-to-training matrix
• Comment on •Approve selected training materials •Produce stimulating training materials
Development •Maintain training materials current
proposed training
• Participate in • Observe training •Model management expectations
Implementation •Emphasize operating experience
scheduled training •Evaluate instructor performance
•Master learning •Evaluate worker and staff performance •Deliver quality training and
•Attend continuing training remediation
objectives •Attend continuing training
•Facilitate exercise critiques
•Apply learning on •Prepare for presentations
•Monitor task performance evaluations
the job •Use approved materials
•Enforce qualification standards
•Award qualifications •Facilitate learning
•Apply qualifications to work assignment •Evaluate students
•Document results
• Provide critical •Provide critical feedback •Embrace critical feedback
Evaluation feedback •Sponsor self-assessments •Engage in critical, ongoing self-
• Complete training •Ensure timely corrective actions assessments
surveys •Integrate training and line indicators •Achieve timely closure on corrective
• Initiate training •Support timely revisions actions
requests •Provide oversight

64. Supervisor Oversight Reinforces
Performance

65. Working on the Salem Water boxes

66. Management Observations of
Training
Management Observations of Challenges to Management
Training Observations of Training
• Management needs to • Demands on manager’s
observe training and time
complete training
observation forms
– Management involvement in
training means managers
also have to observe training
– Managers need to document
their observations of
training for feedback
purposes, and
– Establishing record trail

67. Human Performance
Management & training emphasize human performance…
Human Error Traps Human Error Tools
Time pressure Effective communication
Distractions Questioning attitude
Multiple tasks Self checking
Overconfidence Peer checking
Vague or interpretive Knowledge
guidance
Mental stress Procedures
Job briefing
Turnover

68. SAT and the Importance of Trained
and Qualified Personnel
Train-the-Trainer Model…
Based on maintaining qualifications…

69. Train-the-Trainer Model
Developing qualified training instructors…
• Subject-Matter-Expert • Master Training
is trained to become a Instructor
training instructor (Instructional
• Must go through Initial Technologists/
Instructor Training to Learning
become qualified as a Technologists) have
training instructor higher education
• Maintaining instructor degrees specializing in
quals requires learning or
Instructor Continuing development
Training

70. Quality of Training
Qualified instructors are the core of training…
• Training is timely • Training is
– Training occurs at an instructionally
appropriate time to effective & challenging
support changing job – Uses instructional
performance needs techniques that involve
students in the learning
– Training sequence process and intellectually
supports scheduled plant challenge students to
evolutions and individual think and learn
job assignments
• Training materials are
technically correct and
up-to-date

71. Industry Guidance for the SAT
Process
INPO 85-006, Principles of Training System
Development
ACAD 92-004, Guideline for the Conduct of
Training and Qualification Activities
DOE-HDBK-1078-94 Training program
handbook: A Systematic Approach to Training
IAEA-TECDOC-1170 Analysis phase of
Systematic Approach to Training (SAT) for
nuclear plant personnel

72. Interconnected Performance
Understanding SAT is important to all personnel; whether they are training instructors,
developers, supervisors, or learners, or whether they are plant managers or supervisors
Organization Process
Optimum
Performance
Worker