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What’s the most difficult question you’ve been asked as a maintenance instructor?
Blye Widmar
"Where are the prints?!"
This was the final question in an onslaught of verbal feedback, comments, and critiques I received from my students back in 2019. I had two years of instructor experience and was teaching a class that had been meticulously rehearsed in preparation for an accreditation visit. I knew the training material well and transferred that knowledge effectively enough for all the students to pass the class. As we wrapped up, I asked the students how they felt about my first big system-level class, and they did not hold back.
“Why was the exam from memory when we don’t work from memory in the plant?” “Why didn’t we refer to the vendor documents?” “Why didn’t we practice more on the mock-up?” And so on.
N. Prasad Kadambi
Nuclear Technology | Volume 149 | Number 1 | January 2005 | Pages 110-121
Technical Paper | Miscellaneous | doi.org/10.13182/NT05-A3583
Articles are hosted by Taylor and Francis Online.
Performance-based regulation (PBR) has been mandated at the national level in the United States and at the agency level, where appropriate, at the U.S. Nuclear Regulatory Commission (USNRC). Guidance has been developed that implements the USNRC's definitions of PBR and other such conceptual regulatory improvements. This paper describes why PBR is important, what constitutes PBR in the context of direction provided at the USNRC, and how PBR can be implemented using a five-step process. The process steps articulate questions to be posed by the analyst regarding various aspects of a regulatory issue so that a suitably performance-based resolution can be developed. A regulatory alternative thus developed can be included among other options to be considered as part of the regulatory decision-making process.