JANSI-EPG-01-Rev 1

Nuclear Emergency Preparedness
Training Guidelines

August 2018

Japan Nuclear Safety Institute（blank page）

First Revision of the Nuclear Emergency Preparedness Guidelines
Nuclear power generation facilities are important infrastructures that support the affluenceof the society. And, since the nuclear power generation system is an enormous and highlysophisticated system that meets the requirements of the society, it is characterized by the factthat the problems and accidents that could occur in connection with this system are diverse.
Ever since the Fukushima Daiichi Nuclear Power Station accident resulting from the Great
East Japan Earthquake, the likelihood of various accidents occurring at the nuclear power
facilities has been discussed throughout the country and safety measures have been taken.
However, no matter to what extent safety measures are taken, preparations must be madefor measures presuming that accidents will occur. Moreover, along with sophistication ofsafety response, training for mastering those measures is gaining importance. Also, as thesafety requirements of nuclear power facilities become more sophisticated and diverse, thetraining mechanism or technical requirements are becoming diverse and sophisticated aswell.
With regards to sophistication of training, all the electric power companies and nuclear plant
operators, who have nuclear power facilities conduct training every year and aspire to make it
more sophisticated, and in addition, the state of training is shared through presentations by all
power plants during the Nuclear Emergency Preparedness Training Presentation Session
conducted by the Japan Nuclear Safety Institute (JANSI). Further, important matters withrespect to training such as those included in the mid- to-long term training plan, etc. arereviewed by JANSI’s Individual Problem Resolution Support WG.
In order to appropriately incorporate the results of these activities in the form of guidelines,
a review committee was set up, which compiled these guidelines.
In these guidelines, although the basic concept of the initial version of the training
guidelines has been followed, the training PDCA has been re-established as a mechanism formeeting social requirements and responding to new safety initiatives while systematicallyperceiving training and taking the PDCA beyond the level of fixing problems from the previous
year.
In these guidelines, terminology has been clearly defined and the concepts have been
described in an easy-to-understand manner so as to promote understanding of the guidelines.
Moreover, good practices from each power plant are added as supplementary notes thereby
making these guidelines easy to use.
These guidelines hope to cultivate better understanding regarding training in all electric
power companies and nuclear plant operators, promote training across all companies and in
addition to contribute towards making the trainings in each power plant more sophisticatedand effective.
iFinally, I would like to thank all members, who actively participated in the review andpresented their latest initiatives during the establishment of these guidelines as well as the
Secretarial Office for Nuclear Emergency Preparedness Training Guidelines First Revision
Review Committee for its valuable efforts in the overall compilation of the guidelines.

August 2018
Nuclear Emergency Preparedness Training Guidelines First Revision Review Committee
Chairman Kazuhiko Noguchiii

（blank page）

iii

(At the time of establishing first edition)
Foreword
In the wake of the criticality accident in the nuclear fuel fabrication facility in Japan in
September 1999, efforts had been made to strengthen and enhance the nuclear emergency
preparedness system. However, during the Tokyo Electric Power Company’s Fukushima
Daiichi Nuclear Disaster in March 2011, the emergency preparedness system didn’t function
and several problems were identified. The emergency preparedness system is being revised
and restructured based on the international standards such as IAEA and the lessons learned
from the disaster.
The operators are primarily responsible for this task. The nuclear operator emergency
preparedness plan, the procedures, facilities and equipment for emergency response
including measures to be taken in response to complex disasters or severe accidents arebeing upgraded.
Since the measures to be taken in response to an emergency situation in a nuclear facility
cannot actually be experienced, and since unlike the facilities and equipment used for normal
operation, there are very few opportunities to use the facilities and equipment lined up forbeing used in an emergency, training is important. That these facilities and equipment arefunctioning with absolute accuracy needs to be verified through training, and based on the
training results efforts need to be made for improvement.
Training that would enhance the proficiency so that fundamental activities based on theemergency preparedness plan can function with absolute accuracy, and in addition, nurture
judgment and applied skills for dealing with contingencies, is required. Also, training that gives
due consideration to the collaboration with external institutions such as the national
government and local municipality, is important.
While planning the training, the purpose of the training and the objectives to be achieved
need to be clearly defined. In addition to designing the scope and method of training,
evaluating the training and carrying out improvement activities based on the evaluation resultswith absolute certainty is imperative. The organization’s overall systematic efforts areimportant.
These guidelines present the basic matters for reference while planning and implementing
the training, and specify the procedure for training without providing scenarios in advance(scenario-blind training), which is considered to be effective in enhancing judgment andapplied skills.
These guidelines have been established for the first time. Presently the emergency
preparedness system throughout the country is being enhanced and strengthened. As thisprocess progresses, it is anticipated that matters that need to be reflected in the guidelinesiv

will come up. Also, based on the requests from the operators using them, the guidelines willneed to be reviewed and revised in the future.
Finally, I would like to sincerely thank the academic experts, electric power companies, theresearch institutes and all other concerned entities for participating in the deliberations forestablishing the guidelines.
January 2013
Nuclear Emergency Preparedness Training Guidelines Committee
Chairmanv

Tamotsu Nomura

Nuclear Emergency Preparedness Training Guidelines
Revision History
Revision Time
January

Version2013

First edition

August 2018

First Revision

Revision reason

Reflectionoflatestfindings

experience of the operatorsvi

Remarks

andtraining

Nuclear Emergency Preparedness Guidelines First Revision Review Committee
Member List
(In no particular order / Titles omitted / Affiliation at the time when the review committee was established)

position

namebelonging

Chairman

K.NOGUCHI

Yokohama National University

Vice chairman

H.KATAGIRI(former) Japan Atomic Energy Agency

MemberK.MISHIMA

Institute of Nuclear Safety System

MemberF.YAMAZAKI

Institute of Scientific Approaches for Fire Safety & Disaster

MemberK.SASOU

Central Research Institute of Electric Power Industry

MemberS.ABE

Kansai University

MemberH.NODETokyo Electric Power Company Holdings

Member

A.GOTOU

Chubu Electric Power Company

MemberA.ONOUE

Kansai Electric Power Company

MemberK.SHIRAISHIThe Japan Atomic Power Company

Member

T.YAMAZAKI

Japan Nuclear Fuel Limited

MemberY.ISHIMORIJapan Atomic Energy Agency
Prototype Fast Breeder Reactor Monju

Member(Secretary)

M.TAKAI

Japan Nuclear Safety Institute

Office work

N.TSUCHIYAJapan Nuclear Safety Institute

Nuclear Emergency Preparedness Guidelines First Revision WG Member List
position

namebelonging

Chairman

H.KATAGIRI(former) Japan Atomic Energy Agency

MemberS.OGAWA

Hokkaido Electric Power Company

MemberY.SUZUKI

Tohoku Electric Power Company

MemberT.TAKAHASHITokyo Electric Power Company Holdings

MemberK.TABATA

Chubu Electric Power Company

MemberR.YAMADA

Hokuriku Electric Power Company

MemberA.ONOUE

Kansai Electric Power Company

MemberA.OISHIThe Chugoku Electric Power Company

Member

S.IKEDA

Shikoku Electric Power Company

MemberY.KAWAZU

Kyushu Electric Power Company

MemberM.KAWANOThe Japan Atomic Power Company

MemberY.UMEMURA

Electric Power Development Company

MemberT.NOTAGASHIRA

Japan Nuclear Fuel Limited

Member(Secretary)

M.TAKAI

Japan Nuclear Safety Institute

Office work

N.TSUCHIYAJapan Nuclear Safety Institute＊The members of the Revision WG participate in the discussions of the Revision Review Committee as regular participantsvii

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viii

Significance of the Guidelines

According to the “Nuclear Emergency Preparedness Training Guidelines Revision Review
Committee” (hereinafter referred to as “Review Committee”) set up in the Japan Nuclear
Safety Institute, these guidelines will contribute to ensuring the workability of the nuclear
emergency preparedness training mainly conducted by nuclear operators.
These guidelines have been established by the Committee having specialized knowledge
about nuclear emergency preparedness training through fair and appropriate deliberations
based on the Committee’s bylaws. These guidelines consist of explanations for each item tobe implemented as well as additional reference material to ensure correct understanding.
Further, although the Committee shall be accountable for the contents of the guidelines, it
shall not take any responsibility for problems that could arise as a result of using theseguidelines.
Also, the Japan Nuclear Safety Institute and the Committee do not approve and guarantee
the contents and results of the nuclear emergency preparedness training conducted following
these guidelines. The user of these guidelines must to be aware that the user shall be
responsible for any problems, or for any compensation for violating third-party intellectual
property rights resulting from activities based on these guidelines.

ix

Nuclear Emergency Preparedness Training Guidelines
Table of Contents
Introduction ············································································································································ 1
1． Purpose·········································································································································· 3
2． Scope of application····················································································································· 3
3． Definition ········································································································································ 3
4． The concept of implementing the training················································································· 7
4.1 PDCA cycle of the training ········································································································ 7
4.2 Evaluation of training results and improvement ···································································· 8
4.3 Formulating a mid-to-long term training plan ······································································· 10
4.4 Formulating an annual training plan ······················································································ 13
4.5 Education ·································································································································· 14
4.6 Overall training workflow ········································································································· 14
5． Training Preparations················································································································· 16
5.1 Establishing a system ·············································································································· 16
5.2 Developing the basic plan (schedule) ··················································································· 17
5.3 Defining the purpose of the training ······················································································ 17
5.4 Setting training objectives ······································································································· 17
5.5 Creating basic scenario··········································································································· 17
5.6 Creating detailed scenarios ···································································································· 18
5.7 Setting up situations ················································································································ 18
5.8 Defining evaluation items and evaluation criteria································································ 18
5.9 Providing training data and material ····················································································· 19
5.10 Establishing and informing training rules ··········································································· 19
5.11 Other necessary items ·········································································································· 20
6． Activities on the day of training ································································································ 20
6.1 Activities of the training office ································································································· 20
6.2 Activities of the training control team ···················································································· 21
6.3 Activities of the evaluation team ···························································································· 21
6.4 Other necessary items ············································································································ 21
7． Post-training activities ················································································································ 22
7.1 Reviewing the training ············································································································· 22
7.2 General training review ··········································································································· 22
7.3 Improvement activities············································································································· 23xExplanation 1-1 Purpose of these guidelines ············································································· Ex1
Explanation 2-1 Target trainings ································································································ Ex1
Explanation 4-1 Importance of developing mid-to-long term training plan····························· Ex2
Explanation 4-2 Developing an annual plan from the mid-to-long term plan ························ Ex3
Explanation 4-3 Educations related to nuclear emergency preparedness operations ········ Ex4
Explanation 5-1 Setting up a team for each function ································································ Ex6
Explanation 5-2 Role of the training control team ······································································ Ex6
Explanation 5-3 Types of evaluators···························································································· Ex7
Explanation 5-4 Defining the purpose of training ······································································· Ex8
Explanation 5-5 Things to consider while establishing the purpose ····································· Ex10
Explanation 5-6 Selecting the training method········································································· Ex10
Explanation 5-7 Setting training objectives ··············································································· Ex13
Explanation 5-8 Setting up the circumstances at the beginning of the training ·················· Ex16
Explanation 5-9

Timeline of the main events ·········································································· Ex16

Explanation 5-10 Collaborating with external institutions ······················································· Ex16
Explanation 5-11 Creating detailed scenarios ·········································································· Ex17
Explanation 5-12 Making it feel real ··························································································· Ex17
Explanation 5-13 Creating the evaluation check sheet ··························································· Ex17
Explanation 5-14 Training data and material ············································································ Ex18
Explanation 5-15 Rules during training ····················································································· Ex18
Explanation 5-16 Ensuring Security··························································································· Ex18
Explanation 6-1 Precautions taken the Training Office ··························································· Ex18
Explanation 6-2 Precautions taken by the Progress Manager ·············································· Ex19
Explanation 6-3 Precautions taken by the evaluators ····························································· Ex20
Explanation 6-4 Importance of PR during training ··································································· Ex20
Explanation 7-1 Review meeting ································································································ Ex21
Explanation 7-2 Questionnaires ································································································· Ex21
Explanation 7-3 Evaluation and analysis of capability ···························································· Ex22
Explanation 7-4 Utilization of the material for the training ······················································ Ex24
Explanation 7-5 Informing the training participants ································································· Ex24
Explanation 7-6 Improvement involving multiple departments ·············································· Ex25
Explanation 7-7 Improvements ··································································································· Ex25
Explanation 7-8 Verifying the improvement results ································································· Ex25
Emergency Preparedness Training Related Document ListxiAnnex A
Annex B
Annex C
Annex D
Annex E
Annex F
Annex G
Annex H
Annex I

Sample Mid-to-long Term Training Plan
Sample Training Implementation System
Sample Comprehensive Training Plan and Implementation Schedule
Sample Situation Setting Plan
Sample Situation Setting Card
Sample observation sheet
Sample evaluation check sheet
Sample sheet for evaluating and analyzing capability
Sample Training Review Paper

Reference Material

Sample Evaluation of a an Emergency Response Operationxii

Introduction
In August 2010, based on the trend in the Western countries the nuclear operators of ourcountry and the Japan Nuclear Technology Institute (hereinafter referred to as “JANTI”)
planned to develop guidelines for implementing nuclear emergency preparedness training for
maintaining and enhancing the capability to deal with nuclear disasters by ensuring that thenuclear emergency preparedness trainings are evaluated.
JANTI took up the task of perceiving the state of implementation of nuclear emergency
preparedness trainings by the nuclear operators within Japan and overseas. By comparing
with cases from the Western countries, the problems in the nuclear emergency preparedness
trainings that were been implemented by the nuclear operators of our country became
evident.
Halfway through this task, in March 2011, the Tokyo Electric Power Fukushima Daiichi
Nuclear Disaster associated with the Great East Japan Earthquake occurred. The
investigation by the Nuclear Accident Independent Investigation Commission (NAIIC) set upby the government and the National Diet of Japan presented several lessons to be learned by
the nuclear operators as well. With respect to nuclear emergency preparedness, it waspointed out that there was lack of preparedness for severe accidents and complex disasters,
and communication equipment and emergency preparedness facilities were inadequate.
After this disaster, it was realized that it is important to be prepared for nuclear disasters
including complex disasters accompanying earthquake or tsunami, disasters occurring
simultaneously at various locations, terrorism etc. on a regular basis, and conducting
workable nuclear emergency preparedness trainings started becoming even morenecessary.
In April 2012, JANTI (now known as Japan Nuclear Safety Institute from November 2012
onwards) set up the “Nuclear Emergency Preparedness Training Guidelines Committee”
formed by committee members having specialized knowledge about nuclear emergency
preparedness training. The Committee held intense discussions and established theseguidelines.

These guidelines indicate the procedure and understanding required by the operators to
JANSI2018.8

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autonomously and effectively implement emergency preparedness training. Hence thefundamental items to be used as reference for implementing the PDCA cycle pertaining totraining, in particular, have been presented.
As of September 2017, after 4 years since the initial edition was issued, each of theoperators have been making efforts to improve effectiveness of the training using theseguidelines as reference, based on case studies of power plants in Japan and overseas, orbased on their own independent and original ideas. This time, the experiences and latest
findings of such operators were closely examined, the “Basic approach” of the firstcompilation was valued and the guidelines were revised.

JANSI2018.8

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1． Purpose
・ The purpose of these guidelines is to present the concept and the procedure for theprocess of planning, implementing, evaluating and improving the nuclear emergency
preparedness training. (Explanation 1-1)

2． Scope of application
・ These guidelines are applicable to the emergency preparedness training (same as
emergency response training) conducted mainly by nuclear operators (hereinafterreferred to as “operators”). (Explanation 2-1)

3． Definition(1) Emergency Preparedness Training
・This refers to training conducted during normal times using the concerned organizations(personnel), facilities and equipment & materials, in order to prevent occurrence of
nuclear disasters and to minimize their impact on life and property of the residents or the
power plant staff.
(Note) Internationally, “Emergency Response Drill and Exercise” is often used in the same
sense as “Nuclear Emergency Preparedness Training”.
Moreover, terms such as “emergency preparedness”, “emergency response” aregenerally used.
In Japan, terms such as “Nuclear Disaster”, “Nuclear Emergency Preparedness”,
which are stipulated with respect to prevention of disasters in nuclear power facilities,
in the Act on Special Measures Concerning Nuclear Emergency Preparedness, areused.
In the “Nuclear Power Plant Emergency Response Guidelines (JEAG4102-2015)” by
the Japan Electric Association, in Section 3.11 there is a description about “Nuclear
Emergency Preparedness training”. Since these guidelines are a detailed version ofsection 3.11 of those guidelines, these are referred to as “Nuclear Emergency
Preparedness Training Guidelines”
They are applicable to training conducted during the period from the establishment of
the organization to its dissolution.
The contents of the training include severe accident response training as well. As
JANSI2018.8

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far as the training model is concerned, it includes not only comprehensive training
but element training, etc.
In these guidelines, the concept of the term “Training” includes both (12) Drills and(13) Exercises.
(2) Regulatory requirements
・ Items specified by the Regulatory Authority in laws and regulations, planning andpolicy documents, which need to be implemented as part of the emergency response
operation.
(3) Purpose of Training
・ Refers to the purpose of implementing training, the aim of training.
(4) Training Objective
・ Refers to typical status of the expected results, the ultimate goal to be achieved.
(5) Comprehensive training
・ An integrated training in which multiple organizations collaborate, combine multiple
items and implement them as emergency preparedness training.
(6) Element Training
・ Refers to training in which the training target is narrowed down to a single organization
or a specific element (training item). It is also referred to as Individual Training.
(7) Scenario-blind Training
・ Refers to training that is conducted without presenting the scenario to the players inadvance. It is also referred to as Blind Training.
(8) Unannounced Training
・ Refers to training that is conducted suddenly without letting the players know inadvance about the training implementation schedule. In a broader sense, this also
includes cases wherein information to the extent of the period during which training will
be conducted, is provided to the players from the perspective of preventing accidents
or confusion.
(9) Map training
・ Refers to training in which the problems provided are discussed theoretically over thedesk or using drawings. It is also referred to as Desk Training.
(10) Education
・ Refers to activities undertaken with respect to personnel or groups of the nuclear
emergency preparedness organization to enable them to learn and improve theknowledge, skills and attitude required for nuclear emergency preparedness
operations.
JANSI2018.8

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(11) SAT (systematic approach to training) Techniques
・ Refers to systematic education and training techniques recommended by theInternational Atomic Energy Agency (IAEA).
(Note) This is a technique for ensuring the capability of technicians of the nuclear
power plant by applying quality assurance to education and training, and is defined as“An approach of logically guiding the evolution and implementation of education andtraining right from verification of the capability to execute work to acquiring thatcapability, and furthermore the process up to evaluation after education and training”.
(12) Drill・ Refers to activities undertaken assuming an emergency situation to maintain andimprove the required response capabilities of the personnel or functional teams of thenuclearemergency

preparedness

organization

or

the

nuclearemergency

preparedness organization as a whole.
(Note) Since the purpose of these drills is to maintain and improve capabilities, if theplayers do not behave or take response actions that are believed to be desirable, theevaluator may stop the drill and provide educations or give suggestions. In the US, thistype of training is defined as “Drill” and is differentiated from other trainings. The
definition is provided in the US Regulation 10CFR50.47 (b) (14).
(13) Exercise
・ Refers to activates conducted assuming an emergency situation to evaluate (test) therequired response capabilities of personnel or functional teams of the nuclear
emergency preparedness organization or of the nuclear emergency preparedness
organization as a whole.
(Note) Even if the player behaves incorrectly or takes incorrect actions, the evaluator
must not stop the exercise and provide educations or suggestions. In the US, this typeof training is defined as “Exercise” and is differentiated from other trainings. The
definition is provided in the US Regulations 10CFR50.47 (b) (14).
(14) Training office・ The organization that takes care of review and coordination to ensure that the series ofactivities from planning the training to implementing, evaluating, and carrying out
improvement activities progress effectively.
(15) Training control team・ Formed by controllers, this is an organization that is responsible for the progress,
control and situation setting of the training.
(16) Controller (Member of the training control team)・ The general term used to refer to the person in charge of controlling the training,
JANSI2018.8

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classified broadly into the person in charge of controlling progress and the person in
charge of situation setting.
(17) Players (Individuals being trained)
・ Personnel that carries out emergency response operations in mock situations.
(18) Evaluation Team・ Refers to the organization that is formed by multiple evaluators, who have a common
understanding with respect to training evaluation contents or training method, andwhich is primarily responsible for evaluation including evaluation on the day of training,
identification of problems after training, etc.
(19) Basic scenario
・ The general flow of events with regards to the accident and the response being dealt
with in the training. This is one part of the training scenarios. There are other detailed
scenarios as well.
(20) Detailed scenario
・ After verifying the technical consistency, based on the basic scenario, thecircumstances at the beginning of the training, the details of the development of major
events in chronological order and the response from each player in chronological order
are put together in the detailed scenario.
(21) Situation setting
・ Providing information about situations during the training, which is necessary for theplayers to be able to determine concrete responses.
(22) Situation setting card
・ The means for setting the situation for the players. A piece of paper with concrete
information.
(23) Situation setting plan・ A chart in which the information about the situation to be set, its origin, its target
recipient, setting method and timing is listed.
(24) Evaluation
・ Verifying the extent to which the objectives defined while planning are achieved andpointing out the issues in the emergency response capabilities of the organization andpersonnel, and in planning and implementing the training.
(25) Evaluation meeting・ A meeting held after the training has been implemented, in which the training officeand the evaluation team participate and review the training results to discover issues.

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4． The concept of implementing the training
4.1

PDCA cycle of the training

・ The PDCA cycle of the training is implemented as shown in the yellow portion of Figure
4.1, and efforts are made to improve the training itself.
・ The results of training evaluation are reflected in the PDCA cycle for nuclear emergency
preparedness operations in order to improve them.
Emergency Preparedness Plan, etc.
・•防災業務計画等

Plan- Planfor preventive measures-予防対策の計画(including the overall education and training plan)（教育・訓練の全体計画を含む）-Nuclear operator emergency response plan
-原子力事業者防災業務計画

Plan• Improvementofnuclearemergency
・原子力防災業務の改善
preparedness
operations-Revision -原子力事業者防災業務計画等の見直し
of the nuclear operator emergency
preparedness plan, etc.

計画

ActionDo

Improvement

Implementation

改善•Provision(preparation) of a system
・体制の整備（準備）-Maintenance and improvement of the facility-設備の維持改善•Education& Training (enhancement of capability)-Maintenanceand enhancement of the capabilities of the・教育・訓練（能力向上）
organization / personnel, etc.
-組織・要員の能力の維持向上等

実施

Since occurrence of emergencies is rare, it
緊急事態の発生は稀である
is important to conduct training

ため、訓練の実施が重要•Improvement through work
業務を通じた改善-Evaluation・throughquality assurance activities,-品質保証の活動等を通じた評価
etc.
•Education・&Training (evaluation)
教育・訓練（評価）-Evaluation of-計画・設備の評価
plan and facility-Evaluation of the capability of the organization /-組織・個人の能力の評価等
individual

Check

ActionEvaluation

評価

Improving thetraining
訓練の改善

The results of evaluation during
訓練での評価結果は、
training are used for improving
原子力防災業務の改
thenuclearemergency
善に用いる
preparedness
operations.

Check
Evaluating

the

訓練の評価

training

Plan
Planning the

訓練の計画
training

Do
Implementing

the

訓練の実施

training

Continuous improvement of nuclear emergency
preparedness operations

原子力防災業務の継続的改善

Continuous improvement of training

訓練の継続的改善#1. These guidelines are applicable to “Continuous improvement of training” (yellow portion).
#2. The details of “Evaluation of Training” are according to Figure 4-3.

Figure 4-1

PDCA cycle for emergency preparedness operation and training

・ Since the emergency preparedness plan changes depending on the regulatory
requirements, social requests and organizational conditions, as shown in Figure 4-2, thesechanges need to be understood accurately and the operation needs to be reviewed on aregular basis.
・ In order to be able to conduct training in preparation of emergencies on an ongoing basis
during normal times, the commitment of the Management becomes necessary.
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・Along with reviewing the emergency preparedness plan, it is necessary to verify whether or
not emergency response capabilities (see Table 4-1) are as per requirements.
・The results of training are reflected in improvement of the training itself (1st PDCA cycle), in
improvement of the emergency preparedness plan (2nd PDCA cycle) and furthermore in the
management cycle of the Company Management.

Regulatory

規制要求事項
requirements

4.2

Emergency

原子力防災業務
preparedness operation

防
災
業
務
を
改
善
す
る
。

Emergency response
原子力防災能力
capabilities

Maintenance /Enhancement

維
持
向
上

Efforts are made to maintain andenhance 訓練を通じて原子力防災
emergency
response
capabilities
through training.
能力の維持・向上を図る。
Trial/ Verification
試行・検証

Emergency preparedness
原子力防災訓練
training

The
implementation
resultsareevaluated and emergency preparedness
operations are improved.

Figure 4-2

業
務
の
変
更
に
つ
い
て
は

Socialrequirements
組織状況･

Trial and verification of the modifications
in work are carried out during thetraining.
訓
練
で
試
行
・
検
証
す
る
。

Organizational

社会的要請
conditions

Evaluation /評価・改善
Improvement

The implementation results
実施結果を評価し、
areevaluated and training(itself)
is improved.
訓練（自体）を改善する。

実
施
結
果
を
評
価
し
、
原
子
力

Flow of improvement through emergency preparedness training

Evaluation of training results and improvement

・The training evaluation includes evaluating the emergency response capabilities as well as
the training itself, and improvement of both.
・The items to be reviewed while evaluating the emergency response capabilities areclassified as shown in Table 4-1.
・While evaluating the training itself, the contents indicated in Table 4-2 are included.
・The problems found through training are evaluated and analyzed as per the flow shown in
Figure 4-3

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Table 4-1
Category
Organizational

Classification of emergency response capabilities
Content

Systemcapabilities

Plan

Equipment

The system of the organization conducting the nuclear
emergency preparedness operation including its composition,role allocation, persons responsible for decision making, chainof command and educations, route for collecting andtransmitting information.
The material or information such as the plan or the manual
specifying the contents, procedure and precise method for the
nuclear emergency preparedness operation.
The main facility for implementing the activities, communicationequipment, terminal for processing and sharing information,means for transportation required for the actual activities,
hardware such as measuring devices and implements.

Capabilities of the

The awareness of the constituent members of the nuclear

personnel

emergency preparedness organization, about being responsible
for knowledge, skills and duties in accordance with each role.
(attitude)

Table 4-2 Evaluation contents of the training itself
Classification

Contents

Evaluation of theOrganized plan (placement in the mid-to-long term training

training itselfplan), selection of training methods and scenarios that areappropriate for verifying the training objectives, setting of clear
evaluation criteria such that there is no disparity in how theevaluators determine propriety, provision of situations, review of
the training (confirmation of the purpose of training and thetraining objectives)

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CheckEvaluation of
原子力防災
emergency
response
能力の評価
capabilities

Check
Evaluation
訓練のof training

評価

System
体制の課題

組織としての能力にOn
organizational
capabilities
問題があった

Plan
計画の課題

Example: Inadequacies in the organization
systemInappropriate plans and procedure manuals
Inadequacies in the facility and equipment

Equipment
設備の課題

例：組織の体制が不十分
計画や手順書が不適切
施設や機器が不十分

Problems
訓練を通じてfound throughtraining
得られた課題要員の能力にOn personnel
capabilities
問題があったActionImprovement of
原子力防災
emergency response
capabilities
能力の改善

ActionPersonnel
要員の課題

Improvement of
原子力防災
emergency
preparedness
operation
業務の改善

例： 知識が不足
判断能力が不足

Example: Lack of knowledge
Lack of judgment ability

訓練の方法等にOn training
methods,etc.
問題があった例：状況付与が不十分
条件設定に矛盾

Example: Inadequacies in situation setting.
Inconsistent settings

Training
訓練自体の課題

ActionImprovement oftraining
訓練の改善

Check
訓練自体の
Evaluation oftraining itself
評価

Figure 4-3
4.3

Training evaluation and analysis flow

Formulating a mid-to-long term training plan

・The mid-to-long term training plan is formulated using as reference the work flow indicatedin Figure 4-4, and the examples of development of mid-to-long term training plans
indicated in Figure 4-5.
・ The training items are selected using a systematic method so that there is no polarization
with respect to any specific training purpose or training item.
・ The true aim is not to willfully ensure that all the training items selected systematically are
implemented. Rather it is important to understand what has been and what hasn’t been
implemented as a training item.
・ After understanding the current circumstances, considering the extent of impact on nuclear
safety, response capability and current circumstances of the organization, etc. the training
items, order of implementation and implementation frequency (period and training
intervals) is finalized.
・ In order to make efforts to cultivate nuclear emergency preparedness personnel andorganization that are capable and practical from a mid-to-long term perspective, a training
plan is formulated. (Explanation 4-1) (Annex A)
・The following items need to be considered while formulating the mid-to-long term training
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plan.
 Training items are selected using a systematic approach. The selected items form the“trunk” of the training plan.
 Define the purpose of the training and training items
 While finalizing the order of implementation, for example, the Probabilistic Risk
Assessment (PRA) technique is used.
 The implementation frequency is set depending on the purpose of training or theimportance (of content). For items with an implementation cycle spanning over several
years, it is ensured that the intervals between implementations are not too short or too
long.
 Changes in the regulatory requirements, social requirements and organizational
conditions are dealt with.
Training items added as a result of these form the “branches and leaves” of the
training plan.
These are appended to the mid-to-long term plan that forms the “trunk”.

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Procedure 1: Analysis of training target

Events targeted for training (by event)

Functions targeted for training (by function)

Function

Communication

Development ofDetectionsystemproblemsofofinformation

EventInternal event (accident)

Procedure 2: Completion of
the training system chart

External(accident)

event

Terrorism

Procedure
objectives)

3:

Training

objectives(performance
Systematic implementation oftraining↓
Incorporation
into
the
mid-to-long term training plan↓
Training plan for said year

Procedure 4: Breakdown into training implementation period (cycle)
and training method

Figure 4-4 Sample Workflow for Systematically Developing the Training Plan

Function
Event

Development
systemClass 1

Class 2ofDetections
problemsofCommunication
informationofImplementation
measuresofPR

Restoration
measuresClass 3

Event resulting in discharge ofradioactive substances

Severe accident of reactor inoperation

Failure of reactor auxiliary
cooling system function

Event resulting in discharge ofradioactive substances

Severe accident of reactor inoperation

Failure of containment vessel
heat removal function

Event resulting in discharge ofradioactive substances

Water depletion due to siphon
effectEvent resulting in discharge ofradioactive substances

Severe accident while
reactor is shutdown

Event not resulting in discharge ofradioactive substances

Malfunction of equipment

Operational error during normal
times

Maintenance work error

External event

Volcanic eruption

Terrorism

Disruption of facilities

theFailure of decay heat removal
function

Malfunction of monitoring post

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(Explanation of the above symbols)
Implemented
in XX

Type of training

Implemented
in XX+1

Implemented
in XX+2

Implemented
in XX+5

Implemented as comprehensive training jointly withthe government organizations
Implemented as comprehensive training jointly withthe concerned internal organizations
Implemented as comprehensive training
independently by the power station
Implemented as element training independently by
the power station

Implemented as routine education & training and OJT

Implemented as element training
The training is repeated within the same year and ①, ②, ③ is the number indicating how many times thetraining has been implemented in said year.

Figure 4-5 Sample Development of “Mid-to-long Term Training Plan (Table)” from the“Training System Chart”
4.4

Formulating an annual training plan

・ Considering that there may be cases when budgetary provisions are required for
implementing training, a single year training plan for the next year is formulated based on
the mid-to-long-term training plan.
・Since the training items that must be implemented in said year (next year) are alreadyprovided in the mid-to-long term training plan, the implementation period (date) is set andefforts are made to specify the purpose of training, training method, target trainees, etc.
Using Table 4-3 as reference, a training method suitable for the purpose of training isselected. (Explanation 4-2)
・Taking changes in the regulatory requirements, social requirements and organizational
conditions, etc. into consideration, training items planned to be implemented in said year
can be changed. These can be changed even in the middle of said year.
・Status of improvement in response to results of past trainings (reflection) is checked.
・The Training Office makes a special note including the reason why training items wereadded or withdrawn from the training for said year.
Table 4-3 Sample “Training Format / Method” Suitable to the “Purpose of Training”
No.
1

Purpose of training
Checking

cooperation

withTraining format / method
related Comprehensive training

organizations
Open-scenario training

2

Verifying the stipulated procedures

Element

training(trainingon

operating various equipment, etc.)

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3

Checking and improving judgment

Map training
Scenario-blind training

Discovering

Scenario-blind training

weaknesses

Unannounced training(when

Discovering and4

overcoming
weaknesses

thebasicsareproperly

provided)Element

Overcoming
weaknesses

training,

open-scenario

training(when checking whether or not
weaknesses have been overcome)Scenario-blind training

4.5

Education

・ The operators systematically provide educations on the overall nuclear emergency
preparedness operations and specialized educations required for each role in order toprovide the required knowledge, skills and attitude to the trainees. (Explanation 4-3)
・ The knowledge, skills and attitude required by the personnel are identified systematicallyusing SAT techniques. Work analysis is carried out and knowledge, skills and attitude
required for each operation (for each stage, such as bare minimum expectations at theinitial stage, expectations from high level key personnel that one is supposed to aim for in
the future, etc.) are identified. Further, they are linked with educations provided for thoseknowledge, skills and attitude.
・ It is checked whether or not knowledge, skills and attitude related to nuclear emergency
preparedness operations, which are required for the training and form its basis, have beenacquired by the trainees through the courses, etc., before the training (or whether or not
the trainees possess them up to an equivalent level).
4.6

Overall training workflow

・Figure 4-6 shows the overall workflow of the preliminary stage of training, activities on the
day of training, and also the activities after the training. This serves as the Table ofContents corresponding to Chapter 5 onwards. After the training, the results of the training
are reflected upon in view of the purpose of training or the training objectives, the results ofthis (problems that are identified and problem-solving measures) are incorporated properlyin the training plan and the problem-solving measures are validated.
・Reflection on training on a case-by-case basis corresponds to “branches and leaves (minor
parts)”. The basis of the training plan must be formulated from a mid-to-long term
viewpoint that corresponds to the “trunk (main part)” of the training plan.

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4.3 Formulating a mid-to-long training plan

Figure 4-6

Overall Training Workflow

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5． Training Preparations
5.1

Establishing a system

The departments responsible for emergency preparedness establish the system (Training
Office, Training Control Team, and Evaluation Team) required for training management.
(Annex B)(1) Training office・ The department in charge of emergency preparedness can serve as a training office.
・ Following are the functions of the training office. (Explanation 5-1)
 Coordinating and finalizing training schedule, creating basic plan (schedule) till thetraining
 Clarifying the purpose of training and setting training objectives
 Creating scenarios and setting up situations
 Defining evaluation items and evaluation criteria
 Logistics
 Publicity about training Compiling and reporting training results(2) Training control team・ The Training Office can concurrently carry out the duties of the Training Control Team aswell.
・ 1 member of the training control team is appointed as the leader.
・ The training control team is responsible for controlling progress and setting scenarios(Explanation 5-2)
・ A controller, who has specialized knowledge of the training areas and the training
method, is appointed within the training control team.
(3) Evaluation team 1 member of the evaluation team is appointed as the leader.
 The members of the evaluation team are selected taking into consideration the following
3 characteristics, so as to be able to ensure a diversified evaluation perspective.
(Explanation 5-3)
Employees of the same operator (for internal evaluation)

Employees of other operators (for peer review)

Experts familiar with training evaluation (as third-party evaluators)

 The area of responsibility of each evaluator is set so that they can check sufficient
activities during the training.

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Developing the basic plan (schedule)

5.2

 The training office defines the required tasks from planning of the training to preparing
the training review paper.
 The training office fixes the duration for each task and develops the process. (Annex C)
 The following points are taken into consideration while developing the process.


Specifying the person in charge for each task.



Evaluating the duration required for preparation considering the scale of training.



Informing about collaborations with external organizations ahead of time.

Defining the purpose of the training

5.3

 The training office defines the purpose of the training. (Explanation 5-4)
 The following points are taken into consideration while defining the training objective.


Purposes are selected such that the purpose of training is not polarized.

Specifying the personnel being trained who need special attention.



Taking into account the issues and areas for improvement indicated in pasttrainings.



Taking into account the changes in regulatory requirements due to new laws andregulations and guidelines, social requirements and organizational conditions.

・Planning the training so that the training areas and training method correspond to the
purpose of training. (Explanation 5-6)
5.4

Setting training objectives

・ The training office sets the objectives depending on the purpose of training. (Explanation
5-7)
・ The objectives should be such that can be achieved during the training.
・ In order to evaluate the extent to which the objectives are achieved, the training officeputs together the areas to be observed by the evaluators.
・ The areas to be observed by the evaluators should be items that can be objectively
perceived.
5.5

Creating basic scenarioThe training office develops the basic scenarioThe following items are included in the basic scenario

Setting the situation for the beginning of the training (Explanation 5-8)Timeline of important events (Explanation 5-9)Collaboration with external institutions (Explanation 5-10)Outline of the response activities
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Creating detailed scenarios

5.6

・

The training office develops detailed scenarios based on the basic scenario.
(Explanation 5-11)

・The detailed scenario verifies that the content is such that the purpose of the training isachieved.

・

While creating the detailed scenarios, time progression or contents of each type of data
are determined after taking into consideration that simulators etc. will be used.

・The following items are included in detailed scenariosTechnical explanation of the eventTimeline of the expected response from each player
Setting up situations

5.7



The training office prepares a situation setting plan based on the detailed scenarios.
(Annex D)The training office prepares situation setting cards based on the situation setting plan.
(Explanation 5-12) (Annex E)

The following items are taken into consideration while preparing the situation setting
cards.
As a standard there is 1 situation setting card for each case.

Case name, provision time, provided by, provided for, provision method andprovided information is clearly mentioned on the card.



Reference material for appended data is attached.

It is clearly indicated that the material is for training purposes so as to avoid any
mistakes.

5.8

Defining evaluation items and evaluation criteria(1) Defining evaluation items
・ An “Evaluation Check sheet” is created for each organization to be evaluated.
(Explanation 5-13) (Annex G)・The following points are considered while creating the evaluation check sheet.
 The purposes of said training are verified.
For example, in trainings where the purpose is to “verify response capabilities in thesummer”, the set-up (scenario) should simulate an environment with hightemperatures to match the purpose of training.
 The expectations (ideally expected scenario) of the organization to be evaluated areverified.
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Expectation refers, for example in the case of the information analysis team, torequirements such as “XXX needs to be done”.
(2) Defining Evaluation Criteria
・ Attention is paid to ensure that the criteria are objective and concrete and do not give riseto individual differences amongst the evaluators.
(Explanation 5-7)
・ Either quantitative criteria are set for each evaluation item or specific criteria are set interms of characteristics that can be observed by the evaluators with respect to qualitative
factors such as whether the conduct of the players is good or bad.
・ “Expectations (ideally expected scenario)” with respect to the conduct of the players are
set and it is assumed that the person in questions is aware of these either on his/her own
or because it has been pointed out to him/her.
5.9

Providing training data and material

 The training office prepares data to simulate the conditions of the nuclear facility during thetraining with the help of a simulator. (Explanation 5-14)
 The data to be prepared includes the following items.

Conditions of the nuclear facility

Conditions of radiation and contamination within the facility

Conditions of radiological release outside of the facility and its monitoring

The training office prepares the following data for training purposes as may benecessary.
Climatic conditions



Information about social environment (status of tourists, etc. in the vicinity of thepower station)


5.10

Other information required for each training area
Establishing and informing training rules

・The training office establishes training rules that need to be followed while implementing
training including response to be taken in case an accident actually occurs while
implementing the training. (Explanation 5-15)
・Training rules are established for players, controllers and evaluators respectively.
・The rules for controllers include response in case of deviation from the scenario.
・Except for those rules that only persons concerned with the Training Office need tounderstand, the Training Office explains the training rules and shares their contents with all
persons concerned with training prior to the training.

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5.11

Other necessary items(1) Ensuring Safety and Security
・Along with preventing the disruption of normal course of work, during training suspicious
persons or vehicles are not allowed to enter.
・Measures are taken to differentiate players, persons concerned with the Training Office,visitors, members of the press, etc. with the help of an armband, bib, etc.
・During the training, vehicles or equipment and materials that are not used often during
normal times are used, and in addition, visitors or members of the press, etc. who are notfamiliar with the environment within the premises enter the inside. Moreover, nightassembly training or mid-winter training is carried out as well. Safety management is
examined on a case-by-case basis and necessary measures are taken.
・Since unannounced trainings may be conducted as well, matters concerning security andsafety management during training are stipulated in advance and are made thoroughly
known to the concerned persons regularly. (Explanation 5-16)(2) Transportation, Accommodation, Boarding
・Transportation, accommodation, boarding, impact on transportation associated with
implementation of training, etc. are examined.
(3) Providing a Training Environment
・Measures to deal with waste generated during training, consideration of the surrounding
environment, division of responsibility of routine work, etc. are examined.
・ A training environment is provided such that the training participants can devote
themselves to the training.
(4) Public Relations
・PR activities concerning the implementation of training, in the surrounding areas or
through the media, are examined. (Section 6.4 Explanation 6-4)

6． Activities on the day of training
6.1

Activities of the training office・Contacting the concerned personnel such as the players, controllers and evaluators andcoordinating the tasks.
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・The training office carries out activities such as improving the training environment, safety
management, and ensuring security for managing training implementation.
(Section 6.4 Explanation 6-1）
6.2

Activities of the training control team

(1) Activities of the department in charge of managing progress
・ The department in charge of managing progress manages the temporal progress of
training. (Explanation 6-2)
・Aborting the training immediately as per the training rules and informing the concerned
personnel, if there are any contingencies such as earthquake or someone gets injured.
・If a situation that exceeds one’s range of discretion occurs such as significant deviationfrom the scenario, etc., it is reported to the training control team leader, and educations
are received.

(2) Activities of the department in charge of setting up situations
 Setting up situations based on the situation setting plan.
 Responding to questions from the players.
 Reporting to the leader of the training control team and seeking advice, if one’s
discretion is abused while setting up situations.
6.3

Activities of the evaluation team・The evaluator uses the “Observation Sheet” and records the observations. (Explanation 6-3)
(Annex F)
・If the evaluators are unable to take down some information required for the evaluation
during the training, the items shall be noted down as pending confirmation so that they canbe confirmed during the review at the end of the training.
・The evaluators shall not interfere with the activities of the players while taking notes.
6.4

Other necessary items

・The Training Office implements the items arranged for in Section 5.11 (Explanation 6-1)
These may be carried out with the support from persons responsible for general affairs or
PR besides players, controllers and evaluators.
 Ensuring security
 Providing transportation, accommodation, boarding, etc. for the training participants.
 Providing a training environment (treatment of waste generated during training,
consideration of the surrounding environment, etc.)
 Dealing with PR, media, visitors (Explanation 6-4)
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7． Post-training activities
Reviewing the training

7.1

 The training office holds a review meeting with all the concerned personnel immediately
after the training. (Explanation 7-1)
 The following points are taken into consideration during the meeting.


Sharing the overall impression while it is fresh in the memory.



The Training Office discloses the aim of the training, the idea behind developing the
scenario, etc.



Verifying queries or doubts that had come up during the training.

Self-critical review of the training results against the training objectives.



Sharing good practices.



Taking this opportunity to give out questionnaires. (Explanation 7-2)
General training review

7.2(1) Training evaluation
 The evaluators compile the training results with the help of the “Evaluation check sheet”
based on the notes in the “Observation Sheet”.
 The training office puts together the items understood during the review after the training,
the training results compiled by the evaluators and the results of the player
questionnaires, for discussion during the evaluation meeting.
 The training office gathers the evaluators and holds an evaluation meeting.
 The following items are discussed during the evaluation meeting.
The evaluation result of the operation undertaken during the overall training.

Extent to which the training objectives were achieved.

Extent to which the purpose was achieved.



Areas of improvement

 While evaluating and analyzing the nuclear emergency preparedness capabilities, thetraining results are analyzed using the “Sample sheet for evaluating and analyzing
capability” and compiled as per section 4.2. (Explanation 7-3) (Annex H)
 The training office compiles the evaluation results such as areas for improvement basedon the result of the evaluation meeting.
(2) General training review paper The training office prepares the general training review paper The following items are included in the training review paper. (Annex I)Purpose of training
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Personnel to be trainedTraining items

Training objectives

Evaluation results

Improvement planMaterials (Scenario, Data, etc.) used for implementing training (Explanation 7-4)

Results of the main activities undertaken during the training

Prior explanation material for the concerned organizations

 The training office informs the concerned personnel about the initiatives undertaken
during the training using the training review paper.
Improvement activities

7.3

 Each department and the department in charge of emergency preparedness work on
proposed measures against the issues compiled by the training office, and develop an
improvement plan. (Explanation 7-6)
 The department in charge of emergency preparedness analyzes the issues related tothe actual training, works on proposed measures and develops an improvement plan.
 The following things are included in the improvement plan. (Explanation 7-7)Implementation agent

Precise improvement details

Target date of completion

 Each implementation agent implements improvement activities based on the
improvement plan.
 The department in charge of emergency preparedness tracks the improvement plan ofeach department and ensures that improvement activities are being undertaken.
(Explanation 7-8)

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23

（blank page）

Explanation

（blank page）

Explanation 1-1

Purpose of these guidelines

Promoting better understanding of the trainings and making appropriate improvements
by implementing and evaluating effective trainings is important for maintaining andimproving the emergency response capability.
We would like you to understand how the nuclear emergency preparedness capability
can be effectively maintained and improved through trainings, and to make use of thisunderstanding during the actual training. For example, it is effective to think about what theperspective for evaluation should be depending on the purpose of the training at theplanning stage.
These guidelines explain the sequence of activities from effectively planning,
implementing and evaluating the trainings for nuclear emergency preparedness, andimproving based on the evaluation results. Basically, these guidelines explain aboutcomprehensive emergency preparedness training at commercial nuclear power plants.
However, while implementing element training, required sections can be selected from theprocedure indicated in these guidelines, and used. The implementation procedures orinformation can be used as reference for trainings at power plants where the operation has
been suspended or at nuclear fuel facilities, etc.
(The target readers of these guidelines)
Firstly, we are thinking of personnel from the departments responsible for implementationof training at the operator companies as readers. Further, players including theManagement are expected to be readers as well. In order to implement training on an
ongoing basis, commitment of the Management is indispensable. The nuclear emergency
preparedness training will be considered as a part of the foundation of the nuclear safetypursuit and will be incorporated in the management cycle of the company management.

Explanation 2-1

Target trainings

These guidelines have been written down with nuclear emergency preparedness training(comprehensive emergency preparedness training) at commercial nuclear power plants inmind. This includes the support activities carried out at the Quick Response Centerestablished at the Head Office or the coordination with the personnel temporarily
dispatched to the Off-site Center. The guidelines are applicable to trainings implemented by
the power generation operators.
Further, in the first edition of these guidelines, “emergency response training including
nuclear emergency preparedness training” had been mentioned. However, as a result of
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the investigation and examination conducted during the process of creating the revised
version, as noted down in Section 3(1), nuclear emergency preparedness training andemergency response training are considered to be one and the same thing.

Explanation 4-1 Importance of developing mid-to-long term training
plan
There are several operations that the operators carry out in response to emergencies.
And since there are various persons in charge of each operation, it is not possible to test all
operations in a single training session and use the result for maintaining and improving the
response capability. Hence trainings with a combination of multiple emergency response
operations are planned within a specified period of time and within the same period it isensured that the necessary items from among the nuclear emergency preparedness
operations can be verified.
It is important to develop the mid-to-long term training plan based on the past training
performances and evaluation results, so as to ensure that purpose of the training and thetraining areas are not missed out. By mid-to-long term, we mean a 5 – 8-year cycle in theEuropean and American cases.
The significance of formulating a training plan from the mid-to-long term perspective is tofoster personnel, maintain and improve response capabilities on an ongoing basis from a
mid-to-long term perspective rather than from a short-term perspective. It is not that we aremaking formality (method of formulating the training plan, cycle, etc.) an issue.
The operators have started activities of systematically identifying “items that can be
included in the training”, items for which it would be desirable to implement training” while
using, for example, the SAT technique that is recommended in the education and training
domain, as reference. With respect to the training items that have been identified, it is vitalto understand what items have been done and what have not been done, in view of thecurrent conditions of each operator. And then, considering the importance or the order ofpriority, etc. (Table 4-1-1), those training items should be developed into a mid-to-long term
training plan.

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Table 4-1-1 Consideration of importance and order of priority

Importance and order of priority
Cases from the USGraded approach Level A (utmost strictness required): Understanding and classifying the emergency situation
 Quick reporting Recommending protective measures Planned exposure Off-site dose evaluation
 Level B (strictness required)

Level C (lenient)

Performance based emergency response Application of Probabilistic Risk Assessment techniques to emergency
response activities
From amongst the EAL scenarios, Those that have a high core damage probability
 Those with a high cumulative, collective exposure dose

Explanation 4-2 Developing an annual plan from the mid-to-long term
plan
Before the fiscal year changes, an annual plan for the year from April onwards isdeveloped based on the mid-to-long term plan.
(The “Trunk” of the plan)
Based on the results of trainings implemented in the previous year (lessons), regulatory
requirements, social demands and changes in the organizational status, the mid-to-longterm plan can be adjusted and modified (“leaves and branches” of the plan) in the annual
plan.
Once the purpose of training and the training objectives of the training to be implemented
in said year are finalized, a training method suitable to its implementation (that fits the
purpose of training) is selected.
For example, in trainings wherein the purpose is “to verify the capability of the leader tounderstand and judge the status of accident”, blind-scenario training method is appropriate
rather than open-scenario training method.

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Explanation 4-3

Educations related to nuclear emergency preparedness
operations

The contents of educations related to emergency preparedness operations can bebroadly classified into specialized knowledge and skills (generally termed as ‘technicalskills’) that are identified by analyzing the work of the emergency preparedness
organization, knowledge related to risk management, items belonging to the category ofenlightenment and awareness about safety culture, etc. (generally termed as ‘non-technicalskills’), etc.
Educations have to be provided already at the point in time when the emergency
preparedness organization system is established. In the US, there are instances when only
the personnel that have been found to have predetermined knowledge and techniques are
accepted as personnel for emergency preparedness organization (In these guidelines,

the knowledge, skills, attitude, etc. required by the Nuclear emergency
preparedness organization or its operation is believed to be the same as that
required by the nuclear emergency response organization or its operation). If thecompetence of the personnel is to be managed within the framework of quality assurance,then it is better to manage the nuclear emergency preparedness operations within said
framework as well. If it is difficult to collectively manage the education records of all

the staff due to personnel reshuffling, it may be a good idea, for example, to arrange
for a “Education & Training Record”, just like the Radiation Control Record, in which
the date of attendance of education & training, its contents, results, etc. for eachstaff member are recorded and which is handed over to each staff member.
The precise details of the educations for emergency response operations are illustrated
in Table 4-3-1.
Table 4-3-1 Details of educations for emergency preparedness operations (Sample)
Item

Education details

Technical
knowledge
about the organizationand the activities

 Act on Special Measures Concerning Nuclear
Emergency Preparedness and other applicablelaws and regulations
 Nuclear operator emergency preparedness plan
 The structure of the emergency responseorganization and the role allocation
 The composition of the emergency response
personnel and their precise operations
 Structure of the nuclear power equipment and thecontainers transporting radioactive material.
 The functions of equipment to be used in case ofan emergency and their operation.

Technical
knowledge
about the equipment andinstruments

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Item

Education details
 Functioning of the off-site center and the technicalsupport center.

Technical
knowledge
about radiation protection

Promoting awarenessKnowledge about crisis
management

 Fundamental knowledge about radiation
 The health hazards caused by radiation
 Radiation measurement and radiation protection
 Characteristics of the measuring instrument andthe principle of measurement depending on theobject to be measured
 Handling the measuring instruments
 Immediate attention in the case of radiation
exposure The basic concept and mindset about safety(safety policy)
 Business management based on the safety policy Leadership Compliance Studying past cases
 Organizational safety culture Concept of crisis management
 Concept of training, implementation andevaluation
 Risk communication

The precise method of education related to nuclear emergency preparedness
operations are illustrated below. An appropriate education method should be selectedconsidering the amount of knowledge and experience of the target personnel and thecontents of education.
・ Lecture (classroom lecture)
・ Reviewing problems
・ Observation
・ Self-learning
・ E-learning
Persons who take up the position as personnel of the emergency response organization
are supposed to possess the prescribed capabilities at the time of taking up the position.
Since these guidelines are ‘guidelines’ for improving the effectiveness of the nuclear
emergency preparedness trainings (irrespective of whether those are element trainings orcomprehensive trainings) conducted by assembling persons with the prescribed capabilities,
details about instructing the personnel have not been described here.

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Explanation 5-1

Setting up a team for each function

The training office sets up teams with specific roles as required.
In the case of scenario-blind trainings, since it is necessary to take care not to let thetraining players know about the scenario beforehand, teams for developing scenarios
independent of the players are set up. Since technical knowledge about each field is
required for developing the scenarios, the department in charge of emergency
preparedness alone does not take care of this task but seeks co-operation from personnel
or experts belonging to all departments.
If the training is to be implemented publicly, a team in charge of publicity is set up in order
to appropriately convey the initiatives including the purpose of the training to the local
community and local government who are important stakeholders.
Under the direction of the Training Office, each team works together right from the initialstage of formulating the training plan. For example, the evaluation team should participate
from the planning stage of the training and take part in setting the purpose of training andthe training objectives. Further, if third-party evaluators (Explanation 5-3) are invited, theTraining Office provides explanation about the purpose of training, the training objectives
and the scenarios to the third-party evaluators by the day on which training is to be
implemented, and ensures that they accurately understand the significance and aim of the
training. Also, it is a good idea to explain about “expectations” (expected from the evaluator
while carrying out evaluation) as well.

Explanation 5-2

Role of the training control teamThe role of the leader of the training control team and each person in charge is indicatedin Table 5-2-1.
Table 5-2-1

Role of the training control teamCategoryRole

LeaderResponsible for decision making (regulating the progress,
aborting the training, etc.) while controlling the training

Person in chargeVerifies and manages the progress of the trainingof

Advises the leader to changes the plan to provide

managing

progress

information based on the situation, to take the decision toabort the training if an emergency situation actuallyarises, etc.

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Person in chargeof situation setting

The person in charge of setting external situations
provides information by creating a mock set up ofconcerned institutions, and deals with questions from thepersonnel being trained.

The person in charge of setting facility situations
communicates the data including the occurrence of main
events to the players using a simulator, etc.

Explanation 5-3

Types of evaluators

Evaluators are mainly of the following types. When selecting evaluators, the respective
characteristics of the evaluators should be taken into consideration to ensure diversity ofperspectives.
•

Internal evaluators
These are evaluators who are personnel of the operators implementing the training.
These evaluators have full knowledge of the contents of the operations and it is easierto secure them. However, on the other hand, as evaluators it is difficult for them toevaluate objectively compared to third party evaluation.

•Peer review evaluators
These are evaluators who are personnel of operators other than the operators
implementing the training. Evaluation from the perspective of another organization
can be obtained and at the same time this method is effective in that the evaluatorsthemselves get an opportunity to learn through the evaluation. Meanwhile, theobjectivity of the evaluators is low as compared to third party evaluators anddeveloping the framework for securing the evaluators is a challenge.

•

Third-party evaluators
These are external experts (academic experts, experts from Fire and Disaster
Management Agency, National Police Agency or the Self-Defense Forces, experts
from the manufacturing and engineering companies, research institutes andconsulting companies, etc.) who become evaluators. Third-party evaluators are
expected to objectively evaluate with diverse perspectives from an external fairstandpoint. Meanwhile, it is necessary to consider that these evaluators are not asfamiliar with the contents of the operations as the internal evaluators, and that it isdifficult to secure third-party evaluators since there are limited personnel resources
suitable for evaluating trainings.

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Explanation 5-4

Defining the purpose of training

The purpose of the training becomes the guideline for effectively planning, implementing
and evaluating the training, and hence it is important to clearly define it. The purpose of
training is illustrated in Table 5-4-1.
Evaluation and steadily implementing improvement activities based on it are integral totrainings. Hence, the training objectives depending on the purpose of training and items areclearly set at the planning stage, and the targeted personnel and method of training isselected.

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Table 5-4-1

Purpose of the training (Example)

Purpose of the training

Training details

Identifying the category Determining and classifying the Emergency Activity Leveland magnitude of the (EAL)
accident
Testing and improving Setting up various mock operations related to nuclear
overall activities

emergency preparedness in which several organizations andinstitutions participate

Testing and improving Leading the organization in deciding the course of action,
the leadership ability of instructing the personnel and understanding the situation tothe organization

be dealt with

Testing and improving Conduct training for the organization or personnel for eachdistinct elements

individual activity

Testing and improving Coordinating with related departments while carrying out
the ability to collaborate cross-departmental operations in the initial response phase.
internally
Verifying collaboration Collaborate amongst organizations including the national andwithexternal local governments, relevant external organizations such asorganizations

relevant

emergency

responseorganizations

andsubcontracting firms
Testing and improving Transmitting information obtained from the nuclear facility totheinformation relevant institutions accuratelytransmission capability
Testing and improving Communication of information through mass media such as
the ability to publicize through press conferences, etc., simulating an actual press
through media

conference such as handling tough questions, facing thecamera, etc. that would make it feel real.

Testing and improving Organizational decision-making and gathering information
thedecision

capability

making and providing instructions necessary for the same.
of

topmanagement
Testing and improving The head-office should quickly and accurately understandthe corporate function inadequacies in on-site response and provide requiredof supporting the plants support
they operate
Testing

the Securing emergency response personnel, setting up the

implementation details environment, hand-over, etc. for the long-term

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of long-term response
Discovering

and Investigating newly set situations.

resolving new issues

Dealing with any unexamined issues.

Testing and improving Dealing under restricted conditions such as equipment being
the capability to deal partially out of service or limited number of personnel being
with other constraints

available. This includes response actions in case there arelimiting conditions due to human acts such as terrorism, etc.
during a complex disaster.

Explanation 5-5

Things to consider while establishing the purpose

The purpose of training is set along with selection of the training objectives, whilereferring to Table 5-4-1, etc. of Explanation 5-4. With respect to purpose of training as well,
it is ensured that there is no polarization from the mid-to-long term perspective.
From the perspective of ensuring that “there is not polarization”, in addition to verificationof response to complex disasters such as fire, earthquake and tsunami, etc., verification of
response to human acts such as airplane collision, terrorism (sabotage activities), etc. is
included as well. With respect to events that have a low probability of occurrence (for whichmeasures are not adequately examined in advance), it would be good to implement training
with the purpose of doing everything in one’s power to take response actions after the event
has occurred.
The purpose of training is closely related to the training items.

Explanation 5-6

Selecting the training method

A training method that is suitable for verifying the purpose of training or the training
objectives (evaluation of achievement level, whether or not the purpose was achieved, whatstage has been reached as against the goal) is selected.
While selecting the training methods, following are the 3 main areas to be selected. The
respective options are illustrated from Table 5-6-1 through 5-6-3.
•

Extent of physical activities•

Extent of providing scenarios•

Method for publicizing the training implementation

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Table 5-6-1 Extent of physical activities
Form of training
Map training

Method of training and effect
In this form of training, the response to the situation
provided is studied in a classroom setting. Hence thecapability of judgment and response to the provided problems
can be verified and problems can be sorted out. And, since it
is possible to have trainings going beyond time and space
restrictions, the problems involved in long-term emergency
response can be reviewed as well.

Field training

In this form of training, the actual emergency response
operation is simulated and carried out. Through activities thatare almost like the actual response, one can get familiarized
to actual action and the response capacity can be verified.
However, the cost involved in preparing for the training andcoordinating it is quite high.
Field training includes comprehensive training and element
training.

Table 5-6-2 Extent of providing scenarios
Form of training
Lecture type

Method of training and effectPrepare speeches and proceed with lots of pre-planned
activities. There are almost no elements that need to be judged
as part of training activities. This type of training mainly focuses
on educations.

Open-scenario

The players are provided with scenarios in advance. The
players proceed with the training following the scenarios. The
sequence of response activities can be understood and one
can familiarize oneself to the basic techniques (fixed actions
can be learned).

Scenario-blind

In this type of training the players are not provided withscenarios. The players determine the response based on“situations” provided in the form of cards during the training.
This training helps in verifying and improving the response
capability of the organization and personnel, by practicing tojudge and respond to emergency situations.

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Table 5-6-3 Method of publicizing the training implementation
Form of training

Method of training and effectTrainings which Making the time and date of training known beforehand andare announced then implementing training. If a large training in whichcollaboration of multiple institutions is simulated is to bewell in advance
implemented, generally the information about the training is
made known in advance. The trainees or target organizations
are able to properly participate in the training (training
participants can be known in advance).
Unannounced
trainings

Implementing the training without announcing in advance about
the date and time of training. This training is implemented for
activities pertaining to moving away from normal times toemergency situations, such as notifying about the event or
initial meeting, etc. With this type of training, the hands-on
capability to respond to unexpected crisis situations can be
improved.

Depending on the purpose of training, a combination of the best methods from theabovementioned training formats is selected based on the characteristics and effects. In
Table 5-6-4, training formats that are believed to be suitable in accordance with the training
purpose have been presented.

Table 5-6-4 Selection of Training Method (Sample)
No.

Purpose of Training

Explanation

Training
format (model)

1

Training that is conducted toTraining

that

makes

one

enhance the reliability of themaster the basic procedures

Field training,
Open-scenario

activities that must be implemented

trainingwith respect to events that have ahigh frequency of occurrenceTraining that is conducted toenhance the reliability of activities
2

that must be implemented withrespect to events that have a low
frequency of occurrence (severe
accident, etc.)

Trainingthat

verifies

theField training /response

procedures,

i.e.

Map

training,

what must be done:

Open-scenario

Although individual response

training

manuals have been provided,

Scenario-blindsince

training,thefrequencyofoccurrence is low, assumption

Announced//

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traininginpreparationofshouldbeemergencies
carriedout

duringUnannounced

normaltimes.
Response and judgment may
be required as the occasion
may demand
Decision-making

Training for making the trainees
3

handles a variety of circumstances
appropriately.

capability

Field training /verification training:

Map

Although a general manual

Open-scenario

has been provided, response

Scenario-blindand judgment capabilities as

training

training,

the occasion may demand areverified with respect to a“variety of circumstances”.
Collaboration

Training for strengthening the4

withrelatedorganizations

Field

training,

Open-scenario /Scenario-blind,collaboration with multiple

Announced

organizations/

Unannounced

Explanation 5-7 Setting training objectives
Details of setting objectives, such as in what circumstances should it be evaluated thatthe objective has been achieved, must be specifically described.
(Training objectives)
As defined in Section 3(4), training objectives refer to “typical circumstances of
expected results”
It is determining the status of the training objectives, whether or not it has been achieved.
The nuclear power generation operators have translated the term “Performance
Objectives” that appears in foreign documents as “Performance Mokuhyo”. Moreover, theterm “Performance Criteria” is understood as something that “provides a depth and width
while evaluating each objective”.

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(Evaluation criteria)）
If the training objectives are sub-divided by training items and are made more specific,
the training objectives could become the evaluation criteria. Generally, since training
objectives are many times abstract, quantitative evaluation criteria are established foreach evaluation item. Moreover, for qualitative evaluation such as determining whether or
not the conduct of the player was good or bad, objective and specific criteria areestablished so that there is no individual differences among the evaluators. For conductof players or items that are expressed as judgment, it is better to have something that canbe observed. What kind of conduct should be considered as good should, for example,
be established as ‘expectations’, these should be disclosed to the players and theyshould be aware of them.
In particular,
・Quantitative criteria refers to “less than 15 minutes from determining the event tocompletion of external communication”
・Objective and specific criteria refers to not “whether the hand-over between the leader
and the person to be acting in his place is taking place appropriately”, but “use oftechniques such as 3-way communication” and “Communication of the problem
being discussed at the Emergency Response Center and the leader’s opinion”.

(Sophistication of training contents)
Table 5-7-1 presents training items that have been put together from the “functional
aspect” of the nuclear emergency preparedness organization (these are referred to as“function wise training items”) and the “main training contents” for each item.
While improving and enhancing the nuclear emergency preparedness operations, it isimportant to make the training contents (can be referred to as “scenarios” as well) moresophisticated in phases.
While the nuclear emergency preparedness organization has just been formed, it is
impossible to meet the ideal goals (the ultimate goal, expectations) right from the firsttraining. Under such circumstances, immediate goals are set for the time being andwhether or not those goals are achieved is verified. Goals that are set in such cases must
be referred to as “Immediate goal” (minimum requirement) or “Goal for this training”.
Table 5-7-1 Function-wise training items and their contents (Sample)
Function-wise training
item

Training activities

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specific ・Detecting plant status, gathering information,assessing the situation
events・Determination of specific event (EAL judgment)
Sharing of information ・Creating a communication reportwith external institutions ・Communication with related organizations within andoutside the company
Setting up the head ・ Assembly of the constituent members of theorganization such as the Headquarters, etc.
office and meetings
・Setting up and starting up organizations such as each
Headquarters
・Dispatching personnel to the site
・Checking the equipment and materials at the assembly
location (Head office, site, etc.), checking whether or
not they are starting up and operational, connection
for teleconference.
・Measuring the radiation and radioactivity within andMonitoringoutside the site environ
・Estimating the extent of impact of radioactivity
・Restricting access inside the premises
Evacuation guidance・Making the workers, etc. in the premises familiar with
evacuation, and providing guidance・Providing evacuation guidance to visitors, etc.
Nuclear Disaster related ・Rescuing the injured
Medicine
・ Checking the status of contamination, preventing
spread of contamination
・Wound contamination response measures, first-aid
treatment for internal exposure to radiation
・Transportation outside the controlled areas
・Coordination with the healthcare facility
Accident convergence
・Accident convergence
Determining

Post-accident measures

・Long-term protective measures
・Suspension of protective measures, restoration
measures, economic measures, PR(Relationship between the Training Office, the evaluation team and the evaluators)
The Training Office should lead the training control team and the evaluation team andshould prepare for the training. The evaluation team should participate in setting thetraining objectives as well.

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Explanation 5-8

Setting up the circumstances at the beginning of the
training

The following things are taken into consideration while setting up the circumstances atthe beginning of the training.


Information about the operating condition and maintenance condition of the facility
and equipment.



The circumstances (initiating events such as station blackout, internal environment
such as high radiation environment) or accident events up to the beginning of the
training.



Information about the organization such as personnel distribution.

Day and time slot (holiday, night time, sight-seeing season, snow season etc.)External environment such as roads, climate, social environment etc.

Generally, a scenario that gradually develops from the initiating event is used. However,at times it is required to respond to events when the actual cause for the event is not known.
It is important to plan the training from a perspective of thinking about how to respond to an
event irrespective of the initiating event, as well. A scenario, in which the result of thedamage caused by say “a blackout” forms the circumstances at the beginning of the
training, can also be considered.

Explanation 5-9

Timeline of the main events

The progression of time in the training is established in the basic scenario.
In order to implement the training efficiently, if the setting is changed from the actual
simulated event progression to something different, such as constricting the time
progression etc., everyone including the players needs to be thoroughly aware of it.
Further, with respect to activities for which it is important to understand the time actuallyrequired, such as personnel meetings or initial response, it is important to implement thetraining with the actual time progression without constricting the time progression.

Explanation 5-10

Collaborating with external institutions

In the case of trainings that are implemented with operators alone as well, it is important
to be conscious of the relation with external institutions and the relation with subcontractors.
Collaboration with external institutions is important for accident response in which
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firefighting activities by the fire department in radiation controlled areas are required or forsafety measures for the local residents for which external response is required. The role ofthe concerned organization within and outside the power plant needs to be verified andreflected in the scenario. Also, if the operations have been outsourced to subcontractors,
the scenario should be developed while taking into consideration that the organizationneeds to be handled as a whole including the external personnel of the subcontracting
company.

Explanation 5-11

Creating detailed scenarios

The key point in the basic scenario is developed and precise details are established tocreate detailed scenarios. The created detailed scenario is verified thoroughly to ensurethat there is no inconsistency from the standpoint of each player. The content of the training
scenario is revised every time the training is implemented to ensure that settings for theprevious trainings are not repeated.

Explanation 5-12

Making it feel real

The environment is set so that the activities are felt like real, depending on the purpose of
the training. For example, the circumstances of an actual disaster can be simulated. It is
important to experience tough situations through trainings in order to be able to calmly
judge in actual tough situations in which information and time are restricted. Hence, weneed to consider methods for providing situations more effectively by coming up withvarious means of providing situations, and not just using situation setting cards.
However, in order to make sure that the players don’t find themselves in a dangerous
situation during the training, a lot of attention needs to be paid to safety during the training,
including the travel upon being called up.

Explanation 5-13

Creating the evaluation check sheet

In these guidelines, an evaluation check sheet has been presented as Annex G.
(Related to Explanation 5-7)
For example, in the guidelines of IAEA, etc. items pertaining to emergency response
operation, which need to be evaluated and verified, and expectations with respect to eachof the items, has been specified in advance using a systematic method, and from among
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these items, the items that can be evaluated and verified during said training (in other words,
items from the training plan of each power plant, which are planned to be evaluated andverified during said training) and evaluation criteria pertaining to those items are thecontents of the check sheet (at the end of the document / reference material)

Explanation 5-14

Training data and material

In order to simulate conditions during the training, it is desirable to create data using asimulator, etc. The data should not be limited to numerical data but should include charts,
pictures and textual data as well.

Explanation 5-15

Rules during training

Rules pertaining to the activity area during the training (if the activity area is to be
restricted), prohibited items, measures to be taken if an accident / malfunction actuallyoccurs (training suspension criteria), measures to be taken in case of deviation from thescenario, measures to be taken in case a scenario is partially skipped, dealing with visitors
or the press, etc. are laid down.

Explanation 5-16

Ensuring Security

Ensuring security may be included in the “training items” since it is an activity that isnecessary in the event of an actual emergency as well. In case of activities that are training
specific such as dealing with visitors, etc. it is a good idea to determine the method of
implementation apart from the routine activities. (Related to “Rules during training” ofExplanation 5-15

Explanation 6-1

Precautions taken the Training Office

The training office takes the following points into consideration while developing thetraining environment. However, if these items will be implemented as training items, theactivities that will be undertaken by the office and those that will be undertaken by theplayers as part of the training need to be clearly differentiated.

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 Verification of transportation, accommodation and boarding
Reviewing the transportation and accommodation of the personnel participating in
the training, considering how transportation associated with implementing the training
is affected. In the case of prolonged trainings, meals during the trainings need to beconsidered as well.
 Procuring the material for training
Verifying the materials and equipment required for conducting the trainings and forthe activities of the players, and procuring them as may be required.
 Developing the training environment
Developing an environment that would enable to participants to focus on the training,
including taking measures against the waste material generated during the training,taking the surrounding environment into consideration, sharing the burden of routine
work etc.
 Safety management
In addition to the vehicles or materials and equipment being used during the training,since the personnel involved in the training or visitors are moving around, safety needs
to be managed to prevent accidents.
 Ensuring security
There is a possibility of people or vehicles moving in and out of the power plant oroffice premises where the training is being implemented, for the training or for routine
tasks. In order to avoid confusion with routine tasks and to ensure that

suspicious persons or vehicles don’t intrude taking advantage of the training,those who are involved in training are differentiated with the help of arm bands,
bibs, emblems, etc. Moreover, sign boards are put up at the training venue toclearly indicate that it is a training venue.

Explanation 6-2

Precautions taken by the Progress Manager

The person responsible for progress synchronizes the watches of all the participants as
required before starting the training. In particular, during trainings wherein the actual time
and the training time differ, it is important that the appropriate time is conveyed to theparticipants by the Progress Manager. It is a good idea to set up a “Training Watch”
indicating the time used for the training, in the Emergency Response Center (Equivalent to
the “Technical Support Center” in the US).

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Explanation 6-3

Precautions taken by the evaluators

The evaluators must not hinder the activities of the players. During the training (exercise)for evaluating response capabilities, the evaluators must not intervene even if there isincorrect conduct. During training (drill) for the purpose of enhancing capabilities, suitableintervention or temporary suspension of training is allowed.
During the training, circumstances could develop rapidly. It is important for the evaluators
to focus on observing the conduct and judgment of the players under those circumstances
as well. It is undesirable to spend time on filling out extensive check sheets. The evaluators
should be familiar with the observation items from the evaluation check sheet beforehandand should take notes from the necessary perspective. It is a good idea to use, for example,
an “Observation Sheet” (Annex F), etc. to take notes. Based on those notes, evaluation iscarried out using the evaluation check sheet after the training is complete.

Explanation 6-4

Importance of PR during training

There is tremendous social concern about the safety of nuclear power facilities.
Conveying appropriate information about emergency response efforts during the training is
an important implication of training as well.
Especially, it is important to provide information about the method of implementing safetymeasures and the method of conveying information regarding it. This information isproactively conveyed through trainings.
However, since there is a chance that the media or visitors would superficially determine
whether or not the training is good or bad without understanding the purpose of the training,
it is important to thoroughly explain the outline or the purpose of the training, so that they
can have a better understanding about it.
Since the emergency vehicles or personnel gather together and carry out activities at thetraining venue during the training, it is necessary to inform the concerned institutions andneighboring areas about it in advance.
(Dealing with the media)
It is important to make the media persons follow the training coverage rules (areas where
coverage is allowed, prohibition of interviews with the players, etc.). It is a good idea tomake them familiar with the coverage rules, etc. either during the preliminary guidance orduring the reception on the day of the event. Moreover, it is a good idea to deploy

knowledgeable commentators (explainers) amongst the media persons (amongst thevisitors as well) to help understand everything related to the training.
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Explanation 7-1

Review meeting

Following are the different sizes of the meeting.
•For each organization (respectively for each of players, controller, evaluators) that wasconsidered as the activity unit.

•

Entire organization that worked together•

All players and the entire training planning teamAfter the smaller meetings, the larger meetings take place. It should be a flexible setting
so as to enable effective exchange of opinions.
During the review, keeping the purposes and objectives of said training in mind, opinions
are expressed about whether or not the purposes and objectives were met.
Moreover, during the organization-wide review meeting, one should try to avoid
expressing opinions about whether or not one’s own conduct as a player was satisfactory.
It is a good idea to conduct the review meeting right after the training when things are still
fresh in the memory. Meanwhile, right after the training, one’s remarks could be a result of
one’s thoughts not being adequately organized or not having a good understanding of theoverall flow or the relationship with other teams, etc. It is a good idea to collect additional
points that were noticed or correction of remarks made, after a certain period of time.

Explanation 7-2

Questionnaires

Carrying out questionnaire surveys among the players after the training is completed isan effective evaluation and analysis method.
The questionnaires for the players verify the self-assessment of the objectives
defined, and gather opinions regarding the method and contents of the training.
The contents of the questionnaire are illustrated below.
・ Did you have a clear understanding of the objectives in advance?
・ Were you able to undertake activities to achieve the objectives?
・ What are the good points and issues about the activities?
・ What are the areas for improvement in the plan and the manual?
・ What are the areas for improvement in the facility and equipment?
・ What are the issues with the preparation for the training?
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・ What are the issues with the content or method of training?

Explanation 7-3

Evaluation and analysis of capability

Since the emergency response capability is evaluated and analyzed by classifying it into
various elements such as system, plan, equipment and personnel, a form should be
prepared with all the perspectives for analysis listed down for each element respectively.
It is important that the evaluation team completely understands these contents before
taking notes about the training.
(Understanding the trend of response capability)
There is a need to understand the trend of response capability (whether the capability
has been enhanced or deteriorated) of the emergency response organization. The concept
of understanding the trend is indicated in Figure 7-3-1, Table 7-3-1.
Training items are identified using a systematic technique. In Figure 7-3-1, nuclear
emergency preparedness operations are plotted with “events” on the x-axis and “Functions”
on the y-axis. The point of intersection of the x-y axes is the “Training Items”. For example,“Training on all actions from the launch of Emergency Response Organization up to
restoration assuming that a Station Blackout (SBO) (event) has occurred due to an
earthquake / tsunami”.
At the point of intersection of the x-y axes, the z axis direction shows the “Goal(Capability)” and “Expectations”, etc. for each training item.
“Ideal Goals (ultimate goals to be achieved)” are set as “Expectations”, etc. It is good to
set “Immediate Goals” as well. (In the latter case), even if the period is broken down insmaller parts and training plans are formulated in stages for achieving the “Immediate
Goals”, it is of vital importance to clearly specify the ultimate goals to be achieved andshare the milestones on the path of attaining those goals.
(Related to Explanation 5-7, Explanation 5-13)
During “Training evaluation” the items that can be verified are clearly specified for eachtraining and it is evaluated whether or not those items have been achieved (extent ofachievement of goals). A method for understanding the trend of response capability is to
track the ratio of the number of evaluation items with respect to which the target level has
been reached (rate of achievement) with the total number of items to be evaluated selected
for each training.
Moreover, another method is to use the ROP (Reactor Oversight Process) techniquefrom the US as reference, select characteristics that can be quantitatively evaluated as theitems to be evaluated substituting response capability, establish performance indicators (PI)JANSI2018.8

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and track the changes in each PI.

One method of evaluation:
Verifying the percentage of items that have achieved thelevel established before training, as a goal to be achieved(expectation, ideal scenario).

Response capability(Example) In the following case, 1 among the 3 elements
verified during the training, is evaluated to have beencleared.

This element has met the
expectations

Expectation and expected level

Response capability

Function, etc.

Figure 7-3-1

Understanding the trend of response capability (Sample 1)②Rate of achievementof expectation①Performanceindicator

Table 7-3-1 Understanding the trend of response capability (Sample 2)
Evaluation item (sample)

Remarks (sample)

Rate of participation of the main membersof the Emergency Response Center in the
training

Rate of participation of the leader, person acting in place of leader, group leader, person acting in placeof group leader in said training. Persons in leadership positions are supposed to keep gaining moreexperience. Having abundant experience is a plus. It is a plus in terms of the workplace environment
as well.

Precise determination and classification of
EALtraining

Precise classification within 15 minutes of achieving the determined level

Communication of EAL to the public

Completion of communication to the public within 15 minutes of determining the EAL.

Availability of means of communication with the
publicAvailability of equipment after the previous evaluation. Higher the availability the better.

Expectations defined for each functionalgroup

For each function, items that “must happen” are specifically listed.
For example, how many items from among the 10 expectations are at a “passing level”(Evaluation of comprehensive training and evaluation of element training
Comprehensive training is implemented most of the times for the purpose of verifying theentire process right from initial response to restoration, or for the purpose of verifying thecollaboration between each organization. In order to verify the entire process scenarios
such as leaving out time periods when there is little movement (called as “skip”) or
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hastening the time progress is adopted. Moreover, since the number of organizations or
personnel participating in comprehensive training is large, it turns out to be large scale andbecomes difficult to be implemented frequently. Hence, if the purpose is to appropriately
implement skill level evaluation of an individual or a group, element training is more suitable.
In order to evaluate the emergency response capability, it is a good idea tocomprehensively evaluate the results of comprehensive training and element training as
shown in Figure 7-3-2.

Comprehensive training

Comprehensive training

Drill for the purpose ofComprehensive

Comprehensive

Drill for the purpose ofComprehensive

education

training

training

education

training

Element

Element

Element

Element

Element

Element

Element

Element(Sample evaluation)
Drill
for thepurposeof education
In eachtraining,
evaluation
is carried out based on individual training evaluation sheets (evaluation of each training)
The capability is comprehensively evaluated based on the evaluations of the comprehensive training and the latest
element training (for example, a yearly comprehensive evaluation)

Figure 7-3-2 Evaluation of comprehensive training and evaluation of element training

Explanation 7-4

Utilization of the material for the training

The material used for the training is organized and utilized for improving the training itself
or for gradually upgrading it. The training scenarios are classified based on the contents or
the degree of difficulty for reference while developing training plans in the future. A
collaborative approach such as sharing training scenarios with other nuclear facilities aswell as utilizing scenarios used by other nuclear facilities in trainings for new issues isimportant.

Explanation 7-5

Informing the training participants

For continuous improvement, it is important to inform the participants of the training about
the evaluation results and also improvement results. By providing feedback about the
improvement results, the participants are able to verify the implications of participating in
the training, and can result in increased awareness.

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Explanation 7-6

Improvement involving multiple departments

Normally, the department responsible for the task indicated as an issue examines the
improvement measures. However, if the issue involves multiple departments, thedepartment responsible for emergency preparedness takes care of co-ordination for
examining improvement measures.

Explanation 7-7 Improvements
It is important to define the precise areas for improvement. While formulating theimprovement plan, importance, difficulty, etc. are considered comprehensively and theimplementation period (scheduled completion date) is established. In order to carry out
proper improvement, the priority is clearly specified as well. The perspective ofimprovement is illustrated below.
(The training itself)
・Implementation method, contents (scenario), resources of the training itself
・Actions taken by the training control team (providing situations)(Nuclear Emergency Preparedness Operations)・Nuclear Emergency Response Organization
・Emergency preparedness operation plan・Fixtures, equipment and material
・Education and training plan(Company Management)
・Emergency Response System and Facilities, Logistical Support Center Functioning,
Branch Office Functioning, etc.

Explanation 7-8

Verifying the improvement results

The effectiveness of the areas for which improvement has been completed is tested in
the next training, and it is verified that there is positive improvement. Moreover,
improvement is promoted by regularly checking whether or not there will be a major delay
beyond the day on which improvement is scheduled to be completed. It is a good idea tomanage this through the internal CAP program (Corrective Action Program).

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（blank page）

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Emergency Preparedness Training Related Document List（blank page）

【ISO、JIS】① Training Guidelines
ISO22398:2013

Societal security -- Guidelines for exercises

https://www.iso.org/standard/50294.html
JIS Q 22398:2014 Societal security -- Guidelines for exercises（JIS version of theISO22398:2013）
http://kikakurui.com/q/Q22398-2014-01.html② Evaluation of emergency response capabilities
ISO22325:2016

Guidelines for emergency management capability assessment

https://www.iso.org/standard/50062.html【IAEA】③ IAEA Safety Standards Preparedness and Response for a Nuclear or Radiological
Emergency General Safety Requirements No. GSR Part 7 （Nov. 2015）
This document is a revised version of GS-R-2 (Document ④). When GS-R-2 was revised,
the development and knowledge obtained after FY 2002, when this document was published,were incorporated in it. The lessons learned from the response to the accident that occurred at
TEPCO’s Fukushima Daiichi Nuclear Power Station while the revision work was underway, the
ICRP recommendations, etc. have been taken into consideration. In GSG-2 (Document ⑤)
and GS-G-2.1, the requirements stipulated in GS-R-2 (Document ④) have been described indetail and recommendations and guidance with respect to implementation are provided. As of
FY 2018, GSG-2 (Document ⑤) and GS-G-2.1 are valid. These serve as the grounds (criteria)
for the review conducted by the OSART from IAEA. These can be acquired from the IAEA
website.
④ IAEA Safety Standards Series
Preparedness & Response for a Nuclear or Radiological Emergency
Safety Requirements No.GS-R-2 (2002） (Former JNES Japanese Edition – July 2009)This can be acquired from the Nuclear Regulation Authority JAPAN website.
⑤ IAEA Safety Standards Series
Criteria for use in Preparedness & response for a Nuclear or Radiological Emergency

関連文献-1

General Safety Guide No. GSG-2 (July 2011) (Former JNES Japanese Edition – Jan 2012)
This can be acquired from the Nuclear Regulation Authority JAPAN website.
⑥ IAEA, EPR-EXERCISE 2005, “Preparation, Conduct and Evaluation of Exercises to Test
Preparedness for a Nuclear or Radiological Emergency”
This indicates the criteria for evaluating emergency preparedness operations. These
guidelines refer to that point of view.
From the IAEA website:
https://www-pub.iaea.org/MTCD/Publications/PDF/Exercise2005_web.pdf【Industry】⑦ Japan Electric Association: Guidelines for Emergency Measures for Nuclear Power
Plants (JEAG4102-2015)
Section “3.11 Nuclear Emergency Preparedness Training” has a description about
emergency preparedness training.
(Note) In order to verify that these guidelines are appropriate from an international perspective, as
implementation guidelines for the nuclear emergency preparedness training carried out by
power generation operators in Japan, related documents from within Japan and overseas
have been extensively investigated in addition to the abovementioned documents.
While revising these guidelines, only the point of view mentioned in the documents thatwere investigated was used as reference, examination and discussions were carried out
during the JANSI Nuclear Emergency Preparedness Training Guidelines (Revision) Review
Committee Meeting, and efforts were made to ensure that the contents are suitable asguidelines for operators in Japan.
The guidelines are developed in such a way that using only these would help in theemergency preparedness training of each company. However, for deeper learning it isrecommended to read through the abovementioned documents.

関連文献-2

Annex（blank page）

（Annex A-I don’t place them here）

Reference Material
Sample Evaluation of an Emergency Response
Organization

Sample Evaluation of an Emergency Response Operation[The significance of this reference material]・ This document is an example of evaluation criteria for evaluating emergency response
operations extracted from IAEA documents*. The expressions have been partially revised
to make it suitable for reference within Japan.
・ It is necessary to keep in mind that this document is a general document about the
emergency response operation and is not a comprehensive one.
・ This document can serve as reference while comprehensively consolidating thepreliminary evaluation content for operations specified in the emergency preparedness
plan by each operator.
*Reference Material: IAEA, EPR-EXERCISE 2005, “Preparation, Conduct and Evaluation of
Exercises to Test Preparedness for a Nuclear or Radiological Emergency”

原安進 2018.8

参考-1

（Reference material doesn’t place it here）

(Precautions)
The original guidelines are in Japanese.
The original guidelines have been translated into English. However, please note that specificnuances of the original document may not have been expressed well enough in the English
version. Please use the English version as reference to get an idea of the overall concept(outline).

(2nd Print: 201810)
Nuclear Emergency Preparedness Training Guidelines
EditorJapan Nuclear Safety Institute
Nuclear Emergency Preparedness Training Guidelines Revision Review Committee

Publisher

Japan Nuclear Safety Institute108-0014 14th Floor Mita Bellju Building, 5-36-7 Shiba, Minato-ku, Tokyo
Telephone: 03 (5418) 9316 (front desk)
Fax: 03 (5440) 3608
http://www.genanshin.jp/english/index.html©Japan Nuclear Safety Institute, 2018

Reproduction and duplication of the contents published inthis document, without authorization from JANSI, is
prohibited.