SAFETY CULTURE

Continuous Learning 

TRAIT TALK

Trait Talk was developed to provide you 

with a better understanding of the nine 

safety culture traits found in the U.S. 

Nuclear Regulatory Commission’s (NRC) 

Safety Culture Policy Statement (SCPS) 

and how they apply to you—whether 

you are an NRC licensee, a vendor or 

contractor employee, an organization 

interested in the safe and secure use of 

nuclear materials, or others involved in 

nuclear safety regulation. Please see 

page 4 of Safety Culture Trait Talk for 

more information on the SCPS.

Experience has shown that certain 

personal and organizational traits are 

present in a positive safety culture. 

A trait, in this case, is a pattern of 

thinking, feeling, and behaving that 

emphasizes safety, particularly in goal 

conflict situations, for example, in 

situations where production, schedule, 

or just the cost of effort may conflict 

with doing the job safely. The NRC 

identified nine traits of a positive safety 

culture in the SCPS, although the agency 

recognizes that additional traits may also 

be important. In addition, please note 

that the traits were not developed to be 

used for inspection purposes.

Each Trait Talk includes a fictional 

scenario based on a different 

licensee or community. The scenario 

used in this Trait Talk is based on the 

construction community. 

As you read through Trait Talk, consider 

the following questions: 

1. How does this trait apply to my 

organization? 

2. Are there other attributes and 

examples that better fit my 

organization? 

3. What impact does this trait have on 

the safety culture in my organization? 

4. How does this increase my 

understanding of the safety culture 

in my organization? 

5. How could I improve the performance 

of this trait in my organization?

What Is The Definition Of Continuous 

Learning? 

The NRC’s SCPS defines Continuous Learning as opportunities to learn about ways to 

ensure safety are sought out and implemented.

Why Is This Trait Important?

Continuous learning contributes substantially to a positive safety culture. Continuous 

learning organizations are characterized by an enhanced ability and willingness of 

individuals to apply their individual learning in the workplace and to share and transfer 

it to their team members and coworkers. At the individual and team level, continuous 

learning includes obtaining knowledge, determining how that knowledge applies to the 

work of the individual and the team, as well as sharing that knowledge and ensuring that 

it is retained in the organization. To capture and sustain the benefits from individual and 

team learning, learning organizations develop leadership that prioritizes and motivates the 

desired learning and behaviors that are effective in ensuring that knowledge is shared and 

retained within an organization.

Organizations committed to continuous learning reflect an organizational perspective that 

specifically addresses learning requirements at the individual, group, and organizational 

levels. Leadership at all of these levels must focus on learning, teaching, and changing 

an organization into a learning organization. Continuous learning requires that leaders 

and managers trust and respect their workers. An environment that supports continuous 

learning is one that encourages an employee to ask questions, demonstrates appreciation 

for raising differing views, allows time for understanding, and encourages communication 

and collaboration. 

Learning organizations are committed to learning from their mistakes and those of others, 

and they take appropriate action to address lessons learned. They evaluate operating 

experiences and ensure that lessons learned are shared throughout an organization. They 

evaluate their own programs and policies for opportunities for improvement, benchmark 

other organizations, and understand the importance of training. Organizations focusing 

on continuous learning ensure that opportunities to improve safety are identified and 

shared, and by doing so, build a strong safety culture.

Issue 8 February, 2015

One of the traits of a positive safety culture as described in the U.S. Nuclear 

Regulatory Commission’s Safety Culture Policy Statement.
SAFETY CULTURE TRAIT TALK

WHAT DOES THIS TRAIT LOOK LIKE?

Operating Experience: The organization 

systematically and effectively collects, evaluates, and 

implements relevant internal and external operating 

experience in a timely manner. 

A process is in place to ensure a thorough review of operating 

experience provided by internal and external sources. 

Operating experience is implemented and institutionalized 

effectively through changes to processes, procedures, equipment, 

and training programs. Operating experience is used to 

understand equipment, operational, and industry challenges 

and to adopt new ideas to improve performance. Operating 

experience is used to support daily work functions, with 

emphasis on the possibility that “it could happen here.” 

Operating experience is shared in a timely manner. 

Self-Assessment: The organization routinely conducts 

self-critical and objective assessments of its programs and 

practices. 

Independent and self- assessments, including nuclear safety 

culture assessments, are thorough and effective and are used as 

a basis for improvements. The organization values the insights 

and perspectives assessments provide. Self-assessments are 

performed on a variety of topics, including the self-assessment 

process itself. They are performed at a regular frequency and 

provide objective, comprehensive, and self-critical information 

that drive corrective actions. Targeted self-assessments are 

performed when a more thorough understanding of an issue 

is required. A balanced approach of self-assessments and 

independent oversight is used and periodically adjusted based 

on changing needs. Self-assessment teams include individual 

contributors and leaders from within the organization and 

from external organizations when appropriate. 

Benchmarking: The organization learns from other 

organizations to continuously improve knowledge, skills, 

and safety performance. 

The organization uses benchmarking as an avenue for 

acquiring innovative ideas to improve nuclear safety. The 

organization participates in benchmarking activities with 

other nuclear and nonnuclear facilities. The organization 

seeks out best practices by using benchmarking to understand 

how others perform the same functions. Benchmarking is 

used to compare standards to the industry and to make 

adjustments to improve performance. Individual contributors 

are actively involved in benchmarking. 

Training: The organization provides training and ensures 

knowledge transfer to maintain a knowledgeable, technically 

competent workforce and instill nuclear safety values. 

The organization fosters an environment in which individuals 

value and seek continuous learning opportunities. Individuals, 

including supplemental workers, are adequately trained 

to ensure technical competency and an understanding of 

standards and work requirements. Individuals master 

fundamentals to establish a solid foundation for sound 

decisions and behaviors. The organization develops and 

effectively implements knowledge transfer and knowledge 

retention strategies. Knowledge transfer and knowledge 

retention strategies are applied to capture the knowledge and 

skill of experienced individuals to advance the knowledge 

and skill of less experienced individuals. Leadership and 

management skills are systematically developed. Training 

is developed and continuously improved using input and 

feedback from individual contributors and subject-matter 

experts. Executives obtain the training necessary to understand 

basic operations and the relationships between major functions 

and organizations. 

2 United States Nuclear Regulatory Commission
SAFETY CULTURE TRAIT TALK

WHAT IS A SCENARIO IN WHICH 

THIS TRAIT COULD PLAY A ROLE?

Before a concrete pour at a nuclear power plant under 

construction, an engineer discovered that steel reinforcing 

bars were not spliced correctly in some locations. Work 

was halted and the rebar was reworked before the concrete 

pour. However, since the rebar was only spliced incorrectly 

in a “few” locations, the engineer gave verbal feedback to the 

concrete crew foreman on shift at the time of the discovery, 

but did not initiate a corrective action program condition 

report. The foreman of the concrete crew then had a brief 

discussion with his crew about the acceptable method of 

rebar splicing for the project. However, because the foreman 

believed that the issue was “skill of the craft,” no further 

training was necessary. He did not generate a corrective 

action report, request that work procedures be revised to 

specify the correct rebar splicing instructions, or provide 

feedback to the qualification training program. He intended 

to inform the concrete crew foreman of the other shift, but 

forgot during the hectic shift turnover.

Two months later, during another concrete pour, quality 

assurance inspectors discovered that several rebar splices 

were incorrect. However, this time the concrete pour had 

already begun. The pour was stopped and the condition was 

assessed. Extensive re-work was required to correct the rebar 

splices and remove the poured concrete sections. This work 

could not be performed expeditiously, and the entire concrete 

batch was lost. 

Upon review of the issue, the licensee discovered that 

problems with rebar splicing were not uncommon in the 

construction industry, and there were similar occurrences at 

nuclear construction projects both in the United States and 

at foreign sites. Also, concrete subcontractors often work on 

construction projects in different areas of construction, and 

they frequently work at sites with different requirements—

sometimes during the same week. Continuous learning, 

through the use of benchmarking and lessons learned 

programs, may have prevented this incident. 

Thinking about the scenario discussed above, consider the 

following questions:

1. How does this scenario apply to the safety 

culture trait Continuous Learning?

2. What kinds of communications would have 

reinforced safety as the overriding priority?

3. How could this situation have been handled 

differently?

WHO CAN I CONTACT WITH A 

QUESTION OR SUGGESTION?

The NRC looks forward to continuing to provide you with 

information about the traits of a positive safety culture. If you 

have a question or would like to make a suggestion, please 

contact the U.S. Nuclear Regulatory Commission, Office of 

Enforcement, Safety Culture Team, at external_safety_culture.

resource@nrc.gov.

Issue 8, February 2015 3

Sources of Information:

1 “Why is this trait important?” was derived, in part, 

from a literature review (Agencywide Documents 

Access and Management System (ADAMS) Accession No. 

ML13023A054) prepared by Pacific Northwest National 

Laboratories for the NRC Office of Nuclear Regulatory 

Research. 

2 “What does this trait look like?” was derived from 

the Safety Culture Common Language effort (ADAMS 

Accession No. ML13031A343), under the direction of 

the Office of Nuclear Reactor Regulation. Panelists 

from the NRC, nuclear power industry, and the public 

created attributes of a positive nuclear safety culture, 

and examples of each attribute that a nuclear power 

organization should demonstrate in maintaining a 

positive safety culture. Although these attributes and 

examples were created specifically for the reactor 

community, they may also be applicable to various 

other communities and organizations. For purposes 

of Trait Talk, the examples were partially rewritten to 

increase applicability to nuclear as well as non nuclear 

communities. 

3 “What is a scenario in which this trait played a role?” 

was developed specifically for Safety Culture Trait Talk 

for educational purposes only. The scenario is fictional 

and any resemblance to actual events, people, or 

organizations is purely coincidental.
SAFETY CULTURE TRAIT TALK

4 United States Nuclear Regulatory Commission

The NRC’s SCPS provides the NRC’s expectation that 

individuals and organizations performing regulated 

activities establish and maintain a positive safety culture 

commensurate with the safety and security significance 

of their activities and the nature and complexity of 

their organizations and functions. Because safety and 

security are the primary pillars of the NRC’s regulatory 

mission, consideration of both safety and security issues, 

commensurate with their significance, is an underlying 

principle of the SCPS.

The NRC’s SCPS applies to all licensees, certificate holders, 

permit holders, authorization holders, holders of quality 

assurance program approvals, vendors and suppliers of 

safety-related components, and applicants for a license, 

certificate permit, authorization, or quality assurance 

program approval subject to NRC authority. In addition, 

the Commission encourages the Agreement States (States 

that assume regulatory authority over their own use 

of certain nuclear materials), their licensees, and other 

organizations interested in nuclear safety to support the 

development and maintenance of a positive safety culture 

within their regulated communities. The SCPS is not a 

regulation; therefore, it is the organization’s responsibility, 

as part of its safety culture program, to consider how to 

apply the SCPS to its regulated activities.

The NRC’s SCPS, which includes the definition of nuclear 

safety culture and the nine traits of a positive safety culture, 

can be found on the NRC’s Safety Culture Web site. The 

Web site includes additional safety culture information, as 

well as the NRC safety culture case studies, which describe 

how the presence or absence of safety culture traits affects 

the outcome of the events.

WHAT IS THE NRC’S SAFETY CULTURE POLICY STATEMENT?

There are many definitions of safety culture. Most of these definitions focus on the idea that in a positive safety culture 

individuals and organizations emphasize safety over competing goals, such as production or costs, ensuring a safety-first focus. 

The NRC’s SCPS defines nuclear safety culture as the core values and behaviors resulting from a collective commitment 

by leaders and individuals to emphasize safety over competing goals to ensure protection of people and the environment.

Experience has shown that certain personal and organizational traits are present in a positive safety culture. The following traits 

were included in the NRC’s SCPS, although additional traits may also be important in a positive safety culture:

Leadership Safety Values

and Actions

Problem Identification 

and Resolution Personal Accountability

Leaders demonstrate a 

commitment to safety in 

their decisions and behaviors.

Issues potentially impacting 

safety are promptly identified, 

fully evaluated, and promptly 

addressed and corrected 

commensurate with 

their significance.

All individuals take personal

responsibility for safety.

Work Processes Continuous Learning Environment for 

Raising Concerns

The process of planning and 

controlling work activities is 

implemented so that safety 

is maintained. 

Opportunities to learn about ways 

to ensure safety are sought out 

and implemented.

A safety conscious work 

environment is maintained 

where personnel feel free to 

raise safety concerns without 

fear of retaliation, intimidation, 

harassment or discrimination.

Effective Safety 

Communications Respectful Work Environment Questioning Attitude

Communications maintain 

a focus on safety.

Trust and respect permeate 

the organization.

Individuals avoid complacency 

and continually challenge existing 

conditions and activities in 

order to identify discrepancies 

that might result in error or 

inappropriate action.