Accelerator Operations Training and Development Program

1. Accelerator Operations Training and Development Program Michael A Epps Sr. Accelerator Operations Deputy Group Leader Notice: Authored by Jefferson Science Associates, LLC under U.S. DOE Contract No. DE-AC05-06OR23177. The U.S. Government retains a non-exclusive, paid-up, irrevocable, world-wide license to publish or reproduce this manuscript for U.S. Government purposes.

2. Overview • Mission • The steps from new operator to crew chief • Methods and resources • Module definition and outline • Training development process • Long and short term training • Professional development • Examples

3. Electron Beam Parameters

4. Summary Accelerator Description • Beam performance objectives: • ≥ 5.7 GeV, 200 µA, CW • 3 simultaneous beams, independent energy and current adjustment • Beam polarization typically 85%, 80% guaranteed • Parity quality • Design concept: recirculating, superconducting CW Linac • CW for high beam quality • RF superconductivity for efficiency • 5-pass beam re-circulation gives multi-energy operation • Isochronous, achromatic beam recirculation arcs

5. GROUP MISSION Provide safe and efficient delivery of high quality electron beam for Jefferson Laboratory's nuclear and accelerator physics programs Requirements • The Operations staff must be able to setup, transport, maintain, and troubleshoot beam to all three experimental halls in a safe, efficient, and expeditious manner • The Operations staff must communicate effectively with scientists, engineers, and on-call personnel on a high technical level • The Operations staff must respond to all emergency incidents that occur within the security fence

6. TIME LINE PHASE TIME FOCUS New Hire 0-1 Months MCC • Day one to first day on shift checklist • Individual Training Plan, admin paperwork • Initial control room orientation with mentor Operator in Training 1-3 Months MCC • Start full time control room staffing • Complete ARM and SSO training Operator in Training 3-6 Months Injector • Study and master level 1 of each module • Identify strengths and areas of interest Operator Development 6-18 Months Accelerator • Review level 1 material • Study and master level 2 of each module • Identify career path Senior Operator Development 18-24 Months Hall Lines • Review level 2 material • Study and master level 3 of each module

7. PROBLEMS Need well defined training expectations Must maintain knowledge level and consistency High turnover Must meet DOE training standards 24/7 work schedule MITIGATIONS Develop a formal training curriculum Accountability through measured qualifications Keep the process well defined and efficient Training Issues

8. METHODS Classroom Lectures • Lectures, field trips, Q&A sessions, tabletop exercises, homework, videos and additional notes Modules • Multi-level, progressive, system or subject specific, self contained, digital format Mentor • On going, on/off shift, one on one with a senior Operations member On The Job Training • On/off shift, on going with mentor, crew chief, Ops trainer, or system expert

9. RESOURCES Documentation • User guides, procedures, tech notes, training videos Position Specific Individual Training Plan (ITP) • ARM, SSO, ESH&Q Reference Books • Ops library US Particle Accelerator School • After 1 year Practical Exams • Hands on evaluation and testing Tribal Knowledge • Eliminate when possible

10. Short Term (Day to Day) Fundamentals, tools, troubleshooting, procedures Structured and need based on the job training Opportunistic training Emergency response Tabletop exercise Control room protocol Long Term (6-36 months) Formal training curriculum Training modules Classroom lectures Mentor with senior staff On the job training Co-Op / Apprentice program Accelerator physics MS degree Develop Ops senior staff as training experts LONG AND SHORT TERM TRAINING

11. OPERATIONS TRAINING MODULE PURPOSE An Operations training module is a self contained subject or system specific training and teaching tool. It provides the user with resource and reference information, practical application, and methods of testing or evaluation REQUIREMENTS • List the skills and knowledge required for qualification • Outline the method of teaching & measuring skills in a written lesson plan • Build on material covered in any previous modules • Connect accelerator sub-systems through task orientated objectives

12. MODULE STRUCTURE LEVEL 1 (What, Why, Where) • Purpose, introduction, background, and basic subject material covered • Overview of application to Jlab accelerator LEVEL 2 (How) • Hardware and software requirements and descriptions • The physics and engineering basis • Process and procedures • System integration and beam delivery • Practical application and evaluation LEVEL 3 • Expert pages and documentation • System troubleshooting • Mentoring level 1 and 2

13. MODULE AREAS OF STUDY INJECTOR • Study and master level 1 of each module MAIN ACCELERATOR • Review level 1 material • Study and master lever 2 of each module HALL LINES • Review level 2 material • Study and master level 3 of each module

14. Training Development Process Re-write SMEs list kinds of work (qualifications) that support system/subsystem NO SMEs list kinds of work (qualifications) that support system/subsystem Select system or subsystem SME lists skills & knowledge required for qualification Is skill measurable & logical? SME lists skills & knowledge required for qualification YES SME lists skills & knowledge required for qualification SME lists skills & knowledge required for qualification Can any be used for multiple qualifications? • Group skills into separate courses by • qualification • learning level Compare skills among qualifications For each course, outline method of teaching & measuring skills (write lesson plan) NO Eliminate redundant skills YES Does anyone already have any of the skills? Will any skills expire? YES NO Award skills to these people Enter required & acquired skills in Database Add expiration period to skill(s) and associated qualification YES NO Review course content and revise as necessary Critique training sessions Collect necessary resources (instructor, teaching aids) Publish course and link to training database Supply feedback to instructor & SME(s)

15. LESSON PLAN Lesson Plan Development • Learning Outcome • identify equipment • know steps for equipment change out • be familiar with specific equipment • be qualified to Lock Tag Try if required • locate and identify good spares • replace equipment with a good unit • check system locally • restore system using control screens Metric Correctly identify equipment Correctly list steps Answer questions Be current in training Find and correctly name spares Correctly replace equipment Perform local check Restore system successfully Learning Method Hands on or simulation Read or listen Read Prerequisite Hands on or simulation Hands on or simulation Hands on or simulation Hands on or simulation

16. Tool Book • Comprehensive content development package which allows the user to create content and simulations, which are critical to the success of online learning and development.

17. ToolBook Emmitance Example

18. Simulation Tools • Provide hands on learning environment • Interactive • Enhance classroom training • Can be accessed through the network

19. RF Extraction Example

20. Personal Safety System Trainer

21. PROFESSIONAL DEVELOPMENT • Senior Operator • Crew Chief Admin • Crew Chief Technical • Senior Crew Chief • Conferences and Workshops • AS, BS, MS, PhD support • Develop a career path from Operations to other groups within the lab

22. Extra Talking Points • Rich Multimedia environment • Video tape training sessions • Legacy and current video are converted to digital format • Combine film with training session slides and handouts • Windows Media Video (WMV) files may be viewed with a web browser from any desktop at the lab • Progressive download