ML20245J252
| ML20245J252 | |
| Person / Time | |
|---|---|
| Site: | Seabrook  |
| Issue date: | 06/26/1989 |
| From: | Atomic Safety and Licensing Board Panel |
| To: | |
| References | |
| CON-#389-8868 ASLBP, OL, NUDOCS 8906300254 | |
| Download: ML20245J252 (455) | |
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'O UNITED STATES NUCLEAR REGULATORY COMMISSION l l
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ATOMIC SAFETY AND LICENSING BOARD In the Matter of: )
) Docket Nos.
PUBLIC SERVICE COMPANY OF ) 50-443-OL NEW HAMPSHIRE, et al., ) 50-444-OL
) OFF-SITE EMERGENCY {
(SEABROOK STATION, UNITS 1 AND 2) ) PLANNING j EVIDENTIARY HEARING O ,
Pages: 27250 through 27426 Place: Boston, Massachusetts Date: June 26, 1989
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F 27250 q r' = UNITED STATES NUCLEAR' REGULATORY COMMISSION ~
N ATOMIC SAFETY.AND-LICENSING BOARD In the' Matter of: )
) Docket Nos.
U, PUBLIC SERVICE COMPANY OF ) 50-443-OL NEW HAMPSHIRE,-et al.,. ) 50-444-OL
) OFF-SITE EMERGENCY (SEABROOK STATION, UNITS 1 AND 2) ) PLANNING EVIDENTIARY HEARING Monday, June 26, 1989 Auditorium Thomas P. O'Neill, Jr.
Federal Building 10 Causeway Street Boston, Massachusetts The above-entitled matter came on for hearing, pursuant to notice, at 12:57 p.m.
BEFORE: JUDGE IVAN W. SMITH,, CHAIRMAN Atomic Safety and Licensing Board U.S. Nuclear Regulatory: Commission Washington, D.C. 20555 JUDGE KENNETH A. McCOLLOM, Member Atomic Safety and Licensing Board j U.S. Nuclear Regulatory Commission ]
Washington, D.C. 20555 JUDGE RICHARD F. COLE, MEMBER Atomic Safety and Licensing Board U.S. Nuclear Regulatory Commission Washington, D.C. 20555 l
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27254 i 1HDEE VOIR )'
WITNESSES: DIRECT CROSS REDIRECT DIRE EXAM i
1 Panel No. 22*
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Anthony M. Callendrello William F. Renz ,
I Gary Catapano by Ms. Greer 27260 (Continued) by Judge McCollom 27358 Panel No. 20:
S. Joseph Ellis Anthony M. Callendrello Thomas F. Grew Catherine M. Frank (Prefiled) 27388 by Mr. Lewald 27366 by Mr. Traficonte 27370 by Mr. Traficonte 27389 EXHIBITS: IDENT. EECm REJ. DESCRIPTION:
O Applicants:
92 (a) 27361 27364 Applicants revised request for admissions from Mass AG 92 (b) 27361 27364 MAG's answer to the Applicants revised request for admissions from Mass AG Heritage Reporting Corporation (202) 628-4888
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27253
% :- APPEARANCES : (Continued) 1f
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\~- For the Town of Newbury:
y R. SCOTT HILL-WHILTON, ESQ.
Lagoulis,1 Clark,' Hill-Whilton &'McGuire 79 State Street Newburyport, Massachusetts. 01950
.For the Town of Salisburv:
CHARLES P. GRAHAM, ESQ.
Murphy and Graham 33 Low Street Newburyport, Massachusetts 01950 For-the' Town of West Newbury:
JUDITH H._MIZNER, ESQ.
Second Floor ,
79 State Street Newburyport, Massachusetts 01950 For the Atomic Safety and Licensina Board:
ROBERT.R. PIERCE, ESQUIRE Atomic Safety and Licensing Board
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U.S. Nuclear Regulatory Commission Washington, D.C. 20555 l
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27252 l
APPEARANCES: (Continued)
)
l For the State of New Hampshire: j l
GEOFFREY M. HUNTINGTON, ASST. ATTY, GEN.
State of New Hampshire 25 Capitol Street Concord, New Hampshire 03301 l l
For the Seacoast Anti-Pollution Leaaue:
ROBERT A. BACKUS, ESQ.
Backus, Meyer & Solomon 116 Lowell Street P.O. Box 516 Manchester, New Hampshire 03105 JANE DOUGHTY, Director Seacoast Anti-Pollution League 5 Market Street Portsmouth, New Hampshire 03801 Lor the Town .of imesbury:
BARBARA J. SAldT WDRE, ESQ.
5 Kopelman and Paigo, P.C.
77 Franklin Street Boston, Massachusetts WILLIAM LORD Town Hall Amesbury, Massachusetts 10913 For the City of Haverhill and Town of Merrimac:
ASHOD N. AMIRIAN, ESQ.
P. O. Box 38 Bradford, Massachusetts 01835 For the City of Newburvoort:
BARBARA J. SAINT ANDRE, ESQ.
JANE O'MALLEY, ESQ.
Kopelman and Paige, P.C.
77 Franklin Street Boston, Massachuseres 02110 i
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VrN' APPEARANCES: 1 For the Acolicants:
THOMAS-G. DIGNAN,' JR., ESO.-
GEORGE'H. LEWALD, ESQ.._
KATHRYN A. SELLECK, ESQ.
JAY BRADFORD SMITH, ESQ. ]
JEFFREY P.. TROUT, ESQ. j
.GEOFFREY C. COOK, ESQ. j WILLIAM'L./ PARKER, ESQ.
Ropes & Gray One International Place ,
Boston,. Massachusetts 02110-2624 For~the NRC Staff: .
SHERWIN E. TURK, ESQ.
ELAINE I. CHAN, ESQ.
EDWIN J. REIS, ESQ.
RICHARD BACHMANN, ESQ.
Office of General Counsel U.S. Nuclear Regulatory Commission
. Washington, D.C. '20555
/ For the Federal Emeroency Manacement Acencv:
(
H. JOSEPH FLYNN, ESQ.
- LINDA HUBER McPHETERS, ESO.
Federal Emergency Management Agency 500 C Street, S.W.
Washington, D.C. 20472 For the Commonwealth of Massachusetts:
JAMES M. SHANNON, ATTY. GEN.
JOHN C. TRAFICONTE, ASST. ATTY. GEN. l ALLAN R. FIERCE, ASST. ATTY. GEN.
PAMELA TALBOT, ASST. ATTY. GEN. i MATTHEW BROCK, ESQ.
LESLIE B. GREER, ESQ.
Commonwealth of Massachusetts One Ashburton Place, 19th Floor Boston, Massachusetts 02108 I \
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IUDEE INSERTS: PAGE Curriculum vitae of 27367 Thomas F. Grew Curriculum vitae of 27367 S. Joseph Ellis Applicaats Rebuttal Testimony 27388 No. 20 (ORO prerequisites and training)
Cross-examination plan for 27426 Applicants' Rebuttal Testimony No. 22 V'
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l 27256 1 EBQCE>21HGH 2 JUDGE SMITH: Do we any preliminary business this 3 afternoon?
4 MR. FIERCE: Go ahead.
5 MS. DOUGHTY: Your Honor, I just wanted to note 6 for the record that I've distributed to all the parties the 7 surrebuttal testimony of Belton A. Burrows.
8 JUDGE SMITH: And the curriculum vitae.
9 MS. DOUGHTY: And his curriculum vitae, yes.
10 JUDGE SMITH: Do you have anything further 11 preliminary?
12 MS. GREER: There is one matter I think that we 13 should raise to the Board probably now before we actually go
. 14 on the record. I would like to talk about -- during the 15 course of examination today we are going to get to a few 16 queutions on deciding on the repeaters, and I just think we i
17 should apprise the Board of what we are talking about so !
18 it's clear ahead of time in the context.
l 19 JUDGE SMITH: Are you asking for a discussion off j 20 the record? I 21 MS. GREER: I don't care whether it's on or off 22 the record. I think that we should make clear to the Board 23 what we're talking about in terms of the repeaters site, and 24 so I think we should just --
25 JUDGE SMITH: In terms of what?
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,/N 1 MS. GREER: The repeaters site in the ERN.
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2 JUDGE SMITH: Yes, it should be on the record.
3 (Counsel confer. )
4 JUDGE SMITH: Are you having a discussion that we 5 should wait for or what is happening?
6 MR. SMITH: Yes. I was just apprising Mr. Dignan 7 of what Ms. Greer was talking about.
8 JUDGE SMITH: Oh.
9 MS. GREER: May we approach the bench?
10 JUDGE SMITH: Yes.
l 11 Off the record.
12 (Parties approach bench for off the record 13 discussion.)
[ ] 14 JUDGE SMITH: Just call it repeater town and then
\'~') 15 we get the idea.
16 MR. SMITH: I have one further matter.
1 17 JUDGE SMITH: On the record?
18 MR. SMITH: That's fine.
19 JUDGE SMITH: Yes.
20 MR. SMITH: Some recent information just came to 21 our attention on Friday that I just wanted to apprise Mass 22 AG and the Board regarding this communications panel.
23 Back in March, during the Catapano deposition, we {
l 24 had -- Ms. Greer had asked Mr. Catapano whether we had j i
l 25 planned to apply for a license for another channel for the A
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27258 1 ERN.
2 At that point we had not applied, if I'm correct, 3 Gary, but we were plannlng on applying and have sent --
4 MR. CATAPANO: We were in a frequency coordination 5 application mode, but the Commission at that point had not 6 received the application.
7 MR. SMITH: And we have since applied, and have 8 just been informed that we do have another channel on the 9 ERN system that we have been granted a license for.
10 JUDGE McCOLLOM: So you have five channels?
11 MR. SMITH: So that makes a total of five 12 channels.
13 At that deposition, it was stated that the reason a 14 for that channel was actually to be used for controllers so 15 that they would not have to be on any of the channels during 16 exercises. It's a channel that could, however, be used as 17 another backup channel in the event of an emergency.
18 So I thought that Ms. Greer would want to know 19 that before her cross-examination.
20 MR. DIGNAN: Your Honor, before we go into 21 testimony, this is entirely up to the Board.
22 It's been indicated to me the Board might like to 23 have on the record from me some indication of the matters 24 that have appeared so much in the press concerning the 25 confirmatory action letter.
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- 1. I am prepared, if the Board desires such a.
-t 2 presentation, to makeTone as.long as it's with the full 3 understanding they are hearing it from a lawyer-and not a 4 technical person, and also_'the investigation, obviously, is 5 still ongoing.
fi But:if it would be'of assistance to the' Board and.
7' the Board desires me to, I would be' prepared to tell the 8- Board at least what I know about the situation.
9 JUDGE SMITH: I might say that it's.more a matter 10 of curiosity, I guess. We have a natural interest.
11 MR. DIGNAN: Okay.
12 Well, as I say, as long as the Board unde stands 13 they are hearing it not from a. technical person,' I will --
14 JUDGE SMITH: This need not be on the record.
15 MR. DIGNAN: All right.
16- JUDGE SMITH: Unless you want it to be.
17 MR. DIGNAN: Whatever.
18 (Discussion off the . record.)
19 JUDGE SMITH: Back on the record.
20 You may proceed.
21 MS, GREER: Thank you.
22 23 24 25 l
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l REBUTTAL PANEL NO. 22 - CROSS 27260 1 Whereupon, 2 ANTHONY M. CALLENDRELLO 3 GARY CATAPANO 4 WILLIAM F. RENZ 5 having been previously duly sworn, were recalled as 6 witnesses herei'n and were examined ano testified further as 7 follows:
8 CROSS-EXAMINATION (Continued) 9 BY M5. JPEER:
10 Q Good afternouns gentlemen.
11 When we stopped in the cross-examination on 12 Friday, we were at the point of discussing the portion of 13 your testimony that begins at the bottom of page 1 where you I 14 say that before beginning to design the communications 15 support system, you did an assessment of ORO's functions.
16 And my question is, and I take it by that what you 17 are saying is that you did what you might call a functional 18 analysis; that is, the kind of function that the radio 19 system would have to be put to.
20 Is that essentially what you did at that point 21 when you were designing the system?
22 A (Catapano) Yes, I think functional analysis is an 23 appropriate way to describe it.
24 Q Did you do any other kinds of analyses at that ;
1 25 time other than the functional analysis?
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REBUTTAL $ PANEL'NO. 22 - CROSS 27261
'~ 4 1- A' :(Catapano), Yes.
\s '2 O What kind?
3l A .(Catapano) The'one that comes to mind is an ll analysis of the; coverage area.that would be required,. orLthe-5 service area', if you will,.to support the operations.
6' Q Now>did you do that analysis also in terms of what 7- you foresaw to be the functional uses that the'ERN would be 8 put to?
9- A- (Catapano) .Could you please repeat.the question?
.10 ' Q Yes.
11 You just said that you did a coverage analysis-as 12 to'what kind of area the ERN would need radio coverage for.
13 And my question is, did you do that analysis also
[~' in terms of the. kind of functions that the ERN was foreseen
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.14 Jt 15 to be requiring?
16 A (Catapano) To the extent that those functions 17 .were known at the time. That was an evolutionary precess at 18 that point was still in the developmental stage.
19 0 Okay.
20 A (Catapano) But, yes.
21 Q What time are we talking about? Roughly a year or 22 a month?
I 23 A (Catapano) That process began in mid-1986 and 24 continued into and through part of 1987.
1 25 0 Is it fair to say that at some point you made a Heritage Reporting Corporation (202) 628-4888 l
REBUTTAL PANEL NO. 22 - CROSS 27262 1 determination that you needed coverage of a certain area and 2 a certain number of channels to service that area as ar as 3 the ERN is concerned?
4 A (Catapano) Well, there is not necessarily a 5 correlation between channels and service trea.
6 Q Right.
7 A (Catapano) I was referring specifically in my 8 example of an analysis that was done of the service area.
9 0 Okay. Then let's just talk about service area.
10 When did you finally reach some determination as 11 to the service area that you were going to have to provide 12 ERN coverage to?
13 A (Catapano) When did we make a final 14 determination?
15 Q In terms of designing the system: setting up the 16 repeaters, bringing up power that you needed, that kind of 17 stuff.
18 A (Catapano) Those particular parameters were well 19 established by, I believe, the first quarter of 1387.
i 20 Q And let's talk about the primary parameters; that 21 is, the number of channels that were going to be used in the 22 ERN. /
23 When did you make essentially a final 24 determination, bearing in mind that this is an evolutionary 25 process, but when did you essentially hit the conclusion j l
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REBUTTAL PANEL NO. 22 - CROSS: 27263 -l N~'h' 1 that you were going to be needing four channels, or four
'2. paired' channels?
I 3 A (Catapano) It was really in that same time frame 4 as well.
- 5' And again, the word " final" is not an appropriate 6 word to use. But in this case --
7 0 .Yes, I understand. I'm using it advisedly.
8 Now when you.did'your analysis as'to the range l 9 that, or the coverage area and~made a determination as to 10 where to' site the repeaters, I take it you considered the 11 topography of the.EPZ.
12 A- (Catapano) Yes, we did.
13 O And I take it you also considered the location of
, 14 the hill on which the repeaters were located relative to the k
lLS EPZ's. topography, correct? ,
16 A (Catapano) Yes.
17 Q Okay.
18 Did you consider that there is a line of low hills 19 between the repeater site and the majority of the EPZ area?
20 A (Catapano) Yes, we did.
21 Q During the drills, not during the graded exercise, 22 but during the drills on occasion were there not reports of 23 dead areas within the EPZ, dead reception areas?
.24 A (Catapano) Yes.
25 Q Did you do any analysis as to what caused those
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REBUTTAL PANEL NO. 22 - CROSS 27264 1 dead areas? <
2 A (Catapano) Yes, we did.
3 Q What conclusions did you come to?
4 A (Catapano) Well, there were several different
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5 causes for that.
6 One, in particular -- well, there were actually 7 two that come to mind that were related to hardware.
8 One was that the particular antenna arrangement 9 that we had utilized had an incorrectly placed drain hole by 10 the manufacturer on one of the antennas. This allowed water 11 to enter the antenna and cause an impedance mismatch 12 ir.cernally which affected the overall receive sensitivity of 13 the system. In other words, it degraded the system
,' 14 performance.
15 0 Okay.
26 And you corrected that before the exercise, did 17 you not?
i 18 A (Catapano) Yes, we did.
19 Excuse me. I'm not finished with my answer.
20 Q Oh, I'm sorry.
21 A (Catapano) The other problem we had was a heat-22 sensitive component on one of the repeaters, and I can't 23 recall which channel, which caused the performance of that 24 particular repeater to degrade over a period of time as the 25 repeater was used. And the ambient temperature of the unit Heritage Reporting Corporation (202) 628-4888
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' REBUTTAL PANEL NO.i 22 - CROSS 27265 W l' rose.
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- ' 2 Okay.
Q-3 A- (Catapano) In addition to that, we also had found 4 that, relative to route guide usage,:the hand-held radios 5 were not ideal for that particular application. And we 6 actually made a decision to switch over to. porta-mobiles.
7 .Q Had you made all those hardware corrections by'the 8 time of-the exercise?
9 A (Catapano) Yes, we had.
10' -Q Now in.the FEMA report on the graded. exercise,
- 11. they. noticed that-some of the route guides for the hearing
.12 impaired experienced sporadic reception with the EPZ.
.13 Is that true?
14 A (Catapano) That's the way in which FEMA 15 characterized that, yes.
16 Q And I take it that sporadic reception was in no 17 way attributable to any of the hardware difficulties that-18 you had previously corrected, correct?
19 A (Catapano) Well, yes and no.
20 It actually turns out that we discovered quite 21 recently that the hearing-impaired notification route guides 22 were using the wrong radio.
23 0 Okay.
24 Did you 'iscover that since March of 1989?
25 A (Catapano) Yes, we did.
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REBUTTAL PANEL NO. 22 - CROSS 27266 l 1 Q The route guides for the hearing impaired were 2 using what kind of radio during the exercise?
3 A (Catapanc) They were utilizing M-PD, General i i
4 Electric M-PD hand-held radios which is not -- )
5 Q As opposed to the porta-mobiles?
6 A (Catapano) That's correct.
7 Q Now those hand-held radios are also the same kinds 8 of radios. Hand-held as opposed to porta-mobiles are the 9 same kind of radios that are used by the traffic guides in 10 the EPZ, are they not?
11 A (Catapano) I'm sorry, I lost the continuity of 12 your question.
13 Q Okay. Let me go back a step.
! 14 Most routes guides who are assigned to buses use 15 porta-mobiles, do they not?
16' A (Catapano) Route guides assigned to buses do 17 utilize porta-mobiles, yes.
18 Q And is it fair to say that those radios are more 19 powerful than the hand-held radios that traffic guides use, 20 correct?
21 A (Catapano) They are more powerful, yes.
22 Q And am I correct in understanding that the route 23 guides for the hearing impaired had hand-held radios which 24 are less powerful in the same way that hand-held radios are 25 for the traffic guides?
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REBUTTAL PANEL NO. 22 - CROSS 27267
'~ .1 .Is that clear?
.{; s A 2 'A (Catapano) No.
3 Q During;the. exercise, route guides for the hearing:
4 impaired used hand-held radios,'right?
- 5. .A: (Catapano) During the exercise, route guides'that 6 were performing the hearing-impaired notification were 7 utilizing hand-held radios.
8 Q Okay. And. hand-held radios are the same kind of, 9 radios that are used by traffic guides in the EPZ, correct?
.10 A '(Catapano) Yes.
-11 Q Now is it fair that when you were designing the 12 ERN system.you did not do a load or traffic analysis of the 13 system?
f[ 14 A . (Catapano) No.
'G 15 That's not fair to say it that way.
16 0 You have designed other public safety radio 17 systems, have you not?
18 A (Catapano) Yes, I have. .i 19 Q And in designing other public safety radio
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20 systems, have you done traffic or load analyses?
21 A (Catapano) Yes, I believe so as part of those -- 1
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22 part of those design, yes.
L 23 Q And is it fair to say that, in doing a traffic or 24 load analysis, one of the steps you do is figure out for the 25 number of people that are going to be using a channel during j
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REBUTTAL PANEL NO. 22 - CROSS 27268 1 a high-volume time how long -- how much use they are going 2 to make of the channel in terms of approximate message 3 length and how many times let's say during an hour they will 4 use it?
5 Is that a standard kind of analysis that one does 6 in designing public safety radio systems?
7 A (Catapano) Well, that's a lengthy question.
8 But basically the purpose of performing a traffic 9 analysis is to take the established operating history and 10 empirical data that's available from day-to-day activities 11 and to translate that into some type of a forecast relative-12 to what the requirements of the future might be.
13 O Okay.
5 14 But in doing that analysis, essentially what you 15 are trying to do is figure out the volume of traffic that 16 you will have on the channel during a busy time.
17 Is that true?
18 A (Catapano) Well, that's a simplistic explanation.
19 Q Okay.
20 A (Catapano) There are other variables that are i
21 involved. )
i 22 But, yes, volume of traffic is one parameter.
23 Q Now, in designing the ERN, am I correct in j i
24 understanding that you did not do that kind of load j i
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1 REBUTTAL PANEL NO' 22 - CROSS . 27269 1 A - (Catapano)L 'Well, it.would have been impossible to 21 do'that kind of load analysis because there were no daily 3" operations to. derive historical data from relative.to this 4- particular issue.
o 5 There were other things.that were somewhat 6 analogous,that'we did look'at es well as the primary' method
-7 in which'we'could establish what volume of communications we 8 predicted would take place, which was the structure of the 9 plans and'the procedures.
10 0 Okay.
11 But beyond looking at the structure of the plans 12 and the procedures, you didn't try and forecast let's say 13 how many times during an hour route guides would have'to use
- [ L14 a given. channel, or how long their messages would be?
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15 A (Catapano) No, I didn't say that.
16 What I said was that we analyzed the structure of L 17 the plans and the procedures and the requirements for 18 communications that were to take place based upon the L 19 emergency classification levels and protective action 20 recommendations that existed.
l 21 Q Okay. ,
l 22 But did you try in any way to do a forecast as to 23 how long let's say an average route guide message might be 24 and how many times let's say during an hour at a busy time a 25 route guide might have to use a channel?
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REBUTTAL PANEL NO. 22 - CROSS 27270 1 Did you do that kind of analysis?
2 A (Catapano) Well, perhaps the only type of analogy 3 that's really applicable is one relative to the specific 4 areas of operation.
5 In other words, the route guides are analogous, in 6 a way, to other types of activities outside of the plant.
l 7 So we looked at, at the time, and this is over a 8 period of time. This would have been in 1987. We looked 9 at, relative to route guides, the amount of activities they j 10 would be engaged in and the amount of traffic that would 11 generate. j 12 Q Maybe we are just passing here.
23- When you are saying you looked at the kind of 14 activities that they are going to be engaged in, essentially f 15 you are looking at the instances in which they would use the 16 radio system, correct?
17 A (Catapano) Instances in which they would use the 18 radio is one way to explain it, yes. l t
19 Q Okay.
20 And those instances are essentially set out in the 21 route guide procedures, are they not?
22 A (Catapano) And in training. ,
23 Q And in training. That's correct.
24 But those procedures don't tell you or don't 25 forecast in any way how many times now the system will Heritage Reporting Corporation (202) 628-4888
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4./"'y 1 actually be used,;does it?
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2 A. (Catapano) The procedures wouldn't do that, no.
3' Q Right.
4 Did'you look at other.-- strike that.
S' Apart from the Shoreham/LILCO system, which Mr.
6 Callendrello and Mr. Renz are both familiar.with, did you 7' look at other ERN systems for -- or comparable systems --
, 8 for offsite response organizations around the country to try 9 and get some kind of empirical background. data?
10 A (Catapano) Other than the analogies you could 11 drew by looking at certain activities in isolation, for 12 example, you_could compare the route guide operation toia 13 transit operation. Other than that type of activity, we
- ~ '14 didn't because there are no analogous situations.
15 Q Not in any other nuclear plant in the country? .
i 16 A (Catapano) None that I'm aware of.
17 Q Now by the beginning of the first quarter of 1987, 18 did you already have the four licenses for the ERN?
19 Sorry. You know, the.four-paired channel licenses 20 for the ERN.
21 A (Catapano) I don't recall the exact date in 1987 22 those licenses were granted.
23 Q Had you applied for them by that time? ,
24 A (Catapano) I can find that information out, but I ,
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25 am not sure of the exact date we applied for them.
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REBUTTAL PANEL NO. 22 - CROSS 27272 1 Q Now did you consider and reject using a trunk 2 system as opposed to a system that is under the ERN?
3 A (Catapano) We
- bought about a trunk system, yes.
4 Q A trunk system is more expensive, and generally 5 more expensive than the system that you currently have.
6 Is th'at true?
7 A (Catapano) It would depend upon the 8 configuration. But if all things were equal, yes, I believe 9 you could make that statement.
10 Q Now, as Mr. Smith has informed us this morning, 11 you have in fact applied for and obtained a fifth channel 12 for the ERN, have you not?
13 A (Catapano) I missed the first part of your
( 14 question.
15 Q As Mr. Smith told us -- actually it's this 16 afternoon -- as Mr. Smith told us this afternoon, you have 17 applied for and received a fifth channel for the ERN, have 18 you not?
19 A (Catapano) The Seabrook joint owners have l 20 recently last week had granted by the Commission the 21 application we had before them for a fifth channel.
22 O And you applied for that fifth channel after the 23 FEMA graded exercise, did you not?
24 A (Catapano) Yes.
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- y. o REBUTTAL PANEL NO. 221 CROSS 27273 H c,
- 1. .O Is'it fair.to say that.under the functional fm
~- 2 analysis'that you did for the ERN that you considered --
3 just'to make sure.that I fully understand the' processes you 1
4 went through at this point.
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5 Is it fair to say that you considered who would 6 'use the ERN and what they would use it for?
7 A (Catapano) Relative to the functional analysis, 8 we were looking'at the activities that would be associated-9 with implementing an evacuation of the Massachusetts portion j 10 of the EPZ and the various types of activities that would be 11 associated.with that.
12 _Q Is that any different than what I said in the 13 ' question?
14 A (Catapano) I missed two words in your question, 15 Ms. Greer.
16 O Okay.
17 When you did the functional analysis for the ERN, 18 you considered who would be using the system and what they 19 would be using it for.
20 Is that essentially what you just said?
21 A (Catapano) I prefer to stand by what I had 22 actually said rather than your characterization.
23 Q Did you consider any other factors in doing the 24 functional analysis other than what you just said?
25 A (Catapano) In performing the functional analysis?
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REBUTTAL PANEL NO. 22 - CROSS 27274 i
1 Q Right. I I
2 A (Catapano) Yes, I believe we did, but I don't 3 recall exactly what the parameters were. It was 1986, some l
4 time ago.
j 5 Q Okay.
i 6 A (Catapano)- And there were other people involved f i
7 with that.
8 Q Now after the FEMA-graded exercise, we know '-hat 9 you applied for another channel.
10 Did you take the data that was developed during 11 the FEMA-graded exercise and at that time try to do any kind 12 of load analysis based upon the data that you had?
13 A (Catapano) I'm not sure which data you are 14 referring to.
15 Q The data developed in the graded exercise.
16 A (Catapano) What type of data?
17 0 I believe I understood you to say that one of the 18 problems in doing a load analysis for the ERN system was 19 that for most other public safety systems there is some kind 20 of historic record as to develop, empirically developed as 21 to the number of people that may be on the channel during a 22 busy hour, the length of their messages, et cetera.
23 And you said, at least I believe I understood you 24 to say, that part of the problem with doing that kind of 25 analysis for the ERN was that there was no historical data.
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L REBUTTAL PANEL NO. 22 - CROSS 27275 I -
- 1 Am I correcting in having understood you to say
'Jt 2 that?
3 A (Catapano) Well, that was a lengthy dissertation 4 you just made.
5 But basically what I said was that there was no 6- available operating data relative to data-to-day activities.
.7 Q Okay.
8 Now during the exercise some data was developed.
9~ You knew from two days of graded exercise about'use of the 10 radio' channels, did you not, at least in part?
.11 A '(Catapano) , Well, I guess I would have trouble 12 legalistically interpreting what you mean by the word 13 " dat a ". .
[ 14 We had observations relative to'how the radio
\
15 ' system performed.
16 Q Okay.
17 Did you take any of the observations and try and 18 do a load analysis after the graded exercise?
19 A (Catapano) No , we didn't.
20 JUDGE McCOLLOM: How did you use the results of 21 the graded exercise?
22 (Pause . )
23 THE WITNESS: (Catapano) In discussing the radio j 24 system performance as well as the communications performance-25 overall for the entire organization with the players and
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REBUTTAL PANEL NO. 22 - CROSS 27276 1 with the controllers involved, we arrived at our own 2 assessment of how the system performed, and determined that 3 in fact it had performed in an adequate fashion.
4 JUDGE McCOLLOM: Did you make some changes in the 5 system as a result of your observations at the graded 6 exercise?
7 THE WITNESS: (Callendrello) Your Honor, I can 8 talk from a procedural point of view.
9 We did modify one procedure regarding a problem 10 area that was identified during the exercise, and that's the 11 reporting -- the direction to emergency workers to take 12 potassium iodide.
13 JUDGE McCOLLOM: Okay.
14 THE WITNESS: (Callendrello) We did modify that 15 procedure.
16 JUDGE McCOLLOM: I would like to stay -- I think 17 Ms. Greer was staying with the radio system itself at that 18 point.
19 MS. GREER: Although I think Mr. Callendrello is 20 in fact addressing a problem that was found in the exercise.
21 JUDGE McCOLLOM: I remember that one in their 22 data.
23 I just wondered about the system, the radio system 24 itself.
25 THE WITNESS: (Catapano) I was going to answer i neritage aeporting corporation (202) 628-4888 ll h I
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27277 REBUTTAL' PANEL NO. 22 - CROSS 1
} -1: -that. question relative to strictly the hardware.
A-s '
2 And relative to. strictly the hardware, we did not j i
3 make any-changes in the configuration of the ERN other j 4 than -- right - .I was thinking;about repairing the EMS 5 radio, a separate issue.
6 JUDGE COLE: Was anything that you found in'the 7 exercise' associated with the reason for applying for a fifth 8 channel?
9 THE-WITNESS: (Catapano) Yes and no.
'10 We did have some unnecessary' controller 11 communications that did interfere with, at points, the 12 conduct of'the exercise. And we felt that that was an
~13 unacceptable thing to have occur.
[ 14 So we made a decision at that point to prevent
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15 that from occurring in the future and to provide for some 16 additional overflow capacity that we would apply for the 17 additional radio frequency.
18 JUDGE COLE: Okay. Thanks.
19 You said "yes and no".
20 What about the "no" part?
21 THE WITNESS: (Catapano) I think we were talking 22 about this in context of route guide communications.
23 So if the answer to the question -- if the "no" 24 part was relative to did we do it because of the 25 characterizations that FEMA came to relative to overload on l:f k Heritage Reporting Corporation (202) 628-4888 l
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1 i
REBUTTAL PANEL NO. 22 - CROSS 27278 1 the route guide channel, we didn't do it for that specific 2 reason, no. l 3 JUDGE COLE: Okay, a I
4 MS. GREER: Okay.
5 BY MS. GREER: i I
6 Q Directing your attention to the paragraph in the l J
7 middle of page 5 where it begins, "In order to arrive at an 8 approximate user access, delay time of 30 seconds, 9 Interveners," that is, I believe it was Mr. Cohn, in his 10 analysis as to relative load, essentially assumed that each i 11 route guide would make one communication per hour. "This j 12 assumption is not valid since route guides are only directed 13 to communication upon observation of a road impediment, lost 1
'l 14 or damaged dosimetry or upon exceeding dose reporting 15 levels." l i
16' Isn't there yet one other instance that you have 17 left out when route guides also have an obligation to I
18 report?
19 Don't they all have to report when they reach the j I
20 reception center?
21 A (Ca11endre11o) Yes. i 22 The procedures indicates that they are to radio ]
23 back to the staging area.
24 Q And that would be virtually every single route 25 guide and every single bus when they reach the -- not that Beritage Reporting Corporation (202) 628-4888
REBUTTAL PANEL NO. 22 - CROSS 27279 1 there'are route guides on every bus, but every' single. route
(~%
\! ! 2 guide would have, under'the-procedures, an obligation to 3 . perform that function, would-they not?
4' A (Ca11endre11o) That's what the procedure
- 5. indicates, yes.
6 Q Now looking at the second instance there when they 7 are. supposed to use the radio; that is, to report lost or 8 damaged dosimetry or upon exceeding dose reporting levels.
9 I take it by that you are referring to the l
10 . dosimetry log sheet that route guides have?
11 (Witnesses confer.)
12 A (Callendrello) They do have an emergency worker 13 dose' record. form. I don't recall the number of the form. I I [~' 14 .think'it's in Procedure 2.8, IP-2.8.
5 15 But, yes, they would be tracking their exposure on 16 that form and reporting when they reach the trigger levels.
17 Q And if it occurred that -- strike that.
1 18 Am I correct in believing that in fact most of the 19 route guides as they enter let's say Newburyport essentially 20 come in on primarily the same entry roads, do they not?
21 They don' t come in on diverse roads from different 22 directions.
23 A (Ca11endre11o) I would have to review the bus 24 maps.
25 Q Okay.
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REBUTTAL PANEL NO. 22 - CROSS 27280
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1 A (Callendrello) I don't know offhand.
2 O Assuming for a minute that you had the buses going 3 into Newburyport all essentially tracked on the same primary 4 entrance and exit roads, and a pleme was over them, and 5 therefore they exceeded, wouldn't they all also at that 6 point be reporting all essentially all at the same time, 7 under their procedures?
8 A (Callendrello) Under your hypothetical, yes, they 9 would be.
10 If they exceeded one of the reporting levels, they 11 would be reporting.
12 Q Now that lasc sentence in the paragraph says, 13 "It's highly unlikely that all route guides would need to 14 communicate once an hour."
15 Did you in fact look at any of the data developed 16 during the exercine to see whether if in L&ct that was in 17 any way true, or this is just your assessment based upon the 18 procedure?
19 A (Catapano) Again, when we are using the term 20 " data", we're referring to our actual observations?
l 21 Q Observations, logs. I mean I realize that you l s
22 only have the three of you sitting there. But presumably f 23 there is also data developed by the logs from the route j i
24 guide, logs from the monitors, logs from the staging area l 25 radios.
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l REBUTTAL PANEL NO. 22 - CROSS 27281 p 1 Did you in fact.look at that data'as.a basis for c
f)- 2 this statement, or is this' statement based upon your view of l
- 3. the procedures? .{
~4 4- A~ (Renz) It's both a view of the procedures and on 5 observations.
6 Observing the radio communications during.the 7 exercise and drills leading up to the exercise, you did 8 have, as a function of the scenario -- I would like to cover 9 .two points. One is the exceeding dosimetry which would 10 prompt'an individual to call in.
11 And that was, for example, if there was a plume in 12 Newburyport, using your hypothetical-earlier.
13 Q Did this happen during the exercise?
14 A (Renz)- Well, yes.
15 There were controller messages which were given'to i
16- certain traffic guides and route guides designated to be in 17 certain areas. And I don't recall whether it was Salisbury-18 or Amesbury, but within the two to five-mile zone in 19 Massachusetts.
20 And the purpose of those messages were to i l
21 prompt --
22 Q Them to communicate. .
1 23 A (Renz) -- them to communicate back to the staging )
24 area and explain that they had been exceeding, or had 25 reached the threshold in their reading dosimeter, which I
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i REBUTTAL PANEL NO. 22 - CROSS 27282 1 prompted the radiological health coordinator to disseminate 2 information back into the field.
3 And once it was apparent, based on accident 4 information provided by the EOC, confirmed by the 5 individuals in the field calling it, there may have been --
6 I don't remember if it was during drills or during the 7 exercise itself -- general announcements made to certain 8 individuals within towns to go up to the next threshold 9 level of dosimetry, to ingest KI, those types of general 10 communications.
11 Q That may be.
12 But I am not quite sure that really is the 13 question I'm asking.
.g 14 My question was, did you look at -- did you do any 15 assessment of logs, et cetera, in making your statement that 16 it's highly unlikely that route guides -- in making that l l
17 statement did you look at empirical data for that, or is l 18 that statement Essed upon your reading of the procedures and 19 your views that based upon those procedures it's highly 20 unlikely?
l 21 A (Renz) I'd say it's more based on empirical data i 22 based on my observations during those drills and the 23 exercise.
24 When you have route guides coming into the 25 reception center and attempting to contact the staging area Heritage Reporting Corporation (202) 628-4888
i REBUTTAL' PANEL'NO. 22 - CROSS 27283 i
'/~N . 1 'to provide a status of the completion of their route, that I
l 2- might happen over the course of two or three hours, ]
3 depending on the' extents of the protective action that you 4 implemented'during.that specific scenario.
5 Q So it's based upon you listening at the staging 6 area rather than reading of log sheets, for instance?
7 A (Renz) I was standing next to the person filling 8 'out the log sheets.
9 Q But'at the staging area?
10 A (Renz) Yes.
11 Q Okay.
12 At some point during the FEMA-graded exercise FEMA 13 noted that route guides for the hearing impaired expressed hd 14 difficulties in communication with the staging area, and in 15 one of the instances the reception was sometimes sporadic, 16 and others that the channel was overloaded.
17 Would you have any way standing at the reception 18 center to know whether in fact a traffic guide was trying to get on that channel and being blocked from getting on?
~
19 20 A (Renz) Standing at the staging area.
21 Q Right.
22 A (Renz) Not the reception center.
23 Standing at the staging area --
24 Q I'm sorry, standing where you were standing. You 25 just said that you made some observations.
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l REBUTTAL PANEL NO. 22 - CROSS 27284 1 And you were based at the staging area, were you 2 not?
3 A (Renz) Yes.
4 Q When you're standing at the staging area, is there 5 any way for you to know standing there whether a traffic l 6 guide out in th'e field is being blocked from getting on the 7 radio?
8 A (Renz) No.
3 CUDGE McCOLLOM: May I interrupt again, please?
10 MS. GREER: Yes.
11 JUDGE McCOLLOM: Do you have a record of the 12 number, time, timing and who made radio communications on 13 all the channels during the graded exercise?
< 14 THE WITNESS: (Renz) We have an evacuation 15 support dispatcher on the traffic channel and then there is 16 another one on the transportation channel, which includes 17 route guides, transfer point dispatchers and road crews.
18 Both maintain a log in every communication that they have.
19 The difficulty I have is it's -- from standing in 20 the staging area, you only hear what comes over the radio, j 1
21 which is the strongest signal which reaches the repeater 22 station. If somebody is cut off, it's -- ,
i 23 JUDGE McCOLLOM: Okay.
24 In debriefing afterwards, did you find traffic 25 guides and others that were using these communication f
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REBUTTAL PANEL NO. 22 - CROSS 27285 systems'that said, I never could get'in,- or did you
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.7 i2 summarize that aspect?
is 3 .THE. WITNESS: (Renz) I.have'seen. documentation 4 not relatingfto traffic-guides at all. But on the 5 transportation ~ channel of heavy radio-traffic, which'I have 6 difficulty in assessing, because I believe it's message-7 B'.2-22M,.is a direction for the control cel1~ radio to try'to u
8 fill up as'much air space on'the transportation channel as 9L Lis possible to give the people in the staging' area'a good
' 10- ' workout during the course of the exercise, to'.make it as 11- real as achievable.
- 12 .So how much of that channel loading came from
- 13 controller and~how much came from players in tne field, 'I 14 can't assess that.
15 JUDGE McCOLLOM: What about on the traffic guide.
16 channel, did you find input from the debriefing on that?
' 17 THE WITNESS: (Renz) I don't recall any other 18 than your normal-routine radio problems that can occur.
19 In other words,.if you are at a specific location, 20, relocating three to 12 feet might help your transmission.
21 'Other than those types of problems, I don't recall any.
22 JUDGE COLE: Couldn't you make some judgments by
'23 the volume of traffic whether there might have been some l
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24 problems?
25 THE WITNESS: (Renz) The volume of traffic on the Heritage Reporting Corporation (202) 628-4888 L
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REBUTTAL PANEL.NO. 22 - CROSS 27286 l 1 transportation channel was extensive at times. It did fill 2 up. And I was unable to ascertain whether that was 3 primarily from the players in the field or both the players 4 and the controllers trying to load up that channel.
5 There have been subsequent training lesson plans 6 developed, I believe, or training bolstered in order to j 7 explain or reinforce radio protocol usage and the shortening i i
8 of messages and that type of a thing.
9 And I think Mr. Catapano can add to this.
10 THE WITNESS: (Catapano) I think we were !
I 11 attempting to explain why FEMA came up in the exercise i 12 report with the characterization of the word " overload" when 13 describing the communications that took place on the route
.. 14 guide channel.
15 I was in the EOC in the communications room where 16 we were monitoring all four channels. I was not in the room 17 at all times. Part of the time I had to be next door to 18 attend the briefings in the EOC command center.
19 And I have worked in public safety dispatch 20 centers and had extensive experience with public safety 21 communication systems to use that as a basis for evaluating 22 what I heard. l l
23 And what I heard at times was continual 24 communications taking place on the route guide channel. I i
25 would not have used the word " overload" to characterize i
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- /^ 'l .that. I would have used the word " congestion" to describe:
It 2 .those moments in time when for a short period there was 3 continual communications.
The bottom line is, in my' judgment, because that's
~
4 5 my role as the EOC communications coordinator, there was 6 never a point in which necessary communications were
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7 precluded from occurring. So.therefore I didn't take any .
8 action during the graded exercise, because I had options 9 that I could have' exercised to eliminate that, .in my 10 judgment, if I felt that necessary communications were being 11 precluded from occurring.
12 JUDGE COLE: What could you have done?
13 THE WITNESS: (Catapano) One thing I could have 14 done would'be to broadcast a directive to all field workers 15- to cease routine traffic and to proceed with emergency 16 traffic only. That's a very common technique that's 17 utilized at other public safety dispatch centers, and they 18 are trained -- ORO field personnel are trained for that 19 potential for that occurring.
20 We do have the capability to generate an alert 21 tone to catch their attention. And they have been trained 22 that whan they hear that alert tone they are to cease 23 everything and to listen to the general broadcast that 24 follows.
25 JUDGE McCOLLOM: Mr. Renz had mentioned that you s
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l REBUTTAL PANEL NO. 22 - CROSS 27288 1 had changed the length of messages by some procedure.
2 THE WITNESS: (Catapano) Well, one thing that we 3 are attempting to do is to reduce the amount of overhead 4 that's in a message.
5 One thing I would like to point out is that during 6 the graded exercise that almost every message had in it l
7 "this is a drill", "this is a test message", all those 8 things. There is overhead that's associated with that.
9 We were afraid that the public, who might be 10 monitoring the communication, would be confused and think 11 that maybe there was a real emergency taking place. So 12 there is a certain amount of message overhead that's 13 associated with the fact that it's a drill.
14 We also set about as an observation is that there 15 were some unnecessary communications that took place in 16 terms of message length. And that's something that we need 17 to work on, and we recognize that.
18 MS. GREER: Okay.
)
19 BY MS. GREER: )
1 1
20 0 Mr. Catapano, am I correct in understanding, at 21 least in my belief, that this system has also built into it i
22 a cutoff time?
23 A (Catapano) When you say " system", Ms. Greer, what 24 are you referring to?
25 Q The ERN.
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,t EN~'b 1 A -(Catapano) Well, there are various.- .when'you 2 say " cutoff time", do you mean time-out timers?-
3 Q' Either time-out timers -- I.mean, you.can't just 4 sit down -- one person can't sit with their finger on the 5 button for five minutes, correct?
6 A (Catapano) Well, they could sit.there with their 7 finger on the button but what would happen is the radio 8 would cease to transmit after the time-out timer interrupted
- 9. it.
10 0 That's what I'm talking about.
11 How long was that' time-out . timer set at pri or .to 12 the' exercise?.
13- A (Catapano) It would depend upon the particular
.' \ 14 . radio we're talking about.
15 Relative to route guide radios,.I believe it was 16 set at -- let me be more specific. Route guide carrying 17 porta-mobiles, the time-out timer, I believe,.was set to 90 16 seconds.
19 Q Have you changed that in any way?
20 A (Catapano) No, we have not.
21 Q And how about the time-out timer for hand-helds, 22 what was it before?
23 A (Catapano) One of the time-out timers is set at 24 two minutes and one is at 90 seconds. And I'm not sure 25 whether it's -- I believe the porta-mobile is set at 90 Heritage Reporting Corporation (202) 628-4888
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1 seconds and the hand-held is set at two minutes.
2 Q Okay.
3 Have you changed that since the exercise?
4 A (Catapano) No, we have not.
5 Q Now, am I correct in my belief that you would 6 disagree with FEMA's use of the word " overload"?
7 In the FEMA report, they used the word " overload",
l 8 correct?
9 A (Catapano) Yes.
10 Q And you would disagree with FEMA's use of that 11 term. That would not be how you would characterize that 12 situation.
13 Is that true?
- 14 A (Catapano) That's true.
15 Q And I believe, in response to a question just put 16' by the Board, you said that, in your view during the i
17 exercise, no necessary communications failed to get through.
18 Is that a fair characterization of what you just 19 told the Board?
20 A (Catapano) Yes, it is. ,
l 21 Q Okay.
22 Now you were based at the EOC as opposed to Mr.
l 23 Renz, who was over at the staging area, true? l 24 A (Catapano) That's correct.
25 Q From where you were at the EOC, would you be in ;
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REBUTTAL PANEL NO. 22 - CROSS 27291 1 any better position than Mr. Renz to know if a route guide 2 had a vital piece of information but was in fact being 3 continually blocked in getting on the channel, 'from where 4 you were?
5 A (Catapano) Well, I would be able to make the 6 assessment from a technical standpoint that what I heard was 7 not overload, and that in fact there were air spaces 8 available between conversation, pauses, which if an 9 emergency message needed to be transmitted, that there was 10 adequate space for that message to be inserted and for the 11 traffic on the channel to be interrupted.
12 O You are saying that essentially, in your view 13 durino the exercise, there were enough spaces even during
,/' i 14 thooe points of congestion when somebody, if their finger i /
15 was fast enough on their button, could have broken in?
16 Is that what you are saying?
17 A (Catepano) Ya . .
18 Now, you have read the FEMA report where it says i 19 that some of the route guides for the hearing impaired 20 expressed difficulty in communicating.
t 21 I take it you do not read that as in any way 22 saying that they could not get their button down quickly 23 enough to break into one of those ep .tces.
24 A (Catapano) Well, we had a difficult task to I
25 reconstruct exactly what happened, because there are a lot l /s I
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REBUTTAL PANEL NO. 22 - CROSS 27292 1 of variables that could cause someone to reach a certain 2 conclusion. {
i 3 And, frankly, there's not enough information to i I
4 determine for sure exactly what took place to cause them to 5 reach that particular conclusion.
6 Q Did you interview the route guides for the hearing 7 impaired after the exercise?
1 8 A (Catapano) No, I did not.
I 9 Q Mr. Callendrello, do you know how many route 10 guides for the hearing impaired there are?
11 A (Callendrello) There are 20.
12 13
'q 14 15 16 17 18 19 20 21 22 23 24 25 Heritage Reporting Corporation (202) 628-4888
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27293 REBUTTAL PANEL NO. 22 -' CROSS J l-l - 1~ Q - Okay.
t Directing,your, attention to=the middle.of'page 2.-
1 2
3 It says in the first sentence of the second pa."agraph that:
4 '" Interveners' testimony criticizes this vertical chain of" 5 -command = utilized by the ORO for its" alleged failure to-1 y 16' provide for_. lateral-communications."
'7- Are you pointing to any particular place in Mr.
8 Cohn's testimony;for that statement or is that generally
-9 your assessment of.the testimony?
~ 10 (Witnesses conferring.)
11 THE' WITNESS: (Catapano) Ms. Greer,'could I ask 12 you'to repeat your question, please.
13 MS. GREER: Yes.
O 14 BY MS. GREER:
U 15 Q. .Have you found in the testimony'the sentence I'm 16 referring to?
17 A (Catapano) Yes.
18 Q And my. question is: you say that the Interveners' 19 testimony criticizes the vertical chain of command and my 20 question is, are you referring to some particular point in 21 Mr. Cohn's testimony or is this your assessment of what the 22 Interveners' testimony says?
23 A (Catapano) It was really an interpretation that 24 was made based upon the wording of the contention as well as 25 the application of public safety standards relative to field
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REBUTTAL PANEL NO. 22 - CROSS 27294 1 communicate-ns, and particalar police radio service 2 standards to the ORO.
3 0 Okay.
4 So it's really your assessment rather than some l 5 particular statement in the testimony; correct?
6 A (Callendrello) That's correct, although the 7 specific contentions did criticize that precise point.
8 Q Right.
9 Now, over on page 2 of your testimony, the third 10 paragraph there. At the beginning of the paragraph you say 11 -- actually, the second sentence it says: "According to 12 their need" -- well, the paragraph begins: "During the time 13 of an emergency ORO field personnel primarily execute 14 preplanned actions and have a very narrow scope of 15 responsibilities. Accordingly, their need to communicate 16 laterally to other field workers is extremely limited."
17 Now, am I correct in my belief that transfer point 18 --
I believe their title is dispatchers -- in fact, brief 19 route guides assigned to bus routes as they, in fact, 20 approach the EPZ?
21 Am I correct in believing that?
22 A (Callendrello) No, that's not correct.
23 Q In the procedures for the route guides there is a 24 separate procedure for route guides assigned to transfer 25 points; is there not?
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L REBUTTAL PANEL NO. 22 - CROSS 27295
[mj 1 I'm looking at IP-2.10, Attachment 3.
2 A (Callendrello) I don't know of any separate 3 procedure for route guides assigned to travel evacuation 4 routes.
5 Q Number 12: under Attachment 3 of IP-2.10 it says 6 -- paragraph number 12 it says: " Continued to direct bus to
, assign designation."
8 Paragraph A: "If assigned to transfer point 9 obtain briefing on route to be used from transfer point 10 dispatcher. Once dispatched repeat sections 9 through 11 11 above while running transfer point route. .After returning 12 to transfer point await reassessment either to another run 13 to reception center or to the EWF."
A 14 Now, what is that briefing that they're referring (v) 15 to there? Is that not a communication or. the radio?
16 A (Callendrello) No, it's not.
17 If you look at that same procedure IP-2.10, step 18 5.4.7 (g) which is the transfer point dispatcher's procedure 19 the step says: "Brief drivers and route guides as they 20 arrive."
21 So this is an oral communication to the drivers 22 and the route guides.
23 Q Fr;: the transfer point dispatcher?
24 A (Callendrello) That's correct.
25 Q Why does it say under paragraph 12: "Obtain O)
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REBUTTAL PANEL NO. 22 - CROSS 27296 1 briefing on route?"
2 Or does that sentence mean, on the routs you're 3 supposed to take?
4 A (Callendrello) Not "E-N" but "O-N."
5 Q Okay, got it.
6 Thank'you. -
7 When you have the buses assigned to transfer 8 points complete their route, some of them go on to the 9 reception center; do they not?
10 A (Callendrello) They might.
11 That's one of the possibilities.
12 Q And if they're going to be needed back for further 23 assignment, again, that's another assignment that has to 14 come over the radio; is it not?
15 A (Callendrello) You lost me.
16' Built it.to that assumption is, they have arrived 17 back at the transfer point and are now being directed to 18 another assignment. That would be done orally.
19 Q No.
20 A (Callendrello) If they were at the reception 21 center --
22 Q Right. ,
, 1 1
23 A (Callendrello) -- that would have to be done via
)
24 radio or via communications over telephone, for example, 25 with the reception center.
I C
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l REBUTTAL. PANEL NO. 22 - CROSS 27297 -l 1 Q~ Those route guides on those buses are not in any .
' f
1 NE 2 way7 instructed to phone ~in, are they?
31 A (Callendrello) No , they are not.
4~ (Witnesses-conferring.). ,
1 1
5 THE. WITNESS: (Callendrello), Mr. Catapano-has got i f
H 6 something to. add to that. I didn,'t give the complete story 7 on that.
8 They are instructed, I believe, to use alternate 1
9 means of communication' if they, for some reason, are.outside 10 of range, but he.can address that more fully.
l 11 BY MS. GREER:
l 1
'12 Q Well, the reception centers are within the ERN.
13 range, are they not?
14 .A (Catapano) Yes.
15 'O I'm sorry, is that what you were coing to say?-
16 A (Catapano) I was just going to point out that we
- 17 have trained field workers that should they encounter a l
18 breakdown when they are well outside the range of the radio 19 system they could utilize a telephone to call.
20 Q That wasn't my question, though, was it?
21 A (Catapano) I was clarifying an answer that Mr.
22 Callendrello had given.
23 Q Okay.
24 Now you say on page 2 and then going over that the 25 command structure of ORO is such that there is very little I
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REBUTTAL PANEL NO. 22 - CROSS 27298 1 need to communicate laterally.
2 Am I correct in understanding that you do not view 3 a -- let's say, a route guide reporting a traffic impediment 4 as a lateral communication even though all other route 5 guides listening to the channel within range can hear it?
6 A (Callendrello) That's correct.
7 That's vertical in that the route guide is 8 reporting it to somebody who is superior to the individual 9 in the organization and can take appropriate action.
10 Q But I'm also correct that wnen that communication 11 is taking place he's effectively also reporting it to all 12 other route guides within range, is he not?
13 A (Catapano) Yes.
I 14 That's a fleet-call capability, so the 15 conversation is heard by the other route guides within 16 range.
17 Q Now, over at the bottom of page 4 you say that:
18 "It is known that in general the standards apply to public 19 safety agency communications, do not apply to ORO ,
1 20 communications." ]
21 Are you looking at some official report for that 22 statement?
23 A (Catapano) Relative to standards in particular we 24 could be looking at FCC loading criteria. We could be 25 looking at standards as they're utilized in designing public
~
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j 1- safety. communication systems. -We're,not looking at'a_ formal
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2 document.
t 3 One that does come to mind though is the loading
.4 standards.
5 0 Okay.
- 6. But when you said that you're saying,.it is known ]
7 that in general, you're saying.that you know that'or at. .
8 'least that's your' belief; correct?
9 This is not --
10 A (Callendrello) Yes, that's correct.
i 11 Q Okay.
12 Now, Mr. Callendrello, you said that you'are 13- familiar with other public safety radio communication 14 systems; correct?
15 A (Callendrello) You mean --
16 (Points to Mr. Catapano. )
17 BY MS, GREER:
. l iB Q I'm sorry, Mr. Catapano. Too many "Cs" and "Ns."
19 A (Catapano) Yes, that's correct.
20 Q Now, as a result of your experience working in the 21 area you've had a chance to actually observe communications 22 on police radio networks; correct?
23 A (Catapano) You lost me in the early part of your 24 question.
25 Q From your experience working in this field you've l-( ) Heritage Reporting (202) 628-4888 Corporation i
REBUTTAL PANEL NO. 22 - CROSS 27300 1 had an opportunity to actually observe communications on 2 police radio networks, for instance, correct?
3 A (Catapano) Yes.
4 Q Okay.
5 Is it fair to say that the majority of 6 communications on a police radio network are from, let's 7 say, cars or people in the field back to the dispatcher 8 rather than from, let's say, vehicle-to-vehicle in the 9 field?
10 A (Catapano) Wall, there are two different types of 11 communications we're talking about. One is -- the short 12 answer to your question is, yes.
13 Can I clarify that?
14 Q If you believe it needs clarification.
15 A (Catapano) Yes, it does.
16 Because the vertical communications reporting that 17 typically a police department does have to do with actual 18 reporting requirements relative to establishing a 19 chronological log for the dispatcher associated with the 20 response as well as ensuring the safety of the officer. And 21 that's all done by typically the use of 10-codes.
22 And the need for horizontal or lateral 23 communications typically would occur once the scene was 24 reached and a situation was being assessed and a 25 determination made as to whether the other type of l
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O 1 assistance or resources were required at the scene.
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4
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1 REBUTTAL PANEL NO. 22 - CROSS 27302 1 Q Right.
2 But that is no way changes your answer, does it, 3 that in fact the vast majority of the communications go back 4 to the dispatcher, correct?
5 A (Catapano) The very brief reporting requirements 6 are back to the' dispatcher.
7 The decisionmaking and the longer communications 8 that take place very often are lateral in nature 9 Q Right.
10 But taking let's say your normal radio network, 11 aren't in fact the vast majority of not only communications 12 but the vast majority of time let's say during a 24-hour 13 period, isn't the vast majority of time on the radio
( 14 channels in fact used by reporting back to the dispatcher 15 rather than doing those communications during those brief 16 instances of crises that you were referring to?
17 A (Catapano) . think if we were to look at the 18 number of transmissions, if we were just strictly using the 19 quantity, meaning the numerical value of transmissions that 20 took place, that a higher percentage of those would be 21 related to reporting requirements.
22 Q Now, one of the reasons that you maintain that the 23 ERN is adequate in terms of the service that it provides is 24 because of the vertical reporting structure of ORO, correct?
25 A (Catapano) Not solely the vertical structure.
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REBUTTAL PANEL NO. 22 - CROSS-- -27303.
!.1 Q- No, no,-I'didn't-say solely. I mean'I understand f
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\ 2 you also, by your testimony,;would be say'ing that you 3~ 'believe it's otherwise adequate, too.
4 But. that's one of the ' factors that you consider, SE is it not?
6 A (Catapano) . The fact that it's a vertical command 7 ' structure alone does not lead one to that conclusion.
8 I mean, it has to be related to preset plans and 9- procedure and'the actual activities taking place in the-10' field.
11 Q I understand that.
12 But certainly one of the factors that you consider "13 in support'of your position that the ERN is adequate is that
- p 14 ORO has-a vertical command structure, correct?
'k A No, I don't think that there is 15 (Catapano)
E16 necessarily -- you could have a vertical command structure 17 and have a tremendous requirement for communications, and 18 accordingly, have an inadequate system.
19 Q Looking at the bottom of page 3 of your testimony.
20 .I'm sorry, the bottom of page 2, "The circumstances under 21 which even these" -- the last sentence. "The circumstances 22 under which e.en these vertical communications are expected 23 to occur are minimized by preset plans and procedures which, ,
24 to the greatest extent possible, attempt to obviate the need 25 for any communications to take place." {
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i 1 Am I wrong in reading that as your statement that 2 the vertical command structure limits the amount of use that 3 the ERN is going to be put to?
4 A (Catapano) Yes, you are incorrect.
5 The vertical command structure doesn't limit the 6 amount of communications that take place. The 7 communications that take place are limited by the i 1
8 preplanning and the procedures themselves which, as it says 9 here, "to the greatest extent possible, obviate the need for 10 any communications to take place".
11 The vertical command structure is simply the 12 conduit and the mechanism we use to convey information from 13 the field to the decision-makers, or from the decision-maker
{ 14 back down to the field.
15 Q So you are not relying in any way then on the 16 vertical command structure of ORO as support for your belief i 17 that the ERN is adequate?
18 A (Catapano) Well, it's a difficult question to 19 answer. I'm not really sure I follow your logic on it.
20 But the command structure by itself, if there were 21 no limitations and no present plans and no procedures, 22 wouldn't necessarily equate to reducing the amount of 23 traffic just because it's a vertical command structure.
24 Q Okay. All right, I think I understand your gap in 25 communication here.
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l REBUTTAL PANEL NO. 22-- CROSS. 27305 Jd4 1 The plansLand procedures in fact. direct ORO! field. )
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'I 2 workers;to. report up, correct? j 3- AL -(Catapano) Yes, they do..
l 4 -Q So aren't in fact the plans and procedures in a.
5 sense'part of the vertical structure?
I mean totally apart from the pyramidical !
6 7 -structure of ORO itself, but a functional implementing way:
L 8 of ORO working.
9 .A (Catapano) Well, I would say, no, they.are not 10 part of the conduit. I would say they set the range or the 11 boundaries within which certain types of communications can i
12 take place.
13 In other words, they set limiting values.
/' 14 Q Okav.
.g 15 Do you think that the requirement'that ORO field 16 workers, such as route guides or traffic guides reporting 17 incidents up, do you think that those procedures and that 18 structure in fact makes for more rapid communication within 19 the ORO organization?
20 A (Catapano) I hate to ask you to repeat that, Ms.
21 Greer, but I missed about two words in the early part of 22 your question.
23 0 Okay.
24 Is it your belief that the plans and procedures 25 which require field workers, such as route guides or traffic Heritage Reporting Corporation (202) 628-4888
l REBUTTAL PANEL NO. 22 - CROSS 27306 1 guides to report information up, do you believe that that in 2 fact makes communications within the offsite response 3 organization more efficient?
4 Do you think it enables such communications and 5 actions based upon those communications to take place more 6 rapidly?
7 A (Catapano) I believe what you are asking me is, 8 is the vertical command structure a more -- is it an 9 efficient way to convey communications.
10 Is that what you are asking me?
l 11 Q And is it your belief that in fact that efficient i 12 command structure, if you do believe it's efficient, makes 13 for rapid responses to an emergency situation?
14 A (Catapano) I don't know what you mean by the word 15 " rapid". Maybe Tony has something to --
16 JUDGE SMITH: Well, that's the problem. There is 17 no comparative there.
18 I mean, compared to what?
19 MS. GREER: Okay. j 20 BY MS. GREER: I 1
21 Q Well, let's talk about it in the real life 22 situation.
1 l
23 During the exercise there was a staged traffic 24 accident. There was one staged traffic accident, right?
25 A (Callendrello) Correct.
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.c REBUTTAL PANEL-NO. 22 - CROSS '27307 m .- 1' A- (Renz) No',-there were two.
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2 A (Callendrello) .There was one-removable impediment-3- and one1nonremovable impediment.
4 0 .Okay.
5' With the one removable impediment, .that was a 6 staged accident that took place by'your assessment at 7 approximately 5:45 in the afternoon, correct?
8 A (Renz)' I'm sorry. Can you repeat which mini-
'9 ecenario you are talking about?
10 Q Okay.
11 There was a mini-scenario in which there was a 12 traffic accident.that took place at approximately 5:45 in 13 the afternoon by your assessment.
q[ 14- A (Renz) The first of the two traffic impediment
\
15 mini-scenarios was initiated at 1745.
16 That's correct.
17 Q And that's about -- just for those of us who do 18' not go on 24-hour clocks, that's approximately 5:45?
19 A (Renz) That's as close as you can get.
20 Q Okay.
21 The procedures required -- well, first of all, who 22 ,riewed that traffic accident?
23 Who initially reported it?
24 A (Renz) The traffic guide controller initiated it 25 at 1745. The traffic guide at the given traffic control Heritage Reporting Corporation (202) 628-4888 l'
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REBUTTAL PANEL NO. 22 - CROSS 27308 1 point called it in at 1749.
2 Q Now who did they call in to?
3 A (Renz) The evacuation support dispatcher located 4 at the staging area.
5 Q And then who did the evacuation support dispatcher 6 have to communicate to to get action on that traffic l
7 accident? !
8 A (Renz) What generally happens on such a reporting 9 is he would convey that information to the staging area ,!
10 leader, who then would confirm or direct the dispatch of a l i
11 wrecker or a road crew.
12 Q But what happened in this particular instance?
13 Who did they report it to?
$ 14 A (Renz) In this particular instance, they reported 15 it to the staging area leader.
16 Q And who did the staging area leader report it to?
17 A (Renz) He discussed it during a conference call, 18 a status meeting with representatives up at the EOC.
19 Q Who at the EOC7 20 A (Renz) The conference call, I don't recall all 21 the players that are involved in that briefing. But I'm --
22 I can't speculate.
23 0 Okay.
24 Was this part of his procedures?
25 A (Callendrello) That conference call involves the q Heritage Reporting Corporation ;
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. /^ 1 1 entire EOC, so there is'a large number'of people'at the
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3 Q Was.this part of_the staging area leader's ] 1 4 procedures to report such a thing on-up?'
5' A- (Renz) It depends on the severity or the impact 6 of the impediment or accident.
7 Q Well, this impediment was --
8' JUDGE McCOLLOM: Was this a. telephone' conference 9 call?.
10 THE WITNESS: (Renz) Yes, it was.
11 BY MR. GREER:
12 Q But this particular impediment was on an evacuate 13 route, was it not?
14 A (Renz) It was on an entrance ramp to Route 95 15 south.
16 Q And that would have been an evacuation route,-
17 right?
18 A (Renz) Yes, it would have been a route used during 19 the evacuation.
20 Q Okay.
21 And so didn't his procedures in fact require him 22 to report it back up so that the people at the EOC could 23 consider about rerouting traffic, right?
24 A (Renz) The procedures, yes.
25 The application of those procedures is not
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i REBUTTAL PANEL NO. 22 - CROSS 27310 1 necessarily that structured. In other words, the staging 2 area -- historically, the staging area leader receives :
3 information called in from a route guide or a traffic guide 4 or whoever in the field who observes an impediment. He 5 directs some kind of response typically. l 6 He , depending on the severity of the incident, 7 reports it to the EOC. May propose a reroute if that's 8 necessary.
i 9 Q Okay.
10 And that's what happened in this case, was it not?
11 A (Renz) Among other things, yes.
12 Q And the information then has to go back down the ;
13 chain, correct, from EOC back down to the staging area?
i 14 A (Ren ) Well, I don't know that I would 1
15 characterize it as information goes back down the chain.
16 As I think our testimony points out, there are 17 communicators located at the EOC who observed the 18 notification of calling in of an impediment.
19 Q Okay.
20 A (Renz) To give that to the communications 21 coordinator in the EOC, and parallel to it going to the q 22 staging area leader at the staging area.
23 Depending on who directs whatever the decision is 24 to be implemented, it can turn right around at the staging 25 area, depending on how complex the issue it. It might be Heritage Reporting Corporation (202) 628-4888 i I
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/ 11 turned around.at the EOC. It depends'on the merit.
2 Q Okay.
3 But taking this particular-situation, the one 4 removable. impediment that we had during the1 exercise, when
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< 5' the procedures were followed out on the accident that j 6 occurred, or the scenario that had the accident occur at 7 approximately 5:45, didn't it take until approximately 7:30 8- to actually clear the vehicle?
9 A (Renz) Yes.
10 You use the term " removable".
.11 This was not a removable accident. It was an 12~ overturned -- it was a simulated overturned .c.:mber truck for 13 the purpose.of driving, or prompting a reroute to be
/ 14 performed. We didn't allow them to remove the impediment 15 >until approximately 7:30.
16 MR. SMITH: Ms. Greer, I've let you go.
17 This is testimony that we have struck over that 18 you are examining on at this point and have been.
=19 MS. GREER: Well, Mr. Catapano said that part of 20 .what gave speed to, or part of what they were relying upon 21 to distinguish ORO from other public safety systems are the 22 preset plans and procedures.
23 And I was si"oly trying to point out that in fact 24 the preset plans and procedures often, in fact, make for a 25 less efficient network of communications than one in which
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REBUTTAL PANEL NO. 22 - CROSS 27312 1 there is more rapid field worker to field worker 2 communications.
3 JUDGE McCOLLOM: Do you think you reached that .
i 4 point?
5 MS. GREER: I think so.
6 MR. SMITH: It just seemed like an irrelevant 7 line.
8 JUDGE McCOLLOM: I'll have to admit I think it has 9 not been reached.
10 MS. GREER: Okay. !
11 BY MS. GREER:
12 O At 5:45 an accident occurs --
13 JUDGE McCOLLOM: Let me see if I can do so.
, 14 During that procedure of this accident, how many 15 times and who communicated over the radio network ERN?
16 THE WITNESS: (Renz) Quite a number of people 17 communicated over the ERN. It was limited to --
1 18 JUDGE McCOLLOM: I don't want the telephone l 19 conference call. l 20 THE WITNESS: (Renz) Right.
21 JUDGE McCOLLOM: That's the reason I asked that 23 question.
23 THE WITNESS: (Renz) Right. r i
24 JUDGE McCOLLOM: It's the radio communications we j l
23 are talking about. !
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,] 1 THE WITNESSi (Renz) Okay.
-- 2 The call was initially called in by the traffic 3' guide, who used the ERN. There was a request for a wrecker 4 to the transfer point over a different channel on'the ERN.
5' Once that wrecker arrived at the impediment,'the 6 crew for that wrecker was advised that they could not remove 7 the impediment.
8 He attempted to call in on the transportation l
- l. 9 channel. The traffic guide called in, in parallel, on the l .
L 10 traffic guide channel. There was a reroute decided between l 11 the EOC and the staging area that was directed into the 12 field -- into the traffic control point.
13 There was.a dispatch of a second wrecker, because 14 the first wrecker was insufficient to remove the impediment.
15 And then there was notification that the impediment had been 16 removed once the simulated wrecker showed up and they 17 answered all the evaluators' and contro11ers' questions that 18 were posed.
19 So essentially approximately seven or say eight 20 communications over the course of two hours.
21 JUDGE McCOLLOM: And did this correspond to a 22 period which you've described as congestion?
23 That might be an unfair question to ask just to 24 recall.
25 THE WITNESS: (Catapano) The congestion that I q l
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REBUTTAL PANEL NO. 22 - CROSS 27314 1 heard occur, I did hear during the afternoon, I don't 2 recall the specific times, if it was between three and six l
3 o' clock.
4 THE NiTNESS: (Renz) I'm sorry. If I could 5 supplement.
6 Not s'o much in the context of this, I think our 7 testimony, in speaking to preset plans and procedures, it is 8 with respect to the fact that a traffic guide goes out to an 9 assigned intersection and he implements a preset traffic 10 strategy. A route guide gets on a bus and goes to a 11 transfer point and he's dispatched on a preset bus route.
12 Those types of planning reduce the number of 13 required communications. I think that's what our testimony 14 is going towards.
15 JUDGE McCOLLOM: Yes, I recognize that.
16 Now, in addition to that, though, these calls that 17 were made, these seven or eight or however many were, were 18 what you referred to as vertical calls.
19 Is that not true?
20 THE WITNESS: (Callendrello) Yes.
21 That it correct. It would be vertical in that 22 this is an individual in the organization advising somebody 23 who is in a coordination function higher up the chain of the 24 incident or requesting some type of assistance or providing 25 information.
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REBUTTAL PANEL NO. 221- CROSS 27315 jf~' 1 JUDGE.McCOLLOM: So that fits with what you say
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'- -2 theLsystem was designed to handle as a. vertical component.
3 THE WITNESS: (Catapano) Yes.
4 JUDGE McCOLLOM: Does that help?
5 1 don't know.
6 MS. GREER: Well, I think we've certainly covered-7 the territory on that one, except let me just clarify one 8 point.
9 BY MS. GREER:
10 0 When you said that the -- in answering Judge 11 McCollom's question - you said that the first wrecker was 12 insufficient, told that he was insufficient.
13 Is that what you were earlier referring to as, we
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14 refuse to allow them to clear it?
15 A (Renz) Yes.
16 There was a scenario message that was handed out 17 that stated that.
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! 18 Q And the difference then in that refusal then l
19 accounted for approximately 25 minutes, correct, until the 20 second wrecker got there?
l 21 A (Renz) I'm sorry.
22 Can you repeat that?
23 0 Yes.
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I REBUTTAL PANEL NO. 22 - CROSS 27316 1 did the clearing, correct?
2 A (Renz) I'm having difficultly. The " refusal"?
3 Q Okay.
4 A (Renz) Not allowing them to remove the 5 impediment?
6 0 Yes.
7 That first wrecker got there a little after seven 8 correct?
9 And then the controller said, no, you can't refuse 10 it -- you can't remove this now.
11 JUDGE McCOLLOM: Because you are not big enough.
12 BY MS. GREER:
13 Q Not big enough, and so then the second wrecker had )
, 14 to be dispatched. Then the second wrecker finally got there 15 around 7:30, right?
16 So that difference accounted for approximately 25 17 minutes.
18 A (Renz) Yes.
19 But the reason that the first wrecker could not 20 remove the impediment was that he simply could not remove 21 the impediment until a reroute was observed by the different 22 controller.
23 Q Right, I understand.
24 I understand that that 25 minutes is what you 25 maintain to be a structured part of the scenario, so that in l5 Heritage Reporting Corporation l (202) 628-4888 l
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2' A (Renz) That 25 minutes'I consider immaterial.
3- Q~ I do, too.
4 HNow the ERN has provisions,'or the SPMC has 5 provisions for the ERN to be monitored at the EOC, correct?
6 A (Callendrello) That's correct.
7 Q And'how many monitors sit there essentially 8 monitoring the transmissions?
9 A (Catapano) Four.
10 Q And am I correct in believing that during the 11 exercise in fact you had monitors manning the ERN there at 12 the EOC7 13 A (Catapano) Yes, we did.
[ 14 Q Okay.
( And is there anything that in fact those monitors 15 16 did in performing their functions there that you maintain in-17 any way helped problems or issues that FEMA noted with 18 -respect to either the range of the ERN radio or loading on 19 the route guide channel?
20 Is there any function that they performed during 21 the exercise that helped those two problems, or those two 22 issues as FEMA noted?
23 A (Catapano) I guess I'm not sure I understand your 24 question.
25 0 Okay.
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REBUTTAL PANEL NO. 22 - CROSS 27318 1 During the exercise FEMA made certain observations 2 that they noted as issues in their report. Two of the 3 issues that they noted were loading on the route guide 4 channel and the range of the ERN with respect to being able 5 to be -- for route guides being able to hear the ERN let's 6 say any place outside of the 15 to 20-mile repeater town.
7 Are you with me so far?
8 A (Catapano) Yes.
9 Q Now do you maintain that the monitors monitoring 10 the ERN at the EOC in any way impacted on those two issues 11 during the exercise?
12 JUDGE SMITH: You mean contributed to it?
13 MS. GREER: Ameliorated the ondition.
, 14 JUDGE SMITH: Ameliorated it.
15 THE WITNESS: (Catapano) I would prefer to answer 16 that question by defining what they did during the graded 17 exercise, and then let you draw the conclusions as to --
18 JUDGE SMITH: Well, you can get to it.
19 Were they monitoring the quality of the system, or I
20 were they monitoring for other purposes, or both?
I 21 THE WITNESS: (Catapano) What they were doing was 22 they were specifically listening to the radio protocol, the 23 usage of the radios by field personnel.
24 They were also listening for technical problems or 25 what they perceived might be a technical problem, because l
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[' ' . " i l that's part'. of our mission there is to ' try and~ pick up
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2' things that may be going wrong before they go wrong. .So we-3: were listening relative to performance for potential for 4 that occurrence.
S' We were also listening for the reporting of 6' ' incidents that could affect evacuation routes or that were 7 serious in nature so that if a real traffic accident 8- occurred, we would want to let people know about that, or,
- 9. you know, anything that was significant that.took place in 10 the field.
11 JUDGE SMITH: Were they monitoring for 12 overloading?
13 THE WITNESS: (Catapano) Yes, in a sense because 14 if there were transmissions that were occurring where. people 15 were trying to talk at the same. time, and communications 16 were precluded from occurring, that would have been reported 17 to me.
18 JUDGE McCOLLOM: At any. time as they monitored' 19 through these proceedings did they contribute in that manner 20 in some way?
21 THE WITNESS: (Catapano) Well, they only 22 contributed in the sense -- oh, I see.
23 You don't mean contributed in terms of the traffic 24 by conducting a broadcast. You mean --
25 JUDGE McCOLLOM: Making corrections of any kind.
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REBUTTAL PANEL NO. 22 - CROSS 27320 1 Did they contribute by making corrections or 2 adjustments or recommendations to you for doing such?
3 THE WITNESS: (Catapano) No.
4 I specifically, during the graded exercise, made a 5 point of listening to each radio channel at periodic times 6 throughout the day and discussing with each radio operator 7 what their characterization was of what was taking place on 8 the channel.
9 And none of them indicated to me anything other 10 than the fact that there was heavy traffic on the route 11 guide channel.
12 JUDGE SMITH: Judge McCollom used the word 13 " contributed" in a different sense than I used it, and you
( 14 caught that difference, I believe.
15 THE WITNESS: (Catapapo) Right.
16 You understood me to sEy "added" to the problem, 17 yes?
18 THE WITNESS: (Catapano) They did make some 19 communications which added to the traffic load on the 20 channel.
21 BY MS. GREER:
22 Q At the EOC there are for monitors, right?
23 A (Catapano) Relative to the ERN, yes.
24 Q Right.
25 And is just one of those monitors assigned to the 1
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.. (Y '1 ~ route guide channel?'
41' j1 2 A (Catapano). Yes.
f' ;
l 3 0 Okay. 'I 4 So when you say made some communication, Lit would L
5 not be all four people talking on the route guido cha'nnel, 6 ibut that one monitor talking on the route guide channel.
7' A (Catapano) Let me explain,HMs. Greer.
~
8 The way that particular situation is handled is 9 there are four radio consoles.
10 Q: Right.
11 A (Catapano). Each one has identical channel 12 capability. So they can each monitor any of the channels or 13 talk on any one of the channels.
14 We,'at the time of an emergency, my job is to
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15 instruct the ERN radio operators as to what their channel 16 monitoring assignments are. And on that particular day my 17 instructions were to have, starting from left to right in 18 that room, the back of the room being to my left, was to 19 have the traffic channel monitored by Console 1, 20 transportation channel on Console 2, inter-facility channel 21 on Console 3, and the overflow channal on Console 4.
22 Q Right.
23 But this is going, I think, to what I perceive to 24 be Judge Smith's issue on the contribution to the problem.
25 Is it fair to say that only one of those monitors
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1 would have been talking on the route guide channel? :
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l 2 A (Catapano) Normally that would be the case, yes.
I 3 0 okay.
4 And when you say "normally", how about during the 5 exercise, was that the case during the exercise?
6 A (Catapano) To the best of my recollection, yes.
7 8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 l
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REBUTTAL PANEL NO. 22 - CROSS 27323 f'~~~N . 1 Q Now, part of what those ERN monitors are there to
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' 2 do is to report technical difficulties; correct?
3 A (Catapano) I don't know what you mean by the word 4 " technical difficulty." j 5 Q I'm sorry. I thought that I heard you say in 6 response to your interchange with Judge McCollom that one of 7 the functions there is to report, I thought it was technical 8 difficulties, you may have used some other term?
9 A (Catapano) I just want to make sure we're using 10 the word in the same way in this particular new question.
11 And the answer to your question is, as I answered 12 Judge McCollom is that: yes, they are there to be my ears 13 when I cannot be physically present listening to the radio
/\ . 14 and make a judgment if there is something that's going wrong
\.'~') 15 on the channel.
16 0 Okay.
17 A (Catapano) From a technical standpoint.
18 Q Okay.
19 Now, is it fair to say that during the exercise 23 they may report to you that the route guides who are on 21 buses did not receive the KI instruction; is that a fair 22 statement?
23 A (Catapano) That's a fair statement; yes.
24 0 Would you -- strike that.
I 25 Now, over on page -- starting on page 13 of your l
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1 testimony you have a somewhat lengthy description of MAGI N
2 and what it can do.
3 During the exercise MAGI was used in its 4 monitoring mode, was it not?
5 A (Catapano) Yes.
6 Q It was not used in its transmitting mode because 7 Massachusetts local public safety people were not 8 participating in the exercise; correct?
9 A (Catapano) Yes.
10 Q But in its monitoring mode did it in any way alert
! 11 you to or help you in handling either the range issue noted 12 by FEMA on the ERN or the overload issue noted on the route 13 guide channel?
( 14 A (Catapano) No, it did not.
15 A (Callendrello) It certainly does have the 16 capability to do that. But as you correctly stated it was 17 used in the monitored mode only during the exercise.
18 Q Well, in fact, MAGI is not designed in any way to 19 transmit out on the ERN, is it?
20 A (Callendrello) No, that's quite correct.
21 But however if local police, for example, should 22 show up to a traffic control point we have the capability to 23 communicate with those organizations.
24 Q Right.
25 For instance, the primary range issues that yoa Beritage Reporting Corporation (202) 628-4888 i
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i REBUTTAL PANEL NO. 22 - CROSS 27325 l~ lincurred'--'that occurred during the exercise and primary 2 overload issues that occurred ~during the exercise were on 3 ,'the route guidefchannel, were they not?
'4 A (Callendrello) I'm sorry, I missed the question.
LS Q The. primary range issues that were noted.during 6 the exercise and primary route guide issues'-- overload 7 issues.were!noted on the route _ guide channels; correct?
8 A. (Callendrello) That's correct.
9 11 And even'if local police were dealing with traffic 10 issues, showing up, for instance, at traffic control points, 11 they would not be typically in any way-having any 12- . interaction with what would be going on, on the route guide 13 channel, would they?
p 14 A (Callendrello) It's not as likely. It's 15- possible, but it's not as likely, certainly.
16' Q Now starting over on page 14 you say that:
17 "Should unacceptably heavy communications traffic develop on 18 -the channel being utilized by route guides, the traffic 19 guides' plan that both the overflow channel and/or the back 20 of a facility channel could be utilized and now presumably 21 the new channel could also be utilized for conveying 22 necessary communications."
23 Starting at the bottom of page 14 going over to 24 the top of page 15; correct?
25 A (Callendrello) Got it.
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1 Q And I take it those channels could be used by 2 somebody, if it was the red team on, at a given time Mr 3 Catapano typically, making a decision up at the EOC to 4 redistribute traffic, and then putting out a notice either 5 verbally or breaking in with alert tone to direct certain 6 groups to go over to the different channels.
7 Is that typically how it would happen?
8 A (Catapano) Yes.
9 0 Okay.
10 Now, at no point during the exercise did you in 11 any way direct route guides to go over to a separate 12 channel, did you?
13 A (Catapano) No, I did not.
j 14 Q And am I correct in believing that for you to '
15 actually get on to put out that alert or voice instruction 16 you, in fact, have to break into the channel; correct?
17 A (Catapano) Yes, that's correct. j 18 Q Now, in the -- strike that.
19 When the hand-held radios are distributed, and 20 more importantly when the porta-mobiles are distributed, I 21 understand that they have the physical hardware capability 22 of, in fact, you can change channels on them; correct?
23 A (Catapano) Yes.
24 Q But typically they are, in fact, preset at the 25 channel where -- at the channel for the particular function Heritage Reporting Corporation (202) 628-4888 ;
.i REBUTTAL PANEL NO. 22'- CROSS 27327 I l
1 -that the field worker has. For instance, just for
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'- 2 clarification: a' route guide's porta-mobile is. preset for-3 'the route 1 guide channel; is it not?
4 .A (Catapano) I don't.know what you mean by the word 5 " preset," Ms. Greer? ]
- 6. How are you utilizing that word?
7 Q Okay.
8 Route guides are, in fact, initially instructed to a' 9 go on to the route guide channel; correct? ,
10 A (Catapano) Yes.
11 Q And what's more the portr-mobiles are -- let.me 12 'ask you: when a route guide comes in to the staging center 13- and gets their radio, do they have to, in fact, look up
[
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14 where on the.-- read the procedures, find out which channel 15 is the route guide channel or is it typically preset there 16' and they just have to check and make sure that, in fact, 17 they're on the right channel?
18 A (Catapano) Well, when they' re issued the radio 19 the radio --
20 Q At the staging area?
l 21 A (Catapano) -- is typically turned off. So they 22 do have to turn the radio on.
23 Q Right.
24 A (Catapano) And adjust the controls. And as part 25 of that -- we're using some incorrect terminology here. The
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l REBUTTAL PANEL NO. 22 - CROSS 27328 I 1 route guides utilize the transportation channel, so instead 2 of saying the route guide channel it would be better to say 3 transportation channel.
4 Q All right, fine.
5 JUDGE McCOLLOM: Why don't you tell her how that 6 is done, setting it on different channels?
7 THE WITNESS: (Catapano) There is a channel 8 selector switch on the front of the radio as well as a 9 visual display which tells them which channel that they're 10 on and they would simply select the appropriate channel.
11 BY MS. GREER:
12 Q And, in fact, aren't they typically already on 13 that channel?
14 A (Catapano) I'm sorry, could I ask you to repeat 15 the question.
16 0 Yes.
17 Aren't they typically already on that channel?
18 A (Catapano) I think you -- are you asking me when 19 we hand the radio out whether the person who has handed the 20 radio out sets it to the transportation channel; is that 21 what you're asking me?
22 Q Right.
23 A (Catapano) I don't know the answer to that 24 question.
25 JUDGE McCOLLOM: But you have a group of radios Beritage Reporting Corporation (202) 628-4888
5 REBUTTAL PANEL NO.- 22' CROSS 27329
"'i . 'l 'that's probably been used by several different groups that 1
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L 2 J use several different char.nels, don't you?
-3 THE-WITNESS: (Catapano) No, that's *eally not 4 true.
5_ JUDGE.McCOLLOM: So out of this group of radios
! 6 you're talking about now, th'ey're only the ones that have 7 been used previously by the transportation channel people?
8 THE WITNESS: (Catapano) Correct.
9 These.are radios that are dedicated to route guide 10 .uses. They could be used for other things, but they're 11 operationally put aside for that purpose. !
12 JUDGE McCOLLOM: So if'they were last used as a 13 transportation channel chances are they wouldLbe sitting on 14 that channel?
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15 THE WITNESS: (Catapano) The question you're 16 asking really speaks to the way in which the electronics 17 work upon power-up, and I'm really not sure how that --
18 that's a microprocessor-based radio and I don't know what 19 the instructions are to the microprocessor upon power-up.
20 BY MS. GREER:
21 Q In the -- you're familiar with the, I think it's 22 Module 20, are you not?
23 A (Catapano) Training Module 207 24 Q I think it's Module 20.
25 Training Module 20, isn't that radio
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1 communications?
l l 2 A (Catapano) Yes, it is.
3 Q Okay. {
4 In your estimation is a main or is a central 5 portion of that training module devoted to teaching route 6 guides how to do this transference?
7 A (Catapano) No.
8 Q Now, am I correct in understanding that you made 9 no technical changes to the ERN to -- when I say technical, 10 I mean hardware changes -- to the ERN to deal with FEMA's 11 issues concerning the range of the ERN other than the route 12 guide issue that we talked about before where'the route 13 guides now have, for the hearing impaired now, porta-mobiles
( 14 as opposed to hand-held?
15 A (Catapano) Well, that wasn't a change we made 16 because of the graded exercise. They were actually 17 inadvertently issued the wrong radios.
4 18 Q All right.
19 A (Catapano) Procedurally before the graded I
20 exercise it was always our intention to give them porta- J 21 mobiles.
22 Q Porta-mobiles, okay.
23 JUDGE McCOLLOM: And you've also fixed the antenna 24 and you've also -- those things you've discussed?
25 THE WITNESS: (Catapano) That was actually prior i
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I REBUTTAL PANEL NO. 22 CROSS 27331 l 7 k ~1 ta) the graded exercise.we-fixed'those things.
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- MS. GREER:
Q Okay.
4' But since the graded exercise have you made any ,
l 5- hardware changes in the-ERN to deal with FEMA's-issues on 6 range?
7 A (Catapano). No,_we have not.
8 A (Callendrello) There was'no' hardware fix needed.
-9 As we explained in our' testimony.the range issue 10 is onelof: when do the. route guides need to communicate with 11' the rest of the ORO. And that is not until they get close 12 to or within.the'EPZ.
13 Q. And I take it that your answer to that issue.is to-
((~' 14 -- foriimportant messages'that have to be received by all
( 15 route guides, .you're now going to repeat them every half-16 hour,.is it?
17 A (Callendrello) That's correct.
18 And I wouldn't say -- you've characterized it as 19 all-important messages. The one that was the specific issue 20 in FEMA's report was the direction to take potassium iodine.
21 Q- Right.
22 A (Callendrello) And that directive will be 23 repeated every half-hour.
24 Q Okay.
25 But theoretically there could also be other l^
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> l 1 important instructions that virtually all route guides or at 1
2 least a substantial number of route guides, more than merely 3 one bus might have to receive; correct?
4 A (Callendrello) I can't think of any.
5 Q Well, for instance, imagine that you've sent out 6 to Weagle Bus -- do you remember where Weagle Bus is 7 located, by the way?
8 A (Callendrello) No , not offhand.
9 We can't remember what town. We generally can 10 place it, but I don't recall what town it's in, 11 Q Would Shrewsbury prompt your memory?
12 A (Callendrello) Yes, that's right.
13 Q And a proximately how many miles from the EPZ is
$ 14 Shrewsbury?
15 A (Callendrello) 50 to 60 miles.
16 Q Now, let's say all buses from Weagle were directed 17 to go to evacuation of the schools in Amesbury and 18 Salisbury. But by the time the route guides go out and just 19 after they leave to come back from Weagle you learn that, in 20 fact, Salisbury and Amesbury have activated their own buses; 21 and therefore, the kids are gone, they no longer have to go 22 to those schools.
23 So Weagle has got a substantial number of buses 24 under contract to New Hampshire Yankee, does it not?
25 A (Caliendrello) I can't recall the exact number.
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1 JUDGE' SMITH: Well, you1 don't need that for the
'%>a 2 ' question,;do you?-
F- 3- BY MS.-GREER:
4 Q. _
But let's'say you wanted to redirect:those buses 1 5 rather than. going to a -- let's say to.do evacuation of 6 s chools in Newburyport,.you woul'd need to communicate,-
7' virtually, to several buses at once; would you not?.
8 A (Callendrello) That would not be in accordance
- - '9- with the procedures. The procedures would have the 10 individuals in the~ORO arranging'for sufficient buses to L 11 evacuate whatever the need was. ,
12 If Salisbury and Amesbury identified the fact that 13 they were,using their own' resources when we made the initial ;
,s
[ 14 calls then we would not provide those resources.and would'
'15 make the proper allocation early on. I 16 If we were unable to reach Salisbury and Amesbury 17 or Salisbury in this case and we had assigned buses we would 18 not reallocate them.
19 I think in the example you gave those would be l20 among some of the last buses to arrive so that we would have 21 already made other arrangements to evacuate the other 22 communities.
23 Q Well, it would, of course, depend upon which bus 24 companies you were able to mobilize sooner; would it not?
25 A (Callendrello) Again, we have sufficient buses Heritage Reporting Corporation ;
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REBUTTAL PANEL NO. 22 - CROSS 27334 1 under agreement to supply the entire need of the EPZ, so j 2 that we would go out and pursue an assigned resource l 3 sufficient to accommodate whatever need there was.
4 If at some later point it turns out there were 5 . sufficient buses, we would not necessarily redirect. At 6 least there is nothing in the procedures that would redirect 7 those buses.
8 Q So essentially you're saying -- let me just !
9 clarify one point. Am I correct in believing that you have 10 a priority assignment of buses? Buses are, first of all, 11 assigned to go to schools; are they not?
12 A (Callendrello) That's correct.
13 Q Ohy.
.: 14 A (Callendrello) There's two types of priorities:
15 one is distance from Seabrook; and the other is the type of 16 facility.
17 Q Bu'c let's say you had a -- some of your initial 18 assigned buses based upon the priority, in fact, you found 19 they didn't need -- you're saying that you wouldn't reassign 20 those buses anyway, you would let them go there and you 21 wouldn't put out a call to all of them anyway?
22 Is that what I'm hearing you say?
23 A (Callendrello) I'm saying that's not what the ,
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24 procedures state. J l
25 Q I've heard you say, that's what the procedure ?
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)j t < o REBUTTAL PANEL'NO. 22 CROSS. 27335 states, but I'm saying.that I've also heard you say.that you
{^* ?1 2 could, in ' fact,. if you di:in' c have.in nsed for buses in one
-3 ' situation you couM reassiTO thern to another situation'.
4 kad are you saying that that.would never happen 5 because the. procedures-don't' call'for it?
6 Ai (Callendrello) No, I don't ! think I said what you 7 just said I"said.
8 What-I said was: there's a predesignated need 9 analysis,~ default values on which-we would~ deploy buses if 10 we're. unable to gather information regarding an individual' 11 facility's needs.
-12 JUDGE SMITH: Now this line of questioning started
~
13 out,by being a. question on'the issue of range, but it.has-
- 14. sort;of digressed into a discussion --
15- MS. GREER: I' agree.
16 JUDGE SMITH: -- of procedures. And I don't know 17 if you can't get at your point somewhat in a cleaner way.
18 MS. GREER: Okay.
19 l
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REBUTTAL PANEL NO.'22 - CROSS 27336 1 BY MS. GREER:
2 Q Let's go back to the point that I think we have 3 branched out. !
4 Are you saying that you cannot conceive of any 5 other situation where you would need a transmission to a 6 number of different buses at once other than the ingestion 7 of KI?
8 A (Callendrello) By procedure, that is the general 9 transmission that's called for.
10 What I'm saying is that, in the hypothetical you 11 gave me, and that is, where buses are out of range we would 12 need to communicate with them, I can't conceive of any 13 situation where we would need to communicate with them when
(< 14 they are out of range.
15 They receive their assignments on a face-to-face i
16 basis at the bus yard.
17 Q Okay.
18 A (Callendrello) And would proceed to their 19 destination.
20 Q If you can't think of any other situation, fine. j 21 Then my next question is, am I correct in 22 understanding you to say that that procedure where the 23 instruction to ingest KI is the only instruction that you 24 would repeat every half hour under the new procedures that 1
25 you are implementing?
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- 1. A (Callendrello) . That's the only one I'm familiar.
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\- 2 with.
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'3 I'll check with the.other Panel' members, 4- A' (Renz) Just'because we-can't think of another 5 possibility, it doesn't mean one does not exist.
6' Q Okay.
7 A .(Renz) 'And if there.was some other. directive you 8 would want to tell everybody, that's how you would handle it 9 as well on the. transportation channel. '
)
10 Q But under the proposed procedures that you are 11 talking about' implementing, which obviously we haven't seen 12 yet, but under the procedures you are not planning to 13 implement a general new procedure saying, repeat all _
,L 14. important instructions that affect more than let's say one 15 . bus every half hour. !
16' You are just planning to say1--
17 JUDGE SMITH: See, here's where I think you are 18 causing some confusion.
19 I would think that you are talking about. reaching 20 more buses. You're talking about reaching any buses within 21 .a certain range, but you're not asking questions that way.
22 You are asking about the total number of buses 23- which can.be reached regardless of range.
24 BY MS. GREER:
25 Q Well, my understanding is that New Hampshire 1
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REBUTTAL PANEL NO. 22 - CROSS 27338 l 1 Yankee has not made any changes to correct for FEMA's range l
2 issue other than a proposed plan to have the instruction to 3 KI to be repeated every half hour.
4 A (Callendrello) That's not correct.
5 That change was made in Amendment 6.
6 JUDGE SMITH: Well, in any event, would you make 7 sure that your Panel understand the point you are getting 8 you which I thought was range.
9' MS. GREER: Okay.
10 JUDGE SMITH: And now it seems to have 11 deteriorated into something else.
12 BY MS. GREER:
13 Q All right, let me ask you.
, 14 Other than the procedure to have the instruction 15 to KI repeated every half hour, are you planning to, or have 16 you made -- let's do first of all -- have you made any 17 changes to take into account FEMA's concern about the range 18 of the ERN?
19 We've had Mr. Catapano say there has been no i 20 hardware change.
21 The next question is, has there been any other 1
22 change apart from hardware?
23 A (Callendrello) That was the specific issue that 24 was raised by FEMA; specifically, the ingestion of KI.
25 We've changed the procedure to resolve that l
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I comment.
l 2 Q And you didn't see --
l 3 A (Callendrello) If you look at page 207 of the 4 exercise report, they talk about specific range problems.
5 Specifically, they point out the fact that route guides did 6 not receive the KI ingestion. Some route guides did not 7 receive the KI ingestion message at all, It also talks 8 about some other emergency workers.
9 We have resolved that issue by the procedure I
10 change we have made. That was the range issue.
11 JUDGE SMITH: And that's repeating, repeating.
12 THE WITNESS: (Callendrello) Repeating the 13 direction to take potassium iodide every half hour.
,m 14 JUDGE SMITH: The idea there is if you are out of
(% )) 15 range at one time, you will be in range at another time.
16 THE WITNESS: (Callendrello) That's correct.
17 MS. GREER: Okay.
18 BY MS. GREER:
19 Q Now there are two points on the FEMA report. The 20 first point dealing with KI ingestion. The first starts 21 over at the bottom of 206, does it not?
22 A (Callendrello) That's correct.
23 O And there they say specifically that they did not 24 repeat the KI adminstration message.
25 Is tnat correct?
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REBUTTAL PANEL NO. 22 - CROSS 27340 1 A (Callendrello) That's correct.
2 Q Then there is a second bullet there starting at 3 the top of 207 which says that, "Several bus yards are some 4 distance from the staging are, and as a consequence, some 5- route guides are out of radio contact for up to two hours."
6 You don't in any way relate --
7 A (Callendrello) You need to keep reading.
i 8 Q Okay. j 9 "As a result, these route guides do not receive 10 the KI ingestion message at all. The same problems with the 11 range of radios and nonreceipt of the KI ingestion message 12 was observed for emergency workers and buses for day care 13 centers and for the transit-dependent."
,' 14 A (Callendrello) That's correct.
15 Q Are you saying that you don't in any way relate 16 that to the third paragraph, the last sentence of the third 17 paragraph under Issue 1, where it says -- the third 18 paragraph under Issue 1 down at 207 says, " Recommendation.
19 Review and revise Attachment 5 of IP-1.4 to include a roll 20 call process or other means to ensure appropriate 21 communications are complete, repair EMS radio. The range of 22 radio coverage should be enhanced. If appropriate, train 23 staff."
24 You don't think that that range issue in any way 25 relates back. You think that that's merely a procedural I neritage Reporting corporation h (202) 628-4888
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1 issue?
\' " 2 A' -(Callendrello) That's correct.
I 3- ,
It says,- "if appropriate" 4 We have taken alternate. action, procedural action, 5 administrative action to-overcome the problem.
6 Q LNow at.one-point, am I correct that you had 7 . contemplated implementing a roll call procedure to cure the 8 range problem?
9 A (Callendrello) That was suggested by FEMA in the 10 report.
11 I think Mr. Catapano can address our assessment of ~
12 that.
13 0 Okay.
q/ 14 Mr. .Catapano , am I correct that as late as March b
15 of 1989, in fact you were still contemplating the roll call
- 16. procedure to address the range issue?
17 A (Catapano) Well, it wasn't necessarily -- it 18 'wasn't directed to address.the range issue, but it was to 19 address the comment made in the FEMA exercise report.
20 Q Okay.
21 When did you decide against implementing the roll 22 call procedure?
23 A (Catapano) After the deposition, my second 24 deposition, I went back -- j 25 Q Which took place in March?
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REBUTTAL PANEL NO. 22 - CROSS 27342 1 A (Catapano) I believe that was March 16th.
2 I went back and discussed with the emergency 3 planning group and with other members of the licensing group 4 the methods by which we could effectuate a roll call 5 procedure for the route guides. And we decided that that 6 was not an appropriate way to achieve or to address the 7 concerns that FEMA had raised in their exercise reoort.
8 Q Okay.
9 JUDGE SMITH: Are you going on to the next item?
10 MS. GREER: Yes, I am.
11 JUDGE SMITH: All right, let's take the break.-
12 And then during this break you can review your notes and be 13 sure what you are reading to wind up and come to the end.
( 14 MS. GREER: Yes.
15 Well, there are only two more items.
16 JUDGE SMITH: Yes.
17 (Whereupon, a recess was taken.)
18 19 l 20 1
21 22 23 24 25 1 i Reporting Corporation i Heritage l (202) 628-4888 1
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REBUTTAL PANEL NO. 22 - CROSS 27343-h 1 -JUDGE SMITH: You may proceed.
J 2' MS. GREER: Okay.
-3 I misspoke,.I,was 30 seconds too soon when I.said 4 I was about to move on to the next one.
5 Just to get some-closure.
6 JUDGE' SMITH: You're still on range?
7 MS. GREER: Still on range.
- g. 8 BY MS. GREER:
9 Q Am I correct in believing that, in fact, there are-10 hardware things that one can do to enhance the range.of.the 11 ERN? ,
12 A (Catapano) If someone deemed that it was 13 necessary to do so. If there was a requirement to do so; 14 Ye3-15 Q But there technically are things out there that 16' you can do to enhance? That's my question, it's really 17 technical sense.
18 A (Catapano) There are some things we can do to 19 achieve a degree of increase in range; yes.
20 JUDGE SMITH: Without further FCC approval?
21 THE WITNESS: (Catapano) Yes.
22 BY MS. GREER:
23 Q Now --
24 A (Catapano) Your Honor, may I be permitted to 25 clarify that answer I just gave?
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REBUTTAL PANEL NO. 22 - CROSS 27344 1 JUDGE SMITH: Yes, certainly.
2 THE WITNESS: (Catapano) One particular item I :
3 had in mind that would result in an increase in portable 4 range, it wouldn't necessarily translate to an increase in 5 the range of the route guide radios.
6 And it also is an improvement that's made at the 7 expense of adding a hardware item into the system which 8 could result in a common mode failure.
9 So there's a tradeoff that would be associated 10 with that particular technical improvement, and it would be 11 something that I would want to do a very careful analysis of 12 before I would make a recommendation that it would be the 13 right thing to do.
, 14 BY MS. GREER:
15 Q You just said something that doesn't -- I thought 16 I had some understanding for a very layperson perspective of 17 technical things that you could do.
18 And my understanding that one of the technical 19 things you can do is add on space -- additional -- I think 20 the appropriate term is not " repeater" but essentially some 21 other transmitting link to gain additional range out towards 22 the far bus yards.
23 Can you not do something like that without, l l
24 in fact --
25 A (Catapano) Let me tell you the problem that I l
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1 have'with t.nat.
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The problem that.I have with that is: (a) if you 3 . extend the range, first of all you.have to make-a 4 determination'that the range is inadequate.. And I would 5 argue that it is adequate.
-6 Second of all, that the further you-extend the 7 range the more you increase the channel loading because'you 8 then have units that are in range and able to contribute 9 traffic in the system over an even wider area, in which case 10 it's not necessary to communicate with them over that wider 11- area.
12 Q But, in fact, under their procedures they wouldn't 13 be communicating t';:en anyway, would they?
14 A (Catapanc) Artd what I'm referring to is the fact L,
15 that you simply can't have any contribution to traffic if 16 someone on a system -- if someone is outside of a range of 17 the system period.
18 Q But you're not seriously suggesting that one of-19 the ways that you cure traffic loading problems is to limit 20 the range?
21 A (Catapano) No, I'm merely pointing out that if 22 you were to design a radio system that allowed route guides 23 to communicate from al: he bus yards over the entire area 24 you' re referring to that there would be additional 25 communications traffic that would be contributed from that.
[
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REBUTTAL PANEL NO. 22 - CROSS 27346 1 Q Would that be true if they, in fact, followed 2 their procedures?
3 A (Catapano) Simply by the fact that you have an 4 extended service area --
5 0 You have the potential --
6 A (Catapano) -- if you were to have a service area 7 that covered that wide an area there would be some potential 8 for additional radio traffic.
9 JUDGE SMITH: Outside the system?
10 THE WITNESS: (Catapano) Yes.
11 THE WITNESS: (Callendrello) But you're right, in 12 accordance with the procedures there shouldn't be any 13 additional traffic.
g 14 MS. GREER: Okay.
15 BY MS. GREER:
16 Q And if you added the repeaters --
17 A (Catapano) No, I wouldn't go about it the way 18 you're suggesting, Ms. Greer.
19 Q Okay.
20 But if you were to add the additional repeaters --
21 A (Catapano) I wouldn't go about it that way.
22 If you want to ask I'll be happy to tell you how 23 --
24 JUDGE SMITH: That's what she is doing.
25 However, I think you're going down a road that's Heritage Reporting Corporation (202) 628-4888
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REBUTTAL PANEL NO. 22 - CROSS 27347
/~'N . 1 not going to contribute much. You're going to enter into a
( ) 1 2 technological' discussion here?
3 MS. GREER: No. 1 1
l 4 I think I can get some closure on this.
5 Mr. Catapano is contemplating a change that, in l
{ '
6 fact, may enhance -- he said, may enhance range, but also 7 has a risk as far as being a potential threat to the entire 8 system.
9 JUDGE SMITH: He didn't say that.
10 JUDGE McCOLLOM: He didn't say that.
11 THE WITNESS: (Catapano) You asked me a 12 hypothetical question which was: were there ways in which 1
13 you could improve the range.
/ 14 BY MS. GREER:
\~/~~) /
15 Q Okay. ;
16 A (Catapano) And what I said was that there were 17 things that we could do to improve the portable range which 18 is essentially an issue of low powered radio talking back to 19 a nigher power repeater.
l l 20 In that case there's a technological solution that i
21 we could apply which would effectively improve the portable 22 talk-back coverage area. But when we introduce that type of 23 solution the technological means by which we introduce it 24 has a potential for creating another problem which is a 25 damage of this particular component causing a common mode
, f"'s
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REBUTTAL PANEL NO. 22 - CROSS 27348 1 failure.
2 Q When you say " portable" are you talking about 1
3 porta-mobiles or only the hand-helds? 4 4 A (Catapano) I'm talking about the hand-helds.
5 Q Okay.
6 A (Catapano) It would also improve the 7 predictability or the reliability of the porta-mobiles
- 8. within the coverage area. It's a way to bring up --
9 Q Within the ERN?
10 But this, in fact, would -- sorry, EPZ -- but this 11 would, in fact --
12 A (Catapano) No, this would be effective both 13 within and outside the EPZ. This is not an issue that's 14 limited to the EPZ. i
{
15 Q Okay.
16 Would your proposed technological -- strike that.
17 Would the potential hardware ch1nge in any way, that you're 18 talking about, allow porta-mobiles out in Avon where at 19 least one of the bus companies is located to, in fact, 20 receive transmissions?
21 A (Catapano) It's not an issue that would affect 22 talk-out from the repeater to the porta-mobile or the 23 portable.
24 It's an issue that would -- in the technological 25 imprc.vement -- that would affect the receive capability, if
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h REBUTTAL PANEL NO. 22 - CROSS 27349
"" $ 1 :you'will, of the repeater itself.
# 2 So in other words, it would improve the range for
-3 the field units to. talk back to the repeater site.
4 Q Okay.
5 But the primary hardware thing that you're talking 6 about really.goes to the portable which are.those radios
'7 used by traffic guides as' opposed to the porta-mobiles that 8 are the ones where FEMA'found the range issue; correct?
9 A .Catapano)
( They would have a more pronounced 10 effect on the hand-helds, but would also affect the porta-11' mobiles.
12 Q Looking over at page 21 of your testimony and 13 going over to page 22 you discuss communications with 14 ambulance drivers during the, " Generally provisions for
\
'15 communications-with ambulance drivers and then during the 16' exercise."
17 Now, during the exercise the EMS radio 18 malfunctioned; correct?
19 A (Catapano) Yes.
' 20 Q And was that due to the heat that built up in the 21 room in which the EMS radio was located?
22 A (Catapano) Well, I can't say for sure if it was 23 the heat that built up within the room or the fact that the l 24 radio chassis itself. Obviously, there's a relationship 25 there between the ambient temperature of the room and the Heritage Reporting Corporation (202) 628-4888 4
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1 REBUTTAL PANEL NO. 22 - CROSS 27350 1 ambient temperature of the radio chassis itself. It was a l I
2 thermal problem; yes.
3 Q Now, have you in any way -- I understand that you 4 fixed the EMS radio, but have you corrected the conditions 5 that would cause the room to heat up?
6 A (Catapano) I didn't make a correlation, you did, 7 or in attachment between the ambient temperature of the room 6 and the fact that the component of the radio failed.
9 Q Do you know who Leonard Goodnow is? !
10 A (Catapano) Yes, I do.
11 Q Who is he?
12 A (Catapano) He was a communications engineering 13 assistant that worked for me.
14 Q Okay.
{
15 And when you say " worked for me," you mean worked 16 for your company AllComm?
17 A (Catapano) Yes, he did.
1 18 Q Did he provide to you comments about the graded 19 exercise at the staging area?
20 A (Catapano) Yes, he did.
21 Q And wasn't one of those comments, in fact, if the 22 EMS radio receiver failed to operate when the room got hot?
23 A (Catapano) He made a correlation in his mind.
24 In my opinion, the ambient temperature of that l
)
25 room was not hot enough to cause the component of that l
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REBUTTAL PANEL NO. 22 - CROSS 27351 rN 1 particular radio to fail if it had not been manufactured or
-- 2 wasn't broken.
3 Because before that ambient temperature in the 4 room got hot enough to cause the radio to malfunction the 5 human beings in that room would have ceased to function long
- 6. before the radio.
7 Q But he's a radio engineer, is he not?
8 A (Catapano) No , he is not.
9 0 He was an engineer working for A11Comm; correct?
10 A (Catapano) He's a communications technician 11 working as an engineering assistant for me.
12 Q Okay.
13 And it was his belief, anyway, that there was a
'N g 14 correlation; correct?
'~
15 A (Catapano) I think he was inarticulate in the way 16 in which he worded the memo, 17 Q So you believe --
18 JUDGE McCOLLOM: Let me ask a question or two 19 here, please.
20 MS. GREER: Sure. :
21 JUDGE McCOLLOM: How hot did that room get? q 22 THE WITNESS: (Catapano) I have never seen that 23 room above 90 degrees Fahrenheit.
24 JUDGE McCOLLOM; In your opinion, the failure of l 25 the component was due to a component malfunction independent
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REBUTTAL PANEL NO. 22 - CROSS 27352 1 of heat?
2 THE WITNESS: (Catapano) The particular component j l
j 3 that was defective has a range within which it is normally 4 expected to vary with temperature.
5 And what I'm saying is that, this particular 6 component went outside that range, when the radio was used 7 and heat was generated from its own chassis as well as any 8 external heat that the chassis picked up from the ambient 9 temperature.
10 JUDGE McCOLLOM: Is this a solid state device?
11 THE WITNESS: (Catapano) No, the device that 12 failed was, I believe, a crystal filter in the receiver 13 section of the radio.
, 14 JUDGE McCOLLOM: How did you fix it?
15 THE WITNESS: (Catapano) We replaced it with a 16 new part which is not temperature sensitive except within 17 the range that it normally is supposed to be.
18 JUDGE McCOLLOM: Is this the only unit of that 1
19 type that you have?
20 THE WITNESS: (Catapano) That particular radio 21 was a General Electric Phoenix, was the particular model.
22 And the only other place that I can think of that we l 23 utilized one of those is on the MAGI -- two of the MAGI 24 radios at the EOC. There may be others, but those are the 25 only two that come to mind.
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l REBUTTAL PANEL NO. 22 - CROSS 27353 li- f 1 JUDGE McCOLLOM: If the radio chassis itself heats '
\,,
2 up then'isn't.there a possibility that the room temperature 3 at 90 degrees may have been reason why that component 4 failed?-
5 THE WITNESS: (Catapano)- .
I guess I was basing it 6 on actual experience with that particular radio. Extensive 7 experience, seeing it installed in front of heaters and 8 police cruisers where in-the wintertime the direct output of E 9 a heater would be blowing right directly on the radio and it 10 would exceed the temperature in that room by many times.
11 And that particular radio'has a rating -- a 12 particular temperature rating, and I believe it's above 122 13 degree Fahrenheit in terms of ambient temperature within 14 which it can be operated. I can check that.
15 JUDGE McCOLLOM: Well, that's what I would expect 16 a device like that to have. And that's the reason I was 17 surprised that you didn't agree that the component itself 18 might have been faulty to start with.
19 THE WITNESS: (Catapano) Oh, I'm sorry, Your 20 Honor, if I left you with that impression.
21 JUDGE McCOLLOM: I may not have stated it right.
22 THE WITNESS: (Catapano) I did feel that the 23 reason that this problem occurred is simply because of the 24 fact that the component was either manufactured incorrectly 25 to begin with or it just failed, you know, randomly.
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REBUTTAL PANEL NO. 22 - CROSS 27354 i 1 JUDGE McCOLLOM: Okay.
2 BY MS. GREER:
i 3 Q Now, I take it that, in fact, you had operated 4 that radio before during drills; correct?
5 A (Catapano) Yes, I believe we have.
6 Q And during thc drills -- strike that.
7 When did it fail? What point in the day did it 8 fail in the exercise?
9 A (Catapano) I don't recall.
10 0 Well, was it --
11 JUDGE McCOLLOM: Are you still on this component?
12 MS. GREER: Yes.
13 JUDGE McCOLLOM: I think the record is as complete 14 as we need on that.
{
15 JUDGE SMITH: You're not going to add anything to 16 it.
17 MS. GREER: Okay. A l
18 JUDGE SMITH: I note that you have no technical 19 advisor with you.
20 MS. GREER: No. But, in fact, we have consulted l
21 with technical advisors prior to -- about this issue. l i
22 JUDGE SMITH: Our ruling stands. l 23 You're still on the subject of ambient heat?
24 MS. GREER: No.
25 JUDGE SMITH: All right, then that's another
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REBUTTAL PANEL-NO. 22 - CROSS 27355 1 matter. I' m sorry.
/N( -
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2 JUDGE McCOLLOM: If you're on the EMS.
3 JUDGE SMITH: You were on the failure of a 4 component --
5 MS. GREER: Yes. I'm sorry, that question was 6 and, in fact, based upon your ruling. I'm now moving on.
7 JUDGE SMITH: No , but the question that we ruled j 8 on, did that relate to ambient heat?
9 MS. GREER: Yes.
10 JUDGE SMITH: All right, then it was our ruling.
11 12 13
[}
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REBUTTAL PANEL NO. 22 - CROSS 27356 1 BY MS. GREER:
l 2 Q When the exercise was over, I believe I understand 3 you to say that you made some changes to the training !
4 program.
5 Is that correct?
6 A (Catapano) No, I didn't say that. ,
7 Q Have you made any changes to the training program 8 since the exercise?
9 A (Catapano) Since the graded exercise?
10 Q Yes.
11 A (Catapano) I believe I reviewed it in October of 12 1988, and I can't recall specifically what changes, if any, 13 I made. I don't really recall.
- 14 A (Callendrello) Ms. Greer, just make sure it's 15 clear.
16 We're talking about Module 20, the communications {
l 17 the training? i l
18 Q Right, Module 20, 19 Well, is it fair to say that prior to the exercise ,
20 field workers who had to use the ERN were trained in radio j i
21 protocol, correcti l 1
22 A (Catapano) The question is prior to the graded 23 exercise? !
l 24 Q Right.
25 A (Catapano) Field workers were trained on -- that Heritage Reporting Corporation (202) 628-4888
o Ejr REBUTTAL PANEL NO. 22 - CROSS' 27357
..j/~'\- 1 had to utilize the ERN were trained-on radio protocol?-
)
2l Q .Right.
3, A (Catapano) Yes, that's true.
4 Q Have you madeLany substantial revisions to Module 5 20' dealing with radio protocol since the exercise?
6 A -(Catapano) I believeJwe may have made some 7 changes when I reviewed it in October. .I.really don't-8 recall.
9 And.since that time, in January of this year, 10 there was another revision to Mod 20.
11 Q Have there been significant revisions, though, in 12 the portion of Module 20 dealing with radio protocol?
13 :A (Catapano) I haven't-had an opportunity to review q
, 14 extensively the Mod 20 changes that were made in January.
15 I've looked at them briefly, and it appeared to me that the 16 key points were all still there.
17- 0 And had you reviewed Module.20 prior to the 18 exercise?
19 A (Catapano) Yes.
20 Q And had you reviewed the provisions for radio i 21 protocol in Module.20 prior to the exercise?
'22 A (Catapano) Well, there were other materials that 23 we reviewed as well. And I'm just trying to sort out the 24 evolutionary compilation of those materials, because we l l
25 prepared specialized training materials which eventually
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( Heritage Reporting Corporation (202) 628-4888
27358 1 made their way into Mod 20.
2 And I was referring specifically to the time 3 leading up to the graded exercise, because those materials 4 were utilized to train field workers.
5 Q Are you talking about recommendations specifically 6 dealing with radio protocol, though, or other changes as 7 well?
8 A (Catapano) I don't know why we're talking about 9 recommendations at this point.
10 I was describing the training program in general 11 and materials in general.
12 O Okay.
13 Limiting yourself just to the issue of radio
,. 14 protocol in Module 20, I'm trying to find out whether there 15 have been any significant changes made in that area in 16 Module 20 since the FEMA-graded exercise.
17 Do you know of any?
18 A (Catapano) Not offhand, no.
19 MS. GREER: No further questions.
20 EXAMINATION BY JUDGE McCOLLOM 21 JUDGE McCOLLOM: Mr. Catapano, I have three 22 questions that I would like for you to comment on.
23 First, I remember you saying, when you talked 24 about the water in the antenna because it was drilled in the 25 wrong place, you said it reduced its sensitivity. I would Heritage Reporting Corporation (202) 628-4888 l
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27359 f'~ 1; 'like to make the record'show what-that really is.
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'\- 2 Can'you' describe that?
3 THE WITNESS: (Catapano) . Okay. '
4 The particular antenna system that we utilize 5 consists of two' antenna. They are 12 db gain antennas that 6 have special radiation characteristics. One antenna is 7 Lmounted upside down directly underneath the other antenna.
8 one is used for transmitting.and one is used for receiving.
9 Now, what we had the manufacturer do was the 10 antenna that's mounted upside down is actually inverted.in l 11 'its housing. So although the housing is upside down, the 12' antenna electrically is right side up.
13 JUDGE McCOLLOM: Okay.
[ % 14 Now just concentrate on the word " sensitivity" Q 15 THE WITNESS: (Catapano.) Okay.
16 The problem was the drain. hole on the bottom of 17 the antenna allowed water to enter it. And since that was 18 the receive antenna, what happened was the antenna actually.
19 was freezing up and thawing out in conjunction with the 20 outside temperature and the sun acting upon it. And it was 21 substantially affecting the performance of the receivers on l
22 the repeater. <
23 JUDGE McCOLLOM: I wanted to make sure that we got 24 the transmitter and the receiver in perspective there. I 25 Now, you also referred to four channels, and yet I
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27360 1 they are talked about as paired channels.
2 Would you tell us how many frequencies that is?
3 THE WITNESS: (Catapano) It's actually eight I
4 frequencies.
5 JUDGF McCOLLOM: Okay.
6 So there is actually two frequencies on each 7 channel. One going one way and one coming back.
8 THE WITNESS: (Cat apan'o) When we're operating )
9 through the repeater, that's true.
10 And when we are operating in a talk-around mode, 11 we're operating the repeater output frequency in a simplex 12 fashion. So the unit is both transmitting and receiving on 13 the same frequency.
}; 14 JUDGE McCOLLOM: Okay. That's all I have.
15 JUDGE SMITH: Do you have questions?
16 MR. BACHMANN: The Staff has no questions of this 17 Panel.
18 JUDGE SMITH: Redirect.
19 MR, SMITH: No redirect, Your Honor.
20 JUDGE SMITH: You are excused.
21 (The witnesses were thereupon excused.)
22 JUDGE SMITH: The Board, Ms. Greer, thought it's 23 noteworthy, or should be noted that you had a well thought 24 out cross-examination plan. You followed it in a well l
25 organized way, and you achieved, in general, what the Board 1
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f 27361-1 was hoping.what could.be done this week.
'2 MS.1GREER: Thank you. Which1 reminds me, at this 3 point I will submit the cross-6xamination plan to the 4 reporter.
5 (Document proffered to the reporter.)
6 MR. TROUT: Your Honor, before Applicants next 7 Panel comes on, the Applicants would like to distribute a 8 document, or actually a pair of documents and we will be-9 moving them into evidence.
10 (Documents proffered to all parties.)
11 ER. TROUT: Your Honor, Applicants have just 12 distributed two documents which are Applicants' revised 13 request-for admissions from Mass AG dated December 12, 1988.
/ 14 And then Mass AG's response to that revised request for
\
15 admission dated December 16, 1988.
16' . Applicants would ask that those be marked for 17 identification as Applicants' Exhibits 92 (a) and 92 (b) .
18 (The documents referred to 19 were marked for identification 12 0 as Applicants' Exhibit Nos.
21 92 (a) and 92 (b) . )
22 MR. TROUT: And then Applicants would move at this 23 time that they be admitted into evidence.
24 JUDGE SMITH: Do you object? ;
25 MR. TRAFICONTE: Well, I'm not sure I object.
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1 27362 1 These are late, are they not?
2 I mean this is in the form of a part of the 3 Applicants' direct case that we're receiving at this point? l 4 We certainly felt we were obligated at the point 5 at which we made our filings both in February and again in l 1
6 April to attach portions of answers to interrogatories and 7 such at that point. ,
8 I'm just not sure why it is these are coming in 9 ncw.
10 MR. TROUT: Well, the reason that they are being i
11 offered now is that in Mass AG's trial brief it was 12 indicated that Mass AG might be coming in later with 13 evidence on the contention in question, which is JI g 14 Contention 53, going to the Haverhill staging crea.
15 We are now in the last week of hearings. No such 16 evidence has been forthcoming from Mass AG. Therefore, the 17 only factual material that Applicants are aware of that 18 would be relevant to the contentions are these two 19 documents. And that's why we are offering them at this 20 time.
21 If there had been further developments, it would 22 have been possible or even likely that these documents would l
23 have been irrelevant. So we state our hand basically and 24 relies on Mass AG's trial brief. l 25 MR. TRAFICONTE: We have no ob jection.
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27363 i
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/N. 1 JUDGE SMITH: Applicants' -- 3
\-- 2 MR. TRAFICONTE: I'm sorry. I apologize for I
3 interrupting you. {
i 4 Based on what Mr. Trout just said, I assume that 5 there is a portion of the December'16 document that is I
6 relevant and a portion that is not.
7 MR. TROUT: Well, the portion that is not has 8 already been admitted into evidence previously.
9 MR. TRAFICONTE: I see.
10 MR. TROUT: You're talking about the response to l 11 request No. 17 12 MR. TRAFICONTE: Right.
13 MR. TROUT: That was offered as part of
[ 14 Applicants' Direct Testimony No. 21 and that's already been 15 admitted.
16 MR. TRAFICONTE: So it's the request No. 7 and the 17 answer.
18 MR. TROUT: That's right. I thought I would 19 include the entire document for context and all those good 20 things.
21 MR. TRAFICONTE: I see. Okay.
22 We have no objection.
23 JUDGE SMITH: Applicants' Exhibit 92 (a) and 92 (b) 24 are received.
25 w !
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27364 1 (The documents referred to, 1
2 having been previously marked 3 for identification as 4 Applicants' Exhibit Nos, 5 92 (a) and 92 (b) were received 6 in evidence.)
7 8 I 9
10 11 12 i
13
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16 I
17 18 19 20 21 22 23 24 25
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I 27365 .j 1- MR. LEWALD: The next matter that we intend to
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2 .present-is~ Applicants' Rebuttal. Testimony No. 20 on ORO j 3 prerequisites and training.
4 And the panel. members that.will-submit this ll
'I 5 testimony are: Anthony Callendrello;-Joseph Ellis; Catherine f a
'6- M. Frank; and Thomas F. Grew.
7 Mr ~. Ellis and Mr. Grew are'new to this-proceeding -j i
L8 in so far as witnesses are concernedLand haven't yet been: l
- 9' sworn.
10- JUDGE SMITH: Would you identify yourself?
11 MR. GREW: HMy name'is Thomas F. Grew.
12 MR.'ELLIS: S. Joseph Ellis.
13- Whereupon, 14 THOMAS F. GREW
[\
'15 S. JOSEPH ELLIS 16 having been first duly sworn, were called as witnesses 17- -herein,' -and were examined and testified as follows:
'18 Whereupon, 19 ANTHONY M. CALLENDRELLO 20 CATHERINE M.. FRANK 21 having been previously duly sworn, were recalled as 22 witnesses herein, and were examined and testified as
, 23 follows:
1 24 JUDGE SMITH: We left our professional 25 qualifications in the back-room, would it be easier to get ;
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I REBUTTAL PANEL NO. 20 - DIRECT 27366 i j
1 them or do you have extra?
2 MR. LEWALD: These were distributed --
3 JUDGE SMITH: I'll share. ,
i 4 I know they were distributed.
5 MR. LEWALD: We have other copies if it would be 6 helpful to the Board.
7 DIRECT EXAMINATION !
8 BY MR. LEWALD:
9 Q Mr. Ellis,. I have placed before you a two page 10 document bearing your name, S. Joseph Ellis. And I ask you 11 if you can recognize this as your curriculum vitae which 12 contains your training, experience, and education?
13 A (Ellis) That's correct, it is.
14 Q And is the information there true to the best of 4
15 your information and belief?
16 A (Ellis) It is.
17 Q Mr. Grew, I have placed before you a similar 18 document the title of which is, Thomas F. Grew. And I ask 19 you whether or not -- three pages -- and I ask you whether 1 20 or not that document contains a listing of your professional i
21 experience, training, and education?
22 A (Grew) It does.
23 Q And is the matters contained there true to the l
24 best of your knowledge and belief?
25 A (Grew) Yes, they are.
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$' L g REBUTTAL PANEL NO. 20;- DIRECT 27367 1
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-1 ' MR '. LEWALD: Your Honor, I would nowLlike to move. l-
[A ]
, L N,)i 2 into evidence the curricula vitae of S. Joseph Ellis and.
c!-
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3- -Thomas F. Grew and ask that they be bound into'the- -
1, t c4> ' transcript as if-read.
5 JUDGE SMITH: Do you object?
6- MR. TRAFICONTE: Do not.
- 7 JUDGE SMITH: All'right.
8 The curricula are received.
'9 (The curricula vitae of-101 Thomas F. Grew and S.' Joseph.
11 Ellis follows:)
.12' 13
-f 14
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"15-16' 17
.. 18 19 20 21 22 23 24
.25
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Thcmas F. Grew i1 66 Amesbury Road I Newton, Ngy Nangehire 03858 (603) 382-1642 k
PROFESSIC3EL wui M 3' Apprtocimately seven years of nuclear utility experience in trainirg, opera-tions, and sucg-icy planntry. Experience includes all aspects of developne: T delivery, and supervision of t%. .
Experience ~ as SRO licansed centrol roca operator.
Ten years school andofpost-secondary experience as level.
a mathematics and science teacher at the high June 1982 Public Service of New Fa== hire, New Ha== hire Yankee 1
to Present - Division, Seabrook Station, Seabrook NH.
_.u.2 %414_ tigg g
}.,i NC. h 1988 Fialty Trainirq Manager, sq2ervises to Present all mW_= of delivery of trainirs for the Emergency Preparedness, hi*Jcy, and' Health Physics programs.
Sept 1988 to Senior Sin 11ator Instructor, develop November trainity for Licensed Operator M=1if4catic n, and Instructor Development Ew.m.
Jan 1988 to Senior Sinulatcc Instructor, supervised Aug 1988 E-Plan trainiry for 600 site responders.
Aug 1987 to Developed trainirq program for Offsite Dec 1987 Response Organization.
Jan 1987 to On loan to the Cp .i.icns Department, SFO Aug 1987 licensed control rocal cp .W durirq Macle 3, 4, and 5 %=i.icns, hot functica1al testing, and zero power testirg.
I
\
! FiordlCrRL r arausrCE (Cont.)
Jun 1982 to Jan 1987 Sirulator Instructor at the Seabrook Train.;
Center. Directed a team of instructors Ltc ;
developed, revised, and presented the treal ,
and simlater portions of the Licensed Operator Training Frwimu. Other assignmer ,
in the area operator of licensed trainire and non-licensed include:
1
- developed training pu w h:res;
- developed nulti-marHm materials, lesson l Plans, piwsom descriptions; i
- ocnducted operators; a job analysis for whul roce !
- evaluated training effectiveness; {
- presented instruction in various settings '
classroan, on-the-job, laboratory, and simlator:
- acquired and maintained SRO license.
1971 to 1981 R1ysics And R1ysical Science Teacher, Manchester
- 4. School, Manchester NH.
1979 to 1981 Assistant PIcfessor, napa ad. Of Math And Science (Techn Mathematics Cbilege, NashuaAnd NH.Riysics), New Wim Vocaticnal-W::hnica' I IBOFESSICIEL NTTrust Northeast Training A==u 4ation
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Active Senior I'rA operator License # SOP 10293 at Seabrook Station.
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U axxana Master of Science (Riysis) June 1979, Northeastern University , Boston FA.
University), Iowell m,1971 Bachelor of Science (Physics) Iowal W Mntion M-= a for the State of New Ha%4 4 , Universit)
New Hangshire, Durham NH,1974. '
Marrimack College, North Andover M , 1971. Secondary '
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Available upon request.
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S. JOSEPH ELLIS OBJECTIVE i A management position providing opportunity for professional growth and a challenge that will utilize twenty-eight years experience in personnel management and in planning, ,
directing, and controlling programs / operations. {
l' EMPLOYMENT EXPERIENCE Jan. 1988 - Present Manaaer, Response and Implementation, Emergency Planning and Community Relations, Seabrook Nuclear Power 1 Station. Managed the implementation of emergency planning efforts in response to FEMA /NRC requirements. Responsible for organization, training and exercise of the NHY ORO volunteer organization.
Provided coordination interface with federal and state authorities.
1984 - 1988 Security Department Supervisor, Seabrook Nuclear Power Station, Seabrook, New Hampshire. Responsible for the administration / control of an annual i budget of 5 million dollars, direction of a staff of five and the management of a program which includes a 170 person contract security force, a 900 acre work site, and a licensed nuclear power plant.
Also responsible for the operation of the Personnel Processing Center; the Company I Security Screening Program, security of the Corporate Office, administration of j the Substance Abuse Screening Program, l and security of other company assets. j 1
1981 - 1984 Security Supervisor, Seabrook Nuclear !
Power Station, Seabrook, New Hampshire. l Prepared the Physical Security Plan, l Safeguards Contingency Plan, Guard l Training Plan and the Fuel Protection l Coordinated plan changes and Plan.
obtained plan approvals from the NRC.
Authorized security procedures for plan implementation. Developed emergency plan implementing procedures. Directed the contract security force.
1979 - 1981 Security Administrator, Yankee Atomic Power Station, Rowe, Massachusetts.
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Managed the plant security program and i
conducted internal audits of the security 1
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[i program. Directly involved in the
-( )-
acquisition of equipment, implementation of procedures required for compliance !
with Nuclear Regulatory Commission I regulations, and liaison with local, state and federal law enforcement agencies. Developed and-implemented a ;
training program for security personnel.
to meet NRC requirements. . Managed and directed security response to five j separate demonstrations at the plant site i by persons opposed to nuclear power i generation. Administered employee I background investigation program. 1 1978 - 1979 Security _Sunervisor, Green Mountain Security Service, Putney, Vermont. )
Operations Officer in charge of a three shift system involving 39 officer force providing protection for a nuclear power station. Responsible for supervision, training and management of force and the' development of security procedures and {
plans. J 1957 - 1978 Security Police Superintendent, U.S. Air Force. Held various management positions
( in security, training, investigations and law enforcement areas. Supervised units varying in size from 60 to 240 personnel; developed security policies, plans and procedures; implemented security programs; coordinated base security with local, state and federal authorities.
EDUCATION 1979 - University of Chaminade, Honolulu, Hawaii B.S. in Political Science, Graduated with Cum Laude distinction.
ORGANIZATIONS American Society for Industrial Security PERSONAL Married; 3 children; Retired U.S. Air Force; Homeowner.
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REBUTTAL PANEL NO. 20 - DIRECT 27368 {
1 BY MR. LEWALD:
2 Q Gentlemen and Cathy Frank, I have -- I apologize ,
i I
3 for doing it in the wrong order and for other reasons.
4 I have placed before you a document under the date 5 of April 18th entitled, Applicants' Rebuttal Testimony No. 1 6 20, a document and 30 pages with Attachments A through M.
7 And I ask if each of you recognize that document 8 and can identify it?
9 And, Mr. Callendrello, can I begin with you?
10 A (Callendrello) Yes.
11 It's a document that incorporates my testimony 12 regarding the subject of ORO prerequisites and training.
13 Q Mr. Ellis?
14 A (Ellis) I do recognize it; it incorporates my
{
15 comments, also.
16 Q Mr. Grew?
17 A (Grew) I do recognize it; it reflects my 18 testimony.
19 Q And, Ms. Frank?
20 A (Frank) I also recognize it; it reflects my 21 testimony.
22 Q Is the information there contained true to the 23 best of your knowledge and belief?
24 A (Callendrello) It is.
25 A (Grew) It is.
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REBUTTAL' PANEL NO. 20 DIRECT 27369
.1 'A. (Ellis)- Yes, it is.
/}
Tj 2 A '(Frank) It:is.
3 MR.-LEWALD: Your Honor, I misspoke,. I. identified
, 4 the document under.the date of April 18th,.1989. And we 5 have subsequently made one. errata change on it by striking a 6 reference --
7- JUDGE SMITH: So the testimony you're sponsoring'-
8 -
MR. LEWALD: -- on page 15.
9' JUDGE SMITH: The testimony you're sponsoring is.
.10 the date of June 26th, 1989.
11 THE WITNESS: (Callendrello) That's correct.
12 :That's the date on the cover-sheet.
13 MR. LEWALD: And I would ask that the document be
/ 14 received in evidence and that it be bound in the. transcript 15 as read.
16 JUDGE SMITH: Do you object?
17 MR. TRAFICONTE: I have no objection but for three 18 or perhaps four attachments, but I'm going to need to lay 19 some foundation in questions before I would move to strike
-20 certain attachments. I'm reserving that right. I don't 21 have any objections otherwise.
22 JUDGE SMITH: Well, do you want to approach this; 23 you going to ask that some attachments be --
24 MR. TRAFICONTE: Yes.
25 JUDGE SMITH: Since today is the date that it will Heritage Reporting Corporation (202) 628-4888
l REBUTTAL PANEL NO. 20 - VOIR DIRE 27370 1
1 be bound in --
2 MR. TRAFICONTE: Yes. I was going to do that t 3 first thing.
i 4 JUDGE SMITH: All right. !
5 So let's not receive it; let's regard it as voir 6 dire on these attachments.
7 MR. TRAFICONTE: That's right.
8 JUDGE SMITH: All right.
9 VOIR DIRE EXAMINATION 10 BY MR. TRAFICONTE:
11 Q Let me introduce myself to three of the panel 12 members; my name is John Traficonte and I'm an Assistant 13 Attorney General. We're representing the Commonwealth in
- 14 the proceeding.
15 Mr. Callendrello, let me start with you.
16 Would you characterize the division of labor among 17 the four of you for this testimony No. 20? Who did what?
18 MR. LEWALD: Your Honor, I'm not sure whether 19 there's a ruling at least preceding the evidence of the 20 testimony in evidence.
21 JUDGE SMITH: No , we haven't because --
22 MR. LEWALD: I realize there's some question with 23 the attachments.
24 JUDGE SMITH: All right, that's correct.
25 I would like to see the surviving attachments and Heritage Reporting Corporation (202) 628-4888
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REBUTTAL PANEL NO. 20 - VOIR DIRE 27371'
- s 1 the testimony be received into evidence at the same place.
2 But-constructively speaking, the testimony has 3 been received. Now we will Leview this when he makes~his 4 motion with respect to the attachments.
5 MR. LEWALD: And that could be a motion in a_
6 nature of a motion to strike.
7 ' JUDGE SMITH: Well, motion to strike doesn't' 8 really work too well. We just won't receive it when you're 9 -binding testimony into evidence. Particularly if the motion 10 isn't made until the next day.
11 MR. TRAFICONTE: No, the motion is going to.be 12 made;today.
13 JUDGE SMITH: Okay.
14 MR. TRAFICONTE: It certainly is, I hope.
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15 BY MR. TRAFICONTE:
16 O Mr. Callendrello, can you just very briefly 17 describe each of the four of the panels -- each of the four 18 of your inputs to this testimony?
19 A (Callendrello) I don't know if I can discriminate 20- pieces of input. I can talk generally about what the 21 expertice and experience is of the panel members.
22 Q All right.
23 If you would do that briefly that might set me 24 right.
25 A (Callendrello) My own experience is as an 1
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REBUTTAL PANEL NO. 20 - VOIR DIRE 27372 1 emergency planner and I have general knowledge of the 2 offsite plans relating to Seabrook Station, New Hampshire, 3 and Massachusetts, and specifically the SPMC and it's t
4 procedures.
5 Mr. Ellis is involved in the group or he heads the 6 group that assigns personnel to the offsite response 7 organization. And his expertise is in the area of 8 prerequisites and selection of individuals.
9 Q For the offsite organization?
10 A (Callendrello) For the offsite response l 11 organization.
12 Mr. Grew is our -- I hope I get the title correct 13 -- manager of training for emergency planning activities i 14 which includes the offsite response organization. So he is 15 directly responsible for the training program. for the 16 offsite response organization.
17 Ms. Frank is a member of my staff who is 18 knowledgeable in the plan and procedures. Assisted in the 19 development of plan and procedures. And was involved in the 20 preparation of the testimony, at least the drafting of 21 testimony.
22 Q Mr. Callendrello, did you say that Ms. Frank was a 23 member of your staff?
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24 A (Callendrello) She presently is a member of my l
25 staff.
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REBUTTAL PANEL NO. 20 - VOIR DIRE 27373
['~'N 1 Q All right.
X ]
~' 2 And knowledgeable about plans and procedures that 3 are offsite plans and procedures?
4 A (Callendrello) For the offsite response 5 organization in general, and specifically she's 6 knowledgeable with the subjects contained in the testimony.
7 Q I'm going to focus these questions then to Mr.
8 Grew, if I follow that answer.
9 Mr. Grew, you are in charge of a training program 10 that provides training to both onsite and offsite response 11 organizations; is that correct?
12 A (Grew) It is not really a single program; it's 13 more two separate programs. One that addresses the onsite
,m e \ 14 and another program that addresses the ORO.
\s-15 0 All right.
16 Well, bureaucratically, are both of the training 17 programs under your domain?
18 A (Grew) That is correct.
19 Q Now I would like you all, but particularly Mr.
20 Grew to turn to page 6 of your testimony.
21 JUDGE SMITH: Mr. Grew, do you still hold a senior 22 reactor operator's license with the NRC?
23 THE WITNESS: (Grew) My license is now inactive.
24 It has been duly noted to the Commission.
25 (x \
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REBUTTAL PANEL NO. 20 - VOIR DIRE 27374 ,
1 1 BY MR. TRAFICONTE:
2 Q Mr. Grew, are you on page 67 )
3 A (Grew) Yes, I am. 3 j
4 Q All right.
5 You will see at the very top of that page that 4
6 your testimony makes a reference to an INPO document, 7 87-019, a portion of which is attached here as Attachment B.
8 Now the top sentence, top line there states:
9 "That while INFO 87-019 is directed to onsite emergency 10 response programs it's principles have been adapted where 11 applicable to development of an offsite training program."
12 Are the words "where applicable" intended to be 13 words of limitation?
14 A (Grew) Since it is an onsite document where we
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15 could it has been adapted to make it applicable to offsite.
16 Q All right.
17 And then later on in that page, in the very middle 18 I think of the page you have or the panel has stated: "That 19 the ORO training program was developed according to 20 established procedures which are provided as Attachments C 21 through G hereto."
22 Do you see that?
23 A (Grew) Yes, I do.
24 Q Now I want to take up the subject of these l
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25 Attachments C through G.
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REBUTTAL-PANEL NO. 20' .VOIR' DIRE 27375 L
./N .1' If you turn first~to Attachment C.
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2 Let me make a statement and see if I can get your 3- agreement, Mr. Grew.
.4~ This is a procedure that reflects the advice,:if 5 .you wi31, of INPO 87-019 as to how to.go-about the initial 6- analysis work in designing a training program in general; 7 ' correct?
8 A (Grew) I don't believe that 87-019. addresses this 9 specific process. I'm not sure though without referencing 10 87-019.
11 0 All right.
12' I don't want to get bogged down here. But let me 13 ask you to turn to Attachment B at page 3 of 10.
14 Have you found that?
\
15 A (Grew) Yes, I have.
16 O Do you see the section No. 4.1: " Elements of an 17 Effective Training Program?"
18 Do you see that?
19 A (Grew) Yes, I do.
20 Q -And the first element is: " Analyzing plant-
- 21. specific training needs."
22 Have you found that?
23 A (Grew) Yes.
24 Q All right.
R 25 Do I understand that the analysis portion of this Heritage Reporting Corporation (202) 628-4888 4
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REBUTTAL PANEL NO. 20 - VOIR DIRE 27376 1 process or procedure, that the analysis portion is further 2 glossed, if you will, in Attachment C7 3 A (Grew) I don't know what you mean by "further 4 glossed?"
5 Q What that INPO document is talking about when it 6 says: " Analyze plant-specific training needs" is further 7 described in the procedure, Attachment C called Job and Task 8 Analysis?
9 A (Grew) That is correct.
10 Q That is correct, okay.
11 Now, Mr. Grew, Attachment C, this job and task 12 analysis procedure, this is an onsite procedure; is it not?
13 A (Grew) This is a procedure for the development of
, 14 training for all training by the Seabrook training group.
15 It's applicability does not necessarily -- is not 16 necessarily limited to onsite.
17 Q Let's start with the logo.
18 The Seabrook Training Group on Attachment C, that 19 Seabrook training group trains both onsite and offsite 20 personnel; is that correct? )
21 A (Grew) That is correct. )
22 O And that group has a set of procedures, some of i l
23 which are attached to your testimony, Attachment C through G 24 I believe. That group uses a set of procedures for ]
l 25 generating a training program for both onsite and offsite
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REBUTTAL PANEL NO. 20H- VOIR DIRE. 27377
- j/'%. 'l personnel; is'that correct?
2 .A (Grew)- The procedures are applicable to onsite or
- 3 -offsite.
4 O And we're talking -- let's make sure we understand 5L ourselves -- we're talking about the procedures that would-6 ' aid the training group in devising a training program; 7 correct?
8 A (Grew) That is correct.
9 Q And these are those. procedures.
10 And your testimony is that these are the same-11 procedures that you used in generating the onsite training
.12 program and the offsite training program?
13 A (Grew) To an extent.
14 Q Well, that's what I'm puzzled by. Because you 15 see, go back to page 6 at the top, again, you have: "While
- 16. INPO 87-019 is directed" --
17 A (Grew) I'm sorry, page 6 of the testimony?
18 Q Page 6 of your testimony; yes, sorry.
19
- 20 21 22 23 24 25 s Heritage Reporting Corporation (202) 628-4888 l.. .
i REBUTTAL PANEL NO. 20 - VOIR DIRE 27378 1 Q And I would just direct you again to the top 2 sentence referring to the INFO document, and where you state 3 that, "Its principles have been adapted, where applicable, 4 to development of an offsite training program."
5 And then I turn to these attachments and it's my ii 6 understanding that these attachments are the procedures used 7 in generating the onsite training program.
8 A (Grew) If I may refer you to the applicability 9 statement that is contained in the procedure itself.
10 Q Yes.
11 Is there one? Where would I find that?
12 2.07 13 A (Grew) 2.0, Applicability. "In addition, it
{ 14 should serve as a guide for conducting the analysis phase of 15 the Training System Development (TSD) process for all other 16 performance-based training."
17 Q Well, let's stay with that applicability I
18 statement.
19 The first sentence, which you did not read, says, 20 and I'm on Attachment C, page 4 of 9.
21 A (Grew) Correct.
22 O I believe this applicability paragraph appears in 1
23 each of these Attachments C through G, does it not? !
24 A (Grew) I don't know without checking.
25 Q Let me represent that to you, all right, so we 1
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REBUTTAL PANEL NO. 20 - VOIR DIRE 27379 I
7 '~'3- 1 don't nave to spend the time checking. Let me make the
\\~ '} 2 representation that that paragraph is verbatim from C 3 through G.
4 A (Callendrello) No, that's not correct, Mr.
5 Traficonte.
6 Q It's not?
A I just looked at Attachment G, '
7 (Callendrello) 8 page 4 of 14, and the applicability statement is, "This 9 procedure applies to all training conducted by the Seabrook 10 training group."
11 As does Attachment F.
12 Q As does Attachment F?
13 A (Callendrello) Yes.
14 A (Grew) It's only in C and D.
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15 JUDGE SMITH: Are you suggesting along this line 16' of inquiry that because it is the INPO principles -- that 17 we're talking about the five INPO principles we've 18 identified earlier in this proceeding -- that it is 19 therefore an onsite consideration?
20 MR. TRAFICONTE: I'll just come up front with what 21 the inquiry is about.
22 I had understood these attachments t.o be tagged, 23 if you will, to the INPO document which is Attachment B.
24 JUDGE SMITH: Yes.
25 MR. TRAFICONTE: I think they are, if you will, I
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REBUTTAL PANEL NO. 20 - VOIR DIRE 27380 1 use the word " gloss", but I think --
2 JUDGE SMITH: Is it the principles themselves or 3 the subject matter contention that you are attacking here?
4 MR. TRAFICONTE: I was trying to just lay the 5 groundwork.
6 I wasn't sure whether these procedures, which 7 reflect the INPO document, which I believe are onsite -- I'm 8 sorry.
9 (The Board confers.)
10 MR. TRAFICONTE: I'm sorry.
11 JUDGE SMITH: Mr. Traficonte.
12 MR. TRAFICONTE: I'm simply trying to understand.
13 The objection that I intend to make, if it's borne 14 out by the testimony, is that we had Dr. Goble testify as to 15 the adequacy of the onsite training with regard to 16 protective action decisonmakers.
17 And I have reviewed the transcript. And that 18 testimony was not allowed. It was stricken as outside the 19 scope of the contention.
20 JUDGE SMITH: Oh, he testified concerning the --
21 MR. TRAFICONTE: The adequacy of the training 22 module that is used to train the protective action decision-23 makers who are members of the ERO.
24 JT" AE SMITH: The aspect of his testimony which 25 identified and discussed the five principles of creating a I
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l REBUTTAL PANEL.NO. 20'-'VOIR DIRE 27381 n - >
' 7[~'j 1 : training program --
I'm talking:about Dr. Goble and 2 MR. TRAFICONTE:
'3' not Dr. Harris. I'm going back.
,, 4 , JUDGE. SMITH: I guess I'm not - -
5 MR. TRAFICONTE: Well, .by this point --
6 JUDGE SMITH: I understand.it now.
7 'MR. TRAFICONTE: -- it might'be an old memory.
8 But some weeks ago we.had had a piece of Dr..Goble's n,
9 . testimony which challenged the training provided to the ERO-10 protective action decision-makers.
11 The Applicants' challenged that testimony as beyond 12 the scope of.the contention.
13 JUDGE SMITH: All right.
/-
14 MR. TRAFICONTE: And after a fairly lengthy 15 exchange in.the transcript, the Board ruled that that wa's 16 correct, that we had not challenged in the contention the 17 training offered to the ERO in the ensite training program.
18 And I believe that's the law of the case, to to speak.
19 JUDGE SMITH: Okay.
I 20 MR. TRAFICONTE: I read this testimony, and it 21 seems to me that they are inviting us, by putting forward 22 the on_ite training materials and the onsite training 23 manuals, they are inviting us to make the trgument that we 24 would offer again Dr. Goble's critique of the adequacy of 25 the onsite training.
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REBUTTAL PANEL NO. 20 - VOIR DIRE 27382 q 1
3 JUDGE SMITH: Aren't they just simply saying they 2 are using the.five INPO principles, presumably developed for 1
1 3 onsite training, as standards for offsite, where applicable?
l 4 MR. TRAFICONTE: It's "where applicable" that I 5 have my problem and the reason why I was contemplating 6 moving to strike these attachments.
7 Because from their face, these attachments do not 8 appear to run uniformly to both onsite and offsite.
9 JUDGE SMITH: And this is our difficulty.
10 As we flip through these, without you bringing our 11 attention to anything in particular, not only are these 12 broad INPO principles, which incidentally have been endorsed 13 by the NRC commissioners, but they are general principles ,
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- 14 applied in curriculum development universally, And you are 15 not pointing out anything to us which taints them with 16 exclusivity with onsite training.
17 MR. TRAFICONTE: The logic that -- I'm sorry, go 18 ahead.
19 (The Board confers.)
20 JUDGE SMITH: See, our concern is going back to l
l 21 the five INPO principles, which are analysis, design, {
22 development, implementation and evacuation.
I 23 The members of the Board here with educational 24 background, in particular, Dr. McCollom with curriculum I 25 development background, recognize those as not only being ]
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l REBUTTAL PANEL NO. 20 - VOIR DIRE 27383 '
, '~'N 1 INFO principles, but widely accepted curriculum development )
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2 principles.
3 And it may be that INFO has endorsed those in 4 their one particular project for onsite training, they could 5 very well be adopted and be relevant in this instance to 6 offsite training and not be beyond the scope of the 7 contention on that account.
8 JUDGE McCOLLOM: I believe that Mr. Grew was about ;
{
9 to tell us where they might not be applicable.
10 Is that true? Some 10 minates ago?
11 THE WITNESS: (Grew) I was going to say that 12 there were some limitations that we had on the use of this.
13 But wherever we could apply the procedures, we did it.
14 directly.
15 BY MR. TRAFICONTE:
16 Q To make sure I understand.
17 Wherever you could apply the procedures that are 18 described in Attachment C through G to the creation of the 19 training program for the offsite personnel, you did that?
20 A (Grew) That is true.
21 Q So these procedures, although they are ostensibly 22 designed for an onsite training program, were adopted by 23 your staff and yourself as procedures that guided you in the 24 creation of an offsite training program?
25 A (Grew) I don't believe that INFO really, in i
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REBUTTAL PANEL NO. 20 - VOIR DIRE 27384 1 developing their systematic approach to training, intended 2 that it be directed on onsite. It's just one of the best 3 ways that one can develop a performance-based training 4 program.
1 5 So the applicability to offsite was the same as it 1 1
6 was to onsite. I i
7 Q Well, before I surrender my motion, let me ask 8 just a fairly precise question.
9 If you turn to Attachment C again, page 4 of 9, 10 now again Attachment C is the procedure whereby the creator 11 of a training program would do a job and task analysis, 12 correct?
13 A (Grew) That is correct.
j 14 Q All right.
15 You see under " definitions" the Curriculum 16 Advisory Committee?
17 Do you see that?
18 A (Grew) Yes, I do.
19 Q Was there a Curriculum Advisory Committee that 20 performed the functions of such a committee under this 21 procedure in existence for the creation of the offsite l 22 training program?
23 A (Grew) There was not at the time of the creation.
24 Q Is that one of the limitations, as you said a few 25 minutes ago, one of the limitations on the use to which you i Heritage Reporting Corporation (202) 628-4888 l 4
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' REBUTTAL PANEL.NO. 20 - VOIR DIRE 27385
/~' 11 ' were able to put these various procedures?.
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\- 2- A (Grew) That is true.
3 There was no established Curriculum Advisor-
'4 Committee when we started the development of the training.
5 Q Well, . at any time?
6 Remember, the focus of the question has to do with
- 7. ' the offsite training program. We are exclusively talking
- 8. about the offsite' training program.
9 As to' Attachment.C, that requires a job and task 10 analysis and assigns a certain function for the CAC, the-
.l 11 Curriculum Advisory Committee. At any time has there been a L 12 Curriculum Advisory Committee in existence to perform.those 13 functions for the'offsite training program?
\ 14 A (Grew) Since we started the program up until the
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15 present time? !
16' Q Yes.
17 A (Grew) We now have a Curriculum Advisory 18 Committee.
19 Q And do you know what the date of the first sitting
.20 of that committee is?
21- A (Grew) I don't know the exact date, but it was at 22 the beginning of the current year, 1989.
23 0 1989, 24 So the training program that was-designed at or 25 near the point at which the plan was submitted in September I
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REBUTTAL PANEL NO. 20 - VOIR DIRE 27386 1 of 1987, and the training program that trained the ORO
'2 personnel up to and including the period when they were 3 performing during the exercise, that training program, there 4 was no input into it from a CAC, correct?
5 A (Grew) Not a formal CAC.
6 Q How about an informal, was there an informal one?
7 A (Grew) There was a considerable amount of 8 planning and more of a committee format or small group 9 discussions back during the development of the program in 10 the fall of '87.
11 12 13
- 14 15 i
16 17 18 19 20 21 22 23 l
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24 1 25 1
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l REBUTTAL PANEL NO.1 20 - VOIR DIRE 27387
/) l' Q- -At'the time at'which the training program was
('-'/' 2 being developed from'the fall of 1987, going forward until.
3 the'end of-1988, in the period in which that training L
l 4 program was being developed, was it the intent of your unit 5 to make use of these' procedures, to be gu'ided by them 6 consciously in some way?
7 A (Grew) You are asking was it a conscious decision 8 for.us to apply these procedures to the design and 9 development of the program?-
10 Q Of the offsite training program, yes.
11 A (Grew) Yes.
12 O It was?
13 A. (Grew) Yes.
[ 14 Q So these are not something that you picked out
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15 after the. fact and now say that what you have accords with 16 these procedures. These are procedures that you were using 17 ~ to guide you in the creation of the training program?
18 A (Grew) That is correct, but if I might make a 19 point of clarification.
20 These procedures have undergone a revision in the 21 meantime. We reformatted the procedures. They were 22 different numbered and we reformatted them into what you see 23 currently.
24 But the set of procedures that we used had almost 25 identical content to what you see before you. These happen
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REBUTTAL PANEL NO. 20 - VOIR DIRE 27388 1 to be the most current.. l t
2 MR. TRAFICONTE: I'm going to withdraw the motion.
3 I don't think that, based on my understanding of what role 4 they performed, I'm not going to bring a motion to strike 5 these attachment.
6 JUDGE SMITH: All right.
7 We've already accepted the testimony, and we now 8 accept the attachments to the testimony A through M, and 9 they are to be bound into the transcript at this point.
10 (Applicants' Rebuttal 11 Testimony No. 20 (ORO 12 Prerequisites and Training, 13 and attachments A through M
,, 14 follows:)
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- b June 26, 1989
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UNITED STATES OF AMERICA NUCLEAR REGULATORY COMMISSION before the ATOMIC SAFETY AND LICENSING BOARD i
1
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g In the Matter of' )
5- ) . . .
PUBLIC SERVICE COMPANY OF ) Docket Nos. 50-443-OL NEW HAMPSHIRE, et al. ) 50-444-OL-
)
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(Seabrook Station, Units 1 and 2) ) (Off-site' Emergency
[y ) Planning Issues)
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APPLICANTS' REBUTTAL TESTIMONY NO. 20 (ORO PREREQUISITES AND TRAINING)
Panel Members: Anthony M. Callendrello, Manager, Emergency f
Preparedness Licensing, New Hampshire Yankee S. Joseph Ellis, Manager, Response and Implementation, New Hampshire Yankee j Catherine M. Frank, Emergency Planner, Impell Corporation Thomas F. Grew, Specialty Training Manager, New Hampshire Yankee l
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June 26, 1989 l
UNITED STATES OF AMERICA NUCLEAR REGULATORY COMMISSION before the l
ATOMIC SAFETY AND LICENSING BOARD l )
In the Matter of )
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PUBLIC SERVICE COMPANY OF ) Docket Nos. 50-443-OL NEW HAMPSHIRE, et al. ) 50-444-OL
)
(Seabrook Station, Units 1 and 2) ) (Off-site Emergency
) Planning Issues)
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, ERRATA TO APPLICANTS' REBUTTAL TESTIMONY NO. 20 (ORO PREREQUISITES AND TRAINING)
The following changes have been made to the testimony filed on April 18, 1989:
Pace (Line) Erratq 15 (13-15) Strikeover "See also Applicants' Rebuttal Testimony No. 26 (Protective Action Recommendations Made by NHY ORO During the Exercise)."
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]\ -) 1 TABLE'OF' CONTENTS I.- INTRODUCTION- . . . . . . . . . . . . . . . . . . . . 1 !
II. PREREQUISITE QUALIFICATIONS FOR ORO POSITIONS . . . 1 i
'A. Regulatory Requirements . . . . . . . . .. . 1 B. Use of Prerequisites . . . . . . . . . . . . . 1 III. NHY ORO TRAINING PROGRAM . . . . . . . . . . . . .- 3 3 h A. Training Modules . . . . . . . . . . . . . ..
i B. Training Program Basis . . . . . . . . . . . . 4 C. Evaluation.and Improvements of the NHY ORO j Training Program . . . , . . . . . . . . . . . 7 :
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- Qualification of NHY ORO Personnel . 9 Lf h D. . . . . .
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Drills and Additional Training Activities 10
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E. . . i F. Evaluation of NHY ORO Training Through Performance in the Graded Exercise . . . . 11 G. No Deficiencies Were Found for Any Exercise Objective . . . . . . . . . . . . . . . . . . 12 IV. SPECIFIC PREREQUISITES AND TRAINING . . . . . . . . 12 A. Protective Action Recommendation Training . . 13 B. Procedural Direction for Development of Protective Action Recommendations . . . . . . 15 I C. Offsite Response Director . . . . . . . . . . 16 D. Assistant Offsite Response Directors . . . . . 20 .
- 1. Assistant Offsite Response Director, j Response Implementation . . . . . . . . . 20 )
- 2. Assistant Offsite Response Director, Support Liaison . . . . . . . . . . . . . 22 v
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l hi E. Technical Advisor . . . . . . . . . . . . . . 23
'F. Radiological Health Advisor . . . . . . . . . 26 i
G. Public Notification Coordinator . . . . . . . 28 H. Traffic Guides . . . . . . . . . . . . . . . . 31 I. Bus Drivers . . . . . . . . . . . . . . . . . 34 ,
Attachment A: Summary of NHY ORO Training Modules Attachment B: INPO 87-019, Pages 13-17, Appendix D Attachment C: Seabrook Nuclear Training Procedure NT-4010, Conducting Job and Task Analysis Attachment D: Seabrook Nuclear Training Procedure NT-5000, Performance-based Depign Training Attachment E: Seabrook Nuclear Training Procedure NT-6000, Development of Training Materials, Instructor i Guides Attachment F: Seabrook Nuclear Training Procedure NT-7000, Implementation of Training Attachment G: Seabrook Nuclear Training Procedure NT-8000, Evaluation of Training Effectiveness Attachment H: Summary of Issues and Recommendations Extracted From the FEMA Final Exercise Report for the June 1988 Graded Exercise Which Pertain to NHY ORO Training Attachment I: Letter from George R. Gram (NHY) to Richard W.
Donovan (FEMA RAC Chairman) Dated August 18, 1988 Providing NHY Proposed Resolution of Each Training Issue Raised by the Exercise Report I and a Schedule for Implementation Attachment J: Letter from H. Vickers (FEMA) to G. Gram (NHY)
Dated September 1, 1988, Finding Proposed i
Resolutions Adequate and Timely Attachment K: Module 19, Protective Action Decisions I
Attachment L: Module 11, Traffic and Access Control I
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Attachment'M: Practical Traffic Guide Training Material i
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O I. INTRODUCTION This testimony addresses Joint Intervenor (JI)
Contention 13. This contention challenges the Seabrook Plan for Massachusetts Communities (SPMC) definition of prerequisite experience for selected Offsite Response Organization (ORO) positions and the adequacy of training provided for these positions.
II. PREREQUISITE QUALIFICATIONS FOR ORO POSITIONS A. Regulatory Requirements There are no regulatory requirements or guidance for inclusion of prerequisites for persons filling positions in an offsite emergency response plan.
B. Use of Prerequisites Prerequisites are provi'ded in the SPMC as screening criteria for the selection of individuals to fill ORO positions. The prerequisites alone do not qualify a volunteer to perform a specific job. Meeting the prerequisites for a given position does, however, indicate that an individual is capable of completing training and then becoming qualified. As stated in the SPMC, Section 2.1, I
prerequisite experience "is required for training and l qualification," leadino to placement in a given positier. 1 The initial development of prerequisites and refinement of screening criteria were iterative, relying on the on-going i O
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s development of the basic position descriptions during the planning process.
ORO personnel recruitment and screening were conducted
= in the following manner. Applications were accepted and reviewed.to determine the best candidates for each position.
Approximately 2,000 applications were received to fill-approximately 1,000 ORO non-contract positions. The applications were grouped by using job-specific prerequisite requirements established in the SPMC as initial guidelines. 1 once grouped, the applications were reviewed to determine which~ individuals had the combination of background, work, f and educational experience best suited to filling a given position. To obtain additional input, contacts were made with individuals who either supervised or worked with the applicants. Applicants were assigned to positions which 1
would best utilize their previous experience.
One generally applied screening criterion for all positions was to give priority to personnel who had prior '
experience in emergency response. The utilities were l considered a good source for recruiting such individuals because utility workers routinely respond and work under emergency conditions. In addition, because utilities share common job titles and work functions, they also share a j i
common understanding of the general level of expertise, !
training, and experience required for those titles and
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O functions. Thus, New Hampshire Yankee (NHY) could assume that a utility dispatcher could be trained as an ORO dispatcher. By recruiting non-contract position volunteers I from a uniforn environment, NHY could utilize the applications to make a preliminary assessmentlof training requirements. Once individuals were selected for positions in the ORO, they were entered into the training program. As ;
1 will be discussed in the following paragraphs, use of the present SPMC prerequisites for recruitment results in the identification of personnel who are able to successfully complete training. Their performance was demonstrated to be adequate during the FEMA-observed 1988 exercise.
III. NHY ORO TRAINING PROGRAM The training program for NHY ORO personnel is described generally in SPMC, Section 5.3 and more specifically in SPMC, Appendix K.
A. Training Modules The classroom training co'urses required for each position in the NHY ORO are delineated on Table 6.3-1 of SPMC, Section 6.3. Table 6.3-1. identifies a total of twenty-one individual training modules that have been developed for instruction of NHY ORO personnel. These training modules range from Emergency Planning Overview, which is the prerequisite course for all NHY ORO members, to training modules which focus on individual functions of NHY ORO Oj!
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members. ' Table 6.3-1 shows' contractor positions including bus drivers, ambulance drivers, and road crews who also receive the NHY ORO training. A description of the contents of each of the twenty-one modules is contained in SPMC, Section 6.3. For convenience, summarized descriptions are provided.as Attachment A hereto.
B. Training Program Basis-SPMC, Appendix K provides guidance and direction for the systematic development and presentation of all training of the NHY ORO. Appendix K provides the basis underlying the development of the training program and explains the
(s requirements for qualification of NHY ORO members.
Qualification requirements are explained below. In addition t,o defining training requirements, Appendix K describes the-composition of classroom materials, prescribes the rules for administration of classroom training and for administration of tests, establishes guidelines for test security, and provides guidance for the conduct of tabletop exercises, walkthroughs, and drills.
The NHY ORO Training Program was developed to meet the planning guidance of NUREG 0654/TEMA-REP-1, Rev. 1, Supp. 1, II.0:
"4. The offsite response organization shall establish a training program for instructing and qualifying personnel who will implement radiological emergency response plans. The specialized initial training and periodic
O retraining programs (including the scope, nature and frequency) shall be provided in the following categories:
- a. Directors or coordinators of the response organizations;
- b. Personnel responsible for accident assessment; I
- c. Radiological monitoring teams and radiological analys'is personnel;
- d. Police, security and firefighting personnel;
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- e. First aid and rescue personnel;
- f. Local support services personnel including j Civil Defense / Emergency Service personnel; {
- g. Medical support pers,onnel;
- h. Persons responsible for transmission of emergency information and instructions; and
- i. Liaison personnel responsible for interfacing !
with State and local responders." ,
Each of the applicable elements delineeted under item 4 of the evaluation criteria of this planning standard has been addressed by the NHY ORO training program as described in the j I
SPMC, Section 6 and Appendix K. {
The NHY ORO training program was generally developed.
I using a methodology known as Training System Development j (TSD), which is endorsed by the Institute of Nuclear Power !
Operations (INPO) and is described in INPO 87-0l?,
l Maintaining Emergency Preparedness Manual, dated November, )
1987. Because TSD has been shown to be effective, this method was chosen for development of the ORO training l
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program. While INPO 87-019 is directed to onsite emergency
' response programs, its principles have been adapted where applicable to development of an offsite training program.
.The relevant section of INPO 87-019 is Attachment B hereto.
INPO is an experienced evaluator of training programs utilized by commercial nuclear power plants. Emergency.
preparedness training programs are planned for inclusion.in the INPO accreditation process.
TSD is a method whereby the program material is based on the tasks to be performed by the student. Also referred to as performance-based training, TSD involves five steps:
analysis, design, development, implementation, and f
\x evaluation. The ORO training program was developed according to established procedures, which are provided as Attachments .
C through G hereto. These procedures are the current versions, and, as such, post-date development of the initial i ORO Training Program. However, the essential content was included in the versions of the procedures in use at the time of program development. Despite the fact that the procedures are site-oriented, their methodology is applicable to the offsite progrim.
TSD contributed to the following attributes, among others, of the NHY ORO training program:
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O Content of Modules: The content of each NHY ORO training module is determined by evaluating the tasks to be performed and the trainees' experience.
- Lenoth of Modules: The appropriate length of each training module is determined during the development phase of training, which includes development of a schedule j for lesson presentation based on the elements identified for j each training module in the training program design phase.
- Ouality Control: Prior to use, lesson plans and accompanying materials are reviewed by the Training ;
1 Supervisor and by a Subject Matter Expert, and are approved by the Training Manager or designee. The lesson plans generally follow the Seabrook Training Organization format as described in Attachment 4 to SPMC, Apperdix K.
C. Evaluation and Improvements of the NHY ORO Training Program The FEMA Review and Evaluation of the Seabrook Plan for Massachusetts Communities, dated December, 1988 (Applicants' Exhibit 43C) evaluated the NHY ORO training program described in the SPMC. Each applicable element of the evaluation criteria of NUREG-0654, FEMA-REP-1, Rev. 1, Supp. 1, II.O was found to be adequately addressed by the SPMC. The FEMA evaluation of the SPMC with respect to planning standard O is included in Applicants' Exhibit 43C.
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f The NHY ORO training program incorporates an instructor observation and student evaluation feedback mechanism.
Training attendees are requested to complete a NHY ORO Training Program Feedback Form which is contained in SPMC, Attachment 9 of Appendix K. This feedback mechanism contributes to improvements in the training program.
Training for the NHY ORO was initiated in 1987 prior to completion of the SPMC, Revision O. Because the SPMC was not-yet issued and the NHY ORO emergency response facilities were being equipped and modified at this time, it was expected that training would require' modification and improvement as l ' procedural enhancements were identified and implemented. The k following modifications and additions to the training program
-were made as a result of instructor observations and trainee 4 feedback: 1) an instrumentation module was added for personnel responsible for operating radiation detection l instruments; 2) a communications module was provided for all field personnel; 3) a protective action recommendation decision module was added for ORO Response Directors and key ORO managers; 4) public information and liaison personnel i
were provided modules on emergency management, protective
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action recommendation decisions, and transportation; 5) EOC staff, public information staff, and health physics personnel were provided supplemental training on the ingestion exposure
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assignments have been incorporated into Table 6.3-1. j y
SPMC, Appendix K commits to an ongoing program of i training improvement. In accordance with Appendix K, improvements will be made in course conduct, content, or instruction methods, as necessary, based on a review of class records. The class record consists of trainee test results, completed attendance sheets,and feedback forms.
D. QualificatEtt of NHY ORO Personnel SPMC, Appendix K explains the qualification requirements of NHY ORO personnel. NHY ORO members are required to complete successfully all modules designated for their position. Successful completion is demonstrated through satisfactory performance during classroom tabletops,.
demonstration of equipment use, and passing grades on examinations, as applicable.
Tabletops are an integral part of the NHY ORO training program. Tabletops along with'other training activities are conducted by NHY ORO training instructors to 1) provide experience and knowledge in the use of emergency procedures and equipment, 2) identify areas of concern, and 3) develop the level of competence necessary to perform emergency actions using a team concept. SPMC, Appendix K, page K-13.
Tabletop sessions are identified for each NHY ORO position t.
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k Table 6.3-1. After completion of the requirements of Table 6.3-1, an ORO member is qualified.
E. ' Drills and Additional Training Activities once qualified,, training of NHY ORO personnel continues with drills and additional training activities. Supplemental training, above and beyond the required classroom modules, may be scheduled in response to: changes to the emergency plan or implementing procedures, performance evaluations such as drill'or exercise comments, and requests or recommendations for the development of additional training.
The normal progression of acquiring emergency response skills, as described in SPMC Sections 6.4 and 6.5, involves:
- 1) Walkthroughs for performance-based facility and' equipment familiarity; 2). NUREG-0654 required drills (Communications, Radiological Monitcring/ Health Physics, Medical Emergency);
- 3) Facility Activation / Operation drills; and
- 4) Exercises testing the integrated capability of the ORO.
SPMC, Section 6.4, Section 6.5, and Appendix K describe the conduct of walkthroughs, drills, and exercises. SPMC, Section 6.4.2, page 6.4-1 provides the following description of walkthroughs:
"Walkthroughs will be conducted among various emergency response groups to practice assigned functions and interface activities. Timelines and messages will be used to stimulate emergency response l
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personnel to utilize Implementing Procedures while interacting with each other. Walkthroughs will give 3 participants hands-on experience for i using emergency procedures, equipment, and facilities."
If appropriate, a full-scale walkthrough may be conducted j using the above mentioned timelines and messages simultaneously.
SPMC, Section 6.5, provides.a description of the types of drills and exercises to be conducted. SPMC, Section 6.5, Table 6.5-1 indicates the types of drills conducted and which emergency response positions are involved in each drill.
SPMC, Appendix K, identifies the specified minimum frequency for the conduct of drills and exercises.
F. Evaluation of NHY ORO Training Through Performance in the Graded Exercise A measure fcr evaluating the effectiveness of the NHY ORO training program is the performance demonstrated during the graded exercise. The FEMA Exercise Report for the June 1985 FEMA graded exercise of the Offsite Plans and Preparedness for the Seabrook Nuclear Power Station, dated September 1, 1988 (Applicantt' Exhibit No. 43F), includes an assessment of the level of skill demonstrated by NHY ORO l
members and identified issues to be resolved by improved or 1
additional training.
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\m-G'. No Deficiencies Were Found for Any Exercise Objective There were twelve exercise objectives rated as Areas Requiring Corrective Action.under which' training issues were identified. In.some cases the FEMA Exercise Report provided recommendations for improvement of the training program. A summary of issues.and recommendations extracted from the FEMA Exercise Report for the June 1988 Graded Exercise which pertain to NHY ORO training is Attachment <H hereto. NHY has proposed a resolution for each training issue raised by the Exercise Report and a schedule for implementation. This was submitted to FEMA on August 18, 1988, See Attachment I hereto. FEMA found the proposed resolutions to be adequate and timely and incorporated them into the FEMA Exercise Report dated September 1, 1988. See letter from H. Vickers, FEMA, to G. Gram, NHY, dated September 1, 1988, Attachment J hereto.
IV. SPECIFIC PREREQUISITES AND TRAINING JI Contention 13 Basis C alleges inadequate prerequisite experience and training in the area of protective action decisionmaking for five. positions: Offsite Response Director; Radiological Health Advisor; Technical Advisor; Assistant Offsite Response Director, Response Implementation; and Assistant Offsite Response Director, Support Liaison.
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O A. Protective Action Recommendation Training Protective action recommendations (PARS) are provided as part of five different Training Modules. Overview training (Module 1) generally provides training in the development of a protective action recommendation and the constraints to be considered in evaluating it. The constraints identified in this training are the area / population at risk, special needs individuals, weather / highway conditions, time constraints, manpower / resources available, and transportation resources available. Emergency management training (Module 2) generally defines protective actions and discusses the specific assignment of responsibility to the Offsite Response Director for approval of a PAR and to the Radiological Health Advisor for presenting a recommended protective action to the Offsite Fesponse Director. Procedures checklist training (Module 15) reviews the specific tasks assigned to each individual in the ORO and familiarizes the trainee with the content, organization, and int'erfaces of the procedures he is required to implement. This module provides an opportunity for reviewing and discussing the specific PAR-related duties of each position.
Protective Action Decisions (Module 19), Attachment K hereto, was added to the ORG curriculum in late 1987 as a separate module to satisfy trainee feedback requesting more detailed instruction on the process of developing a l l
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N protective action recommendation. This module considers in l detail: why and how certain protective actions relate to the 10-mile plume exposure pathway Emergency Planning Zone (EPZ);
Emergency Response Planning Areas (ERPAs) within the EPZ and the application of protective actions to them; how (in general' terms) the Radiological Health Advisor arrives at the PAR that is presented to the Offsite Response Director for consideration; how doses are projected and compared for protective actions of sheltering and evacuation; how the benefits to be derived from implementation of a specific protective action are weigher against the risks of implementation; specif.:c constraints, such as environmental conditions, number of people involved, time available, resources available, and exposure duration, which are to be considered in formulating a protective action recommendation; the choice of an appropriate Evacuation Time Estimate; whether there are special population groups at risk; whether there are precautionary measures that could be implemented; which, if any, of the constraints might modify the final recommendation; the use of predetermined PARS to improve decisionmaking, expedite response, provide consistency, and improve communications; and implementation cf access control l as a dose reduction measure.
The tabletop training (Module 16) provides an 1
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environment for each position to actually engage in the I decisionmaking process itself. !
B. Procedural Direction for Development of Protective Action Recommendations IP 2.5, Plume Exposure Pathway Protective Action Recommendations, is the guiding document in the SPMC for plume exposure pathway protective action decisionmaking.
This procedure identifies the individuals who are responsible i
for this area as: the Offsite Response Director; the Radiological Health Advisor; the Technical Advisor; and the Assistant Offsite Response Director, Response Implementation.
The Assistant Offsite Response Director, Support Liaison is not responsible for input into this process. See-ahee Apphi-eants '-Rebubbal--Testimeny -No r-2 &-(-Prebeebive-Aebien I Reeemmendati-ens -M ade -By -NHY -ORO -Buri nef -the -Exerei-set . All five positions attend the training modules described above.
Each of the positions discusssed in this testimony as regards protective action recommendations has an associated procedure that establishes the position and describes the continu hg actions and conditional activities for specific initiating conditions. These are IP 1.1, IP 1.2, and IP 1.7.
Upon the occurrence of an initiating cor.dition that requires the development of a protective action recommendation, each of the identified positions is referred to procedure IP 2.5, Protective Action Recommendations.
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C. Offsite Response Director The Offsite Response Director is responsible for determining the PAR, obtaining authorization from the-l Commonwealth of Massachusetts to implement the PAR, coordinating the implementation of protective actions with j
l the State of New Hampshire, and ensuring notification of the general public. IP 2.5, Section 2.1.
The Offsite Response Director (ORD) evaluates the PAR received from the Seabrook Station Response Manager (should initial emergency classification have required an immediate PAR) or.the Radiological Health Advisor and consults with the
g Response Manager on plant conditions which initiated the PAR, s- if necessary. Once the EOC is staffed, information on plant conditions is provided to the ORD by the Technical Advisor.
Determination of the protective action recommendation is accomplished through a meeting with the Assistant Offsite
-Response Directors, the Radiological Health Advisor, the Technical Advisor, and the Public Notification Coordinator.
4 IP 2.5, Step 5.1.3. The role of the Offsite Response Director in this meeting is to approve a PAR formulated through discussion of the recommendations presented by the Radiological Health Advisor and/or the Technical Advl.sor and evaluation of any constraints to implementation as indicated by either Assistant Offsite Response Director. While not assigned any specific responsibility in IP 2.5, the Assistant
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O Offsite Response Director, Support Liaison, may contribute information obtained through his network of State and local EOC Liaisons. The Public Notification Coordinator attends these meetings in preparation for issuing the appropriate EBS i message.
Authorization from the Commonwealth of Massachusetts for PAR implementation may be obtained solely by the Ofaite
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Response Director or in conjuncti'on with the Assistant Offsite Response Director, Support Liaison. The Assistant Offsite Response Director, Support Liaison will, if possible, also coordinate PAR implementation with the State of New Hampshire through his normal liaison functions (IP 1.1). The Offsite Response Director ensures notification of the general public by directing the preparation and issuance of an EBS message and by approving this message.
The Offsite Response Director does not make decisions independent of the Commonwealth's efforts to protect its citizens. As stated in the SPMC at pg. 3.1-1, " Ultimate authority for implementing protective actions for the publ'ic in Massachusetts lies with the Governor"; and at pg. 3.1-3, "The NHY Offsite Response Director in turn will provide recoraendations to the Governor of the Corsonwealth of Massachusetts through his representatives at the Massachusetts EOC concerning precautionary and protective 9
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actions, notifying the general public, and available NHY Offsite Response Organization resources and response".
The prerequisites listed for the Offsite Response Director in the SPMC are the positions of Director or Vice President. These prerequisites were chosen because the capabilities needed for the position of Offsite Response Director include demonstrated management of personnel and resources, knowledge of the utility environment and the specific resources available through it, overall leadership qualities, and the ability to make sound and timely decisions under critical or emergency circumstances. The level of 7- g skill required for the position of Of fsite Response Director r 6
's_e# is supported by Table 2 of NUREG-0737, " Clarification of TMI Action Plan Requirements," which states that the requisite title or expertise of " Senior Manager" is required for the position of the " EOF Director" (Seabrook Station ERO Response Manager) . The ERO Response Manager is generally comparable to the Offsite Response Dilector in that both are responsible for the formulation of protective action recommendations for the public. The basic requirement for the Offsite Response Director is the ability to manage a multifaceted response and to make protective action decisions on the basis of input i I
provided by his technical staff. Therefore, prerequisite experience as a Vice President or Director is required for f'"N training and qualification as a NHY Of fsite Response l )
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Director. SPMC, 2.1.3. All personnel filling this position are experienced managers whose non-emergency positions require the ability to make sound decisions that are based on a variety of input.
The Offsite Response Director receives training on the i concepts of PARS and constraints to be considered, and of his role in the app '> val of a PAR in overview and emergency management training. The Procedure Review and Tabletop modules provide familiarity with the specific procedures and decision-making process to be uced in accomplishing his assigned responsibilities. The protective action decisions module provides decision-making detail and reinforces the interaction of the individuals involved in PAR formulation and the weighing of all factors in the determination of a final recommendation.
Further, the Offsite Response Director position requires l completion of 21 hours2.430556e-4 days <br />0.00583 hours <br />3.472222e-5 weeks <br />7.9905e-6 months <br /> of classroom training consisting of Emergency Plan Overview, Emergency Management, Public Alert and Notification System (PANS) Activation,. Emergency Operations Center (EOC) Operations, Stagina Area Operations, Reception Center Operations, Transportation, Public Information, Procedure Checklist, Tabletop, and Protective Action Decisions.
FEMA noted the satisfactory performance of the ORO i
Director during the 1988 Exercise as follows: !
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'"During all 3 phases (plume, ingestion, reentry and ,
recovery) of the exercise, the NHY.ORO Offsite Response i Director (s) satisfactorily demonstrated their ability to direct, coordinate, and control emergency activities.
.The NHY ORO provided notification, information and protective action recommendations to the FEMA Control Cell which simulated the Commonwealth of Massachusetts and local. governments within the Seabrook Plume EPZ. No response activities requiring governmental approval were undertaken without securing such approval and authorization from the FEMA Control Cell." FEMA Exercise Report, page 211 of 428.
D. Assistant Offsite Response Directors
- 1. Assistant Offsite Response Director, Response Implementation.
The role of the Assistant Offsite Response Director, Response Implementation in the ORO is broadly defined in the f-~ SPMC at page 2.1-4 as assisting the NHY Offsite Response
(* 1 Director and relieving or assuming the duties of the i Director, as necessary. The Assistant Offsite Response Director, nesponse Implementation is additionally assigned responsibility for implementing protective actions through mobilization of resources, facilities, and personnel and for 4
the continuous operation of the NHY Offsite Response Emergency Operations Center during an emergency.
With respect to the development cf Protective Action Recommendations, the Assistant Offsite Response Director, i
Response Implementation is responsible for collecting data L and summarizing the impact of current weather conditions on evacuation routes, identifying any special evacuation
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problems, and evaluating the mobilization status of the New LJ l
O Hampshire Yankee Offsite Response Organization and resources available to determine an applicable Evacuation Time Estimate for the Radiological Health Advisor to formulate a PAR. IP 2.5, Section 2.5.
The Assistant Offsite Response Director, Response Implementation reviews current meteorological conditions and weather forecasts and uses A':tachment 6 of IP 2.5 to evaluate their impact on the implementation of PARS. Attachment 6 lists weather conditions (wind speeds, air turbulence, i rainfall) and the potential results of such conditions, e.g.,
change in protective actions area likely with high air !
turbulence. This individual also reviews Attachments 7 and 8 of IP 2.5 to evaluate the impact of local conditions on l l
implementing PARS. These tables present possible constraints to be evaluated in the imple' mentation of PARS and actions that are to be considered in response. Input on local ;
t conditions and the deployment status of staff at the Staging Area and at field locations is' supplied to the Assistant Offsite Response Director, Response Implementation by the Evacuation Support Coordinator.
By using Attachment 4 of IP 2.5, the Assistant Offsite Response Director, Response Implementation determines the applicable Evacuation Time Estimate. The Evacuation Time Estimate (ETE) is chosen based on the time ?/ year, time of week, time of day, and weather conditions. This input is l i I r i L___________._ )
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provided to'and discussed with the RadiologicalfHealth Advisor for his use in the. formulation of a PAR. At the PAR determination meeting, all factors are jointly weighed by the individuals tasked with reaching.a decision.
At.page 2.1-5, the SPMC specifies' Assistant Offsite
-Response' Directors' experience as a Director or Manager as the. prerequisite for this position. The Assistant'Offsite Response' Director, Response Implementation must complete the same 21 hours2.430556e-4 days <br />0.00583 hours <br />3.472222e-5 weeks <br />7.9905e-6 months <br /> of training as that of the Offsite Response Director.
- 2. Assistant Offsite Response Director, Support Liaison.
L( IP 2.5 assigns no specific protective action-decisionmaking responsibilities to the' Assistant offsite Response Director, Support Liaison. However, this position shares with the Assistant Offsite Response Director, Response Implementation, the responsibility of assisting the NHY offsite Response Director and relieving or assuming the duties of the Director, as necessary. Other functions assigned to the Assistant Offsite Response Director, Support Liaison are the establishment and maintenance of commun-ications between the ORO and State / Federal organizations and the Utility, as well as the coordination of such support as may be provided by these organizations. At protective action recommendation ' emulation meetings, the Assistant Offsite
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about local conditions obtained from ORO State and local EOC Liaisons. He is present to obtain information about the )
conditions giving rise to a specific recommendation which will then be relayed to other agencies.
Training and prerequisites required for this position 1 are identical to those required for the Assistant Offsi'ce l Response Director, Response Implementation.
E. Technical Advisor The SPMC description of the position is that this individual is responsible for " interpreting plant operational conditions during an emergency and for advising the I
Radiological Health Advisor and NHY Offsite Response EOC staff . . . evaluat[ing) plant data and mak[ing) recommendations for protective actions based on plant conditions." SPMC, pg. 2.1-5.
Specifically, "the Technical Advisor is responsible for collecting and summarizing information on accident status and plant conditions required by the Radiological Health Advisor for formulating a PAR." IP 2.5, Section 2.4. Through IP 1.7, the Technical Advisor is assigned on an ongoing basis to l
I "(o]btain information from the Seabrook Station Technical Staff by interfacing with 1.he EOF Coordinator and keep apprised of plant conditions. Concentrate on the condition of safety systems to perform their functions and on the I
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Li5 status of the three primary boundaries (fuel, reactor vessel, L
and containment) .. .. Keep the Radiological Health Advisor updated on plant conditions, and immediately relay any need to evaluate protective actions for the public based upon occurring or potentially occurring changes in the plant status ... Inform the Radiological Health Advisor of any preliminary considerations or discussions occurring in the EOF relating'to making a change in the emergency classification. Relay preliminary information and the reason for the consideration." IP 1.7.
The Technical Advisor uses the Briefing Sheet (Attachment 3 of IP 1.7) to record plant conditions, safety f
ki sy.mtem status, and condition prognosis obtained from the EOF, and to record the PAR to be relayed to the Radiological Health Advir,or. The Technical Advisor refers to two flowcharts (Attachments 1 and 2) in IP 2.5 to arrive at a predetermined protective action based on wind direction and post-LOCA monitor readings.
The prerequisite experience required for this position is designed to ensure the recruitment of individuals familiar with PWR operations and systems and therefore capable of I
interfacing with the EOF Technical Staff, understanding the implications of plant conditions, and presenting this 1
information to the appropriate Offsite Response Organization
~s staff. Therefore, the prerequisite experience defined in the I
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SPMC for the position of Technical Advisor is " knowledge of 4 plant operations and systems." SPMC, pg. 2.1-5. All individuals filling this position possess engineering degrees i and have nuclear power plant experience. ]
Dose / Accident Assessment training (Module 4) required for the Technical Advisor addresses the methodology and basis for calculations used to estimate the offsite consequences from a radiological accident and includes specific material I
on meteorological dispersion models, core damage assessment, and release pathways. Primary boundaries are covered in detail. Other training modules provide the Technical Advisor familiarity with emergency planning concepts, the structure i of the ORO, interaction of the ORO with the Seabrook Station Emergency Response Organization, information flow between the-two organizations, and the specific function of the Technical Advisor in the protective action decisionmaking process.
During the 1988 Graded Exercise, the Technical Advisors demonstrated the ability to periodically brief the ORO dose assessment staff on plant conditions. FEMA Exercise Report, page 211 of 428. The assessment of plant conditions and projected meteorology provided by the Technical Advisor formed the basis for the initial protective action recommended by the ORO during the exercise. Exercise Report, page 221 of 428.
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-Technica1LAdvisors.are required'to complete 17 hours1.967593e-4 days <br />0.00472 hours <br />2.810847e-5 weeks <br />6.4685e-6 months <br />.of Instruction consisting of:. Emergency Plan Overview, Emergency Management, Dose / Accident Assessment,.EOC Operations, Procedure Checklist, Tabletop, and Protective' Action Decisions.
F. Rad'iological Health Advisor
-The; position of Radiological Health Advisor is defined at page 2'.1-6 of the SPMC as follows. "The Radiological Health Advisor is responsible for providing direction and control to the Offsite Response Organization radiological assessment staff and' exposure control personnel . . . [a)nd will provide precautionary action recommendations and
?
\_ protective action recommendations to the NHY Offsite. Response Director for consideration." Specific assignm nt of responsibility to the Radiological Health Advisor for implementing exposure control and formulation of plume exposure and ingestion pathway protective action recommendations is presented in IP 2. 2.
As directed in IP 2.5, the Radiological Health Advisor is provided input for proposing e protective action recommendation to the Offsite Response Director from three j sources: radiological and meteorological data from the Accident Assessment Coordinator; plant conditions and wind direction from the Technical Advisor; and constraints to
/~ implementation of the recommended protective action from the k
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Oii Assistant Offsite Response Director, Response Implementation. 4 The Radiological Health Advisor is the individual responsible for assessing and integrating this information into a proposed protective action recommendation to be presented to the Offsite Response Director.
The prerequisite (SPMC, page 2.1-6) of Radiological
! Department Manager indicates both management and technical expertise. At NHY, the holder of such a title or its equivalent generally possesses approximately six years of experience in nuclear power plant radiation protection or radiological engineering. Six years experience in this area is the required eligibility level for the Health Physics certification examination. Personnel filling this function possess technical degrees and years of radiological experience.
Classroom training for the Radiological Health Advisors consists of 13 hours1.50463e-4 days <br />0.00361 hours <br />2.149471e-5 weeks <br />4.9465e-6 months <br /> of instruction. In the specific training module conducted for ' protective action decisionmaking, Protective Action Guides and protective action recommendations are discussed in detail Accident / Dose Assessment training is attended by the Accident Assessment Coordinator, who reports to the Radiological Health Advisor and is responsible for performing dose assessment.
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Acditional trainin'g modules required 'for the Radiological Health Advisor are: 9mergency Plan Overview, Emergency Management, EOC Operations, Precedure Checklist, L
and Tabletop.
Radiological Health Advisor performance during the Exercise effectively demonstrated the ability of the l
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Radiological Health Advisor to perform decision-making where the health and safety of the general public is concerned. In the Exercise Report, FEMA noted specifically that the Radiological Health Advisor was " clearly in charge,"
" effectively demonstrated" direction and control of the ORO
,- s dose assessment group (page 211 of 428), and " effectively" utilized dose projections and plume location projections to formulate Protective Action Recommendations (page 221 of 428). In evaluating the ability of the NHY ORO.to make appropriate protective action decisions, FEMA stated that
"[o]verall, the NHY ORO EOC staff performed in a very commendable and satisfactory manner" (page 221 of e'28).
G. Public Notification Coordinator JI Contention 13 Basis B asserts that for the Public Notification Coordinator, the SPMC fails to address "such qualifications as a professional degree, knowledge of the research record regarding characteristics of good and poor emergency information, prior experience in drafting emergency l
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9 i warnings, knowledge of human behavior in emergencies" and that' training provided is inadequate, The prerequisite established in the SPMC for the Public Notification Coordinator is public information experience.
The Public Notification Coordinator is responsible for a timely and coordinated activation of the Public Alert and Notification System, development of Emergency Broadcast System (EBS) messages, and coordination of EBS messages with New Hampshire and Massachusetts. SPMC, pg. 2.1-13.
In developing an EBS message, the Public Notification Coordinator will use one of several types of message, in accordance with IP 2.13. One type may be le prerecorded messages in place at the EBS radio station. In this case, no 1
modification of the messages will occur.
The second type of message that may be used is a prescripted message. In this case, the Public Notification l Coordinator will finalize a prescripted message by inserting information such as the names of the communities affected.
The prerecorded and prescripted sample messages utilized by the Offsite Response Organization were based on the messages used in the NHRERp and have been reviewed by Dr. Mileti to ensure that they properly account for human behavior and have the attributes needed for good emergency information. See Applicants' Rebuttal Testimony No. 19 (Media Center / Rumor Control and Operation of EBS).
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.The;Public Notification Coordinator may need to modify or originate an EBS message.- These messages will be developed using.the prescripted messages as'a basis. Once i
the message is developed, the Public Notification Coordinator
-is required by procedure to obtain the review and approval of
.-the message from the Offsite Response Director. In all cases
-the EBS messages wi13 be provided to the Commonwealth for their review, input, and concurrence with the content. In addition, the Offsite Response Director will obtain concurrence from the Commonwealth before a message is issued.
IP 1.1, Attachment 2, page 3.
To address an Area Requiring Corrective Action (ARCA)
'~~' arising from the 1988 Exercise, New Hampshire Yankee has committed to providing to the Public Notification Coordinster additional training dealing with the. modification and development of EBS messages and the characteristics of good emergency messages. See Applicants' Rebuttal Testimony No.
19 (Media Center / Rumor Control and Operation of EBS).
Such training will be in addition to the required classroom instruction of approximately 15 hours1.736111e-4 days <br />0.00417 hours <br />2.480159e-5 weeks <br />5.7075e-6 months <br />. This training consists of: Emergency Plan Overview, Emergency Management, PANS Activation, EOC Operations, Transportation, Procedure Checklists, and Tabletops.
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H. Traffic Guides JI Contention 13 Basis A alleges that ORO Traffic Guides may be " required to direct extremely congested traffic under adverse weather conditions and deal with thousands of disorderly, frustrated, and frightened drivers, many of whom may have been in traffic queues for six or more hours" and that many of the drivers "will recognize that these Traffic Guides are not state / local police, but agents of the owners of Seabrook." Basis A concludes that it "is inconceivable that Traffic Guides would not be required to have some substantial prior experience directing congested traffic" and that training provided is not adequate. !
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Traffic Guides, as defined at page 2.1-28 of the SPMC, "take direction from the Evacuation Support Dispatcher. They' perferm traffic and access control functions including setup
. . . of traffic and access control points and directing of traffic, if authorized. They also perform traffic impediment spotting functions." Specific direction for performance of I these duties is provided in SPMC, Appendix J, pages J-1 through J-10.
The criterion applied in screening Traffic Guide recruits was to identify as many volunteers as possible with traffic direction background. In fact, fifty persons have been recruited for this position who do have prior experience in public safety functions including directing traffic. j i
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Whether drivers recognize that Traffic Guides are " agents of
'the owners of Seabrook" has no bearing on the issue of.
prerequisites.for this position because law enforcement functions play no role in the Traffic Guide' duties.
The Traffic and Access Control-Training Module provides classroom instruction on the procedures to be employed by Traffic Guides at Access and Traffic Control Points. A copy of this training module is provided as Attachment L hereto.
Traffic Guide functions do not include advice to motorists except at Access Control Points. SPMC, App. J, pg. J-2 and pg. J-5. Public information is released through EBS messages, the Media Center, and Rumor Control.
Traffic Guides are provided written instruction in.their procedures on the placement of cones. App. J, pg. J-2 and J-
- 5. This instruction, used in conjunction with the specific TCP or ACP intersection map provides guidance on cone
-placement. Traffic Guides are also trained to report the exact location of. impediments including accidents (town, route or street, direction of travel, and nearest intersection) and the extent of damages (injuries, hazards, types and numbers of vehicles involved) in reporting impediments including accidents.
Traffic Guides are required to attend 6 training modules i comprising approximately 10 hours1.157407e-4 days <br />0.00278 hours <br />1.653439e-5 weeks <br />3.805e-6 months <br /> of instruction. These modules are: Emergency Plan Overview, Staging Area
]
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Opel"tions, Traffic and Access Control, Procedure Checklists, Tabletop, and Communications.
Supplemental ti- Ling sessions were conducted on November 9, 1987 and June 7, 1988 which involved the practical aspects of controlling traffic, i.e., directing actual traffic through mock intersections set up in accordance with SPMC, Appendix J. This supplemental training will be incorporated in the training for all Traffic Guides.
A copy of materials used in conducting practical training is Attachment M hereto.
FEMA found that the NHY ORO demonstrated that it had organizational ability and resources to control evacuating j traffic and to centrol access to restricted areas. In ,
particular, " Traffic guides . . . were found to be well-equipped and prepared for trieir mission." Exercise Report, page 234 of 428.
I. Bus Drivers JI Contention 13 Basis D' alleges that the SPMC fails to quantify "the experience and training needed" for Bus Drivers and that these personnel need training "in the tre.nsport of special populations ... designated routes, and ... the rules and regulations of the state and towns they will be !
I servicing." This basis alleges further that the training i provided is inadequate.
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Y The position of ORO Bus Driver is defined in the SPMC at page 2.1-31 as " . . . contract personnel who take direction from the Bus Dispatcher. The drivers are responsible for providing evacuation support to the general public and special populations (including school children) by driving predesignated routes or reporting to special facilities and schools, and transporting evacuees to the Reception Centers.
Drivers will be assigned to transport evacuees to designated congregate care centers or other host facilities."
}
The prerequisites stated at 2.1-31 are experience as a sus Driver and requisite license. There are no emergency f- s operations in.the SpMC definition of bus driver functions.
,,/ Drivers are required to do what they normally do, which is drive buses. No special procedures or training are required because bus operation does not change when a bus is used during an emergency. The navigation of designated routes is defined as the responsibility of Route Guides. SpMC, page 2.1-27.
Buses and drivers are deployed to evacuation bus routes, special facilities, and schools. On the evacuation routes, buses are used to pick up general population who do not have access to transportation. These buses are not expected to encounter members of the public who require special transportation, since these persons either will have
-w preregistered or will call the telephone number listed in the V
_ . _ _ .___________-__________________O
O Public Information Calendar. Appropriate transportation has been allocated for preregistered individuals and will be provided to those that call during an emergency. At special facilities, the bus drivers will not be required to transport evacuees for whom buses would be inappropriate vehicles. It is expected that those persons needing assistance in entering a bus, such as the elderly, would be assisted by the special facility's staff. See Applicants' Rebuttal Testimony No. 6.
l The number of bus drivers required to implement the SpMC f is 367. The number of bus drivers currently available on the l
NHY ORO bus driver roster is (as of' February 22", 1989) 673. I The number of bus drivers who have received the training modules designated on Table 6.3-1 as of February 22, 1989 is 531.
Training for bus drivers consists of the following modules: Bus Driver Training, Procedure Checklists, and Tabletop.
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ATTACHMENT A (Summary of NHY ORO Training Modules) l I
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Attachment A (Page 1 of 4)
ATTACHMENT A O
Module 1, Emergency Plan overview, covers basic planning concepts, terminology, purpose and regulatory basis; notification and communications sequences, capabilities, and methodologies; definition and overview of the protective action decisionmaking process; evacuation concepts; characteristics and hazards of ionizing radiation; overview of plant operations and containment; and radiological exposure control, limits, and protective equipment.
Module 2, Emergency Management, covers Emergency Action Levels, Protective Action Recommendations, management responsibilities, and coordination of the ORO's responses with those of other emergency response organizations.
Module 3, Public Alert and Notification System Activation, discusses the Vehicular Alert and Notification System / Airborne Alert and the Emergency Broadcast System; coordination of activities with State authorities and the applicable time constraints for system activation.
Module 4, Dose / Accident Assessment, covers the methods for obtaining current and projected doses and determining the area impacted by the plume. Use et the METPAC and HP-41CX programs, exposure control, and use'of field data are included.
l Module 5, Radiation Surveys and Analysis, covers field l
team mobilization and field communications; use of protective O
L______
1 Attachment A (Page 2 of 4) l D
\m- I clothing,. exposure control, dosimetry, and exposure records; sampling techniques,' field monitoring equipment, and instruction on operation of air samplers, count meters and probes.~
Module.6, Monitoring / Decontamination Operations, covers trailer and Emergency Worker Facility activation; protective clothing; survey methods; and decontamination procedures.
Module 7, Dosimetry Recordkeeping, contains instruction- :
on the forms.used, issuance of dosimetry, techniques for re:eroing dosimetry, and proper authorizations for personnel to exceed standard limits.
Module 8, EOC operations, covers the responsibilities of' the EOC staff, internal facility coordination; communications; recordkeeping; facility security; and use of maps, status boards, logs, and message forms.
Module 9, Staging Area Operations, covers the same material as Module 8 but is ctructured for the Staging Area.
Dispatch of personnel, equipment issue, and dosimetry are also included.
Module 10, Reception Center Operations, focuses on
- evacuee registration and directions to congregate care facilities. _~
Module 11, Traffic and Access Control, covers SPMC traffic management strategies, equipment, and methods for dealing with road impediments. ,
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Attachment A (Page 3 of 4)
O Module 12, Transportation, discusses mobilization of resources, dispatch of vehicles, routes, and contingencies for impassible routes.
Module 13, Public Information, covers Media Center operations including rumor control, media relations, news I release development, and coordination with other agencies.
Module 14, Medical Emergency, is geared to ambulance drivers and covers care of contaminated injured individuals; decisions on immediate medical care vs. contamination !
control; and methods of contamination control for the accident site, en route to the hospital, and at the hospital.
Module 15, Procedures checklists, consists of a review of the tasks to be completed, by position, according to tne implementing procedures.
Module 16, Tabletop, consists of use of a mini-scenario as a milieu for precedure use. "What if" situations are posed and discussed.
Module 17, Bus Drivers, combines information from Module 1 (Overview) and Module 12 (Transportation).
Module 18, Road Crews, is structured similarly to Module 17. -
Module 19, Protective Actict' ]/ Lie.;naaking, covers the regulatory bases for protective action decisions, Emergency Action Levels, Protective Action Guides. These are discussed !
in detail.
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Attachment A (Page 4 of 4)
I t
Module 20, Communications, covers practical demonstration of radios, radio etiquette, and specific instruction on each radio system employed by the ORO.
Module 21, Instrument Use,.is designed to review instrument theory and provide hands-on practice for field monitoring teams, sample collection teams, and monitoring / decontamination personnel.
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O ATTACHMENT B (IUPO 87-019, Pages 13-17, Appendix D) i i
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l stAINTAINING EMERCENCY PREPAREDNESS NtANUAL
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'e a ::: es :v e s:r. re: : e rt :r ::s .rterr a: .se :r .se :v .:s ::P.t-a:.: s r :r e rcrm ai c:urse er :csiness 5 :ermmee. .s re:ert s cuie net te c:r erwese transf errec er cenverec to any tnirc :any, anc its e:n-ents sneute -:t:e ma e ev:nc. aitnewitre er.cr agreerrent ef NPC.
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t-W - Attachment B (Page 3 of is,pg3,y g $. p[: SECTION 4 2 CONDUCTING AN EFFECTIVE EMERGENCY [ t. PREPAREDNESS TRAINING PROGRAM y 4.1.2 Continuing Training y gmegene< : e:arecress t aining snevic cewtoo Contmutng trammg snouid mamtain anc imorew
,f anc mamtam tne snewiecge ano skiils fer emegenev emegency response task reiatec kncwege anc skills
.i'# ,,spente :e sonnei to rescena edeciveiv to an emer-gency. Fregrams snouic be ime:ementec tor mmal anc snouia inciuce tne foilowmg:
t ammg.esere:ses cnits anc continu ng ecucation.
- a review of the items listec m initial traming f')d.
[ 1 hese trainmg programs snourc mciuce metnocs.
' , . evaivation stancares, anc im cementation resconsi-
- incustry emegency oceratmg excenence tiessons leamec from acualemergencies; bilities. Emegency precarecress trainmg snouic be y,. I concuceo witnm tne coiic:es er tre utiitty ano station
- changes in emegency crecarecness poiietes' ts. , Emegency crecarecness trainmg snould be an on- p ans anc crocecures t
going funcien anc snouic net e nmitec to erecarms
- a review of past onll ano exert:se performance
'r 'er tre annual exerc:se. prootems O
4% Contmuing training for tne emegency resconse 4.1 Elements of an Effective Training Program f An e ieciw t.aining
- program snouio 'ce cestiocec organization snouic be crevicec at least annuaily.
p. N usmg tre trainmg system cesticoment a:proacn. wnien suggests fiw enases m icer .11atmg trainmg: d) 4.1.3 Drills and Exercises anaivzing piant scecific t ainmg neecs. (2) cesigning, A dnll is a supervisec instruc:en eeriod aimed (3) cewioomg, anc (4) imoiementing programs taifore at testing, cewioomg, and imorovmg skills. A dnli
- to these neecs. ano (5) evaivating program effecive- snouid be supervisec and evaluatec bv a cualifiec cril!
ness. Euccessful cerrormance m c:assroom anc oract-instrucer, wno prcmdes immeciate fecebacx on suo. cat trammg shouic be a requirement for ruling an stancara certermance. e -eger cv resconse organization positien. An exerc:se is an ewnt that tests the integrated
. .e toi!cwmg eiements sr cute orovice the basis cacae lity oithe emergency resoonse eqanization as
':t sn e"ecne emegency cre:arecness t airung weil as a maior ocmon ci tne casic eiements et the emergency plan. All major elements of the emergency
)f 2
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pian snouta be testec witnin a tive war penod. u 4.1.1 initialTraining Drills anc exercises snould be concuceo to evalu-ate tne proficiency of all designatec emergency pre. Initial training snouid destico emergency pre-
- areoness task-re!atec kncwiecge anc skills in tne pareoness positions anc shouac be a routme part of trainmg. it is througn drills and exeretses that traming icilowmg areas:
effeciwness can be evaluatec. Allindividuals shouid
- emergency plan and impiementmg procecures articipate penodically in a dnt! or exercise to cemon-strate proficiency in their designated emergency po-
- emergency facilities anc ecuipment "U
- communications systems P nning, conduenng, and evaluating drills ano ex.
ercises should be tne responsibility of the emergency
*
- casics of reacor pcmer p. int coeration j
" preparedness cecartrnent ano should be cooromated I
4
- s:ecialtv trammg, such as mecia relations and with otner cecartments and organizations. Drills ano controntat:en trainmg for seieceo emergency exercises snouid ine:uce the toitowing: i p 1 p
- uonc meermation eersonr.ei anc other seieceo y
.. :e sonnei M'
t o i I k : l l 13
1 1 I Attachment B (Page 4 of 10) - 1 s FC 5-Q ] 1 9 l1 l
- cotent:ai acc: cents or octn ! age anc smail conse.
- recomng cuences. some er wnicn snouic test tne utiiity s e assessment 1
- at:aosiity to mitigate tu tner camage ano control .
I
- protec:se anc c:rrec:se ac: ens .--: )
*ereases aner a core camaging esent nas occurrec
- cosecives casec on orog*am neecs and oreviousiv
- communications systems .g i icentitiec weaxnesses '/.h information iiew within anc among emegencv 99
- scenanos that cnallenge pe sonnei. ecuipment, anc ttsources facilities .If.
*M e information tiow to the news met:ia anc the puolic 3
- pame: cation ov kev r:ersonnei from accrocriate y, orr-site suppen groues 4.1A.3 Special drills and/or training ,h. I i
Specias onlis anc/or training snould be conduced
- cnticues tnat inciuce a osan for correcing weak.
esses anc imoreving t aining edeciwness for coercinators eithe emergency resoonse organiza-if$ tion, ace: cent assessment eersminet. communications t P'f5 " f8 ICB'C8 m n't "nS t'8m5 fire-fiEhtin6 ', 4.1A Specialized Training personnel, anc first arc anc rescue eersonnel. Special . cnlls anc training provice occortunities to minimize 4.1A.1 Emergency public information simulation anc maximize reausm tnat may not be avail- 9_ Fe' sonnei assignec to tne eme gency :: colic infor- aole cunng iarger scale onils anc exerc:ses. These ,t 1 mation organization cuties anc responsibilities snouid training c::cortunities also cermit more focusec and yi eceive specialized training for tneir eseecise assign- in-ceptn coserage of these spec:alizec areas. .l ments. Exemotions may oc gisen for excenence in- , ) volving acions similar to tnose certormec dunng an 4.1.5 General Emolovee Training emergencv. Exemotions snouic be cocumentec. Ex- Emergency preparedness training snould be an in-amples of specialized training inciuce tne following: tegral cart of general emoione training. Emolovees - '., I
- communication. presentation.anc confrontation well ecucatec in tnetr cuties in tne esent of an emer-training :or scoxesce son anc tecnnical enerers genev neio protec tnetr own neastn a .c sa:ety anc en< ;
sure an eqanizec resoonse. Instrucion snould enaole ',
- t aining for soecializec aucievisual acivities sucn the trainee to perform tne foilowing:
as mecia monitoring anc ec: ting
- recognize emergency alarms anc state tne aport >.
More information on emegency cuolic informa. pnate acion for eacn type of aiarm ton organizanon training is avanacle in IN PO docu-ment 86-015. Emergency Public Communicanons e list the types of emergencies in orcer.oisesenry 3 Coordinators Manual.
- explain the reasons for emergenev plans ~ [
- state tne acions recuired of the emolcriee curing ,
4.1A.2 State /localorganizationtraining emergency pian implementanen Personnes from ute anc local emergency pre- < Oareoness anc reiatec organizations snould be invited e identify wnere emolovees anc their families can on an annual basis to came:t:ste in a training program ootain current information cunng an emergency tnat retates tne imoortance of erfecise clanning anc in-
- state tne purpose of site assemotv and account >
- er aces among tne vanous eqanizations mscivec in a bi'ity
^
resoonse to an emergency situanon. The rollowing . A. areas snovic be reviewec:
- state tne location of the empiosee s assigneo assemotv area -
- emergency plan anc procecures oserview e ciscuss site evacuanon, mciucing identification of '.,
e emergency cf assiricanon evacuanon routes anc the neec for meetin6 at off-
.e i
- emecency acnon iesers site assemolv points for racioiegicai monitonns 1 x
. 1
- I I
.~;e n's l
l Attachment B (Paga 5 of 10) 1
',.. 't h $h
. l IPC"'re
- Tswts et cues, nominations, or otrer evaiu.
- c:scuss ma"::~"C' ~ eat"~8 C*'"8 anons
,. encume, an::: e :recaut:cns cunn? ramoiogi.
7 caieme geac'es .amins recercs shou:c he mamtamec 'er each in- !
. state tre roie or tre comeany secxesce sen anc civicuai. The recorcs snowc cocument me cacacity in
.k. -
' the cemeanv s :ciicv c:nce nma tre e ease or wnsen eacn moivicual caruc::atec during eacn enil ,
*. e,.,e sency m:crmaticn te me cumic anc tne anc exerc:se.
i; , g,. mecia S 4.1.10 Trainee Evaluation The knowiecge anc ca:acilities olemergency re-4 4.1.6 Lesson Plans t Lesson oians tnat cescnce tre ociectives of the sponse eersonnei snowc te evaiuatec cunng mitral
. :esson anc crovice sumc:ent gwcance to ensure cen. training anc cenecicallv inereaner to monitor eenor.
sistency snouic be crecareo ter ao c!assrocm mstruc. mance ano ensure an eneenve respor.se. The cuauty of t ainms, prosrams. course content, anc instruenonai f t:en. t.esson cian !ctmat snowc ce consistent witn tnat Y usec in emer stat:en training programs. metnces are test evaivatec ev monitonng me cenor-l' nance citramees. Different metnocs cievaivanng inese ecucat:en anc traming rwograms are accroonate. 4.1.7 Training Matrices
~
rainma recwrements sncuic be ceterminec caseo Amon6 tne metnoas are wnnen examinat Ons anc cuiz es. oral crecxouu anc exammanens. anc cerior-
/ cn a tramer's marnx. A trainms matnx snovic list les.
~ ~
mance evaivations. It is imconant trat evaiuation ! sons cv titte anc numcer anc $nouic incicate. Ov metnoes are consistent witn the trainmg semng.
/ grou:5. wno snovic recene tre iessors. The grouc5 are assignec icr t ainmg pur oses ev loc similantv. A sam.
pie trammg matnx anc a comoiete creakcewn of the 4.1.10.1 Performance evaluation e groues usec in tne matnx is provicec in Accencix 0. Performance evaluanons snould be measured against estaoiisb o cntena or stancares ratner tnan
' mf anw to emer trasee cenormance. The foilowmg 4.1.8 Training Schedule areas snould be coerec:
A trainmg senecu a snouic be ceve'ocec annuailv
. anc reviewec anc a:0vec ev rne emergency cre:ar-
- knowiecte of oian
~ $ eccess c:oremater. The senecwe snowc me:ece tre
- knowiecge and a:encation of crocecures M t:ates er all eme sencv cre areeness trainir s. me:uc-
~ ~
.ng crails ano eserc:ses. seiecnon of crocer ecuiement
[r .
- operation ciecutement 4.1.9 Tra m. .mgRecords A trainmg recen:: snouic be comoietec for eacn e decision-making anc management or work sirills i trammg class. The icilowmg are exampies or items that dunng onlis anc exercises may ce incrucec m mese recorcs:
4.1.10.2 Knowledge evaluation
- topicitasir in knowiecge areas sucn as emer6ency response
(
- trammg cates organization acuvanon. autnontv anc resoonsibilines.
S
- lengtn ~ amma moursi '* *'I'"CY C #58 . cation. emergency response facili-ties, anc cersonnes protecton, wntren snort. answer
- mstrue:or exammations or muiticie.cnosce examinanons may be j useo to measure acniewment. Performance on wnnen
. !ocanon examinations snould be measurec agamst estaolishec 4
- cescr::non er trainma or c:ev oilesson otan !eammg ociectiws. For a score oiless tnan tne estao.
lishec cntena, remecial trammg snould be proviceo eame arc signature er meivicuai rece:vme anc retestmg conouctec. Failure to demonstrate sans. I(s . 3,9 factorv nnowiecge snowc reswt in removaiirem me (") * "aines su:evser s ev ew signature oster oiouaiiiiec cersonnei fer eme sency response functens. i i
s Attachment B (Page 5 of 10) , 9 1 vcs.m - 1 I 4.1.10.3 Exemotions
- information cistnoution i S
enenner mas ce exemetet: tt:m t ainmg inreugn
- scneculing i tne memocs cesencea ceiow. A test snoulo Ce Cro-ocet: tnat. ucon successrui ccmcietion, wouic exemet a timeiiness oitrainmg .
excenenct;c. newiv nirec cemonnet from certain ini- ! tial training. ;ncivicuais consicerec for exemetten NMessaw changes m me crogram content mstruc. 1 U"**"' 'Y.niyem es.exammaten teen. - nouie : ass wntten exammanens on (newiecse areas , anc cemenstrate ccmcetency m tne oracticai e'xercise. n eues. train mg racinnes. or m strucional stati should I Quanfiec ceconnet snouic be consicerec for ex. ce fceponec to me accroonate ce:anment. Resconsi. N mrinitatmg ano tracxmg c=ecuw aenons l'. emt: tion trem centmumg traming :( trev nave :co. sn us be assignec. s cecific knowiecge or me intermanon to ce taugnt. Exemer:on frem trainmg requirements incuic net ' mciuce exemenons trem tne wrmen examination . 4.3 Training Program Review -
- recess, The emergencv cianning cecrcmator snouic re.
The t:racittai exe c:se ecmt:etencv cemonstranon view tne emergency response otranization trammg " c uic be etemetec cunng c:ntmemg tramm; rer programs cenocicaily to ensure trar t ammt ace- .. tnose cenennel w no routinety use inese cracticai cuateiv succorts tne neecs of tne emergency resconse f acilit:es m ineir ices. organization. Manasement snourc use cautien en me at:cuca- . ~he toilowmg areas of the trammg pmgram snould non or any or tnese exemetiens. be reviewec annuaily:
- Training neecs should be c:early icencfied. -
4.1.11 Qualification oilnstructors .
,
- Training matenals, inclucing lesson clans. seif. 1 instrucers snouic be cemtiec m acc:rcance witn !
trainmg cepanment requirements. stuav guices, anc reference matenais. snoulc be l current anc complete. = a raitung me es appmonate icr me specfcama ' 4.2 Training Program Evaluation l
. in wnicn trammg is cemg concucea shouto be o esta:.isn anc mamtain an eneciw eme gency useo. Pracical exere:ses or nancs.on trainmg escor.se organizanon trammg pecg am.c:ntmumg ~
evaluanon et tne crogram is necessarv. Communica-should be erieciveiv usec. non among memcers et me utintv trainmg organiza-
- The traming senecule snouse be uo to cate anc non. cecartmentat supervisors. ano tramees is comoiete.
essentras. Efecne communicat:en among tnese
- Alltrammginclucingcomtnenenoiself stuav groues wiil facilitate crosram uccatmg anc maxmg impromments. The program evaluations snouid guices anc eartic::ation in crills ano exercises.
inctuce at least me toilowing items: should be cocumented.
- The qualification of all persons in the emergency
- exammation resuits ."
response organization snouic ce current. i
* U ' C " * * "*
- Supervisors should ensure tnat tneir eersonnel "q} .
"~
- emolovee too cenormance receive requirec trainms. -
- reguianons and stancarcs afecmg eme gency
- Feecback from cf assroom t aining sessions. drills, and exerc:ses snovic be incorporated into tne q
prepareeress trainmg , ,;,
~ .
- status et t ainmg cenc:ene:es trem otner evaiva.
. traming program. /*
tions anc resuinng c:trecne a= ions
- Remecial training shouid be crevic'ec when need- 3
- eo anc me erfecneness of tne tr.ining assessec. .-
imen:r.ements m t amms n emocs .t O . 16
I 1
- ~
. Attachment B (Page 7 of 10)
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Attachment B (Page 8 of'13) l NFC57- 3 0 1 1 1 l I i 1 l 1
)
f l l APPENDIX D SAMPLE MATRIX GROUPS AND SAMPLE TRAINING MATRIX 1 I I I; j l O\ um_
Attachment B (Page.9 of 10), cog..;;9 APPENDIX D s' .. SAMPLE MATRIX GROUPS q Crouc i Crouo IV ') Emergency CooromatorzCirector , Corporate Emegency suocon Penonnel - I l' Emergency Outv Officer Environmental Assessment Personnei -) i Sniit Suoervisor Secunw Feience:
,- Shift Tecnnicai Acvisor Succort Cooroinater
! Recoserv Manager Covemment L!aison Coordinator 1 3
- Stat:en Direcer j l Ooerations Direcer '
~e cnnical Cirecer Grouc V Senior Reactor Ocentors Emergency News Center Direcors l' Public information Managers Tecnnicai Aavisors l
, Croco il Rumor Control Croues
! Maintenance Direcer Soonescersonis)
.l .. Stores Direcer
;- Acministratten ano Logistics Oirecer RaciatiervChemistry Direcer Group VI
. l' Communications Direcer Communicators C!encal
'\ Croup VI Croup 111 -
Reacer Ocentors Off-site succort Croues (Fire anc Mecicai)- EcuipmenuAuxiilarv Ooerators Raowaste Ooerators i Heaitn Phvsics Technicians t ! Chemistry Technicians
! maintenance Tecnnic:ans 1
1 i T O.,
i
~
Attachment B (Page 10 of 10)
, r_._ :,,.,,,
APPENDIX D SAMPLE TRAINING MATRIX i 1 Y Y Y Y Y Y Y =
* * *
- b k kkkkk -
Th ; 5 5 < E E = 5 'g 3 pa 3 [.i .s'
~
E-E'
'33 2
i = L i Emergency Response Organ:zation Emergency Pfan x x x x x x x introoucuan & Owmew w Emergency Response 3 > 0 0 > 0 0 Support Organizauons . l j j > 0 > > 0 w Emergency Cassi6 canon
. . Accdent Assessment ano Protecuw 5 5 # * * * *
- Accon Recommencanons Fire. Personnei searen and Rescue.
Repair ano Damage Control
> 30 0 0 0 0 e Emergency Fac.lities ano Eouipment Orwite and Off site Raciation 3 3> , ; y Emertenev ~eams 3 > > 0 > 0 >
- Communicacons ano Non6 canon 4 Recaery Proceogres 3, 3> 0 > 0 0 5 5 > 5 0 > > 5 Chemistrv Emergencv frocecures O 3> > > > > ,
= Secunty Emergency Procecures O j > > 0 0 > c Medical Emergency Paoceoures y>>>>0 0 = Control Room Personnel 3 > > 0 > 0 0 2 75C Personnel 3 > > > 0 0 0 s 05C Personnel 3>>0 > 0 0 3: EOF Personnel 3 > 0 0 > > 0 C Erriergenev Nem Center Pe sonnet .
1 i i l o_------------- I
l I ATTACHMENT C (Seabrook Nuclear Training Procedure NT-4010, Conducting Job and Task Analysis) i i i 6
)
1
l [ . , Attachment C (Page 1 of 9) l l gejBRoo l I Y 8 , liiiit ==#EF j Y\ /Y O 4'N/N e GB SEABROOK NUCLEAR TRAINING PROCEDURE i I identification NT-4010 Revision 0 Numcer Title .09 AND ~aSK ANALYS;S Originator Dov E. Hickok Revisec cy l Approval and Implementation l The attached procedure is hereby approvec and effective on tne cate celow. Y %w W(o b Approved Date Training Group Manager l 1 1
@l 1
. . . . % . . ece . - i a.. %.
Attachment C (Page 2 of 9) Procedure No. NT-4010 Page 01 of 08 ' i [h Revision No. 0 kj l I JOB ANL TASK ANALYSIS 1 l TABLE OF CONTENTS i Sect:en ~itle Pace
)
10 DURPCSE 3 j 2.0 APPLICABILITY 3 J 30 AE~ERENCES 3 a0 DEFINIT'ONS 3 i 50 RESPCNSIBILIT;ES 5 6.0 INSTRUCTIONS 5 5.1 Concucting a Joe Anaivsis 6 [mj 6.2 Uccating a JoD Analysts 7
%) S3 Concucting a Task Analysis 7 S.4 Using Task Lists 7 i AT*ACH MENTS 7
?O 3
30 FORMS
-s G
Attachment C (Page 3 of 9) Procedure No. NT-4010 Page 02 of 08 Revision No. O JOB AND TASK ANAYLSis UST OF EFFECTIVE PAGES Pace No Effective Revision 1 0 2 0
~
0 0
)
6 0 7 0 0 1 l l l l 1 I l i l l L_---
- i. -1 Attachment C (Page 4 of 9)
Procedure No. NT-4010 Page'03 of 08
/ Revision No. O
\ t I c 1.0 PURPOSE This procedure estaotisnes tne requirements fer conoucting 100 and task analysis , to ceveico a new training program or mooify an existing one. 2.0 APPLICABILITY This orocecure acclies to a i Seacrock Station training programs inat are subiect to accreditation by the institute for Nuclear Power Operations (INPO). In accition.. it shcuid serve as a guice for concueting the analvsis onase of the. Training System Development (TSD) process for all otner performance cased training. i
3.0 REFERENCES
]
3.1 ;NPO-55-006. Drinciples of Training System Deveicament 1 3.2 iNPO-55-CCS (Supplements Principles of Training System Development Supplement
/] 3.3 New Hamcsnare Yan<ee Seacroom Station Training Group Management Manual X.J 3.4 Seacroox Training Group Procecure NT-4000. Training Development Recommeca-tions 3.5 Seacrook Training Grouc Procedure NT-5000. Training Design ,
i 3.5 NPO 83-009. Task Analysis Proceaure 3.7 NPO S3-033. Joe anc Task Analysis User s Manuai 3.8 iNPO 83-008. Job and Task Analysis Retrieval Maro I 3.9 INPO Job Analysis Procedure. Octocer 1984 ] l 4 4.0 DEFINITIONS 4 4.1 Curr*culurn Advisory Committee (CAC) Reviews. ciscusses, and recommends measures and actions relating .to all new and existing training programs of the Training Grvup. 42 Critical Task g Task if p erf o rm e d correctly cr incorrectly impacts eQUIDment, personnel or
/ public safety. \
43 Difficuity Relative mental anc physical effort reautred to acnieve task proficiency.
I Attachment C (Page 5 of 9) Procedure No, NT-4010 Page 04 of 08 Revision No. 0 44 :*enercy Wow 0+ ten a ice incumeent performs a task. 45 Generic Tast List A test h st. u s ually derivec from an outsice source such as INPO. wnsen nas not Deen suolected to 100 analysis and thus is not lant specific. 46 Importa nc e Relative consequence of inaceauate task performance in terms of acverse safety effects to ::ersonnet. the puolic or tne clant/comconent system. 47 JoD The cuties anc tasks cerformed by a singte worker, i e., control rocm ccerator 48 J0D/ Task AnalVsis (JTA) A metnod usec to CDtain a detailed listing of the duties anc tasks of a specific 10 0. JoD analvsis sucolies data recuired for task analysis. 4g Needs Analysis 1 A process to icentify potential or existing training neecs by documenting gacs between actual performance and performance requirements. Outcomes of this pro-cess could identify needs for additional training or Crocedural enanges. 4 10 performance Baseo Training Training cesignec arounc icentified tasks anc the relatea knowieage ano skiils recuitec for comcetent too performance. l 4 11 Subiect Matter Expert (SME) A worker Qualified and experienced in performing a particular task, including the necessary skills and knowledge. 4.12 Tabletoo Process whereov a group of SMEs analyze icbs or tasks to aerive consensus in the analysis process. 4.13 Task A well definea unit of work having an identifiable beginning and end. as well as two or more task elements. O
~
Attachment C (Page 6 of 9) g Procecure No. NT-4010 Page 05 of 08 Revision No. 0 4 14 Task t nalysis Systematic process of examining a task to icentify conaitions. stancaras. ele-ments. anc recuirec skills or knowieage. 4.15 Task E!ement (action step) Discrete action or step executec curing tne performance of a task. 416 Training System Oeveicoment (TSD) A method of evaluating performance-casec training for meeting specific jon requirements. 4 17 Vaticatec Tasx L.st A task list that ras ceen suciect to analysis anc aoproveo ev the CAC. 5.0 RESPONSIBILITIES 5.1 Curriculum Adviserv Committee (CAC) T Q Responsible for determining how an initial leo analysis for any position is to be concucted. Also responsible for approving plant-specific task lists anc modifications to tnose lists. 5.2 Training Department Manager l Responsible for assigning training staff momeets to conduct Job / task analysis. 5.3 Training Supervisor i Responsible . for overseeing that plant-specific task lists are developec anc l upcatec througn job analvsis. Also responsible for submitting new or mocifisc task lists to the appropriate CAC for approval. 5.4 Instructor / Assigned Subject Matter Expert Responsible for providing technical expertise in identifying tasks to be inctucec in a plant-specific task list. l l 6.0 INSTRUCTIONS NOTE: Analysis is the first step in the Training System Development process. The purpose of this step is to gather the information needed to develop effective g training that meets the requirements for a particular need, job or task. Analysis includes three steps: needs analysis, job analysis and task analysis. j
)
I- _ _ _ _ _ _ _ _ _ _ _ _
Attachment C (Page 7 of 9) l Procedure No. NT-4010 Page 06 of 08 !- Revision No. O Neecs analysis is the process of identifying requirements and performance deficiencies. The outcome of needs analysis is the identification of deficien-i cies tnat can be addressed by developing traming. Neecs analysis is custo-marily initiated througn the TDR procedure, NT-4000. 61 Concuct:ng a Jco Analysis 6.1.1 A ico anaivsis snail be conducted when no previous too analysis has been cone for tne position affecte d or an existing 30 0 analysis is inacecuate for training to ce developea. 6.1.2 The Training Decartment Manager or Training Supervisor snali determine tne scoce of the recuirea joo analysis. 6.1 3 The m:nimum reautrement for any job analvs s is that it shall result in ( a vaindatec ciant-scecific task list. 6.1 4 a creiiminarv 'asa ast is cevelooed for the tasks performeo n a c a rtic ula r ;co Groucs of tasks are categorized by ico. Outv. anc acti-v6tv This list may te preDared using one of the following methods. 6.1.4 1 Survev SMEs or job incumeents using questionnaires or inter-views to cetermine wnich tasks are performeo ov the 100 incum-cent: 6.1.4 2 Use an existing task list from INPO or a simila rly configured plant: 6.1 4 3 Anaivre crocedures and otner documentation tnat describe duties. tasks anc responsici;ities of the 100. 6.1.4 4 A prelimina ry tast list should include, as a minimum. task numcers niin descriptions as well as references. system / duty areas and activities. G.1.5 The Training Suoervisor gives the preliminary list to at least ene SME anc the assigned instructors for verification. 6.1.5.1 The task list is verified by reviewing tasks. adding missing tasks, and deleting redundant or incorrect tasks. Verification can be performed by surveys which rate tasks for frecency, dif-ficulty and importance or in tabletop sessions where tasks are selected for initial or continuing training and settings recom-menced for selected tasks. 6.1.5 2 The Training Supervisor resolves conflicts in data. Once conflicts are resolved, the data can be entered into the joo analysis data base, and a verified task list can be produced. O 1
~
Attachment C (Page 8 of 9) Procecure No. NT-4010 Page 07 of 08 Revision No. 0 52 Uccat:rg a Joe Analysis Uccates to a leo anaivsis may ce initiated througn the TDR process. TDR's that affect the loc analysis snould to incorporated into the JTA data base. Changes en tasxs will ce tractea througn all the related training areas: JTA cata case, exam cank. training matrix. and lesson plans. 63 Concucting a Tasx Analysis 6.3.1 Task analysis shall be conducted wnen new or additional training is recuired cn a task. This may be an intuitive process in wnten learning objectives are cevelooed cirectly from tasks. The outcome of task analv-ses is to cetermine knowieage anc acilities that must te consicerec in the cave'coment of specific tearning oclectives for training. 632 Dnce tne knowieage and acilities are cetermined. soec:fic fearning oclectives can De caveioped anc incorporated into tne appropriate training programs. , 6.4 Using Task Lists Verified plant specific task lists are the princioal tool used in designing performance-cased training programs. Training design is tne next stage in the TSD process anc is coverso ey Procaoure NT-5000. 7.0 ATTACHMENTS None
Attachment C (Page 9 of 9) Procedure No. NT-4010 Page 08 of 08 Revision No. 0 8.0 FORMS LIST OF ASSOCIATED FORMS
;orm No rye Effective nevision None O
l l l u______ .- . _ _ _ _ _ _ _ 4
t I ATTACHMENT D i (Seabrook Nuclear Training Procedure NT-5000, ! Iarformance-based Design Training) ! l l Q__-______--__.-_._-_-___-___-_-_
P Attachment D (Page 1 of 9) 1 gABRoo
^
!Y a .
j W 'NL_ \
/Wg i D
'N/N G GB SEABROOK NUCLEAR TRAINING PROCEDURE Identification Numcer "4T ~CCO Revision 0 p -
( Tit'e
- RAINING OESIGN Originater mov E. Wickok Revisec ::v i
I Approval and implementation
\
The attaenea procecure is he ecy approved and effective on the date celow. k% Training Group Manager Ag$ proved Date l 1 O V
.. .. s......
Attachment D (Page 2 of 9) '- Procedure No. NT-5000 Page 01 of 08 Revision No. O TRAINING DESIGN TABLE OF CONTENTS Section ?itte Pace 10 PURPOSE 3 2.0 APPLICABIL!TY 3
3.0 REFERENCES
3 40 DEFINITIONS 3 , EO RESPONSIBILITIES 4 60 INSTRUCTIONS 5 6.1 Selecting Tasks for Training 5 6.2 Determining Training Settings 5 6.3 Deveiccing a Training Matrix 5 6.4 Task Correlation 6 6.5 Developing Oblectives 6 66 Develcoing Mechanisms for Student 6 Evaluation 6.7 Training Program Description 7 i 7.0 ATTACHMENTS 7 l 80 FORMS 8 ! O'
l
~ l Attachment D (Page 3 of 9)
]
)
Procedure No. NT-5000 Page 02 of 08 j
,[] Revision No. O V 1 TRAINING DESIGN UST OF EFFECTIVE PAGES Page Effective Pevision 1 0 2 0 3 0 4 0 5 0 6 0 7 0 8 0 1
1
Attachment D (Page 4 of 9) l
}
Procedure No. NT-5000 Page 03 of 08 Revision No. 0 10 DURDOSE > Tms :r:cecure crovices guicance in designing performance-casec training in accer:ance utn tre Training S< stem Development (TSD) process. 2.0 APPUCABluTY This crececure acoties te all Seacroom training programs that are suelect to accreci-tation cv tne institute fer Nuclear Power Operations (INPOL in accition. it should serve as a guice for cencucting tne cesign pnase of the TSD process for att otner l performance-casec training
3.0 REFERENCES
31 !NPO-55-002. The Accreditation of Training in the Nuclear Power incustry 22 WPO-35-005. Pnncioles cf Training Svstem Development 33 tNPO-35-006 (SucclementL Principles,of Training System Development Supple-m e nt 31 New namesnire Yankee Seacreer Station Training Grouc Management Manual 35 New Hamesnire v'ankee o rotecure 18700. NHY Training Program 36 SeaercoK Training Group Procecure NT-4000. Training Development Recom-mencations ; 3.7 Seacrook Training Group Procecure NT-4010. Job anc Task Analysis 40 DEFINITIONS 41 Enaeling Obiective A statement that specifies measurable behavior that a trainee should exneDit after instruction. including the concitions and stancarcs for per-formance. 42 Job Performance Measures The minimum standard required for a job incumbent to perform tasks acecuately. 43 Performance Basec Training A systematic program of instruction designed around tasks and the related knowieage anc skills required for competent job performance. 44 Settin g The environment in which training is conducted and learning occurs. Settings include cla s s room, simulator, laboratory, on-tne job trainmg (OJT), etc.
Attachment D.(Page 5 of 9) Procedure No. NT-5000 Page 04 of 08 f ^ 'N Revision No. 0 (v) 45 Evstem Duty area a Icgical gr0ucing of tasks around a plant system or job function. For examole, nuclear instrumentation is a system. and administration is a duty area. 46 Task List The oroduct cf lco analysis wnich L5ts tasks fcr tnat 100. 47 Terminal Objective A bnef statement summarizing tne desirea training result in measurable terms. The terminal OclectrVe shoulo be written to reflect concitions. standarcs, and cenavioral outcome. 48 Training Matrix a meenanism Anien tracks elements of the TSO crocess. 5.0 RESPONSIBILITIES 5.1 Curnculum Acvisory Committee (CAC) ( Reviews and approves accoroing to its enarter such design elements as tasks selectec fer training tne training matnx. program ascriptions, training seneoules. and terminal oclectives. 52 Training Group Manager Responsible fer accroving all program descriptions. 53 Training Sucervisor Coordinates anc assigns instructors to act as liaisons in the TSD process. 5.4 Instructors / Job incumbents /SMEs Design training according to the TSD process specified in this procedure. 6.0 INSTRUCTIONS 6.1 Selecting Tasks for Training 6.1.1 Once a validated plant-specific task list is developed using the analysis procecure (NT-4010), approonate tasks are selected for training. 6.1.2 SMEs.100 incumbents. instructors, or other knowledgeable individuals U shall cetermine appropnate tasks for training. This process can generally be performed concurrent with a consensus group lod analysis. M - - - - - - - - . _ - - - - - - - - - - - - - - - - - -
Attachment D (Pago 6 of 9) Procedure No. NT-5000 Page 05 of 08 Revision No. 0 613 The incividuais assigned snali review eacn tasx. considering anal- . ysis information such as FID (frecuency, importance. difficulty) l data and whetner improper task performance is likely to affect l personnel or ecuipment safety. Tasks are also assignec to be ; coverea by initial and/or continuing training at this time. 6.1.4 Creteria used to select tasks for training will be documented and forwarced with the task list to the training supervisor for review. 6.2 Determining Training Settings 6.2.1 The setting in wnich training for a task is to be conducted must be determined orior to any training deveicoment. Typical settings i may int.tude: classroom taboratory, simulator. OJT. ano self-study. l 6.2.2 Analysis information sucn as task ratings and performance stan-daras are consicerea to determine training settings. Constraints, sucn as time anc resources, must also ce consicerea wnen recem-mencing settings. 6 2.3 The seiection of training settings can be performed by the consen-sus group selecting tasks for training (see Section 6.1). The selection is generally venfied by instructors during training development, witn any changes documented using tt's training development recommendation (TDR) process (see procecure NT-4000). 6.3 Developing a Training Matrix 6.3.1 The training supervisor shall assign an instructor or staff member to deveioo a training matrix to track information curing the pro- , cess of analysis and design. The training matrix incorporates a l large cata base wnich tracks such factors as system / duty area. { activity task. lesson plan, reference. comments, etc. 6.3.2 Updates to the training matrix, including adding or deleting tasks or changes in training setting, are routinely accomplished tnrough the TDR process. l l 6.3.3 The training supervisor shall review the revised matrix periodically. 6.4 Task Correlation 6.4.1 The assigned instructor shall compare the task list with objectives develop 60 for extsting programs in order to identify objectives that already cover the tasks selected for training. Form NT-5000-1. 7ask-Objective Correlation Sheet." should be used to document tasks with existing @lectives. This form may also be used when lesson plans are reviewed or revised for upcoming training programs. I
Attachment D (Page 7 of 9) Procedure No. NT-5000 Page 06 of 08 Revision No. 0
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SA2 !n correlatmg tasks to colectives, tne instructor snail . review - tne task and any procecures related to it. The revision numoer for eacn relatec proceoure snould be inoicated on NT-5000-1 to ensure that tne information in tne current matrix is correct. The ; instructor snould identify tasks and related. colectives av numoer ! and provide a orief description of each. ; 65 Developing Objectives 6.5 1 The instructor snali develoo terminal and enacting objectives for f any tacks selected for training that are not covered by existing ! colectives. Objectives ceveloceo from tasks snould be grouped j togetner ey training setting, as appropriate. i 6 5.2 Terminal colectives may also os developed for lessons for wnien no .j specific task exists (for examete, recent incustry events). 6.5.3 Oeveico or review the enabling oolectives for eacn terminal objec-tive ~he eclectives snould succort the performance of all plant-scecif:c tasks tnat relate to tne terminal objective. 6.5.4 Consiaer entry :evel s kills within the training setting wnen writing enacting oolectives. These objectives snould be ordered . i to reflect the secuence of training. 6.5.5 The training supervisor or another cualified SME snalt review all lists of terminal ano enaoling oclectives. ; G.6 Developing Meenanisms for Student Evaluation 6.6.1 Devetoo test cuestions using procecure NT-5010. Examination Develop- ; ment. S E Oeveioo 100 performance measures using procedure NT-5020. Job ; Performance Measures. 6.6.3 Develoo simulator exam Quettwns using procedure NT-5700. Simulator Examination Development. 6.7 Training Program Description 6.7.1 Eacn program requiring INPO accreditation shall have a Training Program Desenption "inich specifies the program requirements, con-t ent. course loading, scheduling, instructor qualifications, grading, evaluation, and program records.
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6.7.2 The Training Group Manager, the appropriate Training Department l Mana g er, the appropriate station department manager, and the Station Manager snail review and approve all program descriptions I for training conducted for station personnel. The Training Group l (n$ Manager shati determine the review and approval process for all
/\ other training.
7.0 ATTACHMENTS NONE l
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-Attachment D (Page 8 of 9) !
Procedure No. NT-5000 Page 07 of 08 Revision No. 0 80 CORMS LIST OF ASSOCIATED FORMS Form 'Jumeer t tle Effective Revisien NT-5000- Task-Cblective Corfe4ation Sheet 0 I l O l I 1 I I l l I O l L _ 1 _ _ _ ---__ - _ - - - - - - _ -
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O ATTACHMENT E (Seabrook Nuclear Training Procedure NT-6000, Devel opr.ent of Training Materials, Instructor Guides) O i l 9
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Attachment E (Page 1 of 12) gt.gBRo o w) C ' l 6 Y * . L L j V\ /#g
%/Ajg G SEABROOK NUCLEAR TRAINING PROCEDURE 1'
identification Numoer NT-6000 Revision 0 m.
) Title NSTRUCTOR GUIDES Originator Rov E. Hickok Revisec ::V Approval a:d implementation The attached procedure is hereby approved and effective on the date below, m
y MA Training Group Monoger ,- Approved Date y . s
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I l Attachment E (Page 2 of 12) l Procedure No. NT-6000 Page 01 of 11 Revision No. O j INSTRUCTOR GUIDES O1 l TABLE OF CONTENTS ( I I Sectien ~itte pace ' 10 PURPOSE 3 2.0 APPL!CABiLITY 3 30 REFERENCES 3 40 DEFINITIONS 3 , 50 RESPONSIBILITIES 3 60 NSTFUCT:ONS 4 51 instructor Guide Devetcoment 4 S.2 Lesson Plan Numcers and Review 6 S.3 Instructor Guide Approvat 6 7.0 ATTACHMENTS 6 80 FORMS 8 e 91
_ ~ Attachment' E (Page 3 of 12) , procecure No. NT-6000 Page 02 of 11 ; Revision No. O -\ j
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NSTRUCTOR GUIDES UST OF EFFECTTVE PAGES P Q8 E*f ect:ve Revision 1 0 2 0 2 3 4 0 5 0 6 0 f,, t ( < 0 8 0 i 9 0
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Attachment E (Page 4'of 12) Procecure No. NT-6000 Page 03 of 11 Revision No. 0 1.0 PURPOSE 1 This rocecure provides Ine format f r comoieting. organizing, anc cresenting tne nser ct:r guices usea ov Ine SeacrecK Training Grouc (STG).
)
l l 2.0 APPUCABluTY The instructor guice f ormat snali te used by STG instructors. vendors, and consultants assignea or centracted to creoare instructor guides. Instructor guices j orecarea cefore the cate of tnis revision are exempted until the next time tnev l are reviseo.
3.0 REFERENCES
)
2.1 INPO E5-002. The Accreditation of Training in tne Nuclear Power incust v 32 D ocecure No. NT '020. aining Aecorcs ! I 23 P ocecure No. NT-5010. Examination Deveicoment 3.4 Procecure No. Ti"-5020, Joo Performance Measures Development { 3.5 ProceQJre No. NT-5700. Simulator Examination Deveicomem 3S Procecure No. NT-5000. Training Design 4.0 DEFINITION S 41 Hancouts i Succlementarv instructional material develocea or comollec tv the Training Group staff and acorevea ey tne Training Decartment Manager for cistricution to tne stucents in connection with a specific lesson. 42 instructor Guide A comoslation of materials to be used by STG instructors in develootng and implementing training. l 43 Lesson Plan , The instructional cortion of thh instructor guide, including the overview. oclectives, references. boav content. etc Typical duration of a lesson covered by a lesson clan is one to four nours. A single instructor guide may contain seversi relatea lesson otans. 5.0 RESPONS!BluTIES 5,1 Trainitig Department Managers 1 Responsible for approving all instructor guides within tnear cecartments. { 4 i- l
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- ~ a Attachment.E (Page 5 of 12)
Procecure No. NT-6000 Pege 04 of 11 Revision No. 0 52 ~r aining supervisors Resocnsicle fer the centent, fermat anc review of instructor guides witnin crograms inev sucervise. ; 53 Assignea STG Instructor I Resconsicle for tne actual preparation of tne instructor guice accorcing to tne format crescricea in Section 6.0. 6.0 INSTRUCTIONS ] 5.1 instructer Guice Deveicome:nt NOTE: The following items are typicatty included in an instructor guide. Items that are not ' appr'conate for a particular instructor guide will be designated N.A. in the table of i i contrants. In accition, sneets with the statement. *This section not applicacts' snasl be placea benino any taos tnat are not used in a particular instructor guide. ! 6.1.1 :sstructor Guice Accrovst Pace Drecare an acoroval page listing the cregram, ccur:e. cnase. One all tne lesson clan numoers anc titles incrucea in tne instructor guice. 6.1.2 ~able cf Centents - Drecare an outline of the instructor guide [ inciucing neacings for eacn tao witn appropriate suoneacings. Indicate ( not applicaote (N.A.) for taos not usea in tne instructor guice. Sub-neacings unoer the lesson otan asacing snall be in sufficient detail to incicate the content of the sesson plan. 5.1.3 ""me Senecute - A senecule of lesson presentation snould be inctucea. 6.1.4 List 'of Stucent Obiectives - 'nctuce a list of all student CDIsctives coverei ov tne instructor guide. 6.1.5 Incividual Lesson Plans - Drecare a lesson plan for eacn incivicual lesson. using tne components explainec below. 6.1.5.1 An overview of the lesson Oriefly describes what the lesson is suppossa to accomplish. Mention any special instructions i about the presentation. 6.1.5.2 P_rere ouisite s state any qualifications or previous training (lessons. courses, etcJ reautred. 6.15.3 The instructional etiectives include a terminal celective, i whien cascrioes a stucent s exosetea performance following or .l during training, and associater enabling cDiscrives wnsen support tne atttinment of the tern. ,1 objective. Each entbling ODiective is assignec an incividual numoer. See Attacnment 7.1 Por the lesson plan anc CDiective numoering system, ( 61.5.4 References used f0r osctground. Covetooment and presentation snouso te listec. Se es specific as poss Die.
L
.l Attachment E (Paga 6 of 12)
Prococure No. NT-6000 Page 05 of 11 Revision No. 0 - 5.155 he ecuiement/matertals section of the lesson clan informs O tne instructor of any materiais neecea to imolement tne lesson. Examones are controllea piant crotecures. clant crawings. Detanea Svstems texts, hancout packages, etc. Se sure to specify Quantity, if posstof e.
~
1 5.1.5.5 The coment/ outline of the lessoa is formettec in two columns. l Use tne tne left-hano column fcrlesson content. The regnt-hand ! column provides scace to note che maior features of the lesson. secn as stices, transparencies. Key information. notes, com-ments, review cuestions. etc. 5.153 ~he summarv/ review cuestions highlignt the key points or colectives of tne tosson. This is the accrocriate section for clarification, follow-uo, informal evaluation. ano stucent feed-c a c K. 515 SNce P eram - Obtain ano secuence any slides usea in the lesson. noicate unece tne suces are locatec if they are not incluced in tne instructor guice. 513 Haneouts - The nancoutssection should inctuce tne following items: (1) A tacie of contents listing all matenais to ce nancea cut to students in connection witn the lesson. (2) A cover sneet for tne bl.ndout oscket. (3) Reorocuciole copies of the hancout items, including student ODiectives anc errata sneets. (When a controllec document is to ce nanced out in its entiretv. it is not necessary to meluce a copy in ine nancout section.) 5.1.8 Transparencies -include all transparencies used in the lesson. A repro-cucicie print may es suostitutec. 5 1.9 Locate - **cvice information to the next user of the instructor guice tv tming out tne comment / history log (Form NT-6000-2). This log crovices an nistorical recora of eacn presentation of the lesson anc tists enanges anc corrections mace avinstructors, if an instructor discovers a ceficiency in a lesson plan tnat cannot be corrected immediately, he/sne snali descrios tne ceficiency comonetely in the upcate section. When tne deficiency is corrected, the instructor snall enter the action that was taken anc its completion cate. The training supervisor shall review this tog sheet to verify lesson upcates. 6.1.10 Notes - Use the Task-Objective Correlation Sheet (Form NT-5000-1) to snow the correlation cetween eacn oDiective covered by tne lesson plan ano specific tasks. The noles section of the instructor guice also provides i a place for any comments. suggestions, anc reference materials that the i instructor would like to include. 6.1.11 Evaluation - Desence the methoc(s) of student evaluation for the lesson piants) inctuced in the instructor guide. Incluce references to written l exams. Quizzes, orat exams.100 performance measures, walk-througns anc thGir location. l L-_-________________
_ , ~ Attachment E-(Page 7 of 12) j Procedure No. NT-6000 Page 06 of 11 l Revision No. 0 ) ( 5.2 .essen P'an Numcers and Review 5 2.1 .esson plan numcers snail be assigned following tne guidance provided n Attacnment 7.1; 6 2.2 Newly ceveloosa instructor guides snati be reviewee using tne initial instructor Guide Review Checklist. Fe m N T-5000- 1. Reviewers' ',' comments can ce inclucea on Form NT-6000-2. Comment / History Log. after initial review tne train.ng supervisor will periccically review nstructcr guices for instructional cualitv. S.3 'nstrue:Or Guice Accrovai All;nstruct:r guices snali ce reviewoo cv tne Training Sucerosor and approvea Dv the Training Oeoartment Manager. using the approval oage wheen crocaces
*re tac fer tne taole of contents (see section 6.1.11. The Training Supervisor may also cesignate a s'.iciect matter excert to review tre instructor guide.
7.0 ATTACHME NTS .. 7.1 ' esson P!an and 00lective Numoering System D (b l
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Attachment E (Page 8 of 12) Proceoure No. NT-6000 Page 07 of 11 Revision No. 0
-1 LESSON PLAN AND OBJECTIVE NUMBERING SYSTEM I
J3 Settino ! l Secuential i Numoer Series Obiective l l Numoer l Level l l
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'- < X X ' ~< -XX l -'< X l
i ! l i CE FINITION S,S A two-cnaracter coes identifying the positionis) for which the Gt feb training is conouctea. (Example: CH-cnemistrv tecnnician). The training supervisor will have a list of assigneo 100 codes. S ett!n a A numoer representing the site or location wnere the ore-concerance of a lesson taxes place. Possioie settings are: 1 Classroom 2 OJT 3 Simulator d Laboratory 5 Self Study Secuential Number Three-cigit numcars are assigned in sequential order to each lesson plan in a particular ico category. Senre The lessen plan may be identified as: ., t i Init:al Training C Contenuting Training Obiective Numoer Cblectives covered by the lessen plan are identified by secuen- I tial numcers. Level The level of training is represented by a two-cigit coce. (Example: SR - senior reactor coerator). The training supervisor mil nave a list assigneo levei coces. Attachment 7.1 l C____.._____
_ ~ - Attachment E (Page 9 of 12) l 1 Procedure No. NT-6000 Page 08 of 11 Revision No. O { G) 8.0 FORMS UST OF tSSOCIATED FORMS
%rm %meer Title EHe:tive Revisien NT-6000-1 initial Instructor Guide Review o Checklist (2 pagesi NT-6000-2 Comment / History Log 0 C
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Attachment E (Page 10 of 12) Procedure No. NT-6000 Page 09 of 11 Revision No. O INIT1AL INSTRUCTOR GUIDE REVIEW CHECKUST i COVER SHEET YES NO Nh
- t. Are trere titles for crogram, cate. course, phase and lesson wnere scoiicaote) l I
- 2. Is the autner identifieo? g TABLE OF CONTENTS
- 3. Does tne Table of Contents reflect the coritent of the instructor guice) l l TIME SCHEDULE 4 s there a time seneouie for tesson clan presentation?
l l l OBJECTNES
- 5. Are stucent oclectives consistent with lesson plan colectives? l LESSON PLANS
- 6. Does tne lessen plan aonere to tne format acceroing to sample lesson stans of proceours NT-60007 l l
- 7. !s the pnmary intent of the ,esson clearly stateo? l l
- 3. Are applicaole tasks icentifieo in tne lesson plan? l l
- 9. Does the terminal oclective state a measurable outcome? l l
- 10. (( [p ki) b N k i s h h 5 h h ri[fl[si5 h ( N f[5 e A h I N l
- 11. Do the enabling oDisctives support the terminal objective?
- 12. Do tne enabling cDjectives focus on tne essential knowledge and stills of the lesson? -
- 13. Does esen objective specity, with an appropriate verc. now trainees will demonstrate stills? l i
- 14. Are conditions and performance standards stated for applicable j oDisctives?
- 15. Is the wording of esen oblective clear and concise?
- 16. Are applicscle references identified?
l Form No. NT-6000-1 Page 1 of 2 . Rev No. 0 l 1 u__________ _
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Attachment E (Page 11 of 12) d Prococure No. NT-6000 Page 10 of 11 Revision No. 0 INITIAL INSTRUCTOR GUIDE REVIEW CHECKUST YES .NO- N/A-
- 17. Are accrcoriate instructional materials listec? l .l-
- 18. Does tne lesson clan accress audiovisual'mecia senecuting and use? l
- 19. Coos inelesson content clearly accress all of the ioen-tifico learning colectives? l-
- 20. Are notes. cues, avestions inctuceo for student cartici-pation? -l
- 21. Oces tne summary review tne maior learning oclectives of j
- ne lesson) -
l !
- 22. Do the lessor, summary or review ouestions tie together tne j g matenal covereo in lessen segments or cetween lessons?
HANDOUTS i
. 23. Are trainee nancouts inctuced or scentified? l l' .; -( !
SUDE PROGRAM
- 24. Are slices providea or incicateo wnere tney can os co-taineo? ! !
- 25. Are instructions orovicec for croper slide sequencing? j' l TRANSPARENCIES
- 26. Are transparencies of good instructional quality? .l l
'27. Are instructions provided for proper transparency sequencing? !
SIMULATOR _
- 28. Are simulator instructions provided for s mulator lesson
- plans?
l l NOTES
- 29. Is the tast-to-oolective correlation included? l l
I l l Form No. NT-6000-1 Page 2 of 2 ~ Rev.No. O i
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(-' s i ATTACHMENT F (Seabrook Nuclear Training Procedure NT-7000, Implementation of Training) ~ - - - - - - - - _ _ _ _ _ - - - - - - - - - _ _ _ _ _ _ . _ _ _ _ _
l t - Attachment F (Page 1 of 11) ejc.hBRCoq \ a, el l i hi i ....... . . j W\ /Wq 9 4
'N/N G GO SEABROOK NUCLEAR TRAINING PROGDURE Identification Numcer NT ?000 Revision 0 -
Title IMPLEMENTATION OF TRAINING Originator Aav E. Hickck Revised OV Approval and implementation The 8ttBChed procedure is hereDV approved and effective on the date below, m 4dRdcusLc __- wh\e Training Group Manager Approved Date e n e *e he %' '???-t a,, ese ?
Attachraent F (Page 2 of 11) Procedure No. NT-7000 Page 01 of 10 r-f Revision No. O
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IMPLEMENTATION OF TRAINING TABLE OF CONTENTS Secton Title Page 10 PURPOSE 3 2.0 APPUCABILITY 3 30 REFERENCES 3 40 DEFINITIONS 3 50 AFSPONSIBLtLITIES 3 50 lNSTRUCTlONS 4 t, .1 implementation of Training 4 ,c3 6.2 Preparations for Training 4 6.3 Selection of S:uconts 5 6.4 Presentation of Training 5 6.5 Evaluation of Stuaent Performance 6 6.6 Training Recorcs 6 6.7 Training Evaluation 6 70 ATTACHMENTS 6 8.0 FORMS 7 f r
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Attachment F (Page 3 of 11) Procedure No. NT-7000 Page 02 of 10 Revision No. O IMPLEMENTATION OF TRAINING LIST OF EFFECTIVE PAGES Page EHective Revision 1 0 2 0 3 0 a 0 5 0 6 o 7 o 8 0 9 0 10 0 1 0
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>s Attachment F (Page 4 of 11)
Procedure No. NT-7000 Page 03 of 10 Revision No. O
\ 1.0 PURPOSE 75is crotecure provices directions for implementing the training outlined in a train-l ing program description.
L 2.0 APPUCABlUTY This crocedure sopises to all training programs conducted by the Seserook Training Group.
3.0 REFERENCES
3.1 INPO B5-006. Principles of Training System Development 32 INPO S5-006 (Sucolement). Principles of Training System Development Supple-ment 33 Seacroc( Training Group Procecure NT-1020. Operations Training Oeoartment Training Recores 3.4 SeacrooK Training Group Procecure NT-2000, instructor Qualification 3.5 Seabrook Training Group Prococure NT-2010. Academic Performance Review t ( 3.6 Seacrook Training Group Procedure NT-5000. Training Design 3.7 Seaerook Training Group Procedure NT-5020, Job Performance Measures 3.8 Seabrook Training Group Procedure NT-5700. Simulator Examinations 3.3 Seacrock Training Group Procedure NT-6000. Instructor Guides 3.10 Seabrocx Training Grouc Procedure NT-7010. Examination Administration and integrity 4.0 DEFINITIONS 41 Frequency Distribctin The numoer of times that various ratings or responses appear during survey or test. 42 Pre-test l A test administered to all students before beginning a course to confirm that j each student is Qualified to enter the training. A pretest is also used to identify remedial training requirements and to identify areas that reautre special empnasis in the training. 43 Program Description l A training plan created during the design phase of the Training System Develop- : ment process. l
Attachment F (Page 5 of 11) Procedure No. NT-7000 Page 04 of 10 Revision No. 0 5.0 RESPONSIBlUTIES 5.1 Curriculum Advisory Committee Approves ceviations from the program description. 52 Trairang Department Manager Coordinates with NHY department managers to schedule training and select students to atteno. 53 NHY Manager /Sucervisor Identifies individuals within the department who require training ano ensures that they atteno training wnen seneoulec.
- 5. t. Training Sucervisor Assigns instructors to deliver training, oversees training preparations. conducts instructor observations. ano ensures tnat materiais necessary for evaluation of training effectiveness are compiled.
5.5 lnstructor Prepares for and conducts training, evaluates student performance. and main-tains training recoros. 6.0 INSTRUCTIONS 5.1 Implementation of Training 6.1.1 Training shall to implemented as specified in the training program description developed in the design phase of the Training System { Deve opment process (see procedure NT-5000. Training Design.) j 6.1.2 Deviations from the program description recuire the approval of the Curriculum Advisory Committee. Any such deviations shall be docu- . mented. 6.2 Preparations for Training l 6.2.1 The Training Supervisor shall assign the instructors to deliver the i training. ) 6.2.1.1 The essigned instructors shall be qualified for the levelof training they are to present. j 6.2.1.2 The Training Supervisor shall ensure that instructors have ! sufficient preparation time to familiarize themselves with the , material to be covered and to verity that the instructor guides are complete and up to date.
Attachmsnt F (Page'6 of 11) Procedure No. NT-7000 Page 05 of 10 Revision No. O (7 I I
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522 -The Training Supervisor or a designated instructor shall ensure that necessary training facilities are schecuted anc required equipment and training materials are available. 6.3 5 elect:en of Stucents 6 3.1' The Training Decartment Manager coordinates with the appropriate NHY department managers / supervisors to select stucents to attend training. 6.3.2 A pre-test may oe administered to measure the students' entry level knowlecge ano skills anc to ensure that they meet any prerequisites for the course. 6.4 Presentation of Training 6.4 t :nstructors shoula provide stucents with a written list of oblectives fer eacn lesson taugnt. i 6.4 2 instructors snould deliver lessons as outlined in the sooroved instructor guices. 6.4 3 At approonate intervals during the conduct of training, students snail be recuested to fill out form NT-7000-1 Stucent Evaluation of Training.
\, 6.4.3.1 The instructor should fill in the lesson identification infor-mation at the top of page 1 before distributing the form to the "ucents.
6.43.2 The instructor shall review the students' recommendations, pro-vide written resconses to comments on page 3 of the form. and forward the form to tne next reviewer. 643.3 The Training Suoervisor should determine wnether any sugges-ted improvements in training can be implemented immediately. l Suggestions that cannot be implemented immediately should be considered during tne program evaluation after the training has been completed. 6.4 4 At appropriate intervals during the conduct of training, instructors shall snall be ocserved in accorcant;e with procedure NT-2000, instructor Qualification. 6 4.4.1 The instructor and the Training Supervisor shall review the ocserver's recommendations and determine whether suggested improvements can be implemented immediately. 6.4.4.2 Recommendations resulting from instructor observations snould be considered during the program evaluation after the [ training has been completed. i
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I Attachment F (Page 7 of 11) Procedure No. NT-7000 Page 06 of 10 J Revision No. O t I 1 6.5 Evaluation of Stucent Performance i 6.5.1 Stucent performance shall be evaluated regularly as specified in tne program cescriotion. Examinations anc otner measures of performance shall be administered in accorcance with the following proceaures. NT-7010. Examination Administration and integrity: NT-5020. Joo Performance Measures: and NT-5700. Simulator Examinations. 6.5.2 Unacceptable performance bv students, as defined by the program cescriction. snali recuire implementation of procecure NT-2010. Acacemic Performance Review. 6.5.3 The instructor or evaluator shall consolidate test performance data as recuireo for use in evaluating tne effectiveness of training. Test performance cata typically consists of frecuency distribution of scores On incividual test items. 6.6 Training Recores 6.6.1 The instructor snail document the training in accorcer ce with the requirements of tne program description anc the applicacie training recorcs procecure. 6.6.2 The instructor shall use the Update' section of the instructor guide to recommena enanges in training materials or prese ' 3:lon or to reflect changes identified during ine presentation of the training 6.7 Training Evaluation After a training program, course, or phase has been comoteted, the Training Supervisor snail ensure tnat the materials required to conauct an evaluation of training effectiveness nave been compiled Procecure NT-8000. Evaluat>on of Training Effectiveness. provides guidelines for concucting an evaluation. 7.0 ATTACHMENTS l None I l l I Oll 1
Attachrtent F (Page 8 of 11) j j i
-- s Procedure No. NT-7000 Page 07 of 10 f Revision No, O
( v
)
8.0 FORMS LIST OF ASSOCIATED FORMS Form Numter Title Effective Revision NT-7000-1 Student Evaluation of Traimng o ( ) w/ e i
f _ ~ Attachment F (Page 9 of 11) Procedure No. NT-7000 Page 08 of 10 Revision No. O STUDENT EVALUATION OF TRAINING LESSON IDENTIFICATION Program. Course, and Phase Title (s); Lesson Title (s): Instructor (s) Datels) cf Presentation: PURPOSE and INSTRUCTIONS The Durcose of this form is to obtain an assessment of training you have completed. Your evaluation anc comments will helo us to ensure continous Quality and effectiveness of training. Please responc to the statements below by checking the appropriate box and by provicing accitional comments of training on page 2. Additional sheets mav De attacnec as nece s sarv P! ease inciuce vour name on the form: tnis enables the staff to contact you
.f any comments are net tnorougnty uncerstoca.
Name Date ASSESSMENT ITEMS Al=m l ,5g- l Nmr N/A
- 1. Objectives were c:early written and relevant. l l
- 2. Instruction supported colectives and was job l l l relevant.
- 3. Presentation secuence anc pace was logical and l l l l appropriate.
- 4. Visuals and boaro materia s were clear and l l l l Supported colectives.
- 5. Handouts and texts were clear, relevant.
l l and supported objectives.
- 6. Instru ter was adequately prepared for material presented.
- 7. Instructor encouragad student participation. l l
- 8. Key. complex material was summarized and l objectives were reviewec. j j
- 9. Exams and cuizzes tested objectively. l
- 10. Exams and cuizzes graced objectively. )
- 11. Sites for training, practice and study were l acceptable !
- 12. Instruction provided will likely improve l l l I
job performance NOTE: Comments on the above items are on page 2. Form No. NT-7000-1 Page 1 of 3
i: . Attachment.F (Page 10 of 11) Procedure No. NT-7000 Page 09 of 10 Revision No. O STUDENT EVALUATION OF TRAINING l tem No. Student's Comments and Recommendations - Additional Sheets Attached (Circle) Yes No i I Form No. NT-7000-1 Page 2 of 3 Rev.No. 0
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Attachment F (Page 11 of 11) l Procedure No. NT-7000 Page 10 of 10 , Revision No. 0
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l INSTRUCTIONAL DEVELOPMENT REVIEW ;
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Item No. Instructor s/ Reviewers' Comments and Suggested Actions i l O Date Instructor Date Other Reviewer Training Supervisor Date Training Department Manager Date Form No. NT-7000-1 Page 3 of 3 Rev.No. 0
I l ATTACHMENT G l (Seabrook Nuclear Training Procedure NT-8000, Evaluation of Training Effectiveness) I l l 1
- f. - - _ _ _ _ _ - _ _ _ _ _ -
u ittachment G (Page 1 of 14) ef.ABROo O b W 's j V\ /W h/ gg Q SEABROOK NUCLEAR TRAINING PROCEDURE Identification Numcer NT-8000 Revision 0 - Title EVALUATION OF TRAINING EFFECTIVENESS Originator Rev E Hickok Revised by Approval and Implementation The attached procedure is hereby approved and offective on the date below. l ro.A Ah O v Trainir.g Group Manager Approved Date i O
- e. . . c . ooe.,
e.. 3 a
_ ~ Attachment G (Page 2 of 14) Procedure No. NT-8000 Page 01 of 13 e] Revision No. O
%j EVALUATION OF TRAINING EFFECTNENESS TABLE OF CONTENTS Section Title Prce 1.0 PURPOSE 3 2.0 APPLICABlUTY 3
3.0 REFERENCES
3 40 DEFINITIONS 3 53 RESPONSIBUUTIES 3
$0 INSTRUCTIONS 4 6.1 Monitoring Training Effectiveness 4
,es 6.2 Conoucting Training Evaluation Surveys 4
.\s 6.3 Evaluation Meetings 5 6.4 Analyzing Training Effectiveness 5 6.5 Implementing Training improvements 6 70 ATTACHMENTS 6 8.0 FORMS 7 (3
LJ l
l. l' _
~ j Attachment G (Page 3 og 14)
{ l Procedure No. NT-8000 Page 02 of 13 I i Revision No. 0 O EVALUATION OF TRAINING EFFECTIVENESS UST OF EFFECTIVE PAGES Pace Effective Revision 1 0 2 0 3 0 4 0 5 0 6 0 7 0 8 0 9 0 10 0 11 0 12 0 13 0 i l I l O
h Attachment G (Page 4 of 14) l Procedure No. NT-8000 Page 03 of 13 Revision No. O bM 1.0 PURPOSE i i This or0ceocre trovices directions for evaluating the effectiveness of training and l icent+, ring improvements to ce made in future presentations of a course or program. ] i
< a 2.0 APPUCABluTY 1
~
This procecure applies to all training conducted by the Seabrook Training Group.
3.0 REFERENCES
3.1 INPO B5-006. Principles of Training System Development 32 INPO B5-006 (Supplement). Principles of Training System Development Supple-ment 33 Seacrocx Training Group Procecure NT-2000. Instructor Qualification 3.3 Seacrocc Training Group Procedure NT-4000 Training Development Recom-mencati;ns 3.4 'Seacrock Training Group Procedure NT-7000. Implementation of Training u 4.0 DEFINITIONS f 4.1 Training Evaluation Report Document in wnsen information used to measure training effectiveness is compiteo and analyzed for presentation to the Curriculum Advisory Committee. 5.0 RESPONSIBluTIES j 5.1 Curriculum Advisory Committee (CAC) Reviews recommendations resulting from training evaluations and approves revisions to training programs, j 5.2 Training Department Manager l Reviews training evaluation reports and makes recommendations to the CAC l 5.3 Training Supervisor Conducts or supervises training evaluations and the preparation of training evaluation reports.
Attachment G (PGge 5 of 14) Procedure No. NT-G000 Page 04 of 13 Revision No. 0 6.0 INSTRUCTIONS 6: Men:tcr:n; Traming Effectiveness 6.1 1 The Training Suoervisor shall ensure thr,t information necessarv to 1 evaluate training effectiveness is collec'.ed by instructors wnen the l training is implemented. as specified in proce tre NT-7000. Implemen-tation of Training. This information includes Student Evaluation of - Training forms (form NT-7000-1). test performance Tata, anc instructors l recommendations anc commen% recorced in tne "Upcate'section of the instructor guices. l 6.1 2 instructor Observation Reoorts instructor conservation recorts comoleted by the Training Manager the Training Suoervisor. and the instructor ceveicoment staff may aiso ore-woe usetui information for tae training evaivation. ~he crocess 1:r concuttmg anc documenting instructor observations is cescricea in pro-cecure NT-2000. Instructor Qualification. 6 1.3 S.e training cevelocment reccmmencation (TDR) process provides aedi-tional information tnat s.nouie be considerec during an evaluation of training effectiveness. This process is described in procedure NT-4000. Training Devetooment Recommendations. Among the incicators moni-torea througn TDRs are the following: o incustry and plant operating and maintenance excertences. o Audit findings. n Changes in regulations. plant ecuipment, and proceoures o NRC anc INPO publications. o Recommendations from NHY employees. C.1 4 Improvements in training identified tnrough the mecnanisms discussec aoove snould be implemented es soon as possible. Some improvements can be implemented immediately; others require review and approval by 4 the CAC. Suggestions that cannot be implemented immediately shall be l I considered during the training evaluation following the completion of tne course or program. l l 62 Concucting Training Evaluation Surveys After the completion of a course or program. The Training Supervisor shall solicit feecoack from the supervisors of the newly-trained employees and from the trainees themselves. l Form NT-8000-1. Suoervisor's Evaluation of Training Eff e c- i 6.2.1.1 tiveness. should be used to record feedtack from supervisors
Attachment G (Page 6 of 14)- j
, k e
Procedure No. NT-8000 Page 05 of 13 - Revision No. 0 -
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{ TV- ). 52.12 Form NT-8000-2. Trainee s Evaluation of Training Effectiveness
. snoula De usea to recorc feeccacx from trainees. 1 l
522 - raining evaluation surveys should be conducted after the trainees nave 1 ceen on tne joo long enougn to oecome familiar with the actual ico - requirements and after tnear supervisors have nad an opportunity to coserve ineir performance. 5.2.2 i The preferred method for ootaining evaluations is by means of ' an interview conoucted ov tne Training Supervisor or an assign-ed instructor. 5222 A less desiracle alternative is to mail the evaluation forms - to the trainees and supervisors. If this metnod is . usec. follow-up interviews snould be conducted. 5 2.2
- mav not ce oossible to concuct :ne evaluation surveys cefore the course or crogram is repeateo. However. Ine survey results snould be inciucec as cart cf a training evaluation wnen tney oecome avagable. ana any improvements in training identified tnrougn the surveys should be implemented as soon as possible.
6.3 Evaluation Meetings Following tne conclusion of a course or program, the Training Supervisor
) mav conouct an evaluation meeting witn the instructors wno participated in the
(/ - trainirg. The colect cf tnis meeting snould be to identify any proolems with the training anc maxe specific recommendations for improvements. Any rec-ommencatiens snould De recorced and incluced in the training evaluation re pe r-64 Anaivzing Training Effectiveness
$ A.1 The Training Suoervisor nr nis designee shall analyze the cata compiled in sections 6.1. 6.2. and 6.3. The analysis should focus on finding spe-cific tasks or training areas in whicn refinernants seem necessarv. It snouac also accre ss problems that cannot t% corrected through changes in training content or presentation (a masa for improved facillities. for example).
64.2 The individual responsible for conducting the analysis shall prepare a training evaluation report to be suomitted to the Training Department Manager and the CAC. A sample of an evaluation report will be provided by tne Training Supervisor. 643 All observations about the training,both pro and con. shall be summarized l in the report. l 64A The CAC shall review the report and respond to all recommendations. wnether tney are accepted, rejected, or deferred. A. ~ 6.4 5 A copy of the training evaluation report shall be filed with the training for the course or program. Actions taken Dv the CAC in respont to the report snell be recorded in tne CAC mmutes.
Attachment G (Page 7 of 14) Procedura No. NT-8000 Pag 3 06 of 13 Revision No. 0 6.5 moiementing Training improvements
.f tra.ning nas ::roven to te fully effective as is. Inen no corrective action neecs t: ::e taxen. If the training evaluation inoicates inat improvement can ce realizac througn enanges in the trait, ng, tnen steos to make the necessary enanges snail be initiateo at the appropriate stages of tne TSO process.
7.0 ATTACHMENTS None 3 9 4 l l I l O'
Attachment G (Page 8 of 14) l Procedure No. NT-8000 Page 07 of 13 l Revision No. 0
,m' 8.0 FORMS -(w /)
LIST OF ASSOCIATED FORMS Fcrm Numcer Title Effective Revision NT-30CD-1 Suoervisor s Evaluation of Training 0 l Effectiveness NT-5000-2 Trainee s Evaluation of Training 0 Effectiveness t 5
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( _ _ - _ - - - _ -- _ - - - - - - - -- _ _- - - - - - - a
Attachment G (Page 9 of 14) Preccouro No. NT-8000 Page 08 of 13 Revision No. 0 EUPE:VISOP'S EVALUAT'ON OF TRAINING EFFECT!VENESS TRAINING 3: CUP i PRO GRAMcC O UP.S t ] 1 PHASE I LESSON i AT~EN DE E E DATEis) I 1 how weil ao trainees cerfcrm on the job comoareo to experienced emoloyees?
- 2. What tasks were newiv traineo employees best prepared to perform?
For wnich tasxs were they inadequately prepared? O
- 3. Are new trainees aDie to olagnose concitions and identify alternate solutions for accomolisning a tast?
4 What kinds of errors have emDloyees committed? O l l Form No. NT-8000-1 Page 1 of 3 l Rev.No. 0 l
E- . Attachnnent G:(Page 10 of 14) Procedure No. NT-8000 Page 09 of 13 Revision No. 0 ,.f t SUPEcVISOm's EVALUATION OF TRAINING EFFECTIVENESS (Continuec)
- 5. Whicn tasks recuire excessive time for trainees to complete?
6.' How aC recent trainees compare to.tnose who recetved earlier training? 7 What acditieral training nave they received since they were assigned joD responsibilities.
- 8. Have trainee errers causec equipment damage or failure?
C ks Has rework by maintenance personnel been recuired due to personnel errors or lack of aceouste trainirig? j
- 9. Have employees been commencea or warned for unusually good or bad joD performances?
- 10. Have you observed unexDected results from training?
l l [ Form No. NT-8000-1 Page 2 of 3 Rev.No. O i i
Attachm:nt G (Pcg3 11 of 14) i Procedura No. NT-8000 Pag 310 of 13 l Revision No. 0 1 l SUPERVISOR'S EVALUATION OF TRAINING E:FECTIVENES S (Continueo)
- 11. Has : aining createc any new proclems? {
- 12. What suggestions .vo uld vou make to improve initial or continuing training?
- 13. Do vou expect any enanges in 100 assignments or ecunement that will recuire additional training or cr.anges in current training)
- 14. What current training do you consicer to be excessive or unnecessary?
O
- 15. Other comments.
Superviser Date Re*>.4w (Team t.eader) (Training Supervisor) (Training Center Manager) Form No. NT-8000-1 Page 2 ,; 3 Rev.No. 0
Attachment G (Pcga 12 of 14) Procecura No. NT-8000 Page 11 of 13 Revisson No. 0 ( ,)\ t 72 At*;EE 5 EVALUATION CF TDAINING EF:ECTIVENESS
~mAINING OSCLP PROG RAf.i'C C URS E PHASE LESSCN ATTENDEES DATEfS)
What 8001t10001 training have you received since being assigned to your lC,0?
- 2. What anevrette: c:t'ictitties Or rroblems in jcc performance have you experiences?
i
/% t 'Nj 3. Has your supervisor given you instructions different from those you learr'ed durang training)
What were thrvi l l Have you noticed otner differences between the training you received and what is expectec of you now? I k-) Forr. No. NT-80003 Page i of 3 Rev.No. 0
Attachment G (PAgi 13 of 14) PrACOdure No. NT-8000 Paga 12 of 13 Revision No. O ToAINEE'S EVALUATION OF TRAINING EFCECT:VENESS l (Continueal 4 Have enanges cccurrea in your 100 since you were assignea?
- 5. What tasks ao you fine easiest'
- 6. Which tasks ::o you fine escecially challenging)
- 7. Looking cacy. v ast scecific training cenefited you most?
- 8. What kincs of errers nave ceen committec on the job?
O 9 How coutc training nave Detter preparea you for your job? l
- 10. What suggestions would you make to improve training?
- 11. What accitional training do you need for your lob?
O Form No. NT-8000-2 Page 2 of 3 Rev.No. O
h Attachment G (Page 24 of 14) Pr:c Cura No. NT-8000 Pag) 13 of 13 Revision No. 0
,i m
's TP AINEE'S EVALUATION OF TRAINING EF:ECTIVENESS (Continuea)
- 12. .Other ::mments:
,m
! h V
i Trainee _
,, (optional) Oste Review (Team Leader) 1 (Training Supervisor) l
' (Training Center Manager)
Form No. NT-8000-2 Page 3 et 3 ; Rev.No. O
i i i i O1e I ATTACHMENT H (Sursary of Issues and Recorrendations Extracted Fror. the FEMA Final Exercise Report for the June 1988 Graded Exercise Which Pertain to NHY ORO Training) 4 0 9' l
_ _ _ - . __ - - - ~ p(% y ' Attachment H i (Page 1- of 6)- j 5 1- I kg. , a p F . Summary of Issues.anc. Recommendations Which Pertain,to NHY ORO Training, 1 -fxtracteo From the FEMA Exere:se Report for the June.'1988 Graded Exercise s < i; ) Object' ave 83i Demonstrate the ability to direct. coordinate and control s emergency activities. Evaluat:en: Met. 1 Issue *1: Direction of Activities at the Staging Area. ARCA (REP-1 Supplement 1. A.I.d)
. Evaluation: There.was.a delay.at the Staging. Area'in responcing to an impediment to evacuation traffic.
. Recommendation: Review and rev2se. if. appropriate, the Staging Area.Leaoer#s-Action Check 0ff List with regard to the impor-tance of max 2ng certain.that immediate response is initiated.
for situations tnat are interfering with the flow of evacuation traffic. Review ana revise if appropriate. the training-mocule/ program for Staging Area with regard to specific guacance on nandling traffic impediments. Train Staff.
' Objective s4: Demonstrate the ability to communicate with all appropriate locat2ons. organizations and field personnel.
Evaluation: Met.
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, Issue el: Field Communication: Rcdio Protocol and System Coverage. ARCA-(REPa1 Supplement 2. F) -
Evaluatson: In some instances.. directives to field workers were not received in the field. In part. this was due to the ranges of the. radios and in part due to heavy radio traffic. Recommendation: Review and revise Attachment 5 of IP 1.4 to-include roll-call process or other means to insure appropriate communications are complete. Repair EMS radio. The range.cf radio coverage should be enhanced. if appropriate. Train i staff. Objective s5: Demonstrate the adequacy of f acilities, equipment. displays and other materials to support emergency operations. Evaluation: Met. Issue #1: Adequate Displays: Media Center. ARCA (REP-1 Supplement 1.
.G.3.a)
Evaluation: Status boards were not available in the Media Center staff work area. 4 L/2240SS.B
Attachment H (Page 2 of 6) Page 2 Recommendation: Develop appropriate displays to support Media Center operations. Train staff on use and maintenance of O displays. Objective s6: Demonstrate the ability to continuously monitor and control Emergency Worxer exposure. Evaluation: Met. Issue *1: Exposure Control: Frequency of Dosimeter Reading. ARCA (REP-1 Supplement 1. K.3.a & b) Evaluation: The reading of dosameters at 15 minute intervals was not accomplished in a minority of cases. in spite of the 15 minute radio tone to promote dosimeter reading. This was a more frecuent proolem "for the crivers of venicles. I Recommendation: Emergency workers should be trained to read dosameters every 15 minutes. Training program snould include the recognition of the radio tone as a reminder to read and recoro exposure. Route Guides should be trained to provide assistance to bas drivers in reading and recording / logging dosameter readings. Objective *13: Demonstrate the ability to coordinate the formulation and dissemination of accurate information and instructions to the public in a timely fashion after the initial alert and notifi-cation nas occurred. Evaluation: Met. Issue *1: Adequate Instructions. ARCA (REP-1 Supplement 1. E.5. G.4.b). Evaluation: One of the EBS messages contained some incone sistencies. One of the news releases contained an error. Recommendation: Train staff to review instructions (EBS messages and information (press releases) for consistency and accuracy. Drafters and reviewers of this information should give attention to detail and possible misinterpretations. Issue s2: Distribution of Instructi$n and Information. ARCA (REP-1 Supplement 1. E.4. G.4.b).' Evaluation: EBS messages anc' press releases were sometimes withheld from distribution to the media relations and rumor control staff at the JTIC pending receipt of approved copy as a news 1-eleases farm the Media Center. O L/1140SS.B1 . l 1 n, . l 1
Attachment H (Page 3 of 6) I i l Page 3 TN / t \
\- -) Recommendation: Revise Procedures and Train Staff. An expe-ditec process should be followea for distr:bution of approved EBS messages ano press releases to the JTIC. They should be j reproducea ano distributed as soon as copy is brought over from the NRY ORO EOC. Once the messages and releases have been finalizec ano authorized by the NNY ORO Director, they should be mace available for dissemination without going through the Media Center. ;
Issue 83: Dissemination of Instructions. ARFI (REP-1 Supplement 1. G.4.b), Evaluation: At the Media Center and at the JTIC. It was not always easy to tell which releases were EBS me:< ages and which weren't. EBS messages should be sent to ths ..dia Center and the JT:C on a cistinct letterheaa for easy identification. This was cone an some but not all, cases during the exercise. Recommendation: Train staff to utilize correct letterhead. Objective *16: Dec.onstrate the sollity to make the decision to recommend the-use of KI to Emergency Workers and institutionalized persons. based on predetermined criteria, as well as to distribute and
,_s administer it once the cecision is made, if necessitated by radioiodine releases.
Evaluation: Met. Issue s1; KI Instruction: ARCA (REP-1 Supplement 1. J.10.f) Evaluation: Some briefings by dosimetry recordkeepers to emergency worxers did not include possible cide effects from ingesting KI. or what to do if side effects occur. Information materials provided to the homebound individuals did not include this information. Recommendation: Trcin staff on adequate KI Briefings. Revise procedures on distribution of KI instructions. Issue 82: KI Administration. ARCA (REP-01 Supplement 1. J.10.f). Evaluation: Sose Route Guides assigned to school evacuation did not tell their bits drivers (2 of 4) that the use of KI had been recommended, nor did they tell the bus drivers that they had simulated taking KI. Recommendation: Train staff on responsibilities for exposure control /KI administration. All Route Guides should advise their drivers of all appropriate protective action recommen-dations for exposure control. s
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L/1240SS.B2
Attachment H (Pa'ge 4 of 6) Page 4 Objective :2: Demonstrate the ability and resources necessary to implement O, appropriate Protective Actions for the impacted permanent and transient plume EPZ population (including transit-depencent persons. special needs populations, handicapped persons and institutional 1:ed personsl. Evaluation: Met. Issue *1: Adequacy of Maps. ARCA (REP-1 Supplement 2. J.20.d) Evaluation: Some Route Guides encountered difficulty in reacing their maps. The main problem seems to be a lack of detail on the maps. Five of 38 addresses for the Hearing Impaireo individuals could not be located. Recommendation: Maps should be reviewed and revisec. as appropriate, to include highlighting of routes and pertinent addresses and locations. Train taff. Cbjective *19: Demonstrate t;ot ability and resources necessary to implement appropriate Protective Actions for school children within the plume EPZ. Evaluation: Met. Issue 81: Instructions for Bus Drivers and Route Guides. ARCA (REP-1 Supplement 1. J.10.gj Evaluation: Some Route Guides did not insist that the bus dri-vers follow the designated routes. Other Route Guides gave directions to Bus Drivers to deviate from dssignated routes. Recommendation: Review and revise procedures (Attachment 4 and 5 of IP 2.10) to clearly indicate that Route Guides and Bus Drivers should follow designated routes. Provide additional training to Route Guides on their responsibilities for insuring that designated routes are followed. Train Route Guides and drivers on responsibilities.
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Objective s22: Demonstrate the adequacy of facilities equipment and personnel for congregate care of evacuees. Evaluation: Met. l Issue *1: Assignment of Handicapped Persons to Congregate Care Centers. ARCA (REP-1 Supplement 1. J.10.h) Evaluation: The database for Congregate Care Centers (CCCs) j and the current procedure does not indicate which CCCs cannot l accommodate har.dicapped persons who evacuate by themselves or , with families or friends. L/1140SS.B3
Attachment H.(Page 5 of 6) Page 5 (N s- Recommendation: Review and revise (annotated) the Congregate Care Center catabase (Appena1x Mi as appropriate. Review anc revise Attacnment 1 of Procecure IP 1-6 so that Reception
. Center.Leacers are informed about specific Congregate Care Canters that do not have the facilities to handle handicapped persons. Train staff.
Objective s23: Demonstrate the adequacy of vehicles, equipment. procedures and personnel for transporting contaminated. injured or exposed individuals. Evaluation: Met. Issue si; Contaminated Control for Ambulance Attendants. ARCA (REP-1 Supplement 1. L.4) Evaluation: Ambulance attencants need additional hands-on training on the procedures for contamination control. Recommendation: Provide training. Objective s24: Demonstrate the adequacy'of medical fac'111 ties equipment. pro-cedures and personnel for handling contaminated. injured or exposec individuals.
"( ,
Evaluation: Met. Issue s1: Contamination Control: Understanding the effects of radiation and results of radiological monitoring. ARCA (REP-1 Supplement
- 1. L.11 l Evaluation: Medical and nursing staff members did not fully l understano the biolog1 Cal effects of radiation and the signifi-l cance of counts per minute, contamination. and millfrem per L hour dose rate.
Recommendation: Provide additional training as stated above. l l Objective s25: Demonstrate the adequacy of facilities, equipment, supplies, procecures and personnel for decontamination of Energency Workers, equipment and vehicles and for waste disposal. Evaluation: Met. Issue at: Exposure Control: Frequency of Dosimetry Monitoring. ARFI (REP-1 Supplement 1. K.3.a.i.b) Evaluation: EWF personnel sonitors did not read dosimetry and check themselves for ContaR1Dation at frequent intervals. b ( L/1140SS.B4 L _ _ _ . _ _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _ _
Attachment H (Page 5 of 6) Page 6 Recommendation: Train staff. The Monitoring / Decontamination Leacers In the EhT should instruct personnel monitors to read dosametry anc check themselves for contamination at frequent intervals. O o O M 1 L/1140SS.85 e
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i O l I ATTACHMENT I (Letter form George R. Gram (NHY) to Richard h'. Donovan (FEMA RAC Chairman) Dated August 18, 1988 Providing NHY Proposed Resolution of Each Training Issue Raised by the
. Exercise Report and a Schedule for Implementation) s l
1 i
Attachment I (Page 1 of 8) .- _1 Pub!!c Semce of New em~ Jure New ramesr.:re zuee ..-s; r. Augus; 13, 1958 Ricnar: W. ::nevan RAC Chair an f:e Seatr::x Nuclear P:wer Plant Exercise Fe:eral Emergen:y Managemen: Agency Fe:eral Re;1:nal Canter Ectnell, Wasnin;;:r. 9502*-5795
- ear vr. ::n: van:
En:1:se: s ne N4Y CR0 te:nnical assistance resconse :: tne craf t rer:r: :f :ne ..re ;9ES Fe eral Grace: Exer:1:e f:r the Seacr:0K Nuclear Power ;1an: ::.:e: Auge:: 2, 1988 anc :.e:arec :y the feceral Emergency Management Agency, Reglen 1. The response provices NHY CRO's clan t: reselve issues i:entifiec in the repor: anc an intenced e:mpletien sene:cle. Thanx y:u f:r y0ur ::ntinue: assistance. Sincerely, ge R. ra. cutive 01 rect:r cf Emergency Preparedness and Comunity Relations Enclosure GRG: sis cc: Mr. William Lazarus, NRC RegiorCI J i s Ol1 1 i i P O. Sex 300. Seabroox. NH 03874. Telechone 1603) 474 9578
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- CQ cc < t = = * . C <= 0= 4 mW C w" == W C. *:
E .= C 6 : == - C Mw t. b e ed 9 C t2 W 6. b h O WC U =" f. C-- C * = *: - C U C x >= C 4 : : 2 l xM h. C; C *
= .: == 0 h- ew C m u == = 0 = -- a: U ==
W Wt . II: e--- h. C C :eC in 3 mw C C E *: 2 W > zl .- E : Ox 4 - = 0 == C==== h. m v4 L "C 0 > w 7 ~. L. *: C; O > C 3- m w c 0 C C e C w 6 eHI
? cr t
.: 0 II. C H h C.L v. - C H .
== - = 4 .: O et -- m C H w E: ma C H
- h. 4 .: : k 6. ==
.w H v C. L 3 4 I
-Cl I Li W W1 *
- El t
** g,
*=>=
i
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= ": *" *
< t* 4 MW e
=
-, ==
0 *= C C 0
== Z c
=l i= w
.m me= c
- ie.e ao e= *
; C C- @C em W w == l w ==
- g g g M CL M Ce w&
A -W = to CW E cc E
- w sc
** 6. w ** be C Cv vG G Ge w
- w C = w
- 4
==
st: t C cc e9 In *C - mQ *
- 80 M == e* M e* GG
= he g bw E M uC- l e M w " totw C C. h. e0 w - O == W- M .C w
C eC C e cc % C 0A C &V t2
&W 4 U Cw
- 6. == - he e = C C= =t A =m C C **
- O C C to C eum C eo eC
- cc t & *= M t .C == == "
I
- C sg C= * . OE o m, b ew
- l MC' G g 'CC %
*=
g 80 g =
=b.
- - Cw -
ZE C *= Z sC llr A W m u *
=
- e%
=
2 pC W z' . .m . - cc cs 6 o La e he e WCZ O " W 3 0 AsW C .: a C .C e C .c e W W 6= mw e M w e Mwa - cr. sg M CC* CCM CCM H
- e-cm C' e io
! C :t e m m
Attachment I (Page 8 of 8)
.. . . n . :. .'..:. a . .
fx \
! HOW POT ASSIUM IODIOE WORKS es tioni escisce rsen se,
( N Certata for=s ononce tieto your tevroic giano wora turnt. Most peoose set tne iocme snev nevo trorn scoos. L.as iocuac sait or hsn. ne terroia can store er noio enav s certain amount of THYRO 5LOCKI In a raalauon emergency, tscioscuve tocace may be nisaseo an TAELE S the air, nis matanas may oe oraatneo or swanoweo. It may
-" '.g'cm- ~ - =)
e . so; Ass; w i*-* r ! entar tne tancio stano ano camage it. The camage wouar2 pro-
- enoun ceo c:edass e.c id ca<veoi ! baoly riot snow itseti for years. Chilcren are most hkaly to nave
,a:.cr e v aie : " anyrcio camage.
If you taae potassium ioo.ide, it vdl fi] un your thvttnd gland.
. This recuces one enance tr.at r.armrus racioscuve socme wua I entar sne snyroic giano.
TAKE FOTASSIUM : DICE CNLY WHEN PUBLIC HEALTH CFTICIALS TELL YOU. .N A RADIAT:CN ' WHO SHOULD NOT TAKE POTASStUM IODICE EMEK0ENCY. RADIDACT:VE 10 DIN E COULD SE ne oruv peopa wno snouto nos taae potassium ionide an osopa RELEASED lNTO THE A:R. FOTASSIUM 10DI::E A .ho snow tney are allerce to iocace. You enay tame pos.assium FORM 0T !ODINEl CAN HE:.P PROTECT YCU. t iodide even if vou are taning moose:r.es nor a tavroio procamifer esamoie, a (nyroso hormone or snutavroio drup. Pngnant ano
!F YCU ARE TOLO to TAKI TH 5 ME0!C;NE. TAKE T nursms woroen ano canies ano cauann may sao taas taa arug.
CNE T*,.!E EVERY 04 HOURE. CO NOT TAKE :T MORE
- TTIN MORE WIL:. $;T MILF YCU AND MAY D HOW AND WHEN TO TAKE POTASStUM IODIDE CREAEE THE E!!K C r : . :. :. : : : . . & .- ~; NOT TAKE Potassium locace snound be taaen as soon as possion after THIS OMG lT YOU KNOW Y:: Af E A-l.233lC : puoue ntaatn ottne: ass teu vou. ou snounc tase one s.cse evers t4 hours. More wul not neto you cecause tne canoic can hold" on.
iCO!Of. 5EE 51*:E E7TE~"I BELOW t ; j ly limateo srnounts of ioctne. Larrer noses wu! increase tne nsa of s ce effects. You wui procaciy be toio not to tame tne enig for con snan to days. SIDE EFFECTS IN D10 AT!O N S Usually. sice effecu of potassium ionade happen when people THYROID SLCCKING IN A RADIATION EMERGENCY *ake rugher coses for a long tuna. You snound be caretui not to le\ ONLY. OIRE07:ONS FCR USE take more snan the recomznenced dose or taae it for longer than you m totd. Side eifects are ur.caely oecause of the iow cose anc the snort u=e you wdl be taamg trte crug. (*/ ' Use ce.:v ss c;tecteo bv Staa er tocas cuei:e cenita autnenues m ne event c: a rac auon ernergecev. Pouiole stos effects melude sala rasnes. sweiling of the salivary glancs. eno "iodsam ' trnetalhe ta ste. ourntng mouta one throat. COSE som tuta ano sums. synnotoms on a nuo cotc. ano smumn Tabiets. ADULTS AND CHIL::REN 1 YTAR OT ***'8"8"'*""d""' AGE OR OLDER; One ist tan cece a i I day. Cruso f or read chdcres. A few peopie have an allargst tescuen with more eenous svinp. tems. new couid be fever ano scint pama, or sweshag or part.: of BABIES UNDEP.1 YEAR OF AGE: the face anc body ano at 11:nas severe soortness of brusta requar. One.nad all': taciet enen a cay. Crusa Erst. ing ammecasta mearcal attanuca. Taking iodide may ranly cause overscuvity of the thyrcnd Tajie fer 10 davs ur.iess : rweso otnervise by State or local gland. uncaracuvsty of th? thyroio stano. or enaarvant of the puouc cenita susnonues. thyroid gland Igostars. Sten et contreced room u=peratun oetween 15' eno 30*C:19' WHAT TO DO IF SIDE EFFECTS OCCUR to 66*T). Keep contaanar ugnuy c2csea ano protect trem usat. If the side effects are severe or af you nave an allergse reaction. stop tahang potassium iodide. Ther tf posstola, cad a doctor or WARNING public haanh autaartty for matrucuona. Passasium sodido should not or saro by provs* all.*rtse so sodids Kaeo out of the rasen of *wn. In can of ovarcou or adarg:. HOW SUPPLIED
~
nacuen. ccatact a payman cr tsa punac haalt.n autr.onry. ~ TWYRO. BLOCKS TABLETS (Potassium Iodide Tableta. USPI
! bossles of 14 tablets tNDC 0037 0472 201.Each wana. round, scored tablet contams 130 mg potassium todada.
DESCRIPTION Each THYRO BLOCKS TA.BLET contains 130 mg of s pauseum iodade. Other smanc2ama: magnesum etaarata. - f macmcryysadine coalalese, suica gut, soaism uuoesdata. . , f WALLACg LAsenATORit.5 Divtoon of CARTEAw aLLACL INO. c_,,. ~ ,. e. n iN.0472 01 PlevEl8$
- s. ..
6 :. I W b l _ _ _ _ _ _ _ _ __ .- I
O ATTACHMENT J (Letter from H. Vickers (FEMA) to G. Gram (NHY) Dated September 1, 1988, Finding Proposed Resolutions Adequate and Timely) O O
- _ _ _ - _ _ . _ - - _ _ _ _ = - - - _ -
Attachment J'(cage 1 of.1) s t . g ,. , ', .w Fecieral Emergency Management Ag!mcy b { / Region i J.W. McC" mack Post OITice and Ccun House Boston. essachusetts 02109 Septemcer 1.1988 George R. Gram. Executive Director of Emergency Prepa ecness anc Community Relations
?ublic Service of New Hampsnire New Hampsn:re Yanxee Division
?.O. Box 3 00 Seatroox NH 03574 -
2 ear Mr. Gram: Eneiese:: is :ne ecoy of FEMA's Exercise Report for the June 1998 FEMA graded exercise
- f the Offs!!e Flar.s anc Preparedness for .tne Seacrook Nuclear ?:wer Station, dated September 1. 1988. I have transmitted the exercise report to FEMA Headquarters t: cay. It is our understanding that FEMA Headquarters will transmit the exercise report
,o to the Nuclear Regulatory Commission tomorrow, September 2,1988. In accordance with the senecule set by the Seabrook Atomic Safety Licensing Scard (ASLB), FEMA will (V)
- snsmit :p:es Of the exercise report to the Seacrook ASLB's service :!st on Septemoer
,1988. Next week. Mr. Donovan will forward additional copies of the report to you in accorcance witn yo r joint discussions.
4 ant to tnanx you for your cooperation in promptly reviewing the draf t exercise
.eperts. ciscussing ine exercise facts and issues with Mr. Donovan, forwarcing your plans
!s resolve issues and provicing intended completion schedules. FEMA Region I finds your plans to resolve issues and intended completion schedules to be adequate and timely. We will monitor your progress in resolving these issues and in meeting your
- mpletion senedules. We request that you advise us of any changes in your plcns to resolve issues or intended completion schedules.
~
- f you have any questions, please contact Mr. Richard Donovan.
Siace ly,
.h l 'Y
.e i v. g,wy i a .
, Henry Vickers ;
Regional Director i (ms Ene!csure: Senorcox Exercise Report, dated September 1,1988
1 l
)
1 l ATTACHMENT K (Module 19, Protective Action Decisions) O t i l 1 O
Attachment K (Page 1 of 47) cpBROo ! c) t V r/ iy i m-j VN /y 4'N/N GG EMERGENCY PLANNING TRAINING PROGRAM MASS E-PLAN PROTECTIVE ACTION DECISIONS LESSON PLAN EM1019C . [] INSTRUCTOR GUIDE V This material was developed for Seabrook training programs by the Seabrook Training Group staff. The text material and figures contained in this document were developed for the purpose of instruction and should not be used in connection with either plant maintenance or plant operation. This material may not be reproduced without the authorization of the STG Manager. PREPARED BY: '
) @ 0 DATE: N7/7T' ' "
INSTRtTCTOR REVIEWED BY: DATE: TRAINING SUPERVISOR APPROVED BY: _ hh TRAINING MANAGER DATE: 2/7/M ' e f REVIEWED BY: k Ow.g DATE: __ c./q/89 SME (gonal) l
Attachment K (Page 2 of 47) I Lesson Plan No. EM1019: PROGRAM Emergency Planning LESSON Protective Action Decisions Mass. E - Plan DATE April 14,1988 COURSE PHASE NA PAGE 1 of 21
- 1. OVERVIEW.
This training introduces protective action decision making to NHY Offsite Directors. Technical Advisors, Radiological Health Advisors, Accident Assessment Coordinators, and Dose Assessment Technicians.
- 11. PREREQUISITES:
None 111. INSTRUCTIONAL OBJECTIVES Terminal Objective Upon completion of this training, the st,udents will be able to formulatt protective action recommendations for the general public in accordance with current regu!atory guidance. Enabling Objectives ( } EM1019C01 DISCUSS why decisions concerning protective actions are pre-determined. EM1019002 STATE the purpose for each of the four emergency classifications. EM1019C03 IDENTIFY the offsite dose rates that would initiate each of the four emergency classification.c. EM1019C04 CELETED EM1019C05 DELETED EM1019C06 OtSCUSS the rationale used in setting Emergency Action Levels (EALs) for each emergency classific8 tion. EM1019C07 STATE the purpose for Emergency Action Levels (EALs). EM1019C08 DEFINE the exposure pathways of concern during a radiological , release; and after a release from the deposited radioactivity, l
\
EM1019C09 STATE the purpose for each of the two offsite emergency planning ) J zones (EPZs).
i Attachment K (Page 3fof.47) .
.4
' tesson Plan No. EM1019C
- [-~
-( PROGRAM Emergency Planning LESSON Protective Action Decisions COURSE Mass. E - Plan DATE April 14,1988 PHASE NA PAGE 2 of 21 EM1019C10 DISCUSS the rationale that' was used to determine the size of the two offsite emergency planning zones.
EM1019C11 DEFINE a protective action guide (PAG). EM1019C12 DEFINE a protective action. EM1019C13 RECOGNIZE the possible constraints that could hinder implementation of protective actions. - EM1019C14 STATE the FAGS for whole body and thyroid exposure for the Plume Exposure Pathway. . EM1019C15 DEFINE a precautionary protective action.
' EM1019C16 IDENTIFY populations groups at special risk.
wv; EM1019C17 DEFINE tNHhree types of protective actions that can be taken for beaches. , i ON EM1019C18 DEFINE the conditions which initiate protective actions for beaches. EM1019C19 IDENTIFY the five protective actions that can be taken for the Plume Exposure Pathway. EM1019C20 DISCUSS the two time considerations when considering an evacuation of the general public. EM1019C21 DELETED EM1019C22 DISCUSS the purpose for Emergency and Preventative PAQs. EM1019C23 STATE the dose commitments that correspond to the emergency preventative response levels for whole body and thyroid exposure. EM1019C24 DEFINE the five assessments made to initiate preventative and emergency protective actions. EM1019C25 DISCUSS the exposure pathways considered in establishing restricted zones. EM1019C26 DISCUSS the purpose for Relocation and Reentry PAGs. EM1019C27 STATE the Relocation and Reentry PAGs. I
Attachment K (Page 4 of 47) Lesson Plan No. EM 1019' l PROGRAM Emergency Planning LESSON Protective Action Decisions COURSE Mass. E - Plan DATE April 14,1988 PHASE NA PAGE 3 of 21 EM1019028 To EM1019C41 DELETED EM1019C42 Using NRC I & E Information Notice 83-28, relate the following to plant specific indicators:
- Core damage in progress
- Large fission product inventory in containment
- Imminent projected containment failure l
Attachment K (Page 5 of'47) !
- 5. Lesson Plan No. EM1019C PROGRAM Emergency Planning LESSON Protective Action Decisions COURSE Mass E - Plan DATE April 14,1988 j PHASE NA PAGE 4 of 21 IV.
REFERENCES:
- 1. NRC I & E Information Notice 83-28
- 2. EPA 520/1-75-001
- 3. Federal RegisterNolume 47, No. 205/ Friday, October 22,1982
- 4. 10CFR50, Appendix E, " Emergency Planning and Preparedness for Production and Utilization Facilities".
- 5. EPA-520/1-75-001, " Manual of Protective Action Gui'Jes and Protective Actions for Nuclear Incidents *
- 6. NUREG 0654/ FEMA-REP-1, " Criteria fof Preparation tind Evaluation of Radiological Emergency Response Plans and Preparedness in Support of Nuclear Power Plants, Revision 1, November 1980.
- 7. NUREG 0654/ FEMA-REP-1,
- Criteria for Preparation and Evaluation of Radio-
'( logical Emergency Response Plans and Preparedness in Support of Nuclear Power Plants, Revision 1, Supplement 1, November 1987.
- 8. NURGE-0737, " Clarification of the TMl Action Plan Requirements". October 1980.
- 9. SeaNock Plan for Massachusetts Communities.
- 10. Implementing Procedures for the Seabrook Plan for Massachusetts Communities.
- 11. INPO 86-008, " Dose Assessment Manual for Emergency Preparedness Coordinator institute of Nuclear Power Operations, Februray 1986.
V. EQUIPMENT / MATERIALS. Student Handout NRC IE Information Notice 83-28 l V , i ___ _ - - - _ 1
Attachment K (Pege 6 of 47) { Lesson Plan No EM1019C Page 5 of 21 l VI. BODY CONTENT / OUTLINE:
1.0 INTRODUCTION
1.1 Attention Getter. 1.2 Introduce Instructor (s), 1.3 Introduce lesson.
- a. State expected class duration.
- b. State break schedule.
- c. Describe examination as applicable.
- d. Pass out the handouts.
- e. Sta t the clan rester 1.4 Major Topics. TP-01
- a. Emergency Planning Concepts, I I 1.5 Lesson Objectives.
Review the terminal anc enabling objectives. 2.0 EMERGENCY PLANNING CONCEPTS 2.1 Pre-determined Protective Actions. EM4019001 f T'-02
- a. improves decision making. F eview the flow patns for p otective action decision
- b. Expedites response actions making. ,
I
- c. Provides consistency. l l
- d. Improves communication. i l
2.2 Classification of Emergencies EM4019C02 TP-03
- a. Unusual Event. l l
(1) Provides early and prompt notification of minnr events, which could lead to i more serious consequences.
F
-Attachment'K'(Page 7 of 47)
Lesson Plan No EM1019C Page 6 of 21 (2) No releases ~ 01 radioactivity are expected tnat would require off-site monitoring.
- b. Alert.
L (1) Provides for prompt notification of l more serious conditions which warrant response preparations. (2) Onsite f acilities ' activated. (3) Offsite facilities on standby. NHY ORO activates EOC and - l Staging Area. (4) Localized protective actions onsite may be warranted. (5) No protective actions for the general Evacuation of beaches in NH public would be expected. are considered at an alert. - (6) Off-site monitoring may be irt.plemented (by onsite teams).
- c. Site Emergency.
O
! (1) Some significant releases of radio-
- activity are likely or are occurring, but a core melt situation is not indicated.
WASH 1400 concluded that releases would not occur that would require protective actions for the general public unless core melting occurred. (2) Onsite protective actions are expected. (3) Off-site monitoring is expected. (4) Precautionary protective actions for the general public may be considered. (5) Off-site facilities are activated.
- d. General Emergency. !
(1) A core melt situation is likely or is occurring. , j
Attachment K (Page 8 of 47) l l Lesson Plan No. EM1019C Page 7 of 21 (2) Both on-site and off-site protective Beach closures are considered ! protective actions would be for Mass. beaches. I NHY ORO mobilizes field per-sonnel, Needed to implement an evacuation. 2.3 Offsite dose rates. EM4019C03 TP-04
- a. Unusual Event.
(1) The guideline (EAL) for an effluent release is 500 mrem / year or .06 mRam/hr whole body beyond the site bounda ry. (2) Corresponds to the Technical Spe-cification Limit for instantaneous release of ncble gases.
- b. Alert. .
Emergency Action Level for en effluent release is 0.6 mrem /hr whole body, which corresponds to 10X the technical speci- I fication limit.
- c. Site Emergency.
Emergency Action Levels for effluent releases. (a) Whole body - 50 mrem / hour (b) Thyroid - 250 mrem / hour
- d. General Emergency.
Emergency Action Levels for an effluent release. (a) Whole body - 1 Rem / hour (b) Thyroid - 5 Ren:/baur i
.j
Attachmant K (Page 9 of 47) im Lessen Plan No. EM1019C Page 8 of 21 2 4 Classification scheme. TP-05
- a. If radiological releases are occurring, classification is made according to !
measured or projected dose rates.
- b. Classification can also be made if there is a potential for a significant release, according to how many fission product barriers are challenged or breached.
(1) Three fission product barriers are considered. (a) Cladding failure. Indications of high RCS activir/. (b) RCS pressure boundary. Indications of reactor coolant leakage or steam leakage. (c) Primary containment. Indications that primary containment as defined in technical specifications does not exist. (2) Methodology. EM4019C06 (a) Alert- One barrier. (b) Site- Two barriers. (c) General- Three barriers,
- c. The effectiveness of protective actions depends on the time it would take for implementation. Classifications should be made before an actual release is in progress.
- d. The classification scheme is designed to provide the appropriate level of response according to the severity of the accident.
l
( Attachm:nt K (Pago 10 of 47) lesson Plan No. EM101gC Page 9 of 21 2.5 Emergency Action Levels (EALs). EM4019C07 TP-06
- a. EALs are the conditions which, if reached or exceeded, will initiate (
j an emergency classification.
- b. EAls are indicated, when practical, by specific plant instrumentation or alarms. ,.
(1) Provides for rapid response. (2) Eliminates time consuming procedures - for analyzing plant conditions.
- c. Examples.
(1) Unusual Event. A credible bomb threat to the protected area. (2) Alert. l (a) Reactor Coolent gross activity greater than 600 uCi/cc. (b) RCS leakage gretter than 50 GPM. (3) Site Emergency. Containment Monitors greater than 2500 R/hr. (4) General Emergency. Containment Monitors greater than 25,000 R/hr.
- d. Seabrook's classification scheme also uses Critical Safety Functions.
(which will be discussed later). 2.6 Exposure Pathways. EM4019C08 TP-07
- 6. Radiological release.
(1) Direct whole body exposure. (2) Inhalation of radiciodines.
- p. Attachmsnt X (Paga 11 of 47)
I p Lesson Plan No. EM1019C Page 10 of 21 f (3) Inhalation of particulate (limiting if long hold-up period before release).
- b. Deposited materials (1) Ingestion of food end water conta-minated from the ' soil either by re-suspension or uptake through the roots.
(2) Whole body exposure from deposited material. (3) Inhalation of re-suspension material. 2.7 Emergency Planning Zones. EM4019C09 EM4019C10 .
- a. Exclusion Area.
(1) Size. Contains all the area within the
,C site boundary. Estimated at 0.6 mile radius from the plant.
-(
(2) Purpose. Designed for protective actions for site personnel. b.10 Mile EPZ. TP-08 (1) Size. (a) Circle with a radius of approximately 10 miles surrounding plant. Based on political and geographical con- .; siderations. d . (b) Rationale. (1) includes boundaries of affected towns. N (2) Projected doses for the tradi-tional design basis accidents would not exceed PAGs outside this zone. l
Attachment K (P go 12 of 47) Lesson Plan No. EM1019C Page 11 of 21 (3) Projected doses for mos'. core I melt sequences woul( not exceed PAGs outside this zone. (4) For the worst core melt sequences, immediate life threatening doses would not generally occur outside q this zone. (5) DetalleJ planning for this zone would provide a substantial base for expansion of response efforts if needed. l (2) Purpose. Designed for protective action against a passing radioactive plume. (1) Inhalation of radioactive materials. (2) Direct whole body exposure. I
- c. 50 Mile EPZ (1) Size (a) Circle with a 50 mile radius surrounding the piant.
(b) Rationale. (1) Contamination levels would not exceed PAGs outside this zone (due to wind shifts and travel periods). (2) There may be conversion of lodine to chemical forms that do not readily enter the ingestion exposure pathway. (3) Much of the particulate material [ would be deposited within this zone. (4) The likelihood of exceeding PAGs for this zone is comparable to the likelihood of exceeding PAGs for the 10 Mile EPZ.
+
Attachmmnt K (Pcgn 13 of 47) (,/: Lesson Plan No. EM1019C Page 12 of 21 (2) Purpose. Designed for protective actions against ingesting contami. sted materials,
- d. Water Safety Zones (1) USCG initally establishes a Water Safety Zone that includes water-ways within a 5 mile radius from the plant.
(2) The Water Safety Zone is extended out to 10 miles if other protective actions go beyond 5 miles.
- e. FAA restricts air traffic over Seabrook .
I Station.
- f. DOI closes the Parker River Wildlife Refuge.
/ 2.8 Protective Action Guides (PAGs) for Plume TP-11 \d Exposure Pathway.
- a. Purpose of PAGs.
(1) PAGs are the numerical projected EM4019C11 doses which act as trigger points to initiate protective actions for the general public. (2) PAGs are not dose limits, and do represent acceptable doses.
- b. Protective Actions. EM4019C12 A protective action is an action taken to reduce or mitigate the consequences of a radiological release.
- c. Decision making.
(1) When making a decision to take a protective action, the benefit should be compared to fne risk of taking the action. r
\
Attachment X (Page 14 og 47) e Lesson Plan No. EM1019C Page 13 of 21 (2) Only projected dose is considered, as dose already received cannot be saved. (3) Constraints. EM4019C13 (a) Environmental conditions. (b) Number of persons involved. c. (c) Time available.
- (d) Resources available l
l (e) Exposure duration.
- d. Format. EM4019C14 Expressed in ranges.
(a) Lower guide. Protective actions should be considered, y particularly for more sensitive
~
populations. (b) Higher guide. Mandatory level at which protective actions should be taken, unless constraints impede or prevent the ' protective action from being taken,
- s. Whole Body PAGs.
1-5 Rem.
- f. Thyroid PAGs.
5-25 Rom.
- g. Types of protective actions. EM1019C15 TP-12 (1) Precautionary. EM1019C16 >
A protective action taken for selected l populations at special risk. (a) Transient populations (beaches). l
h Attcchmant K (Page 15 of 47) 4
.f y x l.esson Plan No. EM1019C Page 14 of 21 l '- (b) Radiosensitive (pregnant women, l: children and infants).
(c) Populations difficult to transport (schools, hospitals, daycare co'1ters). , l (2) General. A protective action taken for the entire population.
- h. Massachusetts Beaches (not including per-manent populations).
(1) Types of protective actions. EM1019C17 TP-13 (a) Beach closures (notifying transient population to go home). (b) Beach evacuations (controlled evacuation of transient population). (1) Access Control (2) Transportation Provided (3) Verification of Notifications
'7 (c) Sheltering (Population instructed to ,Y y
seek shelter in nearly buildings. (2) Decisions EM1019C18 TP-13 (a) Time of year (5/15 to 9/15). 7 (Ohnt conditions (degrading or nod - as determined by Critical Safety Functions). - (A Site or General emergency. (h)(for ORJf, NH may at an alert).
%O (3) Critical Safety Functions (those parameters monitored by SPOS).
G U o
Attachm:nt K (Pagn 16 of 47) Lesson Plan No. EM1019C Page 15 of 21_ S - Subcriticality. The Inventory Critical Safety Function is not C - Core Cooling, used for classification. H - Heat Sink. P - RCS Integrity. , Z - Containment Integrity. (a) S-red, C-orange, H-red. P-red, Z-orange or red pathway exists. (b) Condition is unmitigated. 2.9 Protective Actions for Plume Exposure EM4019C19 Pathway. TP-15
- e. Notification of the Public.
(1) Public Notification System. Notification equipment used to meet the requirement to notify the public within 15 minutes. May have the c.apability to issue advisory messages in a PA mode. (2) Emergency Broadcast System (EBS). Broadcasts instructional messages on radio stations (must be authorized by governmental agency). (3) Tone Alert Radios. (a) Activated by EBS. (b) Located at special facilities, businesses with more then 50 employees, and at resideness in isolated areas. (c) Tone Alert radios with visual alerting lights will be distributed to hearing impaired persons within the 10-miio EPZ. I
.l
- Att chment K (Page 17 of 47)
-]
4
- f. .
t
.( Lesson Plan No. EM1019C Page -16 of 21 (4) Route Alerting may be conducted by the USCG for the waterways.
(5) News releases may be disseminated to the news media from the Media Center. (6) Public service and. advisory messages may be broadcast over the local TV and radio stations.
- b. Evacuation.
1 (1) Effectisoness. Can be up to 100 % effective, but also the most disruptive and should be used only as a last resort.
. (2) Time Considerations. EM4019C20 A calculation is made in the (a) Will the plume arrive before the ORO procedures that calculates evacuation can be completed? the dose that the population would receive if they shletered
[)) ( Compare the plume arrival time with the evacuation time. and if they evacuated. The the two numbers are,JJ2,mpared to make a decision. A 100% redutionTy (b) Will the plume pass before tne in taken for sheltering. N.' evacuation can be completed?
/ 0'J/0 Compare the release duration with t ed a d p.t the evacuation time. gp (4) Types of evacuations.
(a) Precautionary.
- 1) Evacuation of groups at special risk.
State of NH does not provide
- 2) Can be voluntary or mandatory. for mandatory evacuations.
(b) General. Discuss 2 keyholes:
- 1) Evacuation of the entire 1. Evacuate out to 2 miles population. 5n lies downward, shelter rest of EPZ (out
- 2) Can be voluntary or mandatory to 1 0 miles).
go M. (if state laws allow). d
\
J
Attachment K (Paga 18 of 47) Lesson Plan No. EM1019C Page 17 of 21
- 2. Vacuate out to f miles,
- c. Sheltering. 10 miles downv4d. Shelter restjof EPZ (out to 10 (1) Effectiveness. miles cgnWM
-7I
-(a) Provides good protection from Discuss Emergency Response Plan-inhalation of gases for a short ning Areas (ERPA):
pe 'od, i.e. one hour.
- 1. ERPA B .ca lisbury & Amesbury
- 1) Windows and doors must be closed [fth and ventilation shut off. 2. ERPAE - Newbury, Merrimac, West Nelvbury and Newbury port.
- 2) The shelter would be ineffective y after about two hours due to the (
)
natural ventilation. i l (b) Provides shielding from a passing radioactive cloud. (2) Considerations. (a) Sheltering may be used as a precau-tionary measure while determining the need for an evacuation. (b) Sheltering offers less prctection than evacuation, but takes less time to implement and costs less.
- d. Access Control.
(1) Effectiveness. Access control is effective in preventing exposure to persons who might otherwise enter affected areas. (2) Considerations. (a) Access control should always be used in conjunction with evacuation and/or sheltering. (b) Access control should not be used before the public has been notified of an order to evacuate or shelter. O i l l I
Attachment K (Page 19 of'47) Lesson Plan No. EM1019C Page 18 of 21 I
- e. Thyroid Blocking. This protective action is not considered for Massachusetts
]
i (1) The uptake of inhaled or ingested radiolodine by the thyroid gland may be reduced by prior ingestion of KI, a stable form of lodine. (2) May cause allergic reactions or other adverse side effects (FDA estimates the risk as somewhere between 1 in a million and 1 in 10 million). (3) Ki should be considered if the ERO has set this criteria projected dose to the thyroid at 500 MPC-hours, exceeds 25 Rom.
- a. Emergency workers.
- b. Special populations.
2.10 Protective Action Guides for ingestion TP-16,TP-17,TP-18 Exposure Pathway.
- 1. Emergency PAGs. EM1019C22
- s. Purpose.
(1) Initiate emergency actions, which primarily involve the isolation of contaminants j food sources,
- b. Rationale for PAGs. EM1019C23 (1) 15 Ram thyroid.
(2) 5 Rom whole body.
- 2. Preventative PAGs.
- a. Purpose.
(1) Initiate preventative actions, which primarily involves decontamination of contaminated food sources.
- b. Rationale.
(1) 1.5 Resn thyrold. 7 (2) 0.5 Rem whole body.
Attachmsnt K (Page 20 of 47) l I Lesson Plan No. EM1019C Page 19 of 21
- 3. Types of environmental samples collected for decision making.
- a. Surface water, drinking water, snow, vegetation, soll, milk (raw and pasteur-Ized), meat and meat products, eggs, food crops, and shellfish.
- 4. Assessments (made by Mass. ORO). EM1019C24 .
i
- a. Area deposition.
(1) Projected values are used initially to initiated preventative actions or environmental sampling. (2) Measured values intiate preventative i or emergency actions. -
- b. Forage (crops) concentration.
(1) Measured values initiate preventative or emergency actions,
- c. Milk.
(1) Measured values initiate preventative or emergency actions.
- d. Drinking water.
(1) Measured values initiate preventative tive actions.
- e. Total intake.
(1) Measured values of tne other food samples are used to calculate a total intake value. 2.11 Relocation PAGs.
- 1. Definition- Relocation PAG. TP-19
- s. Projected whole body dose from 1 year of exposure to deposited material from all exposure pathways, except food and water. ,
O
Attachment K (Page 21 of 47)
/ '2 Lesson Plan No. EM1019C Page 20 of 21 p) Primarily direct whole body dose EM1019C25 from ground deposition.
(2) Inhalation of resuspended material is considered, if air sample results are available, although the contribution is expected to be small compared ' with the total whole body dose.
- 2. Assessments (by Mass. ORO).
- a. Measurements used in projected first year whole body integrated dose.
(1) Soll/ vegetation environmental samples. (2) Air sample results (of resuspended material). (3) Gamma dose rate at 1 meter.
- b. Calculation includes weathering factors
.h
\j which accounts for radioactive decay and weathering.
- 3. Purpose,
- a. Designate restrictod zones. EM1019C26
- 4. Rationale.
- a. Expressed as range 1-5 Ram EM1019C27
- b. Upper level represents the level at which relocation of the public is recommended.
- c. Lower level represents the level at which relocation should be considered, especially for populations at special risk.
- d. Considerations that may warrant i
{ adjusting PAGs, (1) Special risk populations. (2) Difficulty / expense of implementation.
\
Attachment K (Page 22 of 47) Lesson Plan No. EM1019C Page 21 of 21 G4 (3) Natural boundaries. (4) Radioactive decay. (5) Ingestion dose. 2.12 Reentry PAG. TP-20
- 1. Definition - Reentry PAG.
- a. Projected dose from all exposure path-ways, except food and water, for the one year after clean-up operations are completed.
- 2. Purpose.
- a. Decontaminate unrestricted zones. -
- b. Re-occupy restricted zones.
- 3. Reentry dose - 0.5 Rem.
i 4 l l i i l u__-_-_-_---_-- ;
Attachmant K (Pago 23 of 47) g g,ABRog
\
/, X ikP9:liids pWN /y
/N/NG EMERGENCY PLANNING TRAINING PROGRAM MASS E-PLAN PROTECTIVE ACTION DECISIONS LESSON PLAN EM1019C STUDENT HANDOUT O
This material was developed for Seabrook training programs by the Seabrook Training Group staff. The text material and figures contained in this document were developed for the purpose of instruction and should not be used in connection with either plant maintenance or plant operation. This material may not be reproduced without the authorization of the STG Manager. PREPARED BY:
- DATE: t/7/El INSTRUCTOR REVIEWED BY: DATE:
TRAINING SUPERVISOR APPROVED BY: lht-TRAINING MANAGER DATE: d7/M
/
f REVIEWED BY: [h DATE: A[7[8f SME (OAtfanal) U ____-_
Attachment X (Paga 24 of 47) EMERGENCY PLANNING MASS E-PLAN PROTECTIVE ACTION DECISIONS i STUDENT OBJECTIVES i TERMINAL OBJECTIVE: Upon completion of this training, the students will be able to formulate protective l action recommendations for the general public in accordance with current regulatory guidance. ENABUNG OBJECTIV1G .
- 1. DISCUSS why do.gions concerning protective actions are pre-determined.
- 2. STATE the purpose for each of the four emergency classifications.
- 3. IDENTIFY the offsite dose rates that would initiate each of the four emergency classifications.
- 4. DISCUSS the rationale used in setting Emergency Action Levels (EAls) for each' emergency classification.
- 5. STATE the purpose for Emergency Action Levels (EALs).
- 6. DEFINE the exposure pathways of concern during a radiological release: and after a release from the deposited radioactivity.
- 7. STATE the purpose for each of the two offsite emergency planning zones (EPZs).
- 8. DISCUSS the rationale that was used to determine the size of the two offsite emergency planning zones.
- 9. DEFINE a protective action guide (PAG).
- 10. DEFINE a protective action.
- 11. RECOGNIZE the possible constraints that could hinder implementation of protective actions.
- 12. STATE the PAGs for whole body and thyroid exposure for the Plume Exposure Pathway.
- 13. DEFINE a precautionary protective action.
- 14. IDENTIFY populations groups at special risk.
O
l Attrichannt K (Page 25 of 47) 1 l
} 15. DEFINE = the two types of protective actions that can be taken for beaches.
.n
%/.
- 16. DEFINE the conditions which initiate protective actions for beaches.
- 17. IDENTIFY the five protective actions that can be taken for the Plume Erposure Pathway. l
- 18. DISCUSS the two time considerations when considering an evacuation of the general public.
- 19. DISCUSS the purpose for Emergency and Preventative PAGs. ,
- 20. STATE the dose commitments that correspond to the emergency preventative response levels for whole body and thyroid exposure.
- 21. DEFINE the five assessments made to initiate preventative and emergency protective actions.
- 22. DISCUSS the exposure pathways considered in establishing restricted zones.
- 23. DISCUSS the purpose for Pelocation and Reentry PAGs.
- 24. STATE the Relocation and Reentry PAGs.
I k i l i L
Attachment K (Pcgo 26 of 47) 390TECTlVE ACTION DECISIO\S N AJOR TOPICS EMERGENCY PLANNING CONCEPTS
- Predetermined protective actions
- Emergency classes
- Phases of an emergency
- Emergency Planning Zones
- Protective Action Guides (PAGs)
- Protective Actions i
EM1019C TP/01 l l 0
Attachment K (Pcgo 27 of 47) .O 23303- esy yso pao- 30-ive ACTOhS PLUME EXPOSURE PATHWAY , o Emergency classifications
- Protective Action Guides (PAGs)
INGESTION EXPOSURE PATHWAY
- Preventative PAGs
- Emergency PAGs REENTRY / RECOVERY
- Relocation PAGs
- Reentry PAGs EM1019C TP/02 O
Attachment K (Page 28 of 47) . l EV ERGE\CY CLASS lCA-~lONS O\I l Unusual Event .
- Notification of minor events ..
1 i Alert - e Required activaik,n of on-site facilities Site Area e Planned on-site protective actions e n quired e activation of off-site facilities h General t
- Planned off-site protective actions EM1019C TP/03 O
I
Attachment K (Page 29 of 47) s
,O o=FS TE DOSE RATES Unusual Event e Whole body - 0.06 mrem /hr Alert e Whole body - 0.6 mrem /hr Site Area e Whole Body - 50 mrem /hr e Thyroid
('] 250 mrem /hr General e Whole Body - 1000 mrem /hr e Thyroid - 5000 mrem /hr l EM1019C TP/04 0
Attachmant K (Paga 30 of 47) l :SS Osl P903UCT BA99 ERS Failed Fuel e Indcations of high activity in RCS RCS Pressure Boundary
- Indcations of reactor coolant leakage '
Primary Containment , e Loss of containment integrity i C_ ASS F CATION V E" OJOLOGY Alert --- One Barrier Site --- Two Barriers Ganeral --- Three Barriers EM1019C TP/05 g
h Attachment K (Page 31 of 47)
.b,f EV ERGENCY ACTION LEVELS Conditions, which if reached or exceeded, willinitiate an emergency classification Examples Unusual Event e RCS gross activity greater than 60 uCi/cc Alert e RCS leakage greater than 50 GPM Site Area e Post-LOCA monitors greater than 2500 R/hr General
- Post-LOCA monitors greater than 25,000 R/hr 1
l EM1019C TP/06 O
mesmo x mEE a 53 I , EX30SURE 3ATHWAYS l _ RELEASE IN PROGRESS l Direct whole body exposure inhalation of radiciodines and particulate GROUND DEPOSITION Ingestion of contaminated mik food and water Whole body exposure from deposited materials Inhalation of resuspended materials O EM1019C TP/07 O
Attachmant X (Paga 33 of 47) l 3 _L V E EX30SURE PATHWAY 1 10 - Mile Emergency Planning Zone , o Protective actions are planned to reduce or prevent exposure from a passing radoactive plume i 1 l l EM1019C TP/08 O
Attachmant K (Page 34 of 47) 10 MILE PLUME EPZ (' ,
/
W "' NEW HAMPSHIRE ; , '.. SAINE
/
% POR 00TH CASTLE NEWFIELDS NI GREENLA wg, BRENTWOOD 101 60RTH l EXETER p"AMPTON s ; iNi KINGSTON AMPTON AST HAMPTON KING TON KENSINGTON FALLS 51 -
125 [ y't 50uTii' SEABROOK STATION 5 5 HR00K HAMPION f
,,,,, .___ ____. __ _._ _ ___.= ~ AME5 BURY MERRIMAC
( ESE SALPURY
-%. T
- 495
' s NEWBJ YPOR WEST NEWBURY' NEWIURY l 10 MILE SI
- JASSACHUSE 5 1
95 \
+
sw
/ ss. i ; s 1 EM1001C ssi REV2 l
Attachment X (Page 35 of 47) I l O INGESTO\ EX30SURE PA HWAY i 50 - Mile Emergency Planning Zons l
- Protective actions are planned to reduce or prevent exposure from ingesting contaminated mik, water, or food O
EM1019C TP/09 I
Attachment.K.(Page 36 of 47) 50 MILE INGESTION PATHWAY EPZ
~
NW \ NNW \ N / _NNE d n RTLAND 16 , 95 93 NEW ,' HAMPSHIRE ! MAINE xE ROCHESTER e 1 www 4 CONCORD D0 VERE ( _ , o, ........... ORT 5 MOUTH MANCHESTER' # 1 ) . w *15EAp,R00K
. ,,, , STATl0N E
)93 NASHUA SALEMf.,
*j 10 MILE
..... ......................... .........., i EsE e 5
*5*
MA SACHUSETT5 LOWELL
!EER g s 495 BEYERLY sE
, 128 WORgESTER 50 MILE sw / ssw i s a ssE g;
EM1001C ] REV 2 l 1 _ _ _ _ _ - - - - 1
Attachment X (Paga 37 of 47) i
\
D _E- TERS OF AGREEM EN~~ United States Coast Guard (USCG) Control, notify, restrict waterborne traffic e Establish a Water Safety Zone
- Coordinated through the State of NH Federal Aviation Administration (FAA) i Restrict air traffic e Coordinated through the State of NH Department of Interior (DOI)
Close the Parker River Wildife Refuge 1 EM1019C TP/10 l
'I
i } Attochm:nt K (Paga 38 of 47) l
>90 ECT VE ACTION GU DES Projected doses which act as trigger points to to initiate protective actions Whole Body Thyroid
- Lower level - Consider 1 Rem 5 Rem
- Higher level - Mandatory 5 Rem 25 Rem Constraints
- Environmental conditions
- Number of people affected
- Resources available
- Time available
- Exposure duration l
EM1019C TP/11
Attachment K (Page 39 of 47)
~~WO TY3ES 0 PROTEC-~lVE ACTION PRECAUTIONARY M Protective actions taken for selected groups Populations at special risk
- Radiosensitive
- Difficult to transport Transient populations
- Beaches GENERAL Protective actions taken for entire populations EM10190 TP/12 O
i Attcchmsnt K (Page 40 of 47)
)
390 EC- IVE ACTIONS FOR BEAC-ES O' l I l OPTIONS ' CLOSE - Massachusetts Beaches e Instruct beach populations to leave e instruct public to stay away EVACUATE - New Hampshire Beaches e Control access e Provide transportation e Verify that public received notification EM1019C TP/13 i i O l
Attachment K (Page 41 of 47) 1 l Of PRO- ECT VE ACTIO,\S FOR BEACF ES l CONSIDERATIONS I Time of year
- May 15 to September 15 Emergency Classification e Site Area or General O
EM1019C TP/14-O _________.__.__.______.-.-_.___________-______m______________ M
Attachment K (Paga 42 of 47) 3 _JV E EX3OSJRE PATHWAY PROTECTIVE ACTIONS Notification of the public Evacuation Sheltering Access Control Thyroid Blocking O EMERGENCY RESPONSE PLANNING AREAS l Protective actions will be implemented by ERPA e Out to 5 miles e Out to 10 miles i EM1019C TP/15 1 I O
Attachment K (Page 43 of 47) C) \GES~~ ON EX30SURE PA~~HWAY PREVENTATIVE ACTIONS Prevent contamination of food
- Placing animals on stored food and water Decontaminate food sources
- Spray fruits and vegetables e Hold-up
' EMERGENCY ACTIONS isolate contaminated food sources
- Disposal EM1019C TP/16 l ,
1 1 1 tm , k i
Attachment K (Pago 44 of 47) NGES~~ ON EXPOSURE 3AGs O . ASSESSMENTS ) Area Deposition i Forage (crops) Mik Drinking water Totalintake ENVIRONMENTAL SAMPLES , Surface water, drinking water, snow, vegetation, soil, mik, eggs, : food crops, shellfish, meat and meat products EM1019C TP/17 O
Attachment K (Paga 45 of 47)
\GES~~lON EXPOSURE PAGS RESPONSE LEVELS 1 Area deposition (microcuries/ square meter)
Forage (microcuries/ kilogram) Peak mik activity (microcuries/ liter) Total intake (microcuries) DOSE COMMITMENTS (( Emergency e Whole body - S Rem o Thyroid - 15 Rem i Preventative i e Whole body - 0.5 Rem e Thyroid - 1.5 Rem I i EM1019C TP/18 (
Attachment K (Page 46 of 47) RELOCATION PAGs PURPOSE Designate restricted zones Relocate public DEFINITION Projected one year dose from all exposure paths, except ingestion of food and water
- Direct exposure from the ground e inhalation of resuspended material RANGE Consider 1 Rem Mandatory - 5 Rem l
EM1019C TP/19
r-Attachment X (Pctge 47 of 47) REENTRY PAG PURPOSE , I Decontamination of unrestricted zones Re-occupation of restricted zones DEFINITION p Projected dose from all exposure pathways, except
'd food and water, for the one year after clean-up operations are completed
- Direct exposure from the ground
- Inhalation of resuspended material LIMIT Reentry dose - 0.5 Rem EM1019C TP/20
i I I i
)
i
.i 1
i O ATTACHMENT L 1 (Module 11, Traffic and Access ControV l l O 4 1 4 1 { l l l l l 4 I i O
a Attachmsnt'L'(Pags 1 of 38) i ' 4gABROo O py 1
^
i i j l . v Y // ^
'N/NG G u
EMERGENCY PLANNING i MASS E - PLAN TRAFFIC & ACCESS CONTROL i LESSON PLAN NO. EM1011C INSTRUCTOR. GUIDE O
'This material was developed for Seabrook training programs by the Seabrook Training Group staff. The text material and figures contained in this document were developed for the purpose of instruction and should not be used in connection ~with either plant maintenance or plant operation. This material may not be reproduced without the authorization of the STG Manager.
PREPARED BY: I '~ N W DATE: M/a/P9
//
INSTRUCTQK REVIEWED BY: DATEi APPROVED BY: DATE: '//3/87 - TRAINING MANAGER / REVIEWED BY: (
@(Optional)
DATE: N ' a
Attnchm nt L (Pcgn 2 of 38) EMERGENCY PREPAREDNESS TRAINING PROGRAM MASS E - Pl.AN EM1011C - TRAFFIC & ACCESS CONTROL STUDENT OBJECTIVES (3/4/88) TERMINAL OBJECTIVES: Upon completion of this Training Module, students will be able to describe Traffic anc Access Control Operations necessary in response to an emergency at Seabrook Nuclear Power Station. ENABLING OBJECTIVES: 1 STATE the emergency classification at which Stage 1,2 and 3 personnel are notified, and at which classification they report to their assigned facility.
- 2. IDENTIFY how the following will be notifled:
Stage 1 personnel Stage 2 personnel Stage 3 personnel
- 3.
DIFFERENTIATE between a Traffic Control Point and an Access Control Point.
- 4. EXPLAIN Peripheral Access Control.
- 5. DEFINE a Restricted Area.
- 6. IDENTIFY the lowest emergency classification at which ORO personnel will staff the following:
Ernergency Operations Center (EOC) Staging Area Traffic and Access Ccntrol Points 7. 10ENTIFY the Traffic and Access Control Point staffing associated with Emergency Response Planning Areas (ERPA's).
- 8. STATE who dispatches the Traffic Guides from the Staging Area.
9. STATE the assignments that Traffic Guides may receive at the Staging Area.
- 10. STATE who maintains Radio Communications with Traffic Guides.
- 11. STATE who road impediments should be reported to.
- 12. STATE four actions which require Governmental Authorization. l 13.
DESCRIBE how the Traffic Guides' function would be carried t,at for an emergency lasting several days. i I I l O: ________-____x_
Attachment L (Page 3 of 38) ( ( Lesson Plan No. EM1011C PROGRAM Emergency Preparedness LESSON Traffic & Access Control COURSE Mass E - Plan DATE March 2.1989 PHASE PAGE 1 of 12 A. OVERVIEW: This lesson provides an overview of Traffic and Access Control and how it is ac ' complished. B. PREREQUISITES: Students should have previously attended Module 1. Emergency Plan Overview Training. C. INSTRUCTIONAL OBJECTIVES: Terminal Objectives: Upon completion of this Training Module, students will be able to describe Traffic and Access Control Operations necessary in response to a radiological emergency at Seabrook Nuclear Power Station. Enabling Objectives:
'd EM1011C03 STATE the emergency classification at which Stage 1,2 and 3 personnel are notified, and at which classification they report to their assigned facility.
EM1011C04 IDENTIFY how the following will be notified: Stage 1 personnel Stage 2 personnel Stage 3 personnel EM1011C06 DIFFERENTIATE between a Traffic Control Point and an Access Control Point. EM1011C01 EXPLAIN Peripheral Access Control. EM1011C07 DEFINE a Restricted Area. EM1011C08 IDENTIFY the lowest emergency classification at which ORO personnel 4 will staff the following: Emergency Operations Center (EOC) Staging Area Traffic and Access Control Points EM1011C11 IDENTIFY the Traffic and Access Control Point Staffing associated with Emergency Response Planning Area's (ERPAs). l N l ! I i -_-_
Attcchm3nt L (Paga 4 of 38) Lesson Plan No. EM1011 ; PROGRAM Emergency Preparedness LESSON Traffic & Access Control COURSE Mass E - Plan DATE March 2.1989 l PHASE PAGE 2 of 12 ' EM1011CO2 STATE who dispatches the Traffic Guides from the Staging Area. EM1011C05 STATE the assignments that Traffic Guides may receive at the Staging Area. { EM1011C09 STATE who maintains Radio Communications with Traffic Guides. EM1011C13 STATE who road Impediments should be reported to. I EM1011C10 STATE four actions which require Governmental Authorization. EM1011C12 DESCRIBE how the Traffic Guides' function would be carried out for an ! emergency lasting several days. j l D.
REFERENCES:
Appendix J l i Procedure 1.3 Procedure 2.11 j Seabrook Station Evacuation Time estimates and Traffic Management Plan update, August 12,1986. E. EQUIPMENT / MATERIALS: Overhead Projector Transparencies Student Handout Exam Dosimetry Traffic and Access Control Point Maps e
Attachment L (Paga 5 of 38) A Lesson Plan No. EM1011C Page 3 of 12 F. BODY OF CONTENT / OUTLINE
1.0 INTRODUCTION
This lesson will cover basic Traffic and Access Control activities. At the end of this lesson there will be an exam covering Lesson Plan Objectives. 1.1 Briefly Review Objectives OBJ/TP 2.0 FUNCTION The functions of Traffic and Access Control ' Personnel are: o directing and guidirig traffic out of the EPZ. TP/2 o discouraging unnecessary Traffic into the EPZ. o reporting traffic impediments. a directing traffic around road impediments , 2.1 Traffic Control (D Q 2.1.1 Traffic Control Point, direct traffic out of the EM1011C06 Plurne Exposure EPZ to the primary evacuation TP/4 routes, o Road barriers and cones are used to assist 3 cones = 1 barrier Traffic Control. The Traffic Control Area may int.lude all or part of the Plume Expo-sure EPZ. l 2.2 Types of Access Control Points 2.3 Peripheral Access Control EM1',11C01 t Peripheral Access Controlis to discourage TP/3 unauthorized entry into the periphery of a j specific area. Peripheral access control re-
)
duces the volurne of traffic in the EPZ so that l evacuation is expedited. Peripheral Access Control Points can be located at: o 10 mile radius o 5 mile radius a Massachusetts /New Hampshire border O l
Attachment.L (Paga 6 of 38) e Lesson Plan No. EM1011C Page 4 of 12 2.3.1 Personnel located at peripheral access control TP/4 points should discourage entry except for: b o Persons returing to pick-up family o Federal, State or Local authorities
'(with ID badges) o Emergency response personnel (with ID badges)
I 2.3.2 These personnel should also provide the following information if requested. I i o Advise public of EBS Stations j for emergency updates 1 o Advise public of locations for reception centers 2.4 Restricted Zones Restricted Zone, established after a radio- EM1011C07 . logical plume passes o Represents the "pleme footprint" 2.4.1 Personnel assigned to restricted access TP/5 control should limit access to: o Farmers return!ng for animal care o Business operators o Federal, state or local authorities e Emergency response personnel 2.4.2 Dosimetry recordkeepers will be assigned to these locations after the evacuation to o Conduct briefings o Distribute dosimetry 2.4.3 Personnel ehtering restricted areas should be instructed to exit through the same access control point they entered. 3.0 INFORMATION CARDS 3.1 Information cards will be given out to TP/6 Traffic Guldes at the Staging Ares prior to dispatching. The purpose of this card is to provide information and guidance in completing their duties. I
}
l l
Attachment L (Page.7 of 38) 1 Lessen Plan No. EM1011C Page 5 of 12 3.2 Information' that can be found on the card includes the following: o " Exposure C' ontrol = 15 minute intervals
- DRD reading frequency and reporting level .
- Abnormal Dosimetry conditions Lost, damaged or off-scale
- Ingestion of K! When directed by This instruction would come the Red Health Advisor via the Dispatcher o Emergency Phone Numbers
- In the event of questions from the -
public or press, they would be directed to use these numbers. o in the event of radio failure, the Staging i Area number is providcd. t o EBS Radio Stations for the Public to stay abreast of current emergency conditions. ( o Radio Procedures
-( - Brief description of radio usage. Mod 20 will be given which
- Lists procedures specific to traffic covers radio usage in detalt Guides 4.0 Emergency Response Planning Areas's (ERPA's) EM1011C11 4.1 The initlet staffing of the TCP's and ACP's in the Emergency Planning Zone (EPZ) will be done according to Regions and ERPA's.
4.1.1 ERPAs are made up of towns: TP/7 ERPA 8 includes l o Salisbury and Amesbury ! ERPA E includes o Newbury, Merrimac, Newburyport, West Newbury 4.2 Regions constitute groups of ERPAs rotated to a Wind Direction o 2,5, and 10 mile radius
l Attechmant L (Page 8 of 38) j i l l l Lesson Plan No. EM1011C .Page 6 of 12 I l 4.3 Specifically, peripheral ACPs would be manned We could potentially establish first to limit access into the 10 mile EPZ. peripheral ACPs at the 5 mile These would include ACPs at the boundary of EPZ boundary. the 10 mile EPZ and consin areas located TP/8 Region 1 j along the New Hampshire and Massachusetts Border. j l 4.3.1 In the event of beach closures, Traffic Guides TP/g Region 10 would be dispatched to Salisbury Beach to Beach closures only man Traffic Control Points. 4.3.2 If an evacuation is implemented for any TP/10 Region 5 other region, additional supplement access out to 5 miles control points need to be staffed to estsh-lish access control at the perimeter of the TP/11 Region 7 5 mile EPZ or on the NH state border. state boundary 4.3.3 If this happens some traffic control points Manning of traffic 8 access will become access control points as a control points will be result that individual or individuals now reviewed during the tabletop must assume the role of access control session instead of traMic control. i 5.0 STAGES OF NOTIFICATION EM1011C03 TP/12 ( }l i 5.1 There are three stages of notification: o Stage 1 personnel are notified at an Un- Stage 1-Unusual Event Alert usual Event and report at an alert or higher emergency a Stage 2 personnel are notified at an Alert Staga 2-Alert / Alert and report at en Alert or higher emergency l o Stage 3 personnel are notified at an Alert Stege 3-Alert / Site Area and report at a Site Area Emerger cy or Emsrgency Osnaral Emergency 6.0 BR$ONNEL NOTIFICATION EM1011C04 6.1 Thors are three methods of personnel nottft- ! cation:
- a. Pegers Pagers - Stage 1 personnel To ensure notification of Stage 1 Emergency The peger system it activated Response Personnel, the Offsite Respor.se try Meilta however,if Melite Organitetton utiliza a Pagar System. Esch fMis the peger system can be Pager displays a code to Indicate the Emer- activated independently.
> gency Classification Level Associsted with these Pegers, METS is used to ensure receipt I of notification. t l l s k ____L___.________ - - -
1 Attachm2nt L (Pagt 9 of 38) ) i C\ i Lesson Plan No. EM1011C
) Page 7 of 12
- b. Melita Emergency Telenotification System METS Stage 2 & 3 (METS)
A computerized automatic dialing system TP/13 Verification which dials Stage 2 and Stage 3 personnel
, by telephone and plays a prerecorded in- ,
structional message. There is also a cullt- { in Verifiestion System for the METS callout. {
- c. Manual Callout System. )
7.0 EMERGENCY Ct.ASSlFICATION STAFFING 7.1 Alert EM1011C20 i At the Alert classification, the following facilities will be manned by Stage 1 and ) Stage 2 personnel:
- Emergency Operation Center (EOC) l
- Staging Area l
- Vans Acoustic locations 7.2 Site Area Emergency TP/14
[ The following Facilities / Areas will be manned ( at a Site Area Emergency
- Transfer Points ,
- Reception Centers j
- Traffic and Access Control Points TP/14A Example of Traffic
- Bus Yards Control 8.0 RESPONSE AND IMPLEMENTATION If you were to look at the organization TP/15
. starting with the Assistant Director, This will be demonstrated Response and implementation the peak.lon when we discurs road impediments in that chain would Include the following: {
o Evacuatien Support Coordinator l o Staging Area Leader { o Evacuation Support Dispatcher o Traffic Guides q I i l
Attachment L (Pcgs 10 of 38) l l 4 Lesson Plan No. EM1011C Page 8 of 12 8.1 Evacuation Support Dispatchers are respon-sible for: ]
- Designate and brief Traffic Guides.
- Making Traffic and Access Control Point TP/16 assignments based on Region and ERPAs. EM1011CO2
- Staffing additions! TCPs/ACPs due to the rerouting of traffic or a change in Regions .. -
and ERPAs.
- Coordinating Exposure Control EM1011C05
- Reassigning Traffic Guides to Restrscted Area ACPs,if necessary.
- Monitor Radio Communications Traffic Guides will be dispatched to their Notified to be activated at (PAD) )
TCP/ACP where they will wait until nt,tified Protective Action Decision that the TCP/ACP is to be activated. 9.0 GOVERNMENT AUTHORIZATION TP/17 EM1011C10 9.1 By law, Massacliusetts is required to respond in the event of a real emergency. However, they are not participating in the Emergency Planning Process for Seabrook. I Il in the event of an emergency, we will re-Quest authorization to implement our plan. l 1 if Mass. does not give us authorization, we l Will implement our plan up to the legal limits j of the law. o The specific actions taken by us that would would require governmental at: theorization I am:
- Use of the Emergency Broadcasting Systern )
- Actual placement of Traffic Control '
Points in the rosti to direct traffic. 1
- Actually establishing Access Control l PcAnts for controlling access into the affect area. *
- Prfvate Property
- Pomovel cf road impediments F
e 1
L ! Attcchment L (Paga .11 of 38)' l L i l-l- [ Lesson Plan No. EM1011C Page g of 12 10.0 ORO RESPONSE MODES TP/18 10.1 Ultimate authortty for impimenting protec-tive actions for the public in Massachu-
.setts rests with the Governor. 1 10.1.1 Legal authortration must be obtained from the Govemor, or designes, before imple-menting certain provisions of our plan, )
j 10.1.2 Once authorization has been received the ORO will function in one of the following { j modes. 10.2 Standby Mode Commonwealth of Massachusetts responds to the emergency and indicates that they have the necessary resources. The ORO activates its facilities according to plan and pre-pares to respond, if needed. I 10.3 Mode 1 10.3.1 Commonwealth of Massachusetts responds to the emergency, but lacks the resources. The ORO supplies resources, as requested. The emergency. response is under the direc-tion of the state or local officials. 10.4 Mode 2 10.4.1 Commonwealth of Massachusetts or local communttias delegate authority which authorits: the ORO to implement the ; Seabrook Plan for Massachusetts Commu- 1 nities. ' 11.0 TRAWC OL'IDE AUGMENTATION EM1011C12 11.1 in the event of a radiolopleal emergency, TP/19 Traffic Guides could be required to man ACPs (Restricted) for several days. In the event of th!t happening, tell41 for tP9se Ferdonnel must be addressed. 11.2 New 'Aampshire Yankea has made arrangement under the Yankte Atomic Electric Company [ (YAEC) Mutual Arsistance Plan to provide ( oorsonnel for augmenting Treffic Ouldes.
i Attachment L (Pagn 12 of 38) ' l Lesson Plan No. EM1011C Page 10 of 12 I l 11.3 If you are going to be relieved by one of ; these individusis, you must remember that l they have not had the benefits of this train- I ing. As a result, you will need to indoctrin- { ate your relief and ensure they have a firm j grasp and are comfortable with their position
]
prior to leaving the area. ( 11.4 items to be covered during briefings should include: o Status of Emergency o Procedures o Facility o Equipment o Paperwork ; 12.0 ROAD IMPEDIMENTS { 12.1 The Evacuation Support Dispatcher conveys The Staging Area Leader and direction from the EOC through the Staging Evacuation Support Coordinator Area Leader to the Traffic Guides and Route routinely communicate with one Guides. another { } o Traffic Guides will be in direct radio EM1011C09 contact with the Evscuntion Support Dis-patcher. 12.1.2 Due to the fact that Traffic Guides era out j in the EPZ at TCPs and ACPs, the probability of encountering road impediments exists.
)
12.L3 Any road impediments encountered should be EM1011C13 reported to the Evacuation Support Ol6 patcher q immediately so that they may be tracked and l the necessary arrangements for their removal { car' be made.
)
12 2 Recognizing Road Impediments TP/20 f o Any situation that slows or blocks traf5c j tiow should be recoDnized as a rosd ' impedlinent, such as:
- Stalled, overturned, or wrecked vehiclec
- Inoperable traitic lights
- Downed power lines
- Floods, fires, etc ,
- Road construction { }
Attachment L-(Page 13 of 38) ( Lesson Plan No. EM1011C Page 11 of 12 o Two road crews are prestaged at each of the six Transfer Points. 12.3 Reporting Road Impediments TP/21 o Report exact location. -
- Town -
1
- Route or Street
- Direction of travel
- Nearest intersection
- o. Extent of damage.
- injuries ,
- Hazards '
- Types of vehicles involved
- Numbers of vehicles involved o Type of equipment needed.
o Status of Traffic Flow f 12.4 Removing Road Impediments TP/22
-\
o The response should be made at the lowest levels (as resources permit). o Road impediments should be reported to the 1%' hest levels, o Responsibilities:
- The A/D, Response and implementation initiates response and tract status.
Eyseust!on Support Coordinator developa specifle plans to remove impedim6nt or reroute traffic.
- Staging Area teatet implements plan. NOTE: The addhlon of the Assistant i Staging Area Leader wHIleave more
- Evecuation Support Dispatcher communi- . time for SAL to deal with this type cates instructions, of situation.
- Transfer Point Olspatcher dispatches .
road crews. ( l
Attachment L (Page 14 of 38) Lesson Plan No. EM1011C Page 12 of 12
- Road crews remove impediments.
- Traffic Guides reroute traffic.
13.0
SUMMARY
We should mention that Traffic Guides will get hands-on training during scheduled drills. 13.1 At some later date, you will have an oppor-tunity to get hands on training during staging ares drills. l
]
13.2 Review Objectives and quiz Individuals as the review progresses. 1 5
. I L
_ _ _____l__--.----_--------------- ---- - - - -
Attachment.L (Paga 15 of 38) i e,t.ABROo j I EMERGENCY PLANNING i MASS E - PLAN TRAFFIC & ACCESS CONTROL LESSON PLAN NO. EM1011C 4 STUDENT HANDOUT tO This material was developed for Seabrook training programs by the Seabrook Training Group staff. The text material and figures contained in this document were developed for the purpose of instruction and should not be used in connection with either plant maintenance or plant operation. This material may not be reproduced without the authorization of the STG Manager. I PREPARED BY: O
~
YG INSTRUCTOC " e DATE: Rh4 ;-S
/ /
L L REVIEWED BY: _ DATE: TRAINING SUPERVISOR APPROVED BY: t# __ DATE: 7 !/3' h7 TRAINING MANAGER / REVIEWED BY: b8Syptional)
$bb DATE: b l
I
Attcchmsnt L (Pag 2 16 of 38) EMERGENCY PLANNING MASS E - PLAN EM1011C - TRAFFIC & ACCESS CONTROL , STUDENT OBJECTIVES l TERMINAL OBJECTIVES: , Upon completion of this Training Module, students will be able to describe Traffic and Access Control Operations necessary in response to an emergency at Seabrook Nuclear Power Station. ENABUNG OBJECTIVES:
- 1. STATE the emergency classification at which Stage 1,2 and 3 personnel are notified, and at which classification they report to their assigned facility.
- 2. IDENTIFY how the following will be notified:
Stage 1 personnel Stage 2 personnel Stage 3 personnel 3. OlFFERENTIATE between a Traffic Control Point and an Access Control Point.
- 4. EXPLAIN Peripheral Access Control.
- 5. DEFINE a Restricted Area.
- 6. IDENTIFY the lowest emergency classification at which ORO personnel will staff the following:
Emergency Operations Center (EOC) Staging Area Traffic and Access Control Points
- 7. IDENTIFY the Traffic and Access Control Point staffing associated with Emergency Response Planning Areas (ERPA's).
- 3. STATE who dispatches the Traffic Guides from the Staging Area.
- 9. STATE the assignments that Traffic Guides may receive at the Staging Area.
- 10. STATE who maintains Rad;o Communications with Traffic Guides.
- 11. STATE who road irnpediments Lhould be rkpcrted to.
- 12. STATE tour actions which require Governments! Authorization.
- 13. DESCRIBE how the Traffi:: Guides' function would be carried c'ut for an emergency lasting several crys.
O
O FUNCTIOMS Traffic Control
- Directing traffic out of the EPZ Access Control e Restricting traffic from entering the EPZ Road Impediments e Reporting road impediments
- Directing traffic around road impediments 1
EM1011C TP/02 REV 3
-(
1
Attachm2nt L (P go 18 of 38)
~~Y3ES 0: ACCESS CO\"ROL l
Peripheral 1 1 e 10 Mile Radius e 5 Mile Radius
- Massachusetts /New Hampshire Border Restricted Zones
- Established after a radiological plume passes
- Represents the " plume footprint" l :
EM1011C TP/03 l REV3 l O
Attachment L (Page 19 of 38) O DER 3-ERAL ACCESS CONTROL Discourage entry, except for:
- Persons returning to pick-uo family e Federal, State or Local authorities (with ID badges)
- Emergency response personnel (with ID badges)
Provide emergency information
- Advise public of EBS Stations
- Advise public of locations for Reception Centers Dosimetry Recorckeepers conduct briefings and issue dosimetry to those entering the EPZ EM1011C TP/04 REV 3
Attachm3nt L (Pags 20 of 38) I RESTR C- EJ ACCESS CONTRO_ O'i
)
1 Allow entry for farmers, business operators, etc... i
)
Dosimetry Recorckeepers (after the evacuation) i e Conduct briefings )
- Distribute dosimetry g
j l Persons entering Restricted Areas are to exit the same Access Control Point they entered i EM1011C TP/05 1 REV 3 g
% l
Attachmtnt L'(Page 21 of 38) l\ :OW ATION CARDS dp TRAFFIC GUIDE E_XPOSURE CONTROL ,
- 1. Road DRD approximately every 15 minutes and notify the Evacuation Support Dispatcher if:
- [0-200 mR] DRD approaches 175 mrem
- (0-20 R] DRD approaches 1 R,5 R,10 R.15 R, or 20 R -
- DRDs or TLD becomes lost, damaged or off-scale
- 2. Inge:t Ki only when directed by the Radiological Hastth Advisor via the Evacuation Support Dispatcher.
- Record date and time on Emergency Worker Dose Record Form
- Report any adverse side effects to the Evacuation Support Dispatcher EMERGENCY NUMBERS
- l. Staging Area (603) 893-7879 Questions from the general public (800) 458-2407 Questions from news reporters (800) 458-2408 EBS Radio Stations WLYT 92.5 FM WHAV 1490 AM RECEPTION CENTERS Salisbury, Newbury, and Newburyport evacuate to Beverly Reception Center Amesbury, Merrimac and West Newbury evacuate to Ncdh Andover Reception Center USE OF RADIO Slide on-off switch (front) on REPEATER TALK AROUND Adjust volume - press VOL button (top) TRAF RPT TRAF TA Select char.nel - press CHAN button (top) to TRAF RPT TRANS RPT TRANS TA Press HOME to return to TRAF RPT FACIL RFT FACIL TA Press Transmit button (side) to send 01/FLWRPT 01/FLW TA d
I PROCEDURES TM1011C TP/06 Refer to Appendix J, NHY ORO Traffic Management Manual. REV 3
-____ _ _ _ - - - _ - _ _ _ - . _ _ _ _ 1
Attachment L (Pags 22 of 38) S A : NG SEQUEhCE O Emergency Response Planning Areas (ERPAs) ERPA B e Salisbury, Amesbury ERPA E e Newburyport, Newbury e West Newbury, Merrimac Regions Groups of ERPAs related to:
- Wind Direction
- 2,5 and 10 Mile Radus EM1011C TP/07 i
I REV3 O E_ _
Attachm2nt L (Paga 23 of 38) [9 REG.ON 1 - ALL ERPAs
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1 Attachm3nt L (P;ga 25 of 38) l REG ON 5 - 5 N _E RAD JS O v ~~ q l, e' * %,
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EM1011C TP/10 ( REV3
Attochment L (Paga 26 of 38) REG ON 7 - N-/V ASS. BORJE9 g s l '
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s s/, I REGION 7 (ERPA'S A AND C) $, EM1011C TP/11 ! REV 3
Attachm3nt L (Pags 27 of 38). n'" hO :lCATION STAGES STAGE 1 Notified via pager at an Unusual Event or higher Notified again/ report at an Alert or higher STAGE 2 Notified via METS at an Alert or higher
. Report at an Alert or higher STAGE 3 Notified via METS at an Alert or higher Notified again/ repod at a Site Area or higher l
EM1011C TP/12 REV 3
'Attachmant L (Paga 28 of 38)
VERl:CA--lO N O I STAGE 3 OFF-HOURS
- Answer
- Type in PIN number
- Type in R (digit 7)if responding 4
PIN number is your home phone number O Area Code is not required for NH numbers Tone generators may be needed EM1011C TP/13 REV3 O
Attachment L (Pcga 29 of 38) -rx U RES3ONSE AT A SITE AREA SITE Mood Crewe SIT E Transfer Point Dispatchers SITE I'*"' Bus Dispatchers 088
$taging Are n
.owie Guteos D.... 1 ,.....d .e ,...
h ~a ~;'; l o A i Accese cent,,e p -..
... ...... _ TreM4 Centret ,
~
Nats ! EM1011C TP/14 aev 8 O
T. S T S
- pNpo7$m* p ;5u "o o* %-
H H TH UT N T OU OD A 3 SO S 4 M S TD NPN 1 V O5 EUO M0 / E R e D R9 DE C E F-1 E8D VTN P T A A R E G0 N 1 OSU MEO~ S T T D WB E
- l. U IV R
C C O A C I ON MO D T NTST UNAN D A C C A SEER OEEE SSm 1 FDI D NR I SD BM W EER 1 UO A EA HEDr mNA TT GCB LO 0 NN CR e TVN U uOB ROA 0 CC EE CCC I I lD 1 MMFF F E OM.4 N D CCC EEFF F VV A A A M VN A EN DRRE FFFIII M OORRR T EL TT CAD WFFF AAA E - MMTT T P AO ANO RRR _ l R TC
- = eOX CS I. S U9t R
OT5 A.A W T TT Y l 1 E C O M 399 i E cD K D AN SINC FA DOS 1 2 3 0 l
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P O N A T S O M P L O N 0 E R T N R A 5 E
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- - D N
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Attachmsnt L (Paga 31 of 38) I g~
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RES30NSE & IM 3LEM ENTATIO\ l Assistant Director, Response & implementation a u Evacuation Support Coordinator A l Y Staging Area Leader Y Evacuation Support Dispatchers A v Traffic Guides EM1011C TP/15 REV3 l
)
Attachment L (Page 32 of 38) EVACUATION SU33 ORT D S3ATCHERS Make assignments
- Traffic Control Points
- Access Control Points e Supplemental Access Control Points
- Reroute Traffic Control Points $
Monitor radio communications EM1011C TP/16 REV3 e t 1 - - - - - - - - - - - _ - -
Attachment L (Paga 33 of 38) i O _EGA_ AUTHORIZATION , Use of Emergency Broadcast System (EBS) I Traffic Control Access Control Removal of Road impediments EM1011C TP/17 REV3 O
Attachmsnt L'(Paga 34 of 38) l 090 RES3ONSE IVODES O! STANDBY I e Mobilize, but do not implement protective actions Example: Traffic Guides locate at Control Points, but do i not direct traffic MODE 1 ) I l e implement actions under State authority l l Example: Traffic Guides drect traffic under drections g from the State MODE 2
- Implement actions under State authority delegated to 1 the ORO Example: Traffic Guides drect traffic under drections from the ORO l
l EM1011C TP/18 REV3 g
h Attachmant L (Paga 35 of 38)' O S- FT TURNOVER Yankee Emergency Mutual Assistance Agreement / 1 YAEC Nuclear Support Services Agreement j i
- Provides replacement personnel for Traffic Guides Briefings
- Status of emergency
- Procedures
- Equipment
- Paperwork.
EM1011C TP/19 REV 3 O
Attachmsnt L (Pcg3 36 of 38) l ROAD V 3EDIV ENTS 91 1
,i \
I EXAMPLES Stalled vehicles l Draw bridges q Wrecked vehicles inoperable traffic lights Downed powerlines Floods , Fires Road construction l ROAD IMPEDIMENT REMOVAL Two road crews are prestaged at each of the six transfer points EM1011C TP/20 REV 3 0
_Attachmsnt L (Paga 37 of 38) dr 9E30T~ \G ROAD M 3ED \MENTS I Location
- Town -
- Route number or street
- Direction of travel e Nearest intersection Extent of Damage '
e injuries e Hazards
- Types of vehicles involved
- Number of vehicles involved l Type of equipment needed Status of traffic flow EM1011C TP/21 REV 3 O
Attachinant L (Paga 38 of 38) REVOV \G ROAD IM?ED V ENTS ASSISTANT DIRECTOR, RESPONSE AND IMPLEMENTATION l
- Initiates response and maintains status EVACUATION SUPPORT COORDINATOR !
- Develops plan to remove impediment / reroute traffic STAGING AREA LEADER
# Coordinates implementation of plan EVACUATION SUPPORT DISPATCHER
- Communicates assignments TRANSFER POINT DISPATCHER e Dispatches Road Crews ROAD CREWS / TRAFFIC GUIDES i
- Removes road impedment / reroutes traffic EM1011C TP/22 REV3 g
I ATTACHMENT M (Practical Traffic Guide Training Material) l C . O
Attachm:nt M (Page 1 of 49) I l MEMORANDUM TO: D. Sherwin TRCH: D. Bovino DATE: May 16, 1988
SUBJECT:
TRATFIC GUIDE TRAINING 4 The subject training will be conducted on Tuesday, June 7, 1988. Classroom training will be followed by a practical factors session conducted by Drills and Exercisas personnel with assistance from the Training section. The following support is required from your area to ensure effective training is attained. i I Request contractor that is removing dirt and rocks from the
" South 40" to stop h!,s activities on the afternoon of June 6, 1988 acd not resume his activities until June 8, 1988.
O t * ( Purchase line or other suitable marking material to use in outlining intersections (see attachments). Prepare and mark intersections identified on the attached sheets in the " South 40" and equipment Laydown areas. Bring Traffic Guide equipment identified on the attached sheets plus the Traffic Guide equipment listed in Appendix J to the site. , 70 portable hand hel radios with fully charged batteries need to be brought from the staging area to the site. These requirements were discussed with Bruce Missau on May 13, 1988. If you have any questions pinase call Floyd Galegar at ext. f 5 3160. l L cc: D. Tailleart F. Straccia F. Galegar I
i Attachment M (Page 2 cf 49) 1 i KEY '1 t I u Movement Facilitated Movement Discourage Prienty 1 Summer
@ i raffic Guice O Traffic C ne 1 Off Season X Barricace lRoute110t I-95 -
1 A Mudnecx O 0 N / Road , e O
^
Route .
'A'h:
o, O Schecl St. 9 *\ g g e, l
, O ~
O O
\ *) \ C
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Ecuce 1, la h cp 9' Pleasan: St. C (
\
Route 1A
~
\
e Tractic Control TOWN: Salisourv Post No. B SA 06 \ LOCATION: ERPA: 8 NOCE. 93 E!m SL IRoute 1101. Enoge SL Pleasant SL Besen Ad(Route 1 AL Lafay DESCRIPTION Solit traffic mowng west on Aoute 1 A into two tanes accroacnmg tne intersectiert ano continue as two innes on Route 110. Devert traffic movmg soutn on Route 1 west to Aoute ne senooi 110. Route street traffic norte on Route 1 to Route 110 ,N !AANPOWER/ECUIPfAENT-s Trafrie cuices , 32 Traffic Cones ' 3 Traffic Barncaces REVISION 3,g
)
3g KEY x Movement Facilitated O @ Q 1 Movement Discouraged Traffic Guice Traffic Cone Priority 1 Summer 1 Off Season X Barncace h N Route 1 State 5 treet p,o! Licht " , , - - o 1* oco O f ( f s L
\
\ e, 'i
}
Li g.". t N s 9 Trame Controt Post No. E
- NP.01 U.s. Route '
TOWN Newouryport LOCATION: Intersection of Route 1. Parker SL anc State St ERPA: E NODE.97 DESCRIPTION O 1. Discourage traNse movemem norin on Aoute t anc State Street
- 2. Faciutate anc traMic State SL onto Route MANPOWER / EQUIPMENT 3 TraMc Guices 1 movement soutn from Route 1. Parter SL 17 Tranc Cones REVISION r NP-3
Attachm:nt,M ,(Paga 4 of 49) KEY n- Movement h , ... .
- Movement Discouraged onty 2 Summer Traffic Guide 2 OH Season Traffic Cone X Barncace 1
I i I l t Main , l St. I N l i/ ( 0 O_C .' Mae. st. w#
/
1 * %' Route 110 3 O OO Oi ' t 1 . jj:Ligh: n e Traffic Control Poet No. 5. AM .04 TOWN: Amesoury LOCATION: Macy St anc Main SL ' EMPA 8 3 NODE.44 ' DESCRIPTION
- 1. Facihtste treffe movement west on Macy SL (Floute 1101 i
- 2. Discourage tratfc movement east on Route t 10 MANPOWER /EQUlPMENT t 1 Traffic Gume 9 Tratte Canes REVISION (
_, .Attschmant M (Paga 5 of 49) , 1 l KEY ' ?'! m) - a- Movement Facilitated C/ ~ Movement Discouraged Priority 3 Summer
\
i TraHic Guide . 3-OH Season TraHic Cone X Barncace
///
N NW Chu,ch \y ge, if g Main Street Oo C ' .\' @ ** j* ( g#e, if Whetstene St. Route 113 7 - i
.v e treme commt Post No. E
- WN
- 06 Town: West Newoury LOCAT1oN: West Newbury $0uare ERPA E !
NODE 152 DEscRIPT1oN
- 1 Decourage treffe movement north to Mam SL )
O
- 2. Focalstate trathe movement on Mam St ,,
MANPOWER / EQUIPMENT 2 Trette Gumes l 6 Trnffe Conos i REVISION
Attachm:nt M (Pega 6 of 49) O NHY-ORO EMERGENCY PREPAREDNESS SUPPLEMENTAL TRAINING PROGRAM TITLE: ORO / TRAFFIC GUIDE TRAINING START DATE/ TIME: 6/7/88 0800 FINISH DATE/ TIME: 6/7/88 1630 INSTRUCTOR: M. POUDFIER ; F. STRACCIA ; G. CATAPANO ; P. PRUGNAROLA ; D. STUHLER P. RYAN ;F. GALEGAR OBJECTIVE: UPON COMPLETION OF THIS TABLETOP, THE ATTENDEE WILL HAVE REVIEWED: PLAYER-CONTROLLER INTERACTION NOTIFICATION, REPORTING AND ASSIGNMENT METHODOLOGY; TRAFFIC / ACCESS CONTROL MECHANICES ; AND PROPER RADIO USAGE . AGENDA: 1. DISCUSSION OF PLAYER-CONTROLLER COMMENTS FROM PREVIOUS DRILL CFD #88-04
- 2. NOTIFICATION , REPORTING , ASSIGNMENT , SHIFT 1 1
TURNOVER METHODOLOGY . j
- 3. !
PRACTICE TRAFFIC / ACCESS CONTROL MECHANICS AND RADIO j OPERATIONS . 4. REVIEW OF GOOD DRILLSMANSHIP PRACTICES . l l 1 O 9 l l O
-Attochm:nt M.(Pags 7 of 49)'
ACT*"ITY: TRATTIC GUIDE CI.ASSROOM TRAINING- I i DAY /CATE: TUESDAY, JUNE 7, 1988 i -REPORTING TIME: B:00am
'DURATICN: 8:00am - 4:30pm l ~ LOCATION: GREENHOUSE MEETING ROOM, !
ROUTE 1, '.L' I SEABROOK, NH (1 MILE NORTH TROM ENTRANCE TO SEABROOK STATION, ON LETT). , a PARTICIPANTS: RED TEAM: 1 TRATTIC GUIDES TOPICS: Radio Use May-June schedule Review of reporting transportation process Traffic Control in a mock intersection (classroom and practical) Shift change Dri11manship ( e A
Attachm:nt M (Paga 8 of 49) TRAF:?IC GU::DE t I i EXPOSURE CONTROL Ol ' I I
- 1. i Read DRD approximately every 15 minutes and notify the Evacuation Support Dispatcher af:
l l
- [0-200 mR) DRD appros;ches 175 mrem 20 R] DRD approaches 1 R. 5 R,10 R,15 R, or 20 R
- DRDs or TLD becomes lost, damaged or off-scale
- 2. Ingest K! only when directed by the Radiological Health Advisor via the Evacuation Support Dispatcher:
- Record date ard time on Emergency Worker Dose Record Form
- Report any acverse side effects to the Evacuation Support Dispatcher !
EMERGENCY NUMBERS 1 Staging Ares (603) 893-7879 Questions from the general public (800) 458-2407 Questions from news reporters (800) 458-2408 EBS Radio Stations WLYT 92.5 FM WHAV 1490 AM ' RECEPTION CENTERS Salisbury, Newbury, and Newburyport evacuate to Beverty Reception Center AmesDury, Mornmac and West Newbury evacuate to North Andover Reception Center USE OF RADIO l l Slide on-off swrtch (front) on RE'* EATER Adjust volume press VOL button (top) ' TALX AROUND Select channel press CHAN button (top) to.TRAF RPT TRAF RPT TRAF TA TRANS RPT TRANS TA Press HOME to retum to TRAF RPT - FACIL RFT
' FACIL TA Press Transmrt button (side) to send 01/FLWRPT- 01/FLW TA t
I PROCEDURES
- ,,0 pp.no m . - - T,a m M.n..e _ ,M _ aL
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Attachmant M (Paga 9 of 49) l l ATTACHMENT 6 'k~ KAND00T APPROVAL PAGE I l I e i Manocut: EM 1020C i Revision Number: - This material was cevelocec for training of the New Hamosnire Yankee Offsite Resoonse Organization. ment The text materials and figures contained in this cocu-were oevelocec for instructional purooses only ano should not be used in connecticn with implementation of the plan. Prepared by: ,Q,f .- /
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- Ur % .:, l ~ / '. ".
. . /u _ - Date: -
Iftstr ctor *
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Reviewed by: ' l W C A.) e. Date: - Trajntng Superviso'r / ' Reviewed by: - Date: SME (Optional) - Approvec by: -l l . fh* ? - Deta: 3!!d ' b E
~
Training Manager T (" Revision 0
Attachm:nt M (Page 10 of 49) I 1 I COMMUNICATIONS AND ETIQUETTE FOR FIELD RADIO OPERATORS l i RADIO SYSTEM OPERATION AND THE DISPATCHER i l Radio operators using the Emergency Radio Network need to be aware that there may be more than 100 field racios in use on an 800 MHz radio channel during a drill or exercise and many radio messages will be generated. Uncontrolled radio use will rapidly cause l chaos on a radio channel because only one radio may be heard on a channel at a time. There must be one radio unit to control tne use of a radio channel. ThG Dispatch- ] ers at the Staging Area control field units in the New Hampshire Yankee Off Site Re-sponse Organization. There is a separate Dispatcher for each radio channel. The Dispatcher is the communications " policeman." He directs the flow of radio traffic between all field units on a channel. A field radio operator must always make l a reouest to the Dispatener for permission to transmit a message on the radio. Se. fore 1 granting the request. a Dispatcher will take into consideration the ongoing events and make a determination if the radio channel is clear for use. This process ensures that the highest priority message is transmitted first. The Dispatchers at the Staging Area are responsible for receiving and controlling ' the tactical communications of a drill or exercise. Another set of radio operators. locatec in the EOC at Newington Station, are responsible for monitoring the operations of a drill or exercise and disseminates policy information affectmg field units from officials at the EOC. The EOC stations are referred to a.s " Net Control." The Net Control racio operators will interrupt communications on the radio channel only if there is important information to be communicated from the EOC. They wsit transmit an
" alert" tone before transmitting information to obtain the attention of all units. The EOC stations also serve as backup Dispatchers.
MORSE CODE REPEATER IDENTIFICATION Each 800 MHz repeater is equipped with a rnorse code identification device tha^ trans-mits the radio call letters approximately every 15 minutes. Use this identification signal as a reminder to check your dosimetry. 1 O
AttcchmInt M (Pag 3 11 of 49)
./ 3 t) RA.DIO MESSAGES Messages are 'cLckets" of information communicated from one person to anotner. The urgency te c mmunicate tnis information can ce generally ciassified into tnree Categories.
EMERGENCY Messages are ine most imponent message category. Emergency
~
Messages contain information that reports immeoiste oanger to life ano Crocerty. Messages cf tnis type are those relatmg to fire. accidents voth injuries, ano severe meoical croelems reoutring immeoiste maoical attention. PRIORITY MESSAGES are tne secono most imoonant message categorv : S tierrtv Message c:ntains information tnat recorts 'cotantial" canger. or information that rnust ce communicate cuictiv to orevent wastea time, money or cuolication of e tter- Examoies cf situations reouiring Priority Messages could Ce: 1. Recor ing a non-injury accicent blocking traffic;
- 2. Notification of a enangeo status of a ora!!: ano
;- (, 3. Messages regaroing fast creating events 6ffecting the placement of personnel.
Messages cisseminatec from tne ECC are usually considered Priority Messages Priority Messages are tower in criority tnan Emergency Messages. ROUTINE MESSAGES ue tne iniro categerv. Au remaining message information tails into inis categerv Poutine '.*essages are of towest oriority ano must give way t: Emergenev anc Priority Messages e O M
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2 - _ - - ~ _ _ . - - - . _ _ _ - - _ _ - . - _ _ . . _ - - _ _ . - .
Attachm:nt M (Paga 12 of 49) RADIO OPERATING PROCEDURE i The following are examples of radio messages to demonstrate correct radio usage: l Traffic Unit Two: Traffic Dispatcher from Traffic Two. This is a drill. Over. Traffic Dispatcher: Go ahead Traffic Two. Over. I Traffic Unit Two: Traffic Two is in position at Traffic Point Two. Over. ! Traffic Dispatcher: This is a drill. Message received. Traffic Dispatcher clear. l This example shows a Routine Message that is directed to the Dispatcher. It will be the standard practice in most cases. Notice that the message required only four radio transmissions and the whole process took less than 30 seconds. Never assume that a message nas been received unless you receive verification. In this case. there is no need for the field unit to make another transmission because the Dispatcher has versfied that the message was received. l The use of the word "over" at the end of a radio transmission indicates that you have I finished the transmission and that you are turning the channel over to the other unit for a reply. The use of the word " clear" or *out" at the end of a message indicates that you have finished communicating and you expect no further messages from that unit. The use of "This is a drill" at the approximate beginning and and of a series of radio transmissions serves as a remmder to all, including casual observers, that a drill is being conducted on the radio charnel. It is not necessary to say "This is a drill" on every radio transmission. More on this topic will be discussed later in this document. The following example demonstrates the correct way to call a radio unit other than the l dispatcher: l Trtffic Unit Two: Traffic Dispatcher from Trarfic Two. This is a drill. Over. l Traffic Dispatcher: Go ahead Traffic Two. Over. Traffic Unit Two: Request permission to call Traffic Five. Over. Traffic Dispatcher: Traffic Two tall Traffic Five. Over. Traffic Unit Two: Traffic Five from Traffic!Two. Over. Traffic Unit Five: Go ahead Traffic Two. Over. i Traffic Unit Two: Please meet me at the intersection of Main and West Streets to pick ; up your traffic cones. Over. Traffic Unit Five: I wi!! meet you there in five minutes. This is a drill. Traffic Five clear. 3 l l
-r - - -
Traffic Unit Two: Traffic Dispatcher from Traffic Two. Over.
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, Traffic Discatcher: Go aneaa Traffic Two. Over.
Traftsc Unit Two: Traffic Two is clear. Traffic Dispatcher: This is a onll. Traffic Dispatcher clear. The tabove example demonstrates the correct procedure for one field unit to call anotner. Notice that the Traffic Dispatener passed control of the radio channel to Traffic Two. Traffic Two later returned control back to the Dispatcher. The proco-dure'is lengthy but it is absolutely necessary to maintain control and keep order on a radio channel. Notice that the words used are brief, clear and precise. The following example demonstrates the correct way to transmit fictitious Public Safety information during a drill or exercise: Traffic Unit Two: This is a drill. Traffic Dispatcher from Traffic Two with a test emergency message. Over. Traffic Discatcher: Go anead Traffic Two. Over. Traffic Unit Two: This is a test message. I am reporting a traffic accident with injuries to two people at the intersection of High and Maple Streets. This is a test message. Over. Traffic Dispatcher: Traffic Two. I have received your test emergency message. Please [3 'y stancby for further instructions. Over. Traffic Unit Two: This is a drill. Traffic Two will be standing by for further infor-mation. (A FEW MINUTES ELAPSE) Traffic Dispatcher: Traffic Two from Traffic Dispatcher. Over. Traffic Unit Two: Go anead Traffic Dispatcher. Over. Traffic Dispatcher: As part of the drill, we are actually sending a tow truck to your loca-tion. Please standby at that location and notify us when the truck arrives. Also, as part of the drill, we are simulating the notifi-cation of Public Safety Personnel. Over.
~
Traffic Unit Two: This is a drill. I undecstand that you are actually sending a tow l truck to my location. "I will notify you when it arrives. Traffic Two is clear. Traffic Dispatcher: This is a drill. Traffic Dispatcher clear. O\ t 4 l 1 1
Attcchinant M (Pagn 14 of 49) The worcs "This is a test message" must te used directly before and after any fictitious Eublic Safety information is transmitted over a radio. This action is required by FCC rules. It is possiole for the general public to interce t these radio transmissions. Reception of information during a drill or exercise could possibly cause concern or panic to someone if they thought the information was real. it is important that personnel taking part in the onll uncerstand when fictitious Public Safety information is being exchanged. If you have to report a real emergency during a drill or exercise, make certain that it is understood by the perso'n to whom you are raporting the information. In the initial portion of 'this example, Traffic Unit Two ' called the Dispatcher and indi-cated that he had a " test Emergency Message." This information tells the Dispatcher that he has a simulated emergency message to report. This form of request is also used to report Prienty Messages (" test Priority Message"). No special announcements are used fur Routme Messages. GENERAL CONSIDERATIONS OF RADIO OPERATION When using a portable radio, hold the radio so that the antenna is vertical. 1 LISTEN e fore transmitting. se sure you are not interrupting a conversation in pro-gress. Press the transmit button and wait a second before you begin to speak. There is a slight delay between the time you press the transmit button and the time the repeater is ready to retransmit your signal. SPEAK SLOWLY AND PRONOUNCE EACH WORD CLEARLY. If the Dispatcher tells you that you have a weak signal, try to move a few feet to a more open location ano try again. LEAVE A SHORT PAUSE between each transmission. someone may have an Emergency Message to transmit. DIRECT initisi COMMUNICATIONS TO THE DISPATCHER The Dispatcher is in charge of the radio channel. All requests to transmit must be directed to the Dispatcher. , Always make your radio transmissions as stdtt as possible. REMEMBER YOU SHARE the enannei witn up to 100 other radio untti. Make sure the other station has verified the receipt of your message. DO NOT COMMENT on a conversation unies: absoiutsiy necessary. use tne correct operstmg procedure. 5
EMERGENCY PLANNING I MASS E-PLAN i'~~'s COMMUNICATIONS >\v) STUDENT OBJECTIVES (4/19/88) TERMINAL OBJECTIVE: Upon completion of this training module, the trainee will be able to receive and transmit messages in compliance with FCC regulations and good radio operating practices using the following radio equipment as appropriate: GE M-PD 800 MHz Portable Radio, GE CMX 800 MHz Radio Console, GE Phoenix-SX EMS Radio Console and the Motorola "Converta-Com" Mobile Radio Console with a MX 300 series "Handi-Talkie" Radio, the Motorola Portable Radios, the GE Phoenix-SX Radio Console, the GE Phoenix with GE S-950 Control Heads, the ICOM IC-27A FM Transceiver, the ICOM IC-551D Transceiver and the MA. Command and Control Radio Console. . I ENABLING OBJECTIVES: ( -
- 1. DIFFERENTIATE between Base Stations, Mobile Radios, Portable Radios, Converta-Coms and Repeaters.
- 2. LIST the FCC radio regulations identified in this training module.
- 3. LIST six radio etiquette items.
- 4. STATE the Radio Control Unit for the NHY Offsite Response Organization.
- 5. DIFFERENTIATE between thethree radio message categories of Emergency, Priority and Routine;
- 6. DESCRIBE the correct protocol for initiating and terminating a conversation on the radio.
- 7. DEMONSTRATE the operation of the appropriate radio equipment.
'n U 1 EM10200 TP/1
Attachm3nt M (Page 16 of 49)- i 1 1
)
RADIO DEFINITIONS g i i l i Base Station: Radio station licensed by FCC and typically high- i powered (i.e.,100 watts). Mobile: Vehicle - mounted radios and typically moderate - powered (i.e.,10 watts). Portable: Hand - held unit "walkie -talkie" and typically low-powered (i.e., 4 watts) Repeaters: Remotely -located receivers and transmitters that boost the power and extend the range of mobile, portable and base radios. { I I Converta-Coms: Mobile console t$ sed to amplify a portable radio's signal to extend-its range using a vehicle's power source and an external antenna.
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i i; O1 EM1020C TP/2
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REV1
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Attachmsnt M (Pagn 17 of 49) '(j, FCC RADIO REGULATIONS Restrict radio transmissions to the minimum practical time needed. Monitor radio channel before transmitting to prevent interference. f Do not intenti onally interfere with another radio unit by trans-mitting at the same time. Do not make inappropriate use of the radio. Do not use inappropriate language on the radio. I For radio systems without the Morse Code identifier, use your. given unit identifier to identify yourself on the radio. Do not transmit false emergency information on a radio. Always use "This is a drill" before and after you transmit any fictitious or simulated information. Always use "This is a test messke" before and after any fictitious Public Safety information is transmitted over a radio. EM1020C TP/3
Attachm2nt M (Page 18 of 49) j RADIO ETIQ.UETTE g{ > { Use correct operating procedure. Listen before transmitting. Leave a short pause between each transmission. Direct initial communications to Dispatcher. Make radio transmissions as short and precise as possible. O Make certain that the other station has verified receipt of your message. Use the radio only when needed. - b Do not interject comments into a conversation unless absolutely nec-essary. O EM1020C TP/4
- ___________ =
Attochm nt'M (Page 19 of 49) l i RADIO DISPATCHER C-Communications " policeman." Designated control unit for the Off-Site Response Organization is the Dispatcher at the Staging Area. Dispatcher grants permission to transmit message on radio after con-sidering: I
. Ongoing events
. Message priority
. Radio channel clearance e
I l O EM1020C TP/5 . l l l
Attachmnnt M (Paga 2o of 49) RADIO MESSAGE PRIORITY O Em6rgency: Most important message category. Contains infor-mation that reports immediate danger to life and property. Priority: Second most important message category. Contains information that reports " potential" danger or infor-mation that must be communicated shortly to prevent wasted time, money or duplication of action. Routine: Lowest priority message category. All messages not meeting Emergency or Priority Message category requirements. Must give way to Emergency and Priority Messages. 5 0.1 EM1020C TP/6 4 3
Attachm3nt M (Pcga 21 of 49) i I RA I PERATING PROCEDURE O ROUTINE MESSAGE TO DISPATCHER l I Traffic Unit Two: Traffic Dispatcher from Traffic Two. This is a I drill. Over. Traffic Dispatcher: Go ahead Traffic Two. Over. O V .. Traffic Unit Two: Traffic Two is in position at Traffic Point Two. Over. Traffic Dispatcher: This is a drill. Message received. Traffic Dis-patcher clear. 5 O I EM1020C TPn REV1 j l
Attachment M (Page 22 of 49) RADIO OPERATING PROCEDURE g CALL TO UNIT OTHER THAN DISPATCHER Traffic Unit Two: Traffic Dispatcher from Traffic Two. This is a drill. Over. Traffic Dispatcher: Go ahead Traffic Two. Over. Traffic Unit Two: Request permission to call Traffic Five. Over. Traffic Dispatcher: Traffic Two call Traffic Five. Over. Traffic Unit Two: Traffic Five from Traffic Two. Over. - Traffic Unit Five: Go ahead Trafnc Two. Over.
"'raffic Unit Two: Please meet me at the intersection of Main and West Streets to pick up your traffic cones. Over Trafne Unit Five: I will meet you there in five minutes. This is a drill. Traffic Five clear.
~
Trafnc Unit Two: Trafnc Dispateher from Trafnc Two. Over. TrafIic Dispatcher: Go ahead Trafnc Two. Over. Traffic Unit Two: Traffic Two is clear. Trafne Dispatcher: This is a drill. TrafHe Dispatcher clear. O EM1020C TP/8 REV1
Attachasnt M (Paga 23 of 49)
/ RADIO OPERATIXG PROCEDURE TRAXSMISSIOX OF FICTITIOUS PUBLIC SAFETY INFORMATION Traffic Unit Two: This is a drill. Traffic Dispatcher from Traffic Two with a test emergency message.
Over. Traffic Dispatcher: Go ahead Traffic Two. Over. Traffic Unit Two: This is a test message. I am reporting a traffic accident with injuries to two people O-at the intersection of High' and Maple Streets. This is a test message. Over. Traffic Dispatcher: Traffic Two, I have received your test emergency message. Please standby for further instructions. Over. Traffic Unit Two: This is a drill. Traffic Two will be standing by for further information. Over. Traffic Dispatcher: This is a drill. Traffic dispatcher clear. O EM10200 TP/9 REV1
Attachmsnt M (Paga 24 of 49) l TECHNICAL CONSIDERATIONS OF O RADIO OPERATIOXS l l Ensure portable radio's antenna is vertical. Press transmit button firmly prior to speaking. Talk in front of the radio or microphone in a firm but normal voice:
. Do not speak fast
. Pronounce each word clearly If Dispatcher reports a weak signal, move to a rnore open location.
If using a desk microphone with a base unit, speakinto the micro-phone from a distance of 12 inches. EM1020C TP/10 REV1 i
Attachmsnt M (Paga 25 of 49) .
)
800 MHz GE M-PD PORTABL3 RADIO CONTROLS OFF/ON Front, left side of battery pack. Switch: Controls power to radio. VOL Button: Sets the receive audio level. Adjust by depressing button. Listen to sound level of " beep." Display indicates volume level. CHAN Button: Selects transmit / receive channel. Select by depressing button. Display indicates channel. HOME Button: Selects a pre-programmed transmit / receive repeater
~
channel. Button returns radio to "home" channel. i
- 1. i L g O
EM10200 TP/11
- REV 1 l
Attachm:nt M (Pcgn 26 of 49) 800 :MHz GE :M-PD g PORTABLE RADIO DISPLAY CHANNEL INDICATION NO. DISPLAY CHANNEL 1 TRAF RPT Traffic R.epeater 2 TRAF TA Traffic Talk-around 3 TRANS RPT Transportation Repeater-4 TRANS TA Transportation Talk -around 5 FACIL RPT Facilities Repeater 6 FACIL TA Facilities Talk-around 7 OVFLW RPT Overflow Repeater 8 OVFLW TA Overflow Talk-around O EM1020C TP/12 l I
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Attachment M (Page 29 of 49) . I i 8 MHz GE M-PD O PORTABLE RADIO OPERATIONAL MODE. INDICATORS 1 i HI: High power indicator
. Radio has been programmed for high power oper-ation TX: Transmit indicator
. Radio is in the transmit mode ~~
BS7: Channel busy indicator
. Radio channel is in use SIG: Channel guard indicator
. Radio functions the same regardless of SIG BAT: Low battery indicator i
. Radio battery pack is discharged O
EM1020C TP/13 i
Attachm:nt M (Pngs 30 of 49) 800 MHz GE M-PD g i PORTABLE RADIO ALERT TONES Continuous Beep:
- 1. Transmit key depressed for more than two minutes:
. Provides warning
. Radio ceases transmitting
- 2. Circuitry Failure: -
. Provides warning
)
. Radio ceases transmitting
. May select another channel MORSE CODE REPEATER IDENTIFICATION:
1 Transmits radio call letters every 15 minutes: Use as a reminder to check dosimetry i O EM10200 TP/14 t s
- _ ~ . . _ - - - _ -
.Attachmsnt M.(Pago 31 of 49)
/3 800 MHz GE M-PD
.V PORTABLE RADIO OPERATION Slide ON / OFF switch on battery pack to ON.
Press VOL button to desired listening level. Press HOME 'or CHAN button to obtain desired channel. Transmit as follows: (Dq ,/
. Hold radio so antenna is vertical --
. Listen to channel before transmitting
. Press PUSH -TO -TALK switch
. Pause for a second l . Sperk directly into grille
- Firm but normal voice
- Do NOT shout
. Release PUSH-TO -TALK switch
. Listen for reply O
EM1020C TP/15 i
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Attache nt M (Page 32 of 49) 800 MHz GE M-PD g PORTABLE RADIO BATTERY PACK REPLACEMENT Removal of battery pack from radio Turn radio OFF Press down on battery release latch Slide battery pack out
. Do NOT twist battery pack Connection of battery pack to radio ON/OFF switch on battery pack is OFF Align battery pack with slide grooves Insert battery pack into grooves
. Do NOT twist battery pack O
EM10200 TP/16 i
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. Attachment M ,(Page 33 of 49)
OVERFLOW CHAXXEL USE O - When radio communications traffic is excessively heavy on . one of the Field Radio Communications channels For radio communications not 'directly related to any assigned channel , O For Field Radio Communications System radio channel equipment failure EM10200 TP/17 4
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. REBUTTAL'NO.'20,- CROSS 27389
.p 1 CROSS-EXAMINATION--
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-v 24 BY MR.-TRAFICONTE:
.3. Q While'we are on that page, and I'm on page 4 of 9 l) l Il 4 of Attachment C, Mr. Grew, what is the distinction.between a
'5 training program that's subject'to accreditation by INPO and' 6 one that is not? ,
7 A (Grew) There is:an advisory committee that works; 8 above INPO called NUMARC. And the NUMARC committee 9 designates'certain programs related to nuclear training that-10 will be accredited.
~
11 Currently that list of programs includes training 12 for specific jobs within the power plant. 13 Q Well, would you agree with me if I said that INPO
/~'N 14 does not grant accreditation to-any offsite emergency plans,. .i lL 5 ' or any offsite emergency training programs?
16 A (Grew) To my knowledge,.they do not require 17 accreditation of emergency preparedness training. 18- JUDGE SMITH: Offsite. 19 MR. TRAFICONTE: Offsite. 20 THE WITNESS: (Grew) Offsite.
- 21. BY MR.'TRAFICONTE:
'22 Q Well, maybe I ought to press on that.
23 But INPO can grant accreditation to onsite 24 emergency training programs, correct? 25 A (Grew) They could. Heritage Reporting Corporation (202) 628-4888
REBUTTAL NO. 20 - CROSS 27390 ; i 1 Q Well, do they? 2 A (Grew) Currently, there is no requirement to , 1 3 accredit those. 4 Q Well, requirement. 5 It's a question of a fact. Does INPO grant 6 accreditation to onsite training programs? 7 A (Grew) No. 8 Q All right. 9 Could you explain to me what page 4 of 9, the 10 applicability -- let me make sure I understand. l 11 Is Attachment C a Seabrook-specific procedure?. 12 A (Grew) Yes, it is. $ 13 Q It's your procedure, is it not?
"q 14 A (Grew) Yes.
15 0 Your training group's procedure. Okay. 16 So the applicability paragraph is your -- that's 17 your language? 18 A (Grew) Yes. l 19 Q Can you explain to me what that first sentence 20 means? 21 A (Grew) Yes, I can. 22 It means that if NUMARC has designated a training 23 program to be accredited, this procedure must apply. If it j i 24 hasn't been designated, then, as the second statement says, l 25 "In addition, it should serve". f Heritage Reporting Corporation l (202) 628-4888 c____---_
._____ - _ ._____ =_ _ - - _ _ _ _ _ -
9'" < REBUTTAL'HO. 20.- CROSS .27391' j i ( l' So we are allowed to apply it.
- 2. O Could you repeat the second part of your answer?
3 A' (Grew)- The second'part says in reference to the q i 4 second sentence of applicability, that this procedure.should. l 5 serve as-a: guide. There is no requirement. 6 Q All'right, I'm going to have to back you up.
.7 'Your training staff handles the devising of 8 training programs for the onsite an'd the.offsite emergency' 9 organizations, correct?
10 A (Grew) Yes. 11- Q 'I think we may have had a disconnect. 12 Does it also do training. programs for non-13 emergency' personnel? ( 14 A (Grew) By that you mean does this procedure have 15 applicability to programs that train personnel any in the 16' plant? 17 Q Yes. 18 A (Grew) Yes, it does.
. 19 Q And does your training group devise training 20- programs for individuals who are operating the plant?
21 A (Grew) Under my responsibility is the training of 22 the health physics technicians and chemistry technicians, 23 and their programs will be accredited according to these 24 procedures. i 25 Q All right. (202) 628-4888
.- _-_---m_ -_._m_- - . _ . _ _ _
c , REBUTTAL NO. 20 - CROSS 27392 , i 1 So the short answer is that some of the training j 1 l 2 programs that your group generates are accredited by INPO, 3 and some are not. 4 And as we sit here today, onsite emergency 5 training and offsite emergency programs are not accredited 6 by INPO? 7 A (Grew) That is correct. 8 Q Now this may explain my confusion. 9 Go back to page 6. That answer may have explained 10 my confusion. 11 Again, at the top of page 6 -- 12 A (Grew) Testimony page 6? 13 Q Yes, testimony page 6. i 14 The third sentence at the top, "INPO is an 15 experienced evaluator of training programs utilized by 16 commercial nuclear power plants." 17 I'm not to understand that -- well, then the next 18 sentence, " Emergency preparedness training programs are 19 planned for inclusion in the INPO accreditation process." 20 What does that sentence mean in light of your 21 testimony that you have given us today? 22 A (Grew) There is currently no requirement to 23 accredit the programs of emergency preparedness in the INPO l 24 process of accreditation. And INPO really doesn't apply l l 25 those standards to those programs. But that doesn't prevent ) i l Heritage Reporting Corporation (202) 628-4888
~ l REBUTTAL NO. 20 - CROSS 27393- ;) 4 S 1. us'from applying them ourselves. J t j
\~ 2 Q So this statement here that " Emergency I
3' preparedness training programs are. planned for inclusion," i l
~4 .that's not Seabrook'-specific. That's true nationwide,.I' 5 .take it.
6 A (Grew) Yes, it would be industry-wide. l
~
7- -Q And what do you mean by1"are planned.for 8 inclusion"? . What does that mean? 9 Are you making a statement about what INPO may do 10- in the future? 11 .A (Grew) That is true. 12 There is discussion about that, but they have not 13 currently been designated for accreditation.
/"' 14 Q All right.
k 15 And this statement does not mean that you or 16- anyone else associated with Seabrook specifically isigoing 17 to seek to have INPO accredit or grant accreditation to the 18 onsite or offsite programs. That's not what this sentence 19 means. 20 A (Grew) This statement.did not imply action on our 21 part. 22 Q All right, one last question on this line. 23 On that same page, page 6 of the testimony at the 24 last sentence of the first full paragraph, do you see the 25 line that says, "Despite the fact that the procedures are ( Heritage Reporting Corporation (202) 628-4888
l I
'1 l
REBUTTAL NO. 20 - CROSS 27394 I 1 site-oriented -- 2 A (Grew) Yes. 3 0 ...their methodology is applicable to the offsite 4 program." 5 And you are talking there again about the 6 procedures C through G, correct? 7 A (Grew) Correct. 8 Q In what sense are they site-oriented? 9 What do you mean by that? 10 A (Grew) They were developed for the reason that we 11 needed procedures to bring us to the point of being able to 12 accredit certain onsite training programs, 13 Q Did you use the word " accredit"? 14 A (Grew) Yes, I did. 15 Q Intentionally? 16 A (Grew) Yes, I did. 17 Q You were attempting to confuse everyone. 18 No, I thought we just had testimony that onsite 19 and offsite training programs are not accredited? 20 A (Grew) That is true. 21 Did you not ask me why they were developed? 22 O I'm not sure I asked why they were developed. 23 A (Callendrello) Mr. Traficonte, there is a 24 distinction between onsite training and onsite emergency 25 preparedness training. And that, I think, is the Heritage Reporting Corporation (202) 628-4888 - - _ - _ _ _ _ _ _ _ _ - i
i I REBUTTAL NO. 20 - CROSS 27395
.fs 1 distinction that he's making. )
/' \
\s_/ /. 2 Q It may well be.
3 Mr. Grew, did you hear what Mr. Callendrello said? 4 A (Grew) I'm sorry, could you repeat that? 5 (Witnesses confer.) 6 7 8 9 10 11 12 13 14
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.19 20 21 22 23 24 25 Heritage Reporting Corporation (202) 628-4888
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REBUTTAL NO. 20 - CROSS 27396 1 THE WITNESS: (Grew) Could you repeat the 2 question. 3 BY MR. TRAFICONTE: 4 Q The question that was on the table is: could you 5 explain what " site oriented" means in that sentence? 6 A (Grew) " Site oriented" meane programs that are 7 used to train site personnel. i l 8 Q But not emergency personnel; is that accurate? l 9 A (Grew) That was not why they were initially 10 developed. 11 Q All right. 12 And by " site oriented" you're not trying to l 13 indicate anything specific about a Seabrook site; you're
*f 14 talking about personnel who are onsite running the reactor?
15 A (Grew) Station staff personnel, yes. 16 Q All right. 17 Mr. Grew -- 18 JUDGE SMITH: Just a minute. 19 JUDGE COLE: Mr. Grew, INPO does accredit certain 20 onsite training programs; is that correct? 21 THE WITNESS: (Grew) That is true. 22 JUDGE COLE: Okay. 23 JUDGE COLE: At the Seabrook Station? 24 THE WITNESS: (Grew) That is true. 25 Heritage Reporting Corporation (202) 628-4888
m i REBUTTAL NO. 20 - CROSS 27397 r~N 1 BY MR. TRAFICONTE: l
) ~/ 2 Q But INPO doesn't accredit --
3 JUDGE SMITH: Go ahead. 4 MR. TRAFICONTE: I just want to make sure we've 5 got this. 6 BY MR. TRAFICONTE: 7 Q INPO doesn't accredit any onsite emergency 8 training programs? 9 A (Grew) That is correct. 10 JUDGE SMITH: Did they ever? 11 THE WITNESS: (Grew) Not to my knowledge. 12 BY MR, TRAFICONTE: 13 Q So that statement runs -- it's a fact about
/T 14 Seabrook, that they' re not accredited . but as I understand
\'
'~'
)
15 your testimony it's a fact in general that INPO has not 16 accredited onsite emergency training programs? 17 A (Grew) That is correct. 18 A (Frank) Could I just supplement that. 19 To my own knowledge, at least two utilities had 20 planned to seek accreditation for onsite emergency 21 preparedness training. Iowa Electric'with their Duane 22 Arnold plant may have already achieved that, I'm not sure. 23 But they started a program in '83 to design a program that i 24 would be accredited for onsite emergency preparedness. 25 Q All right, Ms. Frank, you said something that has f
^ s
( ) Heritage Reporting Corporation (202) 628-4888
REBUTTAL NO. 20 - CROSS 27398 1 to make me go back to this, although I thought I was done. 2 , Mr. Grew, let me go back to you. l 3 The question is not whether it has happened, it's 4 not whether Seabrook or any other particular utility has 5 sought and gained accreditation. 6 The question is: does INPO accredit emergency 7 planning training programs? 8 A (Grew) Not to -- 9 Q Your testimony is that it does not? 10 A (Grew) Not to my knowledge. 11 Q All right. 12 Ms. Frank, is your knowledge different than,that? 13 Is it your understanding that INFO does? g 14 A (Frank) No. 15 My understanding is that INPO does not require 16 that that particular program or that the NRC required that 17 that particular program be accredited. 18 Q Yes. That's, again, a different question, j 19 I undetstand that there might be things that need i 20 accreditation and there might be things for other purposes ' 21 that don't. 22 I'm just asking: what it is that INPO is in the 23 business of accrediting as we sit here today? 24 A (Frank) I don't know that INPO has made any final 25 policy change that they will accredit an emergency Heritage Reporting Corporation j (202) 628-4888
t REBUTTAL NO. 20 - CROSS 27399 gr 1' ' preparedness training program onsite. N! 2 However, I'do know that Iowa Electric has at least 3 gone through.a preaudit stage with INPO in looking at'their 4 onsite~ emergency preparedness training program for potential 5 accreditation. j 6 So it may.not be a' formalized process at this 7 point. 8 JUDGE' SMITH: Well, does INPO have something less 9 than accreditation or a --
~
10 .THE WITNESS: (Frank)- As an end result I would-11- say, no. But I just don't know to my own knowledge that 12 they have formally included onsite emergency preparedness 13 training as part of their accreditation program. D 14 BY MR. TRAFICONTE: 15 Q Let me ask you -- 16 -JUDGE SMITH: Wait just a moment. 17 You mentioned two. What was the other one? 18 THE WITNESS: (Frank) The other one is 19 unfortunately Rancho Seco. They did have a program in place 20 that was designed to become the basis of future accreditable 21 program. 22 JUDGE SMITH: How about General Public Utilities? 23 THE WITNESS: (Frank) That one I'm not familiar 24- with. 25 JUDGE SMITH: Did you ever hear of them?
\ Heritage Reporting Corporation (202) 628-4888
REBUTTAL NO. 20 - CROSS 27400 1 THE WITNESS: (Frank) I've heard of them, yes. 2 MR. TRAFICONTE: Your Honor, I'm sorry, I 3 apologize. 4 Could you restate what you asked? I didn't hear 5 the name of that. 6 JUDGE SMITH: Well, my question was, I thought I 7 had a memory of General Public Utility seeking and receiving 8 INPO accreditation for their onsite emergency training 9 program. 10 BY MR. TRAFICONTE: 11 Q All right. 12 Mr. Grew, let me ask you to turn to Attachment B, 13 page 4 of 10.
', 14 Have you located that?
15 A (Grew) Yes, I have. 16 0 Can you find section 4.1.4.1 called " Emergency 17 public information?" 18 A (Grow) Yes. 19 Q And in that section at the very bottom there's a 20 reference, is there not, to an INPO document 86-015, 21 " Emergency Public Communications Coordinator's Manual." 22 Do you see that? 23 A (Grew) Yes, I do. 24 Q Now, the fact that there is such an INPO document 25 that obviously has emergency planning relevance doesn't mean Heritage Reporting Corporation (202) 628-4888
REBUTTAL NO. 20 - CROSS 27401 7g 1 that INPO is in the' business of accrediting planning for any l }
\_ / 2- programs?
l 3 A (Grew) That's correct. 4 Q Do you happen to know, was this particular 5 document, "The Emergency Public Communications Manual," was 6 it used in devising the training program for those ORO 7 personnel who would have public information 8 responsibilities? 9 A (Grew) I don't know that. 10 Q Would somebody else on the panel know the answer 11 to that question? 12 A (Callendrello) I don't know the answer to that. 13 Q Let me ask the generic question. 2'} 14 If you were seeking to devise a training program
\'-'/ If that would be accredited, assuming at some point in the 16 future INPO was in the accreditation business, if you were 17 seeking to devise a training program that INPO might 18 accredit, do you think it would be incumbent upon you to 19 make use of INPO technical manuals that would be 20 incorporated by the training program?
21 MR. LEWALD: Objection. We're getting pretty 22 broad with the hypothetical on hypothetical. 1 23 MR. TRAFICONTE: Well, let me start with a 24 stepping stone. Let me just build it little tiny bricks at 25 a time. (n)
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Heritage Reporting Corporation (202) 628-4888
'l REBUTTAL NO. 20 - CROSS 27402 ,
1 BY MR. TRAFICONTE: ' 2 Q Mr. Grew, part of the point here in the way you ; I i 3 devised your training program for the offsite personnel was 4 to make -- devise it in such a way that it could be i 5 accredited by INPO; correct? ,
}
1 6 A (Grew) Correct. 7 Q And here we see in the INPO document that you 8 attached to your testimony, we see a reference to another 9 INPO document that very clearly has to do with emergency 10 planning vis-a-vis public information; correct? 11 A (Grew) That's what it says. 12 Q And would it be incumbent upon somebody who was 13 trying to create a training program that could be or might
. 14 be accredited by INPO to at least consult such an INPO 15 manual?
16 A (Grew) I suppose one could consult all the 17 information available. 18 Q Well, I mean, you made a point of attaching INPO 19 procedures C through G or INPO approved procedur6s C through i 20 G, and they're just designed to tell us how you devised your 21 training program; right? 22 A (Grew) I can't say that this particular document j 23 was referenced or not referenced. 1 24 Q It may well have been? 25 A (Grew) It may have been; I don't know. Heritage Reporting Corporation (202) 628-4888 l
1 i 1 REBUTTAL NO. 20 - CROSS 27403 l ,7~N 1 Q Mr. Cellendrello, do you.know anymore about this
]
5' 2 document, the 2NPO Emergency Public Communications Manual? j 3 Are you familiar with it in any way? 4 A (Callendrello) I may have, I just don't recall 5 offhand. 6 Q Mr. Grew, I'm going to put the question to you and 7 then we may have to go to others, too. 8 The job and task analysis that is the first step 9 in creating a training program, it is your testimony that 10 that was done for or that was done in preparation for the 11 training program for the offsite personnel; is that 12 accurate? 13 A (Grew) I don't think your statement is quite fs 14 accurate. You said, job and task analysis. 15 Q Yes. 16' A (Grew) Those are two different things. 17 Q Well, I'm just going by Attachment C that 18 characterizes it and the procedure as a job and task 19 analysis. 20 Is there a meaningful distinction between those 21 two things? 22 A (Grew) Yes, there is. 23 Q What is that distinction? 24 A (Grew) The job analysis is where you take a job
]
25 or in this case we took all the jobs performed by ORO s N- ) Heritage Reporting Corporation (202) 628-4888
i l REBUTTAL NO. 20 - CROSS 27404 . l l 1 responders and we listed all the tasks performed by those j 1 2 jobs. That's a job analysis. Yes, we perform that. l l 3 Q In advance of devising or as part of the devising i 4 of the training program for those ORO personnel? q 5 A (Grew) That's correct. 6 Q And how about the task analysis? 7 First, what is it; and then, did you engage in 8 such a thing? 9 A (Grew) A task analysis is taking each one of 10 those individual tasks and breaking it down into its 11 knowledge and skills and ability components. We did not 12 perform a task analysis. 13 Q You did not.
', 14 Was there a reason why you did not?
15 A (Grev) There was no reason for us to go into the 16 amount of detailed analysis work to perform a written formal 17 task analysis. However, we did use the job analysis as the 18 basis for identifying knowledge iter.s in the ORO training. 19 Q Is it a fair statement to say that the jcb 20 analysis is at a certain level of detail, and then if you 21 wanted to press on it and make it more detailed you would go 22 t t, task analysis? 23 Is that how those two might seem to relate? 24 A (Grew) That's fairly accurate. 25 Q All right. Heritage Reporting Corporation (202) 628-4888
l REBUTTAL NO. 20 - CROSS 27405 75 1 Let's now for the sake of this question talk about ( i
' ._ / 2 a training program that is devised to train station i
3 operators nonemergency. ) 4 This procedure Attachment C is a procedure for the
)
5 creation of such a training program; correct? j 1 l 6 A (Grew) That's correct. ) l 7 Q And it instructs us, does it not, to do both a job 1 8 and task analysis; correct? i 9 A (Grew) Without referring to the specific words in 10 the procedure, I don't believe that'it specifically requires 11 that a task analysis be performed. 12 13 ( 's 14 k. 15 16 17 18 19 20 21 22 23 24 25 ry ( ) Heritage Reporting Corporation
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I REBUTTAL NO. 20 - CROSS 27406 1 Q In your experience, Mr. Grew, have you ever or has 2 your training group ever done a task analysis? 3 A (Grew) We have done task analyses in part. 4 I say "in part" because it is not required that a 5 task analysis be performed for an initial training program. 6 Once the program is accredited, if any new tasks are added 7 to the task list, they are required to have a task analysis 8 performed. 9 Q But at the outset, when the training program is 10 first set up, there is not be a task analysis? i 11 A (Grew) That is correct. 1 12 Q Just one last question on that line. i 13 JUDGE SMITH: This task analysis is when the job 14 or that aspect of the job has never been performed before. 15 You don't have the actual performance of the job as 16 guidance? 17 THE WITNESS: (Grew) That is correct. 18 BY MR. TRAFICONTE: 19 Q Do I take it then that when it has been performed 20 before, your training group would use that experience as a 21 model for what the tasks are? 22 Do you understand my question? 23 A (Grew) No, I'm not clear on that. 24 Q Well, I took His Honor's questions to be that, in 25 the event that it was a new task not ever performed before,
" Reporting Corporation Heritage (202) 628-4888
l REBUTTAL NO. 20 - CROSS 27407 t
- e s 1 you would have to do a task analysis, correct?
k_,/ 2 A (Grew) That's correct. 3 Q So I infer from that that if it had been done 4 before, you would not do a task analysis, correct? 5 A (Grew) Yes. 6 Q It's the inverse. 7 All right, now, with regard to the various tasks 8 identified as the tasks that make up the jobs of the ORO, 9 how did you know what those tasks were? 10 A (Grew) We had to deal with -- we didn't have job 11 incumbent, so we had to deal with the planner who would i 12 provide us that detail. 13 Q All right.
/'~}/
14 I would have assumed you were a planner. But you
' 15 mean people who are creating the emergency plan.
16 You would put to them the question, what does the 17 public notification coordinator do, is that -- what does he 18 do? 19 A (Grew) That is correct. 20 0 In a sense -- 21 A (Grew) More specifically -- 22 Q I'm sorry. 23 A (Grew) More specifically, in line with your 24 question, if a task said to do whatever, we would have to go 25 to the planner and ask the planner what that entailed.
/~ % 1 Reporting Corporation j N-- } IIeritage (202) 628-4888 l 1
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REBUTTAL NO. 20 - CROSS 27408 1 Q Would the planner, in answering the question, 2 engage in a task analysis? '## 3 A (Grew) In essence, they would be further 4 providing detail in the steps to perform a particular task, 5 and that essentially is what task analysis does. 6 Q Is it a fair statement that your training group 7 and the individuals who generated the training program 8 relied on some other unit or other planning function to 9 perform the task analysis? 10 Is that a fair statement? 11 A (Grew) In performing it as in learning what was 12 involved, what a task entailed, the details of that task, 13 yes, we worked very closely with the plans and procedures (. 14 personnel. 15 Q Let me us an analogy again to the standard station 16 operators. 17 Lees the training group that you head when it's 18 trying to devise a training program for station operators, 19 does it rely in a parallel fashion on somebody else to 20 describe what the tasks are? 21 A (Grew) We always rely on a subject matter expert 22 wherever that subject matter expert may come from. 23 Q And does that usually result in some form of a 24 written document, a task analysis document? 25 A (Grew) For the most part, it does not if it's a Heritage Reporting Corporation (202) 628-4888
8 , s;. l_ REBUTTAL NO. 20 - CROSS 27409 l
' '1 previously' established task.
s
'N 2' Q All right, let me just put this question to you.
3 Is the function of the public notification 4- coordinator, who is an ORO member, is that a previously 5 established' task? ? L 6 A (Grew)' It is now. 1' 7 Q That sounds like a trick answer. 8- (Laughter.) 9 At the relevant time when you were trying to 10 determine whether it was a previously established task, was 11- it a previously established task? 12 A- (Grew) Only in the ninds of the planners. 13 Q Yes, yes, I see. J 14 Was the training, and egain, Mr. Grew, I'll direct 15 the training to you.
.16' Was the training that was devised for ORO members, 17 in your opinion, does it reflect in any fashion the fact 18 that the ORO personnel are a nonprofessional offsite 19 response organization?
20 And understand by'" nonprofessional", I am not 21 indicating anything pejorative. It's simply that these are 22 not by profession emergency response personnel. 23 A (Grew) I'm sorry, could you phrase that again? 24 Q Yes. 25 In your opinion, is the training program that was
.: /
1 Heritage Reporting Corporation l (202) 628-4888 l
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REBUTTAL NO. 20 - CROSS 27410 / ! 1 devised to train ORO personnel, was it structured in any way l i 2 to reflect the fact that the personnel that you were to 3 train were not, or are not a professional offsite response 4 ' organization? 5 A (Grew) I would have to say that we did take C considerations into the training to do anything that would 7 aid the responders in performing their job. 8 O Well, is that a yes? 9 JUDGE SMITH: Actually, it was a yes to the 10 question you should have asked which related to an 11 organization. And he came back with the individuals 12 involved. 13 (Counsel confer.)
. 14 BY MR. TRAFICONTE:
15 Q Let me put the question this way, Mr. Grew. 16 Would the training program that was implemented, 17 would it have been any d:fferent if you had been assigned 18 the task of creating a training program for Massachusetts i 19 officials? l 20 A (Grew) Which Massachusetts officials? , I 21 Q Emergency response personnel. 22 A (Grew) If one performs this job normally, then 23 you can train less. I l 24 Q Well, I guess I'm asking the inverse. I 25 And if you don't perform the job normally, do you i l l 1 Heritage Reporting Corporation ! (202) 628-4888 i l
REBUTTAL NO. 20 - CROSS 27411 (N 1 train more? t 1
/
N/ 2 A (Grew) That generally would be a rule. 3 Q And in the structure and creation of the training 4 program in this case, did you train more to make up for or 5 to compensate for this fact about the nature of your 6 personnel? 7 A (Grew) I don't really know what the training 8 would entai?., so I have nothing to compare it to. 9 But I would say we did whatever training was 10 necessary so that they could perform their job. I can't 11 make the comparison. 12 O I take it you cannot make that comparison because, 13 in your function as training specialist, you have only [}
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14 trained one group of offsite emergency response personnel? 15 A (Grew) You were making reference to compensating 16 for other individuals, were you not? 17 Q No, I was making a reference to the notion that 18 there might be training programs offered by utilities that 19 train government or official response organizations. 20 And the Seabrook training group has never trained 21 such an organization, correct? 22 A (Grew) We do coordinate in the training with the 23 State of New Hampshire. 24 Q All right. 25 Are you familiar with that? l
<- l '( Heritage Reporting Corporation l (202) 628-4888 l 1
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REBUTTAL NO. 20 - CROSS 27412 1 1 A (Grew) I am familiar with it, but it's not a sole 2 responsibility of mine. 3 As I say, we coordinate with the State of New 4 Hampshire in that regard. 5 Q Does the Seabrook training group train New 6 Hampshire responders? 7 A (Grew) One of our instructors assist in the 8 training, yes. 9 Q Is the training program that is offered to the New 10 Hampshire responders a Seabrook training group program? 11 A (Grew) No, it is not. 1 12 Q All right. 13 MR. TRAFICONTE: Your Honor, I am at a break point I l
; 14 in terms of moving on.
15 This is not going to be a terribly lengthy cross-16 examination, but I can't finish in the time left. I can't 17 finish in 15 minutes. Otherwise, I would do it. 18 JUDGE SMITH: Do you have another logical breaking 19 point down the line, say within a half hour? 20 MR. TRAFICONTE: Within a half an hour? 21 JUDGE SMITH: We would like to get in a little bit ! 22 of extra time this week. I 23 MR. TRAFICONTE: I know that. 24 JUDGE SMITH: It's your choice. You don't have 25 to. I Heritage Reporting Corporation (202) 628-4888 1
; M ,,
REBUTTAL NO. 20 --CROSS. 27413 l 1 MR. TRAFICONTE: Well, that's why I made the
'k_s/ 2, representation'that I believe I could be done.in an hour, 3 you know, from the beginning to the end tomorrow.
.4 . JUDGE SMITH: But can you continue and have a 15 logical. break, something less than an hour?
6: MR. TRAFICONTE: Yes.
~
7 JUDGE SMITH: Is it either now or an' hour?
-8 MR. TRAFICONTE:- No,.no.
9 JUDGE SMITH: -Okay. n '10 MR. TRAFICONTE: It certainly can go forward. 11 JUDGE SMITH: All right. 12 MR. TRAFICONTE: I just was indicating that I 13 would be prepared to break. I was looking to break right 14 now to get home to my children, but that's all right. 15 JUDGE SMITH: Well, it's your call. 16- MR. TRAFICONTE: No, to be-perfectly honest with 17 you. 16 JUDGE SMITH: It makes you nervous when you have 19 little kids at homs: waiting for you. 20 MR. TRAFICONTE: I have little kids at home who 21 are waiting for me, but that's all right. 22 JUDGE SMITH: But don't worry about it. l 23 (Laughter) 24 MR. TRAFICONTE: I know this week is the long . 25 march, so I am prepared to do that. i l
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l REBUTTAL NO. 20 - CROSS 27414 1 JUDGE SMITH: Well, it's your call. Go until l l 2 shortly after five if you can make it. 3 MR. TRAFICONTE: All right, let me move on to the 1 4 third item. I 5 BY MR. TRAFICONTE: 6 Q Now, I'm going to ask you some questions, Panel, 7 about traffic guides and the training that was offered to B the traffic guides. 9 Mr. Callendrello, you are familiar with the ETE 10 study, are you not? 11 A (Callendrello) Yes, I am. 12 Q Painfully aware. Painfully aware. Probably 13 something you will regret to your dying day. ( 14 (Laughter.) 15 BY MR. CALLENDRELLO: 16 Q But in any event, you are familiar, are you not, 17 with the planning basis of the ETE study that assumes that, 18 when competing traffic streams meet, that there will be some 19 alternating of those traffic streams, correct? 20 A (Callendrello) Yes. At an intersection. That's 21 my understanding. 22 Q And I'm not trying to pin you down to a particular 23 intersection, but in general, there is an assumption made 24 about competing traffic streams having some form of 25 mechanism that would control green time and red time, Heritage Reporting Corporation (202) 628-4888 i
REBUTTAL NO. 20 - CROSS 27415 1 correct? 2 A (Callendrello) Mr. Traficonte -- 3 Q We need Mr. Lieberman back here. 4 A (Callendrello) I'm not an expert on ETEs. 5 I did hear Mr. Lieberman explain that to Mr. 6 Fierce when he was questioned about the 75-second green 7 time. 8 Q Seventy-five-second green time. 9 A (Callendrello) Yes. 10 Q That was going to be my next question. 11 There is in effect in the planning basis or in the 12 ETE study an assumption about a 75-second green time, is 13 there not? 14 A (Callendrello) I know what Mr. Lieberman 15 testified. And beyond that, I have no expertise in what the 16- model assumes. I did hear him testify as to the effects of 17 it, but that's already on the record. 18 Q That's right. Let's just for the sake of these 19 questions assume that there is such a 75-second green time 20 that is part of the basis for the ETE study. 21 Mr. Callendrello, let me put the question to you 22 and we may have to seek another panel member. 23 Do you know whether the traffic guides at any 24 point in their training are informed that there is such a 25 75-second assumption made in the ETE study? ( Heritage Reporting Corporation (202) 628-4888
i REBUTTAL NO. 20 - CROSS 27416 ? 1 A (Callendrello) I'm not aware of any. 2 O Which of the Panel members would be knowledgeable 3 about the content of the training afforded the traffic 4 guides? i 5 A (Callendrello) Mr. Grew or Ms. Frank. l I 6 Q Okay. 7 (Witnesses confer.) 8 A (Grew) We don't know offhand. We would have to 9 check the training materials. 10 Q What would you check? 11 The attachment that you put to your testimony, 12 Attachment L, I believe? 13 Ms. Frank, is that where you would look?
- 14 A (Frank) Yes, it probably would be.
15 I just wanted to see if it was in the content of 16 that particular module. I 17 However, I would also like to point out that 18 maintenance of the ETE is not a task assigned to a traffic 19 guide. And so there is most likely no reference in that 20 particular training module to anything that would point out 21 to him the necessity for maintaining a specific cross-flow 22 at an intersection in terms of traffic. 23 By the definitions provided in the SPMC, such a 24 task is not part of the job of a traffic guide, maintenance 25 of the ETE l Heritage Reporting Corporation (202) 628-4888
m.., .--
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REBUTTAL NO. 20 - CROSS 27417 l
~
d'NI. ~1 Q. I'm not sure ' what you mean by " maintenance cxE the 3 { i E b- f '2 ETE". 3 'A (Frank) I'mean it isn't-the job of the traffic 4 . guide',to' worry about the timing of cross-flow traffic at an 5 intersection.' He's there to expedite, the amount that:he 6 can, the traffic' flow. 'But it isn't his portion to worry 7 about whether'or not an ETE will be' established,' maintained 8 or exceeded.
!F JUDGE SMITH: He doesn't favor green time'for 10 evacuation.
11 THE WITNESS: (Frank) Correct. 12 JUDGE SMITH: He just maximizes'the capacity of-
'13 the intersection.
'14 . THE WITNESS: (Frank) Correct.
15 THE WITNESS: (Callendrello) And implements the 16 strategy outlined'in the traffic control point diagram. 17 MR. TRAFICONTE: Well,-wait a minute. 18 BY MR. TRAFICONTE: 19 Q Mr. Callendrello, you say he implements the 20 strategy in the traffic control diagram. 21 Part of that strategy, of course, is to alternate 22 competing traffic streams, is it not, depending on the 23 intersection? 24 A (Callendrello) It's to encourage and discourage 25 certain flows. f Reporting Corporation i Heritage (202) 628-4888
I REBUTTAL NO. 20 - CROSS 27418 1 Q Well, to discourage and encourage certain flows as 2 well as to allow competing traffic streams a certain right 3 to use the intersection at different times, at alternating 4 times, right? 5 A (Callendrello) That's correct. 6 Q That's part of the strategy of the ETE study. 7 That's why the ETEs are, at least in Mr. Lieberman's view if 8 no one else's, achievable in the range that the study 9 indicates. 10 A (Callendrello) As I understand his testimony, he 11 also indicated that even if the traffic guide should err in 12 allowing longer green time than 75 seconds, that would serve 13 to improve the evacuation times, or improve the capacity of 14 the roadway. 15 Q Well, then, perhaps the traffic management plan 16 should be changed if there is a way to improve the ETEs by 17 allowing a longer break time. It sounds like that should be 18 something that should be done, the traffic management plan 19 should be modified co that the ETEs will be lower. 20 Is that what I hear you saying? 21 A (Callendrello) No. 22 My understanding is the model assumes that I 23 splitting green time, and again I'm not expert on the detail 24 of the model. When asked about the effect of a longer green 25 time should a traffic guide use one or achieve one, Mr. (
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-- 1 Lieberman explained that it would increase capacity. And I kji '2 believe he also said, t wld serve to lower the'cvacuation 3 time. estimate, e.no agh I don' c , recall about that latter 4 -point.
5 Q Well, I'll put the question to you again. 6 If that's true what you have just.said, why-aren't 7 there. changes in the traffic management plan and in the 8 instructions to the traffic guides to increase the green 9 time and thereby expedite the-evacuation and lower the ETEs? 10 A (Ca11endre11o) There is no instructions as to 11 green time as far as I -- I don't recall ever seeing any 12 instruction on green' time. 13 They are told to implement the strategies
/"'s 14 indicated in their traffic control point diagrams which ,
I i 15 means to keep traffic moving. 16 In achieving that, they will accomplish whatever 17 green time is necessary to achieve the objective of the 18 traffic control point diagram. 19 Q Mr. Callendrello, aren't there intersections where 20 a traffic guide has to permit certain flows of traffic to 21 the detriment of another flow and then interrupt the first 22 flow to permit the second flow? 23 That occurs pursuant to the traffic management 24 plan, does it not? l 1 25 I'm not trying to trick you. I have no specific
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REBUTTAL NO. 20 - CROSS 27420 1 intersection in mind, but I'm just asking, in general, that 2 is a phenomenon that occurs, is it not? 3 A (Callendrello) I don't know how general it is. 4 But I'm sure there are some intersections where that occurs. 5 Q We assume that because you heard and I heard Mr. 6 Lieberman talk about 75-second green time, right? 7 It must refer to something. There must be some 8 instances where the traffic is going to be alternated. 9 A (Callendrello) That's right. 10 Q Now, do I understand your testimony to be that, in 11 your view, it doesn't matter what green time and red' time is 12 used. It is irrelevant to the ETE. 13 A (Callendrello) Well, I have no understanding of ( 14 how the ETE model works over and above what Mr. Lieberman 15 has testified to. 16 Q Okay. Maybe we could just leave it with this. 17 Is the Panel unanimous on the following 18 proposition, that at no place and at no time during the 19 training of the traffic guides was it ever indicated to them 20 in any form of words what length of time, what length of 21 green time they should permit alternating streams of 22 traffic? i 23 JUDGE SMITH: This is a quantitative time or a 1 24 proportionate time or an equilibrium time? 25 MR. TRAFICONTE: In any form of time. Either Heritage Reporting Corporation i 1 (202) 628-4888
REBUTTAL NO. 20 - CROSS 27421 i l~
, ~w 1 equal amount of time and it doesn't matter how long. !
l / \ i ' :s ; V' 2 JUDGE SMITH: No, not equal amount of time, but 3- equilibrium. And that is, you a.ep traffic moving both 4 ways. You don't have an undue spill-back in one direction 5 compared to the other. That's the option that you excluded 6 from the questi'on. 7 BY MR. TRAFICONTE: 8 Q I didn't mean to exclude any option. I really 9 wanted to catch any instruction to the traffic guides as l 10 part of their training that would indicate to them how they 11 are supposed to-handle in any way two alternating streams of 12 traffic that demand their attention. 13 14 D)
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1 REBUTTAL NO. 20 - CROSS 27422 1 Q Training is silent on that. It doesn't offer any 2 advise one way or the other. 3 Is the panel in agreement on that? 4 A (Callendrello) I've looked through the Attachment 5 L to the testimony and I don't recall seeing it in there. 6 If you just give us a moment. 7 Q Yes. 8 (Witnesses confer. ) 9 JUDGE McCOLLOM: I think that's a very good 10 question, that last one you asked, Mr. Traficonte, and I 11 think they should be given some time to see if they can't 12 find the answer to that. 13 MR. TRAFICONTE: I say we give them until tomorrow !
- k. 14 morning. Is that enough time?
15 (Laughter.) 16 That's fine. I think it is an important question. 17 We ought to break -- 18 JUDGE SMITH: With the recognition with your 19 concern for your children out of the way you, will arrive 20 here tomorrow morning determined to proceed rapidly. 21 MR. TRAFICONTE: Yes, sir. 22 THE WITNESS: (Callendrello) Can I just ask that 23 you repeat the question. 24 MR. TRAFICONTE: Yes, I will repeat the question. 25 l Heritage Reporting Corporation (202) 628-4888 l I 1 l 1 l l l
REBUTTAL NO. 20 - CROSS 27423 i
,- m 1 BY MR. TRAFICONTE:
I '(_/ 2' Q The question was: I was asking whether there was 3 unanimity among the panel that at no place in the 4 substantive part of the training and no place otherwise were 5 the traffic guides instructed as to how to control -- and 6 here I'm thinking about time -- how to control and allocate 7 the traffic intersection when there are competing streams of 8 traffic that have to go through the intersection? 9 JUDGE McCOLLOM: I think you got that all in, but 10 I sure liked your other question better. 11 Do you suppose we could go back to it? 12 THE WITNESS: (Callendrello) I think I've got an 13 answer to that question. [T
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14 As I remember the first question and that is: in 15 the practical training that was provided, one of the 16 subjects that was addressed was discretion. And in the 17 instructor's guide or the lesson plan it says: " Discreet: 18 individual should employ common sense in changing direction 19 of flow. Do not change too frequently. Determine length of 20 flow by amount of backup heading in each direction and 21 waiting time." 22 BY MR. TRAFICONTE: ! 23 Q Could you refer the page? 1 l 24 A (Callendrello) This is in lesson plan -- it's 1 25 evidently in the first -- I
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REBUTTAL NO. 20 - CROSS 27424 1 Q To Attachment L, is it not? . 1 2 A (Callendrello) Well, no, this is the first 3 version of the practical traffic guide training material or 4 the lesson plan for the first conduct of that training 5 program. 6 JUDGE COLE: Which attachment? 7 THE WITNESS: (Grew) It was not in an attachment. 8 This is a document that was transmitted over to the training 9 group at a later time and was not part of discovery because 10 we didn't have it at the time. Il BY MR. TRAFICONTE: 12 O Well, wss it part of the training -- is it part of 13 the training of the traffic guides? i
)
R, 14 A (Grew) This is the lesson plan that was used for 15 the traffic guide training. 16 Q What's Attachment L? 17 A (Callendrello) That's the classroom training. i 18 A (Grew) The classroom training. This is 19 practical. 20 A (Callendrello) Yes, the practical training in 21 actually moving traffic. 22 Q What's Attachment M? 23 A (Grew) Attachment M has a memorandum that set up 24 the training. And there is also the handout for the 25 communications portion of it. 1 Heritage Reporting Corporation (202) 628-4888 -_-__ _- _ _ ]
7-_ REBUTTAL NO. 20 - CROSS 27425
'~~'g 1 The actual lesson plan used in the classroom i '] .
k 2 . setting for the practical, I never had this document until 3 recently. 4 Q How recent, by the way? 5 Well, I'm not going to press ycu on it. 6 A (Grew) It was transmitted sometime or discovered 7 by me over in the training area because it was transmitted 8 over from security who did the training. i 9 Q All right. 10 Attachment M -- let me make sure I understand. 11 What you read to me and what you read into the 1 12 record from a lesson plan, would you agree that that is part 13 of the practical traffic guide training material that is
, l 14 identified as Attachment M?
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15 A (Grew) This would be the lesson plan that went 16 along with that. 17 Q With that. 18 MR. TRAFICONTE: Could I ask that -- here's 19 another reason why we could break -- could I ask that a copy 20 of that be made available to me, that I could review it this 21 evening. I have not seen that document and was not aware of 22 the statements that you just made that were in the training. 23 MR. LEWALD: I guess the answer is, yes. , 24 MR. TRAFICONTE: All right. 25 MR. LEWALD: If we can make some arrangements to l 9) Heritage Reporting Corporation k'"') (202) 628-4883 l I L______ _ _
27426 1 get a copy and give it to you. 2 MR. TRAFICONTE: All right. 3 JUDGE SMITH: All right. 4 You want to adjourn? 5 Can you meet tomorrow at 8:307 We're going to 6 meet upstairs, but can you meet tomorrow 8:30 instead of 7 9.007 8 MR. TRAFICONTE: Yes, I can do that. 9 JUDGE SMITH: All right. 10 We'll adjourn until tomorrow at 8:30. We're going i 11 to meet in the Tax Court. And this will be our last day in 12 this room, so you will want to take with you whatever you 13 own. {j 14 ("'ereupon, at 5:03 p.m. the hearing was adjourned 15 to reconvene tomorrow morning at 8:30 a.m., Tuesday, 16 June 27, 1989 in the Tax Court Hearing Room.) 17 18 19 20 21 22 23 24 25 Heritage Reporting Corporation (202) 628-4888
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( ,) UNITED STATES OF AMERICA j NUCLEAR REGULATORY COMMISSION j ATOMIC SAFETY AND LICENSING BOARD / Before the Administrative Judges: Ivan W. Smith, Chairperson ; Dr. Richard Cole i! Kenneth A. McCollom
)
In the Matter of ) Docket Nos.
) 50-443-OL PUBLIC SERVICE COMPANY OF ) 50-444-OL NEW HAMPSHIRE, et al. ) (Off-site EP)
(Seabrook Station, Units 1 and 2) )
) June 23, 1989 CROSS EXAMINATION PLAN FOR APPLICANTS' REBUTTAL TESTIMONY NO. 22 r 4
'w_ l On cross examination of Applicants' Panel No. 22, inquiry
.will be made into the following areas:
- 1. The background and expertise of the panel in the area of emergency radio system design.
- 2. The factors that were considered in designing the Emergency Radio Network (ERN) and selecting communications equipment for that system and EMS.
- 3. Wnere in the Interveners' testimony the URO vertical chain of command is criticized for a failure to provide for lateral communications.
- 4. Situations where ORO field workers would need to communicate' laterally.
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- 5. Contrast of the ERN with other emergency radio systems.
1
- 6. How many steps on the vertical command chain are necessary to resolve problems and the amount of time that resolution takes.
- 7. The S PMC's provisions for ERN radio monitors to provide information to the top of the command structure.
- 8. Corrective actions that have been taken to address TEMA's concern that route guides for the hearing impaired experienced sporadic reception.
l
- 9. Whether MAGI in any way cures the concerns expressed ;
by FEMA in its exercise report.
- 10. The SPMC's provisions for ameliorating overloaded channels on the ERN.
; 11. The SPMC's provisions for curing the transmission range issues noted by FEMA in its Exercise Report.
- 12. Provisions for communicating with ambulance drivers in light of problems with the EMS radio.
- 13. Whether the SPMC's provisions for training ORO field workers in radio communications will ameliorate issues noted by FEMA in its Exercise Report.
l (
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l l l CERTIFICATE' l L j(' ' 1 Q ' l
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This is~'to-certify that the attached proceedings before the United States Nuclear Regulatory Commission in the matter of: Name: Public Service Company;of New Hampshire,.et al. (Seabrook Station, Units 1 and 2) Docket No: 50-443-OL 50-444-OL (Off-site Emergency Planning) Place: Boston, Massachusetts Date: June 26, 1989 b were held as herein appears, and that this is the original
,f transcript thereof for the file of the United States Nuclear Regulatory Commission taken. stenographically by me and, thereafter reduced to typewriting by me or under the-direction of the court reporting company,.and'that the transcript is a true and accurate record of the foregoing proceedings.
/S/ / _
(Signature typed): Donna L. Cook Official Reporter Heritage Reporting Corporation ( HERITAGE REPORTING CORPORATION (202)628-4888
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