Technical Excellence
Presented by
A. J. Eggenberger
Chairman
Defense Nuclear Facilities Safety Board
at
the
DOE Nuclear Executive Leadership Training
September 22, 2005
Thank you for this opportunity to talk to you at the Nuclear
Executive Leadership Training. The topic
I want to address with you today is technical excellence. The Defense Nuclear Facilities Safety Board
(Board) has for the past fifteen years worked with you to improve the
Department of Energy’s (DOE’s) technical competence and it remains a concern
today. In Board Recommendation 2004-1,
Oversight of Complex High Hazard Nuclear Operations, we pointed out that
DOE needed to achieve not only technical competence but the much higher goal of
technical excellence. Given the
complexity of DOE’s defense nuclear enterprise, the technical competence of
federal personnel needs to surpass that of the best contractor organizations,
so that you are not unduly dependent on the contractor. You must have the ability to recognize
weaknesses in contractor capabilities and have the ability to elicit or force
actions to strengthen these weaknesses.
This responsibility as a “demanding owner” calls for seeking a level of
technical excellence that is well within your grasp and there is a model very
close at hand for you to emulate . . . an organization that is also a part of
DOE . . . the Naval Reactors program.
Admiral Rickover and his
successors (Admirals McKee, DeMars, Bowman, and
Donald) have been consistent and persistent in striving to achieve and maintain
technical excellence at Naval Reactors.
I would like to address four areas that I believe are key
in the success of establishing this type of technical excellence: selection, interviewing, education and
training, and qualification.
In the selection of high quality technical personnel, the
key attributes you should look for are:
intelligence, technical orientation, forcefulness, self-confidence,
common sense, industriousness, analytical ability, intellectual curiosity, all
of which are essential elements of professionalism, and a strong commitment to
public service. These are the attributes
that we at the Board look for in our technical staff. For example, the Board interviews and
selects very bright engineering college graduates for our Professional
Development Program. As one measure of
intelligence, we look for young engineers with grade point averages of 3.5 or
better (in fact, the average GPA for our interns is 3.9). We examine the engineering, science, and mathematics
courses they have taken, how well they performed in these subjects, and then
probe them on their understanding and retention of the material through an
exercise on a few fundamental problems.
This method also gives us an idea of their analytical capability. We also question them on their
extracurricular activities to get a sense of their intellectual curiosity and
their ability to be creative and flexible.
Lastly, we discuss their views on service with the government. Studies have shown that the generation
recently emerging from college has a strong propensity toward public service.
Another key area toward achieving technical excellence is
picking and developing the right interviewers.
Being an interviewer is a huge responsibility and plays a vital role in
achieving technical excellence. An
interviewer must be knowledgeable and technically savvy to be able to winnow
out the best candidates for entry level engineers and other technical
positions. Interviewers concentrate on
demonstrated reasoning ability and look for the key attributes previously
discussed. An interviewer must also be
able to conduct a rigorous qualification or oral board, and be capable of
challenging a candidate intellectually through a series of cascading events
with spontaneous, open-ended technical questions. Interviewing is a learned technique but it
starts with a high level of technical expertise and a firm understanding of and
commitment to the organization’s mission and operation. Interviewing and being able to conduct oral
boards should be further developed as a skill for middle and senior managers at
DOE.
An intensive education and training program focused on
nuclear and engineering fundamentals is the best investment DOE can make, but
you have to do it right. At the start of
the Naval Reactors program, Admiral Rickover
understood that he could steal trained people from the laboratories but he
chose instead to create more nuclear engineers through his own intensive
training and education program in nuclear technology. By doing so, he created a national asset that
benefitted the entire nuclear industry. It is my understanding that during the first
6 months at Naval Reactors, a new engineer receives on-the-job training with an
assigned mentor, and also undergoes a 10-week course, complete with
examinations, in areas of nuclear reactions and physics, reactor plant
operations, reactor core materials, reactor core design and construction,
electrical power systems and instrumentation, primary and secondary fluid systems,
water chemistry, radiological controls, and reactor protection and safety. Then the new engineers are sent to the Bettis Reactor Engineering School for six months of
intensive graduate-level training in nuclear engineering, mathematics, reactor
dynamics, structural mechanics, radiological fundamentals and shielding
design. Additionally, these engineers go
on field assignments to an operating nuclear power plant and a shipyard to
learn plant operations and maintenance practices firsthand.
The
Board has taken a similar path in the training and education of our young
engineers with our 3-year Professional Development Program. We bring them to Washington where they are
paired up with a senior mentor, attend a series of technical lectures with
homework. We require them to take one to
two graduate level courses in a nuclear-related subject from a nearby
college. Then we send them off to a
top-notch graduate school for one year, typically MIT, UC Berkeley, or
Princeton. There they pursue a Masters
degree in an engineering field that has been previously approved by the
Board. Upon completion of graduate
school, we then send them for one year to a commercial nuclear engineering firm
or national laboratory to work as an engineer working on challenging engineering
projects related to their recently completed course of study. This is basically free labor for one year for
the receiving firm or laboratory, but this is the investment the Board makes in
developing our young engineers. It acts
as an incentive for attracting young technical talent and it sustains the
technical excellence of our staff. I ask, will the rejuvenation of the DOE Technical Leadership
Development Program be as technically challenging and rewarding as the two
programs I just discussed?
The pursuit of technical qualifications and engineering
certifications is a continuation of the education and development program. It focuses on an operational understanding
and practical application of a technical discipline. In the Nuclear Navy, an officer will undergo
qualification of his watch station on a nuclear reactor plant. This qualification is obtained after a series
of knowledge and practical demonstrations observed by senior qualified
operators. Final qualification occurs after successful completion of intensive
written and oral examinations onboard ship.
After a year or so of operating a nuclear power plant, the officer will
commence an intensive study program in all aspects of nuclear engineering and
reactor plant operations. This study
program culminates in a trip for the officer to Naval Reactors Headquarters in
Washington DC where the officer takes a grueling, closed book, six-hour written
examination followed by three oral examinations by Naval Reactors staff
engineers. Successful completion of this
battery of exams grants the officer the title of a “Naval Nuclear Engineer
Officer.” Prospective commanding
officers (PCOs) of nuclear-powered ships are required
to attend a three-month course of instruction at Naval Reactors Headquarters
taught by senior Naval Reactors staff engineers. PCOs also take
extensive written and oral examinations that are more comprehensive than the
Engineer Officer examinations.
DOE’s Technical Qualification Program is a step in the
right direction. In particular, the
qualification process used to support the Facility Representatives Program
draws a close parallel with the nuclear watch station qualifications onboard
ship. However, the Senior Technical
Safety Manager qualification does not, in my view, come close to the level and
rigor of study and examination that officers undergo for the Naval Nuclear
Engineer Officer qualification. I ask,
what technical qualifications or training does a Site Manager undergo before he
or she assumes the job? This course is
another step in the right direction, but is it enough and how does it compare
to the investment that the Navy makes in their prospective commanding
officers?
In
summary, technical excellence comes from seeking, demanding, and achieving high
standards of technical competence from entry level personnel to senior
managers. Technical excellence begins
with a highly competitive selection process of top notch engineering and
science graduates, and continues with an intensive technical education and
training regiment in nuclear disciplines.
This is coupled with rigorous qualification and challenging assignments
to reinforce and build upon sound engineering concepts and practices. Striving for technical excellence doesn’t
stop at the entry level...it must persist at each level through the attainment
of technical qualifications, advanced technical degrees, engineering
certifications, involvement in national technical standards development, active
participation in engineering professional societies, and other such activities.
You will know when DOE has arrived when you have achieved a vision set forth by
then Secretary of Energy, Admiral Jim Watkins, in a 1990 Secretary of Energy
Notice (SEN-20-90), that reads:
“We will have ‘arrived’ at my objectives in this area
[interaction with oversight organizations] when all departmental elements
welcome with open arms any authorized outside visitors and dare them to find
something out of line...”
If this objective is reached through your achievement
of technical excellence, then maybe the DNFSB can close its doors and celebrate
your success.
Thank you.