Summary for:
Nuclear Power Reactor OperatorsDescription:
Control nuclear reactors.Sample of reported job titles:
Sample of reported job titles: Reactor Operator (RO), Nuclear Control Room Operator, Nuclear Power Reactor Operator, Nuclear Station Operator, Nuclear Operator, Nuclear Plant Operator (NPO), Nuclear Control Operator, Unit Reactor Operator, Control Room Supervisor, Nuclear Control Room Non-Licensed Operator
Tasks | Knowledge | Skills | Abilities | Activites | Experience | Example | Education | Work Style | Work Values | Related Jobs | Wage | Employment | Expected Growth | Expected Need
Tasks:
- Adjust controls to position rod and to regulate flux level, reactor period, coolant temperature, and rate of power flow, following standard procedures.
- Respond to system or unit abnormalities, diagnosing the cause, and recommending or taking corrective action.
- Monitor all systems for normal running conditions, performing activities such as checking gauges to assess output or assess the effects of generator loading on other equipment.
- Implement operational procedures such as those controlling start-up and shut-down activities.
- Note malfunctions of equipment, instruments, or controls, and report these conditions to supervisors.
- Monitor and operate boilers, turbines, wells, and auxiliary power plant equipment.
- Dispatch orders and instructions to personnel through radiotelephone or intercommunication systems to coordinate auxiliary equipment operation.
- Record operating data, such as the results of surveillance tests.
- Participate in nuclear fuel element handling activities, such as preparation, transfer, loading, and unloading.
- Conduct inspections and operations outside of control rooms as necessary.
Knowledge:
| Physics ó Knowledge and prediction of physical principles, laws, their interrelationships, and applications to understanding fluid, material, and atmospheric dynamics, and mechanical, electrical, atomic and sub- atomic structures and processes. |
| Engineering and Technology ó Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services. |
| Public Safety and Security ó Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions. |
| Mechanical ó Knowledge of machines and tools, including their designs, uses, repair, and maintenance. |
| Chemistry ó Knowledge of the chemical composition, structure, and properties of substances and of the chemical processes and transformations that they undergo. This includes uses of chemicals and their interactions, danger signs, production techniques, and disposal methods. |
| Computers and Electronics ó Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. |
| Education and Training ó Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects. |
| Mathematics ó Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. |
| English Language ó Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. |
Skills:
| Operation Monitoring ó Watching gauges, dials, or other indicators to make sure a machine is working properly. |
| Operation and Control ó Controlling operations of equipment or systems. |
| Active Listening ó Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. |
| Reading Comprehension ó Understanding written sentences and paragraphs in work related documents. |
| Critical Thinking ó Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. |
| Active Learning ó Understanding the implications of new information for both current and future problem-solving and decision-making. |
| Monitoring ó Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. |
| Speaking ó Talking to others to convey information effectively. |
| Troubleshooting ó Determining causes of operating errors and deciding what to do about it. |
| Coordination ó Adjusting actions in relation to others' actions. |
Abilities:
| Problem Sensitivity ó The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem. |
| Deductive Reasoning ó The ability to apply general rules to specific problems to produce answers that make sense. |
| Oral Comprehension ó The ability to listen to and understand information and ideas presented through spoken words and sentences. |
| Oral Expression ó The ability to communicate information and ideas in speaking so others will understand. |
| Near Vision ó The ability to see details at close range (within a few feet of the observer). |
| Inductive Reasoning ó The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). |
| Selective Attention ó The ability to concentrate on a task over a period of time without being distracted. |
| Written Expression ó The ability to communicate information and ideas in writing so others will understand. |
| Perceptual Speed ó The ability to quickly and accurately compare similarities and differences among sets of letters, numbers, objects, pictures, or patterns. The things to be compared may be presented at the same time or one after the other. This ability also includes comparing a presented object with a remembered object. |
| Written Comprehension ó The ability to read and understand information and ideas presented in writing. |
Work Activities:
| Getting Information ó Observing, receiving, and otherwise obtaining information from all relevant sources. |
| Monitor Processes, Materials, or Surroundings ó Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. |
| identifying Objects, Actions, and Events ó identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. |
| Documenting/Recording Information ó Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. |
| Evaluating Information to Determine Compliance with Standards ó Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards. |
| Communicating with Supervisors, Peers, or Subordinates ó Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. |
| Inspecting Equipment, Structures, or Material ó Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects. |
| Processing Information ó Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. |
| Updating and Using Relevant Knowledge ó Keeping up-to-date technically and applying new knowledge to your job. |
| Making Decisions and Solving Problems ó Analyzing information and evaluating results to choose the best solution and solve problems. |
Work Experience:
Previous work-related skill, knowledge, or experience is required for these occupations. For example, an electrician must have completed three or four years of apprenticeship or several years of vocational training, and often must have passed a licensing exam, in order to perform the job.Work Examples:
These occupations usually involve using communication and organizational skills to coordinate, supervise, manage, or train others to accomplish goals. Examples include funeral directors, electricians, forest and conservation technicians, legal secretaries, interviewers, and insurance sales agents.Education Requirements:
Most occupations in this zone require training in vocational schools, related on-the-job experience, or an associate's degree. Some may require a bachelor's degree.Work Style:
| Attention to Detail ó Job requires being careful about detail and thorough in completing work tasks. |
| Stress Tolerance ó Job requires accepting criticism and dealing calmly and effectively with high stress situations. |
| Integrity ó Job requires being honest and ethical. |
| Self Control ó Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. |
| Dependability ó Job requires being reliable, responsible, and dependable, and fulfilling obligations. |
| Analytical Thinking ó Job requires analyzing information and using logic to address work-related issues and problems. |
| Adaptability/Flexibility ó Job requires being open to change (positive or negative) and to considerable variety in the workplace. |
| Cooperation ó Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. |
| Persistence ó Job requires persistence in the face of obstacles. |
| Achievement/Effort ó Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. |
Work Values:
| Support ó Occupations that satisfy this work value offer supportive management that stands behind employees. Corresponding needs are Company Policies, Supervision: Human Relations and Supervision: Technical. |
| Working Conditions ó Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions. |
| Achievement ó Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement. |
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