Learning the New Process Unit

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Learning the New Process Unit

• An Odyssey in Training

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Objectives of This Presentation

• Share experiences some of the obstacles and our
  approach to overcoming them
• Highlight some of the specific techniques we
  incorporated and why you decide whether or not
  effective

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Pete Corcorran

• 22 years experience in refinery
• Unit operator
• Tank Farm
• Coker
• Calciner
• Boilerhouse
• Unit PSM Specialist
• Coker
• Calciner
• Boilerhouse
• ULSD Commissioning Team
• PSM Leader

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Rick Rutledge

• 14 years experience in refinery
• Unit operator
• Coker
• Unit PSM Specialist
• Coker
• ISOM Commissioning Team
• PSM Lead
• ULSD Commissioning Team
• Field Commissioning Lead
• Utilities Unit
• Small Project SPA
• Sunshine Boiler Project
• Field Commissioning Lead

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The Big Picture
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Our Role as Trainers (as we saw it)

• Full scale unit could not possibly cover every
  detail of new unit in time given
• We would
• Provide them with the foundation or core
  principles of the unit
• Provide them with the resources needed to learn
  the details of unit
• Be a guide

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Students would

• Fill in the details themselves
• We would show them how/give them the resources
• Invest time needed to learn unit
• On shift or overtime
• Share learnings, help each other
• Demonstrate their competencies/unit knowledge
• Take lead in unit start up

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Obstacles We Had to Overcome

• Neither of us had worked a Diesel Hydrotreater
• Only had 1 year to train prior to start up
• Make unit relevant amid more immediate issues
• Day to day operations
• Other major projects in operating area
• New unit still out in the future

• Students ranged in operating experience
• Training schedule conflicts (personnel
  resources)
• Students unfamiliar with project execution and
  ULSD processes
• Other responsibilities training was one just
  one of them

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More Obstacles

• Priorities of Project Management sometimes at
  odds with those of operations training/commissioni
  ng start up
• All day training sessions (giving up days off for
  training)

• Training began before unit design was finalized
• Didnt want to talk for 10 hours at a time (less
  effective)
• Some operators with only Boilerhouse experience -
  no process

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Advantages

• Limited opportunity to be involved with a big
  project - High level of excitement
• Did have some operators who had previous
  experience with related processes
• Wide variety of refinery experience
• Technical experts dedicated to project willing to
  help train
• Machinists/rotating equipment
• Instrumentation/process control
• Process Engineers

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Our Strategy

• Student expectations
• Supervisors expectations
• Very clear about what was expected
• Foremen/operators to take lead at start up
• ALL operators would be qualified by start up
• Training games to make it interesting
• Interactive training vs brain dump
• Thought through training needs and developed
  strategy to meet them
• Logical knowledge progression

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ULSD 101

• Theme Introduction to ULSD
• Began with safety focus on construction site
  safety
• Breaking ground
• Limited experience with construction site hazards
• Focused on plot plan/equipment layout and process
  flow through unit
• 2 break out sessions
• End of the day review Baseball!

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ULSD 102

• Theme - What would you want every operator to
  know?
• 4 month after first training
• Started day with safety focus process specific
  safety issues/incidents
• Unscientific study
• Reviewed previous training interactive
• ULSD process concepts Process Engineer
• Began to drill down into specifics about unit
• 2 breakout sessions
• Debrief session at end of day

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Debrief Question

• Question What have you learned today about the
  ULSD Unit or hydroprocessing that
• 1. Was unexpected something that surprised you?
• OR
• 2. You felt was the most important?

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ULSD 103

• Theme Cramming for the Final
• 4 months prior to start up
• Tried to set sobering tone for the training
  safe start up is dependant on operator knowledge
  of new unit will you be ready?
• Unit Foremen more involved in training
• Combined review of previous sessions with team
  building techniques
• Students tested each other

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Our Approach

• Limited only by imagination
• Brainstormed each technique didnt follow any
  pre-designed course or technique
• Interaction, Interaction, Interaction!!
• Keeping everyone involved with us and with each
  other team work!
• Shared learnings
• Get out of your chairs!
• Senses see it, touch it, write it, explain it
• Not afraid to put people on the spotgently
• Each exercise used a number of techniques

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Techniques Used

• Lecture used sparingly
• Training Games
• Using multiple senses to process information
• Small groups 2 8 people
• Socratic method thought provoking questions
• Reinforcement techniques reviews summaries
• Students teaching each other
• Group testing
• Holding students accountable for knowledge
• Team building and competition

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Lecture

• Used sparingly
• Can be best technique for some topics
• Timing is critical
• Not just reading slides used tables, graphs,
  pictures - verbal explanations
• Opening/closing question not yes/no
• Reinforced lectures with other techniques
• Vary the speaker Keep class attention
• Used as safe technique

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Multiple Sense Example

• Topic Plot Plan
• Goal To learn locations of major equipment
• Broke into two groups
• Both covering same subject from different
  perspectives
• Group 1 Walk through new unit with 3D model
• 3 dimensional
• Colorful
• Virtual reality construction had not started
  yet
• Group 2 Label blanked out plot plan
• Open book
• Transposing information

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Student Teaching

• Topic What would you want every operator to
  know about ??
• Goal Prioritize and teach themselves by
  teaching others
• Broke class into two groups
• Each group tasked with researching a specific
  system
• Provided groups with written info, technical
  experts and white board
• Instructors ensured no bench warmers and groups
  did not bog down on trivia
• Group A taught Group B vice versus with
  oversight from instructors

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Small Groups/Team Building

• Topic Whats important about unit
• Goal Focus on highest priority info
• Broke unit up into 8 areas or sections
• Set up stations for each of the 8 areas
• Provided all pertinent information for each
• 20 Question worksheet
• Two students per station names on worksheets
• Limited time at each station
• Rotated opposite directions - team building
• Provided feedback
• Showed us the gaps in knowledge

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Group Testing

• Topic Another section of the unit
• Goal Was to learn through developing and
  answering test questions
• Broke into two groups balanced knowledge
• Provided information and rules for developing
  test questions
• Subject matter was same for both groups
• Instructors were scribes/referees (no greasy
  questions)
• Students had to provide answer key in addition to
  test questions
• Each group took the other groups test
• Reward for best group score
• Provided individual feedback for incorrect
  answers
• Helped instructors identify gaps in knowledge

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Training Games

• Used at end of day for review of material
• Nobody watched clock
• Great participation held everyones interest
• One person at time answering but everyone
  thinking about question
• Used rewards to increase competition
• Wide variety of games available
• Minimal cost less than 30 for this particular
  game

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Our Conclusions

• Use imagination
• Take time to plan prepare!
• Whats the end game?
• Individual sessions
• Keep it interactive/keep students engaged
• Get them out of their seats move around
• Dont be afraid to get students out of comfort
  zone
• Ask questions
• Specific questions to specific individuals
• Questions that provoke thought
• Dont forget to have fun
• Plan it into the training
• Instructor sets the tone for the class