Knowledge Transfer_ a Pr...Cessing _ December 2011

8/13/2019 Knowledge Transfer_ a Pr...Cessing _ December 2011

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Knowledge transfer: A primer for major capital projects

12.01.2011 | Magarini, A., Technip Italy , Rome, Italy ;Altam ura, A., Technip Italy, Rome,

Italy; Robertson, R., Technip Italy , Rome, Italy

Improv e transfer strategy acro ss the project supply chain to achieve smooth end-user takeov er

Keywords:

Among the risks inhere nt in engineering, procurement and construction(EPC) projec ts for grassro ots

facilitiesand large facility upgrades, transferring operational responsibility to the end users poses

significant c hallenges. Seasoned EPC co ntractors manage this risk with a project-customized knowledge

transfer strategy dire cted at all leve ls of the facility s workforc e. When the strategy is managed as a corefeature of projec t execution, knowledge transfer can mean the difference between on-time, under-budget

plant hand-ov er v s. a hand-ov er period marred by delays, co st ov erruns and initial operation incidents,

all affecting plant integrity and profitability.

The goal of knowledge transfer could not be mo re clear-cut: to create the poo l of specialized knowledge,

skills and troubleshoo ting abilities, which underpins superior individual and team performance and, in

turn, the plants business mission and operating objec tive s (Fig. 1). Boosted in recent y ears by a host of

environmental, safety and reliabilityissues, knowledge transfer has ev olv ed from a piece meal, low-

priority line item to a cor e feature of the projectlife cycle, alongside the c ornerstones of EPC.

Fig. 1.Job knowledge, skills and attitudes

wired to the plants O&M mission are the

basis for knowledge transfer strategy .

A new generatio n of pro ject managers v alues the benefits of a strategy in which skill gaps of end users are

mitigated through technology-supported knowledge transfer. These efforts metho dically build individual

and team competence as projec t activ ity morphs from EPC through to c ommissioning and hand-ov er. Forplant owners, the operating and maintenanceskill sets put in place through a cohesive knowledge transfer

initiative are c ritical to operating succ ess, and often yield substantial savings in post-takeov er tec hnical

assistance, offspec product wr ite-offs and unplanned maintenance stoppages affecting plant availability .


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Scoping the knowledge transfer.

When pro jec t managers strategize the hand-o v er phase for a major c apital projec t, they foc us o n three

areas, which will determine the process plants operat ing v iability :

Well-designe d pro cesses, e quipment, control sy stems and health, safety and environmental (HSE)safeguards

A proficient wo rkforc e c haracterized by leadership, tr aine d and qualified per sonnel, a stro ng team ethicand accountability

Reliable o perating and maintenance (O&M) manuals and procedures.

These three areasplant, personnel and proc edural know-howare the foundations of the knowledge

transfer strategy ; they will underpin the succ essful, safe hand-ov er of the completed facilities. How

effectively the project managementteam lev erages these inputs to pr oduce the required O&M exc ellence

in the end-user workforc e will affect the suc cess of plant hand-ov er and the pro jects conc lusive profit

margin.

Early in pro ject ex ecution, the future end user and the EPC contractor sit down together and jointly shape

the co ntent and timing of the projects knowledge transfer strategy . It should detail the co ordinated

sequenc e and schedule o f ex pertise-transfer activ ities designed to generate the knowledge, skills and

prob lem solving abilities needed by the plant workforc e to co nfidently manage commissioned plant assets

at takeover. In dev ising the strategy, c ontractor and owner c an tap into a range of knowledge-rich

contractual services and sy stems that embrace four categories:

Knowledge and skill creation such as training and capacity development programs at and awayfrom the plant jobsite.

Dynam ic learning and learning-support toolslike the operator training simulator (OTS),co mputer-based training (CBT) systems and the learning management sy stem (LMS).

Knowledge capture, storage and distributionProcess plant O&M documentation such asoperating and maintenance manuals and customized IT applications including plant information

management system (PIMS) and asset management system (AMS)

Knowledge collaborationand sharingThe intense formal and informal e xc hange of information andideas between contractor and end-user project teams during engineering, procurement, construction, and

commissioning.

When these c ontractual inputs are harnesse d in a concerted plan to build indiv idual and team capacity ,

v isib ly tagged as key milestones on the pro ject sc hedule, and orc hestrated for deliv ery as the projec t

unfolds, the net result is a ro bust bo dy of O&M knowledge and skills in the owners workforce and a

leading factor in smooth plant hand-ov er within contractual schedule and budget.

To drive the knowledge transfer strategy and to generate momentum across the pro ject life c yc le,

perc eptiv e projec t managers designate a knowledge transfer specialist to lead the delivery of all knowledge

transfer inputs, and liaise permanently with key stakeholdersthe EPC team, tec hnology licensors and

critical equipment vendo rs, key subc ontractors, and end-user management. With an ideal background in

plant technology , training and human resources (HR) management, the knowledge transfer spec ialistco ordinates the planning, development, delive ry and evaluation of all knowledge transfer activ ities hand-

in-hand with takeover-critical HR sourc ing, recruitment, training and job placement.

PRIORITY ONE: PLAN THE WORKFORCE

No process plant hand-over can succeed without a competent workforce to safely apply O&M knowledge

and skills, and take custody of the completed facilities. Knowledge transfer begins by building a profile of

the human organization required to suc cessfully manage, operate, maintain and technically suppo rt the

physical plant equipment and systems.

The EPC contractor, as primary agent for the plants supplied processes, equipment and contro l systems,

is well positioned to work with the end user to analyze the quantity/ quality of managers, superv isors and

skilled technicians who take ov er the sites O&M needs. The results from this shared analysis, which

includes the specialized inputs of process licensors, equipment and control system vendors, and site

technical managers can be struc tured as an organizational blueprint (Fig. 2). This blueprint forms the basis

for plant employ ee rec ruitment and training, and their competence-based placement in the plant


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env ironment during advanced construction and pre-commissioning activ ities. The organizational analysis

answers important questions about plant workforce configuration, technical and core competencies,

reporting hierarc hy and lines of communication, which are categorized as:

Process operations.What is the optimal segmentation of plant processes and equipment intooperating and control areas? How will equipment geography and design affect o perator workload and

numbers? What criteria are used to determine the staffing requirements for distributed co ntrol system

(DCS) console o perators? Which sophisticated units and systems req uire increases in control ro om and

field operatives? What operations and maintenance shift cr iteria will be implemented?

Plant maintenance.How will the plant maintenance o rganization be affected by proc ess complex ityand equipment accessibility? What are the staffing requireme nts for shift-based maintenance inside

proc ess units? How will plant ergonomics, maintainability and redundancy designs affect maintenance

workforc e numbers? Which maintenanc e c rafts and turnarounds will be suppo rted by ex ternal contract

labor and consultants?

Managem ent and support areas.Which staff positions sign off the policies and proc edures thatgov ern operations and maintenance? What are the co ntributing operational roles of technical support

staff? Which personnel are acc ountable for hazard rec ognition, safe work planning, field verification, and

measurement of compliance against safety standards? Which staff positions make up the in-plant fire

br igade?

Fig. 2.Ty pical workforc e blueprint for a proc ess plant

organization.

The final organization chart and acco mpanying job desc riptionsmodeled to reflect the plants technical

co mplexity , culture , and businessare the basis for the plant owners campaign to rec ruit the HR

organization for a grassro ots facility, or fill in HR gaps for an ex isting plant expansion. The organization

chart helps management highlight HR hot spotsareas requiring a spec ial skill foc us (e.g., co mplex

process technologies, sophisticated equipment and controls) and current workforce deficiencies in key


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knowledge and skill areas, which, if not addressed, can pose barriers to the sc heduled takeov er of the

co mpleted facilities.

Job descriptions.

They are a c rucial resource for knowledge transfer be cause they specify unambiguously the required

outc omes of HR recruitment and training processes.

Assembling job descriptions is a straightforward and enlightening pro cess, pro ducing a calculated blend

of:

Technical competencies specific to each position. These include detailed job task proce dures, keyinteractions with other personnel, and HSE skills when and where they are required in the job.

Core competencies such as knowledge of processes, equipment and control systems, problem-solvingability, analytical thinking, business acumen, teamwork skills, negotiating ability, adaptability, e tc.

Each co mpleted job desc ription is an effectiv e multi-tool to scre en end-user candidates for training and

employment, develop and deliver training material, and test personnel for competent job performance.

With the plant o rganizational b lueprint in hand, the EPC team and e nd-user managers work c losely to plan

and time the sourc ing, selection and mobilization of plant personnel in line with projec t milestone datesand schedule o f knowledge-building activ ities at and away from the plant jobsite.

TRAIN FOR TAKEOVER COMPETENCE

Trainings role for the EPC projec t is to dev elop the indiv idual and team capabilities, which underpin the

plants oper ating and maintenance missions. To succeed, training must focus on closing the knowledge and

skill gaps. Guided by this principle, effective proc ess plant training hinges on six key steps (Fig. 3):

1.Define job performance requirements.Ac curately descr ibe the technical competencies ofpersonnel who will staff the completed installations; produce detailed job descriptions of key job groups

such as shift leaders, DCS operato rs, maintenance specialists, lab analy sts and HSE engineers.

2.Quantify the learning gap.For each job group in the plant organization, care fully assess the real orexpected entry level ability of recruited personnel against their job descriptions; document the learning

gap that separates employ ees from the job c ompetencies they will need at plant takeov er.

3.Design training sequences.Bridge the learning gap quantified in Steps 1 and 2 by matchinginstructional content to the job performance requirements and individual capabilities of owner trainees;

for each job gro up, set up a progressive t imeline of instructional units leading to on-job integrationduring

plant commissioning; support learning seque nces with v alidated plans of instruction, O&M training

materials, and training facilities; accurately screen candidate instructors (licensors, vendors, contractors)

for the depth o f subject matter competence and instructional expertise.

4.Conduct training at learners level and pace.Explain training objec tives at the start of eachsession and link these clearly to job performance requirements so that trainees fully understand why they

are being asked to make the e ffort to acquire knowledge and skill; present learning material in a structured,

logical sequence that leads naturally to stated objectiv es; use presentation aids that appeal to as many

senses as possible, and to emphasize major learning points; use learning activ ities that are metaphors of

trainees job requirements, such as case studies, team projects, and in-tray exer cises; involv e the group in

as many act ivities and interchanges as possible; conduct re gular questioning to stimulate trainees, to

cre ate a climate of participation, and to stretch trainees ability ; include frequent recall, practic e and

impromptu testing during each learning session. People learn best by seeing, doing, failing and practicing

until they succee d.

5.T est for retention and use.During instruc tion, test perso nnel to measure their retention of jobknowledge, skills and attitudes and their ability to per form actual job tasks and troubleshoot wor k

prob lems; diagnose learning difficulties and initiate corrective ac tions; where required by law or cr itical to

safe, effective performance, formally test and certify learners ability to perform job procedures according

to approv ed criteria.


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6.Build bridges into th e workplace.As construction co mpletion and conditions permit, transfertrained personnel from the training setting to the work enviro nment where they try o ut and gradually

master newly learned skills under close superv ision and coac hing.

Fig. 3.Training goals bridge the gap

separating trainees from their required

job kno wledge, skills and pro blem-solv ing

abilities.

The heart o f the training process is the transfer o f knowledge, skills and attitudes (KSAs) directly linked toeach trainees job c ompetencies. This tangible link between job tasks and learning content is cruc ial. It

shows learners unambiguously the co ncrete work outc omes that training will lead to (Fig. 4) and

reinforces their motivation to at tain demonstrable, measurable job skills.

Fig. 4.Job tasks and their underpining

knowledge, skills and attitudes form the

basis o f tec hnical learning conte nt.

Thanks to the profusion of available digitaltechnologies, this transfer of KSAs to owner pe rsonnel can now

take place in many formats which include CD-ROM, learning management sy stem (LMS), local area

network (LAN) based and we b-based learning, instructor-assisted operator training simulator (OTS)

training and instructor-led practical tr aining. The final learning blend is a smart balance o f training

techniques and tools supporting the creation of requisite competencies needed within the takeover

timeframe.

T raining scen arios.

Training for a grassroo ts complex o r large plant upgrade unfolds on two tiers:

T ier 1. Develop technical expertise and leadership ability in key supervisory personnel like unitmanagers, process shift leaders, maintenance superv isors and technical support engineers.

T ier 2. Build core job skills and problem-solving abilities in teams of operations and maintenancespecialists who make up the bulk of the plant workforce.

End-user trainees are a mix of experienced and inexperienc ed perso nnel, and the EPC contractor will

factor this into the planning of training content, delivery and durations. One technique for ex ploiting the

v ariable skill backgrounds frequently present in trainee gro ups is to pair more ex perience d personnel with


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novice learners in a buddy system that enhances the role of more ex pert trainees while ensuring that

less expe rt learners are not left behind in the training process.

Tier 1 training slated for key managers and supervisors typically comprises:

Overseas training at the design offices o f process technologylicensors and the EPC contracto rs mainengineering hub. Trainees receiv e intensive instruction in plant processes and equipment, the design and

operating parameters, special oper ating procedures and related HSE issues.

Training at operating process units closely resembling in design and magnitude the licensed pro cessunits under supply. Trainees tap the knowledge of ex pert ope rators by obser ving and shadowing them as

they operate, c ontrol and troubleshoot plant processes and exec ute standing operational and safety

procedures

Training at the manufacturer workshops of critical plant items including rotary equipment, key packageunits, plant control systems and electrical machinery. Trainees receive valuable learning in equipment

design, construction, operation and troubleshooting, maintenance and repair.

T raining is not restricted to building tech nical knowledge and expertise.End-user superv isors

have the opportunity to form r elationships with their licensor, ve ndor and EPC contractor counterparts

with whom they will later cooperate c losely onsite as plant facilities are mec hanically completed,

co mmissioned and performance-tested. Training is scheduled to give end-user personnel exposure to the

learning opportunities av ailable at design offices, similar proc ess plants and manufacturer shops, but not

so early in the project cy cle that owner engineers retain but a vague memor y o f their learning as plant

testing and commissioning get underway onsite. As the skill set of managers and supervisors also includes

directing and motivating employees to produce results, their training curriculum should also inco rporate

shared learning in effective leadership, strategic management and communications.

Another worthy form of Tier 1 knowledge transfer is the engineer residency by a te am o f plant-o wner

engineers at the EPC contractors engineering hub during project engineering and proc urement activ ity.

For this knowledge-transfer segment, the EPC contractor dev elops a detailed work-study and interface

program with the dual aim of transferring relev ant design and procurement knowledge to the o wner

engineers, and benefiting from their networking experience in the owner or ganization and with their

regions regulatory environment.

During the residency , owner discipline engineers (representing project management, major engineering

disciplines and construction management) work closely with their contractor counterparts, exchanging

information and ideas, reviewing and commenting project deliverables across several releases, and

brainsto rming design alte rnativ es and solutions. Focal points cov ered during the residency inc lude:

Project cy cle and work breakdown, deliv erables structure and schedule.Design and engineeringProcess units, utilities and offsite facilities, civ il and structural, PV&HE andpiping, electrical, instrumentation and control systems, mechanical/packages.

Procurement cycle, specifying and purchasing materials and equipment, subcontracting, control ofprocurement and vendors, procurement software, inspection and ex pediting.Construction organization, resourc es, management and scheduling.HSE issuesSafety pr ocedures, HAZOP studies, env ironmental impacts and c onstructability.Planning and schedulingPhases of network scheduling and control, project timing and time/resourc eco nstraints, planning software techniques.

Controlling project costsControl budget, documenting costs, predicting trends and overruns, costreporting and software techniques.

Knowledge is delivered in many formats: formal seminars, roundtable sessions and discussion groups,

meetings to review deliverables and design alternatives, and visits to licensor and vendor premises that

focus on o utstanding design issues and problems. The sum result is a transfer o f need-to-know knowledge

to core end-user personnel who will later work with contractors specialists onsite during constructionandcommissioning.

T raining en d-user O&M team s.


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Workforce training on Tier 2 is the large-scale instruc tio n of operating and maintenance teams who will

staff the completed installations, based on the HR quantity/quality profile of the plant organization

blueprint. Tier 2 training c oncentrates on dev elo ping hands-on knowledge and pro blem-solv ing skills

among key job groups such as contro l room personnel and maintenance spec ialists.

In line with established job description and recruitment cr iteria, training follows a competency -based

approac h to dev elop teams that are highly skilled, flexible, and adaptable to change. Training is delivered

at the plant jobsite and regularly includes:

Operating team s.Formal, structure d instruction in proc ess and equipment design, operatingparameters and operational procedures sandwiched with hands-on OTS-based practice in live proc ess

startups, c ontrol and troubleshooting, followed by supervised transfer to the plant c ontrol room and

proc ess blocks during pre-co mmissioning and commissioning where trainees span of control gradually

increases as they practice and master job tasks and solve pro blems relating to process and equipment

co ntrol and optimization.

Maintenance teams.Craft spec ialization training in mechanics, instruments and elec tronics byex pert maintenance discipline instructo rs, enhanced with vendo r specialist training in critical machinery

and control systems as these are inspected, tested and commissioned onsite.

Within e ach job-specific group under training, the competency-based appro ach dictates the quality andquantity of learning provided:

Outside operato r training incorpo rates proc ess systems, principles of mechanics and instrumentation,practical process equipment operation, local pro cess c ontrol, equipment monitoring and care, and

operative maintenance.

Control console operator training will emphasize chemical and physical processes, distributive controlsystems, adv anced proc ess co ntrol, IT management, console-specific proc edures and monitoring, and

process and plant troubleshooting.

Maintenance specialist training will dev elop the exper tise needed for prev entive and c orrec tiveequipment maintenance but also for major repair jobs during scheduled outages or turnarounds andemergency shutdowns, with equipment vendor support where required; training will also develop the

close cooperative relationships needed between operating and maintenance teams to ensure plant

av ailability and maintenance priorities.

Safety first.

Safety during training is critical. Before receiv ing specialized job instruction, all plant trainees undergo

ex tensive induction in HSE and emergency proc edures, job hazard analy sis and the risks inherent in

training and working in a process plant env ironment. A n expert training engineer repor ting to the EPC

project manager leads all training and evaluation activities comprising development, validation, delivery

and skill testing, and works close ly with end-user management to ensure the timely mobilization ofrec ruited O&M personnel for training. The training engineer also ensures that logistical requirements such

as training facilities, access permits, ground transportation and personal protec tive equipment (PPE) are

seamlessly in place as needed.

An approved set o f standardized templates are used throughout the training pro cess to rec or d plans of

instructions (POIs), learning co ntent, attendance -in-training, testing and ev aluation, and training

completions.

T esting and evaluation during knowledge transfer.

No knowledge transfer c an succe ed without c ontinuing evaluation of the strategy s success in shifting O&Mknow-how to the plant owners workforce. Systematic ev aluation prov ides the data to c orrec t and

reinforce the knowledge transfer strategy, and opportunities to motiv ate employee s and improve

communications across work teams. Valid ev aluations determine e mployee placements and degree of

autonomy in the end-users site organization as plant activ ity transitions from E&C to co mmissioning and


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startup. Knowledge-transfer strategies include three pro gressive tiers of evaluation techniques:

Competence-based testing during formal training. This v erifies the degree of knowledge and skillattained by plant personnel; testing includes written and oral ex aminations to test individual knowledge

and skill, on-the-job testing to ev aluate individual and team based skills, and emergenc y drills to test team

responses to a variety of in-plant ev ents and incidents.

Coaching during pre-com m issioning and com m issioningby competent job performers. Thislargely informal process enables EPC and owner superv isors to o bserve, direct, co rrect and reinforce

acceptable work behaviors in individuals and teams, providing valuable, immediate feedback.

Self-assessment within work teams.The plants future O&M operative s critically ev aluate theirown work behaviors, taking on the responsibility o f discharging and improv ing their tasks and enhancing

their trouble-shooting effective ness, with and without the interv ention of co ntractor instructors and

co aches. This evaluation tier brings owner O&M teams to the brink of autonomo us facility management.

A fourth tier of ev aluation worth mentioning is the re gulatory ev aluation mandated for those job roles or

job pro cedures requiring formal c ertific ation and compliance audits of ho useke eping and safety practic es

performed by public safety and health authorities. The EPC team uses these ongoing audits as tools to

underscore the knowledge and skill requirements and attitudes needed for effectiv e owner takeov er.

Dynamic OT S.

Among the high-tec h supports av ailable for pro cess operatio n and control training, the dynamic OTS is the

high-tech tool of choice for effective proc ess instruction and human error reduction. The OTS emulates

process and control sy stem behaviors dy namically in a setting closely resembling the co ntrol operators

actual work env ironment and conditions. Trainees receiv e dy namic hands-on instruction in a full range of

normal and transient operating conditions, and often make remarkably fast and reliable transitions from

training to the real-world operating env ironment.

OTS trainee workstations repre sent the human-machine interface (HMI.) It mimics the c ontrol operators

future work env ironment, merging faithful duplications of proc ess and plant dynamics with identicalscreen graphics and key board features. With this enhanced look and feel, the OTS gives operating teams

(shift superv isors, DCS operators and field operators) a live ex perience in operating and troubleshooting

co mplex processes in a wide range of operating scenariosnormal startups and shutdowns to rare plant

upsets and recov ery procedures during serious malfunctions.

The OTS instructor directs training sessions from an instructo r co nsole (Fig. 5) at which the instructor c an

start up/shut down simulated proce ss models, create scenarios and activate malfunctions, freeze and run

simulations and adjust their speed, and monitor trainees operating performance in real time, giving

corr ective instruction and pointers to reduce errors and improv e work safety. Using these monitoring and

ev aluation features, the OTS instructor c an reliably forecast on-the-job operator performance and help

end-user management make informed dec isions about cr itical operato r assignments post-training.


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Fig. 5.Sample layout o f OTS.

Far-reaching as they are, OTS benefits go be yond operator training for the initial plant startup. The OTScan prov ide other important advantages as a performance support to ol; these include:

Prov iding refresher training to operators whose skills may degrade due to the lack of rare upsets andemergency ev ents in highly instrumented plants

Running periodic c ertifications of control operators to lower insurance pre miums and promote theplants HSE compliance profile

Enabling process and startup engineers to try out control procedures (new operating conditions,modified control loops, multiv ariable contro l applications, etc .) and optimize standard operating modes,

thus dramatically reducing the likelihood o f stress damage to the real plant

Aiding instruments and proc ess engineers as they design controls for a new proc ess and tune ex istingco ntrol loops, and c hecking the DCS database for co nsistency and stability

Observ ing the dynamics of process units under a variety of new operating conditions.With an OTS price tag for a grassroots refinerytypically ex ceeding $1.5 million, several key aspects need

close attention when spec ify ing an OTS for a cluster of proc ess units:

OTS scope-of-work.This is a critical step, entailing definition of the OTS proce ss models scope andsize, boundaries and acc uracy , installed functionalities and simplifications that do no t negative ly affect

co re simulations such as the emergenc y shutdown (ESD) sequences. The final OTS scope is a balanced

trade-off betwee n content, performance functions and cost, and has the consensus of the plant owners

operations managers.

OT S vendors. These are accurately screened for in-house design ex pertise, reference projects ofsimilar complexity and magnitude, reference experience of current design staff and competitive pricing.

Functional design specification (FDS). This is deve loped by the OTS v endor and details the agreedOTS design basis comprising custom proc ess models, stimulated or emulated o perator stations, instructor

facilities and supporting software. The EPC contractor rev iews and approv es the FDS for accurac y and

co mpliance with the OTS purchase o rder (PO) and technical spec ifications.

OT S engineering in com pliance with plant process, equipment and I/C design. The projec tdelive rables schedule, ensures OTS ready-for-use in line with the operator training schedule.

OT S factory and jobsite acceptance testing. End-user training in correc t OTS use, maintenance,and configuration and OTS as-built updating, along with end-user training in c orre ct OTS use, maintenance

and configuration, and OTS as-built updating.

The OTS ready -for-use sc hedule is crucial. The pro ject OTS engineer must ensure that all design and

control sy stem inputs needed to complete proc ess models and control simulations are av ailable enough in

adv ance (Fig. 6) to have the OTS up and running per the oper ator training schedule at the plant jobsite.


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Fig. 6.OTS delive ry schedule is anchored to proc ess and

DCS deliverables and quality.

O&M DOCUMENTATION FOR KNOWLEDGE TRANSFER

Knowledge transfer cannot be effective without reliable plant O&M doc umentation to guide end-user

teams through the phases of workforce training, plant pre-commissioning, commissioning and

performance testing. O&M documentation is the interface between plant processes/equipment and their

human contro llers. O&M documentation underpinning the knowledge-transfer strategy co vers three

major categories of plant activity :

Plant operation and optimization, including analy tical requirementsMaintenance planning and implementationHSE plans and procedures.These incorpo rate a wealth of information and guidance for plant operation and maintenance, and also for

other key areas o f plant management and c ontrol: HSE planning (information o n hazards and actions to

prev ent or c ontain them), environmental safeguarding (O&M work instructions reduce risks of tox ic

release and specify respo nse sequences when incidents do oc cur), manpower training (manuals are the

unquestioned knowledge basis for O&M instruction) and plant engineering (proc ess optimizations rely on

prec ise narratives of plant operation and maintenance).

Access to O&M documentation by trained owner personnel is crucial for an effectiv e turnov er . Operators

need updated reference data on proc ess and equipment technology, process hazard data, operating

proc edures and safe work prac tices. Maintenance technicians need maintenance and servic ing manuals,

structural plans and safe maintenance guidelines. Without ready acc ess to these, owner personnel cannot

dev elop the independent take-charge mentality required for succ essful takeover.

The EPC contractors commissioning team plays a piv otal ro le in deve loping O&M doc umentation and

guiding end-user personnel in their effect ive use during:

Workforce training and integrationonsiteDry plant check-outPreparation of pre-commissioning and commissioning proce duresPlant pre-commissioning and co mmissioningPlant startup, line-up and upse t managementPerformance testingPlanned and emergency shutdowns and rec ov eries.The projec t co mmissioning manager plans early doc umentation releases to end-user O&M staff, enabling

them to review these and contribute to their final versions. Especially at the plant site, the EPC projec t

team involves owner teams in checking and revising detailed commissioning/startup/shutdown

proc edures to dev elop their deeper understanding of O&M requirements and instill a sense of ownershipand control over plant operation and maintenance.

Given the sheer v olume of O&M doc umentation generated for a large facility project, the EPC contractor

takes ex treme measures to ensure the consistency and accuracy of plant doc umentation as knowledge

inputs. This means enforcing the four c ardinal rules in the dev elopment and release o f O&M


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documentation:

Uniformity. Text formats and templates are standardized; technical terms are homogeneous.Precision.Text descriptions, sequences and guidelines are based o n final design and equipmentreleases and are drafted by specialists experienced in the O&M work processes at hand; document re leases

are carefully controlled and signed off.

Concision. Level of detail is balanced and appropriate to the work being described and to usersbackground and experience; tex t material and graphics emphasize need-to -know information and data;

text with no direct bearing on performance or safety is omitted.

Control.Clear guidelines are enforc ed for updating and approving documentation rev isions ormodifications.

Operating m anuals.

Plant operating manuals prov ide detailed knowledge for safe plant startup, on-spec production, transient

management, and planned and unplanned shutdowns. The knowledge basis for ev ery operating manual

includes the EPC contract, PFDs and P&lDs released for construction, pr ocess licensor and equipment

v endor instruc tions, specifications for equipment and instruments, he at and material balances, utilitie s

summaries, and HSE/hazard o perability (HAZOP) requirements.

Based on these inputs, operating manuals incorporate c ritical knowledge and guidance for plant operato rs:

Plant duty , feedstock/product specs, battery limit conditions and utilities/chemicals/catalystspecs/consumptions

Process theory .Physical-chemical principles, reactions, catalyst activity, separation and purificationsteps, links with other installations, and relev ant drawings and diagrams

Process fluid flows,significant pressures/temperatures/levels, reaction at each equipment stage,control systems, interlocks, alarms wired to temperatures, pressures and other parameters, and main data

of process equipment

Process variablesthat control and optimize the proce ss and subject to operator c ontrol and changewith substantial effects o n the pro cess

Pre-startup inspection chec ks,cleaning, tightness testing, dry-out, purging, machinery r un-in, etc.Safe startup sequences per c ircuit, oil-in sequenc e, sequential operations up to unit alignmentNorm al operation and control requirements.Typical operations, special checks, alternateoperating modes, complex operating areas

Norm al shu tdown sequences,and emergency shutdown sequences for each emergency type,detailed operations for eac h plant section, interactions with other units, restart mode from shutdown state

Analy tical requ irem ents:streams to sample, sampling points, test methods and frequencies, labequipment

Plant safety . Hazards, PPE, handling of ch em icals and produc ts,entering confined spaces,housekeeping, fire prev ention and fire fighting, and executing maintenance work.

The project commissioning team prepares and shares with their end-user counterparts the step-by -step

pre-commissioning and commissioning procedures for each plant system. P&C procedures cover items

such as the c leaning of piping and equipment, tightness testing, nitrogen purging, electric al system and

instruments operability , and rotating machinery te sting and running-in. They are a sourc e of intense

familiarization with plant operating requirements for end-user personnel.

Plant maintenance manu als.

These consist of the maintenance management manual prepare d by the contrac tor and equipment

v endors operating and maintenanc e manuals assembled and bo und in the plant mec hanical catalogue.

Together, they provide detailed guidance to owner maintenance teams for plant troubleshooting,

serv icing and repair. The contracto rs maintenance management manual outlines cost-effect ive strate gies

to ensure c ontinued availability and safety o f plant assets. The manual is the sourc e for scheduled

inspections and a detailed maintenance plan for eac h equipment item, prov iding guidance to owner

maintenance teams in these areas:

1 .Maintenance definitions and classifications2.Critical analysis of main equipment items. Basis for the maintenance strategy and based on costs, safetyand environmental factors


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3.Maintenance strategy designed to ensure equipment is maintained per manufacturer rec ommendationsthrougho ut the facilitys life and to optimize availability

4.Maintenance for mechanical and elec trical equipment and instrumentation. Details of maintenanceactivities and scheduled interv als for eac h equipment type

5.Spare parts per equipment ty pe as the basis for management of stocks and costs.The maintenance management manual refers as appropr iate to v endor operating and maintenance

doc umentation collected in the plant mechanical catalogue and available for c onsultation. In this way,

large portions of vendor information are not repe ated in the manual text.

HSE plan and manuals.

Contractors HSE standards and doc umentation presc ribe the practic es which mitigate O&M risks and

hazards and support safe work throughout the project c y cle and into plant co mmercial production. All

doc umentation is based on accur ate risk assessments to identify the potential hazards present in design,

co nstruction, c ommissioning and steady -state operating activ ities. The HSE plan and associated manuals

prov ide guidance for:

Hazard expo sure identification and contro l (e.g., tox ic substances, noise and dust)Hy giene and housekeepingMedical assistance, first aid, hospitalization and coo rdination with local authoritiesHAZOP follow-upProcess plant safety, emergency shutdown procedures in multiple scenarios, fire and gas detectionsystem descriptions

Safe execution of work (SEW) protoco ls, which place a premium on integrating safety into job tasks,based on work risk identific ation, jo b asse ssment, work permit control and pre-work hazard rev iew

(toolbox meetings)

Work permit sy stem and lock-out/tag-out pro ceduresConfined space entryHand and power tool use and safetyFire-prevention and fire-fighting systems; ex plosive s and flammables management; fire fightingequipment inspectionsEnviro nmental emissionsChemical hazards and expo sure limitsPersonal protective equipment: requirements, care, maintenanceProcess stream samplingSafety during in-plant and workshop maintenanceInterlock system testsSecurity and perso nnel acc ess contro ls and incoming material inspectionsEmergency planning, training and drillsMotivation and recognition schemesHSE reporting media.Contractors HOP and site HSE managers work closely with end-user super visors during engineering,

construction and co mmissioning to identify hazards and implement proactive procedures to prev ent and

co ntain them through documentation, training and awareness campaigns. This ongoing knowledge

transfer is critical to plant safety and the well-being of personnel during co nstruction, c ommissioning and

initial operation.

O&M knowledge sharing.

To succeed as effective contributors to knowledge transfer and plant hand-over, the co ntractors O&M

doc umentation must rev olve around a jobsite-based plan to achiev e end-user O&M teams buy-in of O&M

know-how during training, construc tion, and commissioning.

In addition to formal knowledge transfer activ ities, the contractors commissioning team actively fosters

informal c ommunication and collaborationwith the end users oper ating and maintenance departments.

During large upgrades o f existing plants, the lines of communication between the c ontractors site team

and the site workforc e are substantial, as the plant owner has large numbers of expert operations and


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maintenance personnel already on hand. In grassroots EPC projec ts, this may not be the c ase, and the EPC

co mmissioning team must go the extra mile to identify their counterparts in the owners organization and

structure opportunities for one-on-one knowledge sharing as site work progresses through mechanical

co mpletion, commissioning and performance testing.

As part of the knowledge sharing and turnover proc ess and with special reference to grassroots fac ilities,

the EPC contractor needs to instil or integrate two key techniques within the owners organization:

Detailed O&M work planning and scheduling, with the o bjectiv e of reducing plant out-of-service forrepairs or alterations

Data-driven daily b riefings and more ex tensive formal rev iews to identify sho rt- and medium-termproc ess and maintenance issues.

BOOST TRANSFER WITH IT SYSTEMS

Among the digitalsystems supplied under EPC contracts for grassro ots facilities and large upgrades, thre e

stand out as high-value contributors to plant knowledge transfer:

PIMSAMSLMS.The PIMS feeds operation management a steady str eam of real-time data on process and plant conditions,enabling them to optimize yields, b usiness performance and profit margins. The A MS manages

maintenance work flows, resourc es and schedules, thereby reduc ing unscheduled plant downtime and

reac tive maintenance. The LMS tracks the planning, dev elopment and deliv ery of all knowledge-transfer

ev ents across the EPC projec t timeline, ensuring that performance-building opportunities are maximized.

For eac h of these custo mized digital systems, the EPC project team wo rks with end-user O&M personnel,

training managers and specialized vendors to specify system requirements, coordinate their engineering

and acceptance testing and train plant personnel in the systems cor rec t use during plant commissioning

and initial operation. Full involv ement of owner O&M engineers in spec ify ing and approv ing system

features cultivates a sense of ownership as software applications and hardware are tested and

co mmissioned o nsite during plant commissioning and startup.

PIMS.

Operating managements decisions to optimize plant assets and improv e business performance re ly o n the

real-time monitoring of asset performance. This is the core feature of PIMS architec ture: a customized

software engine captures real-time data from multiple plant sourc es (DCS, proc ess lab, env ironmental

monitors, etc .), then collates and distributes the data on graphic displays fed directly to plant managers

PC work stations, prompting peer-to-peer brainstorming and enabling them to take appro priate

prev entive or correc tive measures. The PIMS database includes built-in features like key performance

indicators, operating trends, long-term historian and methods of calcu lating these from real-time and

manually inputted data (Fig. 7 ).


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Fig. 7 .Ty pical PIMS architec ture for a large process

site.

During PIMS acceptance testing and running-in onsite, owner operation superv isors rec eiv e intensive

co aching in the use of core PIMS functions:

Process managemen t.Shift foremen learn to ev aluate alignment of produc t y ields with plant targetsand abnormal trends; unit managers and process engineers learn to ev aluate process alarm causes and

identify remedial actions like changes to proc ess/equipment operating points, field chec ks, maintenance

requests, etc.

Performance managem ent.Shift foreme n and proc ess engineers learn to monitor process ov erallefficiency and equipment/machinery performance, ev aluate plant alignment with performance and

co nsumption targets, and identify ro ot causes of issues that drive low performance.

Laboratory and quality m anagement.Process and lab engineers v iew chemical properties ofproc ess, utility and effluent streams; ev aluate alignment of plant product stream qualities against targets

and define remedial changes in proce ss/equipment operating conditions; identify malfunctions or sub-

optimal operating conditions that cause alarms, and define remedial actions.

Environment.Process personnel view real-time and averaged v alues of air quality data fromenv ironmental monitors, gaseous emissions from pro cess furnace stacks and other effluent data to contro lthreshold v alues on air and water quality and plant emissions.

Manual input m odule.Plant personnel input/update process data, emergency shutdown (ESD) tripby pass status indications no t av ailable at DCS, and targets for process v ariables that are manipulated to

adjust operating conditions.

AMS.

The AMS platform enables co st-effective management and contro l of maintenance reso urce s. With

co aching from the co ntracto rs maintenance engineers, end-user maintenance superv isors build a

customized knowledge base comprising a master equipment list and tag data, prev entive maintenance

(PM) specifications, maintenance job p lans with detailed how to instructions and material inventories

that balance stoc k availability with cost outlay.

As commissioning and startup unfold, end-user maintenanc e specialists learn to manage core A MS work

order (WO) functionalities:


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Database-generated preventive maintenance WOs, and correct ive maintenance WOs generated ondemand

WO planning inc luding work desc riptio n, c raft re quirements (discipline, ho urs estimate), spare parts andco nsumables requirements, special too ls (crane, fork lift truck, etc.), technical documentation references

and approval by authorized personnel.

Work scheduling based on re gular planning me etings (weekly /monthly ), trigge ring WO status updatingand preparation

Work exec ution. Quality of wor k, craft manpo wer performance, work efficie ncy , c omplianc e with workpermitting, etc.WO closure and lesso ns learned analy ses to ide ntify ro ot causes, e valuate failure c onsequences andanalyze future failure probability .

PIMS and AMS systems reinforce the knowledge-transfer strategy by combining accurate plant

information with the benefits of database agility , speed and distributiv e power; thus, a strong basis for

building wor kforce kno wledge and skills in the tightly packed timeframe ty pic al o f engineering and

construction projects.

LMS.

In large EPC projects req uiring extensiv e workforc e training/retraining and qualification, a digitalLMS is

the ideal tool for tracking all learning scheduling and management, matching learning ev ents to workforc e

skill-building targets, improv ing learning efficiencies and c ontrolling training ex penditures. A utomated

LMS features include gap analysis, course and curricu la management, trainee registrations, custo mized

multilevel reports, third-party software interfacing, pre- and post-assessment management and template

layo ut customization. Higher-level LMS solutions can manage the produc tion and updating of the project s

entire learning content for plant operation, maintenance and technical support functions, whether

delivered in person by instructors or v ia self-paced e-formats.

Once a c ommerc ial or open-sourc e LMS solution is identified and approv ed, the LMS configuration is

modeled to the projec ts training objectiv es and strategies, and is designed for compatibility with the plant

owners LAN. Whatev er the final configuration selected, the LMS interface ty pically includes:

A user application enabling authenticated personnel-in-training to v iew training sequences andmodule o fferings, launch online training modules where applicable, manage their indiv idual learning

plans, and print their learning reco rds and certificates

An administrator application allo wing training superviso rs to ov ersee and update training mo duleofferings, coordinate instructor-centered and online enrollment of personnel, rec ord learning

completions, and co ntrol costs.

When an LMS is part of the knowledge-transfer provision for the EPC pro ject, the ov erwhe lming majority

of plant owners rate the c ontent-customized LMS as a valuable legacy of their workforces training for

takeov er and a pragmatic management tool for follow-on refresher instruction of the takeov er workforce ,

the training of new hires and contract labor. LMS-documented training rec ords can also have a positiv e

impact on lowering annual insurance premiums for the process facility.

MANAGING THE KNOWLEDGE TRANSFER

Contractor projec t teams, pursued by the incessant EPC-driven demands of a multibillion dollar plant

investment, inevitably dev ote limited time to planning and managing the range of knowledge-transfer

initiative s spread across the project. This underscores the need for a dedicated ex pert to coor dinate and

ex ploit the myriad formal and informal knowledge-transfer opportunities on offer during the pro ject

cycle. A knowledge-transfer officer reporting to the project manager coordinates to maximum benefit the

v ast array of spec ialized knowle dge and information av ailable to the plant workforc e. An effectiv e

knowledge transfer officer :

Has broad ex perience in process plant organization, operations and maintenance, and the humandynamic that c ontributes to superior plant performance

Is versed in project management, planning and control techniquesKnows the principles and practice of instructional development, delive ry and testingHas strong communication skills and genuine empathy for human career dev elopment needs, which


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transcends due diligence.

Even the best knowledge-transfer ex pert needs the v isible and sustained support of contracto r and end-

user managers. Only if championed and followed through by management will projec t knowledge make the

leap to plant workforce performance.

PLANNING FOR SUCCESS

Table 1 list the benefits and challenges of knowledge-transfer strategies. Given the variables that come into

play in ev ery plant inve stment project, EPC contracto rs will continue to face opportunities and risks inmanaging human factor s with the goal of building end-user capability for plant takeov er. In all cases,

co mmon sense dictates that getting ahead of the curv e with a customized knowledge-transfer strategy may

be the best basis for reduc ing human-o riginated risk and deliver ing O&M know-ho w ac ro ss the project

timeline and into startup and initial operation.

As in so many areas of EPC contr act services, the o utcome o f knowledge transfer ultimately depends on

the EPC contractors co nfidence in knowledge tr ansfers far reaching benefits for EPC projec t outc omes. To

achiev e this confidence, EPC contractors need to:

Disseminate the importance of intellectual capital as a key project c ommodity, and the impact o fknowledge transfer on the end users capacity to take ov er c ompleted plant facilities

Formulate EPC propo sals inclusive of knowledge-transfer services at the lev el and depth needed by theend-user workforce and mindful of the end users expec tations and corpor ate culture

Share plant turnov er ex periences and successes among project managers and dev elop methods toov erc ome cultural and other barriers that inhibit or slow knowledge transfer

Educate their project managementteams in the direct benefits of knowledge transfer on projec tprofitability, customer satisfaction and contractor competitiveness. HP

T he authors

Andrea Magariniis the head of start up, training and maintenance department at Technip Italy , Rome.


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He has experience in process engineering, constructionco mmissioning and start up, training and

maintenance. He worked in the field of refining, LNG, petrochemicalsand lube oils. Previously, he was

employ ed at STP, Altran and Snamprogetti. Mr. Magarini holds an MS degree in chemical engineering from

the University o f Rome, La Sapienza and is a registered professional engineer in Italy.

Alessan dro Altam urais the head o f Technip Italy custo mer training, OTS and operating manuals

section. After achieving an MS degree in chemical engineering in 2000, he co nducted many pr ocess

simulation studies both for engineering support and for OTS dev elopment for Comerint. In 2002, he

started to focus on the knowledge transfer key-v alues, becoming responsible (2008) for the followingareas: operating manual dev elopment, operator training simulator supply management and customer

training Projec ts design.

Ray Robertson ,cer tified performance technologist, is a senior learning co nsultant with the Technip

Group for whom he has designed and site-managed end-user capac ity building projec ts on fiv e continents

for industrial investments in oil & gas, petrochemicals, manufacturing and food proc essing. He regularly

conducts workshops on instructional design, competency certification, and learning projectmanagement

and writes extensively on performance issues for specialized periodicals. He is a graduate of the

University of London.

Achm ad Ju nu s

07.18.2013

It is a very comprehensive co v erage of knowledge transfer conce rns and methodology. A v ery good

framed and structured article.

Documents

Knowledge Transfer_ a Pr...Cessing _ December 2011