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Operational Excellence in Production - Volume 4Стр 1 из 4Следующая ⇒
IMPROVING PERFORMANCE Operational Excellence in Production
COMPETENCE AND SKILLS
Restricted SR.12.10217 Operational Excellence in Production - Volume 4 Competence and Skills
Reviewed by: Vice-President Upstream Production Approved by: Production Leadership Team Date of issue: August 2012 ECCN number: Not subject to EAR - No US content
This document is classified as Restricted. Access is allowed to Shell personnel, designated Associate Companies and Contractors working on Shell projects who have signed a confidentiality agreement with a Shell Group Company. ‘Shell Personnel’ includes all staff with a personal contract with a Shell Group Company. Issuance of this document is restricted to staff employed by a Shell Group Company. Neither the whole nor any part of this document may be disclosed to Non-Shell Personnel without the prior written consent of the copyright owners.
Copyright 2012 SIEP B.V.
SHELL INTERNATIONAL EXPLORATION AND PRODUCTION B.V., RIJSWIJK
Further electronic copies can be obtained from the Global Information Centre.
Contents Introduction. 3
Competence and Skills. 5 TOP LEVEL STATEMENT. 5 IMPACT ON BUSINESS PERFORMANCE.. 5 TOOLS.. 5 TOPICS.. 5 KEY MEASURES.. 5 OPERATIONAL EXCELLENCE REVIEW – QUESTIONS, RANGE STATEMENTS AND EVIDENCE.. 6 Job definition. 7 Task lists. 8 Job plans. 8 Job performance standards. 8 Job descriptions. 8 Job competency profiles. 8 Learning plans. 9 Evidence of competence. 9 LEARNING OPPORTUNITIES.. 10 Formal learning. 12 Informal learning. 12 Coaching and mentoring. 12 Knowledge management 13 Conferences and workshops. 13 Job shadowing. 13 Peer interactions and/or peer assists. 13 After Action Reviews (AAR) 13 Reviewing learning effectiveness. 13 KNOWLEDGE MANAGEMENT. 13 SharePoint 14 Shell WIKI 14 Shell International Global Networks (SIGN) 14 Retention of Critical Knowledge (ROCK) 14 Practices Worth Replicating (PWR) 14
Introduction
This document is designed as an aid to carrying out Competence and Skills Operational Excellence activities. Range statements and evidence for Competence and Skills are included along with an explanation of how to reach those levels of performance. There are separate books for the other 27 blades. Each of the blades has the same format as follows. ■ Overview of the blade ■ Top level statement ■ Impact on business performance ■ Tools ■ Topics ■ Key measures ■ Questions, range statements and evidence ■ Content
OVERVIEW OF THE BLADE The overview provides an introduction to the content contained in the document.
TOP LEVEL STATEMENT The top level statement shows the objectives of the blade.
IMPACT ON BUSINESS PERFORMANCE There are five business drivers that have an impact on business performance, one or more of which relates to each blade. ■ Deliver effective competent people - activities to deliver competent and capable people to execute activities in the other value streams. ■ Deliver asset availability - activities to eliminate or reduce the lows and offs in production capacity. ■ Add/modify asset capability - activities to steer and then implement the future strategic direction of the facilities. ■ Produce hydrocarbons - activities to deliver smooth operation of the plan each day. ■ Reserves and recovery - activities to optimise recovery of reserves.
This section describes the impact the blade has on business performance in one of these value streams.
TOOLS This section describes the tools available in each blade to help deliver Upstream Production activities.
TOPICS The topics list the main content of each document.
KEY MEASURES These are the key measures relevant to each blade and are required evidence of effective performance.
QUESTIONS, RANGE STATEMENTS AND EVIDENCE Questions and range statements for the Operational Excellence Review are included along with the evidence that will be required during the review, i.e. M - measures; D - documents; O - observations. Range 1 is considered ineffective performance, range 3 is effective performance and range 5 is best in class (an example is shown below). Where relevant, range statements apply to all facilities, pipelines, wells, structures on the surface and sub-sea and offshore loading systems up to and including the vessel connection.
Some of the range statements also specify a Minimum Requirement. All assets must achieve these Minimum Requirements, which are the minimum needed to comply with Group and Upstream standards and manuals in Upstream Production. They represent the minimum level of control that is expected on an asset and are mandatory where the risk is present. Where applicable, range statement 3 is equivalent to the Minimum Requirement. Range 5 statements build on range 3 statements, i.e. it is not possible to reach range 5 unless all range 3 requirements are in place.
CONTENT The remainder of the document covers the major points specified in the range statements and evidence.
OVERVIEW OF PEOPLE BLADES There are seven Operational Excellence people blades as shown on the turbine below. Here is a brief introduction to them.
The asset will need excellent Leadership and Strategic Planning if it is to be successful. This blade covers what an Asset Manager should do to make this happen. The leader needs to set the asset’s direction with a clear vision, mission and objectives that covers CO2, People, HSSE, Social Performance and relationships to the global business strategy. This is realised through the Asset Reference Plan and annual improvement plan and activities to ensure that all HSSE and Asset Integrity Process Safety requirements are communicated and met. Performance is measured against a number of KPIs and through audits and reviews on a number of timescales.
An effective Upstream Production Organisation must be in place aligned to business delivery with the optimum number of staff and contractors who are the best people for the job and who are provided with a safe place to work. These people must work together in partnership, through effective Operational Excellence Teamwork and be given recognition and awards for their efforts.
So that the organisation produces high performance, all managers and staff must have the right level of Competence and Skills. These will be delivered by identifying the necessary skills and skill gaps, and providing the funds and resources for quality training to be carried out in a planned and effective manner.
To enable peoples’ job performance to be managed effectively, a Performance Management system must be in place. This will provide the means to monitor staff performance, give feedback and provide opportunities to improve. It will involve setting clear, realistic expectations for everyone, developing the capacity for people to perform and rewarding them for their achievements.
However, just ‘doing the job’ is not enough. People should also be encouraged to improve their performance continuously by working within a culture of Continuous Improvement. The organisation should have the capability to identify and solve problems, design and create business processes, measure performance and improve their processes continuously.
Finally, Communication is the glue that binds an organisation together. All staff must be fully informed and contribute to the asset’s direction and performance.
Competence and Skills
High performing organisations depend on highly skilled and competent employees who deliver quality in everything they do. Shell, therefore, needs specified and assured competence and skills to demonstrate its ability to: ■ run businesses in a sustainable and safe efficient manner ■ achieve performance excellence (Top Quartile performance) ■ position Shell in the best place to attract and retain top talent.
To enable this to happen, an effective competence assurance system should be in place, which will: ■establish a competence standard, e.g. job competency profiles (JCPs) and personal competency profiles (PCP) ■measure all individuals against appropriate JCPs ■identify all strengths and gaps including those for HSSE ■specify how strengths will be developed and how gaps will be closed ■address any competence gap, e.g. developing (and reviewing) specific learning events.
TOP LEVEL STATEMENT Create a high performing organisation by: ■ identifying skills for current and future business ■ identifying the skills necessary for high performance ■ providing adequate funds and resources ■ providing effective learning opportunities ■ reviewing the effectiveness of learning ■ providing effective coaching and mentoring ■ capturing lessons learned.
TOOLS ■ Asset Reference Plan (ARP) ■ Technology Plan ■ Shell People - competence development ■ Learning Programmes ■ Job competency profiles ■ Individual Development Plans (IDPs) ■ Training and external accreditation records ■ Learning Ladders for Upstream Production ■ Discipline Professional Development Guides ■ Knowledge management tools ■ Capability Review ■ Workplace Learning How-to-Kit ■ Workforce planning forecast
TOPICS The main topics covered in this document are: ■Competence development and assurance ■Individual Development Plan ■Learning opportunities ■Knowledge management
KEY MEASURES
Evidence D - Capability review report; D - Workforce planning forecast; D - Organisational chart; D - ARP; D - Technology plan | ||||||||||||||||||||||||||||||||||||||||||
| 4.02 HSSE critical competence: How are HSSE critical competence gaps in the organisation effectively managed? | ||||||||||||||||||||||||||||||||||||||||||
| Competencies proficiency levels are as declared by the individual. | Minimum Requirement: For leaders and all staff and contractors in HSSE critical positions, the HSSE competencies have been assessed and proficiency demonstrated. Gaps are transparently managed by: ■ reallocating the activity to someone who is competent ■ training ■ providing supervision and support or other short-term action. | There are no proficiency level gaps in HSSE critical positions. People are working towards the proficiency level above that required for their position. | ||||||||||||||||||||||||||||||||||||||||
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Evidence D - Job competency profiles; D - External accreditation records; D - List of basic training; M - Percentage of staff completing HSSE competency assessments | ||||||||||||||||||||||||||||||||||||||||||
| 4.03 Competence assessments: How are non-HSSE critical competence gaps in the organisation effectively managed? | ||||||||||||||||||||||||||||||||||||||||||
| Technical operational and leadership competencies proficiency levels are as declared by the individual. | Competence assessments have been used to validate technical and operational proficiency levels for all staff >JG5. Gaps are captured in an individual’s development plan and actively managed. | Competence assessments are extended to all staff including contract positions. Staff meet current required proficiency levels for their complete profile. Technical competencies are externally verified or accredited. | ||||||||||||||||||||||||||||||||||||||||
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Evidence D - Job competency profiles; D - External accreditation records; D - List of basic training; | ||||||||||||||||||||||||||||||||||||||||||
| 4.04 Craft competence: How do you ensure that field execution work is only carried out by competent craftsman? | ||||||||||||||||||||||||||||||||||||||||||
| There is no assessment system for craft skills. | Front line execution staff and contractors are assessed as competent in their base craft. | Work teams are selected and jobs in the team allocated to ensure all activities are carried out by competent craftsmen. | ||||||||||||||||||||||||||||||||||||||||
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Evidence D - Craft competency assessments; O - Selection of work team members | ||||||||||||||||||||||||||||||||||||||||||
| 4.05 Technical Authorities competence: How do you know that technical decisions are made by competent staff? | ||||||||||||||||||||||||||||||||||||||||||
| Decisions to be made by TAs are not defined. TA competencies have not been assessed. | Minimum Requirement: All TA-2s and TA-3s are assessed as technically and operationally competent without any deviations. This has been reviewed in the last year. | Closure of the gaps identified in the annual review are progressed and none are past their due date. | ||||||||||||||||||||||||||||||||||||||||
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Evidence D - TA-1 Discipline health report; D - Job competency profiles | ||||||||||||||||||||||||||||||||||||||||||
| 4.06 Stand-in competence: How is cumulative risk managed when stand-ins are acting in HSSE critical positions? | ||||||||||||||||||||||||||||||||||||||||||
| There is no evidence that temporary appointments ('stand-ins') are controlled. | Minimum Requirement: A temporary appointment to a HSSE critical position is documented and approved by the line manager. The appointee is fully proficient in the position’s HSSE competence requirements for the relevant facility without a deviation being required. | In field locations, the number of 'stand-ins' for HSSE critical positions at any one time has been risk assessed, limited, documented and is auditable. | ||||||||||||||||||||||||||||||||||||||||
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Evidence D - Stand-in approvals and risk assessment | ||||||||||||||||||||||||||||||||||||||||||
| 4.07 Individual development: To what extent are individual learning needs based on gap assessments against job competency profiles (JCP) and personal competency profiles (PCP)? | ||||||||||||||||||||||||||||||||||||||||||
| Individual training is based on individual preferences. | Minimum Requirement: Every member of staff has an annually assessed and updated Individual Development Plan (IDP) that summarises the learning and development needs based on a gap assessment between the job competency profiles (JCP) and personal competency profiles (PCP). This is assessed and updated yearly for all. | 25% of supervisors' total time is spent on coaching. All senior staff have been assigned a mentee. | ||||||||||||||||||||||||||||||||||||||||
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Evidence D - Individual Development Plans; D - Proficiency assessment against profile; D - Annual TA-1 competence report | ||||||||||||||||||||||||||||||||||||||||||
| 4.08 Learning portfolio: How extensively does the learning portfolio reflect business need? | ||||||||||||||||||||||||||||||||||||||||||
| The learning on offer is determined from an individual’s requests. | Minimum Requirement: The learning on offer has been revised within the last three years to ensure that it reflects current capability gaps of each skillpool and is targeted at individual's learning needs. | The learning on offer has been assessed within the last year to ensure that it reflects the current and future business needs. The effectiveness of the learning has been reviewed to ensure it appropriately addresses need and has been attended by the targeted individuals to close their IDP gaps. | ||||||||||||||||||||||||||||||||||||||||
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Evidence D - Capability review; D - Learning portfolio; D - Course programmes and effectiveness assessments | ||||||||||||||||||||||||||||||||||||||||||
| 4.09 Individual learning: How much time and budget is spent on training staff? | ||||||||||||||||||||||||||||||||||||||||||
| Time spent on learning per individual per year is less than 50 hours. | Time spent on learning per individual per year is at least 70 hours. The funds set aside for learning should account for at least 2% of payroll. | Time spend on learning per individual is greater than 100 hours per year. The funds set aside for learning should account for over 5% of payroll. | ||||||||||||||||||||||||||||||||||||||||
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Evidence M - Hours spent on discipline/craft-specific training per person per year; D - Training records; M - Percentage of Upstream Production budget spent on training | ||||||||||||||||||||||||||||||||||||||||||
| 4.10 Coaching: To what extent do supervisors have coaching skills and make time to coach their staff? | ||||||||||||||||||||||||||||||||||||||||||
| Supervisors and senior staff do not have sufficient coaching skills to address job coaching needs of staff. | Supervisors and senior staff have coaching experience, have received training, developed on the job coaching skills and put aside time to coach. | 25% of supervisors' total time is spent on coaching. All senior staff have been assigned a mentee. | ||||||||||||||||||||||||||||||||||||||||
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Evidence D - Training records; D - Mentor/mentee allocation; D - Coaching included in GPA; D - Training programme | ||||||||||||||||||||||||||||||||||||||||||
| 4.11 Knowledge management: How is knowledge management applied on the asset? | ||||||||||||||||||||||||||||||||||||||||||
| There is no coordinated approach for knowledge management to support the Operational Excellence aspirations of the Asset Team. | There is a knowledge management plan in place at asset level. Tools for sharing knowledge and lessons learnt are in use. | There is a knowledge management plan in place at asset level and coordinated at Regional level. Knowledge management tools (i.e. Sharepoint, Wiki, SIGN), actively used to share information and appropriate learning from incidents and best practices is adopted across the organisation. Staff are encouraged to actively participate and rewarded for their contributions. | ||||||||||||||||||||||||||||||||||||||||
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Evidence D - Knowledge management strategy and plan; D - Knowledge management content is defined and up-to-date; D - Knowledge management tools are available; D - Roles and responsibilities are defined | ||||||||||||||||||||||||||||||||||||||||||
COMPETENCE DEVELOPMENT AND ASSURANCE
The Upstream Competence Framework is the underlying structure of competence development and assurance. Its primary aim is to assure competence and provide a common language for describing skills and competencies across the Upstream Business.
It defines competencies in a hierarchical structure by:
■ key area of expertise
■ skill building block (technical and others)
■ skill element (detailed description of the skill requirements).
The Global Discipline Leadership Teams develop and maintain
Upstream standard job competency profiles (JCPs) which outline the global minimum standard required for a job type. These are held in Shell People. There are Regional technical competency profiles for JG6 and below.
The Competence Framework is an important input to defining what is required of a job and developing job descriptions.
There are a number of steps to follow to ensure that there is a robust competence development and assurance process in place. These are:
■ defining the tasks and their performance standards that make up a job
■ what competences are required to perform the job and how they will be assessed
■ the learning and development opportunities that available to people to acquire new knowledge and skills.
Job definition
Job task analysis is the process of determining which tasks make up a job and the standard to which they must be performed. The outputs are:
■ task lists
■ job plans
■ job performance standards.
Task lists
The task list shows all of the tasks that must be performed by an employee in a given position. It provides the information required to plan employee learning. A task list should be prepared for each category of employee to be trained, e.g. planners, electrical technicians, mechanical engineers.
The list states all the specific duties that the employee must perform even if the task is not one that is performed frequently. Managers should ask themselves the following questions when creating a task list.
■ What specific duties must an employee perform?
■ What units of work must be completed?
■ What materials must be handled?
■ What equipment must be operated?
■ What administrative tasks must be completed?
■ What cleaning requirements are part of the job?
Everyone, no matter what their position, will be required to
continually improve what they do; therefore, the ability to troubleshoot and solve problems will be required by all.
There are many ways that a manager can gather data for creating a task list, e.g. interviewing employees in each position, observing employees as they work, participating in the actual performance of the work and reviewing standard operating procedures and previously written standards.
Job plans
Each task on a task list needs to have its own job plan that tells how to perform the task. Job plans incorporate standard operating procedures and specify how job duties must be performed to meet the business requirements. The amount of detail in a job plan will depend upon the complexity of the task but it should include the task’s steps, how the employee should perform the steps and to what standard he or she should perform them.
Job plans have many uses including:
■ planning learning needs
■ creating lesson plans for learning
■ setting standards for evaluation
■ creating outlines for operating procedures or manuals
■ preparing job descriptions and job postings.
Job plans should be written in a clear, easy to understand manner and should contain enough detail so that it is clear what the requirement is and how to accomplish it. There are some tasks that allow for a great deal of creativity on the part of the employee and the exact method of how to perform the task is not as important as the end result. Other tasks, especially those involving safety or sanitation, must be spelled out very carefully.
Job plans should be kept on site for repetitive preventive tasks and for corrective tasks.
Job performance standards
The business must have employees who can do their jobs at a level that meets basic quality and quantity standards.
The performance standards can also be used if the position is to be fulfilled by a contractor. Job performance standards describe or clarify the level of employee performance that is acceptable to the business. They may be expressed as minimum performance levels or as desired performance levels. They also must include measurements on what the performance level is. Performance standards should be established for every task on the task list.
Performance standards are tools to help improve employee performance throughout the employee’s career. In addition to being used for developing learning programmes, they can also be used on an ongoing basis to evaluate the employee’s performance on the job. These standards should be made available to all appropriate managers as a Minimum Requirement document.
Once task lists, job plans and job performance standards have been created, it is possible to produce a job description and job competency profile which can be used to assess how employees measure up to each of the standards. The results of this assessment will reveal the tasks in which employees need training. The tools can also act as a blueprint to develop the necessary learning.
Job descriptions
The task list is the basis for producing a job description, the purpose of which is to document the duties and responsibilities of the position. It should include:
■ the job title
■ the department
■ the grade
■ work relationships - to whom the post-holder reports and for whom the post-holder is responsible
■a brief summary of job function or main purpose of the job
■main duties and responsibilities with indication of percentage of time spent
■occasional duties with indication of percentage of time spent
■any special working conditions, e.g. shift or weekend working, call out arrangements, periods when leave cannot be taken, etc.
■the purpose and frequency of contact with others.
The job description should be agreed by both the manager and post-holder and this should be signed and dated.
Job competency profiles
Whilst job descriptions describe what should be done, a job competency profile (JCP) describes the knowledge, skills and abilities required by a person to carry out that job successfully. Similar knowledge, skills and abilities are likely to be appropriate across a number of jobs. It is usual, therefore,
to set up a competence framework containing a repository
of competencies which can be used to develop different job profiles.
These competencies can be applied to individuals in order to create personal competency profiles (PCP) which describe what they are currently capable of doing.
Learning plans
JCPs and PCPs should be compared to determine the gap required in capability. Learning plans can then be determined to close the gap.
Tasks, job descriptions and competency profiles should be reviewed regularly to take account of changes in strategy and technology and to continue with efforts to in continuous improvement. A capability review should be repeated on an annual basis to determine the capability gaps for all individuals, disciplines and Regions against theses revised requirements.
Evidence of competence
As part of the gap analysis, it will be necessary to provide appropriate examples of evidence of competence. Evidence can be of two types; direct evidence or indirect evidence.
Direct evidence - evidence of output or performance demonstrated by the candidate and witnessed first-hand by an authorised assessor.
Indirect evidence - evidence of output or performance reported ‘second-hand’ to authorised assessors from original materials or documentation provided by the candidate and endorsed and/or supported by their line manager, colleagues, clients, customers, etc.
Examples of both types of evidence include:
■ written reports with detailed descriptions
■ delivery of technical presentations
■satisfactory responses in a question and answer session
■support testimonials from other qualified sources
■other appropriate documentation and/or outputs
■confirmed deliverables against assigned projects and other tasks
■successful completion of learning
■courses where assessment has been carried out as part of the course.
It is imperative that all HSSE critical, Asset Integrity and process safety staff, including contract positions, are demonstrably competent and all necessary licences and certificates have been obtained, are current and technical competencies are externally verified or accredited. Their competence should be assessed at a frequency based on the criticality of the position. There should be no proficiency gaps in HSSE critical positions and individuals should be working towards the proficiency level above that required for their current position.
All temporary appointments, or ‘stand-ins’, must also be demonstrably competent to do the job. These appointments should be documented, be approved by the line manager and are auditable. In field locations, the number of ‘stand-ins’ for HSSE critical positions at any one time should be risk assessed.
INDIVIDUAL DEVELOPMENT PLAN
The formalisation of a learning plan should be done through the Individual Development Plan (IDP).
An IDP is an employee’s personal strategy for developing the skills, knowledge and experience necessary to perform well in their current position and help them to achieve their career aspirations. It provides a framework for discussion with relevant people in the organisation and their respective discipline. The short-term development needs should be based on the gap that has been identified between the job competency profile and the personal competency profile.
Longer-term development needs should take long-term aspirations into account and seek to provide timely interventions to build skills and competencies to ensure that the individual remains competitive.
IDPs are also used by the business for aligning expectations and identifying suitable assignments and postings. This is a key document in which individuals can express their career aspirations to both the Operating company and global discipline management. It is important that it is kept up-to-date, particularly if the individual intends to apply for an international assignment as it captures their current development needs, career interests, agreed availability window and mobility.
Building and refreshing the plan should encourage self-reflection, and provide new insights about the employee. The plan itself should be completed jointly by the individual employee and the Company, reflecting the joint commitment to continuous learning and development. Progress against the plan should be regularly reviewed and closure of the gaps should be tracked. Ownership of the IDP is, however, vested clearly with the employee and appropriate activities should be captured in the goals, performance and appraisal document. It is the employee who is expected to drive the development identified in the plan.
Staff should discuss and agree with their supervisor a learning plan, which includes the individual’s learning needs that they will undertake as well as the desired outcome of the learning activity.
Following the IDP exercise, the business can roll up the IDPs into a master learning grid, such as the example shown in Figure 1.
| NAME | PTW | OFFSHORE SURVIVAL | FIRST AID | FIRE FIGHTING | EP00 | P180 | P153 | MAINTENANCE OF ROTATING EQUIPMENT | ELECTRICAL ENGINEERING |
| Fred | |||||||||
| Claire | |||||||||
| Jemal | |||||||||
| Oke | |||||||||
| Monique | |||||||||
| Jaap | |||||||||
| Ian | |||||||||
| Chris | |||||||||
| Rashid | |||||||||
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Figure 1: Master learning grid
The following should be taken into consideration in planning how to deliver learning to close these gaps.
■Priorities for learning - some skills or knowledge may be required sooner than others or may be more critical to the business than others.
■Economies of scale - there may be several people requiring the same learning.
■Pre-requisite knowledge - some skills may require the learner to have a certain amount of knowledge prior to attending a learning event.
■Opportunity and availability - there may be times when learners have more time or availability and these should be exploited.
A master learning plan can then be developed, detailing what learning will be carried out and when. However, equipment and processes are not fixed and are always changing. It is necessary, therefore, that the master learning plans are reviewed and kept up-to-date with the whole process, from identifying skills to planning the learning, being undertaken at least once a year or when there have been major changes to equipment or processes.
LEARNING OPPORTUNITIES
Upstream Learning, Leadership and Development (LLD) provides a complete spectrum of learning opportunities, ranging from traditional classroom delivered courses to blended on-the-job work-based assignments. These are professionally designed to encourage the creativity and collaboration needed in the workplace. Each learning event focuses on both the acquisition and retention of knowledge, along with the development of skills and behaviours that demonstrate competence.
All learning should be selected, reviewed and assessed to ensure it accurately meets the needs identified from the capability reviews and learning plans. It is important that there are suitable learning events to close all the gaps but with as little overlap with existing competencies as possible. If necessary, new learning content should be created.
On average, each Upstream Production person should spend a minimum of 70 hours a year on learning and ideally at least 100 hours. It is important that sufficient budget is put aside for this learning, both for the time needed and the cost of the training. Ideally, the learning budget should be at least 5% of the payroll cost.
Creating a workplace that supports learning starts with changing the belief that learning only happens in a classroom. Formal learning, that is classroom learning, can take place at a precise time and place but learning can also happen on a daily basis at the workplace. Blending formal and informal learning, as demonstrated in Figure 2, has proved to be the most effective method of learning.
A practical and concise handbook entitled, “Workplace Learning, How-to-Kit” is available from Upstream LLD, that provides easy to use proven tools and techniques, templates and instruments for implementing workplace learning in your business. There are many opportunities for learning including:
■ formal learning
■ informal learning
■ coaching and mentoring
■ knowledge management and knowledge sharing
■ conferences and workshops
■ job shadowing
■ peer interactions and/or peer assists
■ After Action Reviews (AARs).
There is a brief description of each of these overl
Figure 2: Workplace learning
Formal learning
Most of Upstream formal learning is provided at the Shell Learning, Leadership and Development Centre in The Netherlands. Contents of courses, duration, timing and other particulars are described in the annual Shell Upstream Learning Guide, which is accessible through the Shell Open University (SOU) website.
The SOU is the main portal for all learning opportunities.
In addition to the centrally provided learning opportunities, details of local and regional learning opportunities can also be found in SOU.
Formal learning includes classroom-based work, e-learning and distance learning. Most of the Upstream learning events now use the workplace learning (WPL) format, including work-based activities and assignments in a blended course.
Informal learning
Participants learn in real work situations at the same time as doing their own job. Learning happens through experience, problem solving, interaction with colleagues and the building and sharing of ideas.
Coaching and mentoring
Coaching is a task-focused relationship helping people do their work better by providing them with the tools, knowledge and opportunities they need to discover solutions for themselves. This should be based on the model for coaching, as shown in Figure 3. Supervisors and senior staff should have sufficient coaching experience and skill to address the job coaching required by staff. Supervisors should spend approximately 25% of their time coaching others.
Mentoring is about developing long-term relationships aimed at helping people develop themselves. All senior staff should have a mentee to whom they regularly offer support for their personal development.
Knowledge management
Knowledge management (KM) in Shell Upstream refers to the systematic approach employed to make the best use possible of the skills and knowledge of staff in pursuit of business objectives. KM provides tools and techniques to make finding and sharing knowledge easy and useful for staff. Examples include the SharePoint, Wiki and Shell International Global Networks and Practices Worth Replicating (PWR).
Conferences and workshops
Conferences and workshops are an effective method of increasing awareness, sharing best practice and learning from others.
Job shadowing
An effective means of learning on the job is through observing another individual, preferably a subject matter expert, performing a specific job.
After Action Reviews (AAR)
An AAR is a structured review process designed to provide fast, close to the event analysis and learning from a single or multiple event. It allows participants to catalogue the lessons learned from past actions and make improvements for the future.
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Line manager/supervisor
Relationship
| Coach | Learner |
ROLE/RESPONSIBILITY
Coach and develop their people
Obtain results through their people
Recognise and reward
COACHING ACTIVITIES
„ Link individual development plan to business goals
„ Check continuously on work
and personal development
„Maximise use of expertise and resources as appropriate
Figure 3: Simple model of coaching
KNOWLEDGE MANAGEMENT
Any knowledge management plan should start by asking the question “What does the organisation want to get out of this?” Understanding how people work can effectively drive the design of how to deliver knowledge to the workforce. Upstream encourages knowledge management to continue on a global basis, best expressed by following the model of ‘Ask-Learn-Share’ in all business activities.
■ Ask and search before any business activity.
■ Learn from involvement in any business activity.
■ Share knowledge and experience after any business activity.
To capture, share, create and sustain business knowledge, an holistic approach is necessary. This means a sustainable knowledge management plan should be in place including a strategy targeting a specific workforce and content; the right tools and processes; and taking into account the organisational, cultural and behavioural needs. Within Shell, a variety of tools are available which can be used to support knowledge management and knowledge sharing within a community.
SharePoint
SharePoint in Shell is the primary enterprise-wide solution to enhance global information sharing capabilities. This solution, which is well-integrated with the desktop environment, will increase the efficiency of business processes by providing capabilities to more effectively develop information handling applications. The rich out-of-the-box functionality in SharePoint like discussion groups, surveys, workflow, and alerts, helps teams stay connected and productive across organisational and geographic boundaries. SharePoint can be used for knowledge sharing within a team as well as for the wider Shell community. Shell Information Sharing is a SharePoint application with standard functionalities, such as document libraries, lists, calendar, and discussion board. Corporate blogging is also supported by SharePoint. These SharePoint based capabilities are designed to improve team collaboration and information sharing across the business.
Shell WIKI
The Shell WIKI is an online encyclopaedia that has been created alongside the traditional web pages in the Shell Intranet as a new and highly collaborative environment where everyone is able to contribute directly. The ease of interaction and environment means that knowledge can be freely shared within Shell and affiliates. The stored information is compliant with the Shell Security Standards and Export Administration requirements.
SR.12.10217
IMPROVING PERFORMANCE
Operational Excellence in Production
COMPETENCE AND SKILLS
| VOLUME |
| Restricted SR.12.10217 |
Restricted SR.12.10217
Operational Excellence in Production - Volume 4
Competence and Skills
Reviewed by: Vice-President Upstream Production
Approved by: Production Leadership Team
Date of issue: August 2012
ECCN number: Not subject to EAR - No US content
This document is classified as Restricted. Access is allowed to Shell personnel, designated Associate Companies and Contractors working on Shell projects who have signed a confidentiality agreement with a Shell Group Company.
‘Shell Personnel’ includes all staff with a personal contract with a Shell Group Company. Issuance of this document is restricted
to staff employed by a Shell Group Company. Neither the whole nor any part of this document may be disclosed to Non-Shell Personnel without the prior written consent of the copyright owners.
Copyright 2012 SIEP B.V.
SHELL INTERNATIONAL EXPLORATION AND PRODUCTION B.V., RIJSWIJK
Further electronic copies can be obtained from the Global Information Centre.
Contents
Introduction. 3
Competence and Skills. 5
TOP LEVEL STATEMENT. 5
IMPACT ON BUSINESS PERFORMANCE.. 5
TOOLS.. 5
TOPICS.. 5
KEY MEASURES.. 5
OPERATIONAL EXCELLENCE REVIEW – QUESTIONS, RANGE STATEMENTS AND EVIDENCE.. 6
Job definition. 7
Task lists. 8
Job plans. 8
Job performance standards. 8
Job descriptions. 8
Job competency profiles. 8
Learning plans. 9
Evidence of competence. 9
LEARNING OPPORTUNITIES.. 10
Formal learning. 12
Informal learning. 12
Coaching and mentoring. 12
Knowledge management 13
Conferences and workshops. 13
Job shadowing. 13
Peer interactions and/or peer assists. 13
After Action Reviews (AAR) 13
Reviewing learning effectiveness. 13
KNOWLEDGE MANAGEMENT. 13
SharePoint 14
Shell WIKI 14
Shell International Global Networks (SIGN) 14
Retention of Critical Knowledge (ROCK) 14
Practices Worth Replicating (PWR) 14
Introduction
This document is designed as an aid to carrying out Competence and Skills Operational Excellence activities. Range statements and evidence for Competence and Skills are included along with an explanation of how to reach those levels of performance. There are separate books for the other 27 blades. Each of the blades has the same format as follows.
■ Overview of the blade
■ Top level statement
■ Impact on business performance
■ Tools
■ Topics
■ Key measures
■ Questions, range statements and evidence
■ Content
OVERVIEW OF THE BLADE
The overview provides an introduction to the content contained in the document.
TOP LEVEL STATEMENT
The top level statement shows the objectives of the blade.
IMPACT ON BUSINESS PERFORMANCE
There are five business drivers that have an impact on business performance, one or more of which relates to each blade.
■ Deliver effective competent people - activities to deliver competent and capable people to execute activities in the other value streams.
■ Deliver asset availability - activities to eliminate or reduce the lows and offs in production capacity.
■ Add/modify asset capability - activities to steer and then implement the future strategic direction of the facilities.
■ Produce hydrocarbons - activities to deliver smooth operation of the plan each day.
■ Reserves and recovery - activities to optimise recovery of reserves.
This section describes the impact the blade has on business performance in one of these value streams.
TOOLS
This section describes the tools available in each blade to help deliver Upstream Production activities.
TOPICS
The topics list the main content of each document.
KEY MEASURES
These are the key measures relevant to each blade and are required evidence of effective performance.
QUESTIONS, RANGE STATEMENTS AND EVIDENCE
Questions and range statements for the Operational Excellence Review are included along with the evidence that will be required during the review, i.e. M - measures; D - documents; O - observations. Range 1 is considered ineffective performance, range 3 is effective performance and range 5 is best in class
(an example is shown below). Where relevant, range statements apply to all facilities, pipelines, wells, structures on the surface and sub-sea and offshore loading systems up to and including the vessel connection.
Some of the range statements also specify a Minimum Requirement. All assets must achieve these Minimum Requirements, which are the minimum needed to comply with Group and Upstream standards and manuals in Upstream Production. They represent the minimum level of control that is expected on an asset and are mandatory where the risk is present. Where applicable, range statement 3 is equivalent to the Minimum Requirement. Range 5 statements build on range 3 statements, i.e. it is not possible to reach range 5 unless all range 3 requirements are in place.
CONTENT
The remainder of the document covers the major points specified in the range statements and evidence.
| SAMPLE |
| Range 1 INEFFECTIVE PERFORMANCE | Range 3 EFFECTIVE PERFORMANCE | Range 5 BEST IN CLASS |
| XX.01 HBA scope: How is the TOR scope for a specific HBA defined and agreed? | ||
| Insufficient scope selected for annual Hardware Barrier Assessments (HBAs) i.e.: ■ not all hardware barriers sampled ■ insufficient SCE Groups selected and/or Insufficient justification for selection on basis of risk ■ insufficient SCE Equipment sampled. | Minimum Requirement: Asset Manager approved scope for asset Hardware Barrier Assessment (HBA), where: ■ all HBAs sample test all eight hardware barriers ■ a number of SCE Groups per hardware barrier have been selected on the basis of risk ■ within those SCE Groups, SCE Equipment is sampled. | All facilities within the asset can demonstrate compliance to the mandatory criteria such that only minimum annual HBA activities are required. |
| Evidence D - HBA TOR scopes | ||
OVERVIEW OF PEOPLE BLADES
There are seven Operational Excellence people blades as shown on the turbine below. Here is a brief introduction to them.
The asset will need excellent Leadership and Strategic Planning if it is to be successful. This blade covers what an Asset Manager should do to make this happen. The leader needs to set the asset’s direction with a clear vision, mission and objectives that covers CO2, People, HSSE, Social Performance and relationships to the global business strategy. This is realised through the Asset Reference Plan and annual improvement plan and activities to ensure that all HSSE and Asset Integrity Process Safety requirements are communicated and met. Performance is measured against a number of KPIs and through audits and reviews on a number of timescales.
An effective Upstream Production Organisation must be in place aligned to business delivery with the optimum number of staff and contractors who are the best people for the job and who are provided with a safe place to work. These people must work together in partnership, through effective Operational Excellence Teamwork and be given recognition and awards for their efforts.
So that the organisation produces high performance, all managers and staff must have the right level of Competence and Skills. These will be delivered by identifying the necessary skills and skill gaps, and providing the funds and resources for quality training to be carried out in a planned and effective manner.
To enable peoples’ job performance to be managed effectively, a Performance Management system must be in place. This will provide the means to monitor staff performance, give feedback and provide opportunities to improve. It will involve setting clear, realistic expectations for everyone, developing the capacity for people to perform and rewarding them for their achievements.
However, just ‘doing the job’ is not enough. People should also be encouraged to improve their performance continuously by working within a culture of Continuous Improvement. The organisation should have the capability to identify and solve problems, design and create business processes, measure performance and improve their processes continuously.
Finally, Communication is the glue that binds an organisation together. All staff must be fully informed and contribute to the asset’s direction and performance.
| 01. Leadership and Strategic Planning 02. Upstream Production Organisation 03. Operational Excellence Teamwork 04. Competence and Skills 05. Performance Management 06. Continuous Improvement 07. Communication 08. Annual Planning and Budgeting 09. Integrated Activity Planning 10. Work Preparation, Scheduling and Execution 11. Information Management 12. SCEs and Performance Standards 13. Management of Change 14. Category and Contract Management | 15. Logistics 16. Materials and Inventory Management 17. Risk and Reliability Management 18. Inspection and Condition-based Maintenance 19. Overall Equipment Condition 20. Total Cost of Ownership 21. Unscheduled Deferment, ORIP and RCA 22. Hydrocarbon Prod. Inform. Mgnt 23. Programming 24. Field Operations (Operating Integrity) 25. Real Time Operations 26. Forecasting 27. Well, Reservoir and Facility Management 28. Chemicals Management |
Competence and Skills
High performing organisations depend on highly skilled and competent employees who deliver quality in everything they do. Shell, therefore, needs specified and assured competence and skills to demonstrate its ability to:
■ run businesses in a sustainable and safe efficient manner
■ achieve performance excellence (Top Quartile performance)
■ position Shell in the best place to attract and retain top talent.
To enable this to happen, an effective competence assurance system should be in place, which will:
■establish a competence standard, e.g. job competency profiles (JCPs) and personal competency profiles (PCP)
■measure all individuals against appropriate JCPs
■identify all strengths and gaps including those for HSSE
■specify how strengths will be developed and how gaps will be closed
■address any competence gap, e.g. developing (and reviewing) specific learning events.
TOP LEVEL STATEMENT
Create a high performing organisation by:
■ identifying skills for current and future business
■ identifying the skills necessary for high performance ■ providing adequate funds and resources
■ providing effective learning opportunities
■ reviewing the effectiveness of learning
■ providing effective coaching and mentoring
■ capturing lessons learned.
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