IMPACT ON BUSINESS PERFORMANCE ⇐ ПредыдущаяСтр 2 из 4Следующая ⇒ The aim of this blade is to deliver competent and effective people and to ensure that all employees in technical, managerial, supervisory or HSSE critical positions are competent to perform their jobs.   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   MEASURE SHELL UPSTREAM AVERAGE TOP QUARTILE TRACKING FREQUENCY Percentage of staff completing HSSE competency assessments 80% 100% Annually Percentage of Upstream Production budget spent on training 2% 5% Annually Hours spent on discipline/craft-specific training per person per year (excludes regulatory safety and teamwork training) 70 hours 100 hours Annually     OPERATIONAL EXCELLENCE REVIEW – QUESTIONS, RANGE STATEMENTS AND EVIDENCE   Range 1 INEFFECTIVE PERFORMANCE Range 3 EFFECTIVE PERFORMANCE Range 5 BEST IN CLASS 4.01 Capability review: How do you ensure that current and future capability gaps are identified? A basic capability review is carried out but it is not comprehensive and lacks an appraisal of future challenge or an accurate assessment of current gaps. Minimum Requirement: A yearly capability review is performed for >JG5 to determine the current capability gaps for each skillpool. It takes into account: ■ roll-up of IDPs ■ organisational shortfalls e.g. vacancies, TA numbers, metering skills ■ business results. A yearly capability review is performed for all staff. Capability review also takes into account the strategic direction, technological changes, asset vision. Capability gaps are reducing year-on-year. 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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.

 

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