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LNG
INDUSTRY
MARCH
2016
piece of equipment for which the operations technician is
responsible. This would need to be integrated with both health,
safety and environment (HSE) and vendor-training initiatives. In
several ways, the pre-commissioning and start-up phases represent
the ‘final’ stages of structured training. Additional external start-up
support personnel are invaluable at this point.
LNG plant availability and reliability are directly related to an
operator’s ability to understand and manage the various
technologies involved. After commissioning and start-up, more
specialised training is needed to support the management of
change (MOC) techniques required for de-bottlenecking and
correction of any design issues. This training could cover multiple
areas, such as risk analysis, Hazard and Operability Studies
(HAZOP), or Hazard Identification Studies (HAZID).
Additional insights: engineering
training
Some aspects of graduate engineering training are indicated in
Table 1, but there needs to be a structure and sequence of courses.
Figure 3 shows an example structure, with an engineering course
progression that addresses the following:
Entering professional qualifications.
Anticipated duties in an LNG plant.
The progression in Figure 3 ranges from basic to foundation
onto intermediate levels. In addition, there will be important training
from process licensors and equipment vendors, which need
sequencing in a logical flow. For example, the ‘fundamentals of
pump and compressor’ course in Figure 3 is required before the
major compressor vendor’s training along with compressor controls.
Value of field trips during
engineer training
For engineers, a field trip into the LNG plant consolidates the
‘book-learning.’ A full day-long field trip might involve 3 x 1 hr
structured exercises, each with immediate follow-up by a 1 hr
assimilation of observations and learning points.
The exercises could include details on the following: pump
seal-flush plans; key exchangers’ TEMA designation and why they
were chosen; pressure safety valve (PSV) configurations; main
cryogenic exchanger controls; propane compressor anti-surge
system; brazed aluminium exchanger cool-down; and quantifying
leaks into propane loop. Training is not just delivering knowledge. It
must also build confidence to apply that knowledge. Exercises and
practice help build that confidence.
Blended learning: looking to the
future
As an example, a course may have ~80% core material that all
participants need to understand. Furthermore, this ~80% core lends
itself to modularised materials in clear, easily digested pieces. The
final ~20% capstone of instruction consolidates the ~80% core
knowledge. In addition to this, consider that attendees will learn
that core ~80% at different rates. Skillfully packaging this core
material into self-paced modules allows the participants to learn at
their own speed. These self-paced modules can be studied online
until understood.
By contrast, in a standard face-to-face (F2F) classroom setting,
slower learners might struggle to keep up.
Along with the core material, the remaining and vital ~20% is
needed to knit the learning modules together. This ~20% is often an
F2F classroom activity. It can be a mix of open discussions, key
learning point sessions, and case studies. These consolidate, apply
and illuminate the core materials. Case studies serve to validate the
core knowledge and build attendees’ confidence to apply the core
knowledge in their duties.
Blended learning techniques can include several delivery
methods, including the following: instructor-led training; videos;
field trips; individual excercises; eLearning; on-the-job activities;
webinars; group exercises; reference reading; and asynchronous
distance learning. A key advantage of blended learning is that it is
less disruptive to work schedules. A blend of online core modules
coupled with syndicates, case studies, etc., requires much less F2F
classroom time. Note that it does require the supervisor to allocate
work time for those ~80% core modules. The supervisor must
observe that time requirement for blended learning to succeed.
Conclusion
When building (for instance) an LNG complex worth US$10 billion,
howmuch should be budgeted for training the team that will
operate and maintain the facility?
Training is an investment in human capital. Carefully structured
training directly improves safety. The training investment provides
returns in HSE, plant availability, and the ultimate profitability of the
enterprise.
Note
Ron Hinn, Curtis Cain, Gerard Hageman, John Sheffield and Jan Blum
of PetroSkills, contributed to this article.
References
1. YOUNG, C., ‘A Simplified, Graphical Representation of Process
Safety Competency Development’, (1 April 2011), http://
graphical-representation-of-process-safety-competency-
development/
Process safety engineering
1
The LNG industry enjoys a commendable safety history.
Many safety-related aspects are involved, such as: MOC,
occupational health, safety cases, human factors, etc.
Process safety engineering is one such key activity during
both design and operation. Important process safety
engineering topics include the following:
HAZLOP/Layers Of Protection Analysis (LOPA).
Inherently safe design.
Historical Incident Database (HID).
Fire protection.
Leakage and dispersion.
Combustion equipment and plant layout.
Process control.
Process Hazard Analysis (PHA).
PSV, flare and drains.
Safety Instrumented Systems (SIS).
Risk Assessment Matrix (RAM).
Corrosion and materials of construction.
