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Operator Training for Smoother Transitions

Operator Training for Smoother Transitions. Russell Plakke – Denver Water Steve Walker – Metro Wastewater March 2009 JTAC. Discussion Overview. New Facility Training Approaches utilized Effectiveness in short and long term Staff’s view Bringing New Processes On-Line

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Operator Training for Smoother Transitions

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  1. Operator Training for Smoother Transitions Russell Plakke – Denver Water Steve Walker – Metro Wastewater March 2009 JTAC

  2. Discussion Overview • New Facility Training • Approaches utilized • Effectiveness in short and long term • Staff’s view • Bringing New Processes On-Line • Training Techniques and Process

  3. Smooth Transition

  4. Time Line Prior to Start up • 2001 supervisors • 2003 Lead Techs • Late 2003 – Staff • 2004 start up

  5. Supervisors on-site

  6. Staff Make Up • 65% no treatment experience • 4 “A” Operators • 2 Supervisors

  7. Training Methods Utilized • On the Job Training • Vendor training – video taped • Staff training – PowerPoint • Boulder school • SOP development • Construction drawing basics • Never be afraid to fire • Assign mentors

  8. On the Job Training

  9. Vendor Training

  10. Plant Chlorination Study Staff training Purpose The purpose of this study was to analyze the process of breakpoint chlorination on Metro Wastewater effluent and determine the effect on the operation of Denver Water Recycling Plant. All breakpoint testing utilized a 50 to 50 blend of North and South Metro effluents. Tests were conducted on untreated as well as filtered water. Filtered water was produced from the best jar test regimen we have completed to date in order to simulate the Recycling Plant design. The water used in this study does not include simulation of the Biological Aerated Filters operation.

  11. Plant Chlorination Study Staff training Objectives • Determine optimum sodium hydroxide addition taking into account acceptable pH ranges and time needed to complete breakpoint • Determine total chlorine dosage needed to maintain a predetermined free chlorine residual after breakpoint has been achieved • Determine total chlorine demand, accounting for ammonia, nitrogen and all organic compounds • Determine average time to reach breakpoint • Determine optimum chlorine to ammonia ratio • Evaluation of full-scale control approach for chlorine and sodium hydroxide addition • Compare of total chlorine/sodium hydroxide demand for source and treated/ filtered samples • Determine time to breakpoint for differing values of ammonia • Compare amperometric and colorimetric chlorine analysis during sample testing

  12. ALL HOSE ATTACHMENTS ARE ¾” INSIDE BUILDING V-235’S IN BUILDING ALL HOSE ATTACHMENTS ARE ¾” V-235’S 3” TO CHEM BLDG STORAGE TANKS, (TYP.) 3” SVW INTO CHEM BLDG SCRUBBER 8” TO CHLORINE INJECTOR RM 8” SVW TO CHLORINE INJECTORS

  13. Web based O&M

  14. Examples of O&M manual put together by staff

  15. As built drawings

  16. Training Unit Process • Start TU acquisition process early • Outline • Add all breaks and times of day • Bio information • Submit to OCPO • Include sample certificate • $50 app fee • 3-21 days for response • Web site tracks progress

  17. Why Incorporate TU program • Adds interest and desire • Reduces costs • Provides TUs “at home” • Can tailor the relevance to your processes and equipment

  18. After Start up • Rotate staff • Project assignments • System upgrades

  19. Looking Back • Employee feed back • Web O&M • Pictures • Poor performers • Mentors • PPT

  20. Operator Training • Typical failures • Audience • What doesn’t work • What works • Training Units • What to train • Training cycle • Follow up

  21. Typical Failures • Unprepared presenter • Uncoached presenter • Material not prepared or proofread • Poorly timed – with respect to audience work day • Poorly scheduled

  22. Typical Failures • Unfocused approach • Foundation not built • Foundation not reiterated • Breaks/Distractions/Food

  23. What Doesn’t Work • Reading the maintenance manual verbatim • Explaining how equipment or process works in a work area with background noise • Poorly timed presentations • Time of day • Droning with no breaks

  24. What works • Pre-schedule and advertise so staff can plan • Publish schedule and intent well ahead of the event

  25. What works Consider your audience • Generation • Education • Younger staff members take in and retain information differently than older staff members • Staff trains each other – encourage discussion of key point between the audience • Terminology and jargon • Explain terms, acronyms and “insider” words

  26. What works Presentation • Speak loud enough • Speak slow enough • Don’t talk in monotone • Don’t talk down to your audience

  27. What works Timing • Consider your audience’s attention span • Start of day • End of day • Lunch is near • Break up the session • Bring some color

  28. What works Provide adequate back-up material • Drawings • Schematics • SOPs -and- Explain the backup material • Again, consider your audience

  29. What works Videotape the presentation • Review at table top exercises as refresher or to better optimize • Catch up for folks that missed

  30. Reference Material Handouts • Proofread • Legible • 3 slides per page with area for notes PowerPoint • Legible, well-spaced slides • Include references to more in-depth material

  31. Training Process Cycle

  32. Training Process Cycle

  33. Training Process Cycle Work the process’s cycle – for example • Why the upgrade • How the equipment works with the process • How the controls work the equipment • How the controls can impact the process • How the other processes are impacted by this change

  34. What to Train • Process Overview – building the foundation • Process Theory • Equipment • Process Control • Process Instrumentation • Key Drawings

  35. What to Train • Process Overview - introduce then drill down • General Theory • Basic components • Projected daily operation • How process or equipment is controlled • Process Theory • Why the upgrade • Timing and schedule • How this upgrade fits with the rest of the facility • Expected Output

  36. What to Train • Process Control • Logic Statements • P and IDs • Process Instrumentation • Use • Operating parameters • Care • Control feedback • Impact on process • When it fails, this will happen

  37. What to Train • Equipment • What is required to start, stop and isolate • Operating ranges • Volumes • Special precautions • Basic Standard Operating Procedures • Troubleshooting • Failure analyses

  38. What to Train • Startup and Operation • What is required to start, stop and isolate • Operating ranges • Volumes • Special precautions • Basic Standard Operating Procedures • Troubleshooting • Potential failure responses

  39. What to Train • Key Drawings • Process schematics • P and IDs • Utilities

  40. Training Process CycleFollowup

  41. Wrap up • New Facility Training • Approaches • Effectiveness • Staff’s view • Bringing New Processes On-Line • Training Techniques and Process • Training Units

  42. Wrap up • Typical failures • What works and what doesn’t • Training Process Cycle • What to train • Conducting post-implementation review

  43. Operator Training for Smoother Transitions Questions A shout-out to Mr. JTAC - Steve Polson - for his dedication to RMWEA/AWWA Operator Training - March 2009 JTAC

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