Transcript Document

Changing Your Work Process to a Preferred Work
Method
Speakers:
Steve Hallmark – SMUD
Scott Hommel - FCS
4/17/2007
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Overview of Presentation
• The Issues
 Work Consistency
 Safety
 Skills and Knowledge Gaps/Inconsistencies
 Existing Culture
 Pending Loss of Experienced People
• Defining the Job
 Skill and Knowledge Assessment
 Risk Assessment
 Gap Analysis
• Preferred Work Methods
 Definition: PWM versus Procedures
 Worker Buy-in
 Development Process
 Rolling Out into Training & Work Culture
• Results/Summary
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The Issues
• A comprehensive assessment of SMUD’s work
procedures and training programs, conducted by TriTech/FCS, found strong training programs but some
gaps and inconsistencies in written procedures.
• SMUD decided to:
“Fill” procedures gaps quickly
Use them to provide accurate, consistent, and
safe guidance for both field forces and for
trainees
“Build” them in a way that encourages broad buy-in,
understanding, and use of PWM's
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The Issues (Cont.)
• SMUD needed consistency - after an accident
investigation, they no longer want to hear:
“The method used was O.K., but I wouldn’t have done it that way.”
• At the same time, SMUD needed to capture the
knowledge of their best subject matter experts
(SME) before they retired.
• Factors driving this project included:
Work Consistency
Safety
Skills and Knowledge Capture
Company Culture
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Goals for the Project
• Develop a Task List and Skills & Knowledge List for
each job position.
• Provide a Training Roadmap and a Gap Analysis to
identify discrepancies between the roadmap and existing
training programs.
• Provide a Gap Analysis identifying discrepancies between
existing and best industry preferred work practices.
• Prioritize and list the most urgent tasks for each job
position for which Preferred Work Methods should
immediately be developed.
• Coordinate all of the above.
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Definition of a Preferred Work Method
• Procedures, in the classical sense, do not work for
Distribution Services due to the variety of scenarios faced in
the field and the existing culture of the workers.
• A Preferred Work Method (PWM) is a high level
“description” of the things that should usually never vary
while performing a high risk task, including safety
equipment requirements and the basic steps to take. The
focus is on consistency and safety.
• Due to variances in real-world application, the Foreman has
the authority to apply the PWM as necessary to fit the
circumstance.
• A PWM is structured enough to satisfy management that
real gains will be made and loose enough to satisfy
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the work force so they are not “handcuffed.”
Guidelines for Using PWM’s
• PWM’s are discussed with the crew during the
Tailboard session.
• It is the Foreman’s judgment call if field conditions
indicate that the PWM will not to be followed; risk
should be acceptable and documented on Tailboard.
• Crew members should understand why a PWM is
not being followed.
• If the PWM can’t be followed and the risk of an
alternative method is not acceptable, the Foreman
will defer action on the task.
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Defining the Job
• Defining each job to identify the tasks for
which to develop Preferred Work methods
involved three major phases:
• Skill and Knowledge Assessment to identify all
tasks performed by each job position.
• Risk Assessment to prioritize the tasks so that we
could focus on the most critical with regards to job
safety.
• Gap Analysis to further prioritize the tasks in
order to focus on those that had the largest gaps in
existing knowledge or ability.
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Training Assessment Methodology
ELEM ENTS O F THE
S M U D D IS T R IB U T IO N S E R V IC E S
D E P A R T M E N T T R A IN IN G
ASSESSMENT
K IC K O F F M E E T IN G
M A N A G E M E N T M E E T IN G S
P ro je ct Im p le m e n ta tio n P la n
S IT E F A M IL IA R IZ A T IO N *
S IT E D O C U M E N T A T IO N A N D
T R A IN IN G R E V IE W *
T R A IN IN G P L A N
THAT MEETS
MANAGEMENT
O B J E C T IV E S
P R E L IM IN A R Y IN T E R V IE W S
W IT H S U P E R V IS O R S A N D
STAFF
ID E N T IF IC A T IO N O F J O B
PERFO RM ANCE
R E Q U IR E M E N T S
W O R K G R O U P M E E T IN G S /
T A B L E -T O P A N A L Y S IS
ASSESSMENT REPORT AND
T R A IN IN G P L A N S
T a sk L ists
S & K L ists
T a sk L ist V a lid a tio n
B u sin e ss & W o rkfo rce E va l.
D a ta A n a lysis & R e p o rt
T ra in in g R o a d m a p
T ra in in g G a p A n a lysis
W o rk P ro ce d u re G a p A n a lysis
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* O n g o in g
Project Plan
• Based on an objective approach that is the standard for
training assessments.
Analyze
Design
Develop
Implement
Evaluate
Effective
Training
• Training can be considered a cycle with interrelated
phases
• Evaluation phase provides feedback to each of the five
phases
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Skill and Knowledge Assessment
• Site and system familiarization
• Review of existing training and
documentation
• Personnel interviews and observations
• Training Assessment Instrument
• Work Groups and Table-Top Analysis
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Training Assessment Instrument
• Created preliminary Task Lists and Skill &
Knowledge Lists.
• Revised them based on interviews and
observations.
• Based on approved task lists, constructed
assessment instruments for each job discipline:
– Organized by domain
– Identified knowledge and skills needed to
succeed in the job
• Compiled data was validated and refined at tabletop work group sessions (discussed shortly). 12
Training Assessment Example: Task List
SMUD Distribution Services – Lineman/Linewoman Job Task List
General Overhead Construction and Maintenance (Duty Area A1)
Task
ID
Task/Job Responsibility
D
I
F
P
Risk
Apprentice Training Issues/Comments
A1.3 Conductors
A1.3.1
String line conductors.
A1.3.2
Sag line conductors.
A1.3.3
Dead end line conductors.
A1.3.4
“Bump on” double dead ends.
A1.3.5
Tie and untie conductors utilizing top ties, side ties,
preformed ties and conventional ties.
A1.3.6
Install pigtails and hot ropes for the purpose of
relocating and securing energized conductors.
A1.3.7
Join/splice overhead conductors.
A1.3.8
Install midspan taps using ladders.
A1.3.9
Install hot taps.
A1.3.10
Perform phasing on overhead conductors.
A1.3.11
Lift and relocate conductors from a permanent to a
temporary position and back.
A1.3.12
Maintain distribution lines.
Bump sleeves
DIF Definitions
Hot gins
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Training Assessment Example: S&K List
For each competency, please circle the appropriate answer to each question.
Competency
Is the skill or
knowledge area
required for your
job?
Rate your current mastery of the
skill or knowledge area.
Do you think you need training
in this skill or knowledge
area?
Maintenance of Electrical/Electronic Control Systems
Be able to describe electrical principles
and safety; voltage, current,
resistance, power and Ohm’s law.
No
Yes
None
Basic
Int
Adv
No
Yes
Within 1
year
Be able to describe motor controller
and contactor components and
their functions.
No
Yes
None
Basic
Int
Adv
No
Yes
Within 1
year
Troubleshoot and repair AC and
DC control circuits for 480 volt
devices; for example, determine
why a motor won’t auto start and
correct the problem.
No
Yes
None
Basic
Int
Adv
No
Yes
Within 1
year




Note: Related to Mastery of the skill or knowledge area, the choices are:
None
Basic - indicates can perform with assistance
Intermediate (Int) - indicates you can perform without assistance
Advanced (Adv) - indicates you can coach/teach others
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Work Group Meetings/Table-Top Analysis
• Sampling of employees from each job
classification.
• 5-10 employees per group.
• Group meetings lasted 1-2 days for each job
classification.
• Reviewed questionnaires together, item-byitem.
• Supervision presented with the results for final
validation.
• Compiled data became basis for training and
PWM recommendations.
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Risk Assessment
Risk = Consequences x Exposure x Probability
• Consequences = Damage/injuries caused when accident occurs
• Exposure = Amount of time a person is within a hazardous area
• Probability = Likelihood of making contact with a hazard
Tasks grouped by
Risk Assessment
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Gap Analysis
• Based on the Skill and Knowledge Assessment, a database was
developed identifying the levels of difficulty, importance,
frequency (“DIF”) and risk level for each task.
• The rated DIF results were averaged and used in a training
database algorithm to determine whether each task should be
trained Initially (Apprenticeship), Continuously (Journeyman
refresher training), or not at all.
• The results were cross-referenced with the existing training to
identify any gaps and to also identify any current training that may
be unnecessary.
• The Skills and Knowledge that are linked in the database to each
task requiring training became learning objectives.
• Using the database, we logically grouped the required Skills and
Knowledge into appropriate groups to form “learning units.”
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Preferred Work Methods (Review)
• A Preferred Work Method is a high level
“procedure” that defines the things that should
usually never vary.
• The Foreman has the authority to apply the PWM
as necessary to fit the circumstance.
• The use of PWM’s should establish a company
“standard” method of performing work tasks, but
also allow leeway in adapting the methods to
various situations and obstacles.
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Worker Buy-In
• Achieving the “buy-in” of the workforce was critical
to ensuring success.
• Buy-in was achieved by including the workforce in
every step, including initial informational meetings,
interviews, job observations, table-top work groups,
etc.
• The workers also participated in the development of
the PWM’s.
• Finally, all PWM’s were rolled into the SMUD
training program, ensuring that future Apprentices all
receive standard training on the PWM’s, a move that
will continue to gain worker buy-in and also
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begin to change the work culture.
Development Process
• Started with a list of the highest risk tasks for each position.
• PWM Oversight Committee was established to oversee the process
and to approve tasks, from the assessment recommendations, for
PWM development.
• Individual sessions were held, with several groups of 5-7 SME’s per
group. Each group also had a recorder and a facilitator.
• Worked in half-day increments, 1-to-2 tasks at a time.
• Work sessions were followed by group presentations
critique.
and
• Lunch was provided to make it fun.
• The overall positive attitude of all participants ensured
quality output and the all-important worker buy-in.
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Integration into Training/Work Culture
• The work is not considered complete with the
completion of the PWM’s. Nothing will
change without a complete integration into
the training curriculum and a changing of the
work culture.
• It takes time, but with the positive
contributions to date, and the continuous use
of the PWM’s in the training, it is expected
that the workforce will integrate PWM’s into
the SMUD culture resulting in improved
safety, work consistency, and quality.
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What are the Benefits of PWM’s?
• Mitigates SMUD’s risk.
• Captures expertise of SMUD’s highly experienced, most
respected SME’s.
• Documents safe and consistent ways to work; Enhances
safety and work consistency.
• Provides guidance to Foremen in the field.
• Integrated into all facets of field training for consistency
with actual practice in the field.
Sample PWM
• Provides a way to capture technical expertise, applicable
elsewhere at SMUD where many retirements are expected.
• Field ownership is “built in” to the PWM development
process through participation; this assures understanding
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and buy-in.
How are PWM’s Approved,
Maintained, & Updated?
• PWM Oversight Committee:
– Approves PWM after field testing
– Monitors necessary updates and revisions
– Identifies additional high risk tasks requiring
documented Preferred Work methods
Cut & Kick a
Pole
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Questions
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Contact Information
Steve Hallmark: 916-732-6251
[email protected]
Scott Hommel: 410-312-6240
[email protected]
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