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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

Operator Training for Smoother Transitions

Russell Plakke – Denver Water

Steve Walker – Metro Wastewater

March 2009 JTAC


Discussion overview
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


Operator training for smoother transitions

Smooth

Transition


Time line prior to start up
Time Line Prior to Start up

  • 2001 supervisors

  • 2003 Lead Techs

  • Late 2003 – Staff

  • 2004 start up



Staff make up
Staff Make Up

  • 65% no treatment experience

  • 4 “A” Operators

  • 2 Supervisors


Training methods utilized
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




Plant chlorination study
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.


Plant chlorination study1
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


Operator training for smoother transitions

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



Operator training for smoother transitions

Examples of O&M manual

put together by staff



Training unit process
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


Why incorporate tu program
Why Incorporate TU program

  • Adds interest and desire

  • Reduces costs

  • Provides TUs “at home”

  • Can tailor the relevance to your processes and equipment


After start up
After Start up

  • Rotate staff

  • Project assignments

  • System upgrades


Looking back
Looking Back

  • Employee feed back

    • Web O&M

    • Pictures

    • Poor performers

    • Mentors

    • PPT


Operator training
Operator Training

  • Typical failures

  • Audience

  • What doesn’t work

  • What works

  • Training Units

  • What to train

  • Training cycle

  • Follow up


Typical failures
Typical Failures

  • Unprepared presenter

  • Uncoached presenter

  • Material not prepared or proofread

  • Poorly timed – with respect to audience work day

  • Poorly scheduled


Typical failures1
Typical Failures

  • Unfocused approach

  • Foundation not built

  • Foundation not reiterated

  • Breaks/Distractions/Food


What doesn t work
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


What works
What works

  • Pre-schedule and advertise so staff can plan

  • Publish schedule and intent well ahead of the event


What works1
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


What works2
What works

Presentation

  • Speak loud enough

  • Speak slow enough

  • Don’t talk in monotone

  • Don’t talk down to your audience


What works3
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


What works4
What works

Provide adequate back-up material

  • Drawings

  • Schematics

  • SOPs

    -and-

    Explain the backup material

  • Again, consider your audience


What works5
What works

Videotape the presentation

  • Review at table top exercises as refresher or to better optimize

  • Catch up for folks that missed


Reference material
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




Training process cycle2
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


What to train
What to Train

  • Process Overview – building the foundation

  • Process Theory

  • Equipment

  • Process Control

  • Process Instrumentation

  • Key Drawings


What to train1
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


What to train2
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


What to train3
What to Train

  • Equipment

    • What is required to start, stop and isolate

    • Operating ranges

    • Volumes

    • Special precautions

    • Basic Standard Operating Procedures

    • Troubleshooting

    • Failure analyses


What to train4
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


What to train5
What to Train

  • Key Drawings

    • Process schematics

    • P and IDs

    • Utilities



Wrap up
Wrap up

  • New Facility Training

    • Approaches

    • Effectiveness

    • Staff’s view

  • Bringing New Processes On-Line

  • Training Techniques and Process

  • Training Units


Wrap up1
Wrap up

  • Typical failures

  • What works and what doesn’t

  • Training Process Cycle

  • What to train

  • Conducting post-implementation review


Operator training for smoother transitions1
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