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1. Tell me, I’ll forget
Show me, I’ll remember
Involve me, I’ll understandOPER-D

2. Contents
WHAT IS OPER-D TRAINING METHOD?
OPER-D FACT SHEET
WHY OPER-D TRAINING STRATEGY?
OPER-D MAIN PRINCIPLE OF LEARNING
PART 2 – ASSESSOR GUIDANCE BOOKLET
PART 1 – WORKFORCE INVOLVEMENT

3. OPER-D IS A TRAINING METHODOLOGY BASED ON PRINCIPLE OF INVOLVEMENT
“OPERATIONS PERSONNEL TRAIN WITHOUT KNOWING THEY ARE
TRAINING”
IT IS INCORPORATED INTO THE YEARLY OPERATIONAL ACTIVITY PLAN WHERE WORKFORCE IS
REQUESTED TO FOLLOW A SELECTION AND DEFINITION OF OPERATIONAL TOPICS DIVIDED IN 4
MAIN GROUPS. THE SELECTION IS VALIDATED BY THE SELECTED ASSESSOR ROLE AND IT
BASICALLY IS PART OF THE OPER-D IMPLEMENTATION.
STEPS 3 & 4
1. OPERATIONS FUNDAMENTALS
2. OPERATIONAL ASSET KNOWLEDGE
STEPS 5 & 6
1. ASSET OPERATIONAL REQUIREMENTS
2. KNOWLEDGE AND APPLICATION OF PROCEDURES
FOLLOWING THE PRINCIPLE OF INVOLVEMENT THE WORKFORCE IS GOING TO BE TRAINED
PREPARING THE OPER-D PROCESS WITHOUT PERCEIVING THEY ARE GOING THROUGH A
TRAINING PROCESS. ALWAYS CONTENTS MUST BE VALIDATED BY ASSESSOR
THE PROGRAM IS NORMALLY CUSTOMISED BY THE ASSET OWNER WHERE OPER-D IS BEING
IMPLEMENTED
WHAT IS OPER-D TRAINING METHOD?

4. WHO
OPER-D requires just
two main groups
• Workforce (Plant
Operations
Personnel)
• Assessors (Usually
Supervising positions)
05
OPER-D
Stands for Operational
Discipline where the
Pillars are:
• Integrity
• Level of Knowledge
• Questioning Attitude
• Formality
• Forceful Watch Team
Backup
OPER-D focus on Level
of Knowledge
pillar
01
OPER-D Provides you
with a booklet of
Operational industry
topics divided in 4 main
groups which are
considered the minimum
necessary for Operational
personnel to cover
minimum level of
competence
02
OPER-D methodology is a bit
different to the traditional
approach due the main fact it is
selected and defined by the
workforce from the beginning and
verified by the assessor
(internally)
03
OPER-D is flexible and
can be applied any time,
however our
recommendation is to
put in place an
Operational Discipline
program (1 year
duration) where the task
for Operators is to define
the selected topics
based on the 4 main
groups of OPER-D and it
can be rolled out during
the whole year.
Definitions are validated
by Assessors
04
OPER-D
OPER-D FACT SHEET

5. In the industrial Operations workplace (Gas Plants, Refineries, Power Plants, Chemical Plants,
etc) few people begin a job fully trained. Even when people have prior work experience, they
will still need to learn the many nuances of the new work environment that impact one’s ability
to perform effectively. Furthermore, with the current high rate of change in organization and
technology, nearly everyone needs to acquire new competencies or refresh the existing to
meet the demands of the work environment. As a consequence, all organizations have to
educate and train staff to raise their level of performance. This may be achieved by providing
new and relevant knowledge and information, by providing hands on experiences, or by
cultivating specific attitudes, values and motives.
The purpose of training is to develop task appropriate competencies in form of specific
knowledge and skills. Most importantly, when people are interacting with large complex
systems like those in the process industry, the system’s structure and behaviors change
continuously for a variety of reasons. Consequently, it is important that the competencies of
the work force keep a breast of the changing demands of this complex work environment.
For example, the production operator is the employee who uses process safety information,
safe work practices, and operating procedures to operate and maintain process plant
equipment. Today’s production operator must be competent in more than the technical aspects
of operating and maintaining plant equipment, machinery and controls.
WHY OPER-D TRAINING STRATEGY?

6. A good training program differentiates the way in which people work but should provide a standardization of
approach.
Good training can and should:
1. be a focus for aligning the workforce with the company strategy
2. ensure that workforce skill levels are up to national or industry standards
3. be a powerful individual motivator
4. be a good catalyst for change
5. be an arena for providing a link between the individual and the company values
Our assessment of current training practices concludes that many of today’s industrial training programs fall
short of these qualities of a good training program. Quite by accident, the most influential training is on-the-
job training, sporadic, informal and unmeasured as it tends to be. The interactions between people, plant
equipment, processes and organizational entities that occur within the everyday work environment have a
stronger impact on an operations team performance than any existing training program.
The work environment is the primary learning environment. Unfortunately, plant personnel typically do not
perceive the work environment as the primary learning environment.
As a new strategy for training, we propose that plant personnel design the work environment to be a
continuous learning environment using OPER-D Method. Following a brief summary of current training
practices, we present key dimensions for continuous learning in terms of culture, organization, and
workspace design. Explicit design of the work environment along desirable areas of these dimensions will
lead to greater job satisfaction, increased plant reliability, better operational integrity and most importantly,
and improved plant profits.
WHY OPER-D TRAINING STRATEGY?

7. As a new strategy for training, we propose that plant personnel design the work environment to be a
continuous learning environment using OPER-D Method. Following a brief summary of current training
practices, we present key dimensions for continuous learning in terms of culture, organization, and
Operational Discipline.
OPER-D will lead to Operational training cost optimization, greater job satisfaction,
increased plant reliability, better operational discipline and most importantly, and
improved plant profits
Assessment of Current Practices
The National Institute of Occupational Safety and Health (NIOSH) published a study that found that
traditional modes of employee training involving seminars, posters and videos often fail because they miss
the integral human factors that ultimately influence behavior at the worksite. Regardless of a person’s
knowledge and competency in a particular area, performance depends on motivational considerations like
cost and rewards, self-esteem, confidence and conformity pressure.
Heritage. Industrial manufacturing has a rich heritage. In the last 10 years training of productions operators
has evolved due to changing environmental and regularity requirements. As the main catalyst for change,
these requirements have introduced a significant improvement in some areas of training such as process
safety management and environmental. The training has resulted in more planned, structured, and
documented performance based solutions.
WHY OPER-D TRAINING STRATEGY?

8. Benchmarking. More than 58% of refineries, 57% of petrochemicals, and 36% of chemicals companies do
some form of benchmarking of their operator training practices.. Benchmarking is a comparative analysis of
what others are doing in production operator training. It allows companies to find the best practices
throughout their industry. to help them improve their own practices.
Common practices. Surveys have been done by many different groups to identify the most successful
operating training practices as identified by the end users. These surveys illustrate slight differences
between different industrial groups within the chemical process. Some common methods that are successful
across all groups include:
1. On-the -job training using procedures and training manuals with introductory classes
2. Written training manuals for each job with SOPs to enhance written information
3. Peer to peer training and qualification
4. Computer Based Training (CBT) applications and other self-directed courses
Balancing Methods. Successful training practices identify an effective balance of training methods. Within
the refineries training area, initial training is typically evenly balanced between classroom and field training
techniques. Specific job training uses more field training (75%) relative to classroom (25%). In general,
companies reviewing training practices of other organizations need to make sure there is an appropriate fit to
their operations. Each type of training has its place. Each plant has different conditions that determine the
best type of training for their situation. Some factors that influence the selection of type of training include:
1. Number of operators to be trained in a given time frame
2. Funds available for training
3. Availability of training media and materials
4. Availability of trained trainers
5. Work schedule
6. Availability of overtime
7. Turnarounds and vacation schedules
WHY OPER-D TRAINING STRATEGY?

9. The more a response leads to
satisfaction, the more likely it is to
be learned and repeated
Repetition aids learning,retention
and recall
It is easier to learn something new
if it is builtupon something we
already know
We learn best when we are ready
to learn
Learners must be actively involved
in the learning process.
OPER-D MAIN PRINCIPLE OF LEARNING

10. Some training organizations take a more scientific view of designing training systems, they
start from knowledge of how adults learn. Frank Bird and George Germain in their book on
Practical Loss Control Leadership identify five basic principles of learning, they state these are
obvious when read (Bird and Germain, 1992). However, they are often ignored, especially in
adult learning situations. Consideration of five principles in designing a continuous learning
environment will make employee training less frustrating and more productive for everyone
concerned.
Principle of involvement. For significant learning to occur, learners must be
actively involved in the learning process. The more senses involved (hearing,
seeing, tasting, smelling, feeling), the more effective the learning. The more fully the
learners participate in the learning process, the more effectively they learn. OPER-D
gets the learners to do the repeating, the practicing, the “learning by doing.” OPER-
D uses learner involvement tools such as “hands on” training, question and answer,
group discussion, audiovisual aids, case problems, role playing and application prior
their assessment is carried out.
Principle of association. It is easier to learn something new if it is built upon something we
already know. In training or teaching, it is best to proceed from the known to the new, to start
with simple steps (based on what the learner already understands or can do) and gradually
build up to the new and more difficult tasks or ideas. Make full use of comparison and contrast,
of relationships and association of ideas.
OPER-D MAIN PRINCIPLES OF LEARNING

11. Principle of readiness. We learn best when we are ready to learn. You cannot teach someone something
for which he or she does not have the necessary background or knowledge, maturity or experience. When
people are ready and have sound reasons for learning, they profit from teaching and make progress.
Readiness also means that the learner is emotionally ready, is motivated to learn. You help to create this
readiness by letting learners know how important the training is, why they should take it, and the benefits it
should bring them (such as growth, recognition, easier work, variety, challenge, safer work and increased
potential). Helping to create the desire to learn helps people learn. (Canceling training because of budget
cuts, bringing people in on overtime after three 12 hour night shifts, no involvement in the needs assessment
is not the way to achieve this principle).
Principle of repetition. Repetition aids learning, retention and recall. Conversely, long disuse tends to
cause learned responses to weaken and be forgotten. Application and practice are essential. Accuracy
should be stressed before speed, to avoid learning a wrong habit that must later be “unlearned.” The more
often people use what they have learned, the better they can understand or perform it.
Principle of reinforcement. The more a response leads to satisfaction, the more likely it is to be learned
and repeated. For best results in a teaching/learning situation, accentuate the positive (praise, reward,
recognition, success). Also, breaking complex tasks down into simple steps allows the successful learning of
one step to help motivate learning the next one. When learning is pleasant and beneficial, people more
readily retain what they have learned, and are more likely to want to learn more. Successful learning
stimulates more learning. OPER-D facilitates learning climate.
NOTE: OPER-D requires feedback from Assessors to satisfy learners’ needs
to know that they are doing things correctly and that they are making
progress.
OPER-D MAIN PRINCIPLES OF LEARNING

12. PART 1 – WORKFORCE INVOLVEMENT

13. 6 STEP - OPER-D Methodology
Step01
Selection of target
audience
Is important to have target audience
identified and avoid to mix seniority
levels
Step02
Present and
Explain
Is key to explain to your
selected audience the
scope of OPER-D as well
as the expected
deliverable
Step03
Operations Fundamentals
Selection of applicable fundaments
associated to your activity, it focus on
“must to know” not in “Nice to have”
Step05
Asset Operational
Requirements
Focus on practical Asset
Equipment knowledge
Step06
Knowledge and Application of
Procedures
Focus on Formality of our operations
Step04
Operational Asset Knowledge
Focus on theoretical Asset equipment
knowledge
OPER-D
Assisting the
Development of our
Operational Discipline

14. STEP 1
01
Selection of target
audience
The only recommendation on
this step is to avoid mix of
seniority,categories and if you
have to decide priority on target
audience our advice is to be
focused on Plant Operators and
Control Room Operators as first
step
“Step”
OPER-D
Assisting the
Development of our
Operational Discipline

15. STEP 2
02
Present and Explain
During OPER-D presentation
the target audience needs to
understand the key role they
will play on this initiative as well
as explain clearly thatthe
deliverable is going to be the
future and official Operational
training program.
The motivation of personnel
aboutthis step is very
important.
One more recommendation is
add OPER-D related tasks to
their own personal objectives
“Step”
OPER-D
Assisting the
Development of our
Operational Discipline

16. Step 3 - Introduction
03
Operations Fundamentals
The OPER-D content must be
provided to the selected
audience,however we always
recommend to give the
“Fundamentals” Steps 3 and 4
to the less experienced
personnel
It is quite simple due the fact
the first step is tick the selected
topics i.e.Flow rate, Pressure,
Level definitions
The time consuming task is to
define the selected topics, in
many cases organizations
already have accepted
definitions for these topics
“Step”
OPER-D
Assisting the
Development of our
Operational Discipline

17. Step 3 Operations Fundamentals - Example Selection
03
Operations Fundamentals
Based on my Activity the
fundamental that apply are:
“Step”
OPER-D
Assisting the
Development of our
Operational Discipline
1. FLOW RATE
2. PRESSURE / VACUUM
3. LEVEL
4. TEMPERATURE
5. SPECIFIC GRAVITY ( API / LIQUID & GAS )
6. DENSITY ( LIQUID / GAS )
7. DEWPOINT ( HYDRATES )
8. CALORIFIC VALUE
9. VISCOSITY
10. FLASH POINT
11. EXPLOSIVITY
12. VELOCITY ( ROTATION )
13. SPEED
14. VIBRATION
15. STROKE ( PUMPING PARAMETERS )
16. CORROSION
17. CONCENTRATION
18. OXYGEN CONTENT
19. CO/CO2 CONTENT
Each of the selected topics must be defined by the individual group and validated by
the assessor as per OPER-D requirement.

18. 04
Operational Asset Knowledge
The OPER-D content must be
provided to the selected
audience,however we always
recommend to give the
“Fundamentals” step 3 and 4
selection to the less
experienced personnel
It is quite simple due the fact
the first step is tick the selected
topics i.e.Chemical Injection,
Manifold,Separator,
Fractionation definitions
The time consuming task is to
define the selected topics, in
many cases organizations
already have accepted
definitions for these topics on
their own Operating Manuals
“Step”
OPER-D
Assisting the
Development of our
Operational Discipline
Step 4 - Introduction

19. 04
Operational Asset Knowledge
“Step”
OPER-D
Assisting the
Development of our
Operational Discipline
Step 4 Operational Asset Knowledge - Example Selection
WELLHEAD ( SURFACE / SUB-SEA )
DESCRIPTION / ROLE
TYPE / DESIGN / CHEMICAL INJECTIONS
VALVING
CHOKE ( AUTO / MANU )
SHUTDOWN MECHANISM
COMPLETION USED
WIRELINE OPERATION
PROTECTION / SAFETY
MANIFOLD ( OIL / GAS / H2O )
DESCRIPTION / ROLE (LAY-OUT)
TYPE / DESIGN / CHEMICAL INJECTIONS
VALVING
CONTROLS / INSTRUMENTATION
PROTECTION / SAFETY
SEPARATOR ( OIL / GAS / H2O ) / FWKO
DESCRIPTION / ROLE
TYPE / DESIGN / CHEMICAL INJECTIONS
INTERNAL PARTS
Each of the selected topics must be defined by the individual group and validated by
the assessor as per OPER-D requirement.

20. 05
Asset Operational
Requirements
We recommend to assign step
5 and 6 to personnel with more
seniority and experience.
Basically the motivation of this
recommendation is to used the
experiences by senior
Operators or Control room
operators to help the selection
of items more appropriate to
develop team competence
This step enters in more
practical operations aspects
therefore must be carefully
selected and approved by
assessor
“Step”
OPER-D
Assisting the
Development of our
Operational Discipline
Step 5 - Introduction

21. 05
Asset Operational
Requirements
“Step”
OPER-D
Assisting the
Development of our
Operational Discipline
Step 5 Asset Operational Requirements – Example Selection
WELLHEAD ( SURFACE / SUB-SEA )
IDENTIFY/LOCATE EQUIPMENT/SAFETY
VALVES & PIPES
KNOW P&ID's AND OPERATING MANUALS
START-UP IN NORMAL CONDITIONS
SHUT- DOWN IN NORMAL CONDITIONS
CONTROL IN NORMAL OPERATING
CONDITIONS
RECORD WORKING CONDITIONS
DETECT CAUSE & PROBLEM AND ADJUST
SHUT- DOWN IN EMERGENCY ( BAKER / OTIS
PANEL )
CARRY-OUT SPECIAL & NON ROUTINE JOBS
ISOLATE AND PUT UNIT BACK ON STREAM
CARRY-OUT LIGHT MAINTENANCE
TAKE SAMPLES/CARRY-OUT BASIC ANALYSES
CARRY-OUT LEAK TESTS
(DHSV,UMV,LMV,MANIFOLDS)
ENSURE CHEMICAL INJECTIONS
INSPECT CLUSTER/MULTIWELL
PLATFORM/MODULE
MANIFOLD ( OIL / GAS / H2O )
IDENTIFY/LOCATE EQUIPMENT/SAFETY
VALVES & PIPES
KNOW P&ID's AND OPERATING MANUALS
Each of the selected topics must be defined by the individual group and validated by
the assessor as per OPER-D requirement.

22. 06
Knowledge and
Application of Procedures
We recommend to assign step
5 and 6 to personnel with more
seniority and experience.
Basically the motivation of this
recommendation is to used the
lesson learned by senior
Operators or Control room
operators is going to help to
select the items more
appropriate to develop their
own and less experiences
personnel
This step enters in more
practical operations aspects
therefore must be carefully
selected and approved by
assessor
“Step”
OPER-D
Assisting the
Development of our
Operational Discipline
Step 6 Asset Operational Requirements – Example Selection

23. 06
Knowledge and
Application of Procedures
“Step”
OPER-D
Assisting the
Development of our
Operational Discipline
Step 5 Knowledge and Application of Procedures – Example Selection
OPERATING PROCEDURES
DEFINITION ( HOW AND WHAT )
KNOWLEDGE
COMPLIANCE WITH PROCEDURES
INSTRUCTIONS
DEFINITION ( WHERE AND WHEN )
KNOWLEDGE
COMPLIANCE
WORK PERMIT
DEFINITION
ESTABLISH HOT & COLD PERMITS
DEFINE& ESTABLISH COMPLEMENTARY
PERMITS
DEFINE INSTALLATION CONDITION
REQUIREMENTS
DEFINE INSTALLATION INHIBITION
REQUIREMENTS
CONTROL WORK BEING PERFORMED
EXTEND OR END PERMITS
COMPLIANCE WITH RULES
ON THE JOB SAFETY ( SAFETY AT WORK )
DEFINITION
Each of the selected topics must be defined by the individual group and validated by
the assessor as per OPER-D requirement.

24. PART 2 – ASSESSOR GUIDANCE BOOKLET

25. 60-Gas hazard & measurement
Level 4
■ Explain how the measuring
devices are calibrated.
■ Explain the measuring
principles of the site's gas
detectors.
■ Give the characteristics for
each of them in terms of
measurement accuracy.
■ Specify for a given operating
condition, what type of
measurement you would choose
and explain why.
■ Explain how the people
certified to perform gas
measurements are qualified.
Level 3
■ For each type of measurement,
indicate in which units the results
are presented (%, ppm).
■ List and explain which
procedures on site describe the
gas measurements.
Level 2
■ List the precautions that need
to be taken for each gas before
taking a gas measurement.
■ Explain what the LEL means
(Lower Explosive Limit).
■ Indicate who is authorised to
perform gas measurements.
■ Indicate where the list of
authorised gas measurement
devices can be found.
■ Specify the minimum
concentration of oxygenin the air
at which it is possible to work
without additional protection
measures.
■ If the O2 threshold is
exceeded, specify thenecessary
precautions.
■ Use the device available,
interpret the measurements,give
the threshold values (O2, CH4,
H2S, H2) so that the permit to
work can be issued.
Level 1
■ List the main hazards related
to the use of Nitrogen (N2) and
say whether or not nitrogen is
dangerous.
■ Indicate the risks associated to
an excess or lack of each of
these gases in the air (CH4,
H2S, N2).
■ Give the density of the
following gases in relation to air:
CH4 (methane) and H2S
(hydrogen sulfide).
■ List the main gas
measurements made on the
installation.
■ Identify the situations in which
a gas measurement is
necessary.

26. 61-PTW, Isolations, Confined spaces
Level 4
■ Rules for managing permits to
work in SIMOPS.
■ Application of JSA (Job safety
analysis)
Level 3
■ Indicate who takes part in the
meeting for reviewing and
consolidating the permit to work.
■ For the person issuing a permit to
work, list the main tasks to be
accomplished for it
■ Number of hot permits authorised
on the installation.
■ How is it possible to find out how
many pieces of electrical
equipment are isolated ona site?
■ Describe the electrical isolation
process.
■ List and explain the contents of
the site's procedures pertaining to
isolation.
■ Explain the procedure(s) for
removing an isolation (process,
electrical, mechanical)
Level 2
■ What documents can be
attached to the permit to work
(P&ID, isometrics, drawing and
documentation) and for what
purpose?
■ In the case of electrical
isolations, what is the name of
the authorizationgiven to the
person certified to perform the
isolation (certification).
■ Where can the list of personnel
authorized to isolate equipment
be found?
■ At what point is electrical
lockout acquired?
Level 1
■ Name the different types of permit
to work and their conditions of use.
■ Be able to explain the permit-to-
work process, the different
responsibilities and the personnel
involved.
■ Where are the various copies of
the permit to work kept?
■ Know how to determine whether
or not a permit to work is valid. Who
can stop work in progress?
■ What is mandatory before work
starts to make sure that everyone
has understood the risks, and the
procedures to be applied?
■ Who is in charge of issuing the
permit to work every day?
■ For how long is a permit to work
valid (hot work permits with naked
flame excluded)?
■ For how long is a hot work permit
with naked flame valid?
■ Name the main types of isolation
(process, electrical, mechanical).
■ Can anybody who knows how to
isolate equipment do so?
■ Who can remove an isolation?

27. Questioning Attitude is a critical aspect of
driving Operational Discipline within your firm and ultimately
achieving Operational Excellence.
5 Pillars of Operational Discipline – Questioning Attitude
01
How do you know if you are doing the right thing? What is the
right thing to? Why is it the right thing to do? How do you do it the
right way? Do you know what the intended outcome is? These
might seem like very basic questions, but being in a position to
answer them is the first step in achieving Operational Discipline
5 Pillars of Operational Discipline – Level ofKnowledge
02
In order for an organization to be Operationally Disciplined (doing
the right thing, the right way, every time to achieve Operational
Excellence), it takes a commitment from all employees not only to
themselves, but also to one another.
5 Pillars of Operational Discipline – Forceful Watch Team Backup
03
Formality has broad-reaching implications in an
organization’s journey to Operational Discipline and is
applicable in countless ways for every employee.
5 Pillars of Operational Discipline – Formality
04
we define Integrity as “doing whatyou say and being
dedicated to doing things the right way, whether or not
someone is looking.”
5 Pillars of Operational Discipline – Integrity
05
OPERATIONAL DISCIPLINE PILLARS – WORK ALL OR NOTHING
OPER-D
Focus

28. Tell me, I’ll forget
Show me, I’ll remember
Involve me, I’ll understandOPER-D