in the EampP Industry David R Humphrey PE Director of Curriculum Well Construction NExT Henry Edmundson Director PetroTechnical Expertise Schlumberger Chairman NExT Client Advisory Board ID: 576393
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Accelerating Petro-Technical Learningin the E&P Industry
David R. Humphrey P.E.Director of Curriculum – Well ConstructionNExT Henry Edmundson Director Petro-Technical Expertise, Schlumberger Chairman, NExT Client Advisory BoardSlide2
Do You Recognize the Symptoms?Geoscientists and engineers retiring in next 5 years
Attrition of your high tech and most capable staffSlow adoption of latest technology and software despite frequent trainingEngineers who know how to push buttons but do not understand the conceptsGap between skill needs and workforce capabilities is growingEmployees were not trained during hard times and are struggling to catch upSlide3
Exciting and Challenging Times!
Exciting!High oil pricesNew technologiesNew frontiersChallenges & Opportunities!Unconventional reservoirsEnhanced Oil RecoveryDeep waterPost-Macondo regulations
“Big Crew Change”
“… “big crew change” is taking place now…”
“… 25% of PTP… will retire in the next 5 years…”
“…autonomous PTPs will decrease by 6% or 5,000…” (by 2014)
“…technical talent has become a true strategic enabler for delivering production and future growth.”
Source: 2011 SBC O&G HR Benchmark, and SBC, Technical Talent Shortage Could Begin to Limit Growth. JPT, June 2011.
Petro-Technical Professionals (PTPs) per Age Bracket for a Typical Western Independent (%)Slide4
Percentage of SPE Members by Age
(not incl. Student Membership)Slide5
Percentage of SPE Members by Age –
The Gap(not incl. Student Membership)Slide6
The Demographic Crisis in a Nutshell
Lack of experienced petro-technical professionals (PTP) in mid-career age rangeNeed to accelerate development of early-career PTP’s to fill this gapNeed to develop all PTP’s in new technology used to find and produce the “tough” oil and gasNeed to recruit, develop, motivate and retain PTP’s in the context of a frenzied marketSlide7
Golden Rules for Accelerated DevelopmentSlide8
Golden Rules for Accelerated Development
Blended learning combines many types of learning activities, especially on-the-jobInstructor-led Classroom Learning
Social networking: in the class-room
Self-Study
Learning by Doing (On the Job)Slide9
Golden Rules for Accelerated Development
Blended learning combines many types of learning activities, especially on-the-jobNo compromise on quality: there is no substitute for top instruction and materials
Editorial and graphical quality of training material
Quality of instruction, generally the instructor
Need for technical content and instructor to be up-to-date on current technology and practiceSlide10
Golden Rules for Accelerated Development
Blended learning combines many types of learning activities, especially on-the-jobNo compromise on quality: there is no substitute for top instruction and materialsMentoring
/
Coaching
relationships are key for providing context and support during learning
Finding senior professionals to mentor
Managing the mentor-mentee relationship
Defining the mentoring role and objectivesSlide11
Golden Rules for Accelerated Development
Blended learning combines many types of learning activities, especially on-the-jobNo compromise on quality: there is no substitute for top instruction and materialsMentoring
/
Coaching
relationships are key for providing context and support during learning
Competency management
is indispensible for measuring individual development and identifying competency gapsSlide12
Golden Rules for Accelerated Development
Blended learning combines many types of learning activities, especially on-the-jobNo compromise on quality: there is no substitute for top instruction and materialsMentoring
/
Coaching
relationships are key for providing context and support during learning
Competency management
is indispensible for measuring individual development and identifying competency gaps
Customized
learning programs are essential to fit each company’s culture, strategy and E&P objectivesSlide13
Drilling Engineering:
Competence 1Competence 2Competence 3etc.
1
2
3
4
Employee
Competency
Assessment
Proficiency
Competency Model
Job Description
Required
Competencies
Competency Management
Drilling Engineering:
Competence 1
Competence 2
Competence 3
etc.
1
2
3
4
Gaps
Competency Gaps:
Individual
Individual training plan
Team
Staffing aid
ProficiencySlide14
NExT Framework
Oil and Gas Courses
Technical
Software
Competency Management & Technology Mastery
Competency Assessment
Development Planning and Implementation
Competency Verification
Training Programs
Blended Training Programs
Software Certification
Masters Degree ProgramsSlide15
ChallengeExploration activity expansionShortage of trained PTP’sAccelerate development of New Hires (20 GG&E)Mid-Career (20 GG&E)
NExT SolutionFramework for accelerated blended trainingFunctional competency assessment and skill gap analysisTwo (2) Training Programs:Program 1: Fresh Graduates (Under Development-UD) (3 Yrs)Sub-Surface (5 G&G, 7 PE)Surface Facilities (3 ME, 2 EE, 1 Process, 2 Instr.)
Aim
: Semi Autonomous Professionals
Status
: Year 1 & 2 Completed, third year about to start
2
nd
group proposed for 2012
Case Study:
Joint NOC Training Programs Slide16
Program 2
: Mid Career (1 Yr)Geology and Res. Engineering (5 G&G, 7 PE)Aim: Full Field Development PlanStatus: Started April 2011Training ModelCompetency gap analysis and identification of individual development needs Blended
: theoretical, software, and practical courses
On-The-Job training, workshops, field trips, projects, mentoring sessions, project management training, evaluations, and certifications
Results
Program 1
Proficiency level of core competencies:
Subsurface: at 90% proficiency level (from initial 55%)
Surface: at 120% proficiency level (from initial 50%)
Case Study:
Joint NOC Training Programs (2)Slide17
Learning Elements
ClassesWorkshopsOn-The-Job Training/ProjectsMentoringIncremental EvaluationPresentation and Certification
Organization Needs Determination
Determine Scope of Program
Phase I
Start-up
Identify
Technical
Competencies
Develop Matrices (Roles, Skills, etc.)
Develop
individual
learning roadmaps
Finalize criteria for success
Phase II
Phase III
Foundation
Working
Mastery
Phase IV
Refine program
and
expand
Learning Sequence
Technology Mastery Program
Technology Mastery Process OverviewSlide18
Thank you