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

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Presentation on theme: "Operator Training for Smoother Transitions Russell Plakke – Denver Water Steve Walker – Metro Wastewater March 2009 JTAC."— Presentation transcript:

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

3 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

4 Smooth Transition

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

6 Supervisors on-site

7 Staff Make Up 65% no treatment experience 4 “A” Operators 2 Supervisors

8 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

9 On the Job Training

10 Vendor Training

11 Plant Chlorination Study 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. Staff training

12 Plant Chlorination Study 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 Staff training

13 8” SVW TO CHLORINE INJECTORS 3” SVW INTO CHEM BLDG IN BUILDING ALL HOSE ATTACHMENTS ARE ¾” V-235’S 8” TO CHLORINE INJECTOR RM 3” TO CHEM BLDGSTORAGE TANKS, (TYP.) SCRUBBER ALL HOSE ATTACHMENTS ARE ¾” INSIDE BUILDING V-235’S

14 Web based O&M

15 Examples of O&M manual put together by staff

16 As built drawings

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18 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

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

20 After Start up Rotate staff Project assignments System upgrades

21 Looking Back Employee feed back Web O&M Pictures Poor performers Mentors PPT

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

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

24 Typical Failures Unfocused approach Foundation not built Foundation not reiterated Breaks/Distractions/Food

25 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

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

27 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

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

29 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

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

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

32 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

33 Training Process Cycle Build the foundation Drive Home the Key Points Discuss the Components Question your Audience Reiterate the Foundation

34 Training Process Cycle Process Theory How Component fits the process How Component impacts other processes SOPs and Guidelines Optimization

35 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

36 What to Train Process Overview – building the foundation Process Theory Equipment Process Control Process Instrumentation Key Drawings

37 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

38 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

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

40 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

41 What to Train Key Drawings Process schematics P and IDs Utilities

42 Training Process Cycle Followup How did the training take What can be done better Where did it succeed Why did it fail Who can we talk to

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

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

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


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