Competencies initially appeared as a definition of the knowledge and skills required to operate a specific piece of equipment or complete a specific process. This description has merit, but there is also a formula for using competencies as building blocks for knowledge and skills on a broader spectrum. Focusing on developing and improving competencies through this formula will help to maintain nor-mal operations with reduced staff and will set up organizations for ongoing and future success through structured improvement.
First, let’s look at an upgraded version of the definition: Competency is the knowledge and skills required to accomplish a task safely and effectively. It starts with a complete understanding of the tasks required for a specific job. With the knowledge and skills defined, training is designed to build the knowledge and skills of the learner, treating them as a foundation to build and develop rather than as a singular instance. After the learner’s knowledge and skills are trained, the learner can then be assessed to see if he or she achieved the knowledge and skills called out. Competency helps not only to categorize and define the knowledge and skills but also to connect the training and qualifications of employees. When these skills and tasks are connected, credit for qualification can be given and then carried on to a future position.
This allows the competency model to be applied across process, machinery and job functions. Develop the competency as the actions taken; then the specific equipment information can be easily added and removed. For example, operators can be trained on “monitoring” equipment. They are trained to monitor equipment, verifying parameters are met with regard to temperatures, pressures, levels, flow rates, etc. When the learner is well versed in monitoring equipment and maintaining parameters for that equipment, “monitoring” credit can be given to the learner. When they move to another job function with other equipment, they will still have the knowledge and skills required for monitoring and will carry that qualification with them. Therefore, within the new job function, training can primarily consist of the specifics needed for that piece of equipment and the parameters required for monitoring. As learners continue on to more equipment, he or she starts to master the “monitoring” competency and only needs the deltas (or differences) of the newer piece of equipment as they pertain to monitoring.
After the monitoring competency block is complete, each learner can move on to another “action” competency for the specific equipment such as “troubleshooting,” “performing basic maintenance,” or “start-up” and “shut-down.” Training in the competencies in a specific order can also help a younger workforce move up in the risk level of a competency instead of trying to learn all actions at one time. In other words, newer personnel can be trained almost immediately in lower-risk actions (after orientation and HSE training, of course). They can get on shifts receiving on-the-job training and almost immediately provide hands-on help to senior operators with lower-risk actions.
As mentioned above, another advantage of this strategy is the employee is “qualified” in a certain competency (such as “monitoring”). This qualification status can be tracked and credit can be given to the employee, which can be useful when moving from facility to facility. When employees move, it will then take a shorter amount of time to orient to the different equipment before they are ready to go solo, reducing the time and resources spent on training.
For more information, contact Vern Wingfield at (713) 284-1814 or vwingfield@gpstrategies.com.
