To ensure that the training we deliver is effective, our training programs, courses and materials adhere to seven fundamental principles that help guide training design, development and delivery. These principles have been established and validated by ETI through research, application and experience. Each principle is explained below:

Establishing the Need for Training
Ability to Perform
Jobs, Job Tasks and KSAs
Training Defined
Training Objectives and Performance Standards
Training Structure
Training Delivery Methods

1. Establishing the Need for Training

"Training should address a business need, and it must be effective."

We believe that training courses for pipeline operations and maintenance should be designed to improve the performance of the business unit in some manner. Training interventions should only be deployed when it has been established that training is needed to solve a particular problem. A training needs analysis should be completed to help establish whether training or a alternate solution is actually warranted. We have significant experience in conducting training needs analyses. Additionally, training initiatives must be designed, developed and implemented in a manner that ensures their effectiveness.

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2. Ability to Perform

We believe that it is possible to both identify and quantify what’s necessary for workers to be considered successful or “qualified.” In our view, being qualified is defined by ability to perform. Knowledge of theories, principles and concepts ultimately means little without observable, measurable results. Successful training should not be defined by the time an individual has spent on a course, but on whether they can demonstrate new knowledge or skills.

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3. Jobs, Job Tasks and KSAs

ETI considers pipeline operations and maintenance to consist of a variety of jobs, with each job consisting of a number of tasks. Typical jobs in pipeline O&M include pipeline controller, welder, maintenance technician, and field operator. To be considered qualified for a job, ETI believes that workers must demonstrate satisfactory performance of the tasks that make up that job.

Job tasks themselves consist of varying degrees of knowledge, skills and abilities (KSAs).

Knowledge consists of the concepts, facts and data necessary for safe and proper task execution. It answers the question “What do I need to know to get this task done properly?” For example, when applying coating to a pipeline, a worker needs to know about safety hazards, principles of equipment operation and the coating manufacturer’s requirements and recommendations to successfully perform this task.
Skills are the practical, performance-based elements of a task, such as being able to calibrate, refurbish, operate, or repair systems or equipment. It answers the question “What do I need to be able to do to get this task completed?”
Abilities are the inherent physical attributes needed for task performance, including eyesight, hearing, physical strength, coordination, and agility. Our training solutions primarily focus on building up a worker’s knowledge and skills to become qualified to perform a job or a job task.

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4. Training Defined

We believe effective training consists of a learning event, followed by practice and evaluation.

Learning events include activities such as instructor-led training or self-study.
Practice (or application) helps students understand the concepts and principles being taught. Additionally, practice helps to transfer recently-acquired knowledge and skills into long-term memory, from which it can be readily recalled.
Evaluation provides assurance that the students have attained the knowledge or skills needed for their jobs. It typically involves an appropriate combination of examinations, performance demonstrations, written exercises, and other forms of assessment.

In some cases it may be desirable to reverse the above order, and conduct evaluations first. A common application for this would be when trying to determine whether there are any training gaps in an existing workforce.

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5. Training Objectives and Performance Standards

The fifth training principle is that training objectives and performance standards are essential to guide training program content, training methods and evaluation techniques. Training objectives should be stated in behavioral terms; that is, they define what we expect the student to be able to do once the training is successful. Performance standards, on the other hand, identify parameters to help measure and confirm successful job or task performance. For example, being able to weld with a defect occurrence rate of less than two percent is an example of a performance standard. Performance standards may vary from one company to another.

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6. Training Structure

The sixth training principle governs how training is structured. We believe that it is beneficial to first teach essential job knowledge (such as concepts, theories, and principles) prior to instruction in specific work skills (the “how to” elements). This helps ensure students understand principles of operation and safety hazards before learning the hands-on elements of a job or task. We also consider some training as essential for all jobs in pipeline operations and maintenance, while other training is highly specialized and will apply only to a specific job or location.

To explain ETI’s job training structure, we use the model shown below.

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Core

Includes training in knowledge of the fundamentals of pipeline operations and maintenance, including fluid properties, pipeline equipment, and operating philosophies.

Occupational

Knowledge and theory training become more specific to the job. A pipeline field operator, for example, would typically complete training in terminals/ compressor station operations, pigging, right-of-way inspection, valves, and quality control. Once training in occupational theories and principles has been established through evaluation, there is usually little need for requalification in these areas.

Qualification

Hands-on work skills are learned, practiced and evaluated to determine qualifications. Concepts and theories are tested and validated and students learn how to actually perform job tasks. At an appropriate time, personnel are evaluated against a written standard to determine their ability to perform the work tasks. Individuals are re-evaluated on work tasks according to an established frequency.

Specialization

Once students are thoroughly grounded in Core and Occupational courses and have proved their ability through Qualification, they learn how to perform job tasks on facilities that may have unique characteristics, not already addressed in the training program.

For new hires to pipeline O&M, training should generally flow from Core, then through Occupational and Qualification training. Some training courses can be completed concurrently with other courses. Specialization training should begin once the worker’s basic qualifications have been established. From this point on, additional training should be designed to address ongoing needs (due to new equipment or changed O&M practices), periodic refresher training, mandatory training for regulatory purposes, and eventually, training for progression into management.

Succession

This phase involves transition into another discipline and/ or supervisor position. Succession can be recognized and approved by a Supervisor once Qualification for a discipline has been successfully completed. For example, a qualified Field Operator can move into Occupational development for Control Center Operations to achieve qualification in the new discipline. The same person can continue succession into another discipline or supervision by the same process.

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7. Training Delivery Methods

"Variety Counts."

The seventh and final training principle involves execution of the training. We believe that wherever possible, our customers should have access to a variety of training methods, including instructor-led, web-based and blended training. Some individuals learn best in an instructor-led, classroom-based environment, while others prefer to learn on their own, following a more self-directed methodology. A quality training program will allow for and accommodate these differences. Quality training programs will also allow for a high degree of self-pacing, to allow all students enough time to learn and become qualified.

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