Crew Resource Management for Well Operations Teams, 501

8/10/2019 Crew Resource Management for Well Operations Teams, 501

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Crew Resource Management for Well Operationsteams

I n t e r n a t i o n a l A s s o c i a t i o n o f O i l & G a s P r o d u c e r s

Report No. 501

April 2014


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International Association of Oil & Gas Producers

OGP

Publications

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Acknowledgements

OGP wishes to thank the uman actorsraining, ompetency and ehaviours ask orce othe OGP Wells Expert Committee (WEC) and the OGP Saety Committees uman actorsubcommittee or their work on this project. Special thanks also goes to the University oAberdeen Industrial Psychology Research Centre or lending their expertise and experience intothis very important area.

Te Industrial Psychology Research Centre at the University o Aberdeen wishes to grateullyacknowledge the co-operation and assistance provided by the steering group members and the

operating, drilling and service company managers who granted access and acilitated arrangementsor the interview study. We would also like to take this opportunity to thank the wells personnelwho participated in the interviews or this study.


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Crew Resource Management for Well Operations teams

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Foreword

Introduction

Te importance o non-technical skills to saety and efficiency has long been recognised in highrisk industries such as aviation, mining, rail and healthcare. o date, the oil and gas exploration andproduction industry has not paid the same attention to providing training in cognitive, human actorskills such as situation awareness and decision making. Until recent events, such as the blow outsexperienced on the Macondo and Montara wells, the oil and gas industry had not ully recognisedthe importance o how psychological actors relating to perception and motivation can contribute tosae and efficient operations. It is now believed that a step-change improvement in operational saetyand efficiency o well operations teams (i.e.,the ull spectrum o drilling, completions, work-overs& interventions), can be achieved through effective development and application o non-technicalskills, also known as Crew Resource Management (CRM).

Te International Association o Oil and Gas Producers (OGP) initiated a research project withUniversity o Aberdeen Industrial Psychology Research Centre to develop recommended contentor a syllabus or CRM (non-technical ski lls) training in well control; customised to the needs owell operations team-members. Tis work was jointly managed by the Wells Expert Committee(WEC) and the Saety Committees Human Factors Subcommittee. Te syllabus that isthe result o this work is published in this report. Te intent o this training is to supplementOGP report No 476, ecommendations or enhancements to well control training, examinationand certification (http://www.ogp.org.uk/pubs/476.pd).

Vision

Looking orward, specifically in the area o well operations, the oil and gas exploration andproduction industry must recognise the importance o non-technical skills to operational saety,and embed discipline-relevant skills and attitudes in training and operational practices. rainingalone will not bring a step change in our industry; however, a period o stand-alone CRM trainingis imperative to build an appreciation or the importance o human actors and to establish aoundation o knowledge and ability.

Te suggested course syllabus ocuses on improving the skills o the individual worker in a teamsetting and addressing behaviour in routine operations, with the aim o avoiding critical incidents.However, the skills taught in this course can also be applied when dealing with time pressuredcritical events. Te course syllabus is based on current scientific research into human perormance.Te course content developed rom the recommended syllabus should be adapted to the operationalconditions and task demands, as well as to the needs and existing knowledge o the trainees.

Beyond the period o stand-alone training, CRM concepts should be incorporated into technicaltraining courses. Such integration will help develop and sustain the awareness, knowledge and(instinctive) application o non-technical skills. Operationally, CRM concepts must be known, andtheir importance recognised, by leadership teams at all levels as well as incorporated into saety

debries, operational procedures and operational audits.


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On-going plan of work

In order to develop and deliver the required CRM course, training providers will require inormationadditional to the suggested Well Operations Crew Resource Management (WOCRM) syllabus.Tereore, there is on-going work to build on this content and generate a recommended practice orCrew Resource Management or well operations teams (OGP report No 502).

Tis new recommended practice will define the requirements or CRM applied to well operationsteams perorming drilling, completions & interventions o all types o wells, worldwide. Terecommended practice could be used by training providers to develop courses that are consistent

and quality assured.

Te developers o this on-going work will engage with several key parties in the industry that havealready led the way by developing their Crew Resource Management training material.

Definitions

For the purposes o this document, the ollowing definitions apply:

Crew Resource Management or non-technical skills (also called CRM, NS, or human actorskills) is a term that came rom the aviation industry and can be defined as the cognitive, social

and personal resource skills that complement technical skills, and contribute to sae and efficient taskperormance (Flin et al, 2008).

Well operations team-members: engineers and technicians who perorm operational roles indrilling, completion, work-over & intervention operations defined as requiring certification inwell control.

OGP recommendations

Following review and discussion o the report by the University o Aberdeen, OGP has developedrecommendations or the implementation o a CRM training course, which will orm the basis o

the OGPs Recommended Practice (reer OGP report No 502).


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OGP ell perations rew esource anagement(WOCRM) training syllabus project

Report prepared or OGP, July 2013 by:

Contact:Proessor Rhona Flin, Industrial Psychology Research Centre,University o Aberdeen, Kings College,

Old Aberdeen AB24 3UB.

t)01224 272341 e)[email protected])www.abdn.ac.uk/iprc

Rhona Flin, Jill Wilkinson & Cakil Agnew

University of Aberdeen


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Executive summary

Te project was commissioned by OGPs SaetyCommittee (via the Human Factors Sub-Committee)(HFSC) and the Wells Expert Committee (WEC)(via the Human Factorsraining, Competency andBehaviours ask Force).

Te aim was to develop a recommended syllabusor Crew Resource Management (CRM) training

customised to the needs o Well operations teams (i.e.perorming Drilling, Completion, Intervention &Work-over operations).

In order to identiy the basic categories o CRM(non-technical skills) skills that are required by wellsoperations personnel, 17 key roles were identified. Teliterature on human actors in wells operations wasreviewed, as well as relevant material on CRM trainingand assessment in offshore production operations and

in other industries. In addition, a sample o 33 wellspersonnel was interviewed and asked about the non-technical skills required in routine and non-routinework conditions.

Evidence rom these two sources was used to developan outline or a basic syllabus or Well OperationsCrew Resource Management (WOCRM) training.

Tis consists o an introductory module, plus coverageo the main non-technical skill categories: ituationwareness, ecision aking, ommunication,eamwork, eadership, and erormance shaping

actorsstress and atigue.

Recommendations or the design and delivery o basicand recurrent WOCRM training are provided.


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. Introduction

. Background

Tis project was sponsored by a joint initiative betweenOGPs Saety Committee (via the Human Factors Sub-Committee) (HFSC) and the Wells Expert Committee(WEC) (via the Human Factors raining,Competency and Behaviours ask Force). Te aimo the project was to develop a recommended syllabusor Crew Resource Management training customisedto the needs o well operations teams (i.e., drilling,completion, intervention & work-over operations).Te Well Operations Crew Resource management(WOCRM) syllabus has been designed to meet oneo the key recommendations being made by the HFSCbased on its study o process saety and environmentalincidents in drilling (OGP, 2012a), as well as being asignificant contribution to the work o the Wells ExpertCommittee ask Force on Human Factors.

. Well operations

Te oil and gas exploration and production industry isa worldwide operation, with both onshore and offshoreacilities, designed to meet global needs or the locationand supply o energy. In the twenty-first century, theseoperations have been characterised by increasingcomplexity, particularly the deep water environmentsand the high temperature, high pressure wells (Glass,2005). Te drilling industry has recently experienceda number o accidents that have caused significantconcern, most notably the blowout on the Montarawell in Australia (Borthwick, 2010) and the blowouton the Deepwater Horizon rig on the Macondo wellin the Gul o Mexico (National Commission, 2011).Tese events have resulted in a widespread industryresponse and various task groups were establishedwhich have produced reports and guidelines on keyaspects o these accidents.

.. ompetencies

One particular area o interest has been on thecompetencies o wells personnel; or example the

Oil Spill Prevention and Response Advisory Group(OSPRAG, 2010; 2011) had a specific task groupto examine competency, behaviours and humanactors. Tey recommended that leadership andsupervisory competencies should be established andassessed(p. 12) or a number o occupational roles orwells operations and this was taken into account inthe uidelines on the ompetency o ells ersonnelissued in January 2012 (Oil & Gas UK, 2012). Tesestate that competency systems should address criticalcompetencies commensurate with operational risk,consequence and well complexity (p. 9) and suggeststhat a useul system covering non-technical (non-tech)aspects o competency is crew resource management(RM). Tis is used to improve team competency andunderstanding by some drilling contractors, as well asindustries including aviation and marine. (p. 16).

Similarly, the Norwegian Oil and Gas (ormerlyOLF) report eepwater orizonessons earnedand ollow p (OLF, 2012), recommended thatthe industry gives consideration to introducingCRM or similar scenario-based team behaviourtraining or well-site and support personnel(Recommendation 29, p. 30).

. Crew resource management

and non-technical skills

Te concept o Crew Resource Management (CRM)was originated by NASA in the late 1970s to help flightcrews improve their skills in areas such as teamwork,leadership, situation awareness and decision making(CAA, 2006; Kanki et al, 2010). Te concept hassince been successully translated to a wide range oother higher-hazard industries, such as the fire services,marine, rail, mining and healthcare.

Te related term non-technical skills (also calledCRM skills) came rom the European aviation

industry. Tey can be defined as the cognitive,social and personal resource skills that complementtechnical skills, and contribute to sae and efficient task


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perormance (Flin et al, 2008, p. 1). Tese are not newor unamiliar to most workers: they are essentiallywhat the best practitioners do in order to achieveconsistently high perormance. Te importance onon-technical skills to saety and efficiency has longbeen recognised in higher-risk work settings.

Adverse outcomes in well operations have been

associated with ailures in these non-technicalaspects o perormanceteam working, riskassessment, leadership, decision making, andcommunication (Wilson & Stanton, 2001; OGP,2012b). Wells personnel working or operating,drilling and service companies may receive trainingin leadership, teamwork and communication skills aspart o personal development, supervisory or saetytraining. Tey may a lso have received guidance in themanagement o stress and atigue rom occupationalhealth programmes. Tere appears to have beenless attention devoted in this sector to training thecognitive, non-technical skills o situation awarenessand decision making, although the importance opsychological actors relating to perception andmotivation was noted by well control specialiststwenty years ago (e.g.Sonneman, 1992).

What is distinctive about CRM programmes,compared to the types o training mentioned above,is that they cover all these non-technical skills in onecourse and that the teaching material is evidence based.Other notable eatures o CRM training are:

a. Based on an ongoing analysis rom companyor industry sources (e.g.reporting systemsor accident data) o the social, cognitive andpersonal resource (non-technical) skills requiredor sae and efficient operations;

b. Focused on the individual worker in a teamsettingthe assumption is that workers needportable team skills or whatever team or crewthey find themselves in on a given shif;

c. Not about personality but about behaviour;

d. Addresses behaviour in routine operations withthe aim o avoiding critical incidents, as well asskills or dealing with a critical event

e. Founded on current scientific research intohuman perormance in that work setting.

In the aviation, nuclear and marine industries,operational staff regularly receive CRM training to

maintain or improve their non-technical skills. Inthe UK, it is mandated that civilian pilots must notonly receive regular CRM training but they mustalso have their CRM skills ormally assessed as parto their regular licence revalidation (CAA, 2006).Tere has been very limited application o this typeo comprehensive CRM training in the upstreamoil and gas industry, with the exception o somedevelopments post Piper Alpha (Flin, 1995; Flin etal, 2002a,b; OConnor & Flin, 2003), some o whichwere ocused on emergency response (Grinde, 1994).Tere are some recent initiatives to introduce CRMtype training or wells personnel (see below) but thereare no oil and gas industry standards or non-technicalskills competency rameworks, nor an approved CRMtraining syllabus or wells personnel. It is anticipatedthat the introduction o WOCRM training will resultin benefits not only or saety perormance but also oroperational perormance.

. Purpose and rationale

Te purpose o this project was to begin to identiythe key categories o non-technical skills required bywells personnel, in order to develop a generic trainingsyllabus covering a range o non-technical skillsconsidered to be particularly important to improvingsaety and efficiency in well operations. Te outputpresented below is a recommended syllabus or WellOperations Crew Resource Management (WOCRM)training and assessment.

Te ocus o the project was limited to engineersand technicians who are required to meet industrystandards or certification in Well Control


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(Oil & Gas UK, 2012). Te project scope did notcover: i) specification o training and competencerequirements or CRM Instructors; ii) developmento recommendations or speciying or mandatingdemonstrations o competence in CRM skills that maybe expected o drilling crew.

A set o 17 wells roles (in three main categories: machine

operator; supervisors; and support) o principalinterest were established by the steering group or thisproject (see able 1 adapted rom OSPRAG (2010)Guidelines, positions or competence assessment).

able . Categories and roles for CRM training syllabus

MACHINE OPERAOR: SUPERVISORS: SUPPOR:

Driller/operator

Assistant driller/operator

oolpusher

Rig manager (office)

Company man

Drilling supervisorSuperintendent (office)

Well services super visor

Well test superv isor

Coil tubing supervisor

Slickline supervisor

Completions supervisor

E-line supervisor

OIM

Senior drilling engineer

Drilling engineerSenior completions engineer

Completions engineer

Well Engineering manager

Roughneck

Derrickman

Mud logger

Drilling fluids engineerCementer

Directional driller

MWD/LWD engineer

Subsea engineer

BOP/LMRP engineer

Well integrity supervisor

Production supervisor

Petroleum engineer

Operations geologist

Development geologistReservoir engineer

Sub surace lead/manager

NOES:

. Operator applies to completions, work-overs & interventions and is the person directlyoperating the work unit.

. Roughneck, directional dril ler and MWD/LWD engineer are the only roles added to theOSPRAG/Oil & Gas UK list.

. Boldindicates top priority or each category.

. Roles initalicsare not required or CRM analysis at this stage; thereore no interviews

were conducted as part o University o Aberdeens work. Role names can vary across the industry and between different companies.


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Within the time scale o the project, two methods odata collection based on task analysis techniques (Flinet al, 2008) were easible or providing a preliminaryidentification o the main categories o non-technicalskills required by wells personnel. Te first o these wasto search the existing scientific and industry literatureor studies o non-technical skills in drilling/welloperations and to look or studies that had designedand evaluated CRM training or this work group. Tesecond method was to conduct an interview study withkey members o the 17 wells operations occupationslisted above in order to identiy the non-technicalskills they reerred to when discussing their work.

Tese methods have been applied beore in previousinvestigations that identified non-technical skills, orexample, or scrub nurses (Mitchell et al, 2011) andsurgeons (Yule et al, 2006).

. Literature search

Papers and reports were read and specific exampleso behaviours relating to the non-technical skillscategories o situation awareness, decision making,communication, leadership, team work, effects o stressand atigue were identified.

. Interviews

.. nterview schedule

Drawing rom the literature search, as well as ourprevious research into human actors in offshoreoperations (Flin & Slaven, 1996), a prototype CRMcourse or offshore crews (Flin et al, 2002a; 2002b),CRM skills in drill crews (e.g. Sneddon et al, 2006),and previous interview studies o non-technicalskills or medical proessionals (e.g. Mitchell et al,2011), an interview schedule was devised or use with

experienced wells personnel (see Appendix 1). Tisused a critical incident method (Flanagan, 1954,Crandall et al, 2006), as well as specific questions

(13 in total), to ask interviewees about their work inorder to extract inormation on key non-technicalskills or sae and efficient operations.

.. ample

With the assistance o the project team and personalcontacts, companies employing personnel in the list o

17 wells roles in able 1 were contacted and asked ithey would invite their staff to volunteer or interviews.A sample o 33 wells proessionals (two emale) wereinterviewed, mostly by telephone. Tey worked mainlyin offshore roles, or three operating companies, ourdrilling companies and three service companies.Some o the more senior positions had experience oother roles, e.g.toolpushers and rig managers who hadpreviously been drillers.

Te list o roles interviewed is as ollows: Driller (1);

Assistant Driller (1), oolpusher (2) Roughneck/Roustabout (3); Floorhand (1); Derrickman (1);Mud Logger (2); Mud Engineer (1); Cementer (2);Well est Supervisor (2); Coil ubing Supervisor(2); Completion Supervisor (2); Slickline FieldManager (1); Wireline Supervisor (1); Rig Manager(onshore officedrilling contractor) (2); DrillingSupervisor/Drilling Engineer/Company Man (8);Superintendent (onshore officeoperating company)(1). It should be noted that some o the job titles are

different rom the roles listed in able 1, as these varyacross companies.

.. rocedure

With the interviewees permission, the interviewwas audio recorded, transcribed and then analysed.Using the sofware package NVivo 9, a structuredcoding method was employed to identiy examples obehaviours mentioned by the interviewee related tothe main categories o non-technical skills. Te coding

rame (Appendix 2) was adapted rom an earlierstudy o CRM skills or oil and gas industry offshoreinstallation personnel (Flin et al, 2002a; 2002b).

. Method


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. Results

Identiying the key non-technical skill categories. Literature review results

From the literature search, there appeared to be nopublished studies o CRM training specifically orwells personnel/drill ing crew, although there weresome with platorm crews. Tere have beenpsychological or human actors studies on offshorecrews dating rom the 1990s, mainly rom Norway(e.g. Hellesoy, 1985) or the UK Sectors (e.g. Flin& Slaven, 1996) but more recently rom othercountries such as China (Chen et al, 2008) and Brazil(Menezes, 2004). Tese investigations either includewells personnel in the samples or the findings romoffshore platorm crews are applicable to them. Teinvestigations tend to be on occupational health,related mainly to stress and atigue associated with theoffshore work environment (Sutherland & Cooper,1991; Parkes, 1998).

Tere are UK (Wilson & Stanton, 2001) andNorwegian reports (PSA, 2005) on human actorsin drilling and wells operations and on the drillerswork situation (PSA, 2007) which emphasise thecomplexity and time pressure o the job and requiredcommunication and leadership skills. Sonneman(1992) discussed the psychology o well control,ocussing on actors influencing the drillers decisionmaking. In terms o non-technical skills, the recentOil & Gas UK (2012) guidance or wells personnel

identifies leadership, supervision, risk assessment andteam management as required competencies. Terecent report on cognitive issues associated withprocess saety incidents (Report No460, OGP, 2012b)highlighted the importance o situation awareness,decision making, interpersonal behaviours (teamwork,communication). Situation awareness, stress and atiguein drill crew members have been examined (Sneddonet al, 2006; 2013), as well as shared understanding indrill ing operations (Haavik, 2011).

Te National Commission Report (2011) on theDeepwater Horizon accident identifies in chapter 4deficiencies in risk assessment and decision making.

Hopkins (2012) analysis o the event also underlinesthe ailures in situation awareness, decision makingand leadership in both offshore and onshore personnel.Te Inquiry into the Montara blowout (Borthwick,2010) describes it as a ailure o sensible oilfieldpractice 101 (p. 11) and goes on to discuss similarproblems. Hayes (2012), examining this accident,discusses significant flaws in decision making (p. 569)and problems in supervision.

... Key TS categories fom the literature

All these literature sources were scrutinised toextract key categories o non-technical skills or wellsoperations. Tis suggests that or a generic syllabuson CRM/non-technical skills or wells personnel, theollowing skill categories are likely to be required:

Situation Awareness

Decision Making Communication

Leadership/Supervision

eamwork

Awareness o perormance shaping actorse.g.stress and atigue

In many cases, the behaviours being discussed relateto communication although it is not always listedas a separate skill category or CRM rating tools

(e.g. NOECHS), given its ubiquitous role as anobservable behaviour when rating other skills such asteamwork (see Flin et al,2003 or urther discussion.)However it was decided that due to the importance ocommunication skills in wells operations, this shouldbe set as a separate category. Tus rom the literaturereview, the same categories o CRM trained in otherindustries appear to be relevant or wells personnel andshould be included in the WOCRM syllabus.

It is understood that a number o drilling companies

(e.g.Maersk) and operating companies (e.g.BP, Statoil)have recently introduced some type o human actorsor Crew Resource Management training and/or areproviding eedback on non-technical skills or drilling


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and wells crews undergoing simulator-based training.Tere are also industry bodies (e.g.IWCF, NOGEPA)supporting the inclusion o non-technical skillscomponents in technical, scenario-based well controltraining. However, little published inormation wasavailable rom these initiatives, when the literaturesearch was conducted.

. InterviewsResults

Te objective in this study was not to undertake a ulltask analysis or each o the 17 roles but to determinethe main categories o non-technical skills or atraining syllabus or wells personnel in general. So theanalysis below is not divided by role. In previous studiesto design ull non-technical skills rameworks andassessment systems (e.g. Fletcher et al, 2004; Yule et al,2006), much larger numbers o role occupants (e.g. 25

per role) have been interviewedor each position. Te33 interviews covered key roles or wells operations. Asmentioned above, more senior personnel had typicallyworked in more junior positions and sometimesreerred to these offshore roles.

Te transcribed interviews were coded to extractexamples o behaviours relating to non-technical skillsrelevant to wells operations. Whenever an intervieweemade reerence to a particular behaviour related to anon-technical skill, such as talking about how a crew

worked together during a challenging operation ordecisions made during a typical shif, these extractedtext segments (in total 1224 segments) were allocateda code (see able 2). Te codes related to six categorieso non-technical skills that had been identified romthe literature and within these, were 27 correspondingelements (derived rom previous offshore CRMresearch). For example, the eamwork elementconsidering others was mentioned 94 times across allthe data; interviewees requently described how theylooked out or other team members and how theyconsidered other people in the crew.

able : Frequency of identified CRM elementfrom codes

CODING LABELS FREUENCY

Considering others (W)

Awareness o surroundings (SA)

Supporting others (W)

Conflict solving (W) Shared mental models (SA)

Plant status awareness (SA)

Maintaining team ocus (W)

Identiying and managing stress (PR)

Assertiveness or speaking up (C)

Asking questions (C)

Listening (C)

Maintaining standards (SL)

eam decision making (W)

Planning and co-ordination (SL)

Anticipation (SA)

Option generation or choice (DM)

Risk and time assessment (DM)

Attending to non-verbal signals (C)

Use o authority/assertiveness (SL)

Reducing or coping with atigue (PR)

Giving appropriate eedback (C)

Concentration or avoiding distraction (SA)

Problem definition or diagnosis (DM)

Workload management (SL)

Physical and mental fitness (PR)

Recognition primed decision making (DM)

Outcome review (DM)

NOE:

(SA) Situation Awareness; (W) eam Working;(C) Communication; (PR) Personal Resources;(SL) Supervision and Leadership; (DM) Decision Making


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Tese codes were used to build a profile o the genericnon-technical skills being used in wells operations andto show what common behaviours are emerging. Tedata (see able 2, and Figure 1) eature two dominantcategories: eamwork and Situation Awareness,which were ound across all roles. Communicationand behaviours relating to dealing with PersonalResources (stress and atigue) were also ound in thetranscripts. Other categories, such as behavioursrelating to Leadership and Decision making, weretypically mentioned in relation to more senior rolesor wells operations. Examples rom the transcripts aregiven in able 3. It should be emphasised that these arepreliminary data rom a small sample and the requencywith which behaviours are mentioned may relate tothe specific situations discussed and question set usedand thereore these figures should only be taken asindicative o their relevance or wells operations.

able : Examples of behaviours a llocated to CR M (NS) categories

NONECHNICAL SKILLSCAEGORIES

EXAMPLES FROM HE INERVIEWS

Situation Awareness Observing the monitors, pressures and weights and reporting any concerns immediately. Lookingaround or hazards on the drill floor e.g. trip hazards, equipment lef in unsae conditions.

Walking around. Check ing equipment. Keeping an eye out or items coming down rom thederrick. Making sure items dont get caught when moving. Observations o the drill floor atregular intervals.

Decision Making Assessing progress and reporting issues and problems. Coming off the Well in adverse weather.Working together as a team to provide an adequate solution or outcome. Stopping the operation

i saety is compromised.

Communication Attending a ll meetings and toolbox ta lk s. Carrying out a management o change i necessary.Speaking up at meetings and voicing any concerns or asking questions. Listening.

eam Work ing Look ing out or ot hers on a personal and on a proessional level . Attending pre-job meetingsLooking out or people standing in harms way. Guiding people on where to stand saely. Liaising

with different members o the crew at regular intervals . Diplomacy. Listening to others andmaking assessments and decisions as a group.

Personal Resources Looking out or members o the crew that may have personal issues. Identiying i personal issuesare impacting upon the job or other crew members. Seeking assistance with heavy equipment.

Supervision & Leadership Being direct and clear about the jobs that need done. Planning each job and making sure allpersonnel are aware o their role. All permits/RIC cards in place prior to operation. Using

authority where appropriate. Watching or any change in crews demeanour.

Figure 1 shows the percentage o the data (extractedunits o behaviour) related to each category.

Figure : Percentage of data related to NS categories

PersonalResources

9%

DecisionMaking 10%

Supervision& Leadership 12%

Communication18%

SituationAwareness 23%

Teamwork 28%


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As stated previously, it should be noted that thisanalysis rom the set o interviews is not meant toprovide a ul ly comprehensive or in-depth analysis othe non-technical skills required or wells operations.Moreover the behaviours that workers choose todiscuss when being interviewed may not entirelycorrespond to the non-technical skil ls set required.

Nevertheless, when taken in combination withthe literature review, which drew evidence rom awider range o sources, there appears to be sufficientjustification or the inclusion o the ollowingcategories o non-technical skills in a Wells OperationsCRM course.

. Identified non-technical (CRM)

skill categories

Te main categories identified rom the literaturereview and the interviews in relation to the threegroups o wells operations roles are shown in able 4.

able : Proposed skill categories by wells role group from interview data

DRILLERS SUPERVISORS SUPPOR

CRM SKILLS

Situation Awareness

Decision Making ?

Communication

eamwork

Leadership n/a

Stress & Fatigue

NOES

. Drillers = Machinery operator (Driller, Assistant driller).. Support (this is more complex, as drilling fluids/mud engineer (may also include cementer i service hand

is responsible or cement decisions) may need to have decision making, but may be less responsibility ormajor decisions or roughneck, derrickman and roustabout).

It may be o benefit or personnel who do not have aspecific responsibility (i.e.leadership, decision making)to engage in the discussion o that skill category. In thecase o leadership, this is or two reasons: a) leadershiptraining should encompass a discussion o ollowershipexpectations and behaviours, and b) some crewmembers will be promoted to supervisory positionsrequiring leadership skills later in their careers. In thecase o decision making, all personnel make task-relateddecisions (and have the right to ask or operationsto be stopped on saety grounds), but it is normallyonly those in positions o higher responsibility (e.g.driller, company man) who make the on-site decisionso higher significance and consequence. Tese typeso decisions might involve changes rom acceptedpractices, or deviations rom agreed work plans, inresponse to a particular situation.

Tereore, it is proposed that or the initial stage othis industry initiative that a single generic syllabus orCRM training is developed or wells personnel. Many othem will have limited amiliarity with the underlyingconcepts and so it is suggested that most personnel willrequire an introduction to the six basic CRM categoriesand their application or wells operations.


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. Descriptions o the key

non-technical skill categoriesIn this section, each o the six main categories onon-technical skills to be included in the WOCRMsyllabus is shown with component elements. Tesehave been derived rom our previous CRM research oroffshore crews, the wells operations literature outlinedabove and the interview data. In able 3 some exampleso specific behaviours are given. Te ocus is on non-technical skills and their related behaviours while theindividual is engaged in a technical task. It should benoted that these are individual skills, and thereoreportable. Tat is, the person should be able to use theseskills in any wells team.

able : Proposed WOCRM skills components for a generic syllabus

CAEGORY ELEMENS

Situation Awareness Gathering inormation

Understanding inormation and risk status

Anticipating uture state/developments

Decision Making Identiying and assessing options

Selecting an option and communicating it

Implementing and reviewing decisions

Communication Briefing and giving eedback

Listening

Asking questions

Being assertive

eam Work Understanding own role with the team

Coordinating tasks with team members/other shif

Considering and helping others

Resolving conflicts

Leadership Planning and directing

Maintaining standards

Supporting team members

Perormance shaping actorsstress and atigue

Identiying signs o stress and atigue

Coping with effects o stress and atigue

An overview o the main non-technical skills categoriesand the suggested skill elements to be covered intraining is provided in able 5. It should be notedthat this is not a validated taxonomy, nor is it designedor any particular role. It is a proposed set o CRMskill components that could be covered in a genericWOCRM training course.


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. WOCRM syllabus

Based on our previous work designing CRM coursesor offshore control room operators and platorm crews(Flin et al, 2002a; 200b), and the findings outlinedabove on wells personnel, a sample syllabus or a twoday course covering the core non-technical skillstopics is outlined below. Tis should be adapted to theoperational conditions and task demands, as well as tothe needs and existing knowledge o the trainees. Teocus should be mainly on routine conditions wherethe non-technical skills are protective or saety. Tesame skills will also be required in time pressured,emergency events, although typically at a higher level.

As with other types o training, it would be beneficialwhen the CRM training is being introduced, or thecourse to be opened with a short introduction rom aWells Manager or equivalent to indicate that the coursehad the support o management and to outline thereasons why this type o training is deemed importantto the organisation.

.. Suggested content for a

WOCRM syllabus

AY NE

Introduction

Te aim o this module is to provide the participants

with a basic understanding o human actors inrelation to workplace saety, the origins o CRM as ahuman actors/error management approach, and therelevance o CRM (non-technical) skills to sae andefficient wells operations.

Explanation o human actors and importance insaety critical work settings.

Te common nature o human error. Influenceo system actors (e.g. Reasons [1997] Swisscheese model) and environmental threats

(e.g.Helmreichs [2003] threat and error model),as well as o human error, in accidents.

Brie history o CRM, and its roots in theaviation industry as an error managementapproach. Examples o ailures in CRM/non-technical skills that have been shown tocontribute to accidents or where good non-technical skills have contributed to avoidance o/recovery rom adverse events.

Te rationale or CRM training or wellspersonnel (e.g. Macondo; Montara; local wellsevents, OGP wells competencies).

Aims o WOCRM course and topics to ollow

Skill 1: Situation Awareness

Te aim o this module is to give the participants anunderstanding o the concept o situation awareness,component skills and influencing actors. ypicalsituations relating to wells operations (e.g.OGP wellsincidents database) could be presented or trainees to

practise identiying cues, orming an understandingand anticipating how the situation could develop.

Definition o situation awareness (e.g.eveloping and maintaining a dynamicawareness o the situation and the risks presentduring a wells operation, based on gatheringinormation om multiple sources om thetask environment, understanding what theinormation means and using it to think aheadabout what may happen next).

Its application to wells personnel (e.g.well controlevents showing SA problems).

Component skills: gathering inormation,comprehension o situation and risk status(orming a mental model) and anticipation(projection). Situation awareness three stagemodel (e.g. Endsley, 2000). Dynamic riskassessment (e.g.issington, 2005)

Te causes and symptoms o situation awarenessproblems (e.g.inattention, distraction)

Recognising and combating situationawareness problems


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Skill 2: Decision Making

Tis module examines individual decision making. Itcan describe different ways o decision making, andoutline the well control situations to which each typeis applicable and actors which have a detrimentaleffect on decision making. Decision making exercisesbased on wells scenarios can be used or practice and

discussion. It should be acknowledged that somewells roles have more significant decision makingresponsibilities than others.

Definition o decision making (e.g. kills ordiagnosing the situation and reaching a judgementin order to choose an appropriate course o action).

Problems in wells operations with decision errors(e.g.confirmation bias, fixation).

Component skills (assessing the situation(problem, time, risk) then choosing a course o

action, and reviewing the outcome. Different modes o on-task decision making

(e.g. slower analytical, comparing options vsprocedure based vs aster, gut eel, intuitive,pattern matching method) and suitability ordifferent situations.

Te human memory system and how it influencesdecision making.

Workplace actors affecting decision making.

Skill 3: CommunicationTe topic o this module ocuses on the critical roleo communication or sae and efficient wellsoperations and the actors that influence it. Particularemphasis should be given to eedback, listening, briefingand assertiveness. Communication skills relevant orwells operations could be practised with eedbackprovided. Tis module should cover communicationissues both on an installation, and between site andoff-site personnel.

Definition o communication (e.g. Skills orthe exchange (transmission and reception) oinormation, ideas and eelings, by verbal (spoken,written) or non-verbal methods).

Requirements o good communication:examples o problems in well operations relatingto communication problems in the crew, withthe beach and with the other shif

Te advantages and disadvantages o one andtwo way communication; the importance oeedback; Briefing and debriefing; handovers

Internal and external barriers to communication Maintaining effective listening skills

Assertiveness, and how it can be achievedin communication

AY WO

Skill 4: eamwork

In this module, teamwork is examined or wells crewmembers. Te ocus is on key skills that help a team

work well to achieve smooth task execution, saeoperations and job satisaction or team members.eam-based exercises can be used to illustrate keypoints or to practise relevant behaviours. Tis moduleneeds to encompass team issues both within andbetween teams.

Definition: (e.g. kills or working in a group,in any role, to ensure joint task completion,these include co-ordination, co-operation andconflict resolution).

Failures in teamwork leading to accidents;characteristics o high perorming teams

Who is the team in a wells operation?

Understanding ones own role within the team

A team working model could be used to illustrateactors influencing group behaviour.

Maintaining a shared mental model acrossmembers o the team (on the same page) andwith the team on the beach/other shif/incoming(back to back) crew

Skills or effective team co-ordination,cooperation and conflict resolution


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Skill 5: Leadership

While only some wells personnel are in team leadershippositions, it is suggested that this topic should involveteam members, as well as supervisors. Te ocus inthis module is on leadership and supervisory skills ormanaging a crew working on wells procedures andrelated operations. Leadership exercises with or without

a team can be used to coach relevant behaviours. Definition: (e.g. kills or directing, managing

and supporting a team in order to accomplish tasksor set targets).

Good leadership and typical problems relating toinadequate leadership

Directing the team, what works effectively?

Setting and maintaining standards

Supporting the team and individual team

members, especially in remote work locations Liaising with other onsite and offsite managers

and specialists

Skill 6: Understanding performance shaping factorsfatigue and stress

Participants will gain an understanding o howperormance shaping actors such as atigue and stress(acute and chronic) can affect job perormance andindividual wellbeing. Te module should cover how

to recognise the symptoms o stress and atigue inthemselves and others, and techniques to cope withthese actors.

Definitions o atigue and stress (acute andchronic) and how they can affect task perormance

Circadian rhythms and sleep patterns

Causes and effects o stress at work

Avoiding, reducing and coping with atigueand stress

. Sources of information for

developing teaching materials

... ooks

Sources o inormation or developing teachingmaterials or the above modules can be ound in anumber o sources. A general overview o non-technicalskills and advice on teaching and assessment can beound in Flin et al (2008) aety at the harp nd: uide to on-echnical kills. It also containsinormation on sources or specific skills rom books,articles and websites. Background inormation on theCRM approach and its development can be oundin Kanki et al(2010) or other general texts on CRM(e.g. or the emergency servicesLe Sage et al, 2011).A report that provides useul background materialon core CRM topics was produced by the UK Civil

Aviation Authority (CAA, 2006).

... ebsites

Inormation on CRM training materials is availableon the websites o aviation and other industrialregulators. For example:

Skybrary by Eurocontrolwww.skybrary.aero/index.php/Crew_Resource_

Management or New South Wales mining regulator

www.resources.nsw.gov.au/saety/world-leading-ohs

Tere are useul documents on CRM producedby the ISR (Independent ransport SaetyRegulator in New South Wales), which suggest bestpractice or the introduction o CRM training andits implementation in one rail company.www.transportregulator.nsw.gov.au

Te Energy Institute have a range o human actorstraining materials suitable or CRM on their

Human Factors website and are producing newguidance on CRM training or the energy sector(Energy Institute, 2013).www.energyinstitute.org


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. raining methods

Tis section outlines suggested methods ordeveloping and delivering the WOCRM training.Recommendations, based on our knowledge o CRMin other industries, are given in bold.

. Course delivery, duration and format

As CRM has not been generally taught in theoil and gas industry, it is suggested that in theintroductory phase, that this non-technical skillstraining is delivered separately from technical

well control skills training. Or, i being deliveredwith technical training, taught as a separate andclearly distinguishable component o a combinedcourse. Tis is advised due to the need to emphasisethe importance o the non-technical skills, given theincreasing evidence that deficiencies in these skillsare contributing to major well control accidents.

While integrating technical and non-technicalskills training may be a long term objective, as it isin other sectors (see CAA, 2006), the risk is thatthe non-technical concepts are lost i embeddedwithin technical training , especial ly i CRM is beingdelivered by technical trainers, e.g. on well controltraining courses.

Te undamental knowledge o the CRMcomponents is normally taught in a classroomsetting. It is suggested that this material is delivered

over a minimum of two days classroom time pluspractice time, normally one urther day, ideally ina simulator. Tis length o classroom-based courseis typical in aviation and in other industries (see EIreport on CRM 2013) and an earlier version has beenalready tested in a two day classroom based courseor offshore platorm crew (see OConnor & Flin,2003). Te topics can be taught in any order but thesequence given above provides a useul progressionrom providing background knowledge on cognitiveskills to team skills to perormance shaping actorsthat affect these skills.

.. imulation

In addition to classroom based training to teach anddiscuss the basic CRM concepts, the skills can alsobe practised in simulation exercises, i simulatoracilities are available (see below). Te addition orealistic scenarios involving course participants willrequire additional time or briefing, running and

debriefing o the non-technical skills (and in some casesalso technical skills). As CRM training should enabletrainees to learn, practise and be given eedback onnon-technical skills, then classroom training combinedwith simulator training is an ideal combination andpreerable to just using classroom based training alone.High fidelity simulation acilities are desirable but notessential or WOCRM training.

.. elivery methods

A mixture o lectures, practical exercises and casestudies can be used during classroom training. Lectureswith power point slides are effective or conveyingbackground and explanatory inormation on CRMconcepts. rainees can be given handouts o the slideson which to make notes and to keep as a record. Teselectures can be interspersed with video clips e.g. ore-enacted accident scenarios rom wells operationsor other settings to identiy strengths and weaknessesin non-technical skills or demonstrations o skills

rom other sources. It is essential that realisticexamples and cases from wells operations shouldbe used throughout the training. Case studies orother material rom other industries can be useul toillustrate that these skills are also required (or can bedeficient) in other work settings, but relevance to wellsoperations needs to be continuously indicated. Over-use o aviation material should be avoided. Groupdiscussions can help to build understanding o coretopics and learn rom others. Individual and groupexercises can illustrate particular concepts or key

points. Role play can be useul or practising specificskills such as assertiveness.


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.. Frequency of course delivery

(recurrent training)

In other industries, reresher courses in CRM areprovided at regular intervals and this would also berecommended or the WOCRM course. In aviation,in relation to recurrent CRM training, the UK CAA

(2006, Chapter 3, p. 1) advised that:all major RM topics should be covered at leastonce every three years. owever, it is not essential tore-cover the whole syllabus in detail in this period.perators should concentrate on areas applicable totheir operations and aircra types.

Tis would seem to be an appropriate model or theWOCRM course or recurrent training, which couldor example involve one to two days refresher trainingevery second or third year, preerably in a simulator

where exercises and skills debriefing could be provided.

Te basic and recurrent WOCRM training should bebased on information coming from recent safetyevents in the industry and from the organisationssafety management system, so that current problems,training gaps, non-technical skill requirements areidentified and addressed. For example, ollowing theatal crash o the Air France plane (AF448) in 2010,many airlines are including new material on the effectso being startled by sudden, unexpected events in their

pilots recurrent CRM training.

. Trainees

Te trainees should have demonstrated competence intheir required technical skills, at an appropriate levelo qualification or their roles (OGP 2012b, Report476), and at least several months o site experienceas a member o a wells operations team. No priorqualifications or training in human actors would

be required. rainees may already have attendedtraining courses or behaviour based saety courses,team training, or on other course topics may have

covered some material previously and their levels oprior knowledge should be ascertained at the start othe course and the delivery paced accordingly. Whilevery experienced wells personnel may have advancedtechnical knowledge and skills, it is important thatthey are included in these WOCRM courses given thelack o Crew Resource Management training acrossthe industry to date.

Courses should ideally include personnel rom severalwells roles to oster understanding o other teammembers activities, and may also include relevant off-site personnel.

Te optimum number of trainees per course wouldbe ten to twelve.

Te objective o CRM training is to teach portablenon-technical skills which can be used by individualsin whatever team they are working in. In aviation,CRM is taught on an individual basis, as in the largerairlines pilots rarely fly with the same crews. Pilots areexpected to demonstrate good CRM skills whoeverthey are flying with and their CRM skills are checkedon an individual basis, within a team context. As wellsoperations personnel do not always work in the samecrews, then this model o individual portable skills isparticularly suitable and justifies training individualswho do not normally work together in one course.Tereore in WOCRM courses, trainees could be rom

different crews (which can be useul or learning acrossinstallations/companies) or all rom the same crew. Telatter is similar to team training where an establishedteam, prepare or and/or practice, working togetherbut this team-based method is not the conventionalapproach to CRM training.

. Instructors

Te WOCRM instructors will require a basic

knowledge of the non-technical skills and of thehuman factors concepts to be taught on the course.In some industries, they are called CRM acilitatorsrather than instructors, to indicate that they are


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not human actors experts but technical specialiststrained or this task o working on CRM with a peergroup. Tey should have technical knowledge o wellsoperations and well site experience, this combinationo specific technical skills, with additional skills intraining human actors, is the model used in otherindustries, where technical specialists with specifictraining in teaching CRM usually deliver the courses.Ideally the WOCRM trainers should come rom thewells industry, rom training or technical departmentswithin companies or rom wells specialist independentproviders. Tis means there will be an initial industryrequirement or train the WOCRM trainers courses.

For guidance rom other sectors on training technicalspecialists to be CRM trainers, the UK CivilAviation Authority (CAA) has produced a set ostandards criteria or a pilot to be an aviation CRMinstructor (CAA, 2009). Some operating and drillingcompanies now employ human actors proessionals,

such as psychologists, and they would provide anideal resource or CRM training development andco-delivery, in conjunction with technical specialists,particularly in the early stages o course design. Whereobservation and eedback o nontechnical skillsrom simulation exercises is included in the trainingor ormative (non-jeopardy) assessment, then theinstructors should also be trained in behaviouralobservation and rating. Again this component othe courses can be conducted by technical specialists

along with behavioural scientists, until technicaltrainer proficiency levels are established.

Alternatively, there are a number o commercialtraining providers who deliver Crew ResourceManagement courses, the most experienced o whomwil l be trainers o aviation CR M or maritime courses,or example, Bridge Resource Management (BRM)or Engine Room CRM (ECRM) or similar (e.g.nuclear plant crews). However, while these trainersmay be knowledgeable about CRM, some care should

be taken when using this type o provider to ensurethat they have sufficient expertise in wells operationsto customise their standard CRM course to suit theparticular technical demands o this industry.

. Course evaluation

As with any training course, there should be anevaluation o how the training is received andi possible whether the knowledge and skills aretranserring to the workplace. Advice on trainingdesign and evaluation can be ound in Goldstein andFord (2002). Methods o CRM training evaluationare discussed in CAA (2006, chapter 8), Kanki et al(2010) and examples o methods o CRM trainingevaluation can be ound in Flin et al(2002a).

. Role of simulation

CRM training does not simply consist o simulatorexercises and eedback. However, where simulationacilities are available, or example at existing wellcontrol schools, these can be extremely valuable ortrainees to practise and receive eedback on non-

technical skills when working on relevant technicaloperations. Pilots have regular simulator training tocomplement their classroom CRM training, ofenreerred to as LOS (Line Operational Simulations) orLOF (Line Operational Flight raining), or detailssee Kanki et al, 2010, chapter 9).

Scenarios can be written to create wells operationssituations that require particular non-technical skills,and the players in these events can be debrieed by theacilitators or by other course members. Company or

industry accident and near-miss databases can providevaluable examples or scenario writing. Where CRMtraining takes place in a training centre with simulationacilities, then classroom modules can be interspersedwith illustrative scenarios in the simulator.

. Assessment issues

While inormal or ormative eedback is very valuablewhere non-technical skills are practised during a CRM

course, formal or summative (pass/fail) assessmentof CRM/non-technical skills should be separatedfrom the WOCRM training programme. Particularly


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in the early phase o introduction o WOCRM to thewells community, trainees should eel confident thatthey can practise CRM skills in simulation exerciseswithout ear o penalty. rainers giving eedback needto be competent in observing and rating behaviour,and may require specific training in this type odebriefing skill. Web-based courses are being usedor debriefing training in other sectors e.g.the DASHcourse at the Harvard Medical Simulation Centre(www.harvardmedsim.org/debriefing-assesment-simulation-healthcare.php)

Formal assessment or qualifications or licencesrequires competent and qualified assessors, a validatedassessment system, proessional acceptance andappropriate organisational systems or preparation ocandidates and procedures or dealing with ailures.Assessment was not part o the remit o this project,and so is not discussed urther. See Flin et al(2008)or CAA (2006) or urther discussion o the issues

relating to ormal evaluation o non-technical skills.

. Transfer of WOCRM training to

the workplace

What is essential or any training course is that theskills being taught in the classroom and the simulatorare transerred to the workplace. For a behaviouralskills course such as WOCRM, the level o transerwill depend on the prevailing organisational culture

at the worksites. Tat is, the extent to which ellowworkers, managers and supervisors encourage ordiscourage the particular behaviours, such as speakingup, maintaining standards or supporting otherteam members. Te training instructions have to bereinorced at the worksite, where observation andconstructive eedback on well crew members non-technical skills should become part o the normal wayo operating at the worksite. Te language o CRMshould become part o everyday work site discussions

e.g.when there is a particular need to maintain highsituation awareness. Some recent examples rom theearly introduction o CRM training to UK healthcareteams shows how important the worksite culture is to

the maintenance o the CRM behaviours (McCullochet al, 2009). Tat is, any new, saer behaviours willbe discontinued i they are not encouraged by peers,supervisors and managers.

Tis is an area o responsibility or the companiesemploying wells personnel and it indicates that on-sitemanagers and supervisors require WOCRM training,and more senior managers have to give their visible

support, in terms o time and resources, to this initiative.

. The role of WOCRM in a

Safety Management System (SMS)

Te WOCRM course, as with other safetytraining, should form part of the organisationsSafety Management System. As mentioned aboveunder recurrent training, the course content shouldbe inormed by an ongoing human actors analysis o

task perormance during well operations, especiallyin relation to the detection and management ocontrol problems. Valuable inormation on work sitebehaviours and conditions that need to be included ina CRM course can be gleaned rom incident reports,near miss data, simulator training observations, andother kinds o operational audits. In a review o humanactors in drilling operations, it was noted,

uring the analysis o historical data, it becameclear that uman actors data is not being recorded.

t is recommended that these data be recordedon all incidents and near misses i headway intounderstanding uman actors contributions is to bemade. Tis would require a change in the emphasisplaced upon incident investigation, to gain theco-operation o people rather than encouraging themto close ranks (Wilson & Stanton, 2001, p. 21).

Such analyses can provide essential data or eedinginto both WOCRM classroom training and scenarioexercises in well control. Tis linkage to the Saety

Management System is an important element o CRMtraining in aviation (see EI CRM report, 2013).


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Te aim o this project was to develop a recommendedsyllabus or Crew Resource Management trainingcustomised to the needs o Well operations teams(i.e. perorming drilling, completion, intervention& work-over operations). Following a review o theliterature and an interview study o wells personnel,it was concluded that the basic six categories o non-technical skills, (situation awareness, decision making,communication, team work, leadership and awarenesso the effects o stress and atigue), should orm themain course modules. A suggested syllabus indicatingthe component skills within these categories andbackground material was outlined set in the orm oa two-day course programme. Issues relating to courseormat, trainees, trainers and organisational issueswere also discussed.

. Conclusion


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issington, P. & Flin, R. (2005) Assessing risk indynamic situations. Lessons rom fire serviceoperations. isk anagement, 7,43-51.

Wilson, J. & Stanton, N. (2001) aety andperormance enhancement in drilling operationsby human actors interventions. (PEDOHFI).HSE Research Report 264. London: HSE Books.

Yule, S., Flin, R., Maran, N. & Paterson-Brown, S.(2006) Developing a taxonomy o surgeonsnon-technical skills. edical ducation, 40,1098-1104.


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Appendix . Interview schedule

Introduction, confirm purpose, anonymity, consent,etc. It is accepted that you may have a number odifferent tasks and locations or your job. Tis interviewis going to ask you about your work when engaged inor with a crew on an ongoing wells operation, such asdrilling. We are interested in all the things that peoplein your job need to think about and to do or a wellsoperation to proceed smoothly, efficiently and saely.

Confirm job experience etc

Instruction

Tink o a day at work when you were working on amore challenging wells procedure (possibly wheresomething did not initially go to plan or there wasunoreseen problem or it could have been a shif whereyou and/or the crew worked particularly well). ell meabout who was there and what was happening fromthe start of the event.

[If prompt needed,examples could be: experiencinga kick, shallow gas, bad weather (not the weatheritsel but its eectson the drilling procedure,equipment or mechanical ailure, such as droppinga piece o equipment)].

Case Related uestions

1. What did you do to make the procedure go well?

2. Who else was essential to that procedure? Howdid you work with them to make the operationa success?

3. Did you learn anything which would make youdo things differently in a uture challenging

situation? I so, what?

General uestions

4. Briefly describe what your main jobs are duringa typical day.

5. What kinds o decisions do you have to makeduring wells/ drilling operations?

6. I someone makes a decision but you disagreewith it, what would you do?

7. How do you keep track o what is going on

during the job?8. What kinds o things can affect the working

atmosphere within your crew?

9. How do you tell other people you are workingwith what is going on and what you are doing?

10. Describe the kinds o things you have to lookout or during your shif or a particular job youare doing?

11. What sorts o things might alert you that thingsare not quite right?

12. What does it eel like when you are part o acrew that is working especially well together/not well together?

13. Any other comments about your job, saety atwork, teamwork?


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Appendix . Coding ramework

Offshore operations non-technical skills framework (Flin et al, a).

CAEGORIES SKILLS

Situation awareness Plant status awareness

Work environment awareness

Anticipation

Concentration/avoiding distraction

Shared mental models

Decision making Problem definition/diagnosis

Risk and time assessment

Recognition Primed Decision Making/Procedures/Analytical

Option generation/choice

Outcome review

Communication Assertiveness/speaking up

Asking questions

Listening

Giving appropriate eedback

Attending to non-verbal signals

eam working Maintaining team ocus

Considering others

Supporting others

eam decision making

Conflict solving

Super vision/leadership Use o authority/assertiveness

Maintaining standards

Planning and co-ordination

Workload management

Personal resources Identiying and managing stress

Reducing/coping with atigue Physical and mental fitness


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For further information and publications,please visit our website at

www.ogp.org.uk


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