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56 CHEMICAL ENGINEERING WWW.CHE.COM APRIL 2011

or four) of cognitive, affectiveand psychomotor processing.Write competency statementsfor each cell in the K-A grid.One competency statement iswritten for each artifact foreach level. A competency state-ment includes objective andobservable attitude expressed,product created or behaviordemonstrated by a person atthe selected level of develop-

ment for the selected artifact.Case study. Discussed belowis a case history that illus-trates how to map the compe-tencies of petroleum-refinery operators and maintenancetechnicians. There are around 717 oil refineries worldwideof which about 132 are located in the U.S. [9]. Operatorsare the eyes and ears of the enterprise closest to the unit.They play a significant role in ensuring safe operation, reg-ulatory compliance and high uptime for petroleum-refineryunits. Maintenance technicians ensure integrity, reliabilityand safe operation of all the assets. Operators and main-tenance technicians work in round-the-clock in shifts. A

typical refinery with ten process units employs about 300operators and about 100 maintenance technicians.

Acknowledging the potential threat created when knowl-edge walks out the door over the next five years, Ecopet-rol, S.A.s petroleum-refining business unit, which operatestwo major refineries in Colombia, set the following strate-gic goal for its refining business unit: By the end of 2011,Ecopetrol will have 80% of all its professionals working at100% of their competency level. In 2007, Ecopetrol begandeveloping competency maps for refinery engineers. Themapping process was based on the new visual frameworkthat resolved many of the issues with the traditional ap-proaches. The maps for engineers were completed in 2008and a training program was launched in 2009 to bridge theidentified competency gaps.

In 2009, Ecopetrol decided to extend the same competency-

mapping approach used by engineers to all other profession-als at the petroleum refineries in Barrancabermeja, and Cart-agena, Colombia. As of this writing, competency maps havebeen created for operators and maintenance technicians, anda training program is underway at those facilities.

Figure 3 shows a section of an O/E map for process plantoperators. The complexity of objects increases as one trav-els up the y-axis (rows). Individual components appear atthe bottom, and large integrated systems are at the top of

they-axis. For plant operators, the object cycle of relevanceis the plant life cycle.

The plant life cycle states are shown on the x-axis. Oneof the states of this plant lifecycle is the normal operationsstate. Under this state, the process executed by the opera-tors is the problem identification and reporting process.The x-axis (columns) in Figure 3 shows the action verbsarranged by ascending degree of difficulty of execution asone moves away from the origin. The letters B, C, D and soon that are shown in the cells of Figures 3 and 4 representdifferent job levels for plant operators. Levels B, C and Dare for field operators. Levels E and F are job-levelsof board or panel operators responsible for monitoring

entire process units.Figure 4 shows an O/E map for maintenance technicians

specializing in electrical equipment items. The representa-

FIGURE 3. Each cell in thegrid represents a task, and thegrid shows how tasks of opera-tors change with their job lev-els (B, C, D, and so on)

FIGURE 4. Each cell in the grid represents a task, and the grid shows how the tasks con-ducted by electrical maintenance technicians change as their job levels advance (B, C, D, andso on)

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