CIGRE-153 Accelerating Experience_Utility Sector Case Studies in Training and Knowledge Management

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CIGRE 153Accelerating Experience Utility Sector Case Studies inTraining and Knowledge Management

CHERIE C. TRUDEL-FERRARIKINECTRICS INC., [email protected]

Summary

This paper and companion presentation presents the following three topics and supportingCase Studies to describe how utility organizations are trying to accelerate the experience of recent hires using training and knowledge management.

1. Human Resources: Workforce needs for the utility sector in Ontario and Worldwide2. Knowledge, Skills & Abilities: Training & Learning Framework for The Learning Utility3. Education and Training Technology Drivers: How do todays learners learn?

Case Studies of Best Practices from Ontario Utilities, Consultants and Universities:

Case Study 1: Human Resources: Training to Identify, Attract and Recruit Case Study 2: Knowledge Management and Mentoring: How to Capture, Transfer andDissemination Knowledge

Case Study 3: Using Training to Create a Knowledge Database and various training andknowledge management formats including

Qualification Training Simulation Training Knowledge Transfer Curriculum Development

KEYWORDS

Knowledge Management Systematic Approach to Training Talent Management Utility Training Performance Based Training

CIGRE-153 CIGR Canada 21, rue dArtois, F-75008 PARIS Conference on Power Systems http : //www.cigre.org Vancouver, October 17-19, 2010


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1. IntroductionThis paper and companion presentation presents the following three topics and supportingCase Studies to describe how utility organizations are trying to accelerate the experience of recent hires using training and knowledge management.

2. Overview of eeds and Issues

Utilities are facing challenges related to people and the work that people do to engineer,develop and maintain services and drive revenue. Specifically, some of needs and issues:

Revenue and Cost Business Drivers Eroding funds for Research & Development New Technologies e.g. Smart Grid, Wind, Renewables etc. Aging Infrastructure and New Builds Fluctuating energy demand Global economy Safety

Knowledge, Skill and Abilities How to and why Audits and Self Assessments Performance Benchmarks Training vs. Education Competency Management for resource planning Technical and General Management and Business experience

Human Resources Retiring Workforce Talent Recruitment, Acquisition and Retention Mentoring and Succession Planning Gap between Singletons and new hires Contract and transitioning (e.g. to retirement) employees Foreign training people Diverse learning styles of people retiring and new hires

3. Human Resources: Workforce needs for the Utility sectorThe recent report by the Electricity Sector Council, which surveyed 87 companies, 35educational institutions and a dozen interviews, confirmed that of the 100,000 people inCanada who are involved in the generation, transmission and distribution of electricity,28.8% are eligible to retire between 2007 and 2012. [1]

Over the years, there has been a decline in the availability of Power Engineering degree as

funds where diverted to dot.com and computer science. In Canada, with the exception of afew revived programs, such as Ryerson and McMaster Universities, there does not appear toremain an Engineering Program dedicated to Power Engineering. There are many Power Engineering Programs for technicians and technologists offered by colleges and technicalinstitutes.

Foreign universities have maintained Power Engineering programs and today in Canada 20%of persons in engineering occupations are international engineering graduates, many workingin the utility sector. A study by Engineers Canada and the Canadian Council of Technicians


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and Technologists (CCTT) collaborated with Human Resources and Skills DevelopmentCanada (HRSDC) undertook a two-year labour market study of the engineering andtechnology sector. The study concluded, based on data from the 2006 Census, engineeringwork is being undertaken by persons without university training in engineering and that, in2006, more than 30% of persons in engineering occupations did not have a university degreein engineering and that international engineering graduates now account for almost 20% of

persons in engineering occupations. [2]

There is also a gender bias in engineering and recently the University of Toronto AlumniMagazine article Women Wanted reported how they hope mentorship will reverse the slidein female enrolment in engineering.

While female students now outnumber men in law and medicine, their presence in engineering has waned from a high of 27% in 2001 and hasdropped every year to just 21% in 2007 and rose slightly in 2008 to 23%.

Other references are provided and the Ontario workforce requirements are presented incomparison to the worldwide human resources requirements for the utility sector.

4. Knowledge, Skills and Abilities: A Training & Learning Framework for theLearning UtilityIn response to growing demand for mission-critical work, coupled with a skilled technicalworkforce in transition due to retirement, Canadian utilities will need to have a framework for theLearning Utility. Knowledge management that is driven by the Business Drivers and supported byTraining and Human Resources envelops the framework.

Table 1: A Training and Learning Framework for the Learning Utility Accelerating ExperienceAccelerating ExperienceAccelerating ExperienceAccelerating Experience

GatherGatherGatherGathering anding anding anding and Disseminating Disseminating Disseminating Disseminating Tacit and Explicit KnoTacit and Explicit KnoTacit and Explicit KnoTacit and Explicit Knowledgewledgewledgewledge

Business Drivers

Services Products Revenue

OrganizationalLearning

Learning culture Knowledge Process Sharing Management Champion

Training

SAT Methodology Learning Taxonomy Performance Based Measurement

Human ResourcesTalent Management

Recruitment Acquisition Retention People Reputation Mentoring & Coaching Professional Development High Potential Identification Succession Planning Transitioned Retirement

Knowledge ManagementKnowledge ManagementKnowledge ManagementKnowledge ManagementKnowledge Retention StratKnowledge Retention StratKnowledge Retention StratKnowledge Retention Strategy egyegyegy

5. Knowledge Management and Information MappingKnowledge Management is defined as the identification, capture, transfer and dissemination of knowledge . Another definition of Knowledge Management includes evaluating and this isvaluable for accessing the performance outcomes as a result of training.


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There are two categories of knowledge. These are explicit and tacit knowledge. Explicitknowledge is Organizational Knowledge such as databases of information, documents, policies,

procedures, project files, lessons learned and best practices, reports etc. Sometimes explicitknowledge is referred to as all the knowledge in the organization.

Tacit knowledge is what is in the head of the employee and includes things like those that unique

skills or knowledge learned on the job and by experience. Tacit knowledge can be described as allthe experience in the organization.

Figure 1: Tacit and Explicit

Mentoring and coaching are usually concerned with tacit knowledge that is learned by doing thework and gaining experience. Experts have an abundance of tacit knowledge and if they do notknow something, they know how and where to find information.

Capturing the explicit and tacit knowledge has become worth investment by many utilities as

experts retire. Tools and methodologies such as Information Mapping are used to identify andcapture information. The process of Information Mapping and gathering has become a method of mentoring and training new hires. The results of Information Mapping activities provide the basisfor Knowledge Retention strategies being performed by utilities.

The issue of Knowledge Management was highlighted by the nuclear industry at an IAEA(International Atomic Energy Association) conference in Vienna, Austria in June 2007. As aresult, the IAEA is implemented programs on Nuclear Knowledge Management to focus on:

Developing methodologies and guidance documents for nuclear knowledge management; Facilitating nuclear education, training and information exchange; and Assisting in maintaining and preserving nuclear knowledge.

6. Business DriversOnce knowledge is assessed, prioritized and the critical areas known, organizations must solve theknowledge crisis. Solving the knowledge crisis requires the development of a Knowledge RetentionStrategy that is driven by key business drivers. For example, with retirement, what are the critical

job positions that are needed to ensure the business functions; identifying future critical job positions that may be without people to do the work and finally developing strategies and plans toensure the work is done. The process and outcome of knowledge mapping and the development of aKnowledge Strategy moves organizations towards creating a Learning Organization, or culture of


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continuous learning. Just as individuals in todays economy must be life-long learners,organizations must promote ongoing learning practices.Table 2: Requirements for Life Long Learners

Requirements for Life Long LearnersPast Requirements Present Requirements

Skills Knowledge and Skills

Instructor Centric Learner CentricGraduate Life Long Learner

Cost of Doing Business Active ParticipationJust-in-Case Just-in-Time

Static Content Customized ContentMandated Self Directed

Library and repository of resources Web 2.0 Collaborative tools

7. A Learning OrganizationOrganizational Learning means that a company promotes ongoing learning throughout theorganization. What does a Learning Organization look like? In a recent article in the HarvardBusiness Review of March 2008 titled Is Yours a Learning Organization? David Garvin, AmyEdmondson, Francesca Gino identify three building blocks to assess an organizations learningability and thereby their ability to adapt and be more productive and higher performing. The three

building blocks are:

1. A supportive learning environment-culture of the organization2. Concrete learning processes and practices3. Leadership that reinforces learning

The utility sector is leveraging many sources to provide continuous learning access. For example,internal training departments, sharing of learning content with other utilities, collaboration witheducational institutions colleges and universities and collaborating with professional associations.

8. What Makes Good TrainingIn learning, the difference between training and education is often debated. Training issomething that organizations do to ensure the people have the knowledge, skills and abilities to dothe work. Education provides people with critical skills such as research, writing, communication,organization and presentation of a body of knowledge or study. It is assumed that well educated

people (either technical or academic) will need experience and training to perform work for revenueand achieve the status as expert.

9. Systematic Approach to Training (SAT)In the utility sector, the SAT methodology is being adopted as the foundation for performance

based training. Training is driven by a performance shortfall identified because of an audit, self-

assessment, business need another revealing incident. Continuous training is driven by changes inoperating experience or OPEX, the need to refresh knowledge for tasks that are infrequently

performed or due to procedural or job changes. Job descriptions identify key performance indicatorsfor people. Where there is an issue with job performance it must be determined if the contributingcauses were a result of lack of skill and therefore training or another issue, such as malfunctioningequipment.

If an issue is determined to be a training issue, then the SAT methodology ensures that trainingdeveloped will be based on defined performance outcomes identified in the terminal and enabling


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learning objectives. Training is developed according to a process known as ADDIE or Analyze,Design, Develop, Implement and Evaluate.

The evaluation process is the most important component of the SAT process. The goal of theevaluation activities in the SAT process is to pre and post measure knowledge, skills and/or abilitiesto close knowledge and skills gaps and to measure the reversal of performance shortfalls. There are

five levels of evaluation to measure the outcome of performance effectiveness of training. Mostorganizations only test to Level 2 or Level 3. These five levels are Level 1 Training Feedback Level 2 Learning tests and quizzes Level 3 On the job performance Level 4 Performance Improvement sometimes referred to as Cost/Benefit Level 5 Return on Investment

In summary, Performance Based training should have performance based outcomes and bedeveloped according to adult learning principles which ensure Definition of clear, measurable learning objectives

Sharing of theoretical knowledge as well as data drawn from case studies and real projects Incorporation of experiential learning elements such as labs, demonstrations and hands-on

practice

10. How do People Learn?Compared to other learning types, technical and scientific people working in utilities aremore experiential learners and social learners and prefer to hear from an expert, learn from acase study and see how and why things are done in workshops and presentations.

Organizations are asking for the why things are done versus the how as they need peoplewho are critical thinkers and can operate with little support or hierarchy.

The new generation of learners access and learn in many ways and just-in-time using Web2.0 collaborative tools such as social websites and the internet, CBTs, e-Learning, wikis, cell

phones and personal mobile devices.

Table 3: Learner Profile and Learning MethodLearner Profile Learning Method

Veteran Learners Rote Memorization, Classroom, Extensive StudyBoomers Lectures, Workshops, Books and Manuals,

PowerpointGen X /Gen Y Hands On, Exploration, Learn through play, Role

Playing, Kits, CDs, VideoMillennials eLearning, Mobile iPod, Reusable Learning

Objects, Web 2.0 Wikis, Blogs, Podcasts, Facepages, You Tube

11. Talent Management

Human resources or talent management practices need to reinforce knowledge as a professionaldevelopment advantage for employees. All the components of human resources include knowledgeor learning component.


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Targeted Recruitment and Acquisition based on education and experience Retention through access to learning activities, resources and professional development

activities and association participation Mentoring and Coaching on-the-job by recognized expert or singleton Succession Planning for high potential and development of future leaders Transitioned Retirement for experts

Case Study 1: Human Resources: Training to Identify, Attract and Recruit Hydro One The McMaster Ryerson Fellowship Program Dr. Luis Marti Special Studies & Professional Development Manager System Development Division

Hydro One, McMaster and Ryerson University, have come together to create a work-study program. The Hydro One Fellowship Program gives select electrical and computer engineering students the opportunity to spend their summers as Hydro One summer development students, putting their skills to work while benefiting from additional hands-ontraining and a steady paycheck. Students admitted to the program gain experience inengineering, construction, planning, field services and management functions, and receive in-house instruction from Hydro One experts.

Students who perform satisfactorily and successfully complete the Hydro One training program will be invited back the following summers at the end of their second and third year of studies. Previously, the company had only employed students after the third year of their university studies or after graduation. Now the Hydro One Fellowship Program givesstudents the added benefits of getting in the door early and making career decisions as theycomplete their education. Upon successful completion of three summer work terms, thesestudents will receive a Hydro One Networks Inc. Power Utility Program Certificate inaddition to their bachelor of engineering degree in electrical engineering.

Faced with unprecedented attrition in our business, Hydro One has embarked on anaggressive workforce renewal program, said Laura Formusa, president and CEO of HydroOne. Working with education partners like Ryerson allows us to influence curriculum andhelp create our future energy professionals. We see this as not only critical to our business,

but also as an important contribution to the electricity sector as a whole.

Highlights of the Fellowship Program

A three-year job interview Summer work terms (16 weeks) not a co-op assignment

Work assignments Aimed at maximizing the learning experience Minimal clerical or data entry work

In-house instruction/courses Lecture series for first year students Formal courses for second and third year (going into 4th year) students

At least two field trips (e.g., control centre, TS under construction, wind farms, etc) End-of-term student presentations on accomplished work recorded, evaluated, critiqued Continuous evaluation and feedback


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Instructional Portion

First year students Lecture series (2-hours/week)

Topical presentations Wide range of topics from the structure of the electricity market, to copper

theft, to EMF, to the Richview Capacitor Bank failure Material comprehension exam

Second year students Power systems course (30 hours over 16 weeks)

Quizzes, assignments Final exam

Third year students Protection and control (30 hours over 16 weeks)

Quizzes, assignments Final exam

Feedback

Feedback from Students has been very positive Continuous feedback gathered from the lecture series End-of-year feedback forms

Feedback from Managers has been very positive Largely surprised that 1st and 2nd year students can perform so well in their work

assignments Ryerson faculty were equally impressed during the general Student Presentation

sessions of the lecture series Overall perception is that this has been a very good program

Proof of concept will take place after the first fellowship alumni are hired and in theworkforce for some time.

Case Study 2: Knowledge Management and Mentoring: How to Capture, Transfer and Dissemination Knowledge

How an Ontario Generation company conducted a Knowledge Risk Assessment to assessknowledge loss and determine risk of work completion and to develop action plans.

A Knowledge Assessment for an Engineering Services Division at a Canadian Nuclear Facility that included 270 engineers, was conducted based on the Tennessee Valley AuthorityKnowledge Management Assessment tool/model. The TVA model looks at Knowledge Lossto determine where there is the greatest threat by knowledge type and departure risk date.

The steps in the Knowledge Assessment are


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Step 1: Conduct a Knowledge Loss Risk Assessment

estimated departure date, importance/criticality of position and of knowledge determine the total attrition factor which is an estimate of the effort and urgency to

effectively manage the attrition

Step 2: Determine an Approach to Capture Critical Knowledge or Mitigate Its Loss

importance, rarity and recovery of lost knowledge options to mitigate or retain knowledge e.g. codification, engineer it out,

education and training, alternate sources of people

Step 3: Monitor and Evaluate Retention Plans

Links and comparison to key performance indicators Develop metrics and trending Accountability from management

Results: 250 staff assessed, identified 30 high critical knowledge areas, developed action plans

The action plans included Training, mentoring and job shadowing, knowledge sharing formaland inform ways such as lunch n learns, case studies, best practices, virtual co-location inCentres of Excellence, writing documentation, knowledge mapping and so on.

Case Study 3: Using Training to Create a Knowledge Database, Cherie Ferrari Manager of Training, Kinectrics

Kinectrics, an Engineering Services and Testing company, providing engineering resources to

the generation, transmission and distribution utilities worldwide, used training to create andshare a Knowledge Database encompassing 100 years of research and development.

Background Kinectrics has an exceptional knowledge database accumulated over almost 100 years of experience in advanced innovation, research and development founded on solving demandingtechnical challenges for utilities, especially within the nuclear industry. The Kinectrics teamincludes approximately 300 scientists, engineers and other highly skilled professionals,whose daily tenure collectively represents over 6,000 years of technical experience.

In 2007, Kinectrics set up a dedicated Training Department to develop specialized courses for clients and staff. The Kinectrics Training practice responds directly to industry-defined

needs, and adheres to a systematic methodology designed for optimal performance-basedlearning. This focused approach enables Kinectrics to effectively capture and share a wealthof advanced knowledge and practical skills across a wide client base.

The Kinectrics Management-championed Training Action Plan encompasses Training Leadership : Management-directed Training Function Training Practice : Set-up of Training Infrastructure, Practice and Process (SAT

compliant) Learning Culture : Full support for added-value learning practices for all participants


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Training Leadership

In response to growing client demand for mission-critical work, coupled with a skilledtechnical workforce in transition, Kinectrics Management championed an Action Plan for training as a solution . The Action Plan involved market research and pilot courses and was

underwritten by a five-year business plan. The purpose was to assess whether a focusedtraining program could provide strategic advantage and key performance methods that wouldfacilitate the efficient sharing and transfer of know how and skills for the specializedcapabilities needed to meet the future demands of power providers.

Training Practice

Kinectrics Management funded the creation of a Training Department and recruited aTraining Manager with instructional design, training administration and managementexpertise. The priorities for the Training Manager were to: Design and develop a suite of courses in the first year and deliver a target revenue Implement the methods and process for Instructional Design and Course Administration Establish the training infrastructure to manage opportunities and marketing

Course topics were selected based on priority industry needs for work in new builds,refurbishments and ongoing maintenance. Kinectrics Subject Matter Experts were identifiedand needs analyses were completed resulting in a list of potential course topics.

The target audience profile was defined for learners from engineering and maintenancefunctions requiring the depth of specialized knowledge for which Kinectrics is recognizedworldwide. Specific attention was focused on continuous training, refresher training, andchange management etc. because of internal self-assessments or industry audits. Other requirements identified were skills gaps in job roles or learning needs of contractor or foreign-trained staff in a dynamic workforce.

Kinectrics Subject Matter Experts were trained in the Nuclear Industry Instructional DesignProcess, the Systematic Approach to Training (SAT) and, in course facilitation skills toensure engaged learning. The learning style of the scientific and engineering audience is tolearn from experts who can share their experience. Key success factors in the design of Kinectrics courses are: Definition of clear, measurable learning objectives Sharing of theoretical knowledge as well as data drawn from case studies and real

projects Incorporation of experiential learning elements such as tours of Kinectrics advanced

facilities and labs, demonstrations and hands-on practice

Kinectrics Training and Learning Culture

Formal establishment of the Training Function further defines Kinectrics as an environmentin which learning is embraced and knowledge sharing is encouraged. More than 40% of Kinectrics personnel have degrees at the Ph.D. or advanced level. For Kinectrics staff, aformalized Training Department forms part of an intrinsic Learning Culture for ongoingProfessional Development.


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Kinectrics staff has a long-established intimate knowledge of complex client technicalneedstraining adds a new tool available to clients to help them with their staffing needs.

Kinectrics Leadership as a Learning Organization

Kinectrics Leadership as a Learning OrganizationKinectrics Leadership as a Learning OrganizationKinectrics Leadership as a Learning OrganizationKinectrics Leadership as a Learning Organization - --- Training Strategy and SolutionsTraining Strategy and SolutionsTraining Strategy and SolutionsTraining Strategy and Solutions

Business ModelBusiness ModelBusiness ModelBusiness Model Kinectrics Training StrategyKinectrics Training StrategyKinectrics Training StrategyKinectrics Training StrategyHow the Kinectrics Training Strategy provides solutionsHow the Kinectrics Training Strategy provides solutionsHow the Kinectrics Training Strategy provides solutionsHow the Kinectrics Training Strategy provides solutions

for industry growth and staff for industry growth and staff for industry growth and staff for industry growth and staff

ExpertiseExpertiseExpertiseExpertise Training LeadershipTraining LeadershipTraining LeadershipTraining Leadership Targeted Recruitment and Acquisition of the Best andthe Brightest based on Reputation & Recognition

Transitioned Retirement for experts to teach andfacilitate

World Class Innovation & Expertise

Kinectrics Management Champion training

Practical ExperiencePractical ExperiencePractical ExperiencePractical Experienceand World Classand World Classand World Classand World Class

FacilitiesFacilitiesFacilitiesFacilities

Training PracticeTraining PracticeTraining PracticeTraining Practice Experts learn how to design and develop training content and how to facilitate adult learning

Training content: Knowledge and Skills training coursesare documented and centralized for staff in anaccessible repository

Succession Planning based on in mentoring andcoaching allows access to knowledge and resources fortraining

Methodology : Experts trained in Instructional Process andAdult Learning Facilitation; Performance Based learning;Capture Knowledge and Skills Assets in Training Format:

Content: Theoretical - Expert knowledge sharing,innovation; Experiential Learning Style - Training includesCase Studies, Demonstration, Hands on, Labs

IntimateIntimateIntimateIntimateunderstanding of understanding of understanding of understanding of

Client NeedsClient NeedsClient NeedsClient Needs

Training CultureTraining CultureTraining CultureTraining Culture Kinectrics as a Strategic Partner with added value of training for continuous training

Performance Based - Defined learning objectives

Professional Development and Designations

Appreciation of client needs, job analysis

Tailoring of content, compressed timeframe

Continuous Improvement and Performance

12. ConclusionHuman resources or talent management practices need to reinforce knowledge as a professionaldevelopment advantage for employees. All the components of human resources include knowledgeor learning component.

Targeted Recruitment and Acquisition based on education and experience Retention through access to learning activities, resources and professional development

activities and association participation Mentoring and Coaching on-the-job by recognized expert or singleton Succession Planning for high potential and development of future leaders Transitioned Retirement for experts

BIBLIOGRAPHY [1] Electricity Sector Council, Powering up the Future 2008 Labour Market Information Study[2] Engineering and Technology Labour Market Study Final Report, Engineers Canada and Canadian Council of

Technicians and Technologists, May 2009

Documents

CIGRE-153 Accelerating Experience_Utility Sector Case Studies in Training and Knowledge Management