-
8/7/2019 Rail Training Conference - A New and Different Learning
Experience
1/3
Asset Integrity Management The AIM Game A New and Different
Learning Experience
N1. Nick Jackson(a), N2., Amy Annand(b), N3., Claire
Ruggiero(c)(a)
Lloyd's Register Energy EMEA(b)
Lloyd's Register Energy EMEA(c)
Lloyd's Register Transportation
Article Information
Keywords:AssetIntegrityManagementTrainingAwareness
Corresponding author:Nick JacksonTel.: +44 1224 267400e-mail:
[email protected]: 25 Union Terrace,Aberdeen AB10 1NN,
UK
Amy AnnandTel.: +44 1224 267400e-mail: [email protected]:
25 Union Terrace,Aberdeen AB10 1NN, UK
Claire Ruggiero
Tel.: +44 7881626677e-mail: [email protected]: 71
Fenchurch Street,London, EC3M 4BS
Abstract
Purpose:This paper illustrates how we developed and used an
innovative approach, The AIM Game,to deliver asset integrity
management training to improve safety performance.
Method:
Asset integrity management is central to safe and efficient
asset performance. There aremany instances where asset risks have
not been adequately managed, resulting in tragicconsequences often
with significant financial costs to the companies involved (e.g.
PiperAlpha, the Potters Bar Rail incident in UK and Texas City). It
is clear when you examine thesefailures that the incident was not
caused by a single event, but by many events andconditions, often
systematic and embedded deep into the company culture.. At
everyorganisational level there must be the understanding about how
all processes and activitiescontribute to the safe and effective
management of the assets. This applies equally to anyphysical asset
be it rolling stock, track infrastructure, electrification or
signalling systems. Italso applies to the 'softer' integrity issues
such as competence, contracting policy, andcommunications. Everyone
from Board members, who make decisions on investments orcost
reduction, to the maintenance and train crews need to have an
understanding of how thedecisions they make, and the activities
they undertake, directly affect the assets conditionand hence its
integrity.
Working together with one of our most prominent clients BG,
Lloyds Register exploredsome of the challenges relating to asset
integrity and process safety in a major operatingenvironment
including the need to raise awareness and understanding of asset
integritymanagement throughout this multi-national
organisation.
Result:Having considered and rejected some of the more
traditional approaches, the joint BG/LRteam created an innovative
and interactive 2 day training experience, which revolves arounda
board game based on the Dakar Rally. Over the 5 stages of the rally
the participants areresponsible for safely managing their asset a
rally truck. At the end of the game, the teamwhich managed its
asset and budget most effectively, resulting in the lowest time
penaltywins. How do you deal with an ageing asset? How quickly can
you deal with equipmentfailures? Is it prudent to invest in planned
maintenance and sound management systems? Allof these questions and
more are addressed. As the rally progresses healthy
competitiondevelops as each stage requires teamwork and effective
risk assessments and decisionmaking in order to succeed.
Interspersed with playing the interactive game, the teampresents
material to re-enforce the learning tying it directly back to the
assets the attendeesare responsible for managing in their
organisation.
Discussion & Conclusion:This approach had many benefits
including:
A break from the traditional 'here's another by PowerPoint'
training methodology asresearch has shown that less than 20% of key
information is retained by this approach;
Interactive, participative coaching has been proven to deliver
much higher levels ofknowledge transfer;
Interactive learning via the game re-enforced with material and
real life examplesresulted in embedded learning, for example,
participants directly see the effect of theirdecisions on the
performance of their truck and their rally plan;
Managing their truck together enabled team work, and allowed
non-technical people toget actively involved with asset risk
management;
Participants having a greater understanding of asset risk and
how they influence assetintegrity management, whatever their
role;
Attendees enjoy the learning experience in a fun, competitive,
and team-based workingenvironment;
Feedback suggests that big improvements in Asset Integrity
performance indicators areachieved.
-
8/7/2019 Rail Training Conference - A New and Different Learning
Experience
2/3
N1. Surname et al. (or N2. Surname2) Title or short title
1 Raising the Game..Case StudyIntroduction for Workshop
This case study is based upon the development anddelivery of an
innovative and interactive learning
experience relating to asset integrity/process safetymanagement.
Industries that must manage majorhazards (e.g. upstream and
downstream energy, rail,aviation) recognise that the safety and
integrity of theirassets is fundamental to the effective operation
of theirbusinesses. This means that hazards must be identifiedand
understood, and associated risks controlled andmanaged. This
requires the workforce (at all levels) tohave an awareness of asset
integrity and how it relates totheir own roles.
Figure 1: Action from the Dakar Rally
1.1 BG experience
Some years ago, BG (a major player in the global energyindustry
and Lloyd's Register client) encountered a seriesof high potential
asset-integrity related incidents. Thepursuant investigations and
assessments recommendeda number of corrective actions, including
the need to raiseasset integrity awareness amongst their workforce:
staffand contractors, at all levels, in all operations -
globally.Meeting this need created challenges in that BG's
assetsranged from LNG shipping, onshore/offshore
installations,power generation and natural gas transmission
anddistribution. BG's international portfolio spans the globe;they
therefore must accommodate diverse cultures, withvarying levels of
education and different management
approaches. BG desired a consistent message, methodand approach,
but it was clear that the traditional 'chalk,talk, and PowerPoint'
approach was not going to beeffective.
1.2 Let's do something "different"
BG saw this as an opportunity for an innovativeeducational
approach and engaged Lloyd's Register to dosomething different. We
tapped into the universal appealof board games and combined it with
web-based activitiesthat are common-place throughout today's
society.
Figure 2. The AIM Game board
1.2.1 Principles of cooperative learning
According to Brown & Ciuffetelli, students makeconsiderable
achievements through cooperative learning,meaning that they work
towards a group goal and are
reliant on each others' learnings [1]. The five
elementscooperatative learning are as follows:
Positive interdependence: Students must fully participatein a
group. Each group member has a task or role forwhich they must take
responsibility.Face-to-face promotive interaction:Group members
assistone another, promote each others' successes and explainand
share lessons learnedIndividual accountability: Each group member
isaccountable for their own individual learning.Social
skills:Essential for successful cooperative leaning,social skills
include: leadership, decision-making, trust-building, communication
and conflict-management.
Group processing: Groups must assess their owneffectiveness to
identify improvements.
Figure 3: Each team member has a role for which they take
responsibility
Although the AIM Game programme was not specificallydesigned to
include cooperative learning elements, itsteam-based interactive
approach embraces the majority ofthese principles.
2 Drivers, start your engines.on yourmarks, get set, go!
We based the AIM Game on the Dakar Rally so thatdelegates could
work with a recognisable asset (a truck!)in an easily imagined
operational environment (the fivestages of the rally). This was
important because itcreated a level playing field, meaning that
people from all
April 6th 8th, 2011, Madrid,Spain Proceedings of the
WCRT2011
-
8/7/2019 Rail Training Conference - A New and Different Learning
Experience
3/3
N1. Surname et al. (or N2. Surname2) Title or short title
April 6th 8th, 2011, Madrid,Spain Proceedings of the
WCRT2011
levels of the organisation could participate in an equitableand
consistent manner. Each team is responsible formanaging their truck
(and support vehicle) over fivestages of the rally. At the end of
the game, the team withthe lowest number of lost hours wins. The
Game isplayed out on a large-scale, map-styled game board.Features
include: wildcards, creeping change challenges
and rewards, hazards and helpful hints. The game ishighly
competitive and reproduces real-life, yet humoroussituations. Rally
teams must demonstrate practical skillslike risk assessment, Cap-ex
and Op-ex budgetmanagement, planning and procurement. Individual
teammembers typically take on responsibilities for
inventorycontrol, budget management, planning, and
defininginspection and maintenance routines.
Figure 4: Rally Teams decide where and when to do planned
maintenance and inspection & testing
2.1 Aiming to win
Teams must use risk assessment as a planning tool todecide how
they will invest in their assets, namelythrough: equipment
inventories, inspection andmaintenance routines, support systems
and processes,such as training, communications and
stakeholdermanagement. Throughout the rally, as their assets ageand
deteriorate, each team must decide how and when toinvest in order
to combat equipment failures, creepingchange, and the uncertainties
that face them on their journeys. The hazards, uncertainties,
bonuses, andsurprises which the rally teams will encounter
typicallycome in the form of wildcards. These wildcards canreflect
the physical deterioration of the truck, externalhazards, people
issues (such as competency, fatigue,error, communication, and
distraction), social interactions,and off-the-wall silliness!
2.2 Learning Modules
At pre-determined stop points along the route, teams"down tools"
to share and learn. Teams recount theirexperiences in the rally and
then compare them to theirreal-life asset management challenges.
Learningmodules are presented, which include: risk assessmentand
planning, asset integrity management systems,testing, inspection
& maintenance, management ofchange, and learning from
experience. The teams takethe opportunity to discuss what worked
well (and what
worked against them), including challenges that theyplanned for,
the surprises they encountered and thechanges they had to manage.
Every opportunity is takento apply the learnings from the programme
to real life
situations and delegates are encouraged to share
theiroperational experiences as well.
3 And the winner is..
Unlike the real Dakar, at the end of this rally, there are
nolosers. One of the teams does overcome stiff competitionand goes
onto win the rally. However the real winners arethe participants
who gain experience and knowledge fromplaying the game, which they
then take back into theirworkplace. Delegates' feedback has
indicated that theyfound it to be a fun way of learning that
promoted team-building, increased asset integrity awareness
andprompted beneficial change in working routines.Participants
return to their workplace with a greaterunderstanding of how to
apply asset integritymanagement thinking to the achievement of
businessgoals. The relationships between safety, integrity,
finance,human resources, and sound business planning are
debated, tested and challenged in a fun, risk-freeenvironment.
BG recognised these benefits, but alsoidentified tangible
improvements, as evidenced by theconsiderable increase in their
asset integrity KPI ratingsduring the programme roll-out.
Figure 5 There's more than one winner
Acknowledgement
Lloyd's Register is indebted to the inspiration, help
andtechnical support that has been received from thefollowing
individuals and organisations:
Ron Murray BG, Vice President Asset IntegrityBo Malmqvist BG,
Vice President Asset InetgrityArtech Visual CommunicationGlobal Web
Internet and Software Solutions
References
[1] Brown, Hilary, Darlene Ciuffetelli Parker, Ph.D.(2009).
Foundational Methods: Understanding Teachingand Learning. Third Ed.
Toronto, Ontario: PearsonCustom Publishing
