Shell EP Learning and Leadership Development Blended learning in the workplace: Why is it so good? International Conference on Engineering Education July

Shell EP Learning and Leadership Development

Blended learning in the workplace: Why Blended learning in the workplace: Why is it so good?is it so good?

International Conference on Engineering EducationJuly 25–29, 2005, Gliwice, PolandProf Ian Macdonald (Curtin University)Babur Imirzalioglu (Shell EP)

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Slide No. 2 Shell EP Learning and Leadership Development

Shell Exploration and ProductionShell Exploration and Production

• Active in 34 countries around the world• 6,605 million barrels of crude oil and natural gas liquids

proved reserves • 44,920 billion standard cubic feet gas proved reserves • 652 million barrels proved oil sand reserves• 2,333 thousand barrels/day equity oil production• 8,849 million standard cubic feet/day equity natural gas

production available for sale• Earnings of $9.1 billion• Capital investment of $9.2 billion

www.shell.com/ep

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Shell EP Learning and Leadership DevelopmentShell EP Learning and Leadership Development

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Setting the Business SceneSetting the Business Scene

Time to developon the Job

1980 1990 2000 20101980 1990 2000 2010

Growing Competence Gap

Shell EP/OP Learning

Academic Studies

The competences required to run the business

The competences required to run the business

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Reasons for collaborationReasons for collaboration

• SLC is a small institution running high quality targeted training• Staff are only temporarily seconded as Learning Leaders. • Quality assurance is dependent on current Learning Leaders.• University linkage provides internationally recognised standards.• Curtin provides advice and support on learning, teaching and assessment, improving efficiency and effectiveness of training. • Students get “double value” on training: Shell recognition and a Masters degree. • Both Curtin and Shell gain credibility from being linked with the other.

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Master of Technology (Petroleum Master of Technology (Petroleum Technology)Technology)

Master of Technology (Petroleum Technology) is only available to employees of Shell, or of approved partners, who attend Shell Learning Events.

200 Credit point Curtin University Masters degree.

Available to 4 year degree, or 3 year degree plus Honours graduates in a technical discipline.

“Owned” by the School of Petroleum Engineering in the Division of Resources and Environment, Curtin University.

More than 1300 students involved in the program, over 4 years.

First graduates just coming through.

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Compulsory units:

• EP00 25 credit points

• EP01 25 credit points

• Research Methods (taught by Curtin as 5 day intensive workshop with follow up tasks)

25 credit points

• Research Project(Supervised by both a Curtin academic and a local supervisor. Project is intended to be work based as part of normal duties).

25 credit points

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Compulsory to take either:

• G180 25 credit points• P180 25 credit points

A further 75 credit points can be taken from a selection of Shell Learning Events.

Currently registered: P264 (50), P142, P221, PE1.0, PE2.0, P153, P262, M114 (50), M118, M119, M124 (50), W144.

All units taught by Shell Learning Leaders with learning advice and assessment moderation from Curtin University academics.

Total of 200 Credit points. (Equivalent to one year of full time study).

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Blended ApproachBlended Approach

Real Real timetime

Events Events and and

recorderecorded d

sessionsessionss

QuizzesQuizzes

LearningLearningMaterialMaterial

++AdditionalAdditional

readingreading

AssignmAssignmentsentsandandindividuindividualalFeedbacFeedbackk

DiscussionDiscussionForumsForums

Peer to peerPeer to peerlearninglearning

Web based learning environmentWeb based learning environment

Face to face eventFace to face event

Drivers

ResultsBusiness problems identified and solved

Sharing advances and latest technology

Competence gaps closed

Cost-savings

Faster Cheaper Better

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P153 - Virtual classroom - 2004P153 - Virtual classroom - 2004

Malaysia

Brunei

Nigeria

Moscow

Sakhalin

Oman

Netherlands

U.K.

Philippines

5

5

5

8

1

1

22

10

14

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Course DurationCourse Duration

• 17 weeks distance learning (1 day/week)• 1 week (40 hours) workshop• Total: 192 hours• End of course assessment

18 weeks + breaks = 5-6 months

1 3 4 5 6 7 8 9 10 11 13 14 15 16 172 12 18

Module IINTRODUCTION

TOMAINTENANCE

Module IIMAINTENANCEOPTIMISATION

Module IIIMAINTENANCE

PLANNING

Module IVASSET

INTEGRITY

WO

RK

SH

OP

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Web Based Learning EnvironmentWeb Based Learning Environment

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AssignmentsAssignments

• 23 Assignments (out of 26 topics)– Identify documents– Identify experts, focal points– Carry out survey– Assess practices against world class

criteria– Suggest improvements– Identify individual action items

• Individual feedback and marking on each assignment– around 700 feedbacks for class of 24

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Course AssessmentCourse Assessment

• Assignments (60%)• Workshop performance (25%)• Written exam (15%)

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The OilPro GameThe OilPro Game®® in P153 in P153

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Business Impact of Work Place LearningBusiness Impact of Work Place Learning

• Closes competence gaps• Identifying and solving business

problems• High relevance to business• Learning and applying• Sharing advances and latest

technology• Cost-savings

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Course impact on a business challenge Course impact on a business challenge in company ? in company ?

Already some impact

50%

Already a big impact

13%

Not likely to make an impact

0%Perhaps some impact in the future

8%

Likely to have some impact in the future

29%

Course Participants Feedback (P153 – MI0401)

• 68% of the participants confirm business impact during the course of the study

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Course impact on a business challenge Course impact on a business challenge in company ? in company ?

Course Participants Feedback (P153 – MI0401 and P153-MI0402)

• 76% of the participants confirm business impact during the course of the study

Already some impact

50%

Already a big impact

26%

Not likely to make an impact

0%

Perhaps some impact in the future

4%

Likely to have some impact in the future

17%

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Business Impact Examples:Business Impact Examples:

• Improvement in Computerised Maintenance Management System data handling

• Inspection started on neglected plant equipment.

• Tool developed to download and analyse data.• Multiple defect elimination projects initiated

and completed.• Review of maintenance strategies

implemented• Time and resource savings on development of

process documentation.

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P153 Maintenance in EP course andP153 Maintenance in EP course andCompetence Based Development (CBD) Competence Based Development (CBD)


• 100% of the participants confirm course is relevant to their CBD

Indirectlyrelevant

0%

Not veryrelevant0%

Not at all relevant

0%

Somewhat relevant

35%Very relevant

65%

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P153 Maintenance in EP course andP153 Maintenance in EP course andCompetence Based Development (CBD) Competence Based Development (CBD)

• 100% of the participants confirm course is relevant to their CBD

Indirectlyrelevant

12%

Not veryrelevant

0%

Not at all relevant

0% Somewhat relevant26%

Very relevant

60%

Course Participants Feedback (P153 – MI0401 and P153-MI0402)

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Participants comments on Workplace Participants comments on Workplace Learning experienceLearning experience

The delivering of the course package to participant was

perfect. The Facilitator is well experienced in the act of teaching and impacting of

knowledge and above all ever cheerful. Associates with all

participants free and ever ready to help even at a very short

notice. I look forward to be in one of his class again.

The approach to learning. Doing it yourself

The content is really good. The detailed evaluation of

each submission and multiple feedbacks are,

themselves, great incentives to completing assignments.

Very good learning experience, also ready to

apply.

The best thing was that you were forced to be active , meet a lot of people in your own asset, learn

about the processes in your asset that are already in place and see were improvements can be made


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Good learning environments…Good learning environments…

• Are not be seen by the learner as ‘fixing’ a knowledge deficit in the learner, but are seen as an opportunity to continue to develop and improve on current knowledge.

• Are long term and incremental, not a hurdle to be jumped to achieve a qualification.

• Are on a need-to-know basis, where new knowledge has immediate utility.

• Foster learning primarily by social interaction with peers – with knowledge construction guided and validated by a trusted expert.

• Are as closely situated in the required context for use of the knowledge as possible, to limit the need to translate theory into practice.

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Good learning environments…Good learning environments…

• Engage the learner in active construction of meaning to solve a real problem in a social context.

• Encourage risk taking and experimentation, with assessment that does not focus on mistakes, but rewards learning.

• Give ample opportunity for reflection on practice, and in practice.

• Give immediate constructive feedback to any attempts to change.

• Provide a constant sense of progress and self-efficacy.

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Why is blended learning so good? Why is blended learning so good?

Good learning principles are met to a high level. Learning is a culturally embedded in the

workplace.Based on community building at several levels.

Workplace colleagues are a learning communityFellow participants are a virtual communitySMEs and LDLs are a discipline community.

A focus on social interaction for learning, including face to face workshops.

Assessment is supportive and constructive. Learning events are global, with virtually 24 hour

support.

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What can be learned?What can be learned?

• Good learning processes bring very large rewards, but need to be well designed and well resourced. You get what you pay for.

• Focus on building good learning communities, not on developing expensive self-teach resources.

• Subject Matter Experts should be the “front line” in teaching, with expert educationalist devising good systems in the “back room”. Collaboration is key.

• Use the workplace expertise as a teaching resource – don’t remove people from it and expect them to learn. Collaboration is key.

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Shell EP Learning and Leadership Development Blended learning in the workplace: Why is it so good? International Conference on Engineering Education July