ROSEN-Group_Competency-Standards-Manual-for-Integrity-Management

Acknowledgements This manual was produced as part of the partnership between ROSEN Group (Education Systems and Services) and Phil Hopkins Ltd., UK. It has used contributions from many staff in the ROSEN Group – these contributions are acknowledged. © 2019 ROSEN Swiss AG. All rights reserved. Obere Spichermatt 14 ∙ 6370 Stans · Switzerland Phone: +41-41-618-0300 ∙ Email: rosen-stans@rosen-group.com First edition 2018 Second edition 2019 Competency Standards Manual For Pipeline Integrity Management The information contained herein is for general information purposes only and is believed to be accurate. ROSEN accepts no liability in connection with the content. This limitation applies to all loss or damage of any kind, includ- ing but not limited to compensatory, direct, indirect or consequential damage, loss of income or proﬁt, loss of or damage to property, and claims by third party. Cover design and illustration: ROSEN Swiss AG, Stans, Switzerland Typesetting: Die Alchemisten AG, Oldenburg, Germany Publisher: ROSEN Swiss AG, Stans, Switzerland Contributors: Phil Hopkins Ltd., Newcastle upon Tyne, United Kingdom Printing: Rautenberg Druck GmbH, Leer, Germany 2 // ROSEN Competency Standards Manual

Contents 1. 2. 3. Introduction Competence Developing Competence Competency Standards 4. 4.1. Prescriptive or Performance-based? 4.2. Outcomes 4.3. Writing a Competency Standard 4.4. Contents of a Standard 4.5. Competency Levels in a Standard 4.6. Guidance on Skills and Knowledge Requirements 4.7. Guidance on Co-requisites and Pre-requisites for a Competency 4.8. Guidance on Training, Mentoring, and Experience 4.8.1. Training 4.8.2. Mentoring (guided learning) 4.8.3. Experience (structured learning) 4.8.4. Learning Program 4.9. Process for Writing a Competency Standard Assessment, Award, and Certiﬁcation of Competence 5. 5.1. Assessment 5.2. Award of Qualiﬁcation 5.3. Certiﬁcation of Competence 5.3.1. Qualiﬁcation versus Certiﬁcation 5.3.2. Portability 6. 7. ‘Shelf Life’ of a Competency Competence and Human Behaviors Competency Frameworks and Management Systems 8. 8.1. Competency Frameworks 8.2. Management Systems 9. Continuous Professional Development 10. Summary References Appendix A 6 8 9 10 10 10 11 11 12 13 14 15 15 16 16 16 17 18 18 19 19 20 20 21 22 23 23 23 24 25 26 30 Contents // 3

Appendix B Text TextTextText Competency Standards CS_000 Subject Matter Expert CS_001 Pipeline Engineering Principles CS_002 Ethics and Responsibilities for Pipeline Engineers CS_003 The Oil and Gas Industry CS_005 Pipeline Inspection and Surveillance CS_006 Onshore Laws, Regulations and Standards CS_007 Subsea Pipeline Laws, Regulations and Standards CS_008 Pipeline Hydraulics CS_009 Pipeline Risk Management CS_010 Onshore Pipeline Design CS_012 Pipeline Repair CS_013 Pipeline Materials CS_014 Pipeline Integrity Management CS_015 Internal Corrosion Mechanisms CS_016 Internal Corrosion Prevention and Monitoring CS_017 External Corrosion and Prevention CS_018 Onshore Pipeline Construction CS_020 Pipeline Defect Assessment CS_021 Non-destructive Testing Techniques CS_022 In-line Inspection Technologies and Procedures CS_023 Pipeline Inspection Technologies and Procedures CS_024 Pipeline Preparation and Cleaning CS_025 Cathodic Protection and Monitoring CS_026 In-line Inspection Data Analysis and Reporting CS_027 Pipeline Inspection and Data Management 4 // ROSEN Competency Standards Manual 48 52 58 62 66 72 76 80 84 90 96 102 108 114 120 126 132 138 144 150 156 160 164 170 176

CS_028 Onshore Pipeline Operation CS_030 Stress Analysis CS_031 Veriﬁcation of Inspection Results CS_032 Fracture Mechanics CS_033 Failure Analysis CS_034 Pipeline Welding CS_035 Pipeline Testing CS_036 Onshore Pipeline Routing CS_042 Failure Modes and Mechanisms CS_043 Risk Analysis CS_044 Probability of Failure Analysis CS_045 Consequence Analysis CS_046 Pipeline Inspection Principles CS_047 Health, Safety, Environment, Security CS_048 Pipeline Defects CS_050 Crack Management CS_051 Geotechnics CS_052 Emergency Pipeline Repair Systems 180 186 192 200 206 212 218 224 230 236 242 246 252 256 262 268 274 280 Competency Standards // 5

1. Introduction¹ Competence2 is the ability to undertake responsibilities and to perform activities to a recognized standard. It is a combination of skills (ability to perform a task), knowledge (ability to understand and explain the task), experience (type, years, supervision to obtain the knowledge), and behaviors. Most individuals will demonstrate their competency by quoting their academic and profes- sional achievements, training programs completed, and relevant experience. A better, more rigorous and objective approach is to use ‘competency standards’ to demonstrate compe- tency. Competency standards provide a common deﬁnition of a competency, with its mini- mum requirements, and are used to assess the competency of an individual. Their purpose is simple – they are used to provide objective evidence that individuals have the necessary skills and experience to conduct the tasks in a deﬁned competency. There are examples in the literature, many produced by standards bodies and trade orga- nizations (for example, [1-9]). These standards are an integral part of the process to qualify and certify staff as being competent [10-12]. They offer signiﬁcant beneﬁts to management as they provide objective evidence of staff competence, set measurable standards of perfor- mance, facilitate staff progression, and assist in staff appraisals. Demonstrating competence involves three steps: 0 Evidence of Competence: Individuals must be competent to perform their job tasks. Their overall competence is made up of speciﬁed competencies. These competencies provide individuals with the required technical skills, knowledge, experience, and behaviors to perform their job role/function, and allow them to perform consistently, safely, and in accordance with relevant procedures and standards. These individuals must provide evidence that they possess these competencies and prove that they have successfully conducted tasks to the required competency level. Individual competencies are assessed using an agreed standard – a ‘competency standard’ containing the required skills, knowledge, and experience for that competency. Individuals with documented and validated evidence that meets the requirements of the competency standard are awarded a ‘qualiﬁcation’ in that competency. This qualiﬁcation is evidence that they possess the competency. 1 Appendix A provides deﬁnitions and terminology. 2 ‘Competence’ can be viewed as the total ability of an individual, whereas a ‘competency’ is a single skill. 6 // ROSEN Competency Standards Manual

0 Assessment of Competence: Where there is insucient or incomplete evidence, an assessment process is necessary to ensure that individuals are competent to undertake their job tasks. This assessment (e.g., examination or interview) is conducted using the competency standard. When in- dividuals pass an assessment based on the standard, they are awarded a qualiﬁcation in that competency. 0 Certiﬁcation: A ﬁnal step can be added to this competency assessment process. An independent body can verify that all stages and aspects of the evidence evaluation and assessments have been fair, safe, valid, reliable, and consistent. This certiﬁcation is an optional step in the competency assessment process, but it ensures the qualiﬁcation is ‘portable’ (the hold- er can move to other organizations, and the qualiﬁcation will be recognized by these other organizations). Currently, competency standards are set by individual pipeline operating companies in ac- cordance with their duty holder responsibilities, and are applied through the company-spe- ciﬁc recruitment, promotion, and contractor selection procedures [9]. There is no agreed method for developing, writing, and applying these standards. This document presents a process to develop these competency standards using a simple, goal-setting approach, which will complement existing in-house standards and published standards, but it is em- phasized that any competency standard gives the minimum requirements for a competency. This document is a manual that provides guidance on writing competency standards and presents a listing of the competency standards which should be developed for staff working in pipeline integrity management. These speciﬁc standards are summarized in Table 1, with examples in Appendix B, but the processes in this manual can be used and applied to any competency in any discipline. Introduction // 7

2. Competence Each member of staff has a job. These jobs are made up of tasks. The staff require compe- tencies to be able to perform these tasks. Competence is a statement of desired knowledge, skills, experience, and behaviors; therefore, competence is a combination of skills (ability to perform a task), knowledge (ability to understand and explain the task), experience (type, years, supervision to obtain the knowledge), and behaviors (Figure 1). However, a competency: 0 must meet an agreed standard; 0 must be updated as competencies can deteriorate, or become dated over time, leading to a drift into incompetence (‘competency decay’); and, 0 must be continually assessed [13], as evidence is needed that the competency is being absorbed by personnel [1] (‘demonstrable competencies’ [13, 14]). Therefore, staff must have their competencies assessed against a standard. This assessment could be by examination, interview, performance, etc., but it must be formal and recorded [1]. Skill Behaviors Competence Knowledge Experience Figure 1. Elements That Comprise Competency. 8 // ROSEN Competency Standards Manual

3. Developing Competence Competence is temporal: competence develops over time. The process of gaining compe- tence is based on a combination of training, mentoring, and experience [10, 12]. Experience is the most important element in developing competence. Figure 2 gives the classic split of 70:20:10 to experience:mentoring:training. The values in this split may be debated, but it is important to emphasize the inclusion of mentoring [11] in the split, and that training may be the least important element of competency. Training (10%) Skills Mentoring (20%) Experience (70%) > > > > > > > > > Knowledge Experience Figure 2. Developing Competence. Competence / Developing Competence // 9

Pipeline Engineering Principles Competency Number CS_001 Document Revision Rev G 2019 Competency Level (see Table 5) Awareness Foundation Competency Description/ Purpose The underlying principles, concepts, and technical parameters in pipeline engineering, giving the individual an all-round understanding of pipeline engineering principles. Has knowledge of pipeline engineering principles and good practices in pipeline engineering and is aware of their bases. Is able to describe pipeline engineering principles, discuss best practices, and explain their bases. Progressing or completed CEng or PEng or equivalent (e.g. ‘engineer in training’ program). Completed ‘awareness’ level in this competency. CS_008 Awareness. CS_018 or CS_019 Awareness. CS_030 Awareness. CS_035 Awareness. CS_036 or CS_037 Awareness. CS_009 Awareness. Competency Outcomes Qualiﬁcations (e.g., academic or professional) Pre-requisites None. None. CS_002 Awareness. CS_003 Awareness. CS_010 or CS_011 Awareness. Co-requisites CS_013 Awareness. CS_014 Awareness. CS_028 or CS_029 Awareness. CS_047 Awareness. Certiﬁcation available? No (‘awareness‘ levels are not certiﬁed). Yes. 52 // ROSEN Competency Standards Manual

Practitioner Expert Competency Description/ Purpose The underlying principles, concepts, and technical parameters in pipeline engineering, giving the individual an all-round understanding of pipeline engineering principles. Competency Outcomes Is able to apply pipeline engineering principles, choose best practices, and analyze their bases. Is able to elaborate on pipeline engineering principles, justify best practices, and develop their bases. CEng or PEng or equivalent. CEng or PEng or equivalent. Completed ‘foundation’ level in this competency. Completed ‘practitioner‘ level in this competency. Qualiﬁcations (e.g., academic or professional) Pre-requisites CS_010 or CS_011 Foundation. CS_010 or CS_011 Practitioner. CS_013 Foundation. CS_014 Foundation. Co-requisites CS_028 or CS_029 Foundation. Certiﬁcation available? Yes. Yes. Appendix B // 53

Pipeline Engineering Principles CS_001 Competency Elements (‘Tasks‘) and Assessment Awareness Foundation Skills (ability to perform a task) None. Describe pipeline types and purposes. History of pipelines, types and uses of pipelines, and beneﬁts. Pipeline economics, and pipeline safety statistics. Pipeline standards. Line pipe and coatings. Pipeline standards, including their bases and development, linkage to regulations, key content, purposes, location classiﬁcation, high- consequence areas, design factors, and inherent safety. Line pipe manufacture, types, standards, and choice of coatings. Pressure, pipeline ﬂuids, ﬂuid ﬂow. Fluid ﬂow, ﬂuid phases. Knowledge (understanding the task) Material strength and ductility. Pipeline routing and construction. Pipeline operation. Material properties including strength, ductility, toughness, weldability, and metal fatigue. Practical aspects of pipeline routing and the pipeline construction process. Pipeline operation, including control rooms, control systems, and leak detection. Cause of stresses on pipelines, hoop stress design factor, operating and design pressure. Calculation of stresses on pipelines, including principal stresses, thermal stresses, and equivalent stresses. Pipeline integrity management. Supervising and/or training None. Practical aspects of pipeline integrity management, including risk assessment and management, pressure testing, in-line inspection, and pipeline repair. None. Assessment Quizzes (self-marked). Summative. 54 // ROSEN Competency Standards Manual

Practitioner Expert Apply pipeline engineering concepts. Teach the competency. Skills (ability to perform a task) Pipeline components and installations. Expert witness skills (giving evidence, writing reports, answering questions, preparing for court). Slurry pipelines and petrochemical pipelines (e.g., LPG). Theoretical bases and best practices in pipeline engineering. Problems with old/vintage pipelines. Able to participate in industry working groups or standard committees. Fluid mechanics and hydraulics. Knowledge (understanding the task) Pipeline welding. Pipeline protection from damage. Pipeline pressure testing: types, strengths, and weaknesses. Differing practices and threats to pipelines in differing environments and regions. Pipeline integrity management programs, plans, and systems. Supervising and/or training Supervisor for this competency. Trainer for this competency. Assessment Formative and interview. Formative and interview. Appendix B // 55

Pipeline Engineering Principles CS_001 Mentoring and Experience Requirements Awareness Foundation ~18 hours. ~36 hours. ~14 hours. ~100 hours. Training ~2 hours. ~4 hours. Mentoring (guided learning under the guidance of a mentor) [11] Experience (self-learning under the supervision of a line manager) Learning Program The learning program describes in detail the purpose and outcome of this competency, and gives a detailed breakdown of training (type, and presentation platforms), mentoring, and experience requirements. The program also gives timelines, trainer/mentor qualiﬁcation requirements, and more detail on assessment criteria. The learning program is detailed in another document and aims to satisfy all the stated outcomes in this Competency Standard and to address all the Competency elements, mentoring, and experience requirements. Competency Standard Number 001 [1-12]. 56 // ROSEN Competency Standards Manual