A PUBLIC UTILITIES EXPERIENCE IN DEVELOPING A MAINTENANCE TRAINING PROGRAM

Transcription

1 ABSTRACT A PUBLIC UTILITIES EXPERIENCE IN DEVELOPING A MAINTENANCE TRAINING PROGRAM Scott Maring, P.E., Larry Cherveny City of Cincinnati - Metropolitan Sewer District of Greater Cincinnati 1600 Gest Street Cincinnati, OH Cincinnati State Technical and Community College Reading Road Evendale, OH This paper s objective was to describe the experience of developing a maintenance training program. The goal of the program was to develop a high skilled, confident workforce that has the ability to reliably maintain equipment. Training objectives and curriculum were developed and implemented to meet organizational goals. The students learned much about the subject matter, while the maintenance management staff learned about the capabilities of the existing staff and the future training needs of the organization. KEYWORDS Training, maintenance, reliability, wastewater INTRODUCTION Over the last several years the Metropolitan Sewer District of Greater Cincinnati (MSD) has experienced the common trend of losing key maintenance personnel to retirements, promotions, and pursuit of other employment opportunities. In order to meet the many staffing needs, hiring from the outside and promoting from within has been attempted. MSD has learned from experience that the market for skilled crafts is highly competitive, making it difficult to hire qualified individuals. Another challenge to hiring qualified employees is the bureaucracy associated with hiring into a governmental organization. As technology and the job market changes, public utilities are challenged to revise job descriptions and keep salaries competitive. MSD has a desire to become a leading public utility. Initiatives are already in place to reduce operating costs, energy costs, and personnel costs. Realizing these goals is not possible without highly skilled workers. These important factors led the maintenance staff to investigate various maintenance training options and eventually decided to develop their own program. PROGRAM DEVELOPMENT Training Goals 6007

2 Prior to researching a training method or program, the maintenance staff spent some time informally assessing the skill level of the existing maintenance workers. It was noted that many had trouble writing simple s or concisely documenting the day s activities in the CMMS Failure Reporting application. Others struggled with reading blueprints, schematics, or ladder diagrams. Many had been in the workforce for sometime and had not ever had any basic maintenance skills refresher training or formal training in newer technologies. Consequently, many lacked the confidence to take on new challenges and embrace change. From these observations and discussions, training goals were established. See Table 1. Table 1 Goals for the organization and the staff Goals for the organization Highly skilled workforce Lower O&M cost Goals for the maintenance workers Improve core skills: writing, mathematics, and communications Reinforce existing maintenance skills Improve equipment reliability Hands-on learning opportunities Confident workforce Learn and apply new technologies Maintain high quality effluent Improve troubleshooting skills Process of Developing the Training Program The maintenance department initially reviewed task specific seminars, conferences, and vendor presentations from a variety of sources. Several specific topics were attended by a variety of staff with mixed results. This type of training does an excellent job digging into a subject and can train a large number of people at a reasonable price. However, the maintenance department training needs are broader than what can be typically offered by seminars. Next, CD s and web based programs were evaluated. This media provides a convenient way to train staff. It allows for flexible training schedules, covers the material in depth, the employee can learn at their own pace, and the materials are very cost effective. Instrumentation training modules were purchased and utilized by our instrument techs. They found the material to be a good refresher of instrumentation theory. Unfortunately, this type of training does not allow for hands-on learning. Our experience has shown that hands-on learning is critical for applying learned skills and knowledge retention. The maintenance department reviewed several existing formal certification training programs such as International Maintenance Institute and the Instrument Society of America (ISA) Certified Industrial Maintenance Mechanic certification. While those programs are very 6008

3 comprehensive they tended to be broad in scope and require instructors and materials to cover the topics. MSD does not have the luxury of qualified additional staff with maintenance experience that can be set aside for developing and implementing a program of this size. After this investigation, it became apparent that the development of a custom training program using outside resources was necessary to meet all of our needs. The maintenance staff began researching local training options and found a local community college, Cincinnati State Technical and Community College (CSTCC) that had an excellent Industrial Maintenance Training Program for Electrical and Mechanical Maintenance Personnel in their Workforce Development Center. Their broad industrial training experience was a nice fit with our organization. The CSTCC instructors and lab facilities allowed the curriculum to cover topics related to all of the maintenance trades as well as reinforce basic core skills such as writing, mathematics, and communication. MSD and CSTCC had an initial meeting to become familiar with each other. MSD discussed their training goals and desire to increase the skill level of the existing maintenance workforce. Also, the maintenance managers described the type of student to expect in training. MSD wanted to make sure CSTCC could present the material in a manner that the students far removed from formal education can relate to. They also shared the plans of revitalizing the maintenance program through a year long reliability improvement program that consists of reworking Workflow processes, Inventory Management, and Equipment Reliability techniques. The maintenance managers realized none of that would be possible without a staff with the proper skills training. During the meeting CSTCC discussed their experience in providing customized educational programs to businesses, industry, government agencies, non profit organizations, and individuals. They explained their focus on hands-on training has been found effective in training maintenance personnel. Several example curriculums were reviewed, discussed, and modified so CSTCC could better understand MSD s needs. The meeting concluded with a tour of the training center. Each lab consisted of practical settings imitating real-time settings, several of which used the same equipment found in MSD facilities. Once both parties had a good understanding of their needs and capabilities, a curriculum was developed. The program was broken into two phases phase (see Figure 1 below). The first phase or core classes focused on fundamental hard and soft skills. Hard skills are those skills directly applicable to day to day job performance. Soft skills are those skills necessary to complement their day to day tasks, but essential to the job. Examples of soft skills include English, Writing, Mathematics, Blueprint Reading, and Communication. The core classes were taken by both Electrical and Maintenance personnel. The hard skills portion of the first phase allowed for some basic cross training and review of basic skills in order to lay the foundation for the more advanced training in the second phase. Figure 1 Program layout Core Skills Mechanical Maintenance Emphasis Electrical Maintenance Emphasis 6009

4 In the second phase, the Electrical and Mechanical personnel split and received training specific to their trade. This phase of the program focused on the fundamental maintenance skills along with advanced maintenance topics. The goal of the classes was to develop a fundamental understanding of industrial systems so that they will have an improved capability to install, maintain, and troubleshoot the industrial equipment at MSD. The collaborative effort between MSD and CSTCC resulted in a curriculum structured as shown in Figure 2. Courses were scheduled to complement technical and non-technical subjects. This kept student from being overwhelmed with to many subjects at once outside of their comfort zones. The details of each course may be found in Appendix A. Figure 2 Training Program Curriculum Core Skills College Success Pathways Basic English Concepts Mathematics for the Plant Measurements and Tolerances Blueprint Reading Industrial Safety and Health (OSHA-10) Basics of Industrial Electricity Lubrication and Bearings Introduction to Electrical Systems Introduction to Mechanical Systems Total Hrs Electrical Maintenance Emphasis Electrical Ladder Diagrams Motor Controls I & II Electronic Sensors Programmable Controllers Variable Frequency Drives Introduction to Process Control Total Hrs Mechanical Maintenance Emphasis Fundamental Shop Skills Advanced Bearings and Shaft Alignment Mechanical Transmissions Pumps and Compressors Introduction to Hydraulics and Pneumatics Pneumatic Systems Hydraulic Systems Total Hrs During one of the initial planning meetings, MSD discussed the recent trend towards City job specifications requiring college credits to be eligible for promotional exams. CSTCC structured the curriculum in a way that made obtaining college credit possible. The students pursing the mechanical emphasis had the opportunity to earn a maximum of 38 college credits, while the students pursing the electrical emphasis had the opportunity to earn a maximum of 40 college 6010

5 credits. While this training is not part of a degree program, it does provide the students the opportunity to apply the completed course work toward an Associates or Bachelor degree. Union Involvement Throughout the development process, management made a commitment to include union representation. Their input and buy-in was critical to making the program launch a success. Presentations were made during Labor-Management committee meetings and one-on-one meetings were held to discuss key issues. After meeting, both parties felt the program accurately represented their concerns and provided employees an excellent opportunity learn and apply new skills. Marketing and Presenting the Program Once the program course development was finalized and the union was supportive of the program, a series of information sessions were held to recruit students. The program was developed under the premise that student participation would be voluntary. In order to successfully recruit students it became necessary to carefully present the program in a way that inspired each student to commit to learning. The program presentation emphasized several points: the curriculum (as previously discussed), how the training program is mutually beneficial to the employee and MSD, and how the program makes each student more marketable for future opportunities. The training program provided an opportunity for MSD to achieve its organizational goals of a highly skilled, confident workforce that can keep equipment reliable in a cost effect manner while maintaining high quality effluent. In order to meet those goals it was important to reinforce to each employee how they individual play a part in the organizational success. Each organization goal is translatable to the individual. For instance, as illustrated in Figure 3, a motivated employee is one that feels confident through the process of improving their self. Figure 3 - Training Employees Mutually Beneficial MSD Improve Self Motivated Employees Make self well rounded Balanced skills in workforce Reinforce what you already know Improve equipment reliability Learn new technologies Understand what other trades do Make self more marketable Increase workforce knowledge Better communication between trades Develop future leaders 6011

6 Benefits The presentations also emphasized the motivating factor of making their selves more marketable. While MSD is not tying this program into promotions, it does recognize that a worker that seeks knowledge and is willing to learn new things is better equipped to take on promotional exams. This training hopefully will seed the organization with bright well trained future leaders. Figure 4 Illustration of how the training program benefits the employee. Training paid by MSD Minimal out of work Time commitment Opportunity to learn new technologies Opportunity for college credit Opportunity to improve self Make self marketable for future opportunities DISCUSSION In order to properly administer the program, MSD utilized staff from an internal Process, Support, and Training Group. The assigned staff personnel worked closely with CSTCC making sure the proper paperwork was filled out by students, fielded and answered questions, recorded student results, provide critical communication to students and management, and made the sure administrative policies were properly followed. MSD determined they had the resources to train approximately 20 to 24 employees out of a potential 90 maintenance workers. The individuals that signed up for the program were, quite by coincidence, a fairly even distribution of represented crafts and foremen. The worker level of experience tended to trend towards newer employees to MSD and their position, as might be expected. Newer workers tend to be more eager to receive training then those that have been in the position for many years and are approaching retirement. These observations are illustrated in Figures 5 to

7 Figure 5 Breakdown of maintenance crafts in training program 10% 15% 20% Machinists Mechanics Electricans Instrument Techs Foremen 40% 15% Figure 6 Breakdown of maintenance crafts in MSD Wastewater Treatment 10% 19% 10% Machinists Mechanics Electricans Instrument Techs Foremen 45% 16% 6013

8 Figure 7 Years of Maintenance Worker Experience in Training Program in current position 5% 0% 5% 5% 30% 55% 0 to 5 years 5 to 10 years 10 to 15 years 15 to 20 years 20 to 25 years 25 to 30 years Figure 8 Overall Years of Maintenance Worker Experience in Training Program with MSD 10% 10% 30% 0% 0 to 5 years 5 to 10 years 10 to 15 years 15 to 20 years 20 to 25 years 25 to 30 years 35% 15% 6014

9 Figure 9 Years of Maintenance Worker Experience in MSD Treatment Division in current position 7% 0% 18% 45% 0 to 5 years 5 to 10 years 10 to 15 years 15 to 20 years 20 to 25 years 25 to 30 years 13% 17% Figure 10 Overall Years of Maintenance Worker Experience in MSD Treatment Division 20% 20% 3% 7% 0 to 5 years 5 to 10 years 10 to 15 years 15 to 20 years 20 to 25 years 25 to 30 years 21% 29% 6015

10 While the data does not show a perfect distribution of those that signed up for training versus the entire workforce, it does offer the opportunity to extrapolate some general maintenance department skill strengths and weaknesses. See Table 2. Table 2 Observations of Workforce Workforce Strengths Approximately 20% of the maintenance staff has the ability to immediately continue their education to obtain associates or bachelors degrees. The majority maintenance staff has the ability to learn to read plan, sections, and machine drawings. The entire maintenance staff has the ability to make safety an important part of the maintenance culture. Both mechanical and electrical trades are well versed in their core job skills. The majority of students are eager to apply newly learned skills on the job. Providing basics skills training for another trade has a positive effect on inter-trade communication in the field. Workforce Weaknesses Approximately 25% of the maintenance staff has a deficiency in remedial mathematics and English skills. Some workers have knowledge of their trade, but lack the ability to communicate their knowledge on a formal exam. A limited number of employees have the ability to cross train. A limited number of employees have the ability to utilize predictive maintenance technologies to their full capacity. Some employees do not have the background to analyze or troubleshoot problems. They rely on others for assistance. Often they end up working like helpers Key Learning s Many noticed right away an improvement in worker confidence throughout the course of the training program. Workers commented how they felt better equipped to perform their daily job duties, took different approaches to solving problems, and have started to ask better questions. One of the goals of the English classes was to have the students learn techniques for documenting an event. Their exercises included observing an event, taking notes on what happened, and providing a clear, concise narrative of the event. The documentation must be complete enough for someone that was not there to understand what happened. A daily requirement of the maintenance workers is to document repairs in the CMMS failure reporting. Our staff requires that they document who did the work, when it was done, and a brief description of the problem, cause of the problem, and what they did to fix it. Those that completed the training had a significant increase in the quality of the documentation. While students that struggled with the class do not perform the documentation perfectly, they are improving and confident that they can document their activities. 6016

11 The curriculum was specifically designed to provide a review of basic skills, build on the basics, and move into advanced topics. Also throughout the training, the instructors have provided techniques for the students to help prepare themselves to learn. For instance, teaching about study habits. The results from the first promotional exam since the start of the program showed two training program students on top of the list. While this is no way completely due to the training program, it is however, a positive indication that students are taking what the have learned and applying it on the job and giving them an opportunity to improve themselves. One of the opportunities for improvement was the administering of the English and Mathematics classes. The students had a broad range of abilities which made it difficult for the instructor to stay on the syllabus. For instance, in the English classes many students struggled to compose complete sentences, while other students have the ability to work at college level work. In the Mathematics classes, some students struggled to use a calculator while others easily mastered algebra, geometry, and trigonometry topics. Changes, with some success, were made throughout the class to accommodate the inequities. In retrospect, assessment testing should have been performed and the class divided up into students of like ability. Another option would have been to establish minimum competency, put those below the minimum in a refresher class, and once they demonstrate the ability put them into program training. This would have allowed the instructor to focus on the needs of the class and leave the students less frustrated. Where to go from here The MSD Wastewater Treatment Division is rapidly trying to move from a reactive, time based preventive maintenance environment into a progress, condition based maintenance organization. In order for this implementation to be successful, our staff must be highly trained and organized. This training program has provided insight to the training needs of our organization. The maintenance organization must first recognize that many employees are deficient in remedial skills, such as Mathematics and English. Future training must identify the proficiency of each student and provide a structured learning environment to be successful at learning remedial skills appropriate to their position. This is a foundation from which all other training can be built on. As part of the maintenance organization transformation, workflow processes are being defined for each step of the maintenance process. Each facet of the process will require the workers to provide better documentation, day to day activities will require greater attention to detail, and more discipline is required in following workflow processes. Each craft will need to have a fundamental understanding of their craft s theory and practical application and how their role is important in the success of the organization. Future training opportunities will focus on understanding the workflow processes and how their job functions are related. The maintenance management staff is pleased with the overall structure of the maintenance training program: build core skills and move into more advanced topics. One item of discussion has been the need for certified skills testing. As the staff moves forward with developing future training opportunities, the use of certified skills testing will somehow be incorporated. This lofty 6017

12 goal is not without organization and union challenges, however, it will be necessary to meet the demands of the ever changing wastewater industry. CONCLUSION This training program has reinforced that MSD maintenance skills are lagging the industry leaders, supporting the need to evaluate hiring processes and make training an ongoing activity. While many in the training program are not top notch maintenance employees, they will be safer, confident, more efficient, and more productive. However, there are several students that have risen to the top displaying top notch maintenance and leadership skills and capabilities. They will be the foundation on which our maintenance organization builds for the future. Some of the training program effects can be seen immediately while others may not be known for years to come. The maintenance management staff plans to take what they learned from the program and reevaluate how to approach maintenance training for MSD and still meet our goals. The cooperative effort from labor, management, and outside resources will be vital to any future training s success. REFERENCES Kimball, Wayne (2002) National Maintenance Certification, A New Reality and Key to Competitiveness. WEFTEC

13 ATTACHMENTS Appendix A Course Descriptions COLLEGE SUCCESS PATHWAYS The course introduces students to Cincinnati State College recourses and its expectations of new students. College study skills, to help students to get the most out of their studies will be covered. Sequence of Topics: Developing positive attitudes toward good study habits Improving basic study skills Note-taking BASIC ENGLISH CONCEPTS An introduction to the composition process. Sequence of Topics: Review of grammar and parts of speech Planning your writing Building a sentence, phrases and clauses The mechanics of writing, structure, syntax and punctuation Building a paragraph Business writing Technical Writing MATHEMATICS FOR THE MANUFACTURING PLANT An applied mathematics course incorporating laboratory experiences. Sequence of Topics: Foundation of Skills Review o Whole numbers, numerals, additional, subtraction, multiplication, division o Common fractions and decimals o Ratios and proportions o Powers and roots o Geometry using formulas o Algebra - using formulas o Calculators basic function, internal logic, special purpose calculators Using Formulas o Areas, Volumes, Flow, Pressure, Temperature, Operational formulas, basic electrical calculations, Trigonometry MEASUREMENTS AND TOLERANCES An introduction to measurements and tolerances as it applies to machine design and maintenance. Sequence of Topics: o History of standards and metrology 6019

14 o Fundamental measurement math o Precision vs accuracy o Basic measuring devices o Drawings, specifications o Vernier calipers, micrometers, dial indicators o Laser measurement devices READING AND UNDERSTANDING BLUEPRINTS An introductory course on engineering drawings used in industry to describe civil, mechanical, electrical and machine systems. Sequence of Topics: Introduction to blueprints Machine parts Machine drawings Hydraulic and pneumatic drawings Piping and plumbing drawings Electrical drawings Schematics Sketching INDUSTRIAL SAFETY Without safety, maintenance would be a deadly occupation because equipment and machinery are dangerous by nature. An accident is nothing more than an unsafe condition and an unsafe act that have been combined. If the unsafe condition had been removed, there would be no accident. The maintenance technician needs to be safety oriented to avoid unnecessary accidents and bodily harm when working around equipment and machinery. Student Learning Objectives: Understand the importance of personal protective equipment Demonstrate the proper procedure for lifting Use lockout and/ or tagout when needed List several general electrical safety practices Discuss the proper use of safety belts, scaffolds, and ladders Identify all the organizations that govern the safety of hazardous materials List the classifications of fire and the proper method of extinguishing a fire BASICS OF INDUSTRIAL ELECTRICITY This course is designed to teach the non-electrical the basic nature of industrial electricity. Many companies use this course to initiate electrical cross training for their production or maintenance work force. The hands-on lab exercises will reinforce basic electric concepts and help develop save electrical maintenance techniques. Sequence of topics: Electric theory 6020

15 Electrical circuits AC/DC Single & 3 phase systems Transformer theory Multi-meter & Voltage testers Work on live circuits Motor operation BEARINGS & LUBRICATION Bearings are a vital part of mechanical systems. Without them, many of the luxuries that we enjoy today would not be possible. Bearings come in many shapes and sizes. They all, however, are used to reduce friction in machinery and equipment. Because bearing failure is the most common mechanical failure on machinery, it is important to install, maintain, and remove all bearing correctly. Lubrication can prevent excessive downtime by providing a smooth layer of film between parts. This smooth layer of film reduces friction. Lubrication also cools components while they are in use. Student Learning Objectives: Define radial, axial and radial-axial loads. List the different parts of a bearing List the different types of antifriction bearings and the different types of blain bearings Correctly install and remove a bearing List several reasons for bearing failure. Explain some basic terms that are used when referring to lubrication. Discuss the necessity for lubrication Discuss the different forms of lubrication List the types of lubricants used in industry Discuss the applications of lubrication Discuss the importance of a lubrication schedule INTRODUCTION TO ELECTRICAL SYSTEMS This introductory class will provide an overview of electrical systems in a manufacturing facility. Student Learning Objectives: Discuss basic Electrical principle of involving voltage, resistance and current. Use a multimeter to make basic electrical measurements Understand basic industrial power distribution principals Understand the types of electrical motors used in machinery Understand the basic principal and applications for PLC s Understand the basic principals and applications for Process Control & Instrumentation INTRODUCTION TO MECHANICAL SYSTEMS 6021

16 This introductory class will provide an overview of mechanical systems in a manufacturing facility. Student Learning Objectives: Discuss basic tools and shop procedures found in a manufacturing facility Discuss basic machinery components Understand the types of mechanical drives and their applications Understand the basic components of hydraulic & pneumatic systems and their applications Understand principals of preventative maintenance. ELECTRICAL LADDER DIAGRAMS Electrical Ladder Diagrams is an intensive course designed to develop the ability to interpret and construct electrical ladder diagrams. Topics include: manual, automatic, and magnetic control; logic as applied to diagrams, time delay and counters, special devices and software to aid in construction of diagrams. Extensive ladder logic labs are used to reinforce the application of ladder logic. Sequence of topics to be covered: One line diagrams, line diagrams, and wiring diagrams Basic rules of ladder diagrams Wire-reference numbers Line diagrams-signals, decisions, and actions Logic functions Common Control circuits Constructing ladder diagrams Manual, automatic and magnetic control Logic as applied to ladder diagrams Time delay and counters Special devices INDUSTRIAL MOTOR CONTROLS I Comprehensive hands on course in phase induction motor control circuits. Topics include: basic control circuits/ladder logic, troubleshooting, two and three wire control, over load protection, jog/inch circuits, start-stop sequence, reversing circuits and auxiliary control devices and interlocks. Extensive hands-on labs are used to reinforce the installation and troubleshooting focus of this course. Sequence of topics to be covered: Basic control circuits/ladder logic Control transformers AC Manual Contactors and motor starters Solenoids Time delay and logic Control devices Reversing motor circuits 6022

17 Electrical mechanical and solid state relays Two & three wire control Overload protection JOG/INCH circuits, start-stop sequence Auxiliary control devises & interlocks INDUSTRIAL MOTOR CONTROLS II Motor Controls II is a continuation of TEM This course is designed for people who want to troubleshoot advanced motor control systems. Solid-state motor controls, delay relays and sensors will be extensively covered. Labs will be used to hone motor control system troubleshooting skills. Sequence of topics to be covered: Single and Three-phase Motors Power distribution systems Reduced-voltage starting Accelerating and decelerating methods Advanced test meter diagnostics Preventive maintenance and Troubleshooting SENSORS FOR INDUSTRIAL CONTROL SYSTEMS This course presents the common Discrete and Analog Sensors found on factory floor Manufacturing and Process Systems in Industry. Sensors such as limit switches and pressure switches are covered. Detailed analysis is done for Proximity Switches and Photo-electric eyes. Solid State switching devices such as triacs, SCRs, and Transistors are covered to enable the student to understand the installation and trouble-shooting of AC and DC discrete sensors that have solid state control circuit outputs. Process Sensors with analog outputs are covered for Pressure, Temperature, Level, and Flow. Motion Sensors covered include Incremental and absolute rotary encoders, tachometers, and resolvers. Sequence of topics to be covered: Control Devices Solid State Devices Sensing Devices and Controls PROGRAMMABLE LOGIC CONTROLLERS I A comprehensive course in PLC s designed by experts in the field of process control. Extensive labs using Allen Bradley PLC-5 and SLC-500. Course is focused in PLC operations, installation, basic programming, and troubleshooting. Sequence of topics to be covered: Introduction to PLC Programming the PLC Number Systems PLC Operations 6023

18 Logic Statements Input/ Output Modules Processors/ Processor configuration Basic Relay instructions Documenting PLC programs Timer and Counter Instructions Troubleshooting hardware and programming VARIABLE FREQUENCY DRIVES A comprehensive course involving application, selection, installation, programming, and troubleshooting. Topics include: test equipment and motor control review, overview of VFD s role in industry, hardware identification, determining parameter values load, torque, and speed issues, special application, and troubleshooting. Sequence of topics to be covered: Test Equipment and Motor Control Theory Review Overview of VFD s Role in Industry Installation Consideration Hardware Identification Converter, inverter, DC Buss? Converter section DC Buss Section Inverter section Determining Parameter Values Load, Torque, Speed Issues Troubleshooting Using Fault and Diagnostic Parameter Codes Power quality and efficiency Special Applications, i.e.: Custom Volts/Hertz Applications INTRODUCTION TO INDUSTRIAL CONTROLS & INSTRUMENTATION The course is designed to build a general over-all understanding of and strong vocabulary for Process Control and Instrumentation. It is the prerequisite for the next four terms on Industrial Process Control and Instrumentation. Critical issues such as Controllers, Transmitters, VFD s and Control Valves and Automatic Control techniques will be discussed. Weekly laboratory exercises include Loop wiring, calibration, controller configuration and troubleshooting. Sequence of topics to be covered: Control System Fundamentals. Description and Demonstrations of various control schemes and components. Controllers. Demonstration and description of single and Three- Mode Controllers and typical applications Process Variables-Field Instrumentation. Discussions about the various types of transmitters, valves and applications. Final Control Elements. Demonstrations and discussions of VFD s and Automatic Valves. Process Control Improvements. Discussions concerning new advancements in Automatic Process Control such as Wireless Signaling, DMCS, HMI, and Foundation Fieldbus. 6024

19 Fluid Pressure Measurement and Control. Demonstrations and Discussions concerning Pressure, Differential Pressure, Absolute Pressure and Vacuum. BASIC SHOP SKILLS This course will cover many of the common hand and power tools that are used in the field today. It is important that the correct tool be selected for the task at hand and that it is used properly. This course will also cover fastener screw threads that are most likely to be encountered in the field. Student Learning Objectives: Discuss the importance of inspecting a hand or power tool Demonstrate the proper use of various types of hand and power tools Discuss many safety issues when working with electricity and power tools List the proper and improper use of each power tool that is mentioned. Discuss the importance of inspecting all power tools before and after their use. Define the terms that are associated with threads Discuss the class of thread Discuss and demonstrate the proper tapping procedures and the proper method of using a cutting die List the types of fasteners Identify the grade of a fastener Use tables to determine the tightening torque of a bolt. ADVANCED BEARINGS AND SHAFT ALIGNMENT Bearings are a vital part of mechanical systems. Without them, many of the luxuries that we enjoy today would not be possible. Bearings come in many shapes and sizes. They all, however, are used to reduce friction in machinery and equipment. Because bearing failure is the most common mechanical failure on machinery, it is important to install, maintain, and remove all bearing correctly. Student Learning Objectives: Define radial, axial and radial-axial loads. List the different parts of a bearing List the different types of antifriction bearings and the different types of blain bearings Correctly install and remove a bearing List several reasons for bearing failure.. MECHANICAL TRANSMISSIONS Mechanical power transmission is the means which mechanical power is transmitted. There are different methods that are used today to transmit mechanical energy from one point to another. Example includes belt drives, chain drives, gearboxes, and couplings. Student Learning Objectives: 6025

20 Discus the different styles of belts that are used in industry Discuss the benefits of a positive-drive belt Discuss the benefits of a chain drive system Discuss the use of gears and gearboxes Define pitch diameter, circular pitch, pitch line, and gear ratio List the different types of gears Perform speed calculations for belt drives, gear drives, and chain drives Discuss the fundamentals of shaft coupling alignment Demonstrate how to correctly use the dial indicator to align coupling shafts Demonstrate the use of the reverse dial indicator method to correct coupling shaft misalignments Explain the advantages and disadvantages of using a laser alignment kit to detect and correct coupling shaft misalignment PUMPS AND COMPRESSORS Pumps and compressors are used thought industry as well as much of the world. It is important to be able to produce the flow and pressure of a fluid (liquid or gas). A pump is used to move a liquid or gas in large volumes, amounts that would not be possible with atmospheric pressure alone. Compressors are used to pressurize air to levels that are above atmospheric pressure. Once the flow of a fluid is produce or air has been pressurize, the fluid can be used in a process either as an ingredient or to produce work. Student Learning Objectives: List the types of pumps that are in use today. Explain and calculate volumetric efficiency Explain and calculate the delivery of a pump Discuss some of the common problems that may be encountered while troubleshooting a pump. List the most common types for compressors that are used in industry and explain their operation Discuss some of the common problems that may be encountered while troubleshooting a compressor INTRODUCTION TO HYDRAULICS AND PNEUMATICS This course covers the fundamentals and principles of industrial hydraulics with emphasis on hands-on exercises. Basic fluid power physics first sets a foundation. The construction, operation, and specific use of individual hydraulic components then become the focus of the class. Specific components covered in this course are actuators, pressure controls, flow controls and directional controls, cartridge valves, pumps, reservoirs, accumulators and filtration units. In addition, fluid conductors, seals, and basic hydraulic symbols are covered. Student Learning Objectives: Define the terms fluid power, hydraulic, and pneumatic. List advantages and disadvantages of a hydraulic system vs. a pneumatic system. Define flow rate and the terms GPM & CFM. 6026

21 Define force and the term PSI. Define the main function of reservoirs and receivers. Define the main function of pumps and list different types. Define the main function of cylinders and motors. Define the main function directional controls. Define the main function of pressure controls. Define the main function of flow controls. Define the term and concept of filtration. Define the main function of accumulators. Define the main function of flow dividers, flow meters, gauges, and pressure taps. List the terms and uses of fittings, tube, pipe & hoses. Explain the use and look of schematics. BASIC PNEUMATICS This course covers an introduction to the fundamentals and principles of pneumatics. Students will obtain a strong foundation in maintenance, field repairs and troubleshooting of pneumatic systems. The construction, operation, and specific use of pneumatic components and systems is the focus of the class. Specific components covered in this course are compressors, directional valves, flow controls, actuators, after coolers and driers. In addition, pneumatic fundamentals, seals and gaskets, circuits and troubleshooting is discussed. There is strong emphasis on handson exercises. Student Learning Objectives: Explain the effect of contaminants in compressed air systems Explain where to locate filters State relationship between pore size and pressure drop through filters Explain how pneumatic filters are rated. State the purpose of a pressure regulator State how to check a pressure for proper regulation Understand how an air lubricator works and how they are sized Explain how to troubleshoot air lubricator failures Explain how to troubleshoot regulator failures Recognize the need to monitor compressor oil level and condition Distinguish between venting vs. non-venting regulators Identify schematic symbols and be able to read circuits Demonstrate how to assemble vane type air motors State how to replace seals and packing in cylinders Understand drive belt terminology Understand how to adjust pressure settings on an air compressor Define relationship between gauge and absolute pressures Understand the procedure to correctly assemble a clamp-type fitting on a hose State how to size and install air lines Able to identify symptoms of leaking seals in air cylinders Understand operation of pilot operated directional valve. 6027

22 State the causes of air motor failure BASIC INDUSTRIAL HYDRAULICS I This course covers the fundamentals and principles of industrial hydraulics with emphasis on hands-on exercises. Basic fluid power physics first sets a foundation. Fluid conductors, seals, and basic hydraulic symbols are then covered. The construction, operation, and specific use of hydraulic pumps then become the focus of the class. Student Learning Objectives: Relate the fundamental concepts of pressure, and flow. Define the terms GPM, CFM and PSI. Define force, horsepower and torque. Define Pascal's Law. Know basic characteristics of hydraulic fluid. Understand viscosity and how it affects a system. Describe proper fluid storage and handling procedures. Distinguish between the different types of seals. Name methods to prevent leakage. Compare filter types and ratings and construction. Identify safety concerns regarding handling of conductors and hydraulic fluid. Understand the construction, operation and application of reservoirs. Identify and classify conductors and fittings used to carry hydraulic fluid. Describe how to prevent leaks using proper seals and seal materials. Calculate area ratios for speed and force output. Identify/classify the different types of hydraulic pumps. Understand the construction, operation and application of hydraulic pumps. Understand hydraulic pump analysis and test procedures. Identify schematic symbols of hydraulic components covered in class. 6028