Note: Descriptions are shown in the official language in which they were submitted.
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TRAINING METHOD USING INDUSTRY AND UNIVERSITY COLLABORATION
BACKGROUND OF THE INVENTION
The subject matter of the present invention relates to a method of providing
university
training which utilizes a collaboration by industry and the universities to
provide
training for university students and professional engineers employed by
industry
while simultaneously utilizing a quality assurance program to continuously
maintain,
among other things, the quality of the courses taught at the universities and
the
instructors which teach those courses. More particularly, the subject matter
of the
present invention involves a method of training which utilizes 'collaboration'
by
industry and the universities to raise the academic standards of training
available in
industry and to incorporate real-life industrial experiences into the content
of courses
taught at colleges and universities thereby allowing college and university
students to
graduate with a multitude of industrial skills in addition to a multitude of
academic
knowledge. The method of training further includes an on-going 'quality
assurance
program' to ensure that the novel method of training of this invention will
continue to
provide high-quality training courses and high-quality instructors for
teaching those
courses.
Changes in the oil industry have created a need for changes in methods of
training
3o students attending colleges and universities. As a result of consolidations
between
two or more companies, the resultant merged companies are often reorganized
with a
small corporate headquarters and a plurality of efficiently operating 'asset
teams'.
Each of these 'asset teams' consist of a small decentralized group of
individuals who
manage the operations of the merged companies in smaller components.
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Many large companies are redefining their strategic visions, reevaluating
their core
competencies and restructuring their business operations. At one time, there
existed
large corporate structures which centrally supported operations. However,
today,
these central corporate organizations are small, the small central corporate
organizations utilizing a plurality of operating teams that are formed for the
purpose
of managing the corporate assets at various locations around the world. The
corporate
management focuses on strategic portfolio management of these corporate assets
and
the corresponding return on investment of these assets. The 'asset teams' are
empowered to operate the asset, these 'asset teams' making the day-to-day
decisions
which are necessary to increase the productivity of the asset in the most
effective and
efficient manner possible. From an engineering perspective, the 'asset teams'
are
faced with an ever increasing need for high tech solutions to meet the
demanding
complex environments in which they work. Because of the complexity of the
technology needed today, most companies can not afford to support the research
and
~ 5 development needed to continue to advance these competencies in-house. In
fact.
most of these technologies are being outsourced to the service sector where
they are
supported as core competencies. The result is a need for collaboration between
the
team operating an asset and the technical solution providers who hold the keys
to
efficient exploitation of the reserves.
Since fast paced changes in technology are creating an industry trend, this
industry
trend creates a tremendous challenge for companies [especially, Exploration
and
Production (E&P) companies] to maintain a competent workforce. Companies
cannot create most of the upstream technology they need for modern operations.
Corporate training departments are becoming smaller and more focused on
supporting
the defined core competencies. Managers of business units, which are operating
the
assets, are still responsible for their results and therefore such managers
need to have
team members in their employ that are technically competent and able to make
effective contributions. Another important factor is that the business units
are small
efficient teams which makes it difficult to send key personnel away for
extended
periods of training. The training investment made by an 'asset team' must be
relevant
to its operations and that training investment must have an immediate impact
on the
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team operations. The impact this has on a newly graduated engineer from a
university
entering this environment means that the engineer is expected to arrive
equipped with
a skill set that will make an early contribution to the team's effectiveness.
In addition, because of complex technology and complex working environments,
the
merged companies must often outsource needed skills since these skills are not
obtainable in-house. As a result, the competency of those skills in these
companies
are beginning to decline because those skills are often obtained by the
aforementioned
outsourcing to the service sector where they are supported as core
competencies.
Furthermore, the 'asset teams' of these companies are being used for locating
replacement reservoir fields in lieu of operating older reservoir fields which
are being
depleted of their oil and gas reserves. As a result, the operation of such
older
reservoir fields are being outsourced. As a further result of the outsourcing
of the
older reservoir fields, the engineering staffs of these companies are being
reduced.
~ 5 Consequently, these companies are retaining smaller staffs focused on the
location of
replacement reserves. All of the above mentioned factors have an effect on
training
because the available skills being retained in-house by these companies is
declining.
Finally, as a result of the above referenced consolidations, the demographics
of these
companies is changing. That is, because of the consolidations, early
retirement
2o packages are being offered the more experienced personnel of these
companies, and
those more experienced personnel are electing to take the early retirement
packages.
As a result, a source of "mentoring", which was provided by the more
experienced
personnel of these companies, is diminished. This problem is further
exacerbated by
the fact that the remaining persons which comprise the "asset teams" do not
have,
25 within their performance incentives, the responsibility for helping to
mentor and
develop the younger, less experienced employees. Furthermore, recalling the
older
reservoir fields that are now being outsourced, these older reservoir fields
previously
provided a low risk environment for training younger employees which would
allow
the younger employees to acquire the experience and practice the skills
necessary to
30 become a competent employee. However, these older reservoir fields are
being
outsourced. As a result, the younger employees, albeit very bright, do not
have the
experience and the skills necessary to become a competent employee. These
younger
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employees, straight-out from the university, are placed in the high-risk end
of the
business (e.g, in the exploration fields) with the expectation that they will
perform
jobs that they are not competent to perform. At one time, these companies
would
send the younger employees away, to in-house training facilities and
universities, to
be further trained. However, with the advent of these "asset teams", since
these asset
teams consist of small numbers of individuals, the asset teams simply cannot
afford to
send their members away to be trained. The aforementioned 'adverse conditions'
impacted the training requirements of these companies.
1 o In the prior art 'older training method', when a student graduated from a
university
and became employed by a company, the company would train that person in-
house.
However, the aforementioned 'adverse conditions' did not exist in the past,
and, as a
consequence, the aforementioned 'older training method' was adequate, at that
time,
for training new employees. On the other hand, the aforementioned 'adverse
~ 5 conditions' which exist today do impact the training of personnel employed
by these
companies.
These trends in modern industry today require changes in the manner or method
by
which an engineer/employee is trained prior to the engineer's employment in
that
2o industry. The present invention (hereinafter called "NExT" , which is an
acronym for
a "Network of Excellence in Training") is designed to meet the training needs
of
modern industry by utilizing the concept of "collaboration" between partners
and by
combining intellectual capital with flexible delivery methods in a "training
value
model" that is unique in the training industry today.
Accordingly, there is a need to improve upon the 'older training method' of
the prior
art by providing and implementing a 'new training method' which allows
industry to
collaborate with the universities for the purpose of adding skills and
competence to
the knowledge taught to students attending the universities. In addition,
there is a
3o further need to implement a 'new training method' which further includes a
'quality
assurance program' which will ensure that the quality of the training and the
quality
of teachers/professors involved in such training remain above acceptable high
levels.
4
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As a result, the students attending the universities will graduate from the
universities
with skills and competence in addition to knowledge which will enable them to
adapt
more easily to the conditions which exist in industry today. In addition,
students that
graduate from the universities in the future will also graduate with skills
and
competence in addition to knowledge because the on-going 'quality assurance
program' being implemented at the universities will continue to guarantee that
the
quality of any future courses and the quality of any future teachers that
teach the
courses will continue to remain above acceptably high levels.
SUMMARY OF THE INVENTION
Accordingly, it is a primary object of the present invention to provide an
organized
training system, managed by a collaboration of industry and the universities,
for
teaching students attending the university and employees employed by industry
the
~ 5 latest technology and to ensure that the universities will continue to
teach the latest
technology by way of a quality assurance program.
It is a primary feature of the present invention to provide a 'new training
method',
hereinafter called the "NExT" new training method, which teaches students
attending
20 the universities and employed by industry both simulation acquired skills
and
competence in addition to knowledge and which also includes a 'quality
assurance
program' .
It is a further feature of the new training method of the present invention to
provide a
25 training system that involves at least two concepts: ( 1 ) universities and
industry will
'collaborate' together for the purpose of teaching students attending the
universities
and engineers in industry both skills and competence in addition to knowledge,
and
(2) a 'quality assurance program' wherein the quality of future courses taught
at the
universities and the quality of future teachers involved in teaching such
future courses
3o at the universities will continue to remain above acceptably high levels.
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It is a further feature of the new training method of the present invention to
introduce
the aforementioned concept of 'collaboration' between industry and the
universities
wherein, when the engineers and the students are taught both the subject
matter
knowledge and the industrial skills: (1) the subject matter is transferred
into
knowledge at the university location through normal course study, (2) the
knowledge
is transferred into skills at the university location through simulation
scenarios
provided by industry, where the simulation scenarios teach the students real-
life
industrial applications, and (3) the skills are transferred into competence at
an
industrial location, the transfer of skills into competence occurring by using
a
'mentor' and by experiencing and utilizing the practical application of their
acquired
skills.
It is a further feature of the new training method of the present invention to
transfer
the competence attained by the new engineers in step (3 ) above into enhanced
~ 5 productivity at the industrial location through innovation.
It is a further feature of the new training method of the present invention to
transfer
the knowledge into skills in step (2) above through simulation wherein, during
the
simulation, the latest technology is taught to the students attending the
university and
'appropriate delivery methods' are utilized, the appropriate delivery methods
including: (a) on-line learning, (b) classroom learning, and (c) simulation
wherein,
during the simulation, which is taking place at the university location, the
university
students will utilize a 'controlled simulation' of actual real-life industrial
experiences.
It is a further feature of the new training method of the present invention to
transfer
the student's skills into competence in step (3) above, through innovation and
mentoring taught to the students at an industrial location, wherein the
students will
utilize software programs that a client may want to use and datasets that a
client may
want to provide thereby enabling the transfer of the university student's
skills into
competence and allowing the university students to solve real-life business
problems
for their asset team.
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It is a further feature of the new training method of the present invention to
transfer
the university student's knowledge into skills in step (2) above and to
transfer the
university student's skills into competence in step (3) above by providing a
learning
environment at the university student's new industrial location, the step of
providing
the learning environment including the step of providing a mentoring process
wherein
the former university student (hereinafter, new employee) will interface with
both a
supervisor and a mentor, the mentor accompanying the new employee to other
courses offered at the industrial location and the supervisor interfacing with
the new
employee after the course work is completed.
It is a further feature of the new training method of the present invention to
provide a
training system that involves the use of the "Training Value Model" (refer to
figure
l Ob). The "Training Value Model" method of training in accordance with the
present
invention will meet the needs of Industry for two reasons: ( 1 ) the "Training
Value
~ 5 Model" utilizes the concept of 'collaboration' between industry and the
universities
(hereinafter called "the "NExT" partners) for teaching students attending the
universities and engineers/new employees employed by industry both skills and
competence in addition to knowledge, and (2) the "Training Value Model"
includes
an on-going 'quality assurance program' for ensuring that the quality of any
future
2o courses taught at the universities and the quality of the teachers that
teach those
courses at the universities will continue to remain at acceptably high levels.
It is a further feature of the new training method of the present invention to
provide a
training system that involves the concept of 'collaboration' between industry
and
25 universities, wherein the engineers in industry and the students attending
the
universities are taught subject matter knowledge and practical real-life
industrial
skills. However, in addition, the courses being taught at the universities and
the
teachers/professors teaching the courses must both undergo a periodic 'quality
assurance' evaluation by a Peer Review Board. The Peer Review Board is
composed
30 of a combination of industry and university personnel. More particularly,
the courses
being taught at the universities are periodically audited by the Peer Review
Board. In
addition, the subject matter knowledge, delivery method, and overall
presentation of
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each teacher that teaches a course at the university is periodically evaluated
by the
Peer Review Board for the purpose of maintaining the quality of the courses as
well
as the quality of the teachers that teach the courses. In addition, an
Industrial
Advisory Board will monitor the quality of the courses stored in the "Next
Curriculum Library" to ensure that these courses meet the needs of industry.
It is a further feature of the present invention to provide a new training
method which
includes the steps of: (1) booking a training class by a client, where this
booking step
includes the steps of ( 1 a) contacting by the client a business development
manager
(BDM) of industry, (1b) referring the client by the BDM to an appropriate
business
segment of industry if the client's training need relates to a proprietary
service or
product, (lc) determining by the BDM if a course which satisfies the client's
training
needs resides in a curriculum library when the client's training need does not
relate to
the proprietary service or product, (1d) developing and producing the course
if the
t 5 course does not reside in the curriculum library, and ( 1 e) utilizing the
course if the
course does reside in the curriculum library.
It is a further feature of the present invention to provide a new training
method which
includes the steps of: responsive to the developing step (1d) which develops
the new
course if the new course does not reside in the curriculum library, allowing
industry to
provide an input to the developing step ( 1 d) thereby enabling industry to
provide
subject matter expertise, instructional design, graphic artists, programmers,
or quality
assurance to the developing step.
It is a further feature of the present invention to provide a new training
method which
includes the steps of: (2) booking the training class by the client, this
booking step
including the steps of: (2a) booking by the client an 'individual course' by
utilizing a
website or an e-mail, (2b) determining if the 'individual course' is a
classroom
delivery type of course or a distance learning type of course, (2c)
determining if the
'individual course' for both the classroom delivery type or the distance
learning type
are accredited or not accredited, (2d) screening a prospective applicant if
the
'individual course' is accredited, (2e) not screening the applicant if the
'individual
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course' is not accredited, (2f) dispatching the coursework to the client if
the
'individual course' is the distance learning type, and (2g) reserving a place
in a
classroom if the 'individual course' is the classroom delivery type.
It is a further feature of the present invention to provide a new training
method which
includes the steps of: (3) booking the training class by the client, this
booking step
including the steps of: (3a) booking by the client a 'closed course complete
class'
which is not a public offering, (3b) determining by an Administration manager
whether the 'closed course complete class' is a classroom delivery type of
closed
course or a distance learning type of closed course, (3c) if the closed course
is a
classroom delivery type, determining if the closed course is an accredited
course or an
unaccredited (non-credit) course, and reserving a place for the new 'closed
course
complete class' when the closed course is either accredited or unaccredited,
and (3d)
if the closed course is either a classroom delivery type or a distance
learning type,
~ 5 determining if the closed course exists in the curriculum library and
assembling a
Course Production Team to develop and produce the closed course when the
closed
course does not exist in the curriculum library.
In accordance with the above object and features of the present invention, a
new
2o training method is disclosed which is referred to as "NExT", an acronym for
"a
Network of Excellence in Training". The "NExT" new training method is designed
to
train and educate students/potential engineers attending a university and
newly
employed engineers in industry. The universities and industry will collaborate
together for the purpose of constructing courses, to be presented at the
university and
25 to be presented at an industrial location, that are designed to add
'simulation-
acquired' skills to basic subject matter knowledge and to add competence to
the
newly acquired skills. Industry provides real-life industrial simulation
scenarios to
the universities to allow a student to acquire real-life industrial skills
representative of
actual real-life industrial experiences in addition to subject matter
knowledge acquired
30 by normal course study. In addition, newly employed engineers at an
industrial
location acquire a measure of competence through mentoring and the practical
application of their acquired skills, and they acquire enhanced productivity
at the
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industrial location through innovation. In addition, industry and the
universities also
collaborate together for the additional purpose of providing a 'quality
assurance
program' at the university level.
During the 'quality assurance program, which is continuously operating, a
"Peer
Review Board" and an "Industrial Advisory Board" are utilized. The Peer Review
Board will ensure that the quality of the courses being continuously taught at
the
universities in addition to the quality of the teachers that teach those
courses are
continuously maintained at an acceptably high level. The Peer Review Board
will
t o periodically audit the courses being taught at the universities and it
will periodically
evaluate the teachers that teach those courses during the audit. The
Industrial
Advisory Board will ensure that the courses being taught at the universities,
as well as
the courses taught in industry, meet the needs of industry by continuously
supervising/evaluating the courses that are stored in the "NExT Curriculum
Library"
(see numeral 94 in figure 20).
The "NExT" new training method in accordance with the present invention is
illustrated and represented by a Training Value Model illustrated in figure l
Ob. The
Training Value Model includes a plurality of progressive training levels. The
2o plurality of progressive training levels of the Training Value Model
include: technical
subject matter development, subject matter to knowledge transfer, knowledge to
skills
development, skills to competence assurance development, certification
accreditation,
and a quality assurance program for ensuring that the quality of the courses
and the
quality of the presenters at the partner universities will always surpass a
minimum
acceptable level. The quality assurance program includes the Peer Review Board
and
the Industry Advisory Board.
The "NExT" new training method of the present invention includes the following
steps. A client approaches training vendor for the purpose of booking a
training
course for its employees. That client can book a course that is stored in the
training
vendor's curriculum library, that course being either an accredited course or
a non-
credit course. In addition, that client can have a special course specifically
developed
to
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for its training needs which is subsequently stored in the curriculum library,
and that
client can then book that special course. In that case, a 'Course Production
Team'
will specifically develop that special course for the client. The special
course can be
an accredited course or a non-credit course. Alternatively, that client can
book an
individual course by using the training vendor's website or by sending an e-
mail
message to the training vendor. That individual course can be a 'classroom
delivery'
type of course or a 'distance learning' type of course, and that individual
course can
be for credit or for non-credit. Alternatively, that client can book a 'closed
course
complete class' which is a course that is not publicly offered by the training
vendor.
1 o The closed course can be a classroom delivery type of course or a distance
learning
type of course, and the closed course can be either an accredited course or a
non-
credit course. If the closed course is not in the curriculum library, the
aforementioned
'Course Production Team' will specifically develop that closed course for the
client's
training needs, and the closed course is later stored in the curriculum
library.
Whenever the Course Production Team specifically develops a course for the
client's
training needs, that course is designed such that, when students attend the
newly
developed course, subject matter is transferred into knowledge through normal
course
study and knowledge is transferred into real-life industrial skills through
the use of
simulation scenarios/programs provided to the university by industry. The
newly
2o developed course must undergo an evaluation or 'quality assurance' audit by
a Peer
Review Board. Those newly developed courses, which successfully pass a set of
rigid requirements set forth by the Peer Review Board. are stored in the
"NExT"
curriculum library. In addition, potential instructors of these courses must
also
undergo and successfully pass the 'quality assurance' audit by the Peer Review
Board. Those potential instructors which pass the 'quality assurance audit' by
the
Peer Review Board are placed on the 'approved instructor' list. An Industrial
Advisory Board monitors the courses stored in the "NExT" curriculum library to
ensure that the stored courses continue to meet the needs of industry.
3o Alternatively, when a Business Development Manager receives a client
training
request, a Program Director (PD) is notified, the PD conducting a 'course
feasibility
analysis' by contacting the appropriate Director of Curriculum. The Director
of
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Curriculum determines if the course resides in the curriculum library. If not,
the
Director of Curriculum advises the Program Director who contacts the client to
determine whether or not to proceed. If yes, the Business Development Manager
determines pricing. The Program Director also contacts the Peer Review Board
(PRB) to conduct an instructor certification process. Here, the Director of
Curriculum
requests the names of candidates for instructors and sends the names to the
PRB. The
PRB audits each candidate. If the candidate meets criteria, the candidate is
put on an
'approved instructors list'. If not, an attempt is made to develop the
candidate's
skills.
to
When the Course Production Team (CPT) develops a course specifically for the
client's training needs, the CPT must first perform a process known as
'coursework
planning and development', and then the Peer Review Board (PRB) must conduct a
process known as the 'coursework audit acceptance process'. The CPT ensures
that
~ 5 the new course is economically feasible and it develops a new course and
produces a
prototype 'newly developed course'. The PRB must either accept or reject the
newly
developed course. If it accepts the newly developed course, the PRB runs an
alpha
test on the course and sends the results of the alpha test back to the
Director of
Curriculum. The Director of Curriculum convenes the PRB to audit the results
of the
2o alpha test. If no further changes to the newly developed course are
required, the
newly developed course is stored in the curriculum library and it is published
in a
sales catalog. The Business Development Manager contacts the client to
determine if
the newly developed course is an appropriate course for "NExT". If yes, the
Program
Director is advised. The Program Director conducts a course feasibility
analysis. The
25 Program Director contacts the Director of Curriculum to determine if the
newly
developed course is deliverable (i.e, acceptable for the client's needs). If
yes, since
the newly developed course is deliverable, the Business Development Manager
must
now determine the pricing for the newly developed course. The 'course type'
must
be determined, that is, is the newly developed course a 'classroom delivery'
course or
30 a 'distance learning' course, and is the newly developed course 'viable'?
If the newly
developed course is viable, it is stored in the "NExT" curriculum library as
either a
classroom delivery or distance learning type of course. If the newly developed
course
~2
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is a 'classroom delivery' type of course delivery method, the Peer Review
Board
(PRB) must perform the 'instructor certification process' to determine if the
instructors meet established criteria. The Program Director looks at the venue
for the
course and whether it is for credit (accredited) or for non-credit. If for non-
credit, the
Next Administration Manager must determine if the course is a 'go' or a 'no
go'. If
for credit, the Director of Curriculum screens the applicant and, if the
applicant is
acceptable, the Director of Curriculum registers the student for the class.
Further scope of applicability of the present invention will become apparent
from the
1 o detailed description presented hereinafter. It should be understood,
however, that the
detailed description and the specific examples, while representing a preferred
embodiment of the present invention, are given by way of illustration only,
since
various changes and modifications within the spirit and scope of the invention
will
become obvious to one skilled in the art from a reading of the following
detailed
description.
BRIEF DESCRIPTION OF THE DRAWINGS
A full understanding of the present invention will be obtained from the
detailed
2o description of the preferred embodiment presented hereinbelow, and the
accompanying drawings, which are given by way of illustration only and are not
intended to be limitative of the present invention, and wherein:
figures 1 through 16 are utilized in connection with the Description of the
Preferred
Embodiment, figures 1 through 16 illustrating the following features:
figure 1 illustrates one prior art method of training wherein industry trains
the
graduating students 'in-house', at the industrial location, to add skills to
their
knowledge;
t _s
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figure 2 illustrates another prior art method of training wherein the
universities had
sole input/contribution over the content of the university's course content,
instructional design, and delivery methods;
figure 3 illustrates another prior art method of training wherein the students
graduating from the universities were sent to industry with knowledge only
(no skills or competence);
figure 4 illustrates one block diagram depicting the new training method of
the
1 o present invention wherein industry provides an input to the colleges and
universities
thereby enabling students to graduate with both knowledge and skills;
figure 5 illustrates another block diagram depicting the new training method
of the
present invention wherein the industry provides an input to the colleges and
15 universities thereby allowing both the universities and industry to make
changes to
instructional design and course content and instructor delivery methods, feed
back
being provided to both the universities and industry;
figure 6 illustrates how industry can make changes to university course
content to add
20 skills to the student's knowledge thereby enabling the students to graduate
from the
university with both knowledge and skills;
figure 7 illustrates how students attending the university, when utilizing the
new
training method of the present invention, can acquire both knowledge and skill
in
25 response to input provided to the students by both the university and
industry, the
graduating students (new employees) acquiring competence and enhanced
productivity at an industrial location in response to input provided to the
students by
industry;
3o figure 8 illustrates how the graduating students are now sent to industry
with both
knowledge and skills;
14
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figure 9 illustrates how skill is transferred into competence at the
industrial location
by using a 'mentoring' process;
figure 1 Oa illustrates how the .new method of training in accordance with the
present
invention (hereinafter called "NExT" , which is an acronym for a "Network for
Excellence in Training") is easily understood to be a "training value model"
that
functions as an interface (i.e., a 'collaborative link pin') between the
universities and
industry;
t 0 figure 1 Ob illustrates the "training value model" of figure 1 Oa, the
"training value
model'' including a forward flow and a reverse or feedback flow, the forward
flow
illustrating technical subject matter and knowledge transfer and skills
development
and competence assurance, the feedback flow illustrating certification
accreditation
and a "quality assurance program" (consisting of the peer review board and the
industrial advisory board);
figure 11 illustrating and explaining the technical subject matter of the
training value
model of figure l Ob;
2o figure 12 illustrating and explaining the knowledge transfer of the
training value
model of figure l Ob;
figure 13 illustrating and explaining the skills development of the training
value
model of figure l Ob;
figure 14 illustrating and explaining the competence assurance of the training
value
model of figure l Ob;
figure 15 illustrating and explaining the Peer Review Board of the training
value
model of figure l Ob;
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figure 16 illustrating and explaining the Industry Advisory Board of the
training value
model of figure l Ob;
figures 17 through 30 are utilized in connection with the "Detailed
Description of the
Preferred Embodiment", figures 19 through 30 illustrating detailed flowcharts
which
depict, in detail, the "NExT" new training method of the present invention,
the
"NExT" new training method of the present invention including: ( 1 ) the
concept of
'collaboration' between universities and industry, and (2) a 'quality
assurance
program', the 'collaboration' in the new training method in figures 19 through
30
allowing students to graduate from the university with both knowledge and
skills and
enabling the graduated students to acquire competence and enhanced
productivity in
industry while simultaneously ensuring, via the 'quality assurance program,
that the
quality of the courses being taught at the university and the quality of the
teachers
teaching those courses will continuously remain at an acceptably high level,
figures
17 through 30 including:
figure 17 illustrating how the Director of Curriculum, Program Director, and
Next
Business Development manager are comprised of industry personnel and how the
Peer Review Board, the Industrial Advisory Board and the Board of Directors
are
2o comprised of a combination of industry personnel and university personnel;
figure 18 illustrating the fact that the universities can be located in
different countries;
figures 19 through 21 illustrating the method steps practiced by the "NExT"
new
training method of the present inverition;
figure 22 illustrating a modification to figure 19;
figure 23a illustrating some of the duties of the Program Director 96 in
figure 20;
figure 23b illustrating an output from block 76 in figure 19, which represents
the
'Course Production Team' that produces a new course in response to a request
from a
16
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client, that output from block 76 indicating "Go to subroutine CC in figure
24a"
described below;
figures 24a-24b illustrating Subroutine CC which represents the Peer Review
Board
course audit/acceptance process;
figure 25 illustrating Subroutine DD which represents the Course Production
Team
coursework planning/development process;
1 o figures 26a, 26b, 27a, and 27b illustrating the primary output from block
76 in figure
19 representing the "NExT" operations process mapping, figures 26a-26b and 27a-
27b referencing and including Subroutines CC, DD, AA, BB, and EE;
figure 28 illustrating Subroutine AA which represents a Marketing/Client
interface;
is
figure 29 illustrating Subroutine BB which represents a Course Feasibility
Analysis;
and
figure 30 illustrating Subroutine EE which represents the Peer Review Board
2o instructor certification process
DESCRIPTION OF THE PREFERRED EMBODIMENT
Referring to figures 1, 2, and 3, a prior art method of training a student
attending a
25 university for the purpose of subsequent employment by industry is
illustrated.
In figure 1, at a university represented by block 10, when a person satisfies
all the
course work required to obtain a college degree, that person has learned
certain
'knowledge'. As a result, that person will graduate with knowledge, block 12.
When
3o that person is employed by industry, block 14, industry will train the
person in-house
to add certain 'skills' to their knowledge, block 16.
17
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In figure 2, during the above mentioned prior art method of training, the
university 18
will decide what particular type of instructional design and course content
and
delivery method to provide, block 20, when teaching the persons attending the
university. Depending upon the results of that particular type of
instructional
design/course content/delivery method, the university 18 will receive those
results, via
line 22 in figure 2, and will subsequently decide what other particular type
of
instructional design/course content/delivery method to utilize.
In figure 3, during the above mentioned prior art method of training, the
university 18
1o will teach certain subject matter 24, and hopefully the students attending
the
university will subsequently obtain certain knowledge 26 (hereinafter called
'transfer
of knowledge'). Consequently, when the students graduate from the university,
the
students are sent to industry with knowledge only, block 28.
15 Referring to figures 4 through 9, a new method of training for training
students and
engineers attending a university, in accordance with the present invention, is
illustrated. The new method of training depicted in figures 4 through 9
(called
"NExT" for "a Network of Excellence in Training") is particularly adapted for
teaching and training students attending a university who will be subsequently
20 employed by industry.
The new method of training depicted in figures 4 through 9 is adapted to teach
the
students attending the university both knowledge (obtained from a normal
course of
study) and skills (obtained primarily from 'simulation' scenarios/programs
provided
25 by industry). When the students become employed by industry, the former
students/new employees (who have graduated from the university with both
knowledge and skills) will be then be trained, at the new industrial location,
to add
competence to their skills and to add enhanced productivity to their
competence. As a
result, when the students graduate from the university, those students can
more easily
30 adapt themselves to the 'adverse conditions' which exist in industry today.
Recall
that the aforementioned 'adverse conditions', existing in industry today,
relate to the
difficulty encountered by industry when it is necessary for industry to train
the
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graduating students 'in-house' for the purpose of adding skills to their
knowledge
(depicted as the prior art method of training in block 16 of figure 1). Due to
industrial
cut-backs and consolidations, it is very difficult for industry to train the
students 'in-
house' for the purpose of adding skills to their knowledge. However, if the
universities and industry could 'collaborate' together to change and/or modify
the
courses offered at the universities and to change and/or modify the
instructional
design and/or delivery methods being practiced at the universities for the
purpose of
teaching the students attending the universities both 'skills' and
'knowledge', the
graduating students could more easily adapt to the adverse and changing
conditions
which exist in industry today.
In figure 4, the new training method of the present invention utilizes the
concept of
'collaboration' wherein the universities and industry will collaborate
together for the
purpose of teaching students attending the university both knowledge and
skills
~ 5 thereby enabling those students to graduate with both knowledge and skills
and
enabling the students to adapt more easily to adverse conditions which exist
in
industry today. In figure 4, the colleges/universities 30 will receive input
from
industry 32, via line 33 in figure 4, and, as a result and in response to that
input, the
colleges/universities 30 will graduate persons with both knowledge and skills,
block
20 34.
In figure 5, the universities 30 and industry 32 will both decide the
appropriate
instructional design and course content and delivery method, block 36, for
teaching
the students attending the university. Certain 'results' will be achieved,
when the
25 students attending the university are taught the knowledge and skills 34 of
figure 4, in
accordance with the selected instructional design/course content/delivery
method of
block 36 in figure 5. Those 'results' are communicated back to both the
universities
30 and industry 32, via lines 38 and 40 in figure 5. Based on those results,
which are
fed back to the universities 30 and industry 32 via lines 38 and 40, the
universities 30
30 and industry 32 will again jointly change the instructional design and
course content
and delivery method 36 of figure 5 when the students attending the university
are
being taught the knowledge and skills 34 of figure 4.
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In figure 6, when the students (also called "incoming persons") 42 attending
the
university 30 are being taught the knowledge and skills 34 of figure 4, those
incoming
persons 42 must take certain courses. However, in figure 6, industry 32
provides an
input 44 to the universities 30. Recall from figure 3 that the universities
traditionally
taught subject matter 24 for the purpose of imparting knowledge 26 to the
students
attending the university (the so-called "transfer of knowledge"). However, the
aforementioned 'input 44' of figure 6, provided by industry 32 to the
universities 30,
is designed to change or modify the content of the courses being offered at
the
1 o university for the purpose of adding 'skills' to the 'knowledge' which was
previously
imparted to the students attending the university, block 46 of figure 6. As a
result,
when the incoming persons 42 graduate from the university 30, those persons
will
graduate with both knowledge and skills, block 48 of figure 6.
In figure 7, the concept of 'collaboration' is illustrated, this figure
illustrating
how students attending a university can acquire both knowledge and skill in
response
to input provided to the students by both the university and industry, the
graduating
students (new employees) acquiring competence and enhanced productivity at an
industrial location in response to input provided to the students by industry.
In figure
7, in accordance with one aspect or feature of the present invention, the
concept of
'collaboration' is again illustrated. During this 'collaboration', industry
will
collaborate with the universities to enable students attending the
universities to
transfer subject matter 50 into knowledge 52 at the university location (i.e.,
'transfer
of knowledge' S4), to transfer the knowledge 52 into skills 56 through
simulation 58
at the university location, to transfer the skills 56 into competence 60 at an
industrial
location through the application of those skills 56 while using the concept of
'mentoring' S9, and to transfer the competence 60 into enhanced productivity
62 at
the industrial location through innovation 64.
3o In figure 7, the transfer of subject matter 50 into knowledge 52 takes
place through
course study normally provided to students at the university (hereinafter
called
"transfer of knowledge" 54).
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In figure 7, the transfer of the knowledge 52 into skills 56 takes place
through
simulation 58 which is taught/provided to the students at the university
location, the
simulation 58 teaching the students real-life industrial applications.
Industry will
provide the simulation 58 scenarios; however, the transfer of the knowledge 52
into
skills 56 through simulation 58 is practiced at the university location.
During the
simulation, the latest technology is taught to the students attending the
university.
When the latest technology is taught to the students attending the university,
'appropriate delivery methods' are utilized, the 'appropriate delivery
methods'
including on-line learning, classroom learning, and simulation 58. The on-line
learning is provided to the students before the classroom learning is
provided. In
addition, during the simulation 58, which is taking place at the university
location, the
university students will utilize a 'controlled simulation' of actual real-life
industrial
experiences provided by industry, the 'controlled simulation' being consistent
with
the knowledge 54 obtained by the students during the transfer of subject
matter 50
into knowledge 52 through the normal course of study.
In figure 7, the transfer the skills 56 into competence 60 occurs via the
practical
application of those skills 56 using the concept of 'mentoring' S9. Industry
provides
or teaches the students the skills 56 at a university location; however,
industry
provides or teaches the former students the competence 60 at an industrial
location.
During the practical application of those skills 56 at an industrial location,
the
students will utilize software programs that a client may want to use or
provide; and
the students will utilize datasets that a client may want to provide. This
enables the
transfer of the university student's skills 56 into competence 60 while,
simultaneously, allowing the university students to solve real-life business
problems
for a client.
In figure 9, during the transfer of the skills 56 into competence 60, the
concept of
'mentoring' is utilized. A learning environment 66 is established at the
university
student's new industrial location, that learning environment 66 being provided
as a
result of a 'mentoring' process. During the 'mentoring' process, the former
university
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student (hereinafter, new employee or 'engineer') 68 will interface with both
a
supervisor 70 and a mentor 72 at the new employee's new industrial location.
The
mentor 72 accompanies the new employee/engineer 68 to courses offered at the
industrial location and the supervisor 70 interfaces with the new
employee/engineer
68 after the course work is completed.
In figure 7, the transfer of competence 60 into enhanced productivity 62 takes
place
at an industrial location, wherein industry will subsequently transfer, or
influence the
transfer of, the former student's competence 60 into enhanced productivity 62
at the
industrial location through innovation 64.
In figure 8, therefore, when the students graduate from the university, the
students
will have studied certain subject matter 50 to thereby learn and possess a
working
knowledge 52 of that subject matter. In addition, the students will also
possess certain
~ 5 skills 56, these skills representing real-life industrial experiences
which were obtained
at the university location through the simulations 58 of figure 7 which were
provided
by industry. Consequently, the students graduating from the university will be
sent to
industry with both knowledge 50, obtained by studying the subject matter ~0,
and
skills 56, obtained by experiencing real-life. industrial problems at the
university
location via the simulations 58 which are provided by industry, block 74 of
figure 8.
Referring to figures 10a through 16, a "Training Value Model'', which
represents and
illustrates the novel method steps of the "NExT" new training method in
accordance
with the present invention, is illustrated. The "Training Value Model"
utilizes the
concepts set forth in figures 5 through 9 which were previously discussed.
In figure 10a, the "NExT" Training Value Model 15 (which represents and
illustrates
the "NExT" new training method of the present invention) functions as an
interface
or a 'collaborative link pin' between the universities 17 and industry 19. The
"NExT" new training method is able to meet the industry training needs through
the
collaboration of the industry-university partners, combining 'intellectual
capital' with
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'flexible delivery methods' in a Training Value Model that is unique in the
training
industry today.
For example, with regard to the aforementioned 'intellectual capital', the
University
of Oklahoma and other partner universities are experts in instructional design
and the
assessment and management of the 'transfer of knowledge', which transfer is
performed by the universities at the university level. However, industry,
through its
"NExT" program, can add value by designing simulation systems and
incorporating
the latest engineering practices into the simulation systems. Industry will
provide
these simulation systems to the universities for incorporation into the
courses taught
by the universities at the university level. These pre-designed application
exercises
allow engineers and university students to convert coursework knowledge into
modern skill sets, in a low risk test bed environment. By interfacing with
industry,
"NExT" is able to provide a mentored learning environment where engineers can
practice their skills thereby developing a certain level of competence
assurance.
With regard to the aforementioned 'flexible delivery methods', flexible
training
delivery methods are an important requirement in an asset team environment.
Often,
training must be delivered to the asset team on location because small
efficient asset
teams cannot allow a key team member to be away for extended periods of time.
For
larger topics, coursework can be structured into smaller units and delivered
over time.
For example, perhaps a series of one-day training sessions, or even a series
of lunch
and learn sessions, delivered over a few months while integrating self study
CD-ROM
programs would be useful. Whenever possible, the use of client preferred
software
and proprietary data sets will add relevance and the possibility of providing
actual
solutions to asset team problems.
In figure l Ob, a more detailed construction of the Training Value Model 15 of
figure
10a is illustrated in figure l Ob.
In figure l Ob, the Training Value Model 15, which illustrates and represents
the
"NExT" new training method in accordance with the present invention, includes
a
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series of progressive training levels. Depending on the desired level of
learning,
course work can be designed that will ensure academic standards are high yet
the
course work can be practical in application.
The Training Value Model 15, which includes a series of progressive training
levels,
further includes a forward path and a reverse path. The forward path of the
Training
Value Model includes technical subject matter 15a, knowledge transfer 15b,
skills
development 15c, and competence assurance 15d. The reverse path of the
Training
Value Model includes Certification Accreditation 15e, Peer Review Board 15f,
Industry (or Industrial) Advisory Board 15g, and Director of Curriculum 15h.
In figure 11, the technical subject matter 15a part of the Training Value
Model 15 of
figure lOb involves converting technical information into coursework. NexT
utilizes
a "virtual faculty" which consists of a combination of academia and industry.
With
this "best-in-class" approach, instructional design is combined with the
latest
technology and appropriate delivery methods; and the result is improved value
in the
coursework. In figure 1 l, both academia and industry collaborate together to
provide
the following five elements for the coursework: ( 1 ) proper instructional
design, (2)
latest technology, (3) practical application (i.e., the simulation 'skills'),
(4) delivery
methods, and (5) subject matter experts. In figure 11, a feedback loop 15a1
represents a type of 'quality assurance program' which will ensure that
academia and
industry will, once again, collaborate together to improve upon the above five
elements of the coursework.
In figure 12, the knowledge transfer 1 Sb part of the Training Value Model 15
of
figure l Ob involves learning and understanding the subject matter through the
use of
appropriate delivery methods, the use of a virtual faculty, the use of
qualified
presenters, by screening course candidates, and by controlling the process.
Proper
management of the transfer of knowledge ensures that the engineer actually
learns and
understands the subject matter. This requires choosing the appropriate
delivery
method. Not all coursework needs to be delivered in a class room environment.
Distance learning can be just as effective and much more flexible. The
coursework
24
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presenter must be qualified. Successful presentation takes knowledge of the
subject, a
desire to teach, and training to be effective. For more advanced subject
matter,
"NExT" screens candidates who register for the course. If the course is too
advanced
for the knowledge and skill level of the applicant, "NExT" suggests that they
first
attend prerequisite course work. "NExT" does not only issue certificates of
attendance; rather, the engineer needs to attend classes, participate in
class, and pass
an exam to ensure that there is an understanding of the subject.
In figure 13, the skills development 1 Sc part of the Training Value Model 15
of figure
1 o 1 Ob involves developing a proficient ability through working
applications, and more
particularly, through the use of simulation laboratories and predesigned
application
exercises. In order to progress from knowledge of a subject to the acquisition
of
skills, the ''NExT" simulation laboratories are utilized. The "NExT"
simulation
laboratories include a plurality of pre-designed application exercises. The
student/enginner, attending the university, can develop a proficient ability
by utilizing
and working through these predesigned application exercises.
In figure 14, the competence assurance 1 Sd part of the Training Value Model
15 of
figure l Ob involves providing solutions through innovative use of the
previously
2o acquired skills. For the university coursework to include competence
assurance,
"NExT" creates a low risk learning environment where skills can be practiced.
"NExT" includes ''mentoring" in some coursework where it is important that the
engineer can have skills and provide solutions through the innovative use of
those
skills. "NExT" has created this low risk learning environment through
workshops
which use relevant data sets and mentor assisted on-the job application of
skills which
utilize a three way relationships between the engineer, the mentor, and the
engineer's
supervisor (as illustrated in figure 9). "NExT" has on-line virtual reality
programs
where distance learning programs can actually provide an acceptable level of
competence. The "NExT" university partners will have access to these programs
to
3o provide students with a better skill set with which to enter the industrial
environment.
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In figure l Ob, in the certification accreditation 15e part of the Training
Value Model
15, there will be master's level programs available by "NExT" through the
university
systems. However, the goal for a "NExT" certified course is to be recognized
as
having university level academic excellence, containing the latest technical
information with a managed knowledge transfer process. As a result, the level
of
industry training can be raised a~ve merely receiving a certificate of
completion.
Engineers attending the "NExT" courses must successfully complete all
requirements
to receive certification.
In figures 15 and 16, involving the "Peer Review Board" and the "Industry
Advisory
Board", the "NExT" Training Value Model 15 of figure lOb is unique, among
other
things, because of its system of 'quality assurance'. Each university partner
has a
Center of Excellence headed by a Director of Curriculum for a particular field
of
expertise. For example, the University of Oklahoma is the Center of Excellence
for
~ 5 Well Construction/Operations, and it has its own Director of Curriculum,
but, in
Tulsa, the University of Oklahoma is the Center of Excellence for Petrophysics
and
Geosciences, and it also has its own Director of Curriculum. The Directors of
Curriculum function as the custodian of the "NExT" curriculum within their
field of
expertise. They collaborate with the other "NExT" partners, and with experts
throughout industry, to ensure their course work is developed and maintained
to the
highest standards possible. Two other Centers of Excellence are located at
Texas
A&M University for Petroleum Engineering and Geoscience and Heriot-Watt
University. Edinburgh, Scotland, for distance learning in Petroleum
Engineering.
In figure 15, each Director of Curriculum has a "Peer Review Board". The Peer
Review Board consists of representatives from all the "NExT" partners, and
from
industry on an 'ad hoc' basis. The mission of the Peer Review Board is: "to
provide a
uniform, independent and professional quality control for "NExT" courses,
programs,
instructors, and subject matter experts, ensuring that they meet or exceed
both
3o academic and industry approved standards". The "NExT" Peer Review Board
will
provides one measure of the aforementioned "quality assurance" by auditing the
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university course work, auditing the presenters (i.e., instructors) of the
course work,
and by providing a technology watch.
In figure 16, on a broader basis, "NExT" also provides an Industrial Advisory
Board,
which provides an additional measure of the aforementioned "quality
assurance". The
Industrial Advisory Board is composed of "NExT" partner representatives, and
several representatives from oil companies. The mission of the Industrial
Advisory
Board is: "to ensure that NExT is a network of recognized excellence in
petroleum
industry training providing the transfer of leading edge and established
technology to
1 o the petroleum industry". The Industrial Advisory Board will ensure that
the courses
stored in the "NExT" Curriculum Library (94 in figure 20) meet the needs of
industry.
In figures 15 and 16, the Peer Review Board of figure 1 ~ and the Industry
Advisory
Board of figure 16 both provide a 'quality assurance' mechanism to ensure that
the
t 5 quality of the courses being taught to students attending the university
will continue to
maintain a consistently high level. The Peer Review Board of figure 15 will
periodically audit the coursework being taught at the universities, and it
will also audit
the teachers/professors that teach these courses at the universities to ensure
that the
quality of the courses and the teachers and professors teaching the courses
will
2o continue to maintain a consistently high level. The Industrial Advisory
Board of
figure 16 will monitor the content of the courses stored in the "NExT"
Curriculum
Library (94 in figure 20) to ensure that these stored courses will continue to
meet the
needs of industry.
25 DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENT
A detailed flowchart of the "NExT" new training method of the present
invention will
be set forth below with reference to figures 17 through 30 of the drawings.
However,
before discussing the detailed flowcharts of figures 19 through 30, the
following
30 discussion will summarize the "NExT" new training method in accordance with
the
present invention.
27
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Summary of the "NExT" new training method of the present invention
The ownership in copyright of the following "Summary of the 'NExT' new
training
method of the present invention" resides with the "Offshore Technology
Conference
(OTC)".
As the oil industry has continued to consolidate over the last 20 years,
company profiles, core
competencies, and the very demographics of many companies have changed
radically. This
is true throughout the industry involving operating companies, service
companies and drilling
1 o companies. As hydrocarbon reserves continue to become more challenging to
exploit, the
importance of technology plays an ever increasing role in E&P operations. As
the technical
complexity increases, many companies are unwilling to support the budgets
necessary to
maintain non-core technologies in-house. Some companies have found it more
efficient to
out source through service companies whose technology is a core competence
supported by
15 research and engineering. Mergers and acquisitions that are driven by the
strategic need to
acquire reserves and or markets, require tremendous rationalizations in the
resulting
workforces to reduce unnecessary numbers of engineers, technical and
administrative staffs.
Many operators are trimming engineering staffs whose primary responsibilities
are now
focused on finding replacement reserves. The operations of mature fields are
being
2o outsourced to independents as well as to service companies whose profiles
are changing.
However this trend removes the low risk environment that has traditionally
served as the
training ground for new engineers. Again, outsourcing results in the reduction
of excess
engineering staffs. In many cases, this results in a younger, well educated
workforce who
lack broad diverse experience. In their strive for efficiency, many companies
have changed
25 the demographics of their work force leaving them without the experience
needed to mentor
younger engineers. The increased technology, acquisitions, downsizing and
efficiency along
with outsourcing are all contributing factors to the skills gap we are
experiencing in the E&P
industry today.
3o Many companies view training as just another necessary expense, not really
something that
contributes directly to generating revenue. Most personnel are trained because
the employer
needs a specific skill. Sometimes a behavioral change is needed or training is
mandated or
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legislated such as safety. In other cases training is a reward for good
performance, and the
employee is sent on a one week seminar in a field of his/her interest. Many
view this as a
kind of "training vacation". There are, however, some companies who view
training as an
investment; an essential element in their workforce strategy. These are also
the companies
that have performance management programs, and management is actively involved
in the
training and development of the companies workforce.
Formal training programs often attract the most ambitious young graduate
engineers. Many
of the companies that view training as just another necessary expense, recruit
graduate
engineers from universities expecting them to already have the skills
necessary to do the job.
With their academic knowledge coupled with informal on-the job activities, the
staffing
requirements of many companies are met this way. While the careers that are
available
within this scenario can be secure, many are not very dynamic. Most of the top
graduates of
the universities are interested in joining a company that can offer a strong
training program
1 > where they have the opportunity to develop and realize their career
potential.
Competence, the successful on-the job application of skills, is the real
objective of effective
training. All companies strive to have a competent work force for the job at
hand. This is
when the training structure becomes important. The learning environment,
management
2o commitment and training delivery methods are all essential elements in
creating the
competence that is needed. Few companies have developed full scale Competence
Assurance
programs. Companies that do have full scale programs, usually have applied it
strategically
where the operational situation is critical, and a lack of competence could
result in a
catastrophic incident. Industry trends are affecting our ability to train and
develop
25 competence in our engineering staffs.
As increasing levels of technology are incorporated into operations,
efficiency and therefore
competence will differentiate operators. On a global basis, having the ability
to provide
technology transfer programs will be a factor in forming Joint Venture
partnerships between
30 operators and National Oil Companies. Operators with small efficient staffs
will need to find
solutions enabling them to cope with program requirements. Several factors
have to be
29
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changed before effective solutions can be found, and the paradigm shift in
training that is
needed can be obtained.
More collaborative learning will evolve. The world Wide Web and Netscape have
miniaturized the immense - making it possible for large numbers of experts
from different
fields in remote locations to think, interact, and learn from each other on
any complex issue
or problem. Successful training programs will be the result of teams that
combine skills and
expertise from various organizations and companies. By strategic partnering
with specific
universities and subject matter experts from industry, the programs can be
academically
1o sound, yet practical in their approach. Team members from operating
companies, the service
sector, and universities all need to work together to provide a solution.
Through strategic
partnering, a virtual faculty can be formed to provide the best in class
subject matter experts
to develop and deliver the program course work.
Several criteria can be identified that are essential to create an effective
training program for
any company that will meet the training needs of today. Key elements are:
1. The latest technology available must be taught.
2. The most appropriate delivery methods should be applied.
3. With reference to the subject matter, the class should start as an
intellectually
homogeneous group.
4. The knowledge transfer process must be controlled.
5. Coursework must include hands-on simulation.
6. Courses must be flexible in terms of time and location.
7. Modules must be designed to adapt where a preferred software system is
required.
8. Modules must have the ability to incorporate the client's own data sets.
9. Competence assurance needs to be attained to a defined skills level
objective.
10. Certification is required.
11. Engineers will deliver solutions to actual business and/or engineering
problems.
3o 12. The training has an immediate impact on the asset unit's productivity.
~o
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These 12 elements represent issues that are common in an effective training
program in the
global training environment today. This is not an exhaustive listing of key
elements in
training. For example "mentoring" is not specifically mentioned, but as
discussed below,
mentoring can be a desirable component of an effective training program.
As the industry ventures further offshore, the engineering challenges of
operating in deep
water will continue to add tremendous complexity to program designs. Well
designs have
become more complex and will continue to challenge engineers who work in
hostile (high
pressure, high temperatur and deep water) environments or need to construct
complicated
1o multilateral wells. In many cases, the technical expertise required is no
longer a core
competency supported in-house by the operator. Outsourcing to, or alliancing
with, technical
experts becomes necessary.
Utilization of the latest technology will be absolutely essential in managing
efficient and
15 profitable operations in the future. Training providers must ensure that
their program's
underlying technology is current and up to date. 'Collaboration' between
universities and
industry's leading practitioners of modern technology, with a link to research
and
development, is essential. Training providers should incorporate Peer Review
systems that
combine expertise from these different organizations. The Peer Review Board
(PRB) must
2o maintain a technical watch within it's defined field of expertise. The Peer
Review Board must
not only function as an audit process assuring that academic standards are met
but also insure
the practical needs of industry are inherent in the subject matter of all
course work to be used
in training. Peer Review Board members should approve audited coursework for
certification. Certification can include accreditation as part of the
curriculum within a
25 university degree program. To certify coursework as Continuing Education
Units (CEU)-
required to retain professional standing, the instructors and the course
content must
successfully pass an academic review process.
Integrating processes through collaborative teamwork will have as large an
influence on
30 engineering success in challenging environments as the knowledge and
technology to which
engineers have access. Learning to effectively align goals, manage the
interfaces, and utilize
the expertise of all the team members on a project, is where the power to
overcome risk lies.
31
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The team must include all members of a project including the operator, service
companies,
drilling contractors, and critical third party suppliers. The behavioral
changes and skills
necessary for effective integrated team work can only be achieved through
training and a
commitment by management to develop collaborative teams as a work place
standard.
Course delivery methods are currently being re-examined by virtually all
organizations
involved in training. A decision as to the best delivery method for a
particular course will
depend on the subject matter and the situational requirements. Whether the
delivery is
classroom based or distance learning, the delivery process in industry
training needs to be a
threaded conversation. The common thread links new information with a
knowledge transfer
process between students and subject matter experts that results in
demonstrated competence
assurance. The skill to transform text into an educational format, then to
deliver the
coursework ensuring a transfer of the knowledge, is a professional process.
Course work production, through a ''course production team", has several
elements where
each element may require a separate or a combination of individual expertise.
Production
teams are needed that combine instructional designers, subject matter experts,
graphics
artists, programmers, and a quality control function. Some production staff
members may be
able to perform multiple roles on the team. However, to develop the most
effective
coursework, all elements must be addressed. The decision to maintain
production teams in-
house or to outsource parts or all of the elements of the team is a strategic
decision that a
training provider has to decide.
With the rapid development of the World Wide Web and improving bandwidth
capacities,
training and educational material, regardless of the origin is becoming
accessible on a global
scale. Whether delivery is web based, on a CD ROM format, or through video
based, distance
learning must be used selectively. The application of a particular delivery
method has to be
appropriate to the subject matter. Not all subject matter can be effectively
taught outside a
classroom setting. Conversely, not all subject matter needs to take up
expensive classroom
time either. The classroom itself is evolving as a subject matter tutorial
session combined
with simulated application workshops.
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Developing distant learning course work, whether it be converting an existing
class room
course or creating new subject matter, is expensive. Gaining the most from the
investment is
a matter of strategy taking into consideration the subject matter to be
included, and how
elaborate the multimedia content is to be. Through curriculum analysis, a
review needs to be
made of the information content, the number of repeatable processes involved,
and the
applicable technology required. From an economic perspective, good candidates
for distance
learning include basic scientific principles that will not change over time,
or technologies
with well established concepts. Utilizing distance learning for fast changing
technology
where the course work will require continual updating to avoid obsolesce, can
still be
o effective, but can also be very expensive to maintain. With the impressive
graphic arts
technology today, there is the constant battle over "sizzle versus substance"
of on-line course
work. The cost of very elaborate multimedia course material may exceed the
value of the
subject matter. A rational balance needs to be kept in perspective.
Pre-course study can be a very important component to classroom based courses
where more
advanced subject matter is being taught. Participants need to reach a certain
level of
knowledge, prior to attending the course. Without the participants having the
prerequisite
level of understanding, successful classroom interactions will be difficult.
Through the use of
distance learning, the course will start with a more intellectually
homogeneous class.
In a classroom setting, the ability of the presenters) will determine if a
course is successful
or not. We are all familiar with very knowledgeable subject matter experts who
are simply
poor teachers, who attempted to conduct classes in their field of expertise.
In many cases, the
attempt has failed even though the person was a recognized, published expert
in their field.
To write a text book on a particular subject is one thing. To convert that
text into a learning
experience requires professional instructional design. The presenter must have
the desire and
professional training to successfully conduct training that will transfer the
knowledge.
For course work that is accredited as part of a course of study within an
university degree
program, training organizations who are in association with a university
system must provide
"qualified" presenters in order for course work to be accredited.
Qualifications are defined by
33
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the university and include academic qualifications, the level of subject
matter knowledge, and
formal teaching certification requirements.
One of the first fundamental steps in course development is to establish the
key learning
objectives. The course is then designed around accomplishing these objectives.
When
presenting course work to an adult audience who may have extensive experience
in the
industry, but varying levels of knowledge in the subject matter, it can be
difficult to keep
participants focused on the course curriculum needed to accomplish the
learning objectives.
There will always be a tendency for individuals to drift into personal
agendas, stray onto
to associated subjects, and sometimes demonstrate a reluctance to accept new
ideas.
Distractions will be present, but the focus should always be on the course
objectives.
Engineers need to have the competence to make informed decisions or
recommendations
when faced with situations that deviate from the planned program. Tools used
in training
~ 5 should be just that, tools. The underlying engineering principles that
support a technical skill
or knowledge should not be masked within a computer applications program
unless it will
never be needed in the engineer's decision making process. Through advanced
technology,
masses of information are now available to model solutions around more
parameters than
ever before. Computer Based Training (CBT) is an excellent tool to simplify
processing
2o complicated procedures. CBT should be and needs to be incorporated into
modern training
programs, but not at the expense of losing the knowledge of the underlying
technology.
Effective training has to require attendance, participation, and a
demonstration either through
examinations and/or project presentations that the knowledge was transferred.
When training
25 is attempted without incorporating an immediate feed back loop, the actual
transfer of
knowledge can be impeded or not achieved at all. Many companies pay large
tuition fees and
incur other expenses to send engineers to courses that make no significant
impact on the
employees' post training technical behavior and problem solving process.
3o Where possible, hands-on simulation should be included within the course
work. Many
companies that require training for their employees want to incorporate their
own data sets
and preferred software systems into the course work. This is a practical way
to base the
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training around a familiar environment with the tools the engineers actually
use. Dedicated
simulation exercises can also be used to solve immediate asset unit business
problems.
Through hands-on simulation in a problem solving exercise, the knowledge
transfer is
demonstrated, and competence is assured through application in solving a
problem. As
discussed below, the inclusion of hands-on simulation has an impact upon the
course design
Training must be flexible in terms of technology, format, time and location.
Course work
should be designed around a modular format, where data sets can be inserted
into an overall
learning matrix, linked either with a software package provided by the
training organization,
or specific software provided by the client. To accomplish this, a certain
degree of up-front
course work design is needed, in consulation with the client, prior to the
start of the class.
Usually this additional investment by the client delivers solutions to actual
business and/or
engineering problems. Competence assurance is verified, at least to a certain
skill level, and
will have an immediate impact on the asset unit's productivity. The key
premise is that
knowledge can be converted into competence through simulation. In dedicated
training
situations, designing coursework using client's software and real data sets
can produce the
additional bonus of solutions to real problems.
With the new lean structures that many companies are striving for today,
training needs to
function within the work schedules of the engineer and management as much as
possible.
Traditionally, there was very little flexibility in the system of higher
technical learning.
Training took place only at established training facilities. Companies and
personnel catered
to the training facility schedule, rather than training catering to the needs
of the company and
personnel. Many companies are now structured into efficient asset units that
cannot afford to
send key members of their operating staffs to a training course for long
periods of time.
Training must be segmented into modules combining self study modules, based
either on line
or on CD ROM, and supplemented through shorter "lunch and learn" sessions,
weekend
retreats, or evening classes. The content of the modules can be designed in an
accumulative
sequence, providing a complete program over a period of time. While these
programs do
exist today, the need for such flexibility and integration with the work place
will be even
more important in the future.
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Mentoring is another component of training that has become unavailable or is
grossly under
utilized. Guild societies and apprenticeship programs have .existed for
hundreds of years as
effective ways to train craftsmen in their trade. While realizing that
throughout history much
of this was nothing more than extended indentured servitude, the more modern
concept has
been an effective way to pass wisdom within companies from one generation .to
the next.
However with the demographic changes we see happening today in lean, efficient
organizations, the ability to mentor is becoming a lost art form. Many of the
more
experienced engineers are gone, and those who are left simply do not have the
time or
motivation to do a proper job of mentoring. Their performance incentives are
based on other
criteria, not on how well they mentor the younger generation.
One example of how the mentoring concept has been incorporated into a well
engineering
program is based on the premise that employee development is the
responsibility of
management in partnership with the training provider. In this example, the
mentor role
~ 5 focuses on ensuring that the proper environment will exist for the
employee to be able to
transform the technical knowledge gained at a formal class into competence,
demonstrated by
application under the guidance of, and witnessed by, the employee's
supervisor. The
program's sequence is as follows:
In Phase I, a mininmal desired level of conceptual knowledge is established.
This is
accomplished by sending each student CD-ROM-based, self study, self paced, pre-
course
study material. Competency level is evaluated at the beginning of the
classroom setting.
Phase II is a four week course in a classroom setting with students in
residence at a learning
center. Each lecture has specific learning objectives. Knowledge transfer is
validated through
testing at various stages during the four weeks. Teams are formed to
participate in a well
engineering simulation program that includes various facets of conceptual well
design,
detailed well planning and well programs. Each team simulates the well
construction based
on their own well program.
The final Phase, which immediately follows the four week course, is a five
month mentor
assisted program of on line self study to further some of the concepts
introduced at the
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course. In addition, the student must complete and formally present to his
supervisor and
mentor, the results of a practical project. The student/engineer must also
maintain an on-line
log book and credit point system to track his/her progress, and finally, must
pass an exam in
order to receive a university underwritten certificate of completion.
Since the program is mentor assisted, the class size is held to a maximum of
twelve
participants. It was felt that this would be the maximum number of students
that a mentor
could effectively manage. The mentor arrives at the learning center with the
engineers to
start the four week course. The mentor is an industry professional dedicated
fully to the
1o mentoring role, and will not participate in the course delivery. During
that time, the mentor
starts developing a relationship with each of the engineers. The mentor needs
to know the
course curriculum, how each engineer progresses through it and their
individual personalities.
The mentor will also act as an informal feedback loop between the class and
the lead
instructor. During this time the mentor will contact each engineer's
supervisor, located at the
I S sponsoring company. The supervisor is sent an information packet that
contains a general
description of the course, outlines the on-line credit point system, and
presents information
regarding the expected competency level of the student. The mentor explains
the course
objectives, how the engineer is progressing, and reviews the information
packet clarifying
what the curriculum will be for the next five months following the course.
During this time
2o of enrollment, the mentor and supervisor work together to identify a
project the engineer can
complete once he or she arrives back to work. The main role of the mentor is
to create a
three-way relationship between the engineer, the supervisor and the mentor, to
ensure that the
correct environment will exist for the engineer to demonstrate to the
supervisor, the skills
learned during the course. Through this the engineer can assure the supervisor
of his or her
25 competence and the ability to assume more responsibility, making a positive
contribution to
the asset unit performance. The mentor will be in constant communication with
the engineer
via email, telephone and fax. The mentor will visit with the engineer and his
supervisor at
least once during the five month period, a second time to attend the formal
presentation of the
project by the student and finally, to administer the final exam and present
the certificate of
3o completion.
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Detailed Discussion of the "NExT" new training method of the present invention
Referring to figures 17 and 18, before beginning a discussion of the detailed
flowcharts depicting the "NExT" new method of training in accordance with the
present invention, in figure 17, the flowcharts to follow refer to a Director
of
Curriculum, a Program Director, and a Business Development Manager. As noted
in
figure 17, the Director of Curriculum and the Program Director and the
Business
Development Manager are each comprised of industry personnel. However, the
Peer
Review Board and the Industrial Advisory Board and the Board of Directors are
each
composed of a combination of industry and university personnel. In figure 18,
the
term "university" refers to a plurality of universities, one located in the
United States,
one located in Scotland, and others located in other countries.
Referring to figures 19 through 21, a detailed flowchart is illustrated which
depicts, in
detail, the "NExT" new training method of the present invention that utilizes
the
concept of 'collaboration' between the universities and industry. By utilizing
the
concept of 'collaboration' between universities and industry, the new training
method
of the present invention in figures 10a and l Ob allows students to graduate
from the
universities with both knowledge and skills before acquiring competence and
enhanced productivity at an industrial location. This enables the graduating
students
to more easily adapt to the adverse conditions that exist in industry today.
In figures
19-21, the acronym "NExT" is used. This acronym refers to a "Network of
Excellence in Training (NExT)", which is the project name for the new method
of
training in accordance with the present invention.
In figure 19, before beginning a detailed description of figures 19-21, in
figure 5,
industry 32 provides an input to the colleges/universities 30 for influencing
a change
in the instructional design and course content and delivery methods, block 36,
in the
courses taught to the students attending the university. Recall in figure 5
that the
academia 30 and industry 32 jointly influence that change 36. Feedback 38 and
40 to
academia 30 and industry 32 will influence further change 36 in the course
instructional design and course content and course delivery methods. In figure
19,
3R
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industry 32 (from figure 5) will influence that change 36 by providing an
input to the
"Course Production Team" block 76 in figure 19 (see the block 76 in figure 19
entitled "Course Prod Team - subject matter expert - instructional design -
graphic
artist - programmer - QA"). The Course Production Team will actually develop a
course if that course, requested by the client, is not stored in the Next
Curriculum
Library. Industry 32 provides assistance to that Course Production Team by
providing subject matter experts or instructional designers or graphic artists
or
programmer or quality assurance, as discussed below. The course that is
developed
by the Course Production Team will implement the steps shown in figure 7; that
is,
l0 the students will transfer subject matter into knowledge through normal
course study,
and transfer knowledge into skills through simulation provided by industry 32.
In
addition, in figure 21, locate block 78 "Dispatch coursework to client"; block
78 will
involve the use of a mentor 78a.
In figure 19, when a client, block 80, has a training need, that client 80 can
either
interface with an oilfield service representative employed by industry 32,
block 82 in
figure 19, or that client 80 can interface with a Business Development
Manager, block
84 in figure 19 (where block 84 is entitled "Point A Next BDM", the acronym
"NExT" meaning "Network of Excellence in Training", and the acronym BDM
2o meaning "Business Development Manager"). Hereinafter, block 84 in figure 19
will
be referred to as "Business Development Manager 84".
In block 86 of figure 19, which represents a decision triangle, the Business
Development Manager 84 will determine if the training need that the client 80
requests is a proprietary service or product belonging to industry 32 (such as
a
fracturing fluid or a logging technique or software).
If the training need requested by the client 80 is a proprietary service or
product
belonging to industry 32, the Business Development Manager 84 for industry 32
will
3o refer that client 80 back to the appropriate business segment for industry
32, block 88
in figure 19 (where block 88 is entitled "SL Business Segment"). That business
i9
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segment 88 for industry 32 will then develop the training for that client 80
relating to
industry's proprietary service or product.
If the training need requested by the client 80 is not a proprietary service
or product
belonging to industry 32, but that training need represents an otherwise valid
science
or environment involving an otherwise valid course offering, there are a
couple of
ways in which the business development manger 84 can proceed. First, depending
upon the subject matter which the client 80 wants to develop, the Business
Development Manager 84 for industry 32 will contact an appropriate Director of
Curriculum (recall that each Director of Curriculum has his own unique subject
matter
expertise). In figure 19, note that block 90 represents the Director of
Curriculum for
Well Engineering and Operations, and block 91 represents the Director of
Curriculum
for Petroleum Engineering and Geoscience. In this case, assume that the
Business
Development Manger 84 contacts the Director of Curriculum for Well Engineering
and Operations, block 90 in figure 19 (block 90 being entitled "Director of
Curriculum WE & Ops Eng."). Hereinafter, block 90 will be referred to as
"Director
of Curriculum 90". The Director of Curriculum 90 will determine if a course
has
already been developed that is appropriate for the client's needs by referring
to block
92 in figure 19 entitled "Next Curriculum Retrieve Developed Course Work",
block
92. In figures 19 and 21, the Director of Curriculum 90 in figure 19 will
identify that
course, that has already been developed, which resides in the "Next Curriculum
library", block 94 in figure 20. Then, the Director of Curriculum 90 will
notify the
Program Director, block 96 in figure 20. In figures 20 and 21, refer to the
decision
triangle 98 in figure 21. The Program Director 96 in figure 20 will examine
that
course, that has already been developed and which resides in the Next
Curriculum
Library 94 of figure 20, and, referring to the decision triangle 98 in figure
21, the
Program Director 96 in figure 20 will determine if that course is either
accredited (i.e.,
credit will be given if that course is taken) or non-credit (i.e., credit will
not be given
if that course is taken). If that course is accredited (see element numeral
100 in
3o figure 21 ), the Program Director 96 in figure 20 will go back to the
Director of
Curriculum, block 102 in figure 21; and the Director of Curriculum 102 will
screen
the applicant, block 104 in figure 21. If the applicant is not qualified to
take an
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accredited course (i.e., the applicant is not academically qualified or the
applicant has
a language problem or low computer skills or not enough industry experience),
then
the applicant is rejected for the class, block 106 in figure 21. However, if
the
applicant, after being screened, meets the needs for the coursework, then the
Director
of Curriculum 102 advises the "NExT" Administrator. block 108 in figure 21.
The
NExT Administrator 108 registers the student in the course, invoices the
company
who is sponsoring the student, and reserves a place for the participant or
student in
that 'course', block 110 of figure 21. Recall that this 'course' is one which
has
already been developed and which resides in the NExT Curriculum Library 94 of
figure 20.
In figure 19, the above description relates to classroom delivery based
courses. Refer
back to blocks 80 and 84 in figure 19. Instead of using already existing
classroom
delivery based courses, the client 80 in figure 19 may want to book an
'individual
course' via the website of industry 32 or via an e-mail connection between the
client
80 and industry 32. Therefore, in figure 19, the client 80 may book a
'classroom
based delivery' type of 'individual course' via the website or e-mail by
contacting the
NExT Administration Manager, block 112 of figure 19. In figure 20, locate
decision
triangle 114 entitled "course delivery method''. The NExT Administration
Manager
112 of figure 19 has a decision to make: will the individual course be a
'classroom
delivery' type of course, or will it be a 'distance learning' type of course,
decision
triangle 114 of figure 20. If the individual course is a 'classroom delivery'
type of
course (element numeral 116 of figure 20), the NExT Administration Manager 112
of
figure 19 notifies the Program Director 96 of figure 20. At this point, the
Program
Director 96 of figure 20 repeats blocks 98, 102, 104, 106, 108, and 110 as
previously
discussed. That is, the Program Director 96 determines if the course is
accredited. If
the course is accredited (100 in figure 21), the Program Director 96 notifies
the
Director of Curriculum 102 who screens the applicant 104. The Director of
Curriculum 102 either rejects the applicant 106 as being unqualified or, if
the
3o applicant is qualified, advises the NExT Administration 108 who then
reserves a place
for the participant or student 110. If the course is not accredited (non-
credit), the
Program Director 96 of figure 20 notifies the NExT Administration Manager,
block
41
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118 in figure 21. The NExT Administration Manager 118 of figure 21 then
registers
the student, invoices the student, retrieves the material from the NExT
Curriculum
Library 94 of figure 20, and reserves a place in the class for the student,
block 120 in
figure 21. The above paragraph describes a 'classroom based delivery' type of
'individual course' that the client 80 wants to book via the website or e-mail
of
industry 32 (see element numeral 122 of figure 19).
In figure 20, refer back to decision triangle 114 entitled "course delivery
method". In
figure 19, if the client 80 books an 'individual course' via the website or e-
mail of
1 o industry (numeral 122 of figure 19), and that 'individual course' is a
'distance
learning' course (see numeral 124 in figure 20) instead of a 'classroom
delivery'
course (numeral 116 in figure 20), the NExT Administration Manager 112 in
figure
19 will notify the Director of Curriculum for Distance Learning, block 126 in
figure
20. Refer now to decision triangle 128 in figure 21. The Director of
Curriculum for
Distance Learning 126 of figure 20 must decide if the 'distance learning'
course is an
accredited course (numeral 130 in figure 21 ) or a non-credit course (numeral
132 in
figure 21). If the 'distance learning course' is accredited 130, that type of
distance
learning course could be a masters degree course at a university. The Director
of
Curriculum 126 will screen the applicant, block 134 in figure 21, to determine
if the
2o applicant can become a student in the masters degree program in the
university. If the
Director of Curriculum 126 determines that the applicant cannot become a
student,
the applicant is rejected, block 136 in figure 21. However, if the Director of
Curriculum 126 determines that the applicant does, in fact, meet their
requirements
and the applicant can become a student in their masters degree program (for
example),
the course material will be retrieved from the NExT Curriculum Library (94 in
figure
20), block 138 in figure 21, the student is registered and invoiced, and the
coursework
is dispatched to the client as a distance learning package, block 140 in
figure 21. If
the 'distance learning course' is non-credit 132 in figure 21, the screening
process
(which is depicted in block 134 of figure 21) is skipped, the non-credit
'distance
learning' course is retrieved from the NExT Curriculum Library (94 in figure
20),
block 142 in figure 21, the student is registered and invoiced, numeral 144,
and the
42
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non-credit 'distance learning' coursework is dispatched to the client (80),
block 146 in
figure 21.
In figure 19, the Business Development Manager (BDM) 84 determines if the
course
requested by the client 80 is a valid "NExT" course offering (in block 86
"Course
Content and Objectives") by determining if the course is stored in the "NExT"
Curriculum Library 94 of figure 20. If the requested course is stored in the
"NExT"
Curriculum Library 94, the Business Development Manager 84 notifies the
appropriate Director of Curriculum, such as the Director of Curriculum for
Well
1 o Engineering and Operations Engineer, block 90 in figure 19.
If the course requested by the client 80 is not stored in the "NExT"
Curriculum
Library 94 of figure 20, the Business Development Manager 84 notifies the
appropriate Director of Curriculum, such as Director of Curriculum 90 in
figure 19,
who is responsible for putting together a "Course Production Team", block 76
in
figure 19.
The Course Production Team 76 consists of subject matter experts,
instructional
designers, graphic artists, programmers, and quality assurance, block 76 in
figure 19.
The Course Production Team 76 will develop the new course requested by the
client
80 and that new course will be saved and stored in the "NExT" Curriculum
Library 94
in figure 20. In figure 19, note that Industry 32 provides an input to the
Course
Production Team 76 by providing, as necessary, the subject matter experts or
instructional designers or graphic artists or programmers or quality
assurance.
Consistent with the steps shown in figure 7, the new courses being developed
by the
Course Production Team 76 will allow students attending the university of
figure 7 to
transfer the subject matter 50 into knowledge 52 through normal course study,
and to
transfer the knowledge 52 into skills 56 through the use of simulation
programs 58
which are provided to the university by industry 32. That is, the students
attending
3o the university will study the simulation programs 58, at the university
location, to
allow the students to obtain the necessary skills 56 which represent real-life
industrial
experiences.
43
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Now that the new course is saved in the NExT Curriculum Library 94 in figure
20, the
Program Director 96 in figure 20 has access to that new course for performing
the
processes in the blocks of figure 21. For example, the Program Director 96
notifies the
Director of Curriculum 102 in figure 21 for ultimately reserving places for
students in that
new course pursuant to block 110 in figure 21.
In figure 19, if the client 80 wants to book a 'complete class' but the
requested
complete class is not a public offering, the output from decision triangle 86
in figure
19 will be the 'closed course scheduling' output 150 from decision triangle
86.
Referring to numeral 122 in figure 19, which identifies "direct open course
booking",
the direct open courses are those which are being offered by "NExT" . The
client 80
can book, via the website or e-mail 122, the open courses which are being
offered.
However, if the client 80 wants industry 32 to develop a specific course for
its
~s students which is not a course being offered by "NExT" , that specific
course that is
not being offered by NExT is called a 'closed course'. In figure 19, the
"NExT"
Administration Manager 152 in figure 19 will look at the 'course delivery
method' for
the closed course, block 154 in figure 20. It could be a 'classroom delivery'
type 156
of course delivery method 154 or it could be a 'distance learning' type 158 of
course
20 delivery method 154.
If the 'closed' complete course 'course delivery method' 154 is a 'classroom
delivery'
type 156 of figure 20, the program director 96 in figure 20 will determine if
the closed
course is accredited or non-credit, figure 21. The Director of Curriculum 102
of
25 figure 21 could be notified (if the closed course is accredited) for
reserving a place for
the entire new closed course, block 110 in figure 21. On the other hand, the
"NExT"
Administration manager 118 of figure 21 is notified (if the closed course is
for non-
credit) for reserving a place for the entire new closed course, block 120 in
figure 21.
3o If the 'closed' course 'course delivery method' 154 is a 'distance
learning' type 158
of figure 20, the Director of Curriculum for Distance Learning, block 160 of
figure
20, is notified.
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If the 'closed course' does not exist in the "NExT" Curriculum Library, the
Director
of Curriculum for Distance Learning 160 must work with the Director of
Curriculum
of the appropriate technology, block 162 of figure 20 to develop the course
(see
'develop course' output from block 160 in figure 20). The Director of
Curriculum of
the appropriate technology 162 must actually produce the course via the Course
Production Team, block 164 of figure 20, in the same manner as discussed above
with
reference to block 76 "Course Production Team", wherein industry 32 provided
an
input to the Course Production Team 76 by providing subject matter experts or
instructional designers or graphic artists or programmers or quality
assurance. When
the aforementioned 'closed course distance learning course' is produced via
the
Course Production Team (164 in figure 20 and 76 in figure 19), that 'closed
course
distance learning course' is saved and stored in the "NExT" Curriculum Library
166
in figure 20 (which is the same as the Curriculum Library 94 in figure 20).
If the 'closed course' does exist in the "NExT" Curriculum Library 94, see the
output
173 from block 160 in figure 20 which leads to decision triangle 175 of figure
21
wherein the Director of Curriculum 160 will determine if the 'closed course'
stored in
the Curriculum Library 94 is accredited or non-credit. If the 'closed course'
is
2o accredited, the Director of Curriculum 160 will screen the applicant, block
177,
retrieve the material from the Curriculum Library 179, register and invoice
the
student/applicant, and dispatch coursework to the client, block 181 of figure
21. At
this point, a mentor 78a may be involved. If the 'closed course' is non-
credit, the
course is retrieved from the "NExT" Curriculum Library (94), block 183 of
figure 21,
the student is registered and invoiced, and the coursework is dispatched to
the
student/applicant, block 185 in figure 21.
In figure 20, the Program Director 96 is also responsible for organizing the
'course
venue'. Therefore, the Program Director 96 can either organize the course
venue at
3o the client location for remote course delivery, block 168 of figure 20, or
the Program
Director 96 can organize the course venue at either a university location or a
"NExT"
location for course delivery, block 170 in figure 20.
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In summary, the new method of training discussed above with reference to
figures 19
through 21 addresses distance learning, classroom delivery, and distance
learning
again where there are individual bookings in closed course situations.
Referring to figures 22 and 29, a modification to a part of the flowchart of
figure 19, which
depicts the "NExT" new training method of the present invention, is
illustrated in figure 22.
In figure 19, the Business Development Manager 84 reviews the course content
and
objectives, block 86, requested by the client 80 and either notifies the
appropriate business
segment 88 of industry (if the requested course relates to a proprietary
service or product
already used by industry) or, if the course requested by the client 80 is not
a proprietary
service or product, the Business Development Manager 84 notifies the
appropriate Director
of Curriculum (having the subject matter expertise requested by the client 80)
at one of the
15 universities in one of the countries in figure 18.
In figure 22, however, the Business Development Manager 84 will, instead,
notify the
Program Director 96, block 21 in figure 22, who will then conduct a "course
feasibility
analysis" (referring to subroutines BB and AA in figure 29) by contacting the
appropriate
20 Director of Curriculum, blocks 23 or 25 in figure 22, at the appropriate
university (in figure
18) with the client training request.
In figure 29 which represents subroutine BB, start with block 27 where the
Program Director
96 contacts the appropriate Director of Curriculum 23 or 25 (of figure 22)
with the client's
25 training request. The appropriate Director of Curriculum, block 29 in
figure 29, determines if
one of the deliverable courses, stored in the "NExT" Curriculum Library 94 in
figure 20, are
acceptable for the client's needs, block 31 in figure 29. If no (one of the
deliverable courses
stored in the "NExT" Curriculum Library 94 are not acceptable), the Director
of Curriculum
advises the Program Director 96, block 33 in figure 29, and, at this point,
refer to figure 28
30 for "subroutine AA", which represents the "marketing/client interface''.
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In figure 28, the Program Director 96 advises the Business Development Manager
(BDM) 84,
block 43 in figure 28, and the BDM 84 contacts the client 80, block 45 in
figure 28. The
client 80 must make a business decision whether or not to proceed, block 47 in
figure 28.
However, in figure 29, if yes (one of the deliverable courses stored in the
"NExT"
Curriculum Library 94 are acceptable); the Business Development Manager 84
will
determine the pricing of the course stored in the Curriculum Library 94, block
35 in figure
29. If the price is acceptable, block 37 in figure 29, the Program Director 96
is advised, block
39 in figure 29; and, if not, any flexibility in the price is examined by the
Business
Development Manager 84, block 41 in figure 29. If there is flexibility in the
price of the
course, the Business Development Manager 84 determines that new price, block
35 in figure
29, and, if the new price is acceptable, block 37 in figure 29, the Program
Director 96 is
advised, block 39 in figure 29.
~ 5 Referring to figure 23a, we have already discussed, with reference to
figures 22 and 29, how
the Program Director 96 in figure 20 (and block 21 in figure 22) conducts a
course feasibility
analysis (referring to subroutines BB and AA in figure 29) by contacting the
appropriate
Director of Curriculum (blocks 23 or 25 in figure 22) at the appropriate
university (of figure
18) with the client's training request. However, with reference to figure 30,
the Program
Director 96 of figure 23a also arranges to contact the Peer Review Board for
conducting an
instructor certification process prior to determining if the course 98 of
figure 21 is accredited
100 or non-credit and prior to screening the applicant 104 of figure 21. Refer
now to figure
for a flowchart of the Peer Review Board's instructor certification process.
25 Referring to figure 30, the Peer Review Board instruction certification
process is illustrated.
In figure 30, the Director of Curriculum requests instructor candidates from
the "NExT"
partners, such as industry, block 49 in figure 30. In response, the "NExT"
partners and/or
industry sends a list of their potential instructor candidates, block 51 in
figure 30. Then, the
Director of Curriculum circulates 'information' regarding the names of
potential instructor
3o candidates to Peer Review Board members, block 53 in figure 30. The Peer
Review Board
then performs its audit of each of the instructor candidates listed in the
circulated information
in accordance with a set of specifications set forth in a course work
presenter requirements
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document, block 55 in figure 30. Does each candidate meet the criteria, block
57 in figure
30? If yes, the Program Director 96 is advised, block 59 of figure 30, the
Program Director
96 issues a certification letter, block 61 of figure 30. and the Program
Director updates the
approved instructor's list, block 63 in figure 30. If no, is candidate
development possible,
block 65 of figure 30? If not, that particular instructor candidate's
consideration is
terminated, block 71 of figure 30. If yes, however, the Peer Review Board will
advise that
particular instructor candidate regarding what additional skills are required,
block 67 in figure
30, that instructor candidate undergoes a Presenter Development Program, block
69 of figure
30, and then that instructor candidate's name is placed among the other names
on the
l0 'information' circulated by the Director of Curriculum to the Peer Review
Board members,
block 53 in figure 30.
Referring to figure 23b and 24 through 30, in figure 23b, recall from block 76
in
figure 19 that, if the course requested by the client 80 is not stored in the
"NExT"
Curriculum Library 94 of figure 20, the Director of Curriculum 90 in figure 19
puts
together a "Course Production Team", block 76 in figure 19. The subsequent
steps
performed when the Director of Curriculum 90 puts together the Course
Production
Team are discussed below with reference to figures 23b, and 24 through 30 of
the
drawings.
In figure 23b, when the Course Production Team 76 of figure 19 is assembled to
produce a new course, that new course will eventually be stored in the "NExT"
Curriculum Library 94 of figure 20. In figure 23b, refer to block 73 in figure
23b.
An output from block 76 leads to block 73 which indicates "Go to subroutine CC
in
figure 24a". Figures 24a-24b illustrate "subroutine CC" which relates to the
"Peer
Review Board Course Audit/Acceptance Process".
In figure 24a, therefore, when the Director of Curriculum is required to
create a new
course, enter Subroutine CC in figure 24a representing the Peer Review Board
course
3o audit/acceptance process. In figure 24a, the Course Production Team (block
76)
requires a first entry into another subroutine, Subroutine DD, block 75 in
figure 24,
4R
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which represents the Course Production Team course work planning/development
process. Refer now to figure 25 which represents Subroutine DD.
In figure 25, the Course Production Team 76 has been alerted that a new course
must
be produced. The Course Production Team 76 looks at the project definition,
they
budget it, they plan it, and analyze the course making sure that the proposed
new
course is economically feasible and technically correct, block 75a in figure
25. The
Course Production Team 76 produces an alpha evaluation and a prototype and
they
develop the course, block 75b in figure 25. At this time, the Course
Production Team
1 o 76 gives the newly developed course to the Director of Curriculum for the
Peer
Review Board so that the Peer Review Board can audit the content of the newly
developed course, block 75c in figure 25. Refer now to figure 24a, since
Subroutine
DD connects back to block 77 in figure 24a.
In figures 24a and 24b, referring initially to figure 24a, block 77 indicates
that the
Director of Curriculum for the Peer Review Board will audit the content of the
newly
developed course, block 77 in figure 24a. The Peer Review Board will either
accept
the newly developed course, or it will reject the newly developed course,
block 79 in
figure 24a. If the Peer Review Board rejects the newly developed course, the
Peer
Review Board revises the course proposal, block 81 in figure 24a, and a
subject
matter expert makes revisions to the newly developed course for the Peer
Review
Board, block 83 in figure 24a. If the Peer Review Board accepts the newly
developed
course, in figure 24b, they run an alpha test of the newly developed course
(i.e.,
members of industry are present when the alpha test is performed), block 85 of
figure
24b. The Peer Review Board will then send feedback information (i.e., the
results of
the alpha test) back to the Director of Curriculum, block 87 of figure 24b.
The
Director of Curriculum convenes the Peer Review Board to audit the 'results of
the
alpha test' (in the feedback information), block 89 in figure 24b. If any
changes are
required in the 'results of the alpha test', block 91 in figure 24b, those
changes in the
'results' go back to the Course Production Team, block 93 in figure 24b. At
this
point, we enter Subroutine DD in figure 25 once again, a second alpha test is
performed, and, hopefully, no further changes are required in the course.
However, if
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no changes are required in the 'results of the alpha test', block 91 in figure
24b, the
Business Development Manger is advised, block 95 in figure 24b. The newly
developed course is stored in the "NExT" Curriculum Library (94 of figure 20),
block
97 in figure 24b, and the newly developed course is also published in a course
catalog
and is used for sales.
Refer now to figure 26a and locate block 95 which indicates "Point A Next
Business
Development Manager". Block 95 of figure 24b ("Advise Next Business
Development Manager") is the same block as block 95 of figure 26a ("Point A
Next
Business Development Manager").
In figure 26a, locate block 95 ("Point A Next Business Development Manager").
The
output of block 95 of figure 26a (the Next Business Development Manager)
points to
Subroutine AA, block 99 in figure 26a. Refer now to figure 28, which
illustrates
Subroutine AA. Subroutine AA represents the marketing/client interface.
In figures 26a and 28, referring initially to figure 26a, locate the Business
Development Manager (BDM) 95 in figure 26a and note that the next step from
the
BDM 95 is block 99 in figure 26a ("To Subroutine AA") which appears in figure
28.
2o In figure 28, the BDM (43 in figure 28) communicates with the clients.
block 45 in
figure 28, to determine if the newly developed course is an appropriate course
for
"NExT". A business decision must now be made, block 47 in figure 28, whether
the
newly developed course is an appropriate course for "NExT". If the decision by
the
client is "no", the newly developed course is not an appropriate course for
"NExT"
and a reference is entered into a client database indicating that the client
has requested
this type of course, for future reference, block 103 in figure 28. However, if
the
decision by the client is "yes", the newly developed course is an appropriate
course
for "NExT". Therefore, we now enter the "product line of NExT course", block 1
O 1
of figure 28, which is the same block as block 101 in figure 26a. Refer now to
block
101 in figure 26a.
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In figure 26a, block 1 O l indicates "product line of NExT course". Since the
newly
developed course is an appropriate course for "NExT", the Program Director 105
is
advised, block 105 of figure 26a. The Program Director 105 must now undergo a
feasibility analysis, which is Subroutine BB, block 107 in figure 26a. Refer
now to
figure 29 which represents Subroutine BB, "Course Feasibility Analysis".
In figure 29, which represents Subroutine BB "course feasibility analysis",
start with
block 27 where the Program Director 105 (96 in figure 22) contacts the
appropriate
Director of Curriculum (23 or 25 in figure 22) with the client's training
request, block
29 in figure 29. The appropriate Director of Curriculum, block 29, determines
if one
of the deliverable courses stored in the "NExT" Curriculum Library 94 in
figure 20,
such as the aforementioned newly developed course, is deliverable (e.g. is it
acceptable for the client's needs?), block 31 in figure 29. In figure 29, if
no (the
newly developed course stored in the "NExT" Curriculum Library 94 is not
deliverable - see block 31 in figure 29), the Director of Curriculum advises
the
Program Director 105 (96 in fig 22), block 33 in figure 29, and, at this
point, refer to
figure 28 for "subroutine AA", which represents the "marketing/client
interface".
In figure 28, the Program Director 105 or 96 advises the Business Development
2o Manager (BDM), block 43 in figure 28, and the BDM contacts the client,
block 45 in
figure 28. The client must make a business decision whether or not to proceed,
block
47 in figure 28. If yes, enter block 101 in figure 28 (product line of NExT
Course)
which is the same block as block 101 in figure 26a. Block 101 in figure 26a
leads to
the "Program Director" in block 1 OS of figure 26a.
In figure 29, if yes (the newly developed course stored in the "NExT"
Curriculum
Library 94 is deliverable - see block 31 in figure 29), the Business
Development
Manager will determine the pricing of the course stored in the Curriculum
Library 94,
block 35 in figure 29. If the price is acceptable, block 37 in figure 29, the
Program
3o Director is advised, block 39 in figure 29. If not, any flexibility in the
price is
examined by the Business Development Manager, block 41 in figure 29. If there
is
flexibility in the price of the course, the Business Development Manager
determines
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that new price, block 35 in figure 29, and, if the new price is acceptable,
block 37 in
figure 29, the Program Director is advised. block 39 in figure 29. The Program
Director, at this point, is the "Program Director" 105 in block 105 of figure
26a.
In figures 26a, 26b, 27a, and 27b, refer initially to figure 26a and locate
block 105, the
Program Director 105. The next block to consider is block 109 in.figure 26a,
that is,
the "course type" 109. At this point, we have determined that: (1) the newly
developed course is an appropriate course for "NExT", and (2) the newly
developed
course is also deliverable (i.e, the newly developed course is acceptable for
the
1 o client's needs). In figure 26a, blocks 105 and 109, the Program Director 1
OS must
decide the 'course type' of the newly developed course, block 109 in figure
26a; that
is, is the newly developed course a 'distance learning' type of course or is
the newly
developed course a 'classroom delivery' type of course. If the newly developed
course is either a 'distance learning' course or a 'classroom delivery' type
of course, a
decision must be made whether or not the newly developed course is viable,
block
111 in figure 26b and 119 in figure 26a (block 111 for classroom type and
block 119
for distance learning type). If the newly developed course is not viable, the
Business
Development Manager is advised, block 113 in figure 26b (for classroom) and
block
121 in figure 26a (for distance learning). We now enter Subroutine AA (in
figure 28),
block 115 in figure 26b (for classroom) and block 123 in figure 26a (for
distance
learning) where the Business Development Manager is communicating with the
client. If the newly developed course is viable (see block 119 in figure 26a
and block
111 in figure 26b), then we must now ask ''is the course available" in the
"NExT"
Curriculum Library (94 of figure 20) as either a 'classroom' type of course or
a
'distance learning' type of course, block 117 in figure 26b. If the course is
not
available as either a 'classroom' type of course or a 'distance learning' type
of course
in the Curriculum Library (94 of figure 20), the appropriate Director of
Curriculum is
advised, block 125 in figure 26b. Therefore, course development is required
(i.e., we
must create a new course or revise an existing one), block 127 in figure 26b.
As a
3o result, we must now enter Subroutine CC and DD, already discussed with
reference to
figures 24a-24b and 25, block 129 in figure 26b, to allow the Peer Review
Board and
the Course Production Teams to establish new coursework. The newly established
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coursework is then entered into the "NExT" Curriculum Library (94 in figure
20),
block 131 in figure 26b. In block 131 of figure 26b, the requested course,
requested
by the client, is either already stored in the Curriculum Library, block 131
of figure
26b, or newly developed coursework has now been stored in the Curriculum
Library,
block 131 of figure 26b. When the course has been saved in the Curriculum
Library,
block 131, the Program Director 133 in figure 27a is notified. However, at
this point,
note in figure 26b that the client can opt for 'direct open course booking'
via a web-
site, block 135 in figure 26b. That 'direct open course booking' via the web-
site goes
to the "NExT" Administration Manager, block 137 in figure 27a, and the "NExT"
1o Administration Manager goes to the Program Director, block 133 in figure
27a.
In figure 27a, the Program Director, block 133 in figure 27a, has the
responsibility for
setting up coursework that is distance learning or classroom coursework. The
Program Director 133 must decide what type of 'course delivery method' is
being
used, block 139 in figure 27, i.e., is it a 'classroom delivery' or is it a
'distance
learning' type of course delivery method? If it is 'distance learning', is it
a 'degree
curriculum' course, block 141 in figure 27a. If it is a 'degree curriculum'
distance
learning course, the Director of Curriculum for distance learning is notified,
block 143
in figure 27a. If it is not a 'degree curriculum' distance learning course,
the 'on-line
registration and delivery' method is implemented, block 145 in figure 27a. If
it is not
a 'distance learning' type of course delivery method, we must now enter
Subroutine
EE of figure 30, block 147 in figure 27a, Subroutine EE representing the Peer
Review
Board instructor certification process.
In figure 30, in Subroutine EE, the Director of Curriculum requests the names
of
coursework presenters/instructors from the "NExT" partners or from industry.
The
Director of Curriculum then sends the names of the candidates to the Peer
Review
Board, where the Peer Review Board will audit these potential candidates as
presenters/instructors. The Peer Review Board will determine if the candidate
meets
the designated criteria. If the candidate does meet the criteria, the Peer
Review Board
will advise the Program Director, telling the Program Director the name of the
candidate and indicating that the candidate will be the instructor of the
course. The
5 _,
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Program Director gives the candidate a certification letter indicating that he
has met
the criteria of the 'quality assurance' checks in the audit process, and the
Program
Director updates the approved instructor's list. If the candidate does not
meet the
criteria of the audit process, we ask "what skills are missing" and "can we
develop the
candidate into an instructor through training". If the answer is no, the
candidate is
terminated. If the answer is yes, we develop a presenter development program
for the
candidate, at which point, the candidate goes back to the Peer Review Board
for re-
auditing.
1o In figures 27a and 27b, referring to block 27a and locating block 139,
recall that,
when a course has been saved in the "NexT" Curriculum Library or when a course
was booked via 'direct open course booking', the Program Director 133 must
decide
what type of 'course delivery method' is being used, block 139 in figure 27a.
That is,
is it a 'classroom delivery' type of course delivery method? If it is a
'classroom
delivery' type of 'course delivery method', the Program Director 133 must look
at the
venue, that is, is the location a client location or a university/NExT
location, block
149 in figure 27a. Then, the Program Director 133 must decide, via block 151
in
figure 27b, whether the course is accredited or non-accredited. If the course
is non-
accredited, the NExT Administration Manager 153 registers and invoices the
student,
2o block 153 in figure 27. Then, is the course a go/no go, block 155 in figure
27b. If the
course is a no-go (a certain number of students must be present, otherwise,
the course
is a no-go), reschedule the student or refund any charges, block 157 in figure
27b. If
the course is a 'go', retrieve the course from the "NExT" Curriculum Library,
block
159 in figure 27b, and reserve the student's place in the course, block 161 in
figure
27b. However, if the course is accredited, the appropriate Director of
Curriculum,
block 163 of figure 27b, screens the applicant, block 165 in figure 27b,
because the
applicant may not have the pre-requisites required for a degree accredited
program. If
the applicant is not acceptable, the applicant is rejected while recommending
alternate
courses, block 167 in figure 27b. If the applicant is acceptable, the NExT
3o Administration Manager, block 169 in figure 27b, registers and invoices the
student
and reserves a place in the course for the student, block 171 in figure 27b.
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In figure 7, now that the student has a place reserved for him/her in the
above
referenced course, during the performance of that course at the university
location, the
above referenced student will be taught the knowledge 52 and, in addition, the
student
will also be taught real-life industrial skills 56 as noted in figure 7. The
knowledge 52
will be taught by using normal course study; however, the skills 56 will be
taught by
way of a plurality of simulation scenarios or programs which are provided by
industry, as noted in figure 7. That is, industry will provide a plurality of
simulation
programs/scenarios to the university, and these simulation programs will be
used
during the performance of the course. The simulation programs will provide the
student with real-life industrial experiences. As a result, the student will
be taught
"skills" in addition to "knowledge". When the student leaves the university
setting,
having learned the knowledge 52 and the skills 56, the student will be
employed by
industry, at which time, the former student/new employee will transfer his/her
skill 56
into competence 60 by applying the newly acquired skills and by using a
mentor.
That is, a mentor will be assigned to the new employee when he/she is hired by
industry, and the mentor will interface with the new employee and with the new
employee's supervisor. The role of the mentor has already been discussed in
detail
the aforementioned 'Summary of the NExT new training method of the present
invention'. As noted above, in order to acquire the competence 60 in figure 7,
the
new employee will apply his/her newly acquired skills by using a mentor; that
is, the
new employee will undergo additional training, where phase 1 is a CD-Rom based
self study, phase 2 is a four week course at a learning center, and phase 3 is
a five
month mentor assisted program. When the competence 60 is acquired, the new
employee will then acquire enhanced productivity 62 in figure 7 through and by
way
of innovation 64.
The invention being thus described, it will be obvious that the same may be
varied in
many ways. Such variations are not to be regarded as a departure from the
spirit and
scope of the invention, and all such modifications as would be obvious to one
skilled
3o in the art are intended to be included within the scope of the following
claims.
