Notice bibliographique
Résumé
Drive-Through Driver Training M. Brandsness; M. Brandsness Schlumberger Search for other works by this author on: This Site Google Scholar I. Sealy I. Sealy Schlumberger Search for other works by this author on: This Site Google Scholar Paper presented at the SPE International Conference on Health, Safety, and Environment in Oil and Gas Exploration and Production, Calgary, Alberta, Canada, March 2004. Paper Number: SPE-86833-MS https://doi.org/10.2118/86833-MS Published: March 29 2004 Cite View This Citation Add to Citation Manager Share Icon Share Twitter LinkedIn Get Permissions Search Site Citation Brandsness, M., and I. Sealy. "Drive-Through Driver Training." Paper presented at the SPE International Conference on Health, Safety, and Environment in Oil and Gas Exploration and Production, Calgary, Alberta, Canada, March 2004. doi: https://doi.org/10.2118/86833-MS Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex Search Dropdown Menu nav search search input Search input auto suggest search filter All ContentAll ProceedingsSociety of Petroleum Engineers (SPE)SPE International Conference and Exhibition on Health, Safety, Environment, and Sustainability Search Advanced Search AbstractSchlumberger has a long history of delivering driver training to novice drivers, both through its central training school, and through annual refresher courses at field locations. This paper describes a two-part program developed to reinforce driving behaviors and lessons learned in routine and long-term training in the field operations environment.In 2001, a program designed to deliver advanced training using a transportable, computerized driver simulator was developed and implemented. Schlumberger now has more than 2 years of experience with this program and is delivering training to approximately 1,500 drivers per year at approximately 80 field locations. This paper describes the successes and limitations of this program and its associated equipment, additional features, such as skid-car and seat-belt training that have been added to the traveling package; and the way that the program has been linked to established driver-training programs.Part of the behavioral change program is driver mentoring. Mentoring bridges the gap between the intensive training of formal driver training schools and the annual (in-vehicle) or triennial (classroom) refresher training. We recognized that newly trained drivers represented a higher than normal risk when driving in the field in the period immediately following training school. We responded to this by developing a mentor program that helps transition drivers from instructor-supervised training environments to unsupervised field operations. This paper describes the mentor's profile and role, the process of mentoring new drivers, and how that process is adapted for different driver populations. In our conclusions, we discuss the success of this two-part program in the wider context of automotive incident performance over the past 3 years: from 2000 to 2003 we have seen a more than 50% reduction in automotive incidents (per million miles driven), and a more than 70% reduction in high-potential automotive incidents, per year.Development of Mobile Driver Training TeamPlanning for the driver training team began in 2000, with the selection of a suitable computer-based driving simulator, and agreement with the simulator supplier to develop custom training scenarios. A heavily experienced driver trainer, who had also worked as a training program manager, was selected as the project leader. Two additional specialist driver trainers were assigned to work on the program.A trailer unit was used to create a mobile classroom that could be easily moved across country, with a clear objective of delivering training to field operators in their places of work at more than 80 locations in the contiguous states of the U.S.A. The training package delivered by this team is not limited to simulator training: skid-car training and seat-belt "convincer" training are also provided. The complete equipment package consists of the units shown in Fig. 1.In its first 2 years of operation the team made 136 location visits, and trained 3,650 heavy-vehicle drivers in the simulator and 2,500 light-vehicle drivers in the skid car.Drive-Through Driver Training: The CurriculumWhen the mobile driver training team arrives in a field location, their training curriculum addresses a full range of journey management requirements. Training is offered for heavy-vehicle, light-vehicle, and general driving safety for all employees. Keywords: spe 86833, upstream oil & gas, driver trainer, schlumberger, field location, personnel competence, heavy-vehicle driver, refresher training, training team, drive-through driver training Subjects: Professionalism, Training, and Education, Personnel competence This content is only available via PDF. 2004. Society of Petroleum Engineers You can access this article if you purchase or spend a download.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,001 | 0,004 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,309 | 0,152 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».