Bibliographic record
Abstract
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.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.309 | 0.152 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".