KNOWLEDGE RETENTION & TRANSFER
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
August 22-26, 2005
IAEA Workshop
Managing Nuclear Knowledge
Presented by:
Ed Boyles
Manager, Work Force Planning
Tennessee Valley Authority
1
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
Agenda
Background and Overview
• TVA’s Attrition Challenge
• Integrated Staffing Plan
• Retaining Critical Knowledge
– Knowledge Retention Initiative
– Application of KR at Sequoyah Nuclear Plant
– Lessons Learned
Application of Knowledge
Retention
2
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
1
Who is TVA?
• America’s largest public power producer
• Through a network of 158 municipal and
cooperative power distributors
• 8 million customers; 7 states
• 12,800 Employees
• Capacity – 31,000 MW
– 3 nuclear plants
• Five units; 5,683 megawatts
– 11 coal-fired plants
– 29 hydroelectric dams
– 1 pump storage facility
3
Tennessee
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
The Attrition Challenge
Significant downsizing 1988 – 1997
™ From
28,000 to Less Than 12,800
Employees
™ TVA
Nuclear from 13,900 to
Less Than 2,900
™ Very
Limited Entry Level Recruiting
™ Various
Retirement Incentives to Aid
Downsizing
4
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
2
The Attrition Challenge
ƒAverage Age – approximately 47
ƒ1/3 can retire within next 5 years
ƒTiming Replacements???????
ƒManage Labor Cost
3500
Now
3000
5 Years
Out
10 Years
Out
2500
2000
1500
1000
500
5
65+
61-65
56-60
51-55
46-50
41-45
36-40
31-35
26-30
18-25
0
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
Integrated Staffing Plan
‹
Developed in 1998, TVA’s Integrated
approach to Staffing includes:
™ Work
Force Planning
™ Recruiting
™ Training
™ Key
Initiatives
Pipeline
Leadership/Succession Planning
Î Knowledge
6
Retention
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
3
Recruiting Initiatives
• College Recruiting
– Eight Targeted Universities
– In Valley Recruiting (helps retention)
• Maintenance and Operations Pipeline
– Majority entry level trainees – 2 year degree required in
technical area – EEI Testing
– Supplement Maintenance with experience/journey level as
needed
– Navy Nuclear as available in Ops
• Professional/Experienced Recruitment to Ensure Adequate
Bench strength
7
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
Training Pipeline
The role of pipeline training and multi-skilling in
knowledge transfer
Currently
Currently142
142trainees
traineesinin
Pipeline
PipelineTraining
TrainingPrograms
Programs
••133
133Skilled
SkilledCraft
Craft
••99Engineers/Technical
Engineers/Technical
„
„
„
„
„
8
Increased entry-level requirements and shorter training
programs (2.5 vs 4 years) - Most require 2 year Technical
Degree & EEI Test
Use craft instructors/subject matter experts (SMEs)
Use benchmarking to improve programs - faster to work
Cross train incumbent employees- Multi-skilling
Use of retirees as instructors and SMEs
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
4
Knowledge Retention
Initiative
9
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
Knowledge Retention
8 Knowledge Management Strategies
• External Best Practice Sharing
• Internal Best Practice Sharing
• Competitive Intelligence (CI)
• Knowledge of Customers
• Innovation & Creation of New Knowledge
• Intellectual Capital and CI Protection
• Avoidance of Knowledge Loss Through Attrition
• KM Information Technology Tools
10
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
5
Knowledge Retention
Process Focus
• Focusing on the critical positions where knowledge loss is
the greatest threat
• Identifying and prioritizing the specific knowledge and skills
at risk
• Developing concrete, actionable responses to mitigate this
loss.
11
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
Knowledge Retention
TVA’s Knowledge Retention Process Retaining Critical Knowledge
Three main subprocesses/activities:
Step 1. Conduct a Knowledge Loss Risk
Assessment
Step 2. Determine Approach to Capture Critical
Knowledge
Step 3. Monitor and Evaluate
12
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
6
Knowledge Retention
Step 1:Step 2 Step 3
“Knowledge Loss Risk Assessment”
„
The “Knowledge Loss Risk Assessment” is
designed to identify positions/people where the
potential knowledge loss is greatest and most
imminent.
„
Includes Ratings based on two factors:
„
13
¾
Time until Retirement
¾
Position Criticality
Provides focus - Identifies positions where steps
to mitigate knowledge loss may be needed.
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
Knowledge Retention
Step 1:Step 2 Step 3
“Knowledge Loss Risk Assessment”
Retirement X Position Risk
=
Factor
Factor
Total Attrition
Factor
Retirement Factor -- The projected retirement dates in the work force
planning system (whether based upon employee estimates or calculated
based on age and tenure data) will be assigned a retirement factor as
follows:
5 - Projected retirement date within current or next fiscal year
4 - Projected retirement date within 3rd fiscal year
3 - Projected retirement date within 4th fiscal year
2 - Projected retirement date within 5th fiscal year
1 - Projected retirement date within or greater than 6th fiscal year
14
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
7
Knowledge Retention
Step 1:Step 2 Step 3
“Knowledge Loss Risk Assessment”
Retirement X Position Risk
=
Factor
Factor
Total Attrition
Factor
Position Risk Factor -- An estimate of the difficulty or level of effort required to replace the position incumbent.
Managers/supervisors are responsible for making these ratings based upon the following criteria:
5 - Critical and unique knowledge and skills. Mission-critical knowledge/skills with the potential for
significant reliability or safety impacts. TVA- or site-specific knowledge. Knowledge undocumented.
Requires 3-5 years of training and experience. No ready replacements available.
4 - Critical knowledge and skills. Mission-critical knowledge/skills. Some limited duplication exists at other
plans/sites and/or some documentation exists. Requires 2-4 years of focused training and experience.
3 - Important, systematized knowledge and skills. Documentation exists and/or other personnel on-site
possess the knowledge/skills. Recruits generally available and can be trained in 1 to 2 years.
2 - Proceduralized or non-mission critical knowledge and skills. Clear, up-to-date procedures exist.
Training programs are current and effective and can be completed in less than one year.
1 - Common knowledge and skills. External hires possessing the knowledge/skill are readily available and
require little additional training.
15
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
Knowledge Retention
Step 1:Step 2 Step 3
“Knowledge Loss Risk Assessment”
Retirement X Position Risk
=
Factor
Factor
Total Attrition
Factor
Total Attrition Factor -- An estimate of the effort and urgency necessary to effectively manage the
attrition.
20-25
High Priority - Immediate action needed. Specific replacement action plans with due dates
will be developed to include: method of replacement, knowledge management assessment,
specific training required, on-the-job training/shadowing with incumbent.
16-19
Priority - Staffing plans should be established to address method and timing of replacement,
recruitment efforts, training, shadowing with current incumbent.
10-15
High Importance- Look ahead on how the position will be filled/ work be accomplished.
College recruiting, training programs, process improvements, reinvestment
1-9
16
Important - Recognize the functions of the position and determine the replacement need.
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
8
Knowledge Retention
Step 1 Step 2 Step 3
“Determine Approach to Capture Critical Knowledge”
„
Conduct Interview to ID potential knowledge
loss areas
„
Assess consequences of loss using interview
results and organization specific critical skills
inventories
„
Prioritize and ID options to retain or mitigate
„
Develop and implement action plans
17
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
Knowledge Retention
Step 1 Step 2 Step 3
Conduct Interview to ID potential Knowledge Loss Areas
C . Q u e s tio n s A b o u t F a c ts o r In fo r m a tio n
1 . G e o g r a p h ic in fo . – D e s c r ib e a n y s p e c ia l g e o g r a p h ic in fo rm a tio n y o u m a y h a v e a b o u t w h e re
A. General
Questions
th in g s a re
lo c a te d a n d h o w to g e t to p a r tic u la r lo c a tio n s . T h is in c lu d e s th e e a s ie s t w a y to g e t
to lo c a tio n s . A ls o d e s c rib e a n y s u c h in fo r m a tio n th a t m a y b e c o m m o n to a n e x p e rie n c e d
Interview Questionnaire
1.
e m p loof
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ee.
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2.
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o f s p a re s , m a te ria ls , to o ls , a n d e q u ip m e n t. D e s c rib e a n y s u c h in fo rm a tio n th a t m a y b e
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3.
Looking back, what things do you wish TVA had taught you early in your job that you eventually
3 . Pthe
eop
le faway?
c ts - D e s c r ib e a n y s p e c ia l in fo rm a tio n y o u m a y h a v e a b o u t k e y c o n ta c ts fo r e x p e r t
learned
hard
4.
What are the key resources (procedures, manuals, etc.) that you use to do your job?
5.
lo c a teofmknowledge
a p s , lis ts , are
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s , v eworried
n d o r m aabout
n u a ls“slipping
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e tc . Dyou
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r ib e a n y
What pieces
cracks”
2.
Questionnaire
In v e n to rie s - D e s c r ib e a n y s p e c ia l in fo r m a tio n y o u m a y h a v e a b o u t th e lo c a tio n o r e x is te n c e
in e x p e rie n c e d e m p lo y e e .
„
General questions
Identifying At-Risk Knowledge
a d v ic e , d e c is io n s , p e rm is s io n s , g e ttin g s o m e th in g p r o c e s s e d o r e x p e d ite d . D e s c rib e a n y s u c h
in fo rm a tio n th a t w o u ld p r o v e to b e c ritic a l if n o t k n o w n b y a n in e x p e rie n c e d e m p lo y e e .
4.
„
Task questions (how….)
„
Fact or information questions
(what…who…)
S y s te m E q u ip m e n t F a c ts - D e s c rib e a n y s p e c ia l in fo rm a tio n y o u m a y h a v e a b o u t w h e r e to
s u c h in fo rm a tio n th a t w o u ld p r o v e to b e c ritic a l if n o t k n o w n b y a n in e x p e rie n c e d e m p lo y e e .
Instructions
6. Are5 .there
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else
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te ria ls , s e r v ic e s . W h e re a n d h o w to g e t e q u ip m e n t r e p a ir e d , c a lib ra t e d , e tc . D e s c r ib e a n y
s u c h in fo rm a tio n th a t w o u ld p r o v e to b e c ritic a l if n o t k n o w n b y a n in e x p e rie n c e d e m p lo y e e .
The purpose of this questionnaire
is to help you identify your critical skills and knowledge,
7. How did you learn the things you know? What were the critical training programs, work assignments,
especially those unique
knowledge items and skills that might be lost when you leave TVA.
etc.? What's unique about your background compared to the typical employee in positions like yours?
. Q uaseyou
s tio
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A b othese
u t Pquestions:
a tte rn R e c o g n itio n K n o w le d g e
Some things to thinkDabout
work
•
1 . C o m p le x tro u b le - s h o o tin g a n d d ia g n o s is – D e s c rib e o r lis t a n y n o n -s ta n d a r d ( i.e ., u n c o m m o n )
Knowledge or skill
can
mean several different things. We want to use a very broad definition
k n o w le d g e th a t y o u p o s s e s s o r h a v e d e v e lo p e d a b o u t th e d ia g n o s is o f c o m p le x p ro b le m s .
Questions
About
that couldB.
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e in te Tasks
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m yours
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p ie c e s noted
o r ty p e
s o f e q u ip m e n t o r d e s c rib e th e ty p e o f fa ilu r e o r fix .
(except for the exclusions
below).
•
2 . D ia g n o s is S h o rt-C u ts – D e s c rib e o r lis t a n y s p e c ia l k n o w le d g e th a t y o u m a y h a v e a b o u t
Do not include standard
skills that are common to your particular job or that are assumed for a
s p e c ific p ie c e s o f e q u ip m e n t o r u n iq u e p ie c e s o f e q u ip m e n t th a t w o u ld le a d to ra p id d ia g n o s is
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a blueprint, etc.).
If you're not sure it is common, include it here.
•
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types
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3. Operation
of special
equipment
These questions tend to produce lists. Remember, there is no need to recreate lists that already exist.
„
Pattern recognition /
lessons-learned questions
associated
assembly/disassembly,
e s c rib e o r lis
t a n y s p e c ia l k n o w letest,
d g e conduct
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who will
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how long it takes
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howBwould
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this
list? cases these lists will already
•
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under you,
section
will produce
lists. In
many
exist in job descriptions, training programs, PM procedures, and/or in various databases. If so,
simply refer to the appropriate source or list and tell us how to find it. In other words, there is no
need to try to rewrite the list in the interview.
•
18
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
9
Knowledge Retention
Step 1 Step 2 Step 3
Assess the Consequences and Develop Plan
„
ANALYSIS FORM FOR ASSESSING
KNOW LEDGE/SKILL CRITICALITY
What is the relative
importance of this
knowledge item?
Position:
Incum bent:
G eneral position description:
Importance
„
„
„
What is the rarity of the
knowledge item?
What is the difficulty (cost
and feasibility) of recovery
for this knowledge loss
item?
Factors
to
C onsider
• Impact on safe, reliable, and
efficient operations
• Localized vs. system-wide impact
• Existence of alternative methods
Rating
scale
1 = Low
Rarity of Know ledge
Develop & Implement
Knowledge Retention Plan
• Documentation or records exist
• Lead time needed to document or
transfer
3 = M oderate
Importance
t-risk skill or knowledge
Recovery D ifficulty
• Redundancy of knowledge locally and
TVA-wide
• TVA-specific knowledge
• Existence & cost of outside resources
• New hires with this knowledge available
• Loss gradual or abrupt
5 = H igh
Rarity of
Knowledge
Recovery
Difficulty
CRIT ICAL ITY
SCO RE
X
X
=
X
X
=
X
X
=
X
X
=
X
X
=
X
X
=
X
X
=
X
X
=
X
X
=
X
X
=
X
X
=
X
X
=
Knowledge/Skill C riticality Worksheet, rev. 2
19
M ay 2001
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
Knowledge Retention
Step 1 Step 2 Step 3
ID Options to Retain or Mitigate Knowledge Loss
Codification
Engineer It Out
z
z
z
z
Documentation & Procedures
Checklists, Inventories, etc.
Performance Support Systems
Concept Mapping
z
z
z
z
z
z
Agency/site/department
expert
Rotational or “Visiting” Staff
Multi-skilling or Cross-training
Contractors, part-timers,
retirees
z
z
z
z
z
z
20
Process Improvement
Update Equipment
“Smart” tools and technology
Eliminate task, product or service
Education & Training
Alternative Resources
z
z
Classroom and Simulator
Training
CBT, Video-based, and
alternative delivery
Coaching and Mentoring
OJT and Targeted Work
Assignments
Coaching, Shadowing and
Mentoring
Apprenticeship Programs
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
10
Knowledge Retention
Step 1 Step 2 Step 3
Monitor and Evaluate Knowledge Retention Plans
9 Review updated Work Force Planning Attrition
Data - Annually during Business Planning
¾ Review previous Knowledge Retention Plans
¾ ID areas that need to be reassessed (Repeat Conduct
Knowledge Loss Risk Assessment - Step 1)
9 Quarterly Work Force Reviews (Succession
Planning Meeting)
9 Bi-Annual Leadership Review Meetings
21
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
End Overview
22
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
11
Implementation of TVA’s Knowledge
Retention Process at Sequoyah
Nuclear Plant
23
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
Sequoyah Nuclear Plant – Quick Facts
• 2-Units / 2320MW
• 4-loop, Westinghouse designed PWR with Ice
Condenser Containment
• Commercial Operation, 1981 (Unit 1)
• 852 Employees
• Contractors for security, etc . . .
24
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
12
Sequoyah KR Demographics
Status/Results of Assessments:
• All employees have been assessed and have a
“Score” (851 current employees)
• 10 “High Priority” KR Action Plans initially
developed
• 4 “High Priority” KR Action Plans currently being
monitored
Breakdown of Assessments:
4 “High Priority”
12 “Priority”
136 “High Important”
699 “Important”
25
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
Sequoyah Nuclear Plant: KR Update
Background/History
• First KR assessment November, 2003 - initially identified 10 “High
Priority” candidates
• Internal consultant conducted interviews with all 10 candidates –
Develop Action Plans
• Of 10 initially identified as “High Priority” 4 are still considered as
“High Priority” today
• Disposition of the other 6:
– Employee 1, Civil Engineer: Moved retirement date 2 years out,
which moved score to a less priority
– Employee 2, Rad. Chemist: Moved retirement date 4 years out,
which moved score to a less priority
– Employee 3, Ops Specialist: Moved retirement date 4 years
out, which moved score to a less priority
– Employee 4, Maintenance Specialist: Retired after knowledge
loss was captured through Action Plan
– Employee 5, Electrical Design Engineer: Retired after
knowledge loss was captured through Action Plan
– Employee 6, Mech Maintenance Engineer: Moved retirement
date, which moved score to a less priority
26
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
13
Sequoyah Nuclear Plant: KR Update
Current State
• 4 “High Priority” candidates. Plans last reviewed in March 2005:
– Employee A, Periodic Test Program Specialist: Replacement
person hired from outside with turnover in progress. Retire in
August.
– Employee B, System Engineer (Pumps, Valves): Knowledge
captured through this process and turnover to in-house
personnel. Retirement Dec.
– Employee C, System Engineer (Primary water side):
Knowledge captured through this process and turnover to inhouse personnel. Retirement early 2006.
– Employee D, Electrical Design Engineer: Knowledge captured
through this process and turnover to in-house personnel.
Retirement in August.
• Sequoyah recently updated attrition information on all employees,
surfaced 5 additional names to the potential “High Priority” status.
After evaluations and review by the team, determined they were not
in the “High Priority” category - Action Plans not needed.
• Immediate Next Steps
• Develop KR Action Plans for the 5 employees on site with a position
risk factor of “Critical”
• Continually evaluate the effectiveness of the program
27
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
Sample KR Plan – Sequoyah Engineer
KNOWLEDGE RETENTION PLAN
Employee:
Position: Engr.
Mech. General
(NUC)
Position Risk Factor: 4
Retirement Factor: 5
Total Attrition Factor: 20
Summary and Situation Assessment:
The incumbent has in depth knowledge of and expertise in piping analysis with emphasis on use of the T Pipe software. This software is unique to SQN and little
duplication of knowledge exists. Though a replacement person with an engineering degree could become proficient in the use of this software in about six months, at
least two years on-the-job training is needed to respond quickly to urgent questions related to piping analysis. In addition to the T Pipe system, there must be
extensive knowledge of the Class II computer system, SDP – NEDP9, and SQN LDC 13.1 and 24.2. Though a person with a two year degree may be
knowledgeable, it is preferable to have someone with a four year degree in either Civil or Mechanical Engineering.
Currently Employee A is being cross-trained on the T Pipe system. Employee B also works with this system and has significant knowledge. Employee C and
Employee D work in the Chattanooga TVAN Corporate office and also have knowledge of the system.
Because the T Pipe system is unique to SQN there is no external training on its use. However ASME does provide training on piping analysis and code
requirements.
Knowledge or Skill
Criticality Actions (Required of Criticality 4-5) List steps which can and will be
taken to retain this critical knowledge/skill and/or minimize the impact of
(1-5)
its loss)
Rigorous and alternate piping
analysis, component
qualification of code
components and pipe rupture
analysis skills
5
Development Plans
5
•
•
•
•
•
•
•
Target Date(s) for
Completion
Status and
Issues
Identify a replacement person for the critical skills
Replacement person complete ASME courses in
piping analysis and code requirements
Replacement person develop a working knowledge
of T-Pipe Code, ASME Code, procedures and
criteria through reading and mentoring of _____
and _______.
Dec 2004
Sept 2005
Employee A and
Employee B are being
crossed trained in T-Pipe.
Sept 2005
Will send both to ASME
Course when offered by
TVA Training.
Supervisor assign replacement person “trail tasks”
under the direction of _____ and/or ____
Replacement complete qualification card under
mentor sponsorship
Include mentoring in _____ and ___ PR&D and
developmental goals in replacement individual
Recruit/hire person to replace replacement person
March 2005
Both being Mentored
On going replacements
are
Dec 2005
Sept 2004
Oct 2005
Incumbent to develop a piping analysis, component
Sept 2004
qualification and pipe rupture reference library of
handbooks, procedures, criteria and process in conjunction
with replacement person.
Knowledge Retention Plan Prepared by: _OE Consultant____________
Date: November 6, 2003
Last Update: _7/22/04; Manager__
Documentation
28
5
On going will be
completed by Sept.
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
14
Sequoyah Nuclear Plant: KR Update
Monthly Report
Fiscal Year 2005
TVAN
Indicator: TVA Employees - Sequoyah
June 2005
03
04
O
FY Actual
Headcount
Actual Permanent Emps
Actual TempTenure Emps
Total TVA Emps
Approved Forecast
Variance to Approved FC
N
D
FY Target
Oct
873
0
873
876
3
Nov
871
0
871
876
5
J
F
M
A
M
Total TVA Emps
Dec
866
0
866
876
10
Jan
859
0
859
876
17
Feb
856
0
856
876
20
Mar
856
0
856
876
20
J
J
May
859
0
859
876
17
Jun
873
0
873
876
3
Numbers left of the bold line are actual. Numbers right of the bold line are projected.
Attrition/Replacement
Oct
Nov
Dec
Jan
Feb Mar Apr
Retirements
1
3
6
9
2
4
3
Other Attrition
0
0
2
1
0
0
1
Transfers to Other Orgs
0
1
1
1
3
1
1
Total Attrition
1
4
9
11
5
5
5
New Hires/Rehires
3
1
3
4
2
5
7
Transfers from Other Orgs
4
1
1
1
0
0
1
Total Replacements
7
2
4
5
2
5
8
n/a
870
865
860
857
857
859
Revised Forecast
n/a
6
11
16
19
19
17
Variance to Approved FC
700% 180% 93% 72% 45% 71% 83%
FYTD Replacement %
May
3
1
2
6
5
3
8
858
18
89%
DEFINITION:
Total TVA employees includes part time employees.
Attrition and replacement counts are for permanent employees only.
Replacement % is the total permanent replacement YTD divided by the
total attrition of permanent employees YTD.
29
A
S
Approved Forecast
Apr
857
0
857
876
19
876
F
C
S
T
GOOD
02
829
876
876
867
882
* AFI - Succession Planning
852
Number
PROBLEM AREA
940
920
900
880
860
840
820
800
780
760
05
06
07
Revised Forecast
Jul
Aug
Sep
06 A
07 A
876
876
876
876
829
Jun
Jul
Aug
Sep Total
4
4
3
3
45
0
0
0
0
5
1
0
1
0
12
5
4
4
3
62
18
0
3
11
62
1
0
0
0
12
19
0
3
11
74
872
869
868
876
4
7
8
0
118% 109% 107% 119%
IMPROVEMENT ACTION PLANS
Conduct attrition survey
Review Knowledge Retention updates
Succession Planning
18 Positions identified
24 Candidates identified
Complete Talent Assessment
Develop & Update IDPs
Next Succession Planning Meeting
External Additions/Projections
Accepted/Not reported (2)
Approval/Offer Pending (1)
In-process (11)
On-going Classes
Mech Tech (13)
Elect Tech (12)
I&C Tech (9)
SGPO (16)
DUE DATE
Complete
Complete
Complete
Complete
Complete
Sep-05
09/22/05
Jul-06
Jul-06
Jul-07
Sep-06
Knowledge Retention High Priority (20-25)
Knowledge Retention Position Risk (5)
Diversity Hires
3
4
27%
BASIS
TVAN FY 2005 Performance Plan Staffing Plan
Printed:
07/29/2005
SPONSOR: H. K. Fogleman
CONTACT: A. K. Hamala, 2682-C
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
Examples of KR Options Used
Codification
• Incumbent, in conjunction with the replacement, developed reference library
of handbooks, procedures, criteria, and processes for the key knowledge
area.
Engineer it Out
• While not purely KR issue, a side benefit/example of this could include
redesign/replacement of problematic controllers, which are maintenance
intensive and difficult to operate (case where expertise to operate and
maintain equipment limited to a few).
Alternative Resources
• In the case of Mechanical Engineer alternate resources were identified in
Corporate Office that possessed a portion of this knowledge / expertise.
Education and Training
• Elec Engr Design. w/ expertise in Protective relaying, Switch Gear, breakers,
etc. – selected a replacement, then used mentoring, formal training, and OJT
to develop the replacement.
• Routinely, utilize subject matter experts as instructors in Technical Training
classes to pass on / share critical knowledge items.
30
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
15
Lessons Learned
• Less at-risk knowledge than suspected
• Risk greatest in specialized technical positions and
in problem solving strategies
• Range of options to mitigate knowledge loss
• Current procedures may be weak; rely on
experienced personnel rather than strong
processes and detailed plans
• Self Assessment Areas for Improvement
–
–
–
–
–
31
Program ownership at TVA level
Closer alignment w/Succession Planning and Key Leadership
Sharing of KR info among organizations
Inclusion of collateral duties when assessing criticality
Implementation and follow through/periodic reviews
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
Questions?
32
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
16
End Sequoyah Demo.
33
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
KNOWLEDGE RETENTION PLAN
Directions:
Knowledge Retention Plans should be developed for knowledge and skills identified as most critical. Plans may include both methods to retain the critical knowledge and
skills and actions necessary to mitigate the negative impact of losing the knowledge and skills.
Options
A variety of alternatives can be used to address impending loss of critical knowledge and skill. These include:
Staffing
9 New hire or transfer
9 Current employee to assume responsibilities
Education & Coaching
9 Classroom and Simulator Training
9 CBT, Video-based, and alternative delivery
9 Directed Self-Study
9 OJT and Qual Cards
9 Targeted Work Assignments
9 Coaching, Shadowing and Mentoring
9 Apprenticeship Programs
Documentation and Codification
9 New or Revised Procedures
9 Checklists, Inventories, etc.
9 Performance Support Systems
9 Shared Folders, Intranet, Job Aids
9 Videotaped Instructions & Demonstrations
9 Photographic Record
9 Concept Maps
Process Re-engineering
9 Process Improvement
9 Update Equipment
9 “Smart” tools and technology
9 Eliminate task, product or service
Alternative or Shared Resources
9 Agency/site/department expert
9 Rotational or “Visiting” Staff
9 Multi-skilling, Cross-training, Collateral Duties
9 Contractors, part-timers, retirees
Coordination:
Some actions included on KR Plans need to be coordinated with other groups in order to be completed. In other instances, a potential knowledge loss issue at one site or
within one group may suggest a more widespread threat. To complete the KR Plan or to address broader issues, coordination should occur with such groups as:
ƒ Site training
ƒ Peer Teams
ƒ Process and Methods
ƒ Other Sites
ƒ Recruiting
ƒ TVAN Corporate
ƒ Key Leadership &
ƒ Employee Technical Training
Succession Planning
& Organizational Effectiveness
This coordination should be addressed as part of developing the KR Plan. As needed, senior management addresses coordination or implementation issues which cross
major sites or divisions.
Example
At-Risk Knowledge or
Skill
Mary is designer of – and
expert on --- client database
(in Microsoft Access)
34
Actions
Assigned To:
Target
Date(s) for
Completio
n
Mary
July 30
Mike
Mary and Mike
Mike, Mary, & supervisor
July 30
Sept. 30
By quarterly review
Steps which will be taken to retain this
critical knowledge/ skill and/or minimize
the impact of its loss.
•
•
•
•
Develop up-to-date documentation of
database.
Complete MS Access training
Mary cross-train Mike on database.
All – Include these activities in PR&D
Status and Issues
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
17
KNOWLEDGE RETENTION PLAN
Employee: Employee X
Position:
Program Manager Elect Install & Cable
Position Risk Factor:
25
Summary and Situation Assessment:
The incumbent has a great deal of critical knowledge and experience related to wiring and cable at all TVAN sites. For example, the incumbent is the only one at TVA
performing failure analysis on anything dealing with wire and cable. At present, his analysis can’t be checked since he is the only one who knows how to do the analysis.
The incumbent has become known in the industry as an expert dealing with wiring and cable and receives inquiries from other TVA groups (esp. FPG and Hydro) and
from outside TVA.
The incumbent has designed, developed and facilitated training at all sites in an effort to establish some site expertise in this area. As a result of this training, there are
pockets of knowledge at each site to handle day-to-day issues. The incumbent maintains more strategic responsibilities (monitoring TVA-wide patterns, identifying
emerging issues, following industry developments, etc.), lab work, and consulting with the sites. He maintains a number of guides, journal, lists of industry experts and
vendor contacts, an internal web site and other resources.
The incumbent represents TVA on IEEE’s Insulated Conductors committee and in other industry and professional forums.
There is no formal higher level institute who provides knowledge and skill training in this area. The incumbent has basically self taught through using industry experts,
OJT, and by controlled lab work.
At-Risk Knowledge or
Skill
Actions
Steps which will be taken to retain
this critical knowledge/ skill and/or
minimize the impact of its loss.
Assigned To:
Target
Date(s) for
Completion
Status and Issues
Expertise on generationrelated wiring and cables
TVA-wide
• Recruit, hire and develop and
additional wiring and cable
1
expert(s).
Manager Y
Sept. 1, ‘05
With approval, position will be advertised
internally and externally.
• Prepare and implement
development plan for an additional
wiring and cable specialist.
Employee X
Sept. 1 05
Begin development simultaneous to
position advertisement.
• Continue development and
maintenance of wiring and cablerelated documentation (installation
& design guides, lab
procedures/processes, etc.)
Employee X
Ongoing
Review progress and priorities quarterly
The incumbent also noted that the industry-wide cable/wiring professional network has the same knowledge retention issues surrounding this field as does TVA.
1
35
Since explicit knowledge is not available off the street, then TVA will have to develop in-house. This could take 2 to 3 years. New expert should be a degreed engineer with training and/or
experience in electrical, mechanical, chemical, and/or materials/ dielectrics.
TVA’s Approach to Retaining Critical Knowledge in an Aging Workforce
18