This document summarizes a presentation about transitioning from a competency-based training approach to a performance-based training approach for developing upstream oil and gas professionals. It discusses defining competencies through competency mapping, then shifting to identify key work processes, outcomes of top performers, and aligning learning with job roles and business goals. It provides a case study of implementing a performance-based program across multiple disciplines at an oil company, including partnerships, technologies, evaluations, and measurements of impact. The presentation emphasizes that a performance-based approach can reduce time to competency and burden on operations while engaging employees.

1. Primary funding is provided by
The SPE Foundation through member donations
and a contribution from Offshore Europe
The Society is grateful to those companies that allow their
professionals to serve as lecturers
Additional support provided by AIME
Society of Petroleum Engineers
Distinguished Lecturer Program
www.spe.org/dl
1

2. Society of Petroleum Engineers
Distinguished Lecturer Program
www.spe.org/dl
2
Salam P. Salamy
A performance-based approach
for developing upstream professionals

3. Outline
 Background — competency-based training
 Shifting to a performance-based approach
 Performance-based methodology
 Program implementation — case study
 Road to success
 Conclusions
3

4.  Approach to define proficiencies
of oil and gas professionals
 Most upstream Companies
initially applied C-Maps
 Aided in identifying discipline
skill groups and skills
 Divided skills into competency levels
Background — Beginning with competency-based training
Competency mapping (C-Maps)
4
Employee
competency
Competency
Gap
Required
competency
Training
program
Annual
competency
assessment
Fundamental ApplicationAwareness Skilled Application Mastery

5. Background — C-Map advantages and challenges
 Focus on subjects and principles
 Large bodies of broad topics
 Greater vendor and
modality choice
 Shorten program ramp up –
map skill group quickly
Advantages
 Resource intensive
 Training organization’s role -
becomes a curator
 Not linked directly
to performance
 Training philosophy
and skills vary
Challenges
5
Fundamental ApplicationAwareness Skilled Application Mastery

6. Outline
 Background — competency-based training
 Shifting to a performance-based approach
 Performance-based methodology
 Program implementation — case study
 Road to success
 Conclusions
6

7. Shifting to a performance-based approach 7
 Built on the strengths of the
subject-based approach
 Modified to enhance key work processes
 Aligned to the business
• Training to top level performance
• Reduced time to competency
• Primary resources focus on results
Performance-based model
 Discipline  job family  Skill groups and skills  job roles and key work processes
Key
work
processes
Key
performer
outcome
Business
results
Performance-
based learning

8. Outline
 Background — competency-based training
 Shifting to a performance-based approach
 Performance-based methodology
 Program implementation — case study
 Road to success
 Conclusions
8

9. approach for developing upstream professionals

10. Performance-based
 A business-centered approach that aligns
training with business goals to increase
workforce capability and performance
 Targets specific performance outcomes
 Cost effective and efficient
10

11. Performance-based training raises the standard 11
Source: Platinum Performance Group
Level of Performance
PercentofWorkforce
New
Standard
Standard
Performers
Minimal
Performers
Key
Performers

12. Performance-based methodology 12
 Start with the end in mind
 Identify outcomes of key performers
 Critical outcomes establish curriculum
 Learning focuses on doing the job
 Clear development paths
 Discipline  job family  Skill groups and skills  job roles and key work processes
Key
work
processes
Key
performer
outcome
Business
results
Performance-
based learning

13. Outline
 Background — competency-based training
 Shifting to a performance-based approach
 Performance-based methodology
 Program implementation — case study
 Road to success
 Conclusions
13

14. Global PTP
1
demographic distribution
0
5,000
15,000
25,000
0 20-24y
10,000
20,000
30,000
35,000
40,000
25-29y 30-34y 35-39y 40-44y 45-49y 50-54y 55-59y 60-64y 65y+
NumberofPTPs
1. PTP – Petro-Technical Professionals: geologists, geophysicists, petrophysicists, drilling and completion,
reservoirs, and production engineers. Excludes China and oilfield service companies.
Source: SBC O&G HR Benchmark 2014
14
2005
2019

15. Saudi Aramco Upstream workforce demographic
(2010 vs. 2017)
15
41%
59%57%
43%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
22-35 35+
2010 2017
Age

16. Graduates
Time to competency — value proposition
1 yr 3 yr 5 yr 6 yr 7 yr 9 yr 10 yrHire 8 yr2 yr 4 yr
Early Career
Industry Average
7-10 years
Senior Level
Early Career
3-5 years
Mid to Senior Career
>5 years
16

17. Program implementation — case study
 Centralized training
 Discipline experts
 Business partnerships
 Technical content blended
with safety and business skills
 Learning technologies
 Evaluations and measurements
17

18. Program implementation — partnership and alignment
 Develop and update curricula
 Develop and deliver courses
 Implement and monitor
training evaluation
Learning organization
 Advise and guide the learning
organization on curriculum
 Participate in the design
of curricula
Business line
18

19. Program implementation — programs under 10 upstream disciplines 19

20. RetireHire
Career-long development paths 20
Discipline
Specific
Onboarding Program Multi-disciplinary Inter-discipline Soft Skills Structured Work
Assignment
Early Career Curriculum
Job Role 1 (example)
Job Role 2 (example)
Mid to Senior Career Curriculum

21. Program implementation — Drilling Engineering
 Early career curriculum (3-year program - 80% OJT, 20% classroom)
21
YEAR 2
DE-208DE-207DE-206
DE-210DE-209
Field / OJT Assignment
(11 months)
YEAR 3
DE-304DE-301
DE-605DE-306
Field / OJT Assignment
(9 months)
PE-203 PT-312PE-205
YEAR 1
GL-002
DE-103DE-102DE-100
DE-105DE-104
Field / OJT Assignment
(8 months)
UPD-104
Onboarding Program
DE-302
Well Control Certification
(2 weeks)
Drilling Engineering Geology Production Engineering Petrophysics

22. Drilling Engineering Early Career curriculum completion (by Group) 22
94%
90% 90%
94% 94%
81%
0
10
20
30
40
50
60
70
80
90
100
[2010-2013] [2011-2014] [2012-2015] [2013-2016] [2014-2017] [2015-2018]
Group
PercentCompletion(%)

23. Principles of Adult Learning
Action Demonstration Simulation Teaching Others
Performance Based

24. Program implementation — learning technologies
 Simulations and applications
 Immersive learning- Virtual and
Augmented Reality (VR and AR)
 In-house built applications
 Operations technologies
 Learning Management System (LMS)
 Assessment Management System
 E-learning and online material
integrated into classroom training
24

25. Program implementation — evaluations 25
Learners Instructors Content
Reaction to the event Capable key performer Technically correct
In-class learning Skilled facilitator Available materials
On the job application Open/available attitude Sound principles
Produce results -
successes
Ease with our approach Fit for purpose
Operations
Efficiencies – monitored business metrics
Effectiveness – aligned with business needs
Outcomes – business performance

26. Program implementation — measurements 26
In-Class evaluation
Project-based performance
Project completion
critique and feedback
Instructor observation of
technical performance
Workplace application
Job-task checklists
Mentor/supervisor
observations
Management feedback
Technical paper submissions
Post course assignments
Impact on the business
Technical advisory
committee feedback
Management feedback
Success stories
Technical paper submissions

27. Road to Success — champions and challenges
Understand the
talent value chain
Partnerships and
leadership champions
Design for
the future
27

28. Conclusion
 Performance-based approach
 Reduces time to competency
 Reduces burden on operations
 Provides effective pathways that engage employees
 Partnership with business organizations is critical
 Maintain alliances to benchmark current
technical developments
28

29. Questions
29

30. Saudi Aramco: Public
Society of Petroleum Engineers
Distinguished Lecturer Program
www.spe.org/dl
30
Your Feedback is Important
Enter your section in the DL Evaluation Contest by
completing the evaluation form for this presentation
Visit SPE.org/dl
#SPEdl
30