**2.2 Instructor role and training programmes**

As it was mentioned at the beginning of the chapter, the instructor of a training session is in charge of directing and supervising to the trainees. The role of the instructor depends

Fossil Fuel Power Plant Simulators for Operator Training 101

unreliable indication to the trainee.

sessions in three different simulators is shown in Figure 8.

composition.

simulator.

Fig. 8. Instruction room

efforts to achieve the desired results.

 The option of Malfunctions is used to introduce/remove an equipment malfunction at any time during the simulation session. Examples of malfunctions are: pump trips, heat exchanger tubes rupture, and control valve obstructions. All the malfunctions are grouped in systems and subsystems for easy location. For the binary malfunctions, the instructor has the option of defining its time delay and its duration. For analog malfunctions, besides the former time parameters, the instructor can also define their intensity. Additionally it is possible to select any instrument of the HMI and make it faulty, so it shows an

 The instructor has the option of Remote Functions to simulate the operative actions not related with automated equipment. These operative actions are associated with the local actions performed in the actual plant by an auxiliary operator. Examples are: to open/close valves and to turn on/off pumps or fans. Similarly to the

 The option of External Parameters allows the instructor to modify the external conditions to the process. These conditions are: atmospheric pressure, room temperature, voltage and frequency of the external electric system and fuel

 Tracking and Miscellaneous Menus. They contain additional functions to help the instructor to get information of the simulator behaviour and to manage the access to the

A panoramic view of the instruction room with three instructors guiding the training

With the aim of providing to the operation personnel of the knowledge and abilities to operate in a safe and reliable way a power plant, the training programmes usually include: classroom lessons, practice in the simulator and "on the job experiences". The design and execution of a successful training programme involves a variety of people coordinating their

malfunctions, they are grouped in systems and subsystems.

of the simulator type and the trainees´ knowledge, in this way, the instructor needs to balance the complexity of training practices with the needs of the trainees and provide them of the additional information and explanations to get a complete understanding of the phenomena involved. The instructor console is the instructor interface to conduct the training session; this interface is usually a graphic display with pull-down menus and icons for an easy access to the functions required. Figure 7 shows a typical instructor console interface.

Fig. 7. Main interface of the instructor console

The main functions of the instructor console are as follow:

	- Run/Freeze. The instructor starts or freezes a dynamic simulation. The mathematical models of the control and process respond to the actions of the trainee in a comparable way as it occurs in the actual plant.
	- Record and Playback. A continuous recording of trainee actions for later replay which can be repeated automatically
	- Simulation speed. In its default mode, the simulator is executed in real-time, but the instructor can execute the simulator faster or slower than real-time. This option is especially important when the instructor wants the trainees analyze a fast transient, allowing him to simulate it slower. On the other hand, a slow thermal process like turbine iron-heating can be simulated faster.
	- Automatic Exercises. The instructor can create automatic training exercises, each one of them can include: initial conditions, malfunctions, remote actions, and a time sequence. The exercises are stored for their subsequent use.
	- Selecting an initial condition (snapshot) to start the simulation session, for instance: *Cold start*, *Ready to roll turbine, Full load*.
	- Recording a new initial condition or erasing an old initial condition;
	- Specifying the time interval of automatic snapshots.

of the simulator type and the trainees´ knowledge, in this way, the instructor needs to balance the complexity of training practices with the needs of the trainees and provide them of the additional information and explanations to get a complete understanding of the phenomena involved. The instructor console is the instructor interface to conduct the training session; this interface is usually a graphic display with pull-down menus and icons for an easy access to the functions required. Figure 7 shows a typical instructor

Control Menu. It has the functions that allow the instructor to manage the simulation

trainee in a comparable way as it occurs in the actual plant.

process like turbine iron-heating can be simulated faster.

beginning of the session and creating new ones. The options are:

time sequence. The exercises are stored for their subsequent use.

Recording a new initial condition or erasing an old initial condition;

 Run/Freeze. The instructor starts or freezes a dynamic simulation. The mathematical models of the control and process respond to the actions of the

Record and Playback. A continuous recording of trainee actions for later replay

 Simulation speed. In its default mode, the simulator is executed in real-time, but the instructor can execute the simulator faster or slower than real-time. This option is especially important when the instructor wants the trainees analyze a fast transient, allowing him to simulate it slower. On the other hand, a slow thermal

 Automatic Exercises. The instructor can create automatic training exercises, each one of them can include: initial conditions, malfunctions, remote actions, and a

Selecting an initial condition (snapshot) to start the simulation session, for instance:

Initial Conditions. They allow establishing the state of the simulated process at the

Instruction Functions Menu. They contain functions which alter the simulated process.

console interface.

Fig. 7. Main interface of the instructor console

session. The available options are:

The main functions of the instructor console are as follow:

which can be repeated automatically

*Cold start*, *Ready to roll turbine, Full load*.

Specifying the time interval of automatic snapshots.


A panoramic view of the instruction room with three instructors guiding the training sessions in three different simulators is shown in Figure 8.

Fig. 8. Instruction room

With the aim of providing to the operation personnel of the knowledge and abilities to operate in a safe and reliable way a power plant, the training programmes usually include: classroom lessons, practice in the simulator and "on the job experiences". The design and execution of a successful training programme involves a variety of people coordinating their efforts to achieve the desired results.

Fossil Fuel Power Plant Simulators for Operator Training 103

The use of simulation throughout the plant life cycle, from the design until training and operation stages, has the potential of providing significant benefits. The cumulative effect of cost savings and improved operating rate can be substantial and typically return the initial simulation investment within the first year of operation. It will also continue to contribute to profitability based on better operation practices. Ahmad et al. (2010) present a case study where the use of an operator training simulator and the incorporation of advanced process control reduce the cost of a project in 49 Millions USD. The application of dynamic

simulation throughout the plant lifecycle can provide the following benefits: Identify process and control constraints at the conceptual design phase.

Avoid or minimize incidents and recover faster from abnormal situations.

Transfer best practices to new operators with hands-on practice.

Provide simulation applications to improve operation and control

Expand component life and reduce the risk of equipment damage

 Better operation during start-ups, power increasing and shutdowns. Better response to plant transients, abnormal situations and emergencies.

Reduced costs through evaluation and process optimization

 Begin start-up of a new or modernized unit sooner. Train operators on safe operation procedures.

Fig. 9. ADDIES phases

**2.3 Simulation and the plant lifecycle** 

Satisfy government regulations.

 Reduce equipment trips. Improve process know-how.

Improve plant safety

Safety training and crisis handling.

 Start-up faster and reduce heat rate. Operate closer to environmental limits.

 Verify the operation in design conditions. Stimulate the teamwork and communication.

Increase process controllability and reliability.

The ADDIE model is a suggested methodology to develop the training programmes for the power plant operators (EPRI, 2005). The acronym ADDIE signifies the phases of the training development process: Analysis, Design, Development, Implementation and Evaluation. A brief description of these phases is as follow:


The interaction of the different phases of the ADDIE is depicted in Figure 9. The main benefit in using a structured phased approach is that to the end of the process, the training objectives will be more likely achieved.

The ADDIE model is a suggested methodology to develop the training programmes for the power plant operators (EPRI, 2005). The acronym ADDIE signifies the phases of the training development process: Analysis, Design, Development, Implementation and Evaluation. A

 The Analysis phase is the base of the instructional design model. In this phase the personnel in charge of the programme identifies the learning problem, establishes the training objectives, and the trainee necessities. This phase may include specific research techniques such as trainee analysis and task analysis. During the trainee analysis, the training specialist examines the current knowledge and skills of trainees and determines what they already know and their abilities. The training specialist uses this information to create a course that focuses on trainees needs. On the other hand, in the task analysis a training specialist is able to create a competency map for trainees. The

 The Design phase uses the results of the analysis phase to plan a strategy for the development of the training. During this phase, the training specialist outlines a systematic process to achieve the educational goals previously identified, he specifies too, the organization of the course, topics to be covered (and the delivery format), activities, exercises and evaluation of the trainees. In the phase are defined the required practice in simulator and its type, for instance, to achieve objectives related with familiarization of the HMI, a classroom simulator is a good option, and to reach objectives of developing abilities for a safer operation when the trainee faces a malfunction, a full-scope simulator is the best choice. So the specification of the

 The Development phase is the creation of the content and learning materials based on the design stage. Therefore, the end result are the media and its content, this includes written lessons, software (e.g. computer-based instruction) and hardware-software (e.g., simulators), all of this with the aim of getting the training objectives. In the case of a fossil fuel power plant simulator is a common practice to acquire it instead of

developing it, due to the complexity and the time required to build a simulator. The Implementation phase is the training impartation, whether based in the classroom, simulator or in the job. From an ideal point of view, the instruction would be efficient and effective, but it can be one of the hardest parts of the system because in this phase many of the failures and virtues of the previous stages are manifested, besides the trainers faculties to transmit the required knowledge to trainees is a very important element of the learning process. However, this phase must promote understanding of

 The Evaluation phase measures how well the training objectives were achieved. This evaluation is carried out in each one of the previous stages (Formative) to improve the training process before the implementation of the final version of the programme. There is also an evaluation performed after the final version is implemented (Summative), which gives an overall assessment of the training process, this serves to determine if the programme requires notorious changes or just a fine-tune, in this evaluation the

The interaction of the different phases of the ADDIE is depicted in Figure 9. The main benefit in using a structured phased approach is that to the end of the process, the training

the material by trainees, and the reaching of the programme objectives.

feedback of trainees is very important.

objectives will be more likely achieved.

results of this phase often include educational goals and a list of tasks.

required features of the simulator becomes a key point of this stage.

brief description of these phases is as follow:
