Scenario Development for Safety Training/Education System in Chemical Plant

Abstract

Safety culture is essentially important in chemical engineering. Because many kinds of hazardous materials are under controlled in chemical facilities. If a severe accident happens, there is a risk for serious damage to employees and the residents of local communities. So our society needs to be assured about the safety and reliability of chemical plants. However the retirement of a skillful worker is advancing in Japan. For this reason, the expert's knowledge and skill are lost, the immature young operator is increasing. As a result operators/workers cannot adequate correspond to abnormal situation in chemical plants. Safety training is important for operators to make a correct decision in emergency. The safety training system will be conveyed based on the training scenario. Therefore in this paper, we propose how to make scenarios for safety training system in chemical plant. The safety awareness of operators will improve by experiential training in case of non-steady situation. The scenarios in the safety training system explain the role-sharing arrangement of workers and plant condition. In order to build a reliable safety culture, mutual understanding and the sharing of safety information are important. Safety training that based on this scenario is useful for the transference of technology and safety knowledge.

Towards design guidelines for virtual reality training for the chemical industry

“…These solutions explore different aspects of training, where one of the common goals is to achieve a high transferability of the knowledge or skills acquired to the real plant (Gallegos-Nieto et al, 2017). Immersive technologies, in general, allow the trainee to practice tasks safely in the virtual environment which in the real world would be too dangerous or not possible to perform, and very expensive to organize or reproduce (Gallegos-Nieto et al, 2017;Mól et al, 2009;Nakai, 2015) A recent review found that almost 70% of the reported immersive training experiences available in the process industry have included a procedure training application (Garcia Fracaro et al, 2020, n. in submission process). Procedure training is key to perform the complex steps of a process in the correct order [e.g., standard operating procedure of the hydrodesulfurization process (Nakai and Suzuki, 2016)], understanding the meaning of actions (Colombo and Golzio, 2016), and the possibility of practice repeatedly the training allows a standardized and validated formation of the operator (Nazir et al, 2013)].…”

“…Education for Chemical Engineers 36C (2021) pp. 12-23 motivation to include them in immersive technologies due to the importance of the training and the benefits of the technology (Nakai, 2015). However, including emergency situations in the experiences has not been explored to a great extent, as these scenarios were included in 30% of the reported immersive solutions.…”

Immersive technologies for the training of operators in the process industry: A Systematic Literature Review

“…Some of these papers were the work of the VIRTHUALIS project (https://cordis.europa.eu/project/id/515831): Virtual reality and human factor applications for improving safety (2005)(2006)(2007)(2008)(2009)(2010), a European Union project coordinated by this university. Three papers were authored by one research group from the Okayama University (Nakai, 2015;Nakai et al, 2014;Nakai and Suzuki, 2016). This means that 25% of the included papers belong to two research groups.…”

“…One main and common objective of immersive experience is that the acquired knowledge or skills easily transfer to real plants and equipment (Gallegos-Nieto et al, 2017), and therefore help with the reduction of human errors that can develop into industrial accidents (Nazir et al, 2015b). Immersive technologies allow the trainees to practice tasks safely in a virtual environment which in the real world would be too dangerous, not possible to perform, too expensive to organize, or not reproducible (Gallegos-Nieto et al, 2017;Mól et al, 2009;Nakai, 2015). They also enable the understanding of equipment and processes, setting the point of view from inside the equipment or adding animations, which could help to visualize danger and safety zones (Szke et al, 2015).…”

“…visualisations and simulations were the early developments of virtual reality, and therefore, the terminology of virtual reality (or alike) is often adopted in these papers, i.e. "3D virtual environment" (Manca et al, 2013;Nazir et al, 2015bNazir et al, , 2013, "3D immersive display" (Fillatreau et al, 2013), "virtual environment" (Mól et al, 2009), "virtual system" (Sun and Tsai, 2012), "virtual simulation platform" (Zewei et al, 2011), "immersive virtual environment" (Nazir and Manca, 2015), "virtual reality studio" (Gallegos-Nieto et al, 2017), and "VR environment" (Nakai, 2015;Nakai et al, 2014). Clearly, the terminology used to name the technologies was not completely defined at the time, and there is a great diversity of names that the authors chose to name the technology used.…”