Piping Engineering Leadership for Process Plant Projects

272 Pages·2001·13.866 MB·English

by  James Pennock

Piping Engineering Leadership for
Process Plant Projects
by James O. Pennock

• ISBN: 0884153479
• Pub. Date: May 2001
• Publisher: Elsevier Science & Technology Books
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There are many books already on the market that address all the purely
technical and mechanical aspects of the piping engineering and design pro-
fession (piping). There is also a long list of codes and standards that form
the "rules" that govern the piping industry. This book is not about these
technical aspects of piping nor is it intended to compete with or contradict
any of these fine works. In fact, I have a number of these books in my per-
sonal library. I have found the need to refer to them on a regular basis dur-
ing the course of my work. I also have used many of them as text or
reference material when I teach the various entry levels and intermediate
level design training classes. This book is also not about piping department
management. There is no doubt that department management is complex,
and the issues there are very important. Some department issues may even
be similar to issues discussed in this book. However, I will leave any dis-
cussion of the department management area to others.
The focus of this book is the position of the lead, the person who is in
charge of the piping effort on a process plant project. This position and the
responsibilities of this position are not currently covered in any of these
other technical books. This "lead in charge" is the person assigned to a
project and held responsible for the successful execution of all the piping
activities, both technical and nontechnical. This book is intended for the in-
dividual who may be at (or near) the top of the technical ladder and who
will soon become, by choice or circumstance, a supervisor or "lead in
charge" as a project piping lead. It may also assist those who are currently
in this position of project responsibility by validating what they are already
X Piping Engineering Leadership for Process Plant Projects
doing. Hopefully, it may also suggest new areas where they can bring value
to that project.
Let me start with a discussion that places you, the reader, in a symbolic
scenario. You suddenly awaken and find yourself standing all alone in a
strange place. You really don't know where you are or how you got there.
You are in the center of a circle or cone of light. The light is shining down
as from a narrowly focused spotlight. Everything you see inside the circle
of light is recognizable and familiar to you. You have some level of com-
fort here. But beyond the cone of light, there is total blackness. You cannot
see anything outside the light cone. You have an overwhelming sense of
uncertainty about what may be out there. You can hear sounds, and you can
see occasional flashes of light. You do not understand what is going on out
there in the darkness. You are then told that this mysterious black outer area
is now included as part of your world. You are also told that you must safely
and successfully navigate it.
Does this scenario sound like some Hollywood screen plot? I assure you,
it is not. This is how many people feel when they find themselves promoted
to supervision and the lead position on a project. They may not have wanted
to be promoted at all. They may have been the strong technical lead and sec-
ond in command when the "boss" was not around. Then it happened. The
"boss" quit, and they were the next in line. They were just in the wrong place
at the wrong time. Possibly, they were due for a promotion, but they were
never trained for it. There had been no money in the company or department
budget for training. They may have been pushing for a promotion but never
fully understood what they were wishing for. No matter how they got there,
they are now the person in charge. This is a scary thing.
Back to the scenario. Now suppose that someone begins to turn on the
lights. The darkness and the mystery go away. The purpose of this book is
to help turn on the lights--the bright light of day to illuminate the piping
engineering lead position and bring understanding to the four functional
subgroups of piping. The light is then turned on for the next level, the en-
gineering coordination position and the other peer-level engineering disci-
plines. We then turn on the lights for the management, administrative, and
control functions. Next, the lights are shown on the many types of plants
through a discussion of the breadth and depth of both new construction and
modification projects. Light is then used to bring a broader understanding
to the procurement and contracts area of a project. Finally, we turn the
lights on to bring more understanding to the actual execution activities of
project scope development, estimating, scheduling, staffing, directing,
controlling, and final closeout. When all of the lights are turned on, you are
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now better able to see what was in all of those dark surrounding areas. You
can now begin to understand what is around you, what the hazards are,
what is causing the strange noises and the strange flashes of light. Some of
the things you see out there may be familiar, but others may not be. Now
that you can see them, you can begin to form plans of action for dealing
with each of these challenges.
The concept of illumination used in this scenario also works in under-
standing the position of leadership. Once the proper light is shed on all the
fundamentals of the technical, administrative, and supervisory tasks, then
the anxiety felt by the individual will be reduced. The person placed in
charge as the leader will be able to function more comfortably in this new
assignment.
This book is about the piping profession, specifically the piping profes-
sion as it applies to piping in the process plant industry. It has been written
by a process plant piper. It was written about process plant pipers. It has
been written primarily for the process plant piper who is, or will become,
a piping engineering lead. What is the lead in charge of piping engineering
on a project called? It would be presumptuous to assume that the "lead in
charge" of piping in one company would be called by the same title in all
other companies. This would just not be true. There are possibly ten or
more different titles out there for this same position. With this in mind, this
book will use a neutral, generic (made up for the purpose) title of "piping
engineering lead" (PEL). The use of this PEL title is not intended to imply
that it is the title that should be used by any company. On the contrary, each
company should keep its current position title. It will be up to the reader to
transpose his or her company title where appropriate. Discipline titles for
the other group leads (structural engineering lead), or positions (project
manager), when used, will also be as neutral and genetic as possible.
One of the basic laws of physics is "For every action, there is an opposite
and equal reaction." A similar "law" exists in the execution of an engineer-
ing project. The "action" of leaving out a necessary function or service from
one part of the project means that the action must be added somewhere else.
An activity required to complete the project that is not done by one entity
must be added to someone else's scope. In this book, I have tried to point out
some of these situations where alternate methods of execution, the
leaving out of "action," may be appropriate. I have also tried to suggest the
compensating action required in another responsibility area. Alternate exe-
cution options are necessary because the M. O. sudom( )idnarepo of each
company and each project is different. There is no such thing as a "duplicate"
plant. No two regional offices of the same corporation will operate in totally
Table of Contents

Preface
Pt. I Roles and Responsibilities 1
1 Piping 2
Engineering Management and Other Engineering
2 17
Disciplines
3 Nonengineering Groups 28
Pt. II Project Descriptions 39
4 Project Types, Terms, and Execution Philosophy 40
5 Grassroots Projects 50
6 Revamp and Rebuild Projects 75
Pt. III Procurement, Pipe Fabrication, and Contracts 89
7 Procurement Responsibilities 90
8 Pipe Shop Fabrication 109
9 Contracts and Construction Work Packages (CWP) 123
Pt. IV Project Execution 135
10 Project Definition - Scope of Work 136
11 Estimating 146
12 Scheduling 179
13 Planning and Organizing 190
14 Staffing and Directing 201
15 Controlling Change 213
16 Reporting 222
17 Project Completion 226
Pt. V The Future 233
18 Where Do We Go from Here? 234
App. A Typical Piping Deliverables 248
App. B The Cradle-to-Grave Concept 252
App. C: Glossary 256
App. D Suggested Piping File Index 263
Index 269
About the Author 275
1
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This chapter will define the terms used for the lead in charge of the pip-
ing effort. It addresses how people are selected for that position, defines the
duties of that position, and defines the duties of the four piping subgroups.
Piping engineering lead (PEL) as a title, a function, and a position has a
very narrow, industry-specific application. This position is not widely
known outside the process plant engineering and construction field. The
position of orchestra conductor also has a narrow, industry-specific appli-
cation, but it is one that has wide public recognition. The title welder is not
so industry specific and is also commonly known to the general public. The
same can be said about bookkeeper, accountant, cook, or lawyer. You can
find each of these names, titles, or professions in any dictionary. Each is
also commonly known to the general public. The position piping engi-
neering lead is not commonly known to the general public.
Over the years, people have asked me about my job. What is my title,
and what are my job duties? I would then need to explain what it meant and
what I do. If I were a plumber, I would not need to explain what I do for a
living. So, how do we define this position?
The piping engineering lead is the person who is placed in charge of all
piping-related activities on a major process plant project. A PEL is a tech-
nical expert/resource supervisor/production manager. He or she is respon-
sible for the overall plant and equipment arrangement; for the technical
definition of all the process system piping on the project; and for the
supervision of a large group of people. The PEL is responsible for the
deliverables from their effort and for the quality of that effort. The PEL
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also manages the budget and schedules aspects of the assigned segment of
the project.
The actual PEL responsibilities vary depending upon the engineering
company, the client, the type of project, the project execution philosophy,
and the construction philosophy. Some companies (U.S. or worldwide)
have the piping function integrated with another engineering group or
function. Some companies structure piping in some other fashion. The spe-
cific structure is not as important as the overall function.
To fulfill all the aspects of this functional definition, and depending on
the company, the PEL may be involved in some or all of the following
activities:
(cid:12)9 Participate as a part of the proposal team in pre-bid meetings with the
client for proposal development
(cid:12)9 Define the physical scope of the piping effort for the project (see chap-
ter 10)
(cid:12)9 Define the piping execution method and the required piping deliverables
(see chapter 10)
(cid:12)9 Prepare a labor hour estimate for the piping effort (see chapter )11
(cid:12)9 Prepare a material cost estimate for all piping items (see chapter 11)
(cid:12)9 Prepare a detailed piping discipline work execution schedule that is co-
ordinated and compatible with the other engineering disciplines (see
chapter 12)
(cid:12)9 Plan all aspects of piping activities (see chapter 13)
(cid:12)9 Organize electronic or hard-copy data files or data needs (see chapter 13)
(cid:12)9 Oversee proper resource (people) requisitioning and utilization (see
chapter 14)
(cid:12)9 Recognize and report all scope changes or trends that may cause a cost
impact to the project (see chapter 15)
(cid:12)9 Be aware of labor budget expenditure, production, and productivity (see
chapter 16)
(cid:12)9 Prepare prompt and accurate status reports (see chapter 16)
(cid:12)9 Manage project completion and closeout (see chapter 17)
If you are already knowledgeable about the engineering and construc-
tion business, this list of activities will speak volumes. If you are new to
the business, it may tend to scare or confuse you. Rest assured that is not
the purpose. The purpose is to provide a guide for the person who is new
to supervision, the person who is just getting started as a lead. It is also in-
tended to help the person who is already a supervisor and wants to
4 gnipiP gnireenignE pihsredaeL for ssecorP Plant stcejorP
improve. The goal is to show who we are and what we do as piping engi-
neering leads.
How does one become a PEL? People come to this position by a num-
ber of paths. A PEL may be a graduate engineer with a BSME (or other de-
gree) who has been in the piping material engineering group or the pipe
stress engineering group. The PEL may be a transfer from another disci-
pline, such as a mechanical equipment engineer. In today's world, how-
ever, these would still be considered rare cases. Most PELs will be from
the plant layout and piping design arena. They usually are the ones who
have been in the business much longer than anyone who reports to them or
much longer than any of their counterparts in the other disciplines. Most of
these PELs are there because of the vast experience and the "gray hair"
technical knowledge they possess. That depth of experience and the knowl-
edge they bring to the project are invaluable.
Many of the PELs that I have been privileged to work with or have met
through contacts over the years seem to have gotten their start the same
way. They took drafting in high school or a vocational technical school, or
they worked in a central drafting department in their first job. The ones that
showed an affinity for piping stuck with it and grew. They moved up the
ladder, becoming more and more knowledgeable as piping designers. If
they were lucky, they worked for a company that developed and conducted
piping-specific technical training classes. Some were fortunate to live in an
area where a number of local companies would join together and sponsor
programs like the Engineers Club in the Philadelphia, Pennsylvania. Over
the years, they worked on bigger and more complex projects. As they
moved up the ladder, getting on-the-job training and experience, they be-
came better piping designers. Some of these individuals also gained or
showed leadership traits.
For most people in the PEL position, the bottom line, education wise,
was that tried and true: OJT. On-the-job training (OJT) was the only way
to learn. Some PELs may have had the benefit of some type of supple-
mental college-level classes. Some may possibly have attained a degree in
some related field. Many, however, will have only a high school education
with some college or junior college-level courses in subjects that relate to
the piping field. The lack of a higher level education in the piping-specific
engineering and design field was not by choice. The fact is that until re-
cently (see chapter )81 there has not been a formal program in academia to
addresses this specific field. This lack of a formal education, however, has
not been a significant issue.
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Although the skills that a PEL must have in order to succeed are many,
the traits the PEL should have are few and simple. Every PEL will have a
different background of life experience, project type experience, and per-
sonal habits. Two PELs who may work together for years for the same em-
ployer will not be, or think, alike. However, the basic traits that identify
them as the person in charge are the same. I refer to these traits as techni-
cal (T), administrative (A), and leadership (L). These three major traits cre-
ate a triangle with one other trait, personality (P), in the center. Each PEL
can be looked at and evaluated on the basis of this (T-A-L-P) triangle.
A manager who is thinking of promoting someone to the position of PEL
would do well to consider the T-A-L-P traits of the individual first. The
manager should ask these questions: Is this person being promoted solely
because they have been here for a long time, and they are now at the top of
their scale? Are they being promoted because of their technical skills?
Does this person know about and accept the administrative aspects of the
job? What type of leader might this person be? Does this person have the
personality to be a good representative for the company? Will they be com-
patible with other discipline leads, project managers, and clients? The re-
sponsible manager knows that people should not be promoted for the
wrong reasons.
Any individual who is currently at the top of the technical ladder and
thus on the threshold of becoming a PEL should think about how they fit
the T-A-L-P triangle. A person who is impatient or impetuous and is driven
to become a PEL just for ego should also think about the T-A-L-P triangle.
What is T-A-L-P?
The T stands for "technical." No two PELs will have the same knowl-
edge base, and there is no single definition of exactly what the PEL needs
to know from a technical standpoint. The best way to state this is that the
PEL should know as much as possible. The PEL should have in-depth
knowledge of what it takes to execute the piping portion of a project. The
PEL needs to spend time in the plant layout and piping design group.
The biggest share of the piping work effort and budget is concentrated
in the design group. It would be good for the person to spend time in each
of the piping subgroups. Another way to gain the required knowledge is to
attend company training programs and seminars focused on these areas.
Active day-to-day contact during the normal execution of a project is also
a key element to the learning process. A person who is interested in mov-
ing up in this profession must have their eyes and ears open, show interest,
and be inquisitive about the right things. There are ways to broaden one's