Learning Contract Project Report: Oil and Gas Management Simulation

This learning contract project, undertaken by a BSc Oil and Gas Management student, outlines a comprehensive plan for enhancing skills relevant to the oil and gas industry. The project emphasizes the importance of practical, work-based learning and addresses the challenges faced by adult learners. The student aims to improve communication, interpersonal, planning, time management, team, and leadership skills through a simulated learning environment. The project details the learning outcomes, justification for the project's relevance to the oil and gas sector, the chosen simulation methodology, a detailed timetable, and the evidence of accomplishment. The student plans to create a portfolio of evidence including the learning contract, project report, feedback from the tutor and employer, activity log books, and an ethics review form. The project also highlights the use of a Gantt chart for project management and provides references to relevant literature supporting the project's approach.

Learning Contract Project Level 5
Name:
Tutor:
Project/Placement: VAMANOS PROJECT
BSc. Oil and Gas Management Student.

Aim/Problem Statement
Class based academic learning is important in providing students with the necessary subject
area skills, knowledge, and competencies. However, this is seldom enough, even though
students undertake several assgnemnets, theses, and dissertations in the course of their study.
Practical learning involving projects are equally important not only in reinforcing class
knowledge, but allowing students to practice what has been taught in class and solve
problems in real life situations. This helps improve skills and provide students with a
practiacl deep learning environment (Claiborne et al., 2018). Undertaking the practical
project has many challenges, especially given that I am an adult student with several other
cmmittments, including work commitment. However, this project is of great interest and
importance to me given that it is a work based life work project. Work based learning is
ammethod of learning tha gives learners opportunities to study complex issues as well as
indispensable skills at the workplace in a real life hands on environment (Choe et al., 2016).
The exercise allows students an opportunity to exercise the skills and knowledge taught in
class to tasks that are undertaken in the community or workplace. The oil and gas sector is a
crucial sector in the global environment and economic spheres, being used as the premier
source of energy to run indistries, move goods across the world, as well as move people and
provide energy for heating, cooking, and lighting. It has many challnges, especially
environmental and economic related ones given the overrching present daya issue of climate
change, global warming, and environmental degradation by extractive industries such as the
oil and gas sector. The reserves of oil and gas are not infinite: as such, new skills and
approaches are required in their efficient, responsible, and effective management (Jacobsen,
2015).
While I have various technical skills, knowledge, and competencies, I belive I need to make
improvements in my communication and interpersonal skills, planning and time management
skills, team skills, and leadership skills. Further, improvements in my other soft skills would
be a welcome gain: undrtaking the life project successfully requires that these skills and other
soft skills such as team skills, leadership skills, time management and planning skills, and
communication and interpersonal, as well as leadership skills are put to use. I make a
commitment to apply these skills in the learning exercise, as well as to do a self analysis and
with my Tutor, identify the areas where I need improvements and undrtake to make thse
improvements. This exercise is a stimulation learning that is premised on the concept of skill
and concept acquisition, problem identification, and application of the acquired skils and

concepts in solving the identified problems. I will use my existing skills and competencies in
this learning exercise, learn new skills and concepts, under the guidance of my Tutor, and
apply these skills in a demonstrabe way, to solve the identified problem. Undertaking such a
task can be a challenge for an adult learner: the learning attained in this exercise must be
demonstrated in a practical sense and satisfy the course and unit requirements. This contract
is a communication of how I intend to achieve the objectives and requirements of tis exercise,
and will act as the link between me and the Tutor to ensure I gain the necessary skills
required for this exercise and for future work and life enagegements, as well as demonstrate
and prove the learning and the ability to effectively apply them.
Learning Outcomes
At the end of this learning exercise, I am able to:
1. Create a portfolio of evidence through the artfacs of this exercise, including activity
log books, the project execution plan, feedback from the tutor and fedback from ny
employer, as well as minutes of meetings and my personal report
2. Identify and communicate the skills acquired during the learning exercise and
demonstrate that I have developed as a rsult of the skills based on the demonstrated
evidence from the project undertaking
3. Demonstrate knowledge and compregension of the requisite skills required for
success in the oil and gas industry
4. Analyze how effective my planning and preparations done before undertaking the
exercise have helped in attaining its objectives, improving my work based life skills,
and successful completion of the project
Section 3: Justification
The oil and gas sector is facing a myriad challenges: companies and other oganizations,
aswell as communities also face thse challenges. The oil and gas industry is a highly
complex and demanding sector, demands that are placed on employees of gas and oil
companies, the environment, and communities at large. The reserves in the sector are
dwindling, forcing companies to increasingly operate in remote and possibly hostle
environments resulting in high costs and environmental effects (Jacobsen, 2015). The
sector needs massive capital and infrastructure investments, and without optimizing

these, projects and initiatives are greatly weighed down. The industry also lacks an
operational insight due to disparate sources of information and data while volatility in
demand and prices adversely affect profits and increase costs ('Veolia', 2015). The
supply chains are highly complex, especially because of third party vendors being in the
chain, while cloed loop capital spend controls and management requires firms to
manage the convergence of engineering, maintenance, productsion, and financials at all
levels of enterprise, resulting to reworks and less maintenance Botes, 2015). Working in
the sctor is thus highly challenging and specialist skills are needed to solve some of the
challenges and problems facing the sector. Undertaking this exercise will give me new
insights and dimensions on the challenges faced by the oil and gas sector, as well as
enable me to effectively apply my skills in leadership, interpersonal and communication,
problem solving, teamwork, and and planning and time management. While applying
these skills, I will identify areas where I have shortcomings, with the help of my able
supervisor, and develop and improve these skills to a high level of competency. This is
important for me in terms of personal and professional development and feeeling of self
fulfiment. Further, the exercise will help know how to acquire concepts and skills,
identify challenges, and apply those skills in solving those challenges. These skills will
make me a better employee, able to identify problems and challenges, plan effectively,
work with teams, communicate effectiveley, and where needed show leadership in order
to provide effective solutions to challenges faced by my employer, the society at alrge,
and the environment in general. Further, with demonstared learning of new soft skills
and competencies and a practical experiential learning, this exercise will put me in good
stead for more responsbility and roles at my work place, helping to enhance and grow y
professional career as well as helping me grow and develop as a person. New
approaches, leadership, and strategies are needed in the oil and gas sector as the
challenges of the 21st century make it (the industry) vulnerbale to several problems and
shocks, nnoyt least which is climate concerns and prce shocks (Dyson, 2016). This
exercise will give me te necessary skills to contribute poistively in a small way, towards
this new paradigm.
Section 4: Methods

I have chosen simulation as my method pathway. The reason is because simulation provides
learners with a rich and immersive learning experience in a cost effective way. It also aloows
the learner to experiment and try diferent approaches to problems without the time and costs
associated with actual projects (Enault, 2016). Using simulation, I will be able to practice the
skills learned and identify areas where I need to make improvements based on the outcomes
of the simulation, without the pressures that would accrue while undertaking an actual project
involving people, time, and costs. Simulation makes it possible for learners to know and
undertnad the consequences of decisions taken, as well as any errors made in judgement in
situations in which reaity is simulated (Holt, Segrave and Cybulski, 2012). This provides
invaluable exposure that further the job related experiences of the learners and helps them
gain the necssary confidence when performing atual real lfe actions. Further, with the
simulation, skills are honed that will make one act faster, take greater risks, and enhance their
creativity in dealing wth work related problems and challenges. Working with groups in
simulation will help reinforce the necessry soft skills that are so crucial in effective job
performance in real life.
Section 5: Timetable
This project will be undertaken by following basic project management skills in order
to monitor progress and ensure all tasks and objectives are undertaken within the
allocated time. Some tasks will be done at the same time while others will be done after
others have been finished. The table below shows how the project will be undertaken.
Task Activity Duration Dependencies
1 Introduction to the course 1day
2 Developing and operationalize learning contract 7 days Task 1
3 Prepare the topic and area of study, collect
external materials
5 days Task 2
4 Undertake the group task in a simulated
environment
35 days Task 3

5 Regular review meetings on progress 10 days Task 4
6 Running simulation and developing various
solutions
Milestone Tasks 3, 4
7 Further research to gather secondary
information and analysis
18 days Task 3
8 Writing initial Project report 8 days Task 7
9 Assessment of progress Milestone Task 6
10 Reviewing learning (simulation exercise) 5 days Task 9
11 Final Project Report Submission and Review Milestone
(1day)
Task 8
The tasks will be monitored and managed through a Gantt Chart (See Appendix I). As the
chart shows, time will become tight and activities piled up when doing the simulation, group
tasks, having meetings and doing background rsearch as some tasks will have to be
undertaken concurrently.
Section 6: Evidence of accomplishment
At the conclusion of this project, I will reate a learning portfolio with the following:
The learning contract with the relevant appendices attached
The reprot for the project
Supporting evidence that will include feedback from the Tutor and the employer, log book of
activities, and an ethics review form

Section 7: References
Botes, A. (2015).Oil and Gas Reality Check 2015: A Look at the Top Issues facing the Oil
and Gas Sector. [ebook] London: Deloitte Tohmatsu, pp.1-22. Available at:
https://www2.deloitte.com/content/dam/Deloitte/global/Documents/Energy-and-Resources/
gx-er-oil-and-gas-reality-check-2015.pdf [Accessed 7 Mar. 2018].
Choe, J., Coffman, B., Bergstedt, D., Ziegler, M. and Phillips, M. (2016). Transcranial
Direct Current Stimulation Modulates Neuronal Activity and Learning in Pilot Training.
[online] Frontiers in Human neuroscience. Available at:
https://www.frontiersin.org/articles/10.3389/fnhum.2016.00034/full [Accessed 7 Mar. 2018].
Claiborne, L., Morrell, J., Bandy, J. and Bruff, D. (2018).Teaching Outside the Classroom.
[online] Vanderbilt University. Available at:
https://cft.vanderbilt.edu/guides-sub-pages/teaching-outside-the-classroom/ [Accessed 7 Mar.
2018].
Dyson, R. (2016).The oil and gas industry needs to think big with Big Data. [online]
Worldoil.com. Available at: http://www.worldoil.com/sponsored-content/digital-
transformation/2016/17/the-oil-and-gas-industry-needs-to-think-big-with-big-data [Accessed
7 Mar. 2018].
Enault, T. (2016).7 Advantages Of Online Training Simulations In Employee Performance -
ITyStudio. [online] ITyStudio. Available at: https://itystudio.com/7-advantages-of-online-
training-simulations-in-employee-performance/ [Accessed 7 Mar. 2018].
Holt, D., Segrave, S. and Cybulski, J. (2012). Professional education using e-simulations.
Hershey, Pa.: IGI Global (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA).
Jacobsen, L. (2015).Top Challenges Facing The Oil & Gas Industry And How To Conquer
Them. [online] Digitalist Magazine. Available at:
http://www.digitalistmag.com/industries/oil-and-gas/2015/01/14/top-challenges-facing-oil-
gas-industry-conquer-02050223 [Accessed 7 Mar. 2018].
'Veolia' (2015).The new challenges of the oil & gas industry. [online] Veolia. Available at:
https://www.veolia.com/en/veolia-group/media/news/the-new-challenges-of-the-oil-and-gas-
industry [Accessed 7 Mar. 2018].

Section 8: List of appendices to this learning contract
Appendix I: Gantt Chart

Appendix II: Ethics Review Form
Name:
Tutor:
Project/Placement: Simulation
Project/Placement Option:
Student name and ID:
E-mail address:
Programme: Oil and gas Management
Module:
Tutor/Supervisor name:
Yes No
1. Will the case study you are working involve sensitive
information?
3. Could the case study you are working induce psychological
stress or anxiety, or cause harm or negative consequences,
beyond the risks of everyday life to anyone?
4. If you are collecting information or data in this case study, will
anyone involved be unable to give informed consent (e.g.
people with learning disabilities?
5. Are you collecting information that do not give participants the
right to remain anonymous, or to have the information they give
not identifiable as theirs?
6. Will financial inducements (other than reasonable expenses and
compensation for time) be offered to participants for collecting
information?
7. Will deception be necessary during the case study to access
information or data?
8. Does the case study involve access to confidential information?
10. Will the right to withdraw from providing information or data
from individuals withheld, or not made explicit?

Signed: Tutor/Supervisor
Signed: Student
Date:

Appendix III: Skills Grid
Skill What I
learned
?
Where &
When I
learned?
How I
learned?
Evidence Location
of
evidence
Progression.
What next?
Planning
Skills
Effective
Communicat
ion and
Interpersona
l Skills
Effective
leadership
Critical
thinking
Skills
Signed: Tutor/Supervisor
Signed: Student
Date: