Troubleshooting Outline for 2020 djo

Troubleshooting: Outage Response and Restoration Breakers and Reclosers Commented [OD1]: Will need to facilitate Dario and Paul LMS Item ID#: in development of this content to a point where Brady can successfully deliver. It is unlikely that Dario and Paul could Course Description: deliver this based on the roadshow schedule. (6 hour) Commented [OD2]: I am not sure how to capture this Troubleshooting linemen use teamwork and strategic thinking by including the dispatcher, local one knowledge & customers in making decisions and carrying out restoration work. They also partner with the company making investment and planning decisions. For example, if this is the 3rd time you’re out to this location, what’s our responsibility in providing reliable power to our customers while maintaining costs? What is the troubleshooters role in communicating findings that will resolve the customers problem. The focus of this course is to understand the information-gathering, decision-making and restoration tactics taken during outages. Participants will apply the Troubleshooter’s Process to determine the cause of the outage, discuss techniques that will temporarily or permanently restore customers, and review associated hazards and how to mitigate them while performing the work. This class teaches linemen the theory behind damage assessment on OH circuitsthe network and restoring as many customers as possible by making temporary repairs and restoration switching. Participants will discuss the pros and cons of options for temporary repairs.vs final repairs and how these decisions impact customer outage duration. Learning how to systematically troubleshoot our system using tools & techniques to isolate damaged equipment and safely restore customers is important so that we minimize outage duration time – returning people’s lives back to normal. With good techniques and by using the tools systematically we can efficiently use our time and demonstrate a high level of craftsmanship. Objectives: • When presented with a scenario, participants will analyze options for restoration/repairs • Explain the logic behind temporary repairs vs. isolating and fully repairing • Find isolation points using FastMap • Management understanding of what resources they have access to and permission to use Course Outline: System Overview – Brady Hansen Taught by Dario &/or Paul (2 hours) • How our system is designed to work– how the breakers and reclosers work • Explain a fuse protection(save) vs a fuse blow scheme • Explain how circuit protection is based on fault current • Walk through a fuse, blink the reclosers, if it’s still there it will blow the fuse and the recloser will close and isolate the fuse Demonstrate a downstream fault and how

the corresponding recloser operates allowing the fuse to blow in order to isolate the Commented [OD3]: This is good but will need to provide faulted section of line. examples for each step and to stay on track. Lets walk • Use examples of where a fault would occur and how it will affect the system • Teach how to get information out of a recloser through this on the next call and get team input to fill in the • Teach how to pick it up onrestore customers in cold load situations • Overview of specific protection schemes in thelocal to area the training is taking blanks. place • Maintenance practices for reclosers, breakers & how it complicates the troubleshooting process and contributes to decision-making i. Key troubleshooting components in known problem areas i.e. lost vacuum, degrading breakers ii. Who to collaborate with when presented with different causes situations when protection systems do not operate as designed(by-passes, mystery lock-outs, etc.) • Provide cheat sheets for reclosing how to perfom common functions on reclosers • Techniques to make our system work –engineering support during outages-when to engage help put fuses in, then by-pass • Situational awareness – if we did this…what do we expect to happen? • Share the impact on the reliability and CAIDI (Kevin Putnam Presentation) Outage Restoration – (3 hours) Taught by Brady Hansen • Teamwork and Strategic thinking with Dispatcher and Customer to work through the 7 steps of the Troubleshooter’s Process 1. Gather information – sources & measurement (specific tools here?) 2. Understand the malfunction & the role the malfunctioning equipment plays within the electrical system o How/what information the dispatcher can gather to provide information & help make decisions o How to use information supplied by dispatcher and customer 3. Identify what can be measured so that you can identify system components that are outside acceptable range (what tools?) 4. Identify the source of the problem using information & analytical tools to isolate the defective component o Where do you go first; the address? The pole? How do you make the decision? o How to find isolation points in FastMap 5. Correct/Repair the damaged component o Breaker level outages o Single/small customer outages 6. Verify the repair after completion – verify correct operation (what tools?) 7. Contribute information to the root cause analysis – share system knowledge with appropriate people.

• Scenario-based team problem-solving activities Commented [OD4]: Will need to refine the list of assessment. These are useful but a bit random Tools &/or Material Needed for the class: IPad, Ohm Meter, Hi Pot tool, Thumper, Digi-Phone, Primary Volt Meter, Grounds PPE required for the class: General PPE/Arc flash PPE matrix References: APM: 4.12, section 12, 7.6, 7.7a, 7.8, 7.9, 7.10, 7.12, 15.3.8, 15.4, 15.8 RMD 107, 108 Assessment: 1. List the APM sections that are applicable 2. What PPE is applicable 3. Why do we jumper out the neutral? 4. Why do we ground the cable before we touch it? 5. How do we prove the cable ready for service? 6. What information should be communicated to system ops? 7. Will discuss use of AB chance, hi- pot tool in lieu of thumper. Hands-on Assessment Learners will demonstrate correct use of: primary volt meter, Ohm meter, properly connect Thumper and scope, locator and properly ground the neutral. Parking Lot Segment: Topics not covered in this class, but will be addressed in future trainings

THIS PART IS JUST RANDOM NOTES – DON’T JUDGE  Commented [OD5]: Never would: Objectives: • Explain the importance of using place keeping when executing switching orders • List the APM sections that are applicable • State the proper PPE for the work • Explain why we jumper out the neutral • Explain why we ground the cable before we touch it • Reiterate how we prove the cable ready for service • Recall the information that should be communicated to system ops • Discuss uses of AB chance, hi- pot tool in lieu of thumper • Demonstrate correct use of: primary volt meter, Ohm meter, Thumper, scope, locator and properly ground the neutral. • Demonstrate hands on switching and restoration of primary underground circuits 4/9/2020 Troubleshooting Phone Call Jesse Dario Course objective is to provide training to the trouble shooter/first responder beginning with the initial call to assign from dispatcher all the way through full restoration. The learner will receive instruction on: -how to use information received from the dispatcher and customers -The call to assign end assigned to arrive-arrive to restore process What that means to the dispatcher and the customer – visit the dynamics and mechanics of what that looks like & how it can be helpful to guys on the ground. -The decision making process in determining sequence of steps based on trouble call information received Where do you go the address? The pole? How do you make the decision? -process of illumination based on patrol, observation and testing with diagnostic tools

We want to talk about breaker level outages vs. singular outages. There are different approaches in interaction with dispatcher and customer. -breaker level outages and restoration methods -Single customer outages and restoration techniques -common scenarios Unique scenarios. Capture those. Send the story to Dave – can use a phone call! Brady’s questions: What the information from these SME that is particularly useful that people don’t realize that people need to hear? If they could do their part to improve troubleshooting at this company what would you say about it? How is the information interpreted by the dispatcher? Identify the process (in flowchart form – how the information travels from the customer to dispatch to the serviceman) Jesse will get a call from dispatch – if it’s a larger outage, they might be updating me on my way out there and they will narrow it down to a certain cut-out an provide the info. The North desk will shoot out text messages. Jesse just does it over the phone. One guy went out on a field reclosure and got the data and gave it to the engineers, but that gave a general area to start looking for a tree or something. It’s time and familiarity with your equipment – to give that info back to the engineer so he can run his schematics. We can extract components of the Relay Panel training to be part of the scenarios. I think a lot of it is not having fear about poking buttons on it without opening it up to get information. Be familiar with each reclosure to get information out of it. Switcher, cooper controls and maybe 2 other control panels. What about specific troubleshooting information about breakers and reclosures – a particular vintage has trouble with x…anything like that in certain districts?

Jesse’s response: We’ve had problems with improper settings on the ITs and maybe with some vipers. Guys are not familiar with the sequence and allow with some in-rush. If they try to close it and it doesn’t work, they go patrol, but they could avoid that by keeping the handle held over, etc. The reality is you don’t have a fault. They were forever wanting to disable reclosing but you have to leave it on. A cheat card would be good to have in local reclosers. How to get information out of it, how to pick it up on cold tap, etc. The majority of Roseburg has cheat sheets or a sign next to a button that says “this button to hold” a sticker on the panel. Explain to the learner how our system is designed and how the breakers and reclosers work. Just a slide or two – our system is designed to do this? Can Dario supply this? Are there any specific protection schemes in our areas? Dario can supply it – nothing prepared at this point however. He can try to replicate the cheat sheets – these will remind you of the training. He seemed to like this concept. When the Roseburg explains a fuse protection vs a fuse blow. Jesse feels a brief overview of how the system is protected and is designed to work is good for new people coming in because it’s different from other systems. Why the system does what it does. How do we explain to the guys protection is based on fault current? He wants it to walk through a fuse, blink the reclosures, if its still there it will blow the fuse and the reclosure will close and isolate the fuse. It’s a fuse save scheme vs a fuse blow scheme. They need examples of where a fault would occur and how it will affect the system. This is how Dario teaches the dispatchers – it would be the same for linemen. How to teach this? Schematics – animated. Brady needs stories and data to back the key elements we want to stress and stories that can be woven into narratives to make this memorable. Archive of unintended outcomes that might be useful??

Smaller outages If you get a customer call for 10 or less – what is your process of elimination of what you’re going to do? Yes – I change my questions to dispatch. If they have it narrowed down to 3 customers – and a transformer narrowed down. If the power is on, but it’s doing this. They might call the customer on the way out there. Are you looking at a single house? That drives where you’re going with your process. This is all verbal information. Dispatch doesn’t typically email anything – the north desk does text guys so they are writing a bunch of stuff down. here is an example of a graphical animation we could create to better explain restoration efforts: https://www.youtube.com/watch?v=vVSDE59vJlc we don't need to include a robot on our animations Another thing dispatch will do – say we’re on a main breaker outage – they’ll look for hazard calls and let you know if there is a report of a tree down, or a car and give you a closer spot to go to. Jesse will hit his crews up for what they wanted to see after Brady’s last class. They wanted help with how to use FastMap to help troubleshoot. Do scenarios with FastMap – give a pole number where the outage is – where are the cutouts, where is your reclosure at? Incorporate the new FastMap training in this class. Take off with where we left off at the last class – but Brady did a different class at each yard. Each yard is different because of the nature of their circuits, loads, etc. So the differences isn’t going to completely go away. Take the class from the questions that came up in the class. How to get a meter relay guy out there – do I wait to close the breaker in until he interrogates it, or does he do it after I close it in? If the data is valuable, where is our deficiency in our troubleshooting? What takes the longest that we can control? Assign to arrive time – we can’t control so much Arrive to restore – we have more control over Is it 3phase single feeder lock out?? Where are we lacking and where is our best place for improvements?

Is there a commission report on outages? Searchable by cause, time or number of customers impacted. Dave says we can get this from our director of network performance… Should invite her to future meetings. !?Maybe a separate class on fast tracking a new guy on the local system – for each district, instead of just learning it on the job as you work in the field. So they have localized knowledge? !What about an “easter egg hunt” on FastMap – a list of items to research or look up. We could take someone on a pretty particular overview of their area this way. Don’t include FastMap training as part of this troubleshooting – prerequisite or something like that. Where is our lowest hanging fruit at improving troubleshooting at our company? What data supports this decision? Could spend a day on troubleshooting transformer banks. The tools were a good place to start – knowing how to use your equipment. Knowing the circuits is just time in the yard. From Dario: here is an example of a graphical animation we could create to better explain restoration efforts: https://www.youtube.com/watch?v=vVSDE59vJlc we don't need to include a robot on our animations Other questions to be contemplating and answering: What the information is particularly useful that people don’t realize that people need to hear? If you could do your part to improve troubleshooting at this company what would you say about it? What data does the company have to support a focus on a particular area of troubleshooting outages?

In regard to Troubleshooting for 2020: 1) He feels that a class on reclosers, regulators and cap banks would make sense for next. We need to understand the modes of failure & how it affects the system. 2) I told him to go ahead and pursue the development of that. All, We are in process of developing another round of trouble shooting training that will focus on the origination of a trouble call up through restoration. This will include breaker level outages affecting hundreds of customers and also the single customer calls. I am asking for your expertise in contributing to the curriculum that will be delivered by Brady in Q3 and Q4. Your input will be incredibly valuable to the quality and relevance of this training for our trouble shooters whether they’re on a trouble truck every day or when on standby. Let me know if you’re willing and able. I would like to set up a one hour call for next week to discuss several things that will help shape the training such as: 1) Using company data to discuss most significant malfunctions in: • Call to assign to arrive to restore process • Types of breakers/relays and related restoration issues • customer hours • difficult to diagnose • cost • frequency • trends in outages and troubleshooting issues

2) outage restoration simulator - creating scenarios for a participation and team problem solving - recognition of the most successful resolutions (Kevin Putnam reliability presentation) 3) Breakers and reclosers - theory operation, maintenance, historical experience. Protection scheme fundamental design at Pac Power 4) Kahoot/Quiz Assessment: critical facts and concepts about troubleshooting at Pacificorp 5) Pacific Power: local knowledge and creative solutions 6) input from SME's at Pacific Power Course Agenda: Day 1 Classroom learning APM review and task discussion 8:00 – 9:30 Hands-on Tasks-apprentices lead tailboard and job plan 9:30-12:00 Lunch 12:00 – 12:30 Hands-on Tasks 12:30 – 4:00

4:00-4:30 Classroom review Day 2 8:00 – 9:00 Classroom learning APM review and task discussion 9:00 – 12:00 Hands-on Tasks-apprentices lead tailboard and job plan 12:00 – 12:30 Lunch 12:30 – 4:00 Hands-on Tasks 4:00 – 4:30 Classroom review Day 3 8:00-10:00 Hands-On Tasks 10:00:12:00 Assessments Job set-up for the different tasks they will perform in the next segment Hands-on Segment – must complete 2-3 tasks (instructor’s judgement – less experience equals more tasks to complete) Tasks: • Ties • Ties up on tangent pole • Change cross-arm &/or insulators • Re-sag and sleeve energized primary conductor • Replace dead-end bells/polymers • Dead end wire swing • Replace jumper-install mechanical jumpers • Dead end wire swing macked out Schedule a test-run Validate the teaching before we deliver