20 injured in fertilizer factory fire in AP

http://dramarnathgiri.blogspot.in/2012/04/compressed-gas-cylinder-safety.html

At least 20 factory workers were injured in a major industrial fire in Nagarjuna Agrichem Ltd, a fertilizer factory at Chilakapalem, 12 kms from Srikakulam, on Saturday morning.

The fire was triggered by a huge blast in the fifth block of the plant that shook the entire area around the factory at around 8.30 am.

About 600 workers were deployed in the morning shift but, fortunately, the blast occurred when they had gone out for their regular tea break from 8.30 to 9 am. Yet, those who were nearby sustained injuries.

All of them were rushed to the Rajiv Gandhi Institute of Medical Sciences (RIMS) in Srikakulam where the condition of two employees was stated to be critical.

Fire was raging until noon even as four fire tenders were battling to bring it under control. Thick black clouds of smoke could be seen rising from the fertilizer factory even from a distance of 10 kms.

While the nature of the fire was not known, in its website the company lists a series of fungicides and pesticides manufactured in the unit including Endosulfan, Tricyclazole (Fungicide), Propiconazole (Fungicide) and Profinofos (Insecticide).

District Collector G. Venkatarami Reddy rushed to the spot and arranged for other industries in the vicinity to send their fire engines.

The fire caused fear in six nearby villages in Etcherla mandal. Shops, offices and schools in the area were closed down as people began to flee for safety.

Keywords: Srikakulam fire, Nagarjuna Agrichem, fertilizer factory fire 

Enterprise risk manage ment (ERM) thus is a comprehensive and inte grated approach to addressing corporate risk.

Enterprise Risk Management is relevant to all organizations whether they are in the public or private sector, or whether they are large or small. It should form part of the culture of the organisation, with an effective policy and programme led by top management with clear responsibilities laid down for every manager and

employee to be involved in the management of risk.   BY DOING ONLY THIS STEP ORGANISATION CAN UTILIZE 100 % MANPOWR------------------------Dr. giri

PERFORMANCE AND STAFF DEVELOPMENT PROGRAM

Self-Appraisal Worksheet for all Staff

The Performance and Staff Development Program is designed to:

§         encourage regular, constructive discussion between you and your supervisor regarding your performance and progress at meeting goals and expectations

§         improve your job understanding

§         promote more effective job performance

§         establish future goals and responsibilities based on the objectives of the department/unit

§         enhance your professional growth and development

Your annual Performance and Staff Development Plan is scheduled to be completed soon.  To make this process more productive, you should think about the goals and expectations that you achieved this appraisal cycle, the quality of your work and performance and competency areas that you would like to enhance or improve.  Also give some thought to the 3 – 5 key competencies (see listing in attached form) that are vital to your success in your position and/or will enhance your professional development.

The attached Self-Appraisal Worksheet is similar to the Performance and Staff Development Plan that your supervisor may use to appraise your performance.  The Worksheet will help you prepare for the meeting with your supervisor and should enhance communication between you and your supervisor regarding your performance and professional development.  Before completing the appraisal, you can ask your supervisor about the competency areas that she or he will be addressing in your Performance Plan.  In order to have a more productive performance appraisal meeting, you should address the same competencies in your self-appraisal.

The Self-Appraisal Worksheet will be included in your official personnel file in the Division of Human Resources/Records.  If you need more space, please use additional paper and include your name, department and Penn ID Number on each page.

University of Pennsylvania

Performance and Staff Development Program

Self-Appraisal Worksheet

For All Staff

Name:  ____________________________________________

            Last                             First                Middle

Penn ID Number_____________________

Department:  ______________________________________ /Center: ____________________________

Part I – Key Goals, Projects and Responsibilities for this Appraisal Cycle: Describe the key goals, projects and/or responsibilities that you had for this appraisal cycle in order of importance.  Comment on the performance results obtained for each goal and provide examples to support each rating.

1.                  Goal/Project/Responsibility:

Describe performance results, including supporting examples

2.                  Goal/Project/Responsibility:

Describe performance results, including supporting examples

3.                  Goal/Project/Responsibility:

Describe performance results, including supporting examples

4.                  Goal/Project/Responsibility:

Describe performance results, including supporting examples

Part II - Future Development:  What professional development activities/opportunities (e.g., training, special assignments, etc.) would you like to pursue during the next appraisal cycle that would enhance your job performance?

Part III - Competencies  - The following are some competencies that may be vital to your success in your current position and/or to your professional development.  Before completing this section, you should ask your supervisor which competencies she or he will discuss in your Performance and Staff Development Plan.  Provide comments on the competencies identified by your supervisor and any other competencies that are vital to your success in your current position and/or will enhance your professional development.  YOU ARE NOT REQUIRED TO COMMENT ON ALL OF THE COMPETENCIES LISTED.  Discuss how you currently demonstrate the competency and what type of training, work experiences, and other opportunities you would like to pursue to further develop the competency.  Remember, you are not required to discuss all of the competencies listed.

Accountability: takes responsibility for all work activities and personal actions; follows through on commitments; implements decisions that have been agreed upon; maintains confidentiality with sensitive information; acknowledges and learns from mistakes without blaming others; recognizes the impact of one’s behavior on others.

Describe how you demonstrate competency and how you would like to further develop this competency:

Adaptability: responds to changing circumstances by being innovative and altering behavior to better fit different situations; consistently exhibits optimism and energy; learns new skills, performs work in different ways; successfully works with new colleagues; professionally deals with personal discomfort in a changing environment; willing to be flexible; remains calm in stressful situations.

Describe how you demonstrate competency and how you would like to further develop this competency:

       

Clear Communication: expresses oneself clearly and effectively when speaking and/or writing to individuals or groups; listens attentively; ensures that information is understood by all parties; shares information in a timely manner using the most appropriate method; presents well-organized information in a group setting.

Describe how you demonstrate competency and how you would like to further develop this competency:

Initiative: takes action to improve a situation without waiting for explicit instructions; understands how one's own actions relate to the University's and department’s strategic goals; recognizes and responds to opportunities in order to reach a goal; seeks new and improved techniques, solutions, and approaches to completing assignments.

Describe how you demonstrate competency and how you would like to further develop this competency:

Managing Resources: allocates time and resources efficiently and effectively; prioritizes work and delegate as appropriate; works to minimize institutional risk by acting as a responsible steward for the University.

Describe how you demonstrate competency and how you would like to further develop this competency:

Organization/Project Management: organizes large amounts of information by creating and maintaining well organized systems; follows logical approaches to completing work; brings a project from inception to successful completion; translates strategies into step-by-step plans for action; monitors work progress to completion; effectively prioritizes; pays close attention to detail.

Describe how you demonstrate competency and how you would like to further develop this competency:

      

Problem Solving: generates creative approaches to addressing problems and opportunities; identifies and weighs options, makes sound decisions after reviewing all relevant information; anticipates and plans for potential problems; takes calculated risks; recognizes impact of solutions.

Describe how you demonstrate competency and how you would like to further develop this competency:

Service Orientation: acts professionally and calmly at all times when interacting with others;

consistently demonstrates concern and courtesy towards colleagues and customers; treats all  people respectfully; takes personal responsibility for correcting problems; follows up with individuals to ensure satisfaction with the level of service they have received.

Describe how you demonstrate competency and how you would like to further develop this competency:

Technology/Specialized Knowledge: demonstrates ability to use technology effectively and

productively; continually updates skills and knowledge; addresses problems as they arise or seeks help as appropriate.

Describe how you demonstrate competency and how you would like to further develop this competency:

Valuing Diversity: treats all individuals fairly and respectfully, works effectively with others, regardless of their background, position, or status; ensures that opportunities are equally available to all; respects different values and viewpoints. 

Describe how you demonstrate competency and how you would like to further develop this competency:

Working Collaboratively: works collegially with others, cooperating in both interpersonal and team relationships; fosters enthusiasm and maintains mutual trust, candor and respect.  If applicable, manages groups effectively and builds partnerships with others.

Describe how you demonstrate competency and how you would like to further develop this competency:

Additional Competencies for those who Supervise Others:

The competencies below are provided as a guide to help measure management effectiveness.   This includes the ability to lead, manage and develop others, articulate a vision that inspires commitment from others, all in a supportive environment.    

Leadership: creates a vision or goal for one’s work unit and communicates it in a way that motivates others to implement it; understands and leverages the organization’s structure and relationships; pursues organization support and resources; develops strategies to include divergent opinions and overcome adversity; moves plans forward toward a specific course of action.

Describe how you demonstrate competency and how you would like to further develop this competency:

Managing Conflict: ensures productive resolution of conflict; recognizes different viewpoints; brings conflict into the open, and encourages those involved to find appropriate solutions.

Describe how you demonstrate competency and how you would like to further develop this competency:

Managing Performance: sets clear goals and expectations for staff; follows progress against goals; provides regular feedback; addresses performance issues promptly; fosters learning and development; provides public recognition of staff accomplishments.

Describe how you demonstrate competency and how you would like to further develop this competency:

Staff Member’s Signature:  __________________________________________ Date:  _____________

 

 

 

 

Revised:  03/01/12

Competency Definitions for all Staff

Competency Definitions for all Staff

Accountability: takes responsibility for all work activities and personal actions; follows through on commitments; implements decisions that have been agreed upon; maintains confidentiality with sensitive information; acknowledges and learns from mistakes without blaming others; recognizes the impact of one's behavior on others.

Adaptability: responds to changing circumstances by being innovative and altering behavior to better fit different situations; consistently exhibits optimism and energy; learns new skills, performs work in different ways; successfully works with new colleagues; professionally deals with personal discomfort in a changing work environment; willing to be flexible; remains calm in stressful situations.

• Demonstrates tolerance for uncertainty
• Demonstrates adaptability through adopting a plan, behavior or approach

Clear Communication: expresses oneself clearly and effectively when speaking and/or writing to individuals or groups; listens attentively; ensures that information is understood by all parties; shares information in a timely manner using the most appropriate method; presents well-organized information in a group setting.

• Maintains a constructive, open dialogue with others and speaks with candor
• Presentation Skills: engages audience by presenting well-organized material in an understandable format
• Speaks persuasively and in a convincing manner
• Proofreads documents to ensure proper language usage

Initiative: takes action to improve a situation without waiting for explicit instructions; understands how one's own actions relate to the University's and department's strategic goals; recognizes and responds to opportunities in order to reach a goal; seeks new and improved techniques, solutions, and approaches to completing assignments.

• Recognizes opportunities and uses them to reach a goal
• Seeks innovative approaches to completing assignments

Managing Resources: allocates time and resources efficiently and effectively; prioritizes work and delegate as appropriate; works to minimize institutional risk by acting as a responsible steward for the University.

• Manages time well
• Delegates assignments to appropriate teams and/or individuals and ensures that they have the proper power and authority to carry them out
• Uses resources efficiently and effectively to reach goals in the spirit of responsible stewardship
• Uses teams as a way of managing resources and selects team members with the necessary skills and personal characteristics required to achieve excellence

Organization/Project Management: organizes large amounts of information by creating and maintaining well organized systems; follows logical approaches to completing work; brings a project from inception to successful completion; translates strategies into step-by-step plans for action; monitors work progress to completion; effectively prioritizes; pays close attention to detail.

• Gets the right people involved in project planning and goal setting
• Completes projects successfully and on time
• Seeks innovative approaches to process management
• Acts quickly to implement plans/projects
• Delegates tasks appropriately

Problem Solving: generates creative approaches to addressing problems and opportunities; identifies and weighs options, makes sound decisions after reviewing all relevant information; anticipates and plans for potential problems; takes calculated risks; recognizes impact of solutions.

• Seeks out relevant information before making decisions
• Anticipates problems and thinks ahead about next steps
• Generates original ideas and develops creative approaches for addressing problems or opportunities

Service Orientation: acts professionally and calmly at all times when interacting with others; consistently demonstrates concern and courtesy towards colleagues and customers; treats all people respectfully; takes personal responsibility for correcting problems; follows up with individuals to ensure satisfaction with the level of service they have received.

• Works well with members of the University community (e.g., students, faculty, staff)
• Remains calm in stressful situations
• Demonstrates pleasant disposition that puts people at ease

Technology/Specialized Knowledge: demonstrates ability to use technology effectively and productively; continually updates skills and knowledge; addresses problems as they arise or seeks help as appropriate.

• Is willing to learn about technology
• Explores and regularly uses technology to perform tasks more effectively
• Troubleshoots basic technology problems and knows where to find assistance for complex problems
• Follows advances in technology that are necessary to stay current in one's field

Valuing Diversity: treats all individuals fairly and respectfully, works effectively with others, regardless of their background, position, or status; ensures that opportunities are equally available to all; respects different values and viewpoints.

• Consistently looks at issues from multiple perspectives, respecting the viewpoints and values of others
• Treats people with fairness, respect, and consideration without regard for their position, status or background
• Proactively minimizes barriers and ensures opportunities are equally available to all
• Understands multiple cultures (i.e. academic, administrative) and is able to work across boundaries

Working Collaboratively: works collegially with others, cooperating in both interpersonal and team relationships; fosters enthusiasm and maintains mutual trust, candor and respect. If applicable, manages groups effectively and builds partnerships with others.

• Fosters a sense of collegial partnership and teamwork
• Manages groups effectively by facilitating the participation and contributions of others and building shared goals
• Encourages cooperation and establishes common ground to achieve larger organization objectives
• Builds network of informal friendly relationships to get things done
• Works well as a member of a team
• Recognizes talented people and brings them together in unique ways to accomplish goals

Additional Competencies for those who Supervise Others:

The competencies below are provided as a guide to help measure management effectiveness. This includes the ability to lead, manage and develop others, articulate a vision that inspires commitment from others, all in a supportive environment.

Leadership: creates a vision or goal for one's work unit and communicates it in a way that motivates others to implement it; understands and leverages the organization's structure and relationships; pursues organization support and resources; develops strategies to include divergent opinions and overcome adversity; moves plans forward toward a specific course of action.

• Creates a compelling vision of the future and communicates it to others in a way that inspires their commitment
• Inspires others through energy, enthusiasm, and optimism
• Recognizes the potential impact of global, political, economic, and social changes on higher education and on the University
• Consistently demonstrates passion, enthusiasm and excitement about ideas, work, people, and/or his/her ability to succeed
• Translate visions into strategies and monitors progress

Managing Conflict: ensures productive resolution of conflict; recognizes different viewpoints; brings conflict into the open, and encourages those involved to find appropriate solutions.

• Recognizes and articulates differing opinions: brings conflict into the open and involves people in resolving it
• Encourages others to ask tough questions and disagree
• Recognizes the validity of opposing viewpoints and does not act defensively
• Mediates conflicts and finds solutions that are satisfactory to all parties
• Attacks the problem and not the person in conflict situations

Managing Performance: sets clear goals and expectations for staff; follows progress against goals; provides regular feedback; addresses performance issues promptly; fosters learning and development; provides public recognition of staff accomplishments.

• Ensures that staff members have clear goals and performance expectations
• Organizes assignments, tasks, and expectations in a way that fosters opportunities for learning and development
• Explicitly encourages others to achieve developmental goals and provides them with encouragement, support, time, and resources
• Deals firmly and promptly with performance problems; lets staff members know what is expected of them and when
• Provides specific performance feedback, both positive and constructive, as soon as possible after an event
• Stays informed about staff member's progress at meeting performance goals and expectations by providing regular, effective verbal and written feedback on performance, including the completion of annual written performance appraisals

Performance and Staff Development Program Guidelines

TABLE OF CONTENTS

• Introduction
• Forms Used in the Performance and Staff Development Program
• Preparing for the Performance and Staff Development Meeting
• Steps for Completing the Performance and Staff Development Plan
• Selecting An Overall Level of Performance
• Alternate Formats for the Performance and Staff Development Plan
• Performance and Staff Development Meeting Guidelines
• Steps After the Performance and Staff Development Meeting
• Performance and Staff Development Program Policy
• Competency Definitions for all Staff

INTRODUCTION

Effective managers and supervisors provide frequent guidance, coaching and feedback to their staff throughout the year on job duties and responsibilities, performance goals and expectations, progress at meeting goals and performance areas to be developed. At least once a year, you should summarize these discussions in writing using the Performance and Staff Development Plan (Performance Plan).  A short form, letter, or memorandum from you to the staff member can also be used, in lieu of the Performance Plan, to summarize your performance feedback.

This guidebook is designed to assist University of Pennsylvania managers, supervisors and faculty in preparing the Performance and Staff Development Plan.  This guidebook will also assist you in identifying important points that should be considered and included in your performance and staff development discussion with the staff member.

The goal of the Performance and Staff Development Program is to provide staff members with feedback on their performance and accomplishments for the previous year.  This program should also assist staff members in understanding their job responsibilities and supervisor's performance expectations. Performance goals for the upcoming year and specific plans to help staff members meet those goals should also be established through this process.  Competencies which are vital to the staff member's success in the current position and/or will enhance his/her professional development should also be addressed.

FORMS USED IN THE PERFORMANCE AND STAFF DEVELOPMENT PROGRAM*

1. Performance and Staff Development Plan:
   Completed by the manager/supervisor based on a review of the staff member's performance for the appraisal period.  The Performance Plan should describe the actual performance of the staff member. Issues not discussed during the appraisal period should not be reflected in the Performance Plan.  The  Performance and Staff Development Plan includes a section entitled, "Goals/Projects for Next Appraisal Cycle."  This section must be completed for all staff members.  If   the staff member's overall  performance is unacceptable or meets some but not all goals,  descriptions of the performance areas needing improvement, time frames for improvement and performance goals/expectations should be incorporated in the Goals/Projects  for Next Appraisal Cycle Section of the Performance Plan. (A separate Performance Improvement Plan is not required.)   The manager/supervisor may consult with Staff and Labor Relations on developing goals  for the next appraisal cycle.
   
2. Self-Appraisal Worksheet:
   The supervisor should discuss with the staff member the importance of completing the self-appraisal worksheet. The supervisor may require the staff member to complete the self-appraisal prior to the manager/supervisor completing the Performance and Staff Development Plan. The self-appraisal provides the staff member with the opportunity to provide his/her perspective regarding performance during the appraisal period.  This worksheet also prepares the staff member for a participatory discussion with the manager/supervisor about his/her performance.  (This worksheet is similar to the Performance and Staff Development Plan that the manager/supervisor uses to summarize the staff member's performance). The manager/supervisor should tell the staff member which key 3 - 5 competency areas will be addressed in the appraisal before the staff member completes his/her Self-Appraisal Worksheet.  This will give the staff member the opportunity to self-assess the same competency areas which will be addressed in the appraisal.
   
3. Performance and Staff Development Program Comment Sheet (Optional):
   Used by the staff member to comment on any aspect of the performance appraisal and planning process. The Comment Sheet should be returned to the manager/supervisor when completed.   The Comment Sheet should be forwarded to Human Resources/Staff and Labor Relations and will become a part of the staff member's official personnel file.  (The Comment Sheet may be forwarded to Staff and Labor Relations separately, if necessary, from the Performance and Staff Development Plan.)
   
4. Alternate Formats:
   A letter or memorandum from you to the staff member can also be used, in lieu of the Performance Plan, to summarize your performance feedback.  In addition you can use the short form version of the Performance and Staff Development Plan. 
   

PREPARING FOR THE PERFORMANCE AND STAFF DEVELOPMENT MEETING WITH A STAFF MEMBER

• Before you meet with the staff member, prepare!
  
• Advise staff members that Performance and Staff Development Plans are being completed.  Encourage staff members to complete a Self-Appraisal Worksheet and submit it to you prior to your meeting to discuss performance.  Tell each staff member which key 3 - 5 competency areas will be addressed in the appraisal before the staff member completes his/her Self-Appraisal  Worksheet.  This will give the staff member the opportunity to self-assess the same competency areas which will be addressed in the appraisal.

• Provide staff members with an outline of when you plan on meeting with them and how you will   handle the performance feedback process.
  
• Review the staff member's departmental personnel file, including:
  -documentation or notes of previous performance discussions;
  -last year's performance appraisal;
  -performance expectations and job description;
  -goals and objectives for the appraisal cycle;
  -letters of commendation (or complaints);
  -anything else that is relevant to the staff member's performance;
  -sample work products
  
• Review the staff member's performance during the entire appraisal cycle and prepare the Performance and Staff Development Plan or an alternate format.  Focus on performance during the whole appraisal cycle and not just recent performance events
  -compare staff member's actual performance to established expectations
  -view staff members as individuals;
  -determine strengths and weaknesses;
  -use the entire range of ratings.
  
• Discuss the draft Performance Plan with your supervisor, department head and/or senior business officer, as appropriate.
  
• Finalize draft Performance Plan, including the goals, projects and responsibilities for the next appraisal cycle.  (Performance Plans for staff members who have overall ratings of 'unacceptable' may be discussed with Staff and Labor Relations prior to meeting with the staff member).  Also, identify competency areas that should be further developed during the next appraisal cycle.
  
  Set up individual meetings with staff members to review their Performance and Staff Development Plans  (See Performance and Staff Development Meeting Guidelines for more  details).

STEPS FOR COMPLETING THE PERFORMANCE AND STAFF DEVELOPMENT PLAN

Background/Identifying Information: Type or print the background information (e.g., Staff Member's Name, Penn ID number, etc.) requested at the top of page one of the Performance and Staff Development Plan.  Please  note, that the Date of Appraisal is the actual date that you and the staff member will meet to discuss the Performance and Staff Development Plan.  (If you do not know the exact meeting date when you are drafting the Performance Plan, enter the date later.)  If you attach additional pages to the Performance Plan, place the staff member's and supervisor's names and Penn ID number and the department number at the top of each additional page. Please ensure  that all background information is completed accurately before forwarding the form to Human Resources/Staff and Labor Relations.

Example
Staff Member's Information:
Name:  Pena, Carlos L. Penn ID Number:   12345678
Date of  Appraisal:  4/22/XX
Appraisal Period:   4/24/XX-4/24/XX
Dept. Name and Number:  Human Resources 16018
Supervisor's Information Name:  Hood, Jonathan
Penn ID Number:   21015327

How to identify your Penn ID Number

PennCard ID Number

The number on your PennCard consists of three parts: 123456 12345678 00

123456	BIN or Bank ID number
12345678	Your PennCard ID number
00	Tracking Code

To obtain information concerning the Penn ID Number please click onto the following web site addresshttp://www.upenn.edu/penncard.

Key Goals, Projects and Responsibilities for this Appraisal Cycle: Describe the key goals, projects and/or responsibilities that the staff member had for this appraisal cycle. Refer to the goals identified in the last year's Performance and Staff Development Plan, and, any subsequent communications on goals given to the staff member during the  appraisal cycle.  Describe the performance results obtained and assess the results against the   expected outcome for each goal, project, and responsibility identified.  Provide supporting  comments when discussing performance results.   The comments should provide specific  information and examples of how the staff member met or did not meet each expected goal,  project and/or responsibility.

Example
Part I - Key Goals, Projects and Responsibilities for this Appraisal Cycle

1. Goal/Project/Responsibility:  Supervise office staff.  Hire staff, when needed, who possess the requisite skills and qualifications for the position.  Provide thorough and regular coaching, training and feedback to staff regarding job duties, responsibilities, expectations and departmental mission and goals.  Provide staff with guidance and opportunities that enhance their professional development.  Comply with all relevant University, state, Federal, and local laws and regulations in carrying out supervisory responsibilities.
2. Describe performance results, including supporting examples:  Carlos you provided regular feedback to your staff regarding performance goals and their progress at meeting these goals.   You completed annual appraisals for all staff.  You ensured that all the staff were appropriately trained on the new database program we instituted.  You provide good leadership for the department and comply with all relevant laws, policies and regulations.

Goals/Projects for Next Appraisal Cycle (This section must be completed for all staff members.): It is important that the staff member understand the goals, projects and activities that s/he will be responsible for during the next appraisal cycle.  These goals/projects and activities should be  based on the goals and objectives of the department/unit.  When outlining the goals/projects, ensure that you set a time frame for the attainment of each goal/project, list any training or resources needed for attaining the goal and describe the expected results in measurable, behavioral terms.  In this section you may include routine responsibilities as well as special projects and/or assignments.  Remember to include in the plan, projects and assignments that will help the staff member with his/her professional development and growth.  For example, if the staff member needs to enhance his/her presentation skills, you might require the staff member to develop and deliver a training program or informational seminar for the department. If goals/projects, time frames and/or expected results change during the year, remember to discuss the changes with the staff member and update the work plan.   If the staff member's overall performance is "unacceptable" or "meets some but not all goals", the performance areas needing improvement must be articulated in the Goals/Projects for Next Appraisal Cycle Section.  Remember to also schedule a date for the follow-up review and record this date in the Performance Plan.  The follow-up review should normally occur within three to six months of the  appraisal.

The following SMARTS guidelines should be followed when developing goals.
Effective goals are:
Specific - The staff member should know exactly what is expected
Measurable - Measurements are established so both the manager and staff  member can monitor performance or progress toward meeting goals
Achievable - The goal is not just a wish, it has a basis in reality
Results Focused - The goal is focused on accomplishments, not activities
Time Bound - The goal has a specific deadline or time frame for accomplishment
Stretch - The goal will be a challenge to meet, not an automatic accomplishment

You should also identify the 3 - 5 key competencies the staff member should further develop during the next appraisal cycle.

Example
Part II - Goals, Projects and Responsibilities for the Next Appraisal Cycle

1. Goal/Project/Responsibility: With other department managers, develop a brief update publication to announce upcoming programs, policy changes, and human resources updates to University supervisors and managers.
2. Expected Results and Time Frame: By January 31, XXXX, a brief one-page update will be published on a monthly basis and distributed to University supervisors and managers.  The update will be accurate, thorough and easily to read.  It will summarize upcoming programs, policy changes, cutting edge management techniques and other vital information to assist managers in effectively managing  their staff.  The update should be based on the customer survey data received in April, XXXX.
3. List the 3 - 5 key competencies the staff member should further develop during the next appraisal cycle:   Managing Resources (learning more about the budget process),   Initiative (take action), Clear Communications (presentation skills)

Giving Feedback on Selected Competencies: Give feedback on the 3 - 5 key competencies that are vital to the staff member's success in the current position and/or will enhance his/her professional development.  Be sure to address the competencies you told the staff member you would comment on.  Review the definition of each key competency.  For more details about each competency, review the full explanations listed in this document.   Discuss in detail how the staff member demonstrates the competency using supporting examples.   Also, provide feedback on how the staff member needs to further develop each competency and suggest methods to use to enhance the competency, e.g., training, work assignments, etc.REMEMBER YOU DO NOT HAVE TO GIVE FEEDBACK ON ALL OF THE COMPETENCIES LISTED ON THE APPRAISAL FORM.

Example
Part III - Competencies
Managing Resources Allocates time and resources efficiently and effectively; prioritizes work and delegate as appropriate; works to minimize institutional risk by acting as a responsible steward for the University.
Discuss staff member's demonstration of competency and how competency could be further developed:  You achieved all of your goals for this appraisal cycle within the established time frames and budget parameters.  In order to implement the new programming initiatives, you appropriately reallocated  people and financial resources.  You should continue these efforts.  To enhance your budgeting  skills, you should consider taking a course in this area and work closely with our Budget Manager to better understand the budget process. 

Selecting an Overall Level of PerformanceYou should analyze the staff member's entire performance record during the appraisal cycle against the expected goals/expectations identified for this period. Questions to consider in determining the overall level of performance include:

1. Did the staff member achieve all of the expected goals/expectations for this appraisal cycle? In other words, did the staff member successfully do his/her job? Did the staff member achieve some but not all goals/expectations for this appraisal cycle? If not, were there extenuating circumstances which affected the staff member's ability to achieve the desired results?
2. Did the staff member's performance frequently surpass the desired performance results? How often did the staff member surpass the desired performance results?
3. What impact did the staff member's performance have on the attainment of the department's goals and objectives?
4. Check one definition in the Summary of Performance section that best describes the staff member's overall performance for this appraisal cycle.

Signatures/Comments
After the Performance Plan is completed and discussed with the staff member, secure the appropriate signatures (see instructions on the form).  The Senior Business Officer must sign the Performance and Staff Development Plan, if the staff member is in any level of the following job titles: Financial Coordinator, Business Administrator, Business Manager, or Manager of Administration and Finance.

Give a copy of the finalized Performance Plan to the staff member, keep a copy for your departmental files and forward the original copy of the Performance Plan to the appropriate person in your school/center or directly to Human Resources/Staff and Labor Relations. 

The staff member can comment on any aspect of the process on the Performance and Staff Development Program Comment Sheet.  (If the staff member wishes to make comments ask him/her to check the appropriate box on the Performance and Staff Development Plan.)  Preferably, all Performance and Staff Development Program materials (e.g., Performance and Staff Development Plan, Comment Sheet and Self-Appraisal Worksheet) for a staff member will  be forwarded to Human Resources/Staff and Labor Relations at the same time.  However, you do not have to wait for the staff member to submit the Comment Sheet or Self-Appraisal Worksheet before forwarding the Performance and Staff Development Plan to Human Resources/Staff and Labor Relations.

ALTERNATE FORMATS FOR THE PERFORMANCE AND STAFF DEVELOPMENT PLAN

In lieu of completing the Performance and Staff Development Plan, you may use a letter or memorandum format to document your feedback to the staff member. In addition you can use the short form version of the Performance and Staff Development Plan.  In writing the letter or memorandum, you can use the letter or memorandum templates online or follow the guidelines outlined below:

• On page one of the document, print or type the staff member's full name, Penn ID number, date of appraisal, appraisal period and department name and number.  Also include the supervisor's full name and Penn ID number.  On any additional pages include the staff member's and supervisor's names and Penn ID numbers and department number. This will enable Human Resources to record the document appropriately and reassemble it if pages are accidentally separated.
  
• At the beginning of the document, describe the goals, projects, responsibilities, and expected results that the staff member had for this appraisal cycle.
  
• In the body of the document, describe the staff member's progress at achieving the expected goals.  Discuss the results achieved and/or not achieved and cite specific examples from your observations and documentation throughout the appraisal cycle.  Acknowledge any extenuating circumstances or challenges that affected the staff member's ability to achieve the expected results.
  
• Summarize the staff member's performance results and indicate which overall performance level the staff member achieved.  Refer to the definitions listed in the Summary of Performance section on page one of the Performance and Staff Development Plan.  If the staff member's overall performance is unacceptable, state this in your document.
  
• Give the staff member feedback on 3 - 5 key competencies that are vital to his/her success in the current position and/or will enhance his/her professional development.  Discuss how the staff member demonstrates the competency using supporting examples.  Also, provide  feedback on how the staff member needs to further develop each competency and methods that can be used to enhance the competency, e.g. training, work assignments, project team participation, etc. (For more details on competencies refer to Part III of the Performance and  Staff Development Plan or the competency listing in this booklet.)
  
• Describe the goals, projects, and/or responsibilities that the staff member will have for the next cycle.  The goals should include routine responsibilities, any special projects or assignments, performance areas that need improvement, and developmental activities that will enhance the staff member's professional growth and development. For each goal, project  or responsibility listed include the time frame for achieving the goal, any training/resources needed and the expected results.  Remember that the expected results should be specific,  measurable, achievable, and time bound.   Include some goals that will be a challenge to achieve and not easily accomplished.  This type of goal helps the staff member to grow professionally.
  
• If the staff member's overall performance is unacceptable or meets some but not all goals, areas that need improvement must be included in the Goals/Projects for the next appraisal cycle.  Also, identify 3 - 5 key competencies that the staff member should further develop in the next appraisal cycle.
  
• The staff member, supervisor, and administrative head should sign and date the letter or memorandum.  The senior business officer's signature is also required if the staff member is in any level of the following job titles: Financial Coordinator, Business Administrator,  Business Manager, or Manager of Administration and Finance.  Including lines at the end of  the document for the appropriate signatures and dates may be helpful.
  
• Give a copy of the document to the staff member, keep a copy for your departmental files and forward the original copy of the document to the appropriate person in your school/center or directly to Human Resources/Staff and Labor Relations. 

PERFORMANCE AND STAFF DEVELOPMENT MEETING GUIDELINES

• Keep an open mind.
• Meet with staff member at a scheduled time.
• Establish a comfortable environment.  Give staff member your undivided attention. Do not allow outside interruptions.
• Mutually review goals/expectations from last appraisal or performance discussions.
• Review job expectations and position description, as needed.
• Discuss Self-Appraisal Worksheet with staff member.
• Discuss Performance and Staff Development Plan (share draft Performance Plan with staff member).
• Discuss accomplishments, areas of strength, competencies, areas where improvement is needed.
• Encourage and allow staff member to comment.
• Be willing to change your assessment, if appropriate.
• Set goals for next appraisal cycle.
• Discuss any training or resources the staff member may need to meet established goals or further develop competencies.
• Plan and schedule follow-up activities.
• Provide staff member opportunity to make verbal and/or written comments.

STEPS AFTER THE PERFORMANCE AND STAFF DEVELOPMENT MEETING

• Write the final draft of Performance and Staff Development Plan (or letter/memorandum).
• Obtain signatures from staff member, your supervisor and senior business officer, if appropriate.
• Give staff member a copy of the Performance and Staff Development Plan or letter/memorandum.
• Return Performance Plan or letter/memorandum to appropriate person in school/center or Human Resources/Staff and Labor Relations.
• Conduct follow-up activities as needed, e.g., arranging for training.
• Communicate regularly with the staff member during the year about his/her performance and progress at meeting expected goals. Document these discussions, when necessary.
• Communicate with staff member about any changes or revisions in goals and expected results during the year. Update the Goals/Projects for Next Appraisal Cycle Section of the Performance and Staff Development Plan, as needed.
• If staff member's overall performance is unacceptable or meets some but not all goals, ensure that the follow-up review is conducted at the designated time.

Giammarco-Vetrocoke of Italy solution :problems encountered in CO2 absorption section -NFCL EXPERIENCE

CO2 REMOVAL SECTION in ammonia plant in all over world it  has been more concerned  to save the ENERGY , EQUIPMENT FROM CORROSION ,
 Problems encountered in CO2 absorption section
Higher CO2 slip 
}         Bad regeneration 
}         Foaming 
}         GV carryover 
}         Maintaining vanadium ratio 
}         Pump back rotation 
}         ES-302 carryover 
}         Valve strucking 
}         EE-311 chokng 
}         EE-301 leaking 
 

CO2 REMOVAL SECTION : 
  
            This unit provides process gas free of CO2 (limit 1000 ppm) for the production of ammonia and necessary CO2 for Urea  production.  In this unit, CO2 in the process gas is absorbed by the GV solution in the Absorber, C-301 thus providing process gas with less than 1000 ppm of CO2.  Stripping of the absorbed CO2 is done in the two regenerators and CO2 stripped is supplied to Urea Plant.  CO2 removal section know how is by Giammarco-Vetrocoke of Italy.  The Vetrocoke solution consists of K2 CO3, Vanadium Pentoxide, Glycine  and DEA where V2O5 (Vanadium Pentoxide) is the corrosion inhibitor and glycine/DEA are the activators.  The chemistry involved in this unit is chemisorption and is explained as follows : 
  
  
                    CO2  +  H2O                                       HCO3-  +  H+          (1) 
  
                    K2CO3  +  HCO3-  +  H+                    2KH  CO3               (2) 
                    -------------------------------------------------------------------------------- 
                    K2CO3  +  CO2  +  H2O                     2KH  CO3               (3) 
  
            The reaction rate of (3) depends on the reaction rates of (1) and (2).  Reaction rate of (1) is slow and the activator activates this reaction by quickly introducing the gaseous CO2 in the liquid phase.  The activator glycine reacts with CO2 and forms glycine carbonate according to the reaction. 
  
         NH2 CH2 COO-  +  CO2                              COO-NH CH2 COO-  +  H+     (4) 
  
         COO-NH CH2 COO-  +  H2O                       NH2 CH2 COO-  +  HCO3-      (5) 
  
     The sum of (4) and (5) gives (1). 
  
            In solution regeneration, reaction (3) is reversed by application of heat and pressure reduction and the lean and semilean K2 CO3 solution is recirculated for further absorption of CO2.  The process gas from V-208 enters the CO2 removal section at 27.5 Kg/cm2g and 165 deg.C and passes through the reboilers and LP Boiler E-302 and then to E- 306A/B (DM Water Heater) getting cooled down to 113.5 deg. C and condensate is seprated in V-301 before entering the Absorber. 
  
            The process gas enters the tube side of E-301A/B giving its heat energy to the GV solution at the shell side of E-301A/B.  The solution from the bottom tray of C-302 (Regenerator under pressure) circulates through the reboiler by thermal siphoning.  The CO2 and H2O vapour along with solution enters C-302 bottom below the bottom tray and serves as stripping medium.  The heat energy released in E-302 shell is used to produce LS steam which is boosted into C-302 through the ejectors L-301A/B.  The outlet gas temperature of E-302 is 126.5 deg.C.  The gas outlet from E-302 is further cooled in DM water preheaters E-306A/B.  The gas is cooled down to 113.5 deg. C.  The resulting condensate in the process gas is separated in V-301 before entering the CO2 absorber.  
  
In the CO2 Absorber C-301 process gas flows upwards counter current to the solution flow (the solution is the regenerated  GV solution from C-303).  Semi-lean solution pumps P-302A/B/C takes suction from the take off tray below the packing of C-303 and pumps the solution to the middle of Absorber as semilean solution at 106 deg.C .  Lean solution pumps P-301A/B takes suction from the bottom of C-303 through the cooler E-303 and pumps the solution to the top of the absorber as lean solution.  E-303 cools the solution from 109 deg.C to 65 deg.C and in turn heats DM water from 40 deg.C to 104 deg.C.  The make up condensate to CO2 removal system is added at the suction of P-301A/B pumps at 59 deg.C to maintain the water balance in the system. 
  
            At the bottom of absorbers C-301 where the bulk of CO2 is absorbed, the high temperature improves the reaction rate for reaction No. (3) and for reaction No. (5) according to which the CO2 is absorbed by K2 CO3.  In the top part of the absorber, the lower temperature reduces the CO2 vapour pressure in the solution thereby minimising the CO2 content in the process gas.  This is made possible by keeping the reaction rate (5) sufficiently high even at this lower temperature by the OH concentrations in the lean solution fed at the top.  
  
            Solution regeneration is carried out at two pressure levels, one at 1.04 Kg/cm2g and other at 0.1 Kg/cm2g for better utilization of stripping steam compared to the usual technique in which great part of the stripping steam exits the regenerator top  as unused excess.  The pressure in regenerator C-302 is regulated to obtain a temperature increase between the solution inlet and outlet of the regenerator in order to condense the above mentioned excess steam.  The heat stored in the rich GV solution exit the regenerator C-302, is recovered as flash steam which has been experimentally verified to be practically pure steam.  
  
            From C-302 top is taken off a rich solution stream at 106.5 deg.C that feeds Regenerator at low pressure C-303.  In C-303 the flashed steam regenerates the rich solution stream taken off from C-302 top.  The liquid levels at the bottom of C-303 and at the take off tray are maintained by controlling the flow of lean and semilean solution from C-302.  The lean solution from the bottom of C-303 at 109 deg.C gets cooled in E-303 and is pumped by lean solution pumps P-301A/B at 65 deg.C to the top of C-301.  From the take off tray of C-303 the solution goes to the Semilean pumps P-302A/B/C at 106 deg.C to be pumped to middle of C-301. 
  
The acid gas stream from the top of the Regenerator C-302 is cooled in the DM water preheater E-307 from 102 deg.C to 96 deg.C at 1.04 Kg/cm2g pressure.  C-302 pressure is maintained by PIC-015.  The vapour condensed is removed in V-304 (OH condensate separator).  The acid gas stream outletting the Regenerator C-303 at 94 deg.C and 0.1 Kg/cm2g is cooled in the O/H DM water heater E-308 to 91 deg.C and the vapour condensed is removed in the C-303 1st O/H condensate separator V-305.  C-303 pressure is maintained by PIC-001.  Again the acid gas is cooled in the condensers E-304A/B to 40 deg.C by cooling water.  The vapour condensed is separated in the C-303 2nd OH condensate separator V-302.  The CO2 is fed to the Booster compressor K-301 or it can be vented to atmosphere through PIC-026.  K-301 boosts the pressure of CO2 from 0.1 Kg/cm2g to 0.96 Kg/cm2g at 96 deg.C.  The discharge of Booster compressor joins the stream of CO2 from C-302 at the outlet of V-304 and the mixed stream gets cooled in the final OH condensers E-305A/B from 102 deg.C to 40 deg.C by cooling water.  The water vapour condensed is removed in final OH condensate separator V-303 and the CO2 saturated with water flows to Urea Plant.  The ammonia Plant battery limit conditions for the CO2 sent to Urea Plant are 0.6 Kg/cm2g and 40 deg.C. 
  
            The use of compressor K-301 on a very limited acid gas stream allows to utilise in the most advantageous way, the two pressure levels regeneration technique, since it allows to keep C-303 pressure at a lower level, thereby increasing the flashing steam of the solution coming from C-302 with evident energy saving. At the same time it allows to obtain all CO2 for Urea production at higher pressure. 
  
            The condensate separated out at V-304 and V-303 flows to V-305 and V-302 respectively under pressure where as condensate from V-305 and V-302 are pumped out by P-304 and P-305 condensate pumps respectively as make up to CO2 removal section and balance as process condensate to stripping unit.  There are two numbers lean solution pumps (P-301A/B) one steam turbine driven and the other motor driven.  Out of three semilean solution pumps (P-302A/B/C), two are steam turbine driven and the other motor driven. 
  
Two hydraulic turbines (DPTP-302 A/B) are connected to the turbine driven semilean solution pumps P-302A/B through auto clutch.  The letdown turbines sends the rich solution from Absorber bottom which is at a pressure of 27.5 Kg/cm2g to the Regenerator C-302 which is at a pressure of 1.04 Kg/cm2g.  The discharge side pressure of hydraulic turbine will be about 9 Kg/cm2g.  The differential pressure 18.5 Kg/cm2g is utilised to drive the semilean solution pumps.  This pressure energy approximately amounts to a power of 215 KW in each hydraulic turbine thus energy on steam driven turbines DSTP-302A/B is conserved to an extent of 215 KW on each turbine, by clutching Hydraulic turbine to the Semilean solution pumps. 
 Problems encountered in CO2 absorption section

Higher CO2 slip }         Bad regeneration }         Foaming }         GV carryover }         Maintaining vanadium ratio }         Pump back rotation  }         ES-302 carryover }         Valve strucking }         EE-311 chokng }         EE-301 leaking  }Once GT-C trips and power supply to pumps got cut off resulting in EP-302 B C trips. }Gas got backup in EC-303 via EP-302 AS NRV not holding the backflow }As a result pump start back rotating with  full rpm without lube oil supply. Thereby shaft become red-hot and bearing seized. }Also EC-303 Bottom sump got collapsed }After that incident modification carried out for EP-302 NRV flapper (stoppers provided) and also valve close  logic provided for semi lean low flow nearly 250 m3 and lean low flow 50 m3. }In this condition semi lean FV-09  control valve close automatically and lean FV-08 closes automatically   Incase of struck up of valves i.e., 03-LV-04A/B or LV-002A/B the second valve has to be taken in line by closing the upstream of struck up valves by continuously increasing the valve output to get the desired level.  }  }GV solution carried away with process gas and get settled in EE-311(mainly bottom exchanger)  thereby developing dp between PV-71 and PV-74. it can be decreased by maintaining required lean solution flow (not in excess) or demister modification EE-301 leaking     Due to this regeneration rate got affected and hydrogen carry over with CO2 thereby affecting CO2 compressor(due to change in molecular weight)  }As the GV solution is corrosive, it may corrode/erode the vessels pipelines etc. at the operating temperatures and pressure.  Hence to avoid the same, the passivation of vessels, pipelines etc, is done. } The passivation forms a layer of oxide film over the surfaces by the addition of vanadium pent oxide in the circulating K2CO3 solution without process gas. }During this passivation period,  the activator, glycine is not added to the solution. }For the passivation operation the composition must be as follows :        K2CO3 = 200 g/l expressed as K2O (23.5% W/W as K2CO3)        Vanadium = 58/l expressed as V2 05 (0.4%  W/W as V2 05) }The solution is prepared as per above requirement and by means of sump preparation pump P-308, pumped to the regenerator C-302 bottom. }.  Passivation is subdivided into two types    (i) Static passivation     (ii)  Dynamic passivation.  During passivation G V  Solution  pumps are to be changed over.   }It is mainly for passivation of reboiler  }Regenerator C 302  bottom is filled up with solution.  Reboiler E 301 A/B  solution inlet and vapour outlet pipes also get completely filled.  } Pressurize C 302 with  N2  up to 2.7 kg/cm2, setting its PCV at above mentioned pressure.  }Solution is gradually heated by introducing steam through E 301 A/B so as to maintain the solution not less than 140 deg. C and without reaching the boiling point since it is preferable to avoid entering of steam into the regenerator.  Maintaining the temperature as high as possible, without reaching boiling point is important  for obtaining the best consistency of the passivation film.  }The above conditions are maintained  for 2 days, regularly checking column pressure and solution temperature.  During the operation regular analysis of K2CO3 and V2O5 will be carried  out in order that the solution concentration remains approximately constant and adding V2O5 if this falls below 4 g/l.  }It is mainly for passivation  of equipment and lines handling GV Solution    }Dynamic Passivation immediately follows static passivation.  }To start with Absorber is pressurised to about 18 kg/cm2g NG and solution circulation is established.  }Pressurize the regenerator  C 303 with N2 upto 2.2 kg/cm2; setting the vent valve (PIC 001) accordingly.  Keep C 302 pressurised at 2.2 Kg/cm2 with N2, controlling the pressure by PIC 015.  } It is important that C 302 & C 303 are at the same pressure for allowing the solution to flow from C 302 to C 303 by gravity.  } The passivation is carried out by circulating the hot solution maintaining a total solution flow rate of not less than 1400 M3/hr.  Process gas should not be admitted to the Absorber C 301.     }Adjust the steam flow rate so as to maintain the temperature of about 140 deg.C on C-302 bottom.  Continue with the operation for about 4 days regularly checking columns pressure and solution temperature.  }During the operation, regulr analysis of K2CO3 and V2O5 will be carried out in order to check that the solution concentration remains approximately constant and adding V2O5 if this falls below 4 g/l.  }At the end of the operation stop the steam to E 301 A/B and when solution cools below 100 deg C,  depressurize C 302 keeping a reduced solution circulation till the introducing of process gas.  Plant shut down, manholes opening or the columns shell drying is not permitted so as to avoid oxidation or alteration of the protective film, which has to be maintained till the process gas introduction.  } After completion of passivation partially solution is drained from C 302 to the preparation tank T 302 in order to add glycine and DEA are again pumped back to the system.  This operation is repeated to attain the required concentration before the process gas is introduced to the CO2 absorber.     }Short time shut down              Incase of a short time shut down during which the process gas is stopped maintaining the Absorber C 301 under pressure and the solution is maintained in circulation, the plant can be restarted without any re-passivation.     Long time shut down  } Incase of a long time shut down with opening of columns Manholes and consequent exposure of columns to air, the plant restart has to be preceded by a repassivation.  The process gas should not be admitted.  C 301 can be pressurised with NG.  }The GV solution, which has been stored in the storage tank T 301,is utilized for the repassivation at the standard concentration.     }Check the pentavalent vanadium (V2O5) content which should not be below  2.5 g/l expressed as V2O5.  The solution in the storage tank tends to oxidize itself but if necessary and in order to speed up oxidation air can be  injected to the storage tank T 301 to reach   the required V+5 concentration.  Some times it may be necessary to add V2O5 or to keep vanadium content 2.5 g/l.  }Solution is circulated as per normal procedure.  }Adjust the steam flow rate to E 301 A/B to maintain C 302 bottom temperature of  100-102 deg.C. Go on with the passivation operation for a minimum of 36 hours, better for 2-3 days, periodically checking the solution composition and temperature.     }At the end of the operation, steam is to be cut off to E 301 A/B, maintaining reduced circulation till the process gas is introduced.     }process Gas is being vented at PV-25A/B at EV-208 O/L.  } The absorber should be isolated with 03-HSV-004 and its bypass closed, 03-HV-002 and its bypass closed. 03-PV-071 closed.   }All EC-301 drains should be closed.  }Partially shift the venting to EV-301 O/L 03-HV-01. When gas starts venting at 03-HV-01, EC-302 bottom GV temperature picks up and reaches a temperature of 128 degc at 03-TI-11 and EC-302 pressure 03-PIC-15 is 1.1 kg/cm2g.  } Ensure 03-PIC-28 is in auto with 0.6 kg/cm2g set point and EC-303 column pressure is being maintained 750 mmwcg at 03-PIC-26 kept in auto mode. Also ensure lean solution pump EP-301A or B and one semi lean pump EP-302A or B or C are running with 200 and 650 m3/hr flows at 02-FRC-8 and 02-FRC-09 respectively.     }when ever condensate levels gets accumulated in the over head condensate system of EC-302 and EC-303 start EP-304A/B and EP-305A/B.  }When condensate in EV-301 gets accumulated send it to ET-351 seeing the level in EV-301.EC-301 level maintained through control valves 03-LV-039A/B or C.  }Slowly increase the pressure of EC-301 by opening 03-HSV-04 bypass and when pressure gets equalized slowly shift the venting to 03-PIC-071 and increase the back pressure and the corresponding set points of 02-PIC-023, 02-PIC-025.  }As the plant load increases increase the semi lean flow at 02-FRC-09 by starting another semi lean pump to maintain EC-301 O/L CO2 slip content below 1000 ppm.  } Now the plant is ready with CO2 for Urea plant start up. If required EK-301to be started as per start up procedures and shift the CO2 venting at 03-PIC-026 to 03-PIC-028.     }Before starting EK-301 ensure lube oil circulation is established and cooling water is i/s for lube oil cooler, seal air is lined up.  }Then thoroughly drain the condensate in the suction through suction drain, keep the casing drain open and drain condensate  } line up EK-301 suction I/V, discharge I/V also open the discharge line drain and drain the condensate.  } Keep re-cycle valve 03-FV-323 in full open condition.  } Reset IS-306 and start EK-301 and load the compressor after resetting 03-fy-323 in the SDS plessy.  }Initially close 03-HIC-323 slowly after some out put FIC-323 takes over 03-HIC-323 and gets operated in auto.  }  Then slowly open 03-PIC-027 until 03-PIC-26 gets closed.     }Low level in EC-301, E03-LSXL-040A/B/C          Incase of low level gas from EC-301 will escape and can lead to hydraulic turbine failure. Process gas can enter to regenerators and over pressurize regenerators. Contamination of co2 will lead to compressor surging.  }Simultaneous trip of semi lean pumps, IS-302A/B/C              If both the pumps trips co2 slip exit EC-301 will increase rapidly and will lead to methanator trip on high bed temperature  }Simultaneous trip of lean pump, IS-301A/B              If the pumps trips co2 slip exit EC-301 will increase rapidly and will lead to methanator trip on high bed temperature  } E03-MTS-06, Manual trip of IS-५    }Due to trip of absorber the automatic trip actuations are                             IS-5         IS-6                                  IS-7             IS-411                                   IS-306                                                  IS-550                                   E03-HV-6/7/9 close                                   E03-FV-8/9 close                                     on low flow                                     E03-UV-03 close                                                }Take process gas venting on E02-PV-025.  }Ensure supply of recycle hydrogen flow from A-1 to FDS through E04-PV-05. If recycle hydrogen from Ammonia-I is not available, START EK-204 with suction from the outlet of EV-208 and line up recycle hydrogen to the header