RPD Manual

21911 Winnebago Lane Tel. 949.455.
9921
Lake Forest e-mail “itsco@aol.com"
California 92630
NOTICE
The information contained in this manual is subject to change without notice.
Interactive Training Solutions (ITS) shall not be liable for technical or

editorial omission made herein; nor for incidental or consequential damages
resulting from the furnishing, performance, or use of this material.
This manual contains proprietary information protected by copyright. All

rights are reserved.
© Copyright 2007 - 2008

Interactive Training Solutions (ITS)
All rights Reserved
The software described in this manual is furnished under a license

Agreement. The software may be used only in accordance with the terms of
the Agreement. It is against the law to copy the RPD – Training & Guidance
program and its Operations Manual onto any medium for any purpose other
than the one specified in the license Agreement.
OPERATIONS MANUAL
Second Edition (April 11, 2008)
Revision 2.1
Interactive Training Solutions (ITS)
MULTIMEDIA CBT
RPD – TRAINING & GUIDANCE
CONTENTS
INTRODUCTION .................................................................................... 1
CHAPTER 1: Multimedia CBT Background Information ........................ 3
CHAPTER 2: Course Structure Overview.............................................. 6
CHAPTER 3: Course Curriculum ........................................................... 9
CHAPTER 4: Installing The CBT Program .......................................... 14
CHAPTER 5: Starting Your Study Sessions ........................................ 17
CHAPTER 6: Record Administration & System Setup ........................ 26
Appendix A – List of Topics

B – Glossary
INTRODUCTION
INTRODUCTION
The Rack Phase Difference (RPD) Training & Guidance program is
delivered to you by interactive 3D graphics animation voice-over narration,
and simulations of real-life situations. The main objectives of this training
program are to equip you with the knowledge and skills necessary to
understand what is RPD, how to asses RPD situations, how to decide on
the proper counter-measures, and how to implement them. Overall, this
multimedia CBT program is designed to make your learning experience both
effective and enjoyable.
Most good multimedia CBT programs - this one included - explain

everything you need to know as you go along, right on the computer screen.
However, this Operations Manual contains helpful information, and it would

be valuable for you, whether you are an instructor or a trainee, to read
through this manual before you use the program the first time.
Chapter 6 contains information that is to be used

only by the training manager and course
instructor and must be removed before
distribution of this material to any trainee.
Chapter 1 contains background information on Multimedia Computer Based

Training (CBT), including the various learning techniques used, and explain
the benefits of CBT.
Chapter 2 provides basic information on this particular course, titled RPD -

Training & Guidance. It explains the course structure, the feedback methods
and the scoring.
Chapter 3 outlines the course curriculum, describing the type of trainee who
will benefit from this course, the education level requirements, and the
learning objectives.
Chapter 4 covers the steps required for installing and uninstalling the
program for both single and network installations. Also included are the
minimum system requirements.
RPD – Training & Guidance 1

Chapter 5 explains the steps necessary to start your training with this
multimedia CBT program. These start-up instructions apply when the
program is already loaded onto the hard disk.
Chapter 6 is the Instructor’s Manual containing information that is to be

used only by the training manager and course instructor. This chapter
explains how to build and maintain a database of trainees and how to
monitor their progress.
Appendix A lists individual screens by their topics. The purpose of this

listing is to assist the instructor in displaying selected screens that are
relevant to the subject presented in a classroom forum.
Appendix B provides a glossary of important definitions
If the program is already installed on the hard disk, and you

want to start right away, skip to the Start-Up instructions in
Chapter 5. If this is a first time installation of the program,
see the Installation Instructions in Chapter 4.

CHAPTER 1 Multimedia CBT Background Information
CHAPTER 1: MULTIMEDIA CBT BACKGROUND INFORMATION
The following information provides a brief review on the concept of using
computers for learning, instructions and assessment. Over the past 20
years such adoption of computers for training has gained positive and
beneficial results within the offshore-oil and other industries. Development
of such training program requires the resources of versatile talents,
including the subject matter experts.
1.1 WHAT IS CBT?

The term Computer Based Training (CBT) denotes a set of innovative
methods for delivering training and instructions through the use of
computers. These methods employ a variety of training techniques,
including dialog and inquiry, drill and practice, simulation and gaming.
Advances in computer technologies and web applications are allowing the
incorporation of video presentation and voice-over narration.
The aspects of delivering training by several methods, e.g., text base

format, video and audio falls under the term multimedia. The benefits of
incorporating multimedia elements into a training program include the ability
to better explain concepts and support the learning experiences with the use
of senses other than just sight.
Essential with multimedia CBT techniques is the interactive process

between you and the training program. Monitoring your responses to
various questions, drill and practice, the program either provides you with
immediate feedback, and branches you to the training required based on
your knowledge and skill level.
Furthermore, the program makes extensive use of 3D interactive graphics

and animated simulations, so you can visually grasp concepts, process and
operations of equipment.
For example, within the “RPD – Training & Guidance” program the 3D
illustrations and animations of the complete leg-hull and spudcan/seabed

interfaces will provide you with a better understanding of the causes and
effects of RPD. In most cases, unless explained thoroughly with lengthy
text, similar 2D presentations could be misleading.
Bear in mind that this multimedia CBT program on its own does not always
constitute the total training requirements for RPD. In some cases, your
organization might consider this course a component of your complete
training requirement. Other print based support information and
conventional class training and/or field practice may be required as an add-
on to this course.
1.2 THE BENEFITS OF USING MULTIMEDIA CBT

Multimedia Computer Based Training fosters substantial benefits for both the
trainees and the instructor/training manager. According to evaluation studies
of learning process, trainees who have used multimedia CBT programs
performed better on objective tests than trainees taught by traditional methods.
Furthermore, retention of training material presented through multimedia CBT
programs is higher than that which is accomplished by conventional training
methods.
The interactive nature of multimedia CBT program is the main feature that
underlies most of its benefits. Because of this feature, users find such delivery
method more motivating than other forms of instruction. The detailed feedback
provided to each response and the capabilities of the program to assess
trainees’ progress enhances their sense of achievement, and thereby leads to
increased satisfaction during training. Furthermore, presentation of the training
through two channels; text display and voice-over narration have shown that
the learning experience with multimedia CBT programs results in a better
retention and understanding of the subject matter.
Multimedia CBT allows trainees to learn at a speed and fashion that is most
suited to their particular style. Often, they will realize a significant time savings
over conventional classroom training. Where CBT allows learning at one's
own pace, classroom instruction is usually geared to the pace of the slowest
trainee. Overall, with the use of CBT, users have experienced reductions of
30% to 40% in the learning time required by other conventional methods.
CBT provides convenient instruction, when and where it is needed. Trainees
do not have to wait a considerable length of time for training that is needed
immediately to perform certain tasks. Also, the convenient accessibility to such

training tools allows trainees to refresh their skills and knowledge whenever
and/or wherever required.
1.3 THE DEVELOPMENT PROCESS OF MULTIMEDIA CBT PROGRAMS

Similar to the development of other multimedia CBT programs, the
development of this “RPD - Training & Guidance” program followed rigorous
stages of production and evaluation to ensure the final result meets desired
learning objectives and goals.
The process began with an analysis of the training needs and an evaluation
of the target audience. The input from subject matter experts and
instructional designers was then used to develop general and detailed
learning objectives.
The resulting storyboard and specifications of interactivities were then

implemented as a software program by experienced programmers and
graphic designers.
Last but not least is the quality assurance stage, where the program was
tested against any programming and technical errors by both the
development team and Beta users. Comments obtained from these
persons were evaluated and as required, incorporated in the final functional
version.

CHAPTER 2 Course Structure Overview
CHAPTER 2: COURSE STRUCTURE OVERVIEW
Whether it is a conventional class setting or multimedia Computer Based
Training (CBT) program, for a learning process to be effective it is essential
to include the following four (4) phases:
(a) Presentation of the Information

(b) Guiding the Trainee
(c) Practicing
(d) Assessing the Training & Trainee
2.1 COURSE GENERAL STRUCTURE

The RPD Training & Guidance program includes two main parts: (1)
Training and (2) Management Assessment. The management part is for the
instructor/training manager to keep organized records of trainees’ progress
and scores. The training part is presented through the following seven (7)
lessons:
1- The Origin of RPD; Introduction

2- Causes & Effects; Classifications
3- Global Mechanics
4- Limits & Measurements
5- Jacking Systems & Control Panels
6- Management Methods & Procedures
7- Assessment & Counter Measures; Practice
Each of the first six (6) lessons is broken down into relevant topics.
Consisting of actual RPD cases and scenarios, the seventh lesson is based
on representative real-life cases of RPD where you apply your knowledge
attained in the previous five lessons. For the detailed curriculum of the RPD
- Training & Guidance program refer to Chapter 3: Course Curriculum.

2.2 LESSON STRUCTURE AND FEEDBACK GUIDANCE
To determine whether you are accomplishing the learning objectives, each
lesson includes relevant exercises and questions by which you will be
scored. Each lesson includes both “primary” and “remedial” questions. To
complete a lesson you must answer all the “primary” questions, and reach
the last screen display of the particular lesson. If you answer the “primary”
questions incorrectly, you will be branched into “remedial” leading questions
and remedial explanation.
To get your individual lesson scores and the total for the course, you will
need to complete all the lessons. Once completed, you will be directed to a
“Score Page” that shows your total score for the course, as well as the
individual scores for each lesson.
If your score for any of the lessons is less than 70%, we recommend that
you redo the respective lesson.
Depending on your response to a question, in some situations you will be

branched to a specific section of a lesson, where in other cases you will
have the option of either skipping or reviewing certain sections of the
material.
Throughout the lessons, the number of questions you get depends on your
performance. For example, where your feedback shows competency, you
will be given only one or two questions. In situations where your feedback
indicates the need for more practice, you will get additional questions.
The types of questions used in the lessons include multiple choice,

true/false, and problem-solving questions. When responding to these
questions you are allowed several trials before getting the correct answer.
The scoring on such questions is based on the number of trials it took to get
the correct answer.

2.4 MANAGEMENT & ASSESSMENT
The RPD Training & Guidance program includes a management system
with which instructors and training managers can monitor your progress and
scoring. With certain commands known only to the instructor/training
manager, he/she has the option of switching this management system ON
or OFF.
The management system also includes a “Self-Registration” feature. When

the management system and “Self-Registration” feature are ON, you can
register yourself to the database. For more information on how to register
yourself, refer to Section 5.1 Registration.
With the management system turned ON, the first time you
enter the course, you will be asked to type in your “Login”
name as entered initially by the instructor/training manager,
and your selected password. This same password and
“Login” name must be typed each time you enter the
course.
When the management system is switched ON, it records your progress and
scoring in the lessons. You can exit the course and re-enter it at a later date.
The program will point you to the exact place where you last exited. (A new
bookmark is created each time you exit the course.) Each time you return
to the course, the program recognizes who you are by your unique “Login”
name and password.
When the management system is OFF, you will be able to start the course
without registration. This allows you to study and practice without being
monitored. In other words, once you exit the program, your progress and
scoring records will be erased.

CHAPTER 3 Course Curriculum
CHAPTER 3: COURSE CURRICULUM
LESSONS MENU
RPD TRAINING & GUIDANCE
0 Introduction & Learning Objectives
1 The Origin of RPD; Introduction
2 Causes & Effects; Classifications

3 Global Mechanics
4 Limits & Measurements
5 Jacking Systems & Control Panels
6 Management Methods & Procedures
7 Assessment & Counter Measures; Practice
Consisting of the above seven (7) lessons, the main training objective of the
Rack Phase Difference “(RPD) Training & Guidance” program is to provide
you with the following knowledge and skills:
(a) Thorough understanding of RPD’s significance, its causes, effects and

limits.
(b) How to obtain and interpret accurate RPD measurements, both

manually and by electronic system.
(c) How to manage RPD to ensure safe operations and preserve the
structural integrity of the legs throughout the various operational modes.

The program is oriented primarily toward personnel who are involved with
the daily operations of jack-up rigs; Rig Movers, OIM’s and Barge
Engineers. Other users who will benefit from this training program include
managers and engineers, representing the drilling contractors, oil operating
companies, and the regulatory organizations.
For the persons experienced with RPD situations and counter measures,
the program will reinforce and extend their skills and knowledge base.
The RPD Training & Guidance program displays its content through
interactive 3D graphics visualization and animations. Where relevant, the
program simulates real-life situations, as for example, setting the rig on
location in areas with previous footprints. Furthermore, to become familiar
with various control panels, the program uses a unique interactive cross-
referencing guides and simulations.
The “RPD Training & Guidance” program includes seven (7) main lessons.
Each lesson is organized under relevant topics, and contains questions for
assessing the user’s understanding of the subject matter.
On average it will take about six hours to complete the training program.
The exact time will depend on the user’s knowledge level and
comprehension. For example, when a user answers question(s) correctly,
he/she will progress to the next topic. When a response is incorrect, the
user will be directed to additional explanatory and remedial information. The
program includes a comprehensive management system for tracking users’
progress and performance throughout the course. The use of the
management system is optional.
3.1 THE ORIGIN OF RPD; INTRODUCTION

The first lesson starts with background information on statistics of past
accidents which resulted in leg damage due primarily to incidents of
“punch-through”, uneven seabed and previous footprint. Most such cases
could and can be avoided by monitoring the RPD.
Provided as an orientation, the core of the lesson covers basic definitions

and terminology to better prepare you for understanding the subsequent
lessons.

3.2 CAUSES & EFFECTS; CLASSIFICATIONS
This lesson covers the primary causes and effects of RPD, as instigated at
the interface of a leg’s spudcan and the supporting seabed. As outlined by
the shown flowchart, the most probable causes of RPD are categorized
under:
Eccentricity of the leg vertical reaction, and

Leg offset (splay)
Understanding the specific cause of RPD will allow you to asses effectively
the best possible counter measures.
3.3 GLOBAL MECHANICS

This lesson covers the following two main subjects:
(1) The differences in leg-hull interface; rack-chock vs. pinion supported

rigs.
(2) The leg-hull interface during phases of setting up RPD prone rigs on
location.
3.4 LIMITS & MEASUREMENTS

This lesson introduces the basic assumptions made to establish RPD limits
for rig designs that are subject to RPD failures. The core of the lesson
covers guidance regarding methods and gauges for RPD measurements
and their meaningful interpretation.
In addition to the typical ways of measurements, whether by gauges or

electronic systems, the lesson shows you how to interpret visualization of
leg attitude and calculation of spudcan direction to quickly assess and verify
the RPD situations.

3.5 JACKING SYSTEMS & CONTROL PANELS
The fifth lesson covers common jacking systems and their related control
panels. The lesson starts with identifying the different jacking systems, and
then proceeds with detailed coverage of various control panels, both central
and local.
After completing this lesson, you will gain essential knowledge regarding the
capabilities of the various jacking systems. Additionally, you will become
thoroughly familiar with the operations of your selected control panel(s).
3.6 MANAGEMENT METHODS & PROCEDURES

This lesson covers management methods for assessing RPD situations and
deciding on the most effective counter measures for controlling RPD. The
methods cover various operating modes including, afloat, pinning the leg,
elevating and preloading. Also, the lesson familiarizes you with the typical
control panels used to monitor and manipulate RPD.
Following the detailed review of the management methods, the last part of
the lesson cover suggested procedures for the relevant counter-measure,
and how to measure their effectiveness.

3.7 ASSESSMENT & COUNTER MEASURES; PRACTICE
By the time you reach the last lesson you have covered a lot of territory,
both theoretical and practical. At this stage of the learning you should have
gained a firm grasp on what is RPD, its causes and effects, how to measure
it accurately, and the available counter measures.
In this last lesson you have the opportunity to apply the knowledge you have
gained throughout the previous lessons. The lesson covers actual real-life
situations, as related to all aspects of managing RPD. The representative
cases first guide you through assessing the problems and causes. These
cases then lead you through the decision making process as to what is the
best counter measure with the least risk.
Each case is based on a specific operations mode, soil layer/seabed

conditions, and leg/chord monitoring system. To this end, the lesson serves
as a database for future collections of representative cases.

CHAPTER 4 Installing The CBT Program
CHAPTER 4: INSTALLING THE CBT PROGRAM
The following information covers the system requirements necessary to run
the RPD - Training & Guidance program, including its installation whether
implemented from a CD or downloaded from the Internet. The program
installation provides setup options for either single computers, or a Network
configuration.
4.1 SYSTEM REQUIREMENTS

The RPD – Training & Guidance program is compatible with the Windows
2000 and XP operating systems. The recommended computer hardware
requirements are as follows:
Pentium IV or better
32 MB RAM
2X CD-ROM
440 MB free disk space
SVGA at 1024x720 or higher, 32 Bits colors
Small fonts; 96 DPI
Window compatible Sound Card
Window compatible mouse or other pointer device
4.2 CD PROGRAM INSTALLATION & UN-INSTALLATION

To install the program proceed as follows:
(a) Insert the program CD into the CD-ROM drive, and from your Windows
Start Menu choose Run.
(b) In the Run dialog box, type the drive location from which you are
installing the program, plus the word “setup” (for example, type
“d:\setup”).
(c) Click OK, then follow the instructions on the screen.
The program installation includes two main parts; (1) Training content, and
(2) Database of users.

During the installation you will be asked to select the directories into which
you want to install these two parts. When installing on a single user
computer, we recommend you select the same directory for both parts of the
program.
When installing the program on a Network configuration, select the directory

name of your individual station for Part 1: Training content. For Part 2:
Database, select your Network directory.
Installing the program on a Network configuration should

be done by the instructor or training manager only.
(d) Once the program is installed, you will be asked to set up the
management system to ON or OFF. If you select the ON option, you will
be asked how you want to set up the self-registration features; ON or
OFF. If you have selected the management system to OFF, the Self-
Registration will be OFF too. For more information on both the
management system and Self-Registration features, refer to Section 5.1
Registration.
To uninstall the RPD Training & Guidance program use WINDOWS to enter
“Add/Remove Programs”, select the RPD-Training & Guidance program,
then click the “Add/Remove” button.

4.3 INTRANET/INTERNET DOWNLOAD
To install the RPD – Training & Guidance program from a web site, proceed
as follows:
(a) Once you access the web/ftp site, left click on the SetUp.exe file to start
the program installation directly from the site, or right click the file to first
save it onto your hard drive.
(b) If you get a “File Download – Security Warning” window message, click
on the “RUN” button. This will load the Setup.exe file into a Temporary
Folder.
(c) After the file is downloaded, click the “RUN” button, and follow the
shown instructions.
(d) The rest of the installation steps are similar to the ones prescribed for
the CD type installation in Section 4.2 CD Program Installation & Un-
Installation.

CHAPTER 5 Starting Your Study Sessions
CHAPTER 5: STARTING YOUR STUDY SESSIONS
The RPD Training & Guidance program is menu driven, allowing you easy
access and progression throughout the training content. The program
includes a management system for recording your progress and scoring
throughout the training lessons.
5.1 REGISTRATION
Before starting the program you need to know whether the management
system is ON or OFF. If the management system is ON, your first/last name
and your unique “login” name need to be registered in the database. To
start the program, you will need to know your “login” name. The registration
of your pertinent information in the database is done either by the
instructor/training manager or by you.
When the management system is ON, the instructor/training manager can

set the “Self-Registration” feature to either ON or OFF. When it is ON you
can add yourself to the database by entering your first/last name and
“unique login” name. When the management system is ON and the “Self-
Registration” is set to OFF your registration needs to be done by the
instructor/training manager. Otherwise, you will not be able to start the
training.
When the management system is set to OFF, you will be able to access the
program without any registration. However, once you exit the program, your
score and progress will be erased.

5.2 GETTING STARTED
The opening splash page of the RDP-Training & Guidance program displays
views of a jack-up rig above and below the sea surface. To begin your
training session, click the NEXT button at the right side of the bottom
navigation bar.
If the management system is set to ON, you will be asked for your “Login”
name and your password. Once you have entered the proper information,
click the OK button to proceed to the Lesson Menu. As mentioned in
Section 5.1 Registration, if the “Self-Registration” feature is ON, and this is
your first time using the program, you can enter your own required
information to the database.
If the management system is set to OFF, clicking on the NEXT button will
take you directly to the following Lesson Menu.

If this is not the first time you are starting the program, a pointer will indicate
the lesson bookmark of your last training session. To continue from where
you last exited the program, click the GoTo button. Once you have reached
the end of a lesson, you can choose to repeat it, proceed to the next lesson,
or go to the lesson menu to make another selection.
Once a lesson is completed, the menu screen will show a checkmark next to
that lesson. To complete a lesson, you will need to go through all its
“primary” questions and reach the last screen of the lesson. When trying to
start a completed lesson from the menu, you have the option to erase your
scoring for this lesson, or just conduct a review, preserving your original
scoring.

5.3
5 NAVIGATION & AUDIO BUTTONS
S
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EXIT
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and progress.
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menu.
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SKIP
S t skip over the ccurrent screen to the next topic.
allows you to
TOOLS
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calculations,
c and specific practices throughout the training. For the
e detailed
options
o under TOOOLS, refer to Section 5.4 Tool Reesources.
NEXT
N moves you
u ahead to the next topic.
ENTER
E he topic you are in.
progresses you through th
The
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he available audio
o options:
Audio is “on
n”
Audio is “offf”
Pause
Stop & Rew

wind
Play
RPD
R – Training & Guiidance 20
5.4 TOOL RESOURCES
The TOOL button provides you access to calculator, Spudcan Dir, Topics
Viewer, Glossary and Operations manual.
5.4.1 Calculator
The calculator embedded in this program is designed to perform typical
algebraic and trigonometric calculations. In addition you can use the
calculator to perform various units’ conversion.
Throughout the program at questions requiring a numerical input answer,

after doing the calculations with the calculator you can paste the result into
the input field by clicking the button paste-to-answer.
To also use the calculator as a unit converter, click on the radio button Units
Conversion to show the two scrolling field of “Convert From:” and “To:”. To
convert from one set of units to another one, click the left scrolling field the
selected unit, enter the number value, then click on the right filed the type of
units you want to convert to.

5.4.2 RPD Calculator & Spudcan Direction
This calculator uses the chord height input to calculate the RPD magnitude
and direction for each leg. For any of the legs, once you have entered the
three chord heights, click the CALC button to show the resulting RPD
magnitude and spudcan direction.
The right side of this form has dropdown fields containing the various rig
types, operational modes, and unit of measurements. Each rig type
includes the established maximum RPD limits.

5.4.3 Topics
This function allows you immediate access to any topic within the lessons.
In a class setting, “Topics” is an effective tool for overhead presentation of
graphics/animation related to the subject of your class lecture.
When selecting this feature, you will get a scrolling viewer listing all the
topics in the training session. The search field allows you to enter any key
word that “Look-Up” the related topic. Once you have found your selected
topic, click on it, and then click on the Display button.
For your reference, Appendix A: List of Topics lists all the topics within the
training lessons of the RPD Training & Guidance program.
5.4.4 Glossary
The Glossary includes important definitions related to the subject of RPD,
and sorted alphabetically. To find a specific definition you have the option of
entering it at the available search field, then clicking on the SEARCH button.
Otherwise scroll down the left field to find the definition for which you need
more explanation. Appendix B: Glossary provides a copy of the same
glossary.
5.4.5 Ops. Manual

An electronic copy of this operations manual is also available on your
computer in a “pdf” format. To be able to open this manual, ensure you
have the latest Acrobat reader.

5.5 TRAINING & SCORING
Throughout the training program you will encounter several types of
questions, consisting mainly of multiple choices, numerical input, drag&drop
interaction. The multiple-choice questions are fairly straight forward; just
click on your selected choice.
The numerical input questions are accompanied with the OK and CANCEL
buttons. Once you have entered a valid answer in the provided field, click
the OK button to get a response. To cancel your answer, click the CANCEL
button.
The field provided for inputting the numerical answer will show a blinking
cursor. Thus, the focus is on this field, and it is ready for your input. If you
don’t see a blinking cursor in the field, the focus has moved away from the
field, and it will not be ready for your input. To assign the focus back to the
field, and make it ready for your input, simply click on it.
Your score for each question is based on the number of trials it took you to
get the correct answer. A question answered correctly at the first trial is
worth 100%. A question answered correctly on the second or third trial will
worth less than 100%. And, a question answered incorrectly will get 0%.
Your score for each training lesson and the complete course are available
only when you have completed the course. To complete a lesson, you need
to answer all the required questions in that lesson, and reach its last page.
When you want to enter a lesson already completed, you will have two
options: (1) to just review the lesson, and (2) to redo the lesson. A review of
a lesson will keep your original score, and redoing a lesson will replace your
previous score for that lesson with your new score.
Upon completing the course, you can access the score page to view and
print your score reports for the course and the individual lessons. When any
of your lesson scores is below 70%, we recommend you redo such lesson.
When all your scores are above 70% and the management system is ON,
the printed report will be accompanied with your certification of successfully
completing the RPD - Training & Guidance program.

CHAPTER 6 Records Administration & System Setup
CHAPTER 6: RECORD ADMINISTRATION & SYSTEM SETUP
This chapter explains how to set and use the database management
system. Also included is a sample procedure for monitoring and printing
users’ records.
We recommend that this entire Chapter be used only by

the Instructor, Training Manager, or a designated person
at your remote site.
6.1 INSTRUCTOR MANAGEMENT SYSTEM

A database management system is incorporated into the RPD - Training &
Guidance program, to assist instructors and training managers with
monitoring the progress and performance of trainees. This management
system allows you to build individual databases for your fleet and/or classes.
The management system can be switched ON and OFF with simple click of
a button. When the management system is switched ON, it will track the
study progress and scoring for each trainee. When the management
system is turned OFF, users can enter the system without registration. This
OFF feature allows the user an opportunity to conduct practice study without
tracking and scoring.

The
T command to o enter the mana agement system administration
a is:: SHIFT I
(Capital
( I). If thhis is the first tim
me you enter the e Records Administration
option,
o you will be asked for yourr name and passw word. For initial eentry use
the
t default word “PASSWORD D”, then click the OK butto on. It is
recommended
r that you change th his password for added security. The next
time
t you enter Records
R Administrration, you will be
e asked for your selected
password
p only.
After
A completing your registration n, you will get the
e main menu of Records
Administration,
A diisplaying the follo
owing main functioons:
RPD
6.2
6 DATABASE
The
T DATABASE option provides all the functions
s necessary to administer
and
a review the re
ecords of each user. The Databa ase provides the following
functions:
f
(a)
( Add Persons s(s)
This function
n allows you to add new users into the databasse. The
minimum req quired information for each userr includes First a
and Last
Name, and a unique LOG GIN name. Th
he other informmation of
Location/Rig and Position/Ran
nk is optional.
(b)
( Remove Pers son(s)
This function
n allows you to remove either selected
s person((s) or all
persons. To remove selected d person(s), place
e a checkmark neext to the
one(s) you waant to remove.
(c)
( Edit Person((s)
Use this func
ction to revise th ou have entered with the
he information yo
“Add Person((s)” function, e.g. names, Position//Rank.
RPD
(d) Clear Password
Should a person forget his/her password or need to change it, with this
function you can delete the old password, allowing the person to
establish a new one. You can delete the password of either selected
person(s) or all.
(e) Review Records

This function gives you a detailed progress report on each person. The
report shows the scoring for each lesson as well as the completion
status. The trainee can print similar reports once she/he completed the
course.
(f) Print Records

With this function you can print the records of either individual selected
person(s) or all.
(g) Memo
This function allows you to insert for each person any remarks or
comments regarding his/her training activities. The printed report will
include your memo.
6.3 RETRIEVE AND BACK-UP RECORDS

These functions allow you to retrieve and back-up files of your records
(database of users). It is very important that you create back-up files for
each class or location/rig. When backing-up a file of records, save it as a
text file with a “.txt” extension.
The management system allows for only one active database. Therefore,
prior to retrieving a back-up file of records, you must delete all users from
the current database. Be sure to back-up your current database prior to
removal of records. To delete all trainees, use the Remove function as
explained earlier (Section 6.2 Database). When retrieving a file of records,
it will be installed automatically in the subdirectory “DB”, designated for the
database files.

6.5 MERGE DATABASES
Use this function to merge several databases, from several locations, rigs,
or classes into one comprehensive database of all users. Prior to using this
merge function, you will need to delete the current database. Be sure to
back-up your database before deleting all users. The Merge Database
function merges individual files into one file. This file is then retrieved
automatically into the database.
When retrieving several files, make sure the total number

of users does not exceed eighty (80). The management
system can accommodate only 80 persons at a time.
6.6 TRAINING MANAGEMENT

The Management System is quite flexible and can be adjusted to fit different
set-ups of training. For instance, the training manager can conduct several
training sessions simultaneously at remote locations, aboard each rig.
Copies of the CBT program and operations manual are sent to a designated
person aboard each rig, where the training is desired. Trainees then cover
the course for the period of time pre-determined by the training manager.
At the end of that time, the file containing the trainees’ records of
performance is e-mailed to the training manager for evaluation and records.
Similar management procedures can also be applied in a set-up of educa-
tional and training institutes, where the instructor can simultaneously
monitor the performance of individual classes or groups of students.

The following information provides a sample of steps necessary to monitor
the training at remote sites:
(a) Monitoring Training at Remote Sites by shipping the CD and operations

manual to a designated person aboard the rig, with specific instructions
on how to install the program. This designated person will need to have
full administration rights to install the program. The specific instructions
relayed to this designated person should include the following
information:
• Set the management system to “ON” during the installation.
• Specify whether to set the “Self-Registration” option to “OFF” or

“ON”. If it is “OFF”, the designated person will need to build the
database of users aboard the rig, by entering at least the “First and
Last Name”, and unique “Login” name of each person required to go
through the training. Additional optional information for each person
includes his/her “position/rank” and “location”. If you specify to set
the “Self-Registration” option to “ON”, each person will be able to
enter his/her own information.
• Specify the time allotted for the training completion, and when you
would like to have all records ready and sent back for your review.
(b) Once all users at a specific location completed the training and
examination sessions, have the designated person e-mail you the
record files of all users. This record file will include the scores and
progress data for each lesson.
To prepare this file, the designated person will need to have access to
the management system. Once in the management system page, the
record file is generated by clicking the “Back-Up Records” button.
To properly back-up the records, instruct the designated person to save

the file as a text file with a “.txt” extension. You may also want to
specify the file name. For example, you may specify the name of the file
to represent Rig’s name, e.g., “Rig30.txt”.

(c) Once you have received the aforementioned file, retrieve it into your
own program. As described below, you can retrieve individual or
several files at one time.
Before starting to retrieve the file(s) you have received, make sure your
database is empty. If you are retrieving just one file, use the “RETRIVE
RECORDS” button. If you want to retrieve several files from various
locations at the same time, use the “MERGE DATABASES” button.
To merge several databases, click on the “MERGE DATABASES”

button, in the pop up WINDOW click on the ADD button to select the
files you would like to merge. When all files you like to merge are
placed in the “Files to Process field”, click on the START button to start
the merging and retrieving of the files.
When you are retrieving several files with the option of

“MERGE DATABASES”, the Unique Login Name of each
person is deleted. This deletion prevents conflicts
among Unique Login Names. If, however, you retrieve
only one file with the option of “RETRIVE RECORDS”,
the Unique Login Name of each person is preserved.

APPENDIX A: LIST OF TOPICS
Appendix A: List of Topics

Lesson #1 – The Origin of RPD; Introduction
Background Information
Accident Records
What is RPD?
Chord Designation
RPD Main Causes
The Significance of RPD – Your Friendly “Watch Dog”
Which Rig is Susceptible to RPD?
RPD Limits & Measurements
Jacking Systems & Control Panels
Management Methods & Procedures
RPD Assessment & Counter Measures
Lesson #2 – CAUSES & EFFECTS CLASSIFICATIONS

Eccentricity of Leg Vertical Reaction
Sloping Floor; Hard Soil
Sloping Floor; Soft Soil
Slope Measurements; Practice
Uneven Seabed
Uneven Seabed due to Scouring
Scouring Practice Review
Leg Offset (Splay)
Previous Footprints; Definitions
Previous Footprints; Effects
Punch-Through/Rapid Penetration
Leg Penetration Curves
Backflows
Sliding Effects While Elevated
Sliding Effects While Setting On Location
Tidal Currents
Considerations of Tidal Cycles
RPD – Training & Guidance (Topics) A-1

Lesson #3 – Global Mechanics
Environmental Forces & Moments
Leg-Hull Load Transfer by Guides
Guides vs. Rack Chocks; Comparison
Leg Design & RPD
Induction Type Pinion Motors
Leg-Hull Interaction Under Eccentric Load
Rapid Penetration & Leaning Structure
Lesson #4 – Limits & Measurements

Analysis Background For RPD Limits
Environmental Loading & Soil Foundation Modeling
Jacking Operations Model
Storm Survival Model
General Overall Results
RPD – Effect on Elevated Mode
RPD Limits for Specific Rig Class/Name
Measurements of RPD
Measurements of RPD; Automatic
Measurements of RPD; Manual
Example on How to measure, record and calculate the RPD
RPD Gauge
RPD Measurements Procedures
RPD Measurements Procedures; Method “1”
RPD Measurements Procedures; Method “2”
RPD Measurements; Practice
Leg Attitude Visual Observations
Leg Attitude Visual Observations; Practice
Measurements of Leg Inclination (Spudcan Direction)
Legs Inclination Comparison
Tips For Measuring RPD
Measurement Stages

Lesson #5 – Jacking Systems & Control Panels
Jacking System Types; SC & IC

Simultaneous Chord (SC) Jacking System
SC Jacking System – Control Panel
SC Jacking System - Brakes Release
IC Jacking System
JU2000/E
JU2000 Central Console; Familiarization
JU2000 Central Console; Main Display
JU2000 Central Console; RPD Readings
Pinion Load Monitoring Systems (PLMS)
Activating the PLMS & Re-Torque; Practice
Local Control Panel
MOD 5/B-Class
MOD-5 Central Console; Introduction
MOD-5 Central Console; Familiarization
Enhanced Monitoring System (EMS)
EMS; Manual Vs. Electronic; RPD Readings
The Re-Torque Function; Familiarization
Re-Torque Hull Up; Practice
Re-Torque Hull Down; Practice

Lesson #6 – Management Methods & Procedures
RPD Management – General
Dynamic Trends of RPD Growth
Spudcan Soil Interactions; Hard vs. Soft Soils
Seabed Manipulation; "Pre-Forming"
Management for Previous Footprints
Scouring Management
Management Methods
Re-Seating/Zero RPD
Changing The Chord Load By Brake Release; SC & IC
Brake Releasing Guidance; Afloat Vs. Elevated
Changing The Chord Load – IC
Reverse RPD (IC)
Hull Tilting; General
Hull-Tilting; Soft to firm Vs. Hard Soil Conditions
Hull-Tilting; Summary
Removal of RPD While Afloat
Removal of RPD While Afloat – SC
Removal of RPD While Afloat – IC
Removing RPD While Setting UP Elevating On Location
Method A: Leg Is Extracted Clear Off The Seabed
Method B: Leg Is Partially Extracted From the Seabed
B1: Leg Is Partially Extracted From the Seabed - Pinion Supported
B2: Leg Is Partially Extracted From the Seabed - Partly Seabed Supported
Reverse RPD Procedures
Hull Tilting Procedures

Lesson #7 – Assessment & Counter Measures; Practice
Take #1 - Preliminary Check List
Take #2 - Manual Measurements
Take #3 - Communicating Manual Measurements & RPD Calculations
Take #4 - Calibrations; Manual Vs. Electronic
Take #5 - Leg Pinning Detection

APPENDIX B: GLOSSARY
Appendix C: Glossary
APPENDIX B: GLOSSARY
Brake release The process where the loads on jacking motors and their
pinions are decreased by controlled releasing of the brakes.
Bearing area The contact area between the spud can and the seabed.
Eccentric The condition where the center of the bearing area does not
loading coincide with the center of the spud can, causing unequal leg
chord loading.
High chord The leg chord within an individual leg which is positioned
vertically higher relative to the other chords.
High RPD Rack Phase Difference that is at or near the design RPD limit
specified in your operations manual
IC jacking IC is the acronym for "independent chord", referring to

system systems that have the option to jack chords independently as
well as together.
Induction Type Typical motor used in MODU jacking systems.

AC Motors
Leg splay The condition which exists when a leg is misaligned from a
straight vertical orientation with the leg-well.
Leg attitude A general term used to describe the leg orientation within the
guides.
Low chord The leg chord within an individual leg which is positioned
vertically lower relative to the other chords.
Lower guide The lower leg support structure. The position of the lower
guide varies between rig designs, but it is generally located in
the leg well between the main deck and the hull bottom.
Motor Slip A characteristic of induction type AC motors which results in a

reduction of motor RPM through increase load/torque
application. Reduction of load/torque increases motor RPM.
Offset A lateral (horizontal) shift of the spud can, resulting in an

offset with respect to the leg-well.
Opposed pinions An arrangement where pinions engage rack on two sides of

the same chord.
RPD – Training & Guidance (Glossary) C-1

PLMS Pinion Load Monitoring System is a system designed to
constantly measure the load applied to the primary climbing
pinions of the jacking system.
Pre-existing Refers to a hole or depression created by the spud can of

spud can hole another rig which was previously placed on the location.
Rack chock Fixation device that engages with the leg rack, transferring the
loads on the hull to the leg chords.
Rack gauge A tool with the same shape as the leg rack for taking RPD
reference measurements from the top of the jack case.
RAD Wrench Model 350SL torque tool used for manipulating individual
motor torques in a controlled manner on SC jacking systems.
Rapid When the leg’s depth of penetration in the seabed is

penetration increased suddenly.
Reaming A method of enlarging the diameter of pre-existing spud can

hole by lowering and raising the leg within the hole.
Relative spud The direction toward which the bottom of the spud can is
can direction pointing when the leg is misaligned from a vertical position
due to eccentric loading.
Reverse RPD A situation where RPD is intentionally imposed on the leg with
the vertical relative position of the chords opposite to the
direction expected to occur from seabed contact.
Rig tilting A situation where the rig is intentionally placed out of level.
SC jacking SC is the acronym for ""simultaneous chord"", referring to

system systems that only have the capability to jack all chords at the
same time.
Scour This condition occurs when the supporting seabed soil is

eroded from the underside of the spud can. Scour is typically
a result of exposure to high currents.
Sloping seabed Exists on locations with a variable water depth between the
legs.

Stomping A procedure of flattening the seabed by moving the rig
horizontally, concurrently with raising and lowering the leg.
Swiss Cheesing A method of weakening the wall of pre-existing spud can hole
by drilling along the perimeter of the hole.
Uneven seabed A general description for locations with undulations on the

surface of the seabed.
Un-opposed An arrangement where pinions only engage rack on one side

of the chord.
Upper guide The upper leg support structure at the top of the jack case.

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21911 Winnebago Lane Tel. 949.455.

The information contained in this manual is subject to change without notice.

Interactive Training Solutions (ITS) shall not be liable for technical or

This manual contains proprietary information protected by copyright. All

© Copyright 2007 - 2008

The software described in this manual is furnished under a license

Appendix A – List of Topics

Most good multimedia CBT programs - this one included - explain

However, this Operations Manual contains helpful information, and it would

Chapter 6 contains information that is to be used

Chapter 1 contains background information on Multimedia Computer Based

Chapter 2 provides basic information on this particular course, titled RPD -

RPD – Training & Guidance 1

Chapter 6 is the Instructor’s Manual containing information that is to be

Appendix A lists individual screens by their topics. The purpose of this

Appendix B provides a glossary of important definitions

If the program is already installed on the hard disk, and you

RPD – Training & Guidance 2

1.1 WHAT IS CBT?

The aspects of delivering training by several methods, e.g., text base

Essential with multimedia CBT techniques is the interactive process

Furthermore, the program makes extensive use of 3D interactive graphics

RPD – Training & Guidance 3

1.2 THE BENEFITS OF USING MULTIMEDIA CBT

RPD – Training & Guidance 4

1.3 THE DEVELOPMENT PROCESS OF MULTIMEDIA CBT PROGRAMS

The resulting storyboard and specifications of interactivities were then

RPD – Training & Guidance 5

(a) Presentation of the Information

2.1 COURSE GENERAL STRUCTURE

1- The Origin of RPD; Introduction

RPD – Training & Guidance 6

Depending on your response to a question, in some situations you will be

The types of questions used in the lessons include multiple choice,

RPD – Training & Guidance 7

The management system also includes a “Self-Registration” feature. When

RPD – Training & Guidance 8

2 Causes & Effects; Classifications

(a) Thorough understanding of RPD’s significance, its causes, effects and

(b) How to obtain and interpret accurate RPD measurements, both

RPD – Training & Guidance 9

3.1 THE ORIGIN OF RPD; INTRODUCTION

Provided as an orientation, the core of the lesson covers basic definitions

RPD – Training & Guidance 10

 Eccentricity of the leg vertical reaction, and

3.3 GLOBAL MECHANICS

(1) The differences in leg-hull interface; rack-chock vs. pinion supported

3.4 LIMITS & MEASUREMENTS

In addition to the typical ways of measurements, whether by gauges or

RPD – Training & Guidance 11

3.6 MANAGEMENT METHODS & PROCEDURES

RPD – Training & Guidance 12

Each case is based on a specific operations mode, soil layer/seabed

RPD – Training & Guidance 13

4.1 SYSTEM REQUIREMENTS

4.2 CD PROGRAM INSTALLATION & UN-INSTALLATION

(c) Click OK, then follow the instructions on the screen.

RPD – Training & Guidance 14

When installing the program on a Network configuration, select the directory

Installing the program on a Network configuration should

RPD – Training & Guidance 15

RPD – Training & Guidance 16

When the management system is ON, the instructor/training manager can

Eccentricity of the leg vertical reaction, and