SPE 105188
Accelerating Technical Competency Development To Meet Future Challenges: The
Saudi Aramco Approach
J. Ricardo Solares, SPE, Saudi Aramco
Copyright 2007, Society of Petroleum Engineers
This paper was prepared for presentation at the 15th SPE Middle East Oil & Gas Show and
Conference held in Bahrain International Exhibition Centre, Kingdom of Bahrain, 11–14 March
2007.
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Abstract
Saudi Aramco, as most other major oil companies around the
world, will face a looming crisis when a large number of
experienced and highly qualified engineer and earth sciences
professionals are expected to retire and exit the oil industry
within the next five years. In anticipation of this occurrence,
the company has embarked on a number of initiatives all
aimed at accelerating the development of technical
competencies in young professionals to ensure a smooth
“change of the guard” transition, and meet the ever-growing
challenges of the future when implementation of highly
complex technology will require well developed skills.
To confront these significant challenges, Saudi Aramco has
developed and implemented a multi-strategy approach
combining fit for purpose technical courses designed to reduce
specific technical competency gaps, practical work
experiences, formalized mentoring programs, special cross-
training assignments, specialist skills development programs,
knowledge sharing systems and others. Detailed individual
long-term technical development plans are prepared for all
technical personnel with clearly defined targets and
expectations, which are then implemented and continually
monitored to ascertain progress and make adjustments
whenever required.
This paper elaborates on the Saudi Aramco approach,
discusses results achieved to date, and shares ongoing way
forward plans to strengthen the program and achieve its
objectives.
The successful implementation of this effort will help the
company mitigate the impact of losing experienced technical
personnel to retirement, and will ensure that new generations
are fully prepared to face a bright and challenging future.
Introduction
Oil companies across the board face a looming loss of well-
trained and experienced technically skilled personnel over the
next decade mostly due to retirement or other factors. This
predicament is mainly due to past poor management practices
resulting from the cyclical nature of oil prices. Over the last
two decades most public oil companies have adopted
consistent practices whereby their technical workforce is
expanded in times of high oil prices, and reduced when prices
drop to expeditiously lower costs. Thus, creating an image of
instability about the industry, and making many young
talented people wary of pursuing technical careers in an
industry they perceive as incapable of offering a long and
stable career path. Moreover, the industry in general has made
lukewarm and ineffective efforts to attract young new talent
into an industry that utilizes some of the most advanced and
sophisticated technologies in the world, and offers many
exciting career progression opportunities, but suffers from
poor public image.
Saudi Aramco faces similar prospects of losing a good number
of highly qualified experienced technical personnel over the
next few years as the rest of the industry, but for entirely
different reasons. The company has throughout its history
maintained a long-term perspective in their investments,
projects, and human resources. Hence, while the rest of the
industry was busy expanding or downsizing to meet short-
term financial goals, Saudi Aramco acted in accordance with
one of its core values and continued to pursue strategies aimed
at developing and retaining a well trained and motivated
workforce even during the times the industry experienced
downturns.
Nevertheless, the company became a victim of the success
Saudi Arabia has achieved in developing at a breathtaking
pace over the last three decades. While the oil industry used
to provide the best career and financial opportunities in the
country in the early developing days, that trend changed as
new industries and career opportunities in a vast number of
fields emerged. This fact, combined with the growth
slowdown experienced by the company during the early 1990s
due to oil market forces, resulted in fewer young students
willing to pursue technical careers in oil industry related
fields. Thus, a generational gap began to develop but it was
not a significant problem at the time, because by then the
2 SPE 105108
young Saudi professionals who joined the company during the
1980s boom had fully developed and became the backbone of
the company’s success. Moreover, Saudi Aramco was able to
fill gaps in areas where shortages of experienced local
technical personnel existed by hiring a small percentage of
experienced foreign nationals.
A significant percentage of the workforce that joined the
company in the early boom years is rapidly approaching
mandatory retirement age, which combined with the very
generous early retirement programs that the company offers to
all employees, has created an impending crisis. The until
recently available option of filling gaps with foreign nationals
is also no longer available due to the scarcity of readily
available experienced technical personnel that the entire
industry is experiencing. Management began to anticipate the
problem several years ago and introduced a number of
initiatives and programs, while strengthening existing
successful programs, aimed at achieving the following goals:
1) Accelerating technical skills development of young Saudi
professionals.
2) Creating fit-for-purpose courses and on-the-job training
programs to streamline and maximize training
opportunities.
3) Optimizing cross-training opportunities to maximize
exposure to a wide variety of company projects and
activities.
4) Preparing the company’s future leaders.
5) Deriving maximum benefit from current skills base and
experience before they are lost to retirement.
6) Creating exciting and challenging opportunities for young
professionals to showcase talents and accelerate learning.
The focus of this paper is on the existing and new
development programs and best practices being implemented
by the Gas Production Engineering Division and the Southern
Area Production Engineering Department to accelerate the
development of their Petroleum Engineers. The majority of
the programs are common across other organizations and
disciplines throughout the company.
Existing Programs and Best Practices
Throughout the years, Saudi Aramco has created and
optimized a significant number of effective and successful
programs and best practices to train and develop future
generations. These programs use well-defined methodologies,
and have consistently achieved positive results as
demonstrated by the high number of technically competent
personnel who have in the past and currently operate and
manage complex fields and operations.
The most prominent of these programs and best practices are
described next.
The College Degree Program for Non-Employees
(CDPNE)
One of the most successful programs in the company’s
history, the CDPNE provides Saudi Aramco with an annual
constant stream of college graduates who help offset the loss
of other professionals to attrition.
The company selects the top rated high school students in the
country during their junior year and offers them an all
expenses paid college education in exchange for a
commitment to work for Saudi Aramco after graduation.
Thus, the students attend the top country and international
universities around the world under company sponsorship, and
are required to maintain high academic standards.
Furthermore, all students are supported throughout their
student years by company advisors who help them in
whichever way needed to ensure they complete their program
and meet expectations. The number of sponsored students has
significantly increased over the past two years as shown in
Figure 1. Upon graduation the young professionals are
assigned to organizations throughout the company in need of
their services, and they are then enrolled in the Professional
Development Program.
500
Saudi Aramco Sponsored Students
400
300
200
100
0
2001 2002 2003 2004 2005 2006
Year
Figure 1- Saudi Aramco sponsored CDPNE participants
The Professional Development Program
Every new professional employee who joins the company
after college is enrolled in this program. As part of the
program, a detailed plan comprising training and
developmental activities over the next 3-5 years of his career
is prepared for each individual and signed on by his
supervisor, general supervisor, department manager and the
managers of the departments where the employee will be
assigned throughout the plan period for cross-training
purposes and exposure to a wide variety of opportunities. A
typical Production Engineer, for example, will have
assignments in organizations such as, Drilling and
Completions, Reservoir Management, Well Services,
Facilities and others. The length of the assignments ranges
from a minimum of 6 months to a maximum of 1 year, and the
program participants are required to work on real projects,
supervise jobs with different degrees of difficulty in the field,
and issue reports on their activities and lessons-learned from
the tasks they are required to complete.
Before each assignment, the supervisor and training
coordinator prepare a detailed assignment plan listing
objectives, tasks and other specific requirements that the
SPE 105108
program participant has to complete during the assignment.
Moreover, the plan is formalized by requiring managers of all
participating organizations to sign it and to concur with any
future proposed or needed modifications. Individual progress
is reviewed every six months by participants’ supervisors, and
appropriate corrective actions taken if merited to achieve the
individual goals and objectives. This process ensures
continuity and guarantees that the individual plan will be
implemented regardless of administrative or organizational
changes.
Program participants are also enrolled in a wide variety of
technical and non-technical courses throughout the duration of
the program, which allows them to develop multiple skills.
The Engineering Specialist Program
This program is designed to develop Engineering specialists in
areas of significance to the company such as, stimulation, well
intervention procedures, well completions, productivity
enhancement and others. Candidates for this program are
typically selected among senior experienced engineers who
are rotated among different organizations, and given
assignments pertaining to their specialty as well as leadership
opportunities to enhance their skills and further develop new
ones. A detailed and comprehensive plan is prepared by a
mentor assigned to supervise program participants throughout
its duration, provide advice, and certify that all plan tasks have
been satisfactorily completed and that the candidate has
fulfilled all program requirements. All mentors are
experienced practicing specialists in the same specialty whose
job description includes mandatory mentorship
responsibilities. Moreover, the program is supervised by a
steering committee comprising managers and division heads
of the different departments involved in the program, which
meets with regular frequency to monitor program progress and
review the work completed by participants. The program lasts
an average of 5 years and candidates are certified as specialists
once the plan is completed and all stringent requirements are
met.
Reflecting current downward trends in the number of
experienced engineers able to enroll in this program, the
company has in recent times enrolled younger and less
experienced engineers. The same stringent requirements
apply to the younger engineers, but for these individuals
completion of the program takes longer as they are required to
concurrently develop and strengthen additional skills.
The Advanced Degree Program
Through this program Saudi Aramco sponsors a number of
company employees every year to attend local and
international universities and earn Masters and Doctorate
degrees. Candidates are selected among engineers with
several years of experience and who have demonstrated high
potential throughout their tenure with the company. Most of
these students conduct research and write their thesis or
dissertations on company related projects and challenges; thus,
maintaining close contact with peers and superiors throughout
their studies and creating value for the company.
3
E-Learning Training
Saudi Aramco has invested considerable resources in
developing a user-friendly system offering a wide variety of
self-learning technical and non-technical courses. Engineers
can easily access the system from their office or home
computers and take the training at their own pace. The system
tracks and reports completed courses, and any engineer
completing a course gets prompt public recognition from
management. Public campaigns are frequently conducted to
encourage employees to take advantage of this opportunity,
and short training sessions on how to access the system are
conducted for the benefit of new employees.
Other Best Practices
Among other best practices that Saudi Aramco has
successfully implemented throughout the years are: a) strong
support for attendance of international forums and conferences
for technical exchange purposes; b) mandatory participation of
young engineers in multidiscipline teams for skills
diversification purposes; c) continuous management
encouragement and public recognition for technical paper
writing; d) obligation to write a report for public distribution
across the company summarizing the highlights and
recommendations for implementation of new technology or
modification of existing practices after attending technical
conferences.
New Programs and Approaches
The programs and best practices listed above have been
successful throughout the company’s history. They are
programs that were designed with long-term objectives in
mind, and benefited from the fact that Saudi Aramco has
always been successful in training and retaining a highly
skilled multinational workforce with historically low attrition
rates. This allowed the company to implement comprehensive
and long-lasting training and development plans for young
Saudi engineers who were groomed to replace experienced
engineers upon reaching retirement age or resignation.
This approach has worked well over the years, achieving a
good balance between new hires and those leaving the
company due to attrition. For previously described reasons,
this good balance has been altered in recent years and will
deteriorate over the next 5 years when a significant number of
experienced technical personnel are forecasted to leave the
company. The current worldwide limited pool of experienced
oil industry technical personnel, and the high competition for
their services among oil companies throughout the world, will
limit Saudi Aramco’s ability to replace departing professionals
with equally skilled individuals.
Recognizing the need to optimize traditional approaches and
introduce innovative practices to meet technical skill
requirements, at a time company activities are experiencing
unprecedented expansion levels Saudi Aramco management
has pursued a number of new initiatives. All of these
initiatives are designed to accelerate the development and
acquisition of technical skills in new hires to mitigate the
impact of departing experienced personnel by ensuring new
hires achieve full technical competence over the next 5 years.
4 SPE 105108
Some of the most significant innovative programs and
optimized approaches recently introduced by Saudi Aramco
are described next.
Petroskills Approach to Technical Competence
Acceleration
Saudi Aramco became a full member of the Petroskills
Alliance in 2002 to join efforts and share best practices with
other major oil companies on how to accelerate technical skills
acquisition in young professional employees. The Alliance
started with a few members, but it has significantly expanded
over the past couple of years, a clear sign that the need to
quickly train and develop the young professional workforce
expected to replace a retiring experienced workforce over the
next few years is common across the industry. Thus, the
Alliance focuses on training and developing efforts for most of
the disciplines associated with the extraction, processing and
commercialization of hydrocarbons.
The Petroskills approach to accelerating technical skills
acquisition is based on the concept that full technical
competence can be achieved by first determining individual
development needs based on existing skills gaps, preparing a
detailed plan to reduce the gaps, and clearly specifying how to
do it analogous to providing a developmental map. The
approach comprises a number of steps
First Step. The first step undertaken by the Alliance members
early in the process was to develop so called “competency
maps,” which comprise specific details about the technical
skills professionals in a given discipline are expected to
develop at different stages throughout their career. In other
words, experienced professionals are expected to be able to
solve complex and difficult problems, thus requiring a well
developed and solid set of skills; whereas, the requirements
for recent hires are more lenient. The maps provide detailed
descriptions of the different levels of required skills to match
experience levels, and they also include required skills from
other disciplines to ensure all individuals become well-
rounded professionals. For example, petroleum engineers are
required to develop skills from other disciplines such as,
drilling and reservoir engineering, geophysics, petrophysics,
geology, and the petroleum business.
Technical discipline experts, also called curriculum advisors,
who were nominated and empowered by their companies to
support this effort, carried out the task of preparing the maps.
These individuals then met to discuss and reach consensus on
the sets of common technical skills that oil industry
professionals require to effectively perform tasks and achieve
competence certification in their discipline. Thus, the
competency maps provide technical professionals with a clear
description of the skills they need to develop, and their
managers with an effective way to gauge progress on
developing those skills, and concrete means to certify
competence at desired levels. The curriculum advisors meet
and communicate regularly throughout the year to review and
upgrade the maps. This is done in an effort to keep the
material up to date with new technologies and practices, and to
remove obsolete material. The competency maps are fully
accessible to all technical personnel through a multi-purpose
and user-friendly computer program that is used by employees
and managers alike for assessment, tracking individual and
group progress, developmental events scheduling, and
statistical analysis.
Saudi Aramco curriculum advisors also worked closely
together with Petroskills technical experts to develop
comprehensive lists of hands-on tasks that individuals will
have to perform in accordance with their experience level as a
corollary to academic training to achieve full competence
certification. The tasks lists were named “work experiences”
henceforth.
Second Step. The second step of the process was to ascertain
current individual skills gaps by requiring all technical
personnel to complete a self-assessment. In Saudi Aramco
the self-assessment was required for all technical personnel
ranging from recent hires all the way up to senior experienced
professionals. The self-assessment was a lengthy process
because of the significant amount of technical material
individuals had to review in accordance with their level of
experience; however, everybody was given adequate time and
support to complete the task.
The competency maps provide details for different levels of
experience, ranging from Basic and Awareness levels
applicable to recent hires and less experienced personnel, to
Experienced and Mastery levels applicable to senior
personnel. Thus, the self-assessment material for experienced
professionals is significantly more comprehensive and detailed
than the material for the less experienced ones. Upon
completion of the self-assessment process, unit supervisors or
subject matter experts were required to review and validate the
entries by evaluating the ability of employees under their
supervision to perform the tasks listed in the competency maps
in accordance with the expectations for their level of
experience.
Finally, the computer system used for this exercise tabulated
all self-assessment and supervisor assessed entries as a
percentage of the required competency level in different
disciplines that an individual has already acquired at this
career juncture. The difference between the competency level
required and the level acquired is referred to as the
competency gap, which has to be eliminated in order to
achieve competency certification.
Third Step. Signaling the importance attributed to this effort,
Saudi Aramco management decided to create a high-level
management steering committee to oversee the
implementation of this program. The committee comprises
senior managers of all company technical organizations that
meet with regular frequency to evaluate progress, issue
policies, and provide required support to overcome hurdles.
Curriculum advisors, training coordinators, mid-level
managers and other program-involved individuals also attend
the meetings to provide feedback and recommendations for
continuous improvement.
SPE 105108
Fourth Step. After identifying the gap to be eliminated, the
next step was to prepare individual professional development
plans detailing how to achieve this objective. The computer
tool used for this process provides the ability to compare the
curriculum of a significant number of industry and company
courses, and tasks listed in the work experiences, with the
results from the gap analysis. It then helps select the optimum
courses and work experiences to reduce the competency gaps
in a timely manner. Figure 2 shows an example of 4-year
professional development plans prepared for three less
experienced production engineers. The individual plans list
the current competency level in four of the core production
engineering disciplines. They also list the percentage of the
required competency level, in accordance with their level of
experience, that the three listed engineers are expected to
achieve after completing the listed activities. Thus, priority
can be given to those developmental activities that will reduce
competency gaps the most. The engineers shown are
scheduled to complete rotational assignments in different
organizations around the company, so some of their planned
activities are related to the assignments.
Figure 3 shows professional development plans for three
experienced production engineers. The required competency
level for these engineers is significantly higher than the level
for the engineers in Figure 2, so the developmental activities
shown are more complex and based mostly on hands-on tasks.
Moreover, their individual plans comprise all seven core
production engineering disciplines.
Figure 4 shows some of the tasks in one of the typical work
experiences that form part of the comprehensive
developmental activities that engineers will have to complete
towards achieving competence certification. The work
experience shown here is for less experienced engineers, but
similar ones with more complex tasks requiring more
developed skills have also been developed for experienced
engineers.
Next Steps. Implementation of the professional development
plans for technical professionals is underway. Progress
monitoring systems are being finalized and the overall
program will be closely monitored to ensure all targets and
objectives are met over the next five-year period.
Direct Mentorship Program
Recognizing the need to maximize knowledge transfer from
highly experienced to younger less experienced technical
personnel before the former retire, the Gas Production
Engineering Department established a structured mentorship
program whereby every senior engineer has been assigned an
average of 2 to 3 younger engineers to mentor on a long-term
basis. The program comprises defined guidelines about the
frequency of one-on-one sessions that the mentor needs to
have with the mentees, objectives of the program,
accountabilities, and expected deliverables. Moreover,
mentors are required to allocate time in their schedule to meet
with the mentees when required, answer technical questions,
provide guidance on fit-for-purpose technical training, monitor
progress on the completion of their professional development
5
plans, certifying completion of work experiences tasks, and
perform other related duties.
Signaling the importance attached to this activity a percentage
of a mentor’s annual performance appraisal is tied to how well
he performed his mentorship responsibilities. The program
has generated positive results so far, and has also been
implemented in other divisions.
Custom-Tailored Programs
The Gas Production Engineering Division has also established
a number of custom-tailored in-house training programs
designed to meet the technical and skills acquisition needs of
specific groups of engineers in the organization.
One such program was initiated by a stimulation specialist a
few years ago to help young engineers develop hydraulic
fracturing design, execution, and analysis skills. The program
comprises three major phases lasting several months each,
whereby program participants gradually learn about fracturing
theory, how to design actual treatments, supervise the jobs on
location, and complete post-treatment analysis through lecture
style learning and one-on-one sessions. Upon graduation from
the program, the participants are given the opportunity to work
in the maximum possible number of treatments to practice and
fully develop their newly acquired skills. The program has
become self-perpetuating, because graduates from earlier
groups are now hydraulic fracturing experienced engineers
and are sharing their knowledge with the next generation.
Similar programs to help young inexperienced engineers
acquire skills in nodal analysis, tubing movement, completions
design and other critical skills have also been in place or
recently initiated.
Conclusions
1. Saudi Aramco is actively preparing with a multi-strategy
approach for the impending loss of qualified experienced
technical personnel who are expected to retire in large
numbers over the next five years.
2. Most company efforts are aimed at accelerating technical
skills development to achieve competency certification in
a large number of young but well qualified Saudi
nationals.
3. The first component of the multi-strategy approach being
implemented comprises a number of existing company
programs and best practices, which have historically
proven to be highly effective in achieving technical
competency development.
4. The second component of the multi-strategy approach
comprises new approaches and programs designed to
reduce the traditional time period required to develop full
technical competency.
5. Saudi Aramco joined the Petroskills Alliance several
years ago, and has recently launched a new accelerated
competency development program based on the
Petroskills approach. The implementation phase will start
in full swing across the company next year. Several
organizations, including the Southern Area Production
Engineering Department, that have pioneered the
6 SPE 105108

implementation phase are beginning to see the benefits of

the program.
6. Senior management support for competency development
programs is critical to the success of the programs. Saudi
Aramco’s programs have been historically successful,
because of the strong and continuous support provided by
its senior and mid-level management.
7. The timely and effective steps taken by the company to
face a future with a reduced number of experienced
tehnical personnel in its ranks will ensure a smooth and
seamless transition. Thus, ensuring that Saudi Aramco
will continue to fulfill its mission of providing energy to
the world.

Acknowledgements
The author wishes to thank the management of Saudi Aramco,
and in particular the management of the Southern Area
Production Engineering Department, for its continuous
support and permission to publish this paper. Appreciation
also goes to the T&CD Planning and Support Group for
providing the CDPNE statistics included in this paper.
 SPE 105108 7

Percentage of Total Required Skills Acquired After Completion of Listed Training

Engineer 1 Engineer 2 Engineer 3

2006-2009 Four-Year Plan

Competency Competency Competency
Targeted Targeted Targeted
Level After Level After Level After
Completion Date Completion Date Completion Date
Finishing Task Finishing Task Finishing Task

Production Operations 1 16% 2008 26% 2006 19% 2006

Production Geology for Other Disciplines 46% 2009 29% 2007 25% 2007
Applied Reservoir Engineering 75% 2008 65% 2008 54% 2007
Drilling Practices 70% 2007 66% 2007 61% 2009
Basic Petroleum Geology 29% 2009 27% 2009 12% 2008
Reservoir Environment & Characterization 8% 2007 9% 2007 5% 2007
Artificial Lift Methods Basic Application 4% 2008 AFTER 2009 4% 2008
Field Production Data Basic Application 3% 2007 6% 2007 7% 2007
Petroleum Producing Systems Basic Application 2% 2009 3% 2009 4% 2009
Produced Water Management Basic Application 4% 2009 4% 2009 3% 2008
Production Forecasting Basic Application 2% 2009 4% 2009 5% 2008
Well Completions Basic Application 9% 2008 10% 2007 11% 2007
Workover Operations Basic Application 3% 2007 5% 2009 8% 2009
Reservoir Heterogeneity & Characterization Basic Application AFTER 2009 4% 2008 AFTER 2009
Reservoir Management Basic Application 6% 2008 5% 2008 5% 2008

Engineer 1 Engineer 2 Engineer 3

Four-Year Development Plan Implementation Results

Current Current Current
Competency Competency Competency
Competency Competency Competency
Level at Year- Level at Year- Level at Year-
Level Level Level
End 2009 End 2009 End 2009
Production Engineering Competency Map Completed 53% 96% 33% 91% 33% 94%
Reservoir Engineering Competency Map Completed 6% 87% 21% 95% 32% 91%
Drilling and Workovers Competency Map Completed 10% 80% 19% 85% 21% 82%
Geology Competency Map Completed 0% 83% 23% 88% 46% 88%

Petroskills Course Aramco Course E-Learning Course Work Experience

Figure 2 - Example of Professional Development Plans Prepared for Less Experienced Production Engineers
8 SPE 105108

Percentage of Total Required Skills Acquired After Completion of Listed Training

Engineer 1 Engineer 2 Engineer 3

2006-2009 Four-Year Plan

Acquired Acquired Acquired
Targeted Targeted Targeted
Competency Competency Competency
Completion Date Completion Date Completion Date
Level Level Level

Production Geology for Other Disciplines 24% 2007 37% 2008 14% 2007
Applied Reservoir Engineering 20% 2008 60% 2008 17% 2008
Basics of Geophysics 90% 2009 AFTER 2009 66% 2009
Geological Applications of Logging Measurements 11% 2009 AFTER 2009 AFTER 2009
Formation Damage: Causes, Prevention and Remediation NOT NEEDED 8% 2007 NOT NEEDED
Drilling Practices 28% 2007 54% 2007 NOT NEEDED
Basic Petroleum Geology 17% 2008 24% 2009 AFTER 2009
Risk Analysis Applied to Petroleum Engineering 17% 2008 AFTER 2009 6% 2007
Seismic Contouring NOT NEEDED AFTER 2009 NOT NEEDED
Reservoir Environments and Characterization 3% 2007 4% 2007 2% 2008
Core and Core Analysis NOT NEEDED 5% 2007 2% 2009
Well Log Interpretation AFTER 2009 AFTER 2009 NOT NEEDED
Artificial Lift Methods Basic Application NOT NEEDED 2% 2008 NOT NEEDED
Field Production Data Basic Application NOT NEEDED 2% 2009 NOT NEEDED
Petroleum Producing Systems Skilled Application NOT NEEDED NOT NEEDED NOT NEEDED
Produced Water Management Basic Application 2% 2007 3% 2007 1% 2009
Production Chemistry Technology Basic Application NOT NEEDED AFTER 2009 2% 2007
Production Chemistry Technology Skilled Application 1% 2008 AFTER 2009 1% 2008
Production Chemistry Technology Mastery 1% 2009 AFTER 2009 AFTER 2009
Well Completions Basic Application NOT NEEDED 7% 2008 NOT NEEDED
Well Completion Mastery 3% 2008 AFTER 2009 2% 2007
Well Completions Skilled Application 2% 2007 4% 2009 NOT NEEDED
Workover Operations Basic Application NOT NEEDED 7% 2007 NOT NEEDED
Workover Operations Skilled Application 2% 2009 3% 2008 NOT NEEDED
Workover Operations Mastery NOT NEEDED NOT NEEDED NOT NEEDED
Fluid Flow and Well Productivity Analysis Skilled Application AFTER 2009 AFTER 2009 NOT NEEDED
Reservoir Heterogeneity & Characterization Basic Application AFTER 2009 5% 2009 NOT NEEDED
Reservoir Management Basic Application AFTER 2009 7% 2009 2% 2009
Open Hole Log Evaluation Basic Application AFTER 2009 AFTER 2009 AFTER 2009
Directional, Horizontal and Multi-lateral Drilling AFTER 2009 AFTER 2009 AFTER 2009

Engineer 1 Engineer 2 Engineer 3

Four-Year Development Plan Implementation Results
Current Competency Current Competency Current Competency
Competency Level at Year- Competency Level at Year- Competency Level at Year-End
Level End 2009 Level End 2009 Level 2009
Production Engineering Competency Map Completed 67% 78% 32% 68% 80% 86%
Reservoir Engineering Competency Map Completed 73% 93% 10% 82% 62% 81%
Drilling and Workovers Competency Map Completed 56% 84% 23% 77% 92% 92%
Geology Competency Map Completed 29% 73% 0% 65% 55% 71%
Petrophysics Competency Map Completed 71% 82% 2% 7% 73% 75%
Geophysics Competency Map Completed 2% 92% 0% 0% 11% 77%
Petroleum Business Competency Map Completed 51% 68% 0% 0% 87% 93%

Petroskills Course Aramco Course E-Learning Course Work Experience

Figure 3 - Example of Professional Development Plans Prepared for Experienced Production Engineers
SPE 105108 9

Figure 4 - Example of Typical Work Experience Prepared for Less Experienced Engineers