Reaction Phillips 66

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The committees recommended that application be made for an emergency broadcast system transmitter to facilitate information transfer by plant personnel or the incident/emergency response commander. The committees also recommended that each site include a backup emergency operations center in its emergency plan. Implications for Chemical Engineering Curricula

If we as faculty have learned anything from the Phillips 66 Company disaster, it is that we must teach our students how to behave as professionals. Such a student, upon graduation and reporting to work, will be able to • understand and use the important safety features and procedures within a plant environment, • take ownership of all assignments and projects,

• promote effective teamwork,
• avoid or resolve conflicts within a team,
• listen discerningly to instructions,
• understand assignments and project objectives,
• critically review and assess assignment descriptions for omissions and redundancies, • ensure that all team members understand their individual as well as the team’s responsibilities, • listen objectively to the concerns of team members,

• develop and refine plans for action, and
• develop and adhere to a reasonable time schedule for completion of all assigned or assumed tasks. Such a young professional seeks opportunities for developing his/her leadership skills and is fully aware that he/she is accountable for all of his/her actions. To reach this level, the young engineer will have developed effective communications and interpersonal skills and will have become a facilitator. The students/engineers described will be able to function effectively and contribute their knowledge and skills to any team, whether in a design or unit operations laboratory course or as a company representative to or participant in a LEPC or a mutual aid organization such as CIMA. Such people will have had their skills honed by HAZOPs and other process hazard analysis...
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