Criticality of Information Literacy for Plant Inspectors
Mohammed AL-Gahtani
University of Phoenix

Criticality of Information Literacy for Plant Inspectors It is true that “IT is the nature of one generation to fail the next” (Badke, 2009, p. 47). However, true leaders strive to ensure that their organizations do not become part of this failure. Even though it is extremely difficult to keep up with development and advancement in IT, true leaders make conscious efforts to ensure that people in their organization stay current with IT changes. To keep up with the dynamic changes in IT, true leaders provide for annual IT budget. They also ensure that training people is part of any new IT project that introduces new equipment and software. Most important, true leaders budget for annual maintenance and upgrades of newly installed IT equipment and software. The leaders who follow this approach have a better chance in succeeding to stay current with IT waves and reach the top. Leaders who decide to spend less on IT find themselves falling behind. Inspection is the most critical activity in operations of hydrocarbon plants. Inspectors conduct activities related to safety, reliability, and mechanical integrity of their operating plants. Inspection discipline has four main fields in hydrocarbon plants; electrical, mechanical, civil, and coating. Life cycle of the training and development in each inspection field covers in-class training, on-the-job training, mentoring, certification, and recertification. Plant inspectors go through a comprehensive training process until they become competent certified inspectors. The continual recertification process is meant to ensure that inspectors obtain updates about new inspection methods and become proficient in using new inspection tools. The recertification process also ensures that inspectors learn from other inspectors around the World through best practices sharing. Information literacy’s “true home is at the heart of the educational enterprise” (Badke, 2009, p. 49). Information literacy is becoming a key success factor in the life cycle of inspectors training and development. The cycle starts at the in-class training and continues through on-the-job recertification process. Competent inspectors are those who can retrieve information faster than others, build networks with fellow inspectors all over the World, and write implementable inspection recommendations. Conventional libraries are no longer the best choice for these competent inspectors of the 21st century generation. These inspectors prefer to access their own library; the Internet (Badke, 2009). The twenty-first century differs in the high volume of available information for everyone and the ability to exchange this information quickly through Internet (Brown & van Tryon, 2010, p. 236). Highly information literate inspectors are also computer and Internet literate. Their competencies in these two areas make them the most successful inspectors in the oil and gas industry. They are capable of achieving more at a faster pace than those who still largely depend on conventional learning methods and use conventional libraries to retrieve technical information. The majority of these successful inspectors all over the World work in companies that appreciate information literacy. All these companies have IT and human resources development (HRD) departments that receive the highest support from their senior management and board of directors. Executives of these companies realize that they cannot afford to slowdown in IT development or spend less on HRD. Leaders in these successful oil and gas companies have realized that the old days are gone. They know that coveralls and dirty hands are no longer the only signs of knowledgeable, competent, and committed plant inspectors. In this century, inspectors can do much more while sitting in their offices. Much of the field data that they used to pick directly from operating plants are electronically transmitted to their desktops. In many locations, inspectors also have computer programs (software) that do the consolidation of data. Competent inspectors employ their knowledge and experience to review and analyze the consolidated data. They then produce inspection recommendations to minimize or eliminate risks in the operating area of responsibility. They also suggest ways of enhancing safety and reliability of their facilities. Successful inspectors continually learn new inspection methods and competently put what they learn into practice. Inspectors’ ability to learn continually and put what they learn in practice varies from one inspector to another but all top performing inspectors are leaders in their discipline. These leaders take the initiative to assume the responsibility for ensuring that junior inspectors receive the right training, mentoring, and coaching. They also ensure that all inspectors have the right tools and possess the appropriate certification. Inspection leaders who continually learn and practice what they learn improve their leadership skills. As they advance in the management ladder in their field, information literacy becomes of paramount importance. They become responsible for the training and development of higher number of inspectors. They also take charge of budgeting and managing the net direct expenditure of their inspection organizations. To master these two functions, inspection leaders have to be information literate or they run the risk of failing the next generation; junior inspectors. Inspection leaders need to ensure that junior inspectors (sponsored by their organization and are still studying in college) are on the right track concerning “implementing information literacy” (Russel, 2009, p. 92). A study by the University College London claimed in January 2008 that teaching information literacy during college is too late (Russel, 2009). This claim is debatable and undergraduate students can learn. Leading inspectors can intervene and help bridge the “gap in the information competencies that students demonstrate during the high school to university transition” (Russel, 2009, p. 92). Inspection leaders cannot afford to wait until students graduate and become junior inspectors as the learning process will then take longer and cost more. “50% of the information acquired at the university become old in 5 years” (Turusheva, 2009, p. 126). Therefore, leading inspectors have the role of ensuring that training and development of their subordinates (junior inspectors) continue after graduation. Continual learning is critical, but it is incomplete without practice. When inspectors combine both, they become leaders. The cycle will continue and this generation will not fail the next.

Reference
Badke, W. (2009). How we failed the net generation. Online, 33(4), 47-49. Retrieved from http://web.ebscohost.com/ehost
Brown, A., & van Tryon, P. J. S. (2010). Twenty-first century literacy: a matter of scale from micro to mega. The Clearing House, 83(6), 235-238. doi:10.1080/00098655.2010.484438
Russel, P. (2009). Why universities need information literacy now more than ever. Feliciter, 55(3), 92-94. Retrieved from http://web.ebscohost.com.ezproxy.apollolibrary.com
Turusheva, L. (2009). Students' information competence and its importance for life-long education. Problems of Education in the 21st Century, 12(), 126-132. Retrieved from http://web.ebscohost.com.ezproxy.apollolibrary.com