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WBTO Skills ProfilesManufacturing, one job at a time
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WBTO, LLC · Instructor form
Petroleum and coal products, Chemicals · NAICS 324, 325

Chemical Process Operator

Entry-Level Chemical Process Operator Skills · about ten minutes. One form per program you teach. Nothing here is used to evaluate you or your program; it is used to argue for what a program needs.

Draft, pending employer validationThis skill list is a draft until five employers have rated it. Your answers tell us what programs deliver today.

Your program

The skills

We are comparing what employers need against what programs deliver. Three ratings per skill. Please answer for a typical completer, not your strongest student.
A — If a student completes your program, what level would they be at? The level a typical completer actually reaches on their first day in this job, not what the course covers.
B — What is the instructor’s own level? A program cannot teach past its instructor, so a low B is a professional development need.
C — Do you have what you need to teach it? 0 = none · 1 = some, not enough · 2 = enough for the class · ? = not sure. Under each skill we list what it takes to teach it; where you mark 0 or 1, tick what you do not have. A question mark is a fine answer.
These three together say why a gap exists, not just that it does.
0 — None. Not part of this job
1 — Awareness. Has seen it or heard of it; would be trained from scratch
2 — Competent. Can do it with help or normal supervision
3 — Proficient. Can do it on their own, to standard
One tap per row. If you do not know, leave the row untouched — blank and 0 mean different things and we treat them differently. Tapped the wrong one? The × clears it.
Works safely around corrosives, solvents, hot and pressurised vessels and moving agitators: wears the PPE the job actually calls for, respects guarding and posted hazards, knows where the eyewash, shower, extinguisher and alarm are, and stops and gets help instead of improvising around a hazard.
A — Completer levelwhat a typical completer reaches on day one
B — Instructor levelyour own level on this skill
C — What you need to teach it0 none · 1 some · 2 enough · ? not sure
To teach this you would need:If you marked 0 or 1 on C, tick what you do not have, or have but not enough of.
Finds and reads the Safety Data Sheet for the chemical in hand before handling it, and pulls the four things that change what they do: hazard class, required PPE, what it must not be stored or mixed with, and the first-aid and spill response.
A — Completer levelwhat a typical completer reaches on day one
B — Instructor levelyour own level on this skill
C — What you need to teach it0 none · 1 some · 2 enough · ? not sure
To teach this you would need:If you marked 0 or 1 on C, tick what you do not have, or have but not enough of.
Handles a small spill at handler level: stops the source if it is safe to reach, contains and absorbs it with the right kit for that chemical, containerises and labels the waste, and evacuates and calls the trained team rather than working a spill bigger than what they are trained and equipped for.
A — Completer levelwhat a typical completer reaches on day one
B — Instructor levelyour own level on this skill
C — What you need to teach it0 none · 1 some · 2 enough · ? not sure
To teach this you would need:If you marked 0 or 1 on C, tick what you do not have, or have but not enough of.
Hangs their own lock before a vessel is opened, a jam cleared, a filter changed or equipment handed to a mechanic: identifies the isolation points the equipment's LOTO procedure sheet names for electrical, steam, pneumatic, hydraulic and stored chemical or pressure energy, applies their personal lock and tag at each, bleeds and vents where the sheet says, verifies zero energy with the try step, and never crosses or removes another worker's lock. Writing the isolation plan and installing blinds or line blanks is the lead's or the mechanic's work.
A — Completer levelwhat a typical completer reaches on day one
B — Instructor levelyour own level on this skill
C — What you need to teach it0 none · 1 some · 2 enough · ? not sure
To teach this you would need:If you marked 0 or 1 on C, tick what you do not have, or have but not enough of.
Routes process waste to the correct stream and container rather than the nearest one, starts and dates a hazardous-waste container correctly, keeps the satellite accumulation area closed, labelled and within limits, and hands the paperwork to whoever manifests the load.
A — Completer levelwhat a typical completer reaches on day one
B — Instructor levelyour own level on this skill
C — What you need to teach it0 none · 1 some · 2 enough · ? not sure
To teach this you would need:If you marked 0 or 1 on C, tick what you do not have, or have but not enough of.
Moves, upends, stages and secures drums, IBC totes and gas cylinders without dropping, tipping or damaging them: uses the drum dolly or lifter rather than muscle, keeps cylinders capped, upright and chained, and stages containers where the next operation needs them.
A — Completer levelwhat a typical completer reaches on day one
B — Instructor levelyour own level on this skill
C — What you need to teach it0 none · 1 some · 2 enough · ? not sure
To teach this you would need:If you marked 0 or 1 on C, tick what you do not have, or have but not enough of.
Looks a drum, tote or carboy over before touching it and refuses the ones that fail: bulging or dented heads, rust-through at the chime, weeping seams, a missing or unreadable label, a cross-threaded or missing bung, or a tote cage that has been struck.
A — Completer levelwhat a typical completer reaches on day one
B — Instructor levelyour own level on this skill
C — What you need to teach it0 none · 1 some · 2 enough · ? not sure
To teach this you would need:If you marked 0 or 1 on C, tick what you do not have, or have but not enough of.
Puts chemicals away where they belong: segregated by compatibility so acids, bases, oxidisers, flammables and water-reactives never share containment, inside the right cabinet or bunded area, upright with bungs closed, labelled and dated, and within the posted quantity limit for that room.
A — Completer levelwhat a typical completer reaches on day one
B — Instructor levelyour own level on this skill
C — What you need to teach it0 none · 1 some · 2 enough · ? not sure
To teach this you would need:If you marked 0 or 1 on C, tick what you do not have, or have but not enough of.
Makes a supervised liquid transfer from a drum, tote or storage tank to a process vessel: confirms the destination against the ticket, connects the right hose and fitting, checks the valve line-up a lead has made against the line-up checklist and follows it without changing it, starts and watches the pump, and stays with the transfer until it is closed out.
A — Completer levelwhat a typical completer reaches on day one
B — Instructor levelyour own level on this skill
C — What you need to teach it0 none · 1 some · 2 enough · ? not sure
To teach this you would need:If you marked 0 or 1 on C, tick what you do not have, or have but not enough of.
Bonds and grounds before transferring a flammable liquid: clamps a bond wire between the drum or tote and the receiving vessel, checks continuity, and does not start the pump until the ground indicator proves.
A — Completer levelwhat a typical completer reaches on day one
B — Instructor levelyour own level on this skill
C — What you need to teach it0 none · 1 some · 2 enough · ? not sure
To teach this you would need:If you marked 0 or 1 on C, tick what you do not have, or have but not enough of.
Works to the current controlled SOP for the step rather than to memory or to what the last shift did: pulls the right revision, follows it in order, signs it off, and stops and raises a deviation when the vessel, the material or the reading does not match what the procedure says it should be.
A — Completer levelwhat a typical completer reaches on day one
B — Instructor levelyour own level on this skill
C — What you need to teach it0 none · 1 some · 2 enough · ? not sure
To teach this you would need:If you marked 0 or 1 on C, tick what you do not have, or have but not enough of.
Weighs out and charges each raw material into the vessel in the order, quantity and rate the batch sheet calls for, tares and checks the scale first, does the unit conversion the sheet calls for, and signs each addition as it is made.
A — Completer levelwhat a typical completer reaches on day one
B — Instructor levelyour own level on this skill
C — What you need to teach it0 none · 1 some · 2 enough · ? not sure
To teach this you would need:If you marked 0 or 1 on C, tick what you do not have, or have but not enough of.
Runs a batch reactor or mix tank through its recipe from the floor panel and the touchscreen: starts agitation, brings the batch to the specified temperature, holds it for the specified time, and keeps the readings inside the band the batch sheet gives without changing the setpoints themselves.
A — Completer levelwhat a typical completer reaches on day one
B — Instructor levelyour own level on this skill
C — What you need to teach it0 none · 1 some · 2 enough · ? not sure
To teach this you would need:If you marked 0 or 1 on C, tick what you do not have, or have but not enough of.
Walks the assigned unit on the posted route and interval, reads and records every gauge and sight glass on the sheet, looks and listens for leaks, drips, vibration and level problems, and writes up and reports what is wrong instead of walking past it.
A — Completer levelwhat a typical completer reaches on day one
B — Instructor levelyour own level on this skill
C — What you need to teach it0 none · 1 some · 2 enough · ? not sure
To teach this you would need:If you marked 0 or 1 on C, tick what you do not have, or have but not enough of.
Recognises an alarm on the panel or the screen for what it is, takes the first action the alarm card prescribes, and escalates to the lead or supervisor by name and by radio rather than silencing it and hoping.
A — Completer levelwhat a typical completer reaches on day one
B — Instructor levelyour own level on this skill
C — What you need to teach it0 none · 1 some · 2 enough · ? not sure
To teach this you would need:If you marked 0 or 1 on C, tick what you do not have, or have but not enough of.
Runs and breaks down a filter press or cartridge and bag filter housing to the written method: changes cloths or elements as the method calls for, watches differential pressure and flow through the run, and dumps the cake to the waste stream without spreading it around the plant.
A — Completer levelwhat a typical completer reaches on day one
B — Instructor levelyour own level on this skill
C — What you need to teach it0 none · 1 some · 2 enough · ? not sure
To teach this you would need:If you marked 0 or 1 on C, tick what you do not have, or have but not enough of.
Cleans and flushes vessels, lines, hoses and filter housings between products: runs the clean-in-place recipe or the manual wash to the written method, confirms the rinse actually came clean, and releases the equipment back to production with the cleaning record signed.
A — Completer levelwhat a typical completer reaches on day one
B — Instructor levelyour own level on this skill
C — What you need to teach it0 none · 1 some · 2 enough · ? not sure
To teach this you would need:If you marked 0 or 1 on C, tick what you do not have, or have but not enough of.
Pulls a representative in-process sample from the right point at the right frequency using the sampler the method calls for, without contaminating the sample or dosing themselves, and labels it with product, lot, point and time before it leaves their hand.
A — Completer levelwhat a typical completer reaches on day one
B — Instructor levelyour own level on this skill
C — What you need to teach it0 none · 1 some · 2 enough · ? not sure
To teach this you would need:If you marked 0 or 1 on C, tick what you do not have, or have but not enough of.
Pulls and files the retain for each lot: fills and seals the retain jar, labels it with product, lot and date, shelves it in the retain room in lot order, logs it, and files it so it can be found by lot when a customer complains or a lot is questioned.
A — Completer levelwhat a typical completer reaches on day one
B — Instructor levelyour own level on this skill
C — What you need to teach it0 none · 1 some · 2 enough · ? not sure
To teach this you would need:If you marked 0 or 1 on C, tick what you do not have, or have but not enough of.
Runs the routine floor-lab tests on an in-process sample to the written method: pH, conductivity, specific gravity, moisture and a simple titration to endpoint, works out the dilution or factor correctly, and records the result against the printed spec range.
A — Completer levelwhat a typical completer reaches on day one
B — Instructor levelyour own level on this skill
C — What you need to teach it0 none · 1 some · 2 enough · ? not sure
To teach this you would need:If you marked 0 or 1 on C, tick what you do not have, or have but not enough of.
Verifies the balances, pH meters, conductivity meters and thermometers they use against known standards on the posted schedule, logs each check, and tags out and reports any instrument that fails rather than carrying on with it.
A — Completer levelwhat a typical completer reaches on day one
B — Instructor levelyour own level on this skill
C — What you need to teach it0 none · 1 some · 2 enough · ? not sure
To teach this you would need:If you marked 0 or 1 on C, tick what you do not have, or have but not enough of.
Fills in the batch record and log sheets as the work happens rather than at the end of the shift: enters readings, times, quantities and lot numbers, notes anything unusual, initials each entry, and corrects a mistake with a single line-out, initial and date so the record still stands up months later.
A — Completer levelwhat a typical completer reaches on day one
B — Instructor levelyour own level on this skill
C — What you need to teach it0 none · 1 some · 2 enough · ? not sure
To teach this you would need:If you marked 0 or 1 on C, tick what you do not have, or have but not enough of.
Checks an incoming raw material before it is released to a batch: matches the certificate of analysis to the purchase order and spec, confirms the lot number on the certificate is the lot number on the container, verifies the quantity, and quarantines rather than accepts when they do not agree.
A — Completer levelwhat a typical completer reaches on day one
B — Instructor levelyour own level on this skill
C — What you need to teach it0 none · 1 some · 2 enough · ? not sure
To teach this you would need:If you marked 0 or 1 on C, tick what you do not have, or have but not enough of.
Stops and holds when a reading, a test or a look says the material is out of spec: tags and physically segregates it, makes the hold-log entry, and tells the lead and quality in a way that gets it dispositioned instead of quietly running it on.
A — Completer levelwhat a typical completer reaches on day one
B — Instructor levelyour own level on this skill
C — What you need to teach it0 none · 1 some · 2 enough · ? not sure
To teach this you would need:If you marked 0 or 1 on C, tick what you do not have, or have but not enough of.
Hands the unit over cleanly at shift change on a process that never stops: walks the unit with the incoming operator, says what is running, what is held, what is broken and what to watch, and writes it in the turnover log rather than leaving it in their head.
A — Completer levelwhat a typical completer reaches on day one
B — Instructor levelyour own level on this skill
C — What you need to teach it0 none · 1 some · 2 enough · ? not sure
To teach this you would need:If you marked 0 or 1 on C, tick what you do not have, or have but not enough of.

Employability skills

Oregon publishes ten employability skills, the same statewide, so a school and an employer can point at the same list. For each one, which is closest to how your program handles it? One choice per row. “Not really addressed” is a perfectly good answer; no program covers all ten and we are not scoring you.
AdaptabilityWhat Oregon calls it with students: Open to Change
Analysis/Solution MindsetWhat Oregon calls it with students: Problem Solver
CollaborationWhat Oregon calls it with students: Team Player
CommunicationWhat Oregon calls it with students: Good Communicator
Digital LiteracyWhat Oregon calls it with students: Good with Technology
EmpathyWhat Oregon calls it with students: Sensitive to Others
Entrepreneurial MindsetWhat Oregon calls it with students: Go-Getter
ResilienceWhat Oregon calls it with students: Handles Setbacks
Self-AwarenessWhat Oregon calls it with students: Self-Understanding
Social Diversity/AwarenessWhat Oregon calls it with students: Sensitivity to Differences

Three last things

Optional: research use of your responses

WBTO studies the quality of its own assessment methods, including how consistently different experts rate the same skills. We would like to include your responses, with all identifying information removed, in that methods research, which may be published. Your name, organization, and school would never appear, and results are reported only in combined form. This choice does not affect this assessment or your participation in any way.