Writers Style Guide for Standing Operating Procedures U.S. Department of the Interior Bureau of Reclamation Denver, Colorado July 2004
Writers Style Guide for Standing Operating Procedures U.S. Department of the Interior Bureau of Reclamation Office of Program and Policy Services Denver, Colorado July 2004
MISSION STATEMENTS The mission of the Department of the Interior is to protect and provide access to our Nation's natural and cultural heritage and honor our trust responsibilities to Indian tribes and our commitments to island communities. The mission of the Bureau of Reclamation is to manage, develop, and protect water and related resources in an environmentally and economically sound manner in the interest of the American public.
Table of Contents Chapter I Introduction... I - 1 A. Purpose... I-1 B. Scope... I-1 C. Organization of This Guide... I-1 D. References... I-1 Chapter II SOP Drafting Guidelines... II 1 A. Collecting Information... II 1 B. Organizing Information... II 4 C. Determining the Level of Detail By Analyzing Message Elements for Each Step... II-5 D. Determining the Need for Referencing and Branching... II 7 E. Planning Figures, Tables, Data Sheets, and Checklists... II F. Determining Type of Procedure... II 10 Chapter III SOP Human Factors Guidelines... III 1 A. Action Step Construction... III 1 B. Cautions and Warnings... III 9 C. Notes... III 10 D. Referencing and Branching... III 11 E. Word Choice... III 12 F. Mechanics of Style... III 16 G. Preparing Data Sheets, Tables, Checklists, and Graphics... III 23 Appendix A Recommended Action Verbs... A 1 Appendix B Word Usage... B 1 Appendix C Abbreviations... C 1 Appendix D Acronyms and Shortened Words... D 1 Appendix E Ready Reference Page... E 1 Appendix F Sample Layout Pages... F 1 Table Table II-1 Level of Detail and Examples... II-6 i
CHAPTER I INTRODUCTION A. PURPOSE The Writers Style Guide provides specific, human-factors-based guidelines to ensure development of the most readable, easy to use, and error free Standing Operating Procedures (SOP). B. SCOPE The guidelines presented are applicable to all types of operational procedures. C. ORGANIZATION OF THIS GUIDE Chapter II, SOP Drafting Guidelines, describes the process the writer uses to develop the first draft of a procedure after all decisions on technical content have been made. Chapter III, SOP Human Factors Guidelines, provides the guidance needed to put the technically complete draft, developed in chapter II, in a form consistent with humanfactors guidelines, resulting in an accurate, readable and easy to follow procedure. Appendix A contains definitions for recommended action verbs. Appendix B provides information on correct word usage. Appendix C is a list of commonly used abbreviations. Appendix D is a list of acronyms and their definitions. Appendix E is a ready reference page. D. REFERENCES Bureau of Reclamation, 1996. Standing Operating Procedures Guide for Dams, Reservoirs, and Power Facilities. Prepared by the Technical Service Center, August 1966 (revised June 2001). Campbell, John J. and Zimmerman, Carolyn M. 1988, Fundamentals of Procedure Writing. Franklin Covey Co., 2000. Style Guide for Business and Technical Communication. Third edition (ISBN 188321982-5), June 2000, Salt Lake City, Utah. I 1
CHAPTER II SOP DRAFTING GUIDELINES Writers should use the information in this Chapter whether they are writing a new procedure or revising an existing procedure. The only difference is that procedure revisions require examination of the procedure to determine whether the existing sequence and technical data are correct and which level of detail is appropriate for the intended users. The procedure development and revision process requires the writer to collect, analyze, and organize a great deal of information. The writer must collect the technical data, such as vendor information, and solicit input from the individuals who will be required to perform the procedure. The writer analyzes this information to determine procedure content and the level of detail required to perform the procedure correctly. The writer must first determine who will use the manual and, thus, to what level of detail the information should be presented. This varies greatly from Region to Region, and even inside a Region. The writer then organizes this information in a logical format. Finally, the writer considers using job performance aids, such as illustrations and data sheets, to further enhance the human factors aspect of the procedure. A. COLLECTING INFORMATION The writer collects information in two important categories: technical information and information regarding the types of individuals who will normally be using the procedure. A procedure must be technically accurate but must also be understood by the user. A technically accurate procedure the user cannot understand is an ineffective procedure. 1. Technical Information Writing a new procedure or revising an existing procedure requires a great deal of information. The procedure writer is responsible for collecting and analyzing accurate, up-to-date technical information and for determining the appropriateness of including this information in the procedure. Any document referenced by the procedure will be included in the reference section of the procedure. a. The technical information to be collected depends on the type of procedure being developed. The writer gathers the following types of source data, as appropriate. Drawings and prints, e.g., (P&ID), Electrical schematics) Vendor s technical manuals Job Hazard Analyses (JHA) Similar or related procedures II 1
Material Safety Data Sheets (MSDS) Old and existing SOPs Design Operating Criteria In addition to collecting the technical documentation, the procedure writer must also interview individuals, such as subject matter experts who are experienced in the task, to identify existing or potential problem areas. While collecting and analyzing the technical information, the procedure writer begins to outline the major tasks and subtasks needed to achieve the objectives of the procedure. Reference the Standing Operating Procedures Guide for Dams, Reservoirs, and Power Facilities, to determine content and establish content and order. This outline of the tasks will serve as the logical sequence for performing the procedure. The procedure writer needs to consider the following task requirements while collecting technical information. 2. Task Requirements The procedure writer s recommended first step in developing an outline or flowchart of the procedure is identifying the major tasks to be accomplished. These tasks are needed to accomplish the purpose of the procedure. After the tasks are identified, the writer uses information in the source documents to increase the level of detail as necessary to ensure satisfactory completion of the stated purpose. The identified major tasks should describe an activity. The following are examples of major tasks: Establish a prestartup lineup. Place system in service. Verify proper operation. As the technical documentation is reviewed, the writer should note critical aspects of each task. Pertinent information to consider include the following: The time frame in which the task is performed, e.g., routinely or infrequently Equipment and/or plant cautions and other safety considerations Inspection and testing points and requirements II 2
3. Information Regarding Type of Individual Who Will Use Procedure The procedure writer must determine the amount and type of training a qualified individual using the procedure would have completed. To obtain this information, interviews of typical individuals and review of training curricula to determine the knowledge and skills these individuals would have acquired is recommended. The writer must also be aware that procedures may be used by newly qualified personnel as well as more experienced personnel. Even though the typical individual may never be identified as such, the more specific and concrete the information collected about the individual, the better the procedure writer can judge the level of detail needed in the procedure. Also consider the user who does not do the procedures but, rather, who engineers the equipment systems that are used in these procedures. Deciding on the level of detail needed for a qualified individual is a difficult task for the procedure writer and must be considered thoroughly. The ultimate proof of a procedure s effectiveness lies in the user comprehending the procedure and performing the task as intended by the writer. The procedure should be written for the lowest level of qualified operator. This individual should never be left wondering how to perform a task. Information could be blocked or chunked in such a way that the experienced user can skip the more basic items, without skipping something important. The inexperienced user would read all information presented. After collecting technical and typical individual information, the procedure writer should consider the following factors that could affect the level of detail to be included in the procedure. 4. Task Complexity Complex tasks, requiring a large number of actions, need to be carefully structured to allow the individual to follow a logical approach to performing the procedure. Tasks of this type, to be clearly understood and carried out properly, usually require a high level of detail and carefully planned referencing and branching. Class Suggestion: When more than 2 deep in indenture, repeat the upper level indenture numbering so it is easier to follow the procedural outline. 5. Task Criticality Consider the consequences of any error that could result from inadequate detail. Identify those critical steps that, if not performed correctly, could lead to personnel injury, equipment damage, loss of product, or a reduction in product II 3
quality. Usually, a high level of detail is needed for these critical steps to ensure that they are performed correctly. Those tasks that are identified as critical tasks should be considered as candidates for in-hand-use procedures with sign offs. If the procedure can result in any of the following, it should be considered a critical task: Personnel hazard Equipment damage Unintended release of water downstream 6. Task Environment The environment in which the procedure will be used affects the amount and type of information to include in the procedure. Walk through the area where the procedure will be used and interview typical users of the procedure to determine any environmental conditions that could affect performance. For example, consider the following physiological stressors: Fatigue Temperature extremes Vibration Loud noises Personnel protective equipment required High risk Task speed Monotonous work Distractions (e.g., noise, glare, movement) If the walk down determines that excessive hazards are involved, another way may need to be found to complete the task if possible. B. ORGANIZING INFORMATION 1. Task Structuring A procedure consists of a series of tasks, subtasks, and detailed steps arranged in a technically correct, logical order and written in a style that fosters correct performance. Effective methods for developing the logic structure of a procedure s performance steps include outlining and/or flowcharting. These techniques allow II 4
the writer to develop the logic sequence at different levels of detail without having to spend the time and energy in developing a complete draft. Generally, the writer reviews the accumulated technical and user information and lists the tasks needed to accomplish the purpose of the procedure. These tasks make up a topic outline that presents the overview of all the tasks needed in the PERFORMANCE section of the procedure. The procedure writer answers the question, What tasks need to be performed to complete the procedure? For example, a partial list for returning a powerplant to service may look like the following: Verify return of normal utility voltage Energize station service from the utility Start a generator Synchronize a generator with the utility After developing the task list, the writer answers the question, What subtasks or steps need to be performed to complete each task? For example, the following steps are needed for the synchronizing task. Synchronize a generator as follows: VERIFY generator voltage matches running voltage TURN on synchroscope for generator to be synchronized VERIFY synchroscope is in the in-phase condition (12 o clock) CLOSE generator breaker LOAD generator as required The writer uses the information gained during the information collection phase of the procedure development or revision process to make these decisions. The outline or flowchart serves as the planning product. The planning product should be used to write the final draft of the procedure. C. DETERMINING THE LEVEL OF DETAIL BY ANALYZING MESSAGE ELEMENTS FOR EACH STEP Once the tasks and steps have been identified, the writer then makes critical decisions about the quantity and type of information consisting of message elements to include at each step. Each step in a procedure can be analyzed for the message elements it contains. Message elements describe the what, how, when, where, who, and why. Table II 1 provides examples of the levels of detail for each step. No single level can II 5
be said to be more important than any other. The level of detail needed by a qualified user determines the correctness of the level. 1. What and How The two most frequently used elements are what and how. Consider each major task as a what element of information. For example, generator startup is the task to be accomplished by a series of steps. The steps, then, become the how type of information. The steps included in this section must be related to generator startup only. Thus, the logical sequence of the technical task is reinforced. After deciding on the sequence of how information, each step is further analyzed to determine whether other message elements are needed based on the technical and user information collected. Level of Detail Gross Low Medium High Table II 1 Level Of Detail and Examples Examples ISOLATE drain line. (poor choice) CLOSE CV-55, Sump Drain Control Valve, and PV-56, Drain to Storage Tank. CLOSE CV-55, Sump Drain Control Valve and PV-56, Drain to Storage Tank on Panel C04A. ADJUST potentiometer for CV55, Sump Drain Control Valve, and Control Switch for PV-56, Drain to Storage Tank. ISOLATE dump line as follows: Fine NOTE: The following steps are performed at Panel C04A. CLOSE CV-55, Sump Drain Control Valve, by adjusting the potentiometer fully counterclockwise. VERIFY control signal is zero and sump drain flow is minimal. CLOSE PV-56, Drain to Storage Tank. 2. When The need for when information will be determined by time limits or plant operating limits associated with the step. An example of a step requiring when information is: WHEN Oil Storage Tank A level is less than 36 inches, THEN stop draining. II 6
3. Where Where elements have to do with specifically stating display, control, or equipment locations. A rule of thumb is to state where information when the equipment is seldom used or difficult to find, or when the procedure requires operation of items on two separate panels or in two separate locations as often happens when starting a unit. The following step has where information: TURN traveling screen switch on Panel 1-B to AUTO. 4. Who The who element is usually implicit because the procedure step is directed toward the primary user. However, who needs to be stated explicitly when it is a person or group other than the primary user. For example, a step concerning the cooling water system in an operating procedure might instruct the user to Notify B to throttle the Unit 1 Guide Bearing Cooling water outlet. Another practice for multiple user procedures is to place the title of the step performer at the beginning of the step, followed by a comma. 5. Why Why elements tell the user the reason for performing a particular step. The writer must decide, based on technical and user information, whether a step needs why information. THROTTLE V-24, Unit 1 Guide Bearing Cooling Water Outlet, to control heat exchanger outlet temperature. If information is being added to explain an action or give a reason for performance of a step it should be in a NOTE placed just after the step. D. DETERMINING THE NEED FOR REFERENCING AND BRANCHING While developing the outline or flowchart, the writer may determine that the user will need to reference or branch elsewhere several times during the task. Referencing is defined as sending the user to another procedure or to other steps in the same procedure, but expecting the user to return to the place where the user left off. Branching is defined as sending the user to another procedure or to other steps in the same procedure, but NOT expecting the user to return to the place where the user left off. II 7
The logical structure of the procedure will determine the number of references and branches to include in the procedure. Some referencing and branching cannot be avoided. However, the writer should be aware that procedure performance problems can occur from overuse of referencing and branching. 1. Performance problems related to referencing are: Overlooking important information such as prerequisites, cautions, and notes preceding the step to which the user is referenced. Losing track of reference points because of incomplete reference instructions. Causing confusion in keeping track of work progress. Requiring the user to handle too many procedures, causing logistic problems at the work site. Increasing the possibility that the user will rely on memory rather than using a referenced procedure. Later revisions to the procedures that change step numbers may change referenced steps leading to errors. Careful use of computer tied references can minimize this. If instructions can be repeated rather than referenced without greatly increasing the length of the procedure, repeat them. When referencing cannot be avoided, the following guidelines should be used: If instructions involve restoration or reassembly tasks, provide the step-bystep description. The user should not be instructed to perform previous steps in reverse order. If a user is to perform only a portion of the referenced procedure, clearly identify the appropriate portion by section/step number(s) or by section title. 2. Branching The problem with branching is requiring the user to work through numerous procedures to accomplish a task. When branching is required, use appropriate wording to ensure the user understands the instruction is a branch and not a reference. II 8
E. PLANNING FIGURES, TABLES, DATA SHEETS, AND CHECKLISTS As the writer develops the procedure, the need for graphics, that is, non-text items such as figures (including graphs, diagrams, drawings, and other illustrations), tables, data sheets, and checklists, will become apparent. The use of graphics will depend on the writer s analysis of the technical and user information. Consider using color photographs. These graphics should serve as aids to the user in performing procedure tasks. Graphs should also be used when they will aid the operator in completing the procedure. Tables, data sheets, and checklists should be used when the information presented or required to be recorded is time dependent (for example, to be logged every half hour), correlated to other information, or of such length that it would be easily forgotten or confused. When developing graphics, consider the guidelines discussed below. Chapter III contains specific information on formatting the different types of graphics. 1. Tables and Graphs Tables organize information and help the user obtain and use data. Graphs present a visual image of the relationship of data. Both tables and graphs can reduce the need for the user to make interpretations of data obtained while performing the procedure. Reducing the need for interpretation also reduces the probability of human error. Consider using a table or graph whenever the user will need to analyze data for activities such as determining trends and comparing measurements with theoretical or expected values. 2. Diagrams, Drawings, Illustrations, and Photographs The type of illustrations included in a procedure should contribute to the usability of the procedure. Including illustrations that are not usable, such as a figure from a vendor s manual that has been reduced so much the information cannot be read, serves only to frustrate the user and add to the difficulty of performing the procedure. Consider including illustrations or photographs that help the user locate items that are infrequently used, have poor access, or are not labeled. 3. Data Sheets and Checklists Data sheets and checklists generally have two users: the procedure user who records information and the post-task reviewer who evaluates the recorded data. Data sheets and checklists should be separate from the procedure text. Provide relevant information on how to use the data sheets in the performance steps or on the data sheet or in both places. II 9
F. DETERMINING TYPE OF PROCEDURE 1. After the data have been gathered, the procedure writer has enough information to choose what type of procedure best fits the needs. There are three basic types of procedures: text, two column, and flow chart. 2. Text procedures give step by step direction using numbers or bullets. Notes, cautions, and warnings appear just before the applicable step, and notes appear after. This type of procedure is the best choice when all steps in a procedure are expected to be followed and there are not an excessive number of decisions to be made. 3. Two column procedures have procedural steps in the left hand column and amplifying information, such as notes or training information, in the right hand column. This type of procedure tends to increase the number of pages in a procedure but can be useful to support operators at two levels of experience. An experienced operator may use the left column without referring to the information in the right column. A less experienced person can refer to the supporting information in the right column. 4. Flow chart procedures use symbols and arrows to direct operators. The shape of the boxes has meaning. Diamonds indicate decisions to be made, rectangles are used to give direction, and ovals show beginning and ending points. This type of procedure is useful if there are many decisions to be made or if several different methods are possible for accomplishing the task. It is also good in emergency situations where quick action is required and detailed steps could be cumbersome. 5. At the completion of this phase of the procedure writing process, the writer has an expanded outline of the procedure, which is essentially a draft because all the decisions on content should have been made. The content of all the chapters of the procedure should be complete, including an outline or flowchart of the sequence of performance steps and preliminary graphics. II 10
CHAPTER III SOP HUMAN FACTORS GUIDELINES The goal of any procedure is to provide instructions that can be read, understood, and performed so that a task is accomplished correctly. The human-factors-based guidelines in this chapter are intended to aid the writer in producing a procedure that is technically accurate, readable, concise, and easy to follow. The effectiveness of a procedure depends on the user s comprehension of the information in the procedure. Procedure writers must be aware of and consider those human factors that could affect comprehension of the technical information in the procedure. Human factors considerations have a significant effect on how procedures are developed and used. The procedure writer must first ensure the information is technically accurate and then, applying human factors considerations, present the information in a usable form and format. This chapter contains guidance on the following topics: ACTION STEP CONSTRUCTION CAUTIONS AND WARNINGS NOTES REFERENCING AND BRANCHING WORD CHOICE MECHANICS OF STYLE PREPARING DATA SHEETS, TABLES, CHECKLISTS, AND GRAPHICS A. ACTION STEP CONSTRUCTION The structure of a step affects the rate at which it is read and understood. Short, concise steps are preferable to paragraph style instructions for three reasons: Short steps enhance user accuracy and efficiency and reduce the chance that an action will be missed. It is easier for a user to find his or her place in a sequence after being interrupted. Procedures written in short steps are easier for the writer and reviewer to edit, review, or revise. Use the guidelines in the following subsections to develop steps that can be quickly read and easily understood. III 1
1. Write Procedure Steps as Simple Command Statements Correct: Incorrect: START Unit 1 Cooling Water Pump. The Cooling Water Pump must be started. a. Begin the sentence with an action verb followed by the direct object of the action (usually the equipment name). (Selecting the action verb is discussed in the word choice section.) b. Omit the subject you in the sentence; it is implied. c. Omit unnecessary articles (for example: a, an, the). d. Add objectives and location information as necessary to convey the appropriate instructions. Correct: SELECT Fan A on transformer K1A auxiliary panel. 2. Avoid Passive Statements Avoid passive statements by using the simple-command sentence structure. Passive statements are a much weaker method of expressing the action. Correct: Incorrect: OBTAIN Operator s permission to install jumper. The Operator s permission shall be obtained to install jumper. Studies of human learning and reading comprehension show that the reader pays the most attention and comprehends best at the beginning of the sentence. This comprehension declines as the reader continues reading the sentence. Therefore, the most important word, the action verb, should come first. As you can see in the example of passive structure above, the sixth word, not the first, describes the action. III 2
3. Identify the Actor Address the procedure to a person who is the actor ; that is, he or she performs the actions. Do not state, for example, The operator shall... for a step, as long as that operator is the actor. If there is more than one procedure user, identify the person by the position, e.g. Control Center Operator, Operator, Dispatcher. However, if someone other than the procedure user is to perform the step, you must identify the actor. Look at the three examples below: Incorrect: Start cooling water pump 1A. Still Not Acceptable: The Control Center Operator shall start Unit 1 Cooling Water Pump. Correct: NOTIFY the Control Center Operator to START Unit 1 Cooling Water Pump. The first example states the procedure user is to start the pump, which is wrong in this case. The second example has the actor right, but the sentence structure is not the same as in the other steps, and does not tell the procedure user what to do. The third example is the correct instruction because it tells the user to notify another actor to perform the action, which is what was intended. 4. Limit the Number of Actions Per Step Studies in human learning tell us that our short-term memory is limited at best, and that environmental conditions may affect it adversely. Therefore, each procedure step should normally contain only one action. However, if two or three actions are related because they are done virtually simultaneously or in close sequence, they should be included in the same step. The number of actions in a step is indicated by the action verbs. START Unit 1 Cooling Water Pump OPEN Discharge Valve, AND VERIFY flow increases. III 3
Do not place hidden action instructions in a step. In the first example below, a verification instruction is hidden in the underlined portion. The second example clarifies the instruction. Be careful to phrase all actions in a command structure. HIDDEN ACTION: Turn on the synchroscope for the 11 Breaker. The synchroscope should lock in the in-phase position (12 o clock) ACTION CLARIFIED: TURN on synchroscope for the 11 Breaker. VERIFY synchroscope locks in the in-phase position. (12 o clock) 5. Use Vertical Format for Multiple Objects of Action Verbs When an action verb has three or more objects, use a space clue, a vertical list, to increase user comprehension and performance accuracy. Correct: OPEN breakers for the following valves: MO-10-5A at E-124-R-C MO-10-5B at E-224-R-B MO-10-5C at E-324-R-B MO-10-5D at E-424-W-A Incorrect: Open the breakers for MO-10-5A at E-124-R-C, MO-10-5B at E-224-R-B, MO-10-5C at E-324-R-B, and MO-10-5D at E-424-W-A. If the list is longer, group the items in subgroups of four or five so that users can keep their place in the list. If the list is very lengthy, consider using a table or checklist, as is often done with valve lineups. III 4
6. Write steps as positive statements. Correct: Incorrect: IF Inlet valves are OPEN, THEN GO TO Step 23. DO NOT proceed to Step 23 unless Inlet Valves are open. State the Condition First in Conditional Statements Conditional action steps involve a decision for the user. If a certain condition exists, the user performs an action. In this type of step, the action verb does NOT appear first. Apply the following guidelines: a. Use an if clause for an unexpected but possible condition. Use a when clause for an expected condition. IF oil temperature is above 90F, THEN... OR WHEN controller output reaches 10%, THEN... b. The if or when clause (the condition) always comes before the action because the user needs this information to decide whether to perform the action. Place a comma after the if or when clause. Place the word then after the comma and before the verb. Capitalize and underline the conditional words. IF required to drain Trap, THEN DRAIN Trap using NOP 31.1.A. c. Use AND to link two or more conditions that must be met before an action is performed. d. Use OR to link two or more conditions when at least one of them must be met before an action is performed. III 5
e. Use a list approach when three or more conditions exist: IF any of the following conditions exist: Condition A, OR Condition B, OR Condition C, THEN GO TO Step 50. f. Conditional statements, e.g., using AND and OR together, can confuse the user. For example, the user could interpret the following instruction in more than one way: IF Condition A AND Condition B OR Condition C occurs, THEN go to Step 36. Make sure the logic is clear by constructing such instructions carefully. For example: IF Condition A AND B exist, OR Condition A AND C exist, THEN When using a conditional step, the writer should consider the case in which the stated condition does not exist and provide appropriate instructions for that case. If anything other than proceeding to the next step is required, provide additional guidance. IF condition A exists, THEN... OR, IF condition A does NOT exist, THEN.... 7. Develop Step Content to Aid the User Use the following guidelines on step content to enhance the user s ease of performance. a. If writing procedures for an experienced user, do not state the expected results of routine tasks. III 6
Incorrect: Correct: START the.. pump, and verify red light on. START the.. pump. VERIFY discharge pressure 60 to 90 psig. b. List the alarm setpoint for ease of verification when actions are required. c. Provide a list the expected results immediately following the resetting or restoring of an alarm or trip if a list would benefit the user. d. Describe the system response time associated with the step in a note preceding the step if a description of the response time would help the user. NOTE: Air Compressor Cooling Water Valve should open in approximately 10 seconds. START B Air Compressor, AND VERIFY cooling water valve begins to open. e. State the frame when system response dictates a time frame for a step. Avoid using time to initiate user actions, if possible. Relate user actions to plant parameters. Correct: Incorrect: VERIFY DC Lube Oil Pump starts within 5 seconds following the AC Lube Oil pump trip. 5 seconds following operating pump trip, VERIFY DC Lube Oil Pump starts. III 7
8. Construct Nonsequential Steps to Ensure Clarity The user shall follow procedure steps in sequence unless the procedure specifically states otherwise. Use the following guidance to construct steps that are not performed in sequence. a. Recurrent Steps Recurrent steps require the user to repeatedly perform an action. For these steps, state the following in specific terms: When or how often to perform the action. Conditions under which the action no longer needs to be performed. Correct: MONITOR tank level every 30 min until it reaches 47 ft. If the recurrent step requires monitoring on a steady basis, include a data sheet where applicable. b. Concurrent Steps Perform concurrent steps at the same time. State specifically which steps are concurrent by using such terms as concurrently, simultaneously, or at the same time. When two actions within the same step are concurrent, use while. PERFORM this step AND Step 30 at the same time. While ADJUSTING..., MONITOR... c. Time-Dependent Steps Perform a time-dependent step before, during, or after a certain time frame. Make the time frame described as explicit as possible, rather than, for example, a few minutes. Here is an example of an explicit timedependent step. VERIFY Oil Pre-Lube Pump stops after 3 minutes of operation. III 8
d. Optional Order Steps Optional order steps allow the user to choose the sequence. The user will assume the stated sequence is mandatory unless the procedure states otherwise. If a sequence can be done in any order, place the steps in bullets. Close the following valves: V-14, Cooling Water Drain Isolation Valve V-22, Cooling Water Vent Isolation Valve V-30, Cooling Water Outlet Isolation Valve V-10, Cooling Water Inlet Isolation Valve B. CAUTIONS AND WARNINGS Action steps cannot convey all the information needed by a user. Informational statements such as cautions and notes supplement the action steps. Because a procedure is not a training manual, but assumes a certain level of training, lengthy explanations are not needed. However, the occasional, briefly stated reason for the caution or note enhances user performance and better ensures user and plant safety. 1. Definition CAUTION = Minor Damage or Possible Injury A caution gives cautionary or critical information concerning equipment safety or information about a personnel hazard in a brief statement. Cautions never contain an action step. WARNING = Extensive Damage or Possible Death 2. Format Format a warning or caution to draw attention and set it apart from other steps. III 9
For example: Fully capitalize, bold, and underline the word CAUTION or WARNING Center the word CAUTION or WARNING on a separate line above its statement. Box the CAUTION or WARNING using double lines. The sides of the box should align with the step margins. CAUTION Closing pump suction valve while the pump is operating will damage the pump. 3. Placement Place a caution or warning before the applicable step. If two or more are needed, number the statements 1., 2., etc., within the box. Place the caution on the same page as the related step. If the user needs both a caution and a note before a step, place the caution first, before the step, and place the note after the step. This placement ensures that the user reads the most important information just before reading the action step. C. NOTES A note gives the user helpful information without cluttering the action steps. 1. Definition A note briefly states advisory information that does not concern personnel safety or potential equipment damage. A note may also provide a brief narrative explanation for a step where such information aids the qualified user in procedure performance. Like a caution, a note never contains an action step. 2. Format Format a note to draw attention and set it apart from an action step. For example: Fully capitalize, bold, and underline the word NOTE, and separate it from the information by a colon. III 10
Place the word, NOTE, before the information. NOTE: Switch SW-3 is behind the gauge board. 3. Placement Place a note after the related step to provide information about the next step. If you need two or more notes are needed, number the statements 1., 2., etc. If you need both a caution or warning and a note before a step, place the note first. D. REFERENCING AND BRANCHING 1. Referencing Referencing is defined as sending a user to other steps, pages, or chapters within a procedure or to other procedures, and expecting the user to return to the step where the user left off. Alternatively, you may require the user to perform both procedures simultaneously. Add a statement to the referencing step instructing the user to return to a particular step in the referencing procedure. FILL and VENT Oil Transfer System in accordance with SOP THEN RETURN to the next step of this procedure. Use referencing with caution because it can cause performance problems. If you can repeat the filling and venting steps in the procedure instead of referencing, do so. 2. Branching Branching is sending a user to another procedure or other steps in the same procedure but not expecting the user to return to the procedure or step from which he or she was branched. When branching, the user performs only one procedure at a time. When referencing, the user may use two or more procedures. Add a statement to the branching step that tells the user how to proceed. III 11
N/A the remainder of this procedure, AND GO TO SOP chapter: to fill and vent system. 3. Format a. Referencing When referencing another step, an attachment, or another procedure, use the phrase in accordance with. b. Branching... in accordance with SOP... When branching to another procedure or in the same procedure, use the words go to. When branching to another procedure, include the procedure number, title, and section number (if applicable). When air compressor 1A is started, GO TO SOP-16, Air System Startup, Section 3. When referencing or branching to a specific section or step in another procedure, instruct the user regarding the possible need to meet the prerequisites of the procedure the user is entering. 4. Revisions When revising procedures containing referencing or branching, take care to update any step numbers that change. You may miss critical steps if you fail to do this. E. WORD CHOICE See Appendix B for word problems. III 12
1. Action Verbs The verb is the most important word in a sentence. Therefore, the choice of a verb to describe the desired action deserves attention. Select a verb that precisely describes the action and use it consistently in that context. Avoid verbs that sound similar to ones of opposite meaning, such as increase and decrease. Use the list of recommended verbs and their definitions in Appendix A. a. Applying verb meanings inconsistently may cause performance errors. 2. Vocabulary Use words your expected users can read and understand easily. a. Use short, common words except where standard industry terms or technical words are required. b. Avoid using different words that have a similar meaning. Procedure writing is not creative writing; it is not necessary to vary your vocabulary. Consistently use the identical word or term for a given action or object c. Use specific words that precisely describe the task. d. The action verb is to be bold and at the beginning of each procedural step. Correct: Incorrect: CHECK the level every hour until it is within range. Check the level frequently. e. Do not use contractions. For example, use cannot and it is instead of can t and it s. f. Use shall, should, and may properly. Shall - a required action Should - a recommended action May - an optional action Note: The command style of a procedure step is equivalent to shall The following examples are equivalent in meaning: III 13
NOTIFY Senior Operator. The Senior Operator shall be notified. g. Avoid using must as part of an action verb. Avoid using will as a synonym for shall. Reserve will for the future tense. h. Avoid using all-inclusive words such as all, always, every, never, no, and none, unless they truly express your intended meaning. i. Use neutral language. Using he, his, him, and himself is not appropriate in procedures. The command format will eliminate this problem because the procedure addresses the user directly, rather than talking about the user in the third person, as it would if it stated The operator shall contact his supervisor. However, the problem may arise in non-instructional sections, such as Prerequisites. Some solutions are: Make the person plural: Personnel SHALL CONTACT their supervisors. Repeat the noun instead of using the pronoun (this may be too cumbersome in some sentences): NOTIFY a Technician, AND HAVE the Technician remain on standby until job completion. 3. Equipment Nomenclature Use the following guidelines for equipment nomenclature: a. Use nomenclature that best identifies the equipment for the procedure user. Equipment designators are not necessary for commonly used or referred to items. Present specific system, equipment, and component nomenclature in initial capitals (that is, capitalize the first letter in each word). For example: Governor Oil Pump Station Service Transformer III 14
b. Ensure that equipment designators such as valve numbers are as they appear on the equipment or control panels. The intent is to direct operation of the correct piece of equipment. Do not use quotation marks within a sentence to set off the exact name of the equipment as it appears on the control panel. Quotation marks are not needed in a list. When you give a valve number in a procedure, follow it with the valve name. OPEN AO-20, Incoming Isolation Valve c. Use all lower case letters for equipment or component names used in the generic sense. valves, breakers, pumps, piping d. Present alarm and annunciators legends exactly as they appear on the panels. Do not use quotation marks when the legend is in a sequence. Quotation marks are not needed in a list. VERIFY TANK HI LEVEL annunciator LIT. e. Put the exact title in initial capitals with quotation marks for switch and indicator positions in all uppercase. PLACE PC-54, Nitrogen Pressure Controller in AUTO. f. Give location information in a note if controls or displays are easily confused with similar ones or if equipment is seldom used, difficult to locate, or not labeled. g. Consider using common names for situations when the drawings disagree with the normally used names. 4. Abbreviations and Acronyms Avoid abbreviating words, phrases, or names unless the abbreviation or acronym is frequently and commonly used. An acronym is formed from the initial letters of each part of a compound term. III 15
a. Identify an acronym and its meaning at the first occurrence of the acronym in the procedure if an acronym is used. Include a list of all acronyms used in the SOP in the front matter. Megawatt Hour (MWh) b. Use standard abbreviations for engineering units and do not spell them out at their first mention. psig, not pounds per square inch gauge c. When using abbreviations and acronyms, always spell them the same way. (See Appendices C and D.) d. List the panel number followed by the panel name the first time a control panel is used in a procedure. Subsequent references in that section require only the panel number. 5. Acceptance Criteria use the Following Guidelines: a. Avoid qualitative criteria. If qualitative criteria are necessary, be as specific as possible, avoiding vague words like normal and satisfactory. b. Specify quantitative values in the units the operator sees in the field. c. Use values that are readable on instruments and meters. The user can generally read values only one-half the distance between the smallest markings. F. MECHANICS OF STYLE 1. Spelling Base spelling on a current American dictionary. When a dictionary offers a choice of spelling, use the first listed and be consistent in spelling throughout procedures. III 16
2. Punctuation Generally, use standard American English rules of grammar and punctuation. Remember, make your goal clarity and readability. In particular, use commas carefully because, in the wrong place, they change the meaning. Use the following specific guidelines: a. Apostrophe Indicate possession with an apostorophe: Operator s desk. b. Colon Avoid using apostrophes to indicate plurals, especially with acronyms. Use CRDs as the plural of CRD. Use a colon to indicate a series or list: c. Comma OPEN the following #1 Seal Water Isolation Valves: AOV-VC 8141A AOV-VC 8141B AOV-VC 8141C Notice the valve name was not repeated in the list because all the valves have the same title. (1) Separate items in a series of three or more with commas. (Note that a list is preferable for three or more items.) CLOSE MO-74, MO-77, and MO-79, Bypass Drain Valves. (2) Set off an introductory clause or phrase with a comma. For normal startup, DO NOT exceed a rate of 15 psig/hr. III 17
(3) Always use a comma after the if or when clause in a conditional statement: IF Air Admission Vent fails to open after three attempts, THEN OPEN emergency vent, AND NOTIFY Mechanic. (4) Separate five or more digits with a comma: d. Hyphen 10,000 bph (1) Use a dictionary as a guide for determining those words that must be hyphenated. Within procedures, avoid syllable breaks where a word must be carried over from one line to another. Correct: Incorrect: THROTTLE HCV-182, Seal Water Flow Control Valve, to establish greater than 10 psig to Turbine Seals to ensure adequate seal injection. THROTTLE HCV-182, Seal Water Flow Control Valve, to establish greater than 10 psig to Turbine Seals to ensure adequate seal injection. (2) Do not hyphenate words with the following prefixes unless misleading or awkward letter combinations result: pre post re sub super micro mini multi III 18
e. Parentheses (1) Use parentheses to set off explanatory or supplemental information. PLACE both Lube Oil Pump switches in NORMAL (after trip). (2) Specify acceptable ranges in parentheses following a desired or nominal value. Repeat the unit of measurement after the high end of the range. 100 psi (96 to 104 psi) (3) DO NOT enclose an action step or any kind of instruction in parentheses. Parentheses indicate supplemental information, so an action in parentheses may be omitted by the user. f. Periods (Further information on proper use of periods can be found in Appendix C, Abbreviations.) Use a period to indicate the end of a sentence: DETERMINE generator to be used. DO NOT use periods for: Tasks headings: Generator Startup (closing period not needed) Acronyms: QA, Not Q.A. Abbreviated units of measure: lb not lb. Lists, where the items are not complete sentences DO use periods to keep an abbreviation from looking like a word (for example, when referring to a time of the day, use a.m. rather than am g. Quotation Marks Use quotation marks to set off unique designators for emphasis: III 19
1C Lube Oil Pump Use quotation marks to acknowledge material that is quoted exactly, such as a statement from Technical Specifications. h. Semicolon Avoid the use of semicolons because they promote long sentences. Correct: ENSURE the unit clearance is removed. START UP Generator Cooling Water System in accordance with SOP. Incorrect: ENSURE unit clearance is removed; and, START UP Generator Cooling Water System in accordance with SOP. i. Slants Use slants in units of measure, lbm/hr, ft/sec. 3. Capitalization Use capitalization as described below: a. Capitalize the first letter of the following: The first word in a sentence The first word in a phrase used in a list Each word in official equipment nomenclature Each word in a system name Proper nouns, such as the facility name b. Write the following items in full capital letters: Annunciator and alarm legends presented exactly as they appear on control panels Acronyms: EVM (Explosive Vapor Monitor) Other words or phrases that are uniquely significant in describing the step activity or switch position III 20
PLACE ALL three Transfer Pump switches in AUTO c. Capitalize and underline the following: Any negative words such as DO NOT, CANNOT, NOT, NEITHER, or NOR d. Capitalize, underline, and bold the following: Logic words: IF, THEN, AND, OR, WHEN 4. Numerals and Units of Measure When using Numerals and Units of Measure apply the following guidelines: a. For units of measure, distance, and time; use the numeral rather than the word: 4 Amps 500 gpm 3 min 5% 2 days 4 years 47 ft b. In all other cases, use words, unless the number is 10 or more: three operators six valves 24 boxes c. Where combinations of numbers are needed, use words and numerals for clarity: twelve 2-lb packages d. DO NOT repeat a spelled-out number in parentheses: III 21
Correct: Incorrect: three operators three (3) operators e. For numbers less than one, precede the decimal point by a zero: 0.1. f. Use Arabic numerals unless the specific nomenclature contains Roman numerals. g. Use the units that actually appear on the instrument specified. h. Avoid operations that require conversions between equivalent sets of units. Provide graphs, charts, or tables where the desired value can be obtained without calculation when conversions are necessary. i. Avoid starting a sentence with a numeral. 5. Tolerances Give tolerances where possible. Give nominal values and ranges in terms the user will understand; avoid having the user interpret them. a. Acceptable Range Provide the tolerance as a range if there is no specific desired value. b. Nominal Value 155 to 170 degrees F 80 to 100 psig For desired or nominal values, specify the value followed by a range of acceptable tolerance within parentheses. Correct: Incorrect: 80 psig (70 to 90 psig) 80 + 10 psig 80 psig ± 12.5% III 22