NSPE EBOK Competency Model Where Does It Fit What Does It Take to Be an Engineer Paul Schmidt PE FNSPE Chair NSPE Licensure and Qualifications for Practice Committee 20132015 NSPE Annual Meeting ID: 769229
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NSPE EBOK Competency Model Where Does It Fit? What Does It Take to Be an EngineerPaul Schmidt, P.E., F.NSPEChair NSPE Licensure and Qualifications for Practice Committee 2013/2015NSPE Annual MeetingJuly 16, 2015Seattle, WA
Competency Models What Does it Take to Be An Engineer ?All Engineering DisciplinesNSPE Engineering Body of KnowledgeUS DOL Engineering Competency ModelFinalized this week; NSPE Contributed to DevelopmentDiscipline SpecificASCE Civil Engineering Body of KnowledgeAAEES Environmental Engineering Body of Knowledge IEEE Software Engineering Body of Knowledge BKCASE System Engineering Body of Knowledge
The Knowledge, Skills and Attitudes required for the practice of engineering in responsible charge of engineering activities as a Professional Engineer Applicable to Professional Engineers of all disciplines and in all employment sectors
Identifies the Knowledge, Skills and Abilities needed for workers to perform successfully in the field of engineering. Includes industry specific competencies
US Department of Labor Engineering Competency Model Pyramid Structure - Common for all DOL ModelsPyramid NOT Hierarchical SkillsPyramid represents increasing specialization and specificityBlocks represent competency areas (i.e. groups of knowledge, skills, and abilities
US Department of Labor Engineering Competency Model Foundational CompetenciesTier 1 - Personal Effectiveness Competencies - soft skillsTier 2 - Academic Competencies - learned in school settingTier 3 - Workplace Competencies - motives, traits, management stylesIndustry-Specific Competencies Tier 4 - Industry-Wide competencies Tier 5 - Industry-Sector Competencies - none in current model
Respond to NAE “take charge” challenge to the engineering profession Support NSPE’s mission, vision, and values Build on discipline-specific BOK efforts Need for a pan-engineering BOK Why develop an EBOK?
Preparation of the Engineering Body of Knowledge NSPE Licensure and Qualifications for Practice Committee27 Members8 Disciplines RepresentedLicensure Oriented Predominantly Engineering PractitionersTwo Year Intensive ProcessReview and Detailed Input from Partner Society Teams of Engineers:IEEEAIChEASCEASABEJapan Society of Professional Engineers
Guiding Principles - NAE Technological innovation accelerating.Technology deployment globally interconnected. Technology in our everyday lives - more significant than ever.Individuals increasingly diverse and multidisciplinary.Social, cultural, political, and economic forces will shape technological innovation.Above From National Academy of Engineering
Additional Guiding Principles - NSPE Broad body of knowledge increasingly requiredHigher value-added, leading-edge services and products from the U.S. needed Communication, management, leadership, ethical practice skills increasingly critical Engineering in a sustainable, global contextLifelong Learning need is accelerating
Key Attributes of the Professional Engineer Analytical, practical;Thorough, detail-oriented;Creative, innovative;Communicative ;Knowledgeable about sciences and mathematics;Knowledgeable in a selected field and conversant in related fields;Skillful in business and management;
Key Attributes of the Professional Engineer Able to provide leadershipProfessional and positive in attitude ;Aware of societal considerations in global context;Aware of relevant laws, regulations, standards, and codes;Knowledgeable about engineering ethics and codes of conduct; andDedicated to lifelong learning.
Knowledge, Skills and AttitudesKnowledge - consists of comprehending theories, principles, and fundamentals;Skills - the abilities to perform tasks and apply knowledge; and Attitudes - the ways in which one thinks and feels in response to a fact or situation.
Knowledge, Skills and AttitudesExpressed in the EBOK as 30 CapabilitiesCapabilities3 Basic or Foundational16 Technical11 Professional PracticeEach CapabilityDescriptionExample Ability Engineer Should Have
Basic or foundational 1. Mathematics 2. Natural Sciences 3. Humanities and Social Sciences Technical 4. Manuf./Const. 12. Risk, Reliab., Uncert. 5. Design 13. Safety 6. Engr. Econ. 14. Societal Impact 7. Engr. Science 15. Systems Engr. 8. Engr. Tools 16. Oper. & Maint. 9. Experiments 17. Sustain. & Environ. Impact 10. Prob. Recog. & Solving 18. Tech. Breadth 11. QCQA 19. Tech. Depth See Attachment for Descriptions
Professional practice 20. Business Aspect of Engr. 21. Communication 22. Ethical Responsibility 23. Global Knowledge & Awareness 24. Leadership 25. Legal Aspects of Engr. 26. Lifelong Learning 27. Professional Attitudes 28. Project Management 29. Public Policy & Engr. 30. Teamwork
Example abilities As examples of design capability, an engineer entering practice at the professional level should be able to: Identify, or work collaboratively to identify, the pertinent technical, environmental, economic, regulatory, and other project requirements and constraints; Contribute to the development of alternatives and prepare design details for complex projects; Analyze the pros and cons of some alternative design options and assist in the selection of an optimized design alternative; Etc.
Session Exercise #1Exercise #1 30 CapabilitiesYes or No? - Do you use this capability regularly in your current practice of engineeringOptional Email Address - for poll results
Prospective engineering students Parents Teachers/ advisors General public Engineering Educators Current engineering students Accreditation leaders Employers Engineer interns Mentors and supervisors Licensing boards Certification boards Engineering society members EBOK
Stakeholders Prospective engineering students, parents, teachers, advisors, general public Possible Uses Understand importance of engineering Appreciate range of knowledge, skills, and attitudes Engineering and other faculty and administrators Design curricula/programs Create/improve courses
Current engineering students Provide context for their education Accreditation leaders Revise criteria Employers Partner with personnel Engineer Interns Direct their experience Mentors and supervisors Assist interns
Licensing boards Set expectations for licensure Certification boards Define desired mastery level Engineering society members Use as resource for committee, subcommittee, and task force work
Uses of EBOK1. Employers/Employees Performance Review for Engineering Interns and PEUse EBOK as basis for evaluation tailored to situation Positive feedback from successful useAvailable on NSPE website on Licensure Blog
EMPLOYEE EVALUATION KEY: E = Experienced D = DevelopingCapability DevelopmentN = Not Applicable to Date Capability Experience Planned Professiona l Development Goal s (Interna l an d External) a. Design – Project Ty p e b. Technica l Depth c . Technica l Breadth d. Softwar e Applications e . Cos t Estimating f . Construction 1. Field Coo r dinat ion 2. Resident Inspection 3. Constr. Administration g. Safety h. Susta i nab i lity/E n v. Impact i . Communi c a tion 1. Written – Correspondence 2. Writte n – Reports 3. Publi c Speaking j . Project M a na gement 1. Time Manag ement
EMPLOYEE EVALUATION 2. Project Planning3. Projec t Monitoring 4. Team M a n ag e ment k . Ris k Management 1. Projec t Risk Assessment 2. Technica l QA/QC 3. Interna l QA/QC Review l . Busines s Aspects 1. Projec t Cost Control 2. Propo s al Preparation 3. Business Developm e nt m. Lega l Aspects 1. Contrac t Documents 2. Construction Interpretation 3. Engineering Contracts 4. Codes , Regu l a tions, Laws
Uses of EBOK 2. Engineering Education Assignment in Freshman Engineering CourseHave freshman engineering students review EBOK to better understand what engineering is aboutWhat they will need to learn for their careersSuccessfully used at New Mexico State University Planned other universities
Uses of EBOK Freshmen-New Mexico State University, Feb 2015 What Capabilities Surprised You? Engineering Economics Sustainability and Env. Impact Business Aspects of Engineering Legal Aspects Ethics Technical Breadth
Session Exercise #2 Group #1Complete Exercise #2 - Handout 30 CapabilitiesRank 1-4 - Today Capability is Currently Attained Through: Baccalaureate EducationGraduate EducationProfessional DevelopmentExperience
Session Exercise #2 Group #2 - What Should NSPE do to Promote EBOK? Group #3 - What Capability is Missing? Should any be Deleted?Group #4 - How Else Could the EBOK be Used by Stakeholders?
Additional Info – Free Download, Summaries, Uses WWW.NSPE.ORG/EBOK Department of Labor Website www.doleta.gov www.careeronestop.org/competencymodel/ Comments, Questions: NSPE: Arthur Schwartz, Esq aschwartz@nspe.orgThank You Paul Schmidt, P.E., F. NSPE pschmidt@cmaengineers.com 603-627-0708