Engineering Competency Model
Paper ID #16232Engineering Competency ModelMs. Catherine Leslie, Engineers Without Borders - USAMs. Leslie is a licensed Civil Engineer in Colorado with over 20 years of experience in the design andmanagement of civil engineering projects. After ten years as Civil Engineering Manager at Tetra Tech,Inc., she assumed the role of Executive Director of Engineers Without Borders–USA, a position she heldon a volunteer basis for six years. Ms. Leslie began her work in developing countries as a Peace CorpsVolunteer. Stationed in Nepal, she developed solutions related to drinking water and sanitation projects.During the last 30 years, whether working in corporate engineering or nonprofit international development, Ms. Leslie has developed and utilized her technical interests in creating solutions for engineeringprojects that integrate the needs of the client along with the sustainable needs of the environment. AsExecutive Director of EWB-USA, Ms. Leslie uses her organizational and project management skills toensure that the volunteer organization can fulfill its mission and vision. Ms. Leslie was a part of thesecond project to be completed within EWB-USA, a water project in Mail, Africa. There she workeddirectly with the community and other volunteers to develop a agricultural water source, and this projectwas what eventually led to her passion and interest in EWB-USA. After six years as the volunteer Executive Director, Ms. Leslie joined EWB-USA as the second Executive Director since the organization’sfounding in 2002.c American Society for Engineering Education, 2016
The Engineering Competency ModelABSTRACT:An Engineering Competency Model has been developed to serve as a guide for the developmentof professionals in the engineering workforce. The Engineering Competency Model (“themodel”) provides a career ladder/lattice for the engineering profession and promotes anunderstanding of the skill sets and competencies that are essential to educate and train a globallycompetitive engineering workforce. This competency model for engineering will serve as aresource to inform discussions among industry leaders, educators, economic developers, andpublic workforce investment professionals as they collaborate to identify specific employer skillneeds, develop competency-based curricula and training models, and develop industry-definedperformance indicators, skill standards, and certifications.The creation of the Engineering Competency Model included an examination of existing bodiesof knowledge, as well as the inclusion and involvement of the stakeholders within theengineering community, including associations, industry and academia. As a part of this effort,work is also being done to provide materials for faculty, guidance counselors, and others whowork with individuals who are entering the STEM pipeline to provide specific guidance on thecore competencies and skills necessary, as well as those that an individual will need to maintainproficiency during their career.The need for qualified engineers is expected to increase over the next seven years, with theengineering field expected to grow by 8.6% between 2012 and 2022. The result will be over544,000 job openings due to growth and net replacements during that period. It is imperativethat clear and specific guidance is given to those individuals who may be suited to fill this needand will enter into the STEM pipeline. This session will highlight the new materials which canbe used by individuals, faculty, etc. to understand the core competencies and skills, as well as toprovide a brief overview of the Engineering Competency Model creation.PAPER:A working partnership of several engineering societies and a department of the federalgovernment, the Team, has come together to develop and release the Engineering CompetencyModel (“the model”).The Team identified the development of an“The Engineering Competency Model hasengineering competency model as a key prioritythe potential to unite the profession on theto help educators, employers, professionals andfundamental requirements that engineersfuture engineers understand the knowledge andwill need to solve the global challenges weskills needed to thrive in the workplace. Fundedare facing.”by a generous grant from the UnitedEngineering Foundation, the Team built themodel to provide a universal template for the knowledge, skills and abilities necessary not onlyfor entering the engineering profession but also for maintaining competency and proficiency
during one’s career. The Engineering Competency Model is tied to lifelong learning and theindividual tiers do not designate specific academic degrees.A Framework for the Engineering Profession:The Engineering Competency Model is designed to establish a more consistent guideline for theengineering profession. The model is intended for use by Industry leaders, employers and human resource professionals, to identify skill needs andassess competencies and performanceEducators/academics, to inform the development of competency-based curricula andtrainingWorkforce professionals and career counselors, to develop resources for career explorationand guidanceCurrent and future engineers, to gain a clear understanding of the skills and abilitiesnecessary to enter, advance and succeed in the industryThe specific guidelines offered in the Engineering Competency Model were designed to assist inthe understanding of the core set of abilities needed to enter the engineering profession, ingeneral, and to assist employees in maintaining their skills and be successful throughout theircareers.At its core, the Engineering Competency Model is afour-tier graphical model that uses a pyramid to depictthe required key competencies. Tiers one through four(the bottom four tiers) include personal, academic,workplace and technical competencies that arecommon to the engineering profession. In the future,there will be an opportunity to adopt the model andapply a fifth tier to include discipline-specificcompetencies. Tier six, the final optional tier, will bedivided into two areas: competencies needed formanagement and occupation-specific requirements fora particular position within the engineering profession.The graphic also lists the different competencies withineach tier. (The full Engineering Competency Model isattached to better show the graphical tiers as well as anexplanation of each competency.)As an example, if a future engineer wished to understand what could be expected of their criticaland analytical thinking skills in their future workplace, they could utilize Tier 2, Section 2.6 ofthe Engineering Competency Model. In this section, the future engineer would understand theexpectations of the desired reasoning and mental agility skills needed and could identify future
coursework to obtain those skills to ensure a smooth transition from an academic environmentinto the future work place. Likewise, educators can use the model to identify gaps in a futureengineers training and create a tailored education program to address those gaps.Engineering Competency Model Development Process:To begin development of the model, the Team assigned a dedicated research working group tooversee the project, and recruited subject matter experts to review the vast amount of backgroundinformation, including ABET accreditation criteria, bodies of knowledge from variousengineering societies, the Project Lead the Way outline, and curricula and related resources fromacademic institutions around the country. The working group also identified subject matterexperts from amongst its own organizations, representing industry and academia, to assist theresearch team in developing and critiquing the draft model through a series of webinars designedto gather feedback and further refine the draft.Throughout the development of the Engineering Competency Model, the working group soughtto gather feedback and input from stakeholders across the engineering community, fromeducators of future engineers to those who employ engineers. A webinar was held in February,2015 for engineering societies and other stakeholders to explain the development process,discuss how the model could be a useful tool for engineering-related societies in the future, andget feedback on the preliminary draft. The working group also distributed a survey to solicitfeedback from the engineering community and gathered input from over 100 engineeringleaders, which was used to inform updates and revisions to the model.In April, 2015, the working group held a Validator’s Meeting with the subject matter experts,representatives from engineering societies, and other members of the engineering community togather additional insight and finalize the Engineering Competency Model. Additionally, themodel is currently being endorsed by those engineering societies. The Engineering CompetencyModel is attached.Moving Forward:With the need for qualified engineers expected to increase over the next seven years, theengineering field is expected to grow by 8.6% between 2012 and 2022. The result will be over544,000 job openings due to growth and net replacements during that period. It is imperativethat clear and specific guidance is given to those individuals who may be suited to fill this needand will enter into the STEM pipeline.Promotion and continued work on the Engineering Competency Model is a crucial activity, as ithas the potential to provide future practitioners with the knowledge of the competencies that willbe necessary for this global engineer of the future.This session will highlight the new materials which can be used by individuals, faculty, etc. tounderstand the core competencies and skills, as well as to provide a brief overview of theEngineering Competency Model creation.
Engineering Competency ModelMay 2015Employment and Training AdministrationUnited States Department of Laborwww.doleta.govEngineering Competency Model – May 20151
Table of ContentsAbout the Model . 4Tier 1 – Personal Effectiveness Competencies . 61.1 Interpersonal Skills . 61.2 Integrity . 61.3 Professionalism: . 71.4 Initiative. 71.5 Adaptability and Flexibility . 81.6 Dependability and Reliability . 81.7 Lifelong Learning . 9Tier 2 – Academic Competencies . 112.1 Reading . 112.2 Writing . 112.4 Science and Technology . 132.5 Communication . 132.6 Critical and Analytical Thinking . 142.7 Computer Skills . 15Tier 3 – Workplace Competencies . 163.1 Teamwork . 163.2 Client/Stakeholder Focus . 163.3 Planning and Organizing . 173.4 Creative Thinking . 183.5 Problem Solving, Prevention and Decision Making . 193.6Seeking and Developing Opportunities. 203.7 Working with Tools and Technology . 203.8 Scheduling and Coordinating . 213.9 Checking, Examining, and Recording . 223.10 Business Fundamentals . 22Employment and Training AdministrationUnited States Department of Laborwww.doleta.govEngineering Competency Model – May 20152
Tier 4 – Industry-Wide Competencies . 244.1 Foundations of Engineering . 244.2 Design . 254.3 Manufacturing and Construction . 284.4 Operations and Maintenance . 284.5 Professional Ethics . 294.6 Business, Legal and Public Policy. 294.7 Sustainability and Societal and Environmental Impact . 304.8 Engineering Economics . 324.9 Quality Control and Quality Assurance . 324.10 Safety, Health, Security and Environment . 33Resources Reviewed . 36Employment and Training AdministrationUnited States Department of Laborwww.doleta.govEngineering Competency Model – May 20153
About the ModelThe Engineering Competency Model identifies the knowledge, skills, and abilitiesneeded for workers to perform successfully in the field of engineering.The model is depicted as a pyramid consisting of several tiers. The arrangement of thetiers in this shape is not meant to be hierarchical, or to imply that competencies at thetop are at a higher level of skill. Instead, the model’s tapered shape represents theincreasing specialization and specificity of proficiencies covered. Its tiers are furtherdivided into blocks that represent competency areas (i.e., groups of knowledge, skills,and abilities), which are defined using critical work functions and technical contentareas.Foundational CompetenciesTiers 1 through 3 represent the “soft skills” and workreadiness skills that most employers demand. Each tiercovers a different group of competencies:Tier 1 – Personal Effectiveness Competencies arepersonal attributes essential for all life roles. Often referredto as "soft skills," personal effectiveness competencies aregenerally learned in the home or community and honed atschool and in the workplace.Competency – A cluster ofrelated knowledge, skills,and abilities that affects amajor part of one’s job (a roleor responsibility), thatcorrelates with performanceon the job, that can bemeasured against wellaccepted standards, and thatcan be improved throughtraining, development, andexperience.Tier 2 – Academic Competencies are primarily learned ina school setting. They include cognitive functions andthinking styles. Academic competencies are likely to apply to all industries andoccupations.Tier 3 – Workplace Competencies represent motives and traits, as well as interpersonaland self-management styles. They are generally applicable to a large number ofoccupations and industries.Industry-specific CompetenciesTiers 4 and 5 show the industry-wide technical competencies needed to create careerlattices within an industry. These competencies are considered cross-cutting, as theyallow a worker to move easily across industry sub-sectors. Rather than narrowlyfollowing a single occupational career ladder, this model supports the development ofan agile workforce. Like the foundational tiers, Tiers 4 and 5 deal with distinct types ofcompetencies:Tier 4 – Industry-Wide Competencies cover the knowledge and skills and abilitiesfrom which workers across the industry can benefit, regardless of the sector in whichthey operate. Because of this, many of the critical work functions on this tier deal withawareness or understanding.Employment and Training AdministrationUnited States Department of Laborwww.doleta.govEngineering Competency Model – May 20154
Tier 5 – Industry-Sector Competencies represent a sub-set of industry-widecompetencies that are specific to an industry sector. As a result, the critical workfunctions deal more with performing tasks than those on Tier 4. The Employment andTraining Administration’s Engineering model does not include Tier 5 competencies.Using the ModelWhile it attempts to cover a wide range of industry competencies, the model is notintended to be a definitive list of all engineering knowledge, skills, and abilities; nor is itintended that all workers in the field possess all competencies listed. The EngineeringCompetency Model is instead intended as a resource for further explorations of thecompetencies needed in this critical field. Users of the model are encouraged to add orsubtract competencies as they see fit, as well as expand the scope of the model toinclude a specific sector or occupation. For examples of how the model can be used,please visit the Competency Model ncymodel/). The Clearinghouse also includesthe Build a Model Tool, which can be used to edit an existing model or create a newone.The U.S. Department of Labor’s Employment and Training Administration (ETA) iscommitted to promoting reasonable testing and job accommodations for candidateswith documented disabilities or health-related needs, as recognized under theAmericans with Disabilities Act (ADA) Amendments Act of 2008. For organizationsthat conduct any testing or assessments based on identification of competencies, werecommend that they treat every request for accommodations on a case-by-case basisand that they have established policies and procedures giving people with disabilitiesor health-related needs equitable access to jobs in the industries represented here. Usingappropriate accommodations or adaptive devices will ensure that individuals withdisabilities can meet the objective of specific competencies. For more information on jobaccommodations, please visit the Job Accommodation Network:http://www.askjan.org. For additional guidance on testing and assessmenta
Engineering Competency Model Ms. Catherine Leslie, Engineers Without Borders - USA Ms. Leslie is a licensed Civil Engineer in Colorado with over 20 years of experience in the design and management of civil engineering projects. After ten years as Civil Engineering Manager at Tetra Tech,
UNESCO EDUCATION SECTOR 5 Systems thinking competency Anticipatory competency Normative competency Strategic competency Collaboration competency Critical thinking Self-awareness competency Integrated problem-solving competency Promotion of key competencies for sustainability ESD enables all individuals to contribute to achieving the SDGs by equipping them
1 Introduction 1 1.1 Background of the Study 1 1.1.1 Definition and meaning of Competency 2 1.1.2 History and Evolution of Competencies 8 1.1.3 Competencies for Sales Staff 12 1.1.4 The Sales Competency Model 19 1.1.5 ASTD Competency Model 20 1.1.6 Competency Mapping 24 1.1.7 Model of Competency Mapping 27
Competency Model, the Supervisory Competency Model, and now the General Employee Competency Model. Each of the competency models were developed specifically for public sector employees, and outline the specific skills and behaviors required for success on the job for the group of employees for which each model was developed. The finalized .
2.1 Competency Dictionary; in which competencies are described according to a specific competency model. The Competency dictionary is established according to the following format: Competency clusters: Represent a group of competencies that are naturally linked with one another as well as specific areas in HR.
U.S. Department of Labor Information Technology Competency Model . At the direction of the United States Department of Labor, the Employment & Training Administration has produced a comprehensive competency model for the Information Technology industry. The Information Technology Competency Model identifies the knowledge,
Core Competency Area 5: Observation and Assessment 43 Core Competency Area 6: Diversity and Dual Language Learners 47 Core Competency Area 7: Family and Community Relationships 50 Core Competency Area 8: Health, Safety, and Nutrition 54 Core Competency Area 9: Professionalism and Ethics 59
COMPONENTS OF NURSING COMPETENCY In order to make nursing competency measurable, since it is a holistic and integrated concept, many research-ers seek to identify its main components. Matsutani et al.8 analyzed the definitions, attributes, elements and structure of nursing competency by reviewing articles in English about nursing competency.
1. The Competency Catalog serves as immediate reference and guide of HRMD to support the following activities: a) Recruitment and Selection Development of Competency-based assessment tools Development of Competency-based Job Descriptions b) Development of Competency-based Performance Management System by building a fair
