NSPE EBOK Competency Model Where Does It Fit?

What Does It Take to Be an Engineer

Paul Schmidt, P.E., F.NSPEChair NSPE Licensure and Qualifications for Practice

Committee 2013/2015

NSPE Annual MeetingJuly 16, 2015Seattle, WA

Competency ModelsWhat Does it Take to Be An Engineer?

All Engineering Disciplines NSPE Engineering Body of Knowledge US DOL Engineering Competency Model

Finalized this week; NSPE Contributed to Development

Discipline Specific ASCE Civil Engineering Body of Knowledge AAEES 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 Models Pyramid NOT Hierarchical Skills Pyramid represents increasing

specialization and specificity Blocks represent competency areas (i.e.

groups of knowledge, skills, and abilities

US Department of Labor Engineering Competency Model

Foundational Competencies Tier 1 - Personal Effectiveness Competencies

- soft skills Tier 2 - Academic Competencies - learned in

school setting Tier 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 developan EBOK?

Preparation of the Engineering Body of Knowledge

• NSPE Licensure and Qualifications for Practice Committee– 27 Members– 8 Disciplines Represented– Licensure Oriented– Predominantly Engineering Practitioners– Two Year Intensive Process

• Review and Detailed Input from Partner Society Teams of Engineers:– IEEE– AIChE– ASCE– ASABE– Japan 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 required

Higher 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 context Lifelong 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 leadership

• Professional 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; and• Dedicated to lifelong learning.

Knowledge, Skills and Attitudes

• Knowledge - 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 Attitudes

• Expressed in the EBOK as 30 Capabilities– Capabilities• 3 Basic or Foundational• 16 Technical• 11 Professional Practice

– Each Capability• Description• Example 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.

Impact10. Prob. Recog. & Solving 18. Tech. Breadth11. QCQA 19. Tech. Depth

See Attachment for

Descriptions

Professional practice

20. Business Aspect of Engr.21. Communication22. Ethical Responsibility23. Global Knowledge & Awareness24. Leadership25. Legal Aspects of Engr.26. Lifelong Learning27. Professional Attitudes28. Project Management29. 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 #1

Exercise #130 Capabilities• Yes or No? - Do you use this

capability regularly in your current practice of engineering

Optional Email Address - for poll results

Prospectiveengineering

students Parents

Teachers/advisors

Generalpublic

EngineeringEducators

Currentengineering

studentsAccreditation

leadersEmployers

Engineerinterns

Mentors andsupervisors

Licensingboards

Certification

boards

Engineeringsociety members

EBOK

StakeholdersProspective 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 EBOK

1. Employers/EmployeesPerformance Review for Engineering Interns and PE• Use EBOK as basis for evaluation

tailored to situation• Positive feedback from successful use• Available on NSPE website on

Licensure Blog

EMPLOYEE EVALUATION

KEY: E = Experienced D = DevelopingCapability Development N = Not Applicable to Date

Capability Experience Planned Professional Development Goals (Internal and External)

a. Design – Project Typeb. Technical Depth

c. Technical Breadth

d. Software Applications

e. Cost Estimating

f. Construction

1. Field Coordination

2. Resident Inspection

3. Constr.Administration

g. Safetyh. Sustainability/Env.

Impact

i. Communication

1. Written – Correspondence

2. Written – Reports3. Public Speaking

j. Project Management

1. Time Management

EMPLOYEE EVALUATION

2. Project Planning

3. Project Monitoring

4. Team Management

k. Risk Management

1. Project Risk Assessment

2. Technical QA/QC

3. Internal QA/QC Review

l. Business Aspects

1. Project Cost Control

2. Proposal Preparation

3. Business Development

m. Legal Aspects

1. Contract Documents

2. Construction Interpretation

3. Engineering Contracts

4. Codes, Regulations, Laws

Uses of EBOK2. Engineering Education

Assignment in Freshman Engineering Course• Have freshman engineering students

review EBOK –to better understand what engineering is

about–What they will need to learn for their

careers• Successfully used at New Mexico State

University• Planned other universities

Uses of EBOK

Freshmen-New Mexico State University, Feb 2015What Capabilities Surprised You?• Engineering Economics• Sustainability and Env. Impact• Business Aspects of Engineering• Legal Aspects• Ethics• Technical Breadth

Session Exercise #2

Group #1• Complete Exercise #2 - Handout• 30 Capabilities• Rank 1-4 - Today Capability is

Currently Attained Through: – Baccalaureate Education– Graduate Education– Professional Development– Experience

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, UsesWWW.NSPE.ORG/EBOK

Department of Labor Websitewww.doleta.govwww.careeronestop.org/competencymodel/

Comments, Questions:NSPE: Arthur Schwartz, Esq

aschwartz@nspe.org

Thank YouPaul Schmidt, P.E., F. NSPEpschmidt@cmaengineers.com603-627-0708