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
Thank YouPaul Schmidt, P.E., F. [email protected]