NSPE EBOK Competency Model Where Does It Fit? What Does It Take to Be an Engineer Paul Schmidt, P.E., F.NSPE Chair NSPE Licensure and Qualifications for Practice Committee 2013/2015 NSPE Annual Meeting July 16, 2015 Seattle, WA

Competency Models What 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 styles Industry-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 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. Design13. Safety 6. Engr. Econ.14. Societal Impact 7. Engr. Science15. Systems Engr. 8. Engr. Tools16. Oper. & Maint. 9. Experiments17. Sustain. & Environ. Impact 10. Prob. Recog. & Solving18. Tech. Breadth 11. QCQA19. 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 #1 Exercise #1 30 Capabilities Yes or No? - Do you use this capability regularly in your current practice of engineering Optional 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 leadersRevise criteria EmployersPartner with personnel Engineer InternsDirect their experience Mentors and supervisorsAssist interns

Licensing boardsSet expectations for licensure Certification boardsDefine desired mastery level Engineering society members Use as resource for committee, subcommittee, and task force work

Uses of EBOK 1. Employers/Employees Performance 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 = ExperiencedD = Developing Capability DevelopmentN = Not Applicable to Date CapabilityExperiencePlanned Professional Development Goals (Internal and External) a. Design – Project Type b. Technical Depth c. Technical Breadth d. Software Applications e. Cost Estimating f.Construction 1. Field Coordination 2. Resident Inspection 3. Constr. Administration g. Safety h. Sustainability/Env. Impact i.Communication 1. Written – Correspondenc e 2. Written – Reports 3. 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 Assessmen t 2. Technical QA/QC 3. Internal QA/QC Review l.Business Aspects 1. Project Cost Control 2. Proposal Preparati on 3. Business Developme nt m. Legal Aspects 1. Contract Documents 2. Construction Interpretatio n 3. Engineeri ng Contracts 4. Codes, Regulations, Laws

Uses of EBOK 2. 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 2015 What 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 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, Uses Department of Labor Website Comments, Questions: NSPE: Arthur Schwartz, Esq Thank You Paul Schmidt, P.E., F. NSPE