Engineering Competency Model

Transcription

1 Engineering Competency Model A joint initiative of the American Association of Engineering Societies Lifelong Learning Working Group and the United States Department of Labor February 3, 2015

2 To easily identify who is speaking, please integrate your phone line with Adobe Connect: 1. Click the i icon on the top right of the screen 2. Click view info 3. You will see your own personal code at the bottom, which will be a #, five numbers, and ending with another # 4. Using your phone, press #, your unique 5 digit code, and # again 2

3 Introductions Agenda Summary of the American Association of Engineering Societies Involvement Overview of U.S. Department of Labor Competency Models Review of the Current Engineering Competency Model Questions/Discussion 3

4 American Association of Engineering Societies (AAES) and the Lifelong Learning Working Group (LLWG)

5 American Association of Engineering Societies Mission: To serve as one voice for the U.S. engineering profession. Vision: Advancing the engineering profession's impact on the public good. 12 of AAES 16 member societies are represented on the Lifelong Learning Working Group 5

6 Lifelong Learning Working Group Co-Chairs: Cathy Leslie, EWB-USA Michele Lawrie-Munro, AIME Stephen Brock, AIAA John Casazza, ASCE Deba Dutta, ASEE Jackie Oppenheim, ASME Daryll Griffin, IEEE-USA Dalton Wilson, ISA Jerry Carter, NCEES Mark Golden, NSPE Nick Desport, SAME John Hayden, SME Ken Leonard, SPE Peter Finn, SWE Melissa Prelewicz, AAES 6

7 Purpose To serve as a forum to share best practices and data and discuss issues and opportunities related to the activities of the member societies to enhance the quality of lifelong learning programs in the United States. 7

8 History Per a challenge from the UIUC/NAE s report on lifelong learning, an engineering imperative, this working group was organized to: Emphasize the urgency of a need to change the culture of lifelong learning among engineers in the US: instigate and support efforts to develop new lifelong learning paradigms and possibilities Communicate value of lifelong learning: lead an effort to make a clear, concise, compelling case Develop cost-effective ways to disseminate programs: be thought leaders and advocates, form local partnerships with businesses and educators Develop means of evaluating programs: associations are well qualified to do this; therefore, develop criteria for measuring content and outcomes of existing programs. The Working Group s charter was approved by the AAES ExCom in October

9 Key Initiatives 1. Helped organize Educating Engineers to Meet the Grand Challenges Summit 2. Developing an Engineering Competency Model 3. Secured $50,000 from UEF to support item 2 above 9

10 Educating Engineers to Meet the Grand Challenges Summit April 29-May 1, participants of 123 total from AAES Member Societies Compilation of Grand Challenges prep and assessment practices MOU signed by 65 institutions to educate 20 engineers annually on Grand Challenges themes (learning through service, global perspectives, practical applications, entrepreneurship, aspects of policy and human behavior) 10

11 Developing an Engineering Competency Model Led by Jerry Carter, NCEES, and Pam Frugoli, Dani Abdullah, and Alyce Louise Bertsche, DOL Draft developed by DOL and based on ABET criteria, Bodies of Knowledge (BOKs), CEWD Engineering Competency Model, Project Lead the Way (PLTW) outline, curricula and related resources online from institutions around the country Reviewed twice by Subject Matter Experts (SMEs) from 10 AAES Member Societies Draft 4 released January 15,

12 The 2015 UEF grant will foster inclusiveness and impact Will produce a more optimal outcome, with a timelier turn around, involving more stakeholders at in person meetings using a facilitator to help consolidate and communicate Ways to plug-in Survey deadline March 15, 2015 April 21, 2015 seek AAES endorsement April 22, 2015 in-person validator meeting May draft tiered communication plan August in-person champion meeting By December 2015, publish on DOL website Discipline-specific groups can add Tier 5s 12

13 Department of Labor Competency Models Overview

14 Industry Competency Model Initiative What is it? ETA and industry partners collaborate to develop and maintain dynamic models of the foundation and technical competencies that are necessary in economically vital industries and sectors of the American economy 14

15 Competency Models Q. What is a competency? A. The capability to apply a set of related knowledge, skills, and abilities to successfully perform functions or tasks Q. What is a competency model? A. A collection of competencies that together define successful performance in a particular industry or field. 15

16 Why Competency Models? Competency Models are a resource. They can be used to: Identify specific employer skill needs Develop competency-based curricula and training models Develop industry-defined performance indicators, skill standards, and certifications Develop resources for career exploration and guidance Who uses them? industry leaders human resources professionals educators economic developers public workforce professionals 16

17 Engineering Competency Model 17

18 Engineering Competency Model

19 Core Competencies Tier 1: Personal Effectiveness Competencies Tier 2: Academic Competencies 19

20 Tier 3: Workplace Competencies Teamwork Client/Stakeholder Focus Planning & Organizing Creative Thinking Problem Solving and Decision Making Seeking and Developing Solutions and/or Opportunities Working with Tools and Technology Scheduling and Coordinating Checking, Examining and Recording Business Fundamentals 20

21 Tier 4: Industry-wide Technical Competencies Foundations of Engineering Design Manufacturing & Construction Operations & Maintenance Ethics Business, Legal & Public Policy Sustainability, Societal & Environmental Impact Engineering Economics Quality Control & Quality Assurance Safety, Health, Security & Environment 21

22 Questions/Discussion 1. Do the competency blocks on Tiers 1-3 reflect the full complement of competencies needed as a foundation for the engineering profession? 2. In tier 4, are there any competencies that shouldn't be there? Are there any engineering-specific competencies that are missing? 3. Are the knowledge areas under the appropriate competencies? Are there any knowledge areas missing? If so, what are they? 4. Are there any other suggestions on who we should be reaching out to for feedback on the emerging competency model?

23 Participate in the Survey Survey Deadline: March 15,

24 AAES LLWG Contacts Cathy Leslie, Executive Director, EWB-USA and Michele Lawrie-Munro, Executive Director, AIME and Jerry Carter, Executive Director, NCEES and Melissa Prelewicz, Associate Executive Director, AAES and

25 DOL Contacts Pam Frugoli, O*NET/Competency Assessment Team Lead and Alyce Louise Bertsche, Principal Investigator, Industry Competency Model Initiative, and Putri (Dani) Abdullah, Research Associate, Industry Competency Model Initiative, and