2012 Coleman We Teach Them to Think You Train Them to Be Engineers

WE TEACH THEM T O THINK, YOU TRAIN THEM TO BE ENGINEERS

Patric Patri ck Co C olem leman, PhD PEng PE ng,, AE AE COM

1.

INTRODUCTION

The The competencies ies require ired to be a profes fession ional engine ineer are set by engineering associations (EngineersCanada 2009). In the four to six six years years of thei their career, career, graduate graduate engi engine neers ers to try to accumulate the experience record necessary to satisfy their engineering association requirements. The depth and utility of their learning varies, depending on the type of work they are assigned and the quantity and quality of coaching they receive from senior staff. Many compani companies es in Cana Canada see see the achieve achievem ment of prof profes essi sional onal status as as the individua ndivi dual’s respon responsi sibi billity. They hey support support the appl appliicant cant by reimbursi reimbursing ng training and registration costs, and providing work experience. They may also monitor the applicant’s progress through the performance appraisal process. But this still falls short of the structured process used by chartered institutes in the United nited Ki K ingdo ngdom m. This This is a los lost opportunity ity. Y oung engine ineers with ith 3 to 10 years of expe experie ri ence are the resource resource that that drives dri ves the future of engineeri engineering ng fi firms. rms. Adopting dopting a structured training approach that will make staff more productive earlier in their careers is a wise investment. Conversely, failing to do so incurs a risk that they will only nominally satisfy their experience requirements—without obtaining all the skills that will be important to their employer. This This is not a responsibilit ibility y that can be downloa loaded to Un Univ ive ersitie ities s. By the tim time a student student graduates graduates fro from m an enginee ngineering ri ng program program, they should should have a good knowledge of engineering theory and possess the ability to think. Equally important, they should be able to communicate their thoughts in their written and oral work. The role of the employer is to transform these graduates into people who can apply scientific knowledge, mathematics and ingenuity to solve technical problems (AECOM 2011): Whilst attainment of higher education qualifications is the first major milestone in embarking on a professional career, most senior professionals agree that your first job out of university is where your professional learning really begins. Many senior professionals reflect that joining a team with a great culture, or that first mentor who shared some wisdom, WEA WE A O 2012 2012 Techni chnical cal Conference onference, Ottawa, Ottawa, Ontari Ontario o

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were instrumental in accelerating their learning, and even shaping their whole approach to their work as a professional. I n other words, words, Uni Universi versiti tie es teach people ople to think, think, employers ployers teach teach them to be enginee engineers. 2.

STRUCTURED TRAI NING

Figure 1 illustrates the formalized training cycle. Once the need is identified, the content and delivery method are established. The training is given and and the the transfer is is assessed. Support is is give given either through coaching ching (whi (which ch focuses on skills) or mentoring (which focuses on the person) to ensure that the person receiving the training effectively applies the new skill (Petrin 2008).

FI GURE GURE 1 FORMAL I ZED TRA I NING

Tra Trainin ining g may be proactive ive or reactive ive. Pro Proactive ive trainin ining g occurs when the employer anticipates that staff needs to acquire a new skill (e.g. introduction of a new expense reporting reporti ng system system). Reactive ctive traini training ng occurs when the employer ployer observes staff struggling and realizes they lack the skills to complete a task (e.g. processing shop drawings without adequate guidance). Training may be delivered to an individual or a group. Compete ompetency based structured structured traini training ng is is a planne planned coaching coaching pro program gram whose purpose is to enable young staff to acquire skill and knowledge they require over a fixed time period to meet the requirements of their profession and thei their employer. ployer. It I t consists of indivi ndividua dual and and group group coachi coaching ng that that may be be occur on site, at the office, in a class room, on the design floor or during client meetings.

WEA WE A O 2012 2012 Techni chnical cal Conference onference, Ottawa, Ontari Ontario o

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A structured trai training ning program does does not replace the need need for a form formal or informal mentoring program. 3.

ARGUMENTS ARGUME NTS FOR A STRUCT STRUCT URED TRAI TRA I NING PROGRAM PROGRAM

The There are three arguments that can be put for forward as to why the Can Canadian ian engineering practice should follow the method used by chartered institutes in the UK. 1. L abour abour mark marke et 2. Professional responsibility 3. Financial Sustainability 3.1 THE TH E LABOUR L ABOUR M ARK ET ARGUME AR GUMENT NT

The There is a shortage of experien ienced engine ineers to to co coach an and mentor ne new graduates on an ad hoc basis. basis. Coaches oaches and men mentor tors s are a scarce res resourc ource e that needs to be managed. ged. A structured structured traini training ng program program hel helps plan plan out when such professional advisors are required, and how to best use them in the program. Engineering graduates enter the labour market with core technical skills. Employers in in Canada Canada are for the most part sati satisfi sfie ed with with those those skil skills. However, However, this is not the case with “soft” skills (Empey 2008): More than one-fifth of employers are dissatisfied with the nontechnical skills of experienced engineers and technologists. For recent graduates, the proportion is one-third. By contrast, dissatisfaction with technical skills is much lower—5% or less for experienced engineers and technologists. Most engineering positions require that the engineering graduate acquire key soft skills—in addition to industry-specific and technological skills. Those soft skills include the ability to engage effectively in written and oral communications, contract administration, project management, teamwork, and business case analysis, among other things. To progress in their careers, graduates must inc increase their skill de depth (th (that is, acquire specific industry and technology skills) and their skill breadth (that is, acquir acquire e soft skil ski lls). In I n Canada, da, the prim primary mechani chanism smfor obtai obtaining ning the these se skil skills is is through working as part of a team with more experienced engineers. This This method of lea learning ing is under threat because of the shortage of experienced engineers with the patience and skills to coach and mentor new graduates. This shortage is caused by three trends: (1) larger number of engineers retiring from the profession, (2) reliance on foreign-trained engineers to offset the losses from the professions who often require training to adapt to work in Canada,

WEA WE A O 2012 2012 Techni chnical cal Conference onference, Ottawa, Ottawa, Ontari Ontario o

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and (3) the shortage of engineers with 6 to 10 years of experience (due to a reduction in the number of new hires during economic downtowns). One way to offset this trend is to ensure that graduates benefit from the knowledge and experience of senior staff without having to work on a team with them for protracted periods. To a certain degree this can be accomplished through a structured competency-based training program. 3.2 THE TH E PROFESSI PROFESSI ONAL REPS RE PSONS ONSII BIL BI L I TY ARGUM ENT

Universities teach students to think; employers train students to be professionals. The measures used by universities to assess learning are primarily exams and and projects projects,, which which are associ associate ated with with a parti particul cular ar course. The measures used by professional bodies to assess competency may be a mix of exams, reports, interviews, and references. These professional bodies assess against a set of competencies that define professional practice (Dubois and Rothwell 2004): Competencies are characteristics that individuals have and use in appropriate, consistent ways in order to achieve desired performance. These traits include knowledge, skills, aspects of self-image, social motives, traits, thought patterns, mind-sets, and ways of thinking, feeling and acting. The The PE PEO O (PEO (PEO 20 2009), like like other en engine ineering ing associat iation ions, relies lies on on th the appl appliicant’ cant’s s refe referees rees and and supervisors rvi sors to (1) (1) attest attest to the appl appliicant’ cant’s s characte character, r, and and (2) assert that each portion of the work experience claimed by the applicant qualifies. Structured training provides a record that the applicant acquired the necessary competencies to practice a professional engineer. 3.3 THE TH E FINANCI FI NANCI AL SUSTA USTAII NABIL NABI L I TY ARGUM ENT

For new engineers possessing only the base set of skills from their university education, the ratio of the value of the employees’ time to their salaries is low. low. I niti nitiall ally y the employer ployer inve invests sts in in em employee ployees to expa expand nd the depth depth and and breadth of their skills until the ratio of the value of their work to their salaries reaches eaches the target value. value. This This period iod is ofte ften follo follow wed by an int interval wh when the value lue of th their work increases faster than their salary. This is because most employees progress very quickly in the first three years of their employment. These tend to be employees who come to the workplace with a well-developed set of soft skills and a strong work ethic. I f an employer ployer concentrate concentrates s on devel developing oping these these employee ployees, s, they can grow even faster—thereby increasing the value of their time to their employer. This This added benefit can then be used to fun fund graduate trainin ining g. The The best way to to reward these high performers is to invest in their careers.


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Structured training programs also provide a map on how to recover from a situation where an employee is not developing as they should or have stalled in their their career. career. Once the reasons ffor or these these problem problems have been determi termined, ned, an individual training program can be assembled from the parts of the structured program to recover the situation. A sustainabl nable e organization organization is is one that that develops velops and retains retains its its staf staff. Concentrating on assisting staff to deepen and broaden their skills as new graduate hires is more cost-effective than trying to recruit staff with these skills alre already ady in in place place. A structured, structured, compete petencyncy-ba base sed d traini training ng program is the foundation of this wise investment. 4.

FOUR FOUR PIL L ARS OF CONS CONSULT I NG

A consulting consulti ng firm has has only two assets: its its pe people ople and and its reputation. tion. A firm’ rm’s reputa reputati tion on is is base based d on theperf perform orman ance ce of its i ts people. ople. The The foc focus of a structured trainin ining g program is to develop lop and to retain new graduates in the firm as they will assume key roles in the firm as other staff retire. The The spectrum of co competencies ies this require ires is much broader th than those require ired to be a professional engineer. The engineering associations are focused on whether an an indivi ndividual dual can make sound and ethical ethical engi engineering ri ng judgments. A consulting firm is also concerned with whether an individual understands the business of engineering. A consulting firm is built on four functions: • Busine usiness ss Development: Marketing arketing and and sal sale of engi engine nee ering ri ng servi service ces s • Techni chnical cal Work: Work: Produ Producti ction on of engi ngineering ring deliverab verablles • Proj roject Management: ent: Management ent of budget, scope, and schedul schedule • General eneral Managem gement: ent: Management ent of peopl people, e, resources resources,, and company system systems The These roles les create the structure to delive liver pr projec jects on time and on budget while they also create the “chaos” to innovate and adapt to produce the best solution for the client. Graduate engineers should demonstrate competencies in all four areas by the titime they they have have obtai obtained ned profe professiona ssionall status. status. As A s they they continue continue in thei their careers, careers, they may el elect to assum assume a seni senior rol role in in one of the these se four four areas. 5.

TRAI TR AI NING NI NG

Employees normally receive training to achieve the following:   

I ncreas ncrease e the their technical technical skil skill depth I mprove thebrea breadth of their soft soft skil skills L earn from from proj proje ect successes or failures ures


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  

 

Manage the quality of deliverables Manage project proj ect budge budget, t, sche schedul dule, e, and scope Obtain professional designations important for their roles (e.g., P.Eng., PMP) Familiarize themselves with embedded knowledge (e.g., specifications) Upda pdate legisl gisla ative tive (e.g., WHI WHIM MI S) or cli cl ient require quirements (e.g., asbe asbestos stos awareness)

The There are 12 pr provinc incial ial and te territo itorial ial lice licensing ing bo bodies ies th that re regulat late the engineering profession in Canada and license the country’s professional engineers. Seven have mandatory programs for reporting continuing professional development (EngineersCanada 2011). The other five have voluntary programs, and one—British Columbia—relies on a randomly selected mandatory practice review. The These require irements ar are coming ing int into for force partly to to co convinc ince leg legisla islattors that that the profe profession ssion can and and should should remain sel self-regulated. regulated. As these these requi requirem rements ents become more onerous, employees will look to their employers to help them acquire the necessary training (with proof) to satisfy these requirements. The Therefor fore, all trainin ining g will become more for formalize lized than in the past. The The establishment of a structured training program is the first step in this evolution. 6.

CANADI CANADI AN AND UNIT UNITED ED K I NGD NGDOM (UK) COMPETENCI ES

The The core competencies ies for for a chartered engine ineer (UK) (UK) an and a profes fession ional engineer (Ontario) are similar. Both bodies expand on these competencies to clari clariffy what the they requ requiire of appl applicants cants.. Enginee ngineer fi firms rms in the the UK base base their structured training programs on this expanded list of competencies. Canadian engineering firms should adopt the same approach. 7.

STRUCTURED TRUCT URED TRAI TRA I NING PROGRAM PROGRAM

A structured traini training ng program program extends over two to four years. Thi This s program is ’structured’ in that training is built on a core set of competencies. The training follows the same model shown in Figure 1. The program is expressed as a “training matrix”. A training training matrix trix consi consists sts of the foll ollowing owing item tems: 

 



Category: Business development, technical, project management, management L earning Activity: ctivi ty: Desc Descri ript ptiion of activi activity ty Method of L earning rning:: How How le learni arning is de delivered vered (e.g., inte internal rnal course, site placement) L earni arning Solutions: Solutions: Detai Details of of solution solution (e.g., (e.g., pla place, ce, tim time requi required red,, instructor)


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





8.

Assessment: How How le learning arning wil will be asse assesse ssed d (e.g., exam, rep report, ort, demonstration) Competence Standards: Tick the ones being satisfied by this activity Recomm commende ended d Ye Y ear of Trai T raini ning: ng: The The program year in in which which the the activity is to take place

EXAMPLES Example 1: How to prepare design calculations using Excel

A graduate graduate engine nginee er should should be abl able to to lay lay out de design sign cal calculations culations in in Excel Excel as per the pertinent quality management system procedure. The training would be delivered by internal staff in the first year of the program. The participants would submit samples of their work after the training to be assessed. Example 2: Geotechnical report literacy

A graduate graduate engine nginee er shoul should be abl able e to understa understand, nd, on a basic level, vel, a geotechnical report. The The tr trainin ining g would be de delive livered by int internal geotechnica ical staff in the second or third year of the program. The participants would be given a short exam at the end of the training. Example 3: How to conduct a meeting

A graduate engi enginee neer should shoul d be able able to establ establiish an agenda, conduct a meeting, and prepare minutes. The training would be delivered in the first year, during working lunch sessions. The participants would be asked to chair and prepare minutes for a meeting in the following six months. Example 4: Site Experience

In the first and se second year, year, the parti partici cipa pant nt shoul should spend at at le least ast one month on site. The participants would be asked to keep a log book and report on thei their experi xperie ence. nce. Example 5: Using a wastewater simulator during design

The The particip icipa ants would be sent to attend a vendor’s int introductory course in the second year, and the vendor’ vendor’s s advanced advanced course in in the last year of the program. program. The The particip icipa ant must have firs first demonstrated competency in two areas— wastewater characterization, and steady-state design of an activated sludge process—before being sent on to attend the other course. E xample ple 6: Costi osting ng a proj proje ect

Participants would be taken through a recent cost estimate for a project over the course of one morning. The participants would then be given a small project to cost. Their spreadsheets would be assessed by the instructor.


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9.

CASE CASE HI STORY – AECOM AUSTRAL AUSTRAL I A

9.1

INTRODUCTION

Unlike nli ke Ca Canada nada,, A ustral ustraliia adop adopte ted d the Unite United d Ki K ingdom ngdom’s more more onerous approa approach ch to profe professional accredi ccreditati tation. on. Eng E ngiineers Aust A ustral raliia requir require es appl appliicants cants to: Submit 6 month training reports, Prove that they obtain 50 hours of Continuous Professional Development per year, and Attend a prof profe essional ssional intervie rview after three three yea years of profe professional ssional work experience.  



The The Gra Graduate must be regist istered with ith Eng Engine ineers Au Aus stralia to be part of the Professional Development Program that leads to accreditation (i.e. Chartership). Enginee ngineers Aust A ustrali ralia a rel release ases a quarterly rterly report report to AE AECOM outlini outli ning ng the the progress progress of employees involved in the Professional Development Program. Engine ngineers ers Austral Australiia eval evaluates the candidate candidate against a set of compete competencies ncies which which are are si similar but but not not ide identical to those those used by by AE AECOM. OM . Engine Enginee ers Aust Austral raliia is currently modifying their competencies through a consultation process in order to better determine “that the engineering practitioner is capable of working unsupervised, independently or under general direction.” The consultation is also looking at an online method to assess competency. 9.2

EM PL PLOY OYEE EE SURVEY SURVEY AND AS ASS SESS ESSM ENT

A ECOM COM regu regullarly rly surve survey’ y’s s its its sta stafff to ident identiifies wha what is is working and and what needs im improv provem ement. One com comment from from a surve survey y of Grad Gradua uate te Engi ngineers in in AE AECOM A ustrali ustralia a was that they wanted a more structured approach, similar to what their counte counterpa rparts rts in in the Unite nited d Ki K ingdom ngdomwould have. have. In I n respon response se,, AE A ECOM conducte conducted an internal audit and concluded that there were a number of broad business and self development related courses specifically for Graduate Engineers. The courses were delivered based on local demand and not packaged as part of a Graduate training training program program. A ECOM concluded concluded that the del delivery very of these courses to Graduate engineers would be more beneficial if the courses were part of such a program. 9.3

GROWI GROWI NG PROFES PROFESS SI ONAL ONAL SK I L L S PROG PROGRAM RAM

A ECOM asse assemble bled these these courses courses into into a fram framework that that addresse addressed basi basic core Engine Engineer Aus A ustrali tralia a and AE AECOM competenci tencie es. The The delivery very of the courses arranged based on years since graduation and were not linked to promotion. The courses are not specific to a business line or an engineering discipline (Figure 2).


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FI GURE 2 GROWING GROWI NG PROFESS PROFESSI ONAL ONAL SKI SK I L L S PROGRAM

The The Gr Graduate re remains ins in th the pr program for for th three ye years. The The Gr Graduate is taught to manage managetheir their career. career. The The delive livery of the program relies lies on five five components (Fig (Figu ure 3).

FI GURE 3 GROWING PROFESS PROFESSI ONAL ONAL SKI SK I L L S COMPONENTS

At the core core of the program program, is is the relati relationshi onship p between tween the Graduate and a Mentor. Mentoring ntoring is seen as as the thought thought provoki provoking contact with with more


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experience ri enced profess professiionals onals out of the Graduate’ Graduate’s day day to day management to help provide provi de clarity clarity and guidance on the Graduate Graduate’’s chosen chosen next next steps. steps. The mentor entor is is a resource that facilitates learning, while nurturing, challenging, supporting, advising and developing the Graduate. The mentor also assists the Graduate in achi achieving ving profe professiona ssionall accredi accreditation. tation. The Grad Gradua uate te,, not the Me Mentor, manag anage es the Graduate’s career. The The other fou four components are 1. GPS Committee and Coordinators: Enrollment in a three year program targeted at at the devel development of the Graduate Engine ngineer’ er’s s career. career. Enrol Enrolllment ent enabl nables es A ECOM to organize organize when when and and where courses courses are are offe off ered. The The GPS committee is also a more effective interface with Engineers Australia. 2. L earning arning and and Development: ent: Le L earning arning (e.g. course, ee-learning) arning) is is focussed on developing those professionals and technical competencies that are highly valued by AECOM and its clients. Business line or discipline specific training is provided by coaching from senior staff while working on projects and discipline specific courses. The delivery of these courses is not managed by the GPS committee. 3. Networking: Networking opportunities to enable the Graduate to develop their inte internal rnal network network with with other profe professional ssionals within within AE AECOM key to the their caree career aspi aspirations within within AE A ECOM. OM . The T he objective is is to make Graduat Graduate es more comfortable emailing or calling senior staff in other offices when they have questions or concerns. 4. Prof Profe essional Accre A ccreditation: ditation: Assistance ssistance with with the the Gra Graduate’ te’s inte interfa rface with with Engine ngineers ers Australi Australia a and and their req requi uirem rements. Ultimately, the GPS program will be formally linked with AECOM’s Performa rformance Appraisal and and Career Career Pl Planni anning ng System System. 9.4

NEXT STAGE

The The next stage is to use the GPS Pro Program to delive liver technica ical competencies specific to a business line. This This require ires the co construction ion of a “co “competency dict iction ionary” for for each discipline within a business line. This is a complicated task that is being done now. Once the dictionary is agreed, a “Training Matrix” will be developed that identifies how the training will be delivered and assessed. This matrix will require the development of new courses where materials are not available through the Tec Technica ical Pr Practice ices Net Network, Int Intranet or captured in Design ign Man Manuals and Quality lity Management Standards.


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9.5

SUMMARY

The The approach taken by AECO AECOM Au Aus stralia was to cr create a self ma managed structure structured d training training program program base based d on avai available ble non-B non-Busine usiness ss Li L ine traini training ng.. The three year program relies on a mentor to guide the graduate, existing courses to provide provi de learning rning and and networki tworking opportuni opportuniti tie es to sustain the Grad Gradua uate te’’s caree career when the three years are finished. The program also assists the Graduate in meeting ting Engine nginee ers Australi Australia’ a’s s requi requirem rements ents for accredi accreditat tatiion. The The next step is to graft onto this program a structured technica ical tr trainin ining g program based on business line specific competencies. This will enhance the learning the Graduate’s currently receives through coaching from senior staff while working on projects. The The ap approach ta taken by by AECO A ECOM M Au Aus stralia is be being ing ev evalua luated by by ot other parts parts of A ECOM that that do not have have a mature ature structured structured traini training ng progr program am for Graduates. The approach is attractive because it organizes existing resources, targets Graduates engineers and optimizes the use of senior of senior staff’s time and leaves the Graduate in control of their career. 10.

CONCLUSION

A compe compete tencyncy-ba base sed d structured structured traini training ng program is an effective effective tool to retain staff, develop a sustainable organization, and ensure personnel are ready to assume their roles as professional engineers. The program pays for itself by retaining staff in an organization that invests in their careers and reaps the benefits of their increased productivity. 11.

REFERENCES

AECOM (2011). Growing Professional Skills Graduate Program (ANZ). Program Overview Overview.. AEC A ECOM OM A ustra ustrallia Pty Pty Ltd L td Empey, B. (2008). Engineers and Engineering Technicians and Tec Technolog logist ists (ETT) (ETT) Lab Labour Mar Market Tra Tracking ing System: Lab Labour Mar Market Con Conditio ition ns - 2008 to 2011 Engi ngineers A ustral ustraliia Accessed ccessed Feb February ruary 12, 2012.

(20 (2012 12))

http:// http://www.en www.enginee gineersaust rsaustrali ralia a.org.au/.

Engi ngineers Ca Canada nada (2009 (2009). ). Guide Guideline for Assessment of Engi ngineering ring Work Experience. Ottawa, ON, engineers canada/ingénieurs canada Engi ngineersCana rsCanada (2011 (2011). ). "STA "ST A TUS TAB TA BL E. Conti Continui nuing Profe Professi ssional Devel Development Programs in in Can Cana adian dian Enginee ngineering ring Asso Associ cia ations tions ". from http://www.engineerscanada.ca/e/files/statustable_eng.pdf.


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PEO (20 PEO (2009 09). ). Guide Guide to the Require quired Experie Experience for Li L icens censiing as a Professional Engineer in Ontario. Toronto, Ontario, Association of Professional Engineers of Ontario. Petri Petrin, n, R. R. (20 (2008 08). ). On li line course course.. Me M entori ntoring ng Succe Success: ss: Maxim ximizing zing Your Y our Mentoring ntoring Experi xperie ence. nce. http://www. http://www.m manag anagem ement-m nt-mentors.com/about/about ntors.com/about/about-management-mentors/.


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2012 Coleman We Teach Them to Think You Train Them to Be Engineers

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