Career Planner Feb08

8/22/2019 Career Planner Feb08

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CAREER PLANNER

FOR THE ENGINEERING TEAM


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CAREER PLANNER

General Version

Copyright Engineers Australia February 2008

ISBN 1 875698 84 1

Revised Edition 2 July 2003Revised Edition 3 July 2004Revised Edition 31 January 2008


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CONTENTS

INTROduCTION

WHO THE PLANNER IS FOR 2A QUICK TOUR 2

ACCESS TO THE CONTENTS 3

ROAD MAP TO THE CAREER PLANNER 4

THE CAREER PLANNER

You and Your Skis

WHY ITS IMPORTANT TO KNOW YOUR STRENGTHS 7

ATTRIBUTES EMPLOYERS LOOK FOR 8

IDENTIFYING YOUR MOST IMPORTANT SKILLS 9

IDENTIFYING SOURCES OF SATISFACTION IN YOUR LIFE 10

IDENTIFYING CAREER ACHIEVEMENTS 11

IDENTIFYING NEGATIVE INFLUENCES AND HOW TO COUNTERACT THEM 12

Particuar Skis Which Can Enhance Your Career

EFFECTIVE WRITING 13

REPORT WRITING 16

EFFECTIVE PRESENTATIONS 19

RUNNING MEETINGS 23

TIME MANAGEMENT 25

MANAGING CONFLICT 28

Your Current Roe

DESCRIBING YOUR CURRENT ROLE 31

DESCRIBING YOUR CURRENT PERFORMANCE 33

IDENTIFYING STRENGTHS AND LIMITATIONS 34

360-DEGREE FEEDBACK 35

Using Competency Standards To Hep Pan Your Future

DEFINING THE ENGINEERING TEAM 37

HOW YOUR EMPLOYER MIGHT PROVIDE ASSISTANCE 40

A THUMBNAIL SKETCH OF THE COMPETENCY STANDARDS 41

GENERAL REQUIREMENTS FOR DEMONSTRATING THECOMPETENCY STANDARDS OF ENGINEERING PRACTITIONERS 41


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CONTENTS

Standards to which Competencies Must be Demonstrated

PROFESSIONAL ENGINEERS 43ENGINEERING TECHNOLOGISTS 45

ENGINEERING OFFICERS 46

Working With Others

WHY TEAM SKILLS ARE IMPORTANT 47

HOW DO YOU WORK IN A TEAM? 49

TEAM ROLES QUESTIONNAIRE 50

SCORING 52

Onward and UpwardHOW YOUR PRESENT POSITION COULD CHANGE OVER THE NEXT 3 TO 5 YEARS 53

YOUR CAREER OPTIONS 55

THINKING ABOUT CAREER OPTIONS FROM A DIFFERENT POINT OF VIEW 58

HOW TO WRITE AN EFFECTIVE RSUM 59

A SUCCESSFUL INTERVIEW 60


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INTROduCTION


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CAREER PLANNER FOR THE ENGINEERING TEAM Revised Edition 31 January 2008

INTROduCTION

WHO THE PLANNER IS FOR

The Career Planner is primarily for recently graduated engineers who have not yet achieved CharteredMembership Status. However, if you have already achieved Chartered Membership status you will still nd many

parts of the Career Planner useful.If you are a recently graduated engineer it will help you to:

achieve Chartered Membership Status and registration on the appropriate National Register

plan the next steps in your career

If you already have Chartered Membership Status it will help you to:

plan the next steps in your career

keep your Curriculum Vitae (CV) up to date

keep records of your Continuing Professional Development (CPD) to meet ongoing requirements of yourChartered Membership Status and registration on the appropriate National Register

provide practical advice to young engineers about their careers

No matter what stage you are at in your career, you can always benet from thinking about your pastexperience and training to help decide where you are heading.

A QuICK TOuR

As you will see from the Road Map on page 4, this document will provide practical advice on analysing yourskills and managing your career.

It will also help you and your employer plan your future training and career development by providing a focusfor discussions about:

your work performance

agreed job-related goals

immediate training needs

promotion opportunities and new assignments to broaden your experience

If you are at the stage where you have a mentor - a person who can help you with condential advice on yourcareer development - the Career Planner will also be an excellent focus for discussions between the two of you.


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ACCESS TO THE CONTENTS

The Career Planner is designed to benet you and your career development. But it is also intended that youuse it to benet the organisation to which you belong. Your employer has a direct interest in your use of thepublication.

It will also contain information that needs to be publicly accessible as evidence of meeting professional

obligations for example, for the National Professional Engineers Register (NPER) and National EngineeringTechnologists Register (NETR) and Engineers Australias policy on Continuing Professional Development.

A suggested set of conditions governing access to information in the various sections is outlined in the RoadMap and summarised below:

Section Conditions of access

CAREER PLANNER Will contain some of your personal information.

Could be useful in discussions with your mentor orteam-development activities.

(Note: You may also need to provide extracts from your Continuing Professional Development (CPD) record if required byEngineers Australia audit to substantiate your summary CPD claim)


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ROAd MAP TO THE CAREER PLANNER

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CAREER PLANNER


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YOu ANd YOuR SKILLS

WHY ITS IMPORTANT TO KNOW YOuR STRENGTHS

Research into career patterns clearly shows that some people have much greater success than others in

obtaining the type of work they want.One common factor in their success is that they have worked hard to develop an excellent understanding oftheir strengths and limitations as well as what they want to achieve in life. These people have also worked hardat identifying how they can contribute to the success of a particular organisation. This is why these steps shouldbe a top priority in your career planning.

Whether you are aiming at an improved job within your career organisation or another one, it is clear that youneed to undertake some regular self analysis of your strengths and weaknesses and how you can be moreproductive in the workplace for example, through additional training or gaining more experience in a newarea.

Take a moment now to ook at the accompanying graph showing the most successfu

and east successfu methods for obtaining a new position.

The ve mosteffective methods

1. Identify what you have to offer,where to offer it, then network

yourself.

2. Use Yellow Pages in a groupand phone any potentialemployers.

3. Use Yellow Pages by self andphone any potential employers.

4. Door-knock on any employer.

5. Ask people for leads.

The ve leasteffective methods

5. Use private employmentagencies.

4. Answer local newspaper ads.

3. Answer ads in professionaljournals.

2. Mail out resumes.1. Use the internet.

Source: Based on data cited in Bolles, R.N What Color Is Your Parachute? Ten-Speed Press. 2002 edition, pages 42-52.

0ERCENTAGEOF*OB(UNTERSWHOSUCCEEDUSINGTHISMETHOD


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As you can see from the graph, when you decide tolook for a promotion or a new position, the mosteffective methods include developing a thoroughknowledge of your own strengths and weaknessesand then focusing on your strengths. The ve mosteffective methods all require you to market yourself by

communicating directly with others.To do this you must have condence in your product yourself.

This section of the Career Planner is designed to helpyou achieve this; to get to know yourself even betterand to use this knowledge effectively. In particular, theactivities will help you to:

identify the kinds of attributes that employerslook for

identify your most important skills, particularlythose you enjoy most

identify things which have given yousatisfaction in life

identify ways in which you can transfer yourskills and previous achievements to newsituations.

Note: You might nd it helpful to make copies of thevarious checklists in the Career Planner

ATTRIBuTES EMPLOYERS LOOK FOR

There are some attributes that employers commonly

look for. You might nd it useful to work through thefollowing checklist to help build up a general prole ofhow you feel you measure up at the moment.

Although the emphasis will vary from position toposition, this will be a useful bench mark for lookingat your attributes in more detail, including strengthsas well as those areas that you believe will needattention. The list is not exhaustive but provides agood start to self assessment.

My current rating of how I measure up(5 = Very high, 1 = Very ow)

Reevant education & training technical non-technical(eg. business & management)

Reevant experience

Persona achievements

Persona attributes

honesty

reliability

punctuality

sense of humour tact

conscientiousness

imagination

exibility

ability to handle change

condence

loyalty

commitment

initiative

innovativeness

energy

ability to handle pressure

Interpersona skis & attributes

friendliness

team spirit

co-operativeness

sensitivity to others leadership

tolerance

effective communications

ability to resolve conict

Practica competencies

writing and speaking

dealing with the public

computer literacy

attention to detail

ability to supervise others

Attention to physica appearance

personal grooming and dress

walking, sitting & standing properly

Persona interests & activities supportingthe above


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IdENTIFYING YOuR MOST IMPORTANT SKILLS

All positions and careers require skills. Once you have demonstrated or mastered a skill in one situation you caneasily transfer it from one position to another.

If you work through the activities in this section, you should be able to provide, in three or four sentences forexample, at a performance appraisal interview, or an interview for a new position an answer to the question:

What are yor strongest skills?(Dont answer this just yet wait until you have worked through this section but this is about how littlespace you should need to provide a succinct, quality answer)

If you tend to think more graphically, another way to think about the outcome of the activities in this section isto visualise your career being based on a series of building blocks consisting of your strongest skills:

After Bolles, 2001, p.83

My favouriteand strongest ski is:

My second favouriteand strongest ski is:

My third:

My forth: My th: My sixth:


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IdENTIFYING THINGS WHICH HAVE GIVEN YOu SATISFACTION IN LIFE

Note: This activity is very suitable as a group activity, perhaps during a team meeting, or as a basis for discussionwith your mentor.

Think back to achievements and occasions in non work-related aspects of your life, at any age, which gave youa lot of satisfaction. You might remember the rst time you played really well in your favourite sports team, orwhen you mastered a tune on a musical instrument, or

Briey describe three achievements or occasionsother than during paid work which gave youparticuar satisfaction

Why did they give you this sense of satisfaction?

1. 1.

2. 2.

3. 3.

Are there any common threads in these memories? List any strengths you displayed that you would feel

comfortable mentioning in an interview for a position that you particularly want.

As you think about and plan your career, try to allow for these types of situations to occur regularly so that youhave both a successful career and a happy lifestyle. But remember: things that gave you satisfaction at one timemay not always have the same effect again!


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CAREER PLANNER FOR THE ENGINEERING TEAM Revised Edition 31 January 2008 11

IdENTIFYING CAREER ACHIEVEMENTS

You will already have large and small achievements in your career. You might have improved a document-tracking system within your ofce. You might be the only woman to have become a design engineer in yourorganisation. Perhaps you were a member of a team that helped deliver a construction project on time and onbudget.

As you focus on career-related achievements, analyse the individual factors as well as the organisational oneswhich helped or hindered you in your achievements. On the table below, ll in three achievements that wereimportant to you and also the factors which helped or hindered in each.

Negative Inuences Positive Inuences



ACHIEVEMENT 1:

ACHIEVEMENT 2:

ACHIEVEMENT 3:


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Now you not only have a list of achievements, butyou can analyse the factors which led to that success.These factors can be re-created, or built on, to helpensure future success. Those negative inuences onthe left side might be reduced, since you can easilyrecognise them.

Note: If you wish to discuss this analysis, a colleague,mentor or supervisor may be able to provide another

perspective on the factors which you have identied,and can help you develop ways to deal with them.

IdENTIFYING NEGATIVE INFLuENCES ANd WHAT TO dO ABOuT THEM

Really knowing yourself involves admitting thenegatives, such as a lack of a particular skill with data,people or things, or a personality trait which drags you

down.

At this stage, you should not only list the negativesbut what you propose to do about them as well.

This could include:

further reading

discussion with a mentor

taking a training program delegating tasks

changing a system.

You will probably need to set some priorities, ratherthan dealing with everything at once. Use yourorganisations performance appraisal system (if thereis one) to feed in information about training needs orstructural and procedural changes: its possible thatthere are others in the same position as you.

Remember, you have a large number of skills andsome areas to work on accentuate the positive!

Probem What I can do about it

What are yor strongest skills?Now, go back to the question on page 3 in this section and complete your answer. It is suggested that youphotocopy that page or write in pencil so you can change it over time!


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PARTICuLAR SKILLS WHICH CANENHANCE YOuR CAREERResearch clearly demonstrates that improvements in two core skill areas can have a dramatic effect on personalproductivity and effectiveness:

communication skills time management skills

Some attention is given to them here because of their importance. However, you are urged to obtain furtherinformation from the many appropriate sources available.

EFFECTIVE WRITING

No matter how good your technical skills, you also need to be an effective writer and communicator.There are several key areas in which improvements can have a major impact on your effectiveness as a writer.

1. Analyse yor aienceOne of the keys to effective writing is to think carefully about:

why you are writing and

who you are writing for

Technical writers have not accomplished their purpose if only the facts have been presented and they have noimpact on the people receiving them. In order to write with clarity, impact and power, it is essential not only tomaster the skills of effective writing, but also to have an understanding of your audience.

The key questions regarding the background of your readers are these:

Why does your audience need to read your writing?

What does your audience hope to learn?

What action will the audience take as a result of the information?

Your writing approach needs to be appropriate for different audiences depending on why they are reading yourwriting and what they need to do with it. For example, here are some strategies you might consider to vary yourwriting for four different audiences:

High eve decision makers: executives and managers

state the purpose of the task

give a moderate amount of information to set the stage

explain the alternatives under consideration

provide supportive documentation for the alternative selected

describe in action terms the next steps to be taken or recommended.

Experts and academics

include details such as theoretical calculations, observations and measurements

you can use shorthand techniques such as abbreviations, formulae, mathematical equations, etc.

include inferences, conclusions and recommendations.


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Technicians and operators

include some background information and denitions

usually there is no need for a detailed account of your theoretical calculations, observations andmeasurements.

The genera community audience provide any background information needed to make sense of the material

strive to achieve a clear, uncluttered style, avoid jargon

use shorter sentences and graphics where possible

provide explanations of unfamiliar terms, perhaps in footnotes, a glossary or appendix.

. Organise yor ieas an informationGood writers organise their ideas and information before they start. A writing plan saves time and produces amore effective document. Here are two techniques for developing a plan:

Random ist based on the need to write a document about the instaation of pipes

Ideas whee


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. Strategies to improve yor writingHere are some general tips that apply to most documents in an engineering environment.

Concise expression

Always strive to achieve a clear, uncluttered style. Keep your writing relatively jargon free and use shortersentences to help understanding. It does not mean leaving out necessary detail, but rather using words thatmake it easier for the reader to understand your written message. Similarly, many phrases can easily be replacedby single words. For example, why not use now instead of at this particular point in time or work instead ofthe capacity in which you are employed?

Sentence ength

To help reduce sentence length, try these strategies:

sort out the different ideas

include only one or two ideas in each sentence

consider placing qualications of these ideas in separate sentences

consider placing explanations of these ideas in separate sentences.Paragraphs

A good paragraph:

is an orderly arrangement of sentences that develop a single main idea

is free of information that does not contribute to that idea

should average 80 words or less in reports

should average 60 words or less in letters and memos (because of their page layout).

Genera readabiity

Two factors affect the readability or difculty level of a piece of writing:

the type of words used

the number of words per sentence

There are several techniques for measuring the readability of your writing, such as the Fog Index. If you areusing a recent version of Microsoft Word, you will nd it in the grammar check component. If you do nd that

you have a heavy vocabulary, aim to shorten your sentence length.


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REPORT WRITING

Writing a report is one of the most common documents required in an engineers work. Improving your skills inthis area will help increase your overall effectiveness in the workplace.

Reports can range from environmental impact studies hundreds of pages long and with a large and diverseaudience in mind to a one-page memo report designed for an audience of one. There is no one standard

report format which will serve all of your needs. While there are conventions to ensure clarity and ease ofreading, many of these conventions are exible. What to include and where, will depend to a large degree onthe formality of your report, your audience and purpose.

The forma report

There are four main parts to the extended formal report:

Eements Usua contents and characteristics

1. Prefatory eements

Letter of transmittal and preface .................

Title page ................................................................Abstract or ..............................................................

Executive summary ............................................

Table of contents

List of illustrations

Glossary and list of symbols

Scope, purpose, background, acknowledgments

descriptive, authors, organisation, who for, datesummary, framework, key words, usually


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Here are some examples of other types of reports and possible contents:

Progress report

Summary: Brief synopsis of progress achieved and its effect upon schedule

Background: The situation and events leading up to the report

Progress: 1. Planned work2. Work done3. Problems4. Schedule

Plans: Work plans and schedule adjustments

Back up: Detailed data supporting the Work done section

Test report

Summary: Briey states the purpose, main ndings, and outcome

Background: Describes the purpose and scope of the tests

Tests: 1. Equipment and materials2. Test methods, often step by step3. Test results4. Analysis, interpretation of results

Outcome (conclusions): A brief statement of test results and what they are interpreted to mean

Back up (attachments): Separate sheets containing data

Semi-forma proposa

Summary: Synopsis of the problem or situation, proposed solution and recommendedaction

Background: The circumstances; what needs to be resolved or improved

Proposal details: 1. Objective criteria for an acceptable solution2. Proposed solution the most suitable one3. Other solutions alternative solutions

4. Evaluation analysis of all solutions in light of established criteriaOutcome: Recommended action

Back up: Supporting data


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Forma investigation report

Letter of transmittal

Title page

Summary: Statement of purpose, main ndings and outcomes

Table of Contents

Background (introduction): Describes the problem or situation, and purpose and scope of Investigation

Investigation: 1. Approach what was done2. Findings what was found out3. Suggestions ways for improving or correcting the situation4. Evaluation analysis of suggestions

Outcome: 1. Conclusions restates major ndings and suggestions2. Recommendations make clear which is key recommendation

Back Up: Supporting data: calculations, analyses, tables, drawings etc.

Note: The CER Example Registry is a compilation of CERs from a variety of engineering disciplines, industry sectorsand occupational categories. We recommend you view this document before you begin writing your rst CER to

give you an idea of what is required.


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EFFECTIVE PRESENTATIONS

Throughout your engineering career, you will almost certainly need to make oral presentations of various kinds,for example:

providing a verbal tender to a prospective group of clients

presenting a technical paper at a conference

providing a technical brieng for management

providing a marketing presentation

Unlike speeches which are often an end in themselves, presenting always has a particular purpose in mind: topersuade, to inform, to sell. It has an emphasis on decision and action, on results:

Situation Purpose

presenting tender to persuade

presenting conference paper to inform

thank you to entertain

marketing presentation to sell

Effective presenters always plan carefully. They address a number of key questions and steps well beforehand:

What is the purpose of my presentation?

What do I want the audience to do as a result of my presentation?

Who is my audience? What do they know already and what do they expect?

Where will I be making the presentation?

What visual aids will I need? Do they work?

How long will my presentation be?

Have I conrmed my presentation?


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Organising & outining your materia

Whether your presentation is ten minutes long and delivered to your supervisor only, or is an hour long and ispresented to sixty people, it must have a shape. The following is a common format for technical presentations:

Introduction

getting the talk started: optional anecdote your credentials if necessary

courtesies/acknowledgments

presentation objective: tell them what you are going to tell them

Body

A logical string of headlines:

1

2

3

Optional summary

Concusion

take action: make proposal/make recommendation/seek order etc

close the talk

discussion/questions and answers

nal summary and close: Tell them what you have told them

DElIVERING THE PRESENTATION

Overcoming fear

For many people, speaking in public is their number one fear! Some common fears are:

Ill dry up

Ill make a joke and no one will laugh

Ill lose my place and sound stupid

There will be a technical hitch

Ill be asked questions Im unable to answer

But if you have planned properly you can overcome any of these problems:

If I dry up, I have my notes at hand. Besides I can always keep a full text at the ready which I can read in anemergency

I dont need to make a joke I have numbered my pages and used headings. I know my material. If I lose my place I need only take a

deep breath and pause while I turn my cards over

I have prepared thoroughly and the chance of any mistake is unlikely, and at worst is likely only to benoticed by me

I am an expert in this eld. It is highly unlikely that I will be unable to answer questions and if I cant thisdoes not reect badly on me

Preparation and rehearsal are the best ways to overcome nerves!


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Some common presentation pitfas to avoid

speaking too fast (extremely common due to nerves)

ddling with ties, ears, belts, pens

shufing paper

pacing back and forward endlessly

talking to the white board or to a spot at the back of the room rather than maintaining eye contact withthe audience

turning back to the audience

jingling coins or keys in the pocket

over-using phrases, for example, OK or So

To read or not to read?

How much detail should you have in front of you? To a large extent this will depend on both your purpose and your degree of nervousness. There are a number of possibilities:

The fuy scripted text

In most situations it is best not to read a paper word for word. You might have a full draft copy with you as asafety net, but that is what it should remain. If you do decide to read your paper (through nerves, or because youare following the conventions of a conference presentation) here are some tips:

Say a few words to the audience before you commence, to establish the context and rapport

Highlight key words so you can nd where you are after having looked at the audience

Use a large font

Ensure you can pronounce awkward words

Have visual aids prepared

Arrange for someone else to be reading a copy of your paper and inserting the aids as required.

Speaking to a manuscriptSome people like to have a detailed manuscript in front of them but only speak to their notes. You must be verycondent with your material and must highlight it in such a way that you can nd your way to key triggerwords.

Prompt cards

These have several advantages provided you carefully select key trigger words and phrases:

you can easily add or delete from your talk

it reduces the amount of shufed paper

ensures you will spend most of your time addressing the audience, not a page


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Visua aids as notes

This technique is suitable for technical presentations where the visual aids contain a great deal of data. In effect,the visual aids, serve as your prompt. There are some important points to watch:

ensure that you really need the aids and that they are relevant. Overuse of visual aids can be distracting better to use a few but use them well.

if using overhead transparencies, use at least a 14 point font size, preferably sans serif such as Helvetica.Keep the number of words to an absolute minimum per transparency.

use short pieces of videotape to punctuate your presentation if appropriate but always ensure that youhave the material cued and ready.

whiteboards can be useful for informal presentations, less suitable formal briengs and marketingpresentations. Check that the pen colours are readable from a distance.

if handing out written material, make it brief (otherwise it may distract your audience). Lengthiermaterial should be given out at the end of the presentation to take away.

three dimensional objects, models and demonstrations can make a presentation memorable butremember to rehearse.


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RuNNING MEETINGS

Meetings, bloody meetings. Who hasnt had this thought at times? But it is possible to conduct meetingswhich leave you and others feeling that time has been well spent not wasted. Within the workplace, effectivemeetings can play a vital role in:

maintaining efcient two-way information ow

improving staff morale and motivation improving decision making and creative problem solving to improve a companys competitive edge.

Meetings can include:

decision making meetings annual general meetings

information giving meetings weekly section meetings

problem-solving meetings shareholders meetings

reporting meetings union meetings

All of them require a planned, structured approach to make them successful.

1. Why an effective agenda is important

Good meetings require preparation. An effective agenda is a key step in preparation to avoid long-winded andunproductive meetings. It is not merely a list of topics although it is commonly thought of in those terms. Itis an important document which describes the purposes, terms of discussion, the relative importance of itemsunder review and what should come out of the meeting. The following is an example of an effective agenda:

Note that business arising is set out

Reports have been distributed before-hand and items for discussion noted

Items requiring discussion areplaced centrally

Any other business deleted sinceitems should have been informed

earlier and placed on agenda

AGENDAMANAGEMENT COMMITTEE MEETING

13 July 6.30 - 8.30 pm

1. Apologies

2. Approval of minutes

3. Business arising: - response from CLient- Meeting with project manager

4. Accountants Report - items for discussion market

5. Directors REport - itmes for discussion marketd

6. Funding submissions - discussion of ideas

7. Approval of revised building project proposal

8. Correspondence - request to provide workshops


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2. The Chairpersons roe in creating effective meetings

The other key element in effective meetings is the role played by the chairperson. An effective chairperson:

sets clear objectives (in conjunction with the group if necessary)

ensures early preparation and distribution of the agenda

ensures adherence to the agenda

monitors participation of all present and elicits responses from all to ensure that one or two people donot dominate

compares and contrasts viewpoints

ensures information is recorded and analysed appropriately

generates alternatives

explores reactions and feelings

manages conict between participants

keeps the decision-making process on track

summarises discussion, decisions and claries action to be taken

ensures that minutes are distributed and follow up action is taken

3. Handing conict in meetings

Conict is a fact of life in some meetings. Not all conict is destructive, however, and its effects can bechannelled and minimised by an effective chairperson who:

acknowledges deadlines

involves everyone (changing the dynamic when a meeting has reached deadlock)

allows time for people to think

arranges a break

refers items to a sub-committee

protects the group from early deadlines. acknowledges feelings, articulates differences & shows understanding


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TIME MANAGEMENT

Improving your time management skills is one of the single most important ways in which you can dramaticallyimprove your productivity.

Recent research has found that highly effective time managers share a number of common characteristics.Models of success have been found to be individuals who:

were unusuay productive

This was dened in terms of quality as well as quantity. Those who were selected as models did whatthey did very well. Excellence was an easily recognisable hallmark of their productivity.

reected vaues compatibe with time-proven principes

Foremost among the principles reected were Integrity, Contribution, and Balance. Individuals whoexcelled in one area at the expense of family, friends, or effective resource management did not qualify ashighly effective time managers.

were reasonaby cam and happy

Calmness and happiness were recognised as the result of a life congruent with inner values. Of course,some stress is a natural part of any life. But no amount of productivity compensated for a life lled withtension, anxiety and unhappiness.

1. The Quadrants of Time Management

One powerful way of thinking about managing time more effectively is the idea of Time Quadrants1

based on:

(a) the importance of tasks in relation to the key areas of your work and personal life and

(b) the urgency of those tasks.

Over reliance on daily planning and to do lists tend to keep us focused only on urgent activities rather than on

important ones. Many important things those things that lead us to our objectives and give meaning to ourlives dont demand our attention. However, it is because they arent urgent that they are precisely the thingswe must act upon.

The four quadrants are shown on the next page. Highly successful people are generally those who are effectiveQuadrant 2 managers who focus on important tasks, not simply urgent ones.

1. Adapted from Merrill and Merrill, Connections.


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Urgent Not urgent

Important

Quadrant 1

crises

pressing problems deadline-driven projects, meetings

Quadrant 2

preparation

prevention values clarication

planning

relationship building

empowerment

Not Important

Quadrant 3

interruptions, some phone calls

some mail, some reports

some meetings

many pressing matters many popular activities

Quadrant 4

trivia, busywork

escape activities

junk mail

some phone calls time wasters

Quadrant 1

represents activities that are both urgent and important

we need to spend time in quadrant 1 so we can manage, produce and bring our experience andjudgement to bear in responding to many needs and challenges

but many important activities become urgent through procrastination or because we dont do enoughplanning and prevention

Quadrant 2 (the Quadrant of Quaity)

activities that are important but not urgent

long-range planning, anticipate and prevent problems, empower others, prepare for important meetings

ignoring this quadrant feeds and enlarges quadrant 1, creates stress, burnout and deeper crises

investing more time in quadrant 2 reduces quadrant 1

quadrant 2 doesnt act on us; we must act on it

Quadrant 3

phantom of quadrant 1

includes things that are urgent but not important

noise of urgency creates an illusion of importance

actual activities, if theyre important at all, are only important to someone else spend a lot of time in quadrant 3 meeting others priorities and expectations

Quadrant 4

activities that are not urgent and not important

we often escape to quadrant 4 for survival after being tossed around in quadrants 1 & 3

reading pulp novels, mindless TV, gossiping


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2. Ten things that effective time managers do

1. Keep their core values clearly in mind.

2. Evaluate and limit activities and commitments based on those core values.

3. Free themselves to act rather than being acted upon.

4. Think ahead, prepare and organise.5. Honour commitments to self and others.

6. Accurately determine the achievable.

7. Focus efforts and energy.

8. Continually increase personal capacity.

9. Are sensitive to others and communicate effectively.

10. Carefully select and use a few personalised tools(e.g. an electronic organiser and/or a diary with a week per page).

3. Keeping a daiy to do ist

Although we need to continually remind ourselves about important long-term objectives, a daily TO DO list isstill an important part of effective time management. Here are some tips:

Pan your time on a daily basis (remembering to also spend time less frequently but regularly onlongerterm planning).

list all the activities that you need and want to do for the day. Dont forget the tasks that are leftover from the previous day. Update your list at the same time each day.

Estimate the time it will take you to complete each task (allow extra time if you are likely to beinterrupted by the telephone, visitors or other unscheduled interruptions). A common mistake is tounderestimate the time activities will take.

Attend to your body clock when you plan your day. If, for instance, more phone calls seem to comein between 4.00 and 5.00 pm, then schedule tasks that you can easily stop and start for this timeof day.

Give yourself a buffer zone so that when unexpected tasks crop up or you fall behind you can cope withset backs. As a rough guide you should schedule 60% of your time for planned activities and 40% forunexpected tasks and socialising.

Write up your TO DO list.


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MANAGING CONFLICT

In most workplaces there is usually some form of conict at one time or another. But knowing how to handlethis conict constructively is what can distinguish you from others. There are several important things you needto know and particular skills you can acquire to enhance your performance in the workplace.

There are ve broad styles in handling conict. They can be summarised as follows:

STYlE CHARACTERISTIC BEHAVIOUR USER JUSTIFICATION

Avoidance Non confrontational. Ignores or passes overissues. Denies issues are a problem.

Differences too minor or too great to resolve.Attempts might damage relationships orcreate even greater problems.

Accommodating Agreeable, non-assertive behaviour. Co-operative even at the expense of personalgoals.

Not worth risking damage to relationships orgeneral disharmony.

Win-ose/competing

Confrontational, assertive and aggressive.Must win at any cost.

Survival of the ttest. Must prove superiority.Most ethically or professionally correct.

Compromising Important all parties achieve basicgoals and maintain good relationships.Aggressive but co-operative.

No one person or idea is perfect. There ismore than one good way to do anything. Youmust give in order to get.

Probem soving/coaborative/win-win

Needs of both parties are legitimateand important. High respect for mutualsupport. Assertive and cooperative.

When parties will openly discuss issues, amutually benecial solution can be foundwithout any one making a major concession.

Different styles can be adopted according to the situation. Although you may have your own preferred style, youneed to understand that you can adopt a different and more appropriate style for different circumstances.

Some examples of situations when different styles are appropriate are provided here:

Avoiding Is appropriate when:

the issue is low priority, not worth time and effort

you need to collect more information

any other choice will produce negative results

it is more appropriate for others to manage the situation

you need to reduce tensions, cool down, regain perspective

you perceive there is no chance of satisfying concerns, when you have low power or when it will bedifcult to change situations.

Accommodating Is appropriate when:

investment isnt high

you need to maintain a climate of co-operation continued conict will damage your cause

preserving harmony is important

the issue is much more important to the other person (build goodwill)

when you realise you are wrong

Caution: Accommodating too often can deprive you of inuence, respect and recognition.


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Competing (win-ose) is appropriate when:

there is conict where other parties will not co-operate and attempt to capitalise on your attempts tobe collaborative

unpopular decisions have to be made and implemented at work and you are certain your decision iscorrect

your investment in the outcome is high, (it is important to be assertive) you need to protect yourself against people who take advantage of non-competitive behaviour

Compromising is appropriate when:

expediency becomes a priority; time is running out; competitive/collaborative modes have failed

you need temporary solutions to conict

bargaining in the industrial relations arena

the potential damage of more assertive modes is not worth it.

Caution: Not recommended as an opening mode as it limits creativity in the resolution process.

Coaborating/probem-soving/win-win is appropriate when:

your investment in the situation is high but you also value the other partys viewpoint and relationship

both sets of concerns are too important to be compromised

you desire the participation of all parties (consensus)

you need to gain commitment to a consensus decision

you need to work through hard feelings which have been interfering with an interpersonal relationship

Caution: Overuse of collaboration and consensus can mean you want to minimise risk by shedding responsibilityor postponing a decision.

The coaborative/probem-soving approach

Because this approach is a particularly important one when the stakes are high, it is worthwhile looking atsome of the key steps that can help achieve a positive outcome for all concerned:

Step 1: Acknowedge there is a probem

Many people get stuck from the start because they refuse to even acknowledge or believe that a conict mayexist. Therefore, although obvious, it is important for the parties to mutually acknowledge that a conict doesexist.

Sometimes this is not always possible because one party may not wish to make an acknowledgment at thetime you want to.

When acknowledging a conict, keep in mind the following points:

communicate openly about your feelings about, and perceptions of, the issues involved in the conict

use I language, for example, I feel..., My perception is rather than you language such asYou are being totally unreasonable

try to listen carefully to and understand the other persons feelings about the conict

focus on the issues and behaviour, not the others personality

do not be demanding: constructive change will be more achievable throughcareful negotiation. When you acknowledge that a conict exists, you aretaking the position of the negotiator.


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Step 2: Choose an appropriate time and pace

Once the parties to a conict acknowledge that it exists they should choose a convenient time and place todiscuss it. Often this will depend on the instigator of the conict resolution but aim to nd a comfortablelocation, preferably on neutral ground. Allow plenty of time, particularly if the issues are complex or feelingshave been high. Remember: conicts can be worsened if the wrong time and place are chosen for theirresolution.

Step 3: Identify the probem

Identifying the problem and issues can be tricky. It is important that you dene the problem constructively sothat it gives you, and the other party to the conict, a better chance of resolving it constructively. Here are somehints to help you constructively identify the problem:

deal with one issue at a time if necessary, break it down into smaller issues if that makes things easierto deal with

start with those issues that may be easier to resolve.

Step 4: Dea with outcomes

At this stage you will probably be faced with a number of different outcomes as a result of working through the

rst three steps. These will probably be one of the following: discovery of a single, mutually agreed, conict issue, or

discovery of other issues not previously suspected, or

discovery that the negative feelings you were having were mistakenly attributed to your relationshipwith the other person rather than the situational problems that had arisen between you.

Step 5: Negotiate

Lasting and constructive resolution of relational conicts can be achieved better through negotiation ratherthan bargaining. Bargaining involves stating your own position and then trying to get the best deal in relationto this. Often this means that there is no regard to the loss incurred by the other side or how they are affected.In effect you create a win-lose situation and the relationship issues are ignored. In negotiation, both people tryto improve the relationship as well as resolve the conict. In negotiation there is generally a realisation that itis better to co-operate with the other for the sake of future communication. Negotiation involves both partiesbeing willing to discuss the issues in depth rather than merely state a position. Both are prepared to give upsomething so that both win.

One important negotiating skill is problem solving using the following steps:

dene the issue carefully and clearly

establish criteria for making a choice or decision

generate as many options as possible for resolving the situation (without comment or criticism at thisstage)

evaluate the possibilities against the criteria

select a solution and double check that this is acceptable to all

Step 6: Reach agreement

At the end of negotiation, you will be able to come to a common understanding of your joint position.Sometimes it may even be a good idea to write this down but generally you can agree verbally. The agreementcould include such things as:

the agreed position to be adopted

who will do what and when

how you will act differently from now on

what will happen if something goes wrong in the future

how you can both go on improving your relationship

an agreed date on which you will check to see if anything further needs to be done


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YOuR CuRRENT ROLE

THIS SECTION WILL HELP YOu TO describe your current role in ways which can guide your career planning

review your own performance

use Competency Standards and in planning your career and personal development

prepare thoroughly for a performance appraisal or job interview.

One of the outcomes of this section will be information which can be included in an annual summary or selfappraisal.

dESCRIBING YOuR CuRRENT ROLE

The chart on the next page describes some major areas of work in an engineering environment. Look through

these work areas. Tick where appropriate on the chart to build up a prole of your current role.If you have time, provide a brief description of your main responsibilities.

The topics in the table on page 32 are derived from the elective competencies and this table can be used to helpyou decide which two elective competencies you will demonstrate in your Engineering Practice Report.

One of the benets of this analysis is that it will help you to begin thinking about areas in which you believeyou need additional or different professional experience.


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Tick where appropriate on the chart to build up a prole of your current role.

For areas where you believe you need further development, describe the kinds of development youfeel would be most appropriate (e.g. job rotation, training, coaching etc)

Broad types of professiona work

The main

part of mywork

An

importantpart of mywork

A minor

part of mywork

Not really

relevant tome

I would like

additionaldevelopmentin this area

BUSINESS MANAGEMENTe.g. contributes to business strategies;develops client relationships; managesimplementation of business plan, managesresources & information; monitors businessperformance

PROJECT MANAGEMENTe.g. integrates project with businessdirections; manages project design & plan;scopes project; manages people & otherresources; manages quality safety/risk/costs/

progress; nalises projectOPERATIONSe.g. plans & manages operations; managesassets/people/ environmental performance;measures & documents operation/system

MATERIAlS / COMPONENTS / SYSTEMSe.g. determines requirements; designs anddevelops materials/ components/systems;denes & manages processes for use ofmaterials/components/systems; managesrecovery/reuse/disposal

ENVIRONMENTAl MANAGEMENTe.g. determines & reviews existingenvironmental conditions; identies

stakeholders expectations; develops & ranksmanagement strategies for sustainabledevelopment; implements, monitors &evaluates strategies

INVESTIGATION & REPORTINGe.g. respond to/identify problems; plans &carries out investigation; draws conclusions& make recommendations

RESEARCH AND DEVElOPMENT ANDCOMMERCIAlISATIONe.g. identies opportunities for Research &Development (R & D), identies commercialopportunities for the outcomes and plansand designs the research

SOURCE AND ESTIMATE MATERIAlSe.g. denes requirements, estimates thematerial required and identies appropriatesources to access the material

CHANGE AND TECHNICAl DEVElOPMENTe.g. implements technical developments andacts as a catalyst in the implementation oftechnical innovation so that improvements inproducts and services are achieved

TECHNICAl SAlES AND PROMOTIONe.g. identies opportunities for the sale oftechnical products/systems and providestechnical product information to internal and

external clients


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dESCRIBING YOuR CuRRENT PERFORMANCE

If you are a recently graduated engineer or are preparing for Chartered Status, it is strongly recommended that inaddition to using this section to summarise your work performance, you record your ongoing work experience ina separate document, for example; in your CPD log.

Describe your successes over the past 12-18 months in quantitative terms.(Consider key result areas such as contribution to output, productivity, marketing, funding, people, image, prot and impact).

What features of your present position provide you with the mostjob satisfaction?

What features of your present position provide you with the leastjob satisfaction?

What were the main ndings at your last performance review? What action have you taken in the light of thatreview?

Finding Action taken


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IdENTIFYING STRENGTHS ANd LIMITATIONS

Looking at your performance, what are the main strengths and limitations of your present job?How well do you t in your present position?

The kinds of development activities I believe are best at this stage for my further development(discuss these with your mentor or manager if appropriate):


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60-dEGREE FEEdBACK

Mentors are excellent sources of guidance, but ultimately they provide only one-persons view. To get a richerperspective of what development you may need, you can get feedback from a range of people.

360-degree feedback is a process of getting structured feedback from a group of people with whom you work(typically your line-managers, peers, clients and your direct-report staff). 360-degree feedback is sometimes

referred to as multi-rated appraisals, multi-scource feedback or 360-degree proling.

The feedback is gained by using questionnaires that are designed to elicit feedback on particular desirablebehaviours and competencies. Feedback can include ratings against questions or statements and can alsoinclude comments and suggestions.

The feedback is specically to help an individual determine areas they need to develop. In some organisations itis also used as part of a performance appraisal process a cause of much debate.

HOW CAN 360-DEGREE FEEDBACK BENEFIT YOU?

It is important that you continually develop your behaviours and competencies to better match your everchanging organisational and labour market needs.

Your organisation faces rapidly changing internal and external needs. You will be better placed to keep pacewith change if you continually receive the right type of feedback that you can act upon.

Your feedback needs a wider horizon that at your workplace. Changes in your industry and profession havefar reaching implications to local, domestic and international demands for your skills. You should always bescanning the further horizons as well your own backyard.

0EERS

9OU

#LIENTS

$IRECT2EPORTS-ANAGER

)SSUE1UESTIONSFOR&EEDBACK

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5NDERTAKE$EVELOPMENT


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USING 360-DEGREE FEEDBACK FOR DEVElOPMENT

If you are unaware of it, check to see if your organisation has a 360-degree program and ask if you can beincluded.

If 360-degree feedback is not part of your organisations normal agenda, you can implement your programyourself.

It is not recommended that you create your own questionnaires good questionnaires usually come fromyears of development. There are however a number of self-administered programs available that will provideobjective questionnaires with instructions for their use. A quick search on the net will reveal these sources.

As the identity of those who provide feedback should not be revealed (to get their most unencumberedfeedback), you will need to employ the services of somebody to administer your program. Your mentor or HRofcer could be an ideal person for this role! Certainly many aspects of your feedback should be discussed withboth of these people.

Using a quality 360-degree process will give you the following advantages:

Feedback from a range of people at different levels provides diversity

Contributors provide honest feedback through their condentiality

Feedback is structured to enable you to focus on development issues Your intention to professionally self-improve is demonstrated to all.


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uSING COMPETENCY STANdARdSTO HELP PLAN YOuR FuTuREEngineers Australia has developed National Competency Standards for the Engineering Team

dEFINING THE ENGINEERING TEAMThe Engineering Team includes a variety of occupations and specialisations. This Career Planner is concernedwith the three principal categories of membership with Engineers Australia.

These categories are: Professional Engineer, Engineering Technologist and Engineering Ofcer (also known asEngineering Associate).

Professiona Engineers

The benchmark Stage 1 qualication for Professional Engineers is an accredited four year Bachelor ofEngineering degree or recognised alternative. This includes the reliable functioning of all materials andtechnologies used; their integration to form a complete and self-consistent system; and all interactions

between the technical system and the environment in which it functions. The latter includes understandingthe requirements of clients and of society as a whole; working to optimise social, environmental and economicoutcomes over the lifetime of the product or program; interacting effectively with the other disciplines,professions and people involved; and ensuring that the engineering contribution is properly integrated into thetotality of the undertaking. Professional engineers are responsible for interpreting technological possibilities tosociety, business and government; and for ensuring as far as possible that policy decisions are properly informedby such possibilities and consequences, and that costs, risks and limitations are properly understood as thedesirable outcomes.

Professional engineers at the level of Stage 2 competency are not expected to have taken full charge of majorprojects or interactions on this scale; but they are expected to have demonstrated a propensity to do so and tohave taken every opportunity to exercise it.

The work of professional engineers is predominantly intellectual in nature. In the technical domain, they are

primarily concerned with the advancement of technologies and with the development of new technologiesand their applications through innovation, creativity and change. They may conduct research concerned withadvancing the science of engineering and with developing new engineering principles and technologies.Alternatively, they may contribute to continual improvement in the practice of engineering, and in devising andupdating the Codes and Standards that govern it.

Professional engineers have a particular responsibility for ensuring that all aspects of a project are soundlybased in theory and fundamental principle, and for understanding clearly how new developments relate toestablished practice and experience and to other disciplines with which they may interact. One hallmark of aprofessional is the capacity to break new ground in an informed and responsible way.

Professional engineers may lead or manage teams appropriate to these activities, and may establish their owncompanies or move into senior management roles in engineering and related enterprises.


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Engineering Technoogists

The benchmark Stage 1 qualication for Engineering Technologists is an accredited three year Bachelor ofEngineering Technology degree or recognised alternative.

Engineering technologists normally operate within a relatively well-dened technical environment, andundertake a wide range of functions and responsibilities. They are typically specialists in a particular eld of

engineering technology and their expertise lies in familiarity with its current state of development and itsmost recent applications. Within their specialist eld, their expertise may be at a high level, and fully equivalentto that of a professional engineer; but they are not expected to exercise the same breadth of perspective as aprofessional engineer, or carry the same wide-ranging responsibilities for stakeholder interactions, for systemintegration, and for synthesising overall approaches to complex situations and complex engineering problems.

The work of engineering technologists combines the need for a strong grasp of practical situations andapplications, with the intellectual challenge of keeping abreast of leading-edge developments in theirparticular eld. For this purpose they need a strong understanding of scientic and engineering principlesand a well-developed capacity for analysis. The work of technologists is most often concerned with applyingcurrent and emerging technologies, often in new contexts; or, to the application of established principles in thedevelopment of new practice. They may contribute to the advancement of particular technologies as well.

Some engineering technologist qualications include an emphasis on technical management as well asa grounding in a particular area of technology. Technical management is seen as an appropriate eld ofspecialisation in itself, and many technologists build their career paths in this direction. Examples of suchspecialisation include product development for manufacturing,

manufacturing management, mine management, and management and maintenance of processing plants,complex building services, or testing laboratories.

Persons may also be recognised as engineering technologists who hold degrees in elds related to engineering,and who have developed expertise and experience in applying their knowledge in conjunction with engineeringwork. Examples might be in geology and geotechnics, information technology and software development,mining, biomedical technology, optical communications, renewable energy systems, agriculture, and so on.

The competencies of engineering technologists equip them to approve and certify many technical operationssuch as calibration and testing regimes, compliance with performance-based criteria for re safety, and designof components and subsystems and of installations such as building services in circumstances that do not callfor signicant new development. Such certication should be fully acceptable in the public domain and shouldnot require further endorsement by other practitioners perceived to be more highly qualied.

Engineering technologists may lead or manage teams appropriate to these activities. Some may establish theirown companies or may move into senior management roles in engineering and related enterprises, employingprofessional engineers and other specialists where appropriate.


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Engineering Ofcers

The benchmark Stage 1 qualication for engineering ofcers is the two-year Advanced Diploma of Engineering,classied at Level 6 (AQF-6) under the Australian Qualications Framework.

Engineering ofcers focus mainly on practical applications. They may be expert in installing, testing andmonitoring equipment and systems, in the operation and maintenance of advanced plant, and in managing

or supervising tradespeople in these activities. They may be expert in selecting equipment and components tomeet given specications, and in assembling these to form systems customised to particular projects.

Engineering ofcers are often required to be closely familiar with Standards and Codes of Practice, and tobecome expert in their interpretation and application to a wide variety of situations. Many develop veryextensive experience of practical installations, and will be more knowledgeable than a professional engineer ortechnologist on detailed aspects that can contribute very greatly to safety, cost or effectiveness in operation.

In other instances, ofcers may develop high levels of expertise in aspects of design and development processes.These might include, for example, the use of advanced software to perform detailed design of structures,mechanical components and systems, manufacturing or process plant, electrical and electronic equipment,information and communications systems, and so on. Other examples might be in the construction ofexperimental or prototype equipment. Again, experienced operators in these areas often develop detailedpractical knowledge and experience complementing the broader or more theoretical knowledge of others.

Ofcers need a good grounding in engineering science and the principles underlying their eld of expertise, toensure that their knowledge is portable across different applications and situations. Context-specic trainingand experience in a particular job are not sufcient to guarantee generic competency. Given a good knowledgebase, however, ofcers may build further on this through high levels of training in particular contexts and inrelation to particular equipment. Aircraft maintenance is an excellent example.

The competencies of engineering ofcers equip them to certify the quality of engineering work and thecondition of equipment and systems in dened circumstances, laid down in recognised standards and codesof practice. Such certication should be fully acceptable in the public domain and should not require furtherendorsement by other practitioners perceived to be more highly qualied.

Engineering ofcers may lead or manage teams appropriate to these activities. Some may establish their owncompanies or may move into senior management roles in engineering and related enterprises, employingprofessional engineers and other specialists where appropriate.


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The Competency standards provide a key resource which can help you and your manager to:

review your present level of professional practice; and

identify those areas on which you need to focus for your future career development.

This section provides a broad overview of the National Competency Standards and general advice on how theycan be used to help plan your future development. The section will also be useful if you are preparing for orconsidering Chartered Membership Status.

If you are a recenty-graduated engineer and wish toachieve Chartered Status...

...use the Competency Standards to:

identify those areas in which you needadditional experience or professionaldevelopment

help write your Career Episode Reports (CERs)

If you are an experienced engineer ...use the Competency Standards to:

identify other areas in which you would like toobtain additional experience or professionaldevelopment

help with your Engineering Practice Report

HOW YOuR WORKPLACE MIGHT PROVIdE ASSISTANCE

In addition to the steps for individuals to achieve Chartered Status, Engineers Australia also makes provisionfor engineering organisations to have their own internal Professional Development Programs endorsed. Thiscan expedite progress towards Chartered Membership Status because there is greater involvement of the

organisation in assessing the progress of graduate engineers. Details are available from your local Division ofEngineers Australia.

You should also contact Engineers Australia to ensure that you have the most up to date information availableon achieving Chartered Membership Status.


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A THuMBNAIL SKETCH OF THE COMPETENCY STANdARdS

The competency standards are expressed in particular ways, as shown in this example:

where

Units are the broad areas of professional performance major subdivisions of competency

Elements are what is done in the workplace

Dening Activities provide evidence of competent professional performance, i.e. what can be observed ormeasured

The requirements for meeting the competency standards that apply to you are outlined in the Charted StatusApplicants Handbook if:

you are a graduate member of Engineers Australia and are applying to become a Chartered Member

you want to register on the National Professional Engineers Register (NPER) or National EngineeringTechnologists Register (NETR).

GENERAL REQuIREMENTS FOR MEETING THE COMPETENCY STANdARdSOF AN ENGINEERING PRACTIONER

a three Core Units

(and all elements):

pus two Eective Units

(incl. reqd no. of elements):

Engineering Practice

Engineering Planning and Design

Self Management in the EngineeringWorkplace

Engineering Business Management

Project Management

Engineering Operations

Materials / Components / Systems

Environmental Management Investigation and Reporting

Research and Development andCommercialisation

Source and Estimate Materials

Change and Technical Development

Technical Sales and Promotion

Note: The stage 2 competencies are provided in full in the Chartered Status Handbook.

UNIT C1: ENGINEERING PRACTICE

ElEMENT: C1.1 PRESENTS AND DEVElOPS A PROFESSIONAl IMAGE

a. Practises in a eld of engineering, in accordance with the Code of Ethics, as a signicantpart of normal work duties.

b. Demonstrates use of appropriate engineering techniques and tools.

c. Produces outcomes that require innovative thought and intellectual rigour.

d. Publishes the outcomes of innovation in reports or professional papers.

e. Achieves recognition for engineering expertise from colleagues and clients.

f. Identies opportunities to solve problems through applying engineering knowledge.

g. Demonstrates and awareness of environmental/community/political issues that wouldbenet from an engineering input.

UNIT

ElEMENT

DEFININGACTIVITIES


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If you have not already done so, it would be worthwhile at this point thinking about which two of the ElectiveUnits are most applicable to your own work. Please take advantage of the table provided on page 32 for this

purpose.

The competency standards provide a very useful checklist to help you identify areas where you believe you willneed additional work experience or perhaps access to continuing professional.

If you are a graduate engineer/technologist/ofcer and wish to achieve Chartered Membership Status and/orregistered on the national registers (NPER/NETR), use the competency standards as a checklist against yourrecord of experience. This will make the task of writing your Career Episode Reports much easier. (The followingpages detail the Standards at which the competencies must be met for the 3 occupational levels.)


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STANdARdS TO WHICH COMPETENCIESMuST BE dEMONSTRATEd

PROFESSIONAL ENGINEERS Professional Engineers are responsible for engineering projects and programs in the most far-reaching

sense, for bringing knowledge to bear from multiple sources to develop solutions to complex problemsand issues, for ensuring that technical and non-technical considerations are properly integrated, and formanaging risk.

Professional Engineers must demonstrate Stage 2 competencies in relation to projects, activities andsituations that involve some or all of the following:

Knowedge and understanding

A knowledge background equivalent to an accredited four-year Bachelor of Engineering degree orrecognised alternative, with in-depth knowledge across one or more broad elds of engineering.

Ability to tackle technically challenging problems and work from rst principles to make reliablepredictions of outcomes.

Ability to ensure that all aspects of a project are soundly based in theory and fundamental principles andto recognise results, calculations, or proposals that may be ill-founded, identify the source and nature ofthe problem and take appropriate action.

Understanding how new developments relate to established theory and practice and to other disciplineswith which they may interact.

Expertise

Ability to address issues and problems that have no obvious solution and require originality in analysis.

Infrequently encountered issues and problems, outside those encompassed by standards and codes of

practice for professional engineering. Development of new engineering principles and technologies including use of new materials, techniques

or processes or of existing materials, techniques or processes in innovative ways.

Innovation, creativity, and change, and capacity to break new ground in an informed and responsible way.Engagement with wide-ranging or conicting technical, engineering and other issues, and resolution ofsignicant problems arising from interactions between such issues.

Interaction with diverse groups of stakeholders with widely varying needs.

Use of diverse resources including people, money, equipment, materials and technologies.

Integration of all functional elements to form a complete and self-consistent system.

Disciplined, holistic approach to complex situations and problems and to the conduct of complexactivities.

Disciplined and systematic approach to design and synthesis on a substantial scale. Ability to conceptualise alternative approaches, comprehend and dene the risks and benets of each,

use informed professional judgement to select an optimum that is deliverable in practice, justify anddefend selection.

Participation in research or research-and-development teams.


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Responsibiity for outcomes

Signicant consequences in a range of contexts.

Interactions between the technical system and the environment in which it operates, and integration ofsocial, environmental, and economic outcomes over the lifetime of the product or program.

Interacting effectively with other disciplines and professions and ensuring that the engineering

contribution is properly integrated into the totality of the project or enterprise. Interpreting technological possibilities to society, business, and government, and ensuring that policy

decisions are properly informed by technological considerations.

Working with clients or non-technical stakeholders to ensure that their objectives are properly reectedin a technical brief or specication.

Management roes

Professional Engineers may lead or manage teams appropriate to these activities and may move intosenior management roles in engineering and related enterprises. In these management roles,

Professional Engineers should clearly conceptualise risk across all facets of engineering, i.e:

Identifying, assessing and managing risk, both of a technical kind and in relation to clients, users, the

community and the environment. Ensuring that technological costs, risks and limitations are properly understood as well as desirable

outcomes.

Recognising limits to own knowledge and seeking advice, or undertaking research, to supplement ownknowledge and experience.


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ENGINEERING TECHNOLOGISTS

Engineering Technologists specialise in the theory and practice of a particular branch of engineeringtechnology or engineering-related technology, and in its application, adaptation and management in avariety of contexts.

Engineering Technologists must demonstrate Stage 2 competencies in relation to projects, activities and

situations that involve some or all of the following:Knowledge and understanding

A knowledge background equivalent to an accredited three-year Bachelor of Engineering Technologydegree or recognised alternative.

Thorough understanding of the theoretical and/or experimental basis of the technology sufcient tokeep pace with or actively contribute to its advancement.

Understanding of engineering and technical principles sufcient to manage interactions between thetechnology and other parts of an overall technical system.

Expertise

Application of the technology in a variety of situations and contexts.

Adaptation of the technology to varied or new applications or situations. Familiarity with standards and codes of practice relating to the technology, and ability to contribute to

their progressive improvement based on understanding of both theoretical and practical factors.

Design of equipment or installations utilising the particular technology.

Management of a range of technical functions and personnel on a signicant scale in an engineeringor engineering-related context such as manufacturing, software development, mining, construction,building services, precision testing, plant operation etc.

Knowledge and competence in a scientic or technological eld other than engineering, together withwell-developed expertise in its application in close conjunction with engineering work.

Exercise of ingenuity, originality and innovation in adapting the technology to new applications anddeveloping new practices for its use. Contribution to the advancement of relevant codes and standards.

Participation in research or research-and-development teams concerned with advancing the technologyor developing new technologies that relate to it.

Responsibiity for Outcomes

Inspection, approval and certication of designs, tests, installations or engineering work utilising thetechnology, in circumstances where the technology is agreed to be suitable for the purpose in question.

Certication of compliance with performance-based criteria by equipment or installations utilising thetechnology.

Ability to communicate the signicance of the technology and its use in a particular context to othertechnical and non-technical stakeholders in a project.

Ability to recognise fundamental properties and limitations of the technology, identify circumstances

that suggest a signicant problem, and take appropriate action. Assessment, communication and management of technical risk associated with equipment orinstallations utilising the technology.

Recognising limits to own knowledge and seeking advice to supplement own knowledge and experience.

Management roes

Engineering Technologists may lead or manage teams appropriate to these activities. Some may moveinto senior management roles in engineering and related enterprises, employing professional engineersand other specialists where appropriate.


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ENGINEERING OFFICERS

Engineering Ofcers focus on the practical implementation of engineering work or the conduct ofengineering operations, and in the application of recognised standards and codes of practice in familiarand unfamiliar situations.

Engineering Ofcers must demonstrate Stage 2 competencies in relation to projects, activities and

situations that involve some or all of the following:

Knowedge and understanding

A knowledge background equivalent to a two-year Advanced Diploma of Engineering, classied at Level 6(AQF-6) or recognised alternative.

Theoretical knowledge sufcient to appreciate the detailed functioning of plant and equipment,its practical scope and limitations, and the salient features of its interaction with the operatingenvironment.

Detailed understanding of performance of equipment and components against technical specications.

Analytical skills sufcient to quantify familiar and unfamiliar operating situations and to recognise whenaccepted methods of solution are likely to prove inadequate in a given situation.

Expertise Close familiarity with standards and codes of practice relating to a recognised eld of engineering and

expertise in their interpretation and application to a wide variety of situations.

Specifying the components, equipment or system required to meet a given objective in compliance withthe relevant standards and codes.

Selecting and combining available components to form systems meeting given specications.

Installing, commissioning, maintaining, repairing and modifying plant and equipment to givenspecications and/or in accordance with recognised standards and codes.

Testing and fault diagnosis in complex plant and systems in accordance with accepted procedures.

Utilising advanced software or other design aids to perform detailed design of critical elements and/orcomplex systems.

High levels of training, and periodic updates and upgrades, in specic plant, equipment, systems ortechniques.

Contribution to the advancement of technologies, practices, codes and standards in the light of practicalexperience and theoretical understanding.

Participation in research or R&D teams, as experts in the construction of research equipment orotherwise.

Responsibiity for Outcomes

Supervision of tradespeople in appropriate aspects of the above functions.

Responsibility for the safe operation of complex plant under agreed guidelines.

Inspection and certication of work in compliance with recognised standards and codes.

Exercise of engineering judgement within the limits of accepted practice, and knowledge of when andhow to seek or employ additional advice or expertise.

Understanding of risk associated with normal engineering operations. Recognition of limits ofapplicability, detection of unlikely results and appropriate corrective action.

Recognising limits to own knowledge and calling in other expertise as necessary.

Management roles

Engineering Ofcers may lead or manage teams conducting these activities. Some may move into seniormanagement roles in engineering and related enterprises, employing professional engineers and otherspecialists where appropriate.


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WORKING WITH OTHERS

WHY TEAM SKILLS ARE IMPORTANT

The self-assessment in the last section provides an important base for your career planning.

However, high-quality performance in teams is increasingly demanded in todays world of work.This particularly applies in many engineering organisations where effective multi-disciplinary teamsare critical to success. A glance through some job advertisements brings home this point.


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An important aspect of your employment is therefore your ability to be a good contributor to a team. You needto be aware of this in your career planning and make sure you gain appropriate experience working in teams.

This section wi hep you to:

recognise the importance of team skills in an engineering work environment

analyse your own team skills and the roles you are likely to play best as a team member

recognise some of the qualities that make effective work teams

recognise the need to incorporate experience with teams in your career planning.

To build a comprehensive picture of yourself also requires the assessment of yourself by others. This couldprovide some surprises and might help to explain misunderstandings. Successful teamwork requires knowing

your own skills and also how others perceive you. Even when something appears to be clear, perceptions candiffer as shown in the accompanying illustrations!

Find out how others see you because things are not always as they seem.


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HOW dO YOu WORK IN A TEAM?

Work teams are not just groups of people who work together. They have specic responsibilities and acommitment to achieving certain outcomes in the best possible way.

In his book Team Roles at Work, Meredith Belbin describes a number of different team roles, which refer to theways in which people behave, contribute and interrelate with others at work (not the functions or tasks which

they perform). Effective teams have a good mix of these roles.You may recognise yourself and your colleagues in t

Career Planner Feb08

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Transcript of Career Planner Feb08