Presented by: SAQA Workshop

Allyson Lawless 4 June 2010

allyson@ally.co.za

Candidate Engineering Training – a funded phase?

The stages to engineering professional registration

B Tech Min 4 yrs

Stage 1ECSA

B Sc Min 4 yrsGrade 12

(Exemption)

ND CivilP1& P2

Min 3 yrsGrade 12 or Equivalent

Stage 0

ND CivilP1& P2

Grade 12 or Equivalent

CAN

DID

ATE P

HASE MINIMUM 3 YEARS

STAGE 2STAGE 1

REG

ISTR

ATIO

N W

ITH

EC

SA

?L

Outcomes required for registration

Ability to:Define, investigate, analyseDesign or developComprehend and apply advanced knowledgeManage part or all of an engineering activityRecognise and address social, cultural, environmental effectsMeet legal and regulatory requirementsCommunicate clearly

Must have developed: Sound judgementEthical behaviourDecision making abilityProfessional skills

Few registrations under 30

0%

25%

50%

75%

100%

35 34 33 32 31 30 29 28 27 26

% o

f tot

al a

ge g

roup

White Pr Eng Black Pr EngMale Pr Eng Female Pr Eng

The skills acquisition pyramid – requires one-on-one skills transfer by ‘knowledgeable others’

Competence reqr’d for registration

The ECSA progression

The ECSA suggested training team

ECSAEmployer/companyHRMentorSupervisor/coachCandidate

Training in the sixties and seventies

This training capacity now mostly lost!

Training today – largely private sector

Activity ConsultingContractin

gLM/DMs Metros Provinces Ave

Offer workplace training

74% 72% 42% 67% 85% 62%

Regularly supervise graduate's work

54% 20% 27% 50% 48% 43%

Regularly check graduate's work

67% 24% 27% 40% 48% 53%

Regularly attend site meetings with graduates

61% 44% 36% 50% 33% 51%

Provide a mentor 45% 20% 23% 50% 29% 38%

Rotate graduates 19% 24% 5% 40% 33% 24%

Knowledge coaching

What is needed?

Coaching versus mentoring

COACHING MENTORING

Focus on task Focus on progress

Short term Long term

Explicit feedback Intuitive feedback

Developmental skills Developmental capabilities

Shows where Helps you work it out

Knowledge coaching

‘Deep smarts’ as Harvard Business School see the term, is the intuition, judgement, and knowledge, both explicit and tacit, that is stored in the heads and hands of employees.This accumulated expertise is what makes an organization viable.It is essential to capture and transfer that knowledge. One way to do that is through coachingTransfer will never take place without a willing, skilful coach and a receptive, able learner.If transfer is not adequately structured, the ‘smarts’grow more shallow as they are passed down the line.

must be developed?

What competencies

Project cycle – technical skills to be acquired

Rotation may be necessary

In-house Consulting ContractingMunicipalitiesLaboratories Centres of Excellence

P = A x M x E

Teaching strategies

Foundation knowledge, learnt largely by rote, internalised. Problem : work ethic and foundation skills no longer developed

Thinking & reasoning skills. Problem : only teaching outcomes does not develop this

Creating own knowledge and problem solving. Problem : only teaching processes, and not concepts so does not allow generalisation

The human synthesizer

Need individualised training to address weaknesses and

strengths per graduate at all levels – including technical , personal and professional

development

Need individualised training to address weaknesses and

strengths per graduate at all levels – including technical , personal and professional

development

The ENERGYS team model

Factors for success

Who was successful and who not?

Employed after one year of workplace

training

Who was successful and who not?

Not employed after one year of workplace

training

Key elements for success

Care - Mentor and supervisor must never forget the maxim ‘I don’t care what you know until I know that you care’ Josh McDowell

Time – without adequate time spent supervising and coaching, inadequate transfer will take place.

Three to five hours a week for first six months, Three hours next six months, Two to three hours a week second year and One to two hours a week third year

Set goals – Plan training and let the graduate see where (s)he is goingGive graduates responsibility – but be available to monitor, advise, review - huge frustrations when treated as ‘babies’Work with groups, each reviewing and solving their own and others projects and problemsUse inquiry techniques – don’t tell but question and guide Retired capacity – need to hire retired capacity specifically for this process, as existing production staff do not have this sort of time for coaching

Cognitive apprenticeship

Modelling –by the supervisorCoaching – the learner practicing while the coach offers feed backScaffolding – providing support which is gradually reduced as the learner becomes more proficient Articulation – getting trainees to describe their reasoning or problem solving processesReflection – comparing their own reasoning or problem solving processes with those of an expert or peerExploration – where trainees take on problem solving without

Expensive process – requires funding – look to SETAs…Suggest R 90 000 per candidate – similar to apprenticeship. 20% for

each of the first three years, provided progress logged on ECSA website, and balance on registration.

Professional apprenticeship

Suggest a slightly different model for graduates, as they have already been exposed to the theorySpecify project –by the supervisorStimulate recall of prior learning or enhance prior learning –coach Coaching – the learner practicing while the coach offers feedbackScaffolding – providing support which is gradually reduced as the learner becomes more proficient Articulation – getting trainees to describe their reasoning or problem solving processesReflection – comparing their own reasoning or problem solving processes with those of an expert or peerExploration – where trainees take on problem solving without, or with limited support

Guided learning

How we learn

Success versus asking questions

What needs to be done?

Recognise Canidateship for Stage II

Encourage companies to Employ retired mentors and supervisorsOrientate graduates, supervisors and mentors on the processEnsure adequate rotation and exposure to all facets of the project cycle

Liaise with DOHET to Recognise engineering workplace training as an ‘candidateship’Advise SETAs that they should pay levies against these training costs

Liaise with National Treasury to Offer tax incentives on this ‘candidateship’, as is the case when students are registered on a learnership

Liaise with ECSA to Publish outcomesDevelop a method of accommodating and assessing progressive submissions

The Candidate Academy (launched by SAICE/CESA)

Portfolio of Evidence files – for recording training and filing signed ECSA forms as each period of training is completed

The Journal programme for planning, recording and assessment of progress on the road to registration Dedicated hands-on courses for young graduates to have their first practical experience in the hands of experts plus received follow-up coaching if required. Courses include:

Contract management and quality control

Road construction and maintenanceTransport planning Water reticulationSewage reticulationThe Road to Registration for CandidatesThe Road to Registration for Supervisors, mentors and HR