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Competency‐Based 1. Does CBA apply to me
Assessment 2. What is CBA
(CBA) 3. CBA requirements
for Engineers‐in‐Training 4. System features
Winter 2019 5. Tips
Tina Maki, P.Eng., Director of Special Projects 6. Role of supervisors
7. Q&A
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CBA effective Jan 1, 2019 Transition from the current system – pg 1
• Affects professional engineer applicants (i.e., engineers‐ • Use the new CBA system if, as of Jan 1, 2019:
in‐training) – current engineer‐in‐training, no experience
• What constitutes acceptable engineering experience is reports received at APEGS in the paper‐based
not changing, we are better defining it system
• More quantitative, precise, objective, transparent, – applied to APEGS as engineer‐in‐training on or
consistent measuring system
after Jan 1, 2019
• Increases the confidence of all who participate in the
process: applicants, validators, employers, assessors
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Transition from the current system – pg 2 Transition from the current system – pg 3
• Given the choice to use the paper‐based or the • If you have the choice and you choose to
new CBA system if, as of Jan 1, 2019: continue in the paper‐based system, you do not
– current engineer‐in‐training* and APEGS has need to submit the rest of your reports by Jan 1,
received one or more experience reports in 2019
the paper‐based system
*or engineer‐in‐training applicant, int’l grad, has • Example scenarios…
experience review option to waive confirmatory
exams
– however, you are encouraged and invited to
switch to the new CBA system
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How to switch to CBA system What Is Competency‐Based Assessment?
• Current engineers‐in‐training who have already • Competencies are observable and
submitted one or more reports in the paper‐ measurable skills, knowledge, abilities,
based system: motivations or traits required for
– Copy and paste any info from those reports that you want to
be considered into the appropriate spots in the online system professional registration
– The ERC will not refer to your previously submitted, paper‐
based experience reports when doing your CBA assessment
– Switching does not mean you have lost previously granted
• Demonstrated through the actions and
experience credit toward professional registration behaviours of the applicant
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Why we assess experience Other requirements (unchanged)
• Prior to being granted a licence, must • 4 years of experience minimum
demonstrate ability to practice engineering – Tallied from the brief, chronological Employment
• The onus is on the applicant to provide evidence History provided in the online system
that they possess, through experience, the • Minimum 1 year in a Canadian or equivalent‐to‐
capability to practice engineering at a Canadian environment
professional level • Maximum 3 years credit for international and
• Self‐regulation: peer review system graduate studies combined
– Put in your full effort – Cdn grad studies does not count for the Cdn
experience requirement
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Eligible experience (unchanged) – pg 1 Eligible experience (unchanged) – pg 2
• All post‐bachelors experience is eligible • Up to 24 months for graduate studies:
• Up to 1 year of pre‐grad – 12 months for thesis‐based Masters (M.Sc.)
– From after half of degree completed – 24 months for PhD
– Close professional oversight required • 24 months only if went straight from bachelor
program into PhD program
– Technologist experience prior to completing • Normally 12 months is granted because most
bachelor degree people do a Masters
– Enter graduate studies as a period of
employment in the Employment History table
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Eligible experience (unchanged) – pg 3 Eligible experience (unchanged) – pg 4
• Engineering work while doing graduates • Teaching of engineering
studies including: – include the applicable content of what you
– Teaching Assistant / Research Assistant work not taught in order to demonstrate a competency
related to your M.Sc/PhD thesis or M.Eng. project. – include the name of the course you taught and
– Concurrent employment outside the university details on the applicable part of the course
setting that fulfills the competency and how that
– entered as separate employment periods in the content is applied in a real‐world situation (the
Employment History even though the time periods
might overlap
outcome
– See the Guide for more detail…
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CBA Framework Competency Categories
• 34 competencies Category Category name # of
# competencies
– 7 categories 1 Technical competence 10
– 1 example required per competency chosen from any 2 Communication 3
of your past experience. Each passed once. 3 Project and financial management 5
• Indicators for each competency ‐ guidance on 4 Team effectiveness 2
example content that will demonstrate the competency 5 Professional accountability 6
6 Social, economic, environmental and sustainability 5
• Rating scale 0‐5 7 Personal Continuing Professional Development 3
• Interim submission
• Final submission
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• Minimum rating of 1 for each competency 1 Technical competence 3
individually to pass it, plus: 2 Communication 3
3 Project and financial management 2
• Minimum average of either 2 or 3 for each 4 Team effectiveness 3
category, depending on the category 5 Professional accountability 3
6 Social, economic, environmental and sustainability 2
7 Personal Continuing Professional Development 3
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Competency Rating Scale – p2 Competency Example
• Competency Rating Scale (condensed): • Technical competency 1.4:
0 – little or no exposure to the competency “Apply engineering knowledge to design solutions.”
1 – general appreciation and awareness Indicators (for guidance only. Just one actual example required):
2 – knowledge and understanding of objectives, uses
1. Prepare technical specifications
standard engineering methods, limited scope and
complexity 2. Demonstrate use of theory and calculations to arrive at solutions
3 – moderate scope and complexity 3. Demonstrate the development of a unique design solution which
could not be accomplished with a standard design solution
4 – responsible, varied assignments, working at a
professional level Note: the same project can be used several times for various
competency examples
5 – mature professional level, independent
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Competency Example Components Validators – pg 1
• Situation • Are normally the supervisors, whether they are a
– A brief overview of a specific situation or problem professional or not (P.Eng., P.Geo., Engineering Licensee,
Geoscience Licensee or equivalent)
• Action • With prior APEGS approval, may also be colleagues,
– Actions taken in the situation, including engineering clients or consultants with first‐hand knowledge of the
judgments made or solutions found. work experience
– Typically the longest portion, has most of the details – At least one Validator must be a direct supervisor and share
your discipline of practice
• Outcome
– The impact that your actions, solutions or judgments • A minimum of four individuals who verify and provide
generated feedback on the experience.
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Validators – pg 2 Validators – pg 3
• Minimum of two must be P.Eng., P.Geo., Engineering • Validators who verify specific competency
Licensee, Geoscience Licensee (or equivalent) examples must have direct personal and
• You need one Validator per competency professional knowledge of that experience
– One Validator can verify multiple competencies
• Some Validators may not be given specific
• Combined, the Validators’ first‐hand knowledge covers competencies to verify but provide input in the
as much of the experience as possible but a minimum of
overall feedback section only
4 yrs*
– *exception: 5 yrs for “Academic Review Cases” (international – For example, co‐op work term supervisors ‐ allows
grad applicants who have been given the experience review them to comment on and confirm the employment
option to waive confirmatory exams) occurred
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Role of Supervisor (Validator) Role of Supervisor (Validator), cont’d
• Guides the development of the applicant into a • Employers are encouraged to offer a full range
technically capable professional and progression in responsibilities so experience
• Conveys understanding of the relationship with and exposure is gained in all areas
the employer/client, the professional Association
and society • Submission review and sign off (via personal
login)
• Obligation to give fair and professional criticism
when warranted (Code of Ethics) • Include comments please! Comments are not
• Be ethical, fair and impartial (even if there is a visible to the applicant
personality conflict) • Suggestions for improvement are facilitated
through the online system. Experience writing is a
learning opportunity too
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Role of Supervisor (Validator), cont’d Role of Supervisor (Validator), cont’d
Comments might include things like: Comments might include things like:
• Confirms that examples are accurate (indicate if engineer‐ • The impact the engineer‐in‐training had on the
in‐training’s role was over‐stated or under‐stated) organization and the people involved
• Level of guidance required (minimal, as expected, • Further detail the engineer‐in‐training missed (however
extensive) engineer‐in‐training ideally adds that detail themselves)
• Extent to which engineer‐in‐training was responsible for
producing the outcomes
• Complexity of the context wrt typical work‐related
situations experienced by professional licensed engineers
and geoscientists
• Consistency of engineer‐in‐training behaviour in the
performance of their work, noting positive or negative
trends
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Eligibility to write the PPE For full details on CBA:
• Must be registered as a member‐in‐ • This presentation does not cover everything you
training in good standing need to know for a successful CBA submission.
– Also need this in order for APEGS to • Refer to the Competency Assessment Guide on
assess experience www.apegs.ca under:
• Interim CBA submission submitted to Members, Competency‐Based Assessment
APEGS completed in full (does not • Engineering Competency Assessment System:
have to be approved yet) by the PPE – https://competencyassessment.ca
application deadline
Promoting and improving
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Questions