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competencyframeworkfor professional development

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ICE Competency Framework

1

The ICE Competency Framework for Professional Development works in accordance with ICE guidelines and good practice to support its members in the identification of areas for professional development. As part of a continued commitment to lifelong learning and continuous professional development, the Framework supersedes the professional review process with informal self-assessment aimed at helping members with the training needs analysis necessary to support a deeper understanding of civil engineering and the skills required for professional practice. The Framework serves as an additional route for translating Institutional objectives and long-term goals to the members, providing the individual with a clear picture of the knowledge, skills, behaviours and attitudes that are recognised and valued – whether they are core to the profession or those that underpin work in general. It is envisioned that the Framework will help to engender those competencies attributed to a well-rounded practitioner at the heart of society. One who actively works to further the discipline, professional image and foster a greater public trust. Purpose The purpose of this framework is to provide a guide for the member, allowing them to take responsibility for their own review, training needs identification and future career development. This structured approach to competency evaluation aims to promote increased self-awareness, assess the level of generic and engineering specific competencies relevant to professional practice and provide a deeper understanding of the competencies underpinning effective performance. Context

The competencies within the Framework articulate the capability and behaviour the ICE wishes to encourage within its members. Therefore, it is important to clearly distinguish between the requirements for professional accreditation and the role competency plays in development post professional review. The ICE Competency Framework for Professional Development is a method of attribute based assessment that should not conflict or be confused with performance assessment – it is to be used exclusively for development of the individual as a professional. It should not be used for recruitment or to solely influence advancement/status. It is intended to assist the members of the ICE to become self-aware practitioners who encourage trust, practice with integrity and raise the profile of civil engineers. It is not a standard; the Framework is a tool for ‘professional’ development to be incorporated within a holistic approach to lifelong learning.


2

In order to distinguish professional development and lifelong learning from the professional review process, civil engineering competencies have been divided into two streams: Foundation Competencies and Professional Competencies. Foundation Competencies are demonstrated through awareness and critical understanding of the distinct body of knowledge and the ability to apply and challenge the methodology1. Foundation Competencies are developed through formal learning, are regulated by the professional accreditation process to achieve the workplace standard and form the foundation for the development of Professional Competencies. Professional Competencies are gained through experience and interaction2 and are cultivated, matured and honed through continuing professional development. The Framework focuses on evaluation of the latter. Within this framework, the term competency will relate to the personal attributes used in work activities which underpin competent performance3. Competency is not defined by the performance or outcomes but a measure of regular demonstration of ability indicative of the presence of a set of competencies required for effective practice. The Professional Competencies have been split into three areas and the competencies within those areas defined by a set of indicators all designed to provide an accessible form of assessment Limitations The framework is not for the purpose of assessing fundamental knowledge or educational understanding

but the manner in which they are applied. Therefore, application is limited to post-professional review; and The ICE Competency Framework does not address specialisation specific competencies and equally, not all

elements may be applicable to all individuals.


3

The Areas of Professional Competency

Elements of Behavioural Competency

• Professional Attitude

• Self Management/Time Management

•Human Resource Management

• Leadership

•Communication

•Collaborative Working

• Teamworking Skills

•Adaptability

•Negotiation and Influence

• Initiative

•Creativity

• Information Seeking

•Assertiveness

Elements of Contextual Competency

• Strategic Thinking

•Organisational Awareness

•Organisational Commitment

•Commercial/Market Awareness

• Finance

• Sustainable and Resilient Approach

Foundation Competencies


4

Self-Assessment The self-assessment process is completed by scoring each of the competency indicators from 1 to 5. To assist in evaluation an example of indicator score identification is provided below. Score Description

1 I've never even consider it, or I don't do that

2 I am Working at it or somewhat aware

3 I regularly do this for the most part, or I feel capable

4 I frequently do this, or aware of why l do it.

5 I'm an expert as this, or I always do this.

Competency Ranges Following indicator scoring an overall average competency range can be determined. Ranges are provided to give a general idea of the level of development. They seek to highlight the breadth and depth of each of the competency elements. Range Description

1 None

Competency not demonstrated, or only basic awareness. Needs

supervision/assistance.

2 Low

Low but progressing awareness and demonstration.

Would benefit from mentorship or greater experience.

3 Good

Good awareness and demonstration of competency.

Regularly demonstrates many of the indicators, may need to focus on specific

attributes.

4 Informed

Sound awareness, understanding and demonstration of competency.

5 Model

Exemplary demonstration of competency.


5

The Framework provides an opportunity for self awareness and it is not expected that all competencies will be developed homogeneously. Due to the dependency of the competencies on underlying characteristics such as attitude and behaviour which are developed and influenced in part by motive and mental preference it is likely that competencies may be concentrated in some areas and some competencies may be more important depending on the role of the individual.


6

Example Assessment P2 Problem Solving: The effective application of engineering knowledge to arrive at an appropriate solution(s).

Indicators: Personal Attributes – Behaviours, skills, knowledge and attitudes

Score (1-5)

Contributes to the identification of problems and the production of practical solutions.

4

Demonstrates the appropriate amount of attention to detail. 3

Logically assess situations to identify constraints, root causes, patterns, interrelationships, implications and potential benefits.

5

Encourages cross-team and cross-discipline brainstorming. 2

Capable of complex analysis through critical thinking. 2

Identifies and evaluates alternative solutions. 2

Reflects on solutions post implementation. 2

Total 22

Competency Score (Total 7) 3

Range Description

1 None Competency not demonstrated, or only basic awareness. Needs supervision/assistance.

2 Low Low but progressing awareness and demonstration. Would benefit from mentorship or greater experience.

3 Good Good awareness and demonstration of competency. Regularly demonstrates many of the indicators, may need to focus on specific attributes.

4 Informed Sound awareness, understanding and demonstration of competency.

5 Model Exemplary demonstration of competency.

B4 Leadership: The ability to create and convey vision and strategic direction through empowerment, inspiration and example.

Indicators: Personal Attributes – Behaviours, skills, knowledge and attitudes

Score (1-5)

Motivates and facilitates others through the provision of visible strategic direction.

3

Proactively takes the lead through the recognition and application of the appropriate leadership styles.

4

Is able to establish buy-in and gain the trust and confidence of others. 4

Works to make organisational vision and strategy a reality. 3

Creates and maintains energy and momentum for the achievement of goals and objectives.

3

Empowers other with advice and support. Lobbies on the behalf of others. 2

Encourages high performance in others. 2

Total 21

Competency Score (Total 7) 3

Range Description

1 None Competency not demonstrated, or only basic awareness. Needs supervision/assistance.

2 Low Low but progressing awareness and demonstration. Would benefit from mentorship or greater experience.

3 Good Good awareness and demonstration of competency. Regularly demonstrates many of the indicators, may need to focus on specific attributes.

4 Informed Sound awareness, understanding and demonstration of competency.

5 Model Exemplary demonstration of competency.

I do this

most of

the time

I feel confident

and capable of

this

I am aware I

should, but

often do not

Demonstrates Good

problem solving. Can

effectively apply

knowledge to arrive at

a solution but needs to

be more than just

aware of other sources

and reflect on choices

made.

I am somewhat aware

of this in my daily life

but need to be more

tapped into the

business side

I am aware of what

style to use and

naturally take control of

situations in a manner

which my colleagues

appreciate. Note: Looked up leadership styles to ensure I was up to date on the literature.


7

Competencies Score Root

Cause/Indicator

Training Require

(Yes/No)

Knowledge Application 2

Problem Solving 3

Decision Making 3

Organisation and Planning 3

Quality Management 3

Technology Management 3

Information and Knowledge Management 3

Resource Management 3

Achievement Orientation 3

Health and Safety 3

Professional Attitude 3

Self Management/Time Management 3

Human Resource Management 4

Leadership 3

Communication 4

Collaborative Working 3

Teamworking Skills 3

Adaptability 4

Negotiation and Influence 2

Initiative 2

Creativity 3

Information Seeking 3

Assertiveness 3

Strategic Thinking 4

Organisational Awareness 3

Organisational Commitment 3

Commercial/Market Awareness 3

Finance 2

Sustainable and Resilient Approach 3

Professional Competency Level 3

Potential areas for

development. Training

suggestions might

include courses on

managing people or

emotional intelligence.

Justification/ root

cause of score. i.e.

not required for

current role or need

to develop a specific indicator


8


9

The Practice Competency Area – Elements and Indicators of Competency P1 Knowledge Application: Demonstration of the thought processes involved in the

application of engineering knowledge.

Indicators:

Personal Attributes – Behaviours, skills, knowledge and attitudes

Score

(1-5)

P1.1 Applies knowledge in the appropriate context. Demonstrates sound

judgement, intellectual rigour and constancy.

P1.2 Thinks empirically and learns from experience. P1.3 Uses appropriate methods to systematically organise thoughts. P1.4 Considers and accurately interprets client, organisational and legal

requirements. Assigns meaning to information provided.

P1.5 Recognises the absence of required information and uses knowledge and

experience to develop a complete picture.

P1.6 Tailors standard practices to fit the situation.

P1.7 Recognises and takes opportunities to challenge accepted methodology. P1.8 Expresses an understanding of the limits of own knowledge and ability.

Total

Competency Score (Total 8)

Range Description

1 None



2 Low



3 Good



attributes.

4 Informed


5 Model



10

P2 Problem Solving: The effective application of engineering knowledge to arrive at an

appropriate solution(s).

Indicators:


Score

(1-5)

P2.1 Contributes to the identification of problems and the production of practical

solutions.

P2.2 Demonstrates the appropriate amount of attention to detail. P2.3 Logically assess situations to identify constraints, root causes, patterns,

interrelationships, implications and potential benefits.

P2.4 Encourages cross-team and cross-discipline brainstorming. P2.5 Capable of complex analysis through critical thinking. P2.6 Identifies and evaluates alternative solutions. P2.7 Reflects on solutions post implementation.

Total

Competency Score (Total 7) Range Description

1 None



2 Low



3 Good



attributes.

4 Informed


5 Model



11

P3 Decision Making: The effective use of evidence based judgement.

Indicators:


Score

(1-5)

P3.1 Makes timely, logical, informed and evidence based decisions. P3.2 Makes decisions based on clear problem definition and sound reasoning.

Seeks guidance when needed.

P3.3 Recognises the wider potential impact of decisions and the potential internal

and external responses.

P3.4 Champions decisions. Able to articulate the reasoning in defence of decisions

made.

P3.5 Recognises areas where decisions could be challenged. P3.6 Works to avoid incomplete decisions. P3.7 Aware of personal biases and does not let them impact decision making.

Total


1 None



2 Low



3 Good



attributes.

4 Informed


5 Model



12

P4 Organisation and Planning: The ability to translate requirements into action.

Indicators:


Score

(1-5)

P4.1 Identifies and arranges tasks systematically to meet requirements. P4.2 Acts in a manner that demonstrates a sound understanding of the

benefits and consequences relating to a sequence of actions.

P4.3 Demonstrates the ability to reasonably plan the use of resources. P4.4 Sets realistic but challenging objectives and targets. P4.5 Works within the agreed scope of work.

P4.6 Recognises the relationships between tasks and the potential impact on

time, cost and quality.

Total


1 None



2 Low



3 Good



attributes.

4 Informed


5 Model



13

P5 Quality Management: Concern for meeting agreed requirements.

Indicators:


Score

(1-5)

P5.1 Understands, complies with and contributes to quality standards and

processes.

P5.2 Takes pride in work. P5.3 Sets and follows key quality targets in accordance with

client/organisation requirements and applicable standards and legislation.

P5.4 Works in a manner that ensures quality is at the forefront of deliverables. P5.5 Reviews solutions/work/recommendations and identifies potential

obstacles to quality. Able to manage obstacles without sacrificing quality.

P5.6 Applies discretion where appropriate while maintaining the ‘spirit’ of

quality.

Total


1 None



2 Low



3 Good



attributes.

4 Informed


5 Model



14

P6 Technology Management: Displays a proactive and responsible attitude toward the

use of existing and emerging technology.

Indicators:


Score

(1-5)

P6.1 Actively seeks information/advice concerning the latest applicable

technology.

P6.2 Proactively incorporates new technology into solutions. P6.3 Capable of balancing new and old technology. P6.4 Adopts an appropriate risk attitude to technology. P6.5 Assesses the social, environmental and economical impact of the

incorporation of chosen technology.

P6.6 Responsibly pilots/experiments with emergent technology.

P6.7 Appreciates that technology is not a substitutes for knowledge. Verifies

principles.

Total


Range Description

1 None



2 Low



3 Good


Regularly demonstrates many of the indicators, may need to focus on

specific attributes.

4 Informed


5 Model



15

P7 Information and Knowledge Management: The location, collection, review and

validation, summarising, storing and dissemination of information.

Indicators:


Score

(1-5)

P7.1 Systematically identifies information needs and addresses them. P7.2 Reviews and analyses information in an appropriate and timely manner. P7.3 Clearly articulates both oral and written information for effective transfer

ensuring the quality of relevant information.

P7.4 Values the maintenance of accurate and complete documentation for

future learning. Uses systems to manage information and knowledge.

P7.5 Understands and communicates the limitations of transferred

information.

P7.6 Actively shares good practice internally and externally. P7.7 Works to make own information and knowledge clear and available to

others.

Total


1 None



2 Low



3 Good



attributes.

4 Informed


5 Model



16

P8 Resource Management: The effective identification, allocation and management of

resources in order to meet objectives.

Indicators:


Score

(1-5)

P8.1 Understands the quality and quantity of resources required by tasks. P8.2 Aware of the procedures and mechanisms for obtaining and allocating

resources and how to navigate resource boundaries within own organisation’s

structure.

P8.3 Co-operates with others to manage competing demands. P8.4 Actively identifies situations that may stress or underutilise available

resources.

P8.5 Anticipates external resource demands by communicating with relevant

supply chains.

Total


1 None



2 Low



3 Good




4 Informed


5 Model



17

P9 Achievement Orientation: Systematic evaluation for improved performance.

Indicators:


Score

(1-5)

P9.1 Displays a strong need to deliver above the norm. P9.2 Concentrates effort on the achievement of objectives, targets and benefits. P9.3 Searches for areas to improve efficiency and delivery.

P9.4 Takes a goal-oriented approach to work and career by setting own goals. P9.5 Feels personally responsible for and/or oversees the meeting of key

objectives.

P9.6 Is entrepreneurial and works to overcome obstacles and generate optimal

solutions.

Total


1 None



2 Low



3 Good



attributes.

4 Informed


5 Model



18

P10 Health and Safety: Effectively applies and promotes a responsible attitude towards

health, safety and wellbeing.

Indicators:


Score

(1-5)

P10.1 Recognises and communicates the benefit of good health, safety and

wellbeing to maintaining the profession and is aware of key issues.

P10.2 Demonstrates the values of health and safety in the preparation of

plans, designs and the delivery of work from a whole-life perspective.

P10.3 Allocates appropriate resources to maintain a high standard of health

and safety in accordance with relevant legislation and organisation

requirements.

P10.4 Is hazard aware. Recognises potential risks to health, safety and

wellbeing and acknowledges high-risk activities.

P10.5 Works to understand issues affecting the work of others. Addresses

obstacles to individual wellbeing in a timely fashion.

P10.6 Sets an example. Reports and responds to risks. Goes beyond what is

considered acceptable.

Total


1 None



2 Low



3 Good




4 Informed


5 Model



19

The Behavioural Competency Area – Elements and Indicators of Competency B1 Professional Attitude: The upholding of a professional image cultivated from trust,

mutual respect and behaviour becoming of a civil engineer.

Indicators:


Score

(1-5)

B1.1 Acts in an honest and open manner that earns and encourages the

confidence of peers, colleagues and the public.

B1.2 Respects and complies with all legal requirements and applicable codes. B1.3 Encourages others to respect and comply with all legal requirements and

applicable codes

B1.4 Demonstrates tact, control and objectivity, delivering only constructive

criticism.

B1.5 Treats all people and environments with sensitivity and fairness.

B1.6 Operates with integrity and in a manner that does not embarrass

himself/herself, the employer or the Institution.

B1.7 Readily voices concern and/or challenges behaviour that contradicts an

engineer’s duty of care.

B1.8 Provides a responsible and honest representation of all situations while

respecting a person’s or organisation’s right to confidentiality.

B1.9 Assesses current, varying and future social attitudes and assumes a socially

appropriate approach.

B1.10 Demonstrates a sense of pride, prudence and accountability in own work.

B1.11 Recognises the value of CPD to the profession. Has a strong desire to learn

and actively pursues personal professional development.

Total


1 None



2 Low



3 Good



attributes.

4 Informed


5 Model



20

B2 Self Management/Time Management: The ability to effectively manage personal

workload and career.

Indicators:


Score

(1-5)

B2.1 Works consistently with persistence and discipline. B2.2 Effectively prioritises and monitors own tasks, activities and performance

with limited guidance.

B2.3 Is aware of own learning and communication styles to make the best of

strengths and compensate for weaknesses.

B2.4 Able to manage competing demands without compromising quality,

efficiency or focus.

B2.5 Is aware of the chain of authority and upward communication channels. B2.6 Takes ownership for the development of own performance requirements and

communicates own potential, values and drivers.

B2.7 Portrays confidence and constructively identifies and acts upon unreasonable

demands on time and resource.

B2.8 Confidently works autonomously when appropriate. Total


1 None



2 Low



3 Good



attributes.

4 Informed


5 Model



21

B3 Human Resource Management: The ability to effectively manage the workload and

career of others through selection, retention, development, assessment, reward and

interpersonal understanding.

Indicators:


Score

(1-5)

B3.1 Demonstrates patience and seeks to understand the motives and attitudes

of others you have responsibility for.

B3.2 Acts as a mentor and role model. B3.3 Proactively seeks to define and incorporate individual working, learning and

communication styles and media.

B3.4 Clearly sets and communicates to others challenging but achievable

performance expectations.

B3.5 Effectively matches people to task and takes a proactive approach to the

development of others and the promotion of a healthy work-life balance.

B3.6 Observes progress and performance and provides others with timely and

constructive feedback and individual support.

B3.7 Understands the processes of career development and is able to align

individual and organisational goals.

B3.8 Recognises and rewards initiative and good performance. B3.9 Recognises and harnesses the potential in others in line with the

organisational strategy.

B3.10 Manages conflict, moderates disputes and de-escalates situations. B3.11 Monitors the job satisfaction and wellbeing of others.

Total


1 None



2 Low



3 Good



attributes.

4 Informed


5 Model



22

B4 Leadership: The ability to create and convey vision and strategic direction through

empowerment, inspiration and example.

Indicators:


Score

(1-5)

B4.1 Motivates and facilitates others through the provision of visible strategic

direction.

B4.2 Proactively takes the lead through the recognition and application of the

appropriate leadership styles.

B4.3 Is able to establish buy-in and gain the trust and confidence of others. B4.4 Works to make organisational vision and strategy a reality. B4.5 Creates and maintains energy and momentum for the achievement of goals

and objectives.

B4.6 Empowers other with advice and support. Lobbies on the behalf of others. B4.7 Encourages high performance in others.

Total


1 None



2 Low



3 Good



attributes.

4 Informed


5 Model



23

B5 Communication: Effective dissemination and receipt of information through formal

and informal, written, verbal and illustrative correspondence.

Indicators:


Score

(1-5)

B5.1 Demonstrates strong interpersonal skills and effectively engages with others. B5.2 Demonstrates clear articulation of thought. B5.3 Displays strong presentation skills. Speaks confidently, clearly, concisely,

considers impact of style, content and audience to promote understanding.

B5.4 Values the process of consultation. Actively listens to and frequently seeks

the opinions and contributions of others.

B5.5 Is openly aware of communication strengths and weaknesses and the

potential impact of semantics and body language.

B5.6 Shares relevant information in a timely and open manner to keep relevant

parties informed through the accepted communication systems.

B5.7 Demonstrates the benefits of formal documentation. Works well within the

established systems, plans and reporting structures.

B5.8 Anticipates barriers to effective communication. B5.9 Clarifies own understanding of the expectations of others. Clearly states all

assumptions concerning the information received and how it will be used.

B5.10 Systematically breaks down complicated or complex information into an

accessible format.

B5.11 Maintains formal and informal communication networks.

Total


1 None



2 Low



3 Good



attributes.

4 Informed


5 Model



24

B6 Collaborative Working: The ability to work with and support others in the pursuit of

separate, competing or complimentary objectives.

Indicators:


Score

(1-5)

B6.1 Actively seeks to understand the motive and attitudes of others with related

objectives.

B6.2 Demonstrates strong interpersonal skills and effectively engages with others

with related objectives.

B6.3 Involves others with related objectives and shares appropriate information,

knowledge and outcomes in a timely manner. Encourages other to do the

same.

B6.4 Asks for assistance when needed. B6.5 Responds positively to the requests of others for assistance. B6.6 Identifies areas for resource sharing and opportunities to collaborate/partner

with others both internally and externally.

B6.7 Develops and maintains networks of working relationships. B6.8 Works well with and as a part of different teams and groups – internal,

external, permanent, temporary, cross-functional and cross-discipline.

Total


1 None



2 Low



3 Good



attributes.

4 Informed


5 Model



25

B7 Teamworking Skills: The ability to work with and support others in the pursuit of a

common goal.

Indicators:


Score

(1-5)

B7.1 Actively seeks to understand the motives and attitudes of others within the

team.

B7.2 Actively listens and frequently seeks the opinions and contributions of the

team.

B7.3 Openly and readily involves all team members. Sponsors the sharing of

information, knowledge and outcomes in a timely manner.

B7.4 Demonstrates an awareness of the different team roles, formative processes

and team dynamics.

B7.5 Strong team building skills. Engenders an atmosphere of camaraderie and

places the team ahead of the individual.

B7.6 Promotes team development opportunities and activities. B7.7 Creates and maintains team energy and momentum. Manages conflict for

the achievement of common goals and objectives.

B7.8 Champions team decisions. Total


Range Description

1 None



2 Low



3 Good



attributes.

4 Informed


5 Model



26

B8 Adaptability: The quality of effectively anticipating, coping with and embracing

change.

Indicators:


Score

(1-5)

B8.1 Readily adapts thinking, behaviour and skills to new or unfamiliar

environments.

B8.2 Reacts in a timely manner to change. Demonstrates ease and efficiency in

reprioritising.

B8.3 Feels comfortable with changing expectations. B8.4 Systematically evaluates the full impact of changes. B8.5 Anticipates areas of potential change and responds with flexible approaches,

alternatives or solutions.

B8.6 Helps to facilitate needed change. B8.7 Views change, even unexpected change, as an opportunity.

Total


1 None



2 Low



3 Good



attributes.

4 Informed


5 Model



27

B9 Negotiation and Influence: Application of the appropriate behavioural pressures for

resolving a situation or initiating change.

Indicators:


Score

(1-5)

B9.1 Aware of and takes advantage of varying negotiation styles and tactics.

Alters style to produce desired outcome/maximum impact.

B9.2 Shows an awareness of when negotiation is warranted and identifies the

appropriate strategy given the context and the limits of own authority.

B9.3 Is able to construct persuasive, evidence based and complex arguments

under pressure and in a timely manner.

B9.4 Uses influence to effect behavioural or situational changes to achieve

consensus, acceptance or a course of action.

B9.5 Aware of own personal and professional ability to influence and imposes

appropriate ethical boundaries.

Total


Range Description

1 None



2 Low



3 Good



attributes.

4 Informed


5 Model



28

B10 Initiative: A proactive approach to continuous improvement.

Indicators:


Score

(1-5)

B10.1 Actively pursues opportunities, solutions and new ways of working. B10.2 Maintains a positive and ambitious outlook towards problems and tasks. B10.3 Is able to take full advantage of new opportunities without compromising

previous objectives.

B10.4 Exhibits drive and goes beyond what is required. B10.5 Challenges others and the norm and takes calculated risks. B10.6 Forward looking and entrepreneurial.

Total


1 None



2 Low



3 Good



attributes.

4 Informed


5 Model



29

B11 Creativity: Works and acts in an original manner for the formation of imaginative or

novel solutions.

Indicators:


Score

(1-5)

B11.1 Is aware of, demonstrates and values the stages in the creative process. B11.2 Strives to think in an original manner. B11.3 Able to bring creative solutions into practice. Can visualise a practical use for

new ideas.

B11.4 Remains flexible and open to original thought. B11.5 Looks to other disciplines and sectors for new or variations on solutions. B11.6 Champions creativity and incorporates it into strategy.

Total


1 None



2 Low



3 Good



attributes.

4 Informed


5 Model



30

B12 Information Seeking: A strong desire for exhausting all sources of useful information

about a situation, environment or problem.

Indicators:


Score

(1-5)

B12.1 Proactively questions assumptions and sources of information. B12.2 Displays curiosity towards new and potential sources of information. B12.3 Constantly looks for areas to improve through research.

B12.4 Gathers information to remove ambiguity and uncertainty. B12.5 Questions and includes experts/others to acquire more information. B12.6 Actively captures lessons learned.

Total


Range Description

1 None



2 Low



3 Good



attributes.

4 Informed


5 Model



31

B13 Assertiveness: Persuasive behaviour for the alignment of objectives.

Indicators:


Score

(1-5)

B13.1 Conveys ideas and decisions in a highly confident manner. B13.2 Ensures own opinions are voiced and heard. B13.3 Insists on agreed levels of performance/delivery. B13.4 Maintains a high degree of self-control and conviction when using an

authoritative but appropriate approach.

B13.5 Makes and abides by decisions. Able to manage pressures.

B13.6 Is aware of assertiveness tactics and how they can assist with delivery,

communication and consultation.

Total


1 None



2 Low



3 Good



attributes.

4 Informed


5 Model



32

The Contextual Competency Area – Elements and Indicators of Competency C1 Strategic Thinking: The ability to focus on the whole picture for the realisation of

benefits.

Indicators:


Score

(1-5)

C1.1 Results oriented. Is able to set and work to long-term objectives. C1.2 Considers strengths, opportunities, threats and weaknesses and responds

appropriately.

C1.3 Demonstrates business literacy and an understanding of business processes

and their impact on performance.

C1.4 Is able to work with vagueness and uncertainty. C1.5 Recognises interdependencies and potential issues.

C1.6 Able to articulate vision, goals, organisational strategy and anticipated

benefits.

C1.7 Able to manage internal, external, formal, informal, temporary and

permanent interfaces.

Total


1 None



2 Low



3 Good



attributes.

4 Informed


5 Model



33

C2 Organisational Awareness: Displays an understanding of the business environment

in which you operate.

Indicators:


Score

(1-5)

C2.1 Aware of the wider organisational environment and the link between

strategy and operation. Clearly sees how role ties into strategy and reflects

organisational priorities.

C2.2 Shows an understanding of the organisation’s products, services, culture,

strategy, context in relation to work selection and business development.

C2.3 Is able to identify relevant internal and external stakeholders/partners. C2.4 Is aware of different types of organisational structures and the structure you

work within/across.

C2.5 Acknowledges the levels of authority within the organisation and beyond. C2.6 Understands how the organisation impacts internal and external situations. C2.7 Understands the organisation’s industry position and its strengths and

weaknesses.

Total


1 None



2 Low



3 Good



attributes.

4 Informed


5 Model



34

C3 Organisational Commitment: The ability to manage the relationship between

individual and organisation.

Indicators:


Score

(1-5)

C3.1 Is able to balance organisational and personal goals and objectives without

compromising quality, efficiency or focus.

C3.2 Adopts and reflects the organisational strategy and key organisational

values.

C3.3 Shares opportunities with the organisation. C3.4 Feels ownership for organisational success. C3.5 Willingly assists other colleagues, business units and partners. C3.6 Champions organisational and business unit decisions.

Total


1 None



2 Low



3 Good



attributes.

4 Informed


5 Model



35

C4 Commercial/Market Awareness: Uses an awareness of the external organisational

context to search for opportunities.

Indicators:


Score

(1-5)

C4.1 Aware of the organisation’s client/customer base and supply chain. C4.2 Works to fully understand client/customer needs and requirements. C4.3 Recognises the impact of cost and quality on competitiveness and client

satisfaction and retention.

C4.4 Aware of political, economic, technological, legal, environmental and

situational drivers and trends that may affect current or future work and

opportunities.

C4.5 Able to identify and work towards building relationships/alliances with key

players and competitors.

C4.6 Searches for new areas that could benefit from civil engineering and

partnerships that could support current/new work.

C4.7 Understand how to and is capable of responding to new opportunities. Total


1 None



2 Low



3 Good



attributes.

4 Informed


5 Model



36

C5 Finance: Demonstrates an awareness of the financial context attributed to work

activities.

Indicators:


Score

(1-5)

C5.1 Understands the financial aspects and implication related to own level of

responsibility including the organisation’s business plan, financial objectives,

categories of expenditure, forecasts, budgetary systems and cashflow.

C5.2 Understands how own objectives and activities relate to and impact the

achievement of financial objectives.

C5.3 Proactively seeks support from financial specialists and is aware of the

sources of financial information for the preparation of budgets.

C5.4 Is aware of own level of financial autonomy and accountability and those

responsible for financial decisions.

C5.5 Is aware of organisation’s processes and procedures for preparing budgets,

procurement, tendering, monitoring performance and responding to

variances.

C5.6 Is able to understand, evaluate, clarify and confirm tender requirements. C5.7 Is able to identify and recognise the significance of financial information. C5.8 Seeks to understand good value for money and how the value of work may

change.

C5.9 Proactively looks for areas where value can be increased and challenges

constructively.

C5.10 Values the importance of accurately representing financial information. C5.11 Understands the financial implications of different types of contract

arrangements.

C5.12 Consults, justifies, negotiates and agrees on financial resources needed to

meet objectives.

C5.13 Works to identify and understand procurement requirements and how they

impact objectives.

Total


1 None



2 Low



3 Good



attributes.

4 Informed


5 Model



37

C6 Sustainable and Resilient Approach: Considers the short and long term impact and

maintenance of actions and recommendations.

Indicators:


Score

(1-5)

C6.1 Understands, respects and works towards relevant environmental, social,

technical and economic strategies and targets.

C6.2 Appreciates the effect decisions may have on the environment and

community and selects solutions with a reasonable level of impact.

C6.3 Seeks out potential issues and sustainable resources in the development of

solutions.

C6.4 Encourages others to promote and advance a sustainable and resilient

approach

C6.5 Takes into account both local and global considerations. C6.6 Works toward sustainable and resilient solutions for now that are adaptable

and don’t compromise the future.

C6.7 Manages competing demands without sacrificing sustainability or resilience

of the end result.

Total


1 None



2 Low



3 Good



attributes.

4 Informed


5 Model



38

Competencies Score Root Cause/ Specific

Indicator

Training

Required

(Yes/No)

Knowledge Application

Problem Solving

Decision Making

Organisation and Planning

Quality Management

Technology Management

Information and Knowledge

Management

Resource Management

Achievement Orientation

Health and Safety

Professional Attitude

Self Management/Time Management

Human Resource Management

Leadership

Communication

Collaborative Working

Teamworking Skills

Adaptability

Negotiation and Influence

Initiative

Creativity

Information Seeking

Assertiveness

Strategic Thinking

Organisational Awareness

Organisational Commitment

Commercial/Market Awareness

Finance

Sustainable and Resilient Approach

Professional Competency Level

(Total29)


39

Areas for Development/ Training Needs

Training Opportunities


40

Definitions Lifelong Learning Purposeful and reflective training for the effective management of changing role requirements, technological advancements, social evolution and continued personal development. Competency Within this framework, the term competency will relate to the personal attributes used in work activities which underpin competent performance3. Competency is not defined by the performance or outcomes but a measure of regular demonstration of ability indicative of the presence of a set of competencies required for effective practice. Competencies Competencies are the behaviours, skills, knowledge and attitudes which lead to effective practice4. They do not contain reference to the technical skills required for practice. When combined with technical skills, competencies enable the delivery of a role/job or posting5. The list was developed from careful consideration of a number of sources. Areas of Competency The Areas of Competency contain the building blocks of professional practice. They are comprised of core and general competencies and are subdivided into 3 areas: Practice, Behavioural and Contextual.

Practice Competencies The behaviours, skills, knowledge and attitudes required for the effective application of theory, development of engineering solutions and specialisation.

Behavioural Competencies The behaviours, skills, knowledge and attitudes required for the establishment and maintenance of effective working relationships. The heading behavioural should not be confused with behaviour – which demonstrates the potential presence of an element.

Contextual Competencies


41

The behaviours, skills, knowledge and attitudes required for awareness and interaction with the environment, including external considerations in a business, cultural, political and economical context.

Indicators of Competency The indicators further define the behaviour, skills, knowledge and attitudes associated with the competency and provide a method for assessing the likelihood of presence and level of development. In some cases they also provide examples of how a specific competency could manifest or be demonstrated. The list is not exhaustive but developed from careful consideration and synthesis of a number of sources. Knowledge Civil Engineering is about applying a distinctive body of knowledge therefore, for the purposes of this framework, knowledge does not concern the acquiring of a solid theoretical base but a general awareness and the cognitive processes involved in its use.


42

References

1. Engineers Australia. 2003. Australian Engineering Competency Standards. Barton: Engineers Australia. 2. Engineers Australia. 2003. Australian Engineering Competency Standards. Barton: Engineers Australia. 3. Ahadzie, DK Proverbs, DG Olomolaiye, P. 2008. Towards developing competency-based measures

for construction project managers: Should contextual behaviours be distinguished from task behaviours? International Journal of Project Management. 26(6), pp.631-645

4. Commission for Healthcare Audit and Inspection. 2005. The Competency Guide [online]. London: Healthcare Commission. [Accessed 6 November 2009]. Available from: http://jobs.healthcarecommission.org.uk/appform/Healthcare%20Commission%20-%20Competency%20Framework.pdf.

5. DFID. Unknown. UK Department for International Development website [online]. [Assessed 8 November 2009]. Available from: http://webarchive.nationalarchives.gov.uk/+/http://www.dfid.gov.uk/recruitment/competency-framework.pdf.

Bibliography ASSOCIATION FOR PROJECT MANAGEMENT. 2008. APM Competence Framework. High Wycombe: Association for Project Management. AUSTRALIAN INSTITUTE FOR PROJECT MANAGEMENT. 2008. AIPM Professional competency standards for project management, version 1.0. Sydney: Australian Institute for Project Management. Caupin, G. Knoefel, H., Koch, G., Pannenbacker, K., Perez-Polo, F., Seabury C. 2006. ICB-IPMA Competence Baseline, version 3.0. Nijkerk, Netherlands: International Project Management Association. CIPD. 2009. Competency and competency frameworks [online]. London: Chartered Institute of Professional Development. [Accessed 6 November 2009]. Available from: http://www.cipd.co.uk/subjects/perfmangmt/competnces/comptfrmwk.htm. Commission for Healthcare Audit and Inspection. 2005. The Competency Guide [online]. London: Healthcare Commission. [Accessed 6 November 2009]. Available from:

http://jobs.healthcarecommission.org.uk/appform/Healthcare%20Commission%20-%20Competency%20Framework.pdf


http://webarchive.nationalarchives.gov.uk/+/http:/www.dfid.gov.uk/recruitment/competency-framework.pdf


http://www.cipd.co.uk/subjects/perfmangmt/competnces/comptfrmwk.htm


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http://jobs.healthcarecommission.org.uk/appform/Healthcare%20Commission%20-%20Competency%20Framework.pdf. DFID. Unknown. UK Department for International Development website [online]. [Accessed 8 November 2009]. Available from: http://webarchive.nationalarchives.gov.uk/+/http://www.dfid.gov.uk/recruitment/competency-framework.pdf. Engineers Australia. 2003. Australian Engineering Competency Standards. Barton: Engineers Australia. GAPPS. 2007. A Framework for Performance Based Competency Standards for Global Level 1 and 2 Project Managers. Sydney: Global Alliance for Project Performance Standards Management Standards Centre. 2008. National Occupational Standards for Management and Leadership [online]. [Accessed 1December 2009]. Available from World Wide Web: http://www.management-standards.org/content_1.aspx?id=10:5406&id=10:1917. SPENCER, L.M. and SPENCER, S.M. (1993) Competence at work. New York: John Wiley & Sons.





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Appendix A: Quick Tips

# Competency Quick Tip- 1 Quick tip- 2 Quick tip- 3 Quick tip- 4 Quick tip- 5

1 Knowledge Application

Be realistic about what you know, undertake a self reflective SWOT analysis. An honest and without bias self assessment to detail your Strengths, Weaknesses, Opportunities and Threats in general and specific industry or sector knowledge. This should help to provide a picture of what you know, what you don't know, what you can develop and where the gaps in knowledge are. Remember that you are not expected to know everything!

Review your approach and expected results with a colleague deploying objectivity and impartiality.

Consider the whole life of a project and be aware of the downstream implications of your decisions throughout the lifecycle. Understand the interconnectivity of functions between stages and consult planning professionals to appreciate the sequence

Consider a planned and measured approach to ensure you get it right first time and take your time to undertake the right consultations.

2 Problem Solving Refer to your bank of solutions from past projects including lessons learnt and try to offer solutions that encompass more than the obvious i.e improved carbon footprint and sustainable solutions.

Consider a framework analysis approach to enhance and evaluate solutions. This can be a list of possible options ranked against specific criteria and scored. The most viable option (depending on weighting of criteria can give an early indication of a viable solution and presented in a logical and objective manner.

Go beyond the obvious and challenge what you see against basic principles and use common sense.

3 Decision Making Define and clarify the issues considering the context. For example understand the stakeholders, appreciate

whether action is required, if so, does it require urgent action.

Gather the facts, list the possible decisions that are available to you and understand the cause and effect/consequences of your

possible decisions.

Brainstorm the possible options and solutions and detail the pro's and con's. Try to do this with a

colleague so that you have a sounding board to your ideas.


45


4 Organisation and Planning

Develop a priority schedule for work packages and understand the consequences of the delivery dates on the overall workload.

Consider the possibility of scope creep on planning time and resources for work packages and build in contingencies. Always consider a back up or second option for mitigation, this may be extracted from a risk register and developed further at a later date.

Develop a simplified Gantt chart for the projects at Micro and Macro levels. Try not to over complicate this chart at this stage. Keep it simple!

5 Quality Management

Ensure quality procedures are met through consultation with internal quality manual and discussion with internal quality officer if available. Ensure a clear brief is signed off.

Tailor the quality process if needed through Project Context appraisals and ensure compliance is achieved, approved and signed off by the designated Quality Manager.

Take a considered approach and revert to a risk assessment document to ensure that the project is delivered in line with a "right first time" principles. Ensure that your approach minimises waste and abortive work.

Take a considered approach and revert to a risk assessment document to ensure that the project is delivered in line with a "right first time" principles. Ensure that your approach minimises waste and abortive work.

6 Technology Management

Develop a database of technology products, services and case studies of success and failures from industry suppliers.

Use a PEST (Political, Environmental, Social and Technological) analysis for new products and technological advances.

Keep abreast of latest technology and products through attending and inviting suppliers to CPD session.

Verifies designs using first principles and demonstrates that using modern software techniques can validate technical designs but should not be relied on as the sole source of design tools. This approach should be detailed in the quality procedures and updated as new products are released into industry.

7 Information and Knowledge Management

Develop an accurate register and data base of knowledge/information that is easily accessible and us it as an aid or tracker. Investigate on line document sites for the latest standards/guidelines/bulletins etc.

Develop an accurate register and data base of knowledge/information that is easily accessible and us it as an aid or tracker. Investigate on line document sites for the latest standards/guidelines/bulletins etc.

Maintain regular contact with internal document controller for best practice and exchange of information and knowledge.

Consult the company intra-net data base and extract relevant information carefully organising into files within the company electronic filing system.


46


8 Resource Management

Understand the company capabilities and maintain a communication with internal key players and consider external possibilities, develop external network.

Set clear & realistic goals when applying resources to tasks/projects.

Consider the up and down stream resources committed and non committed and how quality and output maybe affected.

Be aware of internal politics between business units and approach business unit leaders with a professional attitude.

9 Achievement Orientation

Consider how to deliver added value at all stages & levels. Adopt an attitude of value for money, right first time and principles of sustainability throughout the project lifecycle.

Develop a 5 year plan and break it down into yearly objectives and targets. These must be realistic and should be reviewed if circumstances change and alter the expected progress or path of the objectives and targets.

Take ownership and full accountability of your projects. Deliver is key to success in most professional environments and encourage junior staff to do the same.

Apply where possible TQM (Total Quality Management)/ Lean/ Six Sigma principles and techniques. To develop best practice and efficiency with projects and your general approach to work related matters.

10 Health and Safety

Present and/ or attend lessons learnt workshops for all staff through the selection of key projects with unique H&S

requirements and KPI's. Also, liaise with the Health and Safety officer within your organisation to keep abreast of the latest H&S issues.

Keep in touch with latest H&S Legislation and review your H&S plans and files and extract knowledge for future applications.

Check your H&S certificates and training is maintained and not expired. If there is a need

to before more familiar with specific H&S matters, enrol onto a course to update your skills and knowledge.

Consult with the H&S Executive, CDM Co-ordinators and Industry professionals regularly.

11 Professional Attitude

Behave with honesty, integrity, composure and a duty of care with all stakeholders showing fairness and impartiality when required.

Refer to the Charter & Bylaws for the Institution of Civil Engineers and think of how your conduct reflects on yourself and how it effects others.

Seek out a peer within the organisation that is recognised for their professional approach and use their example as a benchmark. If possible find a mentor within your

organisation that can guide and assist you during your career and impart the right attitude. This maybe be someone that is not linked to your sector or expertise.

Put confidentiality of your clients/contracts commercial issues ahead of personal gain and endeavour to maintain a positive reputation of Civil Engineers to those

you encounter throughout your career.


47


12 Self Management/ Time Management

Generate a sense of discipline and order by prioritising tasks and duties at the beginning of the day and diarise tasks in order of completion dates such as days/weeks/months & years as required.

Review your ability to manage your time by undertaking self reflection and or ask a trusted colleague for feedback or tips and ideas for improvement.

Review your work life balance and try to develop a strategy that maintains a good balance that is healthy, effective and realistic in terms of the demands from your career and those from your

personal life. Allow sufficient time for this adjustment period to mature and continually review this in accordance with changes in circumstances at home and at work.

Generate some change management techniques to management changes in your personal and professional life.

13 Human Resource Management

Evaluate your team and place them in positions that challenge them so that they produce work to the best of their ability and to

the agreed brief. If necessary introduce them to their own "Myers Briggs" analysis.

Arrange one to ones with your team members and listen to their concerns. Review team training and CPD needs on a monthly

basis. Arrange personnel contingencies if necessary.

Ensure others are aware you are approachable for open and frank discussions about job satisfaction

Address your team individually on a monthly basis for a short one to one discussion to current

human resources issues. Establishes individual routes forward during appraisals and considers mentoring staff in a structured and ad hoc manner if required.

Detail organisational and team expectations for

the team and allow their input on what they can deliver or be realistically expected to achieve.

14 Team working Skills

Evaluate the team around you and ensure that you communicate issues and expectations in a professional and effective manner.

Share successes and failures and undertake collective feedback workshops including the appropriate personnel where lesson learnt exercises can be imparted to a team.

Develop your communication skills and remember to be patient as well as vocal.

Be open to delegation of duties but also to be delegated duties.


48


15 Initiative Remember to challenge all problems with a best practice approach.

Try to keep up to date with the latest technology in various fields and industries.

Consider how to apply new techniques to every task and think laterally about solutions and approaches. Remember to debate and discussion regularly with your peers and a wider network.

Consider the overall cost and efficiencies of a project and compare them with the delivery requirements so that unnecessary compromises are not made. Consider the full

life of the asset or facility in your decision making process.

16 Creativity Keep an open mind and consider new ways of doing things within the context of your work. For every task, try to think of three new ways of doing things differently.

Review other sectors and organisations in different countries and at different levels and consider how to apply their efficiencies to improve current practice

Convert ideas into realistic and workable solutions but ensure a cut off point is in place should a solution not be viable.

17 Leadership Establish a strategic objective and drive it forward with conviction.

Evaluate who you are communicating your strategy to and impart details at the right

level and the right time.

Visualise the common goal and enthuse others with this in mind

Find out what motivates your audience in their work context and ensure

that your leadership style responds to this.

During your leadership of projects be

willing to listen to others during this process.

18 Communication Use the right type of language, format and pitch that your audience will respond to and avoid any ambiguity in your communication.

Understand your audience and develop your presentation skills by rehearsing alone or with others to ensure a critique (use the internet e.g. you tube to get examples of communicating speeches or presentations).

Use the right type of technology to effectively communicate to your audience at the right time and frequency.

Think 'Simple' when delivering sentences and don't rush your delivery during presentations.

19 Collaborative Working

Consider all stakeholders and analyse them to appreciate the power distribution within the group and how decisions might effect each other.

Openly invite the group to contribute ideas and thoughts during weekly forums and provide feedback on a regular basis.

Asses the availability and realistic input that members can offer to the group. Obtain a statement of commitment from the group to meet objectives and agreed goals within time, quality and cost parameters.

Disseminate appropriate information to the group at an agreed time and frequency. With acknowledgement of received information.


49


20 Adaptability Adopt a readiness for change, respond positively and understand the principles of change, educate the team that change may involve pre-change, transition and post change.

Establish a risk assessment that introduces change risk management. If a cause and effect analysis can be used it should be adopted to understand the interlinking aspects of change.

Maintain processes that are flexible and can be adjusted to meet the end goal. These should not be detrimental to the time line and or quality/cost of the finished product.

Communicate change effectively in a pre-emptive manner and at all subsequent stages.

21 Negotiation Establish the facts and agenda of other parties. Develop a strong argument in your favour that demonstrates credibility and buy-in from others.

Always have a fall back position in a negotiation scenario that offers flexibility to achieve a high level of return.

Avoid an adversarial stance during negotiations and use influencing techniques if possible. Read the body language and tone of the person you are negotiating with and adjust accordingly.

Seek advice from Senior people within your organisation for tips and advanced knowledge of the issue/s.

Undertake some background read on influencing techniques.

22 Information Seeking

Consistently research and read industry publications and develop a bank of papers and articles to enhance a personal knowledge bank.

Challenges publications through debate with colleagues and further reading into chosen subjects or areas of expertise.

Use industry websites for the latest articles and guidance.

Attend Continuing Professional Development courses and lectures.

23 Assertiveness Take control of your projects and establish clear and unambiguous parameters to meet milestones and deliverable. This can be demonstrated at "Kick off" meetings.

Be curious at all stages and question or challenge any positive or negative influences with a view to generating a possible opportunity.

Be confident, clear and consistent in your opinions and requests during a project.

Be considerate and professional to all people in the work environment. Remembering that being assertive does not mean being arrogant, dismissive or rude towards others and their opinions.

24 Organisational Commitment

Offer to attend business unit meetings and other management meetings that you feel you could contribute towards.

Seek out opportunities that can potentially market and enhance the companies status and reputation regardless of sector or market.

Be involved with the business at networking events and take a personal interest in the management of the business.

Actively provide input in marketing and at trade shows such as CV input during tenders and offering a presence at road shows.

25 Strategic Thinking

Take an ordered view of strategic objectives within your business and consider long term issues.

Undertake a long term sustainability strategy with the business and understand the effect of interdependencies on the overall performance of the business.

Read the annual reports over the past 3-5 years and understand how the board envisage the future of the company, clients and markets.


50


26 Organisational Awareness

Meet and greet the other business units and ask for an informal induction if possible, failing that, attend internal company events to become familiar with leaders with the business.

Look at the market share and strength with the wider industry arena.

Familiarise yourself with the company brochures, literature, history and annual reports using the company website.

Keep up-to-date with Trade literature and press to ascertain the business communities view of your organisation

27 Commercial/Market Awareness

Undertake a PESTEL analysis. (Political, Environmental, Social, Technological, Economical & Legal)

Network to aid business development in emerging sectors or markets, use networking websites to develop contacts.

Investigate the trend in price fluctuation of certain materials and labour. This would include the rates of inflation and various indices that might effect the cost of construction.

Consider success Joint Ventures and Alliances that may be useful to your organisation and make an active attempt to develop a working relationship.

28 Finance Read the company's annual reports and understand "where the company has come from" , "where it is now" and "where it intends to be in the future".

Read statements issued by the Financial Director if appropriate.

Read Financial papers and keep abreast of global developments and emerging markets/commodities and share prices for a general understanding of the

markets and how they effect the Construction and related service industries.

Be involved in the organisations invoicing and understand how WiPs (Work in Progress statements) and the payment mechanism

works.

Undertake and regularly updated Balance Sheet/ Cash Flow and Profit and Loss

Statements on all projects to have accessible and actively monitored accounts.

29 Sustainable and Resilient Approach

Read around the subject of how construction can affect socio-economic and environmental issues.

Consider the effects of climate change on the worlds infrastructure. Understand issues around you would reduce the carbon footprint of your projects.

Explore leading best practice and initiatives into sustainable design and construction.

Try to calculate the carbon footprint in your project and think of methods to reduce it.

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