Web viewThe Vision, Mission, Core Values and Objectives of the SAIMC drive us to ensure the success...

SAIMC Education and Training Strategy – DRAFT

Where are we now? SWOT Analysis

SAIMC Education and Training Strategy= DRAFT =

Presented by

Johan Maartens

SAIMC Education and Training Committee


ANNEXURE A Strategy Scorecard

INDEX

1 Introduction.............................................................................................................................6

2 Executive Summary................................................................................................................6

3 Definitions...............................................................................................................................7

4 Stake Holders.........................................................................................................................8

4.1 Government.....................................................................................................................8

4.2 Departments of Eduction.................................................................................................8

4.3 Sector Education and Training Authorities......................................................................8

4.4 Statutory Bodies..............................................................................................................9

4.5 Basic Education- Schools.............................................................................................10

4.6 Higher Education and Training......................................................................................10

4.7 Universities....................................................................................................................11

4.8 Universities of Technology............................................................................................11

4.9 Private Higher Education Institutions............................................................................11

4.10 National Qualifications Network....................................................................................12

4.10.1 Objectives..............................................................................................................12

4.10.2 Level Descriptors...................................................................................................12

4.10.3 NQF Levels............................................................................................................12

4.11 FET................................................................................................................................13

4.12 Business........................................................................................................................14

4.12.1 Unfilled Vacancies.................................................................................................15

4.12.2 Scarcity in Some Sectors.......................................................................................16

4.12.3 Formal Education and Business Gap....................................................................16

4.12.4 Identifying Future Needs........................................................................................16

4.12.5 Inappropriate AA Programs...................................................................................17

4.12.6 Inappropriate School Grades.................................................................................17

4.12.7 Untapped Potential................................................................................................17

5 Contents of Plan...................................................................................................................19

5.1 Increase Competence of Work-force............................................................................19

5.2 ISA84 Safety Instrumented Systems Certificate Programs...........................................22

5.3 MES...............................................................................................................................23

5.3.1 Integrate new workers into workplace....................................................................24

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5.3.2 Complete studies successfully...............................................................................24

5.3.3 Draw People into Discipline...................................................................................24

5.4 Collaboration and Ideas Sharing...................................................................................25

5.4.1 Website..................................................................................................................25

5.4.2 E-Mail.....................................................................................................................25

5.4.3 Formal Meetings....................................................................................................25

5.5 Tracking Progress of the Education and Strategy Plan................................................25

5.5.1 Council Meetings...................................................................................................25

6 Where are we now?.............................................................................................................25

6.1 Vision.............................................................................................................................25

6.2 Mission..........................................................................................................................25

6.3 Core Values..................................................................................................................26

6.4 Objectives......................................................................................................................26

6.5 SWOT Analysis.............................................................................................................26

6.5.1 Strengths................................................................................................................26

6.5.2 Weaknesses..........................................................................................................26

6.5.2.1 Availability of members...................................................................................26

6.5.2.2 Skills Shortage................................................................................................26

6.5.2.3 Poor Education and Training..........................................................................27

6.5.3 Opportunities..........................................................................................................28

6.5.3.1 ECSA's willingness to support SAIMC............................................................28

6.5.3.2 Link between Industry and Academia.............................................................28

6.5.3.3 Bursaries.........................................................................................................28

6.5.3.4 CPD Courses..................................................................................................28

6.5.3.5 Thought Leadership Task Team.....................................................................29

6.5.3.6 SIP's Scarce Skills..........................................................................................37

6.5.3.6.1 SIP 15..........................................................................................................37

6.5.3.6.1.1 Broadband Serices to 1650 Schools.....................................................37

6.5.3.6.1.2 Migrate Analogue TV to DTT................................................................37

6.5.3.6.1.3 Extend National Fibre Optic Network....................................................38

6.5.3.7 Not sufficient registered members..................................................................38

6.5.3.8 BEE.................................................................................................................38

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6.5.3.9 MCEP.............................................................................................................38

6.5.4 Threats...................................................................................................................39

6.5.4.1 Labor Unions..................................................................................................39

6.5.4.2 BEE.................................................................................................................40

6.5.4.3 Looming registration of professionals.............................................................41

6.6 PEST Analysis..............................................................................................................41

6.6.1 Political...................................................................................................................41

6.6.1.1 Government support education and training...................................................41

6.6.1.2 Lack of Registration of Professionals.............................................................41

6.6.1.3 Conference of Africa States............................................................................42

6.6.2 Economic...............................................................................................................42

6.6.2.1 Low interest rates...........................................................................................42

6.6.2.2 The SAIMC is in a healthy financial state.......................................................43

6.6.3 Social.....................................................................................................................43

6.6.3.1 Poverty............................................................................................................43

6.6.3.2 Inequality........................................................................................................43

6.6.3.3 Unemployment................................................................................................44

7 Where are we going?...........................................................................................................45

7.1 Vision.............................................................................................................................45

7.2 Sustainable competitive advantage..............................................................................45

8 How will we get there?.........................................................................................................45

8.1 Strategic Objectives......................................................................................................45

8.1.1 Financial.................................................................................................................45

8.1.2 Customer...............................................................................................................45

8.1.3 Operational............................................................................................................46

8.2 Strategy.........................................................................................................................46

8.3 Goals or Initiatives.........................................................................................................46

8.3.1 Education for our Members....................................................................................46

8.3.1.1 Update business with latest legal changes.....................................................46

8.3.1.2 Introduce Automation Discipline.....................................................................46

8.3.1.3 CPD Courses..................................................................................................46

8.3.2 Preparation for International Certification..............................................................47

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8.3.3 CAP - Certified Automation Professional...............................................................47

8.3.4 CCST - Certified Control Systems Technician.......................................................48

8.3.5 The Automation Competency Model......................................................................48

8.3.6 ISA84 Safety Instrumented Systems Certificate Programs...................................49

8.3.7 MES.......................................................................................................................50

8.3.8 Training for our Members.......................................................................................50

8.3.9 Preparing for Registration......................................................................................50

8.3.10 Mentor Training Program.......................................................................................51

8.3.11 Introduce C&I.........................................................................................................51

8.3.11.1 Introduce tools for Career Guidance teachers................................................51

8.3.11.2 FLL Involvement.............................................................................................51

8.3.11.3 FIRST Technology Challenge involvement....................................................51

8.3.11.4 Road Shows...................................................................................................51

8.3.12 Draw the Crowd.....................................................................................................51

8.3.12.1 Support Education Centers.............................................................................51

8.3.12.1.1 UP Laboratory Build..................................................................................52

8.3.12.2 Bursaries for C&I students..............................................................................52

8.4 Examples.......................................................................................................................52

8.4.1 Resolution Circle (Pty) Ltd.....................................................................................52

8.4.1.1 Mission............................................................................................................52

8.4.1.2 Vision..............................................................................................................52

8.4.2 Instrument Mechanician Qualification....................................................................53

9 How will we manage the plan?.............................................................................................53

9.1 Strategy Execution........................................................................................................53

9.2 Strategy Scorecard.......................................................................................................53

9.2.1 Regular Surveys....................................................................................................53

9.2.2 Budget....................................................................................................................54

10 References........................................................................................................................54

11 ANNEXURE A...................................................................................................................55

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1 Introduction

The Vision, Mission, Core Values and Objectives of the SAIMC drive us to ensure the success of all our members, individuals, related companies and therefore also our industry by providing the environment for them to obtain the necessary skills and experience ensuring the success of the industry.

In order to address this need, it is necessary to involve the relevant stakeholders, draw up a plan with the shared ideas and collaboration and then track this plan.

2 Executive Summary

South Africa has a history of exporting raw products and not being able to utilize all the manpower resources at its disposal. Add to this a very low corruption index (43 which is extremely bad), high crime levels, high levels of unemployment, strong labour unions and corrective action laws and it becomes clear why South Africa cannot grow the economy like in the case of Singapore – as an example.

Current job advertisements make it difficult not to assume that the reported large shortages of skilled labourers in South Africa are only theoretical figures. For every job advertised in C&I there are at least 15 applicants according to web sites that make this type of information available. The total amount of engineering jobs being advertised lingers around 500 in January 2014. This is much less than the universities, FET’s and Universities of Technologies are churning out. It is no wonder that we are getting complaints from students who finished their education that companies are not able to employ them so that they can become skilled in their jobs.

Seeing that the SAIMC is not a company that can create jobs, we can surely ensure the following:

Assist Tertiary Institutions to align their training with the requirements of industry

Introduce the Automation Federation definitions in industry and education institutions so that companies can benefit from a world – wide standard and employees can make themselves marketable on an international basis.

Contribute in government and other initiatives where the qualifications are being reviewed for all the different categories within C&I

Assist our members who can register professionally to register. This should take place from Mentor level right up to developing standard programs for companies to use so that their employees can register with ECSA.

Contribute in bodies where legislation influencing the C&I industry are developed to ensure that law and reality / practicality can live side by side

Make people at all levels aware of the C&I industry and how this contributes to the success of companies using this technology. This needs to be be done at school level, tertiary level as well as industry level.

Creating a separate discipline is key because Electrical, Chemical, IT and Electronic people are being “re-trained” through trial and error as C&I technicians rather than growing real C&I skills. This creates a long lead time for people to enter the C&I industry productively.

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3 Definitions

IIG Industrial Instrumentation Group

ECSA Engineering Council of South Africa

Education Education in its general sense is a form of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, or research - Wikipedia.For the purpose of this Plan "Education" will be used to describe the process in which knowledge is imparted together with the basics of how this knowledge is to be used in practice.

FET Furher Education and Training

IFAC International Federation for Automation and Control

ISA International Society for Automation

MCEP Manufacturing Competitiveness Enhancement Programme

MESA MESA (Manufacturing Enterprise Solutions Association) International is a global community of manufacturers, producers, industry leaders, and solution providers who are focused on driving business results from manufacturing information.

SACAC South African Council for Automation and Control

SAIMC The Society for Automation, Instrumentation, Measurement and Control

SSA Sub-Saharan Africa

Training Although "Education" can also include Training, for the purpose of this Plan "Training" will be used to describe the process in which knowledge gained during the Education process is complemented by hands-on implementation of the knowledge acquired in order for the student to become confident with the subject learnt.

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4 Stake Holders

There are a couple of major role players involved in developing this Education and Training Strategy Plan:

4.1 Government

The Bill of Rights, contained in the Constitution, 1996 stipulates that everyone has the right to a basic education, including adult basic education and further education, which the State, through reasonable measures, must progressively make available and accessible.

Among the closely monitored performance areas are the number of Grade 12 learners qualifying for university entry as well as those students' Mathematics and Physical Science pass rates. Government aims to increase the number of Grade 12s qualifying to enroll for a Bachelor's Degree to 175 000 by 2014.

Formal education in South Africa is categorized according to three levels: General Education and Training, Further Education and Training (FET) and Higher Education (HE) - http://www.southafrica.co.za/about-south-africa/education/ .

4.2 Departments of Eduction

Department of Basic Education

Department of Higher Education and Training

Eastern Cape Department of Education

Free State Department of Education

Gauteng Department of Education

KwaZulu-Natal Department of Education

Limpopo Department of Education

Mpumalanga Department of Education

Northern Cape Education Department

North West Education Department

Western Cape Education Department

4.3 Sector Education and Training Authorities

Agricultural Sector Education and Training Authority (AgriSETA)

Banking SETA (BANKSETA)

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http://www.southafrica.co.za/about-south-africa/education/



Chemical Industries SETA (CHIETA)

Clothing, Textile, Footwear and Leather SETA (CTFL SETA)

Construction SETA(CETA)

Culture, Art, Tourism, Hospitality and Sport Education and Training Authority (Thetha)

Education Training and Development Practices SETA (ETDP-SETA)

Energy SETA (ESETA)

Finance, Accounting, Management Consulting and other Financial Services SETA (FASSET)

Food and Beverage Manufacturing Industry SETA (FOODBEV)

Forest Industry SETA (FIETA)

Health and Welfare SETA (HWSETA)

Information Systems, Electronics and Telecommunications Technologies SETA (isett seta)

Insurance SETA (INSETA)

Local Government SETA (LGSETA)

Manufacturing, Engineering and Related Services (MERSETA)

Media, Advertising, Publishing, Printing and Packaging SETA (MAPPP-SETA)

NQF and Career Advice Services

Public Service Sector SETA (PSETA)

Safety and Security SETA (SASSETA)

Services SETA

SETA for Mining and Minerals Sector (MQA)

Transport SETA (TETA)

Wholesale & Retail SETA (W&RSETA)

Energy and Water SETA (EWSETA)

4.4 Statutory Bodies

Council of Education Ministers

Heads of the Education Department's Committee

General and FET Quality Assurance Council

South African Qualifications Authority

Council on Higher Education

South African Council for Educators

National Board for FET

Education Labor Relations Council

National Student Financial Aid Scheme

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4.5 Basic Education- Schools

South Africa relies on the matric pass rate as a significant marker of what's going on in its schools. The matric pass rate, which was as low as 40% in the late 1990s, has improved considerably. A total of 511 152 candidates sat the matriculation exams in 2012, 73.9% of whom passed.

The latest available statistics from the Department of Basic Education show that in 2012 South Africa had 12 428 069 pupils and students (also known as "learners"), enrolled in public and independent schools (known as "ordinary schools), attending 25 826 educational institutions and served by 425 167 teachers and lecturers (also known as "educators").

Of the total enrolled learners, 11 923 674 (96%) were in public schools and 504 395 (4%) were in independent schools.

In South Africa, the average ratio of learners to teachers is 30.4 to one, which includes educators paid for by school governing bodies. Without those extra posts, the ratio would be 32.3 to one. In general, public schools generally have larger classes than those in independent schools.

4.6 Higher Education and Training

South African Communist Party secretary-general Blade Nzimande is the minister of Higher Education and Training

The department is responsible for developing the country's education and training institutional capacity and resources into a coherent but diverse and differentiated post-school learning system, serving adults and youth within the framework of the Human Resource Development Strategy for South Africa.

The department's budget for 2011/12 was R9,1 billion. Universities received R19,5 billion and R4,3 billion was allocated to FET colleges. Government aims to increase access to HE to the poor by, among other things, converting loans into bursaries for qualifying final-year students.

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4.7 Universities

Nelson Mandela Metropolitan University

North West University

Rhodes University

University of Cape Town (UCT)

University of Fort Hare

University of Johannesburg

University of KwaZulu-Natal

University of Limpopo

University of the Free State

University of Pretoria (UP)

University of South Africa (Unisa)

University of Stellenbosch

University of Venda

University of the Western Cape (UWC)

University of the Witwatersrand (Wits)

University of Zululand

4.8 Universities of Technology

Cape Peninsula University of Technology

Central University of Technology, Free State

Durban Institute of Technology

Mangosuthu Technikon

Tshwane University of Technology

Vaal University of Technology

Walter Sisulu University for Technology and Science

National Institute for HE, Northern Cape

National Institute for HE, Mpumalanga.

4.9 Private Higher Education Institutions

The Register can be found at http://www.dhet.gov.za

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4.10 National Qualifications Network

4.10.1 Objectives

The objectives of the NQF as outlined in the NQF Act No 67 of 2008 are as follows:

To create a single integrated national framework for learning achievements;

Facilitate access to, and mobility and progression within, education, training and career paths;

Enhance the quality of education and training;

Accelerate the redress of past unfair discrimination in education, training and employment opportunities.

The objectives of the NQF are designed to contribute to the full personal development of each learner and the social and economic development of the nation at large

4.10.2 Level Descriptors

Purpose of Level Descriptors

The purpose of level descriptors for Levels One to Ten of the NQF shall be to ensure coherence across learning in the allocation of qualifications and part qualifications to particular levels, and to facilitate the assessment of the international comparability of qualifications and part qualifications.

Level Descriptors

A level descriptor is a statement of learning achievement. Level descriptors provide a description of each of the levels on the National Qualifications Framework (NQF). The purpose of such description is to assist a writer of standards or qualifications in designing a qualification by allocating a level to a unit standard or a qualification, and to formulate outcomes and criteria for assessment that could clearly indicate the level of knowledge of a learner required to successfully achieve the unit standard or qualification. The NQF used to have eight levels.

In 2008 the National Qualifications Framework (NQF) Act No 67 replaced the South African Qualifications Authority Act No 58 of 1995. The NQF Act brought changes in the education and training sector – the levels of the NQF form part of these changes. There are now 10 levels on the NQF. SAQA in agreement with the three quality councils – Umalusi, Quality Council on Trades and Occupations (QCTO) and the Council on Higher Education (CHE) has developed level descriptors for the 10-level NQF

4.10.3 NQF Levels

NQF Level 1

General Education and Training runs from grade R to grade 9 / ABET level 4

Under the South African Schools Act of 1996, education is compulsory for all South Africans from the age of seven (grade 1) to age 15, or the completion of grade 9.

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General Education and Training also includes Adult Basic Education and Training (ABET), which is available to adults who want to finish their basic education.

NQF Levels 2 - 4

Further Education and Training takes place from grades 10 to 12, and also includes career-oriented education and training offered in other Further Education and Training institutions – technical colleges, community colleges and private colleges. Diplomas and certificates are qualifications recognised at this level.

The matric pass rate, which was as low as 40% in the late 1990s, has improved considerably. A total of 511 152 candidates sat the matriculation exams in 2012, 73.9% of whom passed. This is an increase of 13.3% since 2009 (60.6%).

NQF 5 - 10

Tertiary education up to Doctor’s degree (e.g. PhD or Dphil)

Honours Degree

Master’s Degree

Postgraduate Diploma

General first degree

Professional first degree Postgraduate

4.11 FET

Nearly 70% of all South Africans are under the age of 35. Government, through the Department of Higher Education and Training, developed a strategy to increase the ratio of young people that are in education, employment or training by 2014/15. The aim of this strategy is to strengthen the capacity of the education and training system to provide pivotal programmes to a growing number of young post-school learners as well as adults at turning points in their careers.

Pivotal programmes are professional, vocational, technical and academic learning programmes, which meet critical needs for economic growth and social development. These programmes generally combine course work at universities, universities of technology or colleges with structured learning at work – through, among other things, professional placements, work-integrated learning, apprenticeships, learnerships and internships.

The FET sector with its 50 colleges and 263 campuses nationally is the primary site for skills-development training. The FET college system carries about 220 000 students in the public colleges and less than 100 000 in private colleges.

The Kha Ri Gude (Tshivenda for "let us learn") Mass Literacy Campaign was launched in February 2008, to enable 4,7 million adults above the age of 15 to become literate and numerate in one of the 11 official languages.

The campaign makes specific efforts to target vulnerable groups. In 2011, 80% of the learners were women, 8% were people with disabilities, 25% were youth and 20% were above the age of 60.

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Between the inception of the programme and March 2011, approximately 1,5 million learners became literate. From 2010 to March 2011, 609 199 learners successfully completed the programme.

Since 2009, the Department of Higher Education and Training has also been responsible for Further Education and Training (FET), which covers training provided from Grades 10 to 12, including career-oriented education and training offered in technical colleges, community colleges and private colleges. There are currently around 450 registered FET colleges in South Africa.

4.12 Business

Business has the following restrictions to deal with:

Unfilled Vacancies

Scarcity in Some Sectors

Formal Education and Business Gap

Identifying Future Needs

Inappropriate AA Programs

Inappropriate School Grades

Abundance of Untapped Potential

Identification of Talented Individuals

Provide Talent with a Platform

This is addressed by On - the - Job training often without a formal program that allows these youngsters to register professionally in the case of Technicians, Technologists and Engineers.

Because every business is looking after their own interests, there is no coordinated program to identify future skill shortages and define projects to address this.

It is crucial that Business requirements are coordinated in order to address the shortages of skills in South Africa and the SAIMC is in the correct position to implement this.

CEOs in Africa are more confident about growth this year than their peers in the rest of the world, but those in South Africa are more concerned than global business bosses about the availability of key skills, a new report on leadership trends shows.

PWC’s global CEO survey on the talent challenge has revealed that 70% of 1,330 CEOs interviewed in 68 countries planned further cost cuts this year and only one in five believe that the global economy will improve over the coming year.

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South African CEOs are not quite as concerned about shifting consumer spending patterns — while 16% of global CEOs are extremely concerned, only 9% in South Africa are.

But the availability of key skills is more of a concern in South Africa, with 36% of the 56 local CEOs interviewed extremely concerned about it versus the global average of 17%.

The report comes at a time when trust in the world’s businesses and their leaders has hit a record low.

PwC says this situation creates a "powerful dilemma" for leaders as they try to rebuild that trust through engagement and attract and retain the best talent, while trying to cut costs. Investors became deeply concerned about South Africa’s prospects earlier in the year when African National Congress heavyweights blasted listed companies over their cost-cutting plans and as strike action continued unabated.

Mining, energy, engineering and construction companies reported the most chronic shortage of skilled employees worldwide, while 89% of South African CEOs plan to make changes to their strategies for managing talent over the next 12 months. The availability of key skills was pegged as the second-biggest threat to business growth, just after the increasing tax burden (63%).

"Businesses are struggling with a widening mismatch between the skills of their workforce and the skills required," said PwC director of human resources Gerald Seegers.

Adcorp’s research reveals that the highly-skilled categories suffering the greatest skilled shortages are:

Senior management;

The professions – medicine, engineering, accounting and the law;

Technical occupations – specialised technicians and artisans; and

Agriculture.

In terms of actual numbers broken down by occupation, the skills shortage among technicians is 432 100, among managers 216 200 and among professionals 178 400. In sharp contrast, a total of 967 600 elementary workers are in excess of the nation’s needs, as are 247 400 domestic workers

4.12.1 Unfilled Vacancies

There is a widely held opinion, supported in some cases by fact, that there is a limited availability of skilled resources in South Africa. The latest research to support this statement is the March 2013 Adcorp Employment Index, which revealed that there were more than 829,000 unfilled vacancies for skilled people in the private sector in 2012.

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4.12.2 Scarcity in Some Sectors

However, according to Suzy Boucher, Managing Executive of Human Capital Institute Africa (HCI Africa) and partner for the 2013 DHL Rising Star Awards, this is a fairly broad statement. “Certainly in particular sectors, such as engineering, there is a scarcity of skilled resources, while in other sectors there is an adequate supply of skills, but the holders of those skills may have a limited ability to translate their skill into effective and productive contributions. Compounding this situation is the very real issue of people entering the job market with inappropriate, or inadequate, skills.”

“Due to the complex and fast-paced work environment, employers increasingly look to hire employees who are already trained and have relevant experience. Therefore, the challenge with producing graduates holding degrees in the humanities, arts and social sciences is that, while they have the intellectual capacity, they do not have immediately applicable technical skills and capabilities that employers can put to work. This is in comparison to an accountant or an engineer, who is able to immediately deliver results by applying the theory they acquired from their degree to real life work projects.”

Looking at some adverts in the newspapaers during Jan 2014, we see the following:

Institution Jobs Engineer C&I

Careers 24 6 411 321 11

Career Junction 524 280 16

Career Jet 118 705 5167 343 (Permanent)

This begs the question how serious this shortage of C&I engineers really is. The reality seems to be that South Africa requires less technical expertise and more sales staff due to the fact that raw material is exported instead of creating manufacturing facilities to produce the finished goods in South Africa. A more critical problem seems to be the inability of current employees than a shortage of them.

4.12.3 Formal Education and Business Gap

Boucher says that this issue can be attributed to the significant gap in collaboration between formal learning institutions and the workplace as to what skills or expertise need to be taught in order to service the requirements of workplace now and in the future.

4.12.4 Identifying Future Needs

She adds that the insufficient supply of the type of skilled resources required the country affects a systemic issue by a number of possible factors. “There is inadequate, or perhaps invisible, long-term planning in place, which could assist to identify the necessary skills required in the future, and ensure the development of an adequate supply of the requisite skills.

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4.12.5 Inappropriate AA Programs

Boucher states: “Another possible factor is the inappropriate application of transformation and affirmative action programs, which accelerate promotions into senior leadership and skilled functions without appropriate development and support activities.”

4.12.6 Inappropriate School Grades

Boucher says that the quality of students leaving school could also be a possible contributor. “Many students do not have the required grades, in the necessary subjects, to enter tertiary education institutions to study for the professions that are currently experiencing a shortage of skills. This, along with transformation targets foisted onto the tertiary education institutions, means the country is not currently enrolling a sufficient number of students in disciplines where the scarcity of skills is most apparent.”

The SAIMC should participate in programs that stimulate interest in schools. There are various ways of doing this:

Engenius, the ECSA initiative

First Lego League. The SAIMC has already supplied FLL with a trailer, but now that trailer needs to be used to bring the technology to the schools.

First Technology Challenge. The SAIMC together with the IIG can do a tremendous work in getting school children interested in mathematics and engineering.

4.12.7 Untapped Potential

Boucher adds that while South Africa is suffering from a skills shortage, the country also has an abundance of untapped potential, but that the challenge is to discover and unleash that potential in a planned and deliberate manner.

“The challenge in South Africa is that, broadly, we don't have the necessary mechanisms to identify talented individuals. The skills availability that we are able to report on, namely the formal work sector, represents only a fraction of the skills group in the country, and excludes those individuals who hold required and desired skills, such as entrepreneurs and business owners and employees of micro-enterprises.

“Further to this, talent identification and development efforts in the workplace are mostly limited to a select few employees as the organization has finite resources available to invest in talent. Usually the talent identification process is well defined and managed to target middle to senior management levels, thus overlooking the majority of employees”

Boucher says that one such way to do this is through initiatives such as the 2013 DHL Rising Star Awards, which is designed to discover talent while also complementing existing processes. “The aim is to

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enable organizations to engage directly with their employees and provide employees with an open platform to present their talent, rather than waiting to be noticed. Not only will this increased talent discovery benefit the company, but it will also contribute to the establishment of national and sector talent pools,” concludes Boucher.

The SAIMC needs to identify / develop programs in conjunction with business to showcase talent.

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5 Contents of Plan

5.1 Increase Competence of Work-force

The competence of the workforce can be addressed via:

CPD

Certification

CPD

Continuous Professional Development (CPD) that provides a platform for the Technicians, Technologists and Engineers to update their knowledge. The SAIMC is approved as a institution that can evaluate training for CPD points.

The SAIMC members can also develop training courses within their environment and register these for CPD points.

Certifications

The International Society of Automation (ISA) has developed various certifications for the C&I industry. The material is available for trainers within South Africa to train the work-force in areas they need updates on. They can then do an on-line evaluation via the Prometric Examination system and obtain internationally recognized training courses.

The SAIMC should seek partners that will assist them in getting this training into South Africa and start the training of tje work - force as a matter of urgency.

CAP - Certified Automation Professional

ISA certification as a Certified Automation Professional (CAP ) will provide a non-biased, third-party, objective assessment and confirmation of a person's skills as an automation professional.

Automation professionals are responsible for the direction, definition, design, development / application, deployment, documentation, and support of systems, software, and equipment used in control systems, manufacturing information systems, systems integration, and operational consulting.

The certification covers the following subjects:

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Basic Continuous Control Process Analyzer Sample Conditioning System Technology & Component Specification

Discrete, Sequencing, and Manufacturing Control

Advanced Control

Reliability, Safety and Electrical

Integration and Software

Deployment and Operations

Work Structure

CCST - Certified Control Systems Technician

ISA's Certified Control Systems Technician Program (CCST) offers third-party recognition of technicians' knowledge and skills in automation and control. Being a CCST can also help workers gain respect from management and peers, advance a person's career, and earn one credibility.

If managers are looking for qualified technicians, or need to document and verify current technicians' knowledge and skills, the CCST program can help.

Fundamentals – Mathematics, Industrial Processes, Automation and Control Instrumentation Control Systems Industrial Data Communications Review Courses Discrete, Sequencing, and Manufacturing Control

The Automation Competency Model

"The earlier and more often we introduce automation and technology to young scholars - and the 'why' behind it - the better we will be able to help these students start out on the road to achieving a rewarding career in automation professions and technology fields. The automation profession has a lot to offer - we just need some help getting the word out." -Kim Miller-Dunn, Chair, Automation Federation

The Automation Competency Model can help:

Offer targeted training courses to workers who are displaced or want to learn/upgrade relevant skills for new career opportunities

Reduce the course and program curriculum development time

Eliminate redundancy across courses

Improve instructional materials

Identify gaps in current training offerings

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Roles that have been identified are:

Advanced Control Engineer Automation Network Engineer Automation Sales / Marketing Professional Automation Technician Control Software Engineer Control Systems Engineer Enterprise Integration Engineer

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5.2 ISA84 Safety Instrumented Systems Certificate Programs

ISA and the Automation Standards Compliance Institute (ASCI) introduce three certificate programs that are designed to increase knowledge and awareness of the ISA84 standard.

The ISA84 specialist certificates are awarded to those who successfully complete a designated training program , prerequisites (for Certificates 2 and 3), and pass a multiple choice exam offered through the Prometric testing centers. You can register to take the training course only and receive continuing education units (CEUs) for completion of the training course, or you can register for the certificate program which includes the exam.

Certificate 1: ISA84 SIS Fundamentals Specialist

Certificate 2: ISA84 SIL Selection Specialist

Certificate 3: ISA84 SIL Verification Specialist

ISA84 SIS Expert: Individuals who achieve Certificates 1, 2, and 3 are designated as ISA84 SIS Experts.

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5.3 MES

The proposed regulations draft 2 (version 3) of 8 August 2006 defines the identification of engineering work for persons registered in a category contemplated in Section 18(1) of the Engineering Profession Act 2000, (Act No. 46 of 2000).

Paragraph 3 (1)(a) states that "In terms of section 18(2) and 26(3)(a) of the Engineering Profession Act, any person who is not registered as a professional in any category of registration mentioned in section 18(1)(1) of the Engineering Profession Act, may not perform engineering work identified under Regulation 2(1)".

Paragraph 3 (2) states that "Notwithstanding any exemption granted in terms of Regulation 7 any person who is registered in a professional category with a professional council, and who substantially practices in engineering may not continue to practice as such unless he or she is registered in a professional category mentioned in section 18(1)(a) of the Engineering Profession Act". This means that even a person registered with MESA will not be able to continue with "engineering work".

The question now is what is defined as "engineering work". This is defined in Annexure 1 paragraph 1(1) and 1(2):

Paragraph 1(1):

Engineering work identified for professional categories of persons registered with ECSA is work

which -

(a) involves in its execution one or more of the following characteristics:

(i) investigation and solving of problems and design solutions;

(ii) application of knowledge and technology engineering based on mathematics, basic sciences and engineering sciences, information technology as well as specialist and contextual knowledge;

(iii) management of engineering works;

(iv) the addressing of the impacts of engineering work including the application of engineering principles and methods in the identification, analysis, evaluation, treatment and monitoring of risk; or

(v) the exercising of judgment and the taking of responsibility for engineering work;

Paragraph 1(2):

Management of engineering works is the co-ordinated activities required to:

(a) direct and control everything that is constructed or results from construction or manufacturing operations;

(b) operate engineering works safely and in the manner intended;

(c) return engineering works, plant and equipment to an acceptable condition by the renewal, replacement or mending of worn, damaged or decayed parts;

(d) direct and control engineering processes, systems, commissioning, operation and decommissioning of equipment;

(e) maintain engineering works or equipment in a state in which it can perform its required function; or

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(f) mitigate risks relating to health, safety and the environment and the functioning of such works.

The types of engineering works this is applicable to are:

(1) Transportation systems including roads, railways, waterways, ports, harbours, airports, gas transmission and distribution systems, pipelines, and all associated works such as yards, docks, lighthouses, rolling stock, vessels, aircraft, lifts, hoists and escalators and pumping plant.

(7) Electronic systems including that employed in telecommunication, measurement, control, computation and healthcare.

(8) Process systems including chemical works, metallurgical works, manufacturing, food processing such as that in concentrator machinery and apparatus, oil and gas wells, smelters, cyanide plants, acid plants, metallurgical machinery, equipment and apparatus, and works necessary for the beneficiation of metals, minerals, rocks, petroleum and organic substances or other chemical processes.

Therefore there is no doubt that some MES applications will fall into this category and that MES staff will have to register with ECSA.

5.3.1 Integrate new workers into workplace

The SAIMC should make available Mentors to assist new workers into the workplace to adapt and learn the ropes. At the same time those new workers who can register as professionals should have a program that they can follow to enable them to register.

5.3.2 Complete studies successfully

Due to the limited resources available within the SAIMC, the SAIMC should consider a program by which lecturers are brought up to date with the latest technology, procedures and processes within the C&I industry.

5.3.3 Draw People into Discipline

This can only be done by making it interesting. The ECSA Engenius program, FIRST Lego League and FIRST Technology competitions could become the lifeblood for automation professionals.

Creating the same type of competitions for other parts of the C&I industry should be investigated.

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5.4 Collaboration and Ideas Sharing

5.4.1 Website

As the younger generation enters the industry, the web technology could be used more and more for collaboration, education etc. The SAIMC website is ideally suited for this purpose.

This technology can also be used to developed CPD – accredited courses.

5.4.2 E-Mail

Although this technology is used extensively, it is not really a system that leads itself to actual training and education. It can however be used to synchronize activities.

5.4.3 Formal Meetings

Formal meetings should never be under estimated. Although virtual meetings are important, the technology available in South Africa does not make it easy for people to have formal meetings.

5.5 Tracking Progress of the Education and Strategy Plan

5.5.1 Council Meetings

Having the Education and Training Committee as part of the Council standard Agenda makes it the ideal palce to track progress. However, for this to be effective, it is necessary to prioritize the actions to be performed so that it easy to track them.

6 Where are we now?

6.1 Vision

The Vision of the SAIMC:

The organizational vision is to be the Society of choice, serving the needs of its members and stakeholders in the development of the measurement and control industry

6.2 Mission

The organizations mission relevant to education and training is to advance the standards of theory and practice in the fields of measurement and control through:

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Education: Ensuring that adequate standards of education, and appropriate curricula are available at secondary and tertiary levels of education, and promoting mentorship programmes.

Continuing Education and Training: Encouraging continuing education and training to ensure that the knowledge and skills of all members are continually developed and refreshed.

6.3 Core Values

To practice open and free communications responsibly

To strive to create an environment in which ideas and progress can be cultivated

To operate in an open and transparent atmosphere, continuously challenging and improving our relevance to our members and the Industry

To strive to contribute to the upliftment and well being of all groups in Southern Africa, in accordance with the Constitution of the Republic of South Africa, by promoting career prospects and advancement in all directions of the measurement and control industries

To maintain and improve standards and quality systems associated with the industry.

6.4 Objectives

During a strategic planning session held on the 17-18 May 2013, the following goals were developed by the team:

Grow the proficiency and skills in industry

Become a catalyst for stakeholders

Recognition of members status by Professional certification

6.5 SWOT Analysis

6.5.1 Strengths

Support of major vendors Support of end users Low membership fees Finances ISA Resources In-house resources

6.5.2 Weaknesses

6.5.2.1 Availability of members

Members of the SAIMC cannot commit to the required commitments of the SAIMC due to work pressures.

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6.5.2.2 Skills Shortage

All three parts of this study indicate that low engineering capacity in SSA is more accurately described as an inadequate number of engineers with sufficient skills and experience, than as an insufficient number of engineers per se - Royal Academy of Engineering Summary Report: Engineers for Africa - Identifying engineering capacity needs in Sub Saharan Africa, October 2012.

6.5.2.3 Poor Education and Training

Lack of Skills

Much of the literature reviewed for this study placed significant blame for the lack of engineering capacity in SSA on poor quality education. This view was widely supported by the interviewees and survey respondents, with 40% of professional engineers who responded to the survey stating that engineering education in their country did not provide graduates with the skills required (although it was clear that education standards varied widely across the region and between institutions).

Outdated

Tertiary engineering education (in universities and technical colleges) in many countries in SSA has not received the investment needed to keep pace with the developed world in recent decades.

Theoretical

Engineering courses in SSA are often too theoretical, are based on outdated curricula, and are not relevant to local needs.

Lack of Resources

Engineering faculties often do not have the resources to provide appropriate laboratory experience. Salaries for academic staff are low, making it difficult to attract high quality staff, and those who do teach at universities are often also engaged in other activities to earn extra income, which absorbs some of their time and distracts them from teaching.

In particular, universities struggle to compete with the private sector to attract academic staff with industrial experience. Crucially, in many countries it is very difficult for engineering students to find work placements in industry, which prevents them from gaining the experience necessary for them to be employable after graduating.

Low Number of Work Placements

Possible reasons for the low number of work placements available are a lack of cooperation by foreign firms, and the small size of many local firms which makes it difficult for them to accommodate students on work placements.

Lack of Workplace Training

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A lack of training for graduate engineers, once in the workplace, is also an important factor contributing to low capacity in the region. The existence of a significant training gap is evident from both the literature review and the interviews conducted here. This finding is supported by the survey respondents, approximately half of whom cited unmet training needs in relation to technical knowledge, with a similar proportion citing unmet training needs in relation to managerial skills.

6.5.3 Opportunities

6.5.3.1 ECSA's willingness to support SAIMC

6.5.3.2 Link between Industry and Academia

Public investment in engineering education is essential if these kinds of improvements are to be made. In all three parts of this study, there was also strong support for the view that tertiary education should be improved through the development of partnerships between academia and industry. One interviewee reflected a view held by most others when he explained that, “without these links the training institutions are not able to address the inadequacies in their training, and industry is not able to utilise the products from the universities”.

There are several examples across the developing world of successful partnerships in which engineering firms invest in engineering departments that are local to the areas in which they operate. One mining company with operations in Tanzania (whose CEO was interviewed for this study), for example, provides work placements, scholarships and bursaries for students at Dar es Salaam University.

Such activities allow companies to develop a local workforce for their activities in the long term. Partnerships between academia and industry could also provide a vehicle to increase the number of work placements available to engineering students, to allow them to gain the practical skills that they will need in order to be employable.

6.5.3.3 Bursaries

The SAIMC has the opportunity to give bursaries to students after being able to evaluate them during the FIRST Technology Challenge program.

6.5.3.4 CPD Courses

Professional engineers who responded to the survey cited improved continued professional development (CPD) and better access to engineering networks as the two factors with the most potential to improve career satisfaction.

This finding highlights the potential contribution that well resourced and active institutions could have on the quality of engineering careers in SSA

More pressing is the need for more and improved CPD for engineers following graduation, if the capacity of the engineering workforce is to improve. Among survey respondents, improved CPD was the most commonly cited change that would most improve their career satisfaction. To ensure that private engineering firms take responsibility for providing training for their

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employees, and to oversee standards of CPD, governments and professional bodies each need to play a part

6.5.3.5 Thought Leadership Task Team

ALL TASK TEAMS NEED TO CONSIDER THE FOLLOWING:

The country’s objective and outlook

This section outlines the objectives of the country in as far as the sector in question (eg. Electrical engineering) is concerned and the milestones that have been set in order to achieve those objectives and goals. For example, the National Development Plan (NDP) envisages that:

In the next 20 years more than 90% of the population should enjoy access to grid-connected or off-grid electricity

These will serve as a bar against which the successes of the programs are measured, and most of all, top priorities in the nation’s agenda. Therefore the standard of the interventions that the task team suggests will be determined by the outlook established in this section.

The current status

The task team will outline:

The current state of the sector in relation to the goals that have been set and compare it with the global rankings

Identify and prioritise the problems which South Africa is currently facing and their causes.

3. Policy interventions

The task team will identify policy measures with regard to the problems at hand and, if necessary, challenge the relevance of the policy in as far as scientific/engineering standards are concerned. This involves consideration of issues such as:

Advocacy methodology

Research intent mobilisation

Proper engagement with policy makers

4. Engineering solutions

Task teams will come up with solutions which are scientifically sound, financially viable and well researched in order to achieve the goals of the sector. For example with the transportation problem in South Africa, the task team will think around how the road infrastructure may be improved (infrastructure construction, maintenance and oversight), given the ever increasing number of car users.

5. Research and Training

The level of education in South Africa is lamentable and needs involvement of key stakeholders such as ECSA to walk-the-talk. Different task teams should map a way in which sectors will be involved in

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curriculum setting and policy oversight in as far as training of engineers is concerned. Issues such as skills development and transfer, engineering training duration and capacity building should be made matters of priority.

6. Implementation

The task teams should consider the resources needed to implement the identified objective and/or how some of the initiative that have already been started by government could be fast-tracked for better service delivery and to ensure that the goals are met within a set time frame. Requirements such as equipment, special/advanced skills, infrastructure and financial resources should be considered. Linkages with the National Development Plan timelines should be considered when addressing objectives so identified in the NDP.

7. Timelines

Projects and interventions can be categorised as short, medium or long term interventions. These should utilise the holistic approach considering the NDP and the resolutions of the World Economic Forum. Start and end date should be reflected.

Terms of Reference

1. National Development Plan 2030: Our Future – Make it Work

2. Thought Leadership Transcript Report

3. A report on the 10-year Review of the Academic Forum

4. Proposed Australian National Objectives in The Indian Ocean Region

5. Foreign Affairs, Defence and Trade References Committee

6. World Economic Forum (Infrastructure Summit - African Strategic Infrastructure Initiative)

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Electronic Engineering

Discipline: Electronic Engineering Objectives and outlook of the programme (Country)

The current status of the

sector

Policy

Interventions

Engineering

Solutions

Research

& Training

Resource/ Implementation

Requirements

Estimated

Timelines

Government aims to increase the number

of Grade 12s qualifying to enroll for a Bachelor's Degree to

175 000 by 2014

Lack of engineering

capacity in Sub Saharan Africa caused by poor

quality education. This view was

widely supported by the

interviewees and survey

respondents, with 40% of

professional engineers who

responded to the survey stating

that engineering education in their

country did not provide graduates

with the skills

Allow FIRST programs at

schools

Get involved in engineering type

programs at school level (First Lego

League, First Technology Challange

etc.)

Training on First equipment

One teacher per school can handle 6

children and one unit.

Cost is R15 000 per unit.

2014



required

Government aims to increase the number

of Grade 12s qualifying to enroll for a Bachelor's Degree to

175 000 by 2014

Lack of engineering

capacity in Sub Saharan Africa caused by poor

quality education. This view was

widely supported by the

interviewees and survey

respondents, with 40% of

professional engineers who

responded to the survey stating

that engineering education in their

country did not provide graduates

with the skills required

CPD training compulsory for

lecturers in Mathematics and

Science

Train school teachers in order to obtain CPD

points

R 2000 per day for 20 teachers for 1

CPD point, minimum 10 teachers

2015

Access to Higher Education by the

poorThe department's

budget for 2011/12 was R9,1

billion. Universities

Bursaries for students out of the FIRST

Technology Challenge

R 60 000 per graduate

R 30 000 per student at

2016

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received R19,5 billion and R4,3

billion was allocated to FET

colleges. Government aims to increase access to HE to the poor by, among other

things, converting loans into

bursaries for qualifying final-year students.

University of Technology

Scarce Skills Program

Scares skills are leaving the industry by

retiring, leaving the country etc.

Make it possible for Scarce Skills to be available after

retirement age

Use these people for CPD and other

training

Use them for Mentors

R 800 per hour per Mentor

2014

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National Development Plan

2030

Police administration is

not integrated enabling them

to find perpetrators

easily

Implement an integrated IT

infrastructure and central database for

all incidents.

Energy Saving initiatives

Many systems are still running that are using

excessive amounts of electricity

Create a specialized group on energy saving

advising large energy users on

how to save electricity

Implement VSD’s, SCADA systems that

can shift load intelligently

Implement the Pebble Bed Reactor for

smelters and other huge electricity users

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6.5.3.6 SIP's Scarce Skills

6.5.3.6.1 SIP 15

The problem with this process at the current time is that the work programs, in terms of projects etc., are still not finalized for all of the SIPs. So at best, whatever we come up with in terms of the number of additional engineers required, is going to be a rough guestimate.

The coordinator is Kobus Roux from the CSIR Meraka Institute.

SIP 15 as yet does not have a laid down action plan or program and list of accompanying projects to achieve this program. The reason for this is because they are still awaiting the release of a Broadband Policy Document from the Department of Communications. Because his Department has relegated on this task, the new Minister has now given the responsibility to formulate such a policy to the Meraka Institute and until this is completed and gone through all the processes of public debate etc., an action list of applicable projects for SIP 15 won’t be forthcoming. The three projects that are, however, currently being coordinated by SIP 15 are:

1. The delivery of broadband services to 1650 schools. The sponsor for this project is the DoC and the implementer is Telkom SA.

2. The migration of analogue TV to DTT. The sponsor for this project is the DoC and the implementer is Sentech.

3. The extension of the national optical fibre network. The sponsor for this project is the Department of Public Enterprises (DPE) and the implementer is Broadband Infraco.

GEORGE DEBBO MSc (Elec.Eng.) (Wits) Pr. Eng.

GEORGE DEBBO TELECOM (PTY) LTD

Telephone: +27 12 991 3748

Mobile: +27 82 441 8398

Email: [email protected]

Skype: george.debbo

www.gdtelecom.co.za

6.5.3.6.1.1 Broadband Serices to 1650 Schools

Sponsor: Doc

Implementer: Telkom SA

6.5.3.6.1.2 Migrate Analogue TV to DTT

Sponsor: DoC



Implementer: Sentech

6.5.3.6.1.3 Extend National Fibre Optic Network

Sponsor: Department of Public Enterprises (DPE)

6.5.3.7 Not sufficient registered members

Public Safety

The ECSA sees itself in partnership with the State as, apart from precautionary measures taken by the State in its own right, registration serves as an additional safeguard against unsafe practices. This is the engineering profession’s contribution towards promoting public safety, health and interests.

Professional Standards

Ever-increasing globalisation, and South Africa’s participation in it, has made it critical for this country to become competitive at an international level. Registration with an organisation contributes substantially to this process, and the ECSA’s continued international recognition is a very important part of the maintenance of high standards.

6.5.3.8 BEE

Black Economic Empowerment is both a threat and an opportunity.

During the Apartheid years non - whites have been deprived of many privileges. BEE can now be used to ensure that non - whites are given the education and training opportunities so that South Africa's skilled workforce can build new factories, new ventures that uses the raw material currently being exported out of the country at a huge rate.

Forcing these types of policies forced companies to employ people who understood authority but not responsibility creating the downward spiral of South Africa’s Corruption Index.

6.5.3.9 MCEP

The MCEP is a support scheme which offers manufacturing companies incentives to raise their competitiveness and retain jobs. It has a budget of R5.8-billion over a three-year period.

Manufacturing companies can apply for incentives in five areas:

Capital investment (for upgrades and expansions).

Green technology and resource efficiency improvement.

Enterprise-level competitiveness improvement (for new or increased market access, as well as product and process improvement, including related skills development).

Feasibility studies.

Cluster competitiveness improvement

A number of criteria need to be met in order for an enterprise to be eligible for an MCEP grant.

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The applicant must be a registered legal entity in the Republic of South Africa.

The MCEP is available to South African-registered entities engaged in manufacturing Standard Industrial Classification (SIC 3), engineering services that support manufacturing, or conformity assessment agencies (SIC 88220) servicing the manufacturing sector.

Projects that fall under the following SIC codes will only be considered if the investment will result in job creation in downstream industries and/or provide benefits for other applicants in the value chain, such as access to new markets, the introduction of new products and processes currently not available or performed in South Africa and/or where the sector is experiencing cyclical distress:

3231 (manufacturing of pulp, paper and paperboard);

332 (petroleum refineries/synthesisers);

3330 (processing of nuclear fuel);

334 (manufacturing of basic chemicals);

351 (manufacturing of basic iron and steel); and

352 (manufacturing of basic precious and non-ferrous metals).

However

“South Africa has a wonderful strategic policy on beneficiation and manufacturing job creation, outlined in the Industrial Policy Action Plan 2012/13, and it recently introduced the R5.8-billion MCEP. The objectives of the MCEP are to promote competitiveness and job creation through the provision of production incentives and industrial financing loan facilities.

“Sadly, there is not enough action. What we need to do is take this existing policy to full implementation. We need to stimulate local manufacturing of final stainless steel products, thereby creating thousands of domestic jobs and developing a host of supporting industries that would evolve as a result,” says Deloitte consulting strategy and innovation manufacturing industry director Eugene de Klerk.

South Africa could easily create more than 4 000 direct jobs and, potentially, 10 000 indirect jobs by beneficiating iron-ore into mild steel versus stainless steel final products.

Instead, the country exports unprocessed raw material and semifinished products and imports finished stainless steel goods at prices below the cost of producing them locally, resulting in South Africa essentially exporting jobs, says De Klerk.

Three years ago, South Africa was ranked twenty-second in the Global Competitiveness Index with every expectation of steadily improving from that base level to nineteenth position. Since then, several factors have contributed to the country’s ranking dropping even further.

“Instead of improving, our ranking on the index worsened to twenty- fourth. There are a host of structural weaknesses in South Africa’s economy that need to be reversed to make us more competitive. We have a skills shortage, highlighted by South Africa’s need for 45 000 qualified engineers, with only 4 500 in the country. Not only is productivity low among South Africa’s labour force, it is also declining in the face of high wage agreements,” states De Klerk.

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6.5.4 Threats

6.5.4.1 Labor Unions

IMF Report

The International Monetary Fund (IMF) released a report on 1 Oct 2013 stating among other things:

It urges the government to move more quickly in implementing its National Development Plan and massive infrastructure spending proposals.

It urges "commitments to wage restraint" by trade unions. Increases of as much as 100% were demanded this year in the gold mining sector.

The IMF report flags "escalating labour tensions" as "a key domestic risk".

The IMF says that more jobs would be created if economic growth were stronger and the labour market "more flexible".

"Unemployment remains stubbornly above 20%, or more than 30% when including those who have given up looking for a job. Youth unemployment is even higher at more than 50%," says the report.

The IMF points to recent reforms in Mexico and suggests that South Africa should do something similar to loosen the hold of trade unions on the labour market. This hold, it said, has "produced an insider-outsider system that creates too few jobs and stifles growth".

Compared to its peers, South Africa has been falling behind.

"Since 2009, South Africa's growth has averaged 3% compared with 5% for emerging markets and 4% for commodity exporters," says the report.

The IMF expects South Africa's growth to slow to 2%.

David Gleason - Business Day 10 Sep 2013

SOUTH Africa is being held to ransom by trade union leaders. Their actions imperil the economy. The labour aristocracy believes — with justification — that it can behave as it pleases with impunity. The culture of endless expectancy, assiduously cultivated by union bosses and aided by captains of industry ever willing to capitulate, will take us apart.

In May 2013, Labour Minister Mildred Oliphant revealed that a total of 17.3-million working hours were lost last year to illegal or unprotected strikes. Her department recorded 99 strikes, of which nearly half were illegal or unprotected. Of a total of 118,215 workers involved in these, 100,847 (85%) were in the mining sector. It is an industry out of control.

The country is under siege from a battalion of strikers: car workers who are members of the National Union of Metalworkers of South Africa (Numsa) have been on strike for nearly three weeks.

They have won increases so far out of line with inflation that it beggars belief. The cost to the sector has been enormous; the damage to its future and to the reliance placed on it by the global industry may be incalculable.

6.5.4.2 BEE

Black Economic Empowerment is both a threat and an opportunity.

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While the government is putting all their energy in finding ways of pushing blacks into previously white dominated areas, they are missing the opportunities to create more opportunities in which everybody can share.

South Africa should scrap its drive to give black people a slice of the white-dominated economy because it stifles growth and spurs corruption, the brother of the country's former president said on Friday 19 June 2009.

Moeletsi Mbheki goes on to say that the policy entrenches the country's shocking economic inequalities by creating a culture of cronyism and entitlement that discourages black entrepreneurship and education, keeping millions in poverty.

"BEE tells blacks -'you don't have to build your own business, you don't have to take risk, the whites will give you a job and shares in their company'," he said.

Mbeki argues that unless South Africa axes the policy in favour of a broader skills development drive, South Africa's underclass, crammed into vast settlements of rickety shacks with no water or electricity, will balloon and eventually turn on the elite.

6.5.4.3 Looming registration of professionals

Engineering Profession Act (46 of 2000) Section 26.3a states that a person not registered in terms of this act may not perform any kind of work identified for any category of registered persons.

This Identification of Engineering Work is currently under construction and as soon as it has been agreed, people not registered in terms of this act will not be allowed to continue work that they might have been doing or employed to do.

6.6 PEST Analysis

6.6.1 Political

The political climate in South Africa is ready for the development of our work force and youth. There are many initiatives that the SAIMC can support and contribute to.

6.6.1.1 Government support education and training

See Chapter 1: Involvement for the many initiatives of government to which the SAIMC can contribute

A low level of public investment in engineering projects over several decades has meant an inconsistent demand for qualified engineers. This in turn has seriously limited the opportunities for African engineers to gain marketable skills and experience - Royal Academy of Engineering Summary Report: Engineers for Africa - Identifying engineering capacity needs in Sub Saharan Africa, October 2012.

6.6.1.2 Lack of Registration of Professionals

Aside from the issue of under-investment, governments in SSA often fail to legislate sufficiently to safeguard engineering standards. The reputation of the engineering profession (and therefore

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its attractiveness as a career) may partly depend on the existence and enforcement of legal requirements for engineers to be professionally registered before being allowed to practice at certain levels. - Royal Academy of Engineering Summary Report: Engineers for Africa - Identifying engineering capacity needs in Sub Saharan Africa, October 2012.

6.6.1.3 Conference of Africa States

For Africa, the business of target setting dates back to the historic 1961 Conference of African States on the Development of Education in Africa, hosted in Addis Ababa in May 1961 (UNESCO, 1961).

Under Section C of the Final Report, labeled ‘‘Educational Targets’’, the Conference recommended ‘‘that the target for the long-term plan (1961–1980) y [is that] primary education shall be universal, compulsory and free….’’ and that the improvement of the quality of African schools and universities shall be a constant aim’’ (UNESCO, 1961, p. 3).

6.6.2 Economic

South Africa GDP Growth Rate

The Gross Domestic Product (GDP) in South Africa expanded 3 percent in the second quarter of 2013 over the previous quarter. GDP Growth Rate in South Africa is reported by the Statistics South Africa. South Africa GDP Growth Rate averaged 3.22 Percent from 1993 until 2013, reaching an all time high of 7.60 Percent in March of 1996 and a record low of -6.30 Percent in March of 2009. South Africa export-based economy is the largest and most developed in Africa.

The country is rich in natural resources and is a leading producer of platinum, gold, chromium and iron.

From 2002 to 2008, South Africa grew at an average of 4.5 percent year- on-year, its fastest expansion since the establishment of democracy in 1994. However, in recent years, successive governments have failed to address structural problems such as the widening gap between rich and poor, low-skilled labour force, high unemployment rate, deteriorating infrastructure, high corruption and crime rates. As a result, since the recession in 2008, South Africa growth has been sluggish and below African average

6.6.2.1 Low interest rates

Excerpt from the statement by Gill Marcus, Governor (Nov 2013):

Since the previous meeting of the Monetary Policy Committee, the headline inflation rate has returned to within the inflation target range. Despite this favourable development, inflation is expected to remain uncomfortably close to the upper end of the target band. Moreover, the upside risks to the inflation outlook remain elevated, dominated by uncertainties primarily relating to both the timing and the speed of the tapering of the US Fed’s bond purchasing programme.

The domestic growth outlook remains fragile, with third quarter growth expected to have been adversely affected by the protracted work stoppages in the motor vehicle sector in particular, which also contributed to a decline in exports. Both business and consumer confidence remain at low levels.

Compounding the risks to the exchange rate is the stubbornly wide current account deficit, notwithstanding recent revisions to the trade data. The deficit increases South Africa’s sensitivity to global spillover effects.

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We need to take advantage of the depreciated exchange rate and not allow the benefits to be eroded through higher wage and other input prices. Action will be required should the adjustment mechanism not operate effectively.

The Monetary Policy Committee continues to face the dilemma of upside risks to inflation against a backdrop of a weaker growth outlook and a possible further depreciation of the currency. Given the increased upside risks to the outlook, we do not see room for further monetary accommodation.

6.6.2.2 The SAIMC is in a healthy financial state

The SAIMC is in a healthy financial position but because it is not a for profit organization, it needs to carefully manage the funds at their disposal to ensure that it is used for the reason it was collected: To support the members in the industry or potential members of the industrfy.

6.6.3 Social

Source: SA Good News

Prospects for 2013: Social Issues - Poverty, Inequality and Unemployment dated Thursday, 31 January 2013

6.6.3.1 Poverty

The SA Institute of Race Relations in the November Fast Facts 2012 has the following to say:

“Nearly 16m people are already on social grants and the number will rise to 17m in 2014/15 (substantially up from 12m in 2007/08). According to Carol Paton, writer at large on Business Day, the average amount the Government transfers to the average four-person poor household every month is:

R1 369 for education,

R1 031 on social grants and social insurance funds,

R798 for healthcare, and

R740 for housing, free basic services, and other community amenities

TOTAL R3 938 per month

Cash grants and other transfers, along with rising real wages for those with jobs, have helped reduce the number of people living in poverty (on less than $2 a day) from 8.4m (19% of the population) in 1999 to 1.4m (2.7%) in 2011. They have also helped raise living standards as measured by the South African Advertising Research Foundation. People on the lowest living standard measure (LSM1) have only a radio and minimal access to services, but those in LSM6 also have stoves, water, electricity, TVs, DVDs, flush toilets, fridges, and cell phones. The proportion of adults in LSM1 has dropped from 10.5% in 2001 to 1% in 2011, while the proportion of people in LSM6 has almost doubled from 12.6% in 2001 to 22.4% in 2011.”

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6.6.3.2 Inequality

The basis for describing SA as the most unequal country in the world is determined by the Gini Coefficient. Information on the Gini Coefficient can be found on the website www.data.worldbank.org. The Gini Coefficient measures the distribution of income distribution on a country by country basis. Using a simple example: If there are 10 people earning R20.00, if all R20.00 is earned by one person the Gini Coefficient will be 1.0. If the R20.00 is earned equally amongst the 10 people i.e R2.00 each, the Gini Coefficient will be 0.0.

The World Bank has a schedule whereby it publishes the Gini Coefficient of all countries for which it receives the information. South Africa has a Gini Coefficient 0.65. But look at the website carefully. The last figure for South Africa is for 2009. Count the number of countries that show their highest figures for 2009. You will see there are 34 countries.

We could conclude then that in 2009 out of the 34 countries for which the World Bank has figures, South Africa has the highest Gini Coefficient out of the 34. There are about 232 countries in the world, 193 of which are members of the U.N.

In 2009 only ± 11 Million South Africans received Government Grants for education, social grants, social insurance funds, healthcare, housing, free basic services, and other community amenities.

In 2012 this had increased to 16 Million.

6.6.3.3 Unemployment

The official figures from Stats South Africa for 2011 shows that the Informal Sector employs 1, 613 078 people, the formal sector some 11 million people with some 8 million people ‘officially’ unemployed. Based on this figure we are told our unemployment is about 25%. Adcorp’s figures for the same period claim that in the unmeasured informal sector some 6, 374 130 people who are designated as ‘officially unemployed’ are ‘economically engaged’. Were this to be the ‘truth’ our true ‘absolutely no work’ unemployment level would be no higher than 12.5%.

Some examples: The SA Taxi Industry with 300 000 taxis use a “conductor” whose job it is to entice passengers, collect fares, clean the vehicle. They earn between R50.00 and R100.00 per day. As far as the State and World Bank is concerned they are unemployed and earn nothing. Consider Car Guards at our shopping centres, Caddies at our 400 Golf Courses, waitrons at our restaurants, the ‘below-the-radar’ township entrepreneurs and even the estimated 100 000 illegal miners. All are ‘statistically’ unemployed in terms of census data.

So the question can be legitimately asked – is our real unemployment as high as 25%?

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7 Where are we going?

7.1 Vision

To be the facilitator of an effective workforce contributing towards a well managed, successful business

7.2 Sustainable competitive advantage

Tap into ISA Knowledge and Training Member of the Automation Federation Member of SACAC / IFAC Member of ECSA Member of IIG

8 How will we get there?

8.1 Strategic Objectives

8.1.1 Financial

According to the new companies act all the Non-Profit Company's property and income, whether obtained by donations or profit by means of income generating activities, must be used to further its objectives.

As far as Education and Training is concerned, the Mission Statement of the SAIMC states:

Education: Ensuring that adequate standards of education, and appropriate curricula are available at secondary and tertiary levels of education and promoting mentorship programs

Continuing Education and Training: Encouraging continuing education and training to ensure that the knowledge and skills of all members are continually developed and refreshed.

Therefore funds allocated to Education and Training will be allocated to further these Mission statements.

8.1.2 Customer

Our customers are companies making use of C&I technology as well as individuals who sell, implement and / or maintain this technology.

During the strategic planning session held on 17 - 18 May 2013 the following goals were developed by the team as far as Education and Training is concerned: Grow the proficiency and skills in industry.

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8.1.3 Operational

To establish various training offerings for industry by collaborating with the various SETA's and other stakeholders.

8.2 Strategy

The strategy of the SAIMC is to assist the current education and training providers in setting up the necessary programs and monitoring steps to ensure that our members are sought after C&I individuals who understands the technology and knows how best to implement them in the workplace.

8.3 Goals or Initiatives

8.3.1 Education for our Members

In this context Education means the imparting of knowledge, theoretical as well as classroom practical experience.

8.3.1.1 Update business with latest legal changes

Laws impacting the C&I industry needs to be investigated and appropriate action taken where required.

This means that the SAIMC needs to be up to date with the Government Gazettes. As of 2014 MaartensPro has subscribed to the Green Alert, a government initiative to keep people up to date with the latest Gazettes published.

Other members of the SAIMC are also welcome to join this service. The link can be found at: http://www.greengazette.co.za

8.3.1.2 Introduce Automation Discipline

Road Shows and News Bulletins are necessary to educate SAIMC members on the new Automation definitions.

These need to be handed over to Education Institutions in order for them to consider implementing this in their educational institutions. It will be sent out to the Training and Education Committee for comments as well as to the Dean's Advisory Board of ECSA.

Technews has already placed articles in this regard.

8.3.1.3 CPD Courses

Categories Activities Max Credits Hours

Category 1 Development Activities 4 Credits 40 hours

Category 2 Work - Based Activities

- Engineering Work 2 Credits 800 hours

- Monitoring of candidate practitioners 1 Credit 50 hours

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Category 3 Individual Activities

- Membership of a recognized voluntary association

1 Credit

- Other activities 3 Credits 30 hours

CPD credits must be obtained in at least two of the three categories listed above, which categories are more fully described in Appendix A, with at least 5 credit per five -year cycle from Category 1. The maximum permissible credits which may be accumulated annually in each category is indicated in column 3, above.

Various courses have already been certified for CPD points. Institutions making use of the SAIMC include BluESP, Lonspeare, Obadiah, IDC Online, Endress & Hauser, Yokogawa, Engen and many more.

It is however time that the SAIMC established training courses that can be taken to the members, especially those who are outside of the main centers. We should look at partnering with a training institution in every area and assist them to provide the necessary training courses during their holiday periods. There are such training centres in virtually every town in which an industry is based. For the rest we need to get somebody to take the training to them.

8.3.2 Preparation for International Certification

ISA certification provides an objective, third-party assessment and confirmation of a person’s skills, and gives them the opportunity to stand out from the crowd and be recognized.

The International Society of Automation (ISA) has developed various certifications for the C&I industry. The material is available for trainers within South Africa to train the work-force in areas they need updates on. They can then do an on-line evaluation via the Prometric Examination system and obtain internationally recognized training courses.

The SAIMC should seek partners that will assist them in getting this training into South Africa and start the training of tje work - force as a matter of urgency.

8.3.3 CAP - Certified Automation Professional



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8.3.4 CCST - Certified Control Systems Technician



8.3.5 The Automation Competency Model



4. Offer targeted training courses to workers who are displaced or want to learn/upgrade relevant skills for new career opportunities

5. Reduce the course and program curriculum development time

6. Eliminate redundancy across courses

7. Improve instructional materials

8. Identify gaps in current training offerings

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Advanced Control Engineer Automation Network Engineer Automation Sales / Marketing Professional Automation Technician Control Software Engineer Control Systems Engineer Enterprise Integration Engineer

8.3.6 ISA84 Safety Instrumented Systems Certificate Programs

ISA and the Automation Standards Compliance Institute (ASCI) introduce three certificate programs that are designed to increase knowledge and awareness of the ISA84 standard.

The ISA84 specialist certificates are awarded to those who successfully complete a designated training program , prerequisites (for Certificates 2 and 3), and pass a multiple choice exam offered through the

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Prometric testing centers. You can register to take the training course only and receive continuing education units (CEUs) for completion of the training course, or you can register for the certificate program which includes the exam.

Certificate 1: ISA84 SIS Fundamentals Specialist

Certificate 2: ISA84 SIL Selection Specialist

Certificate 3: ISA84 SIL Verification Specialist

ISA84 SIS Expert: Individuals who achieve Certificates 1, 2, and 3 are designated as ISA84 SIS Experts.

8.3.7 MES

MESA as well as ISA has training material to prepare people for this specialized discipline.

SAIMC and MESA will have to work closely with ECSA to ensure that people in this specialized industry will be able to continue the work they have been doing. This category will have to form part of the exceptions that the Identification of Engineering Work defined, but the education and training program for new staff will have to be defined with ECSA.

MESA has two courses:

Certification of Competence (CoC) - a four day course

Certificate of Awareness (COA) - a one day course

ISA has one course:

Implementing business to MES integration using the ANSI/ISA-95 standards

8.3.8 Training for our Members

Our members include individuals registered as members as well as companies who registered as Patron Members. In this context Training is meant the practical experience to embed the practices learnt during the education process in a real - world environment.

8.3.9 Preparing for Registration

In order to provide the industry with experienced individuals we need to work closely together with members of industry. Due to the fact that most of the companies have some sort of program to accommodate youngsters fresh from the tertiary institutions, many of them do not have a program whereby these youngsters will be able to register as professionals after their stunt at the companies.

The SAIMC needs to provide a blueprint after consultation with ECSA to provide such a blueprint to our members.

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8.3.10 Mentor Training Program

The SAIMC needs to establish a database of people who are able to act as Mentors.

The SAIMC needs to establish a training program is which they can give appropriate training to be effective Mentors.

8.3.11 Introduce C&I

8.3.11.1 Introduce tools for Career Guidance teachers

The SAIMC can make use of the Engenius program of ECSA but in order to customize this program for C&I will cost roughly R300 000.

Providing a program like Engenius is excellent for introducing scholars to C&I without any of the SAIMC members needing to be there. Very few SAIMC members have the time or opportunity to take off from work to explain the C&I industry to students in an interesting manner.

It is recommended that the SAIMC works with Engenius to provide a specialized program for C&I.

8.3.11.2 FLL Involvement

The SAIMC is working with the First Lego League and it is recommended that trailers be investigated for other parts of South Africa. However, we should wait until FLL asks the SAIMC for this to ensure that it will be used effectively.

The SAIMC needs to get a photographer at the FLL events because our involvement there is going unnoticed and our members could become very negative about this program.

8.3.11.3 FIRST Technology Challenge involvement

The SAIMC is one of the initiators of this program in South Africa and made a donation of R100 000 in 2013.

Once again the SAIMC will have to pay for a photographer every time a competition takes place in order to ensure that the SAIMC gets proper exposure from this venture.

8.3.11.4 Road Shows

At the Road Shows the people who attend are normally C&I people. The SAIMC should investigate the possibility of attending these Road Shows and even present CPD training courses at these shows.

8.3.12 Draw the Crowd

8.3.12.1 Support Education Centers

For many years the SAIMC has tried to gain access to the tertiary institutions. This is where students can be introduced to the SAIMC and become an important feed into the organization.

It needs to be noted that the SAIMC has a critical shortage of people who can register with ECSA as professionals. This puts the ability of the SAIMC to be registered as a Voluntary Association with ECSA at risk.

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The SAIMC has to seriously give attention to this and contribute where the impact can be the greatest to give this initiative a kick - start.

8.3.12.1.1 UP Laboratory Build

8.3.12.2 Bursaries for C&I students

Once the FIRST Technology Challenge is established the SAIMC should investigate methods of providing bursaries for students interested in C&I. A Financial Planner who has done this type of work before needs to be approached to develop a way of providing bursaries in a sustainable manner. Winners of the FIRST Technology Challenge would be good candidates for these bursaries.

8.4 Examples

8.4.1 Resolution Circle (Pty) Ltd

Website: http://www.resolutioncircle.com/

Resolution Circle (Pty) Ltd is a UJ owned company providing work integrated learning (WIL) programmes for engineering diploma students. It is the commercial interface between the university and the engineering industry. Resolution Circle provides research and development resources, enterprise development, technology development and incubation services.

Being an industry solutions hub, companies have access to experienced professionals and workplace ready students.

8.4.1.1 Mission

Resolution Circle is UJ’s answer to the long-standing industry accusation that universities do not deliver workplace ready people. How does Resolution Circle do it?

5. By partnering with industry on projects, utilising learner-employee teams under supervision of our experienced professionals, using industry grade equipment.

6. By acting as an interface between industry and the university, to learn and transfer innovations into the teaching and research of the university

Resolution Circle can therefore be seen as an integrated training, research and development ecosystem to deliver innovative technology-focused solutions to the industry.

8.4.1.2 Vision

Resolution Circle’s vision is to become the leading provider of technology innovation and commercialisation in South Africa.

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8.4.2 Instrument Mechanician Qualification

EWSETA on Instrument Mechanicians qualificationsFor further information pertaining specifically to the progress of the Development of this Occupational Qualification, please email to [email protected] Davidsenergy depQuality Assurance Officer

9 How will we manage the plan?

9.1 Strategy Execution

Manage via Education and Training Committee Report via Council Meetings

9.2 Strategy Scorecard

9.2.1 Regular Surveys

Regular surveys to determine the following:

PATRON MEMBERS

Amount of people per category

Amount of people required per category

Satisfaction level of each category capabilities

MEMBERS

Category

Qualifications (Tertiary)

Certifications (ISA)

Years experience

Level in organization

Salary (brackets)

Job Satisfaction

Remuneration Satisfaction

Areas(s) of Expertise

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9.2.2 Budget

A budget needs to be agreed and then managed.

10 References

Engineers for Africa - Royal Academy of Engineering http://www.southafrica.co.za/about-south-africa/education/

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http://www.southafrica.co.za/about-south-africa/education/



11 ANNEXURE A

A.1 CAP - Certified Automation Professional



Resources for the Certified Automation Professional® (CAP® ) Program

Foundation: Tools, Techniques, and Applications(ISA, 2013) – www.isa.org/advcontrolfoundation

Applying Manufacturing Execution Systems(CRC Press, 1997) – www.crcpress.com

A Guide to the Automation Book of Knowledge, 2nd Edition (ISA,2006) – www.isa.org/autobok

Applying S88: Batch Control from a User’s Perspective(ISA, 2000) – www.isa.org/applyS88

Batch Control Systems - Design, Application, and Implementation, Second Edition (ISA, 2006) - www.isa.org/batchcontrol

CAP Learning System (ISA,2006) – www.isa/caplearn.org CAP Study Guide

(ISA, 2004) - www.isa.org/capguide

Control System Design Guide, 3rd Edition (Academic Press, 2004) - www.harcourt-international.com

Control System Safety Evaluation and Reliability, 3rd Edition (ISA, 2010) – www.isa.org/safetyevaluation

Control System Documentation: Applying Symbols and Identification, 2nd Edition(ISA, 2004) – www.isa.org/symbolsandID

Electrical Instruments in Hazardous Locations, 4th Edition (ISA, 1998) – www.isa.org/hazardlocations

Fieldbuses for Process Control: Engineering, Operation, and Maintenance(ISA, 2001) – www.isa.org/fieldbuses

Fundamentals of Process Control Theory, 3rd Edition (ISA,2000) – www.isa.org/theoryfundamentals

Fundamentals of Industrial Control, 2nd Edition(ISA, 2004) – www.isa.org/fundamentalcontrol

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GAMP Good Practice Guide: Validation of Process Control Systems (ISPE, 2003) – www.ispe.org

Good Tuning: A Pocket Guide(ISA, 2000) – www.isa.org/tuningpocket

Industrial Control Electronics, 2nd Edition(Prentice Hall, 1993) – www.prenhall.com

Instrument Engineers’ Handbook, Volume 3 (4th Edition): Process Software and Digital Networks(ISA, 2011) – www.isa.org/iehvol3

Industrial Instrumentation Technician Assessment: Review for Certification, Levels III & IV(ISA, 1994) – www.isa.org/nicetIIIandIV

Internetworking with TCP/IP Vol.1: Principles, Protocols, and Architecture, 4th Edition(Prentice Hall, 1995) – www.prenhall.com

Motors & Drives: A Practical Technology Guide(ISA, 2003) – www.isa.org/motorsanddrives

NFPA 79 – Electrical Standard for Industrial Machinery (NFPA, 2002) – www.nfpa.org

Practical Project Management - Learning to Manage the Professional, Second Edition(ISA, 2012) – www.isa.org/projectmanage

Practical SCADA for Industry(Newnes, 2003) – www.elsevier.com

Preventive Maintenance(ISA, 2004) – www.isa.org/preventivemaintenance X X Principles and Practices of Automatic Process Control, 2nd Edition (Wiley, 1997) – www.wiley.com

Programming Industrial Control Systems Using IEC 1131-3 (IEE Publishing, 1998) – www.iee.org.uk

Safety Instrumented Systems: Design, Analysis, and Justification, 2nd Edition (ISA, 2006) – www.isa.org/SafetyInstrumentedSystems

Safety Integrity Level Selection – Systematic Methods Including Layer of Protection Analysis(ISA, 2002) – www.isa.org/safetyintegrity

Successful Instrument and Control System Design, Second Edition (ISA, 2012) – www.isa.org/iandcdesignCD

The New Rational Manager (Kepner-Tregoe, 1997) - www.kepner-tregoe.com

Troubleshooting: A Technician’s Guide(ISA, 2000) – www.isa.org/troubleshoot

Understanding Distributed Processor Systems for Control (ISA, 1999) – www.isa.org/distributedcontrol

ISA-5.1-2009 Instrumentation Symbols and Identification (ISA, 2009) – www.isa.org/standards

ANSI/ISA-84.00.01-2004 Part 1 (IEC 61511-1 Mod), Functional Safety: Safety Instrumented Systems for the Process Industry Sector - Part 1: Framework, Definitions, System, Hardware, and Software Requirements(ISA, 2004) – www.isa.org/standards

ANSI/ISA-84.00.01-2004 Part 2 (IEC 61511-2 Mod), Functional Safety: Safety Instrumented Systems for the Process Industry Sector - Part 2: Guidelines for the Application of ANSI/ISA-

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84.00.01-2004 Part 1 (IEC-61511-1 Mod): Informative(ISA, 2004) – www.isa.org/standards

ANSI/ISA-84.00.01-2004 Part 3 (IEC 61511-3 Mod), Functional Safety: Safety Instrumented Systems for the Process Industry Sector - Part 3: Guidance for the Determination of the Required Safety Integrity Levels: Informative(ISA, 2004) – www.isa.org/standards

ANSI/ISA-88.00.01-2010 - Batch Control Part 1: Models and Terminology(ISA, 2010) - www.isa.org/standards

ANSI/ISA-88.00.03-2003 - Batch Control Part 3: General and Site Recipe Models and Representation(ISA, 2003) - www.isa.org/standards

ANSI/ISA-95.00.01-2010 (IEC 62264-1 Mod) - Enterprise-Control System Integration Part 1: Models and Terminology(ISA, 2010) - www.isa.org/standards

ANSI/ISA-TR99.00.01-2007 - Security Technologies for Industrial Automation and Control Systems (ISA, 2007) - www.isa.org/standards

Certification and Review Courses

Certified Automation Professional® (CAP®) Exam Review Course (EC00)

Control Systems Engineering (CSE) PE Exam Review Course (EN00)

Basic Continuous Control

Process Analyzer Sample Conditioning System Technology & Component Specification

Designing and Applying Model Based Control Strategies (EC60)

Process and Laboratory Analytical Technologies Overview (SP02P)

Developing and Applying Standard Instrumentation and Control Documentation (FG15)

Industrial Pressure, Level and Density Measurement Engineering (EI05)

Industrial Flow Measurement Engineering (EI10)

Distributed Processor Systems for Control (IC35)

Sizing, Selecting, and Applying Process Control Valves (EI30)


Advanced System Programming Languages (IEC 6–1131- 3) Utilized By PLC/PAC Systems (TC36P)

PLC/PAC Automation: Basic Structure, Programming, Installation, and Maintenance (TC30P)

Applying Motor Controls and Drives (SP15)

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Advanced Control

Transducer/Transmitter Installation for Nuclear Safety Applications Using ANSI/ISA-67.01.01 (IC67)

ANSI/ISA-67.04-2006 Setpoints For Nuclear Safety-Related Instrumentation (IC68P)

Continuous and Emissions Monitoring Systems: A Process Analytical Sample Conditioning and Technologies Overview (SP01P)

Batch Control Using the ANSI/ISA88 Standards (IC40)

Reliability, Safety and Electrical

Process Safety Fundamentals (EC50CT)

Selección Avanzada de Nivel Integral de Seguridad - SIL (EC52SP)

Verificación Avanzada de Nivel Integral de Seguridad - SIL (EC54SP)

Advanced Design and SIL Verification (EC54)

Advanced Safety Integrity Level (SIL) Selection (EC52)

An Introduction to Safety Instrumented Systems (EC50C)

Safety Instrumented Systems: Design, Analysis, and Justification (EC50)

Applying Instrumentation in Hazardous (Classified) Locations (ES10)

Integration and Software

Industrial Networking & Security (TS12)

Industrial Data Communications Systems (TS06)

Using the ANSI/ISA99 (IEC 62443) Standards to Secure Your Industrial Control System (IC32)

Introduction to Building Automation Systems (EA15)

Database Management for Industrial Automation and Control Systems (EA05)

Developing a ISA100.11a Wireless Standard Compliant Product (IC90)

Implementing an Open Control System Network (IC50)

SCADA Systems Integration (IC30)

Implementing Business To MES Integration Using the ANSI/ISA95 Standard (IC55)

Applying Manufacturing Execution Systems (IC60)

Boiler Control Systems Engineering (ES15)

Burner Management Systems Engineering Using NFPA Code 85 and ANSI/ISA77 Standards (ES16)

Deployment and Operations

System Checkout, Testing, and Startup (EA10)

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Establishing a Standards-Based Calibration Program (EI40)

Work Structure

Project Management for Automation and Control (MT07)

Advanced Project Management for Team Leaders (MT10)

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A.2 CCST - Certified Control Systems Technician

See attachment(s): CCST_Presentation.ppt, New ISA CCST Task Lists Reference Document for 2013 Exam Change.pdf



Fundamentals

Mathematics for Instrumentation Technicians (FG02)

Fundamentals of Industrial Processes, Measurement and Control (FG05)

Introduction to Industrial Automation and Control (FG07)

Instrumentation

Advanced Operation of Digital (Smart) Transmitters and Digital Valve Controllers (TS16)

Advanced Operation of Digital (Smart) Transmitters (TS17)

Advanced Operation of Digital Valve Controllers (TS18)

Maintaining Pneumatic Components in Measurement and Control (TI06)

Installing, Calibrating, and Maintaining Electronic Instruments (TI25)

Electrical Systems and Principles (TI15)

Industrial Electronics (TI20)

Electrical Noise Effects on Instrumentation Control Equipment (TI21)

Control Systems


Tuning Control Loops (TC05)

Troubleshooting Instrumentation and Control Systems (TC10)

Industrial Data Communications

Industrial Networking & Security (TS12)

Advanced Industrial Cybersecurity (TS13)

Industrial Data Communications Systems (TS06)

Review Course

Certified Maintenance and Reliability Technician (CMRT) Exam Review Course (TM00)

Certified Control Systems Technician® (CCST®) Level I Review Course (TS00)


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PLC/PAC Automation: Basic Structure, Programming, Installation, and Maintenance (TC30P)

Applying Motor Controls and Drives (SP15)

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A.3 The Automation Competency Model



Offer targeted training courses to workers who are displaced or want to learn/upgrade relevant skills for new career opportunities

Reduce the course and program curriculum development time

Eliminate redundancy across courses

Improve instructional materials

Identify gaps in current training offerings

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A.3.1 Advanced Control Engineer

Alternate Titles: Advanced Process Control Engineer, Optimization Engineer, Simulation Engineer

Description: Advanced Control Engineers develop control strategies and apply models and advanced control tools to improve production unit performance. Models are used for exploration, discovery, quantification, demonstration, testing, training, and implementation of advanced solutions for sustainable manufacturing. Some of the advanced solutions are adaptive control, batch profile control, dynamic scheduling, smart PID features and techniques, model based control, neural networks, multivariate statistical process control, and real time optimization. These engineers analyze the process for an increase in capacity, efficiency, environmental protection, flexibility, quality, and yield and devise advanced solutions that directly achieve the desired results.

Sources of Material: Automation Body of Knowledge (ABoK), Advanced Control Unleashed, Advances in Bioprocess Modeling and Control, Plantwide Process Control (Luyben et al.)

Performance Domains:

Domain I: Advanced PID Control

Domain II: Modeling

Domain III: Model Based Control Domain IV: Real Time Optimization

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Domain I: Advanced PID ControlTask: Develop and apply PID control strategies and techniques to improve process performance.

Knowledge of: First principle process relationships in unit operations PID form and structures

Dynamic reset limiting Self-regulating, integrating, and runaway process dynamics

Effect on process dynamics on PID tuning and loop performance

Equivalent deadtime from measurement lags, filters, update time, and threshold sensitivity Equivalent deadtime from analyzer sample and cycle time

Equivalent deadtime from valve stiction and backlash and actuator-position threshold sensitivity Automation system dynamics and the effect on PID tuning and loop performance

Feedforward Control Override Control Valve Position Control

Skill in: Running process simulations to find process relationships Selection of PID options

Tuning of PID parameters including filter time, gain, reset, rate, and velocity limits Calculation of online process metrics

Using auto tuners and adaptive control Calculation of rate of change signals for batch profile control and

integrating processes Calculation of feedforward signals Estimation of process dynamics Estimation of automation system

dynamics Estimation of loop performance metrics Dynamic compensation of feedforward signals Selection and pairing of manipulated and controlled variables

Configuration of control strategies Configuration of feedforward, override, and valve position control

Domain II: ModelingTask: Develop and apply models to identify opportunities to improve process performance, learn process relationships, develop and test process control strategies, predict product composition and quality, estimate batch end points and cycle time, identify abnormal conditions, provide inferential measurements, train operations, and

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provide model based control.

Knowledge of: Physical properties First principle material, energy, component,

charge, and momentum balances Process metrics for unit operations

Product quality analysis Automation system

dynamics location and quantification Partial least squares

Step testing Pseudo random binary

sequence Multivariate statistical process control Neural Networks

Skill in: Configuring and programming dynamic simulations Calculating process metrics online

Calculating inferential measurements Identifying and applying dynamic linear estimators Using

principle component analysis (PCA) software Using projection to latent structures (PLS) software Identifying and applying neural network software

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Domain III: Model Based ControlTask: Develop and embed first principle and experimental models in process controllers. These controllers use specialized algorithms or industry packages for multivariable predictive control.

Knowledge of: Modeling Partial least squares Linear superposition Interactions Matrix condition number Matrix math Control horizon Final resting values Penalty on move (move suppression) Penalty on error Vector rotation (integrating processes)

Skill in: 1. Configuring or programming models and special control algorithms Designing multivariable control strategies

2. Using process identification software3. Using multivariable predictive control software4. Commissioning, tuning, and maintaining model based control

applications

Domain IV: OptimizationTask: Use solutions of optimum operating point for supervisory control of PID setpoints or model based control targets.

Knowledge of: Modeling Model based control Data reconciliation Key Performance Indicators (KPI) Optimization techniques High fidelity process models Open equation models Logistics Operations research Forecasting Energy markets Stochastic processes

Skill in: Software development Setting up, commissioning, tuning, and maintaining mixed

integer linear/nonlinear programs Setting up, commissioning, reconciling, and maintaining real time optimization programs Stochastic Optimization

Dynamic Scheduling

The writing of real time optimization programs is generally in the domain of process engineers specializing in high fidelity steady state process simulations but in some cases is an extension of high level multivariable predictive control skills.

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A.3.2 Automation Network Engineer

Alternate Titles: IT Controls Engineer, Network Architecture Engineer, Computer Systems Engineer

Description: Automation Network Engineers provide technical support in the design, development, and application of automation systems. They identify requirements and develop functional and design specifications for networks and network components for automation systems. These automation professionals provide the technical support and design of interfaces to ensure that the automation system integrates with the customer’s enterprise system.

Sources of Material: Certified Automation Professional Body of Knowledge, Automation Competency Model.


Do m ain I: De f inition D o m ain II: System Des i gn Do m ain III: Deploy m ent

Domain I: DefinitionTask 1: Determine operational strategies through discussion with key stakeholders and using appropriate documentation in order to create and communicate design requirements.Knowledge of: Interviewing techniques

Different operating strategies Team leadership and alignment

Skill in: Leading an individual or group discussion Communicating effectivelyWriting in a technical and effective mannerBuilding consensusInterpreting the data from interviews

Task 2: Establish detailed requirements and data including network architecture, communication concepts, safety concepts, security concepts, reliability concepts, standards, vendor preferences, equipment data sheets, reporting and information needs through established practices in order to form the basis of the design.Knowledge of: Network architectures for industrial and enterprise level networks

Communication protocols, including field levelSafety conceptsIndustry standards and codes Security requirements

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Safety standards (e.g., ISA, ANSI, NFPA)Control systems security practicesControl system network reliability concepts and practices

Skill in: Conducting safety, security, and reliability analyses Determining which data is important to capture Selecting applicable standards and codesIdentifying new guidelines that need to be developed Defining information needed for reportsCompleting equipment data sheet

Domain II: System DesignTask 1: Perform safety and/or hazard analyses, security analyses, and regulatory compliance assessments by identifying key issues and risks in order to comply with applicable standards, policies, and regulations.Knowledge of: Applicable standards (e.g., ISA S84, IEC 61508, 21 CFR Part 11,

NFPA)Electrical, electrical equipment, and electrical classification standards

(e.g., UL/FM, NEC, NEMA)Skill in: Participating in a Hazard and Operability

Review Analyzing safety integrity levelsAnalyzing hazardsAssessing security requirements or relevant security issues Applying regulations to design

Task 2: Select the physical communication media, network architecture, and protocols based on data requirements in order to complete system design and support system development.Knowledge of: Vendor protocols

Ethernet and other open industrial and enterprise networks Physical requirements for networks/mediaPhysical topology rules/limitations Network design

• Cable (Wire and Fiber Optic) Networks• Network Component Configuration• Network Diagnostics• Network Management• Wireless

Networks Security requirements Disaster recoveryGrounding and shielding practicesSkill in: Designing networks based on chosen protocols

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Task 3: Perform the detailed design for the project by converting the engineeringand system design into purchase requisitions, drawings, panel designs, and installation details consistent with the specification and functional descriptions in order to provide detailed information for development and deployment.Knowledge of: Field devices, control devices, visualization devices, computers, and

networksInstallation standards and recommended practices Electrical and wiring practicesSpecific customer preferencesFunctional requirements of the system/equipment to be automated Applicable construction codesDocumentation standards

Skill in: Performing detailed design work Documenting the design

Task 4: Implement data transfer methodology that maximizes throughput and ensures data integrity using communication protocols and specifications in order to assure efficiency and reliability.Knowledge of: Specific networking software products (e.g., I/O

servers). Network topologyNetwork protocolsPhysical media specifications (e.g., copper, fiber, RF, IR) Computer operating systemsInterfacing and gateways Data mapping

Skill in: Analyzing throughput Ensuring data integrity Troubleshooting Documenting configuration Configuring network products Interfacing systems Manipulating data

Task 5: Implement security methodology in accordance with stakeholder requirements in order to mitigate loss and risk.Knowledge of: Basic system/network security techniques

Cyber Security of the Automation System• Security Programs, Plans, and Policies

• System and Network Security Techniques• User Support

Customer security procedures

Control user-level access privileges Regulatory expectations (e.g., 29 CFR Part 11) Industry standards (e.g., ISA)

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Skill in: Documenting security configuration Configuring/programming of security system Implementing security features

Task 6: Test the automation system using the test plan in order to determine compliance with functional requirements.Knowledge of: Testing techniques

Specific control software products Specific HMI software products Specific database software products Specific reporting products Network communications Alarming schemesI/O structureMemory addressing schemes Hardware configurations Computer operating systemsFunctional requirements of system/equipment to be automated

Skill in: Writing test plans Executing test plans Documenting test resultsProgramming and/or configuration capabilities Implementing connections to remote devicesInterpreting functional requirements of system/equipment to

be automatedInterpreting P&IDs

Domain III: DeploymentTask 1: Install configuration and programs by loading them into the target devices in order to prepare for testing.Knowledge of: Control system (e.g., PAC, PLC, DCS, PC)

System administrationSkill in: Installing software

Verifying software installationVersioning techniques and revision control Troubleshooting (i.e., resolving issues and retesting)

Task 2: Solve unforeseen problems identified during installation using troubleshooting skills in order to correct deficiencies.

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Knowledge of: Troubleshooting techniques Problem-solving strategies Critical thinkingProcesses, equipment, configurations, and programming Debugging techniques

Skill in: Solving problems Determining root causes Ferreting out informationCommunicating with facility personnel Implementing problem solutions Documenting problems and solutions

Task 3: Test configuration and programming in accordance with the design documentsby executing the test plan in order to verify that the system operates as specified.Knowledge of: Programming and configuration

Test methodology (e.g., factory acceptance test, site acceptance test, unit-level testing, system-level testing)

Test plan for the system/equipment to be automated System to be testedApplicable regulatory requirements relative to testing

Skill in: Executing test plans Documenting test resultsTroubleshooting (i.e., resolving issues and retesting)Writing test plans

Task 4: Test communication systems and field devices in accordance with design specifications in order to ensure proper operation.Knowledge of: Test methodology

Communication networks and protocolsField devices and their performance requirements Regulatory requirements relative to testing

Skill in: Verifying network integrity and data flow integrity Conducting field device testsComparing test results to design specifications Documenting test resultsTroubleshooting (i.e., resolving issues and retesting) Writing test plans

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A.3.3 Automation Sales / Marketing Professional

Alternate Titles:

Inside sales: Customer Service Representative, Inside Sales Engineer, Technical Support Specialist

Outside sales: Field Sales, Automation Product Manager, Area Sales Representative, Regional Sales Representative, Industry Sales Representative, Account Representative, Sales Engineer, Product Marketing Manager

Description: Automation Sales/Marketing Professionals advise and assist clients and customers on the application, purchase, installation, and maintenance of available products and systems. They help companies find the right products to improve the efficiency, output, and safety of manufacturing and industrial processing operations.

Sources of Material: Certified Automation Professional Body of Knowledge, Automation Competency Model, Retail Industry Competency Model.


I. Custo m er Focus II. Industry and Product Knowledge III. Trai n ing and Technical Support III. IV. Organizational - Business Syste m s IV. V. Sales and Marketing

Domain I: Customer FocusTask 1: Initiate and maintain internal/external customer contacts.Knowledge of: Territory or region

Industries within the regionEstablished work practices within the organization

Skill in: Interpersonal communicationsEstablishing and maintaining customer relationships Verbal and presentation skills

Task 2: Identify customer requirements.Knowledge of: Business processes

Automation products and performance Automation opportunity identification techniques Interviewing techniques

Skill in: Asking questions to gather informationDemonstrating an awareness of the customer’s requirements

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Writing functional descriptionsCommunicating the functional descriptions to stakeholders

Task 3: Provide customer service.Knowledge of: Customer requirements

Basic process and/or equipment Automation techniques Marketplace products available

Skill in: Gathering and providing accurate information Seeking and proposing solutionsEstablishing boundaries to control unreasonable expectations Gathering and reacting to customer feedback

Task 4: Keep customers informed.Knowledge of: Project management techniques

Communication techniques Product/service information resources

Skill in: Organizing and carrying out a plan of action Presentation skillsTaking effective actionChanging gears in response to unpredictable events

Task 5: Document and communicate customer requirements to team members.Knowledge of: Basis of design outlines

User-requirement document outlines Team building techniques Consensus building techniques

Skill in: Proposing automation solutionsWriting in a technical and effective manner Compiling and summarizing information Making effective presentations

Domain II: Industry and Product KnowledgeTask 1: Demonstrate knowledge of systems processes, applications, and standards supporting the design and application of automation.Knowledge of: Automation types

Automation project phasesCodes, standards, and regulations

Skill in: Describing the roll of automation and control in industrial processes

Researching and applying emerging and future automation technologies

Conceptualizing solutionsTask 2: Demonstrate knowledge of automation devices and their function.

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Knowledge of: Instrumentation SensorsControllersRobotics

Skill in: Visualizing application Anticipating human factorsUsing logic and reasoning to propose solutions

Task 3: Develop a preliminary automation strategy that matches the degree of automation required by the customer’s requirements.Knowledge of: Automation strategies

Automation components Various degrees of automation

Skill in: Researching and proposing solutions Selecting appropriate components Making recommendations Articulating concepts

Task 4: Perform continuous improvement by working with facility personnel in order to increase capacity, reliability, and/or efficiency.Knowledge of: Performance

metrics Control theoriesSystem/equipment operationsBusiness needsOptimization tools and methodsSkill in: Analyzing dataCommunicating effectively with others Implementing continuous improvement procedures

Domain III: Training and Technical SupportTask 1: Provide technical support for facility personnel by applying system expertise in order to maximize system availability.Knowledge of: All system components

Processes and equipment Automation system functionalityAnalytical trouble-shooting and root causes

Skill in: Troubleshooting techniques Investigating and listening Analyzing data/input

Task 2: Perform training needs analysis periodically for facility personnel using skill assessments in order to establish objectives for training programs.

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Knowledge of: Personnel training requirements Automation system technology Assessment frequency Assessment methodologies

Skill in: Interviewing Information gatheringAssessing skill level

Task 3: Provide training for facility personnel by addressing identified objectives to ensure the skill level of personnel is adequate for the technology and products used in the system.Knowledge of: Training resources

Subject matter and training objectives Teaching methodology

Skill in: Writing training objectives Creating training Organizing training classesDelivering training effectively Answering questions effectively

Task 4: Evaluate training interventions to determine effectiveness and document lessons learned to improve future training efforts.Knowledge of: Performance metrics/expectations

Assessment techniquesSkill gap assessment

Skill in: Communicating with others Analyzing results Documenting lessons learned Writing and summarizing

Domain IV: Organizational – Business SystemsTask 1: Demonstrate knowledge of basic business principles, trends, and economics.Knowledge of: Market characteristics

Economic terminology Market supply/demand

Skill in: Researching and gathering informationApplying market knowledge to identify potential automation

applicationsTask 2: Act in the best interest of the company, co-workers, community, other stakeholders, and the environment.Knowledge of: Business/professional ethics

Environmental health and safety Best-value propositions

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Skill in: Keeping currentAssimilating new information Problem solving

Task 3: Manage projects to bring about successful completion of the project and/or sales goals.Knowledge of: Project management methodology

Established work practices Resource allocation

Skill in: Defining a project Goal settingTime management Organization

Task 4: Use internal and external customer resources effectively.Knowledge of: Ordering systems

Product and service resources Documentation requirementsCustomer Relationship Management Systems Manufacturing Information Systems

Skill in: Researching resources Keeping currentApplying time and cost efficient work practices

Task 5: Apply knowledge of business practices.Knowledge of: Financial reporting

Continuous improvement practices Performance standards

Skill in: Managing accounts and budgets Analyzing inputUsing reporting tools

Domain V: Sales and MarketingTask 1: Contact new and existing customers to discuss their needs and how automation solutions can meet those needs.Knowledge of: Principles and methods of sales

Marketing strategies and tactics Sales control systems Customer needs assessment Customer satisfaction measures

Skill in: Communicating effectively NegotiatingActive listeningBeing perceptive of customer needs

Task 2: Maintain customer records using automated systems.

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Knowledge of: Business systems ordering applications Transaction documentation requirements Supplier ordering systems

Skill in: Using customer relationship management software/systems Using database user interface softwareUsing spreadsheet software

Task 3: Negotiate prices and terms of sales and service agreements.Knowledge of: Sales techniques

Sales and service agreementsPricing strategies

Skill in: Communication Persuasion Negotiating

Task 4: Prepare sales contracts.Knowledge of: Contract policies and regulations

Procurement practicesPrice quote parameters

Skill in: Writing in a technical and effective manner Compiling and summarizing information Presenting information

Task 5: Track sales against goals and established standards.Knowledge of: Organizational objectives

Sales goals/expectations Customer service expectations

Skill in: Using sales tracking software Data analysisUsing new information and applying it to problem-solving

techniques

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A.3.4 Automation Technician

Alternate Titles: Instrument Technician, Instrumentation Technician, Control Technician, Process Control Technician, Instrumentation and Electrical (I&E) Technician, Electrical and Instrumentation (E&I) Technician, and Measurement Technician. Sometimes called Instrument Mechanic, Control Mechanic.

Description: Automation Technicians install, perform start-up/commissioning, maintain, troubleshoot, document and repair a wide variety of industrial instrumentation, electronic monitoring, metering, controlling and signaling devices used in the production of goods and services. They frequently provide input to equipment selection and design.

Sources of Material: Certified Control System Technician Body of Knowledge, Automation Competency Model.


Do m ain I: Cali b ration Do m ain II: Loop Checking Do m ain III: Troublesho o ting Do m ain IV: Start-UpDo m ain V: Maintenance/Repair Do m ain VI: Proje c t Org a nization D o m ain VII: A d m inistration

Domain I: CalibrationTask 1: Obtain all documents needed for device calibration in order to proceed with calibration.Knowledge of: Data sheets

Calibration sheets P&ID drawings Loop sheetsSite proceduresMechanical and electrical drawings

Skill in: Interpreting drawings Searching technical information CommunicationFollowing site procedures

Task 2: Identify the correct device to be calibrated through documentation and instrument identification systems in order to ensure proper calibration.

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Knowledge of: Applicable standards Site documentation

Skill in: Interpreting data sheetsConverting unit from metric/English or English/metric

Task 3: Select the correct test equipment through documentation and visual inspection as identified by site calibration procedures in order to correctly calibrate the device.Knowledge of: Electrical and pneumatic test equipment

Applicable standards on calibration of test equipment All appropriate proceduresAcceptable certifying agencies, companies, etc. Basic measurement units

Skill in: Obtaining appropriate test equipmentValidating certification by matching or locating certification stickers Using hand toolsUsing test equipment

Task 4: Connect the test equipment to the device as required by manufacturer specifications and site procedures in order to properly and safely calibrate the device.Knowledge of: Fundamentals of pneumatics

Fundamentals of electricity Fundamentals of schematic diagrams Basic physics of energy and powerBasic physical and chemical properties of matter Basic temperature scalesBasic pressure units Basic flow units Basic levelBasic conversionsAll appropriate site procedures Manufacturer specifications

Skill in: Building a mechanical and electrical circuit, including piping, wiring circuits, and working with live circuits using test equipment

Using hand tools Using test equipment Using power sources Using pressure sources

Task 5: Apply input values to the device as specified on instrument data sheet in order to simulate process parameters.

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Knowledge of: Fundamentals of pneumatics Fundamentals of electricity Fundamentals of schematic diagrams Basic physics of energy and powerBasic physical and chemical properties of matter Basic temperature scalesBasic pressure units Basic flow unitsBasic levelBasic conversions and mathematics Manufacturers specifications

Skill in: Simulating a mechanical/pneumatic/electrical signal into a device Using/working with high pressure sources, high temperature sources,

voltage and current sources, etc.Using hand tools Using test equipment Using power sources Using pressure sources

Task 6: Record "as found" readings on calibration sheets in order to provide a history of the device.Knowledge of: Mathematics

Physical sciences ConversionsElectronic fundamentals Pneumatic fundamentals

Skill in: Gathering technical information WritingApplying mathematical units and relationships Selecting required form

Task 7: Compare "as found" readings with the required values as specified by the instrument data sheet in order to identify if the device needs to be adjusted according to allowable tolerances.Knowledge of: Mathematics

Physical sciences ConversionsElectronic fundamentals Pneumatic fundamentals

Skill in: Analyzing data WritingApplying mathematical units and relationshipsSelecting required forms

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Task 8: Make adjustments to the device, if necessary, through site calibration procedures in order to ensure accuracy.Knowledge of: Calibration procedures

MathematicsPhysical sciences Electronic fundamentals Pneumatic fundamentals Electrical fundamentals

Skill in: Working with toolsReading and interpreting test equipmentUsing power sources (electrical or pressure)Analyzing data

Task 9: Complete all documentation as required in order to update all calibration records.Knowledge of: Calibration procedures

MathematicsPhysical sciencesElectronic fundamentals Pneumatic fundamentals Electrical fundamentalsSite documentation procedures

Skill in: Gathering technical information WritingApplying mathematical units and relationships Selecting required formsCompleting calibration sheets

Domain II: Loop CheckingTask 1: Obtain documents pertaining to the process loop in order to understand all devices and their intended functions.Knowledge of: Instrument symbol and terminology

The function of each loop component Loop diagramsLoop checking procedures

Skill in: Interpreting P&ID symbols Interpreting loop diagrams Following all appropriate procedures

Task 2: Inspect the loop components through visual observation in order to ensure that the components are correctly installed.Knowledge of: Mechanical & electrical fundamentals

Loop diagramsLoop components and operations through review of data sheets

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Skill in: Interpreting loop diagrams Interpreting P&IDsFollowing all appropriate proceduresInterconnecting loop components

Task 3: Verify that appropriate utilities are available and operational through visual inspection in order to perform the loop check.Knowledge of: Physical sciences and mathematics

DC & AC circuitsMechanical and electrical fundamentals

Skill in: Interpreting mechanical and electrical drawings Interpreting P&IDsUsing test/measurement equipment

Task 4: Isolate the process loop from the system by following established site procedures in order to perform the loop check in a safe manner.Knowledge of: Site safety procedures

Site loop check procedures Loop diagramsP&IDs

Skill in: Following all appropriate procedures Using loop diagramsInterpreting P&IDs

Task 5: Simulate a change in the measured variable in order to verify proper loop performance.Knowledge of: Basic physical properties of matter

Fundamentals of electricity Function of each loop componentBasic temperature, pressure, flow, and level properties

Skill in: Using test equipment Interpreting loop diagrams Interpreting P&IDsUsing test equipment Using hand tools

Task 6: Make necessary corrections in order to bring loop performance within specifications.Knowledge of: Basic physical properties of matter

Fundamentals of electricity Function of each loop componentBasic temperature, pressure, flow, and level properties

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Skill in: Using test equipment Interpreting specification sheets Interpreting P&IDsUsing test equipment Using hand tools Interpreting loop diagrams

Task 7: Complete all documentation as required in order to update all loop records.Knowledge of: All appropriate site documentation

All appropriate site procedures Loop diagrams

Skill in: Using drafting standards Technical writing

Domain III: TroubleshootingTask 1: Examine all pertinent documentation in order to identify the proper operation of the control system and devices and to provide a baseline against which to evaluate theproblem.Knowledge of: P&ID drawings

Loop sheetsProcess control system Front end elements Final elements SystemsSite proceduresOperating manuals and procedures

Skill in: Interpreting a loop drawing to identify the devices in a particular loop Interpreting complex technical documentsUnderstanding process control Interpreting P&IDs

Task 2: Identify any discrepancies between observed and proper operation of the control system in order to determine whether a problem exists.Knowledge of: Process control

Loop and data sheets P&ID drawingsOperating manuals and procedures Problem-solving techniques

Skill in: Identifying abnormal variations in data or readings from charts, or indicators

Identifying malfunctions in equipment and possible causes for these malfunctions

Reading technical documents

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Task 3: Determine which device or devices of the control system could be causing the observed discrepancies in order to formulate a plan of corrective action.Knowledge of: Process control

P&ID drawingsElectrical fundamentals Mechanical fundamentalsBasic flow, temperature, pressure, and level fundamentalsProblem-solving techniques

Skill in: Developing alternative solutions to a problem Identifying abnormal operating conditions CommunicationInterpreting P&IDsInterpreting technical documents

Task 4: Isolate each suspected device from the control system by following established site procedures in order to perform troubleshooting in a safe manner.Knowledge of: Process control (how systems are connected and the required

components for each system)Safety practicesSystems (e.g., electronics, pneumatics, mechanical, electrical)Documentation, drawings, & symbol identification

Skill in: Interpreting drawingsInterpreting complex technical documents Following site safety procedures Identification of safety hazardsTask 5: Exercise each device across calibrated range in order to determine proper

operation.Knowledge of: Process control

Site proceduresUse of test equipmentElectrical and mechanical systems

Skill in: Manipulating inputs to a device Interpreting output readings Using test equipment

Task 6: Perform corrective action, if necessary, according to site procedures in order to resolve the problem.Knowledge of: Process control

Site procedures Safety proceduresSystems (e.g., electronics, pneumatics, mechanical, electrical) Mathematics

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Skill in: Using test equipment Implementing detailed action plans Using hand toolsVerifying problem has been corrected Interpreting data and making comparisons Checking for variance/error percentage

Task 7: Complete all documentation as required in order to update all records.Knowledge of: Site documentation proceduresSkill in: Completing required documentationDomain IV: Start-UpTask 1: Examine all pertinent documentation in order to verify completion of all control systems that are required for start-up.Knowledge of: P&ID drawings

Loop, data, and calibration sheets Operation and equipment manuals Site procedures

Skill in: Interpreting calibration data sheets Interpreting loop sheets Interpreting P&IDsInterpreting, organizing, filing, and establishing order for

documentationTask 2: Implement applicable safety practices to be followed in order to ensure that all personnel are informed of the possible hazards during start-up.Knowledge of: Site procedures

Process control SystemsSafety equipmentSkill in: Communicating safety practices Demonstrating safety practices

Task 3: Coordinate activities with all personnel involved in order to ensure that all personnel are aware of their responsibilities during start-up.Knowledge of: Systems

Basic duties of other disciplinesSkill in: Communicating problems identified during field walkdowns,

calibrations, loops checks, etc.Establishing priorities for start-up Assigning tasksUsing hand tools, measuring devices, and test equipment

Task 4: Implement start-up according to site procedures in order to ensure that the system is operating properly.

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Knowledge of: Site proceduresProper sequencing of start-up plan Task assignmentsElectrical and mechanical systemsProcess control

Skill in: Following site procedures Interpreting a start-up plan Performing task assignmentsCalibrating, loop checking, and troubleshooting

Task 5: Assist site personnel to identify and correct problems that arise during start-up in order to commission the system.Knowledge of: Tools and test equipment

Process control Instruments and loops Operator interface

Skill in: Using tools and test equipment CalibratingTroubleshooting Communicating with others

Task 6: Complete all documentation as required in order to update all records.Knowledge of: Required documentation

Site proceduresSkill in: Completing documentationDomain V: Maintenance/RepairTask 1: Obtain documents pertaining to the device in order to understand the operation of the device and investigate its performance history.Knowledge of: Calibration and data sheets

Site procedures Manufacturer's documents

Skill in: Interpreting documentation (technical manuals) Interpreting P&IDsEvaluating relevant manuals/drawings for available information

Task 2: Assess the condition of the device through documentation, inspection and testing in order to maintain the device's performance and determine the need for any repairs.Knowledge of: Calibration and data sheets

Manufacturer's documents Troubleshooting techniquesBasics of instrument device operation

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Skill in: Isolating instruments for active process hazards Using hand toolsUsing test/calibration equipmentOperating calibration equipment which contains

historical informationTask 3: If required, remove device from service following all site and safety procedures in order to perform needed repairs.Knowledge of: Site procedures

Safety proceduresSkill in: Operating decontamination equipment

Implementing repairs with the required manpower Following instrument repair/replace procedures

Task 4: If required, decontaminate device in accordance with material safety data sheets, site, and safety procedures in order to ensure safe conditions.Knowledge of: Site procedures

Safety procedures MSDS documentsManufacturer's documents

Skill in: Following procedures for decontaminationObserving all safety procedures required for process integrity and

personnel safetyTask 5: Perform any applicable repairs by following proper procedures in order to return the device to service.Knowledge of: Instrument's operation and maintenance manual

Site proceduresMechanical fundamentalsElectrical fundamentals

Skill in: Disassembling and reassembling the instrument Following site proceduresUsing hand tools Repairing the instrument

Task 6: If required, recalibrate the device following site procedures in order to ensure proper operation.Knowledge of: Calibration procedures

Electrical fundamentals Mechanical fundamentals Test equipmentSite procedures

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Skill in: Using hand tools Using test equipmentFollowing site procedures Following calibration procedures

Task 7: Complete all documentation as required in order to update all device and maintenance records.Knowledge of: Site procedures

Calibration proceduresSkill in: Following procedures

Completing documentationDomain VI: Project OrganizationTask 1: Obtain documents pertaining to the control project in order to understand all requirements of the control project.Knowledge of: Site procedures

Safety proceduresP&IDs, loop sheets, instrument index, etc

Skill in: Interpreting technical documents Interpreting P&IDsInterpreting loop sheets Following oral instructions Following written instructions

Task 2: Communicate with necessary personnel in order to define the activities required for control project completion.Knowledge of: Basic duties of other disciplines

Project planningWritten and oral communication techniques

Skill in: Communicating Technical writing

Task 3: Participate in control project planning in order to coordinate all resources for theproject.Knowledge of: Basic duties of other disciplines

Project planningPersonnel resources Task assignments Start-up

Skill in: Communication Technical writing Interpreting procedures

Task 4: Supervise all necessary personnel to ensure compliance with site procedures in order to direct the control project in a safe and efficient manner.

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Knowledge of: Overall projectIndividual responsibilities SupervisionTime managementSite procedures

Skill in: Scheduling Planning CommunicatingAssessing abilities of personnel Following procedures

Task 5: Monitor all necessary resources in order to control variances from the project plan.Knowledge of: Overall project

Site proceduresOrganizational planning and scheduling techniques

Skill in: Scheduling Planning Communicating Time managementAssessing abilities of personnel Following proceduresTask 6: Complete all documentation as required in order to update all records.

Knowledge of: Site proceduresP&IDs, loop sheets, etc.

Skill in: Following procedures Completing documentation

Task 7: Comply with and promote compliance with all applicable codes, standards, and regulations.Knowledge of: Codes, Standards, and Regulations

• American National Standards Institute (ANSI)• Institute of Electrical and Electronics Engineers (IEEE)• International Society of Automation (ISA)• International Electro-technical Commission (IEC)• National Electrical Code (NEC)• National Electrical Manufacturers Association (NEMA)• National Fire Protection Association (NFPA)• Other Industry-specific Codes, Standards, and Regulations• Other International Codes, Standards, and Regulations

Skill in: Interpreting regulations InspectionsContinuous improvement

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Task 8: Follow all appropriate security procedures and regulations.Knowledge of: Security procedures and regulations

Cyber Security• Security Programs, Plans, and Policies• System and Network Security Techniques• User Support

Skill in: Continuous improvement in security Security investigations

Domain VII: AdministrationTask 1: Obtain a current set of site procedures in order to comply with requirements.Knowledge of: Location of site proceduresSkill in: Procuring informationTask 2: Verify that the instrument index, P&IDs, loop diagrams, etc. are current in order to ensure compliance with site procedures and job specifications.Knowledge of: Latest revisionsSkill in: Procuring documents

Interpreting documentsTask 3: Organize all calibration and data sheets, loop drawings, P&IDs, IOM manuals, instrument location, and installation details in order to maintain compliance with site procedures.Knowledge of: Leadership techniques

Organizational methodsSkill in: Leading others

Organizing Communicating

Task 4: Verify that certifications of test equipment and personnel are current and on file in order to ensure compliance with site procedures.Knowledge of: Organizational methods

Proper instrument test certification Proper personnel test certification

Skill in: Reading technical information/manuals Communicating

Task 5: Develop a tracking system for the receipt, storage, and issuing of instruments onsite in order to control resources of the project.Knowledge of: Shipping and receiving

Site proceduresMethods for instrument identification

Skill in: Technical writing Observing, inspecting Organizational techniques

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Task 6: Review all calibration sheets and completed loop checks in order to ensure accuracy and completeness of the documents.Knowledge of: Communication methods

Calibrations sheets and loop drawingsSkill in: Technical writing

Observing, inspecting Organizational techniques

Task 7: Sign off all documentation as complete and accurate in order to comply with site procedures.Knowledge of: Site procedures

P&IDs, loop drawings, calibration sheets, etc. Organizational methods

Skill in: Organizational techniquesTask 8: Generate as-built drawings in order to provide accurate and current drawings.Knowledge of: Drafting techniques

P&IDs, loop drawings, etcSkill in: Drafting

Observing installed work Communicating Technical writing

Task 9: Assemble proper documents in order to archive historical data and to complete the project.Knowledge of: Site procedures

Organizational methodsSkill in: Communicating

Organizational techniques

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A.3.5 Control Software Engineer

Alternate Titles: Automation Engineer, Manufacturing Automation Engineer, Process Automation Engineer, Integration Engineer, SCADA Engineer, Application Engineer, Software Engineer, Batch Control Engineer, Systems Analyst

Description: Control Software Engineers analyze user requirements, procedures, and problems to develop automation systems control configuration. They develop the functional specifications, coding strategy, logic, and control configuration structure. They develop and direct software system testing and validation procedures, and oversee all configuration and documentation.

Sources of Material: Certified Automation Professional Body of Knowledge, Automation Competency Model, Control Systems Engineer (CSE) Examination Specification.


D o m ain I: Software System Design Do m ain II: Develop m ent Do m ain III: Inst a ll a tion and Testing

Domain I: Software System Design - the conceptual design of the software to be used in control and information systems.Task 1: Establish standards, templates, and guidelines as applied to the automation system using the information gathered in the definition stage and considering human- factor effects in order to satisfy customer design criteria and preferences.Knowledge of: Process Industry Practices (PIP) (Construction Industry Institute)

Programming Languages• C/C++• G-Code (CNC)• Visual Basic• IEC - 61131

• Instruction List• Ladder Diagram• Function block• Structured Text• Sequential Function Chart

• Electronic Device Description Language (EDDL)• Vendor standard programming and configuration software.

Customer standardsVendor standards

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Template development methodologyMeasurement and control element devices Applicable standards (e.g., ISA S5, S88)

Skill in: Developing programming standards Selecting and sizing instrument equipment Designing low-voltage electrical systems Preparing drawing using AutoCAD software

Task 2: Define the data structure layout and data flow model considering the volume and type of data involved in order to provide specifications for hardware selection and software development.Knowledge of: Data requirements of system to be

automated Data structures of control systemsData flow of controls systemsProductivity tools and software (e.g., InTools, AutoCAD) Entity relationship diagrams

Skill in: Modeling dataTuning and normalizing databases

Task 3: Select the physical communication media, network architecture, and protocols based on data requirements in order to complete system design and support system development.Knowledge of: Industrial Digital Field Protocols (including but not limited to)

• AS-i• DeviceNet• Foundation Fieldbus• HART• INTERBUS• Modbus• PROFIBUS DP & PA

Vendor protocolsEthernet/IP and other open industrial networks Physical requirements for networks/media Physical topology rules/limitationsNetwork design Security requirementsData storage and archive practices

Skill in: Designing system communications based on chosen networks and communication protocols

Task 4: Develop a functional description of the automation solution (e.g., control scheme, alarms, HMI, reports) using rules established in the definition stage in order to guide development and programming.

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Knowledge of: Control theory• Basic processes (e.g., compression, combustion, distillation,

hydraulics, etc.)• Process dynamics (e.g., loop response, P-V-T relationships,

simulations, etc.)• Basic control (e.g., regulatory control, feedback, feed forward,

cascade, ratio, PID, split-range, etc.)• Discrete control (e.g., relay logic, Boolean algebra)• Sequential control (e.g., batch)

Visualization, alarming, database/reporting techniques Documentation standardsVendors' capabilities for their hardware and software products General control strategies used within the industry Process/equipment to be automatedOperating philosophy

Skill in: Writing functional descriptionsInterpreting design specifications and user requirements Communicating the functional description to stakeholders

Task 5: Design the test plan using chosen methodologies in order to execute appropriate testing relative to functional requirements.Knowledge of: Relevant test standards

Simulation toolsProcess Industry Practices (PIP) (Construction Industry Institute)General software testing proceduresFunctional description of the system/equipment to be automated

Skill in: Writing test plansDeveloping tests that validate that the system works as specified

Task 6: Perform the detailed design for the project by converting the engineering and system design into purchase requisitions, drawings, panel designs, and installation details consistent with the specification and functional descriptions in order to provide detailed information for development and deployment.Knowledge of: Field devices, control devices, visualization devices, computers, and

networksInstallation standards and recommended practices Electrical and wiring practicesSpecific customer preferencesFunctional requirements of the system/equipment to be automated Applicable construction codesDocumentation standards


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Domain II: Development - software development and coding.Task 1: Develop Human Machine Interface (HMI) in accordance with the design documents in order to meet the functional requirements.Knowledge of: Specific HMI software products

Tag definition schemesProgramming structure techniquesNetwork communications Alarming schemes Report configurations Presentation techniques Database fundamentalsComputer operating systems Human/ergonomic factors HMI supplier optionsHuman-Machine Interface Standards (e.g., ISA-SP77.60) Human-Machine Interfaces (e.g., ISA101)

Skill in: Presenting data in a logical and aesthetic fashion Creating intuitive navigation menus Implementing connections to remote devices Documenting configuration and programming Programming configurations

Task 2: Develop database and reporting functions in accordance with the design documents in order to meet the functional requirements.Knowledge of: Data Management

• Data Documentation• Data Quality Issues• Data Security• Data Storage and Retrieval• Database Operations and Maintenance• Database Software• Database Structure and Types• Special Requirements of Real-Time Process Databases

Relational database theorySpecific database software products Specific reporting products Programming/scripting structure techniques Network communicationsStructured Query language Report configurations Entity diagram techniques Computer operating systems Data mapping

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Skill in: Presenting data in a logical and aesthetic fashion Administrating databasesImplementing connections to remote applicationsWriting queriesCreating reports and formatting/printing specifications for report output Documenting database configurationDesigning databasesInterpreting functional description

Task 3: Develop control configuration or programming in accordance with the design documents in order to meet the functional requirements.Knowledge of: Specific control software products

Tag definition schemes Programming structure techniques Network communications Alarming schemesI/O structureMemory addressing schemes Hardware configuration Computer operating systems Processor capabilitiesStandard nomenclature (e.g., ISA) Process/equipment to be automated

Skill in: Interpreting functional descriptionInterpreting control strategies and logic drawings Programming and/or configuration capabilities Implementing connections to remote devices Documenting configuration and programs Interpreting P&IDsInterfacing systems

Task 4: Implement data transfer methodology that maximizes throughput and ensures data integrity using communication protocols and specifications in order to assure efficiency and reliability.

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Knowledge of: Industrial Communication Protocols (including but not limited to)• BACnet• Common Industrial Protocols• ControlNet• Ethernet-TCP/IP• LonWorks• Object-linked Embedding for Process Control (OPC)• PROFINET

Specific networking software products (e.g., I/O servers). Network topologyNetwork protocolsPhysical media specifications (e.g., copper, fiber, RF, IR) Computer operating systemsInterfacing and gateways Data mapping

Skill in: Analyzing throughput Ensuring data integrityTroubleshootingDocumenting configuration Configuring network products Network Configuration

• Cable (Wire and Fiber Optic) Networks• Network Component Configuration• Network Diagnostics• Network Management• Wireless Networks

Interfacing systems Manipulating data

Task 5: Implement security methodology in accordance with stakeholder requirements in order to mitigate loss and risk.Knowledge of: Basic system/network security techniques

Customer security proceduresControl user-level access privileges Regulatory expectations (e.g., 29 CFR Part 11)Industry standards (e.g. ISA99, Industrial Automation and Control

System Security)Skill in: Documenting security configuration

Configuring/programming of security system Implementing security features

Task 6: Review configuration and programming using defined practices in order to establish compliance with functional requirements.

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Knowledge of: Specific control software products Specific HMI software products Specific database software products Specific reporting products Programming structure techniques Network communicationAlarming schemes I/O structureMemory addressing schemes Hardware configurations Computer operating systems Defined practicesFunctional requirements of system/equipment to be automated

Skill in: Programming and/or configuration capabilities Documenting configuration and programsReviewing programming/configuration for compliance with design

requirementsTask 7: Test the automation system using the test plan in order to determine compliance with functional requirements.Knowledge of: Testing techniques




Task 8: Assemble all required documentation and user manuals created during the development process in order to transfer essential knowledge to customers and end users.

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Knowledge of: General understanding of automation systems Computer operating systemsDocumentation practices (e.g., ISA-SP5.6, Software Documentation for

Control Systems)Operations proceduresFunctional requirements of system/equipment to be automated

Skill in: Documenting technical information for non-technical audience Using documentation toolsOrganizing material for readability

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Domain III: Installation and TestingTask 1: Install configuration and programs by loading them into the target devices in order to prepare for testing.Knowledge of: Control system (e.g., PLC, DCS, PC)

Control Equipment• Distributed Control Systems: Hardware and Configuration• Process Automation Controllers: Hardware, Architecture and

Communications• Programmable Logic Controllers: Hardware and Configuration• SCADA Systems: Hardware, Architecture, and

CommunicationsSystem administration

Skill in: Installing softwareVerifying software installationVersioning techniques and revision control Troubleshooting (i.e., resolving issues and retesting)

Task 2: Test configuration and programming in accordance with the design documents by executing the test plan in order to verify that the system operates as specified.Knowledge of: Programming and configuration

Test methodology (e.g., factory acceptance test, site acceptance test, unit-level testing, system-level testing)

Test plan for the system/equipment to be automated System to be testedApplicable regulatory requirements relative to testing

Skill in: Executing test plans Documenting test resultsTroubleshooting (i.e., resolving issues and retesting)Writing test plans

Task 3: Maintain licenses, updates, and service contracts for software and equipment by reviewing both internal and external options in order to meet expectations for capability and availability.Knowledge of: Installed base of system equipment and software

Support agreementsInternal and external support resourcesLifecycle state and support level (including vendor product plans and

future changes)Skill in: Organizing and scheduling

Programming and configuringApplying software updates (i.e., keys, patches)

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A.3.6 Control Systems Engineer

Alternate Titles: Controls Engineer, Process Control Engineer, Instrument & Controls Engineer, Systems Engineer, Automation Systems Engineer, Manufacturing Automation Engineer, Instrumentation & Electrical Engineer.

Description: Control Systems Engineers analyze user requirements and the design of process and/or mechanical equipment to design automation systems that will cause the equipment to function in the desired manner. They analyze user requirements, procedures, and problems to identify the system components and develop the design and functional specifications for the automation systems. They are responsible for the interface between the hardware and software development for the automation system.

Sources of Material: Certified Automation Professional (CAP) Body of Knowledge, Control Systems Engineer (CSE) Examination Specification, Automation Competency Model.


Do m ain I: Measure m ent and Control Ele m ent Devices; Device Signals, and Trans m ission Media

D o m ain II: System Des i gn Do m ain III: Develop m ent

Domain I: Measurement and Control Element Devices; Device Signals and Transmission MediaTask 1: Select, specify, and design the installation of measurement devices to measure and analyze physical and chemical properties.Knowledge of: Sensor technologies applicable to the desired type of measurement

(e.g., flow, pressure, level, temperature, analytical, counters, position, motion, vision, etc.)

Sensor characteristics (e.g., rangeability, accuracy and precision, temperature effects, response times, reliability, repeatability, etc.)

Material compatibilitySafety Instrumented System [SIS] model validation calculations (e.g.,

Safety Integrity Level [SIL], reliability, availability, etc.)Skill in: Calculations involved in:

• Pressure drop• Flow element sizing• Differential pressure• Hydraulic head pressure

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• Velocity, area, volumetric, density, and mass relationships• Velocity, acceleration, mass, work energy• Unit conversions• Linearization

Task 2: Select, specify, and design the installation of control element devices to manipulate flows, energy, positions, speeds, and other variables.

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Knowledge of: Control Element devices• Pressure Relieving Devices

• Types (e.g., conventional spring, balanced bellows, pilot operated, etc.)

• Characteristics (e.g., modulating, pop action, etc.)• Calculations (e.g., sizing considering inlet pressure drop,

back pressure, multiple valves, etc.)• Material selection based on process characteristics• Installation practices (e.g., linking valves, sparing the

valves, accessibility for testing, car sealing inlet valves, piping installation, etc.)

• Rupture discs (types, characteristics, application, calculations, etc.)

• Control Valves• Types (e.g., globe, ball, butterfly, etc.)• Characteristics (e.g., pneumatic or electric actuation, on/off,

modulating, linear, low noise, equal percentage, shutoff class, etc.)

• Calculation (e.g., body and trim sizing, split range, noise, actuator sizing, speed, pressure drop, air/gas consumption, etc.)

• Applications of fluid dynamics (e.g., cavitation, flashing, choked flow, Joule-Thompson effects, two-phase flow, etc.)

• Material selection based on process characteristics (e.g., erosion, corrosion, plugged, extreme pressure, temperature, etc.)

• Accessories (e.g., limit switches, solenoid valves, positioners, transducers, air regulators, etc.)

• Environmental constraints (e.g., fugitive emissions, packing, special sealing, etc.)

• Installation practices (e.g., vertical, horizontal, bypasses, troubleshooting, etc.)

• Motor Driven Control Elements• Types of Motors (e.g. Single and Polyphase Alternating

Current (AC) Motors, Direct Current (DC) Motors, Stepper Motors, Servo Motors, linear, etc)

• Types of Motor Controllers or Drives (e.g. full voltage, reduced voltage, reversing, variable frequency, adjustable DC, servo, stepper, etc.)

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• Drive and/or Motor Characteristics (e.g. solid state, constanttorque AC, variable torque AC, vector AC, shunt wound DC, etc.)

• Calculations (e.g. horse power, torque, speed ranges, reduction ratios, etc.)

• Accessories (e.g. speed sensors, encoders, etc.)• Fluid powered actuators

• Pneumatic pistons• Hydraulic pistons• Sizing actuators and control devices.

• Other Control Elements• Solenoid valves• On-off devices/relays• Self-regulating devices

Safety Instrumented System [SIS] model validation calculations (e.g., Safety Integrity Level [SIL], reliability, availability, etc.)

Skill in: Installation Design (e.g., process, fluid power systems, electrical, etc.) Calculations for:

• Valve sizing• Power requirements• Heat load, cooling, heating and space conditioning.• Horsepower and torque• Linear actuation force• Etc.

Task 3: Design and install wiring to reliably communicate information between measurement and control element devices and control equipment.

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Knowledge of: Control Signals• Pneumatic, hydraulic, electronic, optical, discrete voltage,

analog, digital, digital bus, etc.• Transducers (e.g., analog/digital [A/D], digital/analog [D/A],

current/pneumatic [I/P] conversion, etc.)• Electrical hazardous area classifications and required wiring and

protection methods (e.g. Intrinsic Safety, explosion proof, non- incendive, etc.)

• Grounding, shielding, segregation, AC coupling• Basic signal circuit design (e.g., two-wire, four-wire,

isolated inputs/outputs, loop or external powering, etc.)Signal Transmission

• Signal communications system architecture physical layers (e.g., fiber optics, coaxial cable, wireless, paired conductors, fieldbus, industrial networks, etc.)

• Signal Communications protocols (e.g. foundation fieldbus, profibus, DeviceNet, ASi, Ethernet/IP, CAN, LonWorks, BACnet, etc.)

• Physical installation considerations versus transmission mediumtype• Media types and specifications• Voltage drop or signal attenuation• Signal distortion due to media length or network structure• Active and passive network components (e.g. taps, splitters,

repeaters/amplifiers, terminators, etc.)• Grounding & shielding

Skill in: Electrical Installations• Use of design standards and practices• Determination of applicable codes.

Calculations: circuit (voltage, current, impedance) Calculations: unit conversions

Task 4: Calibrate, troubleshoot, test, repair, and improve sensing, measurement, and actuation devices.Knowledge of: Installation requirements (e.g., grounding, shielding, constructability,

input/output termination, environmental, heat load calculations, power load requirements, purging, etc.)

Functionality and performance of measurement and control element devices

Skill in: Commissioning (e.g., performance tuning, loop checkout, etc.) Troubleshooting (e.g., root cause failure analysis and correction)

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Domain II: System Design - do the complete conceptual design of the control and information systems including specifications of the hardware and software to be used in the system (sometimes called "front end engineering" or "basic engineering"); and also do the "detail design" and procurement of the hardware systems including preparation of construction work packages.Task 1: Perform safety and/or hazard analyses, security analyses, and regulatory compliance assessments by identifying key issues and risks in order to comply with applicable standards, policies, and regulations.Knowledge of: Additional Codes, Standards, and Regulations:

• American National Standards Institute (ANSI)• Factory Mutual (FM)• Institute of Electrical & Electronics Engineers (IEEE)• International Society of Automation (ISA)• National Electrical Code (NEC)• National Electrical Manufacturers Association (NEMA)• National Fire Protection Association (NFPA)• Occupational Safety and Health Administration (OSHA)• Underwriter Laboratory (UL)• Equivalencies to international codes and

standards Hazard analysis methodologiesRisk analysisSafety system design (e.g., Safety Instrumented System [SIS], Safety

Requirements Specification [SRS], application of OSHA 1910, etc.)

Skill in: Participating in a Hazard Operability Review Analyzing safety integrity levelsAnalyzing hazards Analyzing risksAssessing security requirements or relevant security issuesApplying regulations to design

Task 2: Establish standards, templates, and guidelines as applied to the automation system using the information gathered in the definition stage and considering human-factor effects in order to satisfy customer design criteria and preferences.

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Knowledge of: Process Industry Practices (PIP) (Construction Industry Institute) IEC 61131 programming languagesCustomer standardsVendor standardsTemplate development methodology Measurement and control element devices Electrical standards and codesInstrument selection and sizing tools ISA standards (e.g., S5, S88)Etc.

Skill in: Developing programming standards Selecting and sizing instrument equipment Designing instrument installations. Designing low-voltage electrical systems Preparing drawing using AutoCAD software

Task 3: Create detailed equipment specifications and instrument data sheets based on vendor selection criteria, characteristics and conditions of the physical environment, regulations, and performance requirements in order to purchase equipment and support system design and development.Knowledge of: Measurement and control element devices.

Electrical standards and codesInstrument selection and sizing tools Vendors' offeringsMotor and drive selection sizing toolsElectronic control system hardware (e.g. controller, power supplies,

input/output cards and chassis, communication hardware, etc.)Human Machine Interface (HMI) (e.g., graphics, alarm management,

trending, historical data, etc.)Ergonomics (e.g., human factors engineering, physical control

room arrangement, panel layout)Skill in: Selecting and sizing motors and drives

Selecting and sizing instrument equipmentDesigning low-voltage electrical systems Selecting and sizing computersSelecting and sizing control equipment Evaluating vendor alternativesSelecting or sizing of input/output signal devices and/or conditioners

Task 4: Define the data structure layout and data flow model considering the volume and type of data involved in order to provide specifications for hardware selection and software development.

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Knowledge of: Data requirements of system to be automated (e.g. data sampling frequency, storage duration, archival requirements, security, integrity, etc.)

Data structures of control systems (e.g. distribution and access to data, storage redundancies, distribution, archiving, etc.)

Data flow of controls systems (e.g. data buffering, time base stamp, location of active and archive data files)

Data analysis toolsEntity relationship diagrams



Ethernet and other open networks Physical requirements for networks/media Physical topology rules/limitations Network designSecurity requirementsRedundancies, failure modes, and disaster recovery. Grounding and shielding practices

Skill in: Designing networks based on chosen media, architecture and protocolsTask 6: Develop a functional description of the automation solution (e.g., control scheme, alarms, HMI, reports) using rules established in the definition stage in order to guide development and programming.Knowledge of: Control theory

• Basic processes (e.g., compression, combustion, distillation, hydraulics, motion control, etc.)

• Process dynamics (e.g., loop response, P-V-T relationships, simulations, cycle times, throughput, etc.)

• Basic control (e.g., regulatory control, feedback, feed forward, cascade, ratio, PID, split-range, etc.)

• Discrete control (e.g., relay logic, Boolean algebra, state logic,

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function block/combinational logic, etc.)• Sequential control (e.g., batch, sequential function charts, logic

sequences, etc.)Visualization, alarming, database/reporting techniques Documentation standardsVendors' capabilities for their hardware and software products General control strategies used within the industry Process/equipment to be automatedOperating philosophy

Skill in: Writing functional descriptionsInterpreting design specifications and user requirements Communicating the functional description to stakeholders

Task 7: Design the test plan using chosen methodologies in order to execute appropriate testing relative to functional requirements.Knowledge of: Relevant test standards

Simulation toolsProcess Industry Practices (PIP) (Construction Industry Institute) General software testing proceduresFunctional description of the system/equipment to be automated

Skill in: Writing test plansDeveloping tests that validate that the system works as specified

Task 8: Perform the detailed design for the project by converting the engineering and system design into purchase requisitions, drawings, panel designs, and installation details consistent with the specification and functional descriptions in order to provide detailed information for development and deployment.Knowledge of: Field devices, control devices, visualization devices, computers, and

networksInstallation standards and recommended practices Electrical and wiring practicesSpecific customer requirementsFunctional requirements of the system/equipment to be automated Applicable construction codes and standardsDocumentation standardsProductivity tools (e.g. InTools, AutoCAD, Microstation, etc.)Typical industry standard drawings (e.g., PFD, P&ID, Loop

Diagrams, Ladder Diagrams, Logic Drawings, Cause & Effects Drawings, SAFE Charts, etc.)


Task 9: Prepare comprehensive construction work packages by organizing the detailed design information and documents in order to release project for construction.

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Knowledge of: Applicable construction practices Documentation standardsContracting and subcontracting of construction trades.

Skill in: Assembling construction work packages

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Domain III: Development - software development and coding. [domain IV of CAP]Task 1: Develop Human Machine Interface (HMI) in accordance with the design documents in order to meet the functional requirements.Knowledge of: Specific HMI software products

Tag definition schemes Programming structure techniques Network communications Alarming schemesReport configurations Presentation techniques Database fundamentals Computer operating systems Human factors/ergonomics HMI supplier options


Task 2: Develop database and reporting functions in accordance with the design documents in order to meet the functional requirements.Knowledge of: Relational database theory

Specific database software products Specific reporting products Programming/scripting structure techniques Network communicationsStructured Query language Report configurations Entity diagram techniques Computer operating systems Data mapping

Skill in: Presenting data in a logical and aesthetic fashion Administrating databasesImplementing connections to remote applications Writing queriesCreating reports and formatting/printing specifications for report outputDocumenting database configuration Designing databasesInterpreting functional description

Task 3: Develop control configuration or programming in accordance with the designdocuments in order to meet the functional requirements.

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Knowledge of: Specific control software products Tag definition schemes Programming structure techniques Network communications Alarming schemesI/O structureMemory addressing schemes Hardware configuration Computer operating systems Processor capabilitiesStandard nomenclature (e.g., ISA) Process/equipment to be automated


Task 4: Implement data transfer methodology that maximizes throughput and ensuresdata integrity using communication protocols and specifications in order to assure efficiency and reliability.Knowledge of: Specific networking software products (e.g., I/O servers).

Network topologyNetwork protocolsPhysical media specifications (e.g., copper, fiber, RF, IR) Computer operating systemsInterfacing and gatewaysData mapping


Task 5: Implement security methodology in accordance with stakeholder requirements in order to mitigate loss and risk.Knowledge of: Basic system/network security

techniques Customer security proceduresControl user-level access privileges Regulatory expectations (e.g., 29 CFR Part 11)

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Industry standards (e.g., ISA)Skill in: Documenting security configuration

Configuring/programming of security system Implementing security features

Task 6: Review configuration and programming using defined practices in order to establish compliance with functional requirements.Knowledge of: Specific control software products

Specific HMI software products Specific database software products Specific reporting products Programming structure techniques Network communicationAlarming schemes I/O structureMemory addressing schemes Hardware configurations Computer operating systems Defined practicesFunctional requirements of system/equipment to be automated

Skill in: Programming and/or configuration capabilities Documenting configuration and programsReviewing programming/configuration for compliance with design Requirements

Task 7: Test the automation system using the test plan in order to determine compliance with functional requirements.Knowledge of: Testing and simulation techniques

Specific simulation products and software. Specific control software products Specific HMI software productsSpecific database software products Specific reporting products Network communications Alarming schemesI/O structureMemory addressing schemes Hardware configurations Computer operating systemsFunctional requirements of system/equipment to be automated

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Skill in: Writing test plans Executing test plans Documenting test resultsProgramming and/or configuration capabilities Implementing connections to remote devicesInterpreting functional requirements of system/equipment to be

automated Interpreting P&IDs

Task 8: Assemble all required documentation and user manuals created during the development process in order to transfer essential knowledge to customers and end users.Knowledge of: General understanding of automation systems

Computer operating systemsDocumentation practices Operations proceduresFunctional requirements of system/equipment to be automated

Skill in: Documenting technical information for non-technical audience Using documentation toolsOrganizing material for readability - field ins

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A.3.7 Enterprise Integration Engineer

Alternate Titles: Advanced Process Controls Engineer, Enterprise Application Integration Engineer, Analyst – Control and Optimization, Technical Analyst, Systems Integrator, Technical Solutions Engineer

Description: Enterprise Integration Engineers devise strategy definitions (competitive, supply chain, operational), performance evaluation systems, process design/re-design, and enabling technologies. They consider all these issues in an integrated way to align the company strategy with process improvement projects in order to achieve excellent performance.

They provide prompt, accurate system integration and support to client’s customers worldwide. This ranges from assistance with using client products, complex software engineering analysis and integration of client software onto different set-top boxes and developing test programs to validate the porting interfaces. In general, engineers should be familiar with several areas of client technology and be able to intelligently assess specific problems encountered in the field and determine an appropriate path to resolution.

Sources of Material: Certified Automation Professional Body of Knowledge, Automation Competency Model.


Do m ain I: Define Custo m er Require m ents Do m ain II: Business a n d Physical I ntegr a tion Do m ain III: Application Integration Do m ain IV: Testing and Technical Support

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Domain I: Define Customer Requirements – identify and analyze customer requirements to determine optimal integration solutions.Task 1: Determine the type/degree of integration required through cost/benefit analysis in order to meet the business need.Knowledge of: Business integration

Physical integration Application integration Various cost/benefit toolsControl and information technologies (MES) and equipment Information technology and equipmentCompany proceduresPerformance metrics

Skill in: Analyzing cost versus benefit (e.g., life cycle analysis)Choosing the type/degree of integrationEstimating the cost of control equipment and software Leading a individual or group discussion Communicating effectivelyWriting in a technical and effective manner Building consensus

Task 2: Conduct technical studies for the preliminary integration strategy by gathering data and conducting an appropriate analysis relative to requirements in order to define development needs and risks.Knowledge of: Process control theories

Machine control theories and mechatronics Risk assessment techniques

Skill in: Conducting technical studies Conducting risk analysesDefining primary control strategies Writing in a technical and effective mannerCompiling and summarizing information efficiently Presenting informationTask 3: Perform a justification analysis by generating a feasibility cost estimate and using

an accepted financial model to determine project viability.Knowledge of: Financial models (e.g., Return On Investment, Net Present Value)

Business driversCosts of control equipmentEstimating techniques

Skill in: Estimating the cost and scope of the system Running the financial modelEvaluating the results of the financial analysis for the automation

portion of the project

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Domain II: Business and Physical Integration – determine solutions to integrate physical and business systems to increase interoperability, usability, and security.Task 1: Design and implement solutions to integrate business systems with information and operations systems.Knowledge of: Business Integration and Manufacturing Operations Management

(MOM)• Detailed Production Scheduling• Integration with Business Planning and Logistics• Level 3 Equipment Hierarchy• Level 3-4 Boundary• Other Manufacturing Activities• Production Operations

Management Supply Chain LogisticsSkill in: Evaluating strategies

Design

Task 2: Perform security analyses, and regulatory compliance assessments by identifying key issues and risks in order to comply with applicable standards, policies, and regulations.Knowledge of: Applicable standards (e.g., ISA S84, IEC 61508, 21 CFR Part 11,

NFPA)Company standards

Skill in: Assessing security requirements or relevant security issues Applying regulations to design

Task 3: Establish standards, templates, and guidelines as applied to the automation system using the information gathered in the definition stage and considering human-factor effects in order to satisfy customer design criteria and preferences.Knowledge of: Process Industry Practices (PIP) (Construction Industry Institute)

IEC 61131 programming languagesCustomer standards Vendor standardsTemplate development methodology Field devicesElectrical codes and standards (e.g. NEC, UL, FM, etc.)ISA standards (e.g., S88)

Skill in: Developing programming standards Selecting and sizing equipment Designing low-voltage electrical systems Preparing drawing using CAD software

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Task 4: Create detailed equipment specifications and data sheets based on vendor selection criteria, characteristics and conditions of the physical environment, regulations, and performance requirements in order to purchase equipment and support system design and development.Knowledge of: Computer and server hardware

Network hardware & componentsElectrical codes and standards (e.g. NEC, UL, FM, etc.) Vendors' offerings

Skill in: Designing low-voltage electrical systems Selecting and sizing computersSelecting and sizing network hardware and components Selecting and sizing control equipmentEvaluating vendor alternatives


Object Linked Embedding for Process Control (OPC) Ethernet and other open industrial and enterprise networks Physical requirements for networks/mediaPhysical topology rules/limitationsNetwork designSecurity requirementsGrounding and shielding practices

Skill in: Designing networks based on chosen protocolsTask 6: Develop a functional description of the automation solution (e.g., control scheme, alarms, HMI, reports) using rules established in the definition stage in order to guide development and programming.

Control theoryVisualization, alarming, database/reporting techniques Documentation standardsVendors' capabilities for their hardware and software products General control strategies used within the industry Process/equipment to be automatedOperating philosophyWriting functional descriptionsInterpreting design specifications and user requirements Communicating the functional description to stakeholders

Task 7: Perform the detailed design for the project by converting the engineering and system design into purchase requisitions, drawings, panel designs, and installation details consistent with the specification and functional descriptions in order to provide detailed information for development and deployment.

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Knowledge of: Field devices, control devices, visualization devices, computers, and networks

Installation standards and recommended practices Electrical and wiring practicesSpecific customer preferencesFunctional requirements of the system/equipment to be automated Applicable construction codesDocumentation standards


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Domain III: Application Integration – direct development of necessary software, programming of databases and configuration of networks to allow efficient and secure transactions among computer systems.Task 1: Establish detailed requirements and data including network architecture, communication concepts, safety concepts, standards, vendor preferences, instrument and equipment data sheets, reporting and information needs, and security architecture through established practices in order to form the basis of the design.Knowledge of: Network architecture

Network Configuration• Cable (Wire and Fiber Optic) Networks• Network Component Configuration• Network Diagnostics• Network Management• Wireless Networks

Communication protocols, including field level Safety conceptsIndustry standards and codes Reliability concepts and standards. Security requirementsSafety standards (e.g., ISA, ANSI, NFPA) Control systems security practices

Skill in: Conducting safety analysesDetermining which data is important to capture Selecting applicable standards and codesIdentifying new guidelines that need to be developed Defining information needed for reportsCompleting equipment data sheets

Task 2: Define the data structure layout and data flow model considering the volume and type of data involved in order to provide specifications for hardware selection and software development.

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Knowledge of: Data requirements of system to be integrated Data structures of control systemsData flow of controls systems Productivity tools and software Entity relationship diagrams Data Management

• Data Documentation• Data Quality Issues• Data Security• Data Storage and Retrieval• Database Operations and Maintenance• Database Software• Database Structure and Types

• Special Requirements of Real-Time Process Databases Data integration

Web based systems Metadata


Task 3: Develop Human Machine Interface (HMI) in accordance with the design documents in order to meet the functional requirements.Knowledge of: Specific HMI software products

Tag definition schemes Programming structure techniques Network communications

Alarming schemesReport configurations Presentation techniques Database fundamentals Computer operating systems Human/ergonomic factors HMI supplier options


Task 4: Develop database or data warehouse and reporting functions in accordance with the design documents in order to meet the functional requirements.

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Knowledge of: Relational database theorySpecific database software products Specific reporting products Programming/scripting structure techniques Network communicationsStructured Query language Report configurations Entity diagram techniques Computer operating systems Data mappingMeta data

Skill in: Presenting data in a logical and aesthetic fashion Administrating databasesImplementing connections to remote applications Writing queriesCreating reports and formatting/printing specifications for report output Documenting database configurationDesigning databasesInterpreting functional description

Task 5: Develop control configuration or programming in accordance with the design documents in order to meet the functional requirements.Knowledge of: Specific control software products

Tag definition schemes Programming structure techniques Network communications Alarming schemesI/O structureMemory addressing schemes Hardware configurationComputer operating systemsProcessor capabilitiesStandard nomenclature (e.g., ISA) Process/equipment to be automated


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Task 6: Implement data transfer methodology that maximizes throughput and ensuresdata integrity using communication protocols and specifications in order to assure efficiency and reliability.Knowledge of: Specific networking software products (e.g., I/O servers).

Network topologyNetwork protocolsPhysical media specifications (e.g., copper, fiber, RF, IR) Computer operating systemsInterfacing and gateways Data mapping


Task 7: Implement security methodology in accordance with stakeholder requirements in order to mitigate loss and risk.Knowledge of: Basic system/network security

techniques Customer security proceduresControl user-level access privilegesRegulatory expectations (e.g., 29 CFR Part 11) Industry standards (e.g., ISA)

Skill in: Documenting security configuration Configuring/programming of security system Implementing security features

Task 8: Review configuration and programming using defined practices in order to establish compliance with functional requirements.Knowledge of: Specific control software products

Specific HMI software products

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Specific database software productsSpecific reporting products Programming structure techniques Network communication Alarming schemesI/O structureMemory addressing schemes Hardware configurations Computer operating systems Defined practicesFunctional requirements of system/equipment to be automated

Skill in: Programming and/or configuration capabilities Documenting configuration and programsReviewing programming/configuration for compliance with design

requirementsTask 9: Test the system using the test plan in order to determine compliance with functional requirements.Knowledge of: Testing techniques




Task 10: Assemble all required documentation and user manuals created during the development process in order to transfer essential knowledge to customers and end users.

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Knowledge of: General understanding of automation systems Computer operating systemsDocumentation practices Operations procedures

Functional requirements of system/equipment to be automatedSkill in: Documenting technical information for non-technical audience

Using documentation toolsOrganizing material for readability

Domain IV: Testing and Technical SupportTask 1: Execute system-level tests in accordance with the test plan in order to ensure the entire system functions as designed.Knowledge of: Test methodology

Field devicesSystem/equipment to be automatedNetworking and data communications Safety systemsSecurity systemsRegulatory requirements relative to testing

Skill in: Executing test plans Documenting test results Testing of entire systemsCommunicating final results to facility personnel Troubleshooting (i.e., resolving issues and retesting) Writing test plans

Task 2: Perform periodic inspections and tests in accordance with written standards and procedures in order to verify system or component performance against requirements.Knowledge of: Performance requirements

Inspection and test methodologies Acceptable standards

Skill in: Testing and inspecting Analyzing test resultsCommunicating effectively with others in written or oral form

Task 3: Provide technical support for facility personnel by applying system expertise in order to maximize system availability.Knowledge of: All system components

Processes and equipment Automation system functionality Other support resourcesControl systems theories and applications Analytical troubleshooting and root-cause analyses

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Skill in: Troubleshooting (i.e., resolving issues and retesting) Investigating and listeningProgramming and configuring automation system components

Task 4: Perform continuous improvement by working with facility personnel in order to increase capacity, reliability, and/or efficiency.Knowledge of: Performance metrics

Control theories

Skill in: Analyzing dataProgramming and configuring Communicating effectively with othersImplementing continuous improvement procedures

Task 5: Document lessons learned by reviewing the project with all stakeholders in order to improve future projects.Knowledge of: Project review methodology

Project historyProject methodology and work processes Project metrics

Skill in: Communicating effectively with others Configuring and programming Documenting lessons learnedWriting and summarizing

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