5 -- Guidelines for Lifelong Learning

Individual Engineers

A commitment to continued lifelong professional development and competence, including:

• preparing and periodically updating a lifelong learning plan, consistent with one's general career aspirations, with discussions with employer and colleagues.

• understanding and defining one's field of practice and the requirements for competency.

• identifying logical extensions to one's skill base and significant knowledge gaps.

• maintaining accurate and full records of major achievements in engineering and the successful completion of continuing education courses.

• making a continuing time and financial commitment to lifelong learning; in all likelihood, this will be modest in comparison to the large past investments made to achieve one's initial engineering training and certification.

• if involuntarily terminated, identifying potential skills needed to reenter the market place. If possible, seek out employers who would be willing to consider hiring once those skills have been obtained.

Establishing an evolving and effective professional development policy for engineering staff at all levels in the organization, including:

• establishing a written or implied contract between the employer and the engineer setting out the commitments of both parties to lifelong learning. This should be introduced at the time of hiring.

• maintaining a directory of available training programs relevant to the business of the company, and communicating this information to employees.

• developing in-house training programs for topics specific to the business of the employer.

• recognizing employee achievements in continuing education when considering opportunities for career advancement.

• providing infrastructure to support lifelong learning such as support staff, training rooms, and access to on-line instructional networks.

• encouraging senior engineering staff to serve as mentors to assist junior staff in developing lifelong learning plans.

• ensuring that lifelong learning accomplishments that contribute to performance and capability are recognized in performance reviews and in remuneration.

• allocating a reasonable budget for 2-5 day short courses and for periodic longer advanced credit programs, possibly cost shared and time shared with the employee (2% of the engineering budget is considered by some firms as the minimum level required).

• maintaining an awareness of emerging technologies that may affect their business several years hence, and assisting employees who have an interest in obtaining a competency in these fields.

Establishing lifelong learning programs for engineers as a major institutional mission, including:

• ensuring close coordination among institutions to avoid duplication and to ensure maximum effectiveness.

• providing an appropriate balance between technical and management programs.

• providing effective publicity about lifelong learning programs.

• developing remote access programs through modern information channels (e.g. through video-conferencing, television, the Internet).

• involving engineers from industry in the planning and delivery of continuing education programs.

• providing maximum flexibility in the times that courses are offered to industrial engineers.

• supporting and assisting the establishment of continuing education programs delivered by the private sector.

• maintaining and providing permanent and portable records of participation in both credit and non-credit courses.

• assisting alumni and local engineers, through their technical societies and professional bodies, in their further education by providing tailored educational offerings.

• rewarding staff who contribute and participate in the delivery of continuing education programs.

• enhancing continuing education programs in the new technologies and in those involving multi-disciplinary fields.

Maintaining primary responsibility for ensuring the competency of professional engineers through:

• developing practical guidelines for the various participants in the lifelong learning process.

• publicizing availability of continuing educational programs, short courses, seminars which have been developed by public and private sector educational providers.

• maintaining records bearing on the continuing competence of professional engineers, including: a) evidence of participation in formal courses (e.g. continuing education units), and b) recognition of achievements in the profession (e.g. design innovations, research contributions, international recognition).

• taking appropriate actions in the event that individual engineers and/or their employers fail to ensure competencies are maintained through lifelong learning.

• developing lifelong learning requirements for engineers seeking to re-enter the profession after a period of absence.

• establishing lifelong learning guidelines for engineers wishing to practice in multi-disciplinary areas.

• establishing lifelong learning guidelines for engineers in management positions, including those having financial, economic and human resource responsibilities.

Continuing to improve the technical and management skill of engineers, through:

• enhancing effectiveness of traditional information sharing channels such as publications and conferences.

• expanding range of tutorials and technology updates.

• preparing advanced study plans appropriate for various technology areas.

• promoting technology development in multi-disciplinary areas in collaboration with other technical societies.

• maintaining inventory of the continuing education services available, including those of private sector service providers.

• developing continuing education offerings suitable for engineers employed by small and medium-size companies (SMEs) and those working in remote locations.

• improving access to technical information by electronic journals accessed by Internet.