Phase 1 and chartership
The documents I refer to below are mainly (not exclusively) for those following the IMechE route. However, I believe that it is worth all PET students considering the end state. Personally, I failed to spend enough time in Phase 1 considering it, i.e. chartership.
I would commend to you all that it is worth investing some time in digging out the UK Standard for Professional Engineering Competence. Having put your hands on that document then read it and spend time understanding what the statements really mean, as they are in my opinion rather vague. Whilst you are at PEW you are in a good place to speak with you mentor and ensure that as you head out to industry you get immediately after those tasks that provide evidence for competence and where appropriate reject opportunities that don’t provide evidence or decent personal development.
There are a few documents out there that are easy to find if you know to look for them (www.imeche.org):
– UK Standard for Professional Engineering Competence. (http://www.engc.org.uk/ukspec.aspx)
– Competence profiles – Guidance for applicants and assessors. Part 2 industry classification (K) – The Army.
– IEng and CEng guidance notes.
– Guidance on the Preparation of an MPDS Final Personal Report and Development Action Plan.
As a closing remark, I recognise that Phase 1 has its own pressures and putting this off appears an acceptable COA. However, if you do decide to follow this advice it will save you hours of time working out what the EC is looking for and may prevent you being burdended with a task during Phase 2 /3 that adds no value, except to the company that is sponsoring your attachement.
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Brendan,
I concur that an awareness of the end game is sensible but would also caution that many task taken on early on phase 2 might not in themselves appear to contribute much but that their successful and competent completion is what builds the trust that is necessary for you to be let lose on the more significant tasks you would be seeking. That is to say, it pays to take on most things at the front end in order to be able to be more demanding as you establish the right.
Richard,
Of course you make a valid point. Building trust is important to ensure that the student is exposed to bigger and better as the attachement matures.
The real message/advice I am attempting to impart is that I believe it is in the students interest to really understand the requirements so that their eyes are open to the opportunities/threats from Day 1 on attachment. (Also, to point my fellow asscioate members towards some helpdful documents.)
Brendan,
Thank you for the observations. I’m sorry that I have not had the opportunity to comment on other posts as yet – I’ll get better at managing my time!
I think you make a really valuable observation and I offer my CI’s perspective that we should be departing for Pahse 2 with a clearer understanding of the requirements of UK-SPEC. Perhaps there is an opportunity, during the overlap between Phases 1 and 4, for Phase 4 students to mentor Phase 1 students with examples of how they have met UK-SPEC on their attachment. Such a system could be extended to the Phase 4 student providing extended mentoring outside of the education and military ‘chain of command’, say for the next couple of years, to the Phase 1 student. (Rich Hall – you’ll recognise this line of thinking following our discussion with Comdt yesterday). In essence, the ‘graduating’ student can be a sounding board for a student during the course for questions that someone may not wish (or feel comfortable with) raising with PEW staff.
Thoughts?
CI
Sir,
Casting my mind back to Phase 1 I remember sitting in the audience whilst the Phase 4 Students back briefed on their experiences. There was some reference to competences, however, I admit I was relatively clueless and it mainly washed over me.
I have no doubt that there is value in Phase 4 Students describing/mentoring the Phase 1 Students in mapping of activities to competences. The only negative in my mind is that the Phase 4 student is yet to sit Charter review. Maybe the use of some redacted successful applications may bring this to life?
Any other Phase 2 Students have thoughts? (Conscious that I may be volunteering myself / others on return to Chatham.)
Good point Brendan about getting into UKSPEC, do you think there is scope to encourage pre reading prior to starying the course? Considering the InstRE is an awarding insitution too it makes sense to me to sart informing people of the requirement while they are in jobs where they could informs others at the same time ie promote professional registration and start to recognise the need for a personal commitment. I sometimes think that we leave too much to the classroom environment.
Well volunteered anyway!