Systems Engineering Competency Model

Our Leadership and Management Competency Model, derived from our successful leadership experiences, highlights additional non-technical competencies, including team-oriented skills. These skills, and those of the Systems Engineering Competency Model, must be applied in the appropriate mix for a given context and set of circumstances. 

In the Institution of Engineering and Technology (lET) safety-related systems competence criteria (lET 2007), there exists corrqietency profiling where effectively a series of competencies and levels are set against a job title. This lET competence model includes the concept of competence levels ... 

Fournier, M. C., Falk, L. and Villerrmaux, J. (1996). A new parallel competing reaction system for assessing micromixing efficiency— Determination of micromixing time by a simple mixing model. Chemical Engineering Science, 51(23) 5187-5192. 

The Newton/sparse matrix methods now used by electrical engineers have become the solution method of choice. Hutchison and his students at Cambridge were among the first chemical engineers to publish this approach, in the early 1970s. They used a quasi-linear model rather than a Newton one, but the ideas were really very similar. (It appears that the COPE flowsheeting system of Exxon was Newton based it existed in the mid-1960s but slowly evolved into a sequential modular system. One must assume the Newton method failed to compete.)... 

With this Planning for the Future example set forth, this chapter will focus on describing the three competency-based outcomes categorized from the data presented in Chapter 2. Each competency, systems, sustainability and ethics, is defined based on recent theories, contextualized based on recent research, and finally synthesized based on assessment rubrics. This is done to address the above Statement of the Problem, Paradigms and pedagogy regarding the need for competency mastery in mechanical engineering education need to be created and/or enriched so that the DNA double helix model of content and competency development can be enacted widely. With that Statement of the Problem in mind, the first competency, systems competency, is presented next. 

Therefore, it is argued that systems competency should be a part of the DNA of mechanical engineering education based on the mental model presented earlier of content and competency mastery. A continuing examination of planning for the future of mechanical engineering education is presented. A second competency gap, the sustainability competency, is described next. 

Based on the argument to deliver the double helix DNA of mechanical engineering education, both content and competency mastery, the previous chapter presented an exploratory rubric of student outcomes for systems, sustainability and ethics competency. These three competencies are the dorsal spine of the value stream that adds to the delivery of the mechanical engineering education. This process of mechanical engineering education should enrich the four-pronged client/supplier value streams of students, employers, society and faculty. Figure 4-3 below depicts a mental model as to how these outcomes can be pulled by Lean Engineering Education. 

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