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Document No.: R-05-IND-PE

Revision No.: 2 Effective Date: 16/11/2017

Subject: Discipline Specific Training Guide (DSTG) for Registration as a Professional Engineer in Industrial and Systems Engineering

Compiler: J Cato

Approving Officer: PDSGC

Next Review Date: 16/11/2021

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QM-TEM-001 Rev 0 – ECSA Policy/Procedure

ENSURING THE EXPERTISE TO GROW SOUTH AFRICA

Discipline Specific Training Guide (DSTG) for Registration as a Professional Engineer in Industrial and Systems

Engineering

R-05-IND-PE

REVISION 2: 16 November 2017

ENGINEERING COUNCIL OF SOUTH AFRICA Tel: 011 6079500 | Fax: 011 6229295 Email: [email protected] | Website: www.ecsa.co.za

mailto:[email protected]




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TABLE OF CONTENTS

1. BACKGROUND: ECSA REGISTRATION SYSTEM DOCUMENTS ..................................... 1

2. PURPOSE ........................................................................................................................... 1

3. AUDIENCE .......................................................................................................................... 2

4. PERSONS NOT REGISTERED AS A CANDIDATE AND/OR NOT TRAINED UNDER

COMMITMENT AND UNDERTAKING ................................................................................. 3

5. ORGANISING FRAMEWORK FOR OCCUPATIONS........................................................... 3

6. NATURE AND ORGANISATION OF THE INDUSTRY ......................................................... 7

7. DEVELOPING COMPETENCY: ELABORATING ON SECTIONS IN THE GUIDE

REGARDING COMPETENCY STANDARDS (DOCUMENT R-08-PE) ................................ 8

7.1 Contextual knowledge .................................................................................................... 9

7.2 Functions performed .................................................................................................... 10

7.3 Industry-related statutory requirements ........................................................................ 11

7.4 Recommended formal learning activities...................................................................... 11

8. PROGRAMME STRUCTURE AND SEQUENCING ........................................................... 12

8.1 Best practice ................................................................................................................ 12

8.2 Realities ....................................................................................................................... 13

8.3 Generalists, specialists, researchers and academics ................................................... 14

8.4 Moving into or changing candidacy training programmes ............................................. 14

8.5 Degree of responsibility ............................................................................................... 15

REVISION HISTORY .................................................................................................................... 17

LIST OF TABLES

Table 4: Progression throughout the candidacy period .................................................................. 16

LIST OF FIGURES

Figure 1: Documents defining the ECSA Registration System ......................................................... 1




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1. BACKGROUND: ECSA REGISTRATION SYSTEM DOCUMENTS

The illustration below defines the documents that comprise the Engineering Council of

South Africa (ECSA) system for registration in professional categories. The illustration also

locates the current document.

Figure 1: Documents defining the ECSA Registration System

2. PURPOSE

All persons applying for registration as Professional Engineers are expected to demonstrate the

competencies specified in document R-02-PE through work performed at the prescribed level of

responsibility, irrespective of the trainee’s discipline.

This document supplements the generic Training and Mentoring Guide (document R-04-P) and the

Guide to the Competency Standards for Professional Engineers (document R-08-PE).

R-04-P Training and Mentoring Guide

(All Categories)

Defines Council Policy, giving effect to the Act’s power to register in Professional Categories

R-01-P

Registration Policy R-02-PE/PT/PN/PCE Competency

Standard

Provides guidance on the competency standards for each category and the development of competencies

Defines the standards of competency for registration in each professional category

Defines key aspects of the application and assessment process and the forms of evidence that must be submitted by the applicant

Provides guidance to candidates, applicants, mentors, supervisors and referees on matters common to all professional categories

Provides guidance on training and experience towards registration for disciplines and categories

Prescribes standards

Prescribes procedures

Refers to

Explains

Refers to

R-05-IND-PE Discipline-

-Specific Training Guide

R-08-PE/PT/PN/PCE Guide to Competency

Standards

R-03-PE/PT/PN/PCE

Application and Assessment

Process

R-11-P Process for Training Candidates

(All Categories)

Covers the elements of the training process and the requirements of the

Commitment and Undertaking (C&U)

Recommends C&U

Refers to

Refers to

This

Document




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In document R-04-P, attention is drawn to the following sections:

7.3.2 Duration of training and length of time working at level required for registration

7.3.3 Principles of planning, training and experience

7.3.4 Progression of training programme

7.3.5 Documenting training and experience

7.4 Demonstrating responsibility

The second document (document R-08-P) provides a high-level, outcome-by-outcome

understanding of the competency standards that form an essential basis for this Discipline-Specific

Training Guide (DSTG).

This guide and the documents R-04-P and R-08-PE are subordinate to the Policy on Registration

(document R-01-P), the Competency Standard (document R-02-PE) and the application process

definition (document R-03-PE).

3. AUDIENCE

This DSTG is directed towards candidates and their supervisors and mentors in the discipline of

Industrial and Systems Engineering. The guide is intended to support a programme of training and

experience through incorporating good practice elements.

This guide applies to persons who have

completed the tertiary educational requirements in Industrial and Systems Engineering

o by obtaining an accredited B.Eng.-type qualification from a recognised tertiary

university in South Africa,

o by obtaining a Washington Accord recognised qualification, or

o through evaluation/assessment;

registered with the ECSA as a Candidate Engineer; and/or

embarked on a process of acceptable training under a registered Commitment and

Undertaking (C&U) programme under the supervision of an assigned mentor guiding the

professional development process at each stage.




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4. PERSONS NOT REGISTERED AS A CANDIDATE AND/OR NOT TRAINED UNDER

COMMITMENT AND UNDERTAKING

Irrespective of the development path followed, all applicants for registration must present the same

evidence of competence and be assessed against the same standards. Application for registration

as a Professional Engineer is permitted without being registered as a Candidate Engineer and

without training under C&U. Mentorship and adequate supervision are, however, key factors in

effective development to the level required for registration.

If the employer of the trainee does not offer C&U, the trainee should establish the level of

mentorship and supervision that the employer is able to provide. In the absence of an internal

mentor, the services of an external mentor should be secured. The Voluntary Association for the

discipline may be consulted for assistance in locating an external mentor. A mentor should keep

abreast of all stages of the development process.

This guide is written for the recent graduate who is training and gaining experience towards

registration. Mature applicants for registration may apply the guide retrospectively to identify

possible gaps in their development.

Applicants who have not enjoyed mentorship are advised to request an experienced mentor (internal

or external) to act as an application adviser while they prepare their application for registration.

5. ORGANISING FRAMEWORK FOR OCCUPATIONS

Industrial Engineering (Organising Framework for Occupations (OFO) 214101)

The Department of Higher Education and Training (DHET) defines an Industrial Engineer in

Guidelines: Organising Framework for Occupations (OFO) 2012:

An Industrial Engineer investigates and reviews the utilisation of personnel, facilities,

equipment and materials, current operational processes and established practices, to

recommend improvement in the efficiency of operations in a variety of commercial, industrial

and production environments.

Industrial Engineering has its roots in the work of Fredrick Taylor and Gillian and Frank Gillbreth, all




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of whom focused on the improvement of worker productivity in the latter part of the 19th century.

Since then, the discipline has grown to encompass any methodical or quantitative approach that

optimises the operation of a process, system or organisation. This is reflected in the more specific

definition of Industrial and Systems Engineering that has been adopted by the Southern African

Institute for Industrial Engineering, which is presented below.

Industrial and Systems Engineering is the science of integrating resources and processes into

cohesive strategies, structures and systems for the effective and efficient delivery of quality goods

and services. Industrial and Systems Engineering draws upon specialised knowledge and skills in

the mathematical, physical, behavioural, environmental, economic and management sciences and

combines the knowledge and skills with the principles and methods of engineering analysis and

design to find optimal and practical solutions that contribute to the success and sustainability of a

venture, thus making a fundamental contribution to the creation of wealth.

The OFO 2012 offers the following alternatives for titles and specialisations. These alternatives give

an indication of the various areas of specialisation, many of which are industry specific:

Agri-Produce Process Engineering

Automation and Control Engineering

Clinical Engineering

Enterprise Resource Management Engineering

Fabrication Engineering

Industrial Efficiency Engineering

Industrial Machinery Engineering

Manufacturing Logistics Engineering

Manufacturing Technology Engineering

Operations Research Engineering

Plant Engineering

Process Design Engineering

Process Engineering

Production Engineering

Quality Management Engineering

Robotics and Production Automation Engineering




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Safety Engineering

Supply Chain Engineering

Value Engineering

Systems Engineering

Software Engineering

Further dimensions of specialisation and sub-disciplines are revealed in viewing the profession from

a skills perspective. A skill is defined as the ability to carry out the tasks and duties of a given job.

The OFO 2012 considers specialised Industrial and Systems Engineering skills in terms of four

themes:

1. Field of knowledge required, which includes

knowledge of the area of specialisation and associated problem-solving methods

(e.g. Value Engineering, Quality Assurance);

skills associated with the phases in the lifecycle of a business, programme, project,

product or service (e.g. Asset and Maintenance Management, Project and

Programme Management); and

industry-specific knowledge to the extent that it presents the context in which a

problem needs to be understood and ultimately solved (e.g. fast-moving consumer

goods, warehousing and transportation, capital Investment).

2. Tools and machinery used, which include

manufacturing, processing and fabrication techniques;

techniques and models (e.g. operations research);

modelling tools (e.g. simulation and optimisation tools);

system tools (e.g. enterprise resource planning systems); and

philosophies (e.g. Just-in-Time).

3. Materials worked on or with that are closely related to the industry:

agri-produce and agri-processing;

petrochemical and processing industries; and

beneficiation of steel and other metals, smelters, metal works, precision

manufacturing, steel fabrication.




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4. Types of goods and services produced, which include

manufacturing, processing, assembly;

fabrication, construction and engineering contracting;

complex systems;

service industries; and

professional and management consulting services.

It is evident from the above that unlike many of the other engineering disciplines, Industrial and

Systems Engineering is not limited to the four dimensions of specialisation. There is a diverse range

of industries that benefit from the skills set of Industrial and Systems Engineering practitioners,

which include

primary industries and the downstream beneficiation industries (e.g. mining, fisheries,

forestry and agriculture);

manufacturing industries (production of goods that range from highly specialised capital

goods manufactured to order to mass-produced, fast-moving consumer goods);

chemical, petrochemical, agriculture, food, cosmetics and other processing industries;

construction and engineering contracting;

logistics and transport;

medical and health industries;

service industries (e.g. banking, insurance and various spheres of government);

engineering consulting;

information and communication technology (e.g. business management systems,

artificial intelligence, virtual reality, simulation and other decision-support mechanisms);

and

software industry (e.g. codification and gaming software).

Industrial and Systems Engineering continues to evolve in its response to the typical optimisation

challenges of particular industries. As knowledge and technology evolves, Industrial and Systems

Engineering has embraced, as sub-disciplines, many problem-solving techniques, methodologies,

approaches and even philosophies.




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Some examples are

the Lean and Just-in-Time philosophies and the associated techniques typically applied

in manufacturing and construction supply chains;

Supply Chain Management and its associated disciplines in the areas of procurement,

inventory and materials management, warehouse and logistics management,

manufacturing management, production and process control, and sales and distribution

management;

methodologies and techniques associated with the planning and control of primary

conversion processes and the associated accounting practices;

re-engineering of primary and support processes;

Total Quality Management, Six Sigma and other approaches to Quality Assurance and

Management;

Theory of Constraints and the associated techniques;

simulation and stochastic processes, statistical analysis, operations research and other

associated quantitative problem-solving techniques;

Maintenance Management (e.g. Total Preventative Maintenance);

Systems Design and Systems Engineering (e.g. systems support over entire lifecycle,

system dynamics, policy planning and process design);

Cost and Value Engineering;

design and management of facilities;

Project Management; and

Engineering Economics.

6. NATURE AND ORGANISATION OF THE INDUSTRY

Due to the dynamic nature of the profession, the diverse range of industries in which Industrial and

Systems Engineers could be employed and the diverse range of sub-disciplines and specialised

skills characterising the profession, it is virtually impossible to define a set of predetermined training

paths for the Industrial Engineering Candidacy Phase. Instead of predetermined paths, a set of

guiding principles is proposed whereby candidates can shape the course of their own Candidacy

Phase.




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The guiding principles are as follows:

be involved with the solution of at least one complex problem through its entire lifecycle

(refer to Table 1: Test for a complex engineering problem in document R-08-PE),

starting with problem definition and continuing with evaluation and selection of proposed

solutions and solution design through to implementation and post-implementation

support;

seek a fair balance between width of exposure and depth of specialisation and do not

compromise one for the other;

actively seek diversity across assignments in terms of

o exposure to the underlying complexities of problems,

o exposure to the management and leadership styles of business leaders, managers

and mentors,

o involvement in teams, team work and individual work; and

seek a level of continuity across at least one area of specialisation (e.g. industry,

discipline or problem-solving technique).

7. DEVELOPING COMPETENCY: ELABORATING ON SECTIONS IN THE GUIDE

REGARDING COMPETENCY STANDARDS (DOCUMENT R-08-PE)

This section elaborates on the discipline-independent competency standards outlined in document

R-08-PE and highlights specific competencies across the respective areas that are most relevant to

Industrial and Systems Engineering.

All applicants for registration are required to demonstrate insight and ability to use and interface

various engineered and innovative solutions with practical problems experienced in their work

environments. In addition, applicants must develop the skills required to demonstrate the advanced

use of industrial engineering knowledge in optimising the efficiency of operations or the

constructability of projects.

Candidate Engineers must obtain experience in solving a variety of problems in their work

environment. The solutions to these problems should also involve the use of the fundamental and

the advanced engineering knowledge obtained at university.




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The problems that require a scientific and engineering approach to their solutions may be

encountered in any engineering work environment that consists of integrated engineering systems,

equipment, machinery and infrastructure. From early in their training years, candidates must actively

seek opportunities to obtain experience in the area of simulating solutions to real-life engineering

problems encountered in the workplace.

In applying technical and scientific knowledge gained through academic training, the applicant must

also demonstrate the financial and economic benefits of engineered solutions at a sufficiently

advanced level. In addition, applicants must show evidence of adequate training in these

functions/skills through complex project work carried out in the analysis of problems and the

synthesis of solutions.

What is a sufficiently complex engineering problem?

According to the ECSA (2018), the definition of complex in complex engineering problems is as

follows:

Composed of many inter-related conditions; requiring first principle empirical judgment to

create a solution within a set of originally undefined circumstances. (ECSA, 2018:6)

The test for a complex engineering problem is shown in Table 1 of document RE-08-PE. This test

involves a three-step approach:

1. Determine whether it is an engineering problem that requires engineering knowledge

using the logic of the table

2. Determine the complexity of the initial state, the desired end state and how many of the

factors are unknown

3. Test the complexity of the solution path from the initial state to the goal state

7.1 Contextual knowledge

All successful solutions and interventions consider the context in which they exist. The integrative

nature of Industrial and Systems Engineering, the fact that the discipline draws from specialised

knowledge and a variety of skills, and the requirement of satisfying multiple objectives

simultaneously place added emphasis on the understanding and consideration of context.




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Contextual knowledge includes the following:

Organisation vision, mission, aspirations, objectives and core strategy

Business model

Industry dynamics

Risk, compliance and governance frameworks

Legal and regulatory frameworks

Cultural and social value systems

Political and economic context

Historic context

Expectations, limitations and aspirations of stakeholders and role players

Contexts relating to behaviour, mind-set, skills and capabilities

Physical environment

Support context

Successful professionals develop the art and skills to discern which contexts are most important for

the situation at hand and make an effort to understand the opportunities, limitations and rules of

engagement associated with the particular environment and context in which they find themselves.

7.2 Functions performed

Candidates must prove that during their training period, they have mastered the competencies

defined in document R-08-PE to a satisfactory level.

From the reports submitted as part of the application for registration (i.e. Training and Experience

Reports [TERs] and the Engineering Report [ER]), it should be clear to the reviewers that the

11 outcomes are met.

These outcomes are defined in document R-08-PE:

Section 3 (Group A outcomes: Knowledge-based problem-solving)

Section 4 (Group B outcomes: Management and communication)

Section 5 (Group C outcomes: Identifying and mitigating the impact of engineering

activity)




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Section 6 (Group D outcomes: Judgement and responsibility)

Section 7 (Group E outcomes: Independent learning)

It is very useful to measure the progression of candidates’ competency by making use of the degree

of responsibility. The degree of responsibility shows the gradual increase in responsibility to which

Candidate Engineers are exposed during their professional training (refer to the table in section 8.5

below).

7.3 Industry-related statutory requirements

There is no public liability associated with the typical activities of Industrial Engineers outlined in the

sections above.

The legislation listed in Appendix A of document R-08-PE also applies to Industrial and Systems

Engineers. However, this list does not include all the industry-specific legislation and regulations that

form part of the contextual knowledge required of Industrial Engineers.

Candidates are expected to have a working knowledge of the regulations and Acts and how they

affect their working environment. Adherence to this legislation is obviously of cardinal importance in

problem-solving and implementation. Knowledge of the Engineering Professions Act, No. 46 of

2000, is an important legislation for all registered engineers.

7.4 Recommended formal learning activities

As part of the documentation required in the application for registration, the candidate needs to

provide evidence of initial professional development (IPD) by supplying a list of formal activities for

continued education that were completed during the training period.

Formal learning activities for Candidate Engineers include postgraduate programmes in Industrial

and Systems Engineering and related fields such as Supply Chain Management and Project and

Technology Management, which are offered by universities with accredited engineering degree

programmes.




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Other academic institutions and commercial entities that provide formal training offer a variety of

continued education programmes in the broad field of Industrial and Systems Engineering. These

programmes have varying degrees of accreditation and the Candidate Engineer should verify the

status of the educational programme before enrolling.

The Southern African Institute for Industrial and Systems Engineering (SAIIE) offers an annual

conference and specialist group meetings through which Candidate Engineers can pursue

continuous professional development (CPD). The institute also provides a listing of possible CPD

activities for which CPD points are awarded.

Short courses offered by training institutions that are accredited by SAIIE in terms of CPD include

courses of both a generalist and specialist nature.

Examples of courses that offer specialist skills –

Systems Engineering

Project Management

Change and Transformation Management

Maintenance Management

Strategic Sourcing

Examples of courses that offer generalist skills –

Negotiation and influencing

Industrial relations

Public speaking

Professional writing

8. PROGRAMME STRUCTURE AND SEQUENCING

8.1 Best practice

There is no ideal training programme structure or unique sequencing that constitutes best practice.

The training programme for each candidate depends on the available work opportunities at the time

that are assigned to the candidate by the employer. It is suggested that candidates work with the




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appointed mentors to determine appropriate projects in order to gain exposure to elements of the

asset cycle and to ensure that their designs are constructable, operable and are designed

considering lifecycle costing and long-term sustainability.

The training programme should be such that the candidate progresses through the levels of work

capability described in section 7.3.4 of document R-04-P so that by the end of the training period,

the candidate exhibits the degree of responsibility allocated during the particular period of training

and is able to perform individually and as a team member at the level of problem-solving and

engineering activity required for registration.

The mentor and candidate must identify the level of responsibility that is required for an activity to be

compliant and demonstrate the various exit level outcomes (ELOs). Evidence of the candidate’s

activities and their acceptance by the mentor are recorded on the appropriate system in order to

meet the requirements of the Training Elements Appendix.

8.2 Realities

The minimum period for the Candidacy Phase is stated as three years. The likelihood, however, is

that it will take between three and five years to gain the required width and depth of experience

required for registration.

While many companies, including those who have signed a C&U with the ECSA, offer structured

Engineer in Training programmes, workplace realities may contribute to limited opportunities for

rotation or even promotion and may result in fulfilling a specific role with less than ideal access to in-

house mentors and limited access to Industrial Engineering. This may have consequences in terms

of the quality and rate of one’s development as a Candidate Engineer.

What distinguishes people who achieve success in life and in their careers is their ability to

understand the choices open to them, even if the choices are limited. Courses and other

opportunities to develop one’s professional skills outside the workplace may ultimately lead to

accessing other opportunities within the workplace. The investment made in one’s own development

offers a sense of empowerment and almost always has multiple returns in the medium to long term.

Candidate Engineers should evaluate their readiness for registration by comparing their




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development against the standards of competency for registration in document R-02-P. It would also

be helpful to consult with a mentor and/or supervisor regarding readiness to apply for registration.

8.3 Generalists, specialists, researchers and academics

It is highly recommended that researchers and academics make use of part-time assignments

and/or sabbaticals to gain exposure to projects outside academia. The Competency Standard

defined in document R-02-PE applies to generalists, specialists, researchers and academics alike.

8.4 Moving into or changing candidacy training programmes

This guide assumes that the candidate enters a programme involving Industrial Engineering work

after graduation and continues with the programme until ready to submit an application for

registration. It also assumes that the candidate is supervised and mentored by persons who are

qualified to provide mentoring in accordance with this document.

Candidate Engineers should ensure that their career development continues to be aligned with

Table 4 of document R-04-P. In addition, Candidate Engineers from disciplines other than Industrial

Engineering must demonstrate their competencies in Industrial Engineering in accordance with the

Training and Mentoring Guide (document R-04-P).

In the case of a person changing from one candidacy programme to another or moving into a

candidacy programme from a less structured environment, it is essential that the following steps are

completed:

The candidate must complete the Training and Experience Summary (TES) and the

TERs for the previous programme or unstructured experience. In the latter case, it is

important to reconstruct the experience as accurately as possible. The TERs must be

signed off by the relevant supervisor or mentor.

On entering the new programme, the mentor and supervisor should review the

candidate’s development while being mindful of the past experience and the

opportunities and requirements of the new programme. At minimum, the mentor and

supervisor should plan the next phase(s) of the candidate’s programme.




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8.5 Degree of responsibility

Table 4: Progression throughout the candidacy period presented in document R-04-P: Training and

Mentoring Guide refers to the gradual increase in the degree of responsibility to which the Candidate

Engineer is exposed during professional training. Considering the nature of work, specific examples

and outcomes appropriate to training in Industrial Engineering are given in the table presented

below:




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Table 4: Progression throughout the candidacy period

Degree of responsibility Nature of work Activities/duties to be undertaken during training

A: Being exposed The candidate undergoes induction and observes processes and work of competent practitioners.

Understand the business environment and the dynamics that

shape the businesses and the industries in which they operate

Understand the business model, its key conversion processes

and critical outcomes

Understand the value added by Industrial Engineers and other

professionals in the business

B: Assisting The candidate performs specific processes under close supervision.

Develop insight and understanding of the different processes and systems in the transformation of inputs into goods and services

Develop an appreciation of the numerous resources that are at

the disposal of the Industrial Engineer

Obtain experience in the day-to-day operations of the business

in order to gain insight and understanding of the different processes and systems involved in the transformation of inputs into goods and services, with specific emphasis on productivity and quality measurements

C: Participating The candidate performs specific processes as directed with limited supervision.

Gain first-hand experience of a broad range of industrial

engineering activities (e.g. process design and re-engineering, planning and control, work study, Value Engineering, materials and information management, people management skills, logistics, specialists’ inputs, tools and equipment and Quality Assurance)

Note the problems and limitations of particular philosophies,

methods and techniques, with emphasis on cost/effort and relative benefit

D: Contributing The candidate performs specific work with detailed approval of work outputs.

Be involved in activities such as the planning of production, the control of quality and costs of process study and work study, good material handling and workplace layout, activity-based costing, benchmarking, business cases, process re-engineering, maintenance practice and procedures, project management and system specification. Of particular importance is the collective working of such activities in the economic use of people, materials and machines.

Give specific attention to human aspects concerning

communication, interpersonal relationships and teamwork, training and cost analysis, budget control and profit accountability. These should proceed in parallel, applying industrial engineering techniques and utilising computers in problem-solving.

E: Performing The candidate works in a team without supervision, recommends work outputs and is responsible but not accountable.

Assume escalating technical responsibility and increasingly, co-ordinate the work of others

Gain exposure to and develop skills in management areas such as labour relations, management accounting, business law and general business management. This is important for the development of a well-rounded Industrial Engineer.

Seek assignments that require judgement, even if full information is not available. This leads to a position of professional responsibility, which is of great value and should be pursued.