APEGA Competency Assessment

APEGA Competency Based Assessment Example

What is competency?

Competency means the ability or capability to do something efficiently using knowledge or instructions requires to successfully perform critical work functions. It is the basis of measuring the skills standards, knowledge and abilities of a person. Competency provide complete knowledge about an individual’s ability and skills of performing specific functions and tasks. In simple words, competency is the measure of both proven knowledge and proven skills of an individual.

APEGA permit holders and professionals include companies and other organizations that regularly practise engineering, geoscience or both – have shared decent commitment to the safety of public and well-being via the professions self-regulation. There was the public interest being served is their primary responsibility and privilege.

APEGA specifically takes part in the engineering national conversation and geoscience issues through the Geoscientists Canada and Engineers Canada.

What is competency-based assessment?

When we start a job, it is necessary to have complete knowledge and information about that particular job. The information or knowledge varies with the complexities of the job. A competency-based assessment process is the technique to build the knowledge and information in an individual to perform a job. It is very important for an individual to know about the responsibilities and requirements of the job he is going to perform, without knowing about the job it is impossible for the person to work efficiently and expertly.
Competency-based assessments are conducted in order to provide the individual all the necessary and important information about the job after testing his/her knowledge about that job. Basically, it is the process of polishing an individual’s skills as per your requirement before hiring him or her on a particular job so that he or she work according to your instructions. It gives a complete guideline to the management or the administration that how should that deal with that specific employee and what are his strong and weak points.

Competency-based assessment processes

There are different steps or approaches of a competency-based assessment processes:

Self-Assessment: The initial and most basic step of a competency-based assessment is self-assessment. A person should test himself that how much he knows about that job and what are his skills. It is very important for the person himself to firstly understand about his capabilities and what can he do.

Assessor Review: In some cases, only self-assessment is sufficient and no further assess is required but, in few cases, assessor is required for reviewing the information and data collected by an individual is correct or not and if the person is capable of doing that job or not.
Identify the development needs: An assessment helps to identify the strong and weak points of an individual. It helps to determine that where the person is lacking and what are the strong and well-developed points of an individual. This helps in creating and developing a plan.

ON and OFF the job learning: To become an expert it is necessary for an individual to work hard and practice more on that particular task or assignment. It is necessary for the person to work on that even after job so that he can become an expert and can work more efficiently.

Re-Assessment: After assessment, if any development and changes were required in the person’s work so an assessment is conducted again in order to test whether is there any changes or improvement in the person’s skills or there is no development.

APEGA Competencies

APEGA Competencies consist of 4 main categories and these are:

  • Technical Competency
  • Project and Financial Management
  • Team Effectiveness
  • Professional Accountability

The key competency categories:

APEG’S CBAT test the applicant’s key competencies which are further divided into six main categories. The following categories are important for a person to work safely and expertly as an engineer.

Technical Competency: Technical competency is defined as the application of knowledge needed to perform a particular job with an organization.Communication: Communication means carrying out a specific task efficiently using your skills which reflect your performance and helps you identify what changes are needed in future.

Project and Financial Management: It includes planning and managing the finance of the company which means to make up or build up a plan keeping in mind the financial conditions of the company.

Team Effectiveness: Team work is very important in an organization. For the betterment and progress of an organization or the company all they employees should work together as a team.

Professional Accountability: Professional accountability means being answer able of one’s action, whatever you do you own it and provide valid reasons for doing that. Social, Economic, Environmental and Sustainability: For the development it is necessary to keep everything in balance. So, to achieve sustainability it is necessary to maintain equilibrium in the social, economic and environmental resources. APEGA Competency Assessment is a mandatory step to prove your abilities in front of APEGS Canada.

Competency Based Assessment (CBA) Scoring

The Competency based Assessment scoring scale is utilized for rating the ability of an applicant to perform the tasks related to engineering. The APEGA Board of Examiners needs applicants to no longer require supervision for completing the engineering tasks for engineering applications to be eligible for the professional membership.

Applicant is needed to demonstrate the experience of professional level and expertise in the set 22 key competencies. Each key competency fulfillment is rated on scale from 0 to 5.

The applicant is rated all the competencies and provide a self-assessment score on the Competency-Based Assessment Tool (CBAT) form, and his or her validators, who will review the examples and provide a score based on their assessment of the applicant’s abilities during the time the validator witnessed or supervised the applicant.

The core key competencies in each of the category need minimum score of 1 for the applicant to become eligible to apply for the APEGA. There is the each competency category needs an overall level of competence of 2 or 3. The overall score in each category must require to meet or exceed the minimum level.

In case when the applicant’s self-assessment score is lower than the minimum score for each key competency, the application will not meet the eligibility requirements from APEGA.

As per the guidelines from the APEGA, the APEGA’s board of examiners is the decision-making body for membership with APEGA on all applications. The review from BOE and final decision is relied on academic credentials of an applicant, demonstrated core competencies, validator feedback, and relevant work history.

22 Company-Based Assessment for Applicants:

It is necessary for the applicants to complete a company-based assessment before applying for the APEGA. Sometimes, the applicants don’t need any reviewer and self-assessment is adequate but in fewer cases validators or reviewers are required. APEGA Competency Assessment is required as an essential step to get your immigration process easier.
Selecting Validators:
The name and email address of at least one of the validators of each company should be provided.
The validators are assigned to review a part each, and gives feedback about it. The validators completely review the self-assessment and scores it.
Providing Examples:
The company-based assessment has many pages divided into various categories. The applicant is asked to give example of each category. There are two types of examples
Weak examples: when the applicant work as a team member and doesn’t work as a leader. The applicant is a part of a team which works on a specific task or assignment.
Strong examples: Strong examples are when the applicant is directly responsible and have authority of having obvious effect on a project.
Complete the Competency-Based Tool:
Under each competency the applicant has to write an authentic and relevant example of recent engineering examples. It is important for the applicant to select the validator’s email and name from the previous created list. The applicators are also instructed to provide the validator’s email, name, designation and position and then move forward in completing the situations, detailed actions and outcomes that will meet the requirements of every competency.
The Assessment Process:
Application Submission: Once all requirements are completed the application is submitted to the authorities and then they are responsible of checking the information and reviewing it.
Application status track: Applicant can check the status of its application anytime that whether it reached to the authorities or not.

Competency Category 1 – Technical Competence

1.1 Regulation, Codes, and Standards

Demonstrate knowledge of regulations, codes, standards, and safety – this includes local engineering procedures and practices as applicable

  • Identifying and complying with legal and regulatory requirements for the project activities.
  • Incorporating codes knowledge and regulations in design materials.
  • Preparing the reports assessing the compliance with the standards, regulations, and codes.
  • Recognize the need to design for code compliance and ensure ability to construct, ability to operate and ability to maintain, once constructed

1.2 Project and Design Constraints

Requirement to demonstrate materials knowledge, or operations as required along with design and project constraints, design for optimum fit the requirement or associated service intended and addressing the inter-disciplinary impacts.

  • Demonstrate knowledge of materials, operations, project, and design constraints (i.e., cost, design, material, labour, time, budget, production)
  • Demonstrate understanding of, and coordination with, other engineering and professional disciplines

1.3 Risk Identification and Mitigation

Analyze technical risks and offer solutions to mitigate the risks

  • Demonstrate familiarity with system protection and/or damage/hazard mitigation objectives, philosophies, practices, procedures, and functions
  • Identify risk areas including causes of risks and their impacts
  • Develop risk management/mitigation plans
  • Demonstrate an understanding of the difference between technical risk and public safety issues

1.4 Application of Theory

Apply engineering knowledge to design solutions

  • Prepare technical specifications
  • Demonstrate use of theory and calculations to arrive at solutions
  • Demonstrate the development of a unique design solution that could not be accomplished with a standard design solution

1.5 Solution Techniques

Understand solution techniques and independently verify the results

  • Demonstrate an understanding of the engineering principles used in the application of computer design programs and show/describe how the results were verified as correct
  • Participate in an independent review and verification of solution techniques or analysis methods

1.6 Safety Awareness

Be aware of safety risks inherent in the design, and demonstrate safety awareness; on-site and has potential safety authorization/certificate as appropriate

  • Identify, incorporate, and/or participate in review of safety considerations, procedures, and equipment as they apply to system operations and/or maintenance programs
  • Demonstrate specific knowledge of safety regulations
  • Incorporate explicit human and public safety considerations in design and all other professional activities
  • Understand and account for safety risks associated with processes. Identify relevant protection equipment and process modifications to mitigate safety risks

1.7 Systems and Their Components

Demonstrate understanding of systems and components of systems

  • Demonstrate an understanding of each element in a process
  • Demonstrate an understanding of the interactions and constraints in the behaviour of the overall system
  • Manage processes within the overall system (monitor and, where needed, modify processes to achieve optimum outcomes)

1.8 Project and Life Cycle

Exposure to all stages of the process/project life cycle from concept and feasibility analysis through implementation

Demonstrate awareness of project concerns and roles of other stakeholders in the project stages:

  • Identification: generation of the initial project idea and preliminary design
  • Preparation: detailed design of the project addressing technical and operational aspects
  • Appraisal: analysis of the project from technical, financial, economic, social, institutional, and environmental perspectives
  • Preparation of specifications and tender documents: preparation of tender document, inviting and opening of tenders, pre-qualification, evaluation of bids, and award of work
  • Implementation and monitoring: implementation of project activities, with on-going checks on progress and feedback
  • Evaluation: periodic review of project with feedback for next project cycle

1.9 Quality Control

Understand the concept of quality control during design and construction, including independent design check and independent reviews of design, field checks, and reviews

  • Conduct checks, including field checks, to verify the validity of design
  • Complete quality management plan checklist, and follow quality management plan
  • Prepare quality control plans, including frequency and test parameters, for specific processes or products
  • Evaluate test results, determine adequacy, and develop recommended action
  • Demonstrate peer review
  • Demonstrate completed project, systems, or subsystems meet project objectives in terms of functionality and operational performance

1.10 Engineering Documentation

Transfer design intentions to drawings and sketches; understand transmittal of design

  • Ability to review designs of others and communicate findings and issues, including suggested alternatives
  • Demonstrate communication of ideas and concepts to project team members
  • Demonstrate understanding of the value of project completion reports and lessons learned. Reports to application in future projects by self or others.
  • Produce sketches, notes, documentation, and design documents to prepare proposals, preliminary, and final design drawings for acceptance by the client and approval by regulatory authorities

Competency Category 2 – Communication

2.1 Oral Communication

  • Communicate in a simple and concise manner
  • Communicate official project data with team members, clients, and contractors
  • Ability to express both technical and non-technical issues and ideas clearly to both technical and non-technical personnel
  • Presentations to technical and non-technical groups; presentations to superiors and subordinates; internal (colleagues) and external (clients) presentations
  • Presentation of project parameters to the public
  • Demonstrate active participation in and contribution to meetings

2.2 Written Communication

  • Tailor communications to the intended audience
  • Ability to write and review technical documents
  • Ability to write clear memos and reports to both technical and non-technical personnel
  • Use drawings and sketches to demonstrate key points and concepts
  • Demonstrate a written report on a technical subject
  • Demonstrate a written report on field observations
  • Take training in technical report writing
  • Work with common office software programs and browsers

2.3 Reading and Comprehension

  • Ability to review technical documents, to understand the implications, and to summarize key points

Competency Category 3 – Project and Financial Management

3.1 Project Management Principles

  • Awareness of resource planning, budgeting, change management, scope management, scheduling, and unforeseen issues in managing a project from start to end
  • Understand the impacts that benefits and risks of various design solutions have on a project
  • Understand the needs and expectations of internal and external clients

3.2 Finances & Budget

Understand financial aspects of work

  • Demonstrate cognizance of project budget during design and construction
  • Provide technical and financial reporting and compare the options
  • Demonstrate the understanding of the place of finance in business decisions
  • Understand principles of budgeting and financing
  • Understand the relevant business processes
  • Demonstrate an understanding of working with and developing contracts

Competency Category 4 – Team Effectiveness

4.1 Resolve Differences

Work to resolve differences

  • Demonstrate leadership in achieving team goals and resolving conflict
  • Work to facilitate beneficial conflict resolution
  • Exposure to training in conflict resolution

Competency Category 5 – Professionalism

5.1 Professional Accountability

Demonstrate awareness of professional accountability

  • Apply professional ethics in meeting corporate directives
  • Awareness of limitations by asking for help as appropriate
  • Awareness of situations that could be a conflict of interest and to manage such situations appropriately
  • Awareness of the potential professional liability involved in all aspects of the design, construction, and inspection process
  • Understanding and awareness of appropriate use of stamp and seal
  • Understanding one’s own strengths and weaknesses and know how they apply to one’s position

Competency Category 6 – Social, Economic, Environmental and Sustainability

6.1 Public Impacts and Safeguards

Demonstrate an understanding of the safeguards required to protect the public and the methods of mitigating adverse impacts

  • Awareness of the potential professional liability involved in all aspects of the design, construction, and inspection process

6.2 Engineering and the Public

Demonstrate an understanding of the relationship between the engineering activity and the public

  • Recognize the value and benefits of the engineering work to the public
  • Prepare reports regarding the impact of a project to public
  • Understand the value and benefits of the engineering work to the public.
  • Interact with the public to understand the impact of a project and use the information gained to inform the work.

6.3 Role of Regulatory Bodies

Understand the role of regulatory bodies on the practice of engineering

  • Recognize the importance of respecting the regional traditions and native regulations towards a project
  • Understand the role and regulations of other professions whose practices overlap or interface with the practice of professional engineering

6.4 Sustainability and Practice Guidelines

Be aware of any specific sustainability clauses that have been added to practice guidelines that apply to their area

  • Awareness and understanding
  • Understand how extending the life (sustainability) of components is of benefit to the public and industry.
  • Consider and implement environmentally sustainable practices on a project or made recommendations for sustainable practices.

6.5 Promotions of Sustainability

To the extent possible, recognizing the applicant’s position of influence, consider how sustainability principles could be applied and promoted in his or her specific work

  • Include sustainability analysis in project descriptions
  • Provide a list of revisions made during the design and implementation period of the project

APEGA has introduced competency-based assessments (CBA) for engineering applicants wishing to become Professional Engineers or Engineering Licensees. This process will replace the current work experience record for those types of applicants. CBA enables you to demonstrate how your experience meets a competency by using specific examples of your skills and activities.

Also, based on the following aspects:

  • Sustainable practices in engineering design demonstration and implementation for ensuring the project would continue operating for the significant longer period.
  • Environmentally sustainable proactive practices on the project or obtaining the recommendations for the sustainable practices.

Engineering applicants applying for a P.Eng. or a Licensee licence, regardless of where they gained their experience or received their undergraduate education, will use the CBA process. All other engineering applicants and all geoscience applicants will continue using the existing WER.

Competency assessments are crucial for Professional Engineers (PEngs) as they help evaluate and ensure that engineers possess the necessary skills, knowledge, and expertise required to perform their roles effectively and ethically.

Competency assessments Examples for Professional Engineers (PEngs) encompass a range of critical skills and attributes that are vital to their roles in the field of engineering. Firstly, technical proficiency is a fundamental competency, encompassing the ability to design intricate engineering systems in compliance with industry codes and standards, solve complex technical problems, and apply advanced mathematical and scientific principles effectively. Ethical and professional responsibility is another essential aspect, emphasizing adherence to ethical codes, maintaining confidentiality, and taking accountability for one’s work, even in challenging situations.

Project management skills are paramount for PEngs as they are often responsible for leading projects from inception to completion, including tasks like planning, budgeting, resource allocation, and risk management. Effective communication is key, both in conveying technical information to diverse stakeholders and in preparing comprehensive engineering reports and presentations while fostering collaborative teamwork.

Continuous learning and professional development are vital for staying current with industry advancements, pursued through activities such as certifications, attending conferences, and mentoring junior engineers. Safety and environmental considerations underscore the importance of designing engineering solutions that prioritize safety and sustainability, identifying and mitigating potential hazards, and complying with environmental regulations.

PEngs competency assessment examples must also navigate the complex landscape of regulatory compliance, understanding and adhering to regional, national, and international regulations governing engineering practices, securing necessary permits, and staying informed about regulatory changes. Finally, innovation and problem-solving abilities are highly valued, as engineers are expected to approach challenges with creativity, employ systematic problem-solving methods, and contribute to research and development efforts within the engineering field.

These P.Eng competency assessment examples reflect the multifaceted nature of a Professional Engineer’s responsibilities, emphasizing the need for technical prowess, ethical conduct, project management acumen, effective communication, continuous learning, safety consciousness, regulatory compliance, and innovative problem-solving skills. PEngs are entrusted with upholding the highest standards of engineering professionalism and excellence throughout their careers.

These competency assessment examples serve as a guideline for evaluating the capabilities and qualifications of Professional Engineers. PEngs are expected to continuously develop and demonstrate proficiency in these areas throughout their careers, ensuring they uphold the highest standards of engineering excellence and professionalism.

To help with this change, engineering applicants applying for a P.Eng. or Licensee licence can use a competency self-assessment worksheet (CSAW) to compare their competencies with APEGA’s minimum requirements. This will help them determine whether they should continue their application or wait until CBA is implemented.

This is only a self-assessment. The results will not be used on any official APEGA form or application, nor will they affect your application. APEGA staff cannot view or access the form or results and will not review, advise, mentor, or comment on the results. Your CSAW scores may differ from the official APEGA competency assessment.

Contact us at info@apegsreport.com to get your APEGS Report done at an affordable rates.

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