Proceedings of the ASME 2022
International Pipeline Conference
‘THE FUTURE PIPELINE ENGINEER: EDUCATED, TRAINED, AND QUALIFIED IN A VIRTUAL WORLD’
Michelle Unger1, Karen Collins2, Phil Hopkins3
1
ROSEN Group, Switzerland
2
ROSEN, USA
3
Phil Hopkins Learning Ltd., UK
ABSTRACT
The world has undergone a huge change in the past two
years with millions of people working from home, as offices
temporarily closed. Home working, virtual meetings, virtual
teams, and virtual management are expected to continue in the
future, as workers embrace both the challenges and advantages
of this ‘new world’.
The rapid adoption of digital technologies has transformed
the workplace and business, and all aspects of business must
adapt to this transformation, including learning and
development. This is not a simple switch – current learning and
development strategies are still mainly based on in-person
training courses, or a management’s view of needs, which is
usually based on past experience. As business processes and
practices change, and they have changed fundamentally in the
past two years, the way of learning has to change, which means
an urgent switch to on-line, as already witnessed in schools and
universities.
Staff in the pipeline industry particularly need continuous
learning and development, as pipeline standards and regulations
specifically require staff to be both competent and qualified in
the tasks they perform. Indeed, the American Petroleum
Institute’s recommended practice API 1173 states: ‘The pipeline
operator shall ensure that personnel… have an appropriate level
of competence in terms of education, training, knowledge, and
experience.’.
Competence, education, training, knowledge, and
experience are clearly pre-requisites for pipeline staff, but now
these requirements need to be delivered in an increasingly virtual
world. The good news is that both on-line learning and virtual
competence development are available for pipeline staff, and this
paper presents a complete competency development model and
process in pipeline integrity engineering, that can be delivered
virtually, on-demand. The model has been tested in pipeline
operators, and is both independently certified and accredited. It
is a ‘world’s first’, and available now.
The paper outlines the virtual competency development
model in pipeline integrity engineering, with its detail being in
previous papers at IPC 2016, 2018, and 2020. The paper focuses
on: the model’s recent certification (by the certification body,
IPC2022
September 26-30, 2022, Calgary, AB, Canada
IPC2022-87100
CERTivation) and accreditation (by the American National
Standards Institute’s National Accreditation Board (ANAB)); the
new learning guides needed to assist staff in the learning
process; and, the new competency assessment procedures that
have been developed to show that staff completing the process
have reached a high standard.
These assessment procedures are reported, and involve
examinations, designed by subject matter experts, assessed using
methods such as the Angoff method, and audited by
psychometricians. Assessment can be by on-line ‘proctoring’
(supervision by both an individual and software to ensure a
secure and reliable outcome) at any time or location.
The paper also introduces a learning platform that contains
learning content needed to meet pipeline engineering
competencies. The internet-based learning platform offers e-
learns in various formats, allowing bespoke, on-demand
learning. This is important as we need to make learning more a
part of our day-to-day jobs, and the ‘learning while working’ fits
into our new remote world. The learning platform is used by
nearly 3000 members, and both their use and their learning
preferences are analysed to determine both what the users want
and need.
Finally, the implementation of the competency development
model in pipeline operating companies is summarised, with the
operators’ views and conclusions.
1. INTRODUCTION
This paper has been written in March, 2022. The world has
undergone a huge change in the past two years due to the
pandemic, with many countries experiencing economic
recessions, and millions of people working from home, as offices
temporarily closed. Home working, virtual meetings, virtual
teams, and virtual management are expected to continue in the
future, as workers embrace both the challenges and advantages
of this ‘new world’.
Additionally, in 2022, the world is experiencing intense, and
tragic, conflict in Ukraine, which has the knock-on effect of
introducing rising inflation rates and even more volatility into
the price of hydrocarbons, with crude oil costing more than
$US100/barrel, and natural gas more than $US5/MMBTU,
1 © 2022 by ASME
Figure 1. These high prices, and recognition of the world’s
dependence on fossil fuels, are contrasted with the widespread
political intentions to become less dependent on fossil fuels, and
quickly phase them out. Contrasting changes.
These conflicting policies, a volatile market, and the
associated crises, should not be under-estimated – they will have
an effect. A major effect will be on the staff in the oil industry. It
is already recognised that a talent shortage is one of the greatest
threats in the oil and gas industry, because [2]:
• crises/downturns: the 1973 and 1979 oil crises, and the
1986, 1998, 2008, and 2014 downturns, saw graduate/apprentice
recruitment disappear;
• lack of investment: the last oil downturn (2014), saw
staff cutting, and continued lack of talent investment (and this
was before COVID-19…);
• loss of knowledge: the ongoing ‘Great Crew Change’
where the exodus of retirees means the exodus of knowledge.
‘Without skilled workers, organizations struggle to
innovate, deliver value to customers, grow their businesses, and
create new jobs.’ [2]. So… talent needs to be attracted and
retained, knowledge transferred quickly, and – above all – help
the new talent become competent (working) at all staff levels
quickly, and this has to be done despite all these changes and
crises.
This will not be easy as new, additional skills will also be
needed: ‘the engineering and technology skill sets that the
industry will need going forward are also shifting. The core
industry skills of the future will focus on expertise in the areas of
carbon, capture, utilization, and storage (CCUS), hydrogen, and
offshore wind.’ [2]. Are staff also being introduced and trained in
these new skills?
A future of a volatile market, and rising inflation, with
organisations looking to save costs, is expected, but all industries
need competent staff. These rising costs will affect how, and how
often, staff are trained and developed, but surprisingly, the
experiences of the pandemic may be beneficial. The pandemic
caused an urgent and successful switch to digital technologies
and on-line learning in schools and universities, and businesses
have also adapted to this transformation, including learning and
development departments. This has not been a simple switch –
corporate learning and development strategies are still mainly
based on in-person training courses, or a management’s view of
needs, which are usually based on past experience.
As business processes and practices change, and they have
changed fundamentally in the past two years, the way of learning
has to change. Indeed, it appears management does not change
its practices unless there is a pandemic or other crises: education
and learning is now on-line, accessible to all, and includes
everything from blogs to virtual reality.
1 The word ‘competence’ has synonyms such as ‘capability’, ‘ability’,
etc.. There are differences (for example, you may be capable of firing a
gun, but you may not be competent enough to hit a target), but for
brevity this paper will focus only on ‘competence’.
2 This paper is concerned with technical competencies, and the learning
programs that help develop these competencies. Some skills (such as
These changes are illustrated in the world’s universities. The
world’s millennials have quickly realised that face-to-face
lectures (established in universities in the Middle Ages, and still
relatively cheap and easy) are not the only way to teach and learn
– there are other better, more exciting, more convenient, options.
The value proposition for today’s universities is not face-to-face
lectures (easily replaced by better on-line lessons), rather it
should be the 24/7 social life and benefits, meeting and working
in a cosmopolitan environment surrounded by learning, with
accessible top professors and researchers, using the latest
technologies, enjoying tutorials and workshops, and the joy of a
busy, beautiful campus. Value propositions are also needed by:
management welcoming its workforce back to the workplace:
and also, learning and development departments.
This paper is concerned with the development of staff
competencies in a rapidly changing/changed world, and presents
a competency development model for use in the pipeline
industry. The model and its delivery is on-line allowing anybody
to access it anytime, including now.
2. COMPETENCE AND QUALIFICATION
What is ‘competence’? The literature (e.g., [2] to [15]) gives
definitions, but a simple definition is that ‘competence’1 is a mix
of: skills (ability to do a task); knowledge (ability to understand
and explain the task); and, experience (period of time doing the
task), Figure 2 It is ‘the ability to do something well’ and
‘competency’ is ‘an important skill that is needed to do a job’
[16]. Note that the three components of competency in Figure 2
have overlap and dependency, and personal behaviours/values 2
influence all these components.
Competence is obtained through a mix of training,
mentoring, and experience, Figure 2, with a 10:20:70 ratio often
quoted for these three mixes.
Competence is an essential and a minimum requirement for
a job. Workers must be competent, and the good news is
competencies can be learned: competence is a learned ability. We
acquire competencies by going through a learning process.
Note that it is not sufficient to claim a member of staff is
qualified. Competence needs to be demonstrated; e.g., by
assessment (for example, by written or oral examination). A
competence that is demonstrated by an assessment is considered
a ‘qualification’. A ‘qualification’ is a ‘demonstrated and
documented knowledge, skills, and abilities, along with
documented training and /or experience required for personnel
to properly perform the duties of a specific job or task’ [17]. If
you are not assessed you are not qualified [2].
The pipeline industry needs competent staff. This paper
explains how to help staff gain competencies and have these
competencies both independently certified and accredited.
teamwork, communication, creativity, and empathy) will take longer to
learn because they are behavioural [2]: ‘These skills are best developed
through real-world experience rather than structured learning
programs’.
2 © 2022 by ASME

3. CHANGING WORLD FOR LEARNING
The COVID pandemic has caused the workplace, workers,
and working methods to fundamentally change between 2020
and 2022. It has been ‘the greatest workplace disruption in
generations’ [19]. This section presents some of the major
changes already seen, or expected, and how they relate to
workforce learning.
3.1 The New ‘Knowledge Worker’ and ‘Agile Learning’
‘Knowledge workers’ are workers whose main capital is
knowledge; for example, engineers or scientists – they have to
think for a living and solve problems. Some consider all workers
are knowledge workers, but for simplicity they are usually
confined to professionals/managers, and do not include workers
who are focused on completing defined tasks, or producing
goods, or providing specific services.
These ‘new’ workers in 2022 want [20]:
 flexible working (in terms of hours and location);
 to be measured on the value they deliver, not the
volume;
 to work in a diverse team as roles, skills, and company
requirements change over time.
More than 90% of employers are planning to adopt a hybrid
(mixing home and office working) working model for their
knowledge workers in 2022 [19]. This percentage is expected to
drop as organisations increase pressure for employees to return,
full time, to the office, although this may cause an increased
turnover in employees [19].
And… these workers want ‘agile learning’. Agile learning
is:
 learning focused on flexibility, speed, accessibility, and
collaboration;
 usually competence-oriented, media-based learning;
 includes ‘learning while working’;
 a continuous process.
Much of this learning will be remote, and most of the
new/future workers will have received several years of their
school/college education by remote learning, so they are already
‘battle-hardened’. This can be both good and bad as remote
learning is like remote working: remote/hybrid working creates
fewer friends at work, weakening social and emotional
connections with co-workers. These weaker connections make it
easier for employees to leave a post, and similarly can make
learning both lonely and lacking team spirit. These are
challenges that can be resolved by good remote learning
management.
3.2 Competence is Required to Improve Pipeline
Safety and this Means Learning
We expect all staff in all industries to be competent, and
pipeline standards and regulations explicitly required pipeline
staff to be competent and qualified in the tasks they are
performing [2]. Indeed, one regulator is very specific [21]: ‘As
an employer, you must ensure that any individual performing a
task on your behalf has the competence to do so without putting
the health and safety of themselves or others at significant risk.’
The American Petroleum Institute’s recommended practice API
1173 states [22]: ‘The pipeline operator shall ensure that
personnel… have an appropriate level of competence in terms of
education, training, knowledge, and experience. Where external
resources, including contractors, are used… the pipeline
operator shall ensure that operating personnel have the requisite
competence, skills, and experience.’
Competence matters in the pipeline business: a review of
past major incidents indicates that staff have, on occasion,
unknown to the company, lacked key safety knowledge and skills
[23]. A major mistake was that it was assumed that a person with
a certain level of experience or training would be competent
and/or that the simple dissemination of a procedure would be
sufficient. The individual’s actual competence was not
sufficiently tested [23].
In 2015, the USA's NTSB identified a number of areas for
improvement in pipeline safety [24]. One area was
the development of minimum professional qualification criteria
for all personnel involved in integrity management of natural gas
transmission pipelines in high consequence areas.
3.3 Management Needs to Adapt to Change
How can organisations ensure and show workers are
competent and qualified? First, an organisation cannot continue
to rely on old management/working methods (‘… pre-pandemic
work structures are likely to become a relic…’ [25]) as the
working practices have fundamentally changed between 2020
and 2022, caused by the COVID pandemic.
We now have ‘new’ workers in a ‘new’ environment,
expecting ‘new’ methods for personal and corporate
development. The pandemic required companies and consumers
to rapidly adopt new behaviors that are likely to remain; for
example, remote work and virtual meetings are likely to
continue, albeit less intensely than at the pandemic’s peak [26]
and to compete in the ‘war for knowledge worker talent’, some
companies will shorten the work week (to 32 hours) rather than
increase pay [19]. The 9-to-5, 40-hour work week that emerged
during the Industrial Revolution may soon be history… [25].
3.4 Changing to Skills (Competence) not Roles
The future of work will have a focus on skills rather than
roles [27]. ‘Roles’ group unrelated skills and describe the way
individual members of a workforce relate to an overall
organizational structure or hierarchy, whereas skills are critical
because they are the competencies which address core business
challenges, with the competencies needed in a workforce to
overcome those challenges [27]. By focusing on skills,
organisations can address and solve problems [27]: ‘From the
worker’s point of view, focusing on developing their skills, rather
than further developing their abilities to carry out their role,
leaves them better positioned to capitalize on new career
opportunities. This shift in focus from roles to skills is likely to
be a key trend for both organizations and workers during 2022.’
3 © 2022 by ASME
3.5 Hiring Practices need to include Competencies
Reference [28] emphasizes that traditional hiring practices
are not a viable means of staying competitive, nor meeting
workforce demands. Skills-based hiring is needed, emphasizing
the candidates’ technical skills and core competencies as the
essential metrics for success, rather than degrees or credentials.
This approach will require the hiring team to specify
(objectively) both the preferred and essential skills/competencies
for a role, and minimize or eliminate bias in the hiring process
[27]. ‘Hiring based on skills is five times more predictive of
future performance than hiring for education, and 2.5 times
more predictive than hiring for work experience’ [27].
3.6 Change from ‘Training’ to ‘Learning’
An element of developing competency is ‘training’.
‘Training’ has traditionally been seen as key to competence
development, but sometimes it is mistakenly used as the sole
development tool. ‘Training’ is defined as [[29]]: ‘An
educational or instructional process (e.g., classroom, computer-
based, or on-the-job) by which an individual's knowledge and
skill level is improved.’ Training is ‘structured learning’ (fixed
structure, duration, and goals, usually with the teacher/trainer
present), as opposed to ‘guided learning’ [2], Figure 2.
Contrast ‘training’ with ‘learning’: ‘learning’ is acquiring
knowledge (theories, facts, concepts, etc.) and results in the
acquisition of these knowledge or skills, through study,
experience, or being taught. It requires both motivation and
engagement because considerable mental effort, persistence, and
sometimes physical effort are necessary. Learning results in
changes or improvements to thinking, skills and behaviours.
In summary, training is planned, tends to be very specific,
job-focussed, and short-termed, whereas learning is a life-long
process, and learning is not confined to schools and universities.
We need to learn before we train.
3.7 Learning and Working
Learning needs to become more a part of our day-to-day
jobs [29] to overcome some of the previous section’s highlighted
changes expected in our workplace, and workers will have time
to do this [30].
The traditional training courses will continue, but learning
programs for staff are needed which take advantage of recent
changes in worker expectations and technology such as a blend
of in-person classes, e-learns, videos, social-media-style
collaboration, project assignments, mentoring, etc., in the
workplace. It can be individual or team learning, and it can be at
any time, on-demand.
3
ISO 17024 states that ‘certification’ is a process where a (certification)
‘body’ verifies that an individual has met established criteria for
proficiency or competency, usually through assessment. Any required
education or training is not usually provided by the certification body,
but the body verifies this education or training and experience.
4Organisations such as the American National Standards Institute (ANSI
- www.ansi.org) and its National Accreditation Board (ANAB)
(www.anab.ansi.org/) can formally accredit certified competencies, and
Learning while working must fit around and align itself to
working days and working lives, and ensure workers are
comfortable using the varied resources to learn, during their
working day. Learning is going to be a big business issue, and a
Chief Learning Officer may well be needed in most C-suites
[31].
4. COMPETENCY DEVELOPMENT MODEL FOR
PIPELINE INTEGRITY ENGINEERS
4.1 Introduction
Competence, education, training, knowledge, and
experience are clearly pre-requisites for pipeline staff, Figure 2.
but now these requirements need to be delivered in an
increasingly virtual world, amid volatile markets, and new staff
expectations. The good news is that both on-line learning and
virtual competence development are available for pipeline staff,
and a complete competency development model and process that
can be delivered virtually and on-demand is available [2]. The
model has been tested in pipeline operators [2], and is both
independently certified [32]3 and accredited4 [2]. It is a ‘world’s
first’, and available now for pipeline engineers.
This section of the paper outlines this virtual competency
development model, with its detail being in previous papers at
IPC 2016 [13], IPC 2018 [9], and IPC 2020 [4], and other
publications have reported how it has been adopted by pipeline
operators [2] and how individuals are assessed [6].
The remaining parts of the paper report on:
 the new learning guides needed to assist staff in the
learning process;
 the new competency assessment procedures, that were
commissioned from the Qualification Panel for the
Pipeline Industry (see next section), to show that staff
completing the process have reached a measured high
standard; and,
 the model’s recent certification (by CERTivation) and
accreditation (by the American National Standards
Institute’s National Accreditation Board (ANAB)).
4.2 Role of the ’QPPI’
The Qualification Panel for the Pipeline Industry (QPPI5) is
an independent body, with the main activities being:
 Setting competency standards in pipeline engineering;
 Setting competency assessments; and,
 Providing to a Certification Body the learning
programs, and assessments, for a particular competency
or competencies. This can lead to the Certification Body
certifying the individual in that competency.
audit the certification process. Accreditation allows a certification
awarded to be credible to all parties, organisations, and countries, and
upgrades an independent certificate into a qualification.
ANAB is a non-governmental organization that provides a world-wide
accreditation services and training to public- and private-sector
organizations. ANAB is the largest accreditation body in North America
and provides services in more than 75 countries.
5 www.qualificationpanel.com
4 © 2022 by ASME
 The QPPI was used to provide competency standards,
learning programs, and examinations for the model and
methodology detailed below.
4.3 Competencies in the Model and their Verification
The previous sections of this paper have highlighted what
competency is, but how does a company ensure their staff are
competent in their jobs, and how can they demonstrate these
competencies? A formal model and methodology were needed.
These were developed, using the competencies needed to be a
pipeline integrity engineer [3-14]. The model has focused on the
development of a pipeline integrity engineer, but it can be
applied to any discipline.
A competency development and assessment model was
produced and tested between 2016 and 2019 [4-15],
implemented in a number of pipeline operators [3], and certified
and accredited in 2021.
4.3.1 Competency Model Development
The model development started with subject matter experts
[11] considering the minimum number and type of competencies
needed to be a pipeline integrity engineer (the competency level
was set for a pipeline engineer with less than three years of
relevant experience, working under supervision) [2], Table 1.
The subject matter experts were internationally-recognised and
highly qualified, with extensive publications, and lengthy
relevant experience.
Each competency was then expanded to include informative
elements (‘sub-competencies’ or ‘tasks’), to allow a better
understanding of, and the content of, each competency Table 2.
This expansion created 60 tasks within the eight competencies.
But… were the subject matter experts correct in their
specified competency needs? Their assessments, and signs of
bias, were tested with an independent survey using 100 pipeline
integrity engineers from 25 different countries [4].
4.3.2 Validation Survey
A validation survey asks current practitioners (those who are
doing a job or have first-hand knowledge of the job) in the
competencies, to assess, rank, and rate the relevance of the
subject matter experts’ assessment, Table 1.
The survey consisted of three major sections: respondents’
demographic information (54% were based outside the USA);
job role; and, professional tasks. The respondents could select
from four different languages in which to take the survey:
English, Spanish, Russian, or Portuguese. Most (69%)
respondents had more than 10 years’ experience, 95% of the
respondents held university degrees, and 50% worked without
supervision.
The survey used a five-point rating scale for importance of
task performance: 1. Not important, 2. A little important, 3.
Somewhat important, 4. Important, 5. Very important. Each
competency, and each element, was ranked by the respondents.
The results were then collated and analysed by a
psychometrician [4].
This survey allowed both verification and ranking
(importance) of the competencies (and their elements) [4].
Competencies 1-3 dominated [4], Table 1.
These types of surveys can be then used to create blueprints
for examination questions for each competency, with the number
and content of the questions reflecting the importance rankings
from the survey; for example (Table 2), if element 9 of the
Pipeline Engineering Principles was ranked at a higher
importance level than element 1, there would be more questions
related to element 9 than element 1 in an examination.
4.4 Methodology Development
A structured process was followed to ensure individuals
could achieve the required level of competency. The
methodology is summarised in Figure 3 and detailed in Table 3.
To decide if someone is competent, you first need to define
what competencies are needed for a specific job. Subject matter
experts [11] define the required competencies for a specific job
(e.g.,Table 1). These competencies are then placed in a
‘Competency Standard’ [33], Table 3. Competency standards
specify the required skills, knowledge, and experience for a
competency and provide a common definition of a competency,
with its minimum requirements, and an example of a
competency standard is given in Reference [2].
They are used to assess the competency of an individual -
there are many ways to assess a competency, but it must be
assessed against a standard. Their purpose is simple - they are
used to provide objective evidence that individuals have the
necessary skills and experience to conduct the tasks in a defined
competency.
Different jobs will require differing levels of competence.
Junior personnel will be heavily supervised and will be
performing low-level tasks. Senior personnel will be performing
high-level tasks, with no supervision. Consequently, the
competencies detailed in a competency standard must specify the
level of competence. These levels could be [[9], [10], [33]]:
Foundation, Practitioner, or Expert. Each level must contain the
characteristics of competent personnel. They must have:
 sufficient knowledge of the tasks to be undertaken and
the risks involved; and,
 the experience and ability to carry out their duties and
recognize their limitations.
4.5 Competency Standards and Competency Levels
used in this Methodology (Step 1)
This methodology used ROSEN’s Competency Standards
Manual [33], where the eight competencies listed in Table 1 are
detailed, and focused on ‘Foundation Level’ competencies. This
level can be outlined as [2]:
 Description: understanding of effects and
consequences.
 Knowledge: knowledge and understanding of best
practice.
 Supervision: is able to carry out work with supervision.
5 © 2022 by ASME
  Responsibility: a practitioner/expert in the competency
supervises their work.
 Summary: critical understanding and analysis of the
knowledge, and able to apply the knowledge.
4.6 The Learning (Step 2)
All the competencies in Table 1 require both a competency
standard and a ‘learning program’ and ‘guide’ to show
individuals what is needed, and how to learn the competencies.
A ‘learning program’ is a description of the training,
mentoring, and relevant experience needed to gain a particular
competence. An example is given in Table 4[2].
Learning ‘guides’ facilitate this learning, and assist in the
delivery of the course or by specifying learning content and type
(e.g., classes, e-learns, group exercises, etc., and timescales The
learning guides are produced by subject matter experts, who also
produce the content, and an example of an extract is given in
TABLE 5 with a fuller guide in Reference [2].
Detailed guides were produced for some of the
competencies in Table 1, and up to 30 hours of content were
created for each competency. Individuals who participated in the
implementation program [2] had access to this content and its
creators throughout their learning process.
The learning was designed to be by on-line delivery. This
type of on-line learning proved successful, and in many ways
better that in-person delivery. Indeed, any education or training
that can be done on-line will now be done on-line. On-line has
two big business advantages: scale and speed. The advantages
for the learner are convenience, flexibility, removal of
geographical and time barriers, and cost.
On-line learning was traditionally viewed as aimed at adult
learners seeking higher education, but now on-line learning has
become the default in 2022, but a popular misconception with
on-line learning is that it simply involves a live streaming of an
in-person class via platforms such as Zoom, but this approach is
really a type of video-conferencing and it is nothing new. On-
line learning uses such platforms, but requires differing teaching
and presentation skills, different materials and engagement, and
different planning and follow-up.
4.7 Assessment (Step 3)
Assessments are conducted against specified criteria. These
criteria are specified by a subject matter expert (SME) and based
on the content of the relevant competency standard: they are not
based on the performance of other individuals taking the
assessment. A competency standard will give guidance on the
actual competency, but will not give explicit assessment
methods. Selecting an assessment method is relatively easy for a
technician who is performing an easily definable, repeatable task
(e.g., the ability to maintain a valve can be by field evaluation),
but difficult for engineers working in design, operation, and
integrity functions.
An examination was needed for each of the eight
competencies detailed in Table 1, and the Examination Writing
Committee (EWC) of the Qualification Panel for the Pipeline
Industry was commissioned to produce these examinations. It
was decided to make the examination a 40 multi-choice
questions for each competency. Multi-choice questions are easily
incorporated in on-line assessments, and are a preferred method
of assessment by certification and accreditation bodies (see
later).
The number of the questions for each competency were
broken down into ‘sub-competency’ groups. In each examination
these sub-competencies were ‘weighted’ against each other to
reflect their importance to a pipeline integrity engineer. These
biases and weightings were based on the independent survey of
100 engineers (Table 1), and a ‘job task analysis’ [4].
The EWC created a team of twenty internationally-
recognised SMEs to draft these 8 examinations: large numbers
of SMEs are needed to ensure a mix of expertise, and eliminate
biases. This examination-setting was not a simple exercise, and
a protocol for setting the questions was established, with a
system for checking and auditing. Note that the questions set by
the groups of SMEs were analysed using recognised marking
methods, and audited by a psychometrician [4].
The result were blueprints for 8 examinations. The total
questions detailed in all examinations were then checked by a
further eight SMEs.
Individuals passing an examination can be certified in that
competency by an independent certification body. This
methodology used the certification body CERTivation [36] (see
later).
An additional examination (‘examination 9’) was added to
the eight for the competencies in Table 1. This ‘final’
examination covered all the eight competencies. Individuals
passing the first 8 examinations on individual competencies can
take examination 9. Individuals passing examination 9 are
awarded a qualification in Pipeline Integrity by CERTivation
(see later).
4.7.1 Use of Proctoring
The methodology presented in this paper uses on-line
learning, although it can use other methods. The whole process,
including assessments, can be on-line. Assessments can now be
done remotely using on-line proctoring (or ‘proctored testing’ or
‘remote proctoring’). ‘Proctoring’ means the same as
invigilating: supervising people taking an exam, and ensuring
there is no cheating.
Many organisations offer proctoring, and use sophisticated
software/technology to monitor examinees, and ensure there is
no outside help, nor banned material available, for the examinee.
The proctoring can take place at any suitable location (e.g.,
home or office), at any time convenient, with the examinee
proving identity before the exam. The process could involve
‘live’ proctoring, with an on-line proctor (invigilator) watching
the examinee and listening as they do the exam, via webcam and
microphone. The proctoring may involve downloading
proctoring software: the software may track and monitor the
examinee through video, so the exam goes fraud-free, with
images and logs captured during the exam, and recorded on
video. Subsequently, the proctor will be able to see if the
examinee engaged in any form of cheating.
6 © 2022 by ASME
 Some software can detect whenever different software is
opened (e.g., the internet), changes of motion, or even if there is
another person in the room.
No examination process (even traditional examinations) is
100% secure, but recent advances in on-line proctoring make it
a reasonable choice.
4.7.2 Setting the ‘Pass’ Mark (the ‘cut-score’)
An essential part of the methodology is setting the ‘pass
mark’ (or ‘passing-standard’ or ‘cut-score’) for the examinations
using the multi-choice questions. A cut-score is the point that
differentiates between those who pass and those who fail an
examination. It is ‘standard-setting’.
Prior to the commencement of the standard-setting process,
it is necessary to define the minimally competent/capable
examination candidate or borderline examinee. The hypothetical
borderline examinee for these assessments is an individual at the
‘foundation’ level of their careers, when their work is still under
supervision: the ‘minimum’ can be viewed as an individual
possessing the minimum level of knowledge and skills necessary
to perform at this level of competency.
Standard-setting methods are either:
 ‘item-centred’ (an ‘item’ is the question and its
possible answers in the examination), where the
examination content is reviewed by SMEs;
 person-centred, where the decision of ‘judges’ (see
below) is based on the actual performance of the
examinees; or,
 item response theory (IRT) models (e.g., [41-44])
which use mathematical/statistical models to
determine the standard.
Use of ‘Judges’
SMEs (called ‘judges’ when they set cut-scores) were asked
to set cut-scores based on their expertise, and using recognised
methods [37-40]. These SME cut-scores were recorded.
Performance of Examinees – ‘beta testing’
The examinations were presented to a large group of
volunteers, having the experience and skill of individuals
expected to take the examination. This is often called ‘beta
testing’. A minimum of 30 beta testers were used in each
examination. The groups’ scores (minimum mark, mean,
median, mode, and maximum) were recorded.
IRT
A statistical analysis was performed to verify the
appropriateness of the pass/fail score derived by the judges. The
Rasch model6 [41-44] is the simplest IRT model. It can be used
reliably on small datasets. Additionally, the Rasch model allows
for missing data, either from beta tester candidates not answering
an item, or an item not given to them on their exam.
6 The Rasch Model was developed in 1960 to measure ‘latent traits’ (like
attitude or ability) to give the probability of an individual getting a
correct response on a test item.
A psychometrician performed the Rasch analyses and
recorded the cut-scores, and compared them with the beta
testing.
Agreement on Cut-score
The results of the judges’ recommended cut-scores, the
marks from the beta testing, and the score estimations using the
Rasch model were presented, by the psychometrician, to the
QPPI (all the Panel are SMEs not involved in the item-setting, or
the cut-score processes/analyses/examinations), who agreed the
cut scores for each examination with the psychometrician.
Obviously, these cut-scores are confidential, but it was
interesting to note that the Rasch model results were close to the
beta testers’ median marks, and the judges’ recommendations
were higher than both the Rasch model scores and the beta
testers’ medians.
4.8 Certification and Accreditation (Step 4)
Following the above processes (Table 3), including the
assessment, can lead to an individual being certified and
accredited in a specified competency. These certifications and
accreditations are conducted by independent bodies, and give
both credibility to the competency development process, and
formal recognition of successful completion of the process.
4.8.1 Certification
ISO 17024 [32] states that ‘certification’ is a process where
a ‘body’ verifies that an individual has met established criteria
for proficiency or competency, usually involving an assessment.
There are many certification bodies, but note that the
certification body has to be a legal entity, or a defined part of a
legal entity, such that it can be held legally responsible for its
certification activities.
In summary, a certification body ensures a person has the
competence he/she claims to have.
4.8.2 Accreditation
‘Accreditation’ is the formal recognition by an independent
body, generally known as an accreditation body, that a
certification body operates according to international standards
[e.g., ISO 17024 [32]).
Organisations such as the American National Standards
Institute’s National Accreditation Board (ANAB) can formally
accredit certified competencies (recognised by the IAF -
International Accreditation Forum), and audit the certification
process. These organisations have extensive and onerous
requirements that must be met for them to accredit any
certification process. ANAB adopts ISO/IEC 17024 (Conformity
assessment — General requirements for bodies operating
certification of persons) [32]. This is an American National
Standard (ANSI/ISO/IEC 17024: 2012).
7 © 2022 by ASME
 Accreditation allows a certification awarded through the
above processes to be both credible and ‘transportable’, and
upgrades an independent certificate into a qualification.
‘Transportable’ means an individual holding the certification can
move to other organisations, and the qualification will be
recognized by these other organisations.
4.8.3 Certification and Accreditation used in this
Methodology
This methodology (Table 3) has been certified by the
certification body CERTivation (www.certivation.com), and two
of the competencies and their assessment (Pipeline Integrity
Management, and Pipeline Defect Assessment) in Table 1 have
been accredited by the ANAB, Figure 4. The other competencies
in Table 1 will be put forward for accreditation in the future.
Certification and accreditation bodies thoroughly review all
the competency assessment processes, their bases and
robustness, before any award. These can be a lengthy process;
for example, both include thorough audits, and requirements on
all personnel developing the materials. The ANAB accreditation
followed ISO 17024 processes [32]. The methodology presented
in this paper had to include and satisfy all the requirements of
ISO 17024, Figure 4.
5. LEARNING PLATFORM
There are many on-line portals providing learners with the
tools, content, and resources to help them improve their
knowledge, and gain competencies. The platform used in the
present methodology is the Competence Club
(www.competence.rosen-group.com), but any platform can be
utilised.
The Competence Club is an on-line learning platform by
ROSEN that has been developed to facilitate the secure delivery
of online training. It has nearly 3000 members from 60 countries
(with about 50% based in the USA and UK), and has over 60
expert contributors. Leading members since its formation have
come from USA, Argentina, UK, and Turkey. Its success and
membership reflect the interest and movement to on-line
learning.
Individuals and organisations wanting learning programs
and guides to allow them to become certified and accredited in a
competence can use this platform for content. Obviously, the
platform does not contain all the necessary content for all the
competencies in Table 1, and the content must be purchased, but
it already has complete learning programs for three of the
competencies, with two others planned to be completed by the
end of 2022.
Analysis of this learning platform can give an insight into
the habits/preferences of its members and visitors; for example,
7 ‘Active’ learning requires that individuals do something that
develops their skills, as opposed to ‘passive’ learning where
information is merely transmitted to individuals. Research has shown
that audience attention in classes begins to wane every 10-20 minutes,
which suggests a different approach to learning each 15 minutes
(which means changing the way individuals are engaged, rather than
changing topics) is good practice. Individuals engaging (active) with
the start of the reactions to the worldwide outbreak of Covid-19
in March 2020, such as working from home, saw monthly
member enrolments increase from a typical 35/month to over
150/month, Figure 5. Also, the monthly member enrolments
post-March 2020 are about double the monthly enrolment
figures pre-March 2020, Figure 5.
The top 10 courses (30 courses are available) completed in
the Competence Club are:
1. Probability of Failure Analysis (completed 2677
times);
2. Onshore Laws, Regulations, and Standards (2676);
3. Pipeline Defects (2670);
4. Pipeline Inspection Technologies and Procedures
(2466);
5. Pipeline Inspection and Surveillance (2282);
6. Cathodic Protection and Monitoring (2164);
7. Pipeline Repair (2164);
8. Pipeline Integrity Management (2158);
9. Stress Analysis (2072); and,
10. Consequence Analysis (2063).
This is a wide spread of topics, which reflects wide interests
in the members. The most popular courses in 2020, 2021, and
2022 (to date), are given in Table 6. Other statistics for video
classes, of interest to learning providers, are given in Table 7.
6. EXAMPLES OF IMPLEMENTATION OF
METHODOLOGY
The methodology is now available, and has been extensively
reported in publications ([3-15]). It is now being used by pipeline
operators to develop their staff. This section gives two examples
of its implementation.
6.1 North America
PG&E in USA identified fracture mechanics as a
skill/competency that they possessed but needed to be developed
wider within their pipeline integrity teams. The competency
development and assessment methodology detailed in this paper
was implemented to help embed this competency into their
teams, and nine staff were placed on a learning program on
Fracture Mechanics, completed in 2020 [2].
The learning program used, and associated learning guide,
was a mix of active and passive learning7 (Table 4), ending with
assessment8. A key part of the teaching strategy was to encourage
and direct the individuals to do more active learning; for
example, individuals did their own case studies, read relevant
books, standards, regulations, etc., and produced their own notes
and conclusions. Also, they were asked to produce summaries,
lists, outlines, etc., to assist their own learning.
the content of a class allows good learning, rather than simply listening
(passive) to it.
8 The assessment was by multi-choice questions (MCQs). Usually,
MCQs only test knowledge (passive learning), not competency and
skills (active learning). Therefore, the MCQs must be scenario-based,
and focussed on problem-solving, rather than memory-recall.
8 © 2022 by ASME
 Classes were produced by a subject matter expert, and were
all delivered on-line through the Competence Club, Figure 6, and
supported by ad hoc teaching materials, mixing traditional
materials with active learning tools, such as on-demand, videos
(e.g., Table 5). All content was available for several weeks for all
individuals, and this allowed ‘learning while working’.
6.2 South America
Transportadora de Gas del Norte (TGN) are responsible for
transporting 40% of the natural gas used in Argentina, operating
a network of 11,000 km of pipelines. TGN has an experienced,
established pipeline integrity team, many with the competencies
listed in Table 1, but TGN wanted individuals to certify their
competencies [2]. It should be noted that TGN prefer
examinations after any ‘training’ course, as they note that a
training class cannot give all the required understanding –
reviewing, revising, and interaction with other course members
is also necessary.
A learning program was developed for TGN, and their staff
participated in selected competencies from Table 1.
TGN would recommend this methodology to other
organisations, as they consider the competencies to constitute a
complete program, and they are needed to demonstrate qualified
and certified personnel in integrity competencies [2].
7. CONCLUSION
The world has undergone a huge change in the past two
years with millions of people working from home, as offices
temporarily closed. Home working, virtual meetings, virtual
teams, and virtual management are expected to continue in the
future, as workers embrace both the challenges and advantages
of this ‘new world’.
The changes in 2022 are continuing with a conflict is
Ukraine creating volatility in the oil and gas market, and
inflation/recessions around the world. These huge changes mean
organisations need to review how staff work, and anticipate
rapid, unpredictable changes.
A positive note, and one that addresses some of these
concerns, is that the rapid adoption of digital technologies has
transformed the workplace and business, and all aspects of
business must adapt to this transformation, including learning
and development. This is not a simple switch, as learning and
development strategies are still mainly based on in-person
training courses, or a management’s narrow/dated view of needs.
More than 90% of employers are planning to adopt a hybrid
working model for their knowledge workers in 2022. These
workers want ‘agile learning’, which includes competence-
oriented, media-based learning, and ‘learning while working’.
Much of this learning will be remote, and most of the new/future
workers will have already received several years of their
school/college education by remote learning, so the future will
be continuing virtual learning after a part-virtual education.
Competence is an essential and a minimum requirement for
a job. Workers must be competent, and the good news is
competencies can be learned: competence is a learned ability. We
acquire competencies by going through a learning process. The
learning processes need to be delivered in an increasingly virtual
world, amid volatile markets, and new staff expectations. Indeed,
use of new or digital technologies is essential: ‘Chemicals and
petroleum organizations must move beyond hiring and
traditional training initiatives and commit to the continuous,
strategic exploration of new learning paths.’ [2].
A competency development and assessment model and
methodology (for eight competencies) has been produced and
tested for a pipeline integrity engineer. This methodology has
been certified by the certification body (CERTivation), and two
competencies and their assessment have been accredited by the
ANAB.
Accreditation allows a certification awarded through the
above processes to be both credible and ‘transportable’, and
upgrades an independent certificate into a qualification.
‘Transportable’ means an individual holding the certification can
move to other organisations, and the qualification will be
recognized by these other organisations.
The methodology is detailed in a series of publications. It
has been designed and developed to be delivered on-line,
including its assessment. This means it is available now,
anywhere, and at any time, and is perfect for ‘learning while
working’. It is already being successfully used by pipeline
operators to develop their staff.
8. ACKNOWLEDGEMENTS
The authors would like to acknowledge the efforts, ideas,
commitment, and support of the following:
 the Qualification Panel for the Pipeline Industry (QPPI)
(Chaired by Kent Muhlbauer);
 the Examination Writing Committee of the QPPI
(Chaired by Paul Mitchell);
 the many subject matter experts who developed and
agreed both the competencies in this methodology, and
their assessments; and,
 the many pipeline engineers who participated in the
‘beta testing’.
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9 © 2022 by ASME
 System?’ 13th International Pipeline Conference
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[14] M Unger, P Hopkins, ‘‘Competency’ in Engineering’.
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[15] M Unger, P Hopkins, ‘The Lost Art of Mentoring’,
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[16] P Hopkins, ‘The Skills Crisis in the Pipeline Sector of
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and Slurries’, ASME B31.4-2019. American Society of
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[19] B Kropp, E R McRae, ‘11 Trends that will Shape Work
in 2022 and Beyond’, Harvard Business Review.
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that-will-shape-work-in-2022-and-
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[20] T. Minahan, ‘What Your Future Employees Want
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future-of-work-2022
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McKinsey Global Institute. February 18th, 2021.
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of-work/the-future-of-work-after-covid-19
[27] B Marr, ‘Future Of Work: The 5 Biggest Workplace
Trends in 2022’, Forbes, November 22, 2021.
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Based Hiring’, Forbes. 24th February, 2022.
https://www.forbes.com/sites/gradsoflife/2022/02/24/3
-myths-youve-heard-about-skills-based-
hiring/?sh=750fb54211a1
© 2022 by ASME
[29] https://www.phmsa.dot.gov/sites/phmsa.dot.gov/files/
2020-06/OQ_Glossary.pdf
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19, 2019.
[32] Anon., 'Conformity assessment - General requirements
for bodies operating certification of persons'.
International Standard ISO/IEC 17024. Second Edition.
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[33] Anon., ‘The Competency Standards Manual for
Pipeline Integrity Management’. ROSEN Group.
Germany. 2018. https://competence.rosen-group.com/
[39] C H Beuk, ‘A method for reaching compromise
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[40] W K B Hofstee, ‘The case for compromise in
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[41] G Rasch, ‘Probabilistic models for some intelligence
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[34] https://www.iso.org/certification.html. Also, [43] C V Granger, ‘Rasch Analysis is Important to

http://www.iso.org/iso/home/standards/certification.ht Understand and Use for Measurement’, Rasch
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pp.1122-3. 2008.
[35] Anon., ‘Quality management systems –
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National Standard. 2015. Also, Constructed Response Items: Some Rasch Model
https://www.iso.org/certification.html. Approaches’, Journal of Applied Measurement, Vol.
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[36] Anon., ‘Pipeline Personel Certification’, CERTivation
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[37] W Angoff, ‘Scales, norms and equivalent scores’. In R.

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11 © 2022 by ASME
TABLES AND FIGURES

TABLE 1: Minimum competency needs (with rankings (%) from the survey) for a Pipeline Integrity Engineer

1. Pipeline Integrity Management (20%). 2. Pipeline Engineering Principles (15%).

3. Pipeline Defect Assessment (15%). 4. Pipeline Inspection and Surveillance (12%).
5. In-line Inspection (ILI) Data Analysis and Reporting (12%). 6. ILI Technologies & Procedures (11%).
7. Fracture Mechanics (8%). 8. Stress Analysis (7%).

TABLE 2: Elements (‘sub-competencies’) of a competency (Pipeline Engineering Principles)

Competency Elements
2. Pipeline 1 Pipeline economics and pipeline safety statistics.
Engineering 2 Pipeline standards, including their bases and development, linkage to Regulations, key content, purposes,
Principles location classification, high consequence areas, design factors, and inherent safety.
3 Line pipe manufacture, types, standards, and choice of coatings.
4 Fluid flow, fluid phases.
5 Material properties including strength, ductility, toughness, weldability, and metal fatigue.
6 Practical aspects of pipeline routing, and the pipeline construction process.
7 Pipeline operation, including control rooms, control systems, and leak detection.
8 Calculation of stresses on pipelines, including principal. stresses, thermal stresses, and equivalent
stresses.
9 Practical aspects of pipeline integrity management, including risk assessment and management, pressure
testing, in-line inspection, and pipeline repair.

12 © 2022 by ASME
TABLE 3: Summary of methodology for competence development and assessment for a Pipeline Integrity Engineer

Step Description Mandatory/

Optional
1. Specify Subject matter experts (SMEs) [[11]] determine which competencies (e.g., stress
Competencies analysis, risk management, etc.), and their levels, are needed for a job. Levels could
be [[9], [10], [33]]: ‘foundation’ (e.g., supervised staff); ‘practitioner’ (e.g.,
unsupervised staff); or ‘expert’. Mandatory
Standardise Define and detail these competencies, including the required skills and outcomes in
a ‘competency standard’ [[9], [10], [33]].
2. Define SMEs define and detail the learning requirements for these competencies.
Learning Needs
Mandatory
Produce SMEs produce a learning program (guide) to meet these requirements, including
Learning Guide learning outcomes [[2]].
Produce SMEs produce the learning program content (if individual requires the program to
Learning meet the competencies).
Content Optional
Deliver Content Deliver the learning program (if individual requires the program to meet the
competencies) [[2]].
3. Develop Develop assessment of competencies protocol (e.g., examination [[4], [6], [7]]),
Optional (if
Assessment FIGURE 3 Assessment must be by SMEs.
certification and
Protocols
accreditation is
Produce Assessment must be by an independent subject matter expert, against specified
not required).
Assessment criteria (e.g., the learning outcomes from Step 2), with a demonstration of the
Mandatory (if
absence of bias [[4]].
certification and
Assess Assess individuals at the end of the learning program, using the learning and
accreditation is
competency outcomes. This assessment is required for certification and
required).
accreditation.
4. Certify Obtain independent certification [[34]] of the competency development process, and Optional
assessment protocol. The individual is now certified in the competency.
Accredit Obtain independent accreditation [[35]] of the entire certification process and Optional
assessment. The individual is now qualified in the competency.

TABLE 4: Modules in Learning Program for Fracture Mechanics’ competency

Learning Title Main Type of Learning
Module
1 History of Structural Mechanics and Fracture Mechanics Reading (ad hoc materials)
2 Fracture Toughness Presentation (on-line video)
3 Stresses in Structures Reading (ad hoc materials)
4 Fracture Mechanics Presentation (on-line video)
5 Fracture Mechanics’ Assessment Codes Presentation (on-line video)
6 Fatigue Fracture Mechanics Presentation (on-line video)
7 Software used in Fracture Mechanics Analyses Self-directed learning
8 Case Studies in Fracture Mechanics and Failures Case studies
9 Data Handling Self-directed learning
10 Revision Self-directed learning
11 Assessment Examination

13 © 2022 by ASME
TABLE 5: Learning Guide for Module 6 in the Fracture Mechanics competency program (TABLE 4)

Learning Delivery
Learning Item in Module
Module
6 Goals and learning outcomes:
 can distinguish between S-N fatigue analysis and fatigue fracture mechanics analysis;
 can describe fatigue fracture mechanics methods, including the Paris Law; and,
 can conduct fatigue calculations, including complex cycles.
Fatigue crack initiation, propagation, and failure. 2, 5
Fatigue analyses by S-N, or fracture mechanics, methods.
Scatter and uncertainty in fatigue data and predictions. 5
The Paris Law, including environmental effects, and threshold effects. 2, 4, 5
Cycle counting, and cycle summation of fatigue data. 5
Theory to practice: apply learning to case studies. 1
Sum-up readings, cross-checking the acquisition of the Goals, with specific examples. 3
1. = Case studies (including simulations).
2. = Historical examples of topics.
3. = Self-reflection exercises (what have I learned, how did I learn, what do I know now that I did not know before, why is the
work difficult/easy for me, etc.?).
4. = Workable examples, and calculations.
5. = Interactive videos, or e-learns, with exercises to push individuals to practice the topics/concepts, and their implications.

TABLE 6: Most popular courses in recent years

Course Title Number taking this Number of Courses taken that year in
course. the Competence Club.
2020 Pipeline Defects 72 904
2021 Pipeline Inspection 43 485
Technologies and
Procedures
2022 (to 26th March, 2022) The Oil and Gas Industry 9 102

TABLE 7: Data from video classes (Vimeo)

Year Total Number completing Average Total view Devices used

number of video (% total) view time time
views Desktop Mobile Tablet
2020 8200 1300 (24%) 5 mins 56 38 days, 10 8200 1000 139
secs hours
2021 22500 1400 (7%) 3 mins 10 53 days 4 18800 5200 126
secs hours
2022 (to 26th 3700 319 (9%) 3 mins 40 10 days 12 3800 239 39
March secs hours
2022)

14 © 2022 by ASME
FIGURE 1: Price of crude oil and natural gas, March 2021 – March 2022 (data from WTRG Economics [[1]])

Crude Oil Price (Spot Price for WTI Cushing). Natural Gas (Spot Price for Henry Hub, Louisiana).

15 © 2022 by ASME
FIGURE 2: Competence and its definitions [[2]]
Competence.
Competence = skills + experience + knowledge + behaviours (values).
‘Skill’ is what you can do. It is an ability to perform a
given task well, arising from talent, training, or practice
[17].
‘Knowledge’ is understanding gained through experience
or study [[18]]. Conversely, experience is the knowledge
that comes from personal involvement [18].
‘Experience’ is ‘Work activities accomplished under the
direction of qualified supervision, but excluding time spent
in organised training programs’ [17].
How to obtain Competence.
‘Training’ is an educational or instructional process (e.g., classroom,
computer-based, or on-the-job) by which an individual’s knowledge,
skills, and his/her capacity to do or act, physically and/or mentally,
are improved. Training is ‘structured learning’ (fixed structure,
duration, and goals, usually with teacher/trainer present), as opposed
to ‘guided learning’ (see ‘Mentoring’). Training is ‘learning by
doing’, whereas education is ‘learning by thinking’ with the latter
having wide perspectives, and a bias towards theory/academic
knowledge rather than practice
‘Mentoring’ is ‘guided learning’ (directed learning, but the
teacher/trainer is not necessarily present) rather than ‘structured
learning’ (see ‘Training’). A ‘mentor’ is a trusted adviser or guide,
with the necessary knowledge and wisdom to provide advice and
guidance that allows them to oversee the career and development of
another person outside the normal manager/subordinate relationship
[8]
‘Education’ is the process of acquiring knowledge (theories, facts,
concepts, etc.). This process can take many forms, but the process is
called ‘learning’.
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FIGURE 3: Competency development and assessment process

FIGURE 4: Certification/accreditation process and requirements in ISO 17024

Management System Documentation, Document control, Management review, Internal audit.

Certification Structure
Certification Process
Certification Scheme
Assessment
Examination
Governance, Organizational structure, Structure in relation to training and other bodies, Resources.
Administration activities, Security, Confidentiality, Complaints and appeals, Outsourcing.
Scope of certification, Job and task description, Required competence, Code of conduct, Criteria and
assessment methods for initial certification and recertification, Surveillance methods and criteria,
Criteria for suspending and withdrawing certification, Criteria for changing the scope or level of
certification.
Application, Pre-requisites, Other requirements.
Written, Oral, Practical, Observational, Other reliable system.

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FIGURE 5: Member enrolments, and the effect of COVID-19

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FIGURE 6: All learning materials were accessed via the Competence Club on-line learning portal

19 © 2022 by ASME
20 © 2022 by ASME