COV ett Gisys aD PAs hy\ =I1.0 INTRODUCTION 1.1 PEOINTRO Established on June 14, 192, Professional Engineers Ontario (PEO) is the licensing and regulating body for professional engineering in the province. PEO operates under the authority ofthe Professional Engineers ‘Act to serve and protect the public interest by setting and upholding high academic, experience and professional practic standards for the ‘engineering profession. Incividuals licensed by PEO are the only people: permitted bylaw to undertake and assume esponsibility for engineering ‘work in Ontario, 1.2 COMPETENCY BASED ASSESSMENT GUIDE PURPOSE ‘This guide is intended to assist PEO licence applicant to navigate through the competency-based assessment (CEA) system, The content tals the CBN’ 34 engineering competencies and how they should bbe met and presented. You wil find 2 lst of indicators, which at 35 3 ‘uideline for selecting experience examples that demonstrate the applicant's exposure to the competencies ‘This document provides a comprehensive overview of the roles and responsibilities ofthe applicants, validators and assessors within the CBA framework Finally, this guide also explains the competency rating system and the rating rubric, which measures the level of competence ofthe applicant per category, and determines one's level of readiness for licensure, 2.0 COMPETENCY BASED ASSESSMENT (CBA) ‘The CBA is a methodology used to assess applicant readiness for licensure that examines 34 engineering competencies across seven ‘competency categories in which all professional engineers must be ‘competent 1o support effective practice and public safer. The CBA is conducted to determine whether applicants have progressed 10. professional level of competency in their field through their engineer ing work experience. The sytem is designed to ensure that professional licensure requirements uphold and protect the public interest while maintaining an equitable, transparent, consistent and efficient licen- sue process ‘The CBA system requires applicants to demonstrate the ability to apply ther engineering knowledge reliably and safely across different circum- stances to recognize ther professional limitations; and to be prepared when necessary to either extend and develop their expertise orto cal for assistance from ether source: 2.1 KEY COMPETENCIES key competencies are defined ar an identified sie or knowledge-base ‘ich the applicant must have attained to achieve profesional censure. PEO's competency frameworks composed of 34 key competences See ‘Appendoe A for a detailed list ofall competencies 2.2 CANADIAN ENVIRONMENT COMPETENCIES The Canadian environment competencies are a subset of eight com petencies within the competency framework that best demonstrate knowledge and experience of Canadian regulations, codes, standards, ‘quality contro, safety awareness, professional accountability and ‘communication. The intents to align the assessment method of the CCanaelan environment competency requirement with the online 2 PROFESSIONAL EN competency assessment system, See Append D for a detaled Ist of all Canadian environment competencies, 2.3 COMPETENCY CATEGORIES ‘The seven competency categories represent the essential areas in which professional engineers of al disciplines must demonstrate competence to ensure effective practice and publi safety. Each competency category contains alist of the competencies required in that area. Applicants must meet the required average evel of competence in each competency category to meet the competency requirements. 2.4 ROLES & RESPONSIBILITIES The following is an overview ofthe roles and responsbllties of each participant inthe CBA system, 2.4.1 APPLICANT ‘Applicants are responsible fr = Providing work experience detalls through the competency assessment system, including a work experience summary and specific examples to address each competency: + Providing detailed work examples allows validators and PEO's assessors tohave a clear understanding ofan applicant's knowledge and expet- tence in all areas essential to safe and effective engineering practice + Providing contact information for validators) to very, rate and provide feedback on thir asignedl competencies = Proving a sel-asessed rating for each competency according tothe competency rating scale 2.4.2 VALIDATORS ‘validators an individual who assesses and rates the applicant's work ‘experience A validator must have direc, first-hand knowledge ofthe applicants work and must have provided suitable professional superv sion ofthe applicant throughout the work perid being validated and have taken technical responsiblity for the apalicant’s work. The validator may have ttl other than supervisor and may be a manager, mentor, client or colleague. For engineering work experience gained in Canad, the validator must be a professional engineer (P Eng) who was regjstered during the work period they are validating, For experience gained outside of Canada, its ‘expected that they ll bea senior engineering practitioner. Iti prefered that any validator who isnot a Png, and ie validating inter- national experiance, be a senior engineering practitioner and licensed as an engineerin ther jurisdiction, PEO may request information to support their engineering qualifications, which may include proof of academic and engineering credentials, and professional designation during the assessment process, ‘Acceptability of the validator is at the discretion of PEO. Family members and relatives are normally not acceptable as validator. Validators ae responsible for: = Reviewing and confirming they have witnessed and supervised the work associated withthe applicant's example(s) + Providing competence ratings for each competency they are assigned torate and review+ Providing an overall feedback summary on the applicant's readiness for licensure =Frequired, identifying thelr professional designation and jurisdiction oflicensure 2.4.3 ASSESSORS ‘Assessors are designated PEO staff who wil assess and determine ifthe applicant has demonstrated that they have applied these competencies at an entry-to-practice professional level and wil provide a final recem- ‘mendation towards licensure Assessors are responsible for: + Reviewing the applicant’ submission as well as validators’ feedback Providing ratings for each competency + Mfinal recommendation on an applicant's readiness for licensure 3.0 APPLICATION PROCESS [Applicants should frst review PEO's CBA Applicant’ Guide before entering the CBA reporting system. Once in the system, the applicant wil follow the steps below to fulfil the experience requirement 3.1 PROVIDE EXPERIENCE SUMMARY AND VALIDATORS All applicants must complete an experience summary through the CBA reporting system. The experience summary section is a chronological short-form overview ofan applicant's experience, including a brief summary of thelr responsibilities in each position. Applicants may use up to 12 months of experience acquired prior to the completion of their undergraduate degree towards the minimum Ce eee experience in the experience summary, being careful to select the pregraduation option, The start date ofthis pre-graduation experience must not exceed two years prior tothe degree conferral date. NOTE: The experience summary information helps determine if you have the minimum required 48 months of engineering experience anor 3.2 PROVIDE COMPETENCY RELATED WORK EXAMPLES. ‘When addressing the competency fields, please use Both the compe- tency description and their indicators ax guidelines to identify suitable and relevant examples and activites from your engineering experience ‘that wl best demonstrate your achievernent of each competency. Work ‘examples from pre-graduation experience can be used when addressing ‘competencies 50 long asa validator is assigned. Please be specific about your individual ations and contributions; and use ofthe word "i required in order to show what work you did specifically. Point form is permitted. ‘You do not need to demonstrate allndicators listed, although they provide a helpful uide as to what assessors are seeking. Indicators are examples to guide you in determining the type of work that would satisfy each competency. Each competency example includes the following information. + Situation: A brief overview of a specifi station or problem. The same situation can be used to cover multiple competencies “Action taken: The actions that you took n response to the situation, including engineering judgements made or solutions foun. This sec: ton is typically the longest portion of the example and should include details about the specific actions that you took that demonstrate ‘completion ofthe competency + Outeame: The impact that your actions, solutions or judgements generated fea fidenta, please note this within the reporting system, Share as Ren ee eee ery that you are able to practise competently as a professional engi- reer. This could be demonstrated by describing the nature of your E: Where project details are required to be kept con- ‘Work and its complexities without disclosing confidential details about solutions business processes, client names or locations. 3.3 ASSIGN VALIDATORS ‘Assign a validator to each competency example. If applicants intend to provide more than 4 validators, please contact apply@peo.on ca 3.4 SELF-ASSESSMENT Provide a se-assessment rating as per the competency rating scale that you belive that you demonstrated in the example. The descriptions of ‘each level of competence in Appendix will help you to determine which levelon the competency rating scale you should cite fr each competency £25 COMPLETION OF EXPERIENCE REQUIREMENT ‘Once the applicant has provided the information above, and all compe- tencies have been validated the experience requirement will be deemed completed towards application 4,0 COMPETENCY RATING SYSTEM 4.1 COMPETENCY RATING SCALE The competency rating eae s used to determine whether an applicant has achieved the required level of competence to gain licensure. It measures the level of overall competence, not the level of success an applicant achieved ina specific situation ‘When rating the competencies for professional engineering Kcensure, needs to be clea that they are not only performing wellin the circum stances they have encountered to date, but they have also demonstrated the capacity to hancle situations likely to be encountered in the future, Alleels (05) described th respect each ofthe seven competency categories ‘and Canadian Environment Competences canbe found in Append 8 ene42 LEVELS OF COMPETENCY ‘Applicants and validators independently rate an applicant’ level of competence in each key competency. Fulfilment ofeach key competency and competency category is measured through the competency rating scale, which rates the applicant’ skill on @ scale from zero to five ‘Asillustrated inthe schematic below, the applicant must demonstrate a competence level at enty-to-practic, demonstrating they willing longer requite supervision to complete their engineering tasks oO 1 2 4 5 veawne cee OS ‘ademic supervised ication Bpeence | Begining Mastery Expertise Leadeship “compereNcr PROFLE AT Minimum Rating Requirements 1. An applicant must attain the minimum rating of 1 for each key competency. 2. Each ofthe Canadian environment competencies must also be achieved ata minimum category greater than level 1 in order to satisy the Canadian environment competency requirement. 3.An applicant must attain the minimum defined average level of competence inal competency categories, ‘This mean sf an applicant has achieved the required average foreach ‘competency category-but has not achieved the minimum rating required Per competency-the applicant may not be recommended for licensure. Refer to Appendic C fr the minimum required average rating levelper category and ‘AppendicD for minimum rating level Canadian environment competences. eiAPPENDIX-CBA INFORMATION, DEFINITIONS, RATING TABLE ‘A-COMPETENCIES ean ea ec ed eed 1 ry ey os oe Demonstrate your knowledge and awareness of Canacian regulations, codes and standards. This includes local “engineering procedures and practices as applicable. 1. identify and comply with legal and regulatory requirements for project activities 2, Incorporate knowledge of codes and regulations in design materials 5. Prepare reports assessing project compliance with Canaclan codes, standards and regulations 4. Recognize the need to design for code compliance while achieving constuctabilty 5. Identity Canadian, provinciaVtertaril, regional, indigenous codes, standards and/or practice guidelines that are applicable to your ‘example Briefly discuss how the Canadian codes, standards and/or {guidelines would be applied In your example iit had taken place ‘nCanada 6. Incorporate knowledge of Canadian, provincial, regional, indigenous codes, standards, regulations and/or practice guidelines in design ‘materials 7. Recognize the importance of respecting the regional traditions and Indigenous regulations towards a project Demonstrate knowledge of materials, or operations as appropriate, project and design constraints, designed to best fit the purpose or service intended and address interdscipinary impacts. Demonstrate knowledge of materials, operations, project and design constraints, cos, design, materials, labour, time, ‘budget, production Demonstrate understanding of, and coordination with, other ‘engineering and professional disciplines Analyze technical rsks and offer solutions to mitigate the risks Demonstrate familanty with system protection and/or damage hazard mitigation objectives, philosophies, practices, procedures and functions 2. Kdentify risk areas including causes of risks and thelr impacts 5. Develop risk management/mitigation plans 4. Demonstrate an understanding of the difference between technical riskand publicsafety issues ‘Apply engineering knowledge to design solutions 1. Prepare technical specifications 2 Demonstrate use of theory and calculations to artve at solutions 3, Demonstrate the development ofa unique design solution which ould not be accomplished with a standard design solution Be able to understand solution techniques and inde- pendently very the results 1. Demonstrate an understanding of the engineering principles used in the application of computer design programs and show/describe how the results were verfied as correct 2 Participate in an independent review and verification of solution techniques or analysis methods eee16 oe oy 19 Demonstrate your knowledge and awareness of Canadian, regulations, codes and standards pertaining to safety. 1. Identify, Incorporate, and/or participate In review of safety consid- ‘erations, safety procedures and safety equipment as they apply to system operations and/or maintenance programs in Canad 2. Review and incorporate safety or system operating procedures within ina Canadian context 3, Demonstrate specfc knowledge of Canadian safety regulations 4. Incorporate explicit human and public safety considerations indesign and all ther professional activities 5. Understand and account for safety risks associated with processes 6. Kdentiy relevant protection equipment and process modifications to iigate safety sks Demonstrate understanding of systems as well as of ‘components of systems 7. Demonstrate an understanding of each element in a process 8, Demonstrate an understanding of the interactions and constraints In the behaviour af the overall system 9. Manage processes within the overall system (monitor and, where ‘needed, modily processes to achieve optimum outcomes) Exposure to all stages ofthe process/projct if cycle from ‘concept and feasibility analysis through implementation, 1. Demonstrate awareness of project concerns and role of other stakeholders inthe project stages: + Identifiation: generation ofthe initial project idea and preliminary design + Preparation: detaled design of the project addressing technical and operational aspects + Appraisal: analysis of the project from technical financial, economic, :0cal institutional and environmental perspectives + Preparation of specifications and tender documents: preperation of tender document, inviting and opening of tenders, pre-qualifcation, evaluation of bids and award of work «Implementation and monitoring: implementation of project activites, with ongoing checks on progress and feedback + Evaluation: periedic review of project with feedback for next project cycle Demonstrate your understanding ofthe role of peer review ‘and quality management that i essential to engineering practice in Canada, CConcluct checks, including fel checks, to verity the validity of design Follow Quality Management principles in practice, which may include {Quality Management Guidelines, Guidelines on Authentication of Documents, Use ofthe Seal, Reviewing Work Prepared by Others and other related practice guidelines provided by thelr provincal/ territorial regulator Prepare quality contol plans, including frequency and test parameters, fr specific processes r products 4 Evaluate test results, determine adequacy and develop recommended action 5. Demonstrate peer review 6. Demonstrate that completed projec, systems or sub-systems meet project objectives in terms of functionality and operational performance Transfer design intentions to drawings and sketches; Under stand transmittal of design information te design ‘documents 1. Review designs of others and communicate findings and issues, Including suggested aternatives 2. Demonstrate communication of ideas and concepts to project team members 3. Demonstrate understanding ofthe value of project completion reports and lessons learned reports to application in future projects by sefor others 4. Produce sketches, notes, documentation and design documents to prepare proposals and preliminary, and final design drawings for acceptance by the lent and approval by regulatory authorities ReCee UL ea ey Demonstrate effective verhal communication with team members, lens, contractors ane members ofthe public eed 1. Communicate ina simple and concise manner 2. Communicate official project data with team members, cents and contractors 3. Ability to express both technical and non-technical issues and ideas clearly to both technical and non-technical personnel 4, Conduct presentations to technical and non-technical groups: presentations to superiors and subordinates internal (colleagues) and external (clients) presentations 5. Present project parameters tothe public 6, Demonstrate activ participation in and contribution to meetings Demonstrate your ability to communicate effectively in wrting with team members, clients, contractors and members ofthe public 1.Talor communications to the intended audience 2. Ability to write and review technical documents 5. Abilty to writ clear memos and reports to both technical and non-technical personnel 4. Utlize drawings and etches to demonstrate key points and concepts 5.Demonstrate a vritten report on a technical subject 6. Demonstrate a written report on feld observations 7-Take taining in technical report writing 8. Work with common office programs (eg. Excel Word, Outlook, Interet browsers) Demonstrate your ability to effectively review key documents Ce eee ar CUM U ad re ‘Awareness of projact management princales. 1. The ablity to review technical documents, to understand the Implications and to summarize key points Ted 1. Awareness of resource planning, budgeting, change management, scope management, schedule and unforeseen isues in managing 2 project from start to end 2. Understand the impacts, benefits and rsks that vaious design solt- tions have on a project 3. Understand the needs and expectations of internal and external clients Demonstrate increasing levels of responsibilty fr project. planning and implementation 1. Follow and contribute to development of project management plans 2. Be amare of future improvements and demands as wel as other ‘ongoing projects 3.Demonstrate increasing responsibilty for client contact and management 4. Demonstrate how project planning activities and interaction With others has increased over the training period 5. Participate in managing and adapting a schedule 6, Demonstrate awareness of sues related to other disciplines that ‘might affect the projec, maintaining contact and communication to discuss and resolve issues ‘Manage expectations in ight of available resources. Update schedule and budget on regular basis and communicate status 2. Provide market assessment and availabilty of materials for a project. 5. Meet deadlines eeeUnderstand the financial aspects of thelr work 1. Demonstrate cognizance of project budget during design and construction 2. Provie technicalifinancal reports and compat the options '3 Demonstrate an understanding of the place of finance in business decisions 4, Understand principles of budgeting and financing 5. Understand the relevant business processes 6. Demonstrate an understanding of working with and developing contracts ‘Ask for and demonstrate response to feedback eee aan set tea een) Werk respectfully and with other disciplines/people. 1. Demonstrate implementation of lessons leaned, and performance reviewed, in meetings 2. how wilingness to accept comments and criticism 3 Ident situations where you received feedback and how you responded to that feedback 4, Demonstrate appreciation ofthe scope of a project and an appropriate response when a project varies beyond the scope ed 1. Demonstrate respect for others’ responsibilies and exoertive 2. Integrate engineering with other professional input 5. Participate actively in team discussions Work to resolve dilferences Cees aU recone) Demonstrate your ability to apply principles ofthe Code of Ethics within the Canadian engineering environment. 1. Demonstrate leadership in achieving team goals and resolving conflict 2. Work o facilitate beneficial conflict resolution 5. Exposure to training in conflict resolution ed 1. Comply with the Code of Ethics in your jurisdiction of practice 2. Futfil professional obligations to employers, cents, peers and the profession while applying professional ethics in meeting corporate directives 3. Understand the concept of sel- governance, and the privileges granted to professional engineers and ther obligations 4. Work within the engineering legislation inthe jurisdiction of practice 5, Demonstrate the use af practice guidelines in relation to sel regulation and professional practice Demonstrate an awareness of your own scope of practice and litations 1.Ask for help and incorporate input 2. Demonstrate interaction with your supervisor 5. Ask questions when needed Understand how confit of interest affects your practic. 1. Understand how conflict of interest affects your practice Demonstrate awareness of professional accountabilty 1 Awareness ofthe potential professional ability involved in all aspects of the design, construction and inspection process Demonstrate an understanding of appropriate use of the stamp and sea 1. Please note that understanding and awareness s whats required for this key competency Understand own strengths/weaknesses and know how they apply to one's position, 1. Prepare aselt-iticiam list and the ways to mitigate or eliminate weaknesses ReOe eee AND SUSTAINABILITY (5 competencies) Demonstrate an understanding ofthe safeguards required ‘to protect the public and the methods of mitigating adverse impacts ed 1. Prepare public safety regulations and advice during design and imple mentation ofa project 2. Understand potential effects of imate change Demonstrate your understanding ofthe relationship between the engineering activity andthe public. 1 Recognize the value and benefits ofthe engineering work to the public 2. Prepare a report regarding the impact of project to public Understand the role of regulatory bodies on the practice of ‘engineering 1. Recognize the importance of respecting the regional traitions ang native regulations towards a project 2. Understand the role and regulations of other professions whose prac- tices overlap or Interface wit the practice of professional engineering Be aware of any specific sustainability clauses that have been added to practice guidelines that apply to thelr area, 1. Be aware of any specific sustainabllty causes that have been added to practice guidelines that apply to thelr area ndicators To the extent possi, recognizing the applicant's postion ‘of influence, consider how sustainability principles could be applied and promoted in their specific work Cea OS ee CR ee) Demonstrate completion of professional development activities 1 elude sustainability analysis in project descriptions 2. Provide Ist of revisions made during design and implementation period ofthe project on 1. Participation in community, technica industry and/or professional association committees and tack forces 2 Engagement ina variety of self-directed and formal professional development activites to leven and maintain currency infield of| practice and report progress to applicable parties Demonstrate awareness of gaps in knowledge and areas requiing future development. 1.Gap analysis of knowledge ane skills highlight the gaps that exist 2 Identification of areas of weakness where aditional traning i needed Develop a professional development plan to address gaps in knowledge and maintain currency in field of practice. 1.Plan to pursue traning in areas of weakness and remedy gaps in knowledge 2, Planned activites may include a variety of self-directed and formal professional development activites to lear and maintain curency Infield of practice eerB-COMPETENCY RATING SCALE ated roa rer eee Poets eeeemrore Pree Has no experience with the competency Coaeeet sc Has litle or no exposure to the competency Has completed no continuing professional development + Has not completed a gap analysis to determine areas of weakness “Has demonstrated no plan for future profesional development Demonstrates some awareness of the com- petency through work ‘experience Receives training inthe | - vatious phases of office, plant, field o laboratory engineering + Tasks assigned may Inchide preparation of simple plans, designs, Receives training in on-the-job assignments «Isat an earyfbeginner level Caries out activities of low complexity Has no supervisory ole «Isat basic level inthis area: plots, calculations, costs | competency needs substantial ‘orbils of materalin | development accordance with estab- lished codes, standards, dramings, ee May cary out routine technical surveys of Inspections and prepare reports + Has no supervisory role re Has completed ite continuing professional development activities + Gap analysis and assessment of, areas of weakness incomplete «Has developed an inadequate or no professional development plan: many gaps in knowledge are not sufficient addressedDemonstrates awareness ‘of the competency and has ‘minimal practical exper: lence withthe competency (either in Canada or another jurisdiction) Has moderate experience with the competency while working under super sion (either in Canada or another jurisdiction “Receives tasks of limited scope and complexity: minor phases of broader projects = Uses standard engineering methods and techniques in solving problems + Asset senor engineers ‘with technical tasks requiring accuracy in calculations, completeness of data, and adherence to prescribed testing, analysis and or design «May assign and check ‘work of approximately one to five non engineering staf Normally regarded as 3 continuing portion ofan engineers traning and evelopment + Receives tasks of moder- ate scope and complet standalone phases of major projects + Usvaly solves problems by using combinations of standard procedures, modifications of standard procedures, or methods developed in previous assignments. “May assign and check ‘wrk of approximately fone to five non-engineer= ing sta «Is typically seen to be ready to assume pro: {essonal engineering responsislities “Caries out activites of limited scope and complexity + Usually relies on prede- termined standards and techniques in solving problems. + Assists more senior engi- neers in carrying out tasks + Normally regarded as 2 «continuing portion ofan engineer traning and. evelopment + Marginal skills equires ‘raining to bring skill to 2 professional evel + Caries out activities of moderate scope and com plexity Provides significant assistance to more senior engineers in carying out casks + Usually solves problems by using combinations of standard procedures, modifications of standard procedures, or methods developed in previous assignments + Possesses adequate sls inthis competency «1s typically seen to be ready to assume pro: {essional engineering responsibilities Has completed some continuing professional evelopment activities + Gap analysis is marginal insufficient assessment of areas of weakness + Has developed a marginal professional development plan; notall key gaps in knowledge are addressed + Has completed sufficient continuing professional evelopment activities + Gap analysis is adequate; areas of weakness are ade. quately assessed Has developed an adequate professional evelopment plan; gaps in knowledge are addressedoat! LeveL rere Ee eos eRPeReure) Proreroe Has advances knowledge of the com- petency and can cary ‘out complex activities, swith minimal super Coat + Caries out respon: sible and varied assignment: requir- Ing general familiarity swith a broae field of engineering and knowledge of recip- roca effects of the work upon other fies + Solves problems by sing a combination ‘of standard proce- duces and devising new approaches = Deals with assigned problems by devising new approaches, applying existing citer in new ways, and drawing conclusions fom comparative situa tions = Participates in plan- ning to achieve prescribed objectives May give technical ‘guidance to junior engineers, technolo- (ists and technicians = Istypically seen to bbe working at a fully uafied professional engineering level + Caries out responsible and varied activities Deals with asigned problems by devising new approaches, applying existing criteria in new ways, and drawing con- clusions from comparative situations = Participates in planning to achieve prescribed objectives “May provide guidance to junior engineers, technolo ists and technicians + Possesses strong sks inthis competency; above-average abiltys apparent «Is typically seen to be working at a fully qualified professional ‘engineering level re + Has completed 2 good amount of continuing professional development activities + Gap analysis is strong: areas of weakness are correctly assessed Has developed an strong professional evelopment plan; gaps in knowledge are well addressedDemonstrates ability to carryout activities of the competency with advanced skils ane complexity, with ne supervision Applies mature engl neering knowledge in planning andl conducting projects having scape for independent accomplish ment, and coordination of dificult and responsible assignments Deals with asigned prob lems ina mature, creative and experienced manner by modifying established guides, devising new approaches, applying esting entra in new ‘ways, ane drawing con- clusions from comparative situations «Participates in short: and long-range plansing + Makes independent dec!- sions for devising practical and economical solutions + Assigns and outlines work; advises on more dificult problems and methods of, approach “Caries out activities of advanced scope and complexity «Independently coordinates dificult and responsible assignments and activites + Deals with problems or issues in a mature, creative and experienced manner by modifying established guides, devising new approaches, applying ‘existing criteria in new ‘ways, andlor drawing conclusions from compa ative situations + aticipates in short and long-range planning + Makes independent deci- sions for devising practical ane economical soktions ‘0 problems + Possesses superior sin ‘this competency provides mentorship or supervision “Provides and demon: strates leadership in continuing professional evelopment activities + Gap analysis is excellent areas of weakness ae very well assessed + Has developed a superior professional development plan to address al gaps in knowledge and main ‘ain curreney in file of practice + Develops professional development plans with others and may instruct courses as appropriate(C-MINIMUM CATEGORY AVERAGE erage Pe ete oa te 1-Technicat Competence 3 2-Communication 3 3-Project and Financial Management 2 4-Team Effectiveness 3 5-Professional Accountability (Ethics & Professionalism) 3 6-Socal Economie, Environmental and Sustainability 2 3 Continuing Professional Development 3 reD-CANADIAN ENVIRONMENT COMPETENCIES UG) Parad MIN. RATING LEVEL PER CANADIAN COMPETENCY Pes eataatad Demonstrate knowledge of regulations, codes, standards, and safety -this includes local engineering procedures and practices as applicable Safety awareness: be aware of safety risks inherent inthe ‘design; demonstrate safety awareness - on-site and possible safety authorzatio/certiiate as appropriate Understand the concept of quality control during design and construction including independent design check and independent reviews of design, felt checks and reviews [CATEGORY 2-COMMUNICATION COMPETENCIES (minimum category level required = 3) COMPETENCY 2:1 | Ora! Communication COMPETENCY 22 | Writing 3 COMPETENCY 2.3} Reading and Comprehension 3 [CATEGORY 5-PROFESSIONAL ACCOUNTABILITY (rninimum category level required = 3) COMPETENCY 5.1 } Work with integrity ethically and within profesional standards | 3 [CATEGORY 6-SOCIAL, ECONOMIC, ENVIRONMENTAL AND SUSTAINABILITY (minimum category level required = 2) COMPETENCY 6.2 | Demonstrate an understanding of the relationship between | 2 ‘the engineering activity and the public