Pipeline Technology Journal 2-2018

RESEARCH / DEVELOPMENT / TECHNOLOGY PIPELINE TECHNOLOGY JOURNAL 11 References 1. http://www.engc.org.uk/UKSPEC. 2. Anon., ‘Oil & Gas Global Salary Guide: The 2016 Compensation, Recruitment and Retention Guide for the Oil and Gas Industry’ Hays. hays-oilgas.com. 2016. 3. K Hope, ‘How long should you stay in one job?’ BBC News.1 February 2017. http://www.bbc.co.uk/ news/business-38828581 4. M Unger, P Hopkins, ‘‘Competency’ in Engineering’, 28th International Pipeline Pigging and Integri- ty Management Conference Houston, USA, February 8-11, 2016. 5. M Unger, P Hopkins, ‘The Lost Art of Mentoring’, World Pipelines, December, 2015. 6. M Unger, P Hopkins, ‘A Qualification Route Map for the Pipeline Industry’, Pipeline Pigging & Inte- grity Management Conference. 27 February 2017 to 2nd March 2017. George R. Brown Convention Centre, Houston, USA. 7. http://www.hse.gov.uk/humanfactors/topics/competence.htm 8. Anon., ‘Oil and gas pipeline systems’, CSA Z662-15, Canadian Standards Association. 2015. 9. http://www.hse.gov.uk/construction/cdm/faq/competence.htm 10. Anon., ‘Competence assessment for the hazardous industries’, UK’s Health and Safety Executive. Research Report 086. Her Majesty’s Stationery Office. UK. 2003. http://www.hse.gov.uk/rese- arch/rrpdf/rr086.pdf 11. Anon., ‘Competency Framework’. Institution of Gas Engineers and Managers. IGEM/TD/102. Communication 1761. June, 2012. 12. C Harvey et al, ‘APGA’s Pipeline Engineers Competency Framework – a Fully Fledged Framework with International Appeal’, APGA Convention and Exhibition. Perth, Australia. 2016. Also, Anon., ‘APIA Pipeline Engineer Competency Standards’, Australian Pipeline Industry Association. Revision A. 2010. http://www.apga.org.au/training/files/2012/05/APGA-Competency-Stan- dards-Onshore-MASTER-List-26052016.pdf. 13. Anon., ‘UK-SPEC UK Standard for Professional Engineering Competence’, Engineering Council, UK. Third edition. 2013. www.engc.org.uk. 14. http://www.opito.com/media/downloads/competence-assessment-and-verification-guidelines. pdf. OPITO, the Offshore Petroleum Industry Training Organisation. 15. Anon., ‘Pipeline Personnel Qualification’, ASME B31Q-2016. ASME. 2016. 16. Anon., ‘Competency Matrices’, Society of Petroleum Engineers. http://www.spe.org/training/ competency.php 17. Anon., ‘Subsea Engineering Competency Assessment Framework’, Joint Industry Project (mem- bers only), Wood Group Kenny. http://www.ukmarinealliance.co.uk/sites/default/files/Bev%20 Mackenzie%20MASRWG%20presentation.pdf 18. Anon,. ‘Competence Assessment Portfolios’, International Marine Contractors Association. htt- ps://www.imca-int.com/core/competence-training/competence/assessment-portfolios/ 19. Anon., ‘UKOPA Competency Framework Document’. UKOPA/2002/0076. September 2002. http://www.ukopa.co.uk/pdfs/UKOPA-02-0076.pdf Authors Michelle Unger ROSEN Group Head of Group Business Line – Education Systems and Services munger@rosen-group.com The assessment should be conducted by a suitably quali- fied, and independent body. There are various methods of assessing competencies, including: Self-assessment; Per- formance; Examination; and, Interview. The competency standard will recommend a suitable assessment method. SUMMARY Continuing Professional Development is the process of managing, and documenting the skills, knowledge and experience that a member of staff gains both formally and informally. This wide remit can be simply described as developing and maintaining a staff member’s com- petence: competence is the ability to perform a task to a specified level and it is demonstrated by appropriate levels of training, knowledge, skill, and experience. Engineering standards and government regulations are now explicitly requiring engineers to be both competent and qualified in all the tasks they perform. This means that CPD has both a wide scope, and an increasingly important scope. ‘Competency standards’ provide a common definition of a competency, along with its minimum requirements. Competencies can be assessed against these standards. The contents of a competency standard should clearly state its purpose and outcomes, and detail the knowl- edge, training, mentoring, and experience requirements, and an assessment method. Individuals who pass the assessment are qualified in this competency (as they have been assessed and have tangible evidence). CPD using competency standards satisfies both the ethos of CPD, and requirements in standards and reg- ulations. It will also assist in transferring knowledge to future generations and address a recognized skills gaps in many industries.

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