ICE PROFESSIONAL SKILLS A Report by the Skills Review Group July 2018 2 Contents
Foreword from the President 04
Review Group members 04
Foreword from the Review Chair 05
Executive Summary 06
Section A Introduction 08
Section B Findings 10
B1 Skills to do what? 10
B2 Change 16
B3 Response to Change 18
B4 Skills 20
B5 Skills gaps, shortages and mismatches 24
B6 Which skills and abilities are the most important? 26
B7 Which skills need to be developed the most? 28
B8 Trends 34
B9 Qualification 37
B10 Pre-qualification 42
Section C Summary of Recommendations 48
Appendix 1 Terms of Reference 50
Appendix 2 List of people and organisations consulted 52
Appendix 3 Research Methodology 54
3 Foreword
Foreword from the President
Change is all around us. Changes in technology and how we apply it, changes in materials and equipment, changes in processes, changes in the way organisations are arranged to deliver infrastructure. And nowhere is this change more apparent than in the development and application of digital technology.
It is imperative that the Institution does not just keep pace with, but anticipates these changes to ensure that professional civil engineers are properly equipped with the appropriate skills. Consequently the ICE Council asked ICE Vice President Ed McCann to lead a thorough review ‘to ensure that ICE members have the necessary skills to practise in an industry in which technology and digital science are changing rapidly’.
I thank the Review Group for all their work in producing this report. They have provided some welcome reassurance that the ICE’s professional review process is well-respected and broadly fit for purpose. But they also make important recommendations, in particular regarding the breadth of skills which the modern civil engineer requires, and ensuring skills are maintained and enhanced post-qualification. These recommendations have important and wide-ranging implications both for ICE’s membership and qualification role, and for the Institution’s learned society and knowledge activities. I hope also that they will be taken into account more widely in construction and engineering.
Review Group Members
Nathan Baker ICE - Director of Engineering Knowledge Kate Beardsley ICE – Project Manager Fiona Bradley University of Glasgow - Head of Civil Engineering Discipline Richard Burleigh Skanska Poland - Executive Vice President, ICE Council Member Debbie Carlton Dynamic Knowledge - Competence Assurance Consultant Gary Cutts Ward Williams Associates - Principal Civils Project Manager, ICE Council Member Noel Gibbin Atkins - Principal Engineer, SCE, ICE Professional Development Panel Peter Hallsworth ICE Professional Review Panel & Reviewer, ICE Council Member Professor Tim Ibell Cambridge University - Sir Kirby Laing Professor of Civil Engineering, Next JBM Chair, Former President of IStructE Damian Leydon Berkeley West Thames - Operations Director David Macdonald Arup - Director of Learning Ed McCann Expedition Engineering, Senior Director, Vice President ICE Learned Society Emma McNab Taylor Woodrow - Business Excellence Director Sophie McPhillips Atkins - Civil Engineer, Former ICE Future Leader John O’Connor Laing O’Rourke - Group Commercial and Human Capital Director, 4 Construction Leadership Council Subcommittee for Skills Foreword from the Review Chair A combination of technological, economic, social, educational and geo-political factors are generating huge changes in the profession of civil engineering.
In the UK but also internationally the construction industry is being challenged to improve its productivity, both through addressing endemic structural problems and by embracing the opportunities presented by emerging technologies and improved diversity.
Also, the Grenfell Tower tragedy and a number of other recent events require ICE to examine whether our current systems adequately ensure the competence of practising engineers through their working lives.
This Review was set up to explore whether in the context of this changing environment and considerable challenges, the Institution of Civil Engineers – in its 200th year – was adequately ensuring that civil engineering professionals have the skills needed to fulfil their role providing society with the infrastructure that it needs.
Our Review Group has spent 9 months researching and reflecting on the subject, and this report is the output of that effort.
There is a huge amount of on-going work by Government, professional and trade bodies across the sector to address the challenges. We have done our best to understand and consider that work, and I hope that our contribution both builds upon and complements that of others.
I would like personally to thank the Review Group who have shown remarkable levels of enthusiasm and insight. I would also like to thank all of the consultees and survey participants who gave up their valuable time to provide us with the information on which we based our thinking. The quality and value of this sort of review is entirely dependent on the people who contribute, and I hope that we have done them justice.
We have been very conscious of the opportunities and challenges that are presented by the introduction of digital technology and the profound effect that it will have on the work of civil engineers in coming years, in both the construction and operation of infrastructure assets.
It is important that in adapting to future needs, we don’t lose sight of the skills that we need to do our jobs today. Most of the people we spoke to were more concerned about what might be called “traditional skills”. As the American actor Casey Kasem put it “Keep your feet on the ground and keep reaching for the stars!”
Ed McCann | 25 June 2018
5 Executive Summary
The ICE Skills Review Panel held four workshops and considered the output from three important pieces of research: a desk study to identify key trends affecting the profession; face-to-face interviews with industry leaders; and an online survey of 1,792 members worldwide. Their key findings are: n Civil engineering is not just about building n The increasing pace of change in the industry requires new infrastructure, but also about operation the Institution to improve its systems and procedures and maintenance, renewal and adapting, and for continuously reviewing and updating the skills decommissioning of infrastructure. Skill requirements requirements of civil engineers. should reflect this diversity. n ‘Soft skills’ are becoming increasingly important, n The ICE’s qualification process is broadly fit for purpose. particularly with the increase in multi-disciplinary But the notion that a qualification, once achieved, is working in construction, the increasing importance for life - is untenable. A culture of continuous learning of stakeholder engagement and the impact of digital needs to be embedded more deeply into the Institution technology. These skills are seen to be lacking among and its members, together with a recognition that civil civil engineers in the workplace. The importance of engineers who fail to keep abreast of changes affecting soft skills should be promoted at every level, and their areas of activity are simply unfit to practise. A appropriate training or upskilling provided. vigorous campaign is needed to raise awareness of the n importance of continuous learning, and also to ensure Team working is becoming increasingly important, that appropriate learning resources are available. particularly with multi-disciplinary working crossing the boundaries between disciplines and companies. n The Institution’s CPD requirements should be urgently This reinforces the need for greater breadth of skills, reviewed to establish a more robust system which including understanding of other disciplines and soft ensures that a member’s qualification remains relevant skills such as communication. and up-to-date throughout the member’s career. n The profession must embrace digital technology, and civil engineers should develop the rapidly-evolving skills needed to exploit its benefits.
6 n The modern construction industry is increasingly multi- n Practical knowledge and skills remain vitally important disciplinary and a more flexible approach is needed ingredients in a civil engineer’s make-up, and the to allow, and indeed encourage, people to enter the development of practical knowledge skills should be profession without the ‘traditional’ background. encouraged from the earliest stage. n There are likely to be calls for more specialist registers n Recruitment into the profession via universities is too and for additional professional qualifications in narrowly focused on people with strong maths and specific skills. Such initiatives should be welcomed and physics A-levels. Greater encouragement of able people encouraged, where there is appropriate demand. with different talents into undergraduate courses (with appropriate ‘catch-up’ classes) would increase the pool n There is no strong demand in industry for major of potential undergraduates, and help improve the changes to the content of ‘conventional’ civil supply of graduates with broader skills. engineering first-degree courses. However, greater flexibility is needed in the education system to allow (and encourage) a greater variety of courses as the basis for qualification as a civil engineer.
The Review Group’s 22 recommendations to the Institution are contained within the body of report, and are summarised in Section C.
7 Section A – Introduction
Over the 200 years since the Institution of Civil Engineers was founded, civil engineering practice has undergone continuous change as society and technology have developed. The last 20 years has seen particularly fast change arising from the growth of digital technology and huge international multidisciplinary professional service firms, globalisation of services and economic upheavals.
Recognising this, in September We set out to answer the following The terms of reference for the review 2017, the ICE Council asked ICE Vice questions: are included in Appendix 1. President Ed McCann to lead a review to identify trends in engineering 1 “What are the skills required The members of the Review practice and to explore how skills of practising civil engineers Group were selected because of should be developed, maintained and today and how do we see these their expertise and interest in civil qualified in future. changing in future? engineering practice. Through our research, a much wider range of views The review was intended to help civil 2 “What role should the ICE and was collected, including from clients. engineers, their employers, educators, others play in the development Members of the review team also professional bodies and policy makers and qualification of skills?” met with representatives of the Joint to understand and address the 3 “What structures and systems Board of Moderators, ICE’s Professional challenges that the profession faces in should the ICE have to fulfil its Development Panel, Professional relation to skills. role in relation to skills?” Review Panel and Qualifications Panel. Appendix 2 presents a full list of those consulted.
8 Directing the great sources of power in Nature for the use and convenience of man…. Thomas Tredgold
We structured our review around The research methodology is described In accordance with our terms of three important pieces of research, in Appendix 3 and the full results of reference, this report uses the term undertaken by Ms Arapi, the ICE the research are available on the ICE ‘skills’ to mean ‘the learning or know- Research Manager. website. how, ability, attributes and experience needed by an individual to practice 1 A desk study to identify trends The results of this research acted as safely in line with their professional in the economy, society and fuel for the discussions at the Review duties and responsibilities’. This broad industry which are affecting civil Group workshops. definition embraces competence, engineering practice, with insofar knowledge and professional attitude. as possible, a focus on skills. The The Review Group met formally for four workshops to discuss the research Some of these skills may be acquired results of the desk study helped to through formal education, others frame the discussion and design and other inputs and the drafting team met on numerous occasions. through subsequent training or the other pieces of research. upskilling. We discuss this in more 2 Qualitative research based on It should be noted that the Review detail in section B4. semi-structured interviews with Group did not set out to establish a definitive list of skills required by We have done our best to ensure industry leaders and senior that the review is relevant beyond the practitioners to understand how civil engineers. A number of such lists are available from different UK by engaging with international they were experiencing change in members and global organisations their organisations and personal sources; each with its own strengths and weaknesses: The ICE Required as well as drawing on sources of professional lives in relation to civil information relating to other countries. engineering skills. Attributes are shown on the ICE website, while the American Society The following sections set out the 3 An online quantitative survey of Civil Engineers provides a more findings of our Review. targeted at ICE members to detailed and specific set of required explore current skills needs skills, knowledge and abilities and perceptions of changing (www.onetcentrer.org). requirements.
9 Section B – Findings
B1 SKILLS TO DO WHAT?
Before we could begin to address the ‘skills’ that are needed by a civil engineer, we first needed to address the question: What do we need these skills for?
The stock answer which civil engineers This in turn begs the question: What To help understand and explain what have trotted out for generations goes do civil engineers do? Well of course we mean, we have introduced a something like this: ‘to enable them they design and build large pieces of simple model. At the core is the Why to design and build large new pieces infrastructure, but they do many, many question, the civil engineer’s purpose. of infrastructure, of course!’ As we other things as well. Around this are the various activities will explain later, this happens to be which civil engineers perform – the an inaccurate description of what Only when we have established What question. And around the most civil engineers do. But much satisfactory answers to the Why? and outside are the skills which the civil more significantly, it fails to address What? questions can we start to ask engineer requires in order to perform the fundamental issue of the purpose what skills civil engineers need: the these tasks: the How question. of civil engineering: Why are civil How? question. engineers doing what they are doing? The purpose is fundamental, since it provides the context for the duties and activities which are attributes of Skills competence.
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10 In order to start populating this model, both for external and internal trade, Why: the civil engineer’s we found it instructive to revisit as applied in the construction of purpose Thomas Tredgold’s classic definition roads, bridges, aqueducts, canals, river immortalised in ICE’s first Royal Charter navigation, and docks, for internal ‘Civil Engineering is the art of directing in 1828: ‘Civil Engineering is the art of intercourse and exchange; and in the great sources of power in nature directing the great sources of power in the construction of ports harbours, for the use and convenience of Nature for the use and convenience of moles, breakwaters……’ . Within this man….’, Thomas Tredgold. man, as the means of production and definition Tredgold provides answers to Tredgold’s definition of the purpose of of traffic in states, the three key questions. the civil engineer has a poetic strength which has resonated across the ages. In recent years the ICE has increasingly articulated the core purpose of the civil engineer as delivering social, economic and environmental value through infrastructure. We have refined this further and propose the definition of a civil engineer’s purpose as ‘delivering social, economic and environmental value through the provision, operation and maintenance, renewal and decommissioning of physical infrastructure’.
11 Section B – Findings
This, we maintain, is the irreducible core All thinking about the skills required Around this core, we have placed of the profession which has held fast by civil engineers, and the associated the four groups of activities which over centuries and will continue to do so qualifications, should be built encompass the various ways in which as long as there are civil engineers. The around an agreed purpose for the civil engineers fulfil this purpose. We nature of physical infrastructure changes profession: delivering social, economic have defined these as: over time, of course, as do our social, and environmental value through economic and environmental values. But infrastructure. A Providing new infrastructure the purpose remains the same. B Operating and maintaining existing infrastructure We believe that it is important to stress the idea of “delivering social, Recommendation 1.1 The C Renewing and adapting economic and environmental value Institution should put the infrastructure, and through infrastructure” as we delivery of social, economic reflect on the skills that we need. D Decommissioning and environmental value We may be able to do design and through infrastructure at the All civil engineers are involved with one build infrastructure, but if we do not or more of these groups of activities. understand fully how that results in heart of its thinking about Each of the four groups of activities social, economic and environmental skills and qualifcations achieves the purpose of delivering value, or indeed what is meant by social, economic and environmental social, economic and environmental value, though in different ways or value, then we are unlikely to make different proportions. the most of the opportunities. Civil What: the activities in which engineering works – and their civil engineers engage in It is instructive to note that the maintenance and renewal – should of order to fulfl their purpose traditional assumption of the main course provide social value through the ‘…..as the means of production activities of civil engineers – ‘to direct benefits they provide. But the and of traffic in states, both for design and build large new pieces of use of construction as a way of helping external and internal trade, as infrastructure’ – falls entirely within the unemployed back into work, or applied in the construction of roads, Group A, and indeed only forms a part a contractual requirement to source bridges, aqueducts, canals, river of this Group: many pieces of new materials from the local area, are navigation, and docks, for internal infrastructure are really quite small. examples where consideration of social intercourse and exchange; and in the This is significant because much of the value can also influence the way that construction of ports harbours, moles, knowledge and skills which ICE has civil engineers work. breakwaters……’ Thomas Tredgold required its members to acquire and maintain has been skewed towards
Civil engineering is the art of directing the great sources of power in nature for the use and convenience of man… 12 Thomas Tredgold Deconstructing a 1990’s offce New Crossrail Station
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Implementation of a smart motorway system Water treatment works in operation this narrow assumption. to design and construct new roads Similarly, engineers working on is consequently reduced as a result, maintenance projects need to know Population growth, urbanisation although many more engineers are much more about asset classification and industrialisation are both needed to operate and maintain the and inspection and about undertaking associated with the development of expanded road networks: the Connect work in operational environments new infrastructure as was evident Plus consortium including contractors than engineers involved in providing in Europe and the US in the 19th and consultants employs up to 4000 infrastructure in “green field” and early 20th Centuries and is now people on construction works as part of environments. being seen in China, India and other its PFI contract to maintain and enhance developing economies. After the the M25 motorway. The balance of focus and expenditure initial development of infrastructure varies from country to country and systems the skills needs change The skills required of these engineers from time to time. For example, in from those required for new build to are different. For example, whilst 2016 the UK construction industry operation and maintenance and later knowledge about soil mechanics, land spend on “New Works” was £99.3Bn still to modification and ultimately surveying and earthworks design and compared with spend on “repair and decommissioning. construction are of great importance to maintenance” of £52.2Bn (Source: an engineer planning and constructing ONS - Construction statistics: Number This pattern is evident in the UK a motorway, they are of relatively on a range of infrastructure types limited value to a network manager from water supply to nuclear power using traffic modelling software, and generation. After significant periods vice versa. of road construction in the 1930’s and between 1960 and 1990, new road construction has also fallen substantially. The number of engineers required
13 Section B – Findings
18, 2017 Edition). Given the scale of How: the skills which civil repair and maintenance activities it is Recommendation 1.2 The engineers need to do their noteworthy how little attention is paid Institution should develop jobs. in undergraduate education to these and implement a plan to ‘Civil Engineering is the art of directing activities. The situation in relation improve civil engineers’ to skills related to operation and the great….’ Thomas Tredgold skills related to operation, decommissioning is, if anything, even maintenance, modifcation Thomas Tredgold’s use of the word worse. and decommissioning of ‘art’ – used in its 19th century As one recently retired ICE Fellow said infrastructure. meaning of ‘skill acquired through to us: “Everyone loves a big project, patient practice’ - neatly encapsulates but asset management isn’t sexy!” the attitudes of his contemporaries Of course our model here is a great On the other hand, we also heard to the development of skills, which oversimplification. There are many from another industry senior that the was predominantly through practical different forms of infrastructure, all with UK is seen as an international leader experience, though he makes no differing balances between the four in “sweating operational assets” attempt to define what skills these are. Groups: decommissioning has more and is known to be expert in getting significance with nuclear power stations The skills required for each of the four maximum value from them. or skyscrapers than it does, say, with Groups of activities differ, though Civil engineers need skills related to railways. And of course, all engineers there is considerable overlap. Current operation, maintenance, modification need some working knowledge across practice in education and training is and decommissioning of infrastructure all Groups: a designer of a new project heavily biased towards the first group: – not just the design and construction should take into account how it will be in today’s environment, operation and of new infrastructure. maintained in future. maintenance is just as important as construction. Also the activities and how they are tackled are influenced by the means We will develop our thinking on skills at civil engineers’ disposal – the further in Sections B4 to B9. But first we resources and materials, the tools and need to consider the major implications equipment, the systems and processes, of change. the data and information, and the
operational environment
And, of great significance, the activities and the means of addressing them change over time. Different activities and processes change at a different pace at different times, but by and large they are changing faster now than ever before, and change is accelerating. This is in contrast to the core purpose, which remains substantially the same. We explore the major implications of 14 change in Section B2.
15 Section B – Findings
B2 CHANGE
Change affects everything civil engineers do, in different ways and at varying speeds. The central purpose of delivering social, economic and environmental value through infrastructure, as we have established, remains constant. But what we mean by ‘social, economic and environmental value’ does change, at least when measured on a long time-scale. ‘Environment’ was nowhere mentioned in ICE’s first Royal Charter, yet environmental protection has become increasingly important, governing much of what civil engineers now do.
The type of infrastructure required varies Overlain on these changes in the type based on empirical research and over time, and with place. Britain has of work civil engineers undertake have experience. Since then developments seen booms in demand for canals in been changes in the ways they do it – in the understanding of materials, the 18th century, railways in the 19th the materials, the techniques and the energy, mathematics and information century, power stations in the early 20th tools. technology etc, have enabled the century, motorways (as we have seen in development of the extensive Section B1 above) in the 1970s and (to On materials, the profession was numerical and digital modelling some degree) a resurgence in railways in revolutionised in the 18th century techniques that form the basis of the 21st century. Also, the predominance with the arrival of structural ironwork, the modern designer’s toolkit. The of each of the four Groups of activities and in the late 19th and early 20th development of standard methods changes over time, with the dominance centuries by steel and reinforced and codes of practice have the effect of ‘new infrastructure provision’, in each concrete: the pace of change of of ensuring (in principle) that designs of the booms followed by a far greater materials was slower subsequently, are more reliable, efficient and emphasis on ‘operating and maintaining but more recently many new consistent. We are currently seeing a existing infrastructure’ and ‘renewing developments have emerged – for significant shift in design practice as and adapting infrastructure’. And rapidly example paving materials (bituminous designers are becoming involved in developing countries will currently have surface treatments), the use of plastics design for manufacture, assembly and far more emphasis on new build than in ground engineering (geotextiles and operation including, for example, the countries (such as the UK) with a mature geocells) and structurally engineered use of BIM systems. We are also seeing infrastructure. wood products (GLULAM and Cross progressive automation of some of the Laminated Timber). Other innovations designers work and expect to see this include carbon fibre for structural trend continue. strengthening, toughened and laminated glass, paint-based corrosion Over time we have seen numerous protection systems and a wide variety developments in construction of adhesives. techniques including: prestressed concrete, pre-cast concrete, CFA In relation to design, up to the mid- piling, reaction piling, directional 19th century civil engineers relied drilling, twin wall, cross laminated 16 almost entirely on “rules of thumb” timber, Glulam, structural glass, insultation products, foamed concrete blocks, geotextiles and any number of structural adhesives and fixings. All of these changes require engineers to adapt and develop new skills.
Indeed, the characteristics required of many civil engineers is changing too, from technocrats to professionals with ‘multiple-intelligences’, as we explore in sections B7-B10.
Change is all around us, it comes in different forms and affects us in different ways, but it influences everything that civil engineers do. The pace of change may vary, but by and large change is happening faster now than ever before – and nowhere more so than in digital technology.
In subsequent sections, we will pick up the impact of change on the skills required by civil engineers. But before we get into detail we wish to stress two important general conclusions related to change. Indeed, these are two of the most important conclusions of our review
17 Section B – Findings
B3 RESPONSE TO CHANGE
The first conclusion is that the implicit assumption built in to the ICE’s qualification system – that a professional qualification once attained assures a civil engineers competence for life – is untenable in a fast-changing world. The Engineering Council is now requiring Institutions to introduce compulsory CPD. However, we believe this must be much more than the ‘tick in the box’ CPD which has frequently been seen in the past. CPD should be compulsory, but also related closely to the individual’s required job skills, and audited. Recent reports – notably ICE’s In Plain Sight and the Independent Review of Building Regulations and Fire Safety following the Grenfell disaster – reinforce this point.
The Institution should instil - in itself and its members - a stronger Recommendation 2.1 The Institution should redouble its efforts culture of continuous learning, and a to adopt and promote a culture of continuous learning, and recognition that civil engineers must a recognition that civil engineers who fail to keep abreast of keep abreast of changes affecting changes affecting their areas of activity are simply unft to practise. their areas of activity.
18 We will say more later on how this is increasing. We suspect that in as new culture may be introduced and little as five years, much of this report Recommendation 2.2 The assured, which includes publicity and will appear outdated. A procedure Institution should take the debate, provision of training and for continuous review and updating initiative in establishing revision of CPD requirements. should be introduced, in conjunction (in conjunction with the with the Engineering Council and the EngC and JBM) a procedure Our second major conclusion regarding Joint Board of Moderators. the pace of change relates to the for managing continuous frequency and manner of review. Rapid The procedure should involve an review and updating change requires frequent response. We element of foresight – predicting how of civil engineers’ skills have endeavoured to make sure that change will affect skills requirements requirements. our conclusions and recommendations in the future. And although the are appropriate for the skills required introduction of such a procedure must of today’s civil engineers, and so far as closely involve the EngC and JBM, we we are able we have tried to anticipate believe the Institution should take the future needs. But we have no crystal initiative. ball – or rather, our crystal ball merely tells us that change is the new A procedure is needed for managing normal, and that the pace of change continuous review and updating of civil engineers’ skills requirements.
The Only Thing That Is Constant Is Change. Heraclitus
19 Section B – Findings
B4 SKILLS
We now come to the main purpose of this review which is to consider whether the ICE is properly identifying and dealing with the current and emerging skills needs of the profession. So having addressed the core purpose of civil engineering and the variety of civil engineering activities - the Why and the What questions – and the speed of change, we now turn to the How question.
What do we mean by ‘skills’? issues of ‘values’, ‘attitudes’ and The ICE qualification framework has ‘motivations’ – such as caring about the virtue that it captures all the things There is a notable lack of consistency health and safety or commitment to we seek in a professional civil engineer. in the use or interpretation of sustainability - all of which influence However, it does not align with the terminology in the skills arena. behaviour and performance at work. models used by employers or by the Over recent years civil engineering Engineering Council, nor is it structured employers have increasingly adopted The Engineering Council’s UK Standard in a way that enables effective learning staff management and development for Professional Engineering Competence and development techniques to be practice based on job tasks and (UK Spec) – the standard for EngTech, identified and deployed –though we competence, where ‘competence’ IEng and CEng qualifications – defines recognise that industry itself is by no is the ability of an individual to do competence thus: ‘Competence is the means consistent, with many different a job properly and is held to be a ability to carry out a task to an effective approaches. For example, box 2 shows combination of knowledge, skills and standard. To achieve competence the structure and terms used within ability. ‘Knowledge’ is what you know, requires the right level of knowledge, the Laing O’Rourke Group which while ‘skills’ and ‘ability’ are what you understanding and skill, and a are substantially different to the ICE are able to do: the difference is that professional attitude.’ and interestingly include a focus on ‘skills’ can be learned while ‘abilities’ qualifications. The Streamlining 2.0 are innate and unchangeable (at least, The skills required by ICE for IEng/CEng Review is currently trying to adapt ICE in an adult). MICE comprise nine ‘attribute groups’ (each with a number of attributes), terminology to align with the EngC, and These are helpful definitions, but what which include a combination we support these efforts. constitutes knowledge, or skills, or of knowledge, skills, attitudes, Misalignment of the ICE qualification ability can vary from one competence motivations and behaviours. The nine system with models used by industry model to another. And few of these attribute groups, and an example of results in confusion, and makes competency models include the critical the attributes required under group 3 it difficult to integrate the staff for the CEng qualification, are shown development systems used by industry in box 1. The full lists for the different with the ICE qualification process. qualifications are available on the ICE website https://www.ice.org.uk/my- Recommendation 3.1 The ICE ice/membership-documents/member- should progressively adapt attributes#attributes_of_ceng. the models and terminology that it uses in relation to skills to align with industry 20 best practice. Box 1 Box 2 ICE Laing O’Rourke Group attributes structure attributes structure
1. Knowledge and Understanding of Engineering Experience Qualifications 2. Technical and Practical Application of Engineering Technical Capabilities 3. Management and Leadership Laing O’Rourke Capabilities Leadership Behaviours 4. Independent Judgement and Responsibility
US BEHAVIOURS - LEA E PL DERS NC HIP LLE LE CE VE 5. Commercial Ability EX L T HSE MEN GE NA MA EHAVIOURS - M T US B ANA C PL GEM JE CE E O EN NT R LL LE 6. Health, Safety and Welfare P CE VE EX L W L TRO ORKM ON IN AN L C SPEC SH NA TIO IP IO N A , Q S ND UA EN T L IM ES IT D T Y, D IN f G M T HAVIOURS A 7. Sustainable Development N BE - I E US ND PL IV M M E ID A P E C U T E A E R G N A R E L M A S N I L ON L A D L L TI D A N A E L N O E V N A IC S S A R C F E E I Y , N M T X L L P N S N E A R T O T U E I O E O W T 8. Interpersonal Skills and Communication L Q C M D A O P U E S M R
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N C D U E O G O I N T N H D A C T E E V E T S O L I M A O IG N T N N N I N I IO G A P T D I R N L O C D U A M C R S E T E A S S C N S N TI A CO C 3. Management and Leadership G RA E P M E TEM S, N N PORARY WORK E T SYS ES M TEMS AND CRAN U C A S ES N SI BU D P AN A. Plan for effective project implementation RO L CU CIA RE MER MENT COM B. Manage the planning and organisation of tasks, people and resources Each toolkit covers expectations in relation to each role/stage of the journey: C. Manage teams and develop staff to meet Experience Qualifications Core technical Laing O’Rourke Leadership capabilities capabilities behaviours
changing technical and managerial needs The experience likely The professional The unique functional The knowledge and Excellence Plus to have been gained qualifications expected technical knowledge skills from other Defining the personal, at each stop of the for each role. and skills required related areas that managerial and career path. for each role. provide breadth to leadership behaviours D. Manage quality processes your capabilities expected at each and experience. job level. E. Plan, direct and control tasks, people and resources
F. Lead teams and develop staff to meet changing technical and managerial needs
G. Demonstrate continuous improvement through quality management
21 Section B – Findings
For the purposes of this Review and skills will be acquired during formal The ICE has a huge repository of Report we have defined ‘skills’ as education, many others through information, largely in written ‘the learning or know-how, ability, subsequent upskilling and experience. form. A similarly huge body of attributes and experience needed by knowledge exists in the minds of an individual to practice safely in line The skills they will need for the future, the ICE global membership. The with their professional duties and we believe, include understanding of ICE faces two fundamental and activities’. However, we recognise core engineering concepts, breadth substantial challenges in regard to that our research findings may be of knowledge, ethics, awareness information and knowledge: firstly, coloured by different interpretations of of socio-economic/political issues, making sure that the information terminology by different respondents. communication management and and knowledge are appropriate to leadership, innovation, ability to the needs of the day; and secondly, The ‘skills’ that civil engineers need integrate sustainability, critical thinking making sure that those who need include the ability to: design and and problem solving, competency in a the information and knowledge are plan; manage resources; use tools global environment, lifelong learning, able to access it when they need to. and equipment; develop, use and/ collaboration across networks, leading ICE’s engineering knowledge team or follow systems and processes; by influence, agility and adaptability, understand these challenges and are collect, manage and use data; create curiosity and imagination, and initiative currently developing and implementing a suitable operating environment; and entrepreneurship. A challenging initiatives to address them. We fully develop and maintain relationships list which includes but extends beyond support these efforts. with stakeholders; and learn new existing requirements. knowledge and skills. Some of these
ICE’s infrastructure learning hub
22 Recommendation 3.2 The Institution should ensure that its “information and knowledge” are appropriate to the needs of the day and accessible to those who need it.
Our research The interview survey and the member survey As we quickly found, everyone connected with the civil The interview (qualitative) and membership (quantitative) engineering profession has an answer to the How question, surveys provided some clear – and occasionally surprising – and the answers vary widely. So to introduce some objectivity results. Responses were separated by grade, and sometimes into the review, we conducted a series of three research they differed accordingly: for example, business leaders studies. Our desk research informed us of how others in the were more conscious of future skills needs associated with UK and elsewhere have addressed similar issues. This informed changing markets, organisational structures and technology, a series of semi-structured interviews with industry leaders and while operational people were more concerned with the employers. And the outcomes of both were used to develop basic skills needed to do today’s jobs properly. an extensive online survey of ICE members.
23 Section B – Findings
B5 SKILLS GAPS, SHORTAGES AND MISMATCHES
‘Skills gaps’ occur when businesses do not have sufficient staff with the required skills in their existing workforces. Our membership survey showed clearly that skills gaps are a serious problem on many projects. More than a quarter of senior managers report critical or severe challenges due to lack of skills, on a large majority of their projects. This is having a major impact on project outcomes, such as significant increases in time, money, risk and potential litigation.
A majority of members – whether they areas of weakness were cited as: specific context of a project; understanding/ were designers, clients, contractors or technical skills associated with particular appreciation of the challenges faced project managers, or whether they were professional roles; broader skills required by other people in the project; poor senior or junior – perceived this lack of to work within a multi-disciplinary communication across teams; and the skills to be most problematic in design and cross-professional environment; ability to tell when something is wrong teams. The six most frequently cited understanding/awareness in the broader or is likely to go wrong.
24 We consider it to be significant that The principal reasons given for not These issues of skills gaps, skills shortages only one of these weaknesses (albeit being able to fill vacancies were lack and skills mismatches suggest that there the one most frequently cited) relates of technical skills or experience, low is much to be done to ensure that the to the technical skills seen as the core numbers of applicants and inadequate profession has people with the right skills of a civil engineer’s competence: the remuneration. Training existing to do the jobs of today, let alone in the remainder all relate to ‘soft’ skills. We employees and outsourcing are the future. will return to this issue later. main means of mitigating the effects of skills shortages. Relatively few ‘Skill shortages’ are where businesses respondents were proposing higher have difficulty finding suitably skilled salaries to attract more people into the individuals from the pool of potential sector. recruits. Our survey also revealed a shortage of civil engineers, across the ‘Skills mismatches’ are where sector (though notably not at graduate individuals are mismatched to their level). Many of these shortages were jobs in terms of competences, largely of people with particular skills qualifications and field of study. Our in high demand, such as coding or survey revealed that over 40% of experience of offsite construction. respondents did not feel their job was Nearly half of the members who have ‘very or completely appropriate’ to been involved in recruitment in the last their level of education. This may be twelve months claim they could not fill evidence of the growth of graduates all their vacancies or had to settle for doing administrative tasks that we less than ideal candidates. have heard of anecdotally.
25 Section B – Findings
B6 WHICH SKILLS AND ABILITIES ARE THE MOST IMPORTANT?
Both in the qualitative and quantitative studies we explored which skills are most important to performance and success at work. The results of the online survey – which included clients, consultants and contractors - are shown and discussed below.
Which skills are most important? Judgment and Decision Making 62% Critical Thinking 52% The survey responses to the question ‘Which skills are most important?’ are Time Management 52% shown in the box, with definitions of Complex Problem Solving 47% terms shown below. Thinking Creatively 42% Coordination 35% We were struck by the relatively low importance given to Science – (using Management of Personnel Resources 34% scientific methods to analyse and Resolving Conflicts and Negotiating with Others 32% understand problems) which seems in Active Learning 21% stark contrast to the importance given Monitoring 19% to these activities in formal education Social Perceptiveness 14% both at school and in universities. Science 13% It was also notable that many of the Management of Material Resources 11% most important skills are rarely if ever Learning strategies 9% the direct subject of formal study or training. Definitions: We believe that it would be of Judgment and Decision Making - Taking in Resolving Conflicts and Negotiating with Others - consideration both subjective and objective criteria in Settling disputes, and resolving grievances and conflicts, great benefit to focus more effort assessing the relative costs and benefits of potential or otherwise negotiating with others. and attention on to the efficient actions to choose the most appropriate one Active Learning - Understanding the implications of Critical Thinking - Using logic to identify the strengths new information for problem-solving and decision- development of key skills such as and weaknesses of alternative solutions. making. judgment and decision making, critical Time Management - Managing one’s own time and the Monitoring - Assessing performance to make thinking, thinking creatively, complex time of others improvements or take corrective action. Complex Problem Solving - Identifying complex Social Perceptiveness - Being aware of others’ reactions problem solving etc. problems and reviewing related information to develop and understanding why they react as they do and evaluate options and implement solutions Science - Using scientific methods to analyse and Thinking Creatively - Developing, designing, or creating understand problems new applications, ideas, relationships or systems Management of Material Resources - Obtaining and Coordination - Adjusting actions in relation to others’ seeing to the appropriate use of equipment, facilities, and actions materials needed to do certain work Management of Personnel Resources - Motivating, Learning strategies - Selecting and using training/ developing, and directing people as they work, identifying instructional methods and procedures appropriate for the best people for the job the situation when learning new things.
26 Which abilities are most important? Idea Generation and Reasoning Abilities 66% Attentiveness 59% The responses to the question ‘Which abilities are most Perceptual Abilities 49% important?’ are shown in the box. Quantitative Abilities 37% When the results were divided by Spatial Abilities 34% type of member, it was found that senior members were even more Definitions: convinced of the importance of Idea Generation and Reasoning Abilities - Abilities Quantitative Abilities - Abilities that influence “Idea Generation and Reasoning” that influence the application and manipulation the solution of problems involving mathematical of information in problem solving e.g. ability to relationships e.g. ability to choose the right mathematical abilities with over 75% ranking combine pieces of information to form general rules or methods or formulas to solve a problem this as the most important. conclusion, ability to tell when something is wrong or is Spatial Abilities - Abilities related to the manipulation We were interested to see the likely to go wrong and organization of spatial information e.g. Ability Attentiveness - Abilities related to application of to imagine how something will look after it is moved relatively low importance given to attention e.g. ability to shift back and forth between two around or when its parts are moved or rearranged quantitative abilities particularly or more activities or sources of information when compared to the focus Perceptual Abilities - Abilities related to the acquisition and organization of visual information e.g. Ability on these abilities in the formal to quickly make sense of, combine, and organize education of civil engineers. It information into meaningful patterns, to identify or detect a known pattern, to quickly and accurately would seem sensible to increase compare similarities and differences among sets of the focus on these other non- numbers, objects, pictures, or patterns quantitative abilities in attracting and selecting people to work as civil engineers.
27 Section B – Findings
B7 WHICH SKILLS NEED TO BE DEVELOPED THE MOST?
When asked which skills today’s engineers need to develop most, the answer was remarkably consistent across all sectors, career levels and geographical locations: technical skills, critical thinking and soft skills.
Technical skills 25% Critical thinking and problem solving 24% Soft skills (Communication, management and leadership) 24% Digital skills 9% Business understanding 8% Awareness of socio-economical - political issues 4% Initiative and entrepreneurship 3% Other 2%
Perhaps surprisingly, lack of digital Soft skills skills was seen as a much smaller area The three most important skills for of concern: this may have been partly today’s civil engineers, according to because members were responding the membership survey, are judgement on improvements in skills needed for and decision making; critical thinking; today’s challenges, rather than in the and time management. These (and future. We will return to digital skills in many more) are typically called ‘soft Section B8. skills’ – a loose short-hand term for a From the results of all our research, complex set of (non-technical) skills we have identified several skills areas and attitudes. In this and other areas requiring particular attention, and of our research, these and other these are discussed below. soft skills – including being able to form and maintain good working relationships, to inspire and motivate others, to engage productively with stakeholders, to resolve disputes, to negotiate effectively, and particularly to communicate effectively – emerged as significantly more important in the workplace than many of the technical skills which dominate the
28 Body al – K sic ine u sth M e tic
Music Body curricula of undergraduate courses. Smart Smart I l n t Also, increasingly recognised as an ia e t r a p important skill is wellbeing – the ability p e S Picture People r s of individuals to look after themselves – o Smart Smart l n a and be physically and emotionally fit, a u l s and purposeful. i V Multiple Employers are pointing to the lack of Intelligences soft skills among civil engineers as a
c i
t key area of concern. Technology has I n s i t
r u changed the nature of work, and a Self Word g p n clients are placing more emphasis on e Smart Smart i L r s – o the soft aspects of the relationship l n a a b with their suppliers. l r e Nature Logic V
In general, the education system treats Smart Smart l a soft skills as complementary and less ic N at at em important than technical skills. As a ura th list Ma consequence, civil engineers do not ic Logical – grasp the importance of soft skills and Howard Gardner’s are not prepared for the transition multiple intelligences from the classroom to the labour market where soft skills have become the real differentiator. We do not a ‘nice to have’ skill any more: it has requirement for soft skills at IPD level, suggest that the teaching of soft skills become a ‘must have’. our research shows that soft skills are should be introduced into curricula becoming increasingly important and at the expense of technical subjects, There is also a lack of understanding are seen to be lacking. Work over but by the time they graduate young of the nature of communication. the last few decades by cognitive civil engineers should at least have a Transmitting information is not the psychologists, including Howard clear awareness of the importance same as communicating effectively. Gardiner’s influential work on ‘multiple of such skills, and the opportunity to While new technologies simply make intelligences’, provides a theoretical acquire them through training soon it easier to send words, civil engineers basis for us to understand the afterwards. need to be equipped with methods importance of non-technical abilities. to enable them to secure accurate In particular, employers point to interpretation and appropriate actions ‘communication breakdown’ as a key by the recipients – and vice versa. factor in creating friction on projects. They also point out that young We believe all this marks a shift in the engineers still do not grasp that being skills and role of the civil engineer. able to communicate effectively is not Notwithstanding ICE’s current
29 Section B – Findings
As our researcher Ms Arapi put it This is not to say that civil engineering succinctly after interviewing many Recommendation 4.1 The courses should be packed with more industry leaders: “the industry’s Institution should take soft-skill training at the expense of requirements are moving from appropriate steps to technical content, as we make clear in engineers with soft skills to emotionally promote the increasing Sections B9 and B10 below. intelligent people with engineering importance of soft skills, skills”. This leads to one of our most Leadership skills and in particular, to important conclusions: raise awareness among Leadership skills are one of the soft skills that have always been important Soft skills are becoming increasingly undergraduates of the to civil engineers in senior positions. important for civil engineers, and are importance of soft skills and But today’s workplace environment is perceived to be lacking. Awareness of to ensure that appropriate more complex and fast-changing, and the importance of soft skills needs to be upskilling is available empowers people at a more junior inculcated early in their education, and post-graduation and pre- level to take the initiative and make appropriate upskilling provided early in qualifcation. decisions. Leadership skills are now their careers. required at every level of employment, and there is a growing need for civil engineers, in whatever capacity, to
30 We are rapidly developing and recruiting an outstanding team with the necessary breadth of skills and attributes to meet the requirements of the smart infrastructure revolution. Andrew Wyllie, CBE FREng, MBA, BSc CEng FICE CCMI, Chief Executive, Costain Group plc and ICE Senior Vice President
be open, to understand business Team skills knowledge was cited in our research as goals, to be confident in their decision the area of knowledge which is most Teams, not individuals, are increasingly taking, to be able to influence others, important today. Indeed, organisations understood to be the basic building to take ownership of issues, and to are likely to be required to provide blocks of organisations and projects. help ensure that others around them evidence that they have a competent Indeed, the creation of successful and perform to the required level. team before being appointed. collaborative teams is a key and recurring Most of the organisations we theme of the Project 13 initiative, which Team working is the norm for civil interviewed were looking for has been launched by the ICE to create engineers, and these teams increasingly leadership skills when recruiting, even “a new approach to delivering high include people from many different among graduate recruits. Generally, performing infrastructure”. backgrounds and disciplines, and may employers are recruiting for attitude, work together for longer. It is increasingly The multi-disciplinary, multi- for people with a special ‘spark’ and important for civil engineers to develop organisational team has become a strong work ethos, and are then team-working skills, and to acquire a the norm on bigger, more complex prepared to upskill them. broad understanding of the disciplines projects, and indeed the growth of of others on their teams in order to work interdisciplinary working was identified Leadership skills are increasingly with them productively. important, even for recent graduates, as a key factor in our research. and are particularly sought after by This requires many soft skills, but it employers. also increases the need to translate Recommendation 4.2 The information across occupational Institution already recognises boundaries, and it requires civil engineers the importance of team to work for team objectives and not working in its qualifcations, just for the benefit of themselves, their but it should review whether company or their discipline. current requirements are Civil engineers have to draw upon a adequate in the light of broad body of knowledge – much of it changing project and outside their own discipline – in order organisational environments, to understand and work effectively particularly in relation to with other team members with multi-disciplinary and multi- different backgrounds. Multi-disciplinary organisational working.
31 Section B – Findings
Technical skills essentially unknown a generation ago include: the use of whole life Recommendation 4.3 Technical skills, in the sense of the carbon calculations; product life applied science and mathematics Through its engineering cycle assessments; BIM; optimisation foundational knowledge and knowledge activities, the techniques (such as genetic process skills which civil engineers Institution should encourage algorithms); SUDS design techniques; learn as undergraduates and early and enable civil engineers air quality modelling; or structural in their careers are regarded as to keep abreast of technical design with glass. highly important. Among the advances and developments leaders interviewed, there was Currently, digital technologies are in their felds, and to make broad agreement that scientific creating new techniques and processes the most of the opportunities understanding and numeracy skills which are rapidly changing the way that they offer. are vital, and likely to remain so for that civil engineers work. We consider years to come. Additionally, there was this further in Section B8 below. Some also a general recognition that one of people believe this will cause numbers There is a wider issue that emerged the benefits of a rigorous academic in the profession to decline. However, from our qualititative research. The education is that it teaches people how none of our interviewees showed feedback suggested that ICE is to learn. particular concerns about technology currently too focused on its world of taking over the civil engineering infrastructure, and could do much There is also a recognition that profession or jobs: particular tasks more to infuse openness of mind and technical skills (particularly those may go, but these will result in extend the boundaries of thinking. related to process skills) may become redeployment and not a reduction The Institution has the potential to be outdated quickly, and increasingly in the workforce. Rather, they all a melting pot of ideas, concepts and so, as new techniques emerge. There reinforced the need to embrace thought-provoking discussion, but to is therefore a continuing need for digital and other technologies to take do so it needs to expand its vision of civil engineers to keep abreast of advantage of the opportunities that what civil engineers should know, learn technological developments in their they offer. and discuss. Today it is seen by many areas – a point made strongly in to be not sufficiently challenging, not the Independent Review of Building Technical knowledge and skills remain encouraging and not provoking Regulations and Fire Safety following vitally important. Civil engineers must out-of-the-box thinking. the Grenfell disaster. Examples of keep abreast of technical advances and recent developments in technical developments in their fields. practice which would have been
32 We will provide better jobs. Jobs in digital design, high-tech manufacturing, expert assembly, bespoke technicians valued for their artisanal skills, not reduced to commodity players forced to ply their manual trade. We will build careers in construction that parents are proud to see their kids follow, in what I still believe is the most exciting industry in the world. Ray O’Rourke, KBE, HonFREng, CEng, FIEI, FICE, CEO, Laing O’Rourke
ICE is seen to be too narrow in its learned society activities, and a wider agenda would help and encourage civil engineers to become more curious and broaden their skills.
Recommendation 4.4 The Institution, through all its activities, should expand its vision and embrace a wider range of subjects, in order to encourage and enable civil engineers to expand their horizons and develop a broader range of skills.
33 Section B – Findings
B8 TRENDS
Digital technology Digital technology has had a profound However our research identified that impact on the way in which both just because a technology can replace To no-one’s surprise, the development data and information are produced, human activity it doesn’t mean that it and adoption of digital technology collected, transferred, stored and will. There are certain types of work was perceived by members as the accessed. There are a great many that are particularly vulnerable to main trend which will have an impact potential benefits arising from easy automation, and others that are not. on skills. Digital technology comes access to data and information. At The former group typically involves in many forms, notably building the same time there are significant work which is high value, and which information modelling (BIM), artificial challenges in managing large amounts involves codable processes (even very intelligence, ‘big data’ and robotics. of data and information, including the complex ones). As examples from Under this heading in our research, need for engineers to work alongside a other industries, we can already see the most important trends were seen new breed of ‘data scientists’. Many are the replacement of commodity traders to be: automation of parts of the complaining of “information overload”. with algorithmic trading software, design process; massive increases in The uncontrolled and unverified nature but not (yet) the replacement of hotel the amount of data collected; and the of much of the data and information cleaners with robot equivalents. use of digital techniques to enable available means that making sure manufacture and assembly. that data and information are reliable In construction, digital technology has not replaced the ‘high value’ processes Current examples of the former, assumes increasing importance. And involving creativity, complexity or particularly automation of the without the right controls in place, the human interactions. But we believe production stages of the design data can start to control the engineers that, in the future, it may. process, include production of (and others in the team) and result in fabrication or construction information them being ‘chained’ to their desks Our approach to the changes driven directly from structural models without in a very isolated way. So the issue is by a growth in digital technology is the production of traditional shop not just the technology itself, but also twofold. In the short term, we believe drawings. Some say that once the the new ways or working – including that civil engineers should embrace basic structural solution has been greater collaboration – required to apply digital technology and explore to the identified, engineers should already it productively. utmost the efficiencies and other be integrating structural analysis The landscape of digital technology advantages it can bring, which means models with design specification is changing rapidly, and the pace acquiring the skills to apply the models to produce economically of change is increasing, so it is very technology. optimal, code-compliant fabrication difficult to anticipate exactly how information. Many say that this sort of Interestingly, our research did not find it will develop and thereby how work, following standard and codified that digital skills were a priority for we should prepare people for the processes, will be automated within a development among respondents. future. In the long term this could few years. This may be because they already have a profound effect on the civil have good digital skills. Alternatively, engineering profession and industry, they may not yet have seen digital with numerous tasks currently done technology impact on their job roles. by civil engineers being taken over by Perhaps, they are just very aware of the machines, or by less-highly qualified other skills challenges. Nonetheless, technicians assisted by machines. we believe that digital skills will 34 Parametric modelling used to optimise the design of a building façade be increasingly significant for civil profound change affecting the skills electric and hydrogen powered engineers in the future. needed by civil engineers, but it cars, autonomous vehicles – all will is by no means the only one. We require infrastructure to support their For the longer term, the changes are have already discussed in previous development, and some of the skills impossible to predict, and we propose sections how changes in the way the required will differ from those needed simply that, as discussed in more industry works such as the increase for traditional infrastructure. detail in Section B3, a procedure for in multidisciplinary working have continuous review and updating of civil made soft skills – particularly in Changes to organisational engineers’ skills requirements should communication, leadership skills and structure be introduced so that the profession team skills - more important for all There have been major changes can respond quickly to changing civil engineers than they once were. in recent years in the way that circumstances. Among the other changes currently organisations are arranged to Civil engineers should embrace the affecting the way civil engineers work, deliver infrastructure. Examples revolution in digital technology, and the skills they need, are changes include the emergence of the global acquiring the will and the skills to in markets and in organisational multidisciplinary professional services use it to improve the quality and structure, and increasing use of offsite firms, the growth of frameworks and efficiency of their work. The longer construction. alliancing models, and outsourcing of term changes wrought by digital Emerging markets technical services. All of these changes technology – as yet unpredictable influence the skills, knowledge, – should be monitored (under the The new technology which is so abilities and attitudes required by procedure proposed in Section B3), dramatically affecting how civil civil engineers. New organisational and appropriate changes to skills engineers work is also creating new structures also influence the ways that requirements introduced promptly. and expanding markets to provide information is processed and managed supporting infrastructure. Digital and the way that engineers acquire Digital technology may be the most communication, renewable energy, skills and knowledge.
35 Section B – Findings
We are entering an era of man machine partnership. This will make us much more capable, and get us involved with data and the operations of the actual built environment, but won’t significantly change the numbers of engineers/designers required! Tristram Carfrae, RDI MA FREng FTSE FIStructE FIEAust FRSA Deputy Chairman, Arup
Changes in infrastructure provision Recommendation 5.1 The Institution should identify and respond to emerging markets (such as infrastructure for new technology) Much has been said over recent years about the low productivity and to changes in organisational structures and methods, by growth in UK construction. Many continuously monitoring skills requirements and making changes have advocated fundamental reform where necessary. both in the way that infrastructure is delivered and in the way that it is operated. It seems highly likely Recommendation 5.2 The Institution should encourage civil and indeed desirable that the UK engineers to embrace the revolution in digital technology, and to construction industry undergoes a fairly substantial transformation. acquire the skills to use it to improve the quality and effciency Current trends include the promotion of their work. The longer term changes wrought by digital of different procurement models based technology – as yet unpredictable – should be monitored, and on alliancing and the increased use appropriate changes to skills requirements introduced promptly. of offsite manufacturing techniques. Some are exploring the opportunities to bring factory assembly techniques and practices on to construction sites and ‘industrialising’ the approach to project and program delivery. Some of these trends are evident internationally and are likely to develop further.
These changes in markets, working practices and in organisational structure create changes in the skills needed by civil engineers.
36 B9 QUALIFICATION
The ICE is (under license to the Engineering Council) the qualifying body for civil engineers with various grades of MICE membership from EngTech through IEng to CEng and the Institution needs to address whether the requirements for qualification are in line with the skills needs. But as we have done with skills, we need to ask first: what is the purpose of qualification?
We believe that the purpose of to clients and the public for the when they cover traditional roles. This qualification is twofold: it provides performance of professional services does not mean that every engineer assurance to the client (or employer) generally sits with the companies in the industry is an accomplished and to the public that the person rather than individual engineers. As professional but that the system is competent to do the job; and it such it is important to understand in place, the combination of initial provides motivation to the engineer whether and to what extent employers education, professional qualification to pursue learning to achieve (and value the ICE qualifications as a proof and working experience, enables maintain) qualification. of competence and as a driver of individuals, with willingness and learning behaviours. Discussions with ambition, to become accomplished Qualifcation as a civil employers were not conclusive on this professionals. We support these engineer matter. Moreover, the issue of assuring views, and consider that the ICE’s The IEng/CEng and EngTech competence is currently receiving a lot qualifications are broadly fit for qualifications are generally well of scrutiny in the UK because of high purpose – in the early stages of a civil regarded by industry both because profile problems at Grenfall Tower and engineer’s career, up to the point of they cover much of what is the Edinburgh Schools. qualification. relevant to practice and because There is a broad agreement in the We have a couple of qualms. The first, they drive learning behaviours in industry that ICE has well defined the as we mentioned in Section B7, is the new professionals. But their great civil engineer in the traditional sense need for a greater emphasis on post- weakness is that they do not in any and the skills that the civil engineer graduate, pre-qualification upskilling in meaningful way assure competence or needs to acquire in order to succeed non-technical skills. drive learning behaviours years after in that space. Similarly, satisfaction they are awarded. of employers with the technical The second concerns people who do not neatly fit the mould of the In modern practice the responsibility competency of young engineers is high
37 Section B – Findings
‘traditional’ civil engineer. Our but our concerns are not merely qualitative research points at ICE’s Recommendation 6.1 The about whether CPD is voluntary or lack of flexibility and closed mind- Institution should recognise compulsory. If the purpose is to ensure set in recognising, supporting the multidisciplinary nature that civil engineers remain competent and welcoming these ‘new’ civil of the modern construction in their jobs, then the content of the engineers as well as all the other CPD must also be relevant to the industry, and be more professional figures which surround, engineer’s job. A more robust check of flexible in allowing people support and collaborate with them. relevance should therefore be the next It is in those organisations where to enter the civil engineering step for the engineering profession. the role definitions are stretched profession without the that employers are looking for ‘traditional’ background. Our second, related concern is that more support and a change in both Indeed ICE should be pro- the skills assessed at qualification are a the education system and young active in seeking such people combination of general skills required engineers’ understanding of the out and welcoming them into by all civil engineers, and specific skills skills they require in order to become the profession. which the candidate was applying at successful professionals. the time of assessment. Some years later the civil engineer may be (and We recognise that the ICE has made Maintaining qualifcation almost certainly will be) doing work significant efforts in recent years for which their ‘old’ skills are outdated But when we get to the ICE to attract members from the wider or inappropriate, or doing work qualification process post-qualification, infrastructure and construction which requires greater, specialised we have some serious concerns. community, including notably the skills in a particular area. The ICE’s The first is one that we addressed introduction of the revised AMICE Rules of Professional Conduct require in Section B3. The assumption that membership grade. It may be that the that ‘All members shall develop their a professional qualification once feedback that we received is based professional knowledge, skills and attained qualifies a civil engineer to on opinions formed before the recent competence on a continuing basis…’ practice for life is simply untenable efforts and changes. and ‘All members shall only undertake in a fast-changing world, with work that they are competent to do’. greater expectations by clients and The modern construction industry is That puts the onus on the individual the public of up-to-date professional multidisciplinary , and a more flexible civil engineer, but provides scant competence. In our view ICE’s approach to the backgrounds of those comfort for the client – or member of current voluntary CPD model is not an allowed, or encouraged, to enter the the public - seeking assurance that the adequate means of assurance. civil engineering profession would be work is in the hands of someone with beneficial. The Engineering Council and ICE have appropriate, up-to-date qualifications. recognised this and that voluntary Several conclusions emerge from these CPD is on the way out: Engineering two concerns. The first, and most Council has introduced a requirement important, is the one we introduced in for compulsory recording and auditing Section B3, and repeated here: of CPD and at the time of publication of this report, ICE is balloting members The Institution must instil - in itself and on the introduction of compulsory its members - a stronger culture of 38 CPD. We welcome this move, continuous learning, and a recognition that civil engineers must keep abreast of changes affecting their areas of activity. Recommendation 2.1 The Institution should redouble its efforts to adopt and promote a culture of continuous learning, and The means of instilling this change of culture requires thought and planning, a recognition that civil engineers who fail to keep abreast of and will take time to achieve. It changes affecting their areas of activity are simply unfit to requires coordinated initiatives from practise. both the Institution’s engineering knowledge team (on provision and dissemination of knowledge and Recommendation 6.2 As part of this culture change to promote lifelong learning) and its qualifications continuous learning, the Institution should instigate a process of team (to provide assurance that it is done). We recognise that valuable publicity and debate involving members, employers and clients work is already being done in this area, but we are asking for more. We will not attempt to be prescriptive about Recommendation 6.3 Through both its engineering knowledge how this should be achieved, but we activities and its qualifcations activities, the Institution should believe it should include the following actively seek to provide, or encourage others to provide, three elements: appropriate upskilling to enable qualifed engineers to keep up- A process of publicity and debate - to-date with their skills, and where appropriate to re-skill. engaging members, employers and clients - both to establish best means to bring about this change of culture and to secure the change; Recommendation 6.4 The Institution should urgently review its CPD requirements, preferably in conjunction with the EngC, in Ensuring that appropriate upskilling is order to establish a more robust system which ensures that a provided to enable qualified engineers member’s qualifcation is relevant and up-to-date throughout the to keep up-to-date with their skills, and member’s career. This goes beyond the question of whether CPD where appropriate to re-skill; is voluntary or compulsory. and
An urgent review of CPD requirements, to establish a more robust system which ensures that a member’s qualification is relevant and up-to-date throughout the member’s career. This is not just a question of whether CPD is voluntary or compulsory, but also whether the content of the CPD is relevant to the member’s job.
39 Section B – Findings
The ICE’s basic qualifications assess An exciting opportunity exists for the ICE a range of general skills, and, to a lesser degree, the candidate’s specific to support assurance in the sector, in a way that skills, but they convey nothing to the would add value to all of us. By actively validating employer or to the public about the civil engineering competence throughout a member’s engineer’s skills in specific areas. We career life-cycle - the ICE will effectively provide the are now seeing some demand for forms of assurance of competence industry’s ‘kitemark’ for civil engineering quality, and in specific skills. We understand why technical expertise. This will benefit the individuals clients, owners and the public seek themselves, their employer and the wider industry, assurance in this way that the works which they own, use or are affected but requires the ICE to work in a dynamic manner by are properly – and, above all, safely with educational institutions, training providers, skills - designed, built and maintained by assessors and business.” people who have all the necessary up-to-date skills, knowledge and experience to do so. We think that the demand will grow, along with a worldwide trend to require greater John O’Connor, FRICS accountability from professionals. Group Commercial and Human Capital Director, Laing O’Rourke
40 The ICE has an honourable history usually accompanied by a qualification warranties are invalid. in providing such assurance. The process in the specific area. Reservoirs Act 1930 established The need for specialist registers and for an inspection regime for dams We believe the Reservoirs Panels have additional professional qualifications and reservoirs by approved ‘panel provided such assurance (and the in specific skills should be investigated. engineers’, on a register maintained absence of any major dam failure in The Institution should respond by ICE. The Institution continues to Britain since the 1930 Act is some positively and actively to fulfil these maintain registers of panel engineers testament to their success). We needs, where appropriately acting in qualified to design and maintain all anticipate a growth in the demand conjunction with others. large and high-risk dams on behalf for such registers and qualifications. of the UK Government, including These are most necessary where the Recommendation 6.5 The certifying and regularly reviewing consequences of failure are high Institution should work each member. In the 21st century or where specialist knowledge is other registers and/or specialist required. One example of this sort closely with members and qualifications have followed (For of qualification is the ‘Certificated employers to explore where example: https://www.ice.org.uk/ Surveyor in Structural Waterproofing’ specialist qualifcations are careers-and-training/careers-advice-for- qualification, which is now a most needed and how they civil-engineers/specialist-professional- requirement for those specifying some can best be provided. registers#reservoirs). Such registers are waterproofing systems, otherwise
ICE training workshop
41 Section B – Findings
B10 PRE-QUALIFICATION
The ‘traditional’ path to a civil engineering qualification starts with an undergraduate degree course in civil engineering. Such courses are inspected and approved on behalf of ICE by the Joint Board of Moderators, and the JBM requires a strong core content of technical subjects in the curricula: structural materials and geotechnics, plus a minimum of two from fluid mechanics, surveying, transport infrastructure engineering, public health, construction management, environmental engineering and architectural technology.
We have heard many criticisms of the heard, but the majority from both our in an increasingly multidisciplinary lack of soft skills among graduates qualitative and quantitative research industry call for greater variety of entering the workplace. However, expressed general satisfaction with learning paths than the conventional these have not been accompanied by the technical education in first degree single-discipline course. New engineers loud calls for the teaching of soft skills courses. are required to have knowledge to be included to a greater degree in well beyond civil engineering. There curricula, at the expense of technical However, we did hear calls for greater is a need for more flexibility in the subjects. A variety of views was flexibility in education. An increased education system to allow some variety of career paths and mix of skills
42 As academics it is really important that we stay tuned in to the emerging needs of the profession and progressively adapt and enhance the content and character of our courses, as well our teaching techniques, to ensure that we deliver the highest quality learning experience. Fiona Bradley BEng (Hons) CEng MICE FHEA Head of Civil Engineering Discipline,University of Glasgow students to create a bundle of modules A number of academics and academia and employers, and we from different providers based on universities are actively trying would encourage an increase in such their interest and learning paths. We to improve the efficiency and efforts. recognise that the Institution already effectiveness of education, for example accommodates some flexibility: the through the application of emerging ICE should continue to use its position door is unlocked for people with non- pedagogies utilising digital technology and convening power to support standard backgrounds, but we would and project-centred learning. At the development and adoption of like to see the door opened wider – the same time many observed that educational best practice. with a welcome mat. a continued focus on research activities within universities meant Recommendation 7.2 The Greater flexibility is required in that less focus was generally given Institution should develop the education system, to allow to education. It will be interesting undergraduate students to bundle to see how the Teaching Excellence a Community of Practice together a greater variety of courses Framework and developments in the focused on education and which will be accepted as a basis for Higher Education market influence the skills. qualification as a civil engineer. attitudes of university departments towards education. The Institution has always considered Recommendation 7.1 The Several academics observed that the practical experience as important as, Institution should encourage, primary interaction with the ICE was if not more important than, academic support and accept through the accreditation role played study as the basis for professional greater flexibility in the by the Joint Board of Moderators, qualification. We found continuing support for this approach, and we education system, to allow which is essentially about ensuring strongly endorse these views. While undergraduate students to compliance. Despite the efforts of education provides the framework, it bundle together a greater the JBM visit teams, the nature of this role was not generally felt to be is important for young engineers to variety of courses which understand how things actually work. will be accepted as a basis conducive to the development and encouragement of best practice. It is important that engineers learn to for qualifcation as a civil ICE can – and does - exert a positive understand how their jobs relate to engineer. influence, particularly by acting as reality and the consequences that their a convenor for discussions between decisions have in real life.
43 Section B – Findings
However, we found some evidence As we established in Section B5, somewhat sobering to reflect that the that these practical skills are in decline: employers currently perceive a single biggest determinant of entry students who no longer spend shortage of professional civil engineers, into the civil engineering profession their spare time maintaining cars or albeit not necessarily at graduate level, is possession of an ‘A’ level in maths doing DIY, turning into academically- and we do not foresee this changing (achieved by only about 95,000 competent undergraduates who – at least in the short or medium term. children a year in the UK out of a total cannot draw the basic components of It is therefore vital that the profession of around 650,000). a suspension bridge or a water supply encourages bright and able people to system. join, and in particular in the context of In effect we restrict our pool of this Review, that it removes perceived recruits to about 1/7th of the Practical experience remains a very barriers which may deter suitable population because of their desire and important ingredient of professional people. ability to achieve a maths ‘A’ level at qualification. We support the continuing the age of 18. importance attached to good practical Great strides have been made over experience, and we would encourage the past half century to make the When you factor in the common initiatives which instil practical skills at profession more accessible to women assumption in the UK that three ‘A’ undergraduate level. and to people of different ethnic, class levels including both maths and physics and economic groups. Several current are necessary to study for a degree initiatives are reinforcing the message. in civil engineering, the situation gets Recommendation 7.3 The We strongly support these efforts. much worse with numbers reduced to Institution should continue circa 30,000. Also the UK has an education system to place a high priority on However, it is not clear that removal the importance of practical which undervalues engineering, and a construction sector with a poor image of the requirement for maths ‘A’ levels experience, and should use which is therefore not attractive to would necessarily lead to a significant its influence to encourage the a diverse range of potential recruits. increase in the number of recruits into development of practical skills Improved engineering curricula in civil engineering degrees, or change from the earliest stage. schools and colleges, better informed their character. The perceived linkage careers advice, and a campaign to between STEM subjects and engineering inspire people already in work to careers appears to be very strong among transfer to engineering, could all help teachers, parents and students. to bring more, suitable people into civil As a notable example, UCL removed engineering. the requirement for a maths ‘A’ level for Initiatives must be maintained and their BEng and MEng civil engineering strengthened to encourage a wider degrees in 2006, yet less than 5% of variety of bright and able people their subsequent recruits do not have a to choose a profession in civil maths ‘A’Level. It is also interesting that engineering. these students usually end up towards the top of the class on graduation, and We also considered whether are reported to be easily employed and degree entry qualifications were an successful in practice. unnecessary barrier to entry. It is 44 Of course, ICE qualifications depend Most of the problems that I come across are depressingly ordinary….and we really need to make sure that as we take advantage of exciting new technology to modernise the industry, we don’t forget to do the knitting…. ! Damian Leydon FICE MCIOB. Operations Director, Berkeley West Thames
Undergraduates and apprentices learning practical skills from ‘old pros’ on the Big Rig
on the civil engineer’s attributes as the practical intelligence that turn shows, ICE is perceived as a less assessed when presenting for the out to be very important in practice. welcoming place unless you tick all the review, and not on the student’s Some have argued that skills and boxes. This is likely to require a rethink possession of a particular qualification abilities in the arts are as important for of both the way that civil engineering when aged 18. We are interested in engineers as science and maths. is described and promoted, and the where you end up, not where you start requirements placed on entry to your learning journey. Overall, we believe that ICE needs university education. STEM alone is no to give further attention to the longer enough. There is an increasing Some industry seniors have observed abilities and attitudes of those who requirement, for example, for civil that those with an interest and the Institution tries to recruit into the engineers to work collaboratively in ability in maths and physics at 18 do profession if the future skills needs cross-discipline teams and to care for not necessarily possess the creative of the profession are to be met. At the environment. abilities, the communication skills or present, as our qualitative research
45 Section B – Findings
Taking a broader approach to the In this Review we considered arrangements. Some consultants backgrounds and entry qualifications ‘technical skills’ without much observed that they were relying on of potential civil engineers at subdivision as to area or depth. Not overseas educated engineers for some undergraduate level will not only surprisingly, many talked about the of their more technically specialist increase the size of the pool from importance of technical skills and roles. which they are selected, but also many identified technical skills gaps broaden the skills and aptitudes of but we did not get very far into Universities should work with employers future professionals to meet the precisely what people meant by this. to explore the need for high-level breadth of needs. In particular we didn’t differentiate technical qualifications delivered in a between foundational knowledge more attractive form to mid-career (eg the theoretical understanding of professionals. ICE has the ability Recommendation 7.4. structures, materials, hydraulics, soils increasingly to work with academia, The Institution should, in etc) and experience doing engineering employers and Government to help conjunction with the JBM processes (eg structural analysis, secure the necessary improvements. and though its influence hydraulic design, product specification, project procurement) in practice. We as a convenor, work with Recommendation 7.5. believe that more work is required to educational establishments The Institution, through its to explore the potential understand properly where the focus needs to be applied. influence as a convenor, for a broader approach to should encourage universities the backgrounds and entry However, we did hear from several to work with employers to qualifcations of potential civil industry seniors who observed that the explore the need for high- engineers at undergraduate MEng qualification was not as effective level technical qualifcations level. at generating high-level technical delivered in a more attractive mastery as the BEng supplemented format to mid-career by a post-graduate MSc in a specialist professionals. subject. This is not perhaps surprising given that the introduction of the MEng qualification followed a recommendation in the 1980 Finniston Report into the engineering professions, and that Finniston’s intention had been for the MEng to create more rounded engineers with soft skills, rather than to hone ICE Project 13 technical skills.
Academics added that specialist technical MSc’s are relatively unattractive to UK students, who find the prospect of an additional year of study unappealing, due to challenges 46 in terms of both funding and domestic ICE Project 13
47 Section C – Summary
1. Skills to do What? 3. Skills Recommendation 4.3 Through its engineering knowledge activities, Recommendation 1.1 The Recommendation 3.1 The ICE the Institution should encourage Institution should put the delivery of should progressively adapt the models and enable civil engineers to keep social, economic and environmental and terminology that it uses in relation abreast of technical advances and value through infrastructure at the to skills to align with industry best developments in their fields, and also heart of its thinking about skills and practice. to develop sufficient understanding of qualifications. Recommendation 3.2 The Institution ‘new technology’ and the advantages Recommendation 1.2 The Institution should ensure that its “information it can bring. should develop and implement a and knowledge” are appropriate to Recommendation 4.4 The plan to improve civil engineers’ skills the needs of the day and accessible to Institution, through all its activities, related to operation, maintenance, those who need it. should expand its vision and embrace modification and decommissioning of a wider range of subjects, in order to infrastructure. encourage and enable civil engineers 4. Which Skills Need to be to expand their horizons and develop a Developed the Most? broader range of skills. 2. Response to Change Recommendation 4.1 The Institution Recommendation 2.1 The Institution should take appropriate steps to should redouble its efforts to adopt promote the increasing importance 5. Trends and promote a culture of continuous of soft skills, and in particular, to raise Recommendation 5.1 The learning, and a recognition that civil awareness among undergraduates of Institution should identify and engineers who fail to keep abreast of the importance of soft skills and to respond to emerging markets (such as changes affecting their areas of activity ensure that appropriate upskilling is infrastructure for new technology) and are simply unfit to practise. available post-graduation and pre- to changes in organisational structures qualification. Recommendation 2.2 The Institution and methods, by continuously should take the initiative in establishing Recommendation 4.2 The Institution monitoring skills requirements and (in conjunction with the EngC and already recognises the importance making changes where necessary. JBM) a procedure for managing of team working in its qualifications, Recommendation 5.2 The Institution continuous review and updating of civil but it should review whether current should encourage civil engineers engineers’ skills requirements. requirements are adequate in the light to embrace the revolution in digital of changing project and organisational technology, and to acquire the skills environments, particularly in relation to use it to improve the quality and to multi-disciplinary and multi- efficiency of their work. The longer organisational working. term changes wrought by digital technology – as yet unpredictable – should be monitored, and appropriate changes to skills requirements introduced promptly
48 6. Qualifcation Recommendation 6.4 The Institution Recommendation 7.3 The Institution should urgently review its CPD should continue to place a high Recommendation 6.1 The Institution requirements, preferably in conjunction priority on the importance of practical should recognise the multidisciplinary with the EngC, in order to establish a skills, and should use its influence nature of the modern construction more robust system which ensures that to encourage the development of industry, and be more flexible in a member’s qualification is relevant practical skills from the earliest stage. allowing people to enter the civil and up-to-date throughout the engineering profession without the member’s career. This goes beyond the Recommendation 7.4 The Institution ‘traditional’ background. Indeed ICE question of whether CPD is voluntary should, in conjunction with the JBM should be pro-active in seeking such or compulsory. and though its influence as a convenor, people out and welcoming them into work with educational establishments the profession. Recommendation 6.5 The Institution to explore the potential for a broader should work closely with members and approach to the backgrounds and Recommendation 6.2 As part of this employers to explore where specialist entry qualifications of potential civil culture change to promote continuous qualifications are most needed and engineers at undergraduate level. learning, the Institution should how they can best be provided. instigate a process of publicity and Recommendation 7.5 The debate involving members, employers Institution, through its influence and clients as a convenor, should encourage 7. Pre-Qualifcation universities to work with employers Recommendation 6.3 Through both to explore the need for high-level its engineering knowledge activities Recommendation 7.1 The Institution technical qualifications delivered in a and its qualifications activities, the should encourage, support and accept more attractive format to mid-career Institution should actively seek to greater flexibility in the education professionals. provide, or encourage others to system, to allow undergraduate provide, appropriate upskilling to students to bundle together a greater enable qualified engineers to keep variety of courses which will be up-to-date with their skills, and where accepted as a basis for qualification as appropriate to re-skill. a civil engineer . Recommendation 7.2 The Institution should develop a Community of Practice focused on education and skills.
49 Appendix 1
ICE Council Terms of Reference for a Review into the changing skills required of practising civil engineers
1. The ICE Council has directed that a 2. At the end of the review the ICE 5. Vice President Learned Society review be conducted to determine Council wishes to be reassured that should ensure that the Review the skills required of practising civil the ICE has identified those skills Team reflects the diverse nature engineers. In directing this review needed by members of the ICE of society, and that it should, as the ICE Council is not suggesting (both professionally qualified and far as is possible, reflect the broad that the ICE requirements as not) and that the attributes the ICE nature of the industry (drawing on currently configured are anything requires of a professionally qualified clients, contractors, academics and other than the best available to civil engineer are the right ones; and consultants). The composition of practising civil engineers anywhere that the process and procedures the Review Team, which should around the world. But the Council that result in the award of an ICE be no greater than 12, and will believes that periodic review professional qualification are the be quorate if half of the team is in to ensure that the ICE remains best that can possibly be designed attendance, is to include: relevant to modern professionals to suit the needs of practising civil a. Vice President Learned Society is both healthy and necessary. engineers. The review should make (Chair); This review has been specifically recommendations as it sees fit to prompted by the rapidly changing enable this outcome to be achieved. b. Two members of ICE Council; nature, and use, of technology 3. The Review Team, which is to c. Two Graduate members; by practising civil engineers and be chaired by Vice President their employers. But the Review d. A major civil engineer employer; Learned Society, is to report to will consider other changes in civil the ICE Council. It should give e. A professionally qualified engineering practice. regular progress reports to the ICE engineer academic; Executive Board. The review is to f. A member of the Professional provide an interim report to Council Review Panel; no later than December 2017, with a final report, complete with g. A member of the Professional implementation plan presented Development Panel; to Council for agreement no later h. An SCE or DE. than April 2018. i. Others as directed by the Chair. 4. The review team will develop a plan Secretariat support will be provided of activities for the review including by the Knowledge Division. Other such studies and consultations as support will be procured as are necessary. These are likely to required from within the ICE or include: a desk study; workshops; externally. interviews and online surveys.
50 6. The Review is to consult widely to: how technology is changing in civil engineering. Therefore the review a. Determine the skills that are is to make specific examination of required of practising civil this particular issue. engineers. For the purpose of the review “skills” means the learning, f. Consider the implications of the Uff competence, attributes and Report recommendations for both experience needed by an individual the ICE’s professional qualifications, to practise as safe engineer. and the ICE professional qualification process. b. Determine whether the existing qualification process ensures 7. The Review is to make its that engineers who attain an recommendations to Council ICE professional qualification are no later than April 2018. Any equipped with the skills identified recommendations should be by the Review in answer to supported by an implementation Question 5a. plan, the creation of which the Director General and Secretary is to c. Determine whether all of the oversee. competences and attributes currently required by candidates for professional qualification remain necessary and or relevant. d. In conjunction with Vice President Membership, determine whether the ICE should offer additional professional qualifications to members already qualified as CEng, IEng or EngTech. e. While the Review is not to focus exclusively on the implications of greater digitisation, and the changing nature of technology in the industry, it should note that Council instituted this Review in part because of a discussion about
51 Appendix 2
The review team would like to thank the following people for their contribution to the review.
Paul Astle, Principal Engineer, Ramboll Mike Burnett, Group Acquisitions Director, Eurovia Group Ltd, ICE Professional Review Panel Chris Burton, Business Development Director, Tony Gee & Partners, ICE Qualifications Panel Susan Clements, Head of Qualifications, ICE Kyle Clough, , Framework Director, Costain, ICE Vice President, Membership Ian Cutler, Associate, GB Card & Partners Stephen Dellow, Director, The Stilwell Partnership Tony Ellender, Emerging Talent Manager, Balfour Beatty Veronica Flint Williams, Contract and Risk Manager, Environment Agency, ICE Professional Development Panel Jane Grant, UK Head of Learning & Development, WSP William Grose, Director, Bill Grose Consulting Kate Hall, Design Director, HS2 Sean Harris, Director, Membership, ICE Matthew Harrison, Specialist Consulting Regional Director, BuroHappold Engineering Bill Hewlett, Technical Director, Costain Tim Ibell, Sir Kirby Laing Professor of Civil Engineering, University of Cambridge, Joint Board of Moderators Ian Kirkaldy, Independent Consultant
52 Emma Kent, Director – Construction, Metropolitan Police Barbara Lane, Director, UK Leader Applied Innovation and Technology Group, Arup Tim Lohmann, Director, Wentworth House Partnership Steve P McAndrew, Consultant, AECOM Tom Mossop, Associate, Arup Michael Nathan, Associate Director – Emerging Talent Leader, MACE Group Services, UK, MACE, CLC Skills Working Group Charles Oldham, Director Strategic Consulting & Technology, AMEY Consulting Richard Price, Strategic Projects & Network Operations Director, Bristol Water plc Mark Reynolds, Chief Executive, MACE, CLC Skills Working Group Nick Russell, Director, Thomasons, Joint Board of Moderators Susan Scurlock, CEO, Primary Engineer Paul Skerry, Early Careers & Professional Development Manager, BAM Nuttall Rachel Skinner, Executive Director & UK Head of Development, WSP, ICE Vice President, Public Voice Hannah Vickers, Head of Policy, ICE Timothy Worsfold, Associate Director, Arup Andrew Wyllie, Chief Executive, Costain, ICE Senior Vice President
53 Appendix 3
Research Methodology
In preparation for the steering group semi-structured interviewing technique 1,792 ICE members of all grades meetings, a series of market research was chosen. The respondents were replied to the questionnaire. activities were conducted with the provided with the research objectives In the quantitative report we adopted objective of providing insight on the and background and were free to the Cedefop definition of skill shortage subject; desk research on the state tell their own story in their own as a situation where skills supply (type of the industry today, qualitative terms. Questions were prompted of abilities and number of people research with business leaders and where necessary, particularly with the available to work) is not sufficient to industry experts in key engineering objective of placing the interview in meet labour market demand. and construction companies and a a timeline starting from the present quantitative survey which engaged and slowly moving the respondents’ 1. Insufficient supply of professionals with 50,000 ICE members worldwide. timeframe towards the future. can be a consequence of the While extensive desk research had inability of the education system The objective of the qualitative been conducted in preparation for to supply enough professionals, research was to understand how the the interviews, the flexibility of this lack of attractiveness of specific profession is evolving as well as the approach allowed for the discovery occupations (difficult working increased variety of knowledge, skills and elaboration of information that is conditions, low remuneration, and abilities that will enable engineers important to participants but had not insufficient social recognition etc.), to be successful in the future. During been captured in previous published inability of the industry to retain November and December 2017, a reports. It also enabled the mapping talents etc. series of one-to-one interviews were of the journey which different conducted with business leaders and 2. Skills shortage can also be a organisations are undertaking, their industry experts in key engineering consequence of skills mismatch, a strategy and their vision for the future and construction companies. An situation of imbalance in which the of the sector. exploratory methodology was used level or type of skills available does to gain an understanding of opinions The objective of the quantitative report not correspond to labour market and visions regarding the future of the was to investigate in numbers the skills needs.1 It may be a consequence sector and the skills engineers must shortages and assess where and how of many factors; insufficient possess and develop in order to realise those skills shortages become apparent education and training supply, those visions. Given the exploratory in the industry. Approximately 50,000 inadequate lifelong learning, nature of the research objectives, a ICE members, of all grades and fast changing occupational geographic locations, were invited requirements which make skills to answer the online questionnaire. obsolete just to name a few. Because we were keen to get as many responses as we could, we did not sample the respondents.
54 1 Cedefop, 2010 For the purposes of analysis of the competences required for a civil engineer, the O*Net Content Model was used. We wanted to focus on the trainable competences of engineers so we only used the worker characteristics and worker requirements domains of the model. In our survey we looked at identifying the importance of knowledge, skills, abilities and personal characteristics (attitudes). We applied the definitions of the model where possible with some fine-tuning where necessary. Further details on the desk research, qualitative research and quantitive research may be found on the ICE website.
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