A key factor in becoming a successful engineer is having a secure subject knowledge and understanding of relevant engineering tasks, responsibilities, and platforms in the utmost far-reaching sense. To enhance their practical knowledge, students are normally required to be informed about competency standards for professional engineers (Dunwoody, 2006). The article below focuses on two elements from the Engineers Australia Stage 1 Competencies. In the article, I detailed how I meet the elements with respect to my college studies and other outside relevant experiences.
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Stage 1 competencies comprise sixteen mandatory elements (Engineers Australia, 2015). The elements characterize the profession’s countenance of the acquaintance and skill-based engineering application aptitudes, specialized skills, standards, and approaches that ought to be exhibited by professional engineers (Pymm, 2009). In the assignment below, the elements selected are a comprehensive theory-based understanding of engineering basics and effective team member and team leadership.
Comprehensive theory-based understanding element
I have been able to exhibit the above elements in a number of ways. My wide-ranging theory-based understanding of engineering basics has evidenced by the way I engage in engineering tasks. For example, at my university, I have participated in a number of engineering science fair projects. The projects focused on robotics, energy, and transportation. To come up with the projects, we identified existing problems in society.
Thereafter, we applied engineering fundamentals to come up with interpretations, analyses, and innovative solutions to the problems. Being involved in the above projects and researches was beneficial as an engineering student. The engagement enabled me to enhance my knowledge, skills, develop analytical skills, develop problem-solving skills, and understand awareness of what engineering is all about. Above all, the engagement gave me a preview of my responsibilities when I complete my studies.
Outside the university, I have also been able to exhibit a comprehensive theory-based understanding of engineering basics elements. For example, during my summer holidays, I normally undertake a placement at a local engineering firm. The firm offers consultation services in engineering. In the firm, I normally work under the supervision of a manager. Usually, I am required to come up with solutions to a number of engineering problems in society.
The placement has enabled me to put into practice the engineering theories learned in class. I have noted that a number of tasks require a basic understanding of analytical and problem-solving skills taught in class (Farndon & Hart-Davis, 2012). By being involved in the placement programs, I have been able to gain direct experience working as a professional engineer.
Effective team membership and team leadership element
I have been able to exhibit the team membership and team leadership element both in my university studies and through other relevant experiences outside my studies. For example, in my university, I have been chosen a number of times to lead students in some projects such as group lab work. Instructors usually appoint a student with leadership abilities to head such groups for effective task completion.
I have been chosen as a group leader a number of times because of my self-esteem and my abilities to take initiatives that ensure that the required task is completed in time. Through this approach, I have been able to earn the confidence of both students and instructors. Notably, the engineering groups that I lead are made up of members with diverse cultural backgrounds. In these groups, I have been able to act as an effective leader ensuring that the groups meet their desired goals. Over time, I have gained a number of admirers.
By being an effective group leader, I have always strived to meet the needs of my group members and be a beacon of hope in the group by enhancing justice, fairness, and allowing love to flourish within the group performance. By doing so, I have been able to motivate my group members to complete their tasks ahead of other groups.
As indicated above, during my summer holidays I normally undertake a placement at a local engineering firm. In the company, my supervisor has noted my exceptional leadership abilities. In this respect, he normally appoints me to lead and represent students who are under placement in the company. Every week, we are required to meet as students to discuss the challenges facing students in the company and come up with ways of addressing the problems. As a leader, I have been able to understand the engineering students’ challenges during placements. Similarly, I have been able to explore a range of issues related to engineering career development.
How the skills will be beneficial when applying for jobs in engineering
Based on the above illustrations, it is apparent that I have earned immense engineering skills that will come in handy when applying for jobs in the engineering field in the future. My potential employers will be pleased to note that I have wide-ranging concept-based knowledge of engineering basics appropriate to the engineering field. In this respect, they will be assured that I am capable of participating in engineering responsibilities that require systematic research, analysis, and innovative solutions. Similarly, they will be pleased with my team membership and team leadership skills. The skills will assure them that I am a supporter of teamwork (Goldberg, 2006). The above skills will boost my ability to be employed in an engineering firm.
Dunwoody, B. (2006). Fundamental competencies for engineers. Don Mills, Ont.: Oxford University Press.
Engineers Australia. (2015). Stage 1 Competency Standard For Professional Engineer. Web.
Farndon, J., & Hart-Davis, A. (2012). Engineers. New York, N.Y.: DK Publishing.
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Goldberg, D. (2006). The entrepreneurial engineer. Hoboken, N.J.: John Wiley & Sons.
Pymm, B. (2009). Engineers Australia A National Forum. Journal Of Petroleum Technology, 61(10), 80-82.