According to Martin and Schinzinger (10), the lifelong learning of ethical responsibilities in engineering contributes to the development of the values of honesty, fidelity, and integrity. That is in addition to the respect for others, fairness, and the pursuit of excellence and accountability (Martin and Schinzinger 12).
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Engineers undergo lifelong learning to adapt to the changes in the working environment, compliance requirements, standards governing acceptable behavior, and to address the potential dangers and potential risks involved in the discipline (Harris, Pritchard and Rabins 5).
Lifelong ethical learning of ethical responsibilities enables engineers to develop practical methods and acceptable techniques to document professional growth and competence.
In addition to that, professional responsibility equips one with the ability to apply the knowledge and skills acquired in the engineering profession to protect the reputation of the client and other stakeholders (Martin and Schinzinger 20).
The critical importance of lifelong learning of ethical responsibilities in the engineering profession is based on the need to demonstrate professional competence to reflect the changing needs and constant demand for quality education to address the changing technological needs and challenges and to ensure that acceptable assignments are done in accordance with engineering standards.
According to Martin and Schinzinger (26), the learning process enables one to identify and comply with the scope of practice in the profession and to sign and seal documents according to the prescribed engineering practices and the professional code of conduct (Martin and Schinzinger 26).
The lifelong learning of ethical responsibilities is critical because the engineer has the opportunity to be objective and truthful in context of the issuance of public statements, expression of technical opinion, freely disclose information to interested parties, and the ability to express a technical opinion without any reservations (Harris, Pritchard and Rabins 3).
It is essential as an engineer to learn and develop the ability to address the conflict of interest that arises during the execution of the duties and responsibilities assigned the engineer. The engineer becomes a faithful agent and trustee and is able to resist the temptation to accept compensation from more than one party, which can be interpreted as a bribe and to preserve the required confidentiality.
Here, the engineer develops the ability to disclose unavoidable conflicts that arise in the workplace and to make the client aware of the professional position concerning the client’s project and the ultimate consequences engineering decisions have on the project (Harris, Pritchard and Rabins 12).
Typically, the lifelong learning of ethical responsibilities imparts the skills and knowledge required by an engineer to advance the engineering knowledge and skills required in the profession, engineering commitments, the ethics, and the underlying responsibilities.
Typically, the engineer needs lifelong learning ethical responsibilities to protect the public health, improve the safety and welfare of others, and the ability to address emerging problems and challenges in engineering.
Lifelong learning enables one to understand and practice the principles of social responsibility, which includes respect for the international norms, ensure accountability, improve ethical behavior, practice the respect of law and the respect for the stakeholder’s interests (Harris, Pritchard and Rabins 12).
In conclusion, the lifelong learning on ethical responsibilities in engineering enables engineers to ensure integrity, competence, and accountability for the present and the future and to adhere to the obligations, standards, and practices in engineering.
Harris, Charles, Edwin , Michael S. Pritchard, Michael Jerome Rabins, Engineering Ethics: Concepts and Cases: Concepts and Cases. New York: Cengage Learning, 2009. Print.
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Martin, Mike, W, and Ronald Schinzinger, Ethics in Engineering. New York: McGraw Hill, 2005. Print