IRSE News 138 Oct 08.pdf

TECHNICAL
IRSE
requirements of a given domain. Thus for
instance theoretical knowledge plays a
more significant role in abstract scenarios,
whereas experience of application,
adaptability and creativity may become
more prominent in other, practical
domains. Whatever the domain however,
a systems-based framework for the
evaluation, development and
enhancement of competence is needed.
This by necessity comprises two
interdependent frameworks, one focused
on the evaluation and assessment of
competence and one on the management
and development of competence.
The competence assessment
framework we have developed provides an
integrated perspective on competence in a
given context and enables duty holders
and organisations to benchmark each
aspect, and measure and assess various
elements in the framework.
This is illustrated in the Weighted
Factors Analysis (WeFA) shown in summary
form in Figure 2. Benchmarking,
evaluating, assessing and potentially
enhancing competence are part of the
underpinning WeFA methodology and are
not elaborated here, but it is important to
note that the WeFA approach focuses
explicitly not only on the positive attributes
(“drivers”) associated with competence,
such as knowledge and experience, but
also on the negative attributes
(“inhibitors”) which impair competence,
such as rapid change in the knowledge
domain. In accordance with the WeFA
methodology, each driver and inhibitor can
be amplified with its own sub-drivers and
sub-inhibitors, to understand and measure
the factors that influence the principal
drivers and inhibitors and thus influence
overall competence.
The extent to which the top level WeFA
diagram shown in Figure 2 is amplified
with further detail in this manner largely
depends upon the specific circumstances
in which the methodology is being applied.
Determination, benchmarking,
evaluation and assessment of the five
driver and three inhibitor goals in the
above WeFA diagram are performed
quantitatively, leading to an overall score
that underpins the understanding and
further development of competence in a
given context.
For further information about this topic
see Reference 1.
The IRSE has invested considerable
effort into its licensing scheme. This is
important and necessary, but technical
competence alone is not sufficient and we
must also focus some of our effort on
other capabilities that are essential if we
are to transform the role of signalling and
telecommunications engineering as we
have suggested is necessary. These other
capabilities may well include:
leadership and vision to set goals, chart
the way forward and to drive change in
the profession for the benefit of the
railway as a whole;
ability to work collaboratively and in an
integrated way with other professional
disciplines and leaders in the rail
industry in order jointly to identify and
deliver common goals, particularly in
support of the Four Cs;
strong understanding of end customer
needs and how our profession can help
meet them.
References
1. Hessami A. G. and Moore M.,
Competence Matters More than Knowledge,
The Electronic Journal of Knowledge
Management Volume 5 Issue 4,
pp. 387-398.
(Available on line at www.ejkm.com).
Figure 2: The Systemic Competence Assessment Framework
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Issue 138 October 2008
IRSE
NEWS