Managing Traffic Incidents - University of Queensland

(Continued from page 19)
There have been many more examples
throughout my fortunate career which illustrate
a continuum of interaction and professional
development, but practical limitations
dictate that I not list them all. However, 2
which arose during the 6 years in which I
was privileged to serve as Chief Engineer of
Main Roads warrant mention here:
i. I was asked to establish and lead a team of
professionals for the purpose of defining
and implementing a system of performance
assessment of engineers and technicians
throughout the Department (to be
applied to about 700 technically qualified
staff). Implementation of this system was
initiated among the Senior Management
Team before we cascaded it down through
the ranks. This gave me the opportunity to
experience first hand a professional approach
for setting of objectives for my
own responsibilities and subsequent assessment
of their achievement in a positive
way with my own superior - and then
with my subordinates (all senior officers
of high calibre).
ii. On my own initiative I arranged for a
team of professionals to assist me in defining
a document which enunciated the
attitudes and policies of Main Roads in
development of its graduate engineers;
respective responsibilities for the graduates,
their superiors and for the Department
itself were defined - the concept of
mentoring was recognised in this and
guidelines for its performance were denied.
Now what does this all mean? I have no
doubt that my fortunate career did not just
happen (by accident). Those responsible for
my activities always made themselves available
to encourage me and to guide my development.
It was clear that I was given "lots of
rope", but never left in a position whereby "I
might hang myself". It needs to be recognised
that opportunities for development and
career advancement were there to be taken
up - I did not have to grasp them, but the environment
in which I operated gave me the
confidence to "have a go".
On reflection, if there was one ingredient
missing in the early days of my fortunate
career it was that these principles and attitudes
were not expressed and openly discussed
- they were just applied.
When we realise that the fundamental responsibility
for a professional engineer's development
rests with him or herself, we
might be excused for saying that we don't
need to have these things written down and
talked about. Nevertheless, my own experience
tells me that the potential of any professional
engineer is more likely to be realised
if the principles and attitudes relevant to professional
development are documented and
discussed with him/her. I draw a parallel
here with experience in the latest phase of
my fortunate career - as a specialist consultant
in quality management : the very action
of documenting the processes involved in
any significant activity leads to better understanding
of them and initiates improvements.
Some final words of advice: as you go
about defining how you will achieve all of
the ideas set out so well by Professor Charles
in his article, make sure the following 2 dimensions
are clearly defined in your plan
and your tactics for its implementation:
– be clear on your own responsibility for
your professional development - if you
don't see it this way, others who do will
gallop past you; and
– seek out a mentor who you can rely upon
and confide in - this may be your boss,
but doesn't have to be; you may even need
a series of mentors over the first years of
your career; the key is to consciously and
earnestly make this happen. !
Contact Trevor Parminter by email :
tparmin@tpgi.com.au
20 DECEMBER 2001