The entire learning process at SkillZip is focused on inculcating in its participants the sensitivity to the real world issues and an ability to become leaders in their chosen fields. The programme design seeks to inculcate the right attitude, develop the appropriate skills and impart comprehensive and rigorous training for grooming the participants into effective professionals.
* Elite Professional Programme (EPP)
* Elite Expert Programme (EEP)
* Elite Visionary Programme (EVP)
* Elite EdLead Programme (EEDP)
* Scientific & Technical Writing Programme (STW)
The CDIO™ INITIATIVE is an innovative educational framework for producing the next generation of engineers. The framework provides students with an education stressing engineering fundamentals set in the context of Conceiving - Designing - Implementing - Operating (CDIO) real-world systems and products. Throughout the world, CDIO Initiative collaborators have adopted CDIO as the framework of their curricular planning and outcome-based assessment. CDIO collaborators recognize that an engineering education is acquired over a long period and in a variety of institutions, and that educators in all parts of this spectrum can learn from practice elsewhere. The CDIO network therefore welcomes members in a diverse range of institutions ranging from research-led internationally acclaimed universities to local colleges dedicated to providing students with their initial grounding in engineering. CDIO envisions an education that stresses the fundamentals, set in the context of Conceiving - Designing - Implementing - Operating systems and products, through a curriculum organized around mutually supporting courses but with CDIO activities highly interwoven. CDIO activities are rich with student design-build-test projects, integrate learning of professional skills such as teamwork and communication, feature active and experiential learning, and are constantly improved through quality assurance process with higher aims than accreditation.
The entire learning process at SkillZip is focused on inculcating in its participants the sensitivity to the real world issues and an ability to become leaders in their chosen fields. The programme design seeks to inculcate the right attitude, develop the appropriate skills and impart comprehensive and rigorous training for grooming the participants into effective professionals.
* Elite Professional Programme (EPP)
* Elite Expert Programme (EEP)
* Elite Visionary Programme (EVP)
* Elite EdLead Programme (EEDP)
* Scientific & Technical Writing Programme (STW)
The CDIO™ INITIATIVE is an innovative educational framework for producing the next generation of engineers. The framework provides students with an education stressing engineering fundamentals set in the context of Conceiving - Designing - Implementing - Operating (CDIO) real-world systems and products. Throughout the world, CDIO Initiative collaborators have adopted CDIO as the framework of their curricular planning and outcome-based assessment. CDIO collaborators recognize that an engineering education is acquired over a long period and in a variety of institutions, and that educators in all parts of this spectrum can learn from practice elsewhere. The CDIO network therefore welcomes members in a diverse range of institutions ranging from research-led internationally acclaimed universities to local colleges dedicated to providing students with their initial grounding in engineering. CDIO envisions an education that stresses the fundamentals, set in the context of Conceiving - Designing - Implementing - Operating systems and products, through a curriculum organized around mutually supporting courses but with CDIO activities highly interwoven. CDIO activities are rich with student design-build-test projects, integrate learning of professional skills such as teamwork and communication, feature active and experiential learning, and are constantly improved through quality assurance process with higher aims than accreditation.
Antilope donarà suport a la difusió i adopció del Marc Europeu d'Interoperabilitat i es basarà en aquestes recomanacions, plans de treball , projectes d'interoperabilitat locals i nacional/ regionals.
Chapter 7:
Beyond Competence:
Developing Managers of Complex Projects,
Lynn Crawford and Ed Hoffman (in the book by Terry Cooke-Davies)
Dr Ziyad Abunada
Lecturer in Project Management,
School of Engineering & Technology
Higher Education Division, CQUniversity
It may be more effective to presented this chapter in a form of discussion group. The aim is to address the difference between Experience and education and why they cannot be equated to each other. The constraints in moving skills and experience to next generations.
Students input is vital in understanding what d they expect and to what extent they think CQU should prepare them to the market.
1
Week 7 - Topic: Beyond Competence.
Mandatory Readings:
Aspects of Complexity: Managing Projects in a Complex World (2011)
Chapter 7 Beyond Competence: Developing Managers of Complex Projects by Lynn Crawford and Ed Hoffman
Tutorial:
1- Watch the video for 8 min:
https://hml.uthsc.edu/Play/449)
2-Creating Complexity Radar using Excel
https://goo.gl/7o5SDW
3rd Discussion Forum
2
2
Content and main points
Introduction
Professional Competence and Beyond
Developing Reflective Practitioners
Managing Experiential Learning in the Workplace
Industry/University Alliances, Corporate Universities, and Project Academies
Benchmarking Project Academies: Methodology and Results
Methodology
Demographics
Results
Experiential Learning
Roles and Responsibilities of Project Academies
Workforce development
Advocacy for practitioners’ professional development needs
Common vocabulary
Alignment with corporate strategy
Alignment with external stakeholders
Promotion of continuous learning across the organization
Promotion of institutional knowledge
Conclusion
3
Chapter 7 Beyond Competence: Developing Managers of Complex Projects by Lynn Crawford and Ed Hoffman
The objective of the chapter is to define a future for project management—as a profession and as an approach to effectively delivering corporate strategy—demands capability that goes beyond minimum standards for competence.
Crawford and Hoffman discuss a number of corporations that are taking direct responsibility for developing sufficient people with the right set of skills, experience, and behaviors to cope with the management of complex projects.
They then articulate the development of higher-order expertise, which is required to manage more complex projects, requires opportunities to gain relevant experience.
They finally lament that few organisations are investing in mentoring and support of meta-competencies.
4
What is threshold competencies?
Are there any Minimum standards of KNOWLEDGE for workplace performance?
If so, are these standards applicable for all projects?
Authors in Page ’88’ argued the role of advanced technologies & changing social values on these standards
Can we learn from mistakes?
5
The Old and the new approach in skill transfer
Until 1970, organizations had taken much responsibility for developin.
CPD Accredited Employer Standard - OverviewRonan Kearns
Over 140 engineering employers have been accredited to our national CPD standard since its launch in 1999. Our robust CPD framework enables employers to improve performance, develop staff and deliver measurable business benefits.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. Common understanding of terminology
and usage of widely acknowledged
techniques and methods
- key factors for successful
Requirements Engineering
Stefan Sturm IREB GmbH
2. Common terminology, techniques and methods
Why do we need it?
Imagine a scenario with
• 600+ products (applications)
Kapitelname 1
• 10.000+ employees in IT
• Projects from 1 month to 25+ years
• Application Lifecycle between 3 Months and 10years+
• An integrated tool chain with 10+ independed tools from different vendors
• Continued change of the products with interrupts up to several years
• Subsidiaries in Europe, Asia, Americas
International Requirements Engineering Board e. V. page 2
3. Common terminology, techniques and methods
Why do we need it?
• Different implementation of Requirements Engineering
Kapitelname 1
• At customers, suppliers, partners
• in distributed teams at different locations, offshore, near shore
• in different industrial sectors
• Different skill levels
• Many practitioners do not have an education in
systems/software engineering
International Requirements Engineering Board e. V. page 3
4. Common terminology, techniques and methods
Why do we need it?
• Problems in communication due to
Kapitelname 1
• different languages
• different cultures (ethnological and company specific)
• Misunderstanding of “agile”
• Elicitation of requirements is underestimated
• Documentation and traceability of requirements is
neglected
International Requirements Engineering Board e. V. page 4
5. Requirements Engineering Certification
How does it help?
• Creation of an international agreed basis for training
Kapitelname 1
• Training Providers align their trainings to a “standard” – the
syllabus of the certificate
• Common definition of terminology to improve communication
and Know-How transfer
• Companies invest in education
• as the certification fits into career paths
• as trainings are aligned to a common standard
International Requirements Engineering Board e. V. page 5
6. Certification
Goals of the IREB and the CPRE
Common foundation for the education
Kapitelname 1
in the field of RE - Worldwide
The CPRE
Improving the use of
Goals and implementation
of RE
Creation of an international understanding and
basis for communication about RE
International Requirements Engineering Board e. V. page 6
7. The certification model
Certification levels
CPRE Foundation Level
• Fundamental understanding of domain,
Kapitelname 1
methodology and available techniques
The CPRE
CPRE Advanced Level
• Mastering and using methods and techniques
• Specialization in one or more modules:
• Requirements Elicitation and Consolidation – released in 2011
• Requirements Modeling – released in 2011
• Requirements Management – in progress
• Business Analysis – in progress
……
CPRE Expert Level
International Requirements Engineering Board e. V. page 7
8. Success story
Examinee numbers since inception
Kapitelname 1
The CPRE
Over 10,300 Examinees in total – worldwide!
International Requirements Engineering Board e. V. page 8
9. Success story
IREB worldwide in 30 countries
Kapitelname 1
The CPRE
Australia, Austria, Belgium, Brazil, Bulgaria, Columbia, Denmark, Ecuador, Egypt,
Finland, France, Germany, Great Britain, Hong Kong, India, Luxembourg, Malaysia,
Mexico, New Zealand, Poland, Romania, Singapore, South Korea, Spain, Sudan,
Sweden, Switzerland, The Netherlands, Ukraine, USA, Venezuela
International Requirements Engineering Board e. V. page 9
10. Success story
IREB worldwide
Finland Sweden
Belgium
Kapitelname 1
Denmark United Kingdom
The CPRE
Poland Ukraine
The Netherlands
Germany Romania
USA
Switzerland Bulgaria
France Egypt India
Mexico South Korea
Spain Sudan
Colombia Malaysia
Austria
Ecuador Hong Kong
Venezuela
Australia
Singapore
Brazil
South Africa New Zealand
International Requirements Engineering Board e. V. page 10
11. International Requirements Engineering
Board (IREB) e. V.
Members of the board
• Personal board members:
Kapitelname 1
Renown experts from industry,
The CPRE
research, consulting and
education
• Supporting Members: Committed
persons in the field of
Requirements Engineering
Activities of the board
• Elaboration of the curriculum, glossary and exams for the
„Certified Professional for Requirements Engineering“
• Translations of the artifacts: English, French, German,
Spanish, Portuguese (Brazil)
• Publishing of articles, textbooks and references
International Requirements Engineering Board e. V. page 11
12. IREB e. V. – the personal members
Experts from industry, research, consulting and education
1st Chairperson: Prof. Dr. Klaus Pohl
Colin Hood
Chris Rupp University of
Kapitelname 1
Free Consultant
SOPHIST GmbH Duisburg-Essen
2nd Chairperson: Dr. Peter Hruschka
Prof. Dr. Barbara Paech
Rainer Grau The Atlantic Systems
University of Heidelberg
Zühlke Engineering AG Guild
Suzanne Robertson
Treasurer:
Dr. Frank Houdek The Atlantic Systems
Karol Frühauf
Daimler AG Guild
INFOGEM AG
Prof. Dr. Martin Glinz Emmerich Fuchs Dr. Camille Salinesi
Unversity of Zurich Fuchs Informatik AG Université Paris 1
International Requirements Engineering Board e. V. page 12
13. Workgroups and Supporting Members
The work of the IREB
Elaboration of the Elaboration of the
Advanced Level Foundation Level
Kapitelname 1
The CPRE
curriculi curriculum
Workgroups /
Supporting Members
Marketing Internationalization
Translation of glossary, syllabi
and exams
Exam and exam questions for
Foundation and Advanced Level
…
International Requirements Engineering Board e. V. page 13
14. The parties involved with CPRE
Certification bodies and training providers
IREB GmbH Training Providers
Kapitelname 1
The CPRE
International
Requirements IREB GmbH
Trainees /
Engineering Examinees
Board (IREB)
IREB GmbH
Certification Bodies
Allocation of tasks to clearly separated and independent organizations
ensures fairness and neutrality!
International Requirements Engineering Board e. V. page 14
15. IREB GmbH
The operating company of IREB e.V.
• Facts
– Starting on April, 1st 2011
Kapitelname 1
– All shares hold by IREB e.V.
– Located in Karlsruhe (Germany)
• Activities
– Organizational support for the board, workgroups and
supporting members
– Coordination of IREB tasks like
• Elaboration of the curriculum and the exam questions for the
„Certified Professional for Requirements Engineering“
• Coordination and organization of training providers and
certification bodies
• Marketing of the CPRE certificate
• Press and media releases
• Publishing of articles
International Requirements Engineering Board e. V. page 15
16. Responsibilities of the involved
IREB e.V. – the board
Responsibilities of the
IREB e.V.
Kapitelname 1
• Elaboration of the curriculum
The CPRE
• Design of the exam questions
Responsibilities of the IREB GmbH
on behalf of IREB e.V.
• Contracting training providers and certifying bodies
• Contact for
o Contents of the curriculum
o The internationalization of the CPRE
o Validity of certificates
o Training providers and certifying bodies
International Requirements Engineering Board e. V. page 16
17. Responsibilities of the involved
Certification bodies
Responsibilities of certifying bodies
• Organization of certifications
Kapitelname 1
• Carrying out certifications
The CPRE
• Evaluation of certifications
• Mailing certificates
Contact for questions about
• Certification dates
• Details about the exam
• Testing locations
• Exam results
International Requirements Engineering Board e. V. page 17
18. Responsibilities of the involved
Training providers
Responsibilities of training providers
• Hold trainings
Kapitelname 1
• If necessary, negotiate the exam dates with
The CPRE
certifying bodies
Contact for questions about
• Details about trainings
• Content of trainings
• Training dates
International Requirements Engineering Board e. V. page 18
20. The syllabi of the CPRE
Foundation Level
Fundamentals
Kapitelname 1
Scope and system context
The CPRE
Eliciting requirements
Documenting requirements in natural language
Model-based requirements documentation
Requirements negotiation and consolidation
Managing requirements
Tool support
International Requirements Engineering Board e. V. page 20
21. The syllabi of the CPRE
Advanced Level
Released Modules
• Requirements Elicitation & Consolidation, March 1St 2011
Kapitelname 1
• Requirements Modeling, March 1St 2011
The CPRE
Modules in work
• Business Analysis, planned for 2012
• Requirements Management, planned for 2013
Languages
• Currently German only, English after approx. 100 exams
• Requirements Elicitation & Consolidation planned end of
2012
International Requirements Engineering Board e. V. page 21
22. The exams of the CPRE
Foundation level
Kapitelname 1
• Multiple choice questionnaire
The CPRE
Advanced level
• Multiple choice questionnaire
• Homework, 2-3 days of effort
International Requirements Engineering Board e. V. page 22
23. The exams of the CPRE
Foundation Level
Duration: 75 minutes – 15 minutes extension for
non native speakers
Kapitelname 1
45 Multiple Choice questions
The CPRE
Each question yields 1 to 3 points
60% of the points needed to pass
Three different types of questions:
• Pick one correct answer
• Pick two or more correct answers
• Decide for each answer whether it is true/false,
correct/incorrect…..
Incorrect checked answers lead to a deduction of
points! Not all choices need to be taken!
International Requirements Engineering Board e. V. page 23
24. The exams of the CPRE
Advanced Level
Step one: MC exam as in
Step two: Elaboration of a homework
Kapitelname 1
• Description of a complex project according to the
The CPRE
context of the syllabus.
• Detailed justification of the chosen techniques and
documentation forms
• Size and format of deliverables depending on AL
module
• Estimated effort: Two days
• Submission 90 days after registration
International Requirements Engineering Board e. V. page 24
25. The book for the CPRE
Covering the essentials
The textbook to go with the
Foundation Level CPRE
certificate
Kapitelname 1
The CPRE
Goal-oriented preparation
for the certification exam
Equates CPRE (FL)
Syllabus 2.1
Klaus Pohl / Chris Rupp
1st edition, Rocky Nook
192 pages, 30 April 2011
ISBN 978-1933952819
International Requirements Engineering Board e. V. page 25
26. Discussion
Thank you for your attention
and the opportunity to
present IREB and it’s
mission to SIREN!
Stefan.Sturm@certified-re.de
International Requirements Engineering Board e. V. page 26
27. Picture credits
By iStockphoto.com
• Job Review by matzaball
• adult education: addressing the issue by Track5
• team award by sturti
• Business Team Meeting by jhorrocks
• Successful business team working by Skynesher
International Requirements Engineering Board e. V.